...Is there a special way to read? One may think reading is as simple as opening the book, skimming the words once, and then you're done. However, that's not the case and reading requires a sufficient amount of diligence. In college you don't merely read, but you also analyze, understand, remember, and respond to the writing. Chapter 3 of Successful College Writing expands on this topic and offers insight on the actions that accompany reading and responding to the text. College introduces difficult literary assignments, (such as informative essays and essays meant for academic audiences) and unlike high school, you won't receive as much support in deciphering the text. This means you need to acquire sustainable skills and become an active reader. Being an active reader requires for you to take action before, while, and after you read. Before you read you need to preview the selection and form questions based on what you have previewed. Your preview should include the title, introduction, headings, photos, conclusions and several other aspects. As soon as you finish previewing the selection, write questions on sections you didn't quite understand or you want to know more about. This can help guide your reading so you can better comprehend it....
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...Four Ps of Writing The Four Ps of Writing focus on the writing process and the assignment. PURPOSE Why are you writing? Are you writing to inform? Persuade? Are you writing in a combination of modes? Remember, a mode of writing is how you present your information. Some strategies to help with the purpose of a writing assignment are called Rhetorical Strategies: Description Expression of what the five senses experience Sensory stimulation Vivid language Narration Telling a single story or several related stories Beginning, middle, end Exemplification Illustration with examples Specific examples Division-Classification Logical ordering of a complex situation Division ( single unit or concept, breaking the unit into parts and analyzing the parts and the whole Classification ( put two or more related items together and categorize them according to type or kind Process-Analysis Technique that explains the steps or sequence in doing something Satisfies our need to learn as well as our curiosity of how it works Comparison-Contrast Analyze similarities and differences Helps to make choices Cause-Effect Casual analysis Choice and consequence Why does one thing cause something else to happen? Definition ...
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...Philippine Normal University The National Center for Teacher Education College of Languages, Linguistics & Literature DEPARTMENT OF ENGLISH CONCEPT PAPER For Seminar Paper By JUVELLE S. CRISTOBAL MAT – ELA June 16, 2012 1st Semester, 2012-2013 A. Title B. Introduction * Rationale * Research Questions C. Review of Related Literature * Foreign References and Related Studies * Local Context and Related Studies D. Methodology * Respondents * Data Gathering Procedure * Research Design * Data Analysis E. Timetable for Research F. References TITLE A Syntactic and Comparative Analysis of Phrase Structure Rules Used in the Written Diagnostic and Term Composition of Freshmen Computer Secretarial Students in Bulacan Polytechnic College (Obando Campus) INTRODUCTION Rationale It is said that language learning is the product of formal instruction and it comprises a conscious process which results in conscious knowledge ‘about’ the language, for example knowledge of grammar rules. Although ‘language learning’ is considered less important than language acquisition, most of what is learned has been coming from the formal teaching in school. It is also said that the acquisition of grammatical structures follows a ‘natural order’ which is predictable. For a given language, some grammatical structures tend to be acquired early while others late. It can be derived that language learning could also be predictable and that grammatical structures...
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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...My first year at Alma College has been an eye-opening experience. I have learned a lot academically, about myself, and about life in general. As I progressed though the year my viewpoints had changed. I had many new experiences that broadened my horizon. My classes opened me up to knowledge I could apply to my life, that I found interesting, and benefitted me. I learned a lot about myself, including what I want out of my college experience, and what my passion is. Despite the numerous papers, multitudes of exams, tremendous amount of course work, and athletics I believe I have done well. One of the many demanding classes this semester was English 101. In this rigorous course, students were asked to gain rhetorical knowledge, engage in critical writing, perform research writing, and improve their style and grammar. These goals are closely related to those of the WPA Outcomes published by the Council of Writing Program Administrators. The WPA...
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...teaching composition to college students, I have discovered that one of the main obstacles to their learning the skills I teach is their conviction that those skills are nice to have, but not essential--unless, of course, they plan a career that is likely to require them to write a lot. Most students would like to write easily and well, but they do not feel an overwhelming need to. As it happens, however, writing essays is one of the best ways to develop the mental skills necessary for learning and thinking. Despite the widely held belief that human beings are rational animals, the fact is that we are no such thing--at least not naturally. What we are is capable of rational thought. We have the capacity to learn how to reason, but that capacity does not come to fruition without careful nurturing. Just as the skilled athlete has, through diligent effort and application, honed physical capacities that are inherent but not well developed in most human beings, so the skilled thinker has studied and trained himself to apply mental skills in a manner beyond the reach of most untrained minds. The exercise of rational thought or procedure to analyze a subject and to express in an orderly way the judgments arrived at through such analysis is called "discourse." Writing which aims to arrive at an understanding of a subject--or to make such an understanding possible for the reader by leading him through the steps of rational analysis of that subject--is called...
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...example of an essay introduction: The first sentence is the topic sentence: It tells the readers they will learn about past narratives. The sentences that follow the topic sentence relate to the topic sentence because they provide examples of past narratives. Finally, the last sentence is the thesis of the essay, which expresses the author’s position on the topic and previews what the entire paper is about. You learn more about writing effective introductions later in this course. Supporting Paragraphs Every paragraph after your introduction must be a supporting paragraph. A supporting paragraph supports or proves your thesis. All supporting paragraphs must include a topic sentence. You may then develop the supporting paragraphs within your paper by using one or more of the following methods: • Examples and illustrations • Data, facts, or historical or personal details • A simple story, or narrative • Descriptions • Division and classification • Analysis • Process analysis • Definitions • Cause-effect • Comparison-contrast • Argument The previous paragraph about journals used examples to support the topic sentence. Consider the paragraph following the introduction:...
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...Email: cicilians@macomb.edu Phone: 586-286-2145 Mailbox: B-111 Office Hours: By appointment only Required Texts and Materials McMahan, Elizabeth, et al. Literature and the Writing Process: Backpack Edition. Boston: Pearson, 2011. Print. ISBN: 978-0-205-73072-8 Schwartz, Linda Smoak. The Wadsworth Guide to MLA Documentation. 2nd ed. Boston: Cengage, 2011. Print. ISBN: 978-1-111-34737-6 Students will also need a notebook for note taking, college-ruled, loose-leaf paper for assignments and quizzes, and black or blue pens. It is also strongly recommended that students purchase a folder or binder to store their course materials in. Required and suggested materials can be purchased at the Macomb Community College Bookstore. Course Description Prerequisite: ENGL-1180 or ENGL-1210 No credit after ENGL-1190. The focus of this course is the writing of critical essays based upon readings in literature, and the further development of writing skills learned in ENGL-1180 or ENGL-1210. The course places extensive emphasis upon research. Students who have completed ENGL-1190 successfully should not take ENGL-1220. Students will not receive credit for both. (3 credit hours) Course Outcomes Outcome 1: Upon completion of this course the student will be able to discuss the significance of imaginative writing in essays that employ concepts and terminology appropriate to literature and its conventional genres. Objectives: * Provide at least a rudimentary explanation of the...
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...COLUMBUS STATE COMMUNITY COLLEGE English Department Summer Quarter 2012 COURSE AND NUMBER: ENGL 102–Essay and Research CREDITS: 3 CLASS HOURS PER WEEK: 3 LAB HOURS: 0 PREREQUISITES: A grade of "C" or higher in ENGL 101, Transfer Credit for 101, or Proficiency Credit CONTACT INFORMATION: English Department Phone: 614-287-2531 English Department Fax: 614-287-5375 Instructor: Bo Clary Office: Nestor Hall 325 Mailbox: Nestor Hall 420 Email:rclary@cscc.edu Office Hours: by appointment ** Students must use Columbus State email addresses when contacting their instructors. I will reply, whenever possible, within two business days to any emails that require a response. Assignments should not be submitted via email unless special permission is given by the instructor on a given assignment. All assignments are provided on your course schedules. DESCRIPTION OF THE COURSE: ENGL 102 is a continuation of ENGL 101 expanded to include more critical reading, reasoned analyses, research techniques, and research paper writing using documentation format appropriate to the essay’s content. GOALS OF COURSE: By the end of the course, students will: 1. 1. Be able to investigate and analyze multiple perspectives on a variety of subjects. 2. 2. Practice a variety of research methods which includes locating and evaluating valid evidence from reliable sources. 3. 3. Produce and refine through process, audience-appropriate texts that responsibly and effectively...
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...Writing is a way of recording language in visible form and giving it relative permanence, as stated by Ignace Jay Gelb and R. M. Whiting (2008). Of the four skills in English, writing is considered to be the most complex and difficult skill to master. This difficulty, according to Richards and Renandya (2002: 303),” lies not only in generating and organizing of ideas but also in translating these ideas into readable texts.” Aside from creativity and cohesion, writing is most effective when it is grammatically accurate or correct. As it is an important helpful skill through which thoughts and ideas are distributed, it serves for instructors of writing in different educational environments to exploit the many different methods, approaches, and techniques that can serve to produce better writers. Although over the preceding decades, the process approach to teaching writing has greatly improved L1 and L2 composition pedagogy especially in terms of creativity and organization. However, these advances have been compromised through the generation of written products containing grammatical and lexical inaccuracies, which often frustrate and distract readers (James 1998:155). That is why grammatical correctness in writing is a problem of concern especially among 4th year college education students as they will be teachers of English themselves upon graduation. According to Jonopolous (1992), Santos (1988), Lorenz and Met (1988), a lack of grammatical accuracy in writing may...
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...Semester Two COURSE DESCRIPTION The central purpose of this course is to extend students’ growth in all communication arts. Reading, writing, listening, discussing, speaking, using language, understanding media, using technology, and employing research skills will be applied to help students enhance their abilities to become creative and critical thinkers. Language Arts B.11/12.1 B.11/12.2 B.11/12.3 C.11/12.1 C.11/12.2 C.11/12.3 D.11/12.1 D.11/12.2 E.11/12.1 E.11/12.2 E.11/12.3 E.11/12.4 E.11/12.5 F.11/12.1 Key Learning Targets Create substantial pieces of proficient writing to effectively communicate with different audiences for a variety of purposes, including literary analyses. Apply the writing process to create and critique writing composed in a variety of situations. Edit and critique writing for clarity and effectiveness. Use advanced presentation skills on self-selected and assigned topics. Evaluate oral messages for accuracy, logic and usefulness. Summarize and evaluate the validity and relevance of ideas, arguments, hypotheses and evidence presented in a discussion. Identify and analyze the history, origin and usage of English words and phrases. Compare and analyze the use of symbol systems and expressions in other cultures’ languages. Use advanced computer skills to assist in the acquisition, organization, analysis and communication of information. Develop and apply criteria to evaluate various media messages. Develop and present various media...
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...is a pre-college composition course provided to the students at Brooke Point High School. Students must have completed Dual Enrollment English 111 to move on to this course. Similar to English 111, English 112 continues to develop college writing while putting emphasis on critical essays, argumentive styles, and research. The second semester of Dual Enrollment will have taught me how to accurately embed research into my papers by locating, evaluating, and documenting APA format, while effectively editing for style and usage. In this last semester of English 112, our class has written four different types of papers to improve our writing skills and show the importance of research. The first paper written in Dual Enrollment...
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...are writing: * An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience. * An expository (explanatory) paper explains something to the audience. * An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided. If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader. 2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence. 3. The thesis statement usually appears at the end of the first paragraph of a paper. 4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper. Thesis Statement Examples Example of an analytical thesis statement: An analysis of the college admission process reveals one challenge facing counselors: accepting students with high test scores or students with strong extracurricular backgrounds. The paper that follows should: * Explain the analysis of the college admission...
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...purposes in excess of "fair use," that user may be liable for copyright infringement. How to Say Nothing in 500 Words Paul Roberts Paul Roberts (1917-1967) was a linguist, a teacher, and a writer at San Jose State College from 1946 to 1960 and at Cornell University from 1962 to 1964. His books on writing, including English Syntax (1954) and Patterns of English (1956), have helped generations of high school and college students become better writers. "How to Say Nothing in 500 Words" is taken from his best-known book, Understanding English (1958). Although written almost fifty years ago, the essay is still relevant for student writers today. Good writing, Roberts tells us, is not simply a matter of filling up a page; rather, the words have to hold the reader's interest, and they must say something. In this essay, Roberts uses lively prose and a step-by-step process to guide the student from the blank page to the finished essay. His bag of writing su;ptegies holds good advice for anyone who wants to write well. PREPARING TO READ How do you feel about writing? Do you find writing difficult? What are some of your most memorable experiences with writing in school or during your free tLne? How have these experiences affected your current attitude toward writing? Explain. Nothing About Something I t's Friday...
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...Before watching the introductory video to professional writing class (like ENGL394), I thought that sort of writing skills can be developed in a real workplace situation. Maybe because I am a mathematics major student, I never knew like readable proposals and professional analysis mean that much in a successful project. I am sure this professional writing class will provide a very good platform for applying what we’ve learnt into workplace. As a college-level writer, I’m driven by my purposes when writing. As what I’ve learnt a lot about argument, thesis statement and position paper from ENGL101 last semester, the most important thing for a writer to do is present enough evidence to audience in a logical structure. I didn’t do very well in it because I constantly failed to focus on my main thesis, which made my paper seem less convincing. To solve this problem, I tried my best to write down a structure of my paper and kept that script with me. It helped me to check out how far I got. According to Lamott’s First Shitty Draft, despite that such process may take a very long while, a writer should spend time on rewriting his/her own work. In my experiences of writing every single piece of assignment, only after reading my works over and over again could I be able to debug them. Another thing I learnt from Debunking the Genius Myth is that the essential way to success in writing is by practicing. Through enough practicing, one can automatically respond to a certain problem...
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