... UNIVERSITY POLICIES: You must be logged into the student website to view this document. INSTRUCTOR POLICIES: This document is posted in the Course Materials forum. Policies University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials: McLean, S. (2011). Writing for success. Irvington, NY: Flat World Knowledge. All electronic materials are available on the student website. Software/Supplemental Materials: MyWritingLab® Sample Paper (APA and Writing & Style Guidelines) Grammar and Writing Guides: APA Reference and...
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...Maevers - Course Syllabus COM/172 r4 1 Course Syllabus College of Humanities and Sciences Copyright © 2013, 2011, 2009 by University of Phoenix. All rights reserved. COM/172 r4 Elements of University Composition and Communication 2 Course Start Date: February 1, 2014 Course End Date: March 1, 2014 Campus/Learning Center: San Diego Campus – Palm Desert Learning Center Facilitator Information Kevin L. Maevers, MA, MBA klmaevers@email.phoenix.edu (University of Phoenix) or kevin@kozma-maevers.org (Personal) 760-799-7790 (Mobile) or 760-296-1625 (Home Office) - Pacific Daylight Time Skype: kevin.maevers (please make an appointment for a Skype conversation) I also stay connected with students through social media. You can find me on: LinkedIn (www.linkedin.com/in/kevinmaevers); Twitter (http://twitter.com/KevinMaevers); Facebook (https://www.facebook.com/kevin.maevers); and Google+ (http://google.com/+KevinLMaevers); In addition, if you like any of the videos that I use in class, you can find them on my YouTube channel at http://www.youtube.com/user/klmaevers. Enjoy! Course Description This course builds upon the foundations established in COM/170. It addresses the various rhetorical modes necessary for effective college essays: narration, illustration, description, process analysis, classification, definition, comparison and contrast, cause and effect, and argumentation. In addition, requirements for research essays, including the use of outside sources and appropriate...
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...|[pic] |Course Design Guide | | |College of Humanities | | |COM/156 Version 7 | | |University Composition and Communication II | Copyright © 2013, 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course builds upon the foundations established in COM/155. It addresses the various rhetorical modes necessary for effective college essays: narration, illustration, description, process analysis, classification, definition, comparison and contrast, cause and effect, and argumentation. In addition, requirements for research essays, including the use of outside sources and appropriate formatting, are considered. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject...
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...Course Design Guide GEN/200 Version 2 Course Syllabus College of Humanities GEN/200 Version 2 Foundations for General Education and Professional Success Copyright © 2011, 2008 by University of Phoenix. All rights reserved. Course Description This general education course is designed to introduce the intentional learner to communication, collaboration, information utilization, critical thinking, problem solving, and professional competence and values. The course uses an interdisciplinary approach for the learner to develop personal academi c strategies in order to reach desired goals and achieve academic success . Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Ellis, D. (2011). Becoming a master student (13th ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. 1 Course Design Guide GEN/200 Version 2 Week...
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...Guide to Preparing Your Essay Outline (N.B. This guide is to be read in conjunction with the ‘Introducing Philosophy’ booklet handed out at the beginning of the course) An essay outline for this course comprises two components: • A thesis statement • A section-by-section summary of the developing argument. • References A thesis statement Your essay should be a good philosophical argument. Such an argument, at minimum, provides good reasons in support of a conclusion. Thus, the first step in writing a good essay is to be clear of the conclusion, i.e. the claim that you are going to be defending. It should be possible to present the claim in no more than a sentence or two that tells the reader what it is that you will argue, and why and how. This is what is known as a thesis statement, and your essay outline should begin with this. A good thesis statement should: • Be no longer than a sentence or two • It should be something philosophically controversial (though not necessarily sensationalist), in that it should not merely be a statement of fact, nor of style, nor of context. • It should include a reference to the target idea or text. Examples: “Pascal’s (1632-62) famed defence of religious faith by appeal to the utility of believing in God rather than the truth of the belief is unsatisfactory since, although it professes to start from a position of metaphysical ignorance, in practice it smuggles in unwarranted assumptions...
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...|f[pic] |SYLLABUS | | |College of Humanities | | |ENG/101 Version 5 | | |Effective Essay Writing | Copyright © 2011, 2009, 2007 by University of Phoenix. All rights reserved. Course Description In this course, students develop academic writing skills. Students use the writing process to construct an expository essay with an emphasis on coherence and correctness in written communication. Students also conduct basic research for the expository essay. Selected readings provide the basis for discussion regarding the difference between fact and opinion. Grammar exercises focus on verb tense and form, subject-verb and pronoun-antecedent agreement, and pronoun case. Students also complete exercises covering topic sentences, paragraph development, citations, and formatting guidelines. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must...
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...|[pic] |Course Syllabus | | |College of Humanities | | |COM/155 Version 4 | | |University Composition and Communication I | Copyright © 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course addresses the key elements necessary for effective academic writing in college. The course begins with focus on prewriting strategies and builds to drafting and revising essays. In addition, the course includes skill development at the sentence and paragraph level. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which...
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...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 on the assignment and/or lecture *Homework for Next Class READ: • Chapter 8 A&B Guide to Writing. Writing a Classical Argument. • Pages 137-154...
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...Introduction and Outline Worksheet Your Name: Date: 1. Read through the guide that follows this worksheet. 2. Create an introductory paragraph. Include the following parts: A. Method of getting reader's attention B. Background information C. Thesis statement with plan of development ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. Complete the rest of your outline. Brief notes for each section will suffice. I. Topic Sentence for first supporting paragraph (first point in thesis): [Insert topic sentence] A. Supporting idea 1 [Describe in a few words] B. Supporting idea 2 [Describe in a few words] C. Supporting idea 3 [Describe in a few words] D. Transition sentence into next paragraph [Describe in a few words] II. Topic Sentence for second supporting paragraph (second point in thesis): [Insert topic sentence] A. Supporting idea 1 [Describe in a few words] B. Supporting idea 2 [Describe in a few words] C. Supporting idea 3 [Describe in a few words] D. Transition sentence into next paragraph [Describe in a few words] III. Topic Sentence for third supporting paragraph (third point in thesis): [Insert topic sentence] A. Supporting idea 1...
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...it here to offer you some guidance on preparing a good outline. It is possible that some of the details will not apply to your paper – for instance, your overall organizational structure might not include a “results”section as Dr Stuart suggests for her students. The point here is to understand the overall ideas and methods suggested by Dr Stuart, not the specific sections of the paper. Outlining is an important step in organizing a paper. When done well, it clearly shows the relationships between ideas in your paper and provides a plan for writing. It also helps you to think about your topic and to reach the level of synthesis and evaluation in learning. Further, it can help you to determine whether you have researched the topic thoroughly. Finally, it can help you to determine whether the paper makes a convincing argument, before you spend time agonizing over grammar, sentence structure, word choice, and transitional sentences (etc.). Before continuing, I should mention what you should do before serious outlining. Some important activities that are generally done prior to outlining include extensive reading, taking notes on important ideas (with citations), brainstorming and listing ideas, grouping related ideas together, ordering groups from general to specific (abstract to concrete). After you have done a lot of these activities, you are ready to start outlining. (You may need to revisit these activities as you outline, whenever you need to come up with new ideas and material...
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...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 on the assignment and/or lecture *Homework for Next Class READ: • Chapter 8 A&B Guide to Writing. Writing a Classical Argument...
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...Guide to Writing a Basic Essay An essay can have many purposes, but the basic structure is the same no matter what. You may be writing an essay to argue for a particular point of view or to explain the steps necessary to complete a task. Either way, your essay will have the same basic format. If you follow a few simple steps, you will find that the essay almost writes itself. You will be responsible only for supplying ideas, which are the important part of the essay anyway. Don't let the thought of putting pen to paper daunt you. Get started! These simple steps will guide you through the essay writing process: • • • • Decide on your topic. Prepare an outline or diagram of your ideas. Write your thesis statement. Write the body. • • • • • • Write the main points. Write the subpoints. Elaborate on the subpoints. Write the introduction. Write the conclusion. Add the finishing touches. Choose a Topic for Your Essay Topic Has Been Assigned You may have no choice as to your topic. If this is the case, you still may not be ready to jump to the next step. Think about the type of paper you are expected to produce. Should it be a general overview, or a specific analysis of the topic? If it should be an overview, then you are probably ready to move to the next step. If it should be a specific analysis, make sure your topic is fairly specific. If it is too general, you must choose a narrower subtopic to discuss. For example, the topic "KENYA" is a general one. If your objective is...
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...It is very important to create an outline before writing a research paper. An outline helps the writer organize his or her thoughts and ideas that they feel are important. An outline is considered the skeleton or backbone of any research paper. Outlining before writing your rough draft will help you identify which topics are important and which information is considered supporting ideas. Remember an outline has five major parts that it should consist of: Introduction, three key points, and a conclusion. The introduction should include your thesis statement and any background information that you might have gathered. A thesis statement is the main topic and explains to your readers what yours views are on this topic. The three key points are topics that are important and support your thesis statement. The conclusion is the final paragraph and its function is to basically bring the paper to a close and restating the writer’s views on the topic. Some people use this paragraph to restate their thesis statement. Some people create a formal outline but you don’t have to do that before writing your rough. I basically write down or highlight all the things that I think are important points in the chapter. Your outline can either be written in full sentences or in incomplete phrases as long as you can understand what you are trying to express. If you write your key points in full sentences it will help your later when you are writing your rough draft and final...
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...1) Why is organization an important factor in structuring an essay? Explain how to organize an essay, the steps involved and the importance of organization to good writing. A) Organization is key to effective writing. It helps guide the reader from one main idea to the next in a fluent manner. If an essay does not follow good organization, the essay might turn out poorly organized and confusing, causing the reader to become disinterested to read further. Different essays have various types of organizations. Examples are narrative essays which are told in chronological order or analysis essays which are descending or ascending in order of importance. Organization starts from a good introductory paragraph with a strong thesis which lets the reader know what will be discussed in a certain order. Good organization continues to follow this order written in the thesis to guide the reader throughout many body paragraphs. The essay then ends in a strong conclusion. This is an example of good organization which is critical to good writing because it guides a reader throughout an essay’s argument. 2) Why are supporting ideas important in substantive writing? Explain how supporting ideas enhance an essay. A) In essays, paragraphs have a certain structure of topic sentences, commentary sentences, supporting details, examples, and concluding sentences. The supporting details in a paragraph expand on the topic sentence as well as any commentary to support the ideas whch were previously...
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...Week 2 Homework COM 155 Week 3 DQs COM 155 Week 4 Appendix D selecting topic brainstorming COM 155 Week 4 DQs COM 155 Week 5 DQs COM 155 Week 5 Thesis Statement COM 155 Week 6 Appendix F Outline Thesis Guide COM 155 Week 6 DQs COM 155 Week 7 DQs COM 155 Week 7 Rough Draft COM 155 Week 8 DQs COM 155 Week 9 DQs COM 155 Week 9 Final Deconstructing the Controversy between Online and Traditional Education COM 155 Assignment Identifying Errors in Writing COM 155 Assignment Sentence Structure Review COM 155 Week 5 Homework COM 155 Week 6 Homework COM 155 Week 7 Homework COM 155 Appendix E COM 155 Appendix F COM 155 Week 4 video transcript Activity mode aims to provide quality study notes and tutorials to the students of COM 155 VER 4 ENTIRE COURSE in order to ace their studies. COM 155 VER 4 ENTIRE COURSE To purchase this visit here: http://www.activitymode.com/product/com-155-ver-4-entire-course/ Contact us at: SUPPORT@ACTIVITYMODE.COM COM 155 VER 4 ENTIRE COURSE COM 155 Week 1 DQs Set 1 (5 DQs) COM 155 Week 1 DQs Set 2 COM 155 Week 2 Writing Process Assignment COM 155 Week 2 DQs COM 155 Week 2 Homework COM 155 Week 3 DQs COM 155 Week 4 Appendix D selecting topic brainstorming COM 155 Week 4 DQs COM 155 Week 5 DQs COM 155 Week 5 Thesis Statement COM 155 Week 6 Appendix F Outline Thesis Guide COM 155 Week 6 DQs COM 155 Week 7 DQs COM 155 Week 7 Rough Draft COM 155 Week 8 DQs COM 155 Week 9 DQs COM 155 Week 9 Final Deconstructing the Controversy...
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