Group Work

Class Discussion:

•     Groups of three
•     In your group, discuss the information from the interview and the ideas from other sources.
•     First, the writer talks about how he/she wants to develop and organize the information gathered from both types of sources (interview and written sources). Also talk about any confusions or problems, if you have any, so that you can get some inputs from your friends.
•     Then the other two group members provide suggestions to both develop ideas and to organize them.
•     Take at least 5 minutes to discuss one student’s writing.
•     Then every student needs to reflect on the suggestions and her/his plan and write down at least four most important points she/he learned from today’s discussion.
•     Post that to your blog.
•     Then you will report to the class.

Quotation Exercise

INCORPORATING QUOTATIONS

When integrating direct quotations into a paper it is important to move smoothly from the source information to your own thoughts (and vice-versa). If quotations are simply dropped into a paper without significant warning, a reader may become confused as to the appropriateness and relevance of that particular quotation. 

Rank these passages from best to worst in terms of how they use quotations.  Be prepared to discuss what each passage does well and what it does poorly.  How would you revise the passages that you ranked as making poor use of quotations?

               A.  The son and father's reactions to the mother's death further indicate how little they value her.  When they realize that she is dead and that there is nothing they can do, they “poured her on the couch” and “waited and watched TV”.  Using the word “poured” instead of “laid” or “put” makes the mother more of an object than a person, implying that she really isn’t as important to them as she should be, and instead of crying and grieving, they simply sit and watch TV.

            B.  Of equal importance was the young officer's reliance on rationality. He chose a bicycle as transportation, because it symbolized humanities mastery over nature, concurrently emphasizing his reliance on rationality over emotion. "To ride a bicycle is itself some protection against superstitious fear…" (299). The false protection rationality provides leads the officer up to, and through, the chateau’s door, and eventually to his death in WWI.

            C.  Snow White's beauty was a type of seduction which forced the prince to take her to his castle. Moreover, along the way when the prince’s men carried the “glass coffin, they stumbled and dropped it and the chunk of apple flew out of her throat and she woke up miraculously (lines 132-134).” Their love was shared at a wedding in which the Queen arrived and had to wear “red-hot iron shoes and eventually dances herself to death (line 139).”

            D. Leota also frequently refers to her husband in unflattering terms. She calls him a "shrimp" (48), even though he is hardly short at 5 feet 10 inches tall. Similarly, she tells Mrs. Fletcher that if she ever asked Fred’s advice, they would be “floatin’ down the Yazoo River on a houseboat or something,’” insinuating that he is lazy and foolish (48).

Some Possible Interview Questions

•  How long have you worked at your current job?  How long have you worked in                   this profession overall?
•  What types of writing do you produce? When do you produce them?  In what                     situations? Where are they produced?  In school or workplace? 
•  Who are the typical readers? 
•  How much time do you spend writing different types of writings?
•  How important are the various types of writing? Why do you produce them?
•  Did the writing you did in school prepare you for the writing demands of your job?  Why or why not?  What writing assignments were most useful in preparing you for your job?
• What is the number one thing you know about writing now that you wish you had known when you started this career?
• Think back to the most difficult document or email you ever had to write.  What made it difficult?  Why was it important?  How long did it take you to write it?
• What is the most common writing activity you perform?  Who reads this?  What do you have to consider as you write this genre?  Can you name a particularly good or bad example of this type of writing?  What made it good or bad?
• How much time do you approximately spend writing per day (including email)? 
• How much revision do you do? Do you revise all types of writing you do? If not, what type of writing you revise most? Can you tell me more about the process of revision? 
• Do you collaborate with others when you produce certain types of writing? How do you divide work? Is it normal in your discipline to have more than two authors for scholarly publications? 
• Do you also revise some other types of writings? What is the purpose of revision?
• We talked about different types of writing, their conventions, and the processes of writing them. Now, can you tell me what role writing plays in your profession in general? Some researchers claim that writing shapes the culture of an institution as much as the culture of the institution shapes writing produced in that institution. Do you see any such relationships between the culture of your workplace and the writings produced/used here?

https://hempaudel.youcanbook.me/

https://hempaudel.youcanbook.me/

Welcome to English 102

This course teaches you how to analyze and produce multiple genres of writing and helps you understand writing conventions of the academic discipline of your interest. You will

•  Practice writing in a variety of genres
•  Learn how to summarize, evaluate, and synthesize information from different  sources
• Work with primary as well as secondary research
• Learn the conventions of different methods of citation