The information in this memorandum will reflect on my progress as a writer in the Technical Report Writing class this semester. This memo will cover my strengths I have gained, and will also cover my weakness’s I need to work on. As of right now, my current progress in the course has improved since the beginning of the semester. I have been improving on each assignment, and as you read through this memorandum you’ll understand my progress improvements. Discussion Heading (Where You Stand) At
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School: School of Arts and Humanities Course Number: ENGL101 Course Name: Proficiency in Writing Credit Hours: 3 Length of Course: 8 Weeks Prerequisite: COLL100 is recommended Table of Contents Course Description Course Scope Course Objectives Course Delivery Method Course Materials Evaluation Procedures Grading Scale Course Outline Policies Academic Services Selected Bibliography Table of Contents Course Description (Catalog) ENGL101 Proficiency in Writing (3 hours) This course
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Position Statement 4 Introduction 6 Reading Across the Disciplines: • Response to Literature 8 • Reading for Information 11 Writing Across the Disciplines: • Interdisciplinary Writing 15 • Editing and Revising 18 Instructional Strategies to Use All Year 19 CAPT Strategies for All Students 22 Additional Assessment Information 25 Released Items 26 Foreword On behalf of the Connecticut State Department of
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Editing and proofreading are very important components of the process of checking my work before submission. After I finish my first draft, I started editing process. I reread my draft to see, for instance, whether my paper is well organized, the transitions between paragraphs are smooth, and my evidence actually supports up my argument. Next, I checked for spelling mistakes and grammatical errors. I try to keep the editing and proofreading processes separate. Proofreading is my final stage of the
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analysis of processes. For his purposes, collaboration is: 1. two or more people jointly composing the complete text of a document; 2. two or more people contributing components to a document; 3. one or more person modifying, by editing and/or reviewing, the document of one or more persons; and 4. one person working interactively with one or more person and drafting a document based on the ideas of the person or persons. ([Farkas1991] p. 14)” (What is collaborative writing
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thesis. Amend my plan if needed, and start to write. I also found proofreading and editing interesting in this week’s course. Proofreading is about searching your writing for errors, both grammatical and typos, before submitting my paper for an audience. Editing and proofreading are writing processes different from revising. Editing can involve extensive rewriting of sentences, but it usually focuses on sentences or even smaller elements of the text
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In high school, I hated writing essays for my English classes. At first, I did not have a reliable writing process. I would free write a rough draft and turn it in as a final draft. I would also write last minute instead of using the time to create a well-thought essay. I focused more on passing a class rather than boosting my writing skills. Now that I am in college, I take writing seriously. Throughout the years, my writing process has drastically changed. As a writer, I will continue to advance
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critically and logically to readings. B. correctly assimilate vocabulary into writing. C. originate and construct sentences of varying complexity. D. approach writing assignments according to a process of creating, drafting, revising, and editing. E. originate and construct clear, unified basic paragraphs and essays appropriate to assignment, audience, and purpose. F. develop paragraphs and essays using various types of organizational patterns such as narration, description
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write four essays that have stressed the course competencies of subject matter knowledge, writing process knowledge, rhetorical knowledge, genre knowledge, discourse community knowledge, and meta-cognition. Through the process of drafting, editing, and revising three out of the four papers, I think I have been effectively able to absorb three of those course competencies; subject matter knowledge, rhetorical knowledge, and writing process knowledge. The first paper I was assigned to write for Writing
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To Revise Most of us who compose on a computer understand revision as an ongoing, even constant process. Every time you hit the delete button, every time you cut and paste, every time you take out a comma or exchange one word for another, you're revising. But real revision is more than making a few changes here and there. Real revision requires that you open yourself up to the possibility that parts of your paper - and even your entire paper - might need to be re-thought, and re-written. Achieving
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