Students will analyze the pros and cons of current social and political issues in education, especially in urban and diverse settings, using scholarly resources.
Remember to use proper format when creating your finished assignment. Sometimes an instructor, a department, or a college will require students to follow specific instructions on titles, margins, page numbers, or the location of the writer’s name. These requirements may be more detailed and rigid for research projects and term papers, which often observe the American Psychological Association (APA) or Modern Language Association (MLA) style guides, especially when citations of sources are included.
To ensure the format is correct and follows any specific instructions, make a final check before you submit an assignment.
1. Answer the following two questions about Mariah’s paragraph in “Creating Unity” above:
Please share with a classmate and compare your answers.
2. Now start to revise the first draft of the essay you wrote. Reread it to find any statements that affect the unity of your writing. Decide how best to revise.
3. Answer the following questions about Mariah’s revised paragraph in “Creating Coherence.”
4. Now return to the first draft of the essay you wrote and revise it for coherence. Add transition words and phrases where they are needed, and make any other changes that are needed to improve the flow and connection between ideas.
5. Answer the following questions about Mariah’s revised paragraph:
6. Now return once more to your essay in progress. Read carefully for problems with word choice. Be sure that your draft is written in formal language and that your word choice is specific and appropriate.
7. Exchange essays with a classmate and complete a peer review of each other’s draft in progress. Remember to give positive feedback and to be courteous and polite in your responses. Focus on providing one positive comment and one question for more information to the author.
8. Work with two partners. Go back to #3 in this lesson and compare your responses about Mariah’s paragraph with your partners’. Recall Mariah’s purpose for writing and her audience. Then, working individually, list where you agree and where you disagree about revision needs.
9. With the help of the checklist, edit and proofread your essay.
Rhetorically speaking, what is accentuated in a visual is the most important thing to remember about arrangement. As far as professional design is concerned, it is never haphazard. Even a great photo, which might be seem to be the result of serendipity, can be cropped to highlight what a newspaper editor, for instance, wants highlighted.
A arranges text visually, in columns for example, to compare information.
17 “John Dalton.” The Chemical Heritage Foundation. 2010. Web. 20 Mar. 2012.
18 Warmowski, Jon. “Following Gifford’s Shooting, Sarah Palin’s Crosshairs Website Quickly Scrubbed From Internet.” The Huffington Post. 8 Jan. 2011. Web. 4 Mar. 2012.
20 Webly, Kayla. “How the Nixon-Kennedy Debate Changed the World.” Time.com. 23 Sept. 2010. Web. 12. Jul. 2012.
21 “Campaign of 1960.” Jfklibrary.org John F. Kennedy: Presidential Library and Museum. Web. 30 Mar. 2012.
22 In terms of Space travel, the Soviet Union beat the US to the space punch, by sending Sputnik into orbit in 1957. This caused the U.S government great embarrassment given the implications of the Cold War. Evidence of the Sputnik launch fueled reasons why the US should send an American into space.
23 CBS News recently ran an article doing just that. Knoller, Mark. “JFK and Obama, their Similarities and Differences.” Cbsnews.com. CBS NEWS. 20 Jan. 2011. Web. 20 Mar. 2012.
24 Faigley, Lester, Diana George, Anna Palchik and Cynthia Selfe. Picturing Texts. London: Norton, 2004. Print.
25 KU The University of Kansas. “Researcher Works to Preserve Bumper Stickers, A Kansas Invention.” Youtube. Web. 30 Mar. 2012.
26 Faigley, Lester, Diana George, Anna Palchik and Cynthia Selfe. Picturing Texts. London: Norton, 2004. Print.
27 Faigley, Lester, Diana George, Anna Palchik and Cynthia Selfe. Picturing Texts. London: Norton, 2004. Print.
29 Kress, Gunther, and Theo Van Leeuwen: “Colour as a Semiotic Mode: Notes for a Grammar or Colour.” Visual Communication 1.3 (2002): 343-68.
30 Kress, Gunther and Theo Van Leeuwen. Reading Images. London: Routledge, 1996. Print.
31 Bearman, Joshuah. “Behind Obama’s Iconic Hope Poster.” The Huffington Post. 11 Nov. 2008. Web. 17 Jul. 2012.
32 Van Leeuwen, Theo and Carey Jewitt. The Handbook of Visual Analysis. Thousand Oaks: Sage, 2003. Print.
33 Van Leeuwen, Theo and Carey Jewitt. The Handbook of Visual Analysis. Thousand Oaks: Sage, 2003. Print.
35 Ede, Lisa. The Academic Writer. 2nd ed. New York: Bedford, 2011. Print
Student writers should learn to start projects early, how to ask for advice from teachers and peers, and when to focus on correcting grammar.
Student writers should learn to start projects early, to ask for advice from teachers and peers, and to figure out when to focus on correcting their grammar.
Sometimes the process of figuring out who you are as writers requires reflection, a “looking back” to determine what you were thinking and how your thinking changed over time, relative to key experiences. Mature learners set goals, and achieve them by charting a course of action and making adjustments along the way when they encounter obstacles. They also build on strengths and seek reinforcement when weaknesses surface. What makes them mature? They’re not afraid to make mistakes (own them even), and they know that struggle can be a rewarding part of the process. By equal measure, mature learners celebrate their strengths and use them strategically. By adopting a reflective position, they can pinpoint areas that work well and areas that require further help—and all of this without losing sight of their goals.
You have come to this course with your own writing goals. Now is a good time to think back on your writing practices with reflective writing, also called metacognitive writing. Reflective writing helps you think through and develop your intentions as writers. Leveraging reflective writing also creates learning habits that extend to any discipline of learning. It’s a set of procedures that helps you step back from the work you have done and ask a series of questions: Is this really what I wanted to do? Is this really what I wanted to say? Is this the best way to communicate my intentions? Reflective writing helps you authenticate your intentions and start identifying places where you either hit the target or miss the mark. You may find, also, that when you communicate your struggles, you can ask others for help! Reflective writing helps you trace and articulate the patterns you have developed, and it fosters independence from relying too heavily on an instructor to tell you what you are doing.
Throughout this course, you have been working toward an authentic voice in your writing. Your reflection on writing should be equally authentic or honest when you look at your purposes for writing and the strategies you have been leveraging all the while.
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