Engl 102 07 written analysis
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This document provides instructions for students to analyze a rhetorical example and summarize their analysis in order to provide material for their final project. Students are asked to analyze the context, rhetorical influences, personal connections, and connections to external readings of their example. For each section, they must answer questions in paragraph form about the author, purpose, audience, influential elements, how they connect personally, and how one of the assigned readings relates to their experiences or analysis. The goal is for students to thoroughly analyze and summarize their example to use in their final project.
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Worksheet For Reading Text
To really “read” a text, as opposed to just decoding it, requires the reader to construct meaning from the text. To help you in this process, you should attempt to answer at least the following questions for each text? ANALYTIC READING
1. What is the major argument (conclusions) presented in the text?
a. What is the author/speaker trying to convince you?
2. What is the evidence presented to support that claim (Premise)?
3. Is the argument implicit or explicit?
4. Is it an empirical (facts, statistics, etc.), analytical (concepts and definitions) or normative (making a moral claim) argument?
5. What type of reasoning does the author employ (inductive or deductive)?
6. How is the argument presented, i.e. what rhetorical devices are used to make the argument (narrative, metaphors, visual imagery, imagery, ideographs, euphemisms, rhetorical questions, labels, etc.)?
7. Are you able to detect any fallacies in the argument? INTERPRETIVE READING
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THEORETICAL REVIEW Please read through these extensive assignmen.docx
THEORETICAL REVIEW
Please read through these extensive assignment instructions carefully.
If you allow yourself enough time on this assignment, you can work with an
online writing tutor
by going to this website
:
https://case.fiu.edu/writingcenter/make-an-appointment/index.html
OVERVIEW OF THE PAPER
In this
Gordon Rule Writing
course, you will complete
three writing assignments
that build on each other to facilitate your progress.
The goal of these writing assignments is for you to sharpen your research skills, apply communication theory to everyday life, and demonstrate college-level writing skills
.
SELECTION OF THE TOPIC
1. Select Section
From the sections of our course textbook on communication theories, you will choose
three sections
to base your three Theoretical Review papers on. For the Theoretical Review Paper_1, you will work with the first section of the course textbook --
The Self and Messages
. This section is assigned to you to get us started with the writing assignments, however, going forward in the course you will be able to choose the section you want to focus on for each Theoretical Review Paper. The sections you can choose from are below and they align with the sections of the course textbook.
The sections on communication theories are:
The Self and Messages (Chapters 4, 5, 6, 7)
Relationship Development (Chapters 8, 9, 10, 11)
Groups and Organizations (Chapters 14, 17)
Culture and Diversity (Chapters 27, 28)
Public and Media (Chapters 18, 21, 25, 26)
2. Select a Theory from each section
From each section, you will select a theory you will research and write about in your Theoretical Reveiw Paper. For the first Theoretical Review Paper you will select theory/theories from (1) The Self and Messages (Chapters 4, 5, 6, 7); choose one theory to research.
With that theory, you should research how the theory applies to some aspect of communication of interest to you.
For example, here are some topics
(sections of the text, theories, communication aspect)
that other students have previously chosen:
The Self and Messages
Symbolic Interactionism (theory), intrapersonal communication (communication context), and self-esteem among college students (situation or issue from everyday life).
Symbolic Interactionism (theory), intrapersonal communication (communication context), and its relationship to body-shaming (situation or issue from everyday life).
Coordinated Management of Meaning theory, intrapersonal communication (communication context), and its effects on the business environment (situation or issue from everyday life).
Cognitive Dissonance Theory, intrapersonal communication (communication context), and the effects on romantic relationships (situation or issue from everyday life)
Expectancy Violations Theory, intrapersonal communication, and employer/employee relationships (situation or issue from everyday life)
Relationship Development
Uncertainty Reduction Theory, interpersonal.
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The format for the paper should be analytic, interpretive, and normative – do not mix up the order of the three perspectives. These perspectives must be clearly delineated in your paper in order to ensure full credit.
It is essential that you remember that this is an analysis and not a report. As such, your goal is to analyze the text not “re-describe” it. Remember! This is not a book report or a “text” description.
Restrict your analysis to a few themes of the text (preferably the main theme), focus on how the argument was constructed and how the text informs education in contemporary society. Utilize course concepts, videos, written texts, quotes, paraphrases, readings, discussion, etc. to help ground your ideas. Failure to do so will result in a weak, one-sided paper.
If you work with a partner, note where you disagree (on what and why). Not everyone shares the same position.
Refer to the "Worksheet on Reading Texts" handout below for explicit questions to guide you in the text analysis.
Worksheet For Reading Text
To really “read” a text, as opposed to just decoding it, requires the reader to construct meaning from the text. To help you in this process, you should attempt to answer at least the following questions for each text? ANALYTIC READING
1. What is the major argument (conclusions) presented in the text?
a. What is the author/speaker trying to convince you?
2. What is the evidence presented to support that claim (Premise)?
3. Is the argument implicit or explicit?
4. Is it an empirical (facts, statistics, etc.), analytical (concepts and definitions) or normative (making a moral claim) argument?
5. What type of reasoning does the author employ (inductive or deductive)?
6. How is the argument presented, i.e. what rhetorical devices are used to make the argument (narrative, metaphors, visual imagery, imagery, ideographs, euphemisms, rhetorical questions, labels, etc.)?
7. Are you able to detect any fallacies in the argument? INTERPRETIVE READING
1. When was the text made?
2. What was going on around that time that might have influenced the writing of this text or the way audiences interpreted it?
3. What might those who r ...
THEORETICAL REVIEW Please read through these extensive assignmen.docx
THEORETICAL REVIEW
Please read through these extensive assignment instructions carefully.
If you allow yourself enough time on this assignment, you can work with an
online writing tutor
by going to this website
:
https://case.fiu.edu/writingcenter/make-an-appointment/index.html
OVERVIEW OF THE PAPER
In this
Gordon Rule Writing
course, you will complete
three writing assignments
that build on each other to facilitate your progress.
The goal of these writing assignments is for you to sharpen your research skills, apply communication theory to everyday life, and demonstrate college-level writing skills
.
SELECTION OF THE TOPIC
1. Select Section
From the sections of our course textbook on communication theories, you will choose
three sections
to base your three Theoretical Review papers on. For the Theoretical Review Paper_1, you will work with the first section of the course textbook --
The Self and Messages
. This section is assigned to you to get us started with the writing assignments, however, going forward in the course you will be able to choose the section you want to focus on for each Theoretical Review Paper. The sections you can choose from are below and they align with the sections of the course textbook.
The sections on communication theories are:
The Self and Messages (Chapters 4, 5, 6, 7)
Relationship Development (Chapters 8, 9, 10, 11)
Groups and Organizations (Chapters 14, 17)
Culture and Diversity (Chapters 27, 28)
Public and Media (Chapters 18, 21, 25, 26)
2. Select a Theory from each section
From each section, you will select a theory you will research and write about in your Theoretical Reveiw Paper. For the first Theoretical Review Paper you will select theory/theories from (1) The Self and Messages (Chapters 4, 5, 6, 7); choose one theory to research.
With that theory, you should research how the theory applies to some aspect of communication of interest to you.
For example, here are some topics
(sections of the text, theories, communication aspect)
that other students have previously chosen:
The Self and Messages
Symbolic Interactionism (theory), intrapersonal communication (communication context), and self-esteem among college students (situation or issue from everyday life).
Symbolic Interactionism (theory), intrapersonal communication (communication context), and its relationship to body-shaming (situation or issue from everyday life).
Coordinated Management of Meaning theory, intrapersonal communication (communication context), and its effects on the business environment (situation or issue from everyday life).
Cognitive Dissonance Theory, intrapersonal communication (communication context), and the effects on romantic relationships (situation or issue from everyday life)
Expectancy Violations Theory, intrapersonal communication, and employer/employee relationships (situation or issue from everyday life)
Relationship Development
Uncertainty Reduction Theory, interpersonal.
OVERVIEW OF THE PAPERIn this Gordon Rule Writing course, you.docx
This document provides instructions for three writing assignments on communication theories for a Gordon Rule Writing course. Students will write three papers on selected communication theories from their textbook. For the first paper, students must analyze theories related to "The Self and Messages." They will research and write a 3-4 page paper on a selected theory and how it applies to an aspect of everyday communication. The paper must include a problem statement, literature review of at least two peer-reviewed sources, and address questions provided to demonstrate understanding of the theory and communication contexts. Papers must follow APA style and will be graded based on the criteria outlined.
Enc1101 Drafting Unit 1
This document provides guidance for students on drafting the first part of a rhetorical analysis paper. It discusses key rhetorical concepts like audience, purpose and genre. It also summarizes key points from course readings on using evidence persuasively, structuring arguments, and making rhetorical choices regarding tone, evidence and language. Students are prompted to apply these concepts to their own draft and given guidance on effective introductions, body paragraphs and conclusions.
Pml 8
This document summarizes an agenda for a class on building a learning environment to support multiliteracies. The agenda includes a discussion of a Powers article on curriculum theorizing for multiliteracies using graphic organizers. It also reviews the Four Resources Model for analyzing texts and briefly introduces the 3D Model. It poses questions for students and provides examples applying the Four Resources Model analysis to passages and tasks.
Step by step stylistic analysis
The document provides a step-by-step guide for analyzing the style and techniques used in a non-fiction text. It outlines key areas to examine such as the audience, theme, tone, emotion, diction, syntax, organization, perspective and more. Examples are given for each category to illustrate what to look for and how different writing choices can impact the overall style.
analysis of aristotle article.docx
This document provides instructions for a critical analysis paper on an article by Muzio titled "Aristotle on Improving One's Character." Students are asked to identify and explain Muzio's central argument, and then make their own argument evaluating Muzio's position. The assignment aims to have students think critically about an author's argument rather than just summarizing. It should be completed as a group paper between 1500-2000 words analyzing whether Muzio's argument is compelling based on identifying his thesis, evidence, and implications. The paper will be graded on introduction/conclusion, main points, organization, writing style, and APA format.
This assignment requires students to further research one of the top.docx
This assignment requires students to further research one of the topics covered during the semester and write an essay arguing a particular interpretation of the literature surrounding that issue and social movement. Please see the attached document for details and guidelines on this assignment.
American Protest Literature - Literary Analysis Argument Essay
Assignment Description
Whether it looks backward in order to move America forward, builds connections across movements, demands empathy from readers, transforms its creators, crafts a politics of form, appropriates the master’s tools, or makes words into weapons, American protest literature tries to remake “a world beautiful,” as London puts it. The protest cycle beats on, boats against the current.
– Zoe Trodd xxviii
Trodd’s anthology
American Protest Literature
sets a variety of texts and protest art forms in conversation with each other. She describes these as falling into several “politics” for change. These are:
The Politics of Connection
The Politics of Form
The Politics of Appropriation
The Politics of Memory
For this project, you will write a four-to-five-page essay that analyzes and interprets four works and finds a unifying theme among them. You may use writings from the textbook itself (whether they were among the selected course readings or not) or you may explore other outside texts provided they are published sources that were written or created as a part of the social movements studied in the course. You will need at least
five total sources
of outside research for your essay documented in your Works Cited page.
You may do this assignment
one of two ways:
You may choose a social movement and describe how each of the four works you select contributes to the movement using the “politics” Zoe Trodd explains in her introduction to the text. How does each depict aspects of the movement and what strategies, tactics, or techniques does it use to influence the movement for change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Choose at least four pieces of protest literature from the entire range of movements in the course, or you may introduce texts you have researched that also contributed to these historical social movements. Find a unifying “politic” or strategy (for example: politics of memory or form) for all of them and discuss how that strategy or tactic uniquely contributed to the individual movements for which they were created. How does their unifying technique contribute to the body of protest literature that brought social change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Your work is to interpret the works to find unifying themes or tactics among them an.
SOCIOLOGY 105A FINAL PAPER PROMPT – WINTER 2018Length No fewe.docx
The document provides instructions for completing assignments in Microsoft Project for a course. It includes details on sorting, grouping, and filtering data in MS Project. Students are asked to download and install MS Project, then complete two assignments from the workbook: Project 7-5 involving sorting tasks by cost, and Project 8-5 creating a critical path for a music video project. The assignments aim to help students understand project planning and management while practicing skills in the MS Project software.
Dr. C. Carney .docx
Dr. C. Carney
Essay # 2: Literary Analysis of a Short Story with Light Research
This assignment requires you to
analyze a work of fiction from my list of options (see link on Canvas assignment page). This essay requires you to
develop a focused and opinioned thesis about the story, as this assignment is not asking you to write a mere “book report” which is only a re-telling of the story. It also requires you to
find and use three sources to support your ideas:
one source that needs to be from a peer-reviewed, scholarly journal in literature that pertains to the story and/or the author (this source must be obtained through the HCC library databases) AND another source (website preferably) that DOES NOT pertain directly to the story nor to the author, but rather to
the theme presented in your thesis statement and discussed throughout your essay (you cannot pursue this second source until you’ve established your thesis and know what “angle” you are pursuing) AND a third source that is entirely your choice.
I. The Purpose of a Literary Analysis:
A literary analysis is not merely a summary of a literary work. This kind of analysis analysis, like any analysis, is just that:
ANALYTICAL! It is intended to reveal and/or explain meaning. Thus, the assumption is that meaning exists, and it is the job of a (close/active) reader to ferret it out and offer a response to it!
Far from being a mere summary, it is an argument, essentially, about the work that expresses the essay writer’s personal perspective, interpretation, judgment, or critical evaluation. This is accomplished by examining the literary devices, word choices, or writing structures the author uses within the work first, followed by a critical analysis of content. Another purpose of a literary analysis is to demonstrate why the author used specific ideas, word choices, or writing structures to convey his or her message.
II. How to Create a Literary Analysis:
1. Select (and ideally
print) one of the stories listed on my Learning Web page (linked on the Canvas assignment page for this essay assignment). The stories listed here are the only acceptable stories for this assignment, and they are all in full text so there’s no need to find them elsewhere.
2. Read the text closely at least a couple of times. Focus on the ideas that are being presented. Think about the characters’ development and the author’s writing technique. What might be considered interesting, unusual, or important?
3. Brainstorm a list of potential topics. Highlight important passages in the text and take notes on these passages. Think of the ideas/concepts that strike you as you read. Later, when writing the paper, these notes should help a writer to .
Compare and Contrast Essay AssignmentA Compare and Contrast essa
This document provides instructions for a compare and contrast essay assignment. Students are asked to write a 2-3 page essay comparing and contrasting two topics related to generations or families. The document provides the requirements for the essay, including length, formatting, and content. It also describes the process for writing the essay, including brainstorming, researching the topics, identifying similarities and differences, developing a thesis statement, and organizing the paper.
Abs 497 week 5 discussion question macro social systems
This document outlines discussion questions and assignments for a course on macro social systems theories and applied behavioral science. It includes prompts to discuss functionalism, conflict theory, and interactionism perspectives on crime and delinquency. Other assignments involve describing the field of applied behavioral science, professional values and ethics, empowerment theory, theories on how groups function, evidence-based practice, and power in organizations. Students are to write on these topics, citing scholarly references and responding to classmates. The document also provides instructions for outlining a final paper on a topic related to applied behavioral science.
RELATIONAL ANALYSIS PAPERCOMM 130 Interpersonal Communication.docx
RELATIONAL ANALYSIS PAPER
COMM 130: Interpersonal Communication
Danielle Powell
The purpose of this assignment is to give each student the opportunity to analyze and evaluate the development of a significant relationship of his/her choosing (the relationship does not have to be romantic). Students will begin by identifying the person and briefly describing the relationship, then using the principles that we have studied all quarter to analyze this relationship. Through this assignment, each student will realize the importance of various influences on communication within relationships (such as one’s self-concept, various verbal and nonverbal factors, self-disclosure, emotions, etc).
Your 5-8 pages essay should demonstrate a clear and correct understanding of the concepts as they pertain to the development of this significant relationship. Your essay should be typed in 12 point, Times New Roman font and double-spaced. It should be well-written, organized and free of grammatical and spelling errors. For writing assistance, you may visit the Student Learning and Resource Center in Building 5.
Guidelines:
1. List three communication objectives or goals you want to achieve (i.e. information you want to learn about your interpersonal communication within this relationship, and in what areas do you want to improve in order to become a more competent and more cognitively complex communicator) as you examine the development of this significant relationship. Please be specific and make sure your objective/goal is related to a specific aspect of communication that you have learned/read about thus far in this class (so for example, if you have had trouble listening effectively to your significant person, then one of your goals should be related to some specific aspect of listening more effectively that you read about in chapter 7, etc.) Draft of Objectives/Goals: _____________ (Refer to Tentative Weekly Schedule for Due Date)
2. Find at least one scholarly source (in addition to your textbook) that provides you with more information that will help you to accomplish your objectives/goals. Your sources should be within the last seven years. To cite your sources in the paper use in-text citations using the APA format. Please refer to your Style Manual for Communication Studies for the instructions on how to correctly cite sources within the paper and in the References section.
3. Take notes on and outline the following over the next couple of weeks (these notes will ultimately result in the content of your essay: (please note that you must have information in your paper from each of the categories below to guide you throughout the paper. You may also develop your own questions based on content from course materials that relate more specifically to your own goals): Outline due: ___________(Refer to Tentative Weekly Schedule for Due Date)
Format of Outline: please note that your final paper will NOT be in outline format and will include an in ...
Module 1 - SLPManaging Individual BehaviorThe SLP for this c.docx
Module 1 - SLP
Managing Individual Behavior
The SLP for this course involves making a personal assessment of a relevant set of skills, focusing on your strengths and identifying any weaknesses that may have been revealed. You will then be asked to create a plan by which you can "grow" your strengths and shore up your weaknesses. By the end of the project, you will have a personal management profile and action plan.
As we have discussed, your values and attitudes interact with your personality to create a strong effect on your work life. The fit between an individual's personality and a company's "style" is essential to job satisfaction. Someone who is risk-averse, for example, would probably be unhappy at 3M, a company with a reputation for innovation and risk-taking. Understanding the impact of your own personality on others helps you build productive work relationships with peers, subordinates, and bosses, alike.
Refer to the required and optional readings for this module, and any other readings which will help you in understanding personality styles and how they affect organizational effectiveness. Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
Assignment
Click on this link to access and complete the
Jung Typology
personality test. After you complete the test, you will want to read the description, but in order to fully understand what this test measures, you should also review “Personality Type explained”. Then review the pages on career choices, learning style and communication skills. Incorporate this information in formulating your responses to the questions below.
You will need to include the actual results in an appendix at the end of your paper. (Note: This appendix requirement will likely increase your paper’s Turnitin similarity score; your professor is aware of this.)
Prepare a 2- page essay that addresses the following:
How does my personality type affect my career and effectiveness at my job?
Refer to the required and optional readings for this module, and any other materials which will help you in understanding personality styles and how they affect organizational effectiveness. Bring in
at least
two sources from your module to add depth to your discussion (citing the materials and including them in your Reference section). Remember to follow Trident’s guidelines for masters-level writing. (See
The Student Guide to Writing a High-Quality Academic Paper
.)
·
Complete the assessment according to the guidelines and include the actual results in an Appendix at the end of your paper.
·
Be sure to clearly discuss the following in your essay:
o
What did the test reveal about you?
o
What can you infer from this test about your strengths and weaknesses?
o
How does what you have learned from your module background materials about your personality type affect your motivation? Is this limited to a specific type of s ...
Top of FormBottom of FormPersuasive Essay Peer Review Wor.docx
Top of Form
Bottom of Form
Persuasive Essay: Peer Review Worksheet
Part of your responsibility as a student in this course is to provide quality feedback to your peers to help them improve their writing skills. This worksheet will assist you in providing that feedback. Submit this review as an attachment to both your instructor within the assignment bin and into your reply to your peer’s post containing the assigned draft.
Name of the Draft’s Author:
Name of the Peer Reviewer:
Summary
After reading through the draft one time, write a summary (3–5 sentences) of the paper. This should include the stance and the three sub-topics used to support the position within the essay. Do not place your own critique of the essay within this space.
Evaluate the Essay
After a second, closer reading of the draft, evaluate the essay using the Persuasive Essay: Final Draft rubric below. Determine the level of achievement appropriate for each assignment criteria. (Level of achievement ranges from Unsatisfactory to Excellent and are found at the top of the rubric. Assignment criteria are found in the left column of the rubric.). Please use the highlighting tool to score your peer within each criteria. Then use the right hand side of the rubric to include a rationale with evidence and examples for the score.
Topic 7 Rubric: Persuasive Essay: Final Draft
Criteria
1
Unsatisfactory
2
Less Than Satisfactory
3
Satisfactory
4
Good
5
Excellent
Why was this score determined for your peer’s essay? What evidence/examples do you have for this score?
% Scaling
0%
65%
75%
85%
100%
Content – 70%
Objective Perspective and Position
Addresses a single source or view of the argument and fails to clarify presented position relative to one’s own.
Appropriately identifies one’s own position on the topic. Vague explanation of the position is given. Little reference to specific issues related to the topic is made. Position completely appeals to emotion instead of reason.
Appropriately identifies one’s position on the topic. Explains the position taken in a coherent way. Sound reference to specific issues related to the topic is made. Position mostly appeals to emotion instead of reason.
Formulates a clear and precise point of view of the topic. Clearly explains the position taken. Sound and detailed reference to specific issues related to the topic is made. Position appeals mostly to reason.
Formulates a clear and precise point of view of the topic. Comprehensively explains the position taken. Specific issues related to the topic are fully presented in great detail. Position appeals to reason.
Rationale for score:
Word Count
Word count is less than half the minimum or more than double the maximum.
Body of essay is more than 100 words over or under the word count.
Body of essay is more than 50 but less than 100 words over or under the word count.
Body of essay is over or under the word count by 50 words or less.
Within the appropriate word count.
Ra ...
Writing the Research Paper
This document provides an overview of the resources and services available at the Dalhousie University Writing Centre, including help with any phase of the writing process, organization and structure, and referencing. It then discusses key aspects of writing a research paper such as understanding the assignment, choosing a topic, developing a thesis statement, researching and outlining, drafting and revising the paper, using secondary sources, and proper referencing. The writing process and elements of a strong paper such as clear organization, coherent paragraphs, and effective transitions are also explained.
Rubic_Print_FormatCourse CodeClass CodePOS-500POS-500-O503Constitu.docx
Rubic_Print_FormatCourse CodeClass CodePOS-500POS-500-O503Constitution Day Presentation100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Create a 12-15 slide PowerPoint presentation about the core tenets of the U.S. Constitution: Checks and balances Federalism Judicial review Limited government Popular sovereignty Separation of powers 30.0%PowerPoint content does not address the core tenets of the U.S. Constitution.Some of the core tenets of the U.S. Constitution are minimally presented and are overgeneralized, or lacking detail. One or more core tenets from the list are missing.All of the listed core tenets of the U.S. Constitution are adequately presented.All of the listed core tenets of the U.S. Constitution are presented clearly with a logical progression of ideas.All of the listed core tenets of the U.S. Constitution are thoroughly presented and clearly delineated.Speaker notes include content-related commentary for each slide, in a minimum of 50-100 words. 15.0%Speaker notes are not included.Speaker notes are not complete sentences and do not appropriately describe the content of the slide. Minimum word count is not met.Speaker notes are included with some detail. Minimum required word count is met.Speaker notes are clear and brief with appropriate details. Minimum required word count is met. Speaker notes are clear and thoroughly describe content presented on each slide. Minimum word count is met. Audience selection and appropriateness of language and content (includes sentence construction, word choice, etc.) 15.0%Intended audience is not specified and is not clear based on content of presentation. Intended audience is specified, however the vocabulary and content are not appropriate for the intended audience. Intended audience is specified, and the vocabulary and content are appropriate for the intended audience. Intended audience is specified, and the writer is clearly aware of audience. Uses a variety of appropriate vocabulary to enhance the content for the specified audience. Intended audience is specified, and the writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.Include a 250-500-word essay describing two interactive learning activities for your intended audience to coincide with your presentation. 20.0%The essay describing two interactive learning activities for your intended audience is missing.The activities are not described clearly, not interactive, or not appropriate for the audience.The description of the activities is somewhat unclear or the activities do not fully contribute to the learning of the intended material.Both activities are described well enough, interactive, and suitable for the intended audience.Both activities are clearly described and thoughtfully developed to provide meaning.
Analytical Writing
This document provides guidance on developing an analytic essay. It explains that an analytic essay requires making an argument through a clear thesis statement. The thesis should be a debatable claim about a non-obvious interpretation of the literature being analyzed, supported by evidence from the text. Good evidence includes analyzing patterns, ideas, rhetoric, assumptions in the text by closely examining language, structure, and quotations. The document offers tips for structuring the essay with a strong introduction, topic sentences, transitions between paragraphs, and an conclusion.
Ap language survival guide (1)
This document provides an overview of the AP English Language and Composition exam, including information about the exam structure and content, strategies for answering multiple-choice questions and writing essays, and techniques for analyzing rhetorical devices in texts. The exam consists of multiple-choice questions worth 45% of the score and three essay questions worth 55% of the score. Students have one hour for the multiple-choice section and two hours for the essays. The document outlines best practices for time management, identifying question types, and choosing effective evidence and analysis for the essay.
gwc-lit-review-resentation-matt-w.ppt
This document provides guidance on writing an effective literature review. It discusses the purpose and characteristics of literature reviews, and outlines a process for conducting a literature review that includes planning, reading and researching sources, analyzing existing research, and drafting the review. Key steps covered are determining the focus and scope, summarizing and synthesizing sources, comparing and critiquing studies, and considering organizational patterns for structuring the review. The document also provides examples and advice for developing an introduction, conclusion, and properly citing sources.
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This document discusses the differences between technical definitions and technical descriptions. Technical definitions answer the questions "what is x?" and "what does it mean?" by naming and categorizing a term within specific contexts. Technical descriptions answer questions about how something works or what it is like by focusing narrowly on explaining a thing. Both use descriptive language but have different purposes based on the questions they aim to answer and the context. The goal is to help audiences make decisions or better understand how something impacts them.
Engl317 project2 slidedoc3_how_to_create_the_slidecast
This document provides guidance on creating an effective slidecast presentation in 3 steps or less:
1) Choose a slidecasting tool that allows hosting your presentation online without downloading, such as Knovio. Limit slides to 6-12 and keep narration to 30 seconds per slide.
2) Write a script with an introduction, body, and conclusion. Use signposts to guide the audience. Keep sentences short for oral delivery.
3) Design slides for visual interest with minimal text. Choose images and fonts to engage the audience and use color, contrast, and layout principles for clarity. Record the narration with vocal variety, pauses, and clear diction.
Engl317 project2 slidedoc2_how_to_write_the_technical_documentation
This document provides guidance on writing technical documentation for Deliverable 1. It begins with an introduction to the two types of technical documentation: user-oriented and project-oriented. The document instructs the reader to write project-oriented technical documentation for this assignment. It outlines four planning steps: 1) identify the context and choose to write an extended definition or technical description, 2) plan how to develop the definition or description, 3) plan the number of slides and their order, and 4) choose an organizing pattern. Several examples are given for each step. Common organizing patterns like sequential, chronological, and parts-to-whole are defined. Formatting guidelines are provided, instructing the writer to use a memo format and
Engl317 project2 slidedoc4_optional_metaphors_similiesanalogies
1) Metaphors, similes, and analogies help readers understand unfamiliar concepts by comparing them to familiar concepts. Metaphors state one thing is another, while similes state one thing is like another. Analogies argue the relationship between two things is so close understanding one illuminates the other.
2) Examples show analogies used to explain the Federal Reserve and shell theory of the nucleus. Metaphors can also drive creative problem solving, as shown by Smeaton's use of ship and tree trunk metaphors in designing a lighthouse.
3) While metaphors facilitate understanding, they can also constrain thinking if they establish paradigms preventing other frames of reference.
F2 f project2_schedule_engl317_spring2019
This document outlines the schedule and deliverables for Project 2 of an English technical writing course over 3 weeks. It details the readings, in-class activities, homework assignments, and due dates which include drafting technical documentation, conducting peer reviews, creating a slidecast presentation, and submitting all work by the final due date. Students will choose a technical topic, write definitions and descriptions, get peer feedback, and develop a slideshow and script to be reviewed by peers and submitted for grading.
F2 f project3_schedule_engl317_spring2019
This document outlines the schedule and assignments for Project 3 of an English 317 Technical Writing course. It provides the due dates and requirements for each step of the project from weeks 7 through 9. The project involves creating an infographic to visualize and explain statistical data, including drafting an outline and wireframe, peer reviewing classmates' work, creating the infographic, justifying the design choices in a screencast, and submitting all deliverables by the final due date of March 10.
F2 f project4_schedule_engl317_spring2019
This document provides the schedule and requirements for Project 4 of an English technical writing course. It outlines the due dates and tasks to be completed over 4 weeks for designing and conducting a usability test, drafting a white paper report, and creating a screencast presentation of a usability test finding. All project deliverables, including a self-evaluation, white paper, and screencast URL, are due on Sunday April 14th by 11:59 PM. Students are expected to provide peer reviews of drafts on the assigned dates.
F2 f project5_schedule_engl317_spring2019
This document provides the schedule and requirements for Project 5 in an English technical writing course. It outlines that students must choose an internship, entry-level, or graduate program opportunity to use as the basis for a targeted resume or CV, cover letter, and e-portfolio website to be created over weeks 14 and 15 and due by April 28th. The schedule lists the daily in-class activities and assignments for each part of the project, including analyzing the opportunity, drafting documents, choosing a website builder, and populating the portfolio.
F2 f project1_schedule_engl317_spring2019
This document outlines the schedule and assignments for Project 1 of the ENGL 317 Technical Writing course over the first 3 weeks. It includes due dates for analyzing a writing sample, peer reviewing a memo report draft, creating and recording a podcast on a UI research topic, and submitting the final project deliverables which are a self-evaluation, podcast URL, and memo report. All homework and projects must be submitted by 11:59 PM on the listed due date.
Engl317 orientation about_technicalwriting
Technical writing is difficult to define precisely due to definitions being either too broad or narrow. It involves problem-solving to interpret writing situations and choose effective solutions to meet dynamic needs. Understanding writing as problem-solving helps develop transferable skills like rhetorical tools that can be applied to new workplace contexts. Rhetoric originally meant persuading through language but is now often used pejoratively in politics involving distortions; however, a modern definition acknowledges rhetoric informs any language use to elicit responses from audiences for various purposes, which is the definition used in the course to help students communicate successfully professionally.
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