1. CM220 Composition WELCOME to Seminar 5 We will begin on time. Meanwhile, enjoy chatting. Hang on! We are almost half way there! “A brave heart and a courteous tongue. They shall carry thee far through the jungle, manling.” – Rudyard Kipling

2. Let’s get started, Class! Welcome to Seminar #5: Understanding Your Audience How is everyone today? Do you have any questions about the course up to this point?

3. Unit 5 Work Reading: the unit intro on publication, written word, and credibility; The Kaplan Guide to Successful Writing: Chapter 7 (audience) and Chapter 22 (persuasive writing). Writing Center resources on audience, logical fallacies, supporting an argument, and formal vs. informal writing Two Articles: Pappas, G.A. (2012, January 2). Closing the suspension gap in D.C.-area schools. [Editorial]. The Washington Post. Retrieved from http://www.washingtonpost.com/-opinions/closing-the-suspension-gap-in-dc- area-schools/2012/01/01/gIQAsCXqWP_story.html. December 30, 2011 “No Simple Solution to Universities’ Budget Woes,” which are selected readers’ responses to a Washington Post article published on December 27, 2011, titled “Investment in Public’s Ivory Towers Is Eroding” at http://www.washingtonpost.com/opinions/no-simple-solution-to-universities- budget-woes/2011/12/28/gIQAPEcBRP_story.html Tech Lab: Podcasts and videos

4. Unit 5 Work Discussion Board: Write two messages to different audiences about your big idea (250 words). One should be formal, such as a letter to the editor (of local paper, national newspaper, or magazine) or a letter to a politician or organization leader who could help to implement your big idea. The second can be an informal message for venue of your choosing (a Facebook posting, blog post, an e-mail to a friend, or a flyer that would be distributed in your community). Respond to one classmate. Write an actual response to the formal letter, one that helps your classmate see how an audience might respond to that message. Then, answer these questions about both messages (150-200 words): What differences did you note in the messages based upon the audience and venue? How might your classmates have created a more effective argument? Did you note any logical fallacies? You can review FactCheck.org if you have questions about a particular claim your classmate makes in the letter or informal message

6. Audience & Purpose Determining both audience and the point (purpose) of your specific writing will make your writing more concise because you can direct it towards a specific group of people. “Writers have the luxury of painting pictures with words in the minds of their readers. Writers’ tools are their words. The writer’s canvas is the mind of the intended reader or target audience” (Martinez, Carlson, VanDam, 2010, p. 53). Ask yourself these questions before you write: Who is the audience you would like to communicate to? 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? What are your goals for writing the message? What would you like to persuade your audience to do or to believe? What is the most effective means of achieving your purpose?

7. Formal Avoids slang & most jargon Avoids personal references (I, me, etc.) Avoids shorthands like texting abbreviations and contractions Speaks to professional audience Uses Standard American English May use language for specific field (“What is the Difference between Formal and Informal Writing,” 2012) Informal Often uses slang and jargon or makes personal references Less concerned with grammar, spelling, and mechanics Examples include texting, personal e-mails, Facebook posts Formal vs Informal Writing

8. Let’s experiment with Jargon Below is a list of Short Order/Diner Jargon. Figure them out…if you can! For example: Two chicks on a raft – wreck’em, shingle with a shimmy and a shake in the alley, city juice 86 the hail means: scrambled eggs on toast, a side order of toast with butter and jam, and a glass of tap water with no ice. 1). Sinkers and suds 2). Keep off the grass 3). On the hoof 4). Two cows, make ‘em cry 5). Take it through the garden 6). Eighty-six 7). Cup of mud 8). Squeeze one 9). First lady

10. Washington Post Editorial Guidelines Submission format: letter or e-mail (not as attachment) Length: 200 words or less Purpose: Response to an article or other item from the WP

11. Other WP recommendations Edit carefully for errors in grammar and punctuation Fact check carefully! Include contact information “Disclose any personal or financial interest in the subject matter of their letters” (Washington Post editors, 2011, para. 2).

12. Other Tips for Writing Editorial Letters Keep it short and simple (maximum 250 words) Let readers know who you are Know that editors have right to alter your submission (University of British Columbia, n.d.)

13. Pappas, G.A. (2012, January 2). Closing the suspension gap in D.C.-area schools. [Editorial]. The Washington Post. December 30, 2011 “No Simple Solution to Universities’ Budget Woes,” which are selected readers’ responses to a Washington Post article published on December 27, 2011, titled “Investment in Public’s Ivory Towers Is Eroding”

14. Pappas letter Does he agree or disagree with the ideas expressed in “Wide Gaps in School Discipline”? What information does Pappas disclose about himself in the letter? Does this strengthen his argument?

15. Universities’ Budget Woes article Which of the four responses to the “Investment in Public’s Ivory Towers is Eroding” article do you find the most effective and why? How do the editorial writers differ in their reactions to the article? How do they support their claims?

16. Letters to the Editor: Discussion Are these letters effective? What is the argument each makes? Are the authors and publications credible? Are the facts that the authors use credible? You can go to FactCheck.org to read credible information on this topic. Select at least one argument in each letter that you can verify, or not, and discuss how this adds to or detracts from the writer’s argument.

17. What newspaper might be most appropriate? How can I learn more about that newspaper? Other recipients could include local politicians, state legislators, or organization leaders

18. Post on Facebook page Blog post Email to friend Flyer to distribute to community Twitter feed What other forms might I use to present my big idea to a wider audience?

20. Run-ons and comma splices are terms describing two independent clauses that are joined together with no connecting word or punctuation to separate the clauses. Incorrect (run-on): They weren't dangerous criminals they were detectives in disguise. Correct: They weren't dangerous criminals; they were detectives in disguise. Incorrect (comma splice): I didn't know which job I wanted I was too confused to decide. Correct: I didn't know which job I wanted, so I was too confused to decide.

21. 1. Join the two with one of the coordinating conjunctions (and, but, for, or, nor, so, yet), and use a comma before the connecting word. Example: He enjoys walking through the country, and he often goes backpacking on his vacations. 2. When you do not have a connecting word (or when you use a connecting word other than and, but, for, or nor, so, or yet between the two independent clauses) use a semicolon (;). Example: He often watched TV when there were only reruns; she preferred to read instead. He often watched TV when there were only reruns; however, she preferred to read instead. 3. Put a period between the two independent clauses and make them separate sentences. 4. You can turn one of the independent clauses into a dependent clause as well: Example: While she preferred to read, he often watched TV when there were only reruns.

22. A fragment is a dependent clause or phrase punctuated as if it were a complete sentence: Which help screen his yard from the street. Having driven across the desert. To correct, simply join to another sentence: He enjoys flowers and shrubs, which help screen his yard from the street. Having driven across the desert, we enjoyed the cool weather.

23. When to Use: Before coordinating conjunctions After introductory words, phrases, and clauses To separate items in a series To set off “nonessential” items When NOT to Use: Between subject and verb or verb and object After coordinating conjunctions Before coordinating conjunctions that don’t link independent clauses To set off essential phrases and clauses Before the first or after the last item in a series

24. Numerous psychological and social factors, have a strong influence on how people age. She enjoyed gardening, and exercising. People, who are good shoppers, spend many hours planning their purchases. She enjoyed, gardening, exercising, and traveling.

25. Everyone in our class was assigned to an editing group, but only three of the groups could work together efficiently. While waiting to put my tax return in the box, I began to lose my temper. She bought pens, pencils, and paper at the supply store. Susie, who is a nurse, wanted to go to the beach for vacation.

26. That’s it for Seminar 5, Class! What questions do you have? Thank you for attending! Please let me know if you have any questions. Email: Jdahlbeck-bunch@kaplan.edu