Part 6-11 75-150 words apiece PLEASE COMPLETE ALL PARTS THAT IS LISTED
Interview yourself—or, better yet, have someone interview you—using the same or similar questions Professor Rawlins used to interview his student on pp. 69-72 of The Writer’s Way. Write a 75 to 150-word process describing the interview. Identify at least three ideas for essays which came from your interview. What surprised you about this process?
It has been said that everyone has a story.These stories can be about anything from heart-wrenching tales of love lost to nerve-racking arguments in a grocery store parking lots.No matter the subject matter, we tend to think that our adventures are the most enthralling events in the history of mankind…until the next big thing happens.The assignment for this week gives you the opportunity to tell your story, to write a narrative essay about some pivotal event or moment in your life that changed you in some way or taught some valuable lesson from which you think a reader might benefit.Before sending this story out for the world to see, it can be highly beneficial though to take a look at it before submitting it to try determine if it is really as engaging and useful as you think.
So, for this week’s discussion, address the following questions.
What is the topic of your essay?Did you pick one of the essay ideas generated from your interview in the W2 discussion, or did you decide to go with something else?
Why might the reader want to read about this topic?
What can or should the reader learn from your story?Or, what is the main idea/thesis of your essay?
Finally, how is your narrative essay topic difficult to develop?How is the story difficult for you to tell?Or, is it?
This is an opportunity to really dissect what you have or are thinking about writing, so be as honest as possible with your responses.That is the best way to help shape your narrative and the controlling idea that should be driving it.
Flip to “A Collection of Good Writing” in the back of The Writer’s Way and locate the following informative essays:
“How to Be Younger” by Laura Kate James (p. 352)
“Scratch that Itch” by Bennett Lindsey (p. 355)
“The Sprout Route” by Winston Bell (p. 356)
“Why Falling in Love Feels so Good” by Judy Krause (p. 358)
Do not read the entire essay just yet. Read only the title and first paragraph of each. In your initial post, answer the following questions:
If you had to read just one of these essays all the way through, which one would you pick? Why? Did the subject already interest you or was there something the writer did in the title and first paragraph which pulled you in?
What does this tell you about the importance of titles and introductions? Can you identify particular strategies to use in your own writing?
Now go back and read only the last paragraph of whichever essay you selected. Answer the following questions (do this in the same initial post or add a second post; both of these will count as your “initial post” for this discussion):
Did the conclusion fulfill some sort of “promise” set up in the introduction? Explain.
Does the conclusion leave you with a final thought or impression? If the essay teaches you how to do something, do you feel compelled to do it? Why or why not?
What does this tell you about the importance of conclusions? Can you identify strategies to use in your own writing?
Your week 5 assignment consists of writing an informative essay. This is type of exposition is one that we do all the time in our daily face to face interactions (How do I find her house?This is what I had to do to repair my credit and get approved for the mortgage).But what do you do when you get bad information?
For this week’s discussion, think of a time you were misinformed about something.Try to think of a time you were receiving information such as how to do something or how does something work for example and it turned out to be wrong.How did you react?How did you get back on the right track? Was the information giver helpful in getting you corrected? Was the misinformation a simple misunderstanding, or was it intentional?Discuss the importance of being forthcoming when giving information and how it can affect you and your relationship with the person giving the information.
To prepare for this week’s discussion, first go to YouTube and watch two videos:
I Love Lucy chocolate factory ()
Dove Evolution ()
(The above links are current; if they do not work, search for videos using the titles/key terms above.)
Now read “Lucy, You Have Some ‘Splainin’ to Do,” pp. 326-330 in The Writer’s Way.
For this discussion, think about the ways the student author, Nicole Benbow, connects something most of us are familiar with (The I Love Lucy television series) to larger issues concerning perceptions of women in the workplace. Think about how she tries to get us to see the TV series—and the larger issue—in a new way.
In your initial post, write a 75- to 150-word response in which you address the following questions:
What is the central point/thesis? What evidence does the author give to support this thesis? Is her argument convincing?
What is your reaction to this essay? Do you find Benbow’s argument convincing? Why or why not?
A good argument needs counterarguments. Can you think of some reasonable opposing views to Benbow’s argument?
Note the unorthodox structure the author employed in writing this essay. She begins with a riddle and solves it at the end. Is this an effective way to write an essay? What other rules does she “break”?
Consider all of the writing you have done in the last eight weeks of this course. Think about the concerns and apprehensions you may have had at the beginning of class about writing essays. You can even take a moment and read your post for the first week’s discussion!
Are you more comfortable with the writing process? Has your attitude about writing changed during this class?
What is the most important take-away from this course?
What do you feel you still need to learn or improve?
Think about the future of your writing. How do you think what you have learned and accomplished in this class help you throughout the rest of your degree program and/or your professional (even personal) life?
A Literacy Narrative is a special kind of essay in which the writer describes his or her relationship with reading or writing. A narrative is not a person’s life story; it focuses on a single experience or event in the person’s life and shows how the event shaped the person—what he or she learned from it or how the experience helped him or her grow. For example, your literacy narrative could be about how you learned the value of writing or how the feedback of a teacher taught you to love (or hate) writing.
This assignment has two parts. Please submit both parts as a single document.
Write a brief (75 to 150-word) literacy narrative which explores some aspect of the Four Basics (Exposure, Motivation, Practice, or Feedback) in The Writer’s Way (pp. 7-10), as it applies to your experiences. Your literacy narrative should describe one event or experience related to writing and show what you learned from it or how it shaped your writing process or attitude toward writing.
You might also want to review “What is an ‘Essay’?” on pp. 3-4.
It is important to know what resources you have to help you through this class.Browse the following resources, and, in 75 to 150 words, describe how you think you will be able to use two or more of these to improve your writing skills.
EN101 APA Sample
EN101 APA Template
Writing and Documenting in APA
Glossary of Writing Terms
Frequently Asked Questions
This week, you will be preparing for next week’s essay: the narrative. Take a moment and review the directions for the Week 3 narrative essay. Once you have a topic you want to write your narrative about, you will complete this two part assignment: prewriting and outlining.
The first part of this assignment will help you “flesh out” your topic. Take 10-15 minutes to free write about your topic. Chapters 4 and 5 in your textbook can help you decide what kind of free writing you want to do, but don’t feel restricted by one genre. Write down everything that pertains to your topic, including questions your readers might have. Don’t worry about grammar or sentence structure; this is a brainstorming activity.
Next, create an outline as a preliminary structure for the narrative essay. Use several of the outlining rules on pp. 111-115 of The Writer’s Way, but be sure to include the following:
Outline in three to five parts only (rule no. 1)
Don’t describe; summarize (no. 5)
Outline whole sentences only (no. 8)
You may use as many of the other rules as you feel necessary. The goal is to present a structure for how your final essay may look. As such, an outline is not a series of paragraphs or a rough draft.
This essay explores the Narrative Mode, which is perhaps the most natural style of writing for most people.
One of the goals of the narrative form is to allow readers to feel as if they are not simply reading someone else’s story, but that they are somehow part of it. Unlike simply telling a story though, a narrative essay has a specific piece of information to share, a lesson for the reader. There should be a clear reason for your telling the story. This is where the “essay” in the narrative essay becomes apparent.
Your assignment this week is to write such an essay. Refer back to your outline of a significant event that you wrote for W2. Keep in mind that you are writing a story and it is important to freely tell your story. But, this is still an academic essay. The goal of your story is to support a clearly stated thesis/lesson for the reader. As such, your tale should be wrapped in a clear introduction and conclusion.
Your essay should contain the following basic features:
An introduction with an attention grabbing opening (hook), a well-defined message or argument (thesis), and any background information the reader needs to fully understand your story;
Body paragraphs which a tell the story of your clear and specific, singular event that illustrates the essay thesis;
Vivid language that works to recreate the event, including descriptions of where the event took place, the people who were involved, and the things these people said and did;