For Tuesday, Writing

The class decided to write an in class essay on the following topic:

When do you know it's time to break up, and how is the best way to do it?

For those not in class, take an hour and a half chuck of time and develop a draft of an essay on the topic above. Then polish it through revision and proofreading. You will turn this in on Tuesday at the beginning of class, so have a hard copy ready.

Remember, chapter 15 will help you review, and trust the process for creation I give you in a post below.

Steve

Assignment for Tuesday, 1 April

Writing: Revise and proofread the draft of the in class essay you wrote on Thursday, 27 March. You will turn in a fully polished version on 1 April.

Reading: Read pp. 36180 of Expressways. This section reviews and expands on the essay writing skills we've been discussing all semester. Pay particular attention to the discussion of an introduction and conclusion, which you will find 376-8.

What will happen next week:

This week is all about bringing together everything you've learned this semester and practicing applying it in a timed, in-class essay. In class, 1 April, you will draft another essay. On 3 April, you will revise and proofread it.

How to draft a good essay in one and a half hours.

How you do prewrite, develop, and draft a good, solid essay draft which will get you into 111 in just an hour and a half?

Look at my post below. If you follow the time frame I set up, you’ll end up with a fully developed draft. Remember, producing a draft is what you are about. You’ll have another class period to revise and proofread your draft. The main mistake students make in writing these in class essays is trying to rush through. Don't try to rush the steps you need to take prior to drafting your paper. Taking the time to narrow your topic, develop a thesis, and write out the topic sentences for your body paragraphs will make each later step that much easier, and you'll have a very firm idea of your essay's thesis and body before you get involved in drafting.

1. Brainstorm/Freewrite/Diagram/List. (5-10 minutes)

Here, explore what you have to say about your topic and try to figure out how to narrow it, decide on a focus, and explore what you know about it.

2. Develop and draft your thesis statement. (5-10 minutes)

Build on your discoveries above to develop a good, solid these statement. By doing so, you’re setting up both your focus for your paper, that is, your major claim, and how you will discuss your topic, that is, the good reasons you'll give your reader for believing your claim. Making these decisions early will help you better understand the topics you'll need to focus on in the body of your essay.

3. Draft the topic sentences for each body paragraph. (5 minutes)

Remember, you are using each paragraph to fully develop one aspect of your thesis statement; so, don’t get off topic and loose your focus on your thesis.

4. Develop and draft the body of your paper. (45 minutes)

Divide this time by the number of topics you need to cover in your body. You will know how long you have to spend on each paragraph by looking at your thesis and the topic sentences you developed above. For each paragraph, you will take your topic sentence and fully develop it in a paragraph. Remember, the purpose of each of these paragraphs is to fully clarify, explain, develop, or describe what you say in your topic sentence. Be careful that you don’t loose focus on your thesis statement and that you stay on topic. Finally, remember that academic paragraphs are longish, usually, more than six sentences.

5. Draft your introduction. (15 minutes)

Remember, you’ll need a good hook sentence and a strategy for moving your reader from the outside world, through your hook sentence and toward your thesis sentence. Your thesis statement will usually make up the last sentence or two of your introduction.

6. Draft your conclusion. (10 Minutes)

I’ll discuss how to write a conclusion more next week.

Assignment for Tuesday, 25 March

1. Write a well developed, five paragraph essay in which you answer the following question:

"Who would you like to vote for for president, and why?

Remember, these should include not only your opinion, but why you hold your opinions. Develop these reasons in the three body paragraphs of the essay.

Try to write all five paragraphs in an hour and a half, and then spend an hour revising and proofreading. When you proofread, try out one of the techniques you haven't used as yet.

Steve

PS You should shoot for paragraphs five sentences long or longer. At a minimum, a paragraph needs to be three sentences long.
PPS Remember to vary your sentence structure and to identify the independent clause in each sentence. Finally, use the rules discussed in a previous post to make sure you use commas properly. If you can identify the independent clauses in your writing, you can place your commas correctly. No more guessing.

An exercise using commas and periods...

Good morning,

I was just working with Max, and worked out an exercise to help him learn sentence boundaries and where to place commas. Below find an email I sent to a student. I've removed all the periods and the commas. If you want some extra work on sentence boundaries commas, try to replace all the commas and periods in the following set of prose. Next week, I'll post same piece of the writing with the punctuation put back in, and you can compare your work with mine. Remember, this work is voluntary.

Here's the text:

There's a balance you and the rest of the class are trying to find between worrying so much the anxiety paralyzes and as you say not caring enough I suspect you care more than you would like to let on; otherwise you wouldn't want to go into politics

Good politicians are good people and usually they are better people than those who don't go into public service Look at Obama Here's a man who seems to genuinely care and wants to make a difference He's been as near as I can tell a good politician and he still gets attached not because of his beliefs but because the retired minister of his church said things which make some Americans nervous and the things Wight said makes great copy when taken out of context People who don't care would find another career one where their every action isn't over analyzed and where folks wouldn't deride them their believes and each decision in public I think it was Eisenhower who said "Tomorrow I could walk on water across to Potomac and the headlines would read 'President Can't Swim'" Don't take me for a Pollyanna I understand that some of the motivation for going into politics might be a desire for power Some has to do with a desire for status respect and public praise For some it might be graft but I would like to believe than folks like you also go into politics because they want to make a difference and because they understand how to bring people together to work toward the common good These last are the kind of leaders I always hope and try to vote for

From folks I know who have worked on presidential and state level campaigns I know most politicians are smarter than the run of the mill citizen Sam Erwin used to have this bit where he's go on about being "A country lawyer from North Carolina" but he used this guise to run the hearings which resulted in deposing a standing president Many politicians don't ever let on how smart they are because they know it would alienate the average Joe and Jane Yet these are the same folks who weekly and monthly manage to meet and gain identification with more people than most of us meet in a lifetime One doesn't develop such skills from an attitude of not caring enough to learn how to learn Think here of all a public leader has to know She has to know people She has to stay up on the issues She has to have the ability to quickly learn the *details* of every issue of concern to a majority of her constituents and to run a staff which will help her She has to have the ability to run a campaign and to make strategic decisions which balance the public good and her ability to retain power and continue to do good Finally she has to run with the big dogs that is those equally polished communicators and equally smart People with such skills don't just happen They cultivate and acquire these skills though a lifetime of practice and they don't believe everything will just "work out" They've got too many people who are willing to actively work to make sure things don't work out to believe they will

The upshot here is if you really want to be a politician there's substantial motivation to learn to how to plan and to learn and practice every skill you can now that is when the stakes aren't as high as they will become Develop these habits of mind now and you stand a chance of realizing your dream later This doesn't mean saddling yourself with anxiety; it means you have to develop the discipline to control how you think Continually motivate yourself As you say the world may work out for most of the time; otherwise It does for most of us; otherwise we wouldn't be in college but eventually you're going to run up against situations and opposition where the "take it as it comes" sans planning will bite you in the--umm-hand

Now the question becomes what habits do you need to cultivate to develop the abilities you'll need later Give it some thought and repost This time don't sell yourself short Your plans are noble and I suspect you're a better person than you let on

So begin thinking longer term Set aside some time to think through to consequences because just because you haven't experienced negative consequences there are consequences to *everything* one does both good and bad

Presentations on Comma Usage

Here's a link to a colleague's web site at another community college:

http://grammar.ccc.commnet.edu/grammar/commas.htm

At this site you'll find links to a few good Powerpoint presentations on comma usage. If you want to review the difference between independent and dependent clauses, there is also a presentation on "Clauses: Building Blocks for Sentences."

Steve

A New Rule for Commas

1. Just as you use a comma to separate a dependent clause that appears at the beginning of a sentence from an independent clause which follows, you often use commas to separate introductory phrases (those over four words) from a following independent clause. For example, look at these sentences I borrowed from the OWL website:

Having finished the test, he left the room.
To get a seat, you'd better come early.
After the test but before lunch, I went jogging.
The sun radiating intense heat, we sought shelter in the cafe.

In a like manner, places a comma after some common introductory words, like yes, however, well. For example, see the following sentences, again borrowed from the OWL website:

Well, perhaps he meant no harm.
Yes, the package should arrive tomorrow morning.
However, you may not be satisfied with the results.

Here is a link to website where I found the examples above:

http://owl.english.purdue.edu/handouts/grammar/g_comma.html

Using Word Maps to Learn Vocabulary

The most used words in Academic Writing

analyze approach area assess assume authority available benefit concept consist	constitute context contract create data define derive distribute economy environment	establish estimate evident export factor finance formula function identify income
indicate individual interpret involve issue labor legal legislate major method	occur percent period policy principle proceed process require research respond	role section sector significant similar source specific structure theory vary

Here's a list of links to online dictionaries:

Dictionaries

• Acronym Finder
• American Heritage Dictionary
• British National Corpus
• Encarta World English Dictionary
• Idiom Connection
• Lexicool
• Oxford English Dictionary
• Roget’s Thesaurus
• Rhyming Dictionary
• Synonym Dictionary

• Thesaurus.com

Expressways suggests you use a mindmap to learn new words. You can use online tools to make mind maps. Here is a link to two of my favorite online mind mapping tools:

• Bubbl.us
  
• Wise Mapping
  

Here is Expressways advice on how to use a mind map to learn a new word:

You can find a copy of the mindmap being discussed here:

• Word Map

Using Word Mapping

Word mapping is a visual method of expanding your vocabulary. It involves examining a word in detail by considering its meanings, synonyms (words similar in meaning), antonyms (words opposite in meaning), part(s) of speech, word parts, and usages. A word map is a form of word study. By the time you have completed the map, you will find that you have learned the word and are ready to use it in your speech and writing.

On the following page is a sample map for the word “intercepted.”

Use the following steps in completing a word map:

1. When you find a word you don’t know, locate the entry for the word in a dictionary.

Write the sentence in which the word appeared at the top of the map.

Figure out which meaning fits the context and write it in the box labeled “Meaning (as used in reading).” Fill in the word’s part of speech as used in this context.

2. Study the dictionary entry to discover other meanings of the word.

Fill those in on the map in the box labeled “Other Meanings.”

3. Find or think of two synonyms (words similar in meaning).

You might need to use a thesaurus for this.

4. Write two sentences using the word.

5. Analyze the word’s parts. Identify any prefixes, roots, and suffixes.
Write the word part and its meaning in the box labeled “Word Parts.”

6. In the box labeled “Other,” include any other interesting information about the word.
You might include antonyms, restrictive meanings, or the word’s history or derivation).

How to Learn New Vocabulary

Pages 42-6 offer some advice on how to learn new vocabulary. Since one of your assignments is to learn all the words on the Academic Word List, between now and 18 March, I want you to try out these techniques on learning new vocabulary.

Here's some advice:

1. Break the task down. Don't try to learn all the words at once. Try to learn a few a day.
2. Look for opportunities to use the words you are learning. Use them in sentences. Look for them in the reading you are doing. Nothing helps you learn new vocabulary faster than using it.
3. Make connections. The worst way to learn vocabulary is to memorize. After all, I'm betting you don't remember many of the words you learned in such vocabulary exercises in earlier schooling. Instead of memorization, make connections between the new vocabulary and that which you already know. Look up synonymys using a thesaurus. Use the new vocabulary in sentences.

Here's the textbook's advice from pages 42-6:

Building Your Vocabulary Through Reading

Your vocabulary is an important asset, both in college and in the workplace. Words are the vehicles or building blocks with which you express ideas both in speech and in writing. A strong vocabulary identifies you as a learned, educated person as well as an effective communicator.

Figuring Out Unfamiliar Words

One of the best ways to improve your vocabulary is to read! Reading essays, by both professional and student authors, is an excellent way to build your vocabulary. As you read them, you will encounter words that you can use to expand your vocabulary. Use the “Strengthening Your Vocabulary” exercise that follows each reading to learn new words in the reading. You may also encounter other words in the reading that are unfamiliar to you or you may come upon uncommon uses for words you already know. As you find words that you want to make part of your writing vocabulary, circle or highlight them as you read, mark them with a sticky tab labeled “Vocabulary,” and use the tips on page 43 to learn their meanings. Notice that the first step is not what you expect, which would be to look words up in a dictionary.

In addition to adding words to your vocabulary, you can also learn creative and interesting ways to use language. As you read, look for the following:

1. Euphemisms These are words that hide or disguise the importance, reality, or seriousness of something. (Ladies’ room is a euphemism for toilet; “victim of friendly fire” is a euphemism for a soldier shot by his or her own troops.)

2. Connotative meanings Words have shades of meaning called connotations. These are the emotional associations that accompany words for some readers. The word “mother” has many connotative meanings. For some it means a warm, loving, caregiver. For others it may suggest a strict disciplinarian.

3. Jargon Jargon is specialized terminology used in a particular field of study. Football has its own jargon: linebackers, kick off, touchdown, etc. Academic disciplines also have their own language (psychology: drive, motivation, stressor).

4. Foreign words and phrases Many Latin, French, and Spanish words have entered our language and are used as if they are part of our language. Here are a few examples:

Aficionado (Spanish) someone enthusiastic and knowledgeable about something

Et cetera (Latin)—and so forth

Faux pas (French)—embarrassing social blunder

Guerilla (Spanish)—freedom fighter

Status quo (Latin)—the way things are, an existing state of affairs

Tête-à-tête (French)—a private conversation between two people

• Figurative language Figurative language consists of words and phrases that make sense creatively or imaginatively but not literally. The expression “The exam was a piece of cake” means, creatively, that the exam was easy, as eating cake is easy. But the exam did not literally resemble a cake. You will learn more about figurative language in Chapter 4, p. 102.

• Neologisms Neologisms are new words that have recently entered our language. As technology and society change, new words are created. Here are a few examples: blogs (Web logs or diaries), spamming (sending unwanted e-mail to someone), and egosurfing (searching online for information about yourself.)

Exercise 2-11

Reading and Writing in Progress

Directions: For the professional reading you chose in Exercise 2-4, list any words for which you did not know the meaning. For each word listed, write the meaning and indicate what method you used to figure it out (context, words parts, or dictionary).

Word Meaning Method

1. _______________ _______________ _______________

2. _______________ _______________ _______________

3. _______________ _______________ _______________

Using Word Mapping

Word mapping is a visual method of expanding your vocabulary. It involves examining a word in detail by considering its meanings, synonyms (words similar in meaning), antonyms (words opposite in meaning), part(s) of speech, word parts, and usages. A word map is a form of word study. By the time you have completed the map, you will find that you have learned the word and are ready to use it in your speech and writing.

On the following page is a sample map for the word “intercepted.”

Use the following steps in completing a word map:

1. When you find a word you don’t know, locate the entry for the word in a dictionary. Write the sentence in which the word appeared at the top of the map. Figure out which meaning fits the context and write it in the box labeled “Meaning (as used in reading).” Fill in the word’s part of speech as used in this context.

2. Study the dictionary entry to discover other meanings of the word. Fill those in on the map in the box labeled “Other Meanings.”

3. Find or think of two synonyms (words similar in meaning). You might need to use a thesaurus for this.

4. Write two sentences using the word.

5. Analyze the word’s parts. Identify any prefixes, roots, and suffixes. Write the word part and its meaning in the box labeled “Word Parts.”
6. In the box labeled “Other,” include any other interesting information about the word. You might include antonyms, restrictive meanings, or the word’s history or derivation).

Writing Assignment for 4-18 March: Draft a Cover Letter

On 18 March, bring in a hard copy of a draft of your cover letter. We'll use these in class to practice how to revise and proofread.

Discussion and reading for 4-18 March:

So far, we've been completely focused on academic writing, but the main reason most of us learn to write for college is that college writing helps you when you write in your career and life.

For instance, when you apply to a professional job, internship, or salaried position, you write something called a cover letter. Cover letters are one to two pages long, and you write them to get your reader to offer you an interview. To get a busy person who had a pile of other letters in front of her to pick you to interview, you have to think about what this person needs to hear:

1) What experience do you have which qualifies you for the job?
2) Why are you applying for the job?
3) What can you do for the company that other candidates may not be able to do.

Too often, folks make the mistake of writing a generic cover letter that they send to everyone, but the easiest way to make your letter stand out is to do some research about the company to which you are applying and explain how you fit their needs.

Virginia Tech as a web page with some good general advice on writing cover letters:

http://www.career.vt.edu/JOBSEARC/coversamples.htm

Read Tech's advice and read this advice:

http://www.ccs.neu.edu/co-op/Manual/Coverletters.html

Finally, whenever you begin writing in a new genre, you should spend some time online researching advice on how to write in your genre. Go to google, enter the search "How to write cover letter." Read several of the sites and pull out the best advice you find. Use this advice as your revise your letter.

Learn These Words: The Academic Word List

When you read college writing, a basic set of words appear again and again. College researchers will study anything, and several years ago a professor in New Zealand, Averil Coxhead, used statistics to figure out a list of words which appear most frequently in academic writing but which are not on the list of the most frequently used words in English. . I am assigning you the job of learning this vocabulary. Why? Because it will help you in several key ways. Studies subsequent to Coxhead's have shown that students who learn this set of words understand academic writing, like that found in college texts, around ten percent better than students who have never studied the vocabulary. Ten percent better understanding may not sound like much, but think of it this way: if you understand the reading and discussion ten percent better in every class, that's a full letter grade difference; so, if you're used to getting a "C," just by learning this vocabulary, studies show you'll be getting a "B" instead. In terms of long term GPA, this means the difference between a 2.0 and a 3.0 GPA. Second, if you want your writing to be recognized as "academic," then you have to use the words good academic writers use.

So, here's the list of the sixty most frequent words in academic writing:

analyze
approach
area
assess
assume
authority
available
benefit
concept
consist

constitute
context
contract
create
data
define
derive
distribute
economy
environment

establish
estimate
evident
export
factor
finance
formula
function
identify
income
indicate

individual
interpret
involve
issue
labor
legal
legislate
major
method
occur

percent
period
policy
principle
proceed
process
require
research
respond
role

section
sector
significant
similar
source
specific
structure
theory
vary

analyze	constitute	establish	indicate	occur	role
approach	context	estimate	individual	percent	section
area	contract	evident	interpret	period	sector
assess	create	export	involve	policy	significant
assume	data	factor	issue	principle	similar
authority	define	finance	labour	proceed	source
available	derive	formula	legal	process	specific
benefit	distribute	function	legislate	require	structure
concept	economy	identify	major	research	theory
consist	environment	income	method	respond	vary

Words to help you signal transitions between words.

On page 95 of our text, Expressways, the authors offer a set of frequently used transition words. Unlike the Academic Word List (AWL) below, we use words to help use move from one idea, sentence, or paragraph to another.

If you want to arrange your ideas using time, here are some words you can use:

first, next, during, eventually, finally, later, meanwhile, soon, when, then, suddenly, currently, after, afterward, before, now, until, before

If you want to use where things physically appear, here are some useful words:

above, below, behind, in front of, beside, next to, inside, outside, to the west (north, etc.) of, beneath, nearby, on the other side of

If you want to show a movement from least to most, here are some words you can use:

most, above all, especially, even more, most important, most importantly, essential

If you want to arrange your ideas using numbers, here are some important words:

first, second, third...and, finally OR one, two, three, last

If you want to show cause and effect, here are some useful words:

because, due to, one cause is, another cause is, since, for , first, second OR consequently, for this reason, as a result, thus, resulted in, one result is, another is, therefore, hence, thus

To show similarities: likewise, similarly, in the same way, too, also
To show differences: however, on the contrary, unlike, on the other hand

To indicate the use of an example: for example, for instance, to illustrate, in one case