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He received his Ph D in English Literature and Medieval Studies from the University of Texas at Austin in 2014.
Then they write “quick plans” in response to three separate prompts in a practice test, focusing on developing a working thesis and identifying main areas of support within a ten-minute timeframe.
Finally, they develop detailed outlines for the essays based upon these plans.
Discussions, worth 30% of the final grade, are evaluated based upon the depth, insight and thoughtfulness of each posted comment.
Students are expected to respond to one another as well as to the readings, so that the virtual classroom may generate a rich, complex and interesting exchange of ideas.
This lesson introduces the basics of the course and exam, describing rhetorical analysis, persuasive and synthesis essays.
Students read about the importance of memory and observation as sources of evidence for persuasive essays, and are reminded to be specific and support their opinions.A process letter for each lesson gives students a chance to reflect upon the effectiveness of their prewriting strategies, to score their essays based upon given rubrics, and to share ideas for revision.At this level, the instructor assumes that students already command Standard English grammar and are ready to delve into more sophisticated issues.For example, in one discussion students read Booker T. Each final essay is given a score of between 1 and 9 based as closely as possible upon a given rubric, so that students may get a sense of how they are likely to do on the exam.Although essays are also awarded letter grades, critiques emphasize encouragement and concrete suggestions for ways to improve.Submit the writing sample as an attachment to [email protected] your full name and CTY Student ID # at the beginning of the file and in the body of your email message.In this lesson students practice different forms of planning, including detailed outlines and quick “plans of attack” designed to help organize thoughts quickly for a timed essay.After reading examples of each approach, students first disassemble a previously written essay, using either a formal outline or a blueprint structure to identify main ideas, supporting ideas and details.Critiques explain successes and delineate problems needing further work.Along with instructor feedback, each student receives at least one workshop critique from his or her peers in the class, and completes one comprehensive revision based upon comments.