Category Archives: English 101

English 101

English 101

Q1) How can the information from this course, combined with information from other courses, training, and reading, help you contribute to the success of a small group? Pick a group of which you have been, are,or are likely to become a member. A small group consists of 3 to 12 people. The group must exist to solve some problem in your workplace, profession, community, or society in general. You may find concepts from Lesson 7 very helpful with this forum.(250 words)

Q2) Discuss your use of MS Word and other formats for writing. Handwriting, PPT, Excel, FrontPage (or any application you may be using for work or personal writing).

Discuss their features and the tech tools. How do these features add to aid or offer hindrances to your writing using the computer vs. handwriting?
Share your tricks of the trade in any program or application you use to enhance your messages.
Consider what tools do you use in the MS Office Suite, what do you rely too much upon? What have these tools provided as aid in writing tasks?
(250 words)


Poetry Analysis

Poetry Analysis

Poetry Analysis: Poetry is a more abstract literary form than the narrative stories we have read. With poetry, the meaning of the poem must be extracted by looking at the poetic devices that the writer uses. For this paper, you will conduct this extraction A Portable Anthology (yes, it can be one we did not read for class) and answer the following question: What is the theme of the poem? How do you know this? In explaining the theme and how it is established, it would be wise to some of the poetry literary terms form class (simile, metaphor, imagery, symbolism, personification, irony) to help you explain how the poet delivers his or her main message. Be sure to engage the text by giving close readings of passages of the poem.

poet Langston Hughes #8 on top 500 poets Poet’s PagePoemsQuotesCommentsStatsE-BooksBiographyVideosShare on FacebookShare on Twitter
Poems by Langston Hughes : 21 / 104 « prev. poem next poem »
Dream Deferred – Poem by Langston Hughes

What happens to a dream deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore–
And then run?
Does it stink like rotten meat?
Or crust and sugar over–
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
Langston Hughes

Research paper; 3-D printing in technology and Manufacturing Industry

Research paper; 3-D printing in technology and Manufacturing Industry

English 120: Citation Exercise

English 120: Citation Exercise

This assignment is required in order to earn credit for English 120.  The Citation Exercise demonstrates your ability to incorporate and cite sources following MLA guidelines and enables me to screen for problems before you complete the research essay. It is worth up to 10 points. Incomplete submissions cannot earn a passing score. Late submissions cannot earn points. As always, submit polished work: proofread/edit. Length: 450-500 words.

The article Hughes (235) from the book The Little, Brown Reader. Eds. Marcia Stubbs and Sylvan Barnet. 12th ed. and write a summary of and response to it. The two parts of this assignment need to be separate. It should be obvious to your reader where one stops and the next begins. You may label the two parts, if you like.

Part I: Summary: The summary is the academic exercise. It tells you and your reader how well you understand the original text. You are simply translating the author’s main points into your words.

  1. Be concise (exclude details, examples, specifics).
  2. Be accurate in conveying the writer’s main points.
  3. Remain neutral (exclude opinion, interpretation, analysis).
  4. In first sentence of the summary, include the writer’s full name, the title of the text, and the writer’s thesis statement (in your own words).
  5. Use your own words throughout (exclude quotations).
  6. List the page numbers of the text (first-last) in parentheses at the end of the summary, followed by a period.


Part 2: Response: The response allows you some freedom. Ultimately, I need to see you connect with the text in a specific way. Focus on a section of the original, an idea, etc. Respond in any way you like, as long as your main focus is on the text.

  1. Demonstrate your critical thinking about the text. Focus on your thinking—your reaction, your opinion, your response, your interpretation.
  2. Include at least one quotation from the reading in MLA format (include the page number in parentheses, followed by a period, after the quote). See the example in the course document “MLA Format.”


  1. Include at least one paraphrase from the reading in MLA format (include the page number in parentheses followed by a period, after the paraphrase).



  1. Meet the required length of 450 words to earn a passing grade (aim for 450-500 words). Going much beyond this length turns this assignment into a very different task. Focus on being concise. That can involve the often-difficult task of excluding and omitting unnecessary material.
  2. Submit polished work—proofread and edited.
  3. Include a works cited entry in MLA format for the reading you use (required to earn a passing score). See the sample entry in the document “MLA Format.”

Have some fun. Keep in mind: you are writing for an audience. The more interested you are in what you write, the more interesting your writing will be.

President John F. Kennedy’s Inaugural Address speech

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English assignment; President John F. Kennedy’s Inaugural Address speech

There are several questions about President John F. Kennedy’s Inaugural Address speech. There are two parts, short answers for part A (about 3 to 5 sentence each) and paragraphs for part B. you need to fit all the answers on one page. Please be very specific and make clear points. There are some analysis questions too.
In part B, question 6, you have to compare his speech to Martin Luther King’s speech (just a paragraph providing points).

Part A:  Short Answer

  1. a. What is the overall tone of Kennedy’s speech?


  1. Support your answer with evidence from the speech.


  1. a. Explain how Kennedy’s diction contributes to the overall tone of the       speech.


  1. Support your answer with evidence.


  1. a. Provide examples for FIVE of the following rhetorical devices in the speech:

alliteration, metaphor, allusion, rhetorical question, anaphora, parallelism, antithesis, hyperbole.


  1. a. Identify one instance for each in which Kennedy establishes ethos, logos, and pathos.
  2. Support your answer with evidence.

Part B:  Paragraph Answer

  1. In one well constructed paragraph, identify Kennedy’s thesis which is the persuasive goal of his speech. What are the main points of his argument?


  1. In one well constructed paragraph evaluate the effectiveness of Kennedy’s speech by comparing it with at least one other text studied in this unit.  Use textual support from Kennedy’s speech in order to explain whether you feel he is successful or not in persuading his listeners of his thesis.  Be sure to consider elements of rhetoric, and bias.







(For question 6, you can have a small compression with martin Luther king’s speech “I have a dream” which I will upload the file for you)


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Workplace Communication 1; CV Writing

Workplace Communication 1; CV Writing

Hong Kong DSE Public Exam (Writing Paper) –

Module: Workplace Communication 1.

CV – Some schools may request Hong Kong secondary students to write their CVs and apply for internships / for applying for overseas universities. Teach them how to write a good CV. i ) Introduction about CV (300 words) ii ) Points to Note / Skills for writing their CV (Dos and Don’ts). Write these in short paragraphs with bullet points. (300 words) iii ) Structure / Format of CV + Explanation / Points to Note for each part + Examples (For example, Part I – Personal Information, Part 2 – Education, Part 3 – Work Experience, Part 4 –Leaderships, Part 5 – Extra-curricular activities, Part 6 – Achievements, Part 7 – Awards, Part 8 — Skills , Part 9 – Languages, Part 10 – Interests ………) (2000 words) For different parts of CV, give lots of useful vocabulary / phrases / sample sentences that students can put into their CV (1000 words) You can use a table for this part (iii) if you find it easier. You can combine iii, iv or keep them as two parts. iv ) Sample of CV (2 samples as a secondary school students in Hong Kong) (600 words) 2. Application Letter i ) Introduction about Application Letter (300 words) ii ) Points to Note, e.g. Tone, style and language of Application Letter / Do’s and Don’ts. Write these in short paragraphs with bullet points. (600 words) iii ) Format and organisation of Application Letter (1000 words) iv ) For each paragraph of the writing, give around 5-10 sample sentences that students can refer to / direct copy (2000 words) for example, A. Introduction  With reference to your advertisement in ______(e.g. the SCMP)________________ on _______(date, e.g. 12 Dec 2010)_________________, I am writing to apply for the position of _______(name of the Post, e.g. English Teacher)____________. B. Paragraph 2  I am currently / presently a Form ___(e.g. 6)_____ student studying at _____(school, Happy Secondary School)___________. I will complete my Form ___(e.g. 6)_____ studies in the coming _____(month, e.g. April / May)_______. I believe I can get good grades in _____(subjects, e.g. Chinese, English, Mandarin and Economics)________ in the coming DSE. etc. v ) Useful Vocabulary (600 words) Give lots of vocabulary / phrases / collocations etc. that students can use when they are writing application letters. Put them into different groups according to their topics. You can use a table for this part (v) if you find it easier. vi ) Make a sample letter of job application. Leave the places blank when there are specific information, so that students will only have to do fill in the blanks and put their own information into it according to different situations. Explain briefly what students will have to put in the blanks and give example (s). (600 words) For example, Dear Ms. ___(Surname)_____, Application for the Post of__(Position) (Ref: Reference Number)___ I am writing in response to your advertisement ______(newspaper / website / magazine)______ inviting applications for ______(position)_______ on _____(date)_______ vii ) Write 2 sample writings of application letters, one for internship, another one as an English teacher in Hong Kong. (P.S. Just for reference, in Hong Kong, you need a PDGE to teach) (800 words) viii ) 2 Writing Tasks – For each task, first Set the question (a student applying for a job / internship / trainee post), then analyse the question, finally write a sample writing (1200 words) for example, first set the situation – around 100-150 words Children’s Party Assistants We need Form 4/5 students to help run children’s parties on Saturday and Sunday afternoons. You must:  be friendly and confident  speak English and Cantonese  like children  be hardworking Duties include:  playing games and singing songs  performing plays  serving food and drinks Ability to play a musical instrument or perform magic tricks is an advantage. Write a letter to say why you would like thisjob and why you are a suitable candidate. This advert was on the notice board at your school, Kowloon Secondary School. Write a letter to apply for the job. Sign your name ‘Chris Wong’. Do NOT write an address. analyse the question (teach students how to write the writing / tips to do this writing – 100-150 words)) (insert it here) Sample writing – I hope for work that are better quality than the following, this is just an example. – at least 300 words Dear Sir, I would like to apply for the job of Children’s Party Assistant. I am fifteen years old and I am a Form 4 student at Kowloon secondary school. I am taking seven subjects at HKDSE, including English, Mathematics, and Chinese. I can also play the piano and guitar. I would like to be a Children’s Party Assistance because I like children and hope to be a primary school teacher. Therefore, I feel this job is an ideal opportunity for me. It would give me the chance to work with lots of different children and to learn how to work with them. Besides / Moreover / Furthermore / In addition, I love parties and games and would like to work in such a happy and enjoyable environment. I believe I am a suitable candidate for the position because I am very friendly and outgoing. I am a member of the school Drama club and so I ma used to performing in front of audiences. I would be happy to sing and play the guitar. I am also hardworking, trustworthy and willing to take on responsibility. More than that, I am fluent in Cantonese and English. I hope you will consider this application. I am available to work any weekend and can attend an interview at your convenience.

Analytical/Argumentative Essay

The When:

Final Draft: Due February 22nd 

The What: Analytical/Argumentative Essay

Write a concise essay on the following prompt:

Analyzing a character is a good way to understand his/her interactions with others as well as argue about the how these interactions shape them.

Patricia McCormick states that after reading the novel if you are depressed and sad then she has not done her job.  Her novel was written for people to get angry, as a sort of call to actionShe does this by showing the development of Lakshmi through her childhood in 1 year. Analyze the development of Lakshmi from her village to Happiness House and argue how her environments shaped who she ultimately became.

The novel to use:


 The Why: Remember that this is an analytical and argumentative essay.  You must provide clear discussion of the three environments and argue how Lakshmi developed in each as well as evaluating how they shaped her. You must use quotes from the novel to help show your evaluation.  You should NOT use outside sources and rely solely on the novel for your quotes.

The How: Proper MLA format including in-text citations and works cited page. You must include a proper Work Cited page.  You must utilize proper citations for all of your quotes.  Each paragraph must have 3 quotes from the novel.

 What you will be graded on:

  1. Includes an original title that hooks the reader’s interest.
  2. Includes an engaging introduction that successfully guides the reader to the thesis.
  3. Includes a clear, concise thesis statement that reflects the essay’s purpose and is effectively supported throughout the essay.
  4. Includes reasoning and rationale that supports the description of the paper.
  5. Reflects organization of thoughts.
  6. Includes a strong conclusion that effectively restates the thesis using original wording.
  7. Follows the conventions of written English (i.e. free of repetitive grammatical errors)
  8. Effectively uses transitions to connect ideas.

 Grade Breakdown:

Final Draft:                100 points



English 1A


Prompt: Analyze the development of Lakshmi from her village to Happiness House and argue how her environments shaped who she ultimately became.


  1. Introduction
  2. Attention Getter:
  3. General Information about the novel and topic:
  4. Thesis Statement: What environments will you be discussing + how they shaped Lakshmi= Thesis.


  1. Topic Sentence #1: Environment # 1 and how it shaped her


  1. Introduce Quote #1:
  2. Quote #1:
  3. Explain Quote #1:
  4. Introduce Quote #2:
  5. Quote #2:
  6. Explain Quote #2:

G: Introduce Quote #3:

  1. Quote #3:
  2. Explain Quote #3:
  3. Summary sentence (what was the paragraph about):
  4. Transition to paragraph #2:


  1. Topic Sentence #2: Environment # 2 and how it shaped her


  1. Introduce Quote #1:
  2. Quote #1:
  3. Explain Quote #1:
  4. Introduce Quote #2:
  5. Quote #2:
  6. Explain Quote #2:

G: Introduce Quote #3:

  1. Quote #3:
  2. Explain Quote #3:
  3. Summary sentence (what was the paragraph about):
  4. Transition to paragraph #3:


  1. Topic Sentence #3: Environment # 3 and how it shaped her


  1. Introduce Quote #1:
  2. Quote #1:
  3. Explain Quote #1:
  4. Introduce Quote #2:
  5. Quote #2:
  6. Explain Quote #2:

G: Introduce Quote #3:

  1. Quote #3:
  2. Explain Quote #3:
  3. Summary sentence


  1. Conclusion
  2. Restate Thesis:
  3. Opinion of the novel:
  4. Call to action:


ENG 200 Essay #1: Summary: “Social Class and the Hidden Curriculum of Work”

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ENG 200 Essay #1: Summary 

     Summary: “Social Class and the Hidden Curriculum of Work”
Throughout your academic career you will be asked to summarize and respond to the materials you engage with. This assignment will ask you to produce an explanatory summary of Jean Anyon’s “Social Class and the Hidden Curriculum of Work”.  To prepare for this assignment we will critically examine Anyon’s text, noting the methodology and findings of her study, and the overall argument she puts forth.

Purpose: Your purpose for writing this essay will be to critically examine and analyze the text, and to accurately and objectively represent the ideas of the text.

Audience: Your audience for this assignment is your instructor and your classmates. Although your readers are familiar with the text you’ve chosen, you should thoroughly represent its main ideas and key points, and provide accurate textual evidence throughout.

Requirements:  Your summary should accurately and objectively represent the authors’ purpose and main ideas in less than 1000 words (about three full page).  It should also adhere to the guidelines for academic summary covered in class and readings.

To achieve your purpose with your audience, use the following strategies in your summary:

  • Introduce the text in the beginning of your summary so your readers know which text you are summarizing. Include the author (or authors’) names, the date of publication, and the publication title within the introduction;
  • Focus on the writer (or writers’) arguments by reporting the text’s thesis and supporting ideas. Show that you understand the “big picture”—the writer’s (or writers’) purpose and how he or she supports it;
  • Avoid giving examples and evidence that are too specific, to maintain the focus of the overall argument of the article. Feel free to generalize about types of evidence, kinds of examples, and rhetorical strategies used by the authors to support their argument;
  • Use author tags so that your reader understands that you are reporting authors’ ideas;
  • Use an objective tone and a mix of paraphrased and quoted source material.

Paper Length: 1000 words (about 3 full pages)
Worth: 10% of your final course grade

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COMM 100W – Writing for Influence

COMM 100W – Writing for Influence

The Meaning Of…..

Assignment Overview

In previous work, your efforts were focused on the use of arrangement, and empirically verifiable fact as your stylistic tools. During those assignments, you had to eliminate all subjective language. This assignment, in contrast, will ask you to focus on subjectivity—to exploit and manipulate it, for the purpose of arguing the meaning of a word that may otherwise be taken for granted.

As you may have experienced when composing the Fact Paper, our ability to make an argument is limited when we cannot appeal to values. Contrary to the belief that values diminish the validity of an argument by rendering it mere opinion, values are a necessary part of argument. Indeed, they are the very heart of argument. This is the case in part because evaluative terms are notoriously difficult to define.

To establish what is meant by any evaluative word, we must rely on precedent and context. We can refer to authoritative sources such as dictionaries, but we must also take into account common usage and intent. In the case of words like hot, cold, short, or tall, there may be specific temperatures or heights that we can all agree define that term. There is no such widespread agreement for other evaluative terms, especially cultural values and principles.

Cultural values are key terms to which we appeal again and again when deciding a course of action. They are values that most people would agree are fundamental to our society, even if we cannot agree on their definition. Examples of cultural values are: freedom, happiness, efficiency, maturity, ingenuity, independence, health, security, life, criminality, responsibility, and sustainability.

This assignment is designed to give you practice in another technique of persuasive writing, that of defining a cultural value or other key term in such a way that seems credible to your reader. Your ability to credibly define your terms will help you to contribute to a range of public discourse in influential ways.


Identify a specific instance in a document, broadcast, or conversation in which the meaning an author assigns to a word is debatable. You are not looking for an instance in which someone uses a term incorrectly, such as using the word “antidote” to refer to a short story. Rather, you are looking for an instance in which a person applies a word to an object or situation and you disagree with the person’s evaluation of that object or situation; e.g., the killing of his sister for her sexual indiscretion and indecency was deemed a “mercy” killing. In the aforedescribed example, the author uses the word “mercy” to describe a compassionate act done for the other individual’s sake as a result of the compromise of moral values, and the implications on the family’s character. You may disagree that such an act was done out of “mercy,” and therefore take exception to the use of that word.

When you have your example, then answer for yourself the following question: Why is it important to dispute the meaning of that word? Your answer to that question will eventually become the thesis of your paper.

Begin your essay (in its body, and using all of the stylistic tools you’ve learned thus far), by: (1) summarizing your example, explaining what meaning the author suggested or connoted when using the word; (2) follow this by arguing why this is incorrect; (3) what the word should really mean (and why); (4) and then “prove” to me that the word really means what you say it means.

There are several ways to “prove” that the word means what you say it means. Those include: dictionary definitions, common usage, historical usage, trade/technical jargon, socio-economic history of the word, religious attributions, cultural context, and many others. In other words, use law, medicine, philosophy, history, religion, culture, slang, etc. to “prove” your stated meaning of the word.

Another strategy for establishing the meaning of a term is to define related terms. For instance, if you are establishing the meaning of maturity, you may also want to define experienced, responsible, and established.

After establishing a precedent for your preferred meaning, explain the difference it will make to use that meaning over another. In this section of the paper, you will want to provide specific examples of how the word’s meaning can or will influence decision-making and social action.

Conclude your paper with a proper, three part conclusion.

Your entire paper should make use of the skills learned (to date) in the course. See Style Tool Checklist.

Formatting guidelines

You paper should be 5-7 buzzwords in in length, plus a separate cover page, and list of references. You will be graded in conformity to APA standards, the published rubric, and adherence to these instructions. Please include no fewer than seven peer reviewed references; you may have more references that are NOT peer reviewed, but failure to include at least 7 peer reviewed sources will result in scoring penalties. Even when you reference a dictionary available online (not peer reviewed), be sure to provide a complete citation for the text, including the names of editors and publishers.

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English; Unit 3: Point of View Essay (2) – Assignment

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English; Unit 3: Point of View Essay (2) – Assignment…ed?courseItemSubId=807433742&courseItemType=CourseContentItem& Page 1 of 3
Unit 3: Point of View Essay (2) – Assignment
The second portion of this assignment is the rhetorical analysis. In the rhetorical analysis, you
will explain how you used the five features to make the same exact place seem so very positive
in one paragraph and yet so negative in the second paragraph.
The second portion of this assignment is a two step process.
1.) Review your two paragraphs noting each of the places you used any of the tools in the
Writer’s Toolbox. Try to find at least two examples of each of the tools from the Writer’s
Toolbox employed in each descriptions (except for tell sentences and direct statements of
meaning, which you should have limited to only one per paragraph). If you can’t find two
examples of the other features in each of your descriptions, you’ll probably want to revise your
initial description, adding more of those features.
2.) Write your rhetorical analysis, devoting at least one paragraph to each of the tools in the
Writer’s Toolbox. You will probably want to begin each paragraph of the rhetorical analysis
with a general claim. “I used a great deal of word choice in each of my two descriptions.”
Then you’ll want to follow that claim with examples. “For instance, in my positive paragraph,
I described the sun as “gleaming,” which implies that the light was pleasantly bright. However,
in my negative paragraph, I described the sun as “glaring,” implying that the light was too
bright, and in fact painful to look at.”
Here’s a student example of the second portion of this assignment. (This is the same student
who focused on Pillsbury Crossing in his positive and negative descriptions.)
Rhetorical Analysis
I chose Pillsbury Crossing for my descriptions in this paper. I enjoyed writing about
Pillsbury Crossing because it seemed to offer many positive and negatives, and I had never
been there before. This allowed me to record my own first impressions, both pleasant and
unpleasant. The floodplain is very peaceful, yet it is scarred by humankind’s misuse of the
nature park.
I wrote my first sentence as an overt statement which explained the mood of the rest of the
paragraph. For my pleasant impression, I stated “Nature’s beauty surrounds me,” emphasizing
the beauty on can find in a place such as this. In contrast, for my negative impression, I wrote
“Death has had her way here.” The notion of death immediately makes the tone grim and
unpleasant, even though death is also a fundamental aspect of the natural world.
Unit 3: Point of View Essay (2) – Assignment 6/28/16, 5:27 AM…ed?courseItemSubId=807433742&courseItemType=CourseContentItem& Page 2 of 3
With my tone clearly established, I next had to consider my word choice very carefully. In
order to show the reader what I experienced, I had to choose words that fit the mood of the
description as set by my overt statements of meaning. In my pleasant description, I discuss the
sun’s rays and how they are “crisp” and “relieving.” These words make the sun’s rays seem
pleasant and positive; however, in the negative description, the sun’s rays were “hazardous.”
This description emphasizes the fact that the sun’s rays can be harmful and dangerous. I also
describe the leaves in both paragraphs. While the leaves were colorful, reflecting “green,
yellow, and brown hues” in my positive description, they were “withering” and falling to the
ground to create a leaf “cemetery” in my negative description. This helps maintain the mood
of each of my respective paragraphs.
I also left out details from certain paragraphs to keep the mood and tone consistent. In my
pleasant description, I omitted the observation of garbage “decaying to the roots of hungry
plants.” I did not include the garbage in my pleasant paragraph because it did not fit into my
description of the gorgeous scenery. If I had included the garbage and trash in the positive
paragraph, the reader would picture a nice place filled with a bunch of filthy waste. This is not
what I wanted. In the unpleasant impression, I left out how the bugs whistled and chanted. By
simple describing them as “swarming” and omitting the beauty of their sounds, the bugs seem
to be only an annoyance in the negative paragraph.
Similes and metaphors were helpful as well, allowing me to create an impression that nature
was either alive and comforting or dead and disturbing. In the pleasant description, I wanted
the impression to be welcoming and lively, so I wrote “the wind bristles the leaves as if they
were applauding the breath of the land.” I wanted to make Mother Nature have a personality.
By using similes like “symphony of nature,” it gives Mother Nature a graceful, caring attitude,
which makes the description seem more pleasant. In the negative paragraph, I compare thunder
to a cannon, “echoing off the hills of the horizon.” This portrays thunder as a menacing force,
roaring through the landscape, making Mother Nature seem mean, stingy, and threatening.
Throughout my descriptions, I also paid attention to sentence structure. I start each
paragraph with a short, tell sentence, to make sure the reader knows exactly what impression I
have of this place. “Nature’s beauty surrounds me” contrasts sharply with “Death has had her
way here.” In the rest of the paragraph, I used longer sentences, which allowed me to truly
show the reader my place. For instance, in the sentence “Different bugs whistle and chant
around me, voicing their opinions and contributing to the symphony of nature,” I state the
object being described, describe it, and try to elaborate as much as possible.
Please be sure to review the Submitting Your Assignment of Unit #4 section for specific
instructions on how you should turn in your work for grading. The Point of View Essay with all
required sections is due at the end of Unit #4.
Unit 3: Point of View Essay (2) – Assignment 6/28/16, 5:27 AM…ed?courseItemSubId=807433742&courseItemType=CourseContentItem& Page 3 of 3


Unit 3: Point of View Essay (2) – Competencies Connection 6/28/16, 6:35 AM…ed?courseItemSubId=807433745&courseItemType=CourseContentItem& Page 1 of 2
Unit 3: Point of View Essay (2) – Competencies Connection
The following course competencies are emphasized in this unit:
* Employ planning strategies that are effective for a variety of writing tasks, including, but not limited to
journaling, listing, freewriting, brainstorming, clustering, reporter’s questioning. (Outcome A,
Competency #1)
* Organize an essay using outlining strategies. (Outcome B, Competency #2)
* Write an opinionated, focused thesis statement and topic sentences for a specific audience and
purpose. (Outcome B, Competency #3)
* Compose a thesis that will address a specific audience. (Outcome B, Competency #4)
* Demonstrate mastery of a variety of organizational methods appropriate to the writing task, such as
comparison/contrast, cause/effect, definition, problem/solution, classification, and process analysis.
(Outcome C, Competency #6)
* Compose opinionated topic sentences that not only support the thesis but also direct the content of
the paragraph. (Outcome C, Competency #7)
* Incorporate both general and specific supporting evidence. (Outcome C, Competency #8)
* Correctly use appropriate and effective transitional devices. (Outcome E, Competency #12)
* Correctly incorporate pronouns and key words as coherence devices. (Outcome E, Competency #13)
* Demonstrate proficiency in using parallel structure. (Outcome E, Competency #14)
* Write using standard English grammar. (Outcome F, Competency #18)
* Evaluate the effectiveness of the relationship between the thesis and the essay to determine whether
the essay develops the idea expressed in the thesis and whether the thesis accurately conveys the ideas
developed in the essay. (Outcome G, Competency #19a & #19b)
* Evaluate the effectiveness of the relationship between each topic sentence and its paragraph to
determine whether the paragraph develops the idea expressed in the topic sentence and whether the
topic sentence accurately conveys the ideas developed in the paragraph. (Outcome G, Competency #20a
& #20b)
* Revise paragraphs for logical presentation and complete development of ideas. (Outcome G,
Competency #21)
* Revise sentences for clarity, emphasis, economy and variety. (Outcome G, Competency #22)
* Write in third person, when appropriate, following the rules for correct pronoun/antecedent
agreement. (Outcome G, Competency #23)
* Employ strategies that promote the use of active voice. (Outcome G, Competency #24)
* Use conjunctions correctly, observing the conventions of parallel structure and correct punctuation.
Unit 3: Point of View Essay (2) – Competencies Connection 6/28/16, 6:35 AM…ed?courseItemSubId=807433745&courseItemType=CourseContentItem& Page 2 of 2
(Outcome G, Competency #25)
* Demonstrate proficiency in proofreading and editing. (Outcome G, Competency #26)
For more information about our course outcomes and competencies, please refer to our course syllabus.

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