Writing 20 - Cora Agatucci
Basic Writing I

In-Class Paragraph #4 (Example)- Fall 2001
& Optional In-Class Paragraph #5
for CRN #40561, Tues.-Thurs. 11:00 am - 12:15 pm, Jefferson 101 (Cora Agatucci)
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See Fall 2001 WR 20 Course Plan for Deadlines

Directions for In-Class Paragraph #4 (Example)
Worth: 10% of course grade

  Paragraph #4 (to be graded) will be written in class on Thursday, Nov. 8

            Recommended length:  One stand-alone paragraph of 100 to 200 words

In-Class Writing Time Allowed: 75 min.

Bring a blank college examination bluebook: In-Class Paragraph #4 must be written in a bluebook or it will not be accepted for grading.

Bring writing implements:  one (two to be safe!) black or blue ink pens or dark-leaded pencils. 

Optional:  Dictionary and/or thesaurus

Written Preparation & Preliminary Draft(s) (for credits):

Bring to class to be Workshopped on Tues., Nov. 6

Bring to class on Thurs., Nov. 8 - to be collected at the beginning of in-class writing period.  [NOTE WELL:  you cannot use notes, outlines or preliminary drafts to help you write In-Class Paragraph #4 on Thurs., Nov. 8)


Strategies for Success on Timed In-Class Writings:


Competency 8: Understand the principles of the writing process in its basic form: generating ideas, organizing ideas, drafting, revising and editing.

1. Analyze & Understand the Assignment so that you know what you are expected to do.  This is a key first step in the Writing Process for college students, and you should ask questions if any part of the assignment is unclear to you.  Here is the assignment:

In-Class Paragraph #4 must be:

(A)  an Example Paragraph (review Odyssey Ch. 7), to be developed with one or more well-chosen specific examples supporting a clear topic sentence/main idea);
AND . . .

(B) written on your choice of one of the following topics:
     1.  Halloween (or another holiday of your choice)

     2.  Rude behavior
     3.  Sweet dreams
4.  An intriguing character I have known
     5.  Winter driving

2.                  Choose a Topic, Write a Topic Sentence, & Generate Well-Selected Example(s) through Prewriting.  (Review Odyssey Ch. 2 & Ch. 7)  You must develop In-Class Paragraph #4 and support its topic sentence with specific example.  You can satisfy this requirement with one well-selected extended example, or two or more examples that support your main point.  Your supporting example(s) must be developed specifically, and must be well-selected as relevant to your topic sentence.  Try prewriting on more than one of the topics to help you choose the best topic, create the best topic sentence, and develop the most effective supporting example(s).  Write out & revise, as needed, a clear, effective topic sentence(s); then use it to help you unify your paragraph: that is, make sure your example(s) are relevant support for the main idea expressed in topic sentence(s).

3.                  Organize your presentation logically and effectively, and double-check that your paragraph addresses the chosen topic and is unified.  Plan how you will introduce the topic, present your topic sentence(s), order the arrangement of the body example(s), and conclude your paragraph.  Create an outline to help you organize the presentation of your material.  Tips:  If you are telling a story (narration) as one extended example to support your topic sentence, review Ch. 5 for help on chronological (time) organization and coherent transitions.  If you are developing your example(s) with description, review Ch. 6 for help with descriptive development, spatial organization and transitions.  If you are offering several shorter examples to support your topic sentence, consider ordering your examples from least to most effective in order to build to a climax (review Odyssey Ch. 7).  Make sure your topic sentence(s) speak directly to the assigned topic that you have chosen.

4.                  Write a preliminary draft of, and revise (as needed) In-Class Paragraph #4, just as you would (and did, I hope) for other WR 20 Paragraphs.  Use (and revise) your outline to help you write your draft and order the presentation of your material.  Make sure that your first sentence(s) introduce your readers to the topic choice, that the main point of your paragraph is expressed in clear, well-placed topic sentence(s), and that topic sentence(s) address the chosen topic.  Check your examples for unity and relevance:  everything in your paragraph should support the main idea expressed in the topic sentence(s).  Check development:  your example(s) should be developed in enough specific detail to show your reader what you mean and support your general point(s) clearly and convincingly. Review Cora’s evaluations of previous WR 20 paragraphs to help you identify strengths and weaknesses in your writing skills that may turn up again in In-Class Paragraph #4.  Be prepared to ask your student Workshop group to comment on these aspects of your outline/preliminary draft of Paragraph #4..

5.                   Bring your written preparation (detailed outline and/or preliminary draft) to the WR 20 Workshop on Tues., Nov. 6, when you can discuss/read your plans for In-Class Paragraph #4 and get additional feedback and suggestions for improvement from other students.

6.                  Study your paragraph and do practice timed writing(s) at home.  Will you be able to remember and have time to write and edit your planned paragraph in class on Thurs., Nov. 8?  Find out by doing one or more practice timed writings at home.  Study your plan (outline and/or draft) until you know it well.  Then put it away—you won’t be able to use notes or drafts during the In-Class writing period on Thurs., Nov. 8!!  Set a timer for 75 minutes, and try to write your planned In-Class Paragraph from memory.  Use your 75-minute timed period wisely:  give yourself 2-to-5 minutes at the beginning of the timed period to collect your thoughts and jot down your remembered plan; allow yourself at least 10 minutes at the end of the timed period to proofread and edit your paragraph for clarity and grammatical correctness.  Afterwards, compare your practice timed paragraph to your planned outline/preliminary draft:  Did you run out of time before finishing your paragraph?  Did you study your planned paragraph well enough to remember and follow your plans?    Did you have adequate time to write your draft? To proofread and edit?—especially for those common errors that we have been studying in class?  Review your at-home timed paragraph critically, assess its strengths and weaknesses, revise and edit it, and devise solutions to any problems that you identify.  When you’re ready, I recommend that you try timing yourself again and see if the resulting paragraph has improved.

7.                  Save your written preparation (outlines, drafts, practice timed paragraph writing) to turn in for Credits at the beginning of class on Thurs., Nov. 8. 



Allow yourself at least 5 min. at the beginning of the timed writing period to collect your thoughts and remember your planned example paragraph.  Feel free to use the front or back cover of the bluebook to jot down your paragraph plans from memory at the beginning of the timed writing period.

Leave yourself room in the bluebook to edit, as you write your final draft:  leave at least 1” margins in the bluebook pages, and you may wish to double space your paragraph in the bluebook and/or to write only on one side of each bluebook page.  This white space will later give you room to make neat revisions and corrections, as needed.

Drafting:  It will probably take you 30 - 45 min. to actually write out your planned draft of Paragraph #4 (assuming that you know your plans well).

Allow yourself at least 10 to 15 minutes at the end of the timed writing period to revise, edit and proofread your work.  Note that corrections, cross-outs, etc. are acceptable as long as your writing is legible (readable).


Grading criteria will include your ability to . . .

Optional In-Class Paragraph #5 

If you wish to try to strengthen or improve your grade for the In-Class Paragraph (worth 10% of your overall course grade), you may elect to try again on In-Class Paragraph #5, to be written in bluebooks during the second hour of our regularly scheduled Final Exam period on Monday, December 3, 10:15 – 12:15, in Jefferson 101.  (NOTE:  Everyone will be taking Quiz #2 during the first hour of the final exam period.) 

Review the directions handout for In-Class Paragraph #4 for advice.  Then come to the Final, blank bluebook and pens/pencils in hand, prepared to write on one of the following topic choices.

Choose one of the following topics
for Optional In-Class Paragraph #5

  1.      Use well-selected specific example(s) to illustrate how people can have fun without spending any money.

  2.      Use vivid descriptive detail to introduce your readers to your most prized possession.

  3.      Explain the process you use to relax yourself after a hard day.

  4.      Write a narrative paragraph on a past experience that forced you to make a difficult choice. 

GRADING:  Optional In-Class Paragraph #5 will be evaluated by much the same grading criteria used on In-Class Paragraph #4.  The higher grade earned on In-Class Paragraph #5 or In-Class Paragraph #4 will then be counted as 10% of your overall course grade in WR 20.

Cora's Fall 2001 WR 20 Syllabus | Course Plan |
Assignments are being webposted after they are discussed in class.
WR 20 Course Home Page

You are here ~ In-Class Paragraphs #4 & Optional #5 ~ Fall 2001
URL of this webpage: http://www.cocc.edu/cagatucci/classes/wr20/p4example.htm 
Last updated: 12 August 2002

This webpage is maintained by Cora Agatucci, Professor of English,
Humanities Department, Central Oregon Community College
I welcome comments: cagatucci@cocc.edu
© Cora Agatucci, 1997-2001
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