cm 220 college composition ii unit 6: a blueprint for progress: putting the pieces together...
TRANSCRIPT
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CM 220College Composition IIUnit 6: A Blueprint for
Progress: Putting the Pieces Together
Instructor: SmithGeneral Education, Composition
Kaplan University
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ASSIGNMENTS AND DRAFT GUIDELINES
Unit 6
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Unit 6 Reading
Reading Where to find
The Kaplan Guide to Successful Writing, ch. 6 (pp. 37-44)
Doc Sharing
The Kaplan Guide to Successful Writing, ch. 14 (pp. 169-180)
Doc Sharing
KU Writing Center resources on paragraph development and graphic organizers
Links in reading and “Extra, Extra!” tab
Unit 6 overview Click on “Reading” icon on unit home page
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Unit 6 Invention and Tech Labs
• Invention Lab: Strategies for defeating writer’s block and prewriting for draft
•Tech lab: Prezi (animated presentations), Photoshop and Gimp (graphic design)
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Unit 6 Draft: The Blueprint for Progress
• Purpose: Pull together all the pieces of your research, pre-writing, and organizational techniques into a coherent essay.
• While this draft will not be perfect or complete, it is not “rough,” either. Do edit and proofread!
• Be sure to format according to APA guidelines.• Consider submitting to the Writing Center for
additional feedback.
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Draft Guidelines• Includes introductory paragraph with thesis
statement and concluding paragraph. Note: Introduction and conclusion will be revised and expanded as part of the unit 8 Invention Lab.
• Supports main points effectively and clearly.• Uses research, evidence, and examples to support
assertions.• Skillfully refutes counter-arguments without ignoring
data that contradicts the student’s thesis. • Refers to at least 3 secondary sources in the body of
the paper and on the references page. One should be from the Kaplan Library.
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Draft Guidelines
• Paragraphs are well-developed, coherent, and logically organized.
• Style is appropriate for academic writing.• Style is clear and concise.• Project is free of serious errors in grammar, spelling, and
punctuation. • Follows accepted conventions of Standard American English.• Follows APA guidelines for the document layout and citations
(including title page, in text citations, and References page).• Meets 3-5 page length requirement; this does not include the
title and references page.
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DEFEATING WRITER’S BLOCK
Having problems?
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What causes it?
• Anxiety and stress• Fear of others’ opinions• Difficulties with research• Too close to topic
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How to defeat it?
• Know your topic—be prepared.• Don’t strive for perfection—this is a draft!• Don’t edit and proofread while writing.• Don’t stress over the introduction—come
back to it later.• Be confident!• Just do it • Note: see the Dennis Stokes video for more details.
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PREWRITING FOR DRAFTThe next step
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Getting Started with Your Big Idea
• At the end of this unit, you will submit a 3-5 page draft of your Big Idea.
• What can you do to GET STARTED?
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Common Prewriting Techniques
• Freewriting• Brainstorming• Bubbling• Clustering
• See ch. 6 of The Kaplan Guide to Successful Writing for more on the writing process.
• Listing• Informal outlining• Annotating• Questioning
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Organizational Tools
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Bubbling Chart: Food Additives
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Listing chart: Banning cigarettes
Main points Support from sources?
Audience concerns to address
Examples I could use
Cigarettes are bad for everyone’s health, smokers and non-smokers alike
Surgeon General (warnings), medical reports on second-hand and third-hand smoke effects
Should the government outlaw everything that is bad for us (fast food, etc.?)
Childhood asthma and allergies, even ear infections, often tied into parents’ smoking
Those horrible pictures they showed in elementary school of black lungs of smokers!
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Organizing and Developing Your Ideas
• Establish a thesis• Consider writing an outline (it can be changed
later)• Take the ideas in the outline and brainstorm
each concept/argument• Begin researching and incorporating evidence to
support your argument/claims
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CREATING STRONG PARAGRAPHS
The next step
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Strong Paragraphs
• Are limited and focused• Are unified and coherent• Are clearly related to the thesis• Are well developed• Include a clear topic sentence, supporting
sentences, and a clear conclusion
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How do I create such a paragraph?
• Decide on your main idea for the ¶. • Write a topic sentence expressing your
argument.• Explain/develop that idea in ¶ body.• Give example(s).• Explain relevance of examples.• Complete ¶ or transition into next
paragraph. (“Paragraph Development,” 2007).
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More Help with Paragraphs
• For a helpful Writing Center workshop on this topic, review:
http://khe2.acrobat.com/p75782349/?launcher=false&fcsContent=true&pbMode=normal
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How do I develop paragraphs?
• Use examples and illustrations
• Cite data (facts, statistics, evidence, details, and others)
• Testimony from experts (interviews, quotes, paraphrases)
• Use an anecdote or story
• Define terms in the paragraph
• Compare and contrast• Evaluate causes and
reasons• Examine effects and
consequences• Analyze the topic• Describe the topic• Offer a chronology of an
event (“On Paragraphs,” 2010).
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Use of comparison/contrast and example
Slave spirituals often had hidden double meanings. On one level, spirituals referenced heaven, Jesus, and the soul, but on another level, the songs spoke about slave resistance. For example, according to Frederick Douglass, the song "O Canaan, Sweet Canaan" spoke of slaves' longing for heaven, but it also expressed their desire to escape to the North. Careful listeners heard this second meaning in the following lyrics: "I don't expect to stay / Much longer here. / Run to Jesus, shun the danger. / I don't expect to stay." When slaves sang this song, they could have been speaking of their departure from this life and their arrival in heaven; however, they also could have been describing their plans to leave the South and run, not to Jesus, but to the North. Slaves even used songs like "Steal Away to Jesus (at midnight)" to announce to other slaves the time and place of secret, forbidden meetings. What whites heard as merely spiritual songs, slaves discerned as detailed messages. The hidden meanings in spirituals allowed slaves to sing what they could not say.
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How could this paragraph be developed?
We should provide more financial support for 9/11 First Responders. Many are currently in poor health or dying from complications resulting from exposure to toxins at Ground Zero. It is unfair for them to suffer and die without adequate support from the government.
What would YOU do to make this paragraph stronger?
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EFFECTIVE TRANSITIONS
Putting paragraphs together
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Using Transitions
• Show relationship between ideas• Demonstrate that thoughts are
logical and progressive, rather than random and accidental
• Provide unity and coherence• Provide smooth “flow” within and
between paragraphs
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Some Example Transitions
To indicate time order
To provide an example
To indicate results
In the past For example As a result
earlier For instance consequently
before To illustrate Because of
currently specifically Since
preceding In particular therefore
presently namely For this reason
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A more complete listLOGICAL RELATIONSHIP TRANSITIONAL EXPRESSION
Similarity also, in the same way, just as ... so too, likewise, similarly
Exception/contrast but, however, in spite of, on the one hand ... on the other hand, nevertheless, nonetheless, notwithstanding, in contrast, on the contrary, still, yet
Sequence/order first, second, third, ... next, then, finally
Time after, afterward, at last, before, currently, during, earlier, immediately, later, meanwhile, now, recently, simultaneously, subsequently, then
Example for example, for instance, namely, specifically, to illustrate
Emphasis even, indeed, in fact, of course, truly
Place/Position above, adjacent, below, beyond, here, in front, in back, nearby, there
Cause and effect accordingly, consequently, hence, so, therefore, thus
Additional Support or Evidence additionally, again, also, and, as well, besides, equally important, further, furthermore, in addition, moreover, then
Conclusion/Summary finally, in a word, in brief, briefly, in conclusion, in the end, in the final analysis, on the whole, thus, to conclude, to summarize, in sum, to sum up, in summary
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Other approaches
• Repeating key words or phrases• Using parallel structure (express
content in grammatically similar ways)
• Summarizing/rephrasing idea in preceding sentence or paragraph to link to new idea
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What transitions would you use and where?
One of Mary Washington University’s best features is its small student population. The average class size is 25-30 students. Students have many opportunities to meet in one-on-one conferences with their professors. This gives each student the opportunity to discuss class assignments.
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What is wrong with this paragraph?
Club Palm Resort's beaches are beautiful, and the surrounding countryside is quite scenic. The quality of the food leaves a lot to be desired. Many vacationers enjoy the variety of outdoor activities and the instruction available in such sports as sailing and scuba diving. Unfortunately, security is poor; several vacationers' rooms have been broken into and their valuables stolen. Christmas in the Bahamas can make the thought of New Year's in Chicago bearable.
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Paragraph Workshop
Share a paragraph from your draft you are currently working on.
Offer your classmates advice on strengthening their paragraphs.
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References
Brooke, B. (2009). Effective paragraphs. Bob Brooke’s Writer’s Corner. Retrieved from http://www.bobbrooke.com/WritersCorner/effectiveparagraphs.htm
Clements, K. (2010). Essay development. In The Kaplan Guide to Successful Writing, eds. D. Martinez, S. Carlson, & K. VanDam, p. 159-204. New York: Kaplan Publishing.
Jensen, M. (2010). The writing process. In The Kaplan Guide to Successful Writing, eds. D. Martinez, S. Carlson, & K. VanDam, p. 35-47. New York: Kaplan Publishing.
Paragraph development. (2007). The University of North Carolina at Chapel Hill. Retrieved from http://www.unc.edu/depts/wcweb/handouts/paragraphs.html.
Stokes, D. (2008, April 20). 6 tips to overcoming and cure for writer’s block [Video file]. Retrieved from http://www.youtube.com/watch?v=YF9MxWxP3zQ
Transitions. (2007). The University of North Carolina at Chapel Hill. Retrieved from http://www.unc.edu/depts/wcweb/handouts/transitions.html
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