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USC 1098 Experience as A Writer Essay
USC 1098 Experience as A Writer Essay
Order ID# 45178248544XXTG457 Plagiarism Level: 0-0.5% Writer Classification: PhD competent Style: APA/MLA/Harvard/Chicago Delivery: Minimum 3 Hours Revision: Permitted Sources: 4-6 Course Level: Masters/University College Guarantee Status: 96-99% Instructions
USC 1098 Experience as A Writer Essay
USC 1098 Experience as A Writer Essay
– You must discuss the writing concepts and include examples of the concepts as you identify them in the writing samples we’ve read in class, with detailed explanation to support your ideas about the writing concepts.
Your draft should run approximately 1,150 to 1,500 words or 4 to 6 double-spaced pages. You do not need a Works Cited unless you use sources from outside the class.
You might plan your draft something like this:
Plan to discuss the concepts that are important for a writer to know when writing in different situations — which, if any, are more important for writers to consider than others, and which order of importance would you put them if any? Which concepts are connected most closely and can you provide an example?
What are examples from the readings you can use to support your points about these concepts?
What did you say about the writing concepts in the assignments throughout Project One so far? What points did you make in those assignments that you might expand on for your draft?
Are there ideas about writing you brought to this class that you can compare to your growing knowledge of the writing concepts and what strikes you as important to keep or to discard from that prior knowledge?
Why do you think the rhetorical situation is an important foundation of knowledge for writers?
What does a writer need to know when approaching a writing situation? What knowledge will that writer be able to draw upon to develop their writing for a situation they’ve never been in before?
What knowledge about writing matters most, based on what you’ve learned so far and what you think overall, for a writer to be successful?
Be sure you support your points or claims about what’s important in writing with examples from the course reading so far. Use those examples to illustrate or “prove” a point rather than leaving it up to your opinion. Remember, this is an analysis essay, so analyze the writing you are learning about and include some interpretation or assumption, but stay clear of personal opinion that isn’t supported by evidence or examples.
-In this project we’ll explore common assumptions, beliefs, and knowledge about writing that we all share. When we approach a writing task, we all bring our “prior” with us – prior knowledge, prior beliefs, prior assumptions — and our attitudes toward what we think the role of writing is in our lives, both in and out of school. Since writing knowledge – like all knowledge – is socially constructed, it is easy to make general assumptions about what writing should entail or what makes some writing better than other writing. We will explore what it means to write in our society, as everyday writers who continue to learn and to make knowledge about writing. And we’ll begin to explore the knowledge we must continue to develop to contribute to the writing in our lives, academically, professionally, individually, and socially.
This first project will focus on the concepts of rhetorical situation and related concepts of purpose, audience, genre, and context, among others. It will also focus on practices of writing, such as drafting and revising, reflection, engaging in effective peer review, and other practices commonly used by writers in academic, workplace, and other everyday writing situations. By studying these key rhetorical concepts and examining practices of writing – our own and that of other writers – we’ll begin to develop a framework of writing knowledge that can be adapted effectively to any current or future writing situation.
The guiding question for writing the analysis essay in this project is: “What do I know about writing in different writing situations, and what writing knowledge will help me write for any situation, in college and beyond?”
– also includes a 2- to 3-page reflection essay
Project One Reflection
This reflection is a space for you as a writer to consider the knowledge about writing you have developed through working on this project. As you reflect on P1, explain some of the decisions you made, why you made them, and what you believe about yourself as a writer at this point. Your reflection should be 2- to 3-pages double spaced (must be at least two full pages). Use the following prompts to guide you:
How did understanding the concepts of writing help you articulate what was important to you as a writer?
What surprised you about what you know about writing, as you worked through your project?
Which writing concepts have you found more difficult to explain or connect to others, and why? Which are easier to explain, and why do you think that is?
How do you think your knowledge about writing concepts is evolving through this project, and what other kinds of writing have you done or do you think you will do in future that will benefit from this knowledge you are developing?
How did you choose to structure your analysis essay in writing about these concepts, and why did you structure it the way you did? Do you think that approach to this writing situation worked for you or would you make it more effective if you had time to revise further?
What did you think was the greatest challenge in Project 1 and what did you learn from that challenge that you can take forward to Project 2? As a writer with decisions to make about your writing, what might you do differently in your next writing situation?
USC 1098 Experience as A Writer Essay
USC 1098 Experience as A Writer Essay
RUBRIC
Excellent Quality 95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support 91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology 58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%
37-1 points The background and/or significance are missing. No search history information is provided.
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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USC 1098 Experience as A Writer Essay
