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When writing a paper, focus on forming a strong thesis by considering key points about your topic and how they lead to a conclusion. Make sure each main point in your writing answers the question "so what?" by effectively tying back to the thesis. If needed, revisit the main points to find a clear and conclusive answer. Finally, form a strong conclusion that ties together the arguments without rambling and leaves the thesis as the final thought for a well-written paper.
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You are employed by the local government and you have been assigned to work with a team in educating the health care consumers of your community about Medicare or Medicaid. You and your team have been tasked with creating a multimedia tool that will be made available at any local government office with this information.
· Focus on a level of government (Federal, State or local) and the role and function it had in the process of implementing the policy.
3.3 What Is Critical Writing?
The Role of the Author's Voice
Words mean more than what is set down on paper. It takes the human voice to infuse them with deeper meaning.
Maya Angelou (2009, p. 95)
Critical writing, like critical reading, depends upon your cognitive processes performing myriad tasks with remarkable speed. The main task, simply stated, is to communicate from the inside out by having the mind convert its internal thoughts to external expression (Johnston, 2005). Needless to say, critical writing is just as challenging a skill as critical reading. It requires your language processing "muscles" to be "flexed" regularly, so they are ready to do some "heavy lifting" to place words in clear, logical, persuasive order—just like you need to keep real muscles strong to be able to move and lift objects as needed. It takes practice, and the more you do it, the better you get.
For the college student, critical writing takes many forms (short answers, paragraph responses, postings, essays, research papers). Regardless of the required format, gathering your thoughts from inside your mind and presenting them for public view can be the most challenging and, in some cases, the most agonizing of human acts.
The following depicts in words what the writing process involves in terms of the brain-mind connection:
When you write you are
recording,
expressing,
articulating,
communicating your
thoughts
feelings
experiences
ideas in
symbolic representation by consistently using
lines scratched on paper or
symbols digitally relayed from a keyboard to a screen
that have the same meaning each time they are viewed by the human eye and
translated by the brain's neuro-receptors and
interpreted, and either
immediately relayed to the recipient or
stored by the working memory for
retrieval and
expression
at the appropriate time. (Johnston, 2005)
Critical Writing and Your Learning Patterns
Just as in the case of critical reading, critical writing also involves the intentional use of your Learning Patterns. Remember Diana? The artist and poet in Chapter 2 who was commissioned to write a book pairing her poetry and art (S25, P28, TR16, C25)? While she was thrilled with the opportunity, and ultimately produced a beautiful publication, the process for her was both stressful and rewarding. Her Patterns of Use First Precision and Sequence set off alarms in her head. How to begin? How to get her paintings into a.
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Letter to Instructor
Institution Affiliation
Student Name
Professor
Course
Date
Dear Prof ……………
I want to commence by expressing my sincere appreciation to my instructor who has been nothing but supportive all the way. The assistance came both directly and indirectly, it was the mandate of the student to distinguish between the two without feeling left out. In terms of writing, the knowledge and skills you have impacted us with is more than enough. I can assure you from a student standpoint that the class did meet its objective. The class enabled me to be cognizant of my strengths and weaknesses as a writer. It is my belief that at this point, my writing gives a sense of an adept writer who is able to elucidate ideas effectively, thanks to you. Writing expanded my parochial outlook of life as I started paying attention to little details that most people overlook.
To become a quintessential writer takes time and I had all the patience the world could provide. I identified my weak points and worked my way up with every tool the content provided in perfecting my flaws. As a writer I have kept on evolving to become who I am today. There is a huge variation between when I first registered for this course and my current level as a writer. I used to make grammar errors and my punctuation was poor. With the internet being fingertips away, I self-taught myself the different and main types of essay formats used in argumentative, persuasive and research papers. The internet being unfiltered, information is not given in a consistent manner and you end up an incomplete writer. But thanks to the course, I had to begin from scratch and making adjustments where I perceived there were loopholes.
Some of the projects in the course were allocated to groups. This also played a key-role in my growth as a writer. It is really amazing to grasp other’s perspective of situations as you also air your opinion in contribution. Group projects provide a give-and-take platform where opinions that are highly acknowledged are considered while the less regarded offers one an opportunity to work on them. It is through such group projects, that I became more challenged to improve. My code in life has always been to take each day at a time. You cannot change how time operates. I did develop as a writer and I am still learning each day to become the best there is. I took your criticism positively and it has made a lot of difference in the long run. When I began, I would write for the sake of getting good remarks and that was the end of the story. Such an attitude is good for a student but its benefits are short-lived if you want to operate beyond the walls of a student. That is when I discovered on the need of passion to be an effective writer in terms of communicating and presenting ideas.
As an experienced writer, I can attest that there is an art and science in writing viral content that is relevant to its purpose and at the same time thought-provoking. The cours ...
Ways To Critique Writing Ppt
The document provides guidance on how to effectively critique someone's writing in a constructive manner. It suggests focusing critiques on being descriptive and interpretive rather than evaluative by pointing to specific elements and explaining what the writing conveys rather than making judgments. Effective critiques involve active listening to understand the writer's intended meaning and identifying the central idea. When critiquing, it's important to allow the writer to be in charge and ask questions to guide discussion rather than imposing one's own views.
What Do You Mean?
This document discusses models for classroom talk and teacher moves to facilitate discussion. It describes a traditional initiation-response-feedback model and an aspirational model where the teacher responds thoughtfully. It identifies three types of questions - managerial, closed, and open - and recommends asking open questions to promote discussion. The document provides guidance on when to ask questions and suggests teacher moves like listening, digging deeper, clarifying, waiting, transferring turns, naming strategies, and evaluating responses to enhance classroom talk.
Phrases For Analysis
The document discusses academic writing and reflection. It begins by noting the importance of reflection in furthering one's potential as a learner and becoming an honors student. It then reflects on the author's past educational experiences from elementary through high school, noting opportunities for growth and success, as well as a defining struggle in 8th grade math that provided a lesson in growth versus fixed mindsets. The author concludes by resolving to maintain a growth mindset and habit of reflection to continue improving as a student.
English 101: Spring 2010: Week 1
The document provides an overview of the syllabus and assignments for an English 101 course on composition and literature. It discusses reading literature critically by building on personal responses and supporting responses with evidence. Students are instructed to write response papers expressing their thoughts and feelings about a literary work without summarizing or doing outside research. The document outlines three levels for responding to literature - surface, meat, and core levels. It provides guidelines and examples for a first response paper assignment on works related to the 1963 Birmingham church bombing.
Critical Analysis Essay Example
This document provides a critical analysis of an essay on extending the school day. The summary identifies several weaknesses in the original essay, including a lack of unity and coherence between paragraphs, ineffective sentences with errors like fragments and run-on sentences, improper word choice, and a conclusion that fails to summarize and instead adds another point. The analysis then provides specific examples and explanations of these weaknesses to support its critique of the essay's effectiveness.
All about writing
This document provides guidance on effectively structuring writing assignments. It discusses organizing thoughts, constructing paragraphs with clear topic sentences, and developing arguments with proper evidence and arrangement. Key recommendations include letting the thesis direct the overall structure, sketching and outlining arguments to explore connections between ideas, and ensuring paragraphs are supportive, strong, and considerate to create a coherent overall paper. The document emphasizes finding the structure that best supports the intended argument.
The Literary Analysis Paper on Cocktail Hour Under the Tree of Forgetfulness
This document provides instructions for writing a literary analysis paper. It explains that a literary analysis involves making an argument about a piece of writing using evidence from the text to support a thesis statement. It outlines the key elements of literature that may be analyzed, such as plot, setting, characters, themes, and symbols. The document also provides guidance on how to start an analysis, including carefully reading the work, taking notes, identifying patterns and focus areas, and developing a thesis statement. It concludes by offering tips on outlining the essay and incorporating evidence from the text to support the thesis in the introduction, body, and conclusion sections.
Session #2 - Thesis Writing
The document discusses the importance of developing a strong thesis statement. It provides guidance on what makes a good thesis and how to fix weaknesses. A strong thesis makes a clear claim, avoids obvious truths, complicates conventional wisdom, and is specific rather than broad. It should guide the structure of the paper by requiring the writer to prove or explore the thesis. Examples are used to demonstrate weak theses and potential improvements.
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Final Presentation
- 2. When you have chosen a topic and you are forming your thesis, strength is your friend. Focus on strong points to get you to a conclusive end result. For example- you have chosen to focus on a monster in a story. Why has the author depicted the monster so? What does it mean? What is the affect on the other characters? What is the end result?
- 3. Your thesis has been formed and you have begun to write. You have followed your thesis and are pointing to a conclusion. Go back to the beginning- when you make your first point, does it answer the question; so what? This class has taught me to ask- so what, at multiple stages in my writing process. When I receive a paper back and the “so what” is so clear, I can breathe a sigh of relief.
- 4. If you haven’t answered it effectively, go back to your main points, find a final and conclusive answer and stick with it. Is the monster a reflection of the author’s past? Is the monster a reflection of a weakness in another character? Is the monster a reflection on society in some form; emotional, spiritual, materialistic, etc.? What do you feel the monster portrays?
- 5. You’ve made strong arguments, and your thesis is well defined in your writing. Now form a strong conclusion. Bring it together without rambling, without too much repetition and make your argument the final thought. It will make for a strong paper.