Pa writing session #1
- 2. • Differences between high school, college and university writing • Fundamentals of postsecondary writing • Rundown of the writing assignment
- 4. “Writing provides a method for expanding our ability to notice things, to have ideas about what we notice, and to arrive ultimately at some plausible interpretation.” “Writing analytically can make you smarter. It can get you beyond thinking that what things mean is simply a matter of opinion. It can help you understand and synthesize other people’s ideas en route to ideas of your own.”
- 5. • Let’s draw this out
- 6. What role should the thesis play throughout the paper? What are the components?
- 7. Writing an essay that meets a university level standard draws on some of what is taught in high schools as the “hamburger” format, but its much more complex. **Exercise: As a group we’re going to draw a deluxe, university level hamburger on the white board :)
- 8. Writing Assignments Across Disciplines – What’s Similar & What’s Different?
- 9. Intro - Information to include to contextualize your thesis - Thesis Arguments - Argument #1 - Evidence - Evidence - Argument#2 - Evidence - Evidence - Evidence Conclusion
- 11. Because of this, it’s usually necessary to plan cushion time for when the process gets a little messy Here’s another way the process may look:
- 12. 1. Write an introduction 2. State a working thesis 3. Begin querying your thesis 4. Muster supporting evidence for your working thesis 5. Seek complicating evidence 6. Reformulate your thesis” (use the complicating evidence to produce new wording in your working thesis (additions, qualification, and so forth). This is how a thesis evolves: by assimilating obstacles and refining terms.” 7. Repeat steps 3-6 8. State a conclusion
- 13. • Brainstorming • Free-writing • Inspiration/mind-mapping
- 14. The purpose of: • Word choice = “diction” • Word order = “syntax”
- 15. • Writing is re-writing. More to come!
- 16. Now Let’s look at your assignment!
- 17. • Differences between high school, college and university writing • Fundamentals of postsecondary writing • Rundown of the writing assignment
Editor's Notes
- #3: At this point it would be helpful to explain how the things we covered the week before tie into the current week’s content
- #4: I find its helpful to always ask group participants a question about a concept I’m about to discuss, to get them to acknowledge what their own ideas are about it before taking in new information
- #5: I would premise this by saying something like “what about when we apply the concept of analysis to academic writing?”
- #8: Have the facilitator use a variety of coloured markers, and ask the students to think of things that might be necessary to include in a university level essay, starting with the basic hamburger structure they’ve learned in high school. Have them choose toppings and elements of the sandwich to represent those components and draw a big saucy, messy creation like the university level essay
- #18: At this point it would be helpful to explain how the things we covered the week before tie into the current week’s content