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.


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 word choices clarify the meaning and does the tone suit the audience?
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

Submit three-to-five paragraphs in a Word document.

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

Before submitting your assignment,

CHECK IT FIRST

Before submitting your paragraphs, check them first by these criteria:

Does the thesis statement limit your topic?
Does the thesis statement incorporate your opinion or point of view?
Does the thesis statement communicate your main point accurately?
Is your evidence:
Relevant and Unified?
Specific?
Adequate?
Accurate?
Dramatic?
Representative?
Documented?
Check your paragraphs:

• 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?
• Does the tone fit the audience?
• Is the organizational strategy logical and does it fit your purpose?
• Do the paragraphs support your thesis statement?
• Do the sentences flow smoothly with transitions between one and
the next?
• Do your paragraphs contain any spelling or grammatical errors?
• Are your sentences complete?


Introduction
The small group discussion will allow you to receive feedback from your classmates on your
thesis statement. This feedback can serve as valuable input for future assignments.

Tasks
Write your thesis statement. Respond to two of your classmates in your group by answering the
following questions and stating your reasons for your answer.
Composition I
06/19/08

1. Did the thesis statement limit the topic? If not, how could your classmate narrow it
down?
2. Did the thesis statement incorporate the writer's opinion? Can you think of an opposing
viewpoint that would prove the thesis statement to be arguable? This could be valuable
information for your classmate, but be respectful and stay professional as you respond.
3. Did the thesis statement generate interest? Think about the audience your classmate was
writing for. Tell them who you believe the audience might be - it might be different from
what the writer thought. If possible, can you think of ways the thesis statement might be
more dramatic?

Deliverables
By the end of the week write your thesis statement and respond to at least two of your classmates
by answering the above questions.

SUMMARY

The thesis statement states the limited subject and the author's point-of-view.

Thesis statements drive essays and other higher-level writing assignments like topic
sentences drive paragraphs and some pure, factual reports.

Evidence is needed to back up thesis statements in assignments that go beyond asking
for the writer's experiences.

Finding evidence takes patience. One source might lead you to another. What's more,
you might find that your original idea for a claim might be disproved by some
preliminary research.

Composition I
06/19/08

UNIT 6-CITATION, PLAGIARISM AND
PATTERNS OF DEVELOPMENT
READING
Longman Writer
pp.31-32
pp.378-386pp.518-519
PH Ref. Guide
pp.410-415pp.378-381
pp.25-26

OBJECTIVES

Discover when to cite sources and how to cite them fully
Describe how to use citation style guides to ensure correct citation
Develop strategies for identifying and avoiding plagiarism
Describe patterns of development as organizing strategies to writing
Describe cause-and-effect as a pattern of development at the paragraph level.
Deploy cause-and-effect as an organizational strategy toward planning a research paper.

Topic Objective: Develop strategies for identifying pitfalls of and avoiding
plagiarism
1.1 What is plagiarism?
1.2 How to avoid plagiarism

Topic Objective: Discover when to cite sources and how to cite them fully
1.3 When to cite

Topic Objective: Describe how to use citation style guides to ensure correct
citation
1.4 How to cite
1.5 Using citation style guides
1.6 Autocite: the Citation Calculator
Topic Objective: Describe patterns of development as organizing strategies for
writing development
2.1 What are patterns of development?

Composition I
06/19/08

CONCEPTS

Resource: "Tips for Creating Assignments that Discourage Plagiarism and Encourage
Original Thinking" at:

http://www.plagiarism.org/research_site/e_home.html

Resource: "How to Help Students Choose Research Paper Topics" at:

http://teacher2b.com/

METHODOLOGY

KEY CONCEPTS THAT MUST BE COVERED IN CLASS

Citation and Plagiarism

Patterns of Development: Introduction


WRITING ASSIGNMENTS

CONTINUOUS IMPROVEMENT MODEL [SEE APPENDIX III]

Introduction
Since your research project is a causal analysis, you will use the cause and effect pattern to some
extent. While this does not mean that all of your paragraphs will follow this pattern, you will still
want some practice at it. This assignment is to allow you that practice.

Tasks

• Read assignments 2, 3, and 4 on page 412 of The Longman Writer.
• Select one of the situations ("flunking out," the "trash crisis," or "Turn off the TV") and
follow the directions given in the book.

Submit a minimum of five well-developed paragraphs. Remember that a "well developed"
paragraph has a topic sentence, supporting sentences and a conclusion sentence. Submit your
work in a Word document.

Composition I
06/19/08

Font: Arial, 10 pt.
Spacing: Double
File Name: last-name-first-initial_LongmanAssignment.doc

Remember, you must submit a first attempt if you wish to be able to submit a second attempt!

Before submitting your assignment, check it first!

CHECK IT FIRST

Specific to this assignment
Do you show the relationship between the cause(s) and the effect(s)? Don't
forget about the 6 strategies your text, The Longman Writer, gives you on
pages 381-386!
Is your language and tone appropriate for the audience?
General
Is your organizational strategy logical?
Does the thesis statement incorporate your opinion?
Does each topic sentence relate to the thesis statement?
Do the topic sentences communicate your main point and clarify the parameters?
Is your evidence:
Specific?
Adequate?
Accurate?
Dramatic?
Representative?
Are sources appropriately documented?
Do your paragraphs flow smoothly?

Does the word choice clarify the meaning and does the tone fit the
audience?
Do the sentences flow smoothly with transitions between one and the
next?
Have you double-checked to be sure there are no spelling or grammar
errors? Are your sentences complete?

Composition I
06/19/08


Introduction
In your opinion, what should happen to a student who is caught plagiarizing on a major
assignment or project?

Tasks

• Write a well-developed paragraph of at least five sentences concerning the above subject.
• Share your paragraph with your classmates in your small group.
• Write a response to at least one of your classmates agreeing or disagreeing with his/her
view. Give two reasons why you agree or disagree.

Deliverables
Submit your paragraph and your response to your instructor by the end of the week.

Project Part 1: Selecting and narrowing the topic (Ungraded)


You will select and narrow the topic of your choice this week. You will be using this topic for
your research paper which is due at the end of this course.

It is highly recommended that you complete this part and submit it to your instructor to receive
feedback. You will have only one opportunity to change your topic.

[See the entire project in APPENDIX I]

Assigned Week 6/Due Week 6

SUMMARY
This week we looked closely at two critical issues that go hand-in-hand: citation and
plagiarism. You need to learn the first in order to avoid being accused of the second!

Then, we delved into writing a short essay. We looked at patterns of development as a way to
organize our writing, and tried out one common pattern that is based in thought patterns we
learned as children and use every day: cause-and-effect or causal analysis.

Composition I
06/19/08

UNIT 7-DESCRIPTIVE WRITING AND
ILLUSTRATION
READING
Longman Writer
pp. 155-162 pp.
231-236
pp. 76-82

PH Ref. Guide
pp.406-407

OBJECTIVES

Use the powers of sensory description to write paragraphs that draw a reader in
Use the powers of illustration to write paragraphs that show rather than tell
Write one descriptive and one illustrative paragraph to incorporate into research paper

Topic Objective: Use the powers of sensory description to write paragraphs that
draw a reader in
1.1 Evoking the Five Senses
1.2 Showing and Telling
1.3 Strategies
Topic Objective: Use the powers of illustration to write paragraphs that show
rather than tell
2.1 Showing by Example
2.2 Strategies
2.3 Illustration and Description: Strategies
Topic Objective: Apply the writing process to the drafting stage
3.1 Considering feedback
3.2 Incorporating feedback
3.3 A checklist
3.4 Getting Your Ideas Down

CONCEPTS

Resource: "The 5 Paragraph Essay Format" at:

Composition I
06/19/08


Resource: "How to Structure and Organize Your Essays" at:


METHODOLOGY


Descriptive Writing

Illustration

Drafting


WRITING ASSIGNMENTS

Introduction
Description and illustration are paragraph patterns that are used to provide evidence for your
thesis.

Tasks

• In The Longman Writer, read assignment 6 on page 192 and assignment 1 on page 262.
• Select one of the situations.
• You will write an essay of five paragraphs in which you use either description and
illustration.
• Before you doing your assignment, consider the following:

For descriptive paragraphs:
What dominant impression or message do you want to show in your description?
How many of the five senses can you use in your description?

For illustrative paragraphs:
Will your examples for your illustration be objective, subjective or a combination of
both?
Will your examples be drawn from observation, experience or books?

For either pattern:
What tone and style will fit your audience?
Composition I
06/19/08

What organizational style will you use?
You may want to use the Open Course Forum to share ideas with your classmates.

Submit your essay of five well-developed paragraphs in a Word document.

Font: Arial, 10 pt.
File Name: last-name-first-initial_DI.doc


Check it First:
Specific to this assignment:
Did you use either both description and or illustration?
If you chose description:
Did you use the five senses in your description?
If you chose illustration:
Did you include enough examples to illustrate your topic sentence?

General
Is your organizational strategy logical?
Does the thesis statement incorporate your opinion?
Do the topic sentences communicate your main points and clarify the parameters?
Is your evidence:
Specific?
Adequate?
Accurate?
Dramatic?
Representative?
Are sources appropriately documented?
Do your paragraphs flow smoothly?

Do the word choices clarify the meaning and does the tone fit the
audience?
Do the sentences flow smoothly with transitions between one and the
next?

Composition I
06/19/08

Did you proofread your work to check for spelling, grammar, and
complete sentences?

Project Part 2: Declaring Your Audience, Research, and Thesis Statement


This week you need to start the preliminary research for your paper. You will complete three
tasks:

• First you will declare your audience.
• Second you will turn in an annotated bibliography including a minimum of three sources.
• Finally, you will write your thesis statement.



ASSIGNMENT OPTION

Introduction
After reading the instructor's feedback on:

• your causal analysis assignment from Week 6
• Step 1 of your Project: Selecting and Narrowing the Topic, from Week 6

would you like to submit again?

If you choose, you may revise your assignments and resubmit them FROM NOW UNTIL
WEEK 9. You should be advised, that the sooner you resubmit, the better. It will be fresher in
your mind and your workload will not accumulate through Week 9. It will be graded on the same
criteria as it was last week. If you are satisfied with your grade you do not need to submit it
again, but please let your instructor know that you are satisfied with the first attempt. This is
your option and is not required.

If you choose to resubmit, the first assignment will be replaced and the second grade will be the
grade for the assignment. You will not be allowed to revert back to your first attempt. Be sure to
save your first attempt.

Tasks
If you do choose to resubmit:

• Go back to the assignment from last week and re-read the directions.
• Save your first attempt and work on the second attempt in a separate file.
• Resubmit your work after you have made the adjustments you feel will
improve it.

Composition I
06/19/08

Resubmit your work in a Word document.

Font: Arial, 10 pt.
File Name: last-name-first-initial_LongmanAssignment2.doc
Due: By Week 9 at the latest

SUMMARY

Descriptive and illustrative writing represent two of the most challenging and yet fun parts of
writing. They draw upon your creativity in order to engage your readers.

Both description and illustration can be unifying patterns of development, and writing devices
that enhance the impact of your writing.

Drafting involves being self-critical and open to feedback from readers. Considering and
incorporating feedback is one step in drafting that gives you the opportunity see how your
audience responds to your writing, and to improve upon it.

Composition I
06/19/08

UNIT 8-WRITING TO IMPRESS AND
RESUME WRITING
READING
PH Ref. Guide
pp. 212-217 and pp. 218 (start at Clichés)-228
pp.88-98

OBJECTIVES

Write concisely and powerfully.
Write career objectives and resumes using effective economical language.
Review a peer's career objective on criteria learned.
Write a career objective and resume.

Topic Objective: Write concisely and powerfully
1.1 What is concision?
1.2 What to avoid and how to avoid it
1.3 Editing for word power

Topic Objective: Write career objectives and resumes using effective economical
language
2.1 Career objectives
2.2 Resumes Today: Formats
2.3 Your Résumé's Audience
2.4 Illustration and description and resume writing
2.5 Research Opportunity

CONCEPTS
RESOURCE: "Sample Resumes, Cover Letters and Job Hunting Advice" At:
www.monster.com/

Resource: "Tips for writing Career Objectives" at:

http://www.careerowlresources.ca/Resumes/Res_Frame.htm?res_objective.htm~right

Resource: "Strategies for Writing Career Objectives" at:

Composition I
06/19/08

http://leo.stcloudstate.edu/resumes/resumeobject.html

Resource: General Resume Information at:

http://www.studentaffairs.cmu.edu/career/CareerBriefs/resumes.html#objective

METHODOLOGY


Writing to Impress

Resume Writing


WRITING ASSIGNMENTS: CONTINUOUS IMPROVEMENT MODEL (SEE
APPENDIX III)

Introduction
Writing a resume may be one of the most important pieces of writing you do. There are many
personal choices you must make prior to writing the resume. What is your career objective?
What skills can you describe and illustrate to show an employer you are the right person for the
job?

While you will write your final resume when you get closer to graduating, the purpose here is to
apply your writing skills to this type of writing.

Think about this before you begin. What is my specific career objective? Try to mention a
specific job - computer analyst, police officer, etc. How is a career objective like a thesis
statement? Create your resume by including the education and experiences that demonstrate your
qualification for a position of this type. These are a lot like your supporting evidence.

Tasks

• Select one of the styles of resumes covered in the presentation and reading.
• Using this model, write your personal traditional (non-scannable) resume.
Include the following:
Your contact information
A complete sentence for your (below)
Education
Work experience
Other experiences (activities, volunteer work)
• Revise and refine your resume. "Remember: A single spelling or grammatical error on
your resume may cost you the job."
Composition I
06/19/08

Career Objective
Career objective is a clear concise statement of your goal. It may include the following:
• Level of position
• Type of organization
• Interests, knowledge, or skills you wish to share or hope to incorporate in your work.
The career objective should make the employer want to read more.
The career objective should be specific and avoid clichés.
The career objective could be thought of as your thesis statement for your resume.

Submit your completed resume in a Word document.

Font: Arial, 10 pt.
File Name: last-name-first-intial_Resume.doc
Remember, if you want the option of submitting a second attempt, you must submit a first
attempt!

Check it first:

Did you include all the parts of a resume?
• Your contact information
• A complete, and very specific sentence for your career objective
• Education
• Work Experience
• Other experiences (activities, volunteer work)
• Skills—for example, proficiency in Microsoft Word or other
• Technical/computer/communication skills, etc.)

DOES YOUR CAREER OBJECTIVE SERVE AS A THESIS STATEMENT
FOR
THE REST OF THE RESUME?
• Did you include enough examples to illustrate that you are the right
person for the job?
• Is the format choice logical?
• Did you follow the chosen format?
• Have you checked for spelling and grammatical errors?
• Is the document layout professional-looking and balanced on the page?

Composition I
06/19/08


Introduction
This week you will discuss your career objective from your resume in your group. You will not
discuss each other's career objectives here - that will be done next week. Refer to pages 91-92 in
the Prentice Hall Reference Guide for information about this.

Tasks

• Discuss your career objective.
• Also, discuss your program of study and five key words or phrases and nouns that you
would use on a scannable resume. You may want to refer to your Prentice Hall Reference
Guide, pages 97-98 for more information about a scannable resume and the key
words/phrases that will be scanned for in it.

Deliverables

By the end of the week, submit your career objective, program of study, and five key
words/phrases and nouns that you would use on a scannable resume.

Project Part 3: Draft
CONTINUOUS IMPROVEMENT (APPENDIX III)

You should have completed your research phase this week. This week, you will also begin
writing the first draft of your research paper.



ASSIGNMENT OPTION

Introduction:


• Your causal analysis assignment from Week 6
• Step 1 of your Project: Selecting and Narrowing the Topic, from Week 6 would you like
to submit again?

If you choose, you may revise your assignments and resubmit them FROM NOW UNTIL
WEEK 9. You should be advised, that the sooner you resubmit, the better. It will be fresher in

Composition I
06/19/08


Task(s):

• Resubmit your work after you have made the adjustments you feel will improve it.


Font: Arial; 10




SUMMARY

This week, we have covered a lot of ground in drawing a connection between the writing skills
you are cultivating in this class and your future.

I urge you to think about how writing economically and powerfully will help you in your career
and life.

Then, conduct research on your career objective. Don't cheat yourself: visit many sites and read
some professional or trade journal articles about career paths that come from your field of study.

This week, you are asked to write a career objective. Then, you will participate in a short peer-
review exercise.

Composition I
06/19/08

UNIT 9-COMPARE AND CONTRAST
NARRATION
READING
Longman Writer
pp.193-202
pp.344-52

PH Ref. Guide
pp.416-446

OBJECTIVES

Explain compare and contrast as a pattern of development for writing.
Describe narration's use in non-fiction writing.
Employ compare-contrast and narration patterns of development in writing a
research paper.

Compare and Contrast
1.1 Purposes
1.2 Techniques
1.3 Organization
1.4 Bias
1.5 Apply

Narration
2.1 What is a Narrative?
2.2 Organization
2.3 Techniques
2.4 Apply

CONCEPTS
Resource: Diagrams at:
http://curry.edschool.virginia.edu/go/readquest/pdf/compare.pdf

Resource: Teaching Strategies at:
http://muskingum.edu/%7Ecal/database/general/organization.html#Comparison

Composition I
06/19/08

Resource: Teaching Strategies at:
http://www.tnellen.com/cybereng/rubric/c&c.htm

Resource: How to Write Narration at:
http://en.wikibooks.org/wiki/Rhetoric_and_Composition/Narration

Resource: A Brief Guide to Writing Narrative Essays
http://www.rscc.cc.tn.us/owl&writingcenter/OWL/Narration.html

Resource: Principles for Writing Narration
http://leo.stcloudstate.edu/acadwrite/narrative.html

METHODOLOGY


Compare and Contract

Narration


WRITING ASSIGNMENTS

Introduction:
In this assignment, you will have the opportunity to practice blending two patterns of
development: narration and comparing and contrasting.

Before beginning, think about the following questions regarding blended writing patterns:

• What is the effect of blending development patterns in your work?
• Can you write a narration that illustrates cause and effect?
• Can you compare and contrast two aspects of cause and effect?
• If you mix different strategies into your work, will your writing improve or will this
detract from it?
• Will blending styles add eloquence to your work, or confusion? What do you think?
• Try thinking about it from your audience's point of view.

Tasks:

1. From your text, The Longman Writer, select one situation from each of the following
pairs:
• #3 on page 226 regarding people who have "fallen through the cracks."
• #6 on page 227 regarding responding to a customer's complaint.
Composition I
06/19/08

• #2 on page 377 regarding comparing right and wrong ways to pass exams.
• #5 on page 377 regarding comparing the shopping habits of different types of
consumers.

Tip: Be sure to read the entire prompt from your book.

2. For your chosen selection, write a minimum of five well-developed paragraphs in which
you blend compare-contrast and narration to respond to the situation.

HINT: You are essentially writing a narrative using the pattern of
compare-contrast. You can use an anecdote to relate how to pass exams, for example, for
scenario #2, but use the compare-contrast pattern of development. HAVE FUN WITH
THIS ASSIGNMENT!

Submit five well-developed paragraphs blending narration and compare-contrast. Submit
your work in one Word document.

Font: Arial, 10 pt.
File Name: last-name-first-initial_NCC.doc


CHECK IT FIRST
Before submitting your assignment, check it first.

Are the subjects sufficiently alike for a comparison-contrast?
Do you have a balance of the two?
Do you have clear transitions?
Did you maintain your focus?
Is your organization easy to follow?
Have you clearly shown the similarities and the differences?
Does your narration have a specific point and is it stated in your thesis
statement?
Did you use the 5 W's and one H?
Note: 5 W's - Who, What, Where, When and Why
1 H - How
Does your narration paint a picture?
Did you use one of the following: suspense, humor, emotion, or create a
strong visual image?
Is your organization easy to follow?

Composition I
06/19/08

General
Do the topic sentences communicate your main point and clarify the
parameters?

Do the word choices clarify the meaning and fit the audience?
Do the sentences flow smoothly with transitions between one and
the next?
Did you proofread your work to check for spelling, grammar, and
complete sentences?


Introduction
This week's discussion will be a peer review. Last week everyone discussed their unique career
objective and five key words.

Tasks
This week you will select two of your classmates and conduct a peer review on their career
objectives. Please try to make sure that everyone gets a review by not choosing the same
assignment someone else already has reviewed. This will require a bit of coordination and
planning with your classmates.

You will need to follow these instructions for each student you pick (two total):

1. Copy the Peer Review Form. (See APPENDIX IV)
2. Select the student you will review.
3. Write the student's name on the form.
4. Copy his or her career objective and five key words/phrases/nouns, onto the Peer Review
Form.
5. Complete the form.
6. Submit to your instructor.
7. Review feedback on your own career objective. Feel free to ask the reviewer questions.

Deliverables
By the end of the week, submit your two Peer Review Forms (one for each of the two students
you chose) to your instructor and a copy to the reviewed. Feel free to respond to their feedback.

Project Part 4: Revision (Ungraded)

Composition I
06/19/08

This week you are revising your research paper for content. Although this is an un-graded
activity it is highly recommended that you complete Part 4 and submit it to your instructor. This
is the last time you will receive your instructor's input and help.


ASSIGNMENT OPTION

Introduction:


• Causal analysis assignment from Week 6
• Step 2 of the Project: Selecting and Narrowing the Topic, from Week 6
• Step 3 of the Project: Declaring Your Audience, Research, and Thesis Statement from
Week 7
• Step 4 of the Project: Draft, from Week 8
• Resume assignment from Week 8

Would you like to submit again?

This is the LAST week for resubmissions using the Continuous Improvement Model. Your
ONLY options are listed above.

The Continuous Improvement Model wraps up this week. [SEE APPENDIX III]

If you choose, you may revise your assignments and resubmit them BY THE END OF THIS
WEEK. You should be advised, that the sooner you resubmit, the better. It will be fresher in


Task(s):

• Resubmit your work after you have made the adjustments you feel will improve it.


Composition I
06/19/08

Font: Arial; 10




SUMMARY

This week, we looked at two patterns of development that you can use in your research paper:
compare-contrast and narration.

Compare-contrast draws upon a fundamental thinking skill we have developed since childhood.
Narration asks us to tell a story with a point.

These two patterns, along with description, illustration and causal analysis that we have seen
before can be blended in your research paper to make it not only informative, but engaging to
your readers. Mastering these patterns is a big step toward discovering your writing style!

Composition I
06/19/08

UNIT 10-PROCESS ANALYSIS AND
YOUR RESEARCH PAPER CHECKLIST
READING
Longman Writer
pp.303-311
pp.79-81

PH Ref. Guide
pp.407-408

OBJECTIVES
Describe process analysis as a pattern of development.
Describe implications of process writing.
Finish a research paper using the last steps of the writing process.

Process analysis
1.1 Overview
1.2 Implications: Case study: The Challenger explosion
1.3 Techniques

Process analysis in action: A process analysis of writing a research paper
2.1 Revising on a Computer
2.2 Higher Order Concerns
2.3 Late Order Concerns
2.4 Your Conclusion
2.5 Format: Paper and Works Cited

CONCEPTS

Resource: Principles for Writing Process Essays at:
http://leo.stcloudstate.edu/acadwrite/process.html
Resource: Do's and Don'ts of Process Analysis at:
http://www.delta.edu/pahutchi/process.html
Resource: Tips for Writing Process Analysis at:
http://www.tcc.edu/students/resources/writcent/HANDOUTS/writing/process.htm
Composition I
06/19/08

Resource: Steps to Follow in Writing Process Analysis at:
http://members.dca.net/areid/process.htm
Resource: Strategies for Writing Conclusions at:
http://leo.stcloudstate.edu/acadwrite/conclude.html
Resource: Structure and Tips for Writing Conclusion for a Research Paper at:
http://owl.english.purdue.edu/workshops/hypertext/ResearchW/conclude.html
Resource: Tip Sheet for Writing Conclusions at:
http://www.crlsresearchguide.org/18_Writing_Conclusion.asp
Resource: Summarizes the Elements at:
http://www.customwritten.com/Writing/writing-conclusion.html
Resource: Revision—Including Guiding Questions
http://owl.english.purdue.edu/workshops/hypertext/ResearchW/revise.html
Resource: Questions to Guide Revision Process at:
http://www.ucalgary.ca/uofc/eduweb/writing/IV_1.htm

METHODOLOGY


Process analysis
A process analysis of writing a research paper


WRITING ASSIGNMENTS

Introduction
In this assignment, you will again have a chance to try out a very practical type of writing. As
you saw when you wrote your resume, you can apply the processes you've developed in this
course to all kinds of writing!

Choose Option 1 or Option 2

OPTION 1
Tasks

1. From your text, The Longman Writer, page 343, select one of the following situations
Situation #1 Tour Guide
Situation #3 Driving Maneuver
Situation #5 Consumer Advice
2. Write the process for the audience specified. Your process analysis should be 50-100
words in length.

Composition I
06/19/08

Submit a process analysis with 50-100 words. Submit your work in a Word document.

Font: Arial, 10 pt.
Spacing: Double
File Name: last-name-first-initial_Process.doc

OPTION 2
Tasks

1. Select a technical process related to your field of study and explain it to a new technician
or student.
2. Write the process for the audience specified. Your process analysis should be 50-100
words in length.

Submit a process analysis with 50-100 words. Submit your work in a Word document.

Font: Arial, 10 pt.
Spacing: Double
File Name: last-name-first-initial_Process.doc
Due: Bythe end of this week


CHECK IT FIRST
Before submitting your essay, check it first!

Is it clear what process you are explaining?
Is the overall process clear?
Do you use time signals to guide the reader to the next step while not over-
using them to make the writing mechanical?
Is each step clear?
Did you maintain your focus?
Do you have an introduction and a conclusion?
Do the word choices clarify the meaning and does the tone fit the audience?
Do you warn audiences about any difficulties or offer any other help they'll
need to follow the process?


Introduction
Assume you want to write a paper giving advice to a student entering Composition I online.
Composition I
06/19/08

What would you write to help new students succeed in this course?

Tasks

• Write the concluding paragraph.
Tip: Refer to page 310 in The Longman Writer, the paragraph before the heading
"Revision Strategies" for more directions on what is needed in a conclusion paragraph for
a process analysis.
• Respond to at least one other classmate's conclusions by agreeing or disagreeing with his
or her conclusion, giving at least two reasons why.

Deliverable
Submit your conclusion paragraph to your instructor and respond to at least one other classmate.

SUMMARY

This week, we looked at process writing, and the importance of good instruction.

Then, we took the time to break down the final steps in completing your research paper, which is
due next week.

By now, you have explored many aspects of the writing process and discovered what your
writing style might be, or become. Hopefully, you will take the skills practiced here forward in
your life to continue to develop a personal writing style that complements your career and your
life.

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UNIT 11-RESEARCH
PROJECT

Project Part 5: Refinement

This week you should be completing the editing process of your research paper. Be sure
you allow enough time to refine your paper.



Composition I
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Appendix I- Course Project
GE 117 - Composition I Project

Note : Please print this out for your own reference during
the class.

Project Introduction

The project for this course will walk you through the development of a research paper. You will
use the writing process and the concepts covered in this course to write the research paper.

The research project is designed in parts so that you will have an opportunity to practice the
Continuous Improvement Model, which simply means that you will take the project one step at a
time, and will not fall into the number one pit of writing a research paper: the deep dark pit
known as procrastination.

Project Objectives

The final goal of this project is to produce a well-written research paper based on a causal
analysis that demonstrates understanding of the following course objectives:
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.
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.
Grading

Please go through the below project description carefully. The project is composed of 5 parts.
The project accounts for 35% of the course grade.
Part 1 and 4 are not graded.
Part 2 = 7%; Part 3 = 8%; Part 5 = 20%

Project Submission Snapshot

Week Number of
Project Part Grade as
Due Attempts
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06/19/08

Allowed
1. Selecting and Narrowing the Topic 6 2*
Un-graded
2. Declaring Your Audience, Research, and Thesis 7 2*
Project Part 2
Statement
3. Draft 8 2*
Project Part 3
4. Revision 9 1
Un-graded
5. Refinement 11 1
Project Part 5
* You must submit a first attempt in order to be allowed a second attempt.
Tip 1: Any part can be turned in early, but in the ordered list above. You may be the type of
person who wants to get things done so you may want to turn in deliverables early to have more
time for revision and refinement. You should also wait for comments on each step before turning
in the final paper. On the other hand, you may need the milestones to keep you going. Whatever
your style of working, be sure to budget your time so you can give this project a focused effort.

Tip 2: Note that Part 1 and Part 4 will not be graded. It is highly recommended you submit them
to your instructor for feedback to avoid wasted effort down the road.

Tip 3: You may submit Parts 1, 2, and 3 twice in the Continuous Improvement Model. If you
submit it the second time, the grade will be based only on the second attempt. Note that the first
submission will be overwritten when submitted the second time so be sure you keep copies of
your work. Remember, you must submit a first attempt in order to be allowed a second attempt.

Tip 4: As always, if you get confused about the project, be sure to contact your instructor
through "Ask Your Instructor."

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Project Description

Project Part Requirements of Project Part
Part 1 CONTINUOUS IMPROVEMENT (APPENDIX III)
Introduction:
Selecting and You will select and narrow the topic of your choice this week. You will be using this topic for your research paper which is due
Narrowing at the end of this course.
the Topic It is highly recommended that you complete this part and submit it to your instructor to receive feedback. You will have only
one opportunity to change your topic.

Tasks:
1. Review pages 518-519 of The Longman Writer, paying close attention to the checklist.

2. Determine a general topic that interests you. Choose a contemporary, controversial topic.
Tip 1: Use the techniques covered in this course for brainstorming and selecting a topic. The topic should be one about
which you have interest in learning more. Try to avoid topics that, as you can imagine, your instructor has seen too
many times, such as the legality of abortion, death penalty, gay marriage. Although there is nothing wrong with
addressing a common topic, instructors will not find yet another paper on the issue very interesting unless you can think
of a truly original slant on the topic.

Tip 2: You can discuss your thoughts with your instructor even before you submit this assignment. Just use the "Ask
Your Instructor" feature. You may also wish to participate in the Open Course Forum and discuss your topic ideas with
your classmates.

3. Use prewriting strategies, for example, freewriting, mapping, and questioning to narrow the topic.

4. Write one or two paragraphs including both your general topic and the narrowed topic, and the reasoning behind your
selection.

Submit one or two paragraphs to your instructor in a Microsoft Word document.

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Font: Arial; 10
File Name: last-name-first-initial_Project1.doc

Number of attempts allowed: 2
Assigned: Week 6 Due: Week 6
Grading Weight: Un-graded

Part 2 CONTINUOUS IMPROVEMENT MODEL (APPENDIX III)
Introduction:
Declaring This week you need to start the preliminary research for your paper. You will complete three tasks: First you will declare your
Your audience. Second you will turn in an annotated bibliography including a minimum of three sources. Finally, you will write your
Audience, thesis statement.
Research, Task 1: Declaration of Audience
and Thesis We have already discussed the importance of knowing your audience. Select one from the audience list, and write one or two
Statement sentences declaring the audience to whom you will write your paper.
……………………………………………………………………………………………………………………………………….
• Experts in the field of your topic; for example a paper presented to a professional organization.
• Other college students who have demonstrated interest in the topic but have not studied it.
• A political group with mixed feelings about the topic.
• A group who generally opposes your position.
• A group who generally agrees with your position.
• Readers of a newspaper's editorial page.
• Individuals who feel passionately about your topic.
……………………………………………………………………………………………………………………………………….

Task 2: Annotated Bibliography
An annotated bibliography is an organized list of sources, each of which is followed by a brief note or "annotation."
Annotations should include the following:
Describe the content and focus of the book, article or website.
Suggest the source's usefulness to your research.
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Evaluate its method, conclusions, and reliability.
Record your reactions to the source.

Complete the Task 2: Annotated Bibliography following the steps below:
1) Use the research techniques covered in this course to search the ITT Tech Virtual Library and the Internet for 3 to 5
secondary sources. Please note: You will probably have more sources you turn in this week.
Tip: Refer to section 54b in the Prentice Hall Reference Guide.

2) Identify the sources which are accurate, credible, comprehensive, relevant, representative, and timely for your selected topic.

Tip 1: Refer to the Checklist for Evaluating Content found on page 367 of the Prentice Hall Reference Guide.
Tip 2: Review pages 370-377 of the Prentice Hall Reference Guide.

3) Write an annotated bibliography, including 3 to 5 secondary sources. Use MLA documentation for the sources.
Tip: Make sure notes are clear so that you will avoid plagiarism. Review pages 378-398 of the Prentice Hall Reference
Guide.
Task 3: Thesis Statement
After completing your preliminary research, now you are ready to write your thesis statement.
Your thesis statement must meet the following criteria:
Must limit your topic.
Must incorporate your point of view.
Must be applicable to the Causal Analysis pattern of development. Refer to #4 on page 384 in The Longman Writer.
Tip: Your entire paper is based on this statement. Do not try to write a thesis statement without conducting preliminary
research.

Check It First
…………………………………………………………………………………………………………
BEFORE SUBMITTING YOUR DECLARATION OF YOUR AUDIENCE, YOUR
ANNOTATED
BIBLIOGRAPHY, AND YOUR THESIS STATEMENT, CHECK IT FIRST!
Did you declare one of the audiences on the list?

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Did you annotate 3 to 5 sources, remembering that the annotations do the following:
• Describe the content and focus of the book or article.
• Suggest the source's usefulness to your research.
• Evaluate its method, conclusions, and reliability.
• Record your reactions to the source.
• Include MLA documentation for each.
Did you write a thesis statement that limits your topic and incorporates your point of view?
………………………………………………………………………………………………………
…

Submit a Microsoft Word document including:
1. A sentence or two declaring the audience to whom you will write your paper
2. Annotated bibliography with 3-5 sources
3. Thesis statement

Font: Arial; 10

Grading Weight: 7%
Part 3
CONTINUOUS IMROVEMENT MODEL (APPENDIX III)
Draft Introduction
You should have completed your research phase this week. This week, you will also begin writing the first draft of your
research paper.

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Tasks
1. Determine 3 patterns of development for your supporting paragraphs that will support your thesis statement.
Tip 1: Refer to page 65-75 in the Longman Writer.
Tip 2: You might end up changing your paragraphs and patterns of
development later in the writing process, depending on what works best with
all the elements of your writing and your paper. However, choose three now to
get you going. Don't worry - this is your first draft. It isn't supposed to be
perfect!
Tip 3: Cite your information! This is important to avoid plagiarism, but also -
the more practice you get, the easier it will become. If you have questions, ask
your instructor and refer to your textbooks.

2. Determine your main topic sentences that relate to your thesis statement.

3. Provide evidence for each topic sentence. Your evidence should be:
• Relevant and Unified
• Specific
• Adequate
• Accurate
• Dramatic
• Representative
4. Write a minimum of 5 supporting paragraphs using a minimum of 3 patterns of development. Your paper must be a causal
analysis.
Tip: Check the following:
• 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?
• Does the tone fit the audience?

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• 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 one and the next?
5. Include an introduction and conclusion paragraph.
Tip: Refer to pages 76-81 in The Longman Writer.

6. Include documentation information, using the MLA style of parenthetical citation and Works Cited.
Tip: Make sure it looks like the works cited on page 462 in the Prentice Hall Reference Guide (titled, hanging indent,
alphabetized by either the last name of the author or, if there is no author, the first word of the title other than "a," "an,"
or "the," and double-spaced).
7. Cite all "borrowed" information properly after each instance.
……………………………………………………………………………………………………………
.
Check It First
Before submitting your paper, check it first!
General:
Did you include your thesis statement?
Did you write five different patterns of development?
Do the topic sentences communicate your main points and clarify the parameters?
Is your evidence
Relevant and Unified
Specific
Adequate
Accurate
Dramatic
Representative?

Your paragraphs:
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Does the word choice clarify the meaning and does the tone fit the audience?
Do the sentences flow smoothly with transitions between one and the next?
Do you include documentation information, using the MLA style of
parenthetical citation and Works Cited?

……………………………………………………………………………………………………………
.

Submit your draft paper containing the above elements in a Microsoft Word document.

Font: Arial; 10

Grading Weight: 8%
Part 4
Introduction
Revision This week you are revising your research paper for content. Because of this, you will be adding quite a bit more to your paper
and you will be thinking about your paper in deeper levels than you had when you created your first draft. Although this is an
un-graded activity it is highly recommended that you complete Part 4 and submit it to your instructor. This is the last time you
will receive your instructor's input and help.

Tasks
1. Review the feedback of your draft from your instructor.
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06/19/08

2. Continue writing paragraphs and expand your paper from 5 paragraphs to 4 pages.
3. Revise your paper for content. Clarify your essay's purpose and structure.
4. Confirm that each body paragraph provides sufficient and relevant support for your main ideas.
5. Determine how your audience will respond to your tone and word choice.
6. Complete your Works Cited page.
Tip: Refer to page 462 in the Prentice Hall Reference Guide.
7. Cite all "borrowed" information properly after each instance.
8. Use the revision techniques covered in this course to revise your research paper.
9. Use the Easy Check It List.
Submit your 4-page revision paper, and your Works Cited page in a Microsoft Word document.

Font: Arial; 10

Grading Weight: Un-graded

Part 5 Introduction
This week you should be completing the editing process of your research paper. Be sure you allow enough time to refine your
Refinement paper.

Tasks:

1. Refer to the Easy Check It for a comprehensive checklist for your essay.
2. Review your paper's structure and logic.
3. Fine tune your Works Cited page.
4. Proofread your paper.
5. Re-read your paper once it has been refined to be sure you haven't missed anything.
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Submit your Research Paper in a minimum of 4 pages and Works Cited page in a Microsoft Word document. Your paper must
be a causal analysis.

Format: 1" margins
Font: Arial; 10
File Name: last-name-first-initial_ProjectFinal.doc

Grading Weight: 20%

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EASY CHECK IT Check
List
THESIS STATEMENT

Is the thesis statement clear?
Does the thesis statement limit my topic?
Does the thesis statement incorporate my point of view?
STRUCTURE, ORGANIZATION

Does the title create interest?
Is the overall organization of each paragraph logical?
Is the overall organization of the essay logical?
Does the conclusion bring the essay to a close?
Is the overall organization of each paragraph logical?
Is the overall organization of the essay logical?
Does the conclusion bring the essay to a close?
Does the introduction capture the readers' attention?
UNITY

Does each body paragraph have a focused topic sentence that relates to
the thesis statement?
Does each body paragraph deal with a single topic?
Does each body paragraph contain enough detail to explain the topic
fully?
Do the combined paragraphs clearly support the thesis statement?
COHERENCE

Are there transitions between sentences within the paragraphs?
Are there transitions between paragraphs in the essay?
AUDIENCE

Have you addressed the audience in an appropriate tone?
Did you use appropriate words for the audience?
STYLE/PARAGRAPH VARIETY

Is your style interesting enough to hold the readers' attention?
Do paragraph patterns vary?
DOCUMENTATION

Did you document borrowed work?
Composition I
06/19/08

EASY CHECK IT Check
List
Did you use the proper format for parenthetical citation?
Did you include Works Cited in MLA style?
WRITING CONVENTIONS/MECHANICS

Are your sentences complete and clear?
Have you checked for spelling and grammatical errors?

Composition I
06/19/08

Appendix II- Project and Group Process
Evaluation Forms
The following forms are included for your convinience if you choose to conduct group work:

FORM I: Peer Evaluation

FORM II: Group Process Evaluation

FORM III: Group Discussion Checklist

FORM IV: Evaluation Forms

NOTE:
Peer Evaluation and Group Process Evaluation forms are included in this Appendix. These forms are
included as exempla, and can be used to evaluate group discussions. The instructor also 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. Forms III-IV assume that a chairperson selected by the group's
members takes a leadership role in various group activities. If they are used, however, the instructor will
need to adapt them to the specific requirements and activities of the course.

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PEER EVALUATION

Name: Date:

Your major contribution:

TEAM MEMBER CONTRIBUTION

Rank each team member according to his or her contribution: 1 - being given to the most valuable team
member.

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GROUP PROCESS EVALUATION:

GROUP

EVALUATOR

PROJECT EVALUATION FORM

Each student will evaluate the group process twice during the quarter.

Circle the number that best reflects your evaluation of your group. Include comments beneath each
question.

There was regular and consistent participation by most members.
Yes 1
2
3
4
5
6
7
No
Comments:

Members showed signs of listening (paraphrasing, responding to points made, summarizing others' points,
nodding).
Always 1
2
3
4
5
6
7
Never
Comments:

Members appeared to be prepared for the meeting.
Prepared 1 2
3 4
5 6
7
Unprepared
Comments:

Discussion was focused and stayed on the topic or task.
Always 1
2
3
4
5
6
7
Never
Comments:

Members' statements were clear, brief, and easy to follow.
Always 1
2
3
4
5
6
7
Never
Comments:

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Group appears to be able to use the best techniques or procedure for managing meetings focus.
Always 1
2
3
4
5
6
7
Never
Comments:

Members' evaluations and criticism were phrased constructively.
Always 1
2
3
4
5
6
7
Never
Comments:

Members appeared to work in a cooperative manner.
Always 1
2
3
4
5
6
7
Never
Comments

Members were willing to offer opinions, ask questions, and contribute to discussion.
Always 1
2
3
4
5
6
7
Never

Comments

Evaluation of opinions, ideas, proposals, and information was thorough and carefully done.
Always 1
2
3
4
5
6
7
Never
Comments

Relationships among members appeared to be friendly and respectful.
Always 1
2
3
4
5
6
7
Never
Comments

Members volunteered to perform group tasks.
Always 1
2
3
4
5
6
7
Never
Comments

Members followed through with assignments.

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Yes 1
2
3
4
5
6
7
No
Comments

All members are contributing to the success of this group.
Yes 1
2
3
4
5
6
7
No
Comments

The overall group process is working.
Yes 1
2
3
4
5
6
7
No
Comments

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GROUP DISCUSSION CHECKLIST

Reviewed assignment date __/__/__

Discussed responsibilities/experience for chairperson date __/__/__

Chose chairperson democratically date __/__/__

Brainstormed about topic date __/__/__

All members participated in brainstorming date __/__/__

All members were courteous when accepting and rejecting ideas date __/__/__

Chairperson encouraged all members to participate date __/__/_

Group phrased the topic to be solved in the form of a question that
will be solved date __/__/__

Members participated in the wording date __/__/__

Group approved of wording date __/__/__

Members researched topic date __/__/__

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EVALUATION FORMS

4 = excellent 3 = good 2 =
average 1 = fair

Individual Chairperson Member Member Member Member Member Member Member
Evaluation Name Name
Stayed on topic Name
Name
Name
Preparedness Name
Name
Name
Evidence of
research

Presentation:
rate, volume
enunciation
Interaction panel
discussion
Audience/Panel
Interaction
uation
Introduced topic and importance/explained audience rules
Introduced members and showed how topic was divided (visual)
C Summoned members for 3-5 minute presentations
h Led panel discussion by asking questions
a Discouraged dominators and encouraged quiet members to participate
i Recognized members of the audience and directed questions
r Summarized Conclusions
p
e
r Group Evaluation
s Discussion progressed logically/ audience could follow easily
o Presentation was well-formed and complete in view of time allotted
n Question/answer forum produced reaction from audience
' Attitudes were friendly and cooperative
s
E
v
a
l

Rating Rating

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APPENDIX III:CONTINUOUS
IMPROVEMENT MODEL
Introduction

• your causal analysis assignment from Week 6
• Step 1 of the Project: Selecting and Narrowing the Topic, from Week 6
• Step 2 of the Project: Declaring Your Audience, Research, and Thesis Statement from Week 7
would you like to submit again?

If you choose, you may revise your assignments and resubmit them FROM NOW UNTIL WEEK 9. You
should be advised, that the sooner you resubmit, the better. It will be fresher in your mind and your
workload will not accumulate through Week 9. It will be graded on the same criteria as it was last week. If
you are satisfied with your grade you do not need to submit it again, but please let your instructor know
that you are satisfied with the first attempt. This is your option and is not required.

If you choose to resubmit, the first assignment will be replaced and the second grade will be the grade for
the assignment. You will not be allowed to revert back to your first attempt. Be sure to save your first
attempt.

Tasks
● Go back to the assignment from last week and re-read the directions.
● Save your first attempt and work on the second attempt in a separate
file.
● Resubmit your work after you have made the adjustments you feel will
improve it.

Resubmit your work in a Word document.
Font: Arial, 10 pt.


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Appendix IV
Peer Review Form
Career Objective

Author's Name Program of Study

Reviewer's Name

Paste the career objective here:

Paste the five key words/phrases/nouns here:

Please review the career objective according to the following. Each question requires one or two
sentences.

Would this objective entice an employer to seek an interview?
Share why or why not.

Does the Career Objective serve as a thesis sentence?
Limits to scope of position sought? Y / N
Sets writer's desire? Y / N
Explain.

Does the career objective highlight skills or knowledge?
Explain.

Are the key words/phrases/nouns appropriate for a scannable resume?
Explain.

Please add any additional comments you want to make.

Please submit to your instructor and look for feedback on your own.

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Ge117

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