Using a formal tone of VOICE as a writer presentation
Student Brush-up Notes Guide handout
Process
As review , complete What’s My Assignment?, Hint: key words in assignment instructions match with rhetorical styles.
Thinking Rhetorically: Focus on Audience, Tone, and Message
Having just completed a review practice of author’s purpose and related rhetorical patterns of organization, now return to consider more closely the other aspects of rhetorical analysis -- Audience, Tone, and Message. Revisit the Rhetorical Analysis Prezi, focusing on Audience, Tone, and Message.
Using a formal tone of VOICE as a writer presentation
Specific ways to make writing more formal.
Tone of VOICE practice to engage with recognizing how choices about words and details affect voice in writing
Student Brush-up Notes Guide handout
Process
Practice what you’ve learned so far about academic writing as you engage with the writing process. In workshop fashion, pre-write, draft, revise, edit. NOTE: This is a writing assignment that asks you to compare and contrast two texts, so think carefully about how to use the annotations and diagram notes and summary to recognize how the two texts are similar and different and how to best organize the supporting details.
Writing Assignment: How are the two texts we read today similar and different? Consider for each their topic as well as the major supporting details. Explain how they are similar and different in a one-paragraph analysis. Write in a formal tone of voice for an academic audience. Consider your purpose for writing and engage in the full writing process. (You should refer to the annotated texts and your notes. You may use the Academic Writing: Choosing pattern(s) to fit purpose as you pre-write and draft.)
The group will pause with about 15 minutes left and students will use the Writing Scoring Rubric to either self- or peer-assess their current drafts.
Students will, on the final day of the brush-up, during the assessment, choose to complete the writing process for one of the pieces of writing (maybe today’s) for which they have started the writing process on days 1-3.
(NOTE: For all Brush-up writing assignments: Emphasis is on conveying to students that formal academic writing is a process that occurs over time. Because of the condensed time-frame of the Brush-up, it is possible that not all assignments will be taken to a fully revised and edited final draft within the Brush-up class time. On the last day of the Brush-up, as part of the assessment, students will have the opportunity to take one of these writing assignments to the final draft stage. If students want to have feedback on a final draft [strongly recommended] before being assessed on last day, they should complete the final drafts as homework and submit to instructor by next Brush-up meeting. Writing Scoring Rubric)