Ge117

GE117
Composition I
[Onsite]

CREDIT HOURS: 4 CONTACT HOURS: 40
(40 Theory)

Prerequisite or Corequisite: TB133 Strategies for the Technical Professional or
TB139 Strategies for Learning in a Technical Environment* or equivalent

*TB139 Strategies for Learning in a Technical Environment is only available to
students enrolled in 100% online programs at ITT Technical Institute, Indianapolis,
Indiana.

Course Revision Table

Please put your initials after your entry in the "Reason for Change" section.

Footer Section: Reason
for Change: Implementation Date
Date:
6/5/06 All Preliminary New
Curriculum
6/6/06 All New Curriculum-
Edited
10/16/07 Cover Page
Updated
prerequisite Immediately
information.
01/23/08 Cover Page
Added note
regarding TB139 Immediately
06/19/08 All Adapted to
revised text September 2008

Table of Contents
SYLLABUS: COMPOSITION I ................................................................................................. 1
INSTRUCTOR GUIDE................................................................................................................ 2 UNIT 1-
GETTING STARTED ................................................................................................. 13 UNIT 2-PLANNING,
INVENTION, TONE AND AUDIENCE............................................ 20 UNIT 3-TOPIC SENTENCES
TO ORGANIZATIONAL STRATEGIES .......................... 23 UNIT 4-RESEARCH AND
REVISION................................................................................... 28 UNIT 5-THESIS STATEMENTS AND
EVIDENCE ............................................................. 33 UNIT 6-CITATION, PLAGIARISM AND
PATTERNS OF DEVELOPMENT ................ 38 UNIT 7-DESCRIPTIVE WRITING AND
ILLUSTRATION .............................................. 42 UNIT 8-WRITING TO IMPRESS AND RESUME
WRITING............................................ 47 UNIT 9-COMPARE AND CONTRAST
NARRATION ........................................................ 52 UNIT 10-PROCESS ANALYSIS AND YOUR
RESEARCH PAPER CHECKLIST ......... 58 UNIT 11-
RESEARCH ............................................................................................................... 62 APPENDIX I- COURSE
PROJECT......................................................................................... 63 APPENDIX II- PROJECT AND
GROUP PROCESS EVALUATION FORMS................. 76 APPENDIX III:CONTINUOUS
IMPROVEMENT MODEL ............................................... 83 APPENDIX
IV ............................................................................................................................ 84

ii

SYLLABUS: Composition I

Instructor: ________________________________________
Office hours: ________________________________________
Class hours: ________________________________________

COURSE DESCRIPTION
This course covers phases of the writing process, with special emphasis on the structure
of writing and techniques for writing clearly, precisely and persuasively.

MAJOR INSTRUCTIONAL AREAS

• Writing Process
• Illustration
• Comparison/Contrast
• Cause and Effect
• Peer Review
• Resume

COURSE OBJECTIVES

After successful completion of the course, you will be expected to do the following:

• Demonstrate the required skills to utilize clear, concise, effective written
communications.
• Demonstrate the ability to use the writing process in completing a variety of
assignments.
• Demonstrate the ability to analyze an audience and select an appropriate written
communication style including the essential elements and write a model of each type.
• Demonstrate the application of peer review.

©ITT Educational Services, Inc. 1
Composition I
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• Develop writing strategies and problem solving techniques in the writing process,
creating clear, concise, and effective written communications.
• Effectively and efficiently use the ITT Tech Virtual Library.
• Prepare a research paper, demonstrating the ability to use a variety of sources.
• Synthesize information from a variety of sources into a new document.
• Demonstrate the ability to analyze problems and propose solutions through writing a
variety of professional reports and documents.
• Demonstrate the ability to write an error-free resume in traditional and electronic
formats.

SCANS Objectives

• Demonstrate the ability to utilize Standard English, appropriate format, and logical
order in practical writing.

• Develop and reinforce critical thinking processes.
• Develop and reinforce creative thinking processes.
• Retrieve and organize data from a variety of sources, including computerized
databases, reference books, books, and periodicals.
• Allocate time and energy in completing projects in a timely manner.
• Develop an organized, logical written plan or strategy with complex process, utilizing
Standard English with an appropriate format.
• Demonstrate competency in creating, revising, editing, and producing a written
document to achieve results.

TEACHING STRATEGIES
The curriculum is designed to promote a variety of teaching strategies that support the outcomes
described in the course objectives and that foster higher cognitive skills. Delivery makes use of
various media and delivery tools in the classroom.

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COURSE RESOURCES

Student Textbook Package

• Nadell, Judith, Linda McMeniman and John Langan. The Longman Writer, Brief
Edition: Rhetoric and Reader, 5th ed. New York: Longman, 2003.

• Harris, Muriel. Prentice Hall Reference Guide, 7th ed. Upper Saddle River, NJ:
Pearson/Prentice Hall, 2008

Longman Writer Companion Website: ITT Technical Virtual Library>Program
Links>General Education>Textbook Support>Longman Writer by Nadell, McMeniman
and Langan.

One Key Student Access Kit, Prentice Hall Reference Guide, 6th ed.

Access Kit for MyCompLab

References and Resources

ITT Tech Virtual Library
Login to the ITT Tech Virtual Library (http://www.library.itt-tech.edu/) to access online
books, journals, and other reference resources selected to support ITT Tech curricula.

General References

• ITT Technical Virtual Library>Periodicals>EbscoHost
• ITT Tech Virtual Library>Reference Resources>Grammar, Writing, and
Style>APA Style

• ITT Tech Virtual Library>Reference Resources>Grammar, Writing, and Style>11
Rules of Writing

Style>Guide to Grammar and Writing

Style>Online Writing Lab at Purdue University

Style>Paradigm Online Writing Assistant

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Style>Plagiarism: What It is and How to Recognize and Avoid It

Style>Research and Argument: Tools for Teachers and Students

• >Program Links>General Education >Link Library>GE117 Composition I

• >Program Links>Textbook Support > The Longman Writer, Brief Edition:
Rhetoric and Reader, 5th ed.

Companion Website: http://wps.ablongman.com/long_nadell_writer_5

Books

Armstrong, Thomas. Reading and Writing : Making the Words Come Alive. Alexandria,
VA: Association for Supervision & Curriculum Development, 2003.

Campbell, Katy. E-ffective Writing for E-Learning Environments. Hershey, PA: Idea
Group Inc., 2003.

Danziger, Elizabeth. Get to the Point : Painless Advice for Writing Memos, Letters and
E-Mails Your Colleagues and Clients Will Understand. Hampton Roads, VA:
Harmony Books, 2001.

Dikel, Margaret. Guide to Internet Job Searching 2004-2005. NY: McGraw-Hill, 2004.

Hancock, Elise and Robert Kanigel. Ideas into Words. Baltimore, MD: The Johns
Hopkins University Press, 2003.

Lillis, Theresa M. Student Writing: Access, Regulation, Desire. NY: Routledge, 2001.

Marcus, John. The Resume Makeover: 50 Common Problems With Resumes and Cover
Letters - and How to Fix Them. NY McGraw Hill Trade, 2003.

Public Library Association Staff VGM Career Books (Firm) Staff. Guide to Basic
Resume Writing. NY: McGraw-Hill, 2003.

Rozakis, Laurie E. Complete Idiot's Guide to College Survival. NY: Alpha Books, 2001.

. Complete Idiot's Guide to Grammar and Style. Alpha Books,
1997.

. Schaum's Quick Guide to Writing Great Research Papers. NY:
McGraw-Hill Professional Book Group, 1999.

Short, Carroll Dale. Writer's Tool Kit. Montgomery, AL: Court Street Press, 2001.

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Turley, Richard Marggraf. Writing Essays : A Guide for Students in English & the
Humanities. NY: Routledge, 2000.

Publisher Resources

MyCompLab at: www.mycomplab.com

EVALUATION & GRADING

COURSE REQUIREMENTS

1. Attendance and Participation
Regular attendance and participation are essential for satisfactory progress in this course.

2. Completed Assignments
Each student is responsible for completing all assignments on time.

3. Team Participation (if applicable)
Each student is responsible for participating in team assignments and for completing the
delegated task. Each team member must honestly evaluate the contributions by all
members of their respective teams.

Evaluation Criteria Table

The final grade will be based on the following weighted categories:

CATEGORY WEIGHT

Discussion Forum 20%
Exercises 15%
Written Assignments 30%
Project Part 2 Project Part 3 Project Part 5 7%
Total 8%
20%
100%

*Participation: Includes class and group participation and cooperation as well as participation in discussion items.
This grade will reflect student attendance. Required activities are detailed in this syllabus. The instructor may give
additional individual and group assignments to promote and evaluate objectives.

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Grade Conversion Table

Final grades will be calculated from the percentages earned in class as follows:

A 90 -
100% 4.0
B+ 85 -
89% 3.5
B 80 -
84% 3.0
C+ 75 -
79% 2.5
C 70 -
74% 2.0
D+ 65 -
69% 1.5
D 60 -
64% 1.0
F <60%
0.0

Participation consists of clarifying content questions or questions that require students to
apply what they have learned. Students will be graded on their participation in the
discussions as well as the quality of their responses.

Only students present for the discussion will be given the points. The instructor
may assign a make-up writing assignment to students absent.

The instructor may select any of following techniques or a combination of the following
to evaluate the discussions. The instructor may also develop other methods of evaluation.
Please note the points allocated should be a guide to select the technique. It is
recommended that the instructor use different techniques for different discussions.

Divide into small groups.

• Each small group will summarize the discussion.
• Each individual will summarize the small group discussion.
• Each individual will delineate the different points made and will state his/her
opinion and defend.
• Each small group will make a presentation to the full class.
• Each small group will make a presentation to another group and the send
group will evaluate the presentation.
• Using small group evaluation form, small group members will complete peer
evaluation
o Peer Evaluation and Group Process Evaluation forms are included in
the Appendix. These forms may be used to evaluate group
discussions. The instructor may choose to create or use alternate
forms. It is recommended that the instructor use student evaluation as
part of the grade criteria for group discussion.

Class Discussion

• Each individual will summarize the class discussion.

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• Each individual will delineate the different points made in class discussion
and will state his/her opinion and defend.

COURSE OUTLINE

Unit# Activities for the unit
1. Getting Started • Read
Longman Writer pp. 15-35
PH Ref. Guide pp. 6-13

• Exercise: 1. Freewriting and Clustering or Mapping
• Project: No Assignment
2. Planning, • Read
Invention, Tone and Longman Writer pp. 21-24
Audience PH Ref. Guide pp. 2-4 (stop at Medium) and pp. 5-6 (start at Thesis)
• Exercise: 1. Write Two 3-Paragraph Letters
3. Topic Sentences to • Read
Organizational Longman Writer pp. 55-60
Strategies PH Ref. Guide p. 13 and pp. 17-20
• Exercise: 1. A Paragraph on Childhood

4. Research and • Read
Revision Longman Writer pp. 54-60
PH Ref. Guide pp. 20-24 and review pp. 17-18
• Exercises: 1. Draft and Revision
2. Topic Search

5. Thesis Statements • Read
and Evidence Longman Writer
pp.38-43
pp.46-52
• Exercises: 1. Final Draft
2. Three Part Exercise

6. Citation, • Read
Plagiarism and Longman Writer
Patterns of pp.31-32
Development pp. 378-386 pp.
518-519
PH Ref. Guide
pp.410-415
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Unit# Activities for the unit
pp.378-381
pp.25-26
• Exercise: 1. Well-Developed Paragraphs
• Project: Submit Part 1: Selecting and Narrowing the Topic
7. Descriptive • Read
Writing and Longman Writer
Illustration pp.155-162pp.231-236
pp.76-82
PH Ref. Guide
pp.406-407
• Exercise: 1. Description or Illustration Essay
• Project: Submit Part 2: Declaring Your Audience, Research, and
Thesis Statement

• Read
8. Writing to Impress PH Ref. Guide
and Resume Writing pp. 212-217 and pp. 218 (start at Clichés)-228
pp.88-98
• Exercises: 1. Optional Assignment
2. Resume
• Project: Submit Part 3: Draft

• Read
9. Compare and Longman Writer
Contrast and pp.193-202pp.344-352
Narration PH Ref. Guide
pp.416-446
• Exercises: 1. Optional Assignment
2. Blending Narration and Compare-Contrast
• Project: Submit Part 4: Revision (ungraded)

• Read
Longman Writer
10. Process Analysis pp.303-311
and your Research pp.79-81
Paper Checklist PH Ref. Guide
pp.407-408
• Exercise: 1. Option 1 or 2

Project: Submit Part 5: Refinement

11.

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INTENT/INTERFACE
This course is a freshman college course—NOT a remedial course. College credit CANNOT be
given for remedial courses. Courses in reading, grammar, and vocabulary are considered
remedial. Through process writing students will learn to edit and evaluate their own work.

The intent of this course is to lay a firm foundation in process writing, paragraph patterns and
writing essays. The course also introduces the student to the research process by walking them
through a research paper.

This course interfaces with other General Education courses that require major writing
assignments and research and is listed as a prerequisite for those courses. It is also a prerequisite
for Composition II, preparing students to apply skills for argument and logic.

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Instructor Guide
INSTRUCTOR RESOURCES
Books
Available in the ITT Tech Virtual Library> Ebrary>(Use ISBN Number)

DeLuca, Geraldine, Len Fox and Mark-Ameen Johnson. Dialogue on Writing: Rethinking
ESL, Basic Writing, and First-Year Composition. Mahwah, NJ: Lawrence Erlbaum
Associates, Incorporated, 2001. ISBN: 0-8058-3861-9

Elbow, Peter. Everyone Can Write: Essays Toward a Hopeful Theory of Writing and
Teaching Writing. NY: Oxford University Press, Incorporated. ISBN: 0-19-
510415-3

Ferris, Dana and John Hedgcock. Teaching ESL Composition: Purpose, Process, and
Practice. Mahwah, NJ: Lawrence Erlbaum Associates, Incorporated, 2004. ISBN:
0-8058-4467-8

Hill, Carolyn E. Writing from the Margins : Power and Pedagogy for Teachers of
Composition. NY: Oxford University Press, Incorporated, 1990 ISBN: 0-19-
506637-5

Johns, Ann M. Genre in the Classroom: Multiple Perspectives. Mahwah, NJ: Lawrence
Erlbaum Associates, Incorporated, 2002. ISBN: 0-8058-3073-1

Penrod, Diane. Composition in Convergence: The Impact of New Media on Writing
Assessment. Mahwah, NJ: Lawrence Erlbaum Associates, Incorporated, 2005.
ISBN: 0-8058-4591-7

Robertson, Alice W. and Barbara Smith. Teaching in the 21st Century: Adapting Writing
Pedagogies to the College Curriculum. NY: RoutledgeFalmer, 1999. ISBN: 0-203-
90502-4

Whithaus, Carl. Teaching and Evaluating Writing in the Age of Computers and High-
Stakes Testing. Mahwah, NJ: Lawrence Erlbaum Associates, Incorporated, 2005.
ISBN: 0-8058-4799-5

Additional Instructor References

Loudermilk, Susan. Teaching Visual Rhetoric (PH Resources for Writing). Upper Saddle
River, NJ: Prentice Hall, 2006.

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Provides an illustrated look at visual rhetoric and offers guidance on how to incorporate this
topic into the classroom.

Moore, Jonelle. Teaching Civic Literacy (PH Resources for Writing). Upper Saddle River,
NJ: Prentice Hall, 2006.

Offers advice on how to integrate civic literacy into the composition classroom.

Spack, Ruth. Teaching with ESL Students (PH Resources for Writing), 4/E. Upper Saddle
River, NJ: Prentice Hall, 2007.

Addresses various strategies that can be employed to teach English to non-native speakers.

Troyka, Lynn Q. Strategies and Resources for Teaching Writing, 8/E. Upper Saddle River,
NJ: Prentice Hall, 2007.

This supplement offers practical, hands-on advice for new and experienced composition
instructors for organizing their syllabi, planning, and teaching.

Young, Art. Teaching Writing Across the Curriculum (PH Resources for Writing), 4/E.
Upper Saddle River, NJ: Prentice Hall, 2006.

Written for college teachers in all disciplines, this book provides a brief introduction to writing
across the curriculum, its theory and its practice, with the emphasis on practice-on-teaching, on
using writing as a tool for learning the subject being studied, and as a strategy for improving the
confidence and the ability of students to communicate effectively.

General Web Sites

Go to: http://www.englishdiscourse.org/teaching.comp.html
Teaching English Composition—this is an excellent resource for composition instructors

Go to: http://writing.colostate.edu/teaching_guides.cfm
Think of our Teaching Guides as online texts for teachers. Each guide is designed to help
you find information quickly on a given topic. Our guides are designed for writing teachers
and for teachers of other subjects who want to use writing and speaking activities in their
classrooms.

Go to: http://www.calvin.edu/academic/engl/101/tresources/responding_to_student_writing.htm
Responding to student writing

Text-Related Resources

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Companion Website with Online Practice, 5/E
by Judith Nadell, John Langan, Linda McMeniman
URL: http://www.ablongman.com/nadellwriter5e

Note: Instructors should order all course-specific resources available from Pearson at the
ITT Instructor Resource website: http://www.pearsoncustom.com/ITTinstructor. This
website is NOT for students' use.

Click on the 'Access' button to enter the site. The next page includes a drop-down menu
listing each ITT course currently using Pearson content. Highlight your course name on
the menu, then hit 'Go' to be linked to that course's resource page.

Once on a course page, you will see:

• Overview, which lists all components in the student package with ISBNs,
• Supplements link, which takes you to the Supplements Available page. This page
lists any supplemental materials available to ITT instructors and also links to any
online resources available for download.
• Order link, which takes you to the Order page. Check off the items you want to order
and include your mailing address before submitting the order. When you complete the
form and click 'Send," you'll see a confirmation that the order has gone through:
"Your request has our immediate attention."

Perri Ann Morgan, at Career.Colleges@Pearsoned.com, will process your order and then
email you a confirmation #.

Please note: To download electronic supplements, you may be prompted to register for a
passcode. Once the personal passcode has been created, it will be reusable. You will need
an access code to create your personal passcode. You can order an access code from the
site where prompted or you may request one from evan.girard@pearsoned.com.

If you have any questions about the site, feel free to contact your Pearson
representative,
Evan Girard, at evan.girard@pearsoned.com. She will be happy to assist you.

INSTRUCTOR NOTES

This course has been designed to maximize the benefits and minimize the limitations of teaching
composition. However, it is imperative that you as the instructor establish an environment of
continuous improvement, and serve more as a writing-coach than as a grader.

Your class may be very diverse, including some with solid high school composition backgrounds
as well as others who seem to have forgotten elementary skills such as the ability to write
coherent sentences. Since you are working with the students one-on-one, you will be able to
coach them toward improvement. The course must be taught at a college level, but some
students will need to be guided to their handbook to refresh their grammar skills. In weeks three
through five, the students are using the writing process. During this time, they will draft, revise

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and refine a paragraph. In addition, the student will have 'second attempts' on some of the other
assignments and assignment components.

One main challenge in teaching composition online is humanizing the responses to the student
writer. Josephine Koster Tarvers and Cynthia More provide an excellent source in Teaching in
Progress: Theories, Practices and Scenarios, 3rd edition. They state, "In the last few years,
composition scholars have begun to reflect on the ways in which teachers respond to students'
writing (although rather less on ways students respond to teachers, an equally important subject).
A growing consensus in the field suggests that there is a great difference between responding to
student writing and evaluating it." (127) The authors point out that responding requires giving
feedback, asking questions, pointing out both successful and weak areas and providing strategies
and approaches to strengthen the product. "Evaluating" is determining how well they met the
assignment requirements. The student must first see you as a coach committed to their
improvement. Second, they must understand the rationale behind the evaluation of the product.
They must see the evaluation is of the product and not of them. Strive to keep your tone that of
one who wants to help, rather than one who wants to judge or grade. It has been said: "A student
may be blinded by red correction marks so they cannot see the feedback." You might want to
use the comment tool and strive to ask more questions than corrections. Remember to include
encouraging and supportive words, and strategies for improvement.

Please take time to share your successes or your questions on the Curriculum Knowledge
Network (CKN). The best instructor notes come from you, the instructor, as you deliver this
curriculum, and develop the basic college writing skills required.

A zip file containing the online version of this course is uploaded on an FTP site. The details for
the FTP are as follows:

URL: ftp://ftp3.niit.com/
Username: vandanap
Password: pass#123
Folder name: GE117

The zip file contains the following course components for GE117:

- FDOC ("First Day of Class"- an orientation to the online course)
- Project Description
- Weekly Study Guides
- Lesson Presentations

To launch a particular file, perform the following steps:

1. Copy the zip file into a folder named GE117.
2. Right click on the zip file and extract the contents of the file into the same folder. Doing
this will create separate folders for each course component.
3. Double click any folder to view its contents. For example, double click the Week 1 folder
to view the lesson presentation for Week 1.
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4. Then, double click the launch.htm page.
5. Click the Print icon on the launch.htm page. This will launch the lesson presentation for
the week.
6. Repeat steps 3 - 5 to view the content for any other course component.

OVERVIEW
The instructor will need to convince the students of the importance of improving their
written communication skills.

"One of the primary concerns held by employers is the inability of employees to express
themselves in writing. Graduates from universities, community colleges and technical
colleges seem to lack the ability to write clearly, correctly or concisely."

Some instructors within the system have invited individuals from the field of the students'
major, technical writers, human resources personnel, or past students to assist in the
importance of developing writing skills. Others have designed a survey that the students
took of employers in the area. There are those who thought that technology would do
away with the necessity of writing. This, however, has not become reality. The fact is
that technical workers are required to write more, not less. Please share your stories of
how you have successfully convinced students that writing is a necessary skill for the
contemporary technical worker. If you e-mail them to aworrell@itt-tech.edu, we can
send them to all ITT TECHNICAL INSTITUTES for distribution to your colleagues
across the country. This course uses an eclectic approach to improve the writing skills of
our students.

The instructor will use the following methods to achieve this result:

• Individualized Writing Improvement Contracts
• Instructor Conferences
• Writer Workshop
• Peer Evaluation

INDIVIDUALIZED WRITING IMPROVEMENT PLANS (IWIP)

The first focus is improving written expression in Standard English. Students will be
given a pretest to determine their strengths and weaknesses in using Standard English.
Each student will develop a 'writing improvement plan.' Every effort must be made to
approve this plan before the third week. Some students will need to review basic syntax
including effective sentence structure, correct punctuation, or logical paragraph formation
while others will work on increasing his/her vocabulary or proofreading skills. Some
may be ready for more advanced work on structure and/or clarity. Remind the student
that writing is a learned skill that can only be mastered when the individual takes
responsibility for improvement.
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During the first week of this course, each student will take The Diagnostic Test that
accompanies the handbook. Each student will also write a short (approximately three
paragraph) essay. These two tools will be used to ascertain the student's level of writing
competency and strengths and weaknesses. This information will be used as a base for
writing the IWIP.

IWIPs and Writing Contracts are similar in that both encourage the student to take
responsibility for their progress. Writing contracts usually focus on how grades are to be
determined. IWIP, on the other hand, are focused on the actual methods that the student
will choose to improve his/her writing. Writing Contracts are an optional method the
instructor may also use. The student will then evaluate his/her strengths and weaknesses.
Using the results of the test, the student will then develop an Individualized Writing
Improvement Plan (IWIP).

The IWIP may include:
• review chapters in handbook
• complete exercises
• provide writing examples for instructor evaluation
• attend a tutoring session
• attend an instructor led workshop
There is a sample form found in the addendum of this syllabus, which may be used as a
guide. You may develop your own form.1

You may wish to point out that there is no shame in having weaknesses. The shame is in
deciding not to eliminate those weaknesses. The cost of poor written communication is
high. Some have estimated that the loss of production due to miscommunication costs
millions of dollars. In addition, there are the personal costs of loss of employment, loss
of promotions, and embarrassment. The student must realize that the time of the illiterate
technician has passed and that employers need technical professionals who can produce
written reports and respond in writing to a variety of situations. The information age will
require individuals who can produce clear and concise information.

INSTRUCTOR CONFERENCES

You must schedule individual conferences with each student. If time allows, this may be
done during regularly scheduled class time. Although student-instructor writing
conferences can occur informally before, after, or during class, formal conferences need
to be scheduled. Both the student and the instructor should know the time in order to
prepare adequately. The students will make sure his/her portfolio is in order. Inform the

1
If you develop a successful form, please send it to the Corporate Curriculum Manager, General Education so
that it can be shared with other instructors in the ITT Tech system.

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student if there are specific documents needed for the conference or if he/she is expected
to complete specific reading assignments.

The conference should identify strengths and areas for improvement, review the
individualized writing improvement plan, and determine how improvement can continue.
In order to support the philosophy that the student must take the responsibility for self-
improvement, try to give choices for ways to improve. If the college has tutorial software
in the ITT Tech Virtual Library, you may encourage the student to spend time on the
software.

WRITER WORKSHOP

Although the student IWIP is individualized, you may develop writing workshops for
groups of students that focus on specific areas. Many instructors have a tendency to want
to require everyone to attend all the workshops, creating a traditional class structure. The
goal is not only to improve the students' ability to write correctly, but also to encourage
them to take responsibility for improving their own writing. The goal of the workshop
structure is to provide help at the level of the student. It is possible that some students
will be ready for a paragraph development workshop during the first few weeks while
others may need the same workshop much later. For this reason, it is necessary to repeat
the workshop.

Determine the areas for growth from analyzing the pretest and the Individual Writing
Improvement Plans. The areas will be clustered into topics for the Workshops.

The workshops should be focused on one topic. Although the format may vary from
instructor to instructor, WORKSHOPS SHOULD BE FOCUSED ON SOLVING
WRITING PROBLEMS OF THE STUDENTS IN THE GROUP. Workshops may
include mini lectures, writing and rewriting activities. Only students who have shown a
deficiency in the area should attend the workshop. The remaining students will work on
writing assignments. Offer the most critical workshops first.

The workshop format permits you to be very creative. For example, you may give a
three-part workshop twenty minutes for each part during three class periods thus giving
the students the opportunity to apply the skills. The workshop format takes time and
organization. However, the advantages of providing more individualized attention and
requiring the student to take responsibility will pay dividends in the future.

PEER RESPONSE/EVALUATION

One of the most important aspects of a writing class is the peer review. Each student
must take the responsibility as a peer reviewer. In this capacity, the student must be
honest, reliable, and fair. In a writing class, a peer reviewer is also a coach. The goal is
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to help the student correct errors or clarify meaning. Peer reviews in this class will review
syntax and context. The following are advantages of using peer reviews.

Peer reviews
• create a student-centered class.
• help students understand different audiences.
• cause students to be more responsible for their writing improvement.
• reinforce rules of grammar and clear writing for both writer and reviewer.
• allow writers to gain distance after writing a draft.
• improve listening and note-taking skills.
• reinforce critical thinking.
The following chart identifies challenges in using peer reviews.

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PEER REVIEW CHALLENGES AND SOLUTIONS

CHALLENGE SOLUTION

Students think peer review is busy work. Stress to students that the peer review is 10% of the
final grade and that it is a learning process.

Students fear being critical of peer. Stress that each student is a team member who is
trying to achieve the best possible paper.

Students are over-critical. Stress that each student is a team member who is
trying to achieve the best possible paper.

Students do not bring their draft to class. Set a policy and make it clear. Peer review does not
have to take place in class.

Instructors do not permit the process to run Start peer review on simple assignments and build
long enough that students understand the role the skill.
of the reviewer.

Student skills are so poor that they cannot give Encourage students to use their handbook.
input. Sometimes if the reviewer reads the paper out loud,
he/she can find errors that they would other-wise
miss.

Peer reviewers do not improve. Instructor gives feedback to what the review found
and what he/she missed.

The writer cannot take criticism. This is an important skill that is required in a
workforce where individuals are expected to work
in groups.

Some tasks will dictate that the peer review focus on a specific area while others will be
an overall review. There must be a mix of oral and written feedback. There are different
types of reviews and combinations of reviews. The chart below illustrates the different

Composition I
06/19/08

types of peer reviews, examples of when to use them, and materials and information
required.

TYPE DEFINITION

RECOMMENDED MATERIALS/
USE KNOWLEDGE
READER Non-evaluative form in
Audience analysis, when
May need probing focus
RESPONSE which reviewer reads
and stressing writing
tone questions for new
responds to interest, Descriptive
response in reviewers.
feeling, or temperament paragraph form Goal of
writer, audience
of piece
DESCRIPTIVE Reviewer outlines the
To strive for clarity,
Knowledge of rhetorical
OUTLINES meaning
and/or the scope, and
sequence functions
rhetorical function
Goal of writer, audience

EDIT SYNTAX Reviewer marks incorrect
In workshops or draft How to
use handbook and
FOR usage and
recommends review; often
used with dictionary
STANDARD correct way another type of
review
ENGLISH Use with team of Basic
knowledge of rules
reviewers of Standard English.
May want to focus on just
one or two aspects Worksheets useful
EDIT FOR Student's response focus
Any written document
Handbook, dictionary,
OVERALL on clarity of meaning
and thesaurus helpful
CLARITY
RESPONSE Reviewer writes an
Letters, memos,
Purpose of original

PIECE answer to
original proposals,
and directions document
document
CONTENT Reviewer responds to
Resumes, reports,
Purpose of original
REVIEW relevance
and/or instructions,
research document
correctness of material documents, proposals
included and excluded
FORMAT Reviewer evaluates
Resume, proposal,
Purpose of original
REVIEW against
established format research
paper document
DEFENSE OF Reviewer evaluates
Reports, persuasive
Purpose of original
STATEMENTS defense for
stated premise document,
letter document
WORD Reviewers look for
Reports, proposals,
Audience and purpose of
CHOICE variety and/or
appropriate instructions, resume,
original document
level of terms for letters, memos
audience

Composition I
06/19/08

TYPE DEFINITION

RECOMMENDED MATERIALS/
USE KNOWLEDGE
CONSISTENCY Reviewers review
two Reports, memo,
policy, Purpose of original
documents or two parts of proposals,
cover letters, document
a document for resume
consistency

You may wish to furnish evaluation sheets or make it part of the assignment that the
group establish the criteria.

AVOID THE FOLLOWING:

Teaching a remedial grammar course
(General education credit cannot be given to a course that is remedial in nature.)

Teaching a technical writing course
(General education credit cannot be given to a course that is technical in nature.)

Teaching a traditional teacher-centered course
(This format has normally not been successful with adults.)

Taking responsibility for the student's writing improvement
(Writing improvement is a lifelong process.) .

CLASSROOM AND LAB SETUP
Classroom Setup

The room must accommodate small group work.

Students must have access to the ITT Tech Virtual Library.

Students must have access to word processing in order to write their papers.

Composition I
06/19/08

UNIT 1-GETTING STARTED
READING
Longman Writer
pp.15-35

PH Ref. Guide
pp.6-13

OBJECTIVES

After completing this unit, the student will have the opportunity to:

Course Objective 1: Demonstrate the required skills to utilize clear, concise, effective written
communications.
Lesson Objective 1.1: Apply prewriting techniques to get started

Course Objective 2: Demonstrate the ability to use the writing process by completing a variety
of assignments
Lesson Objective 2.1: Define elements of the writing process

REFERENCES AND RESOURCES TO HELP TEACH DIFFICULT
CONCEPTS

Resource: "Getting Started: Freewriting"—go to:
http://grammar.ccc.commnet.edu/grammar/composition/brainstorm_freewrite.htm

Resource: "Getting Started: Clustering Ideas"—go to:

http://grammar.ccc.commnet.edu/grammar/composition/brainstorm_clustering.htm

METHODOLOGY

Key Concepts That Must Be Covered in Class

Writing Matters

Pre-writing

The Writing Process
Composition I
06/19/08

SUGGESTED ACTIVITIES, ASSIGNMENTS & DELIVERABLES

EXERCISE

Introduction
One of the most difficult things about writing is getting started. This lesson gave you specific
ways to get started on a writing assignment. This exercise will allow you to demonstrate two
different ways. This exercise has two parts. Each part accounts for 50% of the grade, so make
sure you complete both.

Tip: You had an opportunity to practice free writing during the lesson. If you did not practice this
process during the presentation you may wish to go back and do that now or simply review. The
directions are available here. You may also wish to review pages 29-31 in your text, The
Longman Writer or pages 7-11 of your handbook, the Prentice Hall Reference Guide.

Part I: Free writing

1. Select a topic. Choose any topic related to making choices. It can be any type of
choice. For example, choosing a spouse, choosing a restaurant, choosing a computer,
choosing a car…any choice you want to write about.

2. Using Microsoft Word, spend about ten to fifteen minutes free writing. Do not worry
about spelling or grammar; just let the ideas flow.

a. If you are not able let the ideas flow as you are typing, you may wish to write
them by hand and then type the document.
b. If English is your second language, you may wish to write in your native
tongue and then translate it for your instructor.

Now complete the second part of this exercise. You may add it to the same document.

Part II: Clustering or Mapping

1. Choose one of the following general topics:
a. Friends
b. Malls
c. Leisure
d. Television
e. Required courses
f. Manners
g. Auto Racing
h. Favorite Sports
Composition I
06/19/08

I. Favorite foods

2. Use the clustering or mapping technique presented in the lesson. You will also find
information and examples on page 31 of The Longman Writer and on page 11 of the
Prentice Hall Reference Guide.
After you have finished these two exercises reflect on the following questions. It is not necessary
to answer these questions in your assignment, but think about them so you can decide if these are
techniques you want in your writing toolkit.

1. Did you find either of them helpful?
2. Do you think you might use the techniques again?
3. Do you think other techniques discussed in this lesson might be more helpful?

Deliverables and format:
Submit in one Word document:
Your free writing. There is no specification on length here. Just write for about ten to
fifteen minutes. Don't worry about spelling or grammar - the idea is free association of
ideas.
Your cluster or map. You might present this by using the textbox function in Word and
using the line-drawing function to connect the textboxes. Or, you may want to complete
the exercise by hand and present it in an outline in the Word document.
Tip: Refer to Tutorial for how to use the drawing function in Microsoft Word. (below)

TUTORIAL:

Tutorial: Drawing in Microsoft Word (Windows)

Getting Started

Open a new Microsoft Word document.

Find the Drawing tool bar.

If you cannot see the Drawing toolbar, pull down the View menu to Toolbars and select
Drawing.

Composition I
06/19/08

The Drawing toolbar will appear on the bottom of the screen.

Using the Drawing Tool Bar

Click the shape of a Rectangle.

Click and drag to draw in the document you just opened.

Click the shape of Line.

Hold and drag to draw the line to connect the rectangle.

Composition I
06/19/08

You may copy and paste the line and rectangle as needed.

Adding a Text Box

Click the Text Box icon on the Drawing toolbar.

Drag and draw a textbox on top of the rectangle.

Type your text in the text box.

Click outside the textbox to de-select it.

Font: Arial, 10 pt.
Line spacing: Double
(Note: If another font or line spacing helps to inspire you, use it while you work - you can
change your work back to double-spaced Arial, 10 pt., once you are done).

Composition I
06/19/08

File Name: last-name-first-initial_Brainstorming.doc
Due: By the end of the week

Before you submit the assignment, check it first!
Check It First

Did you complete both Part I and Part II?
Did your freewriting illustrate free association of ideas?
Did your clustering or mapping illustrate logical relationships between ideas?

SMALL GROUP DISCUSSION

Introduction
In the small group discussion, share with your classmates your experience with the freewriting
and clustering exercise. Write your answers to the questions below in complete sentences and
make sure your answers are complete thoughts.

Tasks

1. Compose at least 3-4 sentences answering the questions below:
a. How did freewriting and clustering work to warm up your mind?
b. What challenges did you find?
c. Do you think you will use freewriting and/or clustering again?
2. Respond to the comments of two other classmates.

Please note: Discussion is a way for you to share with your classmate as you might in a
traditional class. The good news is 20% of your final grade is based on these discussions. This
could make a letter grade difference in your final grade.

Deliverable
By the end of the week, submit to the instructor your 3-4 sentences answering the questions and
responses to two other classmates.


Check It First

Are your answers complete thoughts?
Are your answers written in complete sentences?
Have you responded to two other students?

Composition I
06/19/08

SUMMARY

• You will write throughout your ITT Tech career and your life
• Pre-writing techniques focus your thoughts and get you started
• You can free-write any time
• This course will lead you, step-by-step through the writing process

Composition I
06/19/08

UNIT 2-PLANNING, INVENTION,
TONE AND AUDIENCE
READING
Longman Writer:

pp.21-24

PH Ref. Guide:

pp. 2-4 (stop at Medium) and pp. 5-6 (start at Thesis)

OBJECTIVES
After completing this unit, the student will have the opportunity to:

Course Objective 2: Demonstrate the ability to use the writing process in completing a variety
of assignments.

Lesson Objective 2.2: Identify the personal and flexible nature of the writing process
once the basic are learned
Lesson objective 2.3 Identify the steps to narrowing a topic or limiting a subject
Lesson objective 2.4 Describe many purposes of writing and give examples

Course Objective 3: Demonstrate the ability to analyze an audience and select an appropriate
written communication style including the essential elements and write a model of each
type.

Lesson Objective 3.1: Identify audience characteristics and explain audience analysis
Lesson Objective 3.2: Link tone and levels of formality to appropriate audiences

CONCEPTS

Resource: "Tone: A Matter of Attitude"—go to:

http://grammar.ccc.commnet.edu/grammar/composition/tone.htm

Resource: "Writing with a Sense of Purpose"—go to:

Composition I
06/19/08

http://grammar.ccc.commnet.edu/grammar/composition/purpose.htm

METHODOLOGY


Pre-writing to Planning

Tone and Audience


WRITING ASSIGNMENTS

Introduction
In college, we often write to the instructor for the purpose of demonstrating that we have
mastered certain content and skills. In some ways, this assignment is similar, except the point is
to demonstrate the ability to write to different audiences.

In this assignment, you will write two 3-paragraph letters. The letters will be written to two
different audiences but will be on the same topic. One letter will be to a close friend, and one
letter will be to your Senator.

Assume the legislature is considering the following:

• Smoking will be banned in all public places, including parks, restaurants, bars, buildings
open to the public, schools, hospitals, and sports facilities. The ban includes inside the
buildings, the parking facilities, and 1000 feet from the buildings' entrances.
• Illegal immigrants will be given amnesty and allowed to apply for work permits and,
after two years, citizen.
• No violent movies or shows can be shown on television between the hours of 5:00 a.m.
and10:00p.m.

Tasks

1. Select one of the topics above, and begin planning the two 3-paragraph letters you will
write.
• The first will be to a close friend to share your feelings, beliefs and opinions on
this matter.
• The second letter will be to your Senator to ask him or her to support your point
of view.

Composition I
06/19/08

2. Before starting to write, answer the following questions with a few words or a sentence.
Write your
answers at the top of each letter.
• What is your subject?
• What is your purpose?
• Who is your audience?
• What tone will you use?
3. Write your letters. Each should be three paragraphs. Think about what differences there
should be
between a letter you write to a friend and a letter you write to a Senator. How
professional will each
letter look? How formal will each sound? You do not need to include your answers to
these
questions in your assignment, but keep them mind.

Submit two letters that have three paragraphs each in a Word document.

Font: Arial; 10
Line Spacing: Double
File Name: last-name-first initial_Letters.doc
Due: By the end of this week

Before you submit the assignment,

CHECK IT FIRST
Before submitting the assignment, check it first to be sure:
You answered the four questions for each of the letters.
Your letters include three paragraphs:
Paragraph 1: Introduction stating your purpose for writing.
Paragraph 2: Providing your opinion and reasons.
Paragraph 3: Briefly restating your opinion and/or what you want done.
The tone, word choice and level of formality are different between each letter, even
though the information may be the same.

SUMMARY

In this lesson, you learned about:

• The personal and flexible nature of the writing process once the basic are learned
• Narrowing a topic or limiting a subject
• The many purposes of writing and examples of these
• Identifying audience characteristics
• Linking tone and levels of formality to appropriate audiences

Composition I
06/19/08

UNIT 3-TOPIC SENTENCES TO
ORGANIZATIONAL STRATEGIES
READING
Longman Writer:

pp.55-60

PH Ref. Guide:
p. 13 and pp. 17-20

OBJECTIVES
At the end of the lesson, you are expected to do the following:

Course Objective 2: Demonstrate the ability to use the writing process in completing a variety
of assignments.

Lesson Objective 2.5: Discover how to transform the limited topic into a topic sentence.

Lesson Objective 2.6: Expand the topic sentence into a paragraph that is impacted by
writing supporting details.

Lesson Objective 2.7: Discover which organizational style would be most suitable for a
given topic.

Lesson Objective 2.8: Write a paragraph following the topic sentences to organizational
strategies.

CONCEPTS

Resource: "The Topic Sentence" at
http://www.kent.k12.wa.us/KSD/KR/WRITE/GEN/topic-sent.html

Resource: "Writing Topic Sentences" at
http://www.arts.uottawa.ca/writcent/hypergrammar/partopic.html

Composition I
06/19/08

METHODOLOGY


The topic sentence

The paragraph


WRITING ASSIGNMENT

Introduction
This assignment will enable you to practice writing a paragraph. A paragraph is composed of a
group of sentences expressing one central idea. A paragraph is complete in itself, and is also a
subdivision or part of something larger such as an essay, letter, paper or graduate thesis. Writing
paragraphs is fundamental in all writing, and you have been writing paragraphs for a long time.
However, many of us unknowingly develop bad writing habits that need to be broken.
Throughout this course we will be writing paragraphs, so taking the time to master the basic
concepts will save you a great deal of time, and will result in higher grades not just in this course
but in future courses as well.

As you work on your assignment, remember to apply the writing process you have developed.

A Paragraph on Childhood
During this week's lesson presentation, you thought about narrowing a topic to one that could be
covered in one paragraph. In the presentation, we worked with the broad topic of "childhood"
and narrowed it to "childhood memories." We then narrowed the topic further to produce a short
paragraph about a man who remembers his grandfather's patience and takes his lessons forward
into his own career.

You may choose a different narrow topic within the broad subject of "childhood," or you may
choose to write about a childhood memory of your own. Remember, you will want to narrow the
topic sufficiently to FOCUS your paragraph. So, taking into consideration the advice given to
you on the Assignment Bridge and all that you have learned through your reading and exploring
this week, it's now time to write a paragraph of your own!

Narrow the broad subject of "childhood" to a limited topic that intrigues you, using the
prewriting strategies you have learned: Ask yourself the five W's and one H, or use
clustering/branching, brainstorming or journaling to arrive at your limited subject.

Tasks

1. Write your limited subject at the top of your document.
Composition I
06/19/08

2. Identify your audience and write a sentence about who they are at the top of the
document.

• Your audience could be your own children, your parents, your future spouse, your
best friend or a group of your friends, a public official, a public group or the public in
general…You may choose one of these or make up your own. Think carefully about
who might be interested in your topic - your most interested audience may not be one
that is immediately obvious!

3. Conduct prewriting and then write two or three sentences at the top of the document
describing the
prewriting strategy you used.
4. Write a topic sentence.
5. Determine your organizational structure and identify it at the top of the document. Is it:

• General to particular?
• Particular to general?
• Chronological?
• Spatial?
• Most important to least important?
• Least important to most important?
6. Write your draft paragraph including your topic sentence, supporting your topic sentence
with details, and using the identified organizational strategy.

• Keep your audience in mind and strike the right tone, as we discussed and practiced
during Week 2.

Submit a draft of your paragraph in a Word document.
Please note that you will be asked to revise this essay next week, and refine it during Week
5. This will give you ample opportunity to write a wonderful essay on childhood! However,
please concentrate on writing well the FIRST time.

Font: Arial; 10
File Name: last-name-first-initial_Draft.doc


CHECK IT FIRST
Before submitting your paragraph, check it on the following criteria:

Did you include your limited subject at the top of your document?
Did you identify your audience and write a sentence about who they are?

Composition I
06/19/08

Did you write two or three sentences describing the prewriting strategy you
used?
Did you write your topic sentence?
Does it communicate your main point?
Does it clarify the parameters of the topic?
Did you identify your organizational strategy?
Does your paragraph include:
Topic sentence?
Supporting details?
An organizational strategy that fits your purpose?
Did you consider your audience in terms of format, tone of voice, and
wording?


Introduction
Like you, other students may have found some challenges with this week's assignment. How did
they overcome those challenges? They may have found ways that you did not. Likewise, you
may have found ways to overcome challenges that the other students did not. In this discussion,
you will share how you worked through challenges you found in the assignment. Then, answer
the following questions.

Tasks
Write a brief paragraph answering the following questions:

1. What was the most challenging part of the assignment this week?
2. How did you meet the challenge?

After you have written your answer, discuss with your classmates what they found difficult. Was
there general agreement or did different students find different parts of the process challenging?

Deliverables
By the end of the week, submit to your instructor one paragraph answering the questions.


CHECK IT FIRST
Did you answer both questions?
Did you respond to two classmates in your group?
Are your sentences and thoughts complete?
Is your paragraph free of spelling and grammatical errors?

SUMMARY
In this lesson, you learned:
Composition I
06/19/08

• Topic sentences tell the reader what the paragraph is about.
• Topic sentences are not always the first sentence in a paragraph.
• Organizational strategies help writers to communicate effectively.
• Editing and proofing each draft in the continuous improvement model ensures you will
deliver a good assignment.
• As with the writing process, writers discover that they can blend organizational strategies
once they have learned them.

Composition I
06/19/08

UNIT 4-RESEARCH AND REVISION
READING
Longman Writer:

pp.54-60

PH Ref. Guide:
pp.20-24
Review pp. 17-18

OBJECTIVES
Identify the basic elements of a thesis statement

Identify how a thesis statement functions in essays and other higher-level writing assignments

Describe how evidence supports a thesis statement

Identify ways to find and verify good evidence

Topic Objective: Use revision techniques that match your emerging writing style to
revise your paragraph from Week 2.

Topic Objective: Explore and master the basic elements of the ITT Tech Virtual Library

Topic Objective: Discover research techniques that you will use going forward in this
course, and throughout your academic career

CONCEPTS

Resource: "Overcoming Writing Errors" at:

http://www.mwp.hawaii.edu/resources/wm4.htm

Resource: "The Editing and Rewriting Process" at:

http://grammar.ccc.commnet.edu/grammar/composition/editing.htm

Composition I
06/19/08

METHODOLOGY


Revise Your Paragraph

Explore the ITT Tech Virtual Library

Discover Research Techniques That You Will Use Going Forward


EXERCISE 1

Introduction
As mentioned in the lesson presentation, revision is the heart of the writing process.

This week you will revise your paragraph from last week. As you move through other courses,
you will not always have the opportunity for the instructor to provide you feedback. Sometimes
you have to be your own critic by asking yourself key questions. You can also use your peers for
this by asking them to review your work.

Take time to revise your work. Remember, just because you did well on the draft does not mean
you should just turn the same piece in again. The standards for a revision are always higher.

Tasks

1. Review the comments made by your instructor. These comments were made on the draft
elements of your paragraph and need to be addressed prior to moving fully into the
revision cycle. Use the "Ask the Instructor" feature if you need more clarity.
2. First create an electronic copy of your draft and label it "Revision." You will submit
both your draft and your revision. You may wish to review the two hint sections in your
handbook, the Prentice Hall Reference Guide, Try This pages 17-20. These sections
include hints for revising using the computer and a revision checklist.
3. Revise your paragraph for unity, organization and coherence. This requires you to look at
your paragraph for all aspects of content. You may wish to refer to the "Check It First"
(part of this assignment) as a guide.
4. In most cases you can revise your paragraph by working with the electronic copy of the
draft. Your revision must be a clean copy and should not include any correction
comments.
5. Once you have revised your paragraph, submit both your original draft and your revised
paragraph.

Composition I
06/19/08

PLEASE NOTE: You will be submitting TWO documents.
Submit the first draft of your paragraph in a Word document with the file name:
last-name-first-initial_Draft.doc
Submit the revision you have written for this assignment in a Word document with the file name:
last-name-first-initial_Revision.doc

Font: Arial, 10 pt.
Due: By the end of the week


CHECK IT FIRST
Before submitting your paragraph, check it for the following criteria:

Does the topic sentence communicate your main point and clarify the
parameters?
Do the supporting details explain fully what you want to say?
Are specific words used to help explain the topic fully?
Do the word choices clarify the meaning and does the tone suit the audience?
Is the organizational strategy logical and does it fit your purpose?
Do all the sentences support the topic sentence?
Do the sentences flow smoothly with transitions between them?

EXERCISE 2

Introduction
You will have ample opportunity to use the ITT Tech Virtual Library while conducting your
research. The purpose of this exercise is to review the many sources of information to be found
there.

Tasks

1. Select one of the topics listed below.
2. Write down the key words you will use to conduct a search on your topic.
3. Look in the areas listed on the Search Form and fill out the form as you go.

Composition I
06/19/08

SEARCH FORM

Topic
Key words to be used
Quantity found How would you limit or broaden your
search?

ITT Tech Virtual Library
BOOKS
PERIODICALS
REFERENCE
RESOURCES
INTERNET
www.google.com
www.yahoo.com
Other search engines? Please
list:

Topics:

• Smoking in Public Places
• School Bullying
• Illegal Immigration
• Television Advertising
• Female President
• Family in Contemporary Society
• Impact of Violence in the Media
• Capital Punishment
• Stem Cell Research
• Gun Control
• Feminism in the Twenty-first Century
• Ethics and Politics
• Ethics and Business

Submit your completed Search Form in a Word document.

Font: Arial; 10
File Name: last-name-first-initial_SearchForm.doc

Composition I
06/19/08

Before you submit the assignment, check it first

CHECK IT FIRST
Did you select a topic?
Did you use appropriate key words for your topic?
Did you search in all the areas listed in the Search Form?
Did you fill out the form completely?
Did you check your spelling and grammar?


Introduction
The goal of this discussion is to share information. Some of the most valuable resources you will
have in this class are your classmates. Others in the class may find valuable information, sources,
and tips in their research. Think about how much everyone in the class will benefit if each
individual shares what they come across? For example, other students may not have thought
about using the ITT Tech Virtual Library the way you have. Likewise, other students may find
ways it can be used that you hadn't considered.

Tasks
Briefly discuss one aspect of the ITT Tech Virtual Library and how you believe you will use it
for future research.

Deliverable
Write your response and submit to your instructor.


CHECK IT FIRST
Did you discuss one aspect of the ITT Tech Virtual Library and how you will use
it in the future?
Did you use complete thoughts and sentences?

SUMMARY

• Revision is an iterative and personal process
• Revision leads to success
• The ITT Tech Virtual Library is a powerful tool for research, right at your fingertips
• Internet research demands evaluating your sources for credibility
• Research can generate raw material past the personal prewriting stage, where you
develop ideas from personal knowledge and experience

Composition I
06/19/08

UNIT 5-THESIS STATEMENTS AND
EVIDENCE
READING
Longman Writer pp. 38-43
pp.46-52

OBJECTIVES
Identify the basic elements of a thesis statement.

Identify how a thesis statement functions in essays and other higher-level writing
assignments.

Describe how evidence supports a thesis statement.

Identify ways to find and verify good evidence.

Topic Objective: Define what a thesis statement is and how to write one.
1.1 What is a thesis statement?
1.2 Thesis statement writing techniques
1.3 Evidence and the thesis statement

Topic Objective: Explore research techniques more deeply and delve into
evidence.
2.1 What is evidence?
2.2 Supporting your claims
2.3 Using research questions and hypotheses

CONCEPTS

Resource: "Helping Students Write a Thesis Sentence" at:

http://teacher2b.com/

Resource: "Definition of a Thesis Statement: A Debatable Point or Claim." at:

Composition I
06/19/08

http://www.englishdiscourse.org/teaching.comp.html

METHODOLOGY


From Topic Sentence to Thesis Statement

Evidence in Writing


EXERCISE 1

Introduction
In Week 3, you began a paragraph concerning the broad topic of "childhood," which you
narrowed down into a much more specific topic. Last week, you revised that paragraph, and this
week, you will write your final draft. You may want to refer to your textbooks for more
information regarding final drafts. Your final draft should be as perfect as you can get it,
incorporating your instructor's feedback and all the rules and strategies you know about the
writing process. For this draft, you will want to make sure every element is in place, and you will
want to be sure that there are no errors. This assignment will help you practice for the final draft
of your research project.

Tasks

• Read your instructor's feedback and think about how to incorporate it in your work. If
you do not feel that you should incorporate this feedback, at least look at it from this
angle: Your instructor (and anyone else who reads your work) made those comments for
a reason. Why? What did they see in your work that you may have missed or ignored?
Remember, you are writing for your audience.
• Re-read your paragraph to refresh your memory.
• Make any adjustments you feel will improve your work.
• Take a step back. Put the paragraph down for a couple of hours and go do something else.
Come back
to your work with fresh eyes. Make final adjustments and then proofread. You will want
to proofread last
in case you made any errors in your adjustments.

Submit the final draft of your paragraph in a Word document.

Composition I
06/19/08

Font: Arial; 10
File Name: last-name-first-initial_FinalDraft.doc

Before submitting your assignment,

CHECK IT FIRST
Before submitting your paragraph, check it for the following criteria:

Does the topic sentence communicate your main point and clarify the
parameters?
Do the supporting details explain fully what you want to say?
Are specific words used to help explain the topic fully?
Do the word choices clarify the meaning and does the tone suit the audience?
Is the organizational strategy logical and does it fit your purpose?
Do all the sentences support the topic sentence?
Do the sentences flow smoothly with transitions between them?
Have you made adjustments and fine-tuned your work?
Have you proofread for any spelling or grammar errors?

EXERCISE 2

Introduction
This week's lesson presentation focused on the functions and the elements of a thesis statement
and how to present evidence to support that statement. The Longman Writer refers to the thesis
statement as the "hub - the central point around which all the other material revolves," (40). The
thesis statement also states your position on the topic or in some cases the purpose of the
document.

This week you will write a thesis statement and select supporting evidence.

For this assignment you may use the topic you researched last week. If you wish, you may
choose another topic but you will need to research the evidence. If you do research a new topic,
you may want to use the Search Form you filled out last week to help you.

Tasks
This exercise has three parts.

1. Briefly research the topic. If you are using the same topic you used last week, then you
already have a good start on this, but you may want to research a bit more.
2. Write a thesis statement. Remember, the thesis statement must limit your topic and
incorporate your point of view. Further, the thesis statement should be a statement rather
than a question. Finally, make sure your thesis is arguable and not just a statement of fact.
3. Write three-to-five paragraphs presenting the evidence you found to support your
thesis—for example, facts, examples, statistics, etc. Refer to pages 48-54 in The
Longman Writer.

Composition I
06/19/08

Ge117

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