Wordsmith: A Guide to College Writing, 7th Edition Class Notes

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LECTURE NOTESWordsmith:A Guide to College WritingSeventh EditionPamela Arlov,Middle Georgia State UniversityPrepared byPamela ArlovMiddle Georgia State UniversityKathy ZuoHarper College

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ivTABLE OF CONTENTSI.Note to Instructors1II.Sample SyllabiSample Sixteen- Week Syllabus5Sample Fourteen- Week Syllabus7Sample Twelve-Week Syllabus9III.Teaching Strategies with Supplementary MaterialsPart 1 Composition: Chapters 1–1110Part 2 Grammar:Chapters 12–2896

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viiDEVELOPMENTAL WRITING INSTRUCTOR RESOURCESPearson is pleased to offer a variety of support materials to help make teaching developmentalEnglisheasier on teachers and to help students excel in their coursework. Many of ourstudent supplements areavailable free or at a greatly reduced price when packaged with aPearson writing textbook. Contact yourlocal Pearson sales representative for moreinformation on pricing and how to create a package.The Pearson Developmental Writing PowerPoints (978-0-205-75219-5)To complement face-to-face and online courses, The Pearson Developmental WritingPowerPointresource provides overviews on all the elements of writing an effective essay.This pedagogically soundPowerPoint guide will provide instructors and students withinformative slides on writing patterns –classification, cause/effect, argument, etc. – andcommon grammatical errors, with questions andanswers included.The Pearson Test Bank for Developmental Writing—available via the InstructorResource Center ONLY (978-0-321-08486-6)This test bank features more than 5,000 questions in all areas of writing.In addition toextensivegrammar practice, the test bank covers paragraphs and essays, including suchtopics as the writingprocess and documentation. Instructors simply log on to the InstructorResource Center (IRC) todownload and print the tests of their choice.Generic Developmental Writing MyTest (online only) (978-0-205-79834-9)This test bank features more than 5,000 questions in all areas of writing, from grammar toparagraphingthrough essay writing, research, and documentation.Through this instructorfriendly program instructorsare able to edit these questions and tests to suit theirclassroom needs and are also allowed moreflexibility to manage assessments at any time

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ArlovWordsmith: A Guide to College Writing7eInstructor’s Resource ManualNote to Instructors1Note to InstructorsWelcome to an exciting teaching adventure! Pamela Arlov has created a practical,comprehensive, instructor- and student-friendly textbook. Your choice of this text should lead tosuccess for your students by providing many opportunities for studying integrated reading andwriting, various creative and interactive activities, as well as numerous methods for assessingstudent learning.Suggestions for Working with StudentsWorking with developmental students requires some special considerations. According to theNational Center for Developmental Education, “The field of developmental education supportsthe academic and personal growth of underprepared college students through instruction,counseling, advising, and tutoring. The clients of developmental education programs aretraditional and nontraditional students who have been assessed as needing to develop their skillsin order to be successful in college.”First, developmental students often have had either no experience or negative (failing)experiences with higher education. Therefore, instructors may need to be part cheerleader, partinstructor, telling students:•“You can achieve.”•“You can learn.”•“Instructors and support staff are ready and willing to help you.”Second, many developmental students are lacking in student and study skills. Thus, instructorsshould support them in these areas. One way to help is to establish policies to build positivestudent skills through an attendance policy and requirements for out-of-class work. Thesepolicies will foster students’ understanding of what is required of them and what it means to be acollege student. Instructors should provide a syllabus that clearly states policies and expectationsand should reinforce those policies in class. For instance, instructors who want students to bringa textbook to class every meeting should say so. Students who lack student skills and experiencein higher education may not think of bringing a text to class. Likewise, an instructor who doesnot want students to text in class should make that class policy clear.To help with study skills, instructors can do several things for students. Instructors can helpstudents with composition by focusing on the writing process, offering frequent feedback,teaching revision strategies, and scheduling individual conferences to discuss progress with stepsin the process toward final drafts. Students benefit from frequent opportunities to write bothgraded and ungraded papers. Journals, whether used as in-class or outside-of-class writing,provide valuable practice and prewriting materials. For help with study skills in general, studentscan be directed to resources such as tutoring, writing centers, and even disability services. Also,

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ArlovWordsmith: A Guide to College Writing7eInstructor’s Resource ManualNote to Instructors2instructors should encourage students to become involved with study groups and other campusactivities.Suggestions for InstructorsRemember to have fun! If you enjoy the teaching, your students are more likely to enjoy thelearning.Don’t be afraid to try new strategies and materials. What might not succeed for one class orgroup of students may work brilliantly for another.Use students’ competitive spirits to help them learn. Often students will work harder and morewillingly to learn when you involve them in competitive activities. Several are suggested in thisinstructor’s resource manual.Feel free to adapt materials and strategies. For instance, some institutions are streamliningdevelopmental education to move students through the coursework more rapidly, and some aremoving toward a modular system—brief courses that cover one or two skills or concepts. In thissituation, instructors can still effectively use Arlov’sWordsmith: Guide to College Writing. Theywould simply pull from the text those skills covered in the module being taught.Avoid overloading students. Identify those concepts you believe your students need to know andfocus on those.Connect with other instructors. Collaborate within your school and region. Share and learn fromeach other. And become or stay involved with your professional organizations, such as NationalAssociation for Developmental Education. These connections are vital; they energize us and helpus to grow.In This ManualIn this manual, you will find sample syllabi for 12-, 14-, and 16-week terms. While these plansare available for your convenience, don’t be afraid to make the course your own. Adapt the planto suit your students and your preferences.To support your teaching, resources in two sections, composition and grammar, follow thesyllabi. Included in the resources for each chapter in the textbook are teaching strategies, areview of the chapter, handouts or worksheets, and answers to these supplementary materials.In addition to this manual, there is a test bank which includes three tests for each chapter in thetextbook along with a 50-item grammar pretest and posttest. Both the pretest and posttest arekeyed to the grammar chapters in the textbook, so instructors may use the pretest as adiagnostictool. Likewise, instructors may use the pretest and posttest scores to mark achievement ofstudents.

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ArlovWordsmith: A Guide to College Writing7eInstructor’s Resource ManualNote to Instructors3In the test bank, you will also find answer keys for the chapter tests as well as the pretest andposttest.We hope these supplemental materials are useful for you and your students. We thank PamelaArlov for an excellent textbook, and we thank you for your dedication to our profession. Enjoythe adventure!Jennifer Leigh and Darlene Smith-Worthington

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ArlovWordsmith: A Guide to College Writing7eInstructor’s Resource ManualNote to Instructors4Works CitedNational Center for Developmental Education: Improving the Quality of Practice inPostsecondary Developmental Education.Appalachian State U, 2011. Web.29 Nov. 2011.

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Wordsmith:AGuidetoCollegeWriting7eInstructor’sResourceManualSampleSyllabi5Sample Sixteen-Week SyllabusWeek#Composition ChaptersGrammar ChaptersReadingsWriting Assignments1Ch.1,TheWritingProcessCh. 2, Preparing to WriteWarm-up paragraphs2Ch. 3, Building aFrameworkCh. 8, Description,Narration, and ExampleCh. 12, Verbs andSubjects“Letting in Light”(description andnarration)Prewrite and outlinedescription essay3Ch. 4, Introducing theEssayCh. 5, Developing BodyParagraphsCh. 13, Subject-verbAgreementCh. 21, Verb ShiftsDraft of descriptionessay,prewrite and outlinenarrative essay4Ch. 6, Concluding theEssayCh. 7, Revising,Proofreading, andFormattingCh. 16, SentenceFragments““Our VanishingNight” and LettingGo” (narration andexamples)Revise descriptionessay,draft of narrative essay5Ch. 14, Coordinationand SubordinationCh. 15, Run-onSentencesRevise narrative essay,prewrite and outlineexamples essay6Ch. 9,Definition,Classification, andProcess—focus ondefinitionCh. 17, Pronoun Case“The Black Tableis Still There”(definition)Draft examples essay,prewrite and outline ofdefinition essay7Ch. 18, PronounAgreement,Reference, and Pointof View“Date Rape:ExposingDangerous Myths”(definition andclassification)Revise examplesessay,draft definition essay8Ch. 9, cont.—focus onclassificationCh. 19, Misplacedand DanglingModifiersRevise definitionessay,prewrite and outlineclassification essay9Ch. 9, cont.—focus onprocessCh. 23, CommasCh. 20, ParallelStructureDraft classificationessay,prewrite and outlineprocess essay10Ch. 22, Sentenceswith Style“Some ThingsAbout That Day”(process)Revise classificationessay,draft process essay11Ch. 10, Comparison-Contrast, Cause-Effect,and Argument—focus oncomparison-contrastCh. 25,Word ChoiceRevise process essay,prewrite and outline ofcomparison-contrastessay

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Wordsmith:AGuidetoCollegeWriting7eInstructor’sResourceManualSampleSyllabi612Ch.10,cont.—focusoncause-effectCh. 26, WordsCommonly Confused“Curing Social MediaBlues” (cause-effect)Draft comparison-contrast essay,prewrite and outline ofcause-effect essay13Ch. 27, CapitalizationRevise comparison-contrast essay,draft of cause-effectessay14Ch. 10, cont.—focus onargumentCh. 24, OtherPunctuation“Is NationalService a Cure forAmerica’s Woes?”(cause-effect,argument)Revise cause-effectessay,prewrite and outlineargument essay15Ch. 11, Writing aResearch PaperCh.28Apostrophes“I was JustWondering…Was itMe or My Sari”(cause-effect,argument?)Draftargumentessay,find one outside sourceto use to supportargument essay16Ch. 11, cont.—reviewparaphrasingRevise argument essay

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Wordsmith:AGuidetoCollegeWriting7eInstructor’sResourceManualSampleSyllabi7Sample Fourteen-Week SyllabusWeek#Composition ChaptersGrammar ChaptersReadingsWriting Assignments1Ch.1,TheWritingProcessCh. 2, Preparing to WriteCh. 12, Verbs andSubjectsWarm-up paragraphs2Ch. 3, Building aFrameworkCh. 8, Description,Narration, and ExamplesCh. 13, Subject-verbAgreement“Our Vanishing Nightand Letting Go”(description andnarration)Prewriting and outlineof description essay3Ch. 4, Introducing theEssayCh. 5, Developing BodyParagraphsCh. 6, Concluding theEssayCh. 16, SentenceFragmentsCh. 21, Verb Shifts“The Story of anHour”(narration)Draft of descriptionessay,prewrite and outlinenarrative essay4Ch. 7, Revising,Proofreading, andFormattingCh. 14, Coordinationand SubordinationCh. 15, Run-onSentences“The ‘Black Table’Is Still There”(narration andexamples)Revise descriptionessay,draft narrative essay5Ch. 17, Pronoun CaseRevise narrative essay,prewrite and outlineexamples essay6Ch. 9, Definition,Classification, andProcess—focus ondefinitionCh. 18, PronounAgreement,Reference, and Pointof ViewDraft examples essay,prewrite and outlinedefinition essay7Ch. 19, Misplacedand DanglingModifiers“Date Rape:ExposingDangerous Myths”(definition andclassification)Revise examplesessay,draft definition essay8Ch. 9, cont.—focus onclassificationCh. 20, ParallelStructureCh. 23, CommasRevise definitionessay,prewrite and outlineclassification essayf9Ch. 10, Comparison-Contrast, Cause-Effect,and Argument—focus oncomparison-contrastCh. 22, Sentenceswith StyleCh. 25, Word Choice(comparison-contrast)Draft classificationessay,prewrite and outlinecomparison-contrastessay10Ch. 26,Words CommonlyConfused“Curbing the SocialMedia Blues”(cause-effect,argumentation)Reviseclassificationessay,draft comparison-contrast essay

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Wordsmith:AGuidetoCollegeWriting7eInstructor’sResourceManualSampleSyllabi811Ch.24,OtherPunctuation“Is NationalService a Cure forAmerica’s Woes?”(cause-effect,argument)Revise comparison-contrast essay,prewrite and outlinecause-effect essay12Ch. 10, cont.—focus oncause-effectCh. 27, Capitalization“I was JustWondering…Was itMe or My Sari”(cause-effect,argument?)Draftcause-effectessay, prewrite andoutline argument essay13Ch. 11, Writing aResearch PaperCh.28,ApostropheDraft argument essay,find one outside sourceto use to supportargument essay14Ch. 11, cont.—reviewparaphrasingRevise argument essay

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Wordsmith:AGuidetoCollegeWriting7eInstructor’sResourceManualSampleSyllabi9Sample Twelve-Week SyllabusWeek#Composition ChaptersGrammar ChaptersReadingsWriting Assignments1Ch.1,TheWritingProcessCh. 2, Preparing to WriteCh. 12, Verbs andSubjectsWarm-up paragraphs2Ch. 3, Building aFrameworkCh. 8, Description,Narration, and ExamplesCh. 13, Subject-verbAgreement“Letting in Light”(description)Prewrite and outlinedescription essay3Ch. 4, Introducing theEssayCh. 5, Developing BodyParagraphsCh. 6, Concluding theEssayCh. 16, SentenceFragmentsCh. 21, Verb Shifts“The Story of anHour”(narration)Draft descriptionessay, prewrite andoutline narration orexamples essay4Ch. 7, Revising,Proofreading, andFormattingCh. 14, Coordinationand SubordinationCh. 15, Run-onSentencesRevise descriptionessay, draft narrationor example essay5Ch. 9, Definition,Classification, andProcess—focus ondefinitionCh. 17, Pronoun CaseCh. 18, PronounAgreement,Reference, and Pointof View“Our VanishingNight” (example)Revise examplesessay,prewrite and outlinedefinition essay6Ch. 9, cont.—focus onclassificationCh. 19, Misplacedand DanglingModifiers“Date Rape:ExposingDangerous Myths”(classification)Draft definition essay,prewrite and outlineclassification essay7Ch. 20, ParallelStructureCh. 23, CommasRevise definitionessay, draftclassification essay8Ch. 10, Comparison-Contrast, Cause-Effect,and Argument—focus oncomparison-contrastCh. 22, Sentenceswith StyleCh. 25, Word ChoiceRevise classificationessay,prewrite and outlinecomparison-contrastessay9Ch. 10, cont.—focus oncause-effectCh. 24, OtherPunctuationCh. 27, Capitalization“Curbing SocialMedia Blues”(cause-effect)Draft of comparison-contrast essay,prewriting and outlineof cause-effect essay10Ch. 26,Words CommonlyConfusedRevise comparison-contrast essay,draft of cause-effectessay11Ch. 10, cont.—focus onargumentCh. 28, Apostrophes“Is NationalService a Cure forAmerica’s Woes?”(argument)Revise cause-effectessay,prewrite and outlineargument essay12Draft and reviseargument essay

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ArlovWordsmith:AGuidetoCollegeWritingInstructor’sResourceManualTeachingStrategies10Teaching Strategies with Supplementary MaterialsTeaching Strategies: Chapter 1, The Writing ProcessLearning Objectives:1.Use a five-step writing process.2.Identify the functions of a topic sentence, supporting sentences, and a summarysentence.The Writing ProcessHelp students to feel more comfortable about writing by reminding them that every writerapproaches the process differently. You might even share your own typical process.PrewritingBecause prewriting is the part of the process most beginning writers pay the least attention to,stress the benefits of an early start to prewriting. Be consistent in requiring prewriting for everywriting assignment.PlanningPlanning is essential to good writing. While students may mistakenly believe that planning (orcreating an outline) is a waste of time, tell students that careful planning almost alwayssavestime in drafting. Some instructors refuse to allow students to move to the next stage withoutprewriting and planning.DraftingRemind students that drafting is a creative part of the writing process; they should not use their“critical” eyes at this point. The most important thing is to get all the good ideas on paper—without stopping for grammar, punctuation, or word choice. Some writers benefit from turningoff the spelling and grammar checkers on their computers.Writers who have invested adequate time and energy in prewriting and planning should be ableto follow the plan smoothly and easily. However, remind students who hit an occasional “block”to keep writing. Stopping or giving up in frustration doesn’t help.

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ArlovWordsmith:AGuidetoCollegeWritingInstructor’sResourceManualTeachingStrategies11RevisingStudents need to understand that revising is not just correcting grammar and punctuation.Revising is looking at content and organization. It is determining if the paper says what thewriter intended it to say.Encourage students to use their resources, such as classmates, tutors, or writing center staff, tolearn about strengths and weaknesses of the draft.Encourage students to use a computer from the beginning to the end of the writing process. Astudent who has typed a paper will be more likely to try moving a paragraph to improveorganization than a student who has handwritten his or her draft. The ability to move a paragraphwith a few key strokes makes the option much easier and less time consuming.ProofreadingAlthough proofreading provides the final polish to a piece of writing, students who procrastinatemay not have time to give their papers this finishing touch. Remind them that spelling, grammar,and typographical errors may ruin the impression of an otherwise excellent paper.Activity:Have students work with a partner. The partner will read the paper aloud to the writer,allowing the writer to more clearly hear the message conveyed by the paper, as well as problemsin grammar and syntax.The Writing Process: Carla’s EssayUse the development of Carla’s essay to demonstrate how one person works through the steps tocreate a paper.Activity:If time allows, demonstrate, using technology available (overhead, Smartboard,computer, and projector), the entire writing process.During the demonstration of this paper, remind students that the process is not always linear. Inother words, some proofreading may take place during drafting, and some prewriting may occureven after a draft is developed.If You Hate the Thought of a Step-by-Step Approach . . .Use the six questions to help your students determine whether they are naturally left-brained orright-brained thinkers. This information may help them to understand what they need to do tomaximize their abilities.

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ArlovWordsmith:AGuidetoCollegeWritingInstructor’sResourceManualTeachingStrategies12Tips for Right-Brained WritersEncourage students who answered “yes” to three or more of the questions to use the tips offeredfor right-brained thinkers.Review of the ParagraphBefore you introduce essay writing, lead your students through a review of the basic buildingblock of an essay—the paragraph.Use “The Topic Sentence, the Supporting Sentences, and the Summary Sentence” to remindstudents that every piece of writing should have a beginning (topic sentence which introduces thesubject and the perspective or point about that subject), a middle (supporting sentences whichprove or develop the point stated in the topic sentence), and an end (the summary sentence orconclusion which brings the paragraph to a definite close).

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