Week One: Writing Basics
Determine appropriate purpose, audience, tone, and content for various types of writing. 1.2
Identify components of good paragraph writing.
Use complete sentences in written work.
n/a Read Appendix A: Final Assignment Overview and Timeline.
n/a Read Ch. 2 of Writing for Success:
Section 1.1: Components of a Sentence
Section 1.2: Sentence Structure, Including Fragments and Run-ons (Focus mostly on Fragments and Run-ons) •
Review Chapter 2 PowerPoint as may apply to these sections. (Materials Forum)
n/a Read Ch. 3 of Writing for Success:
Section 1.1: Commas
Review Chapter 3 PowerPoint as may apply to Commas. (Materials Forum)
n/a Read Ch. 6 of Writing for Success:
Section 1.1: Common Academic Purposes: Summary, Analysis, Synthesis, and Evaluation Paragraphs •
Section 1.2: Identifying the Audience
Section 1.3: Selecting an Appropriate Tone
Section 1.4 Choosing Appropriate, Interesting Content
Section 2.1: Developing a Topic Sentence
Section 2.2: Developing Paragraphs that Use Topic Sentences, Supporting Ideas, and Transitions Effectively •
Section 2.3: Apply Knowledge of Topic Sentences and Parts of a Developed Paragraph in an Assignment •
Review Chapter 6 PowerPoint as may apply to these sections. (Materials Forum)
n/a Read this week’s Electronic Reserve Readings.
Review Appendix B: How to Complete Exercises from MyWritingLab®
n/a Post a brief personal biography (Chat Forum)
Participate in class discussion. (This must cover a minimum of 6 responses over 3 different days in a class week, Monday to Sunday.) (See reminder at end of this weeks schedule.)
20 Respond to weekly discussion questions. (Discussion questions count as a part of class discussion.)
Week One Discussion Questions
DQ 1 – Chapters 2 (1.2) and 3 (1.1) bring up some interesting information on sentence construction. One of the most serious problems for any writer can be found in the use of commas. Which of the uses of commas causes you the most problem. Write a sentence where you demonstrate the incorrect use of a comma from your problem area. Now, write a correct version of the same sentence. What affect did the comma have for the reader on the sentence. What effect would making this serious error have on a document that you might have to write as part of your future career?
DQ 2 -- Based on your review of the information provided in Ch. 6 of Writing for Succes, and the understanding that audience, purpose, tone, and content improves the influence of your writing, consider the audience in each of the following scenarios:
A storybook written for an elementary student.
An essay you wrote in high school.
A newspaper story written about a current event.
A journal article, such as one you might have read in SCI/162. o
A report you write for a proposal to management or the administrator of your chosen career upon graduation.
How do these messages differ? What is the purpose of each of these messages? Why would it be important to consider your audience in each situation? How does this consideration apply to your academic writing?
DQ 3 -- After having reviewed the examples of weak and strong topic sentences in Chapter 6, section 2.1, write a strong topic sentence for a paragraph of your choice of one of the following topics: o
Using sea algae to create alternative fuel
Protecting some specie of animal life (your choice)
Planning personal time for rest and reflection
Commercials on television, internet, and movies
Write a weak version of the same topic sentence. What makes your weak version weak? What is the purpose of a strong topic sentence? What do you think would be the reaction of a reader if the topic sentences in an essay did not align with the supporting points? Why?
(Minimum two of the three per week –...
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