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(via The Tweet as a Genre: The Challenge of 140 Characters)

#genre #twitter #writing #concise #eng101

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Journal #1 Prompt

Students: make sure you've read the assigned Forbes article on "Scannable Content" before creating your first post:

Acknowledge that writing is hard. Write it down. Then write about how you’re going to make writing happen. How will you find the balance in yourself to combine willpower with relaxation, stubbornness with joy? Write about how you’ve struck this balance in the past, with writing, a sport, a musical instrument—anything you’ve successfully learned to do.

References:

Heffron, Jack. The Writer’s Idea Book. Cincinnati: Writer’s Digest Books, 2000. Print.

Heffron, Jack. The Writer’s Idea Workshop. Cincinnati: Writer’s Digest Books, 2003. Print.

Rekulak, Jason. The Writer’s Block. Philadelphia: Running Press, 2001. Print.

#eng101 #uncw #writing prompt #journal1

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How to Study Like a Harvard Student

Taken from Sophia Chua-Rubenfeld, daughter of the Tiger Mother

Preliminary Steps 1. Choose classes that interest you. That way studying doesn’t feel like slave labor. If you don’t want to learn, then I can’t help you. 2. Make some friends. See steps 12, 13, 23, 24. General Principles 3. Study less, but study better. 4. Avoid Autopilot Brain at all costs. 5. Vague is bad. Vague is a waste of your time. 6. Write it down. 7. Suck it up, buckle down, get it done. Plan of Attack Phase I: Class 8. Show up. Everything will make a lot more sense that way, and you will save yourself a lot of time in the long run. 9. Take notes by hand. I don’t know the science behind it, but doing anything by hand is a way of carving it into your memory. Also, if you get bored you will doodle, which is still a thousand times better than ending up on stumbleupon or something. Phase II: Study Time 10. Get out of the library. The sheer fact of being in a library doesn’t fill you with knowledge. Eight hours of Facebooking in the library is still eight hours of Facebooking. Also, people who bring food and blankets to the library and just stay there during finals week start to smell weird. Go home and bathe. You can quiz yourself while you wash your hair. 11. Do a little every day, but don’t let it be your whole day. “This afternoon, I will read a chapter of something and do half a problem set. Then, I will watch an episode of South Park and go to the gym” ALWAYS BEATS “Starting right now, I am going to read as much as I possibly can…oh wow, now it’s midnight, I’m on page five, and my room reeks of ramen and dysfunction.” 12. Give yourself incentive. There’s nothing worse than a gaping abyss of study time. If you know you’re going out in six hours, you’re more likely to get something done. 13. Allow friends to confiscate your phone when they catch you playing Angry Birds. Oh and if you think you need a break, you probably don’t. Phase III: Assignments 14. Stop highlighting. Underlining is supposed to keep you focused, but it’s actually a one-way ticket to Autopilot Brain. You zone out, look down, and suddenly you have five pages of neon green that you don’t remember reading. Write notes in the margins instead. 15. Do all your own work. You get nothing out of copying a problem set. It’s also shady. 16. Read as much as you can. No way around it. Stop trying to cheat with Sparknotes. 17. Be a smart reader, not a robot. Ask yourself: What is the author trying to prove? What is the logical progression of the argument? You can usually answer these questions by reading the introduction and conclusion of every chapter. Then, pick any two examples/anecdotes and commit them to memory (write them down). They will help you reconstruct the author’s argument later on. 18. Don’t read everything, but understand everything that you read. Better to have a deep understanding of a limited amount of material, than to have a vague understanding of an entire course. Once again: Vague is bad. Vague is a waste of your time. 19. Bullet points. For essays, summarizing, everything. Phase IV: Reading Period (Review Week) 20. Once again: do not move into the library. Eat, sleep, and bathe. 21. If you don’t understand it, it will definitely be on the exam. Solution: textbooks; the internet. 22. Do all the practice problems. This one is totally tiger mom. 23. People are often contemptuous of rote learning. Newsflash: even at great intellectual bastions like Harvard, you will be required to memorize formulas, names and dates. To memorize effectively: stop reading your list over and over again. It doesn’t work. Say it out loud, write it down. Remember how you made friends? Have them quiz you, then return the favor. 24. Again with the friends: ask them to listen while you explain a difficult concept to them. This forces you to articulate your understanding. Remember, vague is bad. 25. Go for the big picture. Try to figure out where a specific concept fits into the course as a whole. This will help you tap into Big Themes – every class has Big Themes – which will streamline what you need to know. You can learn a million facts, but until you understand how they fit together, you’re missing the point. Phase V: Exam Day 26. Crush exam. Get A.

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Words and Phrases to use Instead of "And"

Words and Phrases to use Instead of “And”

Words and Phrases to use Instead of “And” Hi dear English learners! Are you writing an essay? Or an email? You must admit, it can be pretty hard to express your thoughts in writing sometimes but guess what. Here are some linkers to help you do that. If you are acquainted with a variety of linking words and phrases to connect your ideas, the readers will be able to follow your train of…

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Types of study breaks for every situation

I've tried to gather some study breaks tips for every situation

Hope that it would be useful for ya !

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Research Proposal:Due OCTOBER 28TH for Tues-Thurs Class Due October 31st Friday Class

Memo

To: Matt Wedlock

From: YOUR NAME HERE

Date: (use the date due)

Re: Final Project Proposal (your proposal title goes here)

Project Purpose

State the purpose of your project. Be sure to explain why the project is useful and/or interesting, how it connects to this class, how it connects to your major/goals/ideal job/intellectual interests, etc.

Project Background

Give some background on the topic (or, what you know so far). [Note: acknowledging how little you know can be an effective rhetorical move, for it shows you what you need to research!] Identify a series of questions that will inform your research. [Explain them in the proposal.]

Project Methods

Delineate the methods you will use to conduct your research: Library investigation of primary and secondary sources? Interviews with experts on campus or in the community? Field research with student or community populations? [Note: Be as specific as possible, providing the names of key sources and potential interviewees as well as the rationale for why these methods will serve your needs. Also be creative, and think “outside the box” on how you can make this fun!]

Project Audience

Identify the audience for your product and how you will design your project and product for this audience and with their needs and interests in mind. Yes, I am part of that audience. But your audience will, depending on what you are proposing, be much larger.

Be as detailed as you can at this point about whom you imagine your audience to be, and how you will attend to that audience as you work on your final project. Attending to your audience might mean building in project time to interview people, conduct surveys, do deep literature reviews, do online research, etc.

Project Calendar

Set up a timeline for your research. [be sure to identify the steps of your process. This aspect is the one common denominator in all research proposals, no matter what the disciplinary or professional field.]

To create a calendar for your project work, identify project milestones and deadlines.

Build in your specific deadlines.

#proposal #prompt #assignment #inspiration

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Developing a Tentative Thesis

Rather than say, “Advertisers often use sexist ads,” tell us something we don’t know. Perhaps you could shed new light on an old subject: “Although long criticized for their sexist portrayal of women in TV commercials, the auto industry is just as often guilty of stereotyping men as brainless idiots unable to make a decision.” The first statement stimulates “Ho hum,” the other “Oh, yeah? I’d like to know more about that.”

The thesis statement is your promise to the reader and to yourself.

For today’s assignment, please focus a tentative thesis by first deciding on a specific audience and a specific purpose.

Your specific audience: Your specific purpose: Your tentative thesis:

ms-k-lane

Great example

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Narrowing a topic into a thesis

Before you begin drafting an argument paper, you need to do two things: pick an audience that might listen to you or should listen to you and decide what you will be arguing. The following prompts should help you focus your argument from a broad topic to a position on a narrow aspect of that topic.

What is your topic? (for example, single sex education)

What are three controversies associated with this topic? (for example, the constitutionality of single sex public schooling; the purpose of single sex schooling; the educational and experiential benefits of single sex schooling)

What are three questions people might ask about these controversies? (e.g., Is it constitutional for the public school system to fund a single sex institution? Can boys and girls receive a better education if they are schooled separated? Can sexism within education be alleviated through single sex schooling?)

Which question are you most interested in exploring? Now list several ways people might respond if you asked them your question. (e.g., Can boys and girls receive a better education if schooled separately? No, and besides it is legalized segregation. No, it does not prepare them to live together in the real world. Yes, studies have demonstrated the benefits of single sex schooling.)

Now decide where you stand in this range of responses. Think of a thesis that expresses your view. Write out your thesis and revise it until it is specific, has a stance, and makes one clear point. (e.g., Contrary to popular opinion and even well-meaning opposition, single sex schooling eliminates the devastating effects of sexism within the classroom and thus provides lasting benefits to young students.)

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