1 CM 220 College Composition II UNIT 6 Seminar Professor von Waldenburg General Education, Composition Kaplan University.

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CM 220College Composition II

UNIT 6 Seminar

Professor von WaldenburgGeneral Education, Composition

Kaplan University

Unit 6 Learning Activities

• Reading: Introduction to unit; The Kaplan Guide to Successful Writing, ch. 6 (pp. 37-44), ch. 14 (pp. 169-180)

• WC handout on integrating quotations effectively• Invention Lab: Strategies for defeating writer’s block • Seminar: Draft idea development and organization• Project: First draft of big idea (3-5 pages with

cohesive paragraphs, an introduction and conclusion, and at least 3 academic sources cited)

• Tech lab:

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Unit 6 Draft Guidelines

This “blueprint for progress” is your initial attempt to put together all the pieces of your research, pre-writing, and organizational techniques. While this draft will not be perfect, it is not “rough,” either. It is a complete paper containing the main points of your project, and it should be clear, well researched and well organized.

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More Guidelines• Includes an introduction with a logical persuasive thesis statement and a

conclusion that wraps up the essay. The mission statement is effective and needs little revision for the final project. Shows original thought.

• Supports main points effectively and clearly (no logical fallacies, outside sources used to support arguments where appropriate) and skillfully refutes counter-arguments without ignoring data that contradicts the student’s thesis.

• Refers to at least 3 secondary sources in the body of the paper and on the references page.

• Paragraphs are well-developed, coherent, and logically organized. • The style is appropriate to the assignment, and sentences are engaging to read

as well as clear, concise, and precise. • Project is free of serious errors; grammar, punctuation, and spelling help to

clarify the meaning by following accepted conventions of Standard American English.

• Follows APA guidelines for the document layout and citations (including title page, in text citations, and References page)

• Meets 3-5 page length requirement.

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Strong Paragraphs

• Are limited and focused• Are unified and coherent• Are clearly relevant to the thesis• Are well developed• Include a clear topic sentence, supporting

sentences, and a clear conclusion

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More help with Paragraphs

• For a helpful Writing Center workshop on this topic, review:

http://khe2.acrobat.com/p75782349/?launcher=false&fcsContent=true&pbMode=normal

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Developing your Paragraphs

What are some methods for developing paragraphs?• Use examples and illustrations• Cite data (facts, statistics, evidence, details, and others)• Examine testimony (what other people say such as quotes and

paraphrases)• Use an anecdote or story• Define terms in the paragraph• Compare and contrast• Evaluate causes and reasons• Examine effects and consequences• Analyze the topic• Describe the topic• Offer a chronology of an event (On Paragraphs, 2010).

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Is this Paragraph Developed?

We should provide more financial support for 9/11 First Responders. Many are currently in poor health or dying from complications resulting from exposure to toxins at Ground Zero. It is unfair for them to suffer and die without adequate support from the government.

What would YOU do to make this paragraph stronger?

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Using Transitions

Show relationship between ideasDemonstrate that thoughts are logical

and progressive, rather than random and accidental

Provide unity and coherenceProvide smooth “flow” within and

between paragraphs

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Some Example Transitions

To indicate time order

To provide an example

To indicate results

In the past For example As a result

earlier For instance consequently

before To illustrate Because of

currently specifically Since

preceding In particular therefore

presently namely For this reason

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A more complete listLOGICAL RELATIONSHIP TRANSITIONAL EXPRESSION

Similarity also, in the same way, just as ... so too, likewise, similarly

Exception/contrast but, however, in spite of, on the one hand ... on the other hand, nevertheless, nonetheless, notwithstanding, in contrast, on the contrary, still, yet

Sequence/order first, second, third, ... next, then, finally

Time after, afterward, at last, before, currently, during, earlier, immediately, later, meanwhile, now, recently, simultaneously, subsequently, then

Example for example, for instance, namely, specifically, to illustrate

Emphasis even, indeed, in fact, of course, truly

Place/Position above, adjacent, below, beyond, here, in front, in back, nearby, there

Cause and effect accordingly, consequently, hence, so, therefore, thus

Additional Support or Evidence additionally, again, also, and, as well, besides, equally important, further, furthermore, in addition, moreover, then

Conclusion/Summary finally, in a word, in brief, briefly, in conclusion, in the end, in the final analysis, on the whole, thus, to conclude, to summarize, in sum, to sum up, in summary 

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What transitions would you use and where?

• One of Mary Washington University’s best features is its small student population. The average class size is 25-30 students. Students have many opportunities to meet in one-on-one conferences with their professors. This gives each student the opportunity to discuss class assignments.

• Napoleon and his navy were no match for the British. In fact, Napoleon lost almost all of his sea battles. The French army was very strong and powerful. Under Napoleon’s orders, it conquered most of continental Europe.

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PARAGRAPH WORKSHOP

Share a paragraph from your draft you are currently working on.

Offer your classmates advice on strengthening their paragraphs.

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