Skills to Develop
- Use the skills you have learned in the chapter
- Work collaboratively with other students
- Work with a variety of academic and on the job, real-world examples
In this chapter, you have thought and read about the topic of mass media. Starting with the title “The Future of Information: How It Will Be Created, Transmitted, and Consumed,” narrow the focus of the topic until it is suitable for a two- to three-page paper. Then narrow your topic with the help of brainstorming, idea mapping, and searching the Internet until you select a final topic to explore. Keep a journal or diary in which you record and comment on everything you did to choose a final topic. Then record what you will do next to explore the idea and create a thesis statement.
Write a thesis statement and a formal sentence outline for an essay about the writing process. Include separate paragraphs for prewriting, drafting, and revising and editing. Your audience will be a general audience of educated adults who are unfamiliar with how writing is taught at the post-secondary level. Your purpose is to explain the stages of the writing process so that readers will understand its benefits.
Collaboration: Please share with a classmate and compare your answers.
Pieces of writing in a variety of real-life and work-related situations would benefit from revising and editing. Consider the following list of real-life and work-related pieces of writing: emails, greeting card messages, junk mail, late night television commercials, social networking pages, local newspapers, bulletin board postings, and public notices. Find and submit at least two examples of writing that needs revision. Explain what changes you would make. Replace any recognizable names with pseudonyms.
Group activity. At work, an employer might someday ask you to contribute to the research base for an essay such as the one Mariah wrote or the one you wrote while working through this chapter. Choosing either her topic or your own, compile a list of at least five sources. Then, working in a group of four students, bring in printouts or PDF files of Internet sources or paper copies of non-Internet sources for the other group members to examine. In a group report, rate the reliability of each other’s sources.
Group activity. Working in a peer review group of four, go to Section 6.3: Drafting and reread the draft of the first two body paragraphs of Mariah’s essay, “Digital Technology: The Newest and the Best at What Price?” Review those two paragraphs and suggest and agree on changes to improve unity and coherence, eliminate unneeded words, and refine word choice. Your purpose is to help Mariah produce two effective paragraphs for a formal post-secondary-level essay about her topic.
Journal entry #6
Write a paragraph or two responding to the following.
How do you feel about beginning your expository essay draft? Which, if any, of the steps do you find intimidating? OR Which steps do you find straightforward?
You were given a few tips about making the writing process for you? Which of these did you try?
How did breaking the writing process down into smaller stages work for you? What effect did this process have on the end result? What would have been different if you had just tackled your paper in one sitting?
Remember as mentioned in the Assessment Descriptions in your syllabus:
You will be expected to respond to the questions by reflecting on and discussing your experiences with the week’s material.
When writing your journals, you should focus on free writing—writing without (overly) considering formal writing structures—but you want to remember that it will be read by the instructor, who needs to be able to understand your ideas.
Your instructor will begin reading your Journal Package 1 this week. (2.5%)