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This course develops clear communication through the familiar, or personal, essay.You explore strategies of narration and description, and you learn the revision process. Along with your essay, you are required to send an explanation for your choice.
Whatever your routine is, you more than likely perform the same simple tasks in the same sequence every morning.
You're functionally fixed in a pattern that helps you get through the morning without too much thought. Depending on our perspectives and backgrounds, we can become functionally fixed in differing ways. Habits can be helpful, but they can also prevent us from seeing other possibilities.
They download instructor responses from the same place.
Virtual classrooms are provided by a course management system.
Instructors introduce methods of revision, and several assignments are expected to be intensive revisions of essays previously critiqued.
Skilled, careful writers follow the conventions of Standard Written English, but writing is much more than mere adherence to convention.
Exercises demonstrate: checking for unity, coherence, and proportion; dialoguing with the instructor in drama-script format about decisions involving the Lesson 10 draft; using implicit and explicit transitions; omitting needless prepositions.
Exercises use the Lesson 7 draft to expand a persona scenario, then outline it after the first draft, edit for succinctness, and finally structure the draft for significance, testing for unity, coherence, and proportion. This third level is for students who are at least in 7th grade and have a qualifying SAT/ACT/SCAT Critical Reading/Reading/Verbal score.
This format is best for students who enjoy computer-mediated interaction, relish sharing their writing with an audience, and can commit adequate time to the work (see time commitment, below). Exercises demonstrate a composing process, a method for choosing significant actions to include in a narrative, and tricks for avoiding narrative gumption traps (editing traps, nothing to say traps, too much to say traps).
Exercises demonstrate how to research the meaning of the student's name, how the student's name was chosen, and how others feel about the student's name, as well as how to identify significant aspects of research.