...my first semester of college. It is a general requirement for every student at MDC and is geared to help those who aspire to become a professional graduate one-day. Since I picked ENC 1101 to be one of my first semester college classes, it's been a difficult course for me. My lack of grammar knowledge, experience writing essays and organizing ideas are the three factors that made this college class challenging. Even though it's been hard on me, I now know how to write essays the right way and also how to organize my ideas so I have a clear vision of what I'll be writing about. This is really important to me because learning how to write properly will not only help me pass ENC 1101, but it will help succeed in other classes, life, and my future career. My ENC 1101 Professor Walter Hernandez not only motivated us to become better writers but also shared with us important tips regarding how to write like a college writer. He would always have a positive attitude, making the class amusing and enjoyable. The first week of school, Professor Hernandez showed the class "The ENC 1101 Survival Guide" which is a document containing essays written by Miami Dade College students that represent how his students made it through his class by becoming better writers. Therefore every time I need to write an essay, I always take a quick look at one of the writings in the guide in order to obtain ideas and tips on how to make my writing perfect. One of my favorite essays from the survival guide...
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...ENGLISH 60: SPRING 2015 COURSE ASSIGNMENT SCHEDULE This assignment schedule (due dates, etc.) may be modified to meet the needs of the class. CWS = College Writing Skills BT = Breaking Through E = Essay (E1, E2, etc.) | | | |Date |Discussions, Writing Workshops, and Other Activities | |Week 1 |In class: | |1/26 |Introductions, Student Information, Academic Integrity, | | |Course overview (syllabus) and handouts | | |Read “Oprah Winfrey: How Truth Changed her Life” handout | | |Writing Sample | | | | | |Assignment (due next class meeting): ...
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... | |Learning Commons Phone: |372-2823 (call ahead to make an appointment) | REQUIRED COURSE TEXTS AND MATERIALS • Kirszner & Mandell’s The Brief Wadsworth Handbook (BGSU Special Edition). 7th edition. Laurie Kirszner and Stephen Mandell. Wadsworth, Cengage Learning, 2013 • A laptop with a word processing program (Microsoft Word or Open Office) that you must bring to every class, fully charged. • A flash drive • A one-subject notebook to use for in-class writing and lecture notes COURSE DESCRIPTION GSW 1110 has been designed to provide first-year college students with an introduction to academic writing—the kind of writing students are asked to do throughout college and often beyond. Most students who are new to college have had little experience with...
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... Introduction to College Writing Spring 2013 Class Meetings: Tuesday 6:00-8:50 pm Science and Technology Center Rm. 4004 Office Hours: Before Class, After Class, or by Appointment Co-requisite: Writing Center Lab Lecture Hours: 3 Lab Hours: 2 Credit Hours: 4 * This four-credit hour course consists of three hours per week in the classroom and two hours per week of activities coordinated through the CCBC Writing Center. I. Course Description This course introduces the critical reading, logical thinking, and writing skills required of college students. The course prepares students for the precise and formal requirements of academic writing they will encounter in English Composition I by introducing, strengthening, and reinforcing elements of composition ranging from grammar, mechanics, and punctuation to the complexities of clear and coherent sentence, paragraph, and essay construction. II. Objectives Upon completion of this course, students will be able to A. analyze and respond critically and logically to readings. B. correctly assimilate vocabulary into writing. C. originate and construct sentences of varying complexity. D. approach writing assignments according to a process of creating, drafting, revising, and editing. E. originate and construct clear, unified basic paragraphs and essays appropriate to assignment...
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...* ------------------------------------------------- Course Information: Course Description: Exposition and argument, emphasizing critical thinking in response to electronic and print texts. Focus on exploring, developing, and communicating ideas in a voice appropriate to the audience. Students strengthen skills through pre-writing, drafting, revising, and editing. In-class and out-of-class essays required. Prerequisite: A grade of "C" or better in ENGL 098 taken at 5 credits or recommending score on the writing skills placement test for ENGL 101. | Credits: 5Item #: 2806Class Hours/Locations: 9:00-9:50JSH 248 | ------------------------------------------------- Instructor Information: 0 1 Instructor: Sharla Yates, MA in Writing 2 Office Hours: by appointment only 3 Phone: 503-750-9552 (Last Resort) | 4 E-mail address: syates@clark.edu (Best) 5 Mailstop: FHL 222 6 Office Location: FHL 112 | * ------------------------------------------------- Text & Materials Needed: Required Text: * Hacker, Diana, Ed. Rules for Writers. Boston: Bedford, 2008. * Everything’s an Argument 5th edition. Boston: Bedford 2010. Required Supplies/Materials: You will need daily access to a computer and a printer, both must function properly. You will need access to the Internet. You will receive all assignments, announcements, grades, additional reading materials, videos, handouts and due dates on...
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...Calendar for College 100 Week |Monday |Tuesday |Wednesday |Thursday |Friday |Saturday |Sunday | | Week 1 |Read 13 rules every college student needs to know |6 tips for veterans to succeed in college (Personal) |Week 1: Who am I Assignment 1- Honor Code |Quiz 1-Scavenger Hunt |Response to two classmates |(Personal) |(Personal) | | Week 2 |Read:http://www.apus.edu/ctl/students/skills-development/test-taking.htm Assignment #2 - Topic for Final Paper |Read:https://edge.apus.edu/access/content/group/arts-and-humanities-common/COLL100/Readings%20Links/Wk2/www.usnews.com_edu20130220131239-1.URL Week 2: Making the most of your time. Forum (Personal) |Read:https://edge.apus.edu/access/content/group/arts-and-humanities-common/COLL100/Readings%20Links/Wk2/www.elearners.com_20130220131239.URL Quiz #2 - Policies and Procedures Quiz |Read:https://edge.apus.edu/access/content/group/arts-and-humanities-common/COLL100/Readings%20Links/Wk2/www.elearners.com_20130220131239-1.URL Assignment #3 - Managing Time - Creating your own Personal Calendar |Read:http://www.studygs.net/timman.htm Response to two classmates |(Personal) |(Personal) | | Week 3 |Academic skills Test Taking |4 Time Management Tips for Online Learners (Personal) |How to avoid Feeling Isolated in your Online Classes Week 3:What is my style |Time Management for Online Learners |Response to two classmates |(Personal) |(Personal) | | Week 4 |Assignment 5 Annotated Bibliography The Writing...
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...Catalog Description: LIB 111 focuses on writing clear and coherent summaries, analyses, and essays. The course also stresses the ability to understand, use, and document college-level non-fiction readings as evidence for effectively formulating and accurately supporting a thesis. Course Description and Goals: No man is an island! To communicate effectively with colleagues and communities, we must first learn how to accurately interpret the conversation around us and articulate our own thoughts so we can join the dialogue and make contributions to the world both as professionals and active citizens. In LIB 111 you will learn to analyze writings and argue with authors of literary, journalistic, and academic non-fiction. Through assignments in summary, critique, synthesis, and persuasion, you will progress your ability to formulate and share ideas efficiently. Together we will write, revise, workshop, and revise again, learning as much from each other as from the authors we read in class. As part of our commitment to helping students reach their full potential in their academic, professional, and civic lives, Arts and Sciences faculty believe that learning in all disciplines is an integrative process, a synthesis of critical reading, thinking, and writing. For this reason, as we guide you in your studies in LIB 111, we will use a Writing Intensive approach that emphasizes mastery of information and concepts AND the application of what you have learned in a variety of forms: you will...
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...Philippine Normal University The National Center for Teacher Education College of Languages, Linguistics & Literature DEPARTMENT OF ENGLISH CONCEPT PAPER For Seminar Paper By JUVELLE S. CRISTOBAL MAT – ELA June 16, 2012 1st Semester, 2012-2013 A. Title B. Introduction * Rationale * Research Questions C. Review of Related Literature * Foreign References and Related Studies * Local Context and Related Studies D. Methodology * Respondents * Data Gathering Procedure * Research Design * Data Analysis E. Timetable for Research F. References TITLE A Syntactic and Comparative Analysis of Phrase Structure Rules Used in the Written Diagnostic and Term Composition of Freshmen Computer Secretarial Students in Bulacan Polytechnic College (Obando Campus) INTRODUCTION Rationale It is said that language learning is the product of formal instruction and it comprises a conscious process which results in conscious knowledge ‘about’ the language, for example knowledge of grammar rules. Although ‘language learning’ is considered less important than language acquisition, most of what is learned has been coming from the formal teaching in school. It is also said that the acquisition of grammatical structures follows a ‘natural order’ which is predictable. For a given language, some grammatical structures tend to be acquired early while others late. It can be derived that language learning could also be predictable and that grammatical structures...
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...my understanding of grammar in order to write for college. Before i came to college, grammar was not my strong point. For example, I often created run on sentence or sentence fragments, I was more concerned with what I wanted to say than with how it was said. In fact, my professors would not accept this type of writing and made me revise many times. Consequently, I made my grammar my second priority. I reviewed the basic grammatical structures such as subjects and verbs and checked all my works for verb tense consistency and punctuation. As a result, my sentences became more complex because I included transitional words, gerunds, and embedded clauses. The more I wrote, the more my writing improved. the more my writing improved. Furthermore, because I was accustomed to writing letters and informal essays, I usually wrote the way I spoke with my family and friends. It was quite common for me to include slang and abbreviated terms, which were appropriate in social contexts but were unacceptable in formal essays. I soon realised that academic writing required a much more sophisticated vocabulary. Not surprisingly, improving my vocabulary became my third and final goal. Thus, I bought a new dictionary and thesaurus to help expand my knowledge. I became more aware of how often I repeated the same words and phrases throughout my essay. I often searched for synonyms to replace words that i thought were too simple for a college essay. I also focused more on the rules of spelling and...
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...Semester: SUMMER 2015 Subject Title: Subject Code: College English EAC150 Professor: Section: William Danicki NBR,NBS,NBT,NBU,NBV Office: Telephone Ext. E-mail: B3021 26170 william.danicki@senecacollege.ca Approved by: Introduction Welcome to EAC 150! This semester we will be working hard on refining your English writing, reading, oral and analytical skills. The EAC150 subject outline is available at http://www.senecac.on.ca/fulltime. This addendum is your guide to the subject requirements and activities in my class. Grading / Assignments in-class essay of 800 words 20% essay of 1000 words 20% Texts & Materials • See “Tentative Schedule of Readings & Essays” All students are required to use the following Research Guide for their assignments: • Seneca Libraries. Guide to Research & Citation MLA Style. 4th ed. [Toronto]: Seneca Libraries. 2011. Print • A good quality English-language dictionary • A good quality thesaurus (optional) • A folder/portfolio to keep all work throughout the semester Note: Electronic dictionaries are not permitted during in-class writing or exams. • E-text available for purchase? | |Yes | |x | No | EAC 150 Tentative Schedule of Readings & Essays Week of: Readings Readings MLA Formatting and Style (An Anthology of College Readings on Guide---The Owl at Purdue Reserve in the Library) ...
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...Qualitative Findings Regarding Pedagogical Experiments In Business Classes Performed In Two Colleges To Improve Critical Thinking Skills Of The Participating Students Frank DeSimone, Department of Business Administration, Wagner College, Staten Island, NY John Buzza, Center for Entrepreneurship, Monmouth University, Long Branch, NJ ABSTRACT The motivation for this paper comes from need, need for our students to learn not only subject matter through traditional methods in a classroom, but foundational learning through experiences obtained directly in the workplace. The terminology used today for this student experience is referred to as experiential learning. This experiential learning comes in two forms, either (1) learning by yourself or (2) through experiential education (learning through programs established by others). You can kindly refer to learning by yourself as “nature’s way of learning” as it occurs as a direct participation in the life cycle. However experiential education can be defined more succinctly as a structured approach, using experiences and the direction of others to create the learning curve. The issue at hand is simple - does participatory (experiential) education create critical thinkers among our students and make them more aware of and able to more easily solve the problem(s) at hand? Our diligence has focused on two distinctly different courses in two different semesters (fall 2011 and spring 2012) in two different business disciplines (business...
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...of my writing skills for college, thus English 111, which is a writing class, was intimidating to me. I had been out of school for over thirty years, and my memory of my writing in high school is not so clear. So at the beginning of the year, Dr. Kennedy asked us what we wanted to get of our class this semester. It was not hard for me to say I wanted to improve my writing skills. The skills I learned in English helped me improve my writing in other classes as well. Learning how to take notes with the double entry journal and Kia styles were a big help in my psychology and art history classes. Accordingly, the MEAL plan was a big help with getting...
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...Axia College Material Appendix A Final Project Overview and Timeline Final Project Overview The final project is comprehensive, designed to apply all you have learned in this course. This assignment provides an opportunity to exercise academic writing skills as you create an expository essay, using the steps in the writing process—planning, drafting, developing, revising, editing, and proofreading. For this essay, choose one of the following topics: • Healthful eating • Oil and gas prices • Education • Media in the courtroom • Cosmetic surgery • Tattoos or body piercing • Language in the United States • A topic of your choice, approved by your instructor Final Project Timeline You should budget your time wisely and work on your project throughout the course. As outlined below, some CheckPoints and assignments in the course are designed to assist you in creating your final project. If you complete your course activities and use the feedback provided by the instructor, you will be on the right track to successfully complete your project. □ Suggested in Week One: Read the Final Project Overview and Timeline in Appendix A. □ Suggested in Week One: Read Characteristics of Expository Essays on the student Web site. □ Due in Week One: Expository Essay Topic CheckPoint □ Due in Week Three: Evaluating Sources CheckPoint □ Due in Week Four: Brainstorming CheckPoint □ Due in Week Four: Documenting Sources Assignment ...
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...Unit 11 Exercise 1: Reflection Essay Over the course of these last eleven weeks I have discovered more about my writing skills than I thought I had. In the beginning I had neutral feelings about how well I would do in this course. I’ve always known that I had good writing techniques, but have been out of school for over 10 years and wasn’t sure if I could still write like how I used to. When I was in high school I remember writing essays, research papers, and even memoirs but was only the basics of how to properly write. It gave me practice on my vocabulary as well as sentence and paragraph structure. It also allowed my imagination and thoughts to come out on paper and let the reader indulge in my stories. But how good of a writer was I? After taking a course called Composition 1 in college, I found that my writing skills; even though pretty good, had to be improved. I feel that my writing has improved due to learning how to properly brainstorm ideas and set up my research findings before I put them on my final paper. I also learned how to cite my findings which is a skill they don’t stress about in High School. Writing Essays, or Research Papers aren’t difficult for me, however I must say that writing a Memoir would have to be the most difficult because I don’t like talking about myself let alone have people know personal details of my life. Now that I’m at the end of my course in Composition 1 My attitude and feelings toward writing now has changed. I feel more...
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...Writing Analysis Essay Throughout my childhood and until the present day, I have always been told by my parents, teachers, coaches and others that practice makes perfect. As my knowledge broadened, I thought to myself, perfect is impossible to be because humans are engineered to have flaws. No matter how many times one does something over and over again, whether it is shooting free throws until all are made, or writing fifteen outlines until points are stronger, one can only make progress. There will always be space for improvement in any category in life. Writing is no exception, and compared to my writing when I first started college, my work has definitely improved. Although I know I need more work, my organization, development, syntax, mechanics and cognition of my writing has escalated to a level that I did not know I was capable of. Essay outlines was never a priority of mine, but once I began to take the time to write it, my topic sentences and coherence within the paragraphs made more sense to the reader and myself. On the first paper that was graded, “Is College Worth It?”, I received no credit due to the lack of organization and development. At first, I thought I would at least earn a passing grade but once I read the “NC” (no credit) on my grade sheet, I was discouraged and disappointed in myself. I knew I had to state my opinion on my topic sentence, yet I did not do it. For instance, in that same essay, my topic sentence was a fact, “…there are college graduates that...
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