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91 Cards in this Set
- Front
- Back
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The total number of final draft pages for this course is: |
15 |
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The importance of the textbook in this class is |
very important |
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Due dates in this class |
always required as it's communicated through "Coursework" and is a responsibility of the student |
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The name of the required textbook is: |
The Bedford Guide for College Readers |
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Cheating and plagiarism is seriously disciplined at Southeast Tech |
absolutely as it's considered to be academic fraud |
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This is a college-level course, transfer course, so meeting requirements such as page length is required by Board of Regent's articulation agreements true/false |
true |
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MLA stands for |
Modern Language Association |
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A rule of thumb for the number of hours per week a student might need to complete ENGL 101 homework is: |
6 hours a week |
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Cliches are bad in writing |
true |
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excess phrasing that does not add to the meaning |
deadwood |
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"nicer" phrasing to obscure the true meaning |
euphemism |
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worn-out phrasing that weakens the writing |
cliche |
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phrasing such as "very" |
qualifier |
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Which type of verb is, usually, the best choice for quality writing |
active verbs |
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Students are required to submit how many different types of essays this semester: |
4 |
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The types of essays students will write this semester are |
synthesis, analysis, exposition, research |
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Planning a paper |
identify purpose and writing decide main point state thesis organize ideas by grouping or outlining |
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drafting a paper |
start and restart build paragraphs open and conclude create coherence |
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developing a paper |
explain and support add defintions, examples, and details supply evidence such as facts, statistics, expert testimony, and observations |
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editing a paper |
drop unnecessary words and choose better ones rearrange words in a clearer more emphatic order combing short, choppy sentences, or break up confusing ones. refine transitions check MUGS. |
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Think carefully about your audience and purpose |
how much detail do they need? |
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thesis that is plainly stated, in the selection itself. |
explicit |
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thesis that is indirectly suggested rather than directly stated |
implicit |
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a statement that can guide you but that you will ultimately refine |
working thesis |
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topic+slant or attitude or point= |
working thesis |
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_______ can be used to organize and keep you on track |
thesis |
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an elaborate guide, built with time and care, for a long, complex paper. |
formal outline |
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for a long paper might include several levels of ideas |
formal topic outline |
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never REPEAT your thesis in the last paragraph but RESTATE it. |
!!! |
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Should you use a question as a thesis |
Never |
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when the thesis and body paragraphs match the paper is what? |
cohesive. It sticks together. |
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when the entire paper is about one idea, what kind of paper is it? |
unified paper |
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6 levels of cognitive activity: |
1. knowledge 2. comprehensive 3. application 4. analysis 5. synthesis 6. evaluation |
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Knowing |
decode and recall info |
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comprehensive |
understanding of reading/text |
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applying |
connect the texts knowledge to what you already know |
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analyzing |
break apart the info |
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synthesizing |
read more and review past reading. |
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creating new approach or combination by pulling together facts and opinions, identifying evidence by all or most sources, examining any controversial evidence and drawing conclusions that reliable evidence seems to support |
synthesizing |
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evaluate the significance of your new knowledge for understand the text |
evaluating |
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What 4 things need to be on the top of your paper for MLA format? |
1. First and Last name 2. Professor first last name 3. Class name 4. date (day/month/year) |
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For MLA format you need to go to line and paragraph and click it and choose what size spacing? |
2.0 |
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For MLA format you need to go to line and paragraph and go to more options for what? |
to change spacing before and after should be zero along with left and right indent should also be zero. |
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In MLA format you nee to go to line and paragraph and go to line and breaks to do what? |
uncheck widow/orphan control (this is to prevent bottom margins from being too large) |
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How do you add the page number at the top right corner? |
click insert-- click page #--top of page--3rd template. Type last name--space--close header/footer. |
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what font and size should your paper be for MLA format? |
times new roman, 12 |
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click layout -- margins-- and then... |
normal should be marked |
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title should be... |
centered |
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should you indent? |
yes |
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Thesis needs to be what in MLA format? |
underlined |
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what size margins? |
one inch. |
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Strategies to start a draft... |
time yourself, slow to a crawl, scribble on scrap, begin where you want, state your purpose, nutshell it (summarize what you want to write), record yourself, take short breaks. |
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Restarting your draft... after a break |
Write down what comes next before you leave your paper, stop writing in the middle of a sentence so you can come back to it, reread, switch instruments from comp. to paper |
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Paragraphs rely on one idea which you.. |
state the idea, develop the idea, and illistrate it. |
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Structure of a good paragraph... |
Topic (basically a mini thesis), body of paragraph, and summary (conclusion) sentence. Each paragraph is like a mini paper. |
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A sentence that is an accurate guide to the rest of the paragraph so readers know what the paragraph will deliver. |
Topic Sentence |
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Ways to start an opening... |
with a story, comment on a topic or position, or a question. |
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how to end an opening... |
with a thesis. |
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What not to do in a conclusion? |
leave your readers expecting you to go on. Don't restates all you've just said. No new topics. |
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What to do in a conclusion? |
end with a quote, restate your thesis (not directly), end with a brief emphatic sentence. Stop whn the story is over. |
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Readers need cues and connections.. which are? |
devices to tie together words in a sentence, sentences in a paragraph, paragraphs in an essay. |
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Words/phrases that specify connections between or within sentences and paragraphs. |
transitions (may be more thn one sentence, could be paragraphs) |
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When to use transition paragraphs? |
whn you sense a reader may get lost if you don;t lead them. Can help you move between on branch of argument and your main trunk or between a digression and your main direction. |
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Another way to clarify the relationship between two sentences paragraphs, or ideas is to repeat a key word or phrase.. this is called? |
select repetition |
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to check specificity in a paragraph what should you do? |
draw a ladder of abstraction |
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what is a ladder of abstraction? |
making the example more and more specific as you go up the ladder. ex. level 1: general group/category level 2: more specific group level 3: even more specific level 4: specific example. If you haven't made it to level 4 or 5 you aren't specific enough. |
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any specifc, concrete piece of info is.. |
detail |
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these makes scenes and images more realistic and vivid for readers... |
details. |
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providing these is a simple yet effective way to develop ideas... |
details. |
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effective details must have what? |
specific details |
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"to set bounds to" means |
define |
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you define things by describing it to do what? |
distinguish it from all similar things. |
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a typical paragraph is likely to rely on both ________ and __________. |
generalizations, particulars |
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a broad statement that establishes a point, viewpoint, or conclusion. |
generalization |
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an instance, a detail, or an example.. specific evidence that a general statement is reasonable |
particular |
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your ________ support your _______. Your ________ pull together you ________. |
particulars, generalization, generalization, particulars |
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a ___________ process begins with particulars(convincing numbers of instances, examples, tests, or experients) |
inductive process |
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a ___________ process begins with a generalization and applies it to another case. |
deductive |
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dividing a subject into parts and examining one part at a time |
analyze |
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how can you help readers follow your analysis? |
you could begin by identifying the subdivisions into which they will slice the subject. name or label each part you mention, define your terms, and clarify with examples. Transitions! |
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analyzing a process means what? |
telling step-by-step how something is, was, or could be done. |
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an "how to" tells a reader how to do something.. |
directive |
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to break something down, identifying or analyzing its components. |
divide |
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to make sense of a potentially bewildering array of things |
classify |
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what is the point of divide and classify? |
to make order out of a complex or overwhelming jumble |
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when you compare.. you what? |
point out similarities |
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when you contrast.. you what? |
discuss the differences |
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2 basic methods of organization for comparison and contrast.. |
opposing pattern and the alternating pattern. |
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a paper that takes a position generally what.. |
doesn't have two sides or a single winner. |
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if you're not interested in a reading or assignment what is a good way to spark interest? |
make it personal. Relate it to your own life/experiences |
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instead of letting sources take over your voice in a paper what should you do? |
have your own voice and let the sources be your evidence and backup instead of viseversa |
