This document provides instruction on writing paragraphs. It discusses planning the writing process, reviewing objectives of planning like purpose and audience. It then covers the key aspects of a paragraph like having a consistent topic, 4-12 sentences, and logical organization. It defines a topic sentence and explains how it reveals the paragraph topic and links to the overall thesis. Finally, it outlines common organizational methods for paragraphs like simple-to-complex, chronological, spatial, and emphatic order and provides an example of each. The homework is to write a well-developed paragraph on a childhood memory using one of the organizational methods.
After going through this presentation, you will be able to understand the structure of a paragraph, the purpose of writing a paragraph,the elements of good paragraph, process of paragraph writing.
After going through this presentation, you will be able to understand the structure of a paragraph, the purpose of writing a paragraph,the elements of good paragraph, process of paragraph writing.
1 Summary Assignment Rakesh Mittoo 1 THE UNIVE.docxjeremylockett77
1
Summary Assignment Rakesh Mittoo
1
THE UNIVERSITY OF MANITOBA
Inter-Departmental Correspondence
DATE: September 4, 2019
TO: All Communication Students in GMGT 2010, Sections A01-A04
FROM: Rakesh Mittoo, Instructor
SUBJECT: Summary Assignment
For this assignment, you will be writing a summary of the chapter “Knowing Yourself”
excerpted from Warren Bennis’s book On Becoming a Leader. Your summary should be
approximately 550 words.
A summary is a brief restatement, in your own words, of the content of a source—a passage, an
article, a chapter, or a book. This restatement should focus on the central idea of the source, and,
therefore, a summary can be only one or two sentences long. A longer, more complete,
summary, which is the kind you will be crafting, will state the central idea of the source and
include the main ideas that support or explain the central idea. It may even refer to some
important illustrative examples.
A summary is hierarchical in structure, for it begins with the most important central idea,
followed by the supporting ideas and examples. A good summary will even reflect the order in
which the ideas are presented in the source. In this summary, condense the ideas in this chapter
as completely as possible and mirror its organization as well.
To read this chapter (or any article) and produce the draft of your summary, use the following
strategies:
Reading
Write in the margins as you read the article. Jot down brief notes that identify content and
summarize or explain ideas.
Don’t highlight unimportant details, examples, or redundancies.
Locate and underline the thesis or central idea of the article. If you can’t locate an obvious
thesis statement, write one that states the central idea.
Then, identify the major topic divisions/sections of the article. Subject headings may be
useful guides to this organization. Highlight all of the supporting ideas in each section.
2
Summary Assignment Rakesh Mittoo
2
Writing the Draft
- Begin your summary by referring to the author and the title, and by writing down the
thesis/central idea in your own words.
- Following this information, give a brief summary of each major section of the article,
condensing the supporting ideas.
- Select a few significant, illustrative examples or specifics that support the main ideas.
- Write the summary, imitating the organizational pattern of the article/chapter.
Editing Strategies
- Use vivid and exact language to make your summary clear and interesting. Refer to the
thesaurus, if necessary.
- Use effective transitional expressions between statements within a paragraph and between
paragraphs.
- Use present tense in referring to the author and the article. For instance, the “author states”
instead of the “author stated”; the “article contains” instead of the “article contained.”
- In your first r ...
1 Summary Assignment Rakesh Mittoo 1 THE UNIVE.docxjeremylockett77
1
Summary Assignment Rakesh Mittoo
1
THE UNIVERSITY OF MANITOBA
Inter-Departmental Correspondence
DATE: September 4, 2019
TO: All Communication Students in GMGT 2010, Sections A01-A04
FROM: Rakesh Mittoo, Instructor
SUBJECT: Summary Assignment
For this assignment, you will be writing a summary of the chapter “Knowing Yourself”
excerpted from Warren Bennis’s book On Becoming a Leader. Your summary should be
approximately 550 words.
A summary is a brief restatement, in your own words, of the content of a source—a passage, an
article, a chapter, or a book. This restatement should focus on the central idea of the source, and,
therefore, a summary can be only one or two sentences long. A longer, more complete,
summary, which is the kind you will be crafting, will state the central idea of the source and
include the main ideas that support or explain the central idea. It may even refer to some
important illustrative examples.
A summary is hierarchical in structure, for it begins with the most important central idea,
followed by the supporting ideas and examples. A good summary will even reflect the order in
which the ideas are presented in the source. In this summary, condense the ideas in this chapter
as completely as possible and mirror its organization as well.
To read this chapter (or any article) and produce the draft of your summary, use the following
strategies:
Reading
Write in the margins as you read the article. Jot down brief notes that identify content and
summarize or explain ideas.
Don’t highlight unimportant details, examples, or redundancies.
Locate and underline the thesis or central idea of the article. If you can’t locate an obvious
thesis statement, write one that states the central idea.
Then, identify the major topic divisions/sections of the article. Subject headings may be
useful guides to this organization. Highlight all of the supporting ideas in each section.
2
Summary Assignment Rakesh Mittoo
2
Writing the Draft
- Begin your summary by referring to the author and the title, and by writing down the
thesis/central idea in your own words.
- Following this information, give a brief summary of each major section of the article,
condensing the supporting ideas.
- Select a few significant, illustrative examples or specifics that support the main ideas.
- Write the summary, imitating the organizational pattern of the article/chapter.
Editing Strategies
- Use vivid and exact language to make your summary clear and interesting. Refer to the
thesaurus, if necessary.
- Use effective transitional expressions between statements within a paragraph and between
paragraphs.
- Use present tense in referring to the author and the article. For instance, the “author states”
instead of the “author stated”; the “article contains” instead of the “article contained.”
- In your first r ...
SOC-520
Course Evaluation Methods Assignment
Evaluation goes beyond collecting data for teaching accountability and curriculum improvement, but should also include self-reflection so that the college instructor is consistently moving forward toward providing students with a relevant and lively college experience, focusing on enduring understandings that their students can use in life as well as in their careers. This assignment will help you learn this concept.
Topic 7: Teaching and Course Evaluation
For this assignment, use the Topic 3 Case Study to complete the following: Create a student course experience questionnaire Professor Provoker can use to evaluate her course curriculum and teaching performance. The questionnaire should be a Likert type of scale and short answer essay questions that students will complete anonymously. Using the assigned textbook readings to assist you, in the space provided below, provide the following in the Likert scale questionnaire:
· Explain the purpose of the questionnaire.
· 10 prompts about the course that will provide enough information for Professor Provoker to know if her curriculum, assessments, teaching methods, and classroom environment benefitted her students.
· Two short-answer essay questions asking students to reflect on their learning experience.
Likert Scale Questionnaire:
Purpose of the questionnaire:
10 prompts about the course:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2 Short-answer Essay Questions:
1.
2.
SOC-520
Topic 3 Case Study
Professor Paula Provoker loved to elicit emotional reactions from students to get them involved in sociological topics. She felt strongly that once students emotionally connect to a topic, learning accelerates. Soon after evaluating the data from the mid-term exam, Professor Provoker was pleased with the assessment data she had collected: 80% of her 30 students were mastering the concepts of the course so far.
The topic of the current week is civil disorder—more particularly, urban rioting. Wanting to show the history of civil disorder, and evoke student involvement, she decides to build the week around the showing and discussion of a film about the violent riots involving the police and demonstrators in Chicago during the 1968 Democratic Convention. After writing the learning objectives for that week on her white board, she explains the topic for the week and what students will be doing in class. She notices many students are excited about the topic.
Before each segment of the video, Professor Provoker provides historical context in a brief 5-minute lecture and has students go over sections 2 and 5 in the textbook, Our Social World, along with her as she reads. Next, she hands out worksheets for students to complete as they watch each video segment. The worksheets contain space for six short answers to the questions where students are asked to analyze, explain, and compare/contrast. After each segment of the video presentation is complet.
SOC-520
Course Evaluation Methods Assignment
Evaluation goes beyond collecting data for teaching accountability and curriculum improvement, but should also include self-reflection so that the college instructor is consistently moving forward toward providing students with a relevant and lively college experience, focusing on enduring understandings that their students can use in life as well as in their careers. This assignment will help you learn this concept.
Topic 7: Teaching and Course Evaluation
For this assignment, use the Topic 3 Case Study to complete the following: Create a student course experience questionnaire Professor Provoker can use to evaluate her course curriculum and teaching performance. The questionnaire should be a Likert type of scale and short answer essay questions that students will complete anonymously. Using the assigned textbook readings to assist you, in the space provided below, provide the following in the Likert scale questionnaire:
· Explain the purpose of the questionnaire.
· 10 prompts about the course that will provide enough information for Professor Provoker to know if her curriculum, assessments, teaching methods, and classroom environment benefitted her students.
· Two short-answer essay questions asking students to reflect on their learning experience.
Likert Scale Questionnaire:
Purpose of the questionnaire:
10 prompts about the course:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2 Short-answer Essay Questions:
1.
2.
SOC-520
Topic 3 Case Study
Professor Paula Provoker loved to elicit emotional reactions from students to get them involved in sociological topics. She felt strongly that once students emotionally connect to a topic, learning accelerates. Soon after evaluating the data from the mid-term exam, Professor Provoker was pleased with the assessment data she had collected: 80% of her 30 students were mastering the concepts of the course so far.
The topic of the current week is civil disorder—more particularly, urban rioting. Wanting to show the history of civil disorder, and evoke student involvement, she decides to build the week around the showing and discussion of a film about the violent riots involving the police and demonstrators in Chicago during the 1968 Democratic Convention. After writing the learning objectives for that week on her white board, she explains the topic for the week and what students will be doing in class. She notices many students are excited about the topic.
Before each segment of the video, Professor Provoker provides historical context in a brief 5-minute lecture and has students go over sections 2 and 5 in the textbook, Our Social World, along with her as she reads. Next, she hands out worksheets for students to complete as they watch each video segment. The worksheets contain space for six short answers to the questions where students are asked to analyze, explain, and compare/contrast. After each segment of the video presentation is complet.
2. Week Three – Writing a Paragraph Review from Week 2 – Planning for the Writing Process Areas of Planning for a Writer: 1) Objective – What is your purpose for writing 2) Audience – Who will be reading your writing? 3) Tone – What emotions/feelings should be conveyed? 4) Diction – What kinds of words are appropriate for my audience? 5) Point-of-View – 1st, 2nd, or 3rd Person?
3. Week Three – Writing a Paragraph Week 2 Review Continued Homework Assignment: 2 Letters, 2 Audiences. Change your tone and style according to audience.
4. Week Three – Writing a ParagraphLike, what’s happening today, man? Week Three Objectives 1)Convert a limited topic into a Topic Sentence. 2)Expand upon a Topic Sentence by adding relevant and specific details. 3)Describe and utilize a variety of organizational patterns for writing paragraphs.
5. Week Three – Writing a Paragraph Q: What is this thing you call a Paragraph? A: A Paragraph is the fundamental building block for all Composition and Writing efforts. It’s comprised of 4-12 sentences that are all on the same limited topic.
6. Week Three – Writing a Paragraph The nature of a Paragraph: 1) Consistent limited topic – Once you have a new topic, you need a new paragraph. 2) Ranges from 4-12 sentences. 3) Must have a logical and coherent organization.
7. Week Three – Writing a Paragraph Characteristics of a Paragraph (See Pages 66-75 in L.W.) Unified: All sentences must be on the same limited topic, and they must all contribute in much the same way. No sentences should undermine or contradict what you have previously stated.
8. Topic Sentence What the #$%^ is a topic sentence anyway? http://webster.commnet.edu/sensen/part3/sixteen/techniques_topic.html Skip slide
9. Week Three – Writing a Paragraph Characteristics of a Paragraph 2) Specific : Sentences must make use of specific details to engage reader. Avoid vagueness, generalities, and meaningless statements. Boring sentences = Boring Paragraph = Boring Writing!
10. Week Three – Writing a Paragraph Characteristics of a Paragraph 3) Adequately Developed: Ideas should be fully developed and expressed in a Paragraph. Avoid touching upon ideas briefly without developing them properly. It would be better to leave out an idea entirely than to develop it only slightly.
11. Week Three – Writing a Paragraph Characteristics of a Paragraph 4) Coherent – Sentences must be sequenced in the proper order. Ideas transition logically from one sentence to another. The right pieces are in the right places, much like a Jigsaw Puzzle!
12. Week Three – Writing a Paragraph Topic Sentences Every paragraph has a Topic Sentence, which serves two functions: To reveal the limited subject of the paragraph and the author’s feelings or thoughts about the subject matter. To relate the subject matter of the paragraph back into the essay’s overall Thesis Statement.
13. Week Three – Writing a Paragraph Topic Sentences A Topic Sentence is usually (although not always) the first sentence in the paragraph. It serves as a “road sign” for a reader. It tells them what to expect down the road. See page 67 for sample Topic Sentences.
14. Week Three – Writing a Paragraph Organization and Paragraph (and essay) Development Every paragraph needs an internal logic that organizes and sequences the individual sentences in an appropriate order. There are some commonly used Organizational Methods.
15. Week Three – Writing a Paragraph Paragraph Organization (See pages 54-57 in L.W.) Simple-to-Complex: A simple idea, definition, or term is expressed first and each sentence that follows builds upon the simple sentence by adding further details, information, and complexity.
16. Week Three – Writing a Paragraph Paragraph Organization Simple-to-Complex is useful in providing information in a clear, logical way. It is used widely in teaching and instructional materials, since students need to know simple ideas first to grasp more advanced concepts later on.
17. Week Three – Writing a Paragraph Paragraph Organization 2) Chronological: Sentences are organized by Time. Sentences are presented in an order that reflects the sequence of events the paragraph is about.
18. Week Three – Writing a Paragraph Paragraph Organization Chronological Method is perfect for Narrating or Storytelling. It also is appropriate for giving instructions, explaining a process, and many other objectives.
19. Week Three – Writing a Paragraph Paragraph Organization 3) Spatial: Information in the paragraph is organized by Space. Sentence sequences are created by moving through space in a logical and consistent manner, such as Up-Down, Left-Right, Inside-Outside, etc.
20. Week Three – Writing a Paragraph Paragraph Organization Spatial organization is very useful for Describing or Illustrating a specific Person, Place, or Thing. Details can be provided about the topic as the writer moves in and around the space of the subject.
21. Week Three – Writing a Paragraph Paragraph Organization 4) Emphatic Order: Sentences are ordered in terms of their relative importance or significance. The writer decides which sentences contain ideas that deserve more emphasis or attention than others and creates an order to express that emphasis.
22. Week Three – Writing a Paragraph Paragraph Organization Emphatic order can be Least-to-Most emphasis or Most-to-Least emphasis. Put your best foot forward or save your best for last. Never, ever, ever, place your “Best” idea in the middle of a paragraph. That’s no-man’s land!
23. In-class exercise Chronological:204-205, If Only Spatial: 164-166, Salt Marsh Emphatic: 238-240, Pursuit of Possessions Simple-to-Complex: 389-392, Americans and Food Each group will provide a brief summary of each article, and provide an analysis that explores how the article succeeded based on its chosen organizational structure and how the article might have benefited from a different organizational structure.