Writing Fundamentals

English 098 Writing Fundamentals Resource Packet

Instructor: Marylynne Diggs [email protected] 2 TABLE OF CONTENTS

1. The Writing Process………………..………….……..….2-3 Reading Brainstorming Focusing Organizing and Outlining Drafting Revising and Editing

2. Basic Components of the College Essay…………...…....4-7 Page Set-up Format Title Introduction Thesis Body/Supporting Paragraphs Transitions Conclusion Works Cited Rules Works Cited Examples for Assigned Reading

3. Academic Style Expectations Grid…..…………………....8

4. Workshop Transparency Questions …………….……...... 9-19 Brainstorm, Outline, Thesis…………………………….10 Intro and Thesis…………………………………………11 Thesis, Topic Sentences, & Paragraph Focus…………..12 Thesis and Outline for Paper #2 ………………………..13 Topic Sentences and Paragraphs for Paper #2……...... 14 Paragraph and Transitions………………………………15 Thesis and Outline for Paper#3&4……………………...16 Intro, Thesis, and Outline for Paper#3&4………………17 Topic Sentences and Paragraphs Paper #3&4………..…18 Paraphrase, Plagiarism, and Documentation……………19

5. Assignments, Rubrics, and Checklists…………..………20-28 Paper #1: Writing Experiences Essay…....…………...21-22 Paper #2: Cause and Effect Essay ……..…...... 23-24 Paper #3: Argumentative Paper…...... ………...... 25-26 Paper #4: Revision and Argument.……..……...... 27-28

6. My Individualized Checklists and Worksheets.…………29-37 My Awareness Checklist……………………..……….…..30 My Goals for Paper #2……………………….…………...31 My Goals for Paper #3……………………….…………...32 My Revision Checklist for Paper #4…………..………….33 My Reference Collection Worksheet……………………..34 My Documentation Worksheet…………………………...35 My Guide to Citing Encyclopedias…………………….…36 My Editing Checklist………………………………….37-38

2 3 1. THE WRITING PROCESS

Although writing teachers and textbooks sometimes refer to "the writing process" as if it were a specific process that all writers follow, the truth is that people follow different processes, and only the most general "step-by-step" process will work for all people. Each of the stages described below is a crucial step to follow; however, the way you engage in this process may vary. You should experiment with the different methods to find one that works for you. (See SWEC Ch. 2 and 3, especially 30-38, 61-63, and 74-78 on introductions, and 79-85 on body paragraphs.)

Reading: Much of what you write in English classes as well as other classes across campus will be in response to a reading assignment. You may be asked to write a response to a chapter in a textbook, summarize an article from the library, or write an explanation of a complex concept. In short, reading, understanding what you have read, summarizing it accurately, and responding to it with your own ideas often form the trajectory of a college writing assignment. (SWEC 3-7 and sample annotated reading assignment 8-12).

Brainstorming: Brainstorming is the process of generating many ideas in response to a reading, a discussion, or an assignment description. There are several ways to brainstorm, none of which are guaranteed to work for everyone. Review the methods below and try a few to see which ones work best for you. The objective in brainstorming is to generate plenty of ideas. (SWEC 43-48).

Free-writing and Looping: Free-writing is simply writing non-stop about a general topic. When free-writing, you do not have to slow down to worry about spelling or organization. You are "shedding ink" in order to find some ideas that you can use for more formal writing. Very little of your free-writing will translate directly into paragraphs in a paper. Looping involves taking one idea from your free-writing pages and writing new pages on that idea. This can help you get more specific and focused on a single aspect of a topic.

Listing: Simply making a list of all of the specific examples, concepts, or reasons relating to the general topic can be very effective. The list will not be in sentence form, and is likely to include specific phrases related to a topic. (For example, for a topic on writing experiences, you might list "emails," "letters," "papers for high school English," "my vacation travel diary.") After writing the list, decide which items are most interesting or which ones can be clustered together under a broader concept or divided into sub-topics.

Mapping or Clustering: Mapping or Clustering is like listing, except that it is not linear. You start with a general topic in the center of the page and draw lines out from the topic. At the end of these lines, put different things related to the topic and even things related to those sub-topics. In this method, you might have ideas radiating out from one idea and other ideas radiating out from those

Focusing: Focusing is the process of looking at many ideas and choosing those that can be addressed meaningfully in the space you have. One way to do this is to play the game "one of these things is not like the other" and exclude the things that seem least connected to each other. The danger in doing this is that the idea that does not fit well with the others might be the most interesting topic for a paper. When looking for a focus, look at everything in your brainstorm and decide what is most promising. What can you say the most about? Which items could be brainstormed individually for even more interesting ideas? Letting go of ideas is difficult, but it is crucial to having a focus, and having a focus is necessary for developing a thesis and an organized, unified paper. (SWEC 31-35, 37-38). 3 4

Organizing and Outlining: Deciding in what order to discuss your ideas can be a challenge. You might pursue a chronological order or spatial order or a progressive order (SWEC 61-63). In an argumentative essay, you might decide to pursue an order based on inductive or deductive reasoning (428-431). One way to find a meaningful order for your ideas is outlining them. Although outlining is often viewed as a rigorous process of dividing and organizing ideas that have already been generated, a rough outline is simply a list of connected ideas with another list for each of those ideas. In other words, you could make a list either from the free-writing, listing, or clustering process above. Then, with each item on that list, you can list the subtopics related to that one item, thus making the outline a brainstorming tool. Once you have listed topics and subtopics, you can move the main topics around to determine which order makes the most sense (64-69). One of the major benefits of an outline is that it functions like an X-Ray of your paper. Just as structural problems in a patient’s body cannot always be diagnosed without the aid of an X-Ray, weaknesses in the structure of a paper may not be clear to you after the paragraphs have been fleshed out. Whether you outline your essay prior to writing it or after you have a draft or both, outlining is a useful diagnostic tool that helps you identify and fix fractures in your organization and logic and weaknesses in your development. Despite these efforts, you might find that as you draft the paper, the outline no longer works. That’s fine too. Feel free to abandon the outline or revise it for your own benefit to make the paper a better final product. Ultimately, the paper needs to stand on its own anyway, regardless of how brilliant the outline once seemed.

Drafting: Drafting is the process of writing sentences and paragraphs based on your chosen focus. For many people, the earliest draft is fairly rough. The paragraphs might not be in a logical order, and the sentences may contain errors that the writer will correct later. Drafting is a repetitive process in which writers make forward progress on their papers but also frequently read over what they have already written in order to stay on track and make constant adjustments based on the new discoveries the writing process brings. This process is “writer-based” because your priority is getting your ideas down in some kind of concrete form. (SWEC Ch. 3).

Revising: Revising is the process of rethinking the essay's focus, organization, thesis, and development based on re- reading and feedback from peers. This process often involves changing the thesis to reflect what the paper actually ended up saying, or eliminating parts of the paper that deviated from the well focused thesis. Revision can also involve adding more depth to particular paragraphs, re-organizing the material within paragraphs, creating better topic sentences for paragraphs, moving paragraphs around to find the best order, or revising the thesis to match the paper. While the earlier drafts might have been more “writer-based” as you tried to put your thoughts onto the page, this process is “reader-based” because this is when you begin to fine- tune your paper based on what your reader needs from you. (SWEC Ch. 4).

Editing: Editing is the process of carefully checking and correcting every sentence and every word in the paper in order to eliminate problems in clarity, word choice, sentence structure, punctuation, and spelling. This process involves looking at the paper on a "micro-level" and double-checking your own knowledge of vocabulary, spelling, and grammar and punctuation rules. Editing might require you to spend 5 minutes or more on a single word, or 20 minutes on a single sentence while you figure out how to communicate clearly in the best sentence structure or how to punctuate the sentence correctly. (SWEC Ch. 5 on Effective Expression and Chapters 18-25 on specific errors in grammar, punctuation, and mechanics). 4 5 2. THE BASIC COMPONENTS OF A COLLEGE ESSAY

The components of any college essay will depend largely on the specific assignment. Nonetheless, most assignments will require your paper to include several common parts. The expectations of what will "fill" those parts can change dramatically with each assignment within a class and from one course to another. Always consult your teachers’ Assignment Instructions for the particulars.

Page Set-up Format: You should always have your own name, the class and class hour, the assignment number or name, and the teacher's name on the first page of the paper. You should also have page numbers (usually in the upper right corner) and a title (usually centered below the name, class, and teacher). Margins should be 1-1.25 inches on all sides and, unless otherwise instructed, you should use double spacing, standard 12 point type, Times New Roman font in black, and a .5” indentation for new paragraphs. Staple the paper once in the upper left corner. ------Example------1 Jane Doe

ENGL 098/9:00

Paper #1

Diggs Writing Can Be Hard (But I Love It)

There are very few people who would say they absolutely love to write.

Most people find writing difficult, and I am no exception to that generalization. Despite the struggles I often face when writing, I can truly say that writing is one of my passions, and I enjoy it immensely.

------Title: Titles are important. You should try to be creative and find a title that reflects the paper's main idea, not just the name of the assignment. (SWEC 92).

Introduction: The introduction is usually a single paragraph that grabs the reader's attention and provides background for the thesis and the rest of the paper. SWEC has suggestions about what to include in an introduction (see 78-82). Many people like to start with a surprising statistic, an exciting example, or a hypothetical story. In more academic papers or arguments, it might be more useful to survey the various opinions on a subject or provide a historical or social context for the topic. Regardless of how you introduce your paper, you should not get into the details you will use in the rest of the paper. If you summarize the whole paper in the intro, the rest of the paper will seem repetitive. If you provide too much about the main point of the paper, there will be little incentive for someone to read the rest. Instead, use the intro to provide general background for your ideas. Then use your thesis to hint at the specific points the paper will make.

5 6 Thesis Statement: The thesis statement is usually the last sentence of the introduction. It turns the reader's attention from the more general introduction or a specific example in the introduction to the point the writer will be making in the paper. Ideally, the thesis statement might even indicate the essay's structure. The thesis is usually 1-2 sentences long. It should carefully reflect the full scope of the paper but do so without saying too much. Often the best thesis statements are complex or compound sentences in which the paper deals with the full explanation of each part of the thesis and the logical relationship between those parts. (Ex. Although I have never enjoyed writing for school, I have always written extensively for my own enjoyment. OR Although the pressure associated with competition can become excessive and lead to negative effects, the experience of age-appropriate competition can also prepare children for the challenges of life. SWEC has additional examples of thesis statements (52-55).

Body Paragraphs that Support the Thesis: After the introduction and thesis (which are usually contained in the first paragraph), papers should have a fair number of body paragraphs that support the thesis. There is no pre-determined number of body paragraphs for any assignment, and the number of paragraphs will usually be determined by the complexity of the thesis and the page limit set by the teacher. Most college essays are somewhere between 2 and 15 pages in length, so there can be as few as 2-4 body paragraphs or more than two dozen. The length of the paragraphs can vary as well; however, it is rare for a paragraph to have fewer than 4-5 sentences or for a paragraph to be longer than a page. Body paragraphs typically include a topic sentence, transitional terms signaling the connection to the preceding paragraph, and fully developed ideas and examples (SWEC 79-85, 100-104).

Topic Sentences Paragraphs generally focus on one part of one idea or a cluster of related ideas. The paragraph usually begins with a topic sentence that makes a general statement that the rest of the paragraph will explain more completely. In a sense, each paragraph uses a topic sentence as its own micro-thesis for that one paragraph. (SWEC 79-82).

The topic sentences of the body paragraphs should show a clear relationship to the thesis. For example, look at the possible topic sentences for the following thesis statement. Each of these topic sentences can be the starting point for a whole paragraph on that sub-topic, and each reflects some aspect of the thesis. You can add a phrase or dependent clause to the topic sentence to create a Transition (see next page for details):

Thesis: Although I never enjoyed writing for school, I have always enjoyed writing for myself.

Topic Sentences: 1. I always struggled with writing for school. In elementary For individual school,… paragraphs 2. High school writing experiences were equally uninspiring… 3. Despite these negative experiences in school, I have always written for personal communication and found that kind of writing very enjoyable. When I was twelve, I had a pen pal… 4. When I was in the military, I kept a journal… 5. Now I have long email conversations with friends who live in other states…

6 7 Supporting Details: The supporting details you use to flesh out your thesis and topic sentences should be well organized and meaningful. Try to arrange the ideas within your paragraph in chronological order, from general to specific, from abstract concept to example to significance or some other logical order. It is important for the paragraph to be well developed but it should also have coherence and focus. If you keep in mind the dominant impression you want the paragraph to provide and build upon that, you should have a good paragraph. Nothing destroys a good idea more quickly than b.s. or randomly accumulated mundane details, so if you find yourself resorting to fluff to fill space, take some time to brainstorm your plans for the paragraph. (SWEC 82- 85, 100-104)

Transitions: Transitions provide logical connections between the topic sentences of two or more paragraphs. Notice how the topic sentences in #2 and 3 on the preceding page begin with words like “equally” to transition from a similar example and phrases like “despite these….” to transition from examples that are different from the first few examples (SWEC 101-102).

Conclusion: The conclusion, like the introduction, is usually one paragraph. It rarely contains extended examples or material absolutely essential to the essay; however, it might make some final point about the thesis, offer some final reflections on the topic, or explain the significance of the main point. It might suggest a course of action, a solution to a problem, or explain the consequences of ignoring the point the paper makes. (SWEC 87-90).

Citations and Works Cited Page: The Works Cited page is essential any time you refer to published material in your paper. The rules for formatting these citations are complex, and there are several different systems from which to choose. This class as well as English 101 and 102 use the MLA system. For this class, page 7 of the assignment packet will give sample citations of most of our readings. Many more examples are provided in SWEC on pages 515-526. A sample citation and works cited entry might look like this:

In-text Citation: …As Suzanne Sievert suggests, eliminating competitive environments for children doesn’t teach them about the challenges inherent in life. She acknowledges that we shouldn’t “pit our children against each other in fierce competition in all aspects of life” (321). She wants readers to understand that winning and losing are part of life and should be introduced to children so they can learn from their mistakes (321).

Works Cited Page: ------last page of paper------Works Cited

7 8 Sievert, Suzanne. “It’s Not Just How We Play That Matters.” The Student

Writer, Editor, and Critic. Ed. Barbara Fine Clouse. New York:

McGraw/Hill, 2010. 321-322.

Works Cited

Cannon, Angie. “Juvenile Injustice.” The Student Writer, Editor, and Critic.

Ed. Barbara Fine Clouse. New York: McGraw/Hill, 2010. 408-412.

Sievert, Suzanne. “It’s Not Just How We Play That Matters.” The Student Writer,

Editor, and Critic. Ed. Barbara Fine Clouse. New York: McGraw/Hill, 2010.

321-322.

Weiss, Michael. “It’s Just Too Easy.” The Student Writer, Editor, and Critic.

Ed. Barbara Fine Clouse. New York: McGraw/Hill, 2010. 443-445.

8 9 3. Academic Style Expectations Progression Grid

SKILL BEGINNING: PAPER #1 PAPER #2 END OF 098: PAPER #3-4

Focus Topic narrowed by teacher, with Narrowed by teacher for Narrowed by student students choosing specific everyone, with students according to position on one examples and focus within topic focusing on causes or effects issue from among multiple issues raised by reading assignments

Paper Length 2.5 - 3 pages 3 pages 3-4 pages

Intro and Conclusion 4-5 sentences Half page Half page

Thesis and Implicit but clear connection Thesis & topic sentences share Thesis & topic sentences Topic Sentences terms/phrases share terms/phrases

Transitions Implicitly understood Clearly and succinctly Articulate the distinctions, articulate shift from effect to connections, and logical causes or cause to effects and relationships between body from one effect or cause to paragraphs another.

Person/Pronouns First Person Third Person Third Person

Inspiration and Personal experience Reading assignment, personal Reading assignment, personal Context observations generalized observations generalized effectively, cultural speculation effectively, cultural speculation.

Support/Evidence Personal experience Reading, opinion, and Logic, reasoning, ethics, (and speculation research in P#4 only) with rare use of personal experience

9 10 4. Workshop Questions from Transparencies

Brainstorm to Outline to Thesis………………..10 Intro and Thesis………………………………...11 Thesis, Topic Sentences, & Paragraph Focus….12 Thesis and Outline for Paper #2 ……………….13 Topic Sentences and Paragraphs for Paper #2…14 Paragraph and Transitions………….………..…15 Thesis and Outline for Paper#3&4…………..…16 Intro, Thesis, and Outline for Paper#3 and 4…..17 Topic Sentences and Paragraphs Paper #3&4.…18 Paraphrase, Plagiarism, and Documentation…...19

10 11 Brainstorm and Outline Workshop Paper #1-3

1. What are the various ideas in this brainstorm?

2. Do we need to narrow the focus? What should we leave out?

3. Can we group some ideas together in one category? Which ones? Can we expand on the category now that we have shaped it?

4. In what order should those parts be discussed?

5. What would the outline look like? Example outline:

6. Can you imagine a thesis based on this outline? Example thesis:

11 12 Introduction and Thesis Workshop

1.Does the introduction grab your attention?

2.Does the introduction provide context for the paper without giving excessive detail?

3.Does the thesis fit the assignment?

4.Is the thesis clearly understandable? Is it correct in spelling, punctuation, and grammar?

5.Does the thesis imply a focus and structure for the paper? Can we create a rough outline for it? Can we imagine specific paragraphs unfolding from it?

12 13 Thesis, Topic Sentences, and Paragraph Focus

1. Read the thesis statement and the topic sentences of the first two body paragraphs?

Question: Do the thesis and topic sentences show a clear connection to each other, preferably by using shared terms?

2. Read the topic sentence of the first body paragraph and the rest of the same paragraph.

Question: Is the topic sentence sufficiently broad or narrow for focus of the paragraph?

3. Where do the primary glitches exist:

Thesistopic sentence connection? Topic sentenceparagraph focus connection? Paragraph breaks and topic sentences in general?

13 14 Thesis and Outline Workshop Paper #2

1. Is the thesis clear, concise, and appropriate to the assignment?

2. Does the outline share key terms with the thesis?

3. Does the outline address causes, effects, or both? Which gets more attention, causes or effects? Is that priority implied in the thesis?

4. Does the order of information in the outline make sense?

5. Does the order in the outline reflect the order in the thesis? If not, which should be changed?

14 15 Topic Sentence and Paragraph Focus Workshop for Paper #2

Read one topic sentence out loud; then read the rest of that body paragraph out loud.

Questions: 1. Is topic sentence sufficiently broad or narrow for the content of the paragraph?

2. Does the body paragraph have a clear focus on a cause or an effect or on both? Is that focus appropriate for the emphasis of the paper?

3. What needs refinement: the topic sentence, the paragraph focus, or the emphasis within the paragraph?

15 16 Paragraph and Transition Workshop

Choose two paragraphs to read out loud.

1. What is the focus of the first paragraph?

2. Does the topic sentence adequately prepare us for the focus of the first paragraph?

3.What is the focus of the second paragraph?

4.Does the topic sentence provide a transition from the first paragraph and set up the focus of the 2nd paragraph? If not, what would make a good transition for the second of the two paragraphs we heard?

16 17 Thesis and Outline Workshop Papers #3 & 4 1. Does the thesis state a position and imply reasoning?

2. Is the thesis clear and concise?

3. Does the outline share key terms with the thesis?

4. Does the outline show reasons or evidence to support the position stated in the thesis? Can we see determine how the student will develop each paragraph?

5. Does the order of information in the outline make sense? Does it gather momentum and end on the strongest point?

6. Does the order in the outline reflect the order in the thesis? If not, which should be changed?

7. Is the student missing an opportunity to raise and counter objections?

17 18 Introduction, Thesis, and Outline Workshop

1.Does the introduction grab your attention?

2.Does the introduction provide context for the paper without giving excessive detail?

3.Is the thesis understandable? Correct? Does it fit the assignment?

4.Does the thesis imply a focus and structure for the paper?

5.Does the outline share key terms with the thesis?

6.Does the order of information in the outline make sense? Does it gather momentum and end on the strongest point? Does it match the order implied by the thesis?

18 19 Thesis, Topic Sentences, and Paragraphs Workshop for Papers #3 & 4

1. What is the thesis?

2. What is the line of reasoning, list of points, evidence that will constitute paragraphs?

3. Is the connection between the thesis and points clear?

4. What would be a good topic sentence for a paragraph on each point? ------5. Pick one paragraph: Let’s hear the paragraph.

6. Does the topic sentence share terms with the thesis? If not, what needs to change to establish that connection?

7. Does the paragraph stay focused on the point articulated in the thesis and topic sentence? If not, what needs to change to maintain paragraph focus?

8. Where is the primary problem? thesistopic sentence connection? topic sentenceparagraph connection? paragraph focus and division of points in general?

19 20 Paraphrase, Plagiarism, and Documentation Workshop

1. Read your paraphrase or quote.

2. Read the original source.

3. Is it a quote or a paraphrase?

4. Is there any plagiarism? How do we eliminate it?

5. Is the example introduced, signaled, and cited properly?

6. Does the work cited entry contain the necessary info in the correct format?

20 21 5. Assignments Instructions and Rubrics

Paper #1: Writing Experiences Essay…....….21-22 Paper #2: Cause and Effect Essay ………...... 23-24 Paper #3: Argumentative Essay…....………..25-26 Paper #4: Revision and Argument.………….27-28

21 22 PAPER #1: WRITING EXPERIENCES ESSAY Context: After reading Chapter 2 of The Student Writer, Editor, and Critic and the Writing Process and Basic Components sections of the course packet, we will reflect as a class on the writing experiences we have had in school, our personal lives, the workplace, etc. This reading and reflection should give you a few ideas about your own experiences with writing. Write an essay in which you describe or narrate these experiences and make a point about them.

Assignment Description: Paper #1/Writing Experiences Essay should be a 2.5-3 page, typed, double-spaced paper discussing your writing experiences and making a point about those experiences. You might decide to write a chronological narrative from early life to now, or you might decide to divide your writing experiences into types (ex. work, school, letter/email or songwriting), or you might find some other organizational structure that provides general coherence for the 3 pages. The paper should be organized effectively and have as few errors in grammar, punctuation, and spelling as possible.

Basic Paper Structure: Intro and Thesis (1 paragraph) Body (3-4 paragraphs) Conclusion (1 paragraph)

Assignment Process/Instructions: Steps 1-3 should be done first, but you can skip around in 4-8 to meet your needs and process style. When you follow your own process, make sure you are still prepared for each workshop with the necessary component of your paper. Make sure the paragraphs appear on the page in an order that makes sense regardless of the order in which you wrote them. 1. Read the assigned pages in SWEC and the Writing Process and Basic Components sections of this packet. 2. Think about your writing experiences. Let yourself roam across the years and into the different facets of your life to think about all of the experiences you have had with writing. Brainstorm ideas about your writing experiences, record them on paper, and bring these to class to share with classmates. Try free-writing, listing, clustering, talking to a friend and taking notes--anything that gets ideas down on paper. 3. Find a focus order for the many ideas you brainstormed, and brainstorm the parts of that focus. Turn your brainstorm into an Outline. 4. Write an introduction to your focus. For this assignment, the intro might summarize others' experiences, describe what it feels like to be in a writing class given your other experiences, or even refer to things in the book or class packet if you plan to make a comparison. You could also use a vivid description of a pleasurable or miserable writing experience as a way of getting your readers’ attention. Be creative with the introduction. 5. Draft a thesis that makes a statement about your writing experiences and that hints at the various parts of your paper. Look at your outline for structural components to incorporate in your thesis. For this assignment, the thesis might be like one of the following examples: Although I have never really enjoyed writing for school, I have enjoyed writing in other areas of my life. --OR-- I have never really had to write in school or in my personal life, and I really don't enjoy writing, but I realize how important writing can be. --OR-- Although I have always loved to write songs and poems, I have never really understood the correct structure of sentences or essays, so writing for college intimidates me. Make sure the thesis really reflects your experiences and feelings, and avoid adopting one of the examples above without tailoring it to your own experiences, needs, or style. 6. Envision the parts of the thesis as the basic starting point for separate and distinct paragraphs. For example, the first sample thesis above might have a couple of paragraphs on writing for school and then a few paragraphs on the different types of writing you do in other areas of life. Then you could have a final paragraph on how schools could make writing more enjoyable, or how you can get the same enjoyment from school writing, or some other final point you want to make. 7. Write each of the body paragraphs by fully developing the sub-topics and staying focused in each paragraph. Choose a logical order for the paragraphs. 8. Write a concluding paragraph. (See Resource Packet). 9. Revise and Edit. (See Resource Packet and SWEC 100-104; 127-134). 22 23 GRADING CRITERIA AND RUBRIC FOR PAPER #1 Review the areas checked in each category and improve upon those skills in the next assignment.

Preparation for Workshops/Engagement with Writing Process 0 5 6 7 8 9 10 ___ Be present, punctual, and prepared with the required materials for each workshop day.

Essay, Purpose, and Structure 0 5 6 7 8 9 10 ___ Introduction should exist as a separate paragraph and capture reader's attention. (SWEC 74-78) ___ Thesis should be clear and make a claim. (SWEC 52-55) ___ Thesis should imply a focus and structure for the paper. (SWEC 52-53) ___ Paper should follow the focus and structure implied by the thesis. (SWEC 61-69 and Resource Packet) ___ Topic sentences should make the connection between the thesis and paper obvious. (SWEC 79-82). ___ Organization/Order of paragraphs should be meaningful. (SWEC 61-69, Ch. 4) ___ Conclusion should exist as a separate paragraph and offer closure. (SWEC 87-90) ___ The paper should follow the assignment. (See assignment description details in the Resource Packet)

Paragraphs 0 5 6 7 8 9 10 ___ Paragraph breaks should occur in meaningful places. (SWEC 85) ___ Transitions should clarify connections and distinctions between paragraphs. (SWEC 101-104) ___ Topic sentences for each paragraph should echo a part of the thesis. (SWEC 79-82 and Resource Packet) ___ Each topic sentence should adequately characterize the full scope of the paragraph. (SWEC 79-84) ___ Paragraphs should focus on a recognizably distinct idea or part of an idea from the thesis. (SWEC 82-84) ___ Paragraphs should be well developed with significant depth/length. (SWEC 82-85) ___ Details in the paragraph should leave the dominant impression implied by the thesis. (SWEC 82-85) ___ Sentences within the paragraph should be organized in a meaningful way. (SWEC 100-104)

Sentences 0 5 6 7 8 9 10 ___ Sentences should be complete with no fragments. (SWEC 577-580) ___ Sentences should not run on. Eliminate comma splices and fused sentences. (SWEC 583-586) ___ Sentences should be coherent and direct without wordiness or syntactic errors. (SWEC 117-125; 127-134). ___ Sentences should use verbs (Ch. 23), pronouns (Ch. 24), modifiers (25), and prepositions (666-667) correctly. Use index to find______Sentences should use punctuation correctly. (SWEC Chapter 26) Use index to find ______

Words 0 5 6 7 8 9 10 ___ Spell words correctly. (SWEC 568-575; 654-657) ___ Choose the best word for your intended meaning (SWEC 563-575), and avoid non-idiomatic expressions. ___ Avoid slang (128), cliché (134), and offensive language (131-32) to maintain an appropriate tone. ___ Use correct capitalization. (651-653) ___ Proofread carefully! Look for missing words, typos, homonyms, and word-processing errors.

Paper Grade and Additional Remarks:

23 24 PAPER #2: CAUSE/EFFECT ESSAY Context: After reading Suzanne Sievert’s “It’s Not Just How We Play that Matters,” you will develop an essay addressing one of the following topics: 1) the effects of overzealous competition, 2) the causes of excessive pressure on athletes, or 3) the effects of a perfectionistic, success-oriented mentality in culture in general. You cannot focus your paper on the ways that games and competitions have been watered down to make children feel better. That topic was covered by Sievert. You might refer briefly to these ideas in your intro or conclusion, and cite Sievert appropriately if you do, but the body paragraphs of your essay need to break new ground. (SWEC 303-312; 329-330 on Cause and Effect)

Assignment Description: Paper #3/Cause and Effect will be a 3 page, typed, double-spaced paper in which your body paragraphs address causes or effects as they relate to one of the topics above. This assignment is more complex than the first because you will determine from a broader range of possibilities the focus of your paper and you will have to stay focused on a particular cause or effect relationship within each paragraph. The paper should be well organized and have as few errors in grammar, punctuation, and spelling as possible. Do not conduct any research. The only source you may use for this paper is Sievert’s article. In paper #4, you will have an opportunity to incorporate sources.

A Basic Paper Structure: Intro and thesis (1 paragraph) Body Paragraphs supporting the thesis on causes, effects, or both with emphasis on one (3-5 paragraphs) Conclusion (1 paragraph) Works Cited page (if you refer to Sievert or her ideas, cite using the content on page 7 of packet)

Assignment Process/Instructions: Notice that this assignment requires you to spend more time focusing in on a specific issue and speculating on causes or effects rather than focusing on your personal experiences or summarizing Sievert. As usual, complete the early steps below in order, but feel free to do the latter steps in an order than works for you as long as you have completed each component by its scheduled workshop day. 1. Read the information on Cause and Effect as a pattern of development in SWEC 303-312 & 329-330. 2. Brainstorm one of the issues above. Try free-writing, listing, clustering, talking to a friend and taking notes-- anything that gets ideas down on paper. 3. Find a focus in the many ideas you brainstormed, and brainstorm the parts of that focus. Turn your brainstorm into an Outline. Narrow your focus carefully, and avoid trying to respond to all the issues we raised as a class. Make sure you maintain focus on causes or effects. 4. Write an introduction that provides a context for your focus. For this paper, the introduction might give some general background on one of the ideas raised by Sievert, or it might address the effect if your focus is on causes or the cause if your focus is on effects. Feel free to refer to Sievert to provide context for your ideas even if you ultimately depart from her focus. If this feels unnatural, do something else. (SWEC 71-79) 5. Draft a thesis statement that indicates your focus on either causes, effects, or both. Look at your outline for structural cues to incorporate into your thesis. If it feels natural to connect your topic to Sievert’s position, feel free to do so. If that seems forced and too complicated, do not mention Sievert. Make sure the thesis hints at the content/organization of the body paragraphs. Put this thesis at the end of the introduction. Some examples might be as follows: Although Sievert criticizes protecting children from the experience of competition, even more interesting to consider are the root causes of the excessive pressure on athletes of various ages. -- OR -- The American mentality that demands success and perfection can have disastrous effects on individuals’ wellbeing and the social fabric as a whole. 6. For the body, write paragraphs that support the elements of your thesis. Take the first thesis above as an example: You would have several paragraphs or on the origins of some of these romantic ideals, such as the media and marketing, and another paragraph or two on how to combat them. 7. Write a concluding paragraph. (SWEC 87-90) 8. Revise and Edit. (See Resource Packet; SWEC 97-104 and 127-134; and comments on grade sheets)

24 25 9. If you referred to Sievert, add the works cited page. To do the works cited page, you may simply copy the Sievert example from page 7 of this packet. You will learn more about citation in English 101 and 102.

25 26 GRADING CRITERIA AND RUBRIC FOR PAPER #2 Review the areas checked in each category and improve upon those skills in the next assignment.

Essay, Purpose, and Structure 0 5 6 7 8 9 10 ___ Introduction should exist as a separate paragraph and capture reader's attention. (SWEC 74-78) ___ Thesis should be clear and make a claim about causes or effects. (SWEC 52-55) ___ Thesis should imply a focus and structure for the paper. (SWEC 52-53) ___ Paper should follow the focus and structure implied by the thesis. (SWEC 61-69 and Resource Packet) ___ Topic sentences should make the connection between the thesis and paper obvious. (SWEC 79-82). ___ Organization/Order of paragraphs should be meaningful. (SWEC 61-69, Ch. 4) ___ Conclusion should exist as a separate paragraph and offer closure. (SWEC 87-90) ___ The paper should follow the assignment. (See assignment description details in the Resource Packet)

Paragraphs 0 5 6 7 8 9 10 ___ Paragraph breaks should occur in meaningful places. (SWEC 985) ___ Transitions should clarify connections and distinctions between paragraphs. (SWEC 101-104) ___ Topic sentences for each paragraph should echo a part of the thesis. (SWEC 79-82 and Resource Packet) ___ Each topic sentence should adequately characterize the full scope of the paragraph. (SWEC 79-84) ___ Paragraphs should focus on a clear focus on a recognizably distinct cause or effect. (SWEC 82-84) ___ Paragraphs should be well developed with significant depth/length. (SWEC 82-85) ___ Details in the paragraph should leave the dominant impression implied by the thesis. (SWEC 82-85) ___ Sentences within the paragraph should be organized in a meaningful way. (SWEC 100-104)

Words 0 5 6 7 8 9 10 ___ Spell words correctly. (SWEC 568-575; 654-657) ___ Choose the best word for your intended meaning (SWEC 563-575), and avoid non-idiomatic expressions. ___ Avoid slang (128-138), cliché (134), and offensive language (131-32) to maintain an appropriate tone. ___ Use correct capitalization. (651-653) ___ Proofread carefully! Look for missing words, typos, homonyms, and word-processing errors.

Paper Grade:

26 27 PAPER #3: ARGUMENTATIVE ESSAY Context: After reading Weiss’ “It’s Just Too Easy” and Angie Cannon’s “Juvenile Injustice,” we will discuss our own positions on the issues they raise. In this essay, you will develop a paper taking and supporting your position on one of these issues. Given the topics in these essays, you will write about either the issue of driver’s license requirements and reducing accident rates OR about the problems with the juvenile justice system and appropriate treatment of juvenile offenders. (SWEC 421-442 on Argument).

Assignment Description: Paper #3/Argument will be a 3-3.5 page, typed, double-spaced paper in which you take a position on an issue, support that position, and document your sources using the MLA format on page 7 of this packet. You should assume your audience is wavering on the issue, and the body paragraphs should support the position articulated in the thesis. The paper should be well organized and have as few errors in grammar, punctuation, and spelling as possible. Do not conduct any research. The only sources you may use for this paper are those we read as a class. In paper #4, you will have an opportunity to incorporate more sources.

A Basic Paper Structure: Intro and thesis (1 paragraph) Body Paragraphs that support the thesis (3-5 paragraphs) Conclusion (1 paragraph) Works Cited page (content indicated on page 7 of packet)

Assignment Process/Instructions: Notice that this assignment requires you to focus on a specific issue from a wider range of possibilities and that it focuses much more on your position. As usual, complete the early steps below in order, but do the latter steps in an order that works for you as long as you are prepared with each component required for each workshop activity. 1. Read and discuss the articles indicated in the syllabus. 2. Decide which topic is most interesting to you and what angle you might take on that topic. Commit to that topic. 3. Brainstorm your position on your topic by considering the ideas raised by the authors and your classmates. Try free- writing, listing, clustering, or talking to a friend and taking notes on the conversation--anything that gets ideas on paper. You cannot respond adequately to all the issues we raised as a class, so try to keep your brainstorm in check. 4. Find a focus in the many ideas you brainstormed, and brainstorm the parts of that focus. Find a meaningful order for your ideas and turn your brainstorm into an Outline. Remember to keep your focus based on your argument and the support necessary for convincing a wavering audience. 5. Write an introduction that provides a context for your focus. For this paper, the introduction might give some general background on an ideas raised by one of our authors, or it might briefly present views other than your own. 6. Draft a thesis that indicates your position on an issue and that hints at the content/organization of the body paragraphs, each of which will support the position you take. Look at your outline for structural cues to incorporate into your thesis. Put this thesis at the end of the introduction. Some examples might be as follows: The process for getting a driver’s license is about as rigorous as we can make it; however, the high accident rate needs to be addressed. Since no age group is without its own weaknesses, we should not simply strengthen requirements for teens, but create a system of ongoing driver re-training for everyone. —OR— While juvenile offenders need to be punished for their crimes, it is inhumane and ineffective to sentence them as if they were adults. Instead, the nation should develop a comprehensive system of juvenile corrections rather than prisons. 7. Write body paragraphs that support the elements of your thesis. Take the second thesis above as an example: You would have a paragraph on how outdated the current system is, a few more on the needed additions to the curriculum, and another on the importance of maintaining basic skills. 8. Write a concluding paragraph. 9. Revise and Edit. (See Resource Packet on Process and comments on earlier papers) 10. Add the works cited page (See p. 7 of Resource Packet).

27 28 GRADING CRITERIA AND RUBRIC FOR PAPER #3 Review the areas checked in each category and improve upon those skills in the next assignment. Preparation for Workshops/Engagement with Writing Process 0 5 6 7 8 9 10 ___ Be present, punctual, and prepared with the required materials for each workshop day.

Essay, Purpose, and Structure 0 5 6 7 8 9 10 ___ Introduction should exist as a separate paragraph and capture reader's attention. (SWEC 74-78) ___ Thesis should be clear and make a claim. (SWEC 52-55) ___ Thesis should imply a focus and structure for the paper. (SWEC 52-53) ___ Paper should follow the focus and structure implied by the thesis. (SWEC 61-69 and Resource Packet) ___ Topic sentences should make the connection between the thesis and paper obvious. (SWEC 79-82). ___ Organization/Order of paragraphs should be meaningful. (SWEC 61-69, Ch. 4) ___ Position and support should reflect the complexity of the issues and avoid logical fallacies (SWEC 421-433). ___ Conclusion should exist as a separate paragraph and offer closure. (SWEC 87-90) ___ The paper should follow the assignment. (See assignment description details in the Resource Packet)

Paragraphs 0 5 6 7 8 9 10 ___ Paragraph breaks should occur in meaningful places. (SWEC 85) ___ Transitions should clarify connections and distinctions between paragraphs. (SWEC 101-104) ___ Topic sentences for each paragraph should echo a part of the thesis. (SWEC 79-82 and Resource Packet) ___ Each topic sentence should adequately characterize the full scope of the paragraph. (SWEC 79-84) ___ Body paragraphs should support the claim made in the thesis and avoid logical fallacies. (SWEC 82-84; 421-433) ___ Paragraphs should have a clear focus on a recognizably distinct idea or part of an idea. (SWEC 82-84) ___ Paragraphs should be well developed with significant depth/length. (SWEC 82-85) ___ Details in the paragraph should leave the dominant impression implied by the thesis. (SWEC 88) ___ Sentences within the paragraph should be organized in a meaningful way. (SWEC 100-104)

Paper Grade:

28 29 PAPER #4: REVISION AND ARGUMENT

Context: After re-reading your Cause/Effect and Argument papers, choose ONE of these two papers for a thorough revision and incorporate one source from the Clark College Reference Collection or the Gale Virtual Reference Library. In this assignment, you will take a position on the issue(s) raised in one of the two papers and support that position to make a solid argument. If you choose to revise Paper #2, you might have to abandon some of the Cause and Effect model and take an approach to thesis and structure more similar to the one you took in Paper #3.

Assignment Description: Paper #4/Argument and Revision will be a 3-4 page, typed, double-spaced paper in which you revise Paper #2 or #3, take a position on an issue, support that position, incorporate a source from the Clark College Reference Collection, and document your sources using the MLA format. This assignment requires you to refine your focus and structure as well and make corrections. The paper should use the body paragraphs to support the position articulated in the thesis. The paper should be significantly revised and improved over the original version of it. It should also, as always, be well organized and have as few errors in grammar, punctuation, and spelling as possible. Remember: You will incorporate ONE (and only one) new source into your paper, and that source MUST be from the Clark College Library’s Reference Collection or Gale Virtual Reference Library. You will learn more about internet sources and ProQuest in English 101.

A Basic Paper Structure: Intro and thesis (1 paragraph) Body Paragraphs that support the thesis (3-5 paragraphs) Conclusion (1 paragraph) Works Cited page (content created in class workshops)

Assignment Process/Instructions: Notice that this assignment requires you to reflect on the first version of the paper and spend some time contemplating significant changes to it. You might write more paragraphs focusing on your position rather than on various causes and effects, or you might build more support for an argument you already made. You will also weave in one additional source for your paper. As usual, complete the initial steps below in order, but do the later steps in an order than works for you. 1. Re-read Paper #2 and #3 as well as my comments. Think about which issues you most enjoyed writing about and which paper you can revise to create the best argument. Pick one of the papers for your revision. Commit to it. 2. Think about parts of the paper that did not fit the original focus or no longer fit what you want to say now or what the current assignment requires. 3. Cut any paragraphs you do not want to keep. 4. Edit the paper to correct errors in the original using my comments and the grade sheet as a guide. 5. Brainstorm additional points you can make while retaining a tight focus and supporting an argument. 6. Brainstorm the parts of those new points. Focus your argument carefully and narrowly. Avoid trying to respond to all the issues we raised as a class. Outline your paper again based on your new plan. 7. Use the Clark College Library Reference Section to find one additional source that could be used in your paper. It might be an encyclopedia-style article about your general topic, or it might be a study with one useful statistic. 8. Revise your introduction to provide a context for your new focus, if necessary. Consider revising it to make it more interesting or to provide a better context. 9. Revise or draft your thesis to ensure that it indicates your position on an issue and hints at the content/organization of the body paragraphs. Make sure you change your thesis to reflect the ideas you will add and to eliminate references to things you plan to cut. Put this thesis at the end of the introduction. For this paper, your thesis will take a position on an issue and hint at the support for your position. Remember to look at your outline or outline your draft to get a sense of the structure and terms for you thesis. 10. Add body paragraphs that make specific points for your argument. 11. Revise your concluding paragraph. 12. Edit the paper to eliminate any remaining errors from the original and any new errors you may have written into the new parts of the paper. 13. Look carefully at all grade sheets and make sure you are editing for your specific problem areas. 29 30 GRADING CRITERIA AND RUBRIC FOR PAPER #4 Review the areas checked in each category and improve upon those skills in your next class or paper.

Essay, Purpose, and Structure 0 5 6 7 8 9 10 ___ Introduction should exist as a separate paragraph and capture reader's attention. (SWEC 74-78) ___ Thesis should be clear and make a claim. (SWEC 52-55) ___ Thesis should imply a focus and structure for the paper. (SWEC 52-53) ___ Paper should follow the focus and structure implied by the thesis. (SWEC 61-69 and Resource Packet) ___ Topic sentences should make the connection between the thesis and paper obvious. (SWEC 79-82). ___ Organization/Order of paragraphs should be meaningful. (SWEC 61-69, Ch. 4) ___ Position and support should reflect the complexity of the issues and avoid logical fallacies (SWEC 421-433). ___ Conclusion should exist as a separate paragraph and offer closure. (SWEC 87-90) ___ The paper should follow the assignment. (See assignment description details in the Resource Packet)

Paragraphs 0 5 6 7 8 9 10 ___ Paragraph breaks should occur in meaningful places. (SWEC 85) ___ Transitions should clarify connections and distinctions between paragraphs. (SWEC 101-104) ___ Topic sentences for each paragraph should echo a part of the thesis. (SWEC 79-82 and Resource Packet) ___ Each topic sentence should adequately characterize the full scope of the paragraph. (SWEC 79-84) ___ Body paragraphs should support the claim made in the thesis and avoid logical fallacies. (SWEC 82-84; 421-433) ___ Paragraphs should have a clear focus on a recognizably distinct idea or part of an idea. (SWEC 82-85) ___ Paragraphs should be well developed with significant depth/length. (SWEC 82-85) ___ Details in the paragraph should leave the dominant impression implied by the thesis. (SWEC 82-85) ___ Sentences within the paragraph should be organized in a meaningful way. (SWEC 100-104)

Paper Grade: Course Grade:

6. My Individualized Checklists and Worksheets

My Third Week Awareness Check My Goals for Paper #2 My Goals for Paper #3 My Paper #4 Revision Checklist My Reference Section Worksheet My Documentation Worksheet My Guide to Documenting Specialized Encyclopedias My Editing Checklist

31 32 My Third Week Awareness Check

 I am present and punctual for all class periods.

 I have done all of the required reading by the date indicated in the syllabus.

 I have completed the steps of the writing process by the date indicated in the syllabus.

 I have brought to class the required drafts for workshop activities.

 My behavior in class allows me to pay attention and learn from the teacher and my classmates.

 I have asked questions when I did not understand something.

 I reflect actively on student samples during workshops and apply insights and revisions to my own work in progress.

 I am spending 1-2 hours outside of class for each hour in class reading, writing, and reviewing materials to make progress on papers and learn the skills emphasized in the class.

Make a list below of 2-3 things you can do differently to change your patterns and fulfill both the teacher’s expectations and your goals for this class. (Yes, there is space for 4 in case you think of more!)

32 33 My Writing Goals for Paper #2

Present, Punctual, Prepared?  ______ ______ ______

Intro, Thesis, Topic Sentences, and Conclusions

 ______

Paragraph Focus, Development, Paragraph Order

 ______

Sentence and Word Errors/Recurring Problems

 ______

33 34 My Writing Goals for Paper #3

Intro, Thesis, Topic Sentences, and Conclusions

 ______

Paragraph Focus, Development, Paragraph Order, Topic Sentences, and Transitions

 ______

34 35 My Paper #4 Revision Checklist

Thesis, Topic Sentences, and Transitions

 ______

Paragraph Focus, Development, and Support for Argument

 ______

35 36 My Reference Section Worksheet

Terms relevant to the topic and points I will make in my revision

 ______

Reference section areas and call numbers relevant to my topic

 ______

Notes to Self for Library:

Bring a couple of $1.00 bills for photocopies

Specific titles/call numbers that have good potential

Sections to photocopy: See next page.

36 37 My Documentation Worksheet

Remember to photocopy the following components of the source you choose: 1. Title page of reference book 2. Copyright page of reference book (with copyright date) 3. First through last page of the specific article you plan to use. Photocopy the whole article or chapter, and make sure you accurately identify the first and last page. Some articles have multiple bold-face headings, but those are not separate titles. Some articles list the authors at the end of the article after the list of works cited or bibliography.

Author of article/chapter: ______

Article/chapter title: ______

Book author: ______

Book editor: ______

Book title: ______

Place of publication: ______

Publishing Company: ______

Copyright date: ______

Page numbers: ______

Call number: ______

37 38 My Guide to Documenting Specialized Encyclopedias Works Cited

Example 1: One or more authors wrote the whole book, and there are no separate authors for articles, etc. If it is one volume of multi-volume set or edition other than the first, add those components. If not, omit them. See SWEC pg. 516.

Last name, First name of Author on title page, and First name Last name of 2nd

author. Title of Book. Vol #. Edition other than first +ed. City of

Publication: Publisher, Year. Medium.

Example 2: Selection in an anthology or encyclopedia with contributors and/or references for each entry. Each article or chapter has its own author and the book is edited by a different person. See SWEC pg. 518.

Last name, First name of Author of your article or entry. “Title of Your

Article or Entry.” Title of the Book Containing Your Article or Entry. Ed.

+ First Name Last Name of the Editor of Your Book. Vol #. Edition other

than first +ed. City of Publication: Publisher, Year. page range of your

article. Medium.

Example 3: Traditional encyclopedia entry. No author listed for articles or the book, a list of editorial board members, and an encyclopedia that publishes under its own pub co. See SWEC pg. 518.

“Article Title.” Title of Encyclopedia. Year + ed. Medium.

In-Text Citation SWEC 507-508 The in-text citation will always include the name of the author of the specific article (unless there is only one author for the whole book) and the page number (with author named either in the sentence or in the parentheses with the page number). Always use the author(s) whose name (s) hang over in the works cited examples above. If there is no article author or editor, give the article title.

Example 1 above: (Last name of book author + #). Example 2 above: (Last name of article/chapter author +#). Example 3 above: (“Article Title” + #) Example 4 for including the author name or article title in the signal phrase instead of in the parentheses: According to Author Name, the accident rate for elderly drivers is nearly as…(#).

38 39 My Editing Checklist

 ______SWEC pp. ______

Sample error and correction:

 ______SWEC pp. ______

39 40 My Editing Checklist

 ______SWEC pp. ______