College-Level Academic

Writing
Introduced by
Dr. Ihab M Freiz
 Course objectives:

• Students may be asked to practice disciplined

inquiry:
 To discover a topic that interests them
 To define an issue
 To research it
 To consider multiple perspectives
 To produce an extended composition that
takes a position and supports it with
evidence and argumentation.
 Introduction

“It is very important to have a positive attitude when

starting the class and going through it. This way, you
can open your mind to a variety of lifetime learning
experiences. Having a positive attitude lets me know
that you are willing to try.”
 Course basics

Take this course seriously

Think of this course as an opportunity. Get everything you can from the
class: You will need to write in every other course you will take and in any
job you will want.
Also remember that you get from this course only what you give. I do not
decide what grade to give you: I only evaluate and grade the work that you
do — or do not do.
 Course Basics
Do the assignments
-If you choose not to do the work, you risk failing
the course.
-Passing this course requires that you attend class
and that you complete the homework and writing
assignments. To do so, you need to manage your
time effectively. Allow yourself plenty of time to do
a good job
 “Make sure you begin writing assignments
long before they’re due. Then, you have time
to revise and edit before handing in something
that you know isn’t as good as it could be.”
 Use Your Learning Style
Visual:
Visual learners learn best by drawing, looking at images, or “seeing”
things as they read, write, and listen.
Auditory
Auditory learners learn best by hearing things.
Read/Write
Read / write learners learn best by reading and writing throughout a
course.
Kinesthetic (Movement)
Kinesthetic learners learn by doing and by moving around.
 Writing Basics
Audience, Purpose, and Process

Four Basics of Good Writing

o It considers what the audience knows and needs
o It fulfills the writer’s purpose.
o It includes a clear, definite point.
o It provides support that explains or proves the main point.
 Practice 1

Write about one or two of your interests. Then, go to your

college Web site and find the page for Student Clubs and
Activities. Choose one club and find out more about it by
going to the office and talking to someone who is involved in
that club. Ask what the club does, when it meets, and who its
members are. Write about what you found out.
Understand Paragraph and Essay Form
Paragraph Form
A paragraph has three necessary parts: the topic sentence, the body, and
the concluding sentence.
The topic sentence states the main point. It is often the first sentence of the
paragraph.
The body supports (shows, explains, or proves) the main point with support
sentences that contain facts and details
The concluding sentence reminds readers of the main point and often makes
an observation.
Exercise: Read the paragraph that follows and label the paragraph parts.
(Handout)
Essay form
An essay is a piece of writing that examines a topic in more depth than a
paragraph. An essay has three necessary parts: the introduction, the
body, and the conclusion.

1- The introduction states the main point, or thesis, generally in a

single, strong statement.
2. The body supports (shows, explains, or proves) the main point.
3- The conclusion reminds readers of the main point. It may summarize
and reinforce the support, or it may make an observation based on that
support.
 Essay
• Thesis statement ( Introductory paragraph): In the next few years,
——————————————————————————————
—————————————————-
• Support paragraphs:
Topic sentence 1: Baby boomers are ————————————————
Topic sentence 2: Retired people have time ——————————- ——
Topic sentence 3: With children out on their own, ——————————

• The conclusion (offers concluding thoughts) : Returning retirees may help

colleges
————————————————————————————-.
 The Writing Process (Cont.)
• Topic sentence: In the next few years, people of retirement age may
create a surge in demand for higher education.
• Support 1: Baby boomers are hitting retirement age, and they will
want to prove they are as active as ever.
• Support 2: Retired people have time to develop new interests.
• Support 3: With children out on their own, retirees may be able to
afford to spend money on their own educational interests.
• Concluding sentence: Returning retirees may help colleges both with
their tuition money and through their positive attitude toward lifelong
learning.
 The Writing Process

Generate ideas
CONSIDER: What is my purpose in writing?
Given this purpose, what interests me?
Who will read this? What do they need to know?
Find and explore your topic
 Make your point
 Support your point
Plan
• CONSIDER: How can I organize my ideas effectively for my readers?
• Arrange your ideas and make an outline (Chapter 7).
Draft
CONSIDER: How can I show my readers what I mean?
• Write a draft, including an introduction that will interest your readers, a strong conclusion, and a title.
Revise
CONSIDER: How can I make my draft clearer or more convincing to my readers?
• Look for ideas that do not fit
• Look for ideas that could use more detailed support
• Connect ideas with transitional words and sentences
Edit
CONSIDER: What errors could confuse my readers and weaken my point?
• Find and correct errors in grammar
• Look for errors in word use, spelling, punctuation and capitalization
Grading Criteria
http://bcs.bedfordstmartins.com/plagiarism
Use a rubric, which is a list of the elements or qualities that your
papers will be graded on.
Grading elements:
Appropriateness
Main idea
Support
Organization
Conclusion
Grammar
 ASSIGNMENT

Write a paragraph about something you enjoy doing.

Make sure you give enough details about the activity so
that a reader who knows little about it will have an idea
of why you enjoy it.
Paragraph 1
In my spare time, enjoy talking with friends. Talk about
everything ,like problems fun things we have to do or nothing
important. One friend Karen especial. She really understands
me we been friends since ten. Without her, I need a shrink to
help me thru tings.

(Rewrite the paragraph, adding detail about the second and

fourth sentences. If you know how to correct the grammar
(including spelling and punctuation), make the corrections)
 Grade + Comments
• Appropriateness, 2/5: Generally, yes, though without providing the
details the assignment required.
• Main Idea, 0/10: The topic sentence is not a complete sentence (it is
missing a subject).
• Support, 0/10: Few details included is the major problem with the
paragraph.
• Organization, 2/10: No transitions.
• Conclusion, 3/5: reminder of the main point, but the last sentence has
the start of an observation.
• Grammar, 2/10: the writing has many errors of all kinds (the four most
serious errors)
• TOTAL POINTS: 9/50
 Paragraph 2

In my spare time, I enjoy talking with my friend Karen. I know tense tense Karen
since we ten, so we have growed up together and been through many things.
Like a sister. We can talk about anything. Sometimes we talk about problems.
Money problems, problems with men. When I was in an abusive relationship, for
example. Now we both have children and we talk about how to raise them.
Things are diffrent then when we kids. Talking with a good friend helps me make
good decisions and patience. Especially now that my son is a teenager. We also
talk about fun things, like what were going to do run-on on the weekend, what
clothes we buy. We tell each other good jokes and make each other laugh. These
conversations are as important as talking about problems.
 Analysis of Paragraph 2
• Appropriateness, 5/5:
• Main Idea, , 10/10
• Support, 5/10: The paragraph has more support and detail than Paragraph 1
does, but it could use more.
• Organization, 6/10: The student uses a few transitions (sometimes, when, for
example, now).
• Conclusion, 5/10: The conclusion is better than the one in Paragraph 1. It
relates back to the main point.
• Grammar: 6/10: the writing has fewer grammar errors but still has some
major ones.

• TOTAL POINTS: 37/50

PARAGRAPH 3: In my spare time, I enjoy talking with my friend Karen. We have
been friends since we were ten, so we have grown up together. We have been through
many things, both good and bad, in our lives, and we understand each other without
having to explain the background of any situation. We have talked about our various
problems throughout the years. Long ago, most of our problems were with our
parents, who tried to control us too much. We would plan how to get around the rules
we didn’t like. Over the years, we have often talked about our relationships with men,
which we call “the good, the bad, and the ugly.” When I was in an abusive
relationship, Karen helped me see that it wasn’t good for me. She helped me get out of
and over it. She helped me move on and value myself when I felt low. Now we talk
often about our children and how to raise them right. For example, my son is now a
teenager, and sometimes I can’t control him, just as my parents couldn’t control me.
Karen helps me think of ways to get through to him without losing my temper. Also,
we have always been able to make each other see the humor in whatever is going on.
We tell each other good jokes, we make fun of people who are unfair to us, and we
have a whole language of fun. These conversations are as important as the ones that
help solve problems. Throughout my life, talking with Karen has helped keep me on a
good path, and I truly enjoy talking with her.
 Analyzing Paragraph 3

Answer the following questions:

1. Which sentence is the topic sentence?
2. Underline some of the added details that make Paragraph 3 stronger than
the first two paragraphs, and note those details here.
3. Circle the transitions and write them here.
4. In what way is the last sentence a good concluding sentence?
5. What are rubrics? What are four of the elements often evaluated in rubrics?