Monday, February 19, 2007
Writing Skills Evaluation
Writer shows ability to:
a) stay (completely) focused on topic and task
b) organize ideas (logically)
c) exhibit (exceptional) word usage
d) demonstrate (exceptional) writing technique
e) (effectively) adjust language and tone to task and reader
More specifically, the good writer must:
Ideas
a) unify theme or main idea
b) not go off on tangents
c) fully accomplish the task (summary, essay, article...)
d) fully explore many facets of the topic
Organization
a) create a cohesive, meaningful whole (i.e. introduction, body, and conclusion)
b) progress in an order that enhances meaning
c) make smooth transitions between ideas, sentences and paragraphs to enhance meaning of text
Style
a) choose vocabulary to make explanations detailed and precise, descriptions rich, and actions clear and vivid
b) demonstrate control of a challenging vocabulary
c) use varied sentence patterns and complex sentences (yet fluent and easy to read)
d) uses writer's techniques (i.e. literary conventions such as imagery, humor etc.)
Voice
a) choose appropriate register (i.e. formal, personal, or dialect) to suit task
b) display a strong sense of audience (the readers)
c) have a unique perspective; may be original, authoritative, lively and/or exciting
Mechanics
a)words should have no or few capitalization errors
b) sentences should have no or few punctuation errors
c) words should have no or few spelling errors
d) sentences should have no or few grammar or word usage errors
e) good writing has no or few paragraphing errors
f) good writing has no or few run-on sentences or sentence fragments
50 Writing Tips from Poynter
Friday, February 9, 2007
Writing Summaries
Definition: a brief restatement in your own words of a text's main ideas (Holt Handbook, 5th edition); a condensation of an extended idea or argument into a sentence or more in your own words" (Little, Brown Handbook, 5th edition).
Characteristics:
Summaries identify the source of original text.
Summaries demonstrate your understanding of a text's subject matter.
Summaries are shorter (at least 60% shorter) than the original text--they omit the original text's examples, asides, analogies, and rhetorical strategies: (Holt Handbook, 5th edition).
Summaries differ from paraphrases--paraphrases more closely follow the original text's presentation (they still use your words, but they are longer than summaries).
Summaries focus exclusively on the presentation of the writer's main ideas--they do not include your interpretations or opinions.
Summaries normally are written in your own words--they do not contain extended quotes or paraphrases.
Summaries rely on the use of standard signal phrases ("According to the author..."; "The author believes..."; etc.).
Tips on Writing Summaries
Step One (Prewriting): Read the article quickly. Try to get a sense of the article's general focus and content.
Step Two (Drafting): Restate the article's thesis simply and in your own words. Restate each paragraph's topic simply and in your own words.
Step Three (Revising): Combine sentences in Step Two to form your summary; Organize your summary sentences in the same order as the main ideas in the original text. Edit very carefully for neatness and correctness.
Writing Summaries
Summaries-- What are they?
Definition: a brief restatement in your own words of a text's main ideas (Holt Handbook, 5th edition); a condensation of an extended idea or argument into a sentence or more in your own words" (Little, Brown Handbook, 5th edition).
Characteristics:
Summaries identify the source of original text.
Summaries demonstrate your understanding of a text's subject matter.
Summaries are shorter (at least 60% shorter) than the original text--they omit the original text's examples, asides, analogies, and rhetorical strategies: (Holt Handbook, 5th edition).
Summaries differ from paraphrases--paraphrases more closely follow the original text's presentation (they still use your words, but they are longer than summaries).
Summaries focus exclusively on the presentation of the writer's main ideas--they do not include your interpretations or opinions.
Summaries normally are written in your own words--they do not contain extended quotes or paraphrases.
Summaries rely on the use of standard signal phrases ("According to the author..."; "The author believes..."; etc.).
Tips on Writing Summaries
Step One (Prewriting): Read the article quickly. Try to get a sense of the article's general focus and content.
Step Two (Drafting): Restate the article's thesis simply and in your own words. Restate each paragraph's topic simply and in your own words.
Step Three (Revising): Combine sentences in Step Two to form your summary; Organize your summary sentences in the same order as the main ideas in the original text. Edit very carefully for neatness and correctness.
Criteria for Effective Writing Skills
Criteria for Effective Writing Skills
(words in parentheses indicate highest level of proficiency)
Writer's ability to . . .
Overall
a) stay (completely) focused on topic and task
b) organize ideas (logically)
c) exhibit (exceptional) word usage
d) demonstrate (exceptional) writing technique
e) (effectively) adjust language and tone to task and reader
Specific Areas
Ideas
a) unify theme or main idea
b) not go off on tangents
c) fully accomplish the task (summary, essay, article...)
d) fully explore many facets of the topic
Organization
a) create a cohesive, meaningful whole (i.e. introduction, body, and conclusion)
b) progress in an order that enhances meaning
c) make smooth transitions between ideas, sentences and paragraphs to enhance meaning of text
Style
a) choose vocabulary to make explanations detailed and precise, descriptions rich, and actions clear and vivid
b) demonstrate control of a challenging vocabulary
c) use varied sentence patterns and complex sentences (yet fluent and easy to read)
d) uses writer's techniques (i.e. literary conventions such as imagery, humor etc.)
Voice
a) choose appropriate register (i.e. formal, personal, or dialect) to suit task
b) display a strong sense of audience (the readers)
c) have a unique perspective; may be original, authoritative, lively and/or exciting
Mechanics
a)words should have no or few capitalization errors
b) sentences should have no or few punctuation errors
c) words should have no or few spelling errors
d) sentences should have no or few grammar or word usage errors
e) good writing has no or few paragraphing errors
f) good writing has no or few run-on sentences or sentence fragments
Writing Activities from College Writer Text
For English 82A -- Written Communication -- our course textbook, The College Writer, has the following excellent web site:
http://college.hmco.com/english/vandermey/college_writer/1e/students/
College Writer: Writing Activities
Step-by-Step Writing Assignments
Reading Notes: One Writer's Process, several mini-assignments with a topic and raw material, including source articles and research links
Annotated ReadingsJournal SupportInteractive journal assignments that reflect the content of each chapter
Test Your Reading Comprehension Answer questions about a short reading(image placeholder)(image placeholder)
Visual Activities Writing assignments based on visuals to help readers learn to see the visual environment and to think critically or interpret it
Music Activites Extensive activities based on musical passages that demonstrate the principles for the patterns of writing development
Game Fun ways to help you learn how to revise an essay into a unified and coherently organized whole
Interactive Calendar A planner that helps you schedule the time needed for a each stage of a writing assignment
Publishing Your Work A resource center for venues that accept student papers, advice on submitting your work
Real-World Web Links Links to sites and subjects that demonstrate the underlying principles for the patterns of writing development
100 Words to Know Increase your vocabulary using these flashcards derived from The American Heritage College Dictionary list of the top 100 words you should know.
Writing Activities from College Writer Text
For English 82A -- Written Communication -- our course textbook, The College Writer, has the following excellent web site:
http://college.hmco.com/english/vandermey/college_writer/1e/students/
College Writer: Writing Activities
Step-by-Step Writing Assignments
Reading Notes: One Writer's Process, several mini-assignments with a topic and raw material, including source articles and research links
Annotated ReadingsJournal SupportInteractive journal assignments that reflect the content of each chapter
Test Your Reading Comprehension Answer questions about a short reading(image placeholder)(image placeholder)
Visual Activities Writing assignments based on visuals to help readers learn to see the visual environment and to think critically or interpret it
Music Activites Extensive activities based on musical passages that demonstrate the principles for the patterns of writing development
Game Fun ways to help you learn how to revise an essay into a unified and coherently organized whole
Interactive Calendar A planner that helps you schedule the time needed for a each stage of a writing assignment
Publishing Your Work A resource center for venues that accept student papers, advice on submitting your work
Real-World Web Links Links to sites and subjects that demonstrate the underlying principles for the patterns of writing development
100 Words to Know Increase your vocabulary using these flashcards derived from The American Heritage College Dictionary list of the top 100 words you should know.
Wednesday, February 7, 2007
Spelling and Pronunciation
| Spelling Rules | |
| syllables | Every syllable has one vowel sound. |
| c | C can be prounced as /k/ or /s/. |
| c | C is pronounced as /s/ before an e, i, or y (cent, city, cycle). |
| c | It is pronounced as /k/ before everything else (cat, clip). |
| g | G is pronounced as /g/ or /j/. |
| g | G may be pronounced as /j/ before an e, i, or y (gem, giant, gym). |
| g | It is pronounced as /g/ before everything else (garden, glad). |
| q | Q is always followed by a u (queen). |
| f, l,s | Double the consonants f, l, and s at the end of a one-syllable word that has just one vowel (stiff, spell, pass). |
| k | To spell the sound of /k/ at the end of a word, we use ck or k. Use ck after a short vowel (sick). After everything else, use a k (milk). |
| a,e,o,u | A, e, o, and u usually say their name at the end of a syllable (a-pron, me, go, u-nit). |
| v, j | Words do not end in v or j. We add a silent-e at the end of the word (have). |
| I,o | I and o may be pronounced as /i/ and /o/ before two consonants (kind, sold). |
| j | /J/ is spelled dge after a short vowel (edge). |
Monday, February 5, 2007
Syllabus
Written Communication II
Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Semester: Spring 2007
Units: 3 Contact hours: 40
Course Days: T Time: 9:30 – 12:15; Location: Room 302
Course sites: http://wcom072.blogspot.com/
Course Website: writCommunication.tripod.com;
Office: Room 305
Office Hours: T-T, 9:9:30, 12:15-1, and by arrangement
E-mail: docsyl072@gmail.com
Objectives
You will develop your writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. You will learn editing, documentation skills, use of online and other resources.
University learner goals 1 -6, and specifically in English:: To develop
basic academic and professional skills(1); To develop the ability to communicate
effectively in English, orally and in writing, and to read with understanding
(1.1) and institutional goals , especially 1,(1.1-1.4), 2.4
Description:
English 82B covers the aspects of composing well-organized written communications in functional contexts. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in various applied contexts.
Catalog Description: ENG 82A & 82B - WRITTEN COMMUNICATION I, II
ENG 82A & 82B - WRITTEN COMMUNICATION I & II
First term: A thorough study of grammar and the fundamentals of composition. Practice
in writing themes, book reviews and other short papers is given. Particular
attention is directed toward sentence structure, syntax, and general rhetorical
principles. Second term: Critical reading and evaluation of selected texts and
writings; composition of well-organized expository papers; a careful
consideration of methods of research, organization in a clear, logical manner
and other elements involved in writing research papers. (3 + 3
units)
Course Materials
Required Texts
VanderMey et al. The College Writer. Second Edition. Boston: Houghton Mifflin Company, 2007.
Dictionary, thesaurus
Library cardFormat
A cooperative learning model is employed. Small group and individual discovery exercises and presentations will augment lectures, discussion and applications.
Student Responsibilities:
Students are expected to attend class, to complete assignments, to participate in the course in a productive manner, and to take personal responsibility for meeting the objectives of the course.
Evaluation/Grading:
Essays, assignments, exercises, class participation, portfolios /projects, presentations, midterm and final (see schedule) are averaged in determining the final grade in the following proportions:
Essays: 20%)Policies:
Homework/in-class work: 20%
Midterm:20%
Final:20%
Projects: 20%
· Assignments are to be submitted in a timely manner. Late work will receive
reduced points and must be accompanied with a written explanation for its
tardiness.
· Plagiarized work will receive 0 points, and if persistent will
result in course failure.
· All assignments must be typed, include in the
top right hand corner your name, course, date submitted, assignment name and
revision number.
· Attendance is mandatory. Missed classes will constitute 0
points for the day’s class participation points. Excused absences are limited to
serious medical or other problems, and are to be explained in writing either
before or immediately after the absence. Persistent unexcused absences will
result in course failure.
Assignment Schedule
| Unit | Week | Date | Topics/Assignment | Notes |
| Unit 1 | Wk 1 | 1/16/2007 | Introduction | Recommended reference texts: Handbook, Dictionaries |
| Introduction | Wk 2 | 1/23/2007 | Introductory Essay: Personal (family), Social (culture, home country), Professional (economic now/future), Universal (philosophical, goals, definition of success) | QnA-- Interviews Essay: Where do you stand? (feet, stomach, heart, ears, eyes, hands, brain) |
| Wk3 | 1/30/2007 | Peer Evaluation | Unit 1 Paper Due | |
| Unit 2: | Wk 4 | 2/6/2007 | Introductory essay due | Language, Literature, Art, Music Story of English; Do You Speak American? |
| Humanities Focus | Wk 5 | 2/13/2007 | C24, Writing about Literature and the Arts | MLA Format |
| Wk 6 | 2/20/2007 | Literary Analysis (357), oral presentations (319), web writing (399) | ||
| Wk 7 | 2/27/2007 | C25, Academic Essays | Unit 2 Paper Due | |
| Wk 8 | 3/6/2007 | Review; Presentations | ||
| Wk 9 | 3/13/2007 | Midterm | ||
| 3/20/2007 | Spring Recess | |||
| Unit 3 | Wk 10 | 3/27/2007 | C26, Writing for the Workplace | APA Format |
| Social Sciences Focus | Wk 11 | 4/3/2007 | Abstracts/summaries(538,540,550) | Business, Economics America at Work |
| Wk 12 | 4/10/2007 | experiment report (341), observation report (319), research paper(423) | Unit 3 Paper Due | |
| Unit 4 | Wk 13 | 4/17/2007 | C27,, Writing and Designing in the Web | Cosmos |
| Physical Sciences | Wk 14 | 4/24/2007 | Field Report (341), research paper (423) | Nature/ Ecology Micrososmos |
| Wk 15 | 5/1/2007 | Review; Presentations | Unit 4 Paper Due | |
| Conclusion | Wk 16 | 5/8/2007 | Final | |