DS 014 Writing Weston.  Sign-In  Composing Defined  Developing Topic Sentences  Solid Support  Reader-Centered Sentences  Audience Analysis  Creating.

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Presentation transcript:

DS 014 Writing Weston

 Sign-In  Composing Defined  Developing Topic Sentences  Solid Support  Reader-Centered Sentences  Audience Analysis  Creating a Rough Draft/First Draft  Evaluating a First Draft  Assignment  Coming Up…

 In composing, we start putting our ideas into a form that resembles our final product.  We use the best ideas from our pre-writing and assemble them into a topic sentence, supporting ideas (body), and a conclusion.

 The topic sentence contains the main idea of the paragraph.  Usually it comes first.  To develop a topic sentence—  Clarify what is to be emphasized.  Express your focus.  Successful topic sentences have…  A topic  The writer’s attitude or reaction to the topic

 Planning a vacation can be stressful because there are so many things to think about.  College is difficult to adjust to but there are some key things a new college student can do to make it through the first year.  Tuna is a great food to eat while studying.

 Support sentence make up the body of the paragraph.  These sentences illustrate or further explain your topic.  Select details that most support your topic and approach to the topic.  Use your prewriting and pick out what would be best to use.

 Writing “writer-centered” sentences can be problematic because, while you (as writer) know what they mean, your reader may not understand.  To make your work “reader-centered,” you need to fully express your ideas, making sure to “flesh out” the details so that your intended reader can grasp the meaning.

 Audience Analysis is what writers use to better understand for whom they’re writing.  Audience Analysis questions…  Who am I writing this for?  What do they already know about this topic?  What do they need to know about this topic?  What would help them better understand?  What kind of language should I use?

 Let’s take 10 minutes to quickly do an audience analysis for our upcoming paragraphs.  Think of your audience as being your classmates and teacher.  What do we know about your topic?  What do you want us to know that we don’t already?

 A first draft is a complete version of your paragraph.  The rough draft is for your eyes only.  Once you’ve looked it over and corrected noticeable errors, you have an official first draft.

 Look at the topic sentence—  Does it make your point clearly?  How is the body organized?  3 methods to organize information in a paragraph— Chronologically—order of time Spatially—order of where things are in relationship to each other Emphatically—order of strength or importance

 Take your topic’s prewriting from Wednesday’s class.  Write a topic sentence.  Write at least three supporting sentences (remember, you can use time, space, or importance to organize).  Let me see it before you leave.

Wednesday  Description  Chapter 6 in Paragraphs  Description Paragraph Assigned Friday  Revising  Chapter 4 in Paragraphs  Bring in Draft of Paragraph Fall Break—We won't have class Monday due to the Fall Break.