When composition teachers complain they have a pile of papers to correct, they are invoking out-dated assumptions about composition, namely that there is something wrong with our students’ papers, and our primary job is to seek out those errors and eliminate them. Such teachers count fragments like a judge bound by the Three-Strikes-and-You’re-Out Law, condemning a paper that has too many fragments.
Even if the argument is persuasive and the evidence convincing.
Image from Red Ink in the Classroom?
Continue reading “Don’t Correct Composition Papers; Don’t Grade Them. Read Them!”
Examine the two sentences below and decide which version you like better. Why?
It is a way of managing them and getting them down on paper. There is nothing unusual about this, and you can learn to do it well and feel good about it if you try.
Writing is a way of capturing elusive, half-formed ideas, dragging them into the light of day, and herding them onto paper. This process is not alchemy; it is a craft, which can be learned like any other, such as making a bookshelf. If you invest the time and effort, you can learn to write powerfully.
Continue reading “Making Vague Words Specific: Activity for Composition Classes”
Instructions: Tell students that you are going to do a fun writing activity that reviews the typical steps of an introduction and gets students to consider what separates strong from poor academic writing.
Continue reading “The Most Worstest Introduction: A Group Activity for First Year Composition”
Purpose: To introduce the concept of parallelism.
Preparation: Print out two sets of the sentences below, cutting one up and leaving the other whole as a guide to the sets of sentences.
Activity: Introduce the concept of parallelism by writing on the board: “I like karate, to play tennis, going skiing.” Ask students to discuss what is wrong with the sentence and to find three ways to fix it. (I like karate, tennis, and skiing. / I like to do karate, play tennis, and go skiing. / I like doing karate, playing tennis, and going skiing.) Elicit the concept of parallelism.
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This activity is a great way for students to learn about and teach each other about the student services your college has to offer, increasing chances of student retention and success, and can lead nicely into a writing assignment on a Successful Transition to College.
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More people are dropping out of college than are graduating, especially in public colleges and universities. A student’s chances of success are affected by motivation, study skills, persistence, learning styles and abilities, social factors, family background, economics, social integration, extracurricular involvement, student services, and governmental support. How can we help more students transition successfully to college?
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2000 Points, as part of Argument Series
At this point in the semester, you have spent quite a bit of time exploring a topic of interest to you. It is now time to take things to the next level. You will create a sustained argument, a research paper making a research-based persuasive argument about an important issue or controversy related to your topic, which you will then break up into about four posts on your website. Although this assignment is a more traditional academic essay, you should still adapt it to conventions of online writing: headings, images (with sources credited in a caption with working hyperlinks), very brief introduction, and shorter paragraphs. Keep in mind that most online readers only spend a few moments on a website, so deliver your main message quickly and offer those who linger multiple points of entry.
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This semester you will find your own topic, currently in the news, that intellectually engages you and spend the semester exploring, researching, writing and creating content about it, so that you may become an expert on it. As your writing and content will be public, on an academic website you create, remember to pick something that will show a side of yourself you would like future teachers and employers to see.
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Overview of Writing Assignments for 214: The Electric Word!
Topic Selection (1000 points): In 750-1000 words, describe the topic that you have selected for the Inquiry Series and the Sustained Argument and explain your interest in detail, specifically when you first became interested in the topic and why you are interested in it now. Who is the topic important to (target audience) and why does it matter (purpose)? What doesn’t the average person know about your topic, but should know to understand it more fully? What questions do you have on the topic that you would like to answer eventually?
Continue reading “Overview of Writing Assignments for 214: Second Year Written Composition, Focused on Digital Literacies”
In this unit, we are exploring the various forms of English we use in different contexts and the power relationships that these forms of English create, acknowledging that “standard English” is not necessarily better, but is more appropriate in certain settings, especially academic and professional ones. Becoming a scholar and learning to use standard English correctly, however, does not mean people must set aside their other linguistic identities.
In a 6-8 page double-spaced essay in MLA format, make a persuasive argument, advising a specific group of people to make specific policy changes involving language and identity issues, backed up with compelling reasons and substantial support.
Continue reading “Issues of Language and Identity: Writing Assignment for Composition”