EnGL001 - English Composition I Syllabus

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org - ENGL001: English Composition I Syllabus

http://www.saylor.org/site/syllabus.php?cid=354[1/7/2014 5:21:07 PM]

Course Syllabus for "ENGL001: English Composition I"
No matter what career you pursue, you must be able to communicate effectively and clearly if you want to be
successful. This course will enhance your ability to do so by sharpening your critical thinking and writing skills. We
will begin with a unit designed to change the way in which you think about writing. First, you will learn to think of
writing not as a solitary act but as a conversation between yourself and an audience. In this light, writing becomes a
dynamic, interactive, and creative rather than a rote practice. You will also begin to value writing as a process an
admittedly difficult one rather than a product. You will come to see that writing is an act of discovery rather than a
recitation of prefabricated ideas. Because this course is designed specifically for students in a university setting, the
second unit will focus on academic writing. We will learn how to respond to an assignment or test question by using
the PWR-Writing or Power-Writing Method (PWR: Pre-write, Write, Revise) while learning the ins and outs of
building a solid thesis and supporting that thesis with evidence. The remaining units will focus on the minutiae of good
writing practices from style to citation methodology. Because the goal of this course is to improve your ability to write
clear, grammatically-sound expository and persuasive prose, every unit will include a Grammar Capsule, focusing on
a specific grammatical issue.
Learning Outcomes
Upon successful completion of this course, you will be able to:
demonstrate mastery of the principles of grammar, usage, mechanics, and sentence structure;
identify the thesis statement in an essay;
develop a thesis statement, structure it in an introductory paragraph, and support it with the body of the essay;
organize ideas logically within an essay and employ adequate transitional devices to ensure coherence, flow, and
focus;
differentiate between rhetorical strategies and write with an awareness of rhetorical technique and audience;
differentiate between tones and write with an awareness of how tone affects the audiences experience;
demonstrate critical and analytical thinking for reading and writing purposes;
quote, paraphrase, and document the work of others; and
write sentences that vary in length and structure.
Course Requirements
In order to take this course, you must:
Have access to a computer.
Have continuous broadband Internet access.
Have the ability/permission to install plug-ins and software (e.g., Adobe Reader or Flash).
Have the ability to download and save files and documents to a computer.
Have the ability to open and edit Microsoft Office files and documents (.doc, .docx, .ppt, .pptx, .xls, .xlsx, etc.).
Have competency in the English language.
Saylor.org - ENGL001: English Composition I Syllabus
Have read the Saylor Student Handbook.
Course Information
Welcome to ENGL001 English Composition I. Below, please find general information on this course and its
requirements.
Course Designers: Carolyn Tedholm and Carolyn Savoldy
Primary Resources: This course is composed of a range of different free, online materials. However, the course makes
primary use of the following materials:
University of North Carolina at Chapel Hill: The Writing Centers Reorganizing Drafts (HTML),
Brainstorming (HTML), Introductions (HTML), Revising Drafts (HTML), Evidence (HTML), and
Plagiarism (HTML)
Utah State University's OpenCourseWare: Writing Process (HTML)
Writing Commons: J oe Moxleys Plan Your Writing (HTML)
Writing Commons: Edit (HTML)
Writing Commons: Understanding Arguments (HTML)
Writing Commons: Rhonda Dietrichs The Guiding Idea and Argumentative Thesis Statement (HTML)
Writing Commons: J oseph M. Moxleys Rogerian Argument (HTML)
Writing Commons: University of South Florida: Use Appropriate Academic Language (HTML), Follow MLA
Guidelines for Block Quotations (HTML), Short Quotations (APA) (HTML), and Block Quotations
(APA) (HTML)
Writing Commons: MLA (HTML)
Pavel Zemlianskys Methods of Discovery: A Guide to Research Writing: Chapter 1: Research Writing and
Argument (HTML)
Carson-Newman College: L. Kip Wheelers Rhetoric: Logical Fallacies Handlist (HTML)
Supplementary Resources: For students using mobile devices, these two apps (among others) would be useful word
processing tools for writing research papers and other academic reports.
RumbleAppss PaperHelper - Easiest Essay Writer (iOS App)
Apples Pages (iOS App)
Requirements for Completion: In order to complete this course, you will need to work through each unit and all of its
assigned materials. The course builds upon itself from one unit to the next, so it is important to work thoroughly
through each section to understand that which follows. You will also need to complete the final exam.
Note that you will only receive an official grade on your final exam. In order to pass this course, you will need to earn
a 70% or higher on the final exam. Your score on the exam will be tabulated as soon as you complete it. If you do not
pass the exam, you may take it again.
Time Commitment: This course should take you a total of approximately 103 hours to complete including readings,
assignments, and essays. Each unit includes a time advisory that lists the amount of time you are expected to spend on
each subunit. These should help you plan your time accordingly. It may be useful to take a look at these time
advisories and determine how much time you have over the next few weeks to complete each unit and then set goals for
yourself.
Tips for Completion: It may be helpful to take notes as you work through the materials in each unit in preparation for
the final exam.
Course Overview
Unit 1: Redefining What It Means To Write
We begin this course by refining how we think about writing. Lets begin by acknowledging that writing is a
difficult, complex process. It does not come easily; it takes quite a bit of work and thought. However, if you
realize that all writing is a conversation between yourself and an audience, then the task becomes a little bit
easier. If you envision your work as a response to an existing prompt, the way you write will be shaped by the
reader with whom you are speaking. Imagine, for example, that someone asks you, Why does it rain? If that
someone were your five-year-old cousin, you might respond one way, but if it were your sixty-five-year-old aunt,
you would likely respond differently. You will need to approach every writing project with that same awareness
of audience.

We will also work to recognize writing as a process rather than a product. You often need to start writing in
order to know what you think about a subject. Keep this in mind as you work through this unit.
Unit 1 Time Advisory
Completing this unit should take you approximately 36.25 hours.
Subunit 1.1: 2.5 hours
Subunit 1.2: 4 hours
Sub-subunit 1.2.1: 3 hours
Sub-subunit 1.2.2: 1 hour
Introduction: 0.25 hours
Sub-subunit 1.3.1: 3.25 hours
Unit1 Learning Outcomes
Upon successful completion of this unit, you will be able to:
describe writing as a means of communication;
practice techniques for identifying and writing for specific audiences;
describe writing as a process and explain how that process influences thinking;
identify and practice the stages of the PWR writing process;
practice prewriting techniques;
practice critical thinking and reading skills essential to college writing; and
identify and practice consistent style and formatting.
1.1 Writing as Conversation
1.1.1 Writing as a Conversation between Reader and Writer
1.1.2 Defining Your Audience
Activity: Unit 1 Essay Topic
Throughout Unit 1 you will be asked to complete a number of activities which build up to writing an essay.
The assigned topic for these activities and the essay is, What does it take to succeed in an Internet-
based college course?
Mobile App: WAGmobs English Writing: Introduction
Link: WAGmobs English Writing (iOS App) or Learn English Writing (Android App)
Instructions: If choosing to use this app, you will first need to download the version appropriate to your
mobile device. Note that there are costs associated with both of these apps, which is why they are
optional. No quiz or exam questions will be derived from material within, but they are still useful
supplementary resources. Once downloaded, open the app and read the tutorial, Introduction.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Reading: Writing Commons: Michael Charlton's Understanding How Conversations Change
Over Time
Link: Writing Commons: Michael Charlton's Understanding How Conversations Change Over
Time (PDF)
Instructions: Click on the link above, read the article, and watch the linked videos for more
information on how conversations develop over time and how writers enter into a conversation when
making claims in their writing. As you write, keep in mind the questions that appear at the end of this
resource to help you consider how you may add new insights to the conversation through your
writing. How can considering the conversation about your topic help during the research process of
your writing?

Reading, watching the videos, and answering the question above should take you approximately 1
hour and 30 minutes.
Terms of Use: This resource is licensed under a Creative Commons Attribution-NonCommercial-
NoDerivs 3.0 License. It is attributed to Michael Charlton and Writing Commons.
Reading: Writing Commons: Amanda Wrays What to Think about When Writing for a
1.2 Writing as a Process
1.2.1 How Writing as a Process Differs from Writing as a Product
1.2.2 I Write So That I Know What I Think Writing as an Act of Discovery
1.3 The PWR (Pre-write, Write, and Revise) Method
Particular Audience and Writing Commons: Rhetorical Appeals
Link: Writing Commons: Amanda Wrays What to Think about When Writing for a Particular
Audience (PDF) and Writing Commons: Rhetorical Appeals (PDF)

Instructions: Read the first article, then open the second link and study the definitions and reflective
questions in the table. Keep in mind that you should consider to whom you are writing (your
audience) and why (your purpose). How should your tone vary when writing an argumentative essay
versus an informal email?

Reading and answering the question above should take you approximately one hour.
NoDerivs 3.0 License. The article What to Think about When Writing for a Particular Audience is
attributed to Amanda Wray and Writing Commons, and Rhetorical Appeals is attributed to Writing
Commons. You can find the original versions of these article here and here.
Reading: Pavel Zemliansky's Methods of Discovery: A Guide to Research Writing: Chapter 2:
Research Writing as a Process
Link: Pavel Zemliansky's Methods of Discovery: A Guide to Research Writing: Chapter 2: Research
Writing as a Process (HTML)

Instructions: Read this chapter. How does the process approach differ from the product approach?
Which do you prefer when writing an essay?

Reading and answering the questions above should take you approximately three hours.

Reading: Writing Commons: Think Rhetorically
Link: Writing Commons: Think Rhetorically (HTML)

Instructions: Click on the link above to read the article and watch the video. Also, click on Read
More to access information for the following webpages: Consider Your Context, Consider Your
Media, Consider Your Purpose, and Consider Your Voice, Tone, and Persona. Note that you
have already read "What to Think about When Writing for a Particular Audience" in sub-subunit
1.1.2. You will also read Consider Your Audience later in Unit 2. What advantages can you see by
approaching a decision with a rhetorical perspective?

Reading and answering the question above should take you approximately one hour to complete.
NoDerivs 3.0 License. It is attributed to Writing Commons.
Reading: Utah State University's OpenCourseWare: Writing Process
1.3.1 Pre-Writing
1.3.1.1 Just Write: Freewriting
Link: Utah State University's OpenCourseWare: Writing Process (PDF)
Instructions: Read this article on the writing process from pre-writing to publishing. Do you find that you
follow these steps when writing essays? Which pre-writing activity works best for you?

Reading and answering the questions above should take you approximately 15 minutes.
Terms of Use: The article above is released under a Creative Commons Attribution-NonCommercial-
ShareAlike 3.0 License. It is attributed to Utah State University's OpenCourseWare, and the original
version can be found here.
Mobile App: WAGmobs English Writing: Writing Process
Instructions: Read the tutorial, Writing Process.
Reading: Writing Commons: Joe Moxleys Plan Your Writing
Link: Writing Commons: J oe Moxleys Plan Your Writing (PDF)

Instructions: Read this article. Be sure to click on the example of a Wiki for further clarification.
Asking friends and classmates for their opinions can be a helpful step in the writing process. Try the
suggestion in the reading about using Microsoft Word's tracking and commenting features to help
organize your peers' feedback. The sub-subunits below will provide information on specific pre-
writing techniques that you may consider using before you draft an essay.

This reading should take you approximately 15 minutes.

NoDerivs 3.0 License. It is attributed to Writing Commons, and the original version can be found here
(HTML).
Mobile App: WAGmobs English Writing: Thinking and Planning
Instructions: Read the tutorial, Thinking and Planning.
Reading: Writing Commons: Joseph Moxley's Freewrite
Link: Writing Commons: J oseph Moxley's Freewrite (PDF)

Instructions: Read this article on the pre-writing method called freewriting, and watch the linked
video. Have you ever suffered from writer's block? Do you think freewriting would be a helpful
technique to combat writer's block? Why or why not?
1.3.1.2 Brainstorming Methods
1.3.1.3 Outlines/Blueprints for the Paper

Reading, watching the video, and answering the questions above should take you approximately 30
minutes.
NoDerivs 3.0 License. It is attributed to Writing Commons, and the original version can be found
here.
Reading: University of North Carolina at Chapel Hill: The Writing Centers
Brainstorming
Link: University of North Carolina at Chapel Hill: The Writing Centers Brainstorming (PDF)

Instructions: Read this page to learn about several methods of brainstorming. In the previous sub-
subunit, we took a look at freewriting to help combat writer's block. This reading will review the
freewriting method, and you will discover several more techniques, such as creating lists,
developing concept maps, thinking of journalistic questions, identifying topic levels, using cubing,
as well as several other suggestions. Which of these techniques do you feel will be the most helpful
when starting an essay?

Reading this article should take you approximately one hour.

NoDerivs 2.5 License. It is attributed to The Writing Center at UNC Chapel Hill, and the original
Reading: Handbook for Writers: Chapter 5: Planning: Section 4: Outlining
Link: Handbook for Writers: Chapter 5: Planning: Section 4: Outlining (PDF)

Instructions: Click on the link above to access the textbook, and read section 5.4 on outlining,
beginning on page 72. Why is outlining important? Try the exercises at the bottom of the page to
increase your outlining skills.

Reading and attempting the exercises should take approximately 30 minutes.

ShareAlike 3.0 License.
Activity: Writing an Outline
Instructions: Using the prewriting and writing techniques you have just reviewed, develop an
outline for Essay I, based on the topic assigned below Unit 1.
This activity should take you approximately one hour to complete.
Mobile App: WAGmobs English Writing: Effective Writing
1.3.2 Writing
1.3.2.1 Introduction: The Funnel Approach
1.3.2.2 Body: The Skeleton of Your Paper
1.3.2.3 Conclusion: What Is in the Conclusion? What Is Not?
Instructions: Read the tutorial, Effective Writing.
Reading: University of North Carolina at Chapel Hill: The Writing Center's Introductions
Link: University of North Carolina at Chapel Hill: The Writing Center's Introductions (PDF)

Instructions: Read this article to learn more about the role of introductions and effective strategies
for developing your opening paragraph. The introduction is the most important part of an essay
because it provides first impressions for your audience. In general, your introduction should
provide an overview of your topic and should lead into your thesis statement. Try using one of the
"attention grabber" suggestions in the reading for the exercise below.

Reading this article should take you approximately 1 hour and 30 minutes.

Activity: Writing an Introduction
Instructions: Using the pre-writing and writing techniques you have just reviewed, write an
introductory paragraph for a brief essay about what it takes to succeed in an Internet-based college
course, the topic of Essay I, outlined below Unit 1.

Completing this activity should take you approximately 30 minutes.
Reading: Writing Commons: Paragraph
Link: Writing Commons: Paragraph (HTML)

Instructions: Click on the link above and read the main webpage, then click on the Read More
links for each subtopic. Read the contents of all these pages as well as all related information and
samples that are linked to in the body of each page. Remember to also watch the brief video on the
webpage. This resource will help you better understand how to organize paragraphs in the body of
your essay to help make your paragraphs cohesive and to smoothly transition between one
discussion point to the next. Keep in mind that the paragraphs in the body of your essay should
work to prove or address your main purpose or argument set out by your thesis statement.
Studying this resource should take you approximately one hour.
Reading: University of North Carolina at Chapel Hill: The Writing Centers Conclusions
Link: University of North Carolina at Chapel Hill: The Writing Centers Conclusions (PDF)
1.3.3 Revising
1.3.3.1 Answering Three Big Questions: Do You Need to Say It? Does It Say What You Want It to
Say? Will Other People Get What You Are Trying to Say?

Instructions: Read this article for an explanation of how to write a conclusion. Conclusions can be
just as important as introductions. A conclusion provides the last opportunity to make your point to
your audience. Which of the strategies provided in the reading do you feel would make the
strongest conclusion? Which strategy would be best for an argumentative essay and why?

Reading and answering the questions above should take you approximately 1 hour and 30 minutes.
Activity: Writing a Conclusion
Instructions: Using the pre-writing and writing techniques you have just reviewed, write a
conclusion paragraph for a brief essay about what it takes to succeed in an Internet-based college
course, the topic of Essay I, assigned below Unit 1.
Completing this activity should take approximately 30 minutes.
Activity: Writing Essay I
Instructions: Using the techniques you have just reviewed, write an essay of five to seven
paragraphs that answers the question, What does it take to succeed in an Internet-based
college course?

Completing this activity should take approximately 3 hours.
Reading: University of North Carolina at Chapel Hill: The Writing Center's Revising Drafts
Link: University of North Carolina at Chapel Hill: The Writing Center's Revising Drafts (PDF)

Instructions: Read this article on revision. How is revision different from proofreading? After reading
the webpage, do you feel that revision is a necessary step in the writing process?

Reading and answer the questions above should take you approximately 1 hour.

Mobile App: WAGmobs English Writing: Tips for Effective Writing
Instructions: Read the tutorial, Tips for Effective Writing.
1.3.3.2 Editing for Structure, Clarity, and Style
1.3.3.3 Proofreading Method: Reading Aloud
Reading: University of North Carolina at Chapel Hill: The Writing Center's Reorganizing
Drafts
Link: University of North Carolina at Chapel Hill: The Writing Center's Reorganizing
Drafts (PDF)

Instructions: Read this entire article to learn strategies for improving the organization of ideas in
your essay. When you have finished studying this information, bookmark the Writing Centers
webpage, so you can refer to it as you complete your written assignments. In this reading, you will
discover how outlining can be helpful before, during, and after you have written an essay.
Reading: Writing Commons: Edit
Link: Writing Commons: Edit (HTML)

Instructions: Click on the link above and read the information on the main webpage. Then, select
Read More for each of the related subtopics and read the accompanying pages. Make sure to also
view any embedded videos. This reading will provide you with tips on proofreading and editing
your paper to enhance your style of writing, make your writing more concise, and ensure that you
are using proper punctuation. How are revision, proofreading, and editing similar? How are they
different?

Reading, viewing the embedded videos, and answering the questions above should take you
approximately two hours.
Reading: Writing Commons: University of South Floridas Read Your Paper Aloud to
Check Cohesiveness
Link: Writing Commons: University of South Floridas Read Your Paper Aloud to Check
Cohesiveness (HTML)

Instructions: Read this page to learn about reading your paper out loud as a method of
proofreading. Do you think reading your work aloud is a helpful technique?

Reading this webpage should take you approximately 15 minutes.

NoDerivs 3.0 License. It is attributed to the University of South Florida and Writing Commons.
Activity: Revising Essay I
1.4 The Finishing Touches
Note: Unless you are instructed to do otherwise, you should use the style and formatting standards of the
Modern Language Association (MLA) when preparing college essays in the liberal arts and humanities.
Papers prepared for courses in the social sciences often are formatted in accordance with American
Psychological Association (APA) standards.
1.5 Reading to Write: Reading and Writing as Complementary Activities
Instructions: Read the essay you drafted earlier in Unit 1 aloud, taking time to make notes about
any areas that seem weak, poorly constructed, illogical, or that just do not sound right. Then, edit
your essay one more time for structure, clarity, and style. Try to use the strategies you learned
about editing from the reading in sub-subunit 1.3.3.2.

Revising your essay should take you approximately one hour to complete.
Reading: Writing Commons: University of South Floridas Formatting the References Page
(APA) and Jennifer Yirinecs Formatting the Works Cited Page (MLA)
Links: Writing Commons: University of South Floridas Formatting the References Page
(APA) (HTML) and J ennifer Yirinecs Formatting the Works Cited Page (MLA) (HTML)
Instructions: Click on the links above and read through these guidelines on APA and MLA formatting.
Bookmark these pages as references for future essays you will need to write.
Studying these webpages should take you approximately one hour.

NoDerivs 3.0 License. The article Formatting the References Page (APA) is attributed to the University
of South Florida and Writing Commons, and the article Formatting the Works Cited Page (MLA) is
attributed to J ennifer Yirinec and Writing Commons.
Activity: Essay I MLA Assignment
Link: Writing Commons: MLA (HTML)
Instructions: Following the guidelines set forth in the MLA resources in the webpage linked above,
proofread and finalize the essay you prepared earlier in Unit 1.
Tips and Suggestions: If you have an ePortfolio account, it may be beneficial to upload or link to your
essay from the Work Samples section of your profile. Using your ePortfolio profile, in combination with
the Study Groups function or the ENGL001 Discussion Forums (HTML) may be a good way to receive
peer feedback on your written work. If you do not yet have an ePortfolio account, you can create one,
free of charge, here (HTML).
Reading: University of North Carolina at Chapel Hill: The Writing Center's Reading to Write
1.5.1 Read, Read, Read
1.5.2 Gathering and Organizing Evidence
1.6 Grammar Capsule: The Anatomy of a Sentence
1.6.1 Parts of a Sentence: Subject and Predicate
Link: University of North Carolina at Chapel Hill: The Writing Center's Reading to Write (PDF)

Instructions: Read this article to learn about effective reading, note-taking, and writing strategies. Which
of these writing strategies will work best for you?

Reading and answering the question above should take you approximately 30 minutes.

NoDerivs 3.0 License. It is attributed to The Writing Center at UNC Chapel Hill, and the original version
can be found here.
Reading: Writing Commons: Literary Criticism
Link: Writing Commons: Literary Criticism (PDF)

Instructions: Read this article on reading and interpreting literature. Reading and discussing literature
will help improve your writing skills. Choose two or three of the examples of literary criticism links to
gain a deeper understanding of this point.

Reading and exploring the examples should take you approximately three hours.
NoDerivs 3.0 License. It is attributed to Writing Commons, and you can find the original version here.
Reading: University of North Carolina at Chapel Hill: The Writing Center's Evidence
Link: University of North Carolina at Chapel Hill: The Writing Center's Evidence (PDF)

Instructions: Read this article. You can incorporate evidence into your essays in a number of ways.
Try using various types of evidence in your writing including quotations, summaries, paraphrases,
data, illustrations, and photographs.

Reading: University of Ottawas uOttawa: Frances Pecks Subject and Predicate
Link: University of Ottawas uOttawa: Frances Pecks Subject and Predicate (HTML)
Instructions: Read this webpage to learn about the components that make a complete sentence. Every
sentence needs a subject (noun or pronoun) and a predicate (verb). What is the subject of an
imperative sentence? Pick a literary work (a newspaper article, one of your own essays, etc.) and try
to identify the subject and predicate in 5-10 sentences.
1.6.2 Adding to the Mix: Parsing a Sentence Into Its Various Constituents
1.6.3 Identifying Fragments and Run-On Sentences
Assessment: University of Ottawas uOttawa: Frances Peck's Review: The Subject and
Review: The Predicate
Links: University of Ottawass uOttawa: Frances Peck's Review: The Subject (HTML) and
Review: The Predicate (HTML)

Exercise: Click on the links above and take these brief review quizzes to test your comprehension of
subject and predicate construction and use.

Completing these assessments should take you approximately 30 minutes.

Reading: Writing Commons: Sentence Construction
Link: Writing Commons: Sentence Construction (HTML)

Instructions: Read the content of this webpage, including the Read More sections below each
subtopic. Varying sentence structure in your writing helps your writing flow for your audience and
can help keep your readers' interest.

Studying this resource should take you approximately one hour.

Assessment: University of Ottawas uOttawa: Frances Peck's Review: Parts of the Sentence
Links: University of Ottawas uOttawa: Review: Parts of the Sentence (HTML)

Instructions: Click on the link above and complete the assessment to test your knowledge about
various parts of a sentence.

Completing this assessment should take you approximately 30 minutes.

Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.
Reading: Writing Commons: University of South Floridas Avoid Sentence Fragments
Link: Writing Commons: University of South Floridas Avoid Sentence Fragments (HTML)

Instructions: Review this page on sentence fragments.
Reading this page should take you approximately five minutes.

1.6.4 Subject-Verb Disagreement
1.6.5 Verb Tenses
Reading: University of North Carolina at Chapel Hill: The Writing Center's Fragments and
Run-ons
Link: University of North Carolina at Chapel Hill: The Writing Center's Fragments and Run-ons
(PDF)
Instructions: If you feel you need additional help with fragments and run-ons, click on the link above
and read this optional guide.

Completing this reading should take you approximately one hour..

Assessment: Writing Commons: Avoid Run-on Sentences
Link: Writing Commons: Avoid Run-on Sentences (HTML)

Instructions: Review this page on run-on sentences.

Reading this page should take you approximately 5 minutes.

Reading: Writing Commons: Brogan Sullivan's Subject-Verb Agreement
Link: Writing Commons: Brogan Sullivan's Subject-Verb Agreement (PDF)

Instructions: Read the entire article. Subject-verb disagreement, where the conjugation of the verb
does not match the point of view (first, second, or third) and number (singular or plural) of the
subject, is a common error in writing.
Completing this reading should take you approximately 15-20 minutes.

NoDerivs 3.0 License. It is attributed to Brogan Sullivan and Writing Commons, and the original
Reading: Writing Commons: Review Subject-Verb Agreement
Link: Writing Commons: Review Subject-Verb Agreement (HTML)

Instructions: Review this page on subject-verb agreement.


Reading: University of North Carolina at Chapel Hill: The Writing Center's Verb Tenses
Unit 2: Academic Writing
As a student at the university level, you will need to know how to write an effective academic essay. At its core,
any academic essay is an argument. By argument, we do not mean a series of aggressive verbal attacks; instead,
we mean language used to persuade someone to adopt a perspective. For example, you might be assigned an
essay on how the Revolutionary War changed American culture. You may not have known it, but your response to
this question is an argument. It is designed to persuade your audience that the War changed American culture
for the three or four precise reasons you have identified. As you prepare to draft your essay, you will need to
identify evidence, intuit possible inconsistencies or contradictions that your argument involves, and anticipate
counterarguments (those that will argue that American culture did not change or that there are actually twenty
different reasons why it changed, not just the three or four you identified).

This unit will go over these issues in great detail and will provide you with a highly structured approach to
writing an argument. By the end of this unit, you should be ready to write an academic essay.
Link: University of North Carolina at Chapel Hill: The Writing Center's Verb Tenses (PDF)

Instructions: Read this article about when to use the following verb tenses: present simple, past
simple, and present perfect. A common mistake in writing is to shift verb tenses, for example, by
writing in the present tense and then shifting to the past tense. To avoid this, try to choose the
appropriate verb tense and use it consistently throughout your writing.

Reading this article should take you approximately 15-20 minutes.

Subunit 2.5: 1 hour
Introduction: 1 hour
identify various genres in academic writing;
practice the techniques of written argumentation and persuasion;
identify and practice developing the essential components of a written argument;
practice techniques for identifying and writing for a specific audience;
practice techniques for forming basic persuasive appeals;
practice the most common logical structures used in academic writing;
practice techniques for using research to support various logical structures and rhetorical strategies,
including analysis, discussion, and comparison/contrast;
practice techniques for identifying and avoiding logical fallacies in persuasive writing; and
demonstrate competence in various rhetorical strategies and logical structures by developing, analyzing,
and revising original essays.
2.1 What Is Academic Writing?
2.1.1 Defining an Argument
Activity: Unit 2 Essay Topic
Throughout Unit 2 you will be asked to complete a number of activities which build up to writing an
argumentative essay. The assigned topic for these activities and the essay is, Are reality television shows
more show or more reality'?
Reading: Pavel Zemlianskys Methods of Discovery: A Guide to Research Writing: Chapter 1:
Research Writing and Argument
Link: Pavel Zemlianskys Methods of Discovery: A Guide to Research Writing: Chapter 1: Research
Writing and Argument (HTML)
Instructions: Click on the link above and read the first two sections of Chapter 1: All Writing Is
Argumentative and Arguments Arent Verbal Fights to expand upon the discussion set out in the
2.1.2 Identifying the Uses of Academic Writing
2.1.3 Examples of Academic Writing
2.2 The Architecture of an Argument
introduction to Unit 2 that academic writing is meant to be persuasive. Answer the questions raised in
the Writing Activity. Do you agree that all writing is argumentative? Why, or why not?
Reading and answering the questions should take you approximately one hour.

Reading: Wikipedia: Academic Writing
Link: Wikipedia: Academic Writing (PDF)

Instructions: Read this article. Review the list of academic genres in which you could be expected to
write.

Reading this article should take you approximately 30 minutes..

Terms of Use: This resource is licensed under a Creative Commons Attribution-ShareAlike License
3.0 License. It is attributed to Wikipedia, and the original version can be found here.
Reading: Writing Commons: Jason Wirtz's In the Moment
Link: Writing Commons: J ason Wirtz's In the Moment (PDF)

Instructions: Read this article, which looks at an example of a personal narrative. This resource
annotates and gives advice on how to write a personal narrative, using the student essay In the
Moment. How does this type of writing differ from literary analysis or a research paper? When is this
type of writing appropriate?

Reading this reading should take you approximately 30 minutes.
NoDerivs 3.0 License. It is attributed to J ason Wirtz and Writing Commons, and the original version
can be found here.
Reading: Writing Commons: Understanding Arguments
Link: Writing Commons: Understanding Arguments (PDF)

Instructions: Read this article about how to craft an argument, making sure to also watch the linked
videos.

Reading and watching the videos should take you approximately one hour.

NoDerivs 3.0 License. It is attributed to Writing Commons, and the original version can be found here.
Reading: Utah State University's OpenCourseWare: Toulmin's Schema
2.2.1 Claim/Thesis What Do You Think?
2.3 Audience the Other
2.3.1 Identifying Audience
Link: Utah State University's Toulmin's Schema (HTML)

Instructions: Read this article. Stephen Toulmin designed his argument strategies to closely mimic the
way that people are more apt to be persuaded. As long as you understand the various parts of an
argument, you can arrange them in various ways to suit your needs.

Reading this article should take you approximately 30 minutes.

ShareAlike 3.0 License. It is attributed to Utah State University's OpenCourseWare.
Reading: Writing Commons: Rhonda Dietrichs The Guiding Idea and Argumentative Thesis
Statement
Link: Writing Commons: Rhonda Dietrichs The Guiding Idea and Argumentative Thesis
Statement (PDF)
Instructions: Read this article and complete the exercises to learn about crafting a guiding idea or a
thesis statement, depending on the genre of writing. Every essay needs a main point regardless of the
genre. How are the guiding idea and the thesis statement different?

Reading, completing the exercises, and answering the question above should take you approximately
two hours.

NoDerivs 3.0 License. It is attributed to Rhonda Dietrich and Writing Commons, and the original
Activity: Developing a Claim for Essay II
Instructions: Develop a claim to use in Essay II, the topic of which is Are reality television shows
more show or more reality? At the end of your introduction, remember to include a strong,
complex thesis statement, which is a one-sentence claim or argument of the position you will take in
your essay. Try to go beyond simply announcing your topic and listing the discussion points you plan
to make in the body of your paper; keep in mind that you will work to prove your thesis in the body of
your essay.

This activity should take you approximately one hour to complete.
Reading: Writing Commons: Consider Your Audience
Link: Writing Commons: Consider Your Audience (PDF)
Instructions: Read this article about taking your audience into consideration as you write. Remember
to also watch the linked video. Great writers consider their audience first. Ask yourself the Audience
Analysis Questions located on the webpage above before you begin your next writing assignment.

Reading, watching the video, and examining the Audience Analysis Questions should take you
approximately 30 minutes.
2.3.2 Adjusting Tone
2.3.3 Warrant How Do Your Reasons Support Your Claim?

Activity: Writing to an Audience
Instructions: In a brief essay of about 250 words, explain to a potential employer why you want your
dream job. Then, in another essay, explain the same thing to a five-year-old.

Tips and Suggestions: If you have an ePortfolio account, then it may be beneficial to upload or link to
your essays, from the Work Samples section of your profile. Using your ePortfolio profile, in
combination with the Study Groups function or the ENGL001 Discussion Forums, may be a good way
to receive peer feedback on your written work. If you do not yet have an ePortfolio account, you can
create one, free of charge, here.
Reading: Writing Commons: "Use Appropriate Academic Language
Link: Writing Commons: "Use Appropriate Academic Language (HTML)
Instructions: Read this page on using an academic tone in your writing. Why is it important to use
appropriate academic language in college-level writing?


NoDerivs 3.0 License. It is attributed to Writing Commons,
Activity: Newspaper Article Activity
Instructions: Read an articleeither online or in printthat discusses a current event. Identify the
authors claim, audience, purpose, and tone. In three to five paragraphs, explain your reaction to the
article. Consider questions such as the following: Do you agree with the authors claim? Do you think
you are a member of the intended audience? Does the tone of the article seem appropriate to the
intended audience and purpose? If not, what would you change to better accomplish the authors
purpose?

After you complete this activity, identify the audience of your own argumentative essay, which you
will write later, about the topic assigned below Unit 2.

This activity should take you approximately four hours to complete.
Reading: Connexions: The Cain Project in Engineering and Professional Communications
Writing Module Three: Five Essential Parts of Argument
Link: Connexions: The Cain Project in Engineering and Professional Communications Writing
Module Three: Five Essential Parts of Argument (PDF)

Instructions: Read this material on parts of an argument, focusing especially on warrants. How do
2.3.4 Qualify Your Claim
2.4 Types of Support
2.4.1 Reasons Why Do You Think That?
2.4.2 Evidence How Do You Know?
warrants differ from reasons and evidence?

Terms of Use: This resource is licensed under a Creative Commons Attribution 3.0 License. It is
attributed to The Cain Project and Connexions, and you can find the original version here.
Activity: Developing a Warrant for Essay II
Instructions: Develop a warrant for your Unit 2 argumentative essay.

This activity should take you approximately 30 minutes to complete.
Reading: Wikibooks: Rhetoric and Composition/Teacher's Handbook/Argumentation:
Argumentation
Link: Wikibooks: Rhetoric and Composition/Teacher's
Handbook/Argumentation: Argumentation (PDF)

Instructions: Read the article for a review of the Toulmin method, focusing on the information on
qualifiers. Do you need to qualify your claim to avoid overgeneralization or assertions that are too
broad?

Reading and answering the question above should take less than 15 minutes.

Terms of Use: This resource is licensed under a Creative Commons Attribution-Share Alike 3.0
License. It is attributed to Wikibooks, and the original version can be found here.
Reading: Writing Commons: Distinguishing between Main Points and Sub-claims
Link: Writing Commons: Distinguishing between Main Points and Sub-claims (PDF)

Instructions: Read this article on main points and sub-claims. How do main points differ from sub-
claims? How can you support sub-claims in your writing?


NoDerivs 3.0 License. You can find the original Writing Commons version of this article here.
Reading: Writing Commons: Evidence
Link: Writing Commons: Evidence (PDF)

Instructions: Read this article and watch the linked video. Is it possible to over quote? How do you
know if you are choosing the best information for your essay?

2.4.3 Ethos
2.4.4 Logos
2.4.4.1 Fallacies Do Not Use These!
Reading, watching the video, and answering the questions above should take you approximately 30
minutes.
Reading: Carson-Newman College: L. Kip Wheelers Rhetoric: Ethos and Trustworthiness
and Discourse Analysis: Ethos and Dr. Martin Luther King, Jr.s Letter from a Birmingham
Jail
Link: Carson-Newman College: L. Kip Wheelers Rhetoric: Ethos and Trustworthiness (HTML)
and Discourse Analysis: Ethos (HTML) and Dr. Martin Luther King, J r.'s Letter from a
Birmingham J ail (HTML)

Instructions: Read these three pages. The first link provides a definition of ethos, while the second
provides two brief examples of ethos in action. Ethos refers to a rhetorical appeal that relates to
credibility of the author or orator. For each reading, identify words, phrases, or passages that seem to
fulfill (or violate) the requirements of ethos.
These readings should take you approximately two hours.
Reading: Writing Commons: Logos and Carson-Newman College: L. Kip Wheelers Rhetoric:
Logos and Logic
Links: Writing Commons: Logos" (PDF) and Carson-Newman College: L. Kip Wheelers Rhetoric:
Logos and Logic (HTML)
Instructions: Read the first link for an explanation of logos. Logos is the Greek word for logic.
Logos refers to a logical rhetorical appeal when making an argument. Then, click on the second link
for a brief description of inductive and deductive reasoning. Also click on and read the text for
Logos: What Is It? from the list of Logos Links. What is the difference between inductive and
deductive logic? How can each of these be effective in argumentative writing?

Reading and answering the questions above should take you approximately two hours.

Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. The
article Logos is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0
License. It is attributed to Writing Commons, and the original version can be found here.
Activity: Essay II Logos Research
Instructions: To prepare for writing your Unit 2 essay, collect examples of logical support for your
argument.

Reading: Writing Commons: Logical Fallacies and Carson-Newman College: L. Kip
2.4.4.2 Logical Fallacies Examples and Exercises
2.4.5 Pathos
Wheelers Rhetoric: Logical Fallacies Handlist
Links: Writing Commons: Logical Fallacies (HTML) and Carson-Newman College: L. Kip
Wheelers Rhetoric: Logical Fallacies Handlist (HTML)

Instructions: Read these texts to learn about logical fallacies and how to avoid them. Logical
fallacies occur when the chain of reasoning breaks down, which invalidates the conclusion. Try to
identify any logical fallacies in your writing by revisiting one of the writing activities for this
course or another course.

Reading these articles and checking your own work for possible logical fallacies should take you
approximately two hours.

article Logical Fallacies is licensed under a Creative Commons Attribution-NonCommercial-
Activity: Carson-Newman College: L. Kip Wheelers Monty Python and Logical Fallacies
and Logical Fallacies Exercise
Link: Carson-Newman College: Dr. L. Kip Wheelers Monty Python and Logical Fallacies (PDF)
and Logical Fallacies Exercise (HTML)

Instructions: Click on the link to Monty Python and Logical Fallacies and point out the various
ways in which the logic of the dialogue is fallacious. For a more formal challenge, try the Logical
Fallacies Exercise. To complete these activities, it may help to refer back to the list of fallacies
given in sub-subunit 2.4.4.1.
Reading and completing these activities should take you approximately one hour.

Reading: Writing Commons: Pathos
Link: Writing Commons: Pathos (HTML)

Instructions: Read this article to learn more about pathos. Pathos is the Greek word
for emotion, and the rhetorical method of pathos refers to appealing to the emotions of ones
audience in order to persuade. Make sure to also view the video embedded on the webpage. Without
offering evidence, pathos can be little more than an invalid, emotional response in your writing;
however, using all rhetorical appeals (ethos, logos, and pathos) is the best way to strengthen an
argument. Make sure to provide appropriate evidence when using pathos in your arguments.


Activity: Pathos, Ethos, and Logos Essay
2.5 Rogerian Argument and Anticipating Counterarguments
2.6 Rhetorical Strategies
2.6.1 Comparison and Contrast
Instructions: In an essay of 500 to 750 words, compare and contrast the use of pathos, ethos, or logos
in two of the works you have studied in this unit. Which work uses these rhetorical strategies more
effectively? Which rhetorical strategy do you believe is the most powerful in terms of supporting the
author's claim or main idea? Support your argument with specific examples from the readings. Use the
revision, proofreading, and formatting techniques you studied in Unit 1 to edit and format your paper.

Completing this activity should take you approximately two hours.
Tips and Suggestions: If you have an ePortfolio account, then it may be beneficial to upload or link to
your essay, from the Work Samples section of your profile. Using your ePortfolio profile, in
combination with the Study Groups function or the ENGL001 Discussion Forums, may be a good way
to receive peer feedback on your written work. If you do not yet have an ePortfolio account, you can
create one, free of charge, here.
Reading: Writing Commons: Joseph M. Moxleys Rogerian Argument
Link: Writing Commons: J oseph M. Moxleys Rogerian Argument (PDF)

Instructions: Read this article and also watch the linked video. Rogerian argument can be an effective
way to approach persuasive writing. By covering opposing viewpoints and finding common ground
between the differing views, Rogerian arguments validate the reader's position and opens his or her mind
to a different way of looking at the topic.

Reading and watching the video should take you approximately one hour.

NoDerivs 3.0 License. It is attributed to J oseph M. Moxley and Writing Commons, and the original
Reading: Pavel Zemlianskys Methods of Discovery: A Guide to Research Writing: Chapter 1:
Research Writing and Argument
Link: Pavel Zemlianskys Methods of Discovery: A Guide to Research Writing: Chapter 1: Research
Writing and Argument (HTML)
Instructions: Click on the link above and read the sections titled Definitions of Rhetoric and the
Rhetorical Situation, Elements of the Rhetorical Situation, How to Approach Writing Tasks
Rhetorically, and Rhetorical Appeals.
Reading these sections should take you approximately one hour.

Reading: Writing for Success: Chapter 10: Rhetorical Modes: Section 10.7: Comparison and
Contrast
Link: Writing for Success: Chapter 10: Rhetorical Modes: Section 10.7: Comparison and
Contrast (PDF)
2.6.2 Exemplification
2.6.3 Definition of Terms
2.6.4 Cause and Effect Analysis

Instructions: Click on the link above to access the textbook, and read section 10.7 to learn about a
compare/contrast essay. How is this form of writing an important skill beyond the classroom? Attempt
the exercises on the webpage to test your understanding.

Reading and completing the exercises should take approximately one hour.

ShareAlike 3.0 License.
Activity: Creating a Comparison Outline for Essay II
Instructions: Sketch out an outline of your Essay II topic, assigned below Unit 2, from the perspective
of a comparison essay. What topics would you be comparing and why? Adapt your claim accordingly.
Reading: Writing Commons: University of South Floridas Provide Additional Support for
This Point
Link: Writing Commons: University of South Floridas Provide Additional Support for This
Point (HTML)

Instructions: Read this webpage for information about supporting claims in your writing. Why is it
important to provide support for every point or claim in your writing? Where can you find additional
support?


Reading: Writing Commons: University of South Floridas What Word Would Be More
Appropriate Here?
Link: Writing Commons: University of South Floridas What Word Would Be More Appropriate
Here? (HTML)

Instructions: Read this webpage to learn about how to improve your diction (word choice) in your
writing. Choosing appropriate words in your writing provides a sense of harmony and better
understanding of your ideas for your readers.


Reading: Writing Commons: Causes & Effects and Carson-Newman College: L. Kip
Wheelers Rhetoric: Correlation and Causation
Links: Writing Commons: Causes & Effects (PDF) and Carson-Newman College: L. Kip Wheelers
Unit 3: Focus, Cohesion, and Style
Style refers to the way in which you write a sentence and assemble it within a sequence of sentences. A sound
writing style is not a luxury; it is a necessity if you intend to communicate your ideas clearly and effectively. You
may write with perfect grammar, but if your style needs work, your audience may not understand what you are
trying to say. While style is inherently subjective, this unit will provide you with some guidelines that are
generally agreed upon by most academics. The goal of this unit will be to teach you to write as clearly,
persuasively, and elegantly as possible.
Rhetoric: Correlation and Causation (HTML)
Instructions: Read both articles and refer to the linked references as necessary to learn about cause and
effect versus correlation. How can learning about this type of writing help you beyond the classroom?
What professions rely on cause and effect reasoning?

Reading these articles should take you approximately 3 hours.
article Causes & Effects is licensed under a Creative Commons Attribution-NonCommercial-
Activity: Creating a Causation Outline for Essay II
Instructions: Sketch an outline for your Essay II topic, assigned below Unit 2, from the perspective of
a causation essay. What would be the causes of your claim? What would be the effects of the claim?
Adapt your claim accordingly.

Activity: Writing Essay II
Instructions: In an essay of 500 to 1000 words, assert and defend your opinion on the following topic:
Are reality television shows more show or more reality? Use the pre-writing techniques you
reviewed in Unit 1 to develop a thesis for your paper and to identify supporting reasons and evidence
for your argument. Try to develop a rough outline that you can flesh out to create a first draft. When
you have completed your first draft, use the questions in the Toulmin Worksheet (HTML) to evaluate
your argument. Then, revise your essay as needed to reflect the results of your analysis.

When you have finished writing your second draft, read it aloud to someone else. Then, revise and
edit one more time to address your friends suggestions and questions.
Tips and Suggestions: Reading aloud to yourself can be useful in finalizing your work when you dont
have someone else to edit or grade it for you. As you read, jot notes about anything that doesnt seem
to fit logically or that sounds incorrect to you.
If you have an ePortfolio account, it may be beneficial to upload or link to your essay from the Work
Samples section of your profile. Using your ePortfolio profile, in combination with the Study Groups
function or the ENGL001 Discussion Forums (HTML), may be a good way to receive peer feedback
on your written work. If you do not yet have an ePortfolio account, you can create one, free of
charge, here (HTML).
This activity should take you approximately four hours to complete.
Subunit 3.2: 1 hour
identify and apply concepts of style to academic writing;
practice applying stylistic techniques to a variety of writing exercises and assignments; and
demonstrate competence in analysis, persuasion, and stylistic variation by developing, analyzing, and
editing essays that embody various rhetorical, stylistic, and logical requirements.
3.1 Choppiness: How to Detect and Fix It
3.2 Wordiness: How to Detect and Fix It
Reading: University of North Carolina at Chapel Hill: The Writing Center's Sentence Patterns
Link: University of North Carolina at Chapel Hill: The Writing Center's Sentence Patterns (PDF)
Instructions: Read this article, which provides you with a brief review of using various sentence patterns
in your writing.
can be found here.
Reading: University of North Carolina at Chapel Hill: The Writing Center's Word Choice and
Bartleby.com: William Strunk, Jr.s The Elements of Style
Link: University of North Carolina at Chapel Hill: The Writing Center's Word Choice (PDF) and
Bartleby.com: William Strunk, J r.s The Elements of Style (HTML)

Instructions: Read the first article about word choice. Then, click on the second link, which opens to the
homepage of the online version of this book. Use this book as a reference for your writing. For this
subunit, focus on Chapter 3: Section 13: Omit Needless Words. Writing clearly and concisely is an
important skill to use for effective academic writing.

3.3 Parallelism
3.4 Active versus Passive Voice
3.5 Word Choice
3.5.1 Avoid To Be Reaching for Colorful Verbs
3.5.2 Gender-Sensitive Language
Reading these articles should take you approximately one hour.
Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. The first
article above is released under a Creative Commons Attribution-NonCommercial-NoDerivatives 2.5
License. It is attributed to The Writing Center at UNC Chapel Hill, and the original version can be found
here.
Reading: Writing Commons: University of South Florida's Use Parallel Structure
Link: Writing Commons: University of South Florida's Use Parallel Structure (HTML)

Instructions: Read this webpage. Why is parallel structure important?


Reading: University of North Carolina at Chapel HIll: The Writing Center's Passive Voice
Link: University of North Carolina at Chapel HIll: The Writing Center's Passive Voice (PDF)

Instructions: Read this article concerning passive voice. When is passive voice an appropriate choice for
writing? When should you use active voice?

can be found here.
Reading: Washington State University: Michael Delahoydes Writing Hospital: The 2B Virus
and Writing Commons: University of Floridas Avoid Unnecessary 'to be' Verbs
Link: Washington State University: Michael Delahoydes Writing Hospital: The 2B Virus (HTML)
and Writing Commons: University of Floridas "Avoid Unnecessary 'to be' Verbs" (HTML)
Instructions: Read these two webpages. How can using stronger verbs in your writing keep your
audience interested?
Reading these webpages should take you approximately one hour.

Reading: Writing Commons: University of South Floridas Use Language That Is Sensitive to
Your Audience
3.6 Grammar Capsule: Sentence-Level Sloppiness
3.6.1 Misplaced Modifiers
3.6.2 Pronoun-Antecedent Disagreement
Link: Writing Commons: University of South Floridas Use Language That Is Sensitive to Your
Audience (HTML)

Instructions: Review this webpage. Be careful to use sensitive language in your writing so as not to
offend your audience.


Reading: Writing Commons: University of South Floridas Avoid Misplaced Modifiers
Link: Writing Commons: University of South Floridas Avoid Misplaced Modifiers (HTML)

Instructions: Review this webpage. Proper modifier placement brings clarity to your writing.


Reading: Writing Commons: Subject-Pronoun Agreement
Link: Writing Commons: Subject-Pronoun Agreement (PDF)

Instructions: Read this article. Pronouns and their antecedents must agree in number and gender.
NoDeriv 3.0 License. It is attributed to Writing Commons, and the original version can be found here.
Reading: Thomas Fenschs The Man Who Was Walter Mitty: The Life and Works of James
Thurber
Link: Thomas Fenschs The Man Who Was Walter Mitty: The Life and Works of James
Thurber (Google Books)
Instructions: Click on the link above to read pages 145160, and apply them to the assignment
detailed below.
Reading this section should take you approximately two hours.

Activity: Writing Essay III
Instructions: In an essay of 750 to 1000 words, analyze the excerpt from J ames Thurbers Ladies and
Gentlemens Guide to Modern English Usage that begins on page 145 of the Thomas Fensch reading
Unit 4: Using The Work Of Others
A well-placed quote can make all the difference when you are making an argument. A quote can convince your
reader that other respected, intelligent individuals have shared your perspective; it can argue your point with
winning style or rhetorical power; it can prop up your argument where you may need help; and so forth. This
unit will teach you how to use the work of others in order to strengthen your argument while ensuring that you
avoid letting others take the spotlight. This unit will also address the problem of plagiarismand how and why
to avoid it at all costs.
Subunit 4.3: 1 hour
Readings: 2 hours
Activities: 11 hours
explain how to appropriately and effectively use outside sources in persuasive writing and apply this
knowledge to integrate research in persuasive writing;
practice incorporating quotations, paraphrases, and summaries into academic writing;
(HTML) in the resource box above. Think about these questions as you prepare your essay: Why do
you think Thurber wrote this book? For what audience did he intend his work? What is Thurbers
tone? How does that tone affect your interpretation of his work? Are his points relevant to both
written and spoken English? How do you think the social mores of Thurbers era affected the way he
chose to make his point? Do you think this viewpoint is relevant today?

You may find it necessary to find out more about J ames Thurbers life and work, as well as some of
the grammatical and social conventions that he discusses, before you can respond to these questions.
Be sure to cite any outside resources that you use in a formal bibliography using MLA style. When
you have completed your first draft, use the questions in the Toulmin Worksheet (HTML) to evaluate
your argument. Then, revise your essay as needed to reflect the results of your analysis.

Tips and Suggestions: When you have finished writing your second draft, read it aloud to someone
else. Then revise and edit one more time to address your friends suggestions and questions, as well as
any issues that you notice during your reading.

function or the ENGL001 Discussion Forums (HTML) may be a good way to receive peer feedback
This activity should take you approximately eight hours to complete.
identify the risks of plagiarism and practice techniques for avoiding it; and
practice the basic requirements of MLA style and formatting.
4.1 How to Leverage the Work of Others
4.2 Methods for Using the Work of Others
4.2.1 Quoting
4.2.2 Paraphrasing and Summarizing
4.3 Plagiarism and How to Avoid It
Reading: Writing Commons: Evidence
Link: Writing Commons: Evidence (PDF)

Instructions: Read this article and watch the video. This resource will teach you how to choose the best
information for your papers and how to incorporate this evidence into your writing in order to support
your ideas.

Reading and watching the video should take you approximately 30 minutes.

Reading: Writing Commons: University of South Floridas Follow MLA Guidelines for Block
Quotations, Short Quotations (APA), and Block Quotations (APA)
Links: Writing Commons: University of South Floridas Follow MLA Guidelines for Block
Quotations (HTML), Short Quotations (APA) (HTML), and Block Quotations (APA) (HTML)

Instructions: Read these webpages to learn about formatting longer quotations as block quotes and
how to format shorter quotations.

Reading these webpages should take you approximately one hour.

Reading: Writing Commons: Brianna Jermans When to Quote and When to Paraphrase and
Writing Commons: Mix Quotes with Paraphrasing
Link: Writing Commons: Brianna J ermans When to Quote and When to Paraphrase (PDF) and
Writing Commons' Mix Quotes with Paraphrasing (PDF)

Instructions: Read these articles to learn about when to paraphrase and when to quote. What is the
difference between quoting and paraphrasing? When should you choose one over the other?

Reading and answering the questions above should take you approximately 45 minutes.
NoDerivs 3.0 License. The article When to Quote and When to Paraphrase is attributed to Brianna
J erman and Writing Commons, and the article Mix Quotes with Paraphrasing is attributed to
Writing Commons, and the original versions can be found here and here.
Reading: Writing Commons: University of South Florida's Use Solely Your Own Words to
4.4 MLA Documentation
4.4.1 Basic MLA In-text Citation
Paraphrase and University of North Carolina at Chapel Hill: The Writing Center's Plagiarism
Link: Writing Commons: University of South Florida's Use Solely Your Own Words to
Paraphrase (HTML) and University of North Carolina at Chapel Hill: The Writing
Center's Plagiarism (PDF)

Instructions: Read these articles. When does paraphrasing turn into plagiarism? How can you avoid
plagiarism when incorporating the works of others into your writing?

Reading and answering the questions above should take you approximately one hour.

article Plagiarism is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 2.5
License. It is attributed to The Writing Center at UNC Chapel Hill, and the original version can be found
here.
Reading: Writing Commons: MLA
Link: Writing Commons: MLA (HTML)
Instructions: Review the information on this webpage, including the Read More sections for each of
the subtopics. Read the associated content about MLA format, study the examples of MLA format, and
complete the exercises.

Reading and completing the exercises should take you approximately one hour.

Mobile App: MLA Reference Guides
Link: Michael Spades Cited (iOS App) and Christopher Galluzzos References MLA (Android App)
Instructions: Both of these free apps are great reference tools to find examples of MLA style citations
that are often required in research papers. They also include sections describing how to
do in text citations.
Reading: Writing Commons: Jennifer Yirinec and Lauren Cutlips Formatting In-text
Citations (MLA)
Link: Writing Commons: J ennifer Yirinec and Lauren Cutlips Formatting In-text Citations (MLA)
(PDF)

Instructions: Read this article to learn about the correct way to format in-text citations using MLA
style.

4.4.2 MLA Works Cited
Unit 5: Final Exam
NoDerivs 3.0 License. It is attributed to J ennifer Yirinec, Lauren Cutlip, and Writing Commons, and
the original version can be found here.
Reading: Writing Commons: Jennifer Yirinecs Formatting the Works Cited Page (MLA)
Link: Writing Commons: J ennifer Yirinecs Formatting the Works Cited Page (MLA) (PDF)
Instructions: Review this information on the correct format for your Works Cited pages.

Reviewing this article should take you approximately 30 minutes.

NoDerivs 3.0 License. It is attributed to J ennifer Yirinec and Writing Commons, and the original
Activity: MLA Formatting Essay III
Instructions: After reviewing the resource above, review your Unit 3 essay on J ames Thurber and
demonstrate that you know how to use MLA formatting by formatting the entire paper according to
MLA standards and converting all citations and bibliographic entries to MLA style.

Activity: Writing Essay IV
Instructions: In an essay of 1000 to 1300 words, discuss the effects of social media on written
communication in the first decade of the twenty-first century. Consider your own experiences with
media such as Facebook, MySpace, YouTube, blogs, Twitter, and e-mail as you formulate your
argument. Use the pre-writing techniques you learned in Unit 1 to focus your topic and refine your
thesis. Use research where necessary to bolster your argument and respond to any counterarguments.
Be sure to cite and document your research in accordance with MLA style standards.
When you have completed your first draft, use the questions in the Toulmin Worksheet (HTML) to
evaluate your argument. Then revise your essay as needed to reflect the results of your analysis.

Tips and Suggestions: When you have finished writing your second draft, read it aloud to someone
else. Then revise and edit one more time to address your friends suggestions and questions, as well as
any issues that you notice during your reading.
function or the ENGL001 Discussion Forums (HTML), may be a good way to receive peer feedback
This activity should take you approximately ten hours to complete.
Final Exam: The Saylor Foundation's ENGL001 Final Exam
Link: The Saylor Foundation's "ENGL001 Final Exam" (HTML)
Instructions: You must be logged into your Saylor Foundation School account in order to access this exam.
If you do not yet have an account, you will be able to create one, free of charge, after clicking the link.

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