Where do you stand with regard to writing?
FEET: What do I stand for as a foundation of writing?
STOMACH: What upsets me about writing?
HEART: What do I love about writing?
HANDS: What do I feel about writing?
EARS: What do I hear about writing?
EYES: What do I see about writing?
BRAIN: What do I think about writing?
Saturday, August 30, 2008
Where Do You Stand?
Where do you stand with regard to writing?
FEET: What do I stand for as a foundation of writing?
STOMACH: What upsets me about writing?
HEART: What do I love about writing?
HANDS: What do I feel about writing?
EARS: What do I hear about writing?
EYES: What do I see about writing?
BRAIN: What do I think about writing?
FEET: What do I stand for as a foundation of writing?
STOMACH: What upsets me about writing?
HEART: What do I love about writing?
HANDS: What do I feel about writing?
EARS: What do I hear about writing?
EYES: What do I see about writing?
BRAIN: What do I think about writing?
Tuesday, August 19, 2008
Syllabus
SYLLABUS: ENGLISH 82B Written Communication II (3)
Fall 2008 -- Tuesdays 12:30 -3:15
Prerequisite/Co-requisite Courses: None
Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:30 and by arrangement
E-mail: mailto:profs4e@gmail.com
Blog: http://e82bwcom.blogspot.com/
Wiki: http://e82bwcom.wetpaint.com
COURSE DESCRIPTION
ENG 82B - WRITTEN COMMUNICATION II
The course includes 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 units)
COURSE OBJECTIVES
Students will develop their writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. Students will learn editing, documentation skills, and 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 effective in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4
Through assigned essays and exercises, students will demonstrate with progressive skill in mechanics and style according to established rubrics
INSTRUCTIONAL MATERIALS AND REFERENCES
REQUIRED TEXT
VanderMey et al. The College Writer. Second Edition. Boston: Houghton Mifflin Company, 2007.
Course text site: http://college.cengage.com/english/vandermey/college_writer/2e/resources.html
ISBN: 0-618-74253-0
TOPICAL OUTLINE
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.
Topics include: writing development based on critical reading and evaluation of both student and professional writing. Review of the foundation for writing in academic and professional contexts.
SCHEDULE
| Wk1 | 2-Sep | Unit 1 Introduction |
| Wk2 | 9-Sep | Introductory Essay: Consider each of the following contexts: Personal (family), Social (culture, home country), Professional (economic now/future), Universal (philosophical, goals, definition of success) |
| Where do you stand? (feet, stomach, heart, ears, eyes, hands, brain) | ||
| Media: On Essay Writing | ||
| Wk3 | 16-Sep | Peer Evaluation |
| Unit 1 Introductory Essay Due | ||
| Wk4 | 23-Sep | Unit 2: Language, Literature, Art, Music, Humanities Focus |
| Media: Story of English; Do You Speak American? | ||
| Wk5 | 30-Sep | The College Writer (TCW), C24, Writing about Literature and the Arts |
| MLA Format | ||
| Wk6 | 7-Oct | Literary Analysis (TCW, 357), oral presentations (TCW, 319), web writing (TCW, 399) http://www.wisc.edu/writing/Handbook/ReadingPoetry.html |
| Wk7 | 14-Oct | TCW, C25, Academic Essays |
| Unit 2 Paper Due | ||
| Wk8 | 21-Oct | Review; Presentations |
| Wk9 | 28-Oct | Midterm |
| Wk10 | 4-Nov | Unit 3 Social Sciences Focus |
| TCW, C26, Writing for the Workplace | ||
| Wk11 | 11-Nov | C27 Writing and Designing in the Web Business, Economics America at Work APA Format, C34 Abstracts/summaries(538,540,550) Research C29-32, |
| Wk12 | 18-Nov | Experiment report (TCW, 341), observation report (TCW, 319), research paper(TCW, 423) Unit 3 Paper Due |
| Wk13 | 25-Nov | Unit 4 Cosmos Physical Sciences |
| Wk14 | 2-Dec | Nature/ Ecology Microcosmos Field Report (TCW, 341), research paper (TCW, 423) |
| Review; Presentations Conclusion | ||
| Unit 4 Paper Due | ||
| Wk15 | 9-Dec | Final |
Syllabus
SYLLABUS: ENGLISH 82B Written Communication II (3)
Fall 2008 -- Tuesdays 12:30 -3:15
Prerequisite/Co-requisite Courses: None
Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:30 and by arrangement
E-mail: mailto:profs4e@gmail.com
Blog: http://e82bwcom.blogspot.com/
Wiki: http://e82bwcom.wetpaint.com
COURSE DESCRIPTION
ENG 82B - WRITTEN COMMUNICATION II
The course includes 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 units)
COURSE OBJECTIVES
Students will develop their writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. Students will learn editing, documentation skills, and 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 effective in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4
Through assigned essays and exercises, students will demonstrate with progressive skill in mechanics and style according to established rubrics
INSTRUCTIONAL MATERIALS AND REFERENCES
REQUIRED TEXT
VanderMey et al. The College Writer. Second Edition. Boston: Houghton Mifflin Company, 2007.
Course text site: http://college.cengage.com/english/vandermey/college_writer/2e/resources.html
ISBN: 0-618-74253-0
TOPICAL OUTLINE
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.
Topics include: writing development based on critical reading and evaluation of both student and professional writing. Review of the foundation for writing in academic and professional contexts.
SCHEDULE
| Wk1 | 2-Sep | Unit 1 Introduction |
| Wk2 | 9-Sep | Introductory Essay: Consider each of the following contexts: Personal (family), Social (culture, home country), Professional (economic now/future), Universal (philosophical, goals, definition of success) |
| Where do you stand? (feet, stomach, heart, ears, eyes, hands, brain) | ||
| Media: On Essay Writing | ||
| Wk3 | 16-Sep | Peer Evaluation |
| Unit 1 Introductory Essay Due | ||
| Wk4 | 23-Sep | Unit 2: Language, Literature, Art, Music, Humanities Focus |
| Media: Story of English; Do You Speak American? | ||
| Wk5 | 30-Sep | The College Writer (TCW), C24, Writing about Literature and the Arts |
| MLA Format | ||
| Wk6 | 7-Oct | Literary Analysis (TCW, 357), oral presentations (TCW, 319), web writing (TCW, 399) http://www.wisc.edu/writing/Handbook/ReadingPoetry.html |
| Wk7 | 14-Oct | TCW, C25, Academic Essays |
| Unit 2 Paper Due | ||
| Wk8 | 21-Oct | Review; Presentations |
| Wk9 | 28-Oct | Midterm |
| Wk10 | 4-Nov | Unit 3 Social Sciences Focus |
| TCW, C26, Writing for the Workplace | ||
| Wk11 | 11-Nov | C27 Writing and Designing in the Web Business, Economics America at Work APA Format, C34 Abstracts/summaries(538,540,550) Research C29-32, |
| Wk12 | 18-Nov | Experiment report (TCW, 341), observation report (TCW, 319), research paper(TCW, 423) Unit 3 Paper Due |
| Wk13 | 25-Nov | Unit 4 Cosmos Physical Sciences |
| Wk14 | 2-Dec | Nature/ Ecology Microcosmos Field Report (TCW, 341), research paper (TCW, 423) |
| Review; Presentations Conclusion | ||
| Unit 4 Paper Due | ||
| Wk15 | 9-Dec | Final |
Friday, August 15, 2008
Saturday, August 2, 2008
Tuesday, July 8, 2008
Process Topics
Process Topics
How to care for a cat (or any animal).
How to spend a holiday.
How to develop self-control.
How to find happiness.
How to keep your girl (boy) friend.
How to track a wild animal.
How to prepare my favorite dish.
How to cure a cold.
How to take good snapshots.
How to take notes.
How to criticize music.
How to make an ice cream soda.
How to keep friends.
How to spend a weekend.
How to take it easy intelligently.
How to plan a garden.
How to entertain the family.
How to paper a room.
How to be popular.
How to grow tomatoes (or any vegetable, grain, or flower).
How to choose a friend.
How to solve the housing problem.
How to make cheese.
How to make coffee.
How to write a good essay.
How to be a nonchalant when embarrassed.
How to study systematically.
How to prepare for an examination.
How to plan a meal.
How to cure insomnia.
How to get along with a brother (or sister).
How to enjoy music.
How a band moves into a formation.
How to give a gentle hint.
How to leave a party.
How to make an impression on a girl (or a boy).
How to learn a part in a play.
How to administer artificial respiration.
How (not) to prepare for a journey.
How to caddy.
How to review a book.
How to develop film.
How to spend your time profitably while standing in line.
How to clean a rifle.
How to enjoy a vacation.
How to hunt with a camera.
How to sleep in class.
How to approach Dad.
How I would change Present (traffic, food, education) laws.
Learning to ride a course.
Do's and don'ts for basketball fans.
Tinkering with machinery.
Steps in making a garden.
A good party game.
In case of fire . . .
Making something out of nothing.
A complicated play in basketball or football (use diagrams).
Helps for puzzle friends.
How to "psych out" a teacher.
How to play a game.
How to spend an enjoyable evening in . . .
Plan for a garden.
Where automobiles are likely to break down.
The serve in tennis.
Choosing a wardrobe.
Earning one's way.
The best scheme I ever heard of to make money.
Making a hobby profitable.
Miracles nature never thought of.
A good floor plan.
How books are classified in a library.
A chairman's (or speaker's) duties in a group discussion.
How to enjoy literature.
How to converse.
How to tie a shoe.
How to take care of a computer.
How to say "no".
Wednesday, July 2, 2008
Tuesday, July 1, 2008
Tuesday, June 17, 2008
Student Blogs
Orapin's blog: http://orapin19.blogspot.com/
Liakae's blog: http://liakae.blogspot.com/
Sabin's blog: http://blackevill.blogspot.com/
Sumit's blog: http://nepalisumit.blogspot.com/
Sujina's blog: http://sujinanepali.blogspot.com/
Lee's blog: http://leemdecember.blogspot.com/
Biswa's blog: http://biswajung.blogspot.com/
Bijay's blog: http://npbj.blogspot.com/
Niranjan's blog: http://menikar.blogspot.com/
Sue's blog: http://soo4comblog.blogspot.com
Liakae's blog: http://liakae.blogspot.com/
Sabin's blog: http://blackevill.blogspot.com/
Sumit's blog: http://nepalisumit.blogspot.com/
Sujina's blog: http://sujinanepali.blogspot.com/
Lee's blog: http://leemdecember.blogspot.com/
Biswa's blog: http://biswajung.blogspot.com/
Bijay's blog: http://npbj.blogspot.com/
Niranjan's blog: http://menikar.blogspot.com/
Sue's blog: http://soo4comblog.blogspot.com
Thursday, June 12, 2008
Wednesday, June 11, 2008
Monday, June 9, 2008
WCom Wiki
from http://4wcom.wetpaint.com the Wikisite for E82A Written Communication I
Wiki Sitemap as of June 2008:
4 WCom Wiki
Wiki Sitemap as of June 2008:
4 WCom Wiki
Slides
Writing and the Critical Thinking Process Slides
Assignments
E82A Written Communication Syllabus
Diagrams
InfoMaps
Students
Teams
Where Do You Stand -- Student Responses
Slides
Writing and the Critical Thinking Process Slides
Assignments
E82A Written Communication Syllabus
Diagrams
InfoMaps
Students
Teams
Where Do You Stand -- Student Responses
Where do you stand?
Where do you stand?
FEET: What do I stand for as a foundation of writing?
STOMACH: What upsets me about writing?
HEART: What do I love about writing?
HANDS: What do I feel about writing?
EARS: What do I hear about writing?
EYES: What do I see about writing?
BRAIN: What do I think about writing?
FEET: What do I stand for as a foundation of writing?
STOMACH: What upsets me about writing?
HEART: What do I love about writing?
HANDS: What do I feel about writing?
EARS: What do I hear about writing?
EYES: What do I see about writing?
BRAIN: What do I think about writing?
Tuesday, June 3, 2008
Syllabus
E82A
Written Communication I
Syllabus
English 82A Syllabus
Lincoln University
Written Communication I
Units: 3 Contact hours: 40
Semester: Summer 2008
Course Days: Tuesdays and Thursdays
Time: 1:00 – 3:45
Location: Room 402
Course Blogsite: http://4wcom.blogspot.com/
Course Wikisite: http://4wcom.wetpaint.com/
Dr. Sylvia Y. Rippel Schoemaker
Phone: 510.628.8036
Office: Room 305
Office Hours: T-T, 9:9:30, 12:15-1, and by arrangement
Email: drsylvia2008@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 effective 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 82A covers the aspects of composing well-organized written communications. 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 rhetorical 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 Text:
VanderMey et al. The College Writer, Second Edition. Boston: Houghton Mifflin Company, 2007.
ISBN: 0 618 74253 0
Recommended Texts:
Clouse, Barbara Fine. A Troubleshooting Guide for Writers: Strategies & Process.4th Ed. Boston: Mc-Graw-Hill, 2005.
Adams, Katherine H. and Michael L. Keene, Research and Writing across the Disciples 2nd Ed. Mountain View, CA: Mayfield Publishing Company, 2000.
A comprehensive, current English dictionary and thesaurus
Format
A cooperative learning model will be 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:
Essays, assignments, exercises, class participation, notebooks, midterm and final presentations, extra credit work/journals will be averaged in determining the final grade in the following proportions:
Policies:
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.
Assignments:
Overall Schedule Units, 2 to 3 sessions each (see schedule ),
Midterm and final portfolios, session 7 and 14, including essays for each unit, notes, reference data, in-class materials and assignments.
Grading:
Essays: 40 percent
Homework/in-class writing: 30 percent
Presentations/Participation: 30 percent
| Session | Date | Topic / Assignments | Rhetoric | Reader | Handbook |
1 | Tuesday, June 10, 2008 | Introduction | 1, Critical Thinking and Reading | 9, Personal Narrative | 35, Marking Punctuation |
2 | Thursday, June 12, 2008 | Reading and Thinking | 2, Getting Started | 10, Personal Reflection | 36, Checking Mechanics |
3 | Tuesday, June 17, 2008 | Writing Process Introductions Paper Due | 3, Planning | 11, Personal Description | Multilingual and ESL Guidelines |
4 | Thursday, June 19, 2008 | Writing and Rewriting | 4, Drafting | ||
5 | Tuesday, June 24, 2008 | Narrative and Descriptive Writing | 5, Revising 6, Editing and Proofreading | Parts of Speech | |
6 | Thursday, June 26, 2008 | Unit I Narrative and Descriptive Paper Due Analytical Writing | 7, Submitting | 12, Cause and Effect | Parts of Speech |
7 | Tuesday, July 01, 2008 | Comparison and contrast MIDTERM | 8, One Writer’s Process. | 13, Comparison and Contrast | Sentence Basics |
8 | Thursday, July 03, 2008 | Narrative and Descriptive Paper Due Classification | 14, Classification | Sentence Problems | |
9 | Tuesday, July 08, 2008 | Portfolio I Due Process | 15, Process Writing | ||
10 | Thursday, July 10, 2008 | Definition | 16, Definition | Numbers, Word Parts, and Idioms | |
Vocabulary and writing | Using the Right Word | ||||
11 | Tuesday, July 15, 2008 | Unit II Analytical Paper Due Persuasive Writing | 17, Strategies for Argumentation and Persuasion | Understanding Grammar | |
12 | Thursday, July 17, 2008 | Defining a point of view | 19, Persuading Readers to Act | 39, Constructing sentences | |
13 | Tuesday, July 22, 2008 | Responding to an argument | 20, Arguing Against a Claim | 40, Avoiding Sentence Errors | |
14 | Thursday, July 24, 2008 | Unit III Persuasive Paper Due Portfolio II Final Exam |
Friday, May 30, 2008
Tuesday, December 4, 2007
Tuesday, November 27, 2007
Tuesday, November 13, 2007
Tuesday, October 30, 2007
Two Types of Analytical Papers
| Scientific | Humanistic | |
|---|---|---|
| Epistemology | Discover the truth | Create meaning |
| Human Nature | Determinism | Free will |
| Value Priority | Objectivity | Emancipation |
| Purpose of Theory | Give universal laws | Give rules for interpretation |
| Research Methods | Experiment and Survey | Textual analysis and ethnography |
| Standards for Evaluation | Explanation of data Prediction of future Relative simplicity Testable hypotheses Practical utility | Understanding of people Clarification of values Aesthetic appeal Community of agreement Reform society |
Writing Skills -- ISTEP
Writing Skills and the ISTEP+ Test (Indiana Statewide Testing for Educational Progress)
In its listing of writing skills the ISTEP+ test focuses on the writer's ability to:
(words in parentheses indicate highest level of proficiency)
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
In its listing of writing skills the ISTEP+ test focuses on the writer's ability to:
(words in parentheses indicate highest level of proficiency)
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
Tuesday, October 23, 2007
Process Topics
How to care for a cat (or any animal).
How to spend a holiday.
How to develop self-control.
How to find happiness.
How to keep your girl (boy) friend.
How to track a wild animal.
How to prepare my favorite dish.
How to cure a cold.
How to take good snapshots.
How to take notes.
How to criticize music.
How to make an ice cream soda.
How to keep friends.
How to spend a weekend.
How to take it easy intelligently.
How to plan a garden.
How to entertain the family.
How to paper a room.
How to be popular.
How to grow tomatoes (or any vegetable, grain, or flower).
How to choose a friend.
How to solve the housing problem.
How to make cheese.
How to make coffee.
How to write a good essay.
How to be a nonchalant when embarrassed.
How to study systematically.
How to prepare for an examination.
How to plan a meal.
How to cure insomnia.
How to get along with a brother (or sister).
How to enjoy music.
How a band moves into a formation.
How to give a gentle hint.
How to leave a party.
How to make an impression on a girl (or a boy).
How to learn a part in a play.
How to administer artificial respiration.
How (not) to prepare for a journey.
How to caddy.
How to review a book.
How to develop film.
How to spend your time profitably while standing in line.
How to clean a rifle.
How to enjoy a vacation.
How to hunt with a camera.
How to sleep in class.
How to approach Dad.
How I would change Present (traffic, food, education) laws.
Learning to ride a course.
Do's and don'ts for basketball fans.
Tinkering with machinery.
Steps in making a garden.
A good party game.
In case of fire . . .
Making something out of nothing.
A complicated play in basketball or football (use diagrams).
Helps for puzzle friends.
How to "psych out" a teacher.
How to play a game.
How to spend an enjoyable evening in . . .
Plan for a garden.
Where automobiles are likely to break down.
The serve in tennis.
Choosing a wardrobe.
Earning one's way.
The best scheme I ever heard of to make money.
Making a hobby profitable.
Miracles nature never thought of.
A good floor plan.
How books are classified in a library.
A chairman's (or speaker's) duties in a group discussion.
How to enjoy literature.
How to converse.
How to tie a shoe.
How to take care of a computer.
How to say "no".
How to spend a holiday.
How to develop self-control.
How to find happiness.
How to keep your girl (boy) friend.
How to track a wild animal.
How to prepare my favorite dish.
How to cure a cold.
How to take good snapshots.
How to take notes.
How to criticize music.
How to make an ice cream soda.
How to keep friends.
How to spend a weekend.
How to take it easy intelligently.
How to plan a garden.
How to entertain the family.
How to paper a room.
How to be popular.
How to grow tomatoes (or any vegetable, grain, or flower).
How to choose a friend.
How to solve the housing problem.
How to make cheese.
How to make coffee.
How to write a good essay.
How to be a nonchalant when embarrassed.
How to study systematically.
How to prepare for an examination.
How to plan a meal.
How to cure insomnia.
How to get along with a brother (or sister).
How to enjoy music.
How a band moves into a formation.
How to give a gentle hint.
How to leave a party.
How to make an impression on a girl (or a boy).
How to learn a part in a play.
How to administer artificial respiration.
How (not) to prepare for a journey.
How to caddy.
How to review a book.
How to develop film.
How to spend your time profitably while standing in line.
How to clean a rifle.
How to enjoy a vacation.
How to hunt with a camera.
How to sleep in class.
How to approach Dad.
How I would change Present (traffic, food, education) laws.
Learning to ride a course.
Do's and don'ts for basketball fans.
Tinkering with machinery.
Steps in making a garden.
A good party game.
In case of fire . . .
Making something out of nothing.
A complicated play in basketball or football (use diagrams).
Helps for puzzle friends.
How to "psych out" a teacher.
How to play a game.
How to spend an enjoyable evening in . . .
Plan for a garden.
Where automobiles are likely to break down.
The serve in tennis.
Choosing a wardrobe.
Earning one's way.
The best scheme I ever heard of to make money.
Making a hobby profitable.
Miracles nature never thought of.
A good floor plan.
How books are classified in a library.
A chairman's (or speaker's) duties in a group discussion.
How to enjoy literature.
How to converse.
How to tie a shoe.
How to take care of a computer.
How to say "no".
Thursday, October 4, 2007
Monday, October 1, 2007
Sunday, September 30, 2007
Tuesday, September 25, 2007
Monday, September 24, 2007
Rhetorical Modes
As a writer, you can begin by asking yourself questions and then answering them. Your answers will bring your subject into focus and provide,you with the material to develop your topic. Here are twenty questions or “thought starters” that present ways of observing or thinking about your topic. Each question generates the type of essay listed in parentheses after the question.
1. What does X mean? (Definition)
2. What are the various features of X? (Description)
3. What are the component parts of X? (Simple Analysis)
4. How is X made or done? (Process Analysis)
5. How should X be made or done? (Directional Analysis)
6. What is the essential function of X? (Functional Analysis)
7. What are the causes of X? (Causal Analysis)
8. What are the consequences of X? (Causal Analysis)
9. What are the types of X? (Classification)
10. How is X like or unlike Y? (Comparison)
11. What is the present status of X? (Comparison)
12. What is the significance of X? (Interpretation)
13. What are the facts about X? (Reportage)
14. How did X happen? (Narration)
15. What kind of person is X? (Characterization/Profile)
16. What is my personal response to X? (Reflection)
17. What is my memory ofX? (Reminiscence)
18. What is the value of X? (Evaluation)
19. What are the essential major points or features of X? (summary)
20. What case can be made for or against X? (Persuasion)
1. What does X mean? (Definition)
2. What are the various features of X? (Description)
3. What are the component parts of X? (Simple Analysis)
4. How is X made or done? (Process Analysis)
5. How should X be made or done? (Directional Analysis)
6. What is the essential function of X? (Functional Analysis)
7. What are the causes of X? (Causal Analysis)
8. What are the consequences of X? (Causal Analysis)
9. What are the types of X? (Classification)
10. How is X like or unlike Y? (Comparison)
11. What is the present status of X? (Comparison)
12. What is the significance of X? (Interpretation)
13. What are the facts about X? (Reportage)
14. How did X happen? (Narration)
15. What kind of person is X? (Characterization/Profile)
16. What is my personal response to X? (Reflection)
17. What is my memory ofX? (Reminiscence)
18. What is the value of X? (Evaluation)
19. What are the essential major points or features of X? (summary)
20. What case can be made for or against X? (Persuasion)
Tuesday, September 18, 2007
Student Blogs
Alex's blog: http://ozaytsev.blogspot.com/
Patricia's blog: http://onebamamoma.blogspot.com/
Carmen's blog: http://carmen2007ca.blogspot.com/
Deann's blog: http://studywcom.blogspot.com/
David's blog: http://www.flyboymusings.blogspot.com/
Bhim's blog: http://sanubhai2006.blogspot.com/
Shreeshesh's blog: http://www.shreeshesh.blogspot.com/
Kalpana's blog: http://ghl_kalpana.blog.com/
Freddie's blog: http://freddielovesenglish.blogspot.com/
Pratik's blog: http://www.pratikhadka.blogspot.com/
Shreeeshesh's blog: www.shreeshesh.blogspot.com
Patricia's blog: http://onebamamoma.blogspot.com/
Carmen's blog: http://carmen2007ca.blogspot.com/
Deann's blog: http://studywcom.blogspot.com/
David's blog: http://www.flyboymusings.blogspot.com/
Bhim's blog: http://sanubhai2006.blogspot.com/
Shreeshesh's blog: http://www.shreeshesh.blogspot.com/
Kalpana's blog: http://ghl_kalpana.blog.com/
Freddie's blog: http://freddielovesenglish.blogspot.com/
Pratik's blog: http://www.pratikhadka.blogspot.com/
Shreeeshesh's blog: www.shreeshesh.blogspot.com
Tuesday, September 4, 2007
Monday, September 3, 2007
Week / Dates
| Week | Sun | Mon | Tu | W | Th | Fri | Sat | |
| 1 | 26-Aug-07 | 27-Aug-07 | 28-Aug-07 | 29-Aug-07 | 30-Aug-07 | 31-Aug-07 | 1-Sep-07 | |
| 2 | 2-Sep-07 | 3-Sep-07 | 4-Sep-07 | 5-Sep-07 | 6-Sep-07 | 7-Sep-07 | 8-Sep-07 | Labor day 9/3 |
| 3 | 9-Sep-07 | 10-Sep-07 | 11-Sep-07 | 12-Sep-07 | 13-Sep-07 | 14-Sep-07 | 15-Sep-07 | Last add/drop day 9/14 |
| 4 | 16-Sep-07 | 17-Sep-07 | 18-Sep-07 | 19-Sep-07 | 20-Sep-07 | 21-Sep-07 | 22-Sep-07 | |
| 5 | 23-Sep-07 | 24-Sep-07 | 25-Sep-07 | 26-Sep-07 | 27-Sep-07 | 28-Sep-07 | 29-Sep-07 | |
| 6 | 30-Sep-07 | 1-Oct-07 | 2-Oct-07 | 3-Oct-07 | 4-Oct-07 | 5-Oct-07 | 6-Oct-07 | |
| 7 | 7-Oct-07 | 8-Oct-07 | 9-Oct-07 | 10-Oct-07 | 11-Oct-07 | 12-Oct-07 | 13-Oct-07 | |
| 8 | 14-Oct-07 | 15-Oct-07 | 16-Oct-07 | 17-Oct-07 | 18-Oct-07 | 19-Oct-07 | 20-Oct-07 | Midterms |
| 9 | 21-Oct-07 | 22-Oct-07 | 23-Oct-07 | 24-Oct-07 | 25-Oct-07 | 26-Oct-07 | 27-Oct-07 | |
| 10 | 28-Oct-07 | 29-Oct-07 | 30-Oct-07 | 31-Oct-07 | 1-Nov-07 | 2-Nov-07 | 3-Nov-07 | |
| 11 | 4-Nov-07 | 5-Nov-07 | 6-Nov-07 | 7-Nov-07 | 8-Nov-07 | 9-Nov-07 | 10-Nov-07 | |
| 12 | 11-Nov-07 | 12-Nov-07 | 13-Nov-07 | 14-Nov-07 | 15-Nov-07 | 16-Nov-07 | 17-Nov-07 | Verteran's day holiday 11/12 |
| 13 | 18-Nov-07 | 19-Nov-07 | 20-Nov-07 | 21-Nov-07 | 22-Nov-07 | 23-Nov-07 | 24-Nov-07 | Thanksgiving recess 21-25 |
| 14 | 25-Nov-07 | 26-Nov-07 | 27-Nov-07 | 28-Nov-07 | 29-Nov-07 | 30-Nov-07 | 1-Dec-07 | |
| 15 | 2-Dec-07 | 3-Dec-07 | 4-Dec-07 | 5-Dec-07 | 6-Dec-07 | 7-Dec-07 | 8-Dec-07 | |
| 16 | 9-Dec-07 | 10-Dec-07 | 11-Dec-07 | 12-Dec-07 | 13-Dec-07 | 14-Dec-07 | 15-Dec-07 | Finals |
| 17 | 16-Dec-07 | 17-Dec-07 | 18-Dec-07 | 19-Dec-07 | 20-Dec-07 | 21-Dec-07 | 22-Dec-07 | Semester ends |
Writing links
Forming Your Thesis Statement
http://www.wisc.edu/writing/Handbook/Thesis.html
Opening Your Draft
http://www.nutsandboltsguide.com/beginning.html
Developing the Middle
http://www.nutsandboltsguide.com/middle.htm
Ending Your Draft
http://www.nutsandboltsguide.com/ending.html
Revising Your Voice and Style
http://www.nutsandboltsguide.com/plainstyle.htm
Revising Collaboratively
http://www.wisc.edu/writing/Handbook/PeerReviews.html
Using the Writing Center
http://www.ruf.rice.edu/~riceowl/
Avoiding Imprecise, Misleading, and Biased Words
http://www.bartleby.com/62/
Also, for help with specific word-choice challenges like wordiness, take this quiz.
http://college.hmco.com/cgi-bin/SaCGI.cgi/ace1app.cgi?FNC=AcePresent__Apresent_html___eng_elibrary49
http://www.wisc.edu/writing/Handbook/Thesis.html
Opening Your Draft
http://www.nutsandboltsguide.com/beginning.html
Developing the Middle
http://www.nutsandboltsguide.com/middle.htm
Ending Your Draft
http://www.nutsandboltsguide.com/ending.html
Revising Your Voice and Style
http://www.nutsandboltsguide.com/plainstyle.htm
Revising Collaboratively
http://www.wisc.edu/writing/Handbook/PeerReviews.html
Using the Writing Center
http://www.ruf.rice.edu/~riceowl/
Avoiding Imprecise, Misleading, and Biased Words
http://www.bartleby.com/62/
Also, for help with specific word-choice challenges like wordiness, take this quiz.
http://college.hmco.com/cgi-bin/SaCGI.cgi/ace1app.cgi?FNC=AcePresent__Apresent_html___eng_elibrary49
E82 Textbook Online
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/
Sunday, September 2, 2007
E82A Syllabus Fall 2007
WRITTEN COMMUNICATION I
ENGLISH 82A
Units: 3
Prerequisite/Co-requisite Courses: None
Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
E-mail: drsylvia2007@gmail.com
Office Hours: T-Th 9-9:30, 12; 15-1 and by arrangement
Required Text:
VanderMey et al. The College Writer. 2nd Edition. Boston: Houghton Mifflin Company, 2007.
Recommended Texts:
Clouse, Barbara Fine. A Troubleshooting Guide for Writers: Strategies & Process.4th Ed. Boston: Mc-Graw-Hill, 2005.
Adams, Katherine H. and Michael L. Keene, Research and Writing across the Disciples 2nd Ed. Mountain View, CA: Mayfield Publishing Company, 2000.
Dictionary, thesaurus
(Revision date:9/2007)
DESCRIPTION
English 82A covers the aspects of composing well-organized written communications. 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 rhetorical contexts.
COURSE DESCRIPTION (CURRENT UNIVERSITY CATALOG):
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)
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
effective in English, orally and in writing, and to read with understanding
(1.1) and institutional goals , especially 1,(1.1-1.4), 2.4
FORMAT
The course sessions will include presentation, demonstration, discussion, and application modes.
POLICIES
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.
STUDENT RESPONSIBILITIES
Students are expected to attend class, complete assignments, and to participate in individual and group work in a productive manner, and to take personal responsibility for meeting the objectives of the course.
ASSIGNMENTS
Overall Schedule:
For each chapter: summaries, maps, exercises. Three unit essays. Midterm and final with ePortfolios/blogs that include the essays for each unit, notes, reference data, in-class materials, and individual and group assignments. (See Assignments)
Assignments | |
Each chapter contains an Intro, an Overview, Guidelines, and Writing Checklist/Activities. | |
1 Intro | I. A Rhetoric: College Student's Guide to Writing |
Brief Overview Chapters | I. A Rhetoric: College Student's Guide to Writing |
Unit I | Narrative, Descriptive, and Reflective Writing |
9. Forms of College Writing | |
10. Narration and Description | |
"Mzee Owitti" by Jacqui Nyangi Owitti | |
"That Morning on the Prairie" by James C. Schaap | |
"A Hanging" by George Orwell | |
"Sunday in the Park" by Bel Kaufman | |
"Northing" by Annie Dillard | |
11. Description and Reflection | |
"The Stream in the Ravine" by Nicole Suurdt | |
"Call Me Crazy But I Have to Be Myself" by Mary Seymour | |
"None of This Is Fair" by Richard Rodriguez | |
"Who Shot Johnny?" by Debra Dickerson | |
Week 5 | Unit I (Narrative, Descriptive, and Reflective Writing) Paper Due |
Unit II | Unit II -- Analytical Writing |
12. Cause and Effect | |
"Adrenaline Junkies" by Sarah Hanley | |
"The Legacy of Generation N" by Christy Haubegger | |
"Our Tired, Our Poor, Our Kids" by Anna Quindlen | |
13. Comparison and Contrast | |
"A Fear Born of Sorrow" by Anita Brinkman | |
"Two Views of the River" by Mark Twain | |
"Shrouded in Contradiction" by Gelareh Asayesh | |
"Like Mexicans" by Gary Soto | |
14. Classification | |
"Three Family Cancers" by Kim Brouwer | |
"Four Ways to Talk About Literature" by John Van Rys | |
"No Wonder They Call Me a Bitch" by Ann Hodgman | |
15. Process Writing | |
"Wayward Cells" by Kerri Mertz | |
"Downloading Photographs from the MC-150 Digital Camera" (from WFB) | |
"Hair Today, Gone Tomorrow" by Verne Meyer | |
"Campus Racism 101" by Nikki Giovonni | |
16. Definition | |
"The Gullible Family" by Mary Beth Bruins | |
"Understanding Dementia" by Sarah Anne Morelos | |
"Deft or Daft" by David Schelhaas | |
On Excellence by Cynthia Ozick | |
Week 10 | Unit II (Analytical Writing) Paper Due |
Unit III | Persuasive Writing |
17. Strategies for Argumentation and Persuasion | |
18. Taking a Position | |
"An Apology for Ms. Barbie D. Doll" by Rita Isakson | |
"In Defense of the Animals" by Meg Greenfield | |
"Apostles of Hatred Find It Easy to Spread Their Message" by Leonard Pitts Jr. | |
"Pornography" by Margaret Atwood | |
"Demystifying Multiculturalism" by Linda Chavez | |
19. Persuading Readers to Act | |
"To Drill or Not to Drill" by Rebecca Pasok | |
"Soul of a Citizen: Living with Conviction in a Cynical Time" by Paul Rogat Loeb | |
"I Have a Dream" by Dr. Martin Luther King, Jr. | |
"The Media's Image of Arabs" by Jack G. Shaheen | |
20. Proposing a Solution | |
"Preparing for Agroterror" by Brian Ley | |
"Uncle Sam and Aunt Samantha" by Anna Quindlen | |
"The Media and the Ethics of Cloning" by Leigh Turner | |
Week 15 | Unit III (Persuasive Writing) Paper Due |
STUDENT EVALUATION
Students are evaluated on the basis of class work, written assignments, quizzes, midterm and final exams, with grades proportionate to the following values:
Content | Points | Percent |
Attendance & Class Participation | 35 | 15% |
Research Journal/Portfolio | 50 | 22% |
Quizzes /tests /exercises | 50 | 22% |
Papers | 60 | 26% |
Presentations | 35 | 15% |
Totals | 230 | 100% |
Percent | Letter Grade |
90-100 | A |
80-89 | B |
70-79 | C |
60-69 | D |
Below 60 | F |
Saturday, September 1, 2007
Assignments
1 Intro 8-28-9-3 | I. A Rhetoric: College Student's Guide to Writing |
| Brief Overview Chapters | Reading, Thinking, Viewing, and Writing 1. Critical Thinking Through Reading, Viewing, and Writing The Writing Process 2. Beginning the Writing Process 3. Planning 4. Drafting 5. Revising 6. Editing and Proofreading 7. Submitting, Writing, and Creating Portfolios The College Essay 8. One Writer's Process |
-------------- Unit I | Narrative, Descriptive, and Reflective Writing |
| 9-10-9-24 | 9. Forms of College Writing Narrative, Descriptive, and Reflective |
| 10. Narration and Description | |
| "Mzee Owitti" by Jacqui Nyangi Owitti | |
| "That Morning on the Prairie" by James C. Schaap | |
| "A Hanging" by George Orwell | |
| "Sunday in the Park" by Bel Kaufman | |
| "Northing" by Annie Dillard | |
| 11. Description and Reflection | |
| "The Stream in the Ravine" by Nicole Suurdt | |
| "Call Me Crazy But I Have to Be Myself" by Mary Seymour | |
| "None of This Is Fair" by Richard Rodriguez | |
| "Who Shot Johnny?" by Debra Dickerson | |
Week 5 9-24 | Unit I (Narrative, Descriptive, and Reflective Writing) Paper Due |
-------------- Unit II | Unit II -- Analytical Writing |
| 12. Cause and Effect | |
| "Adrenaline Junkies" by Sarah Hanley | |
| "The Legacy of Generation N" by Christy Haubegger | |
| "Our Tired, Our Poor, Our Kids" by Anna Quindlen | |
| 13. Comparison and Contrast | |
| "A Fear Born of Sorrow" by Anita Brinkman | |
| "Two Views of the River" by Mark Twain | |
| "Shrouded in Contradiction" by Gelareh Asayesh | |
| "Like Mexicans" by Gary Soto | |
| 14. Classification | |
| "Three Family Cancers" by Kim Brouwer | |
| "Four Ways to Talk About Literature" by John Van Rys | |
| "No Wonder They Call Me a Bitch" by Ann Hodgman | |
| 15. Process Writing | |
| "Wayward Cells" by Kerri Mertz | |
| "Downloading Photographs from the MC-150 Digital Camera" (from WFB) | |
| "Hair Today, Gone Tomorrow" by Verne Meyer | |
| "Campus Racism 101" by Nikki Giovonni | |
| 16. Definition | |
| "The Gullible Family" by Mary Beth Bruins | |
| "Understanding Dementia" by Sarah Anne Morelos | |
| "Deft or Daft" by David Schelhaas | |
| On Excellence by Cynthia Ozick | |
Week 10 10-30 | Unit II (Analytical Writing) Paper Due |
-------------- Unit III | Persuasive Writing |
| 11-6- 12-4 | 17. Strategies for Argumentation and Persuasion |
| 18. Taking a Position | |
| "An Apology for Ms. Barbie D. Doll" by Rita Isakson | |
| "In Defense of the Animals" by Meg Greenfield | |
| "Apostles of Hatred Find It Easy to Spread Their Message" by Leonard Pitts Jr. | |
| "Pornography" by Margaret Atwood | |
| "Demystifying Multiculturalism" by Linda Chavez | |
| 19. Persuading Readers to Act | |
| "To Drill or Not to Drill" by Rebecca Pasok | |
| "Soul of a Citizen: Living with Conviction in a Cynical Time" by Paul Rogat Loeb | |
| "I Have a Dream" by Dr. Martin Luther King, Jr. | |
| "The Media's Image of Arabs" by Jack G. Shaheen | |
| 20. Proposing a Solution | |
| "Preparing for Agroterror" by Brian Ley | |
| "Uncle Sam and Aunt Samantha" by Anna Quindlen | |
| "The Media and the Ethics of Cloning" by Leigh Turner | |
| Week 15 12-4 | Unit III (Persuasive Writing) Paper Due |
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