Writing 20 - Cora Agatucci
Basic Writing I

WR 20 Assignments (1) - Fall 2000
Here Cora will be posting online handouts after assignments are given in class

Textbook Exercises
WEEK #2: Ch. 1 & 3 Ex. Ch. 17 Ex.
WEEK #3 Ch. 18 & Ch. 19 Ex. Ch. 20 Ex.
WEEK #4 Ch. 6  Ex. Ch. 30 Ex.
WEEK #5 Subject-Verb Ex. Quiz #1 Review Ex.
WEEK #7 Ch. 31 Ex. Ch. 29 Ex.
WEEK #8 Ch. 25 Ex. Ch. 27 Ex.
WEEKS #9 & 10: Quiz #2 Review Ex. Part I Part II

Writer's Profiles
WP #1 (Week #1 Diagnostic Paragraph) WP #2 (Writing Experiences)
WP#3 (Revision Plans for Paragraph #1 - Narration)
WP#4 Revised (Sentence Analysis Ex.)
WP#5 (Revision Plans for Paragraph #2 - Description)
WP #6 (Self-Assessment & Editing: In-Class Paragraph #3)
WP #7 (Revision Plans for Essay #1 - Process)
Final WP (WR 20 Learning Outcomes Survey)

For Paragraph, Essay, & Portfolio Assignments:
 WR 20 Assignments (2) - Fall 2000

For Deadlines, see WR 20 Course Plan

Textbook Exercises

1.  Odyssey Ch. 3 & Ch. 5 Exercises

A.   Read Odyssey Ch. 3 “Composing: Creating a Draft,” and do the following exercises in Ch. 3:

B.   Read Odyssey Ch. 5: “Narration” and do the following:

Review the “Narrative Paragraph Checklist” (p. 91) and re-read the following Ch. 5 example narration paragraphs:

Choose one of the above narrative examples, then answer all 5 questions in the “Narrative Paragraph Checklist” (p. 91) for that example.

2.  Odyssey Ch. 17 Exercises
 NOTE:  We finish going over Ch. 17 Exercises in class on Monday, Oct. 2

A.   Read Odyssey Ch. 17: “The Sentence” and do the following exercises in Ch.17:  

B.   Make a clean copy – double spaced!! – of your in-class Diagnostic Paragraph (WP#1 that you wrote on the first day of class).  Then for each sentence in your paragraph, do the following:

Tips:

·        FRAGMENT:  If Cora marked any of your sentences a “FRAG,” it may be because your sentence lacks a verb, a subject, or both.

·        COMMA SPLICES & RUN-ON SENTENCES:  If Cora marked any of your sentences a “CS” or “RS,” you can expect to find at least two complete subject-verb combinations in that sentence.

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Week #3 Textbook Exercises  

IN-CLASS: Mon., 2 Oct. 2000: As time allows, Cora will introduce Fragments (Ch. 18) & we’ll begin doing Ch. 18 Exercises (see below).  SUGGESTION: If you don’t want to tear out Odyssey pages or copy out exercises on a separate piece of paper, try zeroxing Odyssey pages of assigned exercises, then doing the exercises on the zeroxed pages.

1.  Odyssey Ch. 18 & 19 Exercises - DUE:  Wed., 4 Oct. 2000  

Read Odyssey Ch. 18 on “Fragments” and Ch. 19 on “Subordination and Coordination.” Then do the following exercises:

Recommended Follow-Up Editing Exercise: FRAGMENTS.
If Cora marked any of your sentences a “FRAG” in WP#1: Diagnostic Paragraph, use what you’ve learned to analyze why your sentence is a fragment.  Then correct your fragment.

2.  Odyssey Ch. 20 Exercises - DUE:  Fri., 6 Oct. 2000  

[For Fall 2001 - Add Ch. 19 on Coordination & these Exercises:]

Read Odyssey Ch. 20 (all) on “Comma Splices & Run-On Sentences.” Then do the following exercises:

Recommended Follow-Up Editing Exercise:  COMMA SPLICES & RUN-ON SENTENCES.
If Cora marked any of your sentences a “CS” or “RS” in WP#1: Diagnostic Paragraph, use what you’ve learned to analyze why your sentence is a comma splice or run-on sentence.  Then try to correct your comma splice or run-on sentence.

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Week #4 Textbook Exercises  

Odyssey Ch. 6 Exercises - DUE: Mon., 10 Oct. 2000

PART A.  Read Odyssey Ch. 6: “Description” and do the following:

1.           For the “sunset” paragraph (p. 93): 

2.     For the “Blackberries” paragraph (p. 94) by Leslie Norris:

3.     For the “thunderstorm” paragraph (pp. 95-96):

4.                 For the “unusual restaurant” paragraph (p. 96):

PART B.  Preparation for Sentence Analysis Exercise (See WP #4 below)
 NOTE:  We didn't get to the Sentence Analysis Exercise in class on Monday, 9 Oct. 2000, but Cora collected the clean copy of your paragraph.  Further directions on the Sentence Analysis Exercise will be given in class during Week #4.

Odyssey Ch. 30 Exercises - DUE: Wed., 11 Oct. 2000

Read Odyssey Ch. 30 "Commas" and do the following:

1.          Using Commas Between Clauses Connected by Conjunctions (Odyssey p. 437:  See handout “PUNCTUATING COMMON SENTENCE PATTERNS" distributed in class: we’ll do the practice sentences at the bottom of the handout in class.

2.  Using Commas to Separate Items in a Series (Odyssey pp. 438-439):

(a)  I like my cheeseburgers with onions mustard and catsup.

(b) I like my cheeseburgers with mustard and catsup.

(c)  My favorite breakfast is eggs and bacon toast and jelly and coffee with cream.

(d) My favorite breakfast is coffee and toast.

(e) Within an hour, Jane went to the grocery store bought some meat and returned home.

(f)  Within an hour, Jane went to the grocery store and returned home.

(g) When looking for a baseball team’s schedule on the Internet, people may first have to wade through vast amounts of local news financial disclosures and player statistics. 

(h) When I recently looked up podiatry osteopathy dentistry and chiropractic on the Internet, I was overwhelmed with information.

(i) Most science fiction falls into four categories:  hard science fiction science-based fantasy (also known as sword and sorcery) speculative fiction and genre science fiction.

(j) Genre science fiction, such as Star Trek, features familiar settings and recognizable characters. 

(k) A shady tree a cool stream and a nice picnic lunch would make for a lovely summer outing.

(l)  More no-fee calling areas lower rates and faster Internet connections have motivated many phone customers to switch to cable companies for service.

3.     Using Commas to Set off Introductory Material (Odyssey pp. 440-441):

4.     Using Commas to Set off Elements that Interrupt Sentence Flow (Odyssey pp. 441-442):

5.     Using Commas to Set off Direct Quotations & Other situations (Odyssey pp. 443-444):

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Week #5 Exercises  

Cora's Subject-Verb handout Exercise - DUE:  Mon., 16 Oct. 2000  

Each of the following sentences has one or more subject-verb combinations.  For each sentence, do the following:

(a) Circle the Simple Subjects and underline the Verbs (with which the Simple Subjects must agree).
(b) Identify the number of clauses in each sentence.  (Tip: count the number of complete subject-verb combinations.)
(c) Correct any errors in Subject-Verb Agreement that you find.
  1. The two weary old women sits down on the park bench.
  2. Does John and Martha miss the bus everyday?
  3. Yes, John and Martha does indeed miss the bus almost everyday!
  4. Does Juanita and Frank come for Thanksgivings each year?
  5. No, Juanita and Frank do not always come for Thanksgivings every year.
  6. Jane attends college and studies very hard.
  7. Has Juanita and Felipe called in today?
  8. No, Juanita and Felipe have not called in today.
  9. Nearly every day, my mother goes to the store, and she buys some groceries
  10. My mother goes to the store and buy some groceries nearly every day.
  11. The list has been posted on the library door.
  12. A list of required textbooks has been posted on the library door.
  13. There are a list of required textbooks on the library door.
  14. One of the women lost her child in the schoolyard yesterday.
  15. One of the boys loses his bicycle in the schoolyard every year.
  16. Some of the boys lose their bicycles in the schoolyard every year.
  17. There is two bicycles by the fence at the schoolyard.
  18. Where are my glasses?
  19. Here is your glasses.
  20. The print looks very light because the typewriter ribbon is old.
  21. The fishermen trolls in the bay for hours; however, they usually catches nothing.
  22. Although the fishermen troll in the bay for hours, they usually catch nothing.

Quiz #1 Review Exercise - Wed. & Fri., 18-20 Oct. 2000  
Odyssey Chs. 1-5, 17-20, 30 & handout: "Punctuating Common Sentence Patterns")

Part I:  The Writing Process and Writing Effective Paragraphs (Chs. 1, 2, 3) 

A.  Identify and briefly describe two of the important stages in the Writing Process:

1.  

 

2. 

 

B.  What is “reader-centered” writing?

 

C.     Define a topic sentence and paragraph unity; be sure to explain how the two should work together in an effective paragraph.

 

D.     For the following paragraph below:

1.  Is the paragraph unified?  _____________

2.  Why or why not? (Briefly explain).

            The changing economic picture has led many people to move away from the rural Pennsylvania community where I was raised, and this in turn has changed the community.  Over the years, farmland has become more and more expensive.  Years ago, a family could buy each of its children twenty-five acres on which they could start farming.  Today, the price of land is so high that the average farmer cannot afford to buy this amount of land.  I am tired of seeing my friends move away.  After I graduate I intend to return to my town and get a job there.  My uncle owns a hardware store, and he told me that after I graduate, he will teach me the business.  I think I can contribute something to the business and the town.

E.     Coherence.

1.  Give an example of a transition:_______________________________________

2.  Briefly explain why transitional words and phrases are important to effective paragraph writing.

 

F.  For the following general statement, write one sentence that offers specific development to support or illustrate the general idea expressed. 

My grandfather always found interesting things for me to do when I came to visit.

 

Part II: Basic Sentence Patterns & Correcting Common Sentence Errors (Chs. 17-20, 21, 30 & handout: "Punctuating Common Sentence Patterns")

A.     Identify the complete subject-verb combinations in the following sentences, and identify the number of clauses.  Note that some sentences may have more than one subject-verb combination and therefore more than one clause):

1.      The weary old woman sat on the bench.  ____

2.      Juanita and Frank came for Thanksgivings last year.  ____

3.      Jane attends college and studies very hard.  ____

4.      Did John miss the bus today?  ____

5.      John did miss the bus today!  ____

6.      My mother went to the store so that she could buy some groceries. ____

7.      A list of required textbooks has been posted on the library door.  ____

8.      There is a list of required textbooks on the library door.  ____

9.      One of the boys lost his bicycle yesterday.  ____

10.  There is a bicycle by the fence at the schoolyard.  ____

11.  The print looks very light, for the typewriter ribbon is old. ____

12.  The fishermen trolled in the bay for hours; however, they caught nothing. ____

13.  Although the fishermen trolled in the bay for hours, they caught nothing because they were using the wrong bait. ____

B.     Proofread the following sentences for fragments. 

(1) Mr. Elmo Norman, my high school teacher.  (2) He is a very nervous person.  (3) Always twitching and fiddling with the buttons on his coat.  (4) Mr. Norman can’t seem to stay still for more than two seconds.  (5) You can’t get much conversation out of him because he is always in a hurry.  (6) To get away from people.  (7) He never looks you in the eyes.  (8) When he does talk to you.  (9) His shiny pink head seems to dart around.  (10) Like a radar blimp on his shoulders.  (11) Aiming his eyes anywhere else but at you.

C.     Punctuating Sentences with Coordination:  Correctly punctuate the following compound sentences by adding commas or semi-colons as needed.

1.      Fast food restaurants have become an American institution but the food is not very healthy.

2.      Many fast food restaurants offer some low-fat menu items however most items on the menu are very high in fat.

3.      My brother is addicted to fast food he eats it everyday.

4.      The fishermen trolled in the bay for hours and hours yet they never caught a single fish.

5.      Her purse is very small it can barely hold her wallet and car keys.

6.      Her purse is very small in fact it can barely hold her wallet and car keys.

7.      Many people tell little white lies daily and they usually lie to save other people’s feelings.

D.    Proofread the following sentences for run-on sentences and comma splices.  Then correct the errors using one or more of the methods that you learned in Ch. 20 and/or the handout "Punctuating Common Sentence Patterns." 

1.      I would never throw my ragged old teddy bear away it is one of my favorite possessions.

2.      The many promises of cooperation have been forgotten, everyone now seems to want to work independently.

3.      Some people prefer to work independently other people like to work in groups.

4.      Many newcomers to Central Oregon don’t know how to drive in winter conditions, therefore the police department offers a class in safe winter driving every fall.

5.  John asked Aunt Martha to hem his new pants she is an expert seamstress.

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Week #7 Exercises  

Odyssey Ch. 31 Exercises - DUE:  Mon., 30 Oct. 2000

Read Odyssey Ch. 31 “Other Punctuation & Capitalization” and do the following:

Odyssey Ch. 29 Exercises - DUE: Wed., 1 Nov. 2000

  Read Odyssey Ch. 29 “Spelling” and do the following:

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Week #8 Exercises  

Odyssey Ch. 25 Exercises - DUE:  Mon., 6 Nov. 2000

Read Odyssey Ch. 25 “Nouns & Pronouns” and do the following:

Odyssey Ch. 27 Exercises - DUE:  Mon., 6 Nov. 2000

Read Odyssey Ch. 27 “Ensuring Pronoun-Antecedent Agreement” and do the following:

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Weeks #9 & 10 Exercises  

Quiz #2 Review Exercises

What Quiz #2 will cover:  (1) REVIEW: Odyssey Chs. 17-20, 30 & handout: "Punctuating Common Sentence Patterns") (2) NEW: Odyssey Chs.14, 15 (pp. 205-208 - Process Essay), Essay #1 Directions handout, & Ch. 8; Odyssey Chs. 21 (Subject-Verb Agreement), 25, 27, 29, 31

PART I :  Developing an Essay & Writing a Process Essay (Odyssey Ch. 14, Ch. 15 (pp. 205-208), Essay #1 Directions handout, & Ch. 8

1.      Identify and briefly describe the three main parts that structure an essay: 

a.

b.

c.

2.      Every essay needs a clear thesis.  The thesis must do two things to focus an essay effectively.  What are those two elements?

a.

b.

3.      Evaluate the three statements given below as possible thesis statements for an essay:  For each statement, state whether or not it would be a good thesis statement for an essay, and briefly explain why or why not.

a.      I had a summer job at the Concord Hotel in 1996.

b.      Working as a waitress in a large resort was the worst job I ever had.

c.      In this essay, I will discuss summer jobs.

 

4.      Paragraph & Essay Unity: Understanding the relationship between topic sentences, body paragraphs, and the essay thesis.  An essay entitled “Breaking the Habit” has this thesis: 

Several strategies can help smokers quit smoking.

In this essay, the following body paragraph appears:

            A third strategy to help smokers quit is to alter habits associated with smoking.  For example, people who associate cigarettes with drinking coffee might temporarily switch to tea or another beverage with caffeine.  Or people who generally smoke while talking on the telephone might try writing letters or sending electronic mail rather than making local and long-distance calls.  Unfortunately, some smoking-associated habits are difficult to eliminate.  Smokers who habitually smoke while driving in their cars obviously cannot give up driving.  The point is, however, to alter as many activities as possible to eliminate the times when one would normally reach for a cigarette.

a.      Underline the topic sentence of the above body paragraph.

 

b.      Evaluate the above body paragraph for paragraph unity:

 

c.      Evaluate the above body paragraph and topic sentence for overall essay unity:

 

5.      Process Essays:  There are two main types or approaches to writing a process essay.  Identify and briefly describe them:

a.

b.

 

6.  Explain how you would organize a process essay.  To help you clarify and illustrate your explanation, use example(s) from organizing your own Process Essay #1.  

Part II: Grammar Review (Chs. 17-20, 30 & handout: "Punctuating Common Sentence Patterns") & NEW  (Chs. 21, 25, 27, 29, & 31)

A.  REVIEW:  Correcting Fragments, Comma Splices, and Run-On or Fused Sentences, and Using Commas Correctly:  Proofread the following sentences carefully, and correct any errors that you find.

1.      Sunlight flooded the room the highly polished pianos gleamed brightly.

2.      Aunt Bertha is an accomplished seamstress, therefore she made Sue’s beautiful wedding gown.

3.      When you are the last person to leave the building you should lock the outside doors.

4.      Family comedies, such as Roseanne, Friends, and Home Improvement.

5.      Winter is finally here, the first snow fall is predicted for tonight.

6.       Driving through the lonely countryside in the blinding snow storm.

7.      Security at the airport was tightened so the check-in lines were moving very slowly.

8.      Although he was the last person to leave the building.

9.      The paper was very difficult to read for the printing was very light.

10.  My teddy bear, which my grandmother gave me for Christmas.

11.  As a matter of fact she was supposed to be here at eight, she never arrived.

12.  John Evans, who went to my high school is the new desk clerk in the library.

13.   The man, who is wearing the flannel shirt is the new desk clerk in the library.

14.  Aunt Helen sent us a Thanksgivings basket filled with savory pumpkin pie roasted chestnuts and homemade cranberry sauce.

15.  We have visited Australia several times however, we have never seen a kangaroo.

16.  Bright reds yellows and blues appear in every one of Raul’s paintings.

17.  Since Dad was all ready to go he went out to start the car.

18.  One of my teachers lives at 715 Newport Avenue Bend Oregon.

19.  Gary Larson one of my favorite cartoonists published a book called The Best of Far Side.

B.     Pronoun Case (Ch. 25): Substitute the appropriate subject, object, or possessive pronoun for the underlined word or words in each sentence below.  Write the correct pronoun in the space provided after each sentence. 

20.  Phyllis and Donald are going to the movies.  _________

21.  My mother gave Katharine the house keys.  _________

22.  The dog’s bones are in the cupboard.  _________

23.  There seems to be misunderstanding between John and me. _________

24.  My bike is faster than Juanita’s bike.  _________

25.  I’ve been hired to take care of Mr. and Mrs. Arnold’s garden this summer. _________     

C.      Choosing the Correct Personal Pronoun (Ch. 25):  Circle the correct pronoun choice in parenthesis in the following sentences:

26.   (He, Him) and Juanita want a career in the medical profession.

27.  The reporter’s questions caught Jane and (I, me) by surprise.

28.  (I, me) and Diane were both called in for an interview.

29.  I told Robert and (she, her) about my childhood in San Diego.

30.  Last summer, (we, us) girls were always getting into trouble with Mr. Juarez.

D. Agreement Problems (Chs. 21 & 27): Proofread the following sentences for errors in Subject-Verb Agreement and Pronoun-Antecedent Agreement.   Correct any errors that you find.

31.  Every year, one of the women lose her raffle ticket.

32.  If a person gets bad service at a restaurant, they should not just sit back and sulk.

33.  The rivers of India eventually make its way to the sea.

34.  Each voter was sent their mail ballot last week.

35.  My daughter always do her best to make everything cheerful for our family.

36.  Anyone who registers for classes early will probably get the classes they wants.

37.  The list of books are posted on the library door, so we found the dictionaries and encyclopedias very easily.

38.  There is several construction problems with this building.

39.  When students are not sure how to correct a grammatical problem, she can seek help in the Writing Lab.

40.  The firefighters who was involved in the rescue all received citations for bravery.

41.  I cooked a delicious baked potato, took off my apron, sat down at the table, and ate it with great enjoyment.

E.                 Other Punctuation and Mechanics (Ch. 31): Proofread the following sentences for errors in End Punctuation, Quotations, Apostrophes, & Capitalization.   Correct any errors that you find.  Note that many sentences contain more than one error.

42.  Mona lost Georges copy of the novel entitled Light in august.

43.  Very angry with us, Mrs. albertson screamed, Get yourselves dressed right now.  Were late.

44.  Today the water flow of the deschutes river is carefully controlled.

45.  This mornings paper arrived soaking wet, so Im going to call and complain.

46.  My parents didnt want to send us away, but what else could they do.

47.  Gluttony is an emotional disease, Peter DeVries once stated, a sign that something is eating us.

48.  Its getting late, so we shouldnt you be dressed by now. 

49.  My aunt likes to read womens magazines, like Redbook and cosmopolitan.

50.  During the vietnam War, Sarah served her Country faithfully.

51.  Sarahs children often ask to hear stories from her War experiences.

52.  As a matter of fact, veteran’s day falls on november 11 every year.

53.  The book you’re reading, cracking india, doesnt seem very interesting.

54.  My old High School is located at 2600 Arrowhead street portland, Oregon.

F.  Spelling (Ch. 29):  Proofread the following sentences for errors in spelling, and correct any misspellings that you find. Note that most sentences contain more than one error.

55.  I hopped that you would find happyness in your new home.

56.  Everyone--accept for Sarah, that is--seems satisfyed with our new boss.

57.  Do you truely beleive that this is the right thing to do?

58.  She should of talked to me before she decided to quiet her job!

59.  I no that you’re shorter then she is, but your not too short to reach this shelf.

60.  She and Jeremy are suppose to be good at chemistry, but there scores on the last chemistry test were poor.

61.  Finaly George recieved his scholarship money.

62.   Its too late:  their is very little we can do about the problem now.

63.   Chaseing cars down the middle of the street is going to get that dog into big trouble!

64.   This winter, the whether has been extremly cold and icey, so the homless have suffered a lot.

65.   Fortunatly, Sharon has stoped trying to change our minds.

  Writer's Profiles

Writer's Profile #1: Diagnostic Paragraph (Directions were given in class and the following form was completed by Cora & returned to students during Week #1)

Competency 1: Understand the principles of the writing process in its basic form: generating ideas, organizing ideas, drafting, revising and editing.

Competency 2: Be able to maintain focus and coherence for stand-alone paragraphs of at least 200 words.

Competency 3: Be able to distinguish between general support and specific evidence and to apply the distinction to one’s writing.  
 

A.      Topic Scope is limited well enough so that it could be adequately addressed in a stand-alone paragraph of 100-200 words.

B.     Paragraph clearly addresses one of the assigned topic choices.

C.     Topic Focus (Ch. 3) & Unity: 

(1)   Paragraph has a central point to make, expressed in a clear, specific, well-placed  topic sentence.

(2)   Paragraph content is unified or controlled by the topic sentence: the writer sticks to the focusing point; everything else in the paragraph supports and develops the topic sentence.

D.    Supporting Development (Ch. 3)

(1)   Paragraph body offers both general support and specific evidence (details) to support the topic sentence and develop (clarify, explain, illustrate) the writer’s points fully enough so that (uninformed) general readers can understand.

(2)   Specific evidence (supporting details, examples) is well selected and relevant to the point(s), clear and vivid enough to “show” readers what the writer means.

E.     Organization (Ch. 3) and Coherence

(1)   Order or arrangement of ideas is logical, effective & easy to follow.

(2)   Coherence is created through clear expression (word choice, sentences) and use of transitions (which point out relationships and move the reader smoothly and logically from idea to idea).

F.      This paragraph is “Reader-Centered” writing.  (Ch. 3)

Competency 5: Be able to edit one’s own writing to avoid most major sentence errors.  

G.    These Major Sentence Errors are avoided: (1) Fragments (frag – Ch. 18), (2) Comma Splices (cs – Ch. 20), and (3) Run-on Sentences (rs – Ch. 20).  See also “Sentence Skill Locator” on inside back cover of Odyssey, our textbook.

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Writer's Profile #2: Writing Experiences

1.       Good Writing Experience(s): 

A.     Recall and write down what you remember about one or two good writing experiences that you have had. 

B.     Then analyze your good writing experience(s) to identify and write down the main reason(s) why you consider the experience(s) “good.”

Strongly Recommended:  Try out one or more of the “Prewriting” techniques introduced in Ch. 2 to help you generate your ideas for this Writer’s Profile.

2.      Bad Writing Experience(s): 

A.     Recall and write down what you remember about one or two bad writing experiences that you have had. 

B.     Then analyze your bad writing experience(s) to identify and write down the main reason(s) why you consider the experience(s) “bad.”

Strongly Recommended:  Try out one or more of the “Prewriting” techniques introduced in Ch. 2 to help you generate your ideas for this Writer’s Profile.

3.      Chart of “Enablers” and “Barriers” to Writing:  I’ve started a two-column chart [in handout distributed in class] with two headings, and I’d like you to finish it.

A.     Under the “Enablers” column, write down things that “enable” to you write, “enablers” that make writing more possible, comfortable, interesting, satisfying--perhaps even enjoyable--for you. 

B.     Under the “Barriers” column, write down things that “bar” or inhibit you from writing, “barriers” that make writing difficult, uncomfortable, unsatisfying—perhaps even excruciating and impossible—for you. 

Strongly Recommended:  Use what you’ve learned from completing #1 and #2 above about your “good” and “bad” writing experiences to help you identify writing “Enablers” and “Barriers” for this chart.

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Writer's Profile #3: Revision Plans for Paragraph #1 (Narration)
Directions (as discussed in class): Use the Revision Checklist below (handout distributed in class on Fri., 9/29/00) and feedback you gain from other students during the In-Class Writer's Workshop on Preliminary Drafts of Paragraph #1 (Narration) to formulate and write out your Revision Plans for the final draft of Paragraph #1.

Paragraph #1 (Narration) – Revision Checklist

1.      Does the paragraph tell a story to make a point?  Is it a narrative paragraph as required by the assignment directions?

2.      What is the central point or message of the story? 
Can you identify Topic Sentence/s [T.S.] that clearly state the meaning of the story? 

3.      Is the topic focused and limited enough to develop the story and its point fully in 100-200 words?  Does the topic focus need to be narrowed or expanded?

4.      Is this “reader-centered” writing to communicate with a WR 20 audience?  For example: Is enough background information given at the beginning of the paragraph to set the stage and orient (uninformed) readers to the context of the story?  Does the story answer these kinds of questions : When? Where? Who? What? How? Why?

5.      Is the story told in chronological (time) order?  Is the sequence of events arranged logically and effectively so that readers can follow and understand easily and clearly? (Try outlining the events as they happened in time.)

6. Are summaries and transitions used to signal the time order of events and connect the parts of the story?  Are all the sentences and word choices clear?

7.  Are important “scenes” and incidents in the story developed in vivid, specific detail?  Does the writer re-create and “show” readers what happened, and explain how/why it was meaningful to the writer and to the point of the story?

8.  Does everything in the story belong here?—(a) contribute to making the central point, (b) provide useful background, and (c) enable readers to follow and understand the story clearly and easily?

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Writer's Profile #4 (Revised): Sentence Analysis Ex.  
(See also Odyssey Ch. 6 Exercises - Part B given above) - Directions were given in class.

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Writer's Profile #5: Revision Plans for Paragraph #2 (Description)

Use the Revision Checklist below (handout distributed in class on 13 Oct. 2000) and feedback you gain from other students during the In-Class Writer's Workshop on Preliminary Drafts of Paragraph #2 (Description) to formulate and write out your Revision Plans for the final draft of Paragraph #2.

Revision & Evaluation Checklist for Paragraph #2 (Description) 

This Requirement is met:  
___ DESCRIPTION is the dominant mode of development in this paragraph (ch. 6)

____1.  Topic Scope, Choice, Audience: (ch. 3): scope of topic is limited enough for satisfactory development in a paragraph-length assignment; writer is engaged by the topic that s/he has chosen and is writing to communicate with the WR 20 audience (i.e. "reader centered" writing).

____2.  Topic Sentence & Focus (chs. 3, 6): the description is focused to make a point or convey a dominant impression or attitude, which is clearly presented in the topic sentence(s); the topic sentence(s) is well focused and well placed.

____3.  Paragraph Unity (chs. 3, 6) is strong: everything in the paragraph belongs, contributes to making the main point and/or supports the dominant impression expressed in the topic sentence; the paragraph is "unified" by, and does not stray from, the main idea.

____4.  Paragraph Organization (ch. 6) is logical, effective & easy to follow: e.g. points are arranged in spatial or sequential order, and/or a presented from a distinct point of view; the beginning introduces the topic, establishes the setting, and (at least hints at) the main idea; the ending (re)states or emphasizes the central point and provides a pleasing sense of closure.

____5.  Paragraph Development (ch. 6) creates a vivid picture in words in clear, specific detail, well selected to support the main idea or create a dominant impression;  descriptive detail appeals to the reader’s senses and effectively combines objective and subjective description  to “show” the reader the object, person, or place being described.

____6.  Coherence (ch. 3, 6): logical transitions signal spatial or sequential order and connect the parts of the description so the reader can move smoothly from part to part, and connect the parts to the main point or dominant impression; word choices and sentences are clear (Note: grammatical errors which hurt clarity will be considered in this category).

____7.  Title, Manuscript Form: Title is relevant to the main idea or dominant impression of the descriptive paragraph; correct manuscript form is followed for the heading, etc.

REMEMBER:  The Revised/Final Draft of Paragraph #2 must be
typed/wordprocessed and double spaced, or it will not be accepted.

____8.  Sentence Errors, Clarity & Style:
a. Sentence errors studied in class so far are avoided: ___fragments (FRAG: ch. 18);
___comma splices & run-on sentences (CS, RS: ch. 20); ___punctuation with coordination & subordination (ch. 19) & "Punctuating Common Sentence Patterns" handout; 
___comma usage (ch. 30)
b.Clarity & Style: Sentence structures and word choices are clear & effective.

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Writer's Profile #6: Self-Assessment & Editing (In-Class Paragraph #3) - Full directions were given in class.

(1) Write a self-assessment of your . . .

______Written Preparation & Workshop for In-Class Paragraph #3

______Time Management during In-Class Timed Writing Period

(2) Edit In-Class Paragraph #3 to correct identified problems.

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Writer's Profile #7:  Revision Plans for Essay #1 (Process)

List your revision plans for preparing the Final (Revised) Draft of Essay #1 for grading.  Draw upon the Guidelines given in the Directions handout for Essay #1, and feedback that you receive from In-Class Workshops on your Essay #1 Outline and Preliminary Drafts to help you formulate your Revision Plans.

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Final Writer's Profile: WR 20 Learning Outcomes Survey
To be completed and submitted with the final WR 20 Portfolio.

Directions:  Self-Assess your writing skills at the end of WR 20 by completing this survey.

·         Self-Rating:  Circle the number on the five-point rating scale that best reflects your self-assessment in each of the nine (9) Competencies described below.

·         Circle the numbered Competencies in which you believe you have improved the most this term.

Paragraph Writing Skills

Competency 1: Be able to produce stand-alone paragraphs with a topic sentence and supporting details.

Self-Rating

5

4

3

2

1

Excellent

Very Good

Satisfactory

Barely Passing

Poor

 

Competency 2: Be able to maintain focus and coherence for stand-alone paragraphs of at least 200 words.

Self-Rating

5

4

3

2

1

Excellent

Very Good

Satisfactory

Barely Passing

Poor

 

Competency 3: Be able to distinguish between general support and specific evidence and to apply the distinction to one’s writing.

Self-Rating

5

4

3

2

1

Excellent

Very Good

Satisfactory

Barely Passing

Poor

Sentence Editing & Correction Skills

Competency 4: Be able to produce paragraphs containing a variety of sentence lengths and structures, including some complex sentences.

Self-Rating

5

4

3

2

1

Excellent

Very Good

Satisfactory

Barely Passing

Poor

  Competency 5: Be able to edit one’s own writing to avoid most major sentence errors [e.g. fragments, comma splices, run-on sentences].

Self-Rating

5

4

3

2

1

Excellent

Very Good

Satisfactory

Barely Passing

Poor

Competency 6: Be able to edit one’s own writing to avoid capitalization, spelling and confused word errors.

Self-Rating

5

4

3

2

1

Excellent

Very Good

Satisfactory

Barely Passing

Poor

  Competency 7: Be able to edit one’s own writing for generally accurate use of commas, semi-colons, apostrophes, and pronouns.

Self-Rating

5

4

3

2

1

Excellent

Very Good

Satisfactory

Barely Passing

Poor

The Writing Process

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

Self-Rating

5

4

3

2

1

Excellent

Very Good

Satisfactory

Barely Passing

Poor

Writer's Workshops

Competency 9: Be able to assist other writers with accurate analysis of focus, coherence, and specific development, at the paragraph level.

Self-Rating

5

4

3

2

1

Excellent

Very Good

Satisfactory

Barely Passing

Poor

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URL of this webpage:  http://www.cocc.edu/cagatucci/classes/wr20/assignmts.htm

 WR 20  Syllabus|Course Plan| Assignments (1)|Assignments (2)
Student Writing  
WR 20 Course Competencies & Benchmarks:
 http://www.cocc.edu/cagatucci/classes/wr20/competencies.htm 

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