Writing and Topic Sentence

Topics: Writing, UCI race classifications, Tour de Georgia Pages: 5 (1136 words) Published: June 23, 2013
Week One: Writing Basics
DetailsDuePoints
1.1Determine appropriate purpose, audience, tone, and content for various types of writing. 1.2Identify components of good paragraph writing.
1.3Use complete sentences in written work.Review dailyn/a Read Appendix A: Final Assignment Overview and Timeline.Day 1n/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)Day 1n/a Read Ch. 3 of Writing for Success:

Section 1.1: Commas
Review Chapter 3 PowerPoint as may apply to Commas. (Materials Forum)Day 1n/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)Day 1n/a Read this week’s Electronic Reserve Readings.Day 2n/a

Review Appendix B: How to Complete Exercises from MyWritingLab®Day 1n/a Post a brief personal biography (Chat Forum)Day 2n/a
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.)All Days20 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:

oA storybook written for an elementary student.
oAn essay you wrote in high school.
oA newspaper story written about a current event.
oA journal article, such as one you might have read in SCI/162. oA 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: oUsing sea algae to create alternative fuel

oProtecting some specie of animal life (your choice)
oPlanning personal time for rest and reflection
oCommercials on television, internet, and movies
oYour choice

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?

Day 7

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