Interactive essay writing
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Interactive essay writing is a form of writing that requires a student to give a detailed description of his assigned topic to his audience. In an interactive essay writing form, the student is expected to engage his discussion with a high-level form of reasoning for instance literacy rates and its consequences on criminal acts.
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Goals:
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- There are two main types of quotations:
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Reflective analysis
helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts,
it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
Your Reflective Analysis should accomplish four tasks:
1.
It should make
an argument
about your writing development. Read the FWP Outcomes and choose
ONE
of the Outcomes as the focus for your argument. You have lots of options here.
2.
It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a.
1 major project from 101
b.
1 major project from 102
c.
2 informal compositions from either 101 or 102
d.
Any other supporting compositions you would like to use
3.
It should do “meta-analysis” of those artifacts as it makes its argument. “Meta-analysis” is your examination of your own work, your writing-about-your-writing.
4.
It should be directed to a specific audience: Professional employer, friend, teacher, parent or guardian, future child, yourself…you choose.
Citing Your Own Writing
:
In your Reflective Analysis, you should, of course, provide proper in-text citation of your sources, just as you would with any other source in a composition. In this case, however, your sources are your own compositions; so, you’ll be citing yourself. Here is an example:
In my second project for English 101, I discuss the impact of drafting on my writing development: “I have always drafted because I have been required to. But I really wanted to reflect analytically on how the process of drafting actually impacted my overall writing development. Was I becoming a ‘better’ writer?” (“Drafting and Development” 1).
You can choose from one of the flowing outcome:
1) Students will learn
the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively
.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as
argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and r.
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Be sure that the essay is
thesis driven
. The essay should be developed according to the methods discussed in class and in the textbook. Document the sources used to support the thesis and by MLA format in a Works Cited page.
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Include:
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This document provides guidance on academic writing. It discusses what constitutes academic writing, including developing an argument, being structured and referenced. It emphasizes the importance of breaking down questions and planning essays with clear introductions, bodies, and conclusions. The document offers tips for writing paragraphs with a topic sentence, evidence, analysis, and conclusion. It stresses applying critical thinking, using formal language, and properly referencing sources. Students are assigned an upcoming assessment requiring an argumentative essay on a controversial topic with a clear position, evidence, and consideration of alternative views.
UNIT-III-THE-PROCESS-OF-WRITING.pptx
The document provides guidance on the process of writing an academic assignment. It discusses the major steps as prewriting, writing, and revising. Prewriting involves choosing a topic, researching sources, and creating an outline. The writing process includes drafting the paper, editing for structure, language, and content. Revising involves ensuring consistency and finalizing the draft for submission. It also discusses audience analysis, purpose, voice, structure including introduction, body, and conclusion paragraphs, outlining, and types of sentences used in academic essays.
LECTURE 7.pptx
Here are the key points about quotations:
- A quotation is the repetition of a passage from a text written by someone else. It is important to cite quotations to avoid plagiarism.
- There are two main types of quotations:
1. Direct quotations: These use the exact words from the original text and must be enclosed in quotation marks. They require an in-text citation with the author and date.
2. Indirect quotations (paraphrasing): These convey the meaning of the original text but not the exact words, so quotation marks are not needed. They still require an in-text citation.
- Quotations should be used selectively to support an argument,
Reflective analysis helps you to make an evidence-based argument.docx
Reflective analysis
helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts,
it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
Your Reflective Analysis should accomplish four tasks:
1.
It should make
an argument
about your writing development. Read the FWP Outcomes and choose
ONE
of the Outcomes as the focus for your argument. You have lots of options here.
2.
It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a.
1 major project from 101
b.
1 major project from 102
c.
2 informal compositions from either 101 or 102
d.
Any other supporting compositions you would like to use
3.
It should do “meta-analysis” of those artifacts as it makes its argument. “Meta-analysis” is your examination of your own work, your writing-about-your-writing.
4.
It should be directed to a specific audience: Professional employer, friend, teacher, parent or guardian, future child, yourself…you choose.
Citing Your Own Writing
:
In your Reflective Analysis, you should, of course, provide proper in-text citation of your sources, just as you would with any other source in a composition. In this case, however, your sources are your own compositions; so, you’ll be citing yourself. Here is an example:
In my second project for English 101, I discuss the impact of drafting on my writing development: “I have always drafted because I have been required to. But I really wanted to reflect analytically on how the process of drafting actually impacted my overall writing development. Was I becoming a ‘better’ writer?” (“Drafting and Development” 1).
You can choose from one of the flowing outcome:
1) Students will learn
the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively
.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as
argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and r.
Handout - "Assessment, Like Revision, Is Recursive"
Handout for 2010 NISOD presentation, "Assessment, like revision, is recursive: Re-designing and re-thinking metrics and methods for the assessment of student writing"
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16.00 qs1 mon helen fallon
This document outlines the goals and tasks of a workshop on academic writing. The workshop aims to increase confidence, understanding of writing mechanics, and knowledge of publishing opportunities. Tasks include writing prompts, finding topics, making a case for publication, and outlining articles. The document provides guidance on structuring practice-based and research-based articles, as well as drafting, revising, submitting, and publicizing work. It also describes resources like an academic writing blog, toolkit, and online writing group to support participants' writing.
Managerial skill ss ppt
The document discusses assignment writing and reporting projects. It provides steps for assignment writing including getting started, topic analysis, research, planning structure and arguments, drafting and revising. It also discusses managing time, analysis, writing style and presentation. For projects, it defines projects, discusses their use in school, engineering and management, and explains their temporary nature to achieve goals.
Academic writing
This document provides advice on academic writing and the essay writing process. It defines academic writing as writing used by university students to convey information about a subject in a precise, semi-formal, impersonal and objective manner. An essay is described as a piece of writing that analyzes and evaluates a topic, and is designed to convey the writer's academic opinion. The essay writing process involves three steps - pre-writing, writing, and revising. Pre-writing includes planning and research, writing is the drafting process, and revising is the final step that includes editing and polishing the work. Effective essays include a clear thesis, well-supported paragraphs, and logical organization and flow between sections.
deped melc based EAPP Academic Text 1.pptx
This document discusses academic writing. It begins by defining academic writing as formal writing meant for other academics, using an objective voice without contractions. It notes academic writing relies on facts and validating sources using references and charts. The document contrasts academic writing with prose, noting academic writing is more analytical than storytelling. It states academic writing studies other findings and gains prestige through research. The document discusses academic writing is formal, objective, and technical in its impersonal presentation of facts and ideas. It contrasts the structure, ideas, and vocabulary of academic writing with other texts. Finally, it outlines the purpose and common types of academic essays.
Unit three project
This document provides instructions for a poetry field research project. Students will choose a poem from the textbook to analyze. They will develop 1-3 inquiry questions about readers' interpretations, opinions, or personal connections to the poem. Students will then design a method to explore these questions, such as a survey. They will conduct a trial run with classmates and receive feedback. Next, students will conduct their research with 3-5 outside subjects. Finally, they will write a 750+ word APA-style report including the purpose, methods, results, discussion, and appendix with materials. The report should focus on the inquiry questions, detail the research method and results, and discuss implications.
Primary Terms of Assignment Writing
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- 2. Interactive Essay Writing is a form of writing that requires a student to give a detailed description of his assigned topic to his audience. In An Interactive Essay Writing form, the student is expected to engage his discussion with a high-level form of reasoning for instance literacy rates and its consequences on criminal acts.
- 3. Guidelines to Enhance your Interactive Essay Writing Skills Topic research -make sure you choose a topic that you are interested in. Analysis and brainstorming-engage in a research to gather arguments, logic and relevant criticisms that support his analyze or oppose his development. Take notes. Many readings provide students with very many ideas which the can pursue as well as significant research findings Essay drafting and introduction -have an outline of your paper before settling down to write the whole essay. Your outline should include; structure and main arguments Paragraphing and conclusion