Journal #1: Group Exercise:

1.    Describe the different elements (advertising, word style, article length, etc.)

your neighbor points out about a magazine.

What evidence does she offer? How does she interpret each piece of evidence?

2.    Together, hypothesize an argument about the audience for this magazine.

Punctuation Exercise (punctuate the following passage):

at the heart of these obstacles is the fact that writing has many purposes in some situations

you are trying to communicate ideas and to do so in a particularly structured way in that case

run on sentences and misspellings can really be a problem since they interfere with smooth

communication and can undermine your credibility as a writer but when you are freewriting

communicating with others isnt really the point if you treat freewriting as even a rough draft of an

essay you may already put too many restrictions on the thought processes that it is meant to activate

you might do better to call it a zero draft or throw away draft the stuff of a writers notebook

Carpini, Dominic Delli. Composing a Life’s Work: Writing, Citizenship, and your Occupation (New York: Pearson Longman, 2005), 29.

---

Review of Week 1:

Journal #1:

•    Description, Analysis and Argument

•    your arguments must be well earned and reasoned: don’t go for the easiest or nicest sounding one

•    Who does it well: Aekta, Jimmy, and Natascha

>> Exercise in thinking about AUDIENCE was also to get you to think about AUDIENCE as it pertains to your own writing

-    Essay 1: audience of friends and family

-    Essay 2: academic reading audience

Citation

•    distinguishes academic writing from popular texts

•    protects you from allegations of plagiarism

•    allows readers to follow and question your research

• adds authority to your writing

Punctuation Exercise

---

Review of last week:

-    Citation MLA Style: magazines, articles, and books

-    Argument and Analysis: Studs Terkel vs. Richard Reeves

---

Review of L. 5:

Gender and Race in Work = Example of Research Topics (Essay #5) which you will start building on in Essay #2

• Example of student essay, p. 526

• Ways to use research effectively in papers: discuss your sources

• Arguments and counterarguments

How to cite material in the text:

Example of a direct quote—

Kamal: There are many reasons for the pay gap “but the biggest reason for the pay gap is not discrimination against individual women but rather against women’s occupations” (Barko 514). I disagree with this because the issue isn’t on the occupation women have; it is mainly that men have had a longer experience in work than women have.

Barko, Naomi. “The Other Gender Gap.” Composing a Life’s Work. Ed. Dominic Delli Carpini. New York: Longman Pearson, 2005. 513-17.

Examples indirect quotes from a web page—

Dana: “Once you love work you begin to see all the good qualities of it that were hidden. All this progress comes from the Chinese proverb: “Slow work yields fine products” (qtd. in Nielsen 2006).

Michael: I like the quote, “work is the best of narcotics, providing the patient be strong to take it . . . I . . . dread idleness as if it were Hell” (Webb qtd. in Nielsen 2006).

Pros and Cons of School to Work Program

Pros:

-    quicker
-    experience before job
-    way to experience new jobs
-    focused interest
-    could be less expensive in college
-    gain new skills and knowledge
-    benefits businesses

Cons:

-    no college education – less opportunities down the road ;
•    might miss other alternative fields
•    less pay
•    less job stability
•    less respect
•    no backup plan

-    too young to make a good decision

-    limited scope of learning


Qualities of Good Academic Writing

-    Catch the reader’s interest 
-    Seems to be well educated on the subject (authority)
-    Descriptive about the topic
-    Includes facts
-    Knows how to use vocabulary correctly
-    Open-mindedness
-    Original ideas
-    Logically structured and ordered
-    No repetitions
-    Sounds believable because it’s backed up with evidence
-    Gets point across
-    Cites materials
-    Correct punctuation
-    Analytical and argumentative

Student Questions:

-    Why write multiple drafts of introductions?
-    What are some ways to get the reader’s attention while reading your paper?
-    What are some ways to get a reader to understand the topic of your paper?
-    How do you establish a thesis?
-    What is an abstract?

---

Day 13

Write a Self Evaluation (will be collected)--10-15 min.:

Reexamine Essay 2: Arguing Work in Academic Discourse.
What are your strengths as a writer?
How have you achieved these skills?
What areas would you like to improve on as a writer?
How will you approach these challenges?

At the end of your response, write out a sentence that
features mechanical errors. Beneath that, write a correction
of that sentence.



 
Discussion Questions about “Student Assessment and Teaching” p. 192

Discuss these questions as a group. One member of your group
should write your answer down. You all should be prepared to
answer the questions orally.

1. What is the author’s argument? Identify it in the text and then PARAPHRASE it in your own words
 
2. How does this essay typify some of the features of academic
writing? For example: What kind of language is used? How do
sentences look? What type of information is cited?

3. Pose 3 questions about the essay that CRITIQUE its claims.

---

Work Issues:

-    Gender-related ones: wage gap

-    Family and Work: finding time in a busy work week

-    Workers’ Rights

-    Discrimination

-    Statistical anomalies

→ Your interview essay and your research paper will have to be “issue-oriented:” which of these issues might apply to your evolving topic?

PEER REVIEW OF INTERVIEW QUESTIONS

One of the keys to a successful interview is to design questions that

prompt your subject to talk freely and openly.

“Leading questions” or “open-ended questions” prompt this kind of discussion

because they do not depend on “yes,” “no,” or other finite answers.

Convert your partner’s close-ended questions into open-ended ones. Here is an example:

Close-ended question: When did you decide to do this career?

Open-ended question: Why did you decide to do this career? How did you get started?

Generally, these are close-ended words: what and when

Generally, these are open-ended words: how and why

---

Review:


Library Tutorial

Subject search about Books: “profession”

-    see also related subject headings

Articles and More

-    EBSCO Academic: “teaching profession” and “challenges”

•    play with keywords
•    can limit to peer reviewed articles
•    see also subject terms

-    Infotrac

-    subject list: Psychology – “Psych Info”

•    firefighters and “posttraumatic stress”
•    limit to peer review articles

→ If not full-text available, go back to find list of journals

Newspapers

→ get to it by link “Newspapers”

- Advanced search: “employment” and “single mothers”

---

Discussion L. 17


Q: What does a research proposal include? (cf. 320-22, 376-79)

Q: What is the purpose of writing a proposal? For school?
For work? (cf. 373)

Q: What writing styles do research proposals employ? (cf. 374)

---

Essay #4: Read my comments and write me the following—

What are the strengths in your writing style? How have you achieved these skills? What areas do you need to improve on? How will you achieve these improvements?

Write out a sentence that needs correction; then write a correction of this sentence below it.

 IN-CLASS WRITING: Practice citing information PARENTHETICALLY, using the examples at the top of page 367 as models. Use your annotated bibliographies to glean information for this one-sentence exercise.

---

Free write 1: What is intellectual prose or academic writing?








Free write 2: How does your writing show that
you are a member of a community that practices ‘intellectual prose’?

---

Course goals for College Writing I: Intellectual Prose

- Write strong, clear, analytic essays and think carefully
about complex issues

- Prepare you to negotiate the complex world of the
university by answering the question: “What is intellectual prose”?

- Introduce you early on in your academic career to writing
as a process: brainstorming, drafting, and editing (including
peer review)

- Learn the components of academic discourse and the tools
needed to research paper topics and their own career goals.

- Theme of Course: Work and Writing


Lessons from ENWR 105/Strategies for ENWR 106 and Writing
Assignments in Other Courses

Writing

- A process of drafting, revising, revising, and revising

- Easier when approached from the perspective of “community”

- What is the common vocabulary in your writing community?
Which issues are debatable? Which ‘values’ are shared, and
which ones need to be further articulated?

Reading

- Our focus: genre of intellectual prose/academic writing
 
- How does a text defy and/or conform to certain rules of
genre?

- Intimately related to success in writing: distrust, keywords,
and response