...write creative narratives about a childhood TV experience, then trade papers with another classmate, who will assess the program, the narrator, and then complete the narrative with a commercial break description suited to the program and audience. You may want to have your own example written up to read to them before each step, just to get them thinking about what’s possible. Suggested Time: 20 minutes to a full class period Procedure: Ask the class what their favorite shows were as kids: cartoons, sitcoms, even documentaries. You may want to bring in a few stills or uTube clips to project (in a tech class), as a memory jogger (ex. The Cosby Show, Ren & Stimpy, etc). Once you’ve discussed a nice variety of TV programs, ask the class to freewrite for 5-10 minutes (however long you wish to tell them) in first-person P.O.V. about their experience watching a show like these as a kid. They should be specific and detailed, writing whatever comes to memory about what’s going on in the program and their thoughts/reactions/and situation as they watch. Ask them to consider tings like: What are the TV characters doing? What does the animation, clothing, setting look like? Are you excited as the show comes on? What kind of viewer are you: young, girl, boy, etc? Be as vivid and inthe-moment as possible (you can make it up if you can’t remember). But, most importantly, JUST WRITE. Reading your example may...
Words: 4641 - Pages: 19
...the situation and audience Measuring your goals and the requirements of the situation and audience Verify and figures or sources mentioned are correct and true. Verify and figures or sources mentioned are correct and true. Ensure the document is free of typographical errors Ensure the document is free of typographical errors Break big jobs into small chunks. Break big jobs into small chunks. Put words on paper or the computer screen Put words on paper or the computer screen Get feedback from someone else. A new perspective never hurts. Get feedback from someone else. A new perspective never hurts. Analyze the problem and define the purpose Analyze the problem and define the purpose Brainstorm, Freewrite, Cluster, and talk to your audience. Brainstorm, Freewrite, Cluster, and talk to your audience....
Words: 314 - Pages: 2
...turning in my midterm portfolio, I definitely felt like I needed to put prioritize this class than I had before. Because of this, I tried to improve on my mistakes from the Rhetoric In Practice project and build good habits for Writing 39C. Looking back on the previous project, I identified my biggest problem to be the planning stages as it really impaired my efficiency when working on the project as I was unsure of a direction to pursue throughout the project and was only able to narrow it down toward the end. Beginning with the Low-Stakes Writing: RA Freewrite, I tried to answer the prompt as a brainstorming tool rather than to answer the questions directly in order to have a clearer planning stage. The first section...
Words: 1283 - Pages: 6
...05054500 – Lesson 6 – Writing With Sources ME, A WRITER? Attitude: Describe your attitude toward completing this course. As part of the description, explore how your feelings about being required to take a composition course may affect your performance in accomplishing the course objectives. (1 paragraph, 5 sentences) Inventory: Explain what you learned about yourself as a writer working through the inventory exercise. Discuss two ways you want to improve as a writer and why. (1 paragraph, 5 sentences) REQUIRED JOURNAL ENTRY 2: PREWRITING Brainstorming: Brainstorm about specific positive and negative effects computers have had on your personal, professional, and academic life. Create a one-page list of your ideas. Thesis: Based on your brainstorming, write a one-sentence working thesis statement that focuses on the impact of computers related to a single area of your life (personal, professional, or academic). The thesis should be one you could develop into an essay of about one page (250-300 words), directed to readers of your local newspaper. Don't draft the essay in your journal, however. You need only your list from brainstorming and your working thesis statement. REQUIRED JOURNAL ENTRY 3: DRAFTING This entry builds on the brainstorming and thesis you developed for Journal Entry 2. Evidence: Identify three different types of evidence you could use to develop your working thesis from Entry 2. Use specific...
Words: 1897 - Pages: 8
...rearrange. Set out with these goals in mind: Following your outline, but being willing to diverge from it if your writing leads you in new and better directions Remembering that you might rethink some ideas, discover new ones, even change your mind about others Keeping in mind that you might stumble upon holes in your research that need to be filled later As you begin drafting, you don’t necessarily have to start with your introductory paragraph. Introducing a paper can be hard when you don’t know exactly what you’re introducing--that is, before you’ve written your first draft. Many students find it easier to plunge right into the body of the essay and leave the opening paragraph for last. Try beginning where you feel strongest. Or freewrite in response to one of your sources: for example, choose someone with whom you strongly disagree, and explain what is mistaken in that source’s view or what that source has overlooked. Once you’ve begun, you can work outward from there. The important thing is to keep going. Try to do something on your project every day. You’ll find that you’re more productive when you’re...
Words: 634 - Pages: 3
...is your potential employer and your purpose is to show you have thought carefully about what and/or who has motivated you toward this career choice and why. In addition, you want to convey your enthusiasm for this position as it relates to your inspiring experience. Take time to think about what your audience wants to know and strive to reach a balance between informal and formal business writing. Process 1. Prewrite about your field of study and create a specific job for which you might want to apply at a particular business or organization in your area. Outline what that position would look like. Brainstorm details, names, titles, and facts to provide depth to your paragraph and enable you to write a polished paragraph. 2. Freewrite about the different experiences you’ve had that motivated you to choose your area of study. Pick one on which to focus—one that triggers sparks of enthusiasm. Review your prewriting and choose what’s most pertinent to the experience and position. Decide on an organizational pattern, such as a chronological outline, and arrange those details into a logical, coherent...
Words: 283 - Pages: 2
...Helen Keller Questions Thinking Critically: I think that the "light" that Helen was hoping and looking for was just a chance to communicate and interact with other people. For her whole life there was almost nothing. She couldn't hear or see. That counts down a huge percentage of any possible interaction with another human being. Being alone in the world with little possibility of making friends or even having someone there is scary and depressing thought. This is why I believe that that was the "light" Helen was looking for. #4: It was important to Helen because she was just learning about one thing having a name, but everything having a name opens up a whole new world to Helen. A chance to communicate with people and to learn new things about everything and everyone. #5: The "mystery of language" was revealed to Helen by the help of her teacher. They went to the water spout and the teacher started pumping for the water to come out and she put one of Helen's hand underneath the water, and spelt the word "water" in the other hand. That is when it was revealed to her and she knew that there was so much more than just water in the world. At the sametime, however, it was pretty consequential for her because there were all of these things that were open to her to learn but at the sametime she was very restricted at being able to learn all of it. Due to her being blind and deaf it was very difficult and would take her very long to learn everything and even if she did it...
Words: 457 - Pages: 2
...want to learn more about. * What interests me academically about this project? What interests me academically, is that I will have more motivation to research understand my topic because I would be graded on the work that I provided. * Who are my readers? My readers would be my teacher, my classmates and any other people that are interested in my project. * What topics do my readers need to read about? The topics that my readers need to read about are matters that can benefit them or that are overlooked subjects but very important to everyone. * What topics would my readers like to read about? I feel that the topics my readers would like to read about are matters that they can genuinely relate to or interested in. Freewrite: * Writing about advertising will help me accomplish the following purposes: I would learn a lot more about how * I am personally interested in the effects of advertising because there are a lot of misleading products out that are advertised to be beneficial. * I am academically interested in because not only will I be able to expand my knowledge and increase my facts of the effects but I would also be graded on it. * My readers need or would like to know about the effects of advertising because they need to know that just because something is talked about in a positive light, doesn’t mean that it is actually a good product. Looping: I am personally interested in the effects of advertising because...
Words: 388 - Pages: 2
...Running head: CAUSE AND EFFECT Alcoholism Ruins Your Life. Christian Sarasty Strayer University: Garner (NC) Campus English 115: English Composition December 6, 2009 Alcoholism Ruins Your Life ALCOHOLISM IS JUST NOW STARTING TO RUIN THE LIFE OF ONE OF MY BEST FRIENDS. Recently the liquor has not shown any improvement since his last doctor visit. There are just as much issues when he’s on his way to work. His family is slowly drifting apart from him because they don’t help him seek no treatment. The alcohol only gets worse each day as his body is showing it. My friend is only 27 years old and now showing one of the many symptoms alcoholism causes. One of his livers is starting to give up on him. With only 27 years old, alcohol has been making him look a lot older than his true age. His nerves are getting worse and eventually shake without wanting to. With his health eating away, he already knows he will have a short term life. Waking up every morning to a cup of Bacardi is not the way to start off your day. As he heads to work in his car he faces a lot of danger. Not only is it bad that he’s driving but can cause him to get a DWI, again. Those who drink as much as he does, tend to have the bad records. While arriving at work, he faces a lot like his breath smelling bad and his attitude becoming aggressive for no particular reason. He risks the...
Words: 601 - Pages: 3
...English 11: Philosophy It’s All About You The Self-Portrait The Assignment: To create a mixed media self-portrait through which you reveal a “secret of your soul” -- an element of your identity such as a passion, a belief, a characteristic, or a value that you hold close to your “core” [or, in other words, that you believe plays a significant role in defining your true self]. Why a Self Portrait? A self-portrait allows you to see your beauty, understand your shadows, and express your feelings and reflections. It is a powerful tool that can help you to understand yourself on a deeper level, ultimately promoting inner peace, change, and personal growth. Where do I Start – and End? Obviously, attempting to understand yourself is a process that necessitates an introspective journey. • Begin by experimenting with some of the warm up techniques that are listed on the back of this page. These techniques should get you thinking in a reflective direction. • Once you have completed some of the warm up activities, log on to Moodle, and review the “It’s All About You” PowerPoint posted there. It contains examples of self–portraits from various professional artists (along with, in many cases, their statements of intent); some instructional tips on art techniques, terms, and materials you might use to create your own work; and sample projects from previous years’ philosophy students . • Draft your ideas, considering both the...
Words: 588 - Pages: 3
...Freewrite # 1: One Aspect of a Typical Day I remember the first day home with first my newborn. However, apart from the overwhelming excitement part of having my baby home, the rest did not happen as I expected or at least planned ahead. I always try to be organized and well-prepared; things should be exact. But now the baby comes first. I can’t imagine leaving him just for a minute to do other errands. My mom always told me “Your life will change when your baby arrives”. I did not really believe her at the time, but now I guess she was right. In my eyes, my baby is the most wonderful and precious thing in the world I have ever received. Not even the first birthday present, which was a bike I had long wished for, I got from my parents on my 6-years-old birthday can be compared. The very first moment I saw him in the delivery room when the mid-wife handed him to me, I could feel how much love coming from him holding him in my arms, and also how much love coming from my heart in return. However, dealing with his routine on a daily basis needs a lot of patience. I have to admit that, there are times where my patience is tested. There are times when I feel completely frazzled and annoyed. There are times I take my son for granted with the “work” and “worry”, and how much my tired body screams at me for a break. But I know I will never wish for anything else. I might know well that all a baby does is eat, poop, cry, and sleep. This sounds simple at first, but, turns out a challenging...
Words: 795 - Pages: 4
...November sixth I wrote we are stuck and I think we need to see what other people are doing because we have know idea what else to do. We then had an AHA moment and decided to write down all the numbers of nice squares. We put them in order and wrote nice squares: 1, 4, 6, 7, 8, 9, 10, 11,12, 13, 14, 15, 16, 17, 18, 19, 21, 22, 24, 25, 27, 28, 30, 33, and 36. We then looked at what was missing and wrote possibly not nice numbers: 2, 3, 5, 20, 23, 26, 29, 31, 32, 34, 35. So we then looked at a 7 by 7 square and found that we could dissect into 31, 34, and so on. We then could cross off 31 and 34 from our not nice squares. I then wrote down that we could see a difference of 3 for not nice numbers starting with 20 and ending with 35. In the freewrite section I wrote, I still feel stuck and we were able to rule out possibly not nice squares. We also saw outliers of 2, 3, and 5; I didn’t know what to do at this point and wrote in all caps STUCK. The next day we worked on square dissection I was so frustrated because once again, we found out that we had didn’t comprehend the question. We discovered that we could have been working with non whole numbers the whole time, meaning that we could break down a square into as many times as we wanted no matter the length of its sides. For example we break down a square of a 1 by 1 into 4 equal squares of .5 by .5. I ranted in my journal about how frustrated I was, took a deep breath, and then my group members and I sought out to come up with a...
Words: 1390 - Pages: 6
...Argument Essay Unit: Lesson Plan and Class Activities Global Learning Outcomes for this Unit *In the course of completing the assignment students will: • Learn to compose an argumentation-oriented thesis • Defend their thesis with academic-quality research that is properly sourced and cited as per the standard of university level writing • Anticipate and respond to counterarguments • Learn to critically engage the revision process through draft writing, instructor conferencing, and peer commentary • Respond the work of their peers as peer reviewers while providing relevant, productive feedback Class 1 – Introducing the Classical Argument Essay *Daily Learning Outcomes: • Reflect on Informative Essay • Introduce Classical Argument Essay • Break down the assignment sheet *Activity 1: Individual Reflection / Class Discussion (15 min) - Students open their portfolios and journals then reflect for ~10 minutes on their experiences during the Informative Essay Unit - Discuss reflections as a class *Activity 2: Introduce Classical Argument (20 min) - Have students bring a hard copy of the assignment to class with a highlighter: a. Get into groups of 4 b. Read the sheet aloud, highlighting all the action verbs c. Discuss the sheet as a group as instructor makes rounds *Activity 3: Mini-Lecture on Assignment /Questions (15 min) - Powerpoint slides “The Features of an Academic Argument” - Allow...
Words: 4392 - Pages: 18
...writing, and revising processes can help you write the essay. Think about the topic, how to write supporting sentences, and how to organize the essay. 1. Audience, Purpose, and Subject * Each time you write, you should think about the audience, purpose, and subject for your piece of writing (Chapter 1 of Evergreen: A Guide for Writers). * The audience for this writing is your teacher and peers. * The purpose is to explain to your readers your reasons for going to college. * The subject is about your decision to go to college. 2. Prewriting * As noted in Chapter 2 of Evergreen: A Guide for Writers, there are several ways that you can pre-write to come up with ideas to discuss how you are changing your life. * You can Freewrite, Brainstorm, Cluster Your Ideas, or Ask Questions (Reporter 6: Who, What, Where, When, Why, How in Evergreen). Use any of these to help you tell the story of how you are changing your life by coming to college to pursue your career and...
Words: 1027 - Pages: 5
...Argument Essay Unit: Lesson Plan and Class Activities Global Learning Outcomes for this Unit *In the course of completing the assignment students will: • Learn to compose an argumentation-oriented thesis • Defend their thesis with academic-quality research that is properly sourced and cited as per the standard of university level writing • Anticipate and respond to counterarguments • Learn to critically engage the revision process through draft writing, instructor conferencing, and peer commentary • Respond the work of their peers as peer reviewers while providing relevant, productive feedback Class 1 – Introducing the Classical Argument Essay *Daily Learning Outcomes: • Reflect on Informative Essay • Introduce Classical Argument Essay • Break down the assignment sheet *Activity 1: Individual Reflection / Class Discussion (15 min) - Students open their portfolios and journals then reflect for ~10 minutes on their experiences during the Informative Essay Unit - Discuss reflections as a class *Activity 2: Introduce Classical Argument (20 min) - Have students bring a hard copy of the assignment to class with a highlighter: a. Get into groups of 4 b. Read the sheet aloud, highlighting all the action verbs c. Discuss the sheet as a group as instructor makes rounds *Activity 3: Mini-Lecture on Assignment /Questions (15 min) - Powerpoint slides “The Features of an Academic Argument” - Allow time for student questions...
Words: 4393 - Pages: 18