CM 220: Unit 5 Natasha Luepke

Agenda Reading Tech Lab Invention Lab Looking Ahead Audience Writer’s Block Getting Started Prewriting Letters to the editor

Reading The Kaplan Guide to Successful Writing, chapters 7, 13, 14 (only pp from chapter 14)

Tech Lab Podcasts Videos

Invention Lab 2 Invention Lab questions Must answer both Label posts, so that it is clear which post refers to which question Each response, words

Question 1 1.Write two messages, one formal, one informal 2.Respond to one classmate. Write an actual response to the editorial letter. 3.Answer: 1.What differences did you note in the messages based upon the audience and venue? 2.How might your classmates have created a more effective argument? 3.Did you note any logical fallacies?

Question 2 1.Using organizational tools, generate four ideas for your draft. 2.Discuss why you think these ideas will help to convince your audience about the feasibility of your big idea. 1.Your response should be words. 3.Respond to two classmates. Offer suggestions regarding other possible ideas to pursue, challenges your classmate needs to consider, or research that might be helpful. 1.Your responses should be words each.

Looking Ahead Unit 6: Rough draft. 3-5 pages long (+title and reference page). 3 sources (one must be academic) Due March 15 Unit 7: Start working on presentation (Powerpoint, website, blog, podcast, etc) Due March 22 Unit 9: Portfolio: Revised paper, letter to the editor, presentation, reflection piece Due April 5

Audience Tiki Cat, Premium Wild Caught Seafood. Waikiki Luau. Tuna on Rice with Tilapia.

Audience

What is audience? Who is audience? How can we reach out to an audience? What do you know about them and what do you need to know about them? What do you want to communicate to that audience? How can you best communicate your information to that audience?

Writer’s Block Freewrite Jump around within the paper Intro doesn’t have to be written first Create an outline Review feedback Do more research Respond to research – like a conversation

Getting Started Establish a thesis Consider writing an outline (it can be changed later) Take the ideas in the outline and brainstorm each concept/argument Begin researching and incorporating evidence to support your argument/claims

Prewriting 1.Free-writing 2.Listing/Outlining 3.Bubbling/Word Mapping 4.Questions 5.Looping

Listing/Outline  For prewriting, can be informal:  Cats ◦ 1. Small ◦ 2. Fluffy ◦ 3. Cute I.My cats 1. Alegria a. Small, calico 2. Sarafina b. large, tabby

Bubbling/Word Mapping Learning strategies database. (n.d.) Retrieved from Muskingum College website:

Bubbling/Word Mapping II Learning strategies database. (n.d.) Retrieved from Muskingum College website:

Questions Who, what, where, when, why, how Causes? What is it like or not like? Changes? Related to other things? Reactions? Definitions?

Looping 1.Freewrite 5 minutes, no stopping 2.Find central or most intriguing thought, and summarize in single sentence 3.Starting with that summary, freewrite for 5 minutes, no stopping 4.Keep going until you discover an angle/something about your topic you can use for the assignment

Formal and Informal Writing Similarities? Differences? How is this related to audience?

Letters to the Editor Part of Unit 5 Invention Part of Unit 9 Portfolio Helpful way to bring awareness to issue Invite community action

Example 1 Regarding the article "Oregon wants your newborn set up for college" (Feb. 20): The proposed bill is well-intentioned but is overstepping. Encouraging parents to start saving early for college is a very important goal that will improve the human capital of our country in the long run; however, giving away contact information from birth certificates is too invasive. The goal in this bill can be achieved through other means, such as advertising at events specially pertaining to babies, as the state of Maine has done. Bottom line: Starting to save for college at a child's birth is a great goal, but I'd hate to see the means to this end deter people from what could be something really great for our country. LINH PHAM North Portland

Example 2 Three questions: How much could Portland Public Schools (and all other school districts) save per day (or per year) by having "snow" days become "unpaid" days to all teachers and administrators? Would that influence the number of days determined to be "snow" days? Why is it that my 17-year-old daughter is able to consistently navigate throughout Portland many more miles on said "snow" days than she would by simply going to and from school? Do not get me wrong -- I love snow days. It seems that primarily our "tax-supported" institutions regularly cancel work because of snow, yet private businesses do not. JAMES THURLOW Southwest Portland

Questions?