English Writing Structure Style

English: Writing: Structure and Style Active component (content knowledge)

Comprehend • •

Difference between topic and thesis Difference between formal and informal writing styles

Learner outcomes

Sentence Level

Paragraph Level

Uses various sentence structures in writing: compound, complex, compound-complex, parallel, repetitive, and analogous • Uses correct words in sentences with varied vocabulary to convey meaning Essay Level

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Produce academic essays that contains: ○ A developed thesis ○ An organized structure for purpose, audience, and context ○ Only pertinent information, avoiding irrelevancy ○ Valid inferences ○ Evidence and concise details to support thesis ○ A rational conclusion Perspective is supported by thesis statement, relevant evidence, examples, counterarguments Various methods are used to develop arguments such as compare-contrast reasoning, inductive/deductive logic, and shift

College Readiness Standards

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Structures and organizes writing with thesis statement, introduction, body paragraphs, conclusion, and uses transition sentences Paragraphs are logically and coherently structured

Professional Writing Level •

Produce work-related texts such as memos, emails, correspondence, etc. that: ○ Meet audience needs, purpose, and context ○ Defines technical language when appropriate ○ Avoids irrelevant information ○ Employs appropriate organizational writing strategies such as containing facts, details, analysis; explanation of benefits and limitations; comparison and contrast; use of illustrative examples ○ Foresees potential reader misunderstandings ○ Uses appropriate formal language and tone

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between general and specific • Use of specific writing strategies for expository essays such as differentiating primary and secondary sources, utilizing illustrations and table appropriately, anticipating reader bias, and defining technical terms • Use of specific writing strategies for fictional, autobiographical, and biographical narratives with a well-developed perspective and literary elements while conveying ideas in a logical sequence, unified theme or tone, and using concrete or sensory language and pace Writing Process: Planning and Editing •

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Utilizes a variety of pre-writing strategies to develop focus, determine purpose, plan sequence, create structure Plans writing by note taking, creating outlines, and researching materials Revises drafts based on reader feedback related to support ideas, objections, and transitional or logical errors Edits personal and other’s writing for grammar, mechanics, clarity, style, spelling and tone Revises drafts improve depth of information, logic, and organization Re-evaluates appropriateness of writing based on genre, purpose, and audience

Writing Process: Tone and Style •

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College Readiness Standards

Chooses appropriate language, structure, style, or tone for purpose, audience, and context (formal, informal, literary, or technical) Coherently and logically presents information using appropriate techniques, transitions, and repetition Demonstrates a unique and controlled style and voice in writing Consults and consistently applies writing conventions based on a style manual such as the Modern Language Association (MLA) or American Psychological Association (APA) style manuals Correctly cites electronic and print sources based on a style manual conventions when paraphrasing, quoting, or using graphics Persuades readers through the use of rhetorical devices and expressive style by expanding beyond a mechanistic framework

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Writing Process: Use of Technology • •

Determines when to appropriately use particular software or media during writing process Able to use word processing and basic graphic software to present information

College Readiness Standards

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(Conley, 2003; 2005; 2007) (The American Diploma Project, 2004)

College Readiness Standards

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Knowledge and Skills for University Success (KSUS) English: Writing: Structure and Style A. Successful students use writing conventions to write clearly and coherently. B. Successful students use writing to communicate ideas, concepts, emotions and descriptions to the reader. C. Successful students both use and prioritize a variety of strategies to revise and edit written work to achieve maximum improvement in the time available.

Cognitive Strategies Emphasized •

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Habits of the mind such as: ○ Time management – budgeting time to complete reading tasks ○ Understanding expectations of readings ○ Academic persistence Critical thinking skills such as: ○ Ability to discuss materials in-depth by asking engaging questions ○ Problem solving Understanding the connection between reading comprehension skills and disciplines: writing, speaking and research Self-analysis – learning from constructive criticism and feedback Developing comfort with ambiguity of readings and assignments

Bibliography Conley, D. T. (2005). College Knowledge. San Francisco: Jossey-Bass. Conley, D. T. (2003). Understanding University Success: A Project of the Association of American Universities and The Pew Charitable Trusts. Eugene: Center for Educational Policy Research. Conley, D. (2007). Towards a More Comprehensive Comprehension of College Readiness. Eugene, OR: Educational Policy Improvement Center. The American Diploma Project. (2004). Ready or Not: Creating a High School Diploma that Counts. Achieve, Inc.

College Readiness Standards

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