WR
20 Assignments (2) - Fall 2000
Here Cora will be posting
online handouts
after assignments are given in class
Paragraph Assignments
Paragraph #1 (Narration)
Directions
Essay & Portfolio Assignments
For Textbook
Exercises & Writer's
Profiles:
WR 20
Assignments (1) - Fall 2000
For
Assignment Deadlines
WR 20
Course Plan - Fall 2000
Paragraph
#1
(Narration)
DUE
FRI., SEPT. 29:
Preliminary Draft of Paragraph #1, with 3 readable copies
to be
workshopped in class
DUE
MON., OCT 4:
Revised Draft of Paragraph #1 (to be graded).
Please
submit Revised Draft in a manila folder, with preliminary drafts enclosed.
Revised Draft (to be graded)
must be typed or word-processed, and double spaced.
Use the recommended heading for WR 20 assignments (see above) and
give your paragraph a title relevant to the topic or point of your
paragraph.
Recommended length:
100 to 200 words (or about one typed, double-spaced standard sized
page, in 12 or 10 point font size
Competency
8: Understand
the principles of the writing process in its basic form: generating ideas,
organizing ideas, drafting, revising and editing.
This
assignment requires that you write a stand-alone paragraph in the mode of
narration—tell a story to make a point. Read
the handout “NARRATIVE WRITING STRATEGIES,” review Ch. 5
“Narration” & Ch. 3 “Composing: Creating a Draft”
to remind yourself what it means to write a “narrative paragraph.”
Within these
requirements, you are free to choose your topic—so make the most of your
freedom and choose a topic that interests you!
You will want to engage and interest your WR 20 readers in your
writing—but if you are interested in your topic and engaged in what you are
writing, we are very likely to catch your mood and become interested because
you are! Some topic ideas are
given in “Discovering Connections A,” p. 85; and example narrative
paragraphs in Ch. 5 might also give you topic ideas.
2.
Generate Ideas through Prewriting.
Review Ch. 2
“Generating Ideas through Prewriting” and the handout
“NARRATIVE
WRITING STRATEGIES.” Try
one or more of the prewriting strategies introduced to help you generate topic
ideas. The goals of prewriting are to generate topic ideas, explore what you
have to say, choose a topic that seems most productive, generate raw material
that you can shape it into a narrative paragraph. Do not worry about
grammar during the prewriting stage: turn off your “inner censor” and just
get some raw material down on paper.
3. Composing a Preliminary Draft: Organizing Ideas & Drafting. Review the handout “ NARRATIVE WRITING STRATEGIES,” Ch. 5 “Narration” & Ch. 3 “Composing: Creating a Draft.” As you prepare your preliminary draft of Paragraph #1, consider your audience. Write to communicate with a specific audience, in this case Cora and some of the students in WR 20. Review “Focusing on the Reader” (Ch. 1., pp. 6-8). Consider us a receptive but perhaps uninformed audience. Think about what your readers will need to know to fully understand your writing and appreciate its message. try to be a “reader-centered” writer (review Ch. 3, pp. 47-5
1.
Tell a (short) story that makes
a point, that illustrates a single main idea.
Use
your personal experience, observations, and Ch.
2 prewriting strategies
to explore topic ideas, generate raw material, choose and focus your topic
story, and develop the story and build support for the point of your story.
TIP:
If it is your story, you will probably want to use First
Person Point of View;
if it is someone else’s story that you have observed, you will probably want
to use Third Person Point of View
(see Ch. 5, pp. 88-89).
2.
Write the Topic Sentence(s) that that express/es the
central point or message of your story.
From reading Chs. 3 and 5, you have learned that one
key function of good topic sentences for paragraphs is to
present the writer’s attitude, reaction, and/or opinion about the topic—the
point of the story in narration paragraphs.
But, first, you
need to discover the point of your story before
you can express that central message to your readers.
Analyze your attitude, reaction, and/or opinion about the topic
experience to help you identify why you want to tell this story, what it means
to you, what central point you want to make about this experience.
Try thinking like your readers for a moment:
after reading your story, they will ask, “So what? What does the
story mean--to the author?” Your responsibility as author is provide your
audience with satisfying answer(s) to these questions.
3.
On Beginning and Ending Your
Narrative Paragraph:
Ch. 3 explains that another key function of clear, specific topic
sentences is to introduce the focused topic. The beginning of a
narrative paragraph (see Ch. 5) introduces the focused topic by setting
the stage and orienting (uninformed) readers to the context of your story
(e.g., who, when, where, what, why, etc.), as well as
providing a sense of the direction in which this story is
headed: that
is, the point of your story—or at least a clear hint of the point.
However, full explanation of the point of a story often comes
at the ending—after the story has been told.
That is, you don’t necessarily have to spill all the beans at the
beginning.
The ending of a
narrative typically provides a satisfying sense of closure by (re)stating and
elaborating on the central meaning or point of the story.
4.
Organize your story—your prewriting on the focused
topic--into a sequence of events arranged
as the events happened in time (i.e.
in chronological order,
pp.
87-88)--with a beginning, middle, and ending.
(If you’re feeling adventurous, you may wish to experiment with
departing from this usual sequence with narrative techniques like flashbacks--see
p. 87. Just
be careful that you don’t hopelessly confuse your readers in the process.)
5.
Strengthen coherence by using transitional words and
expressions that signal the time order of successive events
narrated in your story (see some examples of “Transitional Expressions…,”
p. 88).
6.
Develop your story with both summary and scene.
Some parts of your story can be summarized (passed over
quickly in a sentence or two), but the other parts/events should be developed
more fully in scene(s) of vivid, specific detail.
Use your topic sentence(s) expressing the central point/ meaning
of your story to help you decide which parts/events in your narrative
paragraph should be rendered in scene and which in summary.
· Scenes:
Part(s)/event(s) that are important to the point of your story should be
developed in vivid, specific detail to recreate and “show” the reader
what happened, how it happened, and why it was meaningful.
Such development may include extended description (see Ch. 6),
quoted dialogue, and explanation of your “internal” reactions and
feelings that point to the meaning (or point) of the story for you, the
writer. Help
your readers by providing transitions that signal how important part(s)/event(s)
relate to the main point of the story.
· Summary:
To maintain the coherence of your narrative paragraph, you should
summarize when you need to account for the passage of time between key event(s)
in your story and/or prepare your readers for the important scene/s.
7. Strengthen unity and coherence by making sure that everything in your narrative paragraph (a) contributes to supporting the main point of the story, (b) provides useful background, and/or (c) ensures that readers will be able to follow the story clearly and easily.
WRITERS WORKSHOP
- Paragraph
#1: Narration
In-Class
on Fri., Sept. 29
Competency
9: Be able to assist other writers with accurate analysis of focus, coherence,
and specific development, at the paragraph level.
In
this Writers Workshop, you will exercise your skills at helping others achieve
their writing purposes in a narrative paragraph, using
“Narrative Paragraph
Checklist” (Odyssey p. 91);
”Writing Strategies for
Narrative Paragraphs, and the following Evaluation Checklist:
____1. Topic,
Focus, Audience: topic is well-focused and limited enough for satisfactory
development in a paragraph-length assignment; writer is engaged by the topic
s/he has chosen and is writing to communicate with the WR 20 audience.
____2. Topic Sentence/s: the story is told to make a point, clearly presented in the topic sentence(s); the topic sentence is well focused and well placed.
____3. Paragraph unity is strong: everything in your paragraph contributes to the story and its main point supports and develops the main idea; the paragraph is focused and does not stray from the main idea.
____4. Paragraph organization is arranged in time order, a sequence of events that is logical, effective & easy to follow; the beginning introduces (or hints at) the main idea and sets the stage for the story; the ending (re)states or emphasizes the central meaning or point of the story.
____5. Paragraph development: important scene(s) is/are developed in clear, vivid, specific detail; well selected to support the main idea and “show” the reader what you mean or what you experienced.
____6. Coherence: logical transitions signal time order and connect the parts of the story so the reader can move smoothly from part to part, and understand the main point of the story; sentences and word choice express the writer’s meaning clearly.
Follow-Up
Assignment: Writer's Profile #3
PARAGRAPH #1 EVALUATION &
GRADING (Narration)
See also Odyssey Chs.
3 & 5, Paragraph #1 Narration Directions
& Narrative
Writing Strategies handouts,
Writer's
Workshop Evaluation Checklist, and WP#3
Revision Checklist
Competency
1:
Be able to produce stand-alone
paragraphs with a topic sentence
and supporting details.
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.
These requirements are met (see Paragraph
#1 Directions handout):
_____Revised
Draft (to be
graded) is typed/word-processed and double spaced.
_____This is a Narrative paragraph (topic choice and mode of
development): it tells a story to make a point.
____1. Topic Focus, Choice, Audience: Topic
is well-focused and limited enough to develop the story and its point fully in a
stand-alone paragraph of 100-200 words; writer is engaged by the topic s/he has
chosen and is writing to communicate with the WR 20 audience ("reader-centered"
writing - Odyssey Ch. 3).
____2. Topic Sentence: the story is told to make a point, clearly and specifically presented in the topic sentence(s), which are well focused and well placed.
____3. Paragraph unity is
strong: everything in the paragraph belongs, because it contributes to making
the central point, provides useful background information, and enables readers
to follow and understand the story clearly and easily; the paragraph is
“unified” by, and does not stray from, the main idea.
____4. Paragraph organization is logical and effective: e.g. the sequence of events is arranged in time order & is clear, easy to follow; the beginning introduces & sets the stage for the story, and (or hints at) the main idea; the ending (re)states or emphasizes the central meaning or point of the story.
____5. Paragraph development: Scene and incident important to the main point, are developed in clear, vivid, well-selected specific detail; the experience is effectively re-created to "show" readers what happened and how/why it was meaningful to the writer.
____6. Coherence: Logical,
well-placed transitions signal time order of events and connect the parts of the
story to guide readers smoothly between parts of the story; word choices and
sentences are clear (see also #8 below.)
____7. Title, Manuscript Form:
Title is relevant
to the main idea of the narrative paragraph; correct manuscript form is followed
for the heading,
etc. (see directions
handout).
Follow-Up
Assignment
Directions were
discussed in class on Monday, 9 Oct. 2000, when graded Paragraph#1: Narration
was returned to students.
(a) Edit & correct any Major Sentence Errors (Ch. 18: FRAG; Ch. 20: CS, RS) if highlighted & marked in graded Paragraph #1;
(b) Conference on Paragraph #1 with Cora if requested and if a "hold" was put on your grade for Paragraph #1.
DUE: As soon as possible; resubmit the original graded Paragraph #1 with the revised/edited version.
Paragraph
#2 - Description
(Worth:
10% of course grade)
See
also Directions handout for Paragraph #1:
Narration on Manuscript form (e.g. heading, centering your title,
etc.); Recommended length, and the Writing Process (Competency
8).
DUE FRI., OCT. 13: Preliminary Draft of Paragraph #2, with 3 readable copies to be workshopped in class. Review the general advice on the “Writers Workshop”—adapted to a descriptive paragraph—given in the Directions handout for Paragraph #1 (Competency
DUE
MON., OCT 16: Revised/Final Draft of
Paragraph #2 (to be graded). Please
submit your Final Draft in a manila folder, with the preliminary drafts attached
or enclosed. Revised/Final
Draft (to be graded) of Paragraph #2
must be typed or word-processed, and double spaced, or it will not be accepted.
TOPIC: Write a descriptive paragraph on a person, place or thing
of your choice and of interest to you.
AUDIENCE: Write to communicate with Cora and students in WR 20. Review the general Audience advice—adapted to a Descriptive paragraph--given in the handout Directions for Paragraph #1, as well as "reader-centered" writing discussed in Ch. 3.
(Review
Ch. 6
& Ch. 6 Exercises):
 |
Describe a person, place or thing to create a dominant impression or a single main idea, to be expressed in clear topic sentence(s). |
|
Try
to create a picture in words, with
descriptive detail and vivid word
choice that appeal to the
reader’s senses (taste, touch, sight, sound, smell, movement).
Combine objective and
subjective description, describing clearly the object, place, or person,
as well as your feelings and impressions about that object, place, or person.
You may also wish to use comparisons
or note changes in the subject’s form or condition. |
|
Organize your description logically, which usually means in spatial order and/or from a distinct point
of view. What is seen/shown
depends how things are located in space, who is doing the seeing and from what
perspective. Use transitional words and phrases that signal spatial and other
relationships among the parts described, and that connect
the parts to the main idea or dominant impression [i.e. topic sentence/s]of
the description. |
|
Select
& include specific details that create or emphasize your main impression or
point (as
expressed in your
topic sentence/s);
then make sure everything in your paragraph belongs (paragraph unity)
because it contributes to the dominant impression or main idea (topic sentence)
of your description. |
WRITERS WORKSHOP
- Paragraph
#2:
Description
In-Class
on Fri., Oct. 13
In
this Writers Workshop, you will exercise your skills at helping others achieve
their writing purposes in a descriptive paragraph (Competency
9). Use these resources to help you: “Descriptive Paragraph
Checklist” (Odyssey p. 99);
"Writing
Strategies for Descriptive Paragraphs," and/or the
following Checklist:
Revision
& Evaluation Checklist
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.
Follow-Up
Assignment: Writer's
Profile #5'
(Revision Plans for Paragraph #2) -
as discussed in class on Fri., Oct. 13
PARAGRAPH #2 EVALUATION & GRADING (Description)
These requirements are met:
_____Revised
Draft (to be graded) is typed/word-processed and double spaced.
_____DESCRIPTION is the dominant mode of development in this paragraph.
____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.
____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.
_____Competency
1: Be able to produce [a] stand-alone paragraph[s] with ___a
topic sentence and ___supporting details.
_____Competency
2: Be able to maintain ___focus and ___coherence for ___stand-alone paragraphs
of at least [100 to] 200 words.
_____Competency
3: Be able to distinguish between general support and specific evidence and to
apply the distinction to one’s writing.
Sentence
Editing & Correction Skills
_____Competency
4: Be able to produce paragraphs containing a variety of sentence lengths and
structures, including some complex sentences:
[Cora's Analysis:]________________________________________________________
_____Competency
5: Be able to edit one’s own writing to avoid most major sentence errors
[___fragments; ____comma splices; ___run-on sentences].
_____Competency
6: Be able to edit one’s own writing to avoid [not covered in class yet:]
___capitalization, ___spelling and ___confused word errors.
_____Competency
7: Be able to edit one’s own writing for generally accurate use of ___commas,
___semi-colons, and [not covered in class yet:]
___apostrophes; ___pronouns.
The
Writing Process
_____Competency
8: Understand the principles of the writing process in its basic form:
generating ideas, organizing ideas, drafting, revising and editing [based
on . . . ]
____Preliminary Drafts;
____Workshop;
____Writer’s Profile #5 (Revision Plans);
____Revised/Final Draft
In-Class
Paragraph #3 -
Example
Paragraph #3 (to be graded) will be
written in class on Friday, Oct. 27:
Recommended length: One
stand-alone paragraph of 100 to 200 words
In-Class
Writing Time Allowed: 50 min.
Bring a blank college examination bluebook:
In-Class Paragraph #3 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 Wed., Oct. 25
Bring
to class on
Fri., Oct. 27 - 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 #3 on Fri., Oct 27)
Strategies for Success on Timed In-Class Writings:
THE WRITING PROCESS
Competency
8: Understand
the principles of the writing process in its basic form: generating ideas,
organizing ideas, drafting, revising and editing.
