Grossmont College Purpose of

Step 1: Watch and Read by Wednesday

  1. Watch the following video on the Writing Process. As you watch, pay attention to each step and think about how long a process like this might take. Is it something we can do in one day? Consider taking some notes or watching more than once if needed.
  2. Review the information below:
  3. Writing well takes time. Writing well does not mean just sitting down and beginning to write sentences until you reach the page limit. Starting writing the night before your assignment is due doesn’t give you the time to make the writing say what you really want it say! Before writing, you need to understand what it is you’re actually doing—what is the subject and purpose and who are you writing to— then you need to come up with ideas.

    While all writers have their own routines and processes for writing, researchers have found that successful writers follow some variation of the steps below, usually working on the project over several days, even weeks. We refer to these steps as the writing process.

    The Writing Process is like an interconnected web rather than a line or circle because the steps are recursive—you can return to any point in the process multiple times over the course of a writing project. For example, you may review and revise multiple times, you may need to do more research or pre-write for more ideas after your first or second draft.

    Prewriting

  • Understand your assignment
    • Why are you writing – what’s the purpose? (for example, analysis, argument, narrative, description)
    • Who are you writing to (the audience)?
    • Are there other requirements (for example, a particular topic or genre)?
  • Make a plan for getting it done by the due date
  • Come up with ideas
    • Brainstorm or List ideas as they come to you
    • Cluster (mind map or bubble chart)
    • Freewrite
    • Talk to someone
  • Choose a topic based on your purpose and audience
  • Organize your ideas (using an outline or graphic organizer)

    Research (optional)

    • If needed, research your topic at the library and online (we will use our library databases when the time comes)

    Draft

    • The first draft is for you—say what you want to say to your audience
    • Starting from your idea map or an outline, get your thoughts down fairly quickly
    • Put your draft aside for a time, then read it aloud—what changes are needed to make it clear?

    Review

    • Ask someone to read your draft and give you feedback
    • Make changes based on your reviewer’s feedback and your own review

    Revise

    Revision means seeing again. It focuses on the “big picture” elements of your paper. The following tasks might comprise your revision: adding text, removing text, restructuring paragraphs, reordering sections of argument, changing the argument. You can use the following questions to facilitate revising:

    • What is your paper’s central thesis?
    • Are all the elements of your paper focused on that thesis? What’s on-topic or off-topic?
    • Do the sections follow in a clear order? Is it organized in a logical way that is easy to follow?
    • Do transitions lead your reader from idea to idea?
    • Is each point thoroughly developed? Do they need more details? Examples?
    • Are the points, details, examples redundant? Do they reiterate too much?
    • What paragraphs are shorter than usual? Longer?
    • How is your tone? Consider what you want your reader to do or feel (for example, will your reader be interested? persuaded? moved? enjoy your humor?)

    Edit

    Editing is part of proofreading—carefully reviewing the surface elements of your paper for correctness and clarity. This step might change individual sentences, individual words, or grammar. Through editing, you ensure your writing is in a final and presentable form. You can use the following questions to facilitate editing:

    • What common errors do you know you make? Lengthy sentences? Comma errors? Spelling errors?
    • If you read your paper aloud, where does your reading stumble? Where does it sound forced and unnatural/?
    • If you are unsure about a punctuation choice, why did you use that specific punctuation mark? Why a comma? Review any rules you are unsure of.
    • Is each sentence clear and concise?
    • Are you using any unnecessarily complex words or sentence structures?

    Proofread

    • Read carefully and check for correct spelling, grammar, and punctuation.
    • Is the paper formatted according to the assignment requirements?

      Step 2: Post Your Response to the Discussion Board

      1. In your own words, briefly describe the purpose of each step in the writing process.
      2. Describe a situation where you used the Writing Process or it could have been useful (maybe with Essay 1 Prompt: Summary and Response) . Explain the positive or negative outcomes you experienced. And, what you’d do differently today?
      3. Lastly, talk about how you feel about using the Writing Process? Are you ready to try it? Why, or why not? Is there a way I can help you be more prepared or confident in the process? How can we add a more positive spin on writing for our class?

      Step 3: Read and Respond to Your Peers by Sunday

      Once you have written your responses, you are to respond to two of your peers’ posts in at least 150 words each. Reply to two posts that have yet to be responded to by a classmate. If everyone’s post has been responded to, evaluate the ones with the least amount of replies. For example, if every student has at least one reply, then respond to the students who only have one or two replies instead of those who have 5 or 6 already.Read other students’ posts and respond to at least two of them. In addition to any other comments you may have, respond to the following:

      • If their situation is positive, give feedback as to how you will apply their positive experience the next time you are in a writing bind.
      • If the situation is negative, offer two pieces of advice to the situation described in other students’ responses.

      Use your personal experience, if it’s relevant, to support or debate other students’ posts. If differences of opinion occur, debate the issues professionally and provide examples to support opinions.To reply to a peer, click “Reply” under their post, type your reply in the text box and click “Post Reply.”

Grossmont College Purpose of

Overview:

In the last couple of weeks, we learned about the purpose of education according to Martin Luther King Jr. and the reasons Malcolm X had for continuing to learn even during a difficult time in his life. Now, it will be our turn to reflect on the purpose of education for us.

For this assignment:

Write a paragraph about the purpose of education/learning according to you.

This should be 300 words in length, double spaced, typed in a 12pt font (Times New Roman), and formatted in MLA style. It should be ONE single paragraph.

Paragraph Structure:

Please follow the

Actions

structure you learned about this week. In your paragraph, please include:

  1. Topic sentence: Identifies what you are trying to explain, show, prove, or argue in your paragraph. In this case, it should make a claim about the purpose of education/learning (NOT according to Martin Luther King Jr. nor Malcolm X, but according to YOU).
    1. Sample topic sentence (point): The purpose of education is to allow us to reach our career goals. OR The purpose of learning is to become better members of our communities and strive for social change.
  2. Information: Develop an example that shows why your reason for getting an education/learning is important to you. The informative section of your paragraph should include specific details of your experience and goals, including who was involved, what happens, where it happens, and when it happens.
    1. Sample Information: For example, my career goal is to be a teacher, and in order to become one, I need to graduate with a bachelor’s degree and teacher’s credentials. To reach this goal, immediately after graduating high school, I enrolled at Cuyamaca College and began talking my general education classes. During my first semester, I signed up for English 120, Math 160 and Psychology 100. All of these classes will help me when I transfer to San Diego State University in a year and a half. From there, I will take specific classes in my field, and I will have to do student teaching before I finish with my degree.
  3. Explanation: The explanation portion of the paragraphs will explain how your Information connects to the Point/how your example/personal experience shows the purpose of education in your life.
    1. Sample Explanation: This shows that going to college and learning is what will help me accomplish my goals of becoming a great teacher. If I did not focus on my education, I would not be able to get this job that I want. Therefore, education has a hugely important purpose in my life as it does in the lives of many others, who go to school every day to learn and to pursue their goals and better their lives.
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