Background: As a class, we have examined issues involving language and education, including the effects of education on family life, motivation of students with non-academic interests, cultural literacy, national curriculum, agency within one’s inherited narratives, ethnic chauvinism, gender hierarchies in the classroom, the effects of new media on literacy, and grade inflation. We have read and discussed the importance of starting with inquiry, integrating reading and writing, identifying claims, analyzing arguments, identifying issues, forming questions, summarizing and synthesizing. Now we are going to use these academic skills to address an issue of language and identity in an argumentative essay.
Goal: To practice typical essay format, argumentation, support, summary, paraphrase, quotation, citation, analysis of claims, synthesis, grammar, punctuation, and writing skills.
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Written May 17, 2010
The university took from me the ability to write. During creative writing workshops at the University of Utah, I learned the important, but painful lesson that a lot of my writing was melodramatic, cliche-ridden, and fatty. I learned what not to write, but not how to write. I learned what to cut, but not how to produce. I dropped out of college and began two decades of obsessive revision, revision, revision. I have drawers full of well-polished beginnings, written for no one, read by no one. About sixteen years after dropping out, I went back to school. And I love it. Since the university gave me writer’s block, it is appropriate that the university has now opened the floodgates. I have become a prolific writer, who is actually read by real people in the real world. (Hello, world!)
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