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Exploring College Writing: Reading, Writing and Researching across the Curriculum is a rhetoric for first-year and sophomore composition courses that uses a constructivist, ethnographic approach to introducing students to academic reading, writing, and researching. This text is especially useful to composition instructors who wish to provide students with both a general overview of academic discourse and an introduction to the purposes, audiences, and genres of writing across disciplines. This textbook works from the premise that the best way to initiate students to academic discourse is to have them explore academic literacies using an ethnographic, fieldwork approach to their own institution. Students are cast in the role of researchers, exploring their own experiences as college writers and investigating writing in General Education and in their prospective majors. The book provides instructors and students sequences of engaging and exploratory Writing to Learn and Learn by Doing activities and formal, extended writing projects that ask students to interview professors, analyze writing assignments, and reflect on their own reading, writing, and researching processes and histories. These writing projects connect to students' interests, experiences, and goals and provide them with a sense of purpose and audience for writing. The organization of Exploring College Writing moves students from reflection to investigation. Part I of the book provides a broad introduction to academic reading, writing, and researching and introduces students to the rhetorical situations, genres, and common college thinking and writing strategies. Part I presents students with prompts that ask them to explore the similarities and differences between high school and college literacy and reflect on their own literacy histories. Part II asks students to think critically about their reading, writing, and researching processes and to explore strategies for college reading, writing, and researching processes. Part II includes prompts that ask students to explore college reading, writing, and researching processes and practice academic research and making academic arguments. Part III introduces students to writing across the curriculum and the idea of disciplines and discourse communities. Part IV asks students to investigate the reading, writing, and researching assigned in the General Education and major courses at their campus and to consider discipline-specific ways of writing and thinking. Unlike other textbooks Exploring College Writing uses authentic student and professional texts from across disciplines in a variety of genres such as lab reports, scholarly book reviews, ethnographies and case studies to guide and inspire the writing process.
Writing at Work covers everything professionals need to know about writing on the job today. The workshop is only 3.5 hours long. HR and L&D managers can use this new course to train experienced employees who already know the basics of business writing but could use a refresher.
Make sure you're comfortable...
Prepare your study space according to your comfort level. Listening to music is effective for some writers, while others need complete silence in order to work at their best.
Make sure you have all of the necessary supplies and resources available.
As you're writing...
Take frequent breaks.
Manage your time so that you can step away from the assignment for a day or two and return to it with fresh eyes.
One of a series of workplace education modules, this module includes activities and exercises for improving writing skills in the workplace. First, discussions of writing in the workplace are presented, highlighting tips for effective instruction, and of issues related to grading papers, including a sample evaluation form. Next, the assessment process in writing is described, including the use of pre/post writing samples, multiple drafts, portfolios, and grammar corrections; quotations from authors on the writing process are presented for use in stimulating thought and discussion; and the difficulty levels of module activities are defined (i.e., beginning, intermediate, and advanced). The bulk of the report then provides 44 activities in the following 7 topic areas: (1) overcoming anxieties; (2) understanding the purpose of writing; (3) understanding audience; (4) the POWER approach to writing: planning, organizing, writing, evaluating, and revising; (5) grammar; (6) writing for special purposes, including the use of comparison/contrast paragraphs and peer and self-evaluations; and (7) writing with computers. Each activity includes a description of intended learning goals, the difficulty level, the recommended group size, the time needed, and necessary materials. (HAA)
The article focuses on the writer's block, which is the inability to begin or continue writing for reasons other than lack of basic skill experienced by authors F. Scott Fitzgerald and Stephen King. According to the Purdue Online Writing, a variety of things can cause a writer to experience anxiety that leads to writer's block because they have various ways of writing. It adds that reflecting on the essence of the completed piece is one way to overcome the writer's block.