B&S Week 11: Looking Back

Taking time to reflect on what you have learned is important as a semester ends. After all, education is too expensive to walk away learning nothing!

In this class, we have covered several writing and thinking skills. These skills range from writing effective sentences and paragraphs to the writing process stages to analysis to locating and using research. The goal of completing these tasks was to better prepare you to write effective academic and professional documents.

With that in mind, please take a few moments to think back on the class work, readings, and assignments we have completed in this class. Then, answer the following questions:

1. What two writing or thinking skills do you feel you have improved in this class? Provide specific examples of how these skills have been improved.
2. What two writing or thinking skills would you still like to improve? Explain these skills clearly in terms of why you think they still need improving.
3. What two assignments, activities, etc. did you find most beneficial? Why
4. What two assignments, readings, etc. did you find most challenging? Why?

OCC Week 11: Looking Back

Taking time to reflect on what you have learned is important as a semester ends. After all, education is too expensive to walk away learning nothing!

In this class, we have covered several writing and thinking skills. These skills range from writing effective sentences and paragraphs to the writing process stages to analysis to locating and using research. The goal of completing these tasks was to better prepare you to write effective academic and professional documents.

With that in mind, please take a few moments to think back on the class work, readings, and assignments we have completed in this class. Then, answer the following questions:

1. What two writing or thinking skills do you feel you have improved in this class? Provide specific examples of how these skills have been improved.
2. What two writing or thinking skills would you still like to improve? Explain these skills clearly in terms of why you think they still need improving.
3. What two assignments, activities, etc. did you find most beneficial? Why
4. What two assignments, readings, etc. did you find most challenging? Why?

CCC Week 11: Looking Back

Taking time to reflect on what you have learned is important as a semester ends. After all, education is too expensive to walk away learning nothing!

In this class, we have covered several writing and thinking skills. These skills range from writing effective sentences and paragraphs to the writing process stages to analysis to locating and using research. The goal of completing these tasks was to better prepare you to write effective academic and professional documents.

With that in mind, please take a few moments to think back on the class work, readings, and assignments we have completed in this class. Then, answer the following questions:

1. What two writing or thinking skills do you feel you have improved in this class? Provide specific examples of how these skills have been improved.
2. What two writing or thinking skills would you still like to improve? Explain these skills clearly in terms of why you think they still need improving.
3. What two assignments, activities, etc. did you find most beneficial? Why
4. What two assignments, readings, etc. did you find most challenging? Why?

B&S Week 10: Reflecting on the Research Paper

By now, you have probably figured out that a vital part of learning is reflecting on what you have done and where you have been. This "thinking about your thinking" creates opportunities to test out your thinking and your methods to see what worked and what needs improving.

As you wrap up writing the research paper, it's a perfect time to reflect on the process and consider what worked well for you and what you would like to improve or revise in your writing process next time you write a research project.

In your comment, please respond to the following:

1. What skills or techniques (annotation, time-saving researching techniques, using researching tools such as databases or the Internet) helped you research your topic and/or write your paper? How do you know these skills or techniques helped your project be more successful?
2. What would you like to improve about your process for writing a research paper? Would you revise anything about the process?
3. What did you learn about your topic as a result of this process? What did you learn about researching/writing as a part of completing this project?

CCC Week 10: Reflecting on the Research Paper

By now, you have probably figured out that a vital part of learning is reflecting on what you have done and where you have been. This "thinking about your thinking" creates opportunities to test out your thinking and your methods to see what worked and what needs improving.

As you wrap up writing the research paper, it's a perfect time to reflect on the process and consider what worked well for you and what you would like to improve or revise in your writing process next time you write a research project.

In your comment, please respond to the following:

1. What skills or techniques (annotation, time-saving researching techniques, using researching tools such as databases or the Internet) helped you research your topic and/or write your paper? How do you know these skills or techniques helped your project be more successful?
2. What would you like to improve about your process for writing a research paper? Would you revise anything about the process?
3. What did you learn about your topic as a result of this process? What did you learn about researching/writing as a part of completing this project?

OCC Week 10: Reflecting on the Research Paper

By now, you have probably figured out that a vital part of learning is reflecting on what you have done and where you have been. This "thinking about your thinking" creates opportunities to test out your thinking and your methods to see what worked and what needs improving.

As you wrap up writing the research paper, it's a perfect time to reflect on the process and consider what worked well for you and what you would like to improve or revise in your writing process next time you write a research project.

In your comment, please respond to the following:

1. What skills or techniques (annotation, time-saving researching techniques, using researching tools such as databases or the Internet) helped you research your topic and/or write your paper? How do you know these skills or techniques helped your project be more successful?
2. What would you like to improve about your process for writing a research paper? Would you revise anything about the process?
3. What did you learn about your topic as a result of this process? What did you learn about researching/writing as a part of completing this project?

B&S Week 9: Examining the Answers

Now that you have sources that should help you answer your research question, it's time to figure out how your different answers will work together to form a single, unified paper.

To accomplish this, you can compare or contrast the answers. To do so, look for points of focus--in other words, points where the sources are either similar or different--and use these points to evaluate the logic of the answers to determine which answer or answers make the most sense to you.

For example, if you were searching for a new car, you would look at various cars in the price range you can afford. Then, once you have made a list of possible vehicles, you would look at points of focus to determine what vehicle is best for you. These points of focus may include gas mileage, features, warranties, and customer ratings.

Re-read chapter 10 if you have any questions about how to develop and organize a compare/contrast analysis. Pay close attention to the section on how to organize using block or alternating formats.

With this in mind, please answer the following in your comment:

1. Looking at your sources, what might you use as points of focus to compare/contrast their ideas?
2. Based on these points of focus, do your sources answer your question in similar ways or are there major differences in the answers? What are these similarities or differences?
3. Might you organize the body paragraphs of your draft using the block format or the alternating? Why?

OCC Week 9: Examining the Answers

Now that you have sources that should help you answer your research question, it's time to figure out how your different answers will work together to form a single, unified paper.

To accomplish this, you can compare or contrast the answers. To do so, look for points of focus--in other words, points where the sources are either similar or different--and use these points to evaluate the logic of the answers to determine which answer or answers make the most sense to you.

For example, if you were searching for a new car, you would look at various cars in the price range you can afford. Then, once you have made a list of possible vehicles, you would look at points of focus to determine what vehicle is best for you. These points of focus may include gas mileage, features, warranties, and customer ratings.

Re-read chapter 10 if you have any questions about how to develop and organize a compare/contrast analysis. Pay close attention to the section on how to organize using block or alternating formats.

With this in mind, please answer the following in your comment:

1. Looking at your sources, what might you use as points of focus to compare/contrast their ideas?
2. Based on these points of focus, do your sources answer your question in similar ways or are there major differences in the answers? What are these similarities or differences?
3. Might you organize the body paragraphs of your draft using the block format or the alternating? Why?

CCC Week 9: Examining the Answers

Now that you have sources that should help you answer your research question, it's time to figure out how your different answers will work together to form a single, unified paper.

To accomplish this, you can compare or contrast the answers. To do so, look for points of focus--in other words, points where the sources are either similar or different--and use these points to evaluate the logic of the answers to determine which answer or answers make the most sense to you.

For example, if you were searching for a new car, you would look at various cars in the price range you can afford. Then, once you have made a list of possible vehicles, you would look at points of focus to determine what vehicle is best for you. These points of focus may include gas mileage, features, warranties, and customer ratings.

Re-read chapter 10 if you have any questions about how to develop and organize a compare/contrast analysis. Pay close attention to the section on how to organize using block or alternating formats.

With this in mind, please answer the following in your comment:

1. Looking at your sources, what might you use as points of focus to compare/contrast their ideas?
2. Based on these points of focus, do your sources answer your question in similar ways or are there major differences in the answers? What are these similarities or differences?
3. Might you organize the body paragraphs of your draft using the block format or the alternating? Why?

B&S Week 8: Locating Sources

This week, we focused on strategies for effective research. We discussed the importance of research questions in guiding our work. We also laid out the five steps for writing a research paper: prewriting, locating sources, evaluating sources, inside-out drafting, and revising.

A key factor in locating sources is using time efficiently. Once again, utilizing a method becomes vital to succeeding at this goal. Having a method to use each time we write provides a roadmap for more efficient and effective experiences. As we use the method, we can revise our steps and tinker as needed without having to "reinvent the wheel" for each new writing assignment. This method should cut down the time we need to spend researching because we won't waste time closely reading materials that won't help us directly answer our research question.

With this in mind, answer the following in your comment this blog:

1. What is the research question you have chosen for your response paper?
2. Based on your research question, where did you search for possible sources? What keywords did you use to search? Did you have to modify your search terms?
   
3. Were you able to use the time-saving techniques discussed in class (titles, table of contents, indexes, abstracts, graphic highlights, section titles, introductions, conclusions, topic sentences)? Specifically describe two time-saving techniques you used and how they helped or why they didn't work for you.

OCC Week 8: Locating Research

This week, we focused on strategies for effective research. We discussed the importance of research questions in guiding our work. We also laid out the five steps for writing a research paper: prewriting, locating sources, evaluating sources, inside-out drafting, and revising.

A key factor in locating sources is using time efficiently. Once again, utilizing a method becomes vital to succeeding at this goal. Having a method to use each time we write provides a roadmap for more efficient and effective experiences. As we use the method, we can revise our steps and tinker as needed without having to "reinvent the wheel" for each new writing assignment. This method should cut down the time we need to spend researching because we won't waste time closely reading materials that won't help us directly answer our research question.

With this in mind, answer the following in your comment this blog:

1. What is the research question you have chosen for your response paper?
2. Based on your research question, where did you search for possible sources? What keywords did you use to search? Did you have to modify your search terms?
   
3. Were you able to use the time-saving techniques discussed in class (titles, table of contents, indexes, abstracts, graphic highlights, section titles, introductions, conclusions, topic sentences)? Specifically describe two time-saving techniques you used and how they helped or why they didn't work for you.

CCC Week 8: Locating Research

This week, we focused on strategies for effective research. We discussed the importance of research questions in guiding our work. We also laid out the five steps for writing a research paper: prewriting, locating sources, evaluating sources, inside-out drafting, and revising.

A key factor in locating sources is using time efficiently. Once again, utilizing a method becomes vital to succeeding at this goal. Having a method to use each time we write provides a roadmap for more efficient and effective experiences. As we use the method, we can revise our steps and tinker as needed without having to "reinvent the wheel" for each new writing assignment. This method should cut down the time we need to spend researching because we won't waste time closely reading materials that won't help us directly answer our research question.

With this in mind, answer the following in your comment this blog:

1. What is the research question you have chosen for your response paper?
2. Based on your research question, where did you search for possible sources? What keywords did you use to search? Did you have to modify your search terms?
   
3. Were you able to use the time-saving techniques discussed in class (titles, table of contents, indexes, abstracts, graphic highlights, section titles, introductions, conclusions, topic sentences)? Specifically describe two time-saving techniques you used and how they helped or why they didn't work for you.

B&S Week 7: Reading Strategies

This week, you read about a number of strategies for more effective reading. In class, we focused on and practiced one such method--annotation.

We said in class that the key to effective annotation is to think of it like conversing with the author. Hence, you are responding to the text the way you would in a face-to-face discussion. This is especially helpful in research situations, as the author's ideas can help you answer your research question.

A way to visualize this is to think of your sources as people discussing your topic over dinner. You ask each the same question (your research question), and they then respond with answers (the sources). Not all of the answers will be the same. Often, you will have to decide which answers make sense to you and which you find problematic. In doing so, you should be able to develop what you see as YOUR answer.

Your paper then becomes your response to these people. Annotation is the first step; it allows you to start forming your response to each source and, hence, how each source can be used in your paper.

With this in mind, please answer the following in your comment:

1. What reading method(s) have you used to comprehend and use complex texts (books, articles, essays, websites, etc.) in the past? Have they been effective? Why or why not?
2. In your past experiences, what have you found challenging about incorporating research into your writing?
3. How did using annotation in class make reading complex material easier for you? What did you difficult about using this method?

B&S Week 6: Revising the Paper

This week, we discussed the purposes and strategies for revising. We said that revision is "seeing the ideas again in order to improve ideas and correct mistakes". It is where we shift thoughts around, add or remove ideas, tighten the unity of our paper, and ensure that our ideas are in the best form.

Remember, revising is the third stage of our writing process. In terms of the total time spent on a writing project, it should make up 50%-60% of the efforts.

As a part of our revision process for this paper, we participated in a peer review. We said that a peer review can be beneficial in many ways. Here is your chance to reflect on how our peer review can help or has helped you revise your draft.

Please respond to the following questions in your comment:

1. How have you revised in the past? Did you spend 50% of your time on this process?
2. Name and explain two strengths that the peer review revealed about your paper.
3. Name and explain two things that the peer review exposed about your paper that needed improvement.
   
4. Other than peer review, what revision technique(s) will you use for this paper or in the future?

OCC Week 7: Reading Strategies

This week, you read about a number of strategies for more effective reading. In class, we focused on and practiced one such method--annotation.

We said in class that the key to effective annotation is to think of it like conversing with the author. Hence, you are responding to the text the way you would in a face-to-face discussion. This is especially helpful in research situations, as the author's ideas can help you answer your research question.

A way to visualize this is to think of your sources as people discussing your topic over dinner. You ask each the same question (your research question), and they then respond with answers (the sources). Not all of the answers will be the same. Often, you will have to decide which answers make sense to you and which you find problematic. In doing so, you should be able to develop what you see as YOUR answer.

Your paper then becomes your response to these people. Annotation is the first step; it allows you to start forming your response to each source and, hence, how each source can be used in your paper.

With this in mind, please answer the following in your comment:

1. What reading method(s) have you used to comprehend and use complex texts (books, articles, essays, websites, etc.) in the past? Have they been effective? Why or why not?
2. In your past experiences, what have you found challenging about incorporating research into your writing?
3. How did using annotation in class make reading complex material easier for you? What did you difficult about using this method?

CCC Week 7: Reading Strategies

This week, you read about a number of strategies for more effective reading. In class, we focused on and practiced one such method--annotation.

We said in class that the key to effective annotation is to think of it like conversing with the author. Hence, you are responding to the text the way you would in a face-to-face discussion. This is especially helpful in research situations, as the author's ideas can help you answer your research question.

A way to visualize this is to think of your sources as people discussing your topic over dinner. You ask each the same question (your research question), and they then respond with answers (the sources). Not all of the answers will be the same. Often, you will have to decide which answers make sense to you and which you find problematic. In doing so, you should be able to develop what you see as YOUR answer.

Your paper then becomes your response to these people. Annotation is the first step; it allows you to start forming your response to each source and, hence, how each source can be used in your paper.

With this in mind, please answer the following in your comment:

1. What reading method(s) have you used to comprehend and use complex texts (books, articles, essays, websites, etc.) in the past? Have they been effective? Why or why not?
2. In your past experiences, what have you found challenging about incorporating research into your writing?
3. How did using annotation in class make reading complex material easier for you? What did you difficult about using this method?

OCC Week 6: Revising the Paper

This week, we discussed the purposes and strategies for revising. We said that revision is "seeing the ideas again in order to improve ideas and correct mistakes". It is where we shift thoughts around, add or remove ideas, tighten the unity of our paper, and ensure that our ideas are in the best form.

Remember, revising is the third stage of our writing process. In terms of the total time spent on a writing project, it should make up 50%-60% of the efforts.

As a part of our revision process for this paper, we participated in a peer review. We said that a peer review can be beneficial in many ways. Here is your chance to reflect on how our peer review can help or has helped you revise your draft.

Please respond to the following questions in your comment:

1. How have you revised in the past? Did you spend 50% of your time on this process?
2. Name and explain two strengths that the peer review revealed about your paper.
3. Name and explain two things that the peer review exposed about your paper that needed improvement.
   
4. Other than peer review, what revision technique(s) will you use for this paper or in the future?

B&S Week 5: Inside-out Drafting

This may be your first opportunity to use the Inside-out Method to draft a paper. Remember, the Inside-out Method focuses on developing the body paragraphs first. This is done by working out each pattern or category (and sub-categories) of details one at a time in terms of how they answer your main question(s) for the paper. For example, if our question for the paper was "How expensive is the prom?", we would try to address how each specific detail associated with attire (gowns, tuxes, suits, etc.) answers that question. Once this is done, do the same for the accessories, the transportation, etc.

One key point for Inside-out drafting: don't try to write the first draft as if it will be a perfect paper. It won't. The sooner you accept that we are using a process for developing a strong paper that can't be perfected at this stage, the more free and effective your drafting stage will be, not to mention your stress and frustration levels will be minimal.

Now that you are in the process of drafting the paper (or, perhaps, finished with the first draft), please address the following in your response with specific examples/ideas:

1. Did your prewriting help you find ideas to start drafting?
2. How did the Inside-out Method make your drafting of the paper easier or more effective?
3. Did you struggle in any way using this method? How so?
4. Now that you have used the method, what will you modify or change next time you use it?

B&S Week 4: Illustration and Classification

Last week we focused on prewriting as a tool for narrowing topics, generating possible paper content, and finding a good research question. We connected this to analysis, a method of thinking that asks what something means, how it works, or why it does what it does.

This week in class, we discussed illustration and classification, two modes of thinking that can help us write our ideas in an organized, coherent manner. We suggested that illustration uses examples in order to show an idea or prove a point and that classification groups items together in meaningful ways. It should be clear that analysis can help us develop either an illustration paper, helping us identify and organize specific examples that support ideas, or a classification paper by identifying specific items that should be grouped together based on specific, concrete traits.

That said, you were assigned to write either an illustration or a classification paper. Using the topics found in the assignment sheet for the paper, complete the following:

1. Provide some prewriting for the topic you believe you will write your paper on for this assignment. You may choose any method you wish--freewriting, listing, mapping, etc.
2. Develop a research question that your paper will answer.
3. Inside-out draft one possible paragraph based on your research question and your prewriting.

OCC Week 5: Drafting the Paper Inside-Out

This may be your first opportunity to use the inside-out method to draft a paper. Remember, the inside-out method focuses on developing the body paragraphs first. This is done by working out each pattern or category (and sub-categories) of details one at a time in terms of how they answer your main question(s) for the paper. For example, if our question for the paper was "How expensive is the prom?", we would try to address how each specific detail associated with attire (gowns, tuxes, suits, etc.) answers that question. Once this is done, do the same for the accessories, the transportation, etc.

One key point for inside-out drafting: don't try to write the first draft as if it will be a perfect paper. It won't. The sooner you accept that we are using a process for developing a strong paper that can't be perfected at this stage, the more free and effective your drafting stage will be, not to mention your stress and frustration levels will be minimal.

Now that you are in the process of drafting the paper (or, perhaps, finished with the first draft), please address the following in your response with specific examples/ideas:

1. How did this method make your drafting of the paper easier or more effective?
   
2. Did you struggle in any way using this method? How so?
3. Now that you have used the method, what will you modify or change next time you use it?

CCC Week 6: Revising the Paper

This week, we discussed the purposes and strategies for revising. We said that revision is "seeing the ideas again in order to improve ideas and correct mistakes". It is where we shift thoughts around, add or remove ideas, tighten the unity of our paper, and ensure that our ideas are in the best form.

Remember, revising is the third stage of our writing process. In terms of the total time spent on a writing project, it should make up 50%-60% of the efforts.

As a part of our revision process for this paper, we participated in a peer review. We said that a peer review can be beneficial in many ways. Here is your chance to reflect on how our peer review can help or has helped you revise your draft.

Please respond to the following questions in your comment:

1. How have you revised in the past? Did you spend 50% of your time on this process?
2. Name and explain two strengths that the peer review revealed about your paper.
3. Name and explain two things that the peer review exposed about your paper that needed improvement.
   
4. Other than peer review, what revision technique(s) will you use for this paper or in the future?

CCC Week 5: Drafting a Paper Using the Inside-out Method

This may be your first opportunity to use the inside-out method to draft a paper. Remember, the inside-out method focuses on developing the body paragraphs first. This is done by working out each pattern or category (and sub-categories) of details one at a time in terms of how they answer your main question(s) for the paper. For example, if our question for the paper was "How expensive is the prom?", we would try to address how each specific detail associated with attire (gowns, tuxes, suits, etc.) answers that question. Once this is done, do the same for the accessories, the transportation, etc.

One key point for inside-out drafting: don't try to write the first draft as if it will be a perfect paper. It won't. The sooner you accept that we are using a process for developing a strong paper that can't be perfected at this stage, the more free and effective your drafting stage will be, not to mention your stress and frustration levels will be minimal.

Now that you are in the process of drafting the paper (or, perhaps, finished with the first draft), please address the following in your response with specific examples/ideas:

1. How did this method make your drafting of the paper easier or more effective?
   
2. Did you struggle in any way using this method? How so?
3. Now that you have used the method, what will you modify or change next time you use it?

B&S Week 3: The Importance of Prewriting

One of the most common mistakes I see students make is skipping prewriting. Students will often claim that prewriting "takes too long" or "wastes time" because they don't truly understand its purpose or its value.

Yet, when done properly, prewriting can provide a substantial amount of ideas for a paper, including the structure and content needed for an effective draft. Many times this great information can be generated in as little as 10-15 minutes.

Furthermore, because there are so many techniques for prewriting and because there are no right or wrong answers at this stage of the process, prewriting can be tailored to an individual's learning style and preferences.

Based on these points and our class discussions, please respond to the following questions by posting a comment:

1. Have you used prewriting before? If so, in what ways? If not, why haven't you?
2. How did this week's classes add to your understanding of how prewriting can benefit a writing project? Be specific.
3. What prewriting technique or techniques do you prefer? Why?

OCC Week 4: Analyzing Literature

For the past two weeks, we have practiced analytical thinking and howprewriting can help us develop papers. There is obviously a connection between prewriting and analysis: analysis finds and organizes details so that you can make meaning from them, and prewriting generates and organizes ideas (details) that can help develop an answer to a question that forms a paper. In other words, analysis and prewritingwork hand-in-hand: analysis is the thinking method and prewritinghelps begin communicating the thinking.

When reading a piece of literature or poetry, the use of language develops the meaning. Hence, the words and images are the details that develop the literary elements (plot, character, theme, setting, irony, point of view, symbols). Analyzing the details of a literary piece is vital to understanding it. Based on this, using prewriting can help us identify and organize these details to begin writing a paper.

To provide you more practice in analysis and prewriting, please complete the following activity:

1. Choose one of the two short stories ("The Tell-Tale Heart" or "The Model Millionaire").
   
2. Choose one or two literary elements.
3. Using one of our prewriting techniques and our analytical method, go through the story you have chosen and list at least five specific, significant details that develop that element in the story. For example, if you choose "The Tell-Tale Heart" and "Setting", you need to find at least five specific details that create what the setting of the story is. In other words, "setting" is your pattern or category--what details belong to this pattern? Provide the precise wording from the story, along with the page number where the detail was found.
4. When you're finished, ask any questions that you need answered to help you better understand analysis or prewriting.

CCC Week 4: Analyzing Literature

For the past two weeks, we have practiced analytical thinking and how prewriting can help us develop papers. There is obviously a connection between prewriting and analysis: analysis finds and organizes details so that you can make meaning from them, and prewriting generates and organizes ideas (details) that can help develop an answer to a question that forms a paper. In other words, analysis and prewriting work hand-in-hand: analysis is the thinking method and prewriting helps begin communicating the thinking.

When reading a piece of literature or poetry, the use of language develops the meaning. Hence, the words and images are the details that develop the literary elements (plot, character, theme, setting, irony, point of view, symbols). Analyzing the details of a literary piece is vital to understanding it. Based on this, using prewriting can help us identify and organize these details to begin writing a paper.

To provide you more practice in analysis and prewriting, please complete the following activity:

1. Choose one of the two short stories ("The Tell-Tale Heart" or "The Model Millionaire").
   
2. Choose one or two literary elements.
3. Using one of our prewriting techniques and our analytical method, go through the story you have chosen and list at least five specific, significant details that develop that element in the story. For example, if you choose "The Tell-Tale Heart" and "Setting", you need to find at least five specific details that create what the setting of the story is. In other words, "setting" is your pattern or category--what details belong to this pattern? Provide the precise wording from the story, along with the page number where the detail was found.
4. When you're finished, ask any questions that you need answered to help you better understand analysis or prewriting.

B&S (Bryant and Stratton) Week 2: Sentences and Paragraphs

One of the most important aspects of mastering any skill is consistently practicing the fundamentals. If you want to learn how to play guitar, you have to practice the scales, chords, and fingering techniques that make up this endeavor. The same is true in basketball; if you want to be a great player, practicing dribbling, passing, shooting, and defense are all vital.

Writing is no different than these other skills. If you want to be successful, you have to practice the fundamentals, namely writing effective sentences and paragraphs. This makes perfect sense if you think about it; you can't write a good paragraph if you can't write solid, clear sentences. Likewise, you can't write an effective paper if you can't write paragraphs that convey a clear, unified message.

With this in mind, please answer the following questions as specifically and completely as possible (200 or so words) in a comment to this blog:

1. How do you or have you used writing in your academic, professional, or personal life? What types of daily tasks require writing?
2. What do you want to improve in your writing when it comes to sentences or paragraphs? Some examples of answers might be comma usage, correcting run-ons or fragments, writing effective topic sentences, supporting ideas in a paragraph better, etc.
3. How can you practice proper writing techniques everyday?

OCC Week 3: The Importance of Prewriting

One of the most common mistakes I see students make is skipping prewriting. Students will often claim that prewriting "takes too long" or "wastes time" because they don't truly understand its purpose or its value.

Yet, when done properly, prewriting can provide a substantial amount of ideas for a paper, including the structure and content needed for an effective draft. Many times this great information can be generated in as little as 10-15 minutes.

Furthermore, because there are so many techniques for prewriting and because there are no right or wrong answers at this stage of the process, prewriting can be tailored to an individual's learning style and preferences.

Based on these points and our class discussions, please respond to the following questions by posting a comment:

1. Have you used prewriting before? If so, in what ways? If not, why haven't you?
2. How did this week's classes add to your understanding of how prewriting can benefit a writing project? Be specific.
3. What prewriting technique or techniques do you prefer? Why?

CCC Week 3: The Importance of Prewriting

One of the most common mistakes I see students make is skipping prewriting. Students will often claim that prewriting "takes too long" or "wastes time" because they don't truly understand its purpose or its value.

Yet, when done properly, prewriting can provide a substantial amount of ideas for a paper, including the structure and content needed for an effective draft. Many times this great information can be generated in as little as 10-15 minutes.

Furthermore, because there are so many techniques for prewriting and because there are no right or wrong answers at this stage of the process, prewriting can be tailored to an individual's learning style and preferences.

Based on these points and our class discussions, please respond to the following questions by posting a comment:

1. Have you used prewriting before? If so, in what ways? If not, why haven't you?
2. How did this week's classes add to your understanding of how prewriting can benefit a writing project? Be specific.
3. What prewriting technique or techniques do you prefer? Why?

OCC Week 2: Sentences and Paragraphs

When you think about it, you probably write in some fashion just about every day. You use it to communicate with others (and sometimes yourself) in variety of ways. To ensure clear communication, writing takes practice.

One of the most important aspects of mastering any skill is consistently practicing the fundamentals. If you want to learn how to play guitar, you have to practice the scales, chords, and fingering techniques that make up this endeavor. The same is true in basketball; if you want to be a great player, practicing dribbling, passing, shooting, and defense are all vital.

Writing is no different than these other skills. If you want to be successful, you have to practice the fundamentals, namely writing effective sentences and paragraphs. This makes perfect sense if you think about it; you can't write a good paragraph if you can't write solid, clear sentences. Likewise, you can't write an effective paper if you can't write paragraphs that convey a clear, unified message.

With this in mind, please answer the following questions as specifically and completely as possible (200 or so words) in a comment to this blog:

1. How do you or have you used writing in your academic, professional, or personal life? What types of daily tasks require writing?
2. What do you want to improve in your writing when it comes to sentences or paragraphs? Some examples of answers might be comma usage, correcting run-ons or fragments, writing effective topic sentences, supporting ideas in a paragraph better, etc.
3. How can you practice proper writing techniques everyday?

CCC Week 2: Sentences and Paragraphs

When you think about it, you probably write in some fashion just about every day. You use it to communicate with others (and sometimes yourself) in variety of ways. To ensure clear communication, writing takes practice.

One of the most important aspects of mastering any skill is consistently practicing the fundamentals. If you want to learn how to play guitar, you have to practice the scales, chords, and fingering techniques that make up this endeavor. The same is true in basketball; if you want to be a great player, practicing dribbling, passing, shooting, and defense are all vital.

Writing is no different than these other skills. If you want to be successful, you have to practice the fundamentals, namely writing effective sentences and paragraphs. This makes perfect sense if you think about it; you can't write a good paragraph if you can't write solid, clear sentences. Likewise, you can't write an effective paper if you can't write paragraphs that convey a clear, unified message.

With this in mind, please answer the following questions as specifically and completely as possible (200 or so words) in a comment to this blog:

1. How do you or have you used writing in your academic, professional, or personal life? What types of daily tasks require writing?
2. What do you want to improve in your writing when it comes to sentences or paragraphs? Some examples of answers might be comma usage, correcting run-ons or fragments, writing effective topic sentences, supporting ideas in a paragraph better, etc.
3. How can you practice proper writing techniques everyday?

B&S Week 11: Narrative

This week, we began discussing our personal narrative paper. We said that narratives are "stories used to prove points or show ideas". The narrative paper you will write will be exactly that.

Narratives are used in many ways every day. They are used as evidence in court cases, details in business reports, reflections for professional portfolios, support for "teachable" moments, and for many other purposes.

To provide you with some practice creating narratives, please complete the following:

Choose one of the topic sentences below, finish the sentence, and write a paragraph telling a story that supports/develops that sentence's idea:

• A time when I learned that it is best to laugh at yourself was when...
• A moment that changed my life was...
• Hard work payed off when I...
• My interest in (insert your major here) began when I...

B&S Week 10: Reflecting on the Response Paper

By now, you have probably figured out that a vital part of learning is reflecting on what you have done and where you have been. This "thinking about your thinking" creates opportunities to test out your thinking and your methods to see what worked and what needs improving.

As you wrap up writing the response paper, it's a perfect time to reflect on the process and consider what worked well for you and what you would like to improve or revise in your writing process next time you write a research project.

In your comment, please respond to the following:

1. What skills or techniques helped you research your topic and/or write your paper? How do you know these skills or techniques helped your project be more successful?
2. What would you like to improve about your process for writing a research paper? Would you revise anything about the process?
3. What did you learn about your topic as a result of this process? What did you learn about researching/writing as a part of completing this project?

B&S Week 9: Compare and Contrast

Now that you have sources that should help you answer your research question, it's time to figure out how your different answers will work together to form a single, unified paper.
To accomplish this, you can compare or contrast the answers. To do so, look for points of focus--in other words, points where the sources are either similar or different--and use these points to evaluate the logic of the answers to determine which answer or answers make the most sense to you.

For example, if you were searching for a new car, you would look at various cars in the price range you can afford. Then, once you have made a list of possible vehicles, you would look at points of focus to determine what vehicle is best for you. These points of focus may include gas mileage, features, warranties, and customer ratings.

Re-read chapter 10 if you have any questions about how to develop and organize a compare/contrast analysis. Pay close attention to the section on how to organize using block or alternating formats.

With this in mind, please answer the following in your comment:

1. Looking at your sources, what might you use as points of focus to compare/contrast their ideas?
2. Based on these points of focus, do your sources answer your question in similar ways, or are there major differences in the answers?
3. In our class "model paper" on the slasher film, we organized our ideas in the block format, which organizes the ideas around the objects being compared/contrasted. We did this so that we could show the benefits and, more importantly, the weaknesses of Dika and Clover's thoughts on slasher victims so that we could show why Creed's abject theory was the "best" answer in the end. Another way to organize a compare/contrast is the alternating format, which organizes the thoughts around the points of focus (see chapter 10 for more on this). Given your research question and the answers you're finding in your sources, which organizing principle do you think you should use for your draft? Why?

B&S Week 8: Researching

This week, we focused on strategies for effective research. We discussed the importance of research questions in guiding our work. We also laid out the four steps for writing a research paper: prewriting, locating sources, evaluating sources, and drafting/revising.

A key factor in locating sources is using time efficiently. Once again, utilizing a method becomes vital to succeeding at this goal. Having a method to use each time we write provides a roadmap for more efficient and effective experiences. As we use the method, we can revise our steps and tinker as needed without having to "reinvent the wheel" for each new writing assignment. This method should cut down the time we need to spend researching because we won't waste time closely reading materials that won't help us directly answer our research question.

With this in mind, answer the following in your comment to this blog:

1. What is the research question you have written for your response paper?
   
2. Based on your research question, where did you search for possible sources? What keywords did you use to search? Did you have to modify your search terms?
   
3. Were you able to use the time-saving techniques discussed in class (titles, table of contents, indexes, abstracts, graphic highlights, section titles, introductions, conclusions, topic sentences)? Specifically describe two time-saving techniques you used and how they helped or why they didn't work for you.

B&S Week 7: Reading Strategies

This week, you read about a number of strategies for more effective reading. In class, we focused on and practiced one such method--annotation.

We said in class that the key to effective annotation is to think of it like conversing with the author. Hence, you are responding to the text the way you would in a face-to-face discussion. This is especially helpful in research situations, as the author's ideas can help you answer your research question.

A way to visualize this is to think of your sources as people discussing your topic over dinner. You ask each the same question (your research question), and they then respond with answers (the sources). Not all of the answers will be the same. Often, you will have to decide which answers make sense to you and which you find problematic. In doing so, you should be able to develop what you see as YOUR answer.

Your paper then becomes your response to these people. Annotation is the first step; it allows you to start forming your response to each source and, hence, how each source can be used in your paper.

With this in mind, please answer the following in your comment:

1. What reading method(s) have you used to comprehend and use complex texts (books, articles, essays, websites, etc.) in the past? Have they been effective? Why or why not?
2. In your past experiences, what have you found challenging about incorporating research into your writing?
3. How did using annotation in class make reading complex material easier for you? What did you difficult about using this method?

B&S Week 6: Revising a Paper

This week, we discussed the purposes and strategies for revising. We said that revision is "seeing the ideas again in order to improve ideas and correct mistakes". It is where we shift thoughts around, add or remove ideas, tighten the unity of our paper, and ensure that our ideas are in the best form.

Remember, revising is the third stage of our writing process. In terms of the total time spent on a writing project, it should make up 50%-60% of the efforts.

As a part of our revision process for this paper, we participated in a peer review. We said that a peer review can be beneficial in many ways. Here is your chance to reflect on how our peer review can help or has helped you revise your draft.

Please respond to the following questions in your comment:

1. How have you revised in the past? Did you spend 50% of your time on this process?
2. Name and explain two strengths that the peer review revealed about your paper.
3. Name and explain two things that the peer review exposed about your paper that needed improvement.
4. Other than peer review, what revision technique(s) will you use for this paper or in the future?

B&S Week 5: Inside-out Drafting

This may be your first opportunity to use the Inside-out Method to draft a paper. Remember, the Inside-out Method focuses on developing the body paragraphs first. This is done by working out each pattern or category (and sub-categories) of details one at a time in terms of how they answer your main question(s) for the paper. For example, if our question for the paper was "How expensive is the prom?", we would try to address how each specific detail associated with attire (gowns, tuxes, suits, etc.) answers that question. Once this is done, do the same for the accessories, the transportation, etc.

One key point for Inside-out drafting: don't try to write the first draft as if it will be a perfect paper. It won't. The sooner you accept that we are using a process for developing a strong paper that can't be perfected at this stage, the more free and effective your drafting stage will be, not to mention your stress and frustration levels will be minimal.

Now that you are in the process of drafting the paper (or, perhaps, finished with the first draft), please address the following in your response with specific examples/ideas:

1. Did your prewriting help you find ideas to start drafting?
2. How did the Inside-out Method make your drafting of the paper easier or more effective?
3. Did you struggle in any way using this method? How so?
4. Now that you have used the method, what will you modify or change next time you use it?

B&S Week 4: Illustration and Classification

Last week we focused on prewriting as a tool for narrowing topics, generating possible paper content, and finding a good research question. We connected this to analysis, a method of thinking that asks what something means, how it works, or why it does what it does.

This week in class, we discussed illustration and classification, two modes of thinking that can help us write our ideas in an organized, coherent manner. We suggested that illustration uses examples in order to show an idea or prove a point and that classification groups items together in meaningful ways. It should be clear that analysis can help us develop either an illustration paper, helping us identify and organize specific examples that support ideas, or a classification paper by identifying specific items that should be grouped together based on specific, concrete traits.

That said, you were assigned to write either an illustration or a classification paper. Using the topics found in the assignment sheet for the paper, complete the following:

1. Provide some prewriting for the topic you believe you will write your paper on for this assignment. You may choose any method you wish--freewriting, listing, mapping, etc.
2. Develop a research question that your paper will answer.
3. Inside-out draft one possible paragraph based on your research question and your prewriting.  
   

B&S Week 3: The Importance of Prewriting

One of the most common mistakes I see students make is skipping prewriting. Students will often claim that prewriting "takes too long" or "wastes time" because they don't truly understand its purpose or its value.

Yet, when done properly, prewriting can provide a substantial amount of ideas for a paper, including the structure and content needed for an effective draft. Many times this great information can be generated in as little as 10-15 minutes.

Furthermore, because there are so many techniques for prewriting and because there are no right or wrong answers at this stage of the process, prewriting can be tailored to an individual's learning style and preferences.

Based on these points and our class discussions, please respond to the following questions by posting a comment:

1. Have you used prewriting before? If so, in what ways? If not, why haven't you?
2. How did this week's classes add to your understanding of how prewriting can benefit a writing project? Be specific.
3. What prewriting technique or techniques do you prefer? Why?
   

B&S (Bryant and Stratton) Week 2: Sentences and Paragraphs

When you think about it, you probably write in some fashion just about every day. You use it to communicate with others (and sometimes yourself) in variety of ways. To ensure clear communication, writing takes practice.

One of the most important aspects of mastering any skill is consistently practicing the fundamentals. If you want to learn how to play guitar, you have to practice the scales, chords, and fingering techniques that make up this endeavor. The same is true in basketball; if you want to be a great player, practicing dribbling, passing, shooting, and defense are all vital.

Writing is no different than these other skills. If you want to be successful, you have to practice the fundamentals, namely writing effective sentences and paragraphs. This makes perfect sense if you think about it; you can't write a good paragraph if you can't write solid, clear sentences. Likewise, you can't write an effective paper if you can't write paragraphs that convey a clear, unified message.

With this in mind, please answer the following questions as specifically and completely as possible (200 or so words) in a comment to this blog:

1. How do you or have you used writing in your academic, professional, or personal life? What types of daily tasks require writing?
2. What do you want to improve in your writing when it comes to sentences or paragraphs? Some examples of answers might be comma usage, correcting run-ons or fragments, writing effective topic sentences, supporting ideas in a paragraph better, etc. 
3. How can you practice proper writing techniques everyday? 

You can add any other thoughts you have as well. :)

Week 11: Narrative

This week, we began discussing our personal narrative paper. We said that narratives are "stories used to prove points or show ideas". The narrative paper you will write will be exactly that.

Narratives are used in many ways every day. They are used as evidence in court cases, details in business reports, reflections for professional portfolios, support for "teachable" moments, and for many other purposes. 

To provide you with some practice creating narratives, please complete the following:

1. Choose one of the topic sentences below, finish the sentence, and write a paragraph telling a story that supports/develops that sentence's idea.

• A time when I learned that it is best to laugh at yourself was when...
• A moment that changed my life was...
• Hard work payed off when I...
• My interest in (insert your major here) began when I...

Week 10: Reflecting on the Response Paper

By now, you have probably figured out that a vital part of learning is reflecting on what you have done and where you have been. This "thinking about your thinking" creates opportunities to test out your thinking and your methods to see what worked and what needs improving.

As you wrap up writing the response paper, it's a perfect time to reflect on the process and consider what worked well for you and what you would like to improve or revise in your writing process next time you write a research project.

In your comment, please respond to the following:

1. What skills or techniques helped you research your topic and/or write your paper? How do you know these skills or techniques helped your project be more successful?
2. What would you like to improve about your process for writing a research paper? Would you revise anything about the process?
3. What did you learn about your topic as a result of this process? What did you learn about researching/writing as a part of completing this project?

Week 9: Compare and Contrast

Now that you have sources that should help you answer your research question, it's time to figure out how your different answers will work together to form a single, unified paper.

To accomplish this, you can compare or contrast the answers. To do so, look for points of focus--in other words, points where the sources are either similar or different--and use these points to evaluate the logic of the answers to determine which answer or answers make the most sense to you.

For example, if you were searching for a new car, you would look at various cars in the price range you can afford. Then, once you have made a list of possible vehicles, you would look at points of focus to determine what vehicle is best for you. These points of focus may include gas mileage, features, warranties, and customer ratings.

Re-read chapter 10 if you have any questions about how to develop and organize a compare/contrast analysis. Pay close attention to the section on how to organize using block or alternating formats.

With this in mind, please answer the following in your comment:

1. Looking at your sources, what might you use as points of focus to compare/contrast their ideas?
2. Based on these points of focus, do your sources answer your question in similar ways, or are there major differences in the answers?
3. In our class "model paper" on the slasher film, we organized our ideas in the block format, which organizes the ideas around the objects being compared/contrasted. We did this so that we could show the benefits and, more importantly, the weaknesses of Dika and Clover's thoughts on slasher victims so that we could show why Creed's abject theory was the "best" answer in the end. Another way to organize a compare/contrast is the alternating format, which organizes the thoughts around the points of focus (see chapter 10 for more on this). Given your research question and the answers you're finding in your sources, which organizing principle do you think you should use for your draft? Why?

Week 8: Locating Research

This week, we focused on strategies for effective research. We discussed the importance of research questions in guiding our work. We also laid out the four steps for writing a research paper: prewriting, locating sources, evaluating sources, and drafting/revising.

A key factor in locating sources is using time efficiently. Once again, utilizing a method becomes vital to succeeding at this goal. Having a method to use each time we write provides a roadmap for more efficient and effective experiences. As we use the method, we can revise our steps and tinker as needed without having to "reinvent the wheel" for each new writing assignment. This method should cut down the time we need to spend researching because we won't waste time closely reading materials that won't help us directly answer our research question.

With this in mind, answer the following in your comment this blog:

1. What is the research question you have written for your response paper?
2. Based on your research question, where did you search for possible sources? What keywords did you use to search? Did you have to modify your search terms?
   
3. Were you able to use the time-saving techniques discussed in class (titles, table of contents, indexes, abstracts, graphic highlights, section titles, introductions, conclusions, topic sentences)? Specifically describe two time-saving techniques you used and how they helped or why they didn't work for you. 

Week 7: Reading

This week, you read about a number of strategies for more effective reading. In class, we focused on and practiced one such method--annotation.

We said in class that the key to effective annotation is to think of it like conversing with the author. Hence, you are responding to the text the way you would in a face-to-face discussion. This is especially helpful in research situations, as the author's ideas can help you answer your research question. 

A way to visualize this is to think of your sources as people discussing your topic over dinner. You ask each the same question (your research question), and they then respond with answers (the sources). Not all of the answers will be the same. Often, you will have to decide which answers make sense to you and which you find problematic. In doing so, you should be able to develop what you see as YOUR answer.

Your paper then becomes your response to these people. Annotation is the first step; it allows you to start forming your response to each source and, hence, how each source can be used in your paper.

With this in mind, please answer the following in your comment:

1. What reading method(s) have you used to comprehend and use complex texts (books, articles, essays, websites, etc.) in the past? Have they been effective? Why or why not?
2. In your past experiences, what have you found challenging about incorporating research into your writing?
3. How did using annotation in class make reading complex material easier for you? What did you difficult about using this method?

Welcome to The Write Tools for the Job

Hey, all!

This is a trial run with this blog. It will provide a place for us to discuss writing issues, ask questions of your peers, practice writing skills/strategies, and brainstorm possible paper ideas. 

You are required to respond to my post for each week by 11:59 PM Sunday night. You are also invited to create your own posts in order to ask questions of me or your classmates or to comment on issues you are compelled to discuss.

The goal of this blog is to create a less formal space for creating knowledge, experimenting with ideas, practicing writing skills and techniques, and collaborating with your peers in the pursuit of better, more efficient writing. 

I hope you enjoy it!