This document provides an agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a review of MLA format, and an in-class writing assignment. The notes cover topics like using revision strategies with a partner, setting up a paper in MLA format including headings, margins and pagination. It also discusses reducing wordiness, identifying and correcting run-on sentences and compound sentences, and submitting essays electronically for feedback.
This document provides an agenda and notes for an EWRT 1A class. It covers writing workshop revision strategies, reviewing MLA format, and editing strategies to reduce wordiness and improve compound sentences. It also discusses in-class writing and homework assignments which include revising Essay #2 based on peer feedback and submitting it electronically before the next class.
The document provides the agenda and notes for an EWRT 1A class. It includes discussions on revision strategies, MLA formatting, editing for wordiness and compound sentences, and in-class writing. It reviews strategies for revising essays, setting up papers in MLA format, identifying and correcting wordy and redundant writing, fixing run-on sentences, and submitting essays electronically for feedback. Students are assigned to revise Essay #2 based on peer comments and submit it before the next class.
Class 7 1 a add mla formatting videos and integrating videojordanlachance
This document contains the agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a presentation on MLA format, and an editing workshop on wordiness, compound sentences, and dangling modifiers. The notes provide guidance on these topics, including how to identify and correct common writing issues. For homework, students are assigned to read chapters of assigned texts, write a revised draft of Essay #2 based on peer feedback, and post excerpt comparisons to the online discussion board.
This document contains the agenda and notes for an EWRT 1A college writing class. The agenda includes a writing workshop on revision strategies, a presentation on MLA formatting, and an in-class writing assignment. The notes provide guidance on revising essays, setting up papers in MLA format, common writing issues like wordiness, compound sentences, and dangling modifiers, and homework assignments which include reading, revising an essay draft based on peer comments, and posting drafts/revisions online. Students are expected to apply the editing strategies covered to improve their writing.
This document contains the agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a presentation on MLA format, and an in-class writing assignment. The notes provide guidance on revising essays, proper MLA formatting of papers, identifying and correcting wordiness, run-on sentences, dangling modifiers, and common writing errors. Students are assigned homework of revising their draft essay based on peer feedback, reading chapters of two books, and posting drafts and revisions of descriptive passages to an online discussion board.
Class 7 1 a add mla formatting videos and integrating videojordanlachance
This document contains the agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a presentation on MLA format, and an in-class writing assignment. The notes provide guidance on revising essays, proper MLA formatting of papers, identifying and correcting wordiness, run-on sentences, dangling modifiers, and common writing errors. Students are assigned homework of revising their draft essay based on peer feedback, reading chapters of two books, and posting drafts/revisions of descriptive sections to an online discussion board.
The document outlines the agenda for an EWRT 1A class which includes a writing workshop, presentation on MLA format, and an in-class writing session. It provides details on peer evaluation during the writing workshop and guidelines for formatting papers in MLA style, including setting margins, headings, and creating a works cited page. It also discusses strategies for reducing wordiness, such as shortening clauses and phrases, avoiding empty phrases, and removing redundant language. Students are assigned to revise their draft using peer feedback and submit it in MLA format by the next class.
This document provides the agenda and notes for an EWRT 1A class. It includes presentations and workshops on revision strategies, MLA formatting, editing for wordiness, compound sentences, and dangling modifiers. It also provides guidance on developing revision strategies like reading aloud, isolating specific problems, and using surface level techniques. Students are assigned homework to revise their draft essay using feedback, and submit it in MLA format along with posting drafts and revisions of descriptive passages.
This document provides an agenda and notes for an EWRT 1A class. It covers writing workshop revision strategies, reviewing MLA format, and editing strategies to reduce wordiness and improve compound sentences. It also discusses in-class writing and homework assignments which include revising Essay #2 based on peer feedback and submitting it electronically before the next class.
The document provides the agenda and notes for an EWRT 1A class. It includes discussions on revision strategies, MLA formatting, editing for wordiness and compound sentences, and in-class writing. It reviews strategies for revising essays, setting up papers in MLA format, identifying and correcting wordy and redundant writing, fixing run-on sentences, and submitting essays electronically for feedback. Students are assigned to revise Essay #2 based on peer comments and submit it before the next class.
Class 7 1 a add mla formatting videos and integrating videojordanlachance
This document contains the agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a presentation on MLA format, and an editing workshop on wordiness, compound sentences, and dangling modifiers. The notes provide guidance on these topics, including how to identify and correct common writing issues. For homework, students are assigned to read chapters of assigned texts, write a revised draft of Essay #2 based on peer feedback, and post excerpt comparisons to the online discussion board.
This document contains the agenda and notes for an EWRT 1A college writing class. The agenda includes a writing workshop on revision strategies, a presentation on MLA formatting, and an in-class writing assignment. The notes provide guidance on revising essays, setting up papers in MLA format, common writing issues like wordiness, compound sentences, and dangling modifiers, and homework assignments which include reading, revising an essay draft based on peer comments, and posting drafts/revisions online. Students are expected to apply the editing strategies covered to improve their writing.
This document contains the agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a presentation on MLA format, and an in-class writing assignment. The notes provide guidance on revising essays, proper MLA formatting of papers, identifying and correcting wordiness, run-on sentences, dangling modifiers, and common writing errors. Students are assigned homework of revising their draft essay based on peer feedback, reading chapters of two books, and posting drafts and revisions of descriptive passages to an online discussion board.
Class 7 1 a add mla formatting videos and integrating videojordanlachance
This document contains the agenda and notes for an EWRT 1A class. The agenda includes a writing workshop on revision strategies, a presentation on MLA format, and an in-class writing assignment. The notes provide guidance on revising essays, proper MLA formatting of papers, identifying and correcting wordiness, run-on sentences, dangling modifiers, and common writing errors. Students are assigned homework of revising their draft essay based on peer feedback, reading chapters of two books, and posting drafts/revisions of descriptive sections to an online discussion board.
The document outlines the agenda for an EWRT 1A class which includes a writing workshop, presentation on MLA format, and an in-class writing session. It provides details on peer evaluation during the writing workshop and guidelines for formatting papers in MLA style, including setting margins, headings, and creating a works cited page. It also discusses strategies for reducing wordiness, such as shortening clauses and phrases, avoiding empty phrases, and removing redundant language. Students are assigned to revise their draft using peer feedback and submit it in MLA format by the next class.
This document provides the agenda and notes for an EWRT 1A class. It includes presentations and workshops on revision strategies, MLA formatting, editing for wordiness, compound sentences, and dangling modifiers. It also provides guidance on developing revision strategies like reading aloud, isolating specific problems, and using surface level techniques. Students are assigned homework to revise their draft essay using feedback, and submit it in MLA format along with posting drafts and revisions of descriptive passages.
Here are the sentences with corrections for dangling modifiers:
1. After reading the original study, I found the article remains unconvincing.
2. If relieved of your responsibilities at your job, you should relax at home.
3. Not having studied the lab manual carefully, the experiment was a failure.
The document contains an agenda for a class that includes discussing an essay assignment, changing student teams, discussing a reading called SBB, and an in-class writing prompt. It provides instructions for changing teams and ensuring half the members are different. It also includes sections about common writing errors such as wordiness, dangling modifiers, compound sentences, and misused words. Strategies are provided for revising sentences to eliminate these errors.
The document contains an agenda for a class that includes discussing an essay revision, changing student teams, discussing Stone Butch Blues, an in-class writing prompt exploring moments of intentional and unintentional passing for a character, and reviewing feedback software. It also provides tips for reducing wordiness, correcting punctuation issues like run-on sentences and dangling modifiers, and avoiding misused words.
The document contains an agenda for a class that includes discussing changing teams, revising an essay, reviewing feedback software, discussing a reading, and an in-class writing prompt exploring moments when a character intentionally or unintentionally passes as a different gender. It also provides tips for reducing wordiness, eliminating dangling modifiers, avoiding misused words, and employing surface revision strategies like reading aloud and isolating specific issues.
This document provides an agenda and instructions for Essay #4. Students are asked to write a 4-6 page essay proposing a solution to a well-defined problem faced by a community or group. They should describe the problem in detail, generate multiple potential solutions, and choose the most promising solution to explore further. The document gives guidance on refining the problem description, listing solutions, exploring solutions in paragraphs, and choosing a thesis statement about their preferred solution. It also covers implementing solutions and common writing issues like wordiness.
This chapter discusses the differences between spoken and written English and emphasizes using precise, formal language in business writing. Colloquialisms, wordiness, and passive voice should be avoided. Concise, clear writing in the active voice is preferable. Business communication requires complete sentences without fragmented thoughts or sudden subject changes. Abbreviated words and symbols have no place in formal writing.
The document provides an overview of common grammar rules and errors to avoid, including spelling errors, run-on sentences, sentence fragments, subject-verb agreement, pronoun agreement, verb tense, plural vs. possessive forms, capitalization, word usage, punctuation, parallel structure, and irregular verbs. It offers examples of each issue and recommendations for how to fix errors related to these fundamental grammar concepts.
The document provides an agenda for a class that includes discussing an essay assignment, a lecture on passing to avoid restrictions, discussing the novel Stone Butch Blues, and an in-class writing assignment exploring moments when the main character Jess intentionally or unintentionally passes. It also includes sections on common writing errors like wordiness, run-on sentences, dangling modifiers, and misused words.
The document summarizes the agenda and content for Class 18 of an EWRT 1A course. It includes presentations on MLA format and reducing wordiness in writing, as well as an in-class writing workshop. It provides guidance on proper MLA formatting for elements like paper format, headings, citations, and quotations. It also discusses common writing errors like wordiness and provides strategies for eliminating extra words to improve clarity and concision.
This document discusses common grammar errors in formal writing. It begins by defining formal and informal writing, noting that formal writing is used in academic, professional, and legal contexts. It then lists 12 common grammar errors seen in formal writing, including issues with verb tense, subject-verb agreement, run-on sentences, comma splices, ambiguous modifiers, redundant words, contractions, capitalization, spelling, and colloquial language. For each error, it provides an example of correct and incorrect usage. The document emphasizes that grammar errors are a natural part of the writing process and advocates learning from mistakes.
This document provides guidance on integrating quotations, revising essays, and submitting essays electronically. It discusses using signal phrases to introduce quotations, having a partner read and comment on essays using questions from a handout, addressing formal writing elements like thesis and evidence, and submitting essays through a Google Drive add-on called Kaizena that allows for audio and written feedback. Students are provided with their group code to submit essays for review and grading.
Rule #1 addresses avoiding sentence fragments and run-ons. A complete sentence must have both a subject and a predicate and express a complete thought. Sentence fragments and run-ons fail to do this. Fragments have either a subject or predicate missing, while run-ons improperly join two or more independent clauses without proper punctuation or conjunctions. The rule explains how to identify clauses and how to properly structure sentences using independent and dependent clauses.
The document outlines an agenda for a class that includes a presentation on MLA formatting, discussions of editing strategies like compound sentences and dangling modifiers, and an in-class writing workshop. It then provides details on MLA formatting guidelines, examples of citing sources, and strategies for avoiding common writing errors like wordiness, misused words, punctuation issues, and dangling modifiers.
The ielts exam and the importance of paraphrasingVISA4YOU
IELTS exam is often considered quite tough and challenging as it tests the English skills of candidates, however there are certain tricks and techniques if used, this exam can definitely become simpler to crack. One of the good techniques is paraphrasing.
The document provides the agenda and notes for an EWRT 1A class. It includes sections on writing workshop, reviewing MLA formatting, revision strategies for wordiness, submitting assignments to Kaizena, and answering questions. It discusses integrating quotations, setting up a works cited page, eliminating wordiness through reducing clauses and phrases, avoiding redundancies, and submitting essays electronically. The homework includes posting revised essay sections, submitting Essay #2 through Kaizena in MLA format, and revising Essay #2 based on comments.
This document provides guidance on writing a cover letter for an academic essay. It explains that the cover letter should introduce the essay to the reader and provide context about the writing process that the reader would not otherwise know. It recommends discussing strengths and weaknesses of the essay, revisions made, lessons learned, and influences from others. The letter should be about half a page and reflect both the pleasures and struggles of writing. Common writing errors like comma splices, fused sentences, and fragments are also defined and examples are provided for correcting these issues.
Formal emails use standard English words, complete sentences without contractions or abbreviations, and passive voice. Informal emails use colloquial language, contractions, abbreviations, active voice, emoticons, and informal words like "gonna" instead of formal words like "to request". The document provides examples of formal versus informal language that can be used in emails.
The document provides guidance on writing clear, coherent, and effective sentences by discussing important concepts like unity, emphasis, accuracy, and avoiding issues like fragments, run-ons, and overloading. It also covers writing paragraphs and compositions, different types of writing like exposition and description, and business writing formats. The document includes examples and recommendations for constructing sentences that effectively convey intended meaning.
The document provides the agenda for an EWRT 1A class. It includes discussing revision strategies, reviewing MLA format, and editing for wordiness and compound sentences. Students will work with partners to provide feedback on essays and determine revisions. The class will also cover properly setting up a paper in MLA format, including headings, margins, and a works cited page. Sentence-level writing issues like wordiness will be addressed, and strategies for reducing wordy writing presented. Homework includes revising Essay #2 based on peer feedback and submitting it electronically by the end of class.
This document provides an agenda and notes for an EWRT 1A class. The agenda includes a writing workshop, reviewing MLA formatting, and discussing revision strategies like eliminating wordiness. The notes cover how to set up a paper in MLA format, including headings, margins, and creating a works cited page. Strategies for reducing wordiness like removing redundant words and phrases are also outlined. Students are instructed to find a wordy sentence in their essay and edit it, and the document concludes with directions for homework assignments.
Here are the sentences with corrections for dangling modifiers:
1. After reading the original study, I found the article remains unconvincing.
2. If relieved of your responsibilities at your job, you should relax at home.
3. Not having studied the lab manual carefully, the experiment was a failure.
The document contains an agenda for a class that includes discussing an essay assignment, changing student teams, discussing a reading called SBB, and an in-class writing prompt. It provides instructions for changing teams and ensuring half the members are different. It also includes sections about common writing errors such as wordiness, dangling modifiers, compound sentences, and misused words. Strategies are provided for revising sentences to eliminate these errors.
The document contains an agenda for a class that includes discussing an essay revision, changing student teams, discussing Stone Butch Blues, an in-class writing prompt exploring moments of intentional and unintentional passing for a character, and reviewing feedback software. It also provides tips for reducing wordiness, correcting punctuation issues like run-on sentences and dangling modifiers, and avoiding misused words.
The document contains an agenda for a class that includes discussing changing teams, revising an essay, reviewing feedback software, discussing a reading, and an in-class writing prompt exploring moments when a character intentionally or unintentionally passes as a different gender. It also provides tips for reducing wordiness, eliminating dangling modifiers, avoiding misused words, and employing surface revision strategies like reading aloud and isolating specific issues.
This document provides an agenda and instructions for Essay #4. Students are asked to write a 4-6 page essay proposing a solution to a well-defined problem faced by a community or group. They should describe the problem in detail, generate multiple potential solutions, and choose the most promising solution to explore further. The document gives guidance on refining the problem description, listing solutions, exploring solutions in paragraphs, and choosing a thesis statement about their preferred solution. It also covers implementing solutions and common writing issues like wordiness.
This chapter discusses the differences between spoken and written English and emphasizes using precise, formal language in business writing. Colloquialisms, wordiness, and passive voice should be avoided. Concise, clear writing in the active voice is preferable. Business communication requires complete sentences without fragmented thoughts or sudden subject changes. Abbreviated words and symbols have no place in formal writing.
The document provides an overview of common grammar rules and errors to avoid, including spelling errors, run-on sentences, sentence fragments, subject-verb agreement, pronoun agreement, verb tense, plural vs. possessive forms, capitalization, word usage, punctuation, parallel structure, and irregular verbs. It offers examples of each issue and recommendations for how to fix errors related to these fundamental grammar concepts.
The document provides an agenda for a class that includes discussing an essay assignment, a lecture on passing to avoid restrictions, discussing the novel Stone Butch Blues, and an in-class writing assignment exploring moments when the main character Jess intentionally or unintentionally passes. It also includes sections on common writing errors like wordiness, run-on sentences, dangling modifiers, and misused words.
The document summarizes the agenda and content for Class 18 of an EWRT 1A course. It includes presentations on MLA format and reducing wordiness in writing, as well as an in-class writing workshop. It provides guidance on proper MLA formatting for elements like paper format, headings, citations, and quotations. It also discusses common writing errors like wordiness and provides strategies for eliminating extra words to improve clarity and concision.
This document discusses common grammar errors in formal writing. It begins by defining formal and informal writing, noting that formal writing is used in academic, professional, and legal contexts. It then lists 12 common grammar errors seen in formal writing, including issues with verb tense, subject-verb agreement, run-on sentences, comma splices, ambiguous modifiers, redundant words, contractions, capitalization, spelling, and colloquial language. For each error, it provides an example of correct and incorrect usage. The document emphasizes that grammar errors are a natural part of the writing process and advocates learning from mistakes.
This document provides guidance on integrating quotations, revising essays, and submitting essays electronically. It discusses using signal phrases to introduce quotations, having a partner read and comment on essays using questions from a handout, addressing formal writing elements like thesis and evidence, and submitting essays through a Google Drive add-on called Kaizena that allows for audio and written feedback. Students are provided with their group code to submit essays for review and grading.
Rule #1 addresses avoiding sentence fragments and run-ons. A complete sentence must have both a subject and a predicate and express a complete thought. Sentence fragments and run-ons fail to do this. Fragments have either a subject or predicate missing, while run-ons improperly join two or more independent clauses without proper punctuation or conjunctions. The rule explains how to identify clauses and how to properly structure sentences using independent and dependent clauses.
The document outlines an agenda for a class that includes a presentation on MLA formatting, discussions of editing strategies like compound sentences and dangling modifiers, and an in-class writing workshop. It then provides details on MLA formatting guidelines, examples of citing sources, and strategies for avoiding common writing errors like wordiness, misused words, punctuation issues, and dangling modifiers.
The ielts exam and the importance of paraphrasingVISA4YOU
IELTS exam is often considered quite tough and challenging as it tests the English skills of candidates, however there are certain tricks and techniques if used, this exam can definitely become simpler to crack. One of the good techniques is paraphrasing.
The document provides the agenda and notes for an EWRT 1A class. It includes sections on writing workshop, reviewing MLA formatting, revision strategies for wordiness, submitting assignments to Kaizena, and answering questions. It discusses integrating quotations, setting up a works cited page, eliminating wordiness through reducing clauses and phrases, avoiding redundancies, and submitting essays electronically. The homework includes posting revised essay sections, submitting Essay #2 through Kaizena in MLA format, and revising Essay #2 based on comments.
This document provides guidance on writing a cover letter for an academic essay. It explains that the cover letter should introduce the essay to the reader and provide context about the writing process that the reader would not otherwise know. It recommends discussing strengths and weaknesses of the essay, revisions made, lessons learned, and influences from others. The letter should be about half a page and reflect both the pleasures and struggles of writing. Common writing errors like comma splices, fused sentences, and fragments are also defined and examples are provided for correcting these issues.
Formal emails use standard English words, complete sentences without contractions or abbreviations, and passive voice. Informal emails use colloquial language, contractions, abbreviations, active voice, emoticons, and informal words like "gonna" instead of formal words like "to request". The document provides examples of formal versus informal language that can be used in emails.
The document provides guidance on writing clear, coherent, and effective sentences by discussing important concepts like unity, emphasis, accuracy, and avoiding issues like fragments, run-ons, and overloading. It also covers writing paragraphs and compositions, different types of writing like exposition and description, and business writing formats. The document includes examples and recommendations for constructing sentences that effectively convey intended meaning.
The document provides the agenda for an EWRT 1A class. It includes discussing revision strategies, reviewing MLA format, and editing for wordiness and compound sentences. Students will work with partners to provide feedback on essays and determine revisions. The class will also cover properly setting up a paper in MLA format, including headings, margins, and a works cited page. Sentence-level writing issues like wordiness will be addressed, and strategies for reducing wordy writing presented. Homework includes revising Essay #2 based on peer feedback and submitting it electronically by the end of class.
This document provides an agenda and notes for an EWRT 1A class. The agenda includes a writing workshop, reviewing MLA formatting, and discussing revision strategies like eliminating wordiness. The notes cover how to set up a paper in MLA format, including headings, margins, and creating a works cited page. Strategies for reducing wordiness like removing redundant words and phrases are also outlined. Students are instructed to find a wordy sentence in their essay and edit it, and the document concludes with directions for homework assignments.
The document provides information and instructions for an EWRT 1A class. It discusses revising essays #2 or #4 for a class, with revisions due before Friday of week 9. It offers tips for revising, including reading instructor comments, and notes there is no penalty for revisions and the new grade will replace the original. It also discusses revising problem essay #5 to use for essay #6, highlighting areas to check like the topic, thesis, causes, consequences, examples, and citations. Finally, it covers eliminating wordiness in writing through reducing clauses and phrases, avoiding empty openers and overworked modifiers, and removing redundancies.
This document provides an agenda and instructions for Essay #4. It discusses the assignment prompt, which is to propose a solution to a well-defined problem faced by a community. It outlines steps for brainstorming problems, exploring potential solutions, choosing the most promising solution, and researching to support the argument. It also covers revising for wordiness, parallel structure, and other sentence-level errors. Students are guided through listing problems, generating multiple solutions, explaining why their chosen solution would work and is possible to implement. They are instructed to find examples of wordy or non-parallel sentences in their own writing to refine.
Here are concise revisions of the wordy sentences:
1. He dropped out of school because he needed to help support his family.
2. The bus company will announce the new schedule within the next few days.
3. Students can meet in many ways.
This document provides an agenda and notes for an EWRT 1A class. The agenda includes a writing workshop, reviewing MLA formatting, and discussing revision strategies like reducing wordiness. It also covers submitting assignments through Kaizena and answering any questions. The notes sections provide guidance on MLA formatting, integrating quotations, identifying wordy writing, and submitting essays electronically. Students are assigned to revise Essay #2 based on peer feedback and submit it through Kaizena by the due date.
This document contains notes from an English writing class. It discusses revising essays, choosing which essay to revise, and strategies for reducing wordiness in writing. Students have the option to revise either their second or fourth essay for a new grade by the deadline of Friday in week 9. The document provides tips for revising essays, including clarifying the topic, strengthening the thesis, ensuring all necessary causes and consequences are included, and properly citing sources. It also discusses different types of wordy or redundant language that can be trimmed, such as long clauses, phrases, empty sentence openers, and overused modifiers. Examples are given and students are instructed to practice identifying and shortening wordy sentences.
This document provides instructions for an upcoming essay assignment. Students will write a 5-7 page essay proposing a solution to an education problem. They have been working on brainstorming solutions in previous assignments. The document reviews the essay prompt, timeline, and criteria. It also provides guidance on refining a solution, including exploring multiple options and explaining how the chosen solution would work and be implemented. Students are reminded to identify any additional research needed to support their arguments. The next class will be held at the library to begin this research.
This document provides guidance on writing essays, including key parts and steps in the writing process. It discusses the importance of a clear thesis statement, using a direct approach in the introduction, including relevant details and examples in body paragraphs, and restating the thesis without new information in the conclusion. It also outlines various prewriting techniques like free writing, brainstorming, mapping ideas, and outlining. Finally, it emphasizes the importance of clarity through eliminating ambiguity, using modifiers, being specific and concise, avoiding unnecessary repetition, and making word choices for concise writing.
The document provides instructions for a writing workshop revision activity. It instructs students to:
1) Choose a partner and read essays aloud before discussing or providing feedback.
2) Leave comments in the margins and on the back of the partner's essay answering questions from a handout about introduction, thesis, evidence, conclusion, formatting, and other elements.
3) Return essays to owners and discuss feedback to help writers improve their work based on comments.
The document provides the agenda and notes for an EWRT 1A class. It includes sections on writing workshop, reviewing MLA formatting, revision strategies for wordiness, submitting assignments to Kaizena, and answering questions. It reviews integrating quotations, setting up a works cited page, sentence-level writing errors, and submitting essays electronically. Students are assigned to post revised essay sections to the class discussion board and submit their Essay #2 through Kaizena by the due date while continuing to work on revising and editing based on feedback.
This document provides guidance on avoiding plagiarism in academic writing. It defines plagiarism and notes that instructors use Turnitin to check for originality. Students are advised to cite sources when in doubt, take thorough notes, and not procrastinate on papers. General rules are outlined for quoting, summarizing and paraphrasing sources properly. Students are told that plagiarism denies them the opportunity for ethical development and informed the greatest reason not to plagiarize is for the sake of their own education. Resources on writing tools and detecting plagiarism are also included.
The document provides instructions for revising Essay #1 or #2 for the EWRT 1A class. Revisions are due by March 19th at 6 AM. Students may only submit one revised essay. If a student did not submit one of the first two essays, they can submit it as their revision. Students should make an appointment if they want to discuss their revision with the instructor. The instructor will grade revisions like new submissions and replace the original grade. No late revisions will be accepted.
This document provides instructions for a writing workshop revision activity. Students will be paired up and review each other's essays by answering questions in the margins and on the back of the essay. They will then discuss their essays and comments. Additional tips are provided on writing style, grammar, and formatting for submitting essays electronically using Kaizena.
Dylan Thomas uses death as a motif in four poems about a family member's struggle with terminal illness. The poems explore symbolism and imagery related to death and dying. Discussing these poems may help facilitate communication between caregivers and patients by encouraging discussion of difficult topics. Students are asked to analyze how the poems depict death and dying, and discuss how this could help caregivers and patients communicate.
Welcome to Essentials of English Composition 101. My name is Sta.docxhelzerpatrina
Welcome to Essentials of English Composition 101. My name is Stacie Vesolich, and I will be your instructor for this course. I commend you for enrolling in this course as a path to furthering your academic goals, and I will make every effort to help you to achieve success in your writing endeavors. Let me begin by highlighting several key points of this course:
Essentials of English Composition 101
8 Modules and a Final Research Paper
There are 8 modules, culminating with a final research paper as the exam.
Each module is different, and it is very important that you read the instructions for every module.
The beginning module requires you to do several writing, practice exercises. This is mandatory, even though the practice exercises are not graded.
The modules start out relatively easy (a descriptive essay and a narrative essay that are written on your firsthand experiences and do not require any writing citations.)
Be advised that the modules build on each other, progressively becoming more difficult.
As your instructor, I have 3 days ( per module) to grade your work. My response to your essay submissions usually does not take three days, although I am granted that amount of time.
Read, Write, Submit, Wait
English courses require that the writer addresses the writing prompt. This can only be done if the writer carefully reads the specific directions.
After you submit your essay, wait for the remarks and critique before submitting another module.
In some instances, you may be required to submit a revision of your essay.
The option to do a revision on the submitted essay is your choice, but is to your advantage.
Progression of Difficulty
Each writing module develops a specific skill and the level of difficulty of these writing skills increases as the course progresses.
Be sure to carefully read all of the instructions and view any videos that apply to the module.
Always address the writing prompt: This is the specific instructional requirement for the essay.
Research and Sources
For this course, when you present information that is based on research that you have reviewed and studied, you must provide two types of sources:
1) Parenthetical or in-text citations For example: (Smith 22)
2) A works cited page that is in alphabetical order.
3) I will use an electronic scan to verify that the work submitted is your original work, or work that has been properly cited.
Remember that you have signed an honesty agreement about the work that you will submit.
Research Essays, Expository Essays, and Persuasive Essays Demand Citations
If you are having difficulty formatting the works cited page or the in-text (parenthetical citations), please refer to these links:
The Purdue Owl Online Writing Lab (OWL). Click on MLA Formatting and Style Guide.
Note: English classes tend to use MLA formatting; science and humanities’ classes tend to use APA formatting. We recommend using MLA formatting for our English classes at Portage. How ...
This document provides instructions for an assignment on the topic of "Heaven of Hospital" for an online class. Students are asked to find a credible article on the topic, cite it at least twice in their post, and summarize the article. They must also discuss how well-written the article is and their opinion on the topic. The document outlines formatting requirements and provides additional instructions on discussion questions, participation, citing sources, plagiarism, and communicating with the instructor.
This document provides advice on various aspects of academic writing such as developing arguments, organizing essays, using thesis statements, writing introductions and conclusions, taking notes, avoiding plagiarism, revising writing, and improving spelling. It addresses common errors and offers tips for using punctuation correctly. The document also discusses summarizing sources, using quotations and paraphrasing, and referencing sources using different citation styles.
Characteristics of a good sentence lecture 1 writingglenda75
The document provides guidance on writing good sentences, including:
1. A good sentence begins with the main point and ends with the second most important idea to frame the reader's understanding.
2. Sentences should be grammatically correct, easy to read aloud, and easy to understand while keeping a reasonable length.
3. Coherence, emphasis, and avoiding errors like fragments, run-ons, and comma splices are important for effective writing.
Similar to Class 9 n writing workshop essay 2 (20)
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
3. Writing Workshop: Revision strategies
Choose a partner
Read both essays aloud before you start
to write about or discuss the essays.
On separate sheets of paper, answer all
of the questions from the handout for
your partner’s essay.
When you finish, return your comments
to the writer.
When you get your essay back, read the
comments and determine how you might
remedy any issues.
5. MLA format: on our website under
“MLA Guidelines.”
MLA (Modern Language Association) style is most commonly used to write papers
and cite sources within the liberal arts and humanities.
MLA style specifies guidelines for formatting manuscripts and using the English
language in writing. MLA style also provides writers with a system for referencing
their sources through parenthetical citation in their essays and Works Cited pages.
Writers who properly use MLA also build their credibility by demonstrating
accountability to their source material. Most importantly, the use of MLA style can
protect writers from accusations of plagiarism, which is the purposeful or
accidental uncredited use of source material by other writers.
http://owl.english.purdue.edu/owl/resource/747/01/
7. Margins and
Formatting
Double Click in
Header Area
Type your last name
Justify right
Go to “insert” and click
on “page number
Header: Last Name 1
1” all around
Go to “Layout” and
adjust margins or
use custom
settings
Times New Roman
12
Indent body
paragraphs ½ inch
from the margin
8. Heading: Double
Spaced
Your Name
Dr. Kim Palmore
EWRT 1A
15 July 2015
Title
Original Title (not the title of
the essay we read)
No italics, bold, underline, or
quotation marks
Centered on the page
No extra spaces (just double
spaced after your heading and
before the body of your text.
9.
10. Making A Works Cited
Page MLA Style
Ensure that you have a properly formatted works cited page
14. Many people write wordy papers because they are trying to make
their ideas sound important by using long words and intricate
sentences. They think that their writing must be complicated to
seem professional. Although these writers are trying to impress
their readers, they often end up confusing them. The best writing
is clear, concise, and easy to understand. Your ideas are much more
impressive when your reader does not have to fight to understand
you.
Wordiness: using more words than
necessary to express thought.
15. Often writers use several words for ideas that can be expressed in one.
This leads to unnecessarily complex sentences and genuine redundancy as
the following examples show:
Redundant
The printer is located adjacent to
the computer
The printer is located in the
immediate vicinity of the computer
The user can visibly see the image
moving
He wore a shirt that was blue in
color
The input is suitably processed
Not Redundant
The printer is adjacent to the
computer
The printer is near the computer
The user can see the image moving
He wore a blue shirt.
The input is processed
16. Now you try it. Write this sentence in as few words as
possible without changing the meaning!
The available receptacle, in any
case, was of insufficient size to
contain the total quantity of
unnecessary waste.
17. How to reduce wordiness!
1. Reduce Long Clauses
When editing, try to reduce long
clauses to shorter phrases:
Wordy: The clown who was in
the center ring was riding a
tricycle.
Revised: The clown in the
center ring was riding a tricycle.
2. Reduce Phrases
Likewise, try to reduce phrases
to single words:
Wordy: The clown at the end
of the line tried to sweep up
the spotlight.
Revised: The last clown tried
to sweep up the spotlight.
18. Eliminating Wordiness: Strategies
3. Avoid Empty Openers
Avoid There is, There are, and
There were as sentence openers
when There adds nothing to the
meaning of a sentence:
Wordy: There is a prize in every
box of Quacko cereal.
Revised: A prize is in every box
of Quacko cereal.
Wordy: There are two security
guards at the gate.
Revised: Two security guards
stand at the gate.
4. Don’t Overwork Modifiers
Do not overwork very, really,
totally, and other modifiers that
add little or nothing to the
meaning of a sentence.
Wordy: By the time she got home,
Merdine was very tired.
Revised: By the time she got
home, Merdine was exhausted
Wordy: She was also really hungry.
Revised: She was also hungry [or
famished].
19. Eliminating Wordiness
5. Avoid Redundancies
Replace redundant expressions (phrases that use more words
than necessary to make a point) with precise words. Remember:
needless words are those that add nothing (or nothing
significant) to the meaning of our writing. They bore the reader
and distract from our ideas. So cut them out!
Wordy: At this point in time, we should edit our work.
Revised: Now we should edit our work.
20. Try these!
1. He dropped out of school on account of the fact that it was necessary
for him to help support his family.
2. It is expected that the new schedule will be announced by the bus
company within the next few days.
3. There are many ways in which a student who is interested in meeting
foreign students may come to know one.
4. It is very unusual to find someone who has never told a deliberate lie on
purpose.
5. Trouble is caused when people disobey rules that have been established
for the safety of all.
21. Possible Answers
1. He dropped out of school to support his family.
2. The bus company will probably announce its schedule during
the next few days.
3. Any student who wants to meet foreign students can do so in
many ways.
4. Rarely will you find someone who has never told a deliberate lie.
5. Disobeying safety regulations causes trouble.
22. Find a Wordy Sentence
Check your essay for wordiness. Look for a
sentence that falls into one of the categories
we just discussed. Edit it for clarity and
conciseness.
24. Compound Sentence
A compound sentence is made up of two or more simple
sentences joined by one of the following:
A comma and a coordinating conjunction
I like to study grammar, and I love this class.
A semicolon
I like to study grammar; I love this class.
A semicolon and an adverbial conjunction
I like to study grammar; therefore, I love this class.
27. COMPOUND SENTENCE:
CONJUNCTIVE ADVERBS
I don’t think you understand punctuation;
therefore, we need to review.
I taught you how to write with adverbial
conjunctions last week; however, most of you
did not do it correctly in your essays.
Clause 1 Clause 2
Independent Independent
28. Look for Run-On Sentences
Look for compound sentences in your essay. Make sure you
are using both a comma and a conjunction.
Example: , and
Look for adverbial conjunctions; make sure you have
punctuated those sentences correctly.
Example ; however,
29. Writing Tips
Write about literature in present tense
Write about your experience in past tense
Avoid using “thing,” “something,” “everything,” and
“anything.”
Avoid writing in second person. (Don’t use “you” unless it is in
dialogue.
30. Surface Revision Strategies
Read Aloud
Reading the paper aloud slowly can
often bring to attention large and
small mistakes missed in the writing
and typing process. Read each
sentence and ask does it make
sense? Is it awkward? Am I
including words that are not actually
written on the paper? Sometimes
reading the paper out of order can
help isolate problems. Try reading
the paragraphs starting with the last
sentence and then reading the
previous sentence and so on; this
can reveal problems in the
sentences.
Isolate Specific Problems
Isolating specific problems can help
give objectivity to one's personal
work. One way to isolate specific
issues is to circle them on a paper
draft and look at them one by one.
For example: circle all commas and
then go back and look at each
comma asking if it is in the
appropriate place with the correct
usage. Another example would be
to circle all verbs and then go back
one by one and identify the tense
and verify subject verb agreement.
31. Essay Submissions
All out of class essays are to be submitted to me
electronically before the class period in which they are due.
1. Before you submit your essay, please save your file as your
last name and the number 2, like this: Smith 2. This will
help me keep your essays organized.
Smith 2
32. 2. Submit your essay through Kaizena, a Google Drive
add-on, at
https://kaizena.com/palmoreessaysubmissiongmail.
Or simply use the link on our class website home
page.
This system allows me to respond to your essay with both voice and written
comments and to insert helpful links.
33. 3. Sign in to your
Google Account,
and allow Kaizena access
to your Google Drive.
34. 4. Click on the “Request Feedback from Dr. Kim
Palmore” link.
35. 5. Choose your document from your Google Drive. You will be
directed to a new page to choose a delivery box from a drop
down menu.
36. 6. Add your essay to the appropriate EWRT 1A box (Essay
#2, #3, or #4) from the drop down menu. Then, click the
“Ask for feedback” button again.
37. 7. Once I have graded your paper, you may view it by going to the
conversations between us on the Kaizena page.
38. 8. Click on the highlighted sections of the paper to find both audio and
written comments concerning your essay and links to materials that
will help you improve your writing.
39. If you cannot submit your paper through Kaizena
before the due date and time.
Email your essay as an attachment (don’t share it as a Google doc) to
palmorekim@fhda.edu.
You must send the attachment before the due date, or your essay will
be considered late, so do not dawdle.
You must still submit it as a Kaizena document; the attachment
merely gets you time to figure out the process if you are having
trouble.
I suggest planning ahead. Do not wait until the last minute!
You may submit a test document to the folder marked “Testing” if
you want to do an early run through to avoid problems.
40. HOMEWORK
Read: SMG 134-148 Writing a Concept Essay
Write: Using the comments you received from your
readers, revise and edit Essay #2.
Post #9: Post two versions of a section of your
essay that demonstrates your revision and editing
strategies.
Submit Essay #2: Due electronically via Kaizena
before class 11. Your paper must be in MLA format.