1. Julie Freydlin

2. This week…  We will preview UNIT 3 PROJECT and discuss strategies for getting started on that project  We will discuss topic ideas and review THESIS and practice writing a thesis for unit 3 project  We will take a FIELD TRIP to the Kaplan University WRITING CENTER and learn about the tools they offer to help you on your WRITING QUEST.

3. BEGIN UNIT 3 PROJECT THIS WEEK  It is not due this week, but starting this week will reduce writing STRESS and give you more time to work through the WRITING PROCESS

4. REVIEW THE PROJECT INSTRUCTIONS  For the unit 3 project, your goal is to communicate to a general audience a definition of courage in order to motivate them to want to cross their own thresholds. If you know someone who has overcome adversity in some way, you can help people in similar situations to also cross their own threshold through sharing this person’s act of courage with them. To do that, select a person you know and who you think is courageous. Then, write a 3 paragraph informative piece that helps your audience understand your definition of courage and shows that audience exactly how this person is in fact courageous, so they may also see a way through the adversity they are also facing. Be sure to explain exactly how this person crossed a threshold and explain how this person overcame adversity with specific examples and details to illustrate your point. 

5. Instructions, continued  You might consider structuring these 3 paragraphs using this organizational plan:  1 st paragraph-introduce the subject by providing your specific definition of courage. Do not rely on a definition from a source like the dictionary. Be sure that you introduce the person who has demonstrated this courage and establish a thesis that says why this person is courageous.  2 nd paragraph-select an appropriate event in this person’s life that best exemplifies how this person has displayed courage.  3 rd paragraph-analyze exactly why this event demonstrates courage and explore what adversity the person faced and how this demonstrates crossing a threshold. Make sure this paragraph ends with a clear conclusion.   Your project should be between 350-450 words and should have a clear main point that is well-developed. This is not a research project and should rely instead on your own experience and observation, but note that you do not need to nor should you use first person. You will be learning to locate and use research information in the upcoming units, but for now, rely on what you know. 

6. RHETORICAL SITUATION  What is the unit 3 project asking you to do?  Who is your audience and what is your purpose? How will this affect the way you write? How will it affect the language and information used?

7. WRITING PROCESS  PREWRITING- Here, you want to begin OFF the computer, in your own head, in fact. The time you spend thinking about the project and establishing your writing goals will be time well spent. BRAINSTORM possible topics. Consider using a piece of paper rather than the computer screen to create a list of possible subjects. Who do you know, friends, family members, co- workers, who have experienced a difficult, challenging situation and who have shown courage in responding to this situation. THINK about the list. Which one do you know the MOST about? Which one would BEST help your audience to see the definition of courage? Which one could BEST help motivate your audience?

8. WRITING PROCESS, Continued  SELECT ONE person you want to write about. Remember that this is not a research project. The information must come from you and your knowledge of and observation of this person.  CONTINUE to BRAINSTORM. Jot down details about this person. What did the person experience? Why did it require courage? How did the person RESPOND to and demonstrate courage in THIS instance? How did this person cross the THRESHOLD?

9. WRITING PROCESS, Continued  Once you have chosen a subject and brainstormed ideas, you can create a THESIS which will help you to keep focused on your WRITING GOAL when you write.  Once you do that, you can move forward and begin OUTLINING your ideas and DRAFTING the ideas, so that you can be ready to REVISE and EDIT next week.

10. THESIS CREATION  First, think about what a thesis is/does. It limits the focus of any piece of writing and establishes the main point about a subject.  Thesis statements should be specific and clear and should avoid general statements.  They should not be questions nor should they be confused with titles.  At least for this class, they should not include first person (I) and should not announce (this paper will…)

11. Thesis creation, continued  To create a thesis, begin by establishing the QUESTION you want your paper to answer. This question could be Why is X courageous, in the case of the unit 3 project.  When you begin the writing process, you may have many questions to ask, but if you can focus on the MOST important question you are trying answer in your paper, that will help you to create a thesis.  The ANSWER to your question is literally your thesis. If you can state the answer in 1-2 sentences, you have a focused, specific thesis.

12. Thesis creation, continued  Are these STRONG THESIS statements? 1. This essay will define courage. 2. Thomas Smith, a man of courage. 3. Thomas Smith was courageous. 4. Thomas Smith demonstrated courage by willingly risking his life to save others.

13. AMULETS AND ELIXIRS  What are they and how do they relate to your journey towards WRITING EXCELLENCE?

14. FIELD TRIP  All writers need the help of resources, whether it is our friends and teachers or even the services of writing tutors.  The KU Writing Center offers several resources that can help you to become stronger writers:  1. live tutors  2. paper review  3. Writing Reference Library  4. Writing Workshops

15. Field Trip  Take a FIELD TRIP to the KU Writing Center.  Locate information on ANY ONE area of weakness that you have in your writing. You may have a weakness with commas, or you may sometimes have problems with fragments.  Read that specific information.  Return to seminar and REPORT your findings.  Continue to use the Writing Center as a resource throughout your writing career.

16. GRAMMAR PRE-TEST  Remember to complete the Unit 2 Grammar Pre-Test by the end of the unit. It will not count towards your grade, but you will receive feedback on grammar issues you may need to work on in the coming weeks.  In units 3-8, you will review grammar and punctuation concerns and then take a Grammar Post-Test in Unit 8.

17. QUESTIONS?