This presentation shows how to use the TAPF method (Topic-Audience-Purpose-Form) to plan a piece of academic writing.
The presentation is used in the English Composition I course at City Vision University (www.cityvision.edu)
Theology of Work and Personal Calling in the STEM Professions IntroductionCity Vision University
Theology of Work and Personal Calling in the STEM Professions Introduction as a part of the Technology and Ministry Master's Program at City Vision College
Slides from Andrew Sears's presentation on What Disruptive Innovation Means for DEAC Schools at the Distance Education Accreditation Commission Conference in April 2016 .
Theology of Work and Personal Calling in the STEM Professions IntroductionCity Vision University
Theology of Work and Personal Calling in the STEM Professions Introduction as a part of the Technology and Ministry Master's Program at City Vision College
Slides from Andrew Sears's presentation on What Disruptive Innovation Means for DEAC Schools at the Distance Education Accreditation Commission Conference in April 2016 .
Learn how to balance your use of media and technology through this lesson using a media nutrition pyramid. This lesson provides templates that will help you log your media use, graph into a pyramid and then develop your own media nutrition plan. Available on TED Ed at: http://ed.ted.com/on/VoRBADci
Discusses how the Christian worldview provides resources for affirming the dignity of work; guiding one's ethical decisions in work; reforming your vocation to have a Biblical perspective on humanity & creation; finding balance between work, rest, and other responsibilities; and showing how work has eternal value and reward.
Discussion of how the Christian worldview can help you find your calling, from City Vision University's Vocation, Calling, and the Purpose of Work class.
Principles for Building a Modular Global Christian Educational EcosystemCity Vision University
As we move to a world driven by platforms, the strategy of Christian higher education needs to adjust. This presentation lays out a vision for how Christian higher education might adjust its strategy to compete in a global world dominated by platforms. Learn more at: http://www.globalchristiancollege.org and http://www.cheia.org
YouTube: https://www.youtube.com/watch?v=BdbfvMWl-_o
If this were a "flipped classroom," here would be my discussion questions:
Do you buy this vision and strategy? How can it be improved?
If you do buy this, how can we become change agents to get the larger movement of Christian higher education to adapt its strategy? Who are the key influencers that we need to reach? How can we help bring the change that is needed?
The intended audience for this presentation is change agents rather than skeptics. I realize that there would need to be a different presentation targeting skeptics, but honestly, I think the best way to win them over will be not through presentations, but by creating new wineskins that demonstrate that this works.
Technology Life Balance and Addiction: Gaming, Pornography, TV AddictionCity Vision University
This presentation looks at technology related addiction like facebook addiction, gambling addiction, gaming addiction, information diet, media boundaries, media diet, media nutrition, pornography addiction. How do you create boundaries and balance? How do we use media for growth?
In this presentation you will learn how to select a topic for your speech. We will investigate a few divergent thinking techniques, as well as discuss how to focus your topic into a General Purpose, Central Idea and Specific Purpose.
Reflection Letter and Self-Evaluation Points 50 (Reflecti.docxcarlt3
Reflection Letter and Self-Evaluation
Points: 50 (Reflection Letter--graded on completion) 50 (self-evaluation graded on substance)
100 total
Due: End of Final Exam period (5/22) to Blackboard
Format: (Reflection Letter) Printed letter, properly formatted, 1.5 single-paced pages
Self-Evaluation: 1-2 single-spaced pages
This assignment has two separate but related tasks. You should write them up and present them
separately, but you can upload them in one file if you wish.
Reflection Letter:
This reflection letter is a reflection that you will address to me on how you have changed as a
communicator and what you’ve taken away from the course. It is also a space for you to share
other things you think I should know or other things you feel.
WHY:
I assign this for three reasons. First, we know that self-reflection and evaluation is a useful
element of learning. Taking the time to look at what you’ve gained or learned helps you…learn.
Second, it allows me to see what is “sticking” from the course. If I see that almost everyone is
taking away or finding particular topics really useful, that’s really helpful for me. Finally, it gives
me a chance to get some feedback on the course itself and how I teach it. We will do teaching
and course evaluation forms, but those are often returned after the next semester has begun and
do not always provide useful feedback. Please be candid/frank in these reflections. These letters
are graded almost entirely on completion/depth. I will read the detailed feedback, including
critical feedback, after final grades are entered. That’s because I want you to feel comfortable
telling me if you did not like an assignment or the way I taught or something else. You giving me
that feedback will not negatively affect your final grade. Simultaneously, if you write me a three-
page sonnet about my teaching brilliance, it’ll be a big self-esteem boost over the break, but also
won’t affect your final grade. Finally, I know that this semester was not what any of us signed up
for. So, I want to give you a space to (if you wish) vent about life, talk about how things were
different, or just think on paper).
HOW:
In no more than two single-spaced pages, I’d like you to reflect on how you have experienced
the class and what you make of the ideas that we have worked with thus far. These letters are
another opportunity for you to reflect and provide me feedback on the experiences in this class,
ultimately contributing to the improvement/adaptation of this course for future students. Make it
interesting and engaging, and please, be candid. Here are some guiding questions. Don’t feel like
you have to answer them all, but feel free to address them if you so desire. You can format this
letter/these answers however you wish, but I highly addressing these issues.
1) Your experience with the course
a. What challenges did you face in the assignments in Speech Communic.
These are the slides for our free course. You can find the course on Udemy at:
https://www.udemy.com/academic-program-development-and-accreditation/
and the YouTube Course Playlist at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0VhgBZxVBfZUmt49heXPnhh
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
Disruptive Innovation and Accreditation in Christian Higher Education for the...City Vision University
Talk on Disruptive Innovation and Accreditation in Christian Higher Education for the Majority World at ICETE Panama on November 1, 2018 by Andrew Sears
What Disruptive Innovation Means for ABHE Schools Presented at Association for Biblical Higher Education (ABHE) National Conference in Orlando FL, February, 23, 2018.
Majority World Christian Leadership Development and Disruptive InnovationCity Vision University
This workshop was presented by Andrew Sears with ProMeta in Colorado Springs and William Carey International University. The focus was on how we need a new system for Christian education based around the needs of the majority world. You can also find slides on SlideShare.
GC4 and Alternative Models for Christian Accreditation for the Majority WorldCity Vision University
This presentation explains the purpose of the Global Christian College Credit Consortium (GC4) and looks at Alternative Models for Christian Accreditation for the Majority World.
It was presented as a part of the Aqueduct Project Webinar on "The Role of the Accreditation Agency in the Task of Global Pastoral Training” on Friday, April 21, 2017.
The Redemption of Technology Workshop (Theology of Technology) by Andrew SearsCity Vision University
This was a 5 hour workshop presented to the Boston Fellows program covering the following topics: Vocation, Theology of Technology, Theology of Work, Media Addiction and Life Balance.
Discusses the meaning and importance of worldview in general as well as the Christian worldview specifically, and introduces how the Christian worldview can be applied to the joys and challenges of work
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
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2. What am I writing about?
Who am I writing for?
How am I structuring my writing? or
What genre of writing will I use?
Why am I writing?
Before you begin an academic piece of writing, ask yourself the following questions:
3. Topic What am I writing about?
Who am I writing for?
How am I structuring my writing? or
What genre of writing will I use?
Why am I writing?
These questions can be summarized in the form of an outline:
4. Topic
Audience
What am I writing about?
Who am I writing for?
How am I structuring my writing? or
What genre of writing will I use?
Why am I writing?
These questions can be summarized in the form of an outline:
5. Topic
Audience
Purpose
What am I writing about?
Who am I writing for?
How am I structuring my writing? or
What genre of writing will I use?
Why am I writing?
These questions can be summarized in the form of an outline:
6. Topic
Audience
Purpose
Form
What am I writing about?
Who am I writing for?
How am I structuring my writing? or
What genre of writing will I use?
Why am I writing?
These questions can be summarized in the form of an outline:
8. Topic
• Often the topic for an academic paper is set in advance
• However, even then it may be necessary to revise the topic into the form of a more specific
question so that you can make an argument
• Sometimes, however, the topic is left up to you
• Look over your notes and readings to see if there are subjects that you would like to explore
further
• Common errors to avoid:
• Having a topic that is too broad or unfocused
• Having a topic that is too narrow to develop adequately
• Adding unrelated details
• Additional Questions to Ask:
• What do I know about this topic already?
• What else do I need to know to write about it?
• Where will I find this information?
• This is the start of planning your research.)
9. Audience
• Just like if you were about to give a speech at a professional event, it
is important to know the audience for your paper
• Most importantly, consider what they already know about your topic
• Also consider if they already have opinions on your topic
• Finally, keep in mind their overall level of reading / understanding
• These three items will guide the tone that you set for your paper, as
well as how you structure your argument
Audience Tone
Academic or professional group Formal language, specific detail
Peers Informal / casual language
Child Simple language, more basic explanation
10. Purpose
• Purpose is closely linked to the genre of your writing; it defines the form that your
writing will take
• For example, if your purpose is to change people’s minds about an issue, then you will
write a persuasive essay
• On the other hand, if your purpose is to tell a story, then you will write a narrative essay
• If you are uncertain of your purpose, consider what reaction or response you want your
audience to have to your writing
• Some examples of purpose are:
• Inform or explain
• Describe
• Record ideas
• Entertain
• Persuade
• Express personal thoughts & feelings
• Learn or discover
• Note that some of those purposes could be served by several different forms (genres) of
writing
11. Form
• Form is often the final element of the writing plan to be decided
• The overall form of your writing informs how you will structure it in
detail
• For example, the 5-paragraph essay format is effective for persuasive and
argumentative forms of writing, but would be less effective in a narrative
essay, since it is too rigid
• The most commonly used forms of writing in college are the research
paper, the persuasive essay, and literary analysis
• In the business world, emails, memos, and reports are common, as
well as presentations (a form of visual rhetoric)
12. Pulling It All Together: TAPF in Action, I
• Suppose you had to write a response to the following prompt:
What is the greatest lesson that you have learned in school?
Describe why this lesson was so meaningful to you.
• First, look at the words in the prompt to determine what the prompt
is asking you to do.
• The first sentence outlines the topic: “the greatest lesson that you learned in
school.”
• This will be a good starting point, but you would need to narrow this down to write a
focused response.
• The second sentence contains a verb and supporting clause that suggest a
purpose: “describe why this lesson was so meaningful to you”. You need to
go beyond simply stating the lesson to showing why it was meaningful to you.
13. Pulling It All Together: TAPF in Action, II
• Second, focus in on your topic.
• This is where some brainstorming is in order.
• For me, I will say, “The greatest lesson I learned in school is that you don’t
learn everything in school.”
• This is a strong thesis statement for my writing because it is a paradox (an
apparent contradiction) and thus catches the reader’s attention.
• Also, though, it sets me up to explain how I learned that through supporting
details.
• Note, however, that a good TAPF outline doesn’t necessarily require your
topic to be stated so specifically at this point.
• But if you came up with a good topic in your brainstorming already, then roll with it!
14. Pulling It All Together: TAPF in Action, II
• Third, consider your audience.
• You may not know much about your instructor, but it’s probably safe to
assume that he or she is well-educated and loves learning.
• They may be surprised by the statement “you don’t learn everything in
school” (or they may not).
• Be creative here – imagine that you are talking to your instructor in person.
How would you go about telling them that you don’t learn everything in
school?
• What kind of details would you share?
• What kind of rhetorical techniques (that is, ways to persuade) would you use?
• Remember the quote from novelist John Steinbeck, “I have found that
sometimes it helps to pick out one person - a real person you know, or an
imagined person - and write to that one.”
15. Pulling It All Together: TAPF in Action, III
• Fourth, refine your purpose.
• In this case, the prompt requested that I describe how a lesson I learned in
school was meaningful to me.
• In selecting my topic, I focused in on a specific lesson that I thought would be
provocative for my audience (the instructor for my course).
• Given these two choices I’ve made, now I need to decide more specifically
what shape my essay will take.
• In order to answer the prompt successfully, given how I have narrowed the
topic, my purpose must have at least two parts:
1. Describe the lesson that I learned, giving more details.
2. Tell how this lesson has been meaningful to me.
• Ideally, though, I would like to go beyond that to defend to my audience why
this is an important lesson for teaching & learning in general.
• This means that my purpose is not simply to describe, or to express emotions,
but also to persuade.
16. Pulling It All Together: TAPF in Action, IV
• Fifth, select a form.
• Since I have more than one purpose for my writing in response to this
prompt, my form is a combination of descriptive and persuasive writing.
• I will outline the assignment in more detail in a later presentation.
• For now, I will simply say that the form will be as follows:
1. State the lesson I learned in school.
2. Describe why this is meaningful to me (brief narrative).
3. Show how this is helpful for teaching & learning in general (persuasion).
• The next slide will show the completed TAPF outline.
17. Topic
Audience
Purpose
Form
The greatest lesson I learned in school is that
you don’t learn everything in school.
Professor who believes that their class is the
most important thing in the world
(my “imaginary listener”)
Combination of descriptive and persuasive essay
Persuade this professor that there is a great
deal of learning that happens outside of class
and school should prepare us for that
Prompt: What is the greatest lesson that you learned in school?
Describe why this lesson is meaningful to you
18. Sources & Licensing
Presentation License
Creator: Evan Donovan of City Vision University
License: Creative Commons Attribution-ShareAlike 3.0
• Allen, Suzie. Purpose, Audience, Form and Tone. (2012, October 24). Retrieved from
http://www.slideshare.net/suzieallen336/1-purpose-audience-and-form
• Boone, Katrina. Purpose and Audience Powerpoint. (2009, August 25). Retrieved December 11, 2015, from
http://www.slideshare.net/katrinaboone/purpose-and-audience-powerpoint
• Crowther, G. P. and F. (1975, Fall). John Steinbeck, The Art of Fiction No. 45 (Continued). Paris Review, (63).
Retrieved from http://www.theparisreview.org/interviews/4156/the-art-of-fiction-no-45-continued-john-
steinbeck
• Kipp, Sarah M. The Writing Process: Part 3 – TAPF video. (2014, April 26). Retrieved December 11, 2015 from
https://www.youtube.com/watch?v=RNDOKZ-PJyg
• Greece Combined School District. TAP Graphic Organizer. (n.d.) Retrieved December 18, 2015 from
http://www.greececsd.org/files/filesystem/Tap.pdf
• TAPF - Writing Process. (n.d.). Retrieved December 11, 2015, from
https://sites.google.com/a/pvlearners.net/writing-process/home/tapf
Images:
Magnifying Glass icon created by Edward Boatman from Noun Project
(https://thenounproject.com/term/magnifying-glass/95/)