Conduct research to focus in on your topic if research is necessary or required. Make an outline, in addition to asking your instructor questions and the five steps listed above, know where you can go for additional help with meeting assignment requirements or with your writing in general. For example, if your school has a writing lab, you should know when and how to utilize. When you can break down an assignment to understand what is expected of you through knowing which questions to ask, your final paper is much better. It also allows you to formulate a plan to tackle each step in the writing process in a timely manner to assure you meet deadlines for turning in your assignments. Dramatic writing, english / film 4Instructor: leonard Kamerling, email: course description: English / Film 488 introduces students to the craft of dramatic writing for film and theater. .
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For the level of information, think about what your audience already knows and what it does not know. From this, you can focus on the details you need to make your argument or point. Do you need to do any research? Some writing assignments might have clear instructions about what is expected of you when it comes to research how many sources, types of sources, documentation style to follow—but sometimes this is not expressly stated. The essay focus and scope of the assignment helps you determine if research is necessary. If it is, make a plan for conducting research, and determine how you intend to find valuable sources of information. Steps to take before writing, once you have a pretty good understanding of a writing assignment, you can start preparing to write. Make sure to follow the steps below to make writing your paper or essay a smoother process. Ask your instructor questions about anything you do not understand. Mark down the due date of the writing assignment. Make a plan for completing each step of the assignment, including goal dates.
Showing relationships: apply, cause, compare, contrast, relate. Interpreting information: analyze, argue, access, evaluate, justify, prove, respond, support, synthesize. Who is the audience of the writing assignment? While it is easy to view your instructor as the audience, this is not the best way to approach an assignment. Your instruction is going to read what you write, but the way in which it is read focuses on your understanding of the assignment or material and agreement your ability to write coherently and effectively about. In most cases, you want to think of your audience as someone who can follow and understand a logical argument but does not possess expert knowledge on the topic and scope of your writing assignment. Writing a paper to a specific audience involves determining your tone and the level of information you provide. When choosing the tone, decide if a conversational or more formal tone is appropriate. From there, focus on using the right words without forcing bigger words into the content simply because you think they sound more intellectual.
Are you being asked to take something you learned in class or reading and look at it differently? To apply what you learned? Are you being asked to prove a point? Take one side of an argument? What lessons, topics and things your instructor does in class help clue writing you into the purpose? Identifying action verbs can help you answer these questions. Common words you may encounter are listed below along with what is probably expected. Providing information: define, explain, illustrate, summarize, trace, essay research.
Questions to ask yourself. There are a few additional questions to ask that help shed light on what is expected of you. Asking these questions makes forming your approach, generating ideas and focusing your writing assignment much easier. Why are you being asked to do this particular writing assignment? While any assignment, in part, is to show your understanding and provide a way in which to give you a grade, there is also an additional purpose behind the it as well: to facilitate a learning experience. If you can identify what your instructor expects you to learn—the purpose, plan or approach—your understanding of what is expected is much greater. Questions you might ask include the following: What is the purpose of this writing assignment? Are you researching a topic to give an overview?
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The task of the overall assignment: This part of instructions is important, so read extra carefully. The task of the assignment often includes strong actions verbs. These verbs let you know how to think about your topic and specify the tasks of the assignment the who, what, when, where and how. Questions or areas to contemplate: This part of instructions is meant to start your thinking process, to help you decide what questions to ask as you formulate your topic and ideas. While any questions or things to think about might not be requirements, they are usually suggestions that put you on the right path. Style tips and formatting requirements: Instructions for writing assignments are also likely to include tips on the style and tone you should take and any specific formatting requirements.
Instructions might include phrases like stay concise, use descriptive language or argue effectively. If research is required, what citation and style method (apa, mla, chicago manual of Style, ap, etc.) you are expected to follow is made clear. In addition, specific spacing, margins, paper essay or word length and other stylistic and formatting guidelines might appear in this section. While all writing assignment instructions do not follow this format exactly or do not present the information in the same order, most sets of instructions include this information. Reading carefully and understanding expectations helps you write effectively.
Feel free to stop by the department to talk with faculty about the writing classes they teach. For a listing of the new course ids, click here. View Worksheet, regardless of the writing assignment, topic or class, understanding the assignment and knowing what questions to ask affects your ability to meet expectations and write an effective paper or essay. Keep in mind that most academic assignments are asking you to make an argument, even when the argument is not specifically asked for in the instructions. Making a convincing argument is the goal of most academic writing assignments. The first step in understanding is reading instructions or prompts carefully and asking questions about anything you do not understand.
Next, there are several questions to ask to know what is required or expected in several areas. Throughout the entire process of reading, understanding and asking questions, make notes of important aspects of the assignment. Reading writing assignments carefully, any time you are given a writing assignment, the very first thing you should do is read through the instructions. This should be done immediately; the sooner you know and understand what is expected, the sooner you can begin writing. A majority of writing assignments given to you by an instructor follow a general format: An overview: The overview generally consists of a basic explanation of or discussion on the subject of the assignment. It might introduce the topic in basic terms or bring up related class material or lectures to help guide you.
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Students who enjoy writing and their writing courses often go on to take creative writing courses. The English Department offers a number of creative writing courses in poetry, fiction writing and advanced prose as well as journalism. Students in the creative writing courses have a chance to prepare their works for student publications or join the poetry Slam team. Students in engl-214: Introduction to journalism write, edit, and publish. Communiqué, the colleges newspaper. Engl-214 offers members a hands-on, workshop approach as students learn how to report for, edit, and publish a newspaper by doing just that. We print 4,000 to 6,000 copies per edition, reaching a substantial audience of students, faculty and staff at queensborough. For a detailed description the of the English departments Writing courses, refer to the.
If you choose to take part in a learning Community two or more linked courses you can select a writing course holiday based around a particular topic, such as Out of the Classrooms, Into the Streets or people watching. For those students majoring in Digital Art and Design, the English department offers. Engl-103: Writing for New Media in place of engl-101. Students in engl-103 do readings and writings about topics relating to visual culture, digital culture, and the intersections of technology and media. In engl-102, your readings will be drawn from different literary genres poetry, drama, and fiction and your writing assignments will help you to respond to different texts and continue to improve your academic writing skills. Students also have the opportunity to enroll in a learning Community designed around a special theme. For example, you might take an English 102 course linked with a psychology course in which you look at Unspeakable narratives and Unconscious Motives. You can also take english courses which are themselves designed around a special theme, such as Hip-Hop and Literature: Histories and Connections. The natural and Supernatural in Art and Literature.
that it has been, in fact, an effective and fun assignment, for both my students and me, and thus I share it here, along with an analysis. Click here to read this article from This rough Magic. Smartphone and Tablet users click here to sign up for our weekly email, related. When you take a writing course at queensborough, you are taking a writing course in one of the most diverse colleges in the world, in one of the great cities of the world. Writing courses take advantage of this fact in the ways that students are invited to bring their own perspectives and experiences to their writing and encouraged to explore the world around them through their reading and writing assignments. All students at queensborough Community college must take the two courses that make up the first-year writing requirement: engl-101: English Composition i and, engl-102: Introduction to literature. In engl-101, you will learn the basics of academic writing by reading nonfiction and writing essays in response. You will also most likely be reading and responding to other students work as well.
However, it is not always the case that i am able to work with the resources of the Theatre department or with the expertise of practicing theater professionals such. Lingan, who is a director as well as a theater historian. Often i am on my own, teaching medieval drama to English majors in an English department, as I suspect many other people who teach medieval drama are. But I still want students to move from the page to the stage, and to think of the cultural contexts of performance in the past and in our present, especially since so much of medieval dramas richness is only apparent in the fullness of its. Thus I have devised various writing assignments to teach and encourage students to think contextually. This essay discusses the major project I have assigned in my undergraduate medieval drama courses in the department of English at both ucla (where i earned. And taught as a lecturer) and the University of Toledo, where i am now an Associate years Professor of English. I include a revised version of the assignment guidelines in the appendix to this article. The title of this essay, the best paper assignment ever!, is a direct"tion from one of my toledo students on the day i passed out the instructions that semester.
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The best Paper Assignment ever! Teaching Medieval Drama Through Writing. Fitzgerald, this rough Magic, vol. Timothy Wright plays Herod in a medieval Christmas photo by tom Sheridan. Introduction: In Spring 2010, i had the pleasure of team-teaching a course on medieval drama then and now, in its historical contexts and in modern performance. I collaborated with a colleague in the department of Theatre and Film at the University of Toledo,. That course was associated with a concomitant performance of selections from summary the Chester Cycle here at the University of Toledo, a portion of which we took to toronto for the performance of the complete cycle in may, 2010. Though our students were not members of the cast and crew, we still linked the course to the performance through various assignments in which the class members served as assistant dramaturgs for the production.