Writing Workshop #1
Today, we're going to focus on writing and revision. But before we get started, I'm going to ask you all to fill out a quick survey for Texas Global (who is kindly funding this Global Virtual Exchange course.
You can find the survey here or use the QR Code:
You can find the survey here or use the QR Code:
Addressing Common Problems in Undergrad Writing
Of the many challenges of learning to write, one of the most difficult is shaking our own bad habits. Some of these emerge out of the way that we are often taught how to write formal essays in high-school. Unlearning these early lessons is critical to your success as an essay writer at the college level. The following pointers are designed to help you develop essays with:
- Stronger and more convincing structures
- Powerful arguments
- And effective introductions
All of our discussion around these points are in the service of what we might think of as the fundamental principle of college (or any)-level, expository writing:
- Stronger and more convincing structures
- Powerful arguments
- And effective introductions
All of our discussion around these points are in the service of what we might think of as the fundamental principle of college (or any)-level, expository writing:
Good writing establishes a clear point of departure
that turns the reader’s attention in a particular direction,
sustains reading in that direction through a series of connected passages, and leads to a real destination
Beyond the footstool essay
The five-paragraph essay, also affectionately known as the "footstool" essay, is a model that many of us are familiar with. It is a strategy that is often taught in US high-schools as an effective method of expository writing. The footstool essay is a self-contained unit designed to demonstrate and support a thesis
While this is an approach that is helpful as we are getting our grounding as writers, it misses the core purpose of what a strong and persuasive essay is and should do.That is to say, the footstool essay is designed to be self-supporting, but not necessarily to persuade your reader of a larger point. To that end, it is often more constructive to think of your writing as a journey that takes your reader through the essay in the service of convincing them of your argument.
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This brings us to the core purpose of an expository essay. It is not, or at least not just, to prove a thesis. Rather, it is to:
- Raise a question (about something) - Make an argument in relation to that question - And convince your reader of your argument We will spend significant time in class discussing this and thinking through ways to shift away from the footstool model. I intend to focus on how to make an argument and how to make your first paragraph work for you (and your readers!). |
Peer Review
My other core goal in this class is to convince you that writing, contrary to popular belief, is a social activity. One way to demonstrate this is to begin the practice of making peer review (of some sort) part of every important thing that you write. We'll do that formally in this class: each assignment will have a peer review session attached to it.
Peer review is a powerful, but also tricky process. It can be transformative to a paper. It can also be devastating to the author's ego. To that end, let me state clearly the fundamental principle of peer review:
Peer review is a powerful, but also tricky process. It can be transformative to a paper. It can also be devastating to the author's ego. To that end, let me state clearly the fundamental principle of peer review:
Peer review is never about the author (or the peer-reviewer)!
It is always, and only, about the writing!
From that basic and fundamental principle follow a few other fundamentals.
To conduct your peer review, read and make comments on a hard or soft-copy of your partner's manuscript. After you have completed that, use the this worksheet to help guide you in provide actionable feedback on the essay.
