composition i-pn cm102 cecelia munzenmaier (515) 727-6899, x6921 cmunzenmaier@kaplan.edu

Composition I-PNCM102

Cecelia Munzenmaier(515) 727-6899, x6921cmunzenmaier@kaplan.edu

Course Objectives Apply the writing process:

Invention and research Planning and drafting Revising

Editing

Course Objectives Analyze the importance of purpose and

audience in writing. Recognize various methods or patterns

of writing. Demonstrate the ability to use standard

American English in written communication. Critically analyze written communication.

Demonstrate the correct use of documentation.

Course Requirements Baseline essay (ungraded) Stage 1 paragraph Stage 2 paragraph (with source) Five-paragraph essay (draft) Argumentative essay (final)

Where to Get Help http:/word-crafter.net/CompI

Assignments Syllabus Subject-specific resources Grammar help

Academic Success Center (ASC) Library

In person Online: http://www.geocities.com/andygresslibrary/ Email: agress@kaplan.edu

Objective 1: Audience Who might you write for

as a medical professional?

Audience Type of writing

Peers

Supervisors

Patients

Legislators

Objective 2: Patterns What are the advantages and

disadvantages of following a pattern?

Writing pattern :: recipe

Objective 3: Standard English You are about to read a letter that was

actually printed in the newspaper.

Based on this letter, what do you thinkthe writer is like?

Standard American EnglishTo the University of Michigan So-Call Student BodyWhat, if I may ask as a taxpayer and a person who pays taxes to support a bunch of Hoods, beer slops, punks, and you name it: U. of M. has it including the commie Profs. I put 3 sons through college and not one is a bunch of pigs like you birds. . . [rather, they are] men with good honest jobs, homes, and families. If even one of my son’s had come home and said he was going to burn his draft card, I would have took him apart piece by piece, then stick him back together and he would have been glad to enlist then, and I would not have cared if he ever came back.

Standard American English

I am the “experienced practical nurse” yoo seek in todays Register. Im responsible, have been through training program’s in dealing with Alzhymers patience, and have participated in teams two guide patient care decisions. I am ready too start, if necessary, as early as next week. I, has the solid Clinical Experience you specified. As well as the strong commitment to patient care you Desire.

Would you hire this person?

Standard American English Correcting 20 common errors will correct

91.5% of all grammatical errors.http://www.bcc.ctc.edu/writinglab/errors.htm

Write first; correct later.

Target a few errors at a time. Fumble Rules activity

Grammar diagnostic quiz (print results and emailto your instructor)

Objective 4: Critically Analyze Peer review: Objective eye

Count the Fs.

FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTI FIC STUDY COMBINED WITH

THE EXPERIENCE OF YEARS...

Count the six Fs.

FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTI FIC STUDY COMBINED WITH

THE EXPERIENCE OF YEARS...

• Which is best? • Why do things

happen the way they do?

• Do I agree or disagree?

• How could things be made better?

Objective 4: Critically Analyze If my writing is based on research,

what can I add?

As, BsCs

New organization

Piecesof data

Bloom’s Taxonomy

Objective 5: Documentation As a medical professional, where does

your credibility come from?

Credentials

Experience

Reputation

Expert knowledge

Objective 5: Documentation In academic writing, your opinion

is only as good as your documentation.

vs.

AIDS is causedby flatworms!Be HIV-negativein Six Weeks!!!

http://www.quackwatch.com/01QuackeryRelatedTopics/aids.html

Objective 5: Documentation Rank these sources from most credible

to least credible.

Objective 5: Documentation Which definititions are authoratitive?

Objective 5: Documentation Where do I find this information?

Anorexia nervosa. (2008, June 26). Retrieved from National Institutes of Mental Health Web site: http://www.nimh.nih.gov/health/publications/eating-disrders/anorexia-nervosa.shmtl

Overview: Writing Process

True or False? There is one right way to write. Good writing is neat. No one can survive Comp I. Beliefs about writing can make me

smarter.

Myth: There is one right way to write.

Reality: The writing process is anything a writer

does from the time the idea came until the piece is completed or abandoned. There is no particular order.     —Donald Graves,        writing researcher

Writing Process Get ideas Get them down Revise them Polish/publish

Take time to plan

“Those who focus on form before generating ideas find it _______ difficult to develop the body of their papers” (Hillocks, 1986).Hillocks, G. (1986). Research on written composition: New directions for teaching.

Urbana, IL: National Conference on Research in English.

“Experienced writers spend upto _____% of their timeplanning” (Davis, 2005, p. 15).

Davis, K. W. (2005). The McGraw-Hill 36-Hour Course in Business Writing and Communication. New York: McGraw-Hill.

40

more

Polish after you draft

“Timing is also important when making corrections. Writers who try to catch every mistake as they draft can give themselves writer’s block” (Russell, 2005).Russell, M. (2005). The assumptions we make: How learners and teachers

understand writing. Retrieved November 3, 2005, from National Centerfor Adult Learning and Literacy Web site: http://www.ncsall.net/?id=336

Is this good writing?

Who created that draft? A Hamilton College student who’s

repeating Comp I A returning student whose last comp

class was 10 years ago A Newbery-winning author

RealityYou have to get the bulk of it down, and then you start to refine it. You have to put down less-than-marvelous material just to keep going, whatever you think the end is going to be, which may be something else altogether by the time you get there.

—Larry Gelbart, M.A.S.H writer

Myth If writing makes me anxious,

I must be a bad writer.

Are you this anxious?Anne Lamott describes writing restaurant reviews:

I'd write a first draft that was. . . . so long and incoherent and hideous that for the rest of the day I'd obsess about getting creamed by a car before I could write a decent second draft. I'd worry that people would read what I'd written and believe that the accident had really been a suicide, that I had panicked because my talent was waning and my mind was shot.

—Bird by Bird

Writing takes effort In studies of writers, which variable do

you think made the biggest difference in quality?

Knowing what they wanted to say How much they liked writing How much they revised How much they revised

Myth No one can survive Comp I.

Reality Grades follow an inverted Bell Curve. mostly Cs Ds and Fs Bs and As

Normal Bell Curve Comp II Curve

A few Ds and Fs A few Bs and As A few Cs

Reality: Your beliefs about writing

can make you smarter.

How do I know? In a study by Carol Dweck, 4th-graders “were

given unsolvable problems followed by solvable ones. Once the ‘helpless students’ failed, their strategies deteriorated down to _____ grade level; whereas, the "mastery-oriented students" stayed at 4th grade level despite failures. They rolled up their sleeves and worked harder. The crucial element was whether the student saw the failure as having to do with ability or effort.”

How to Succeed Find a topic you like Follow the rubrics for each assignment Be here Keep up with assignments Revise Avoid the “Comp is hard” trap