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Prof. Victor Hugo Acosta taken from : The Process of Composition ( Reid , Joy,2000)

The Fundamentals of Writing. Prof. Victor Hugo Acosta taken from : The Process of Composition ( Reid , Joy,2000). The Audience. Who the audience is ? Needs and expections from the audience . What does the audience know about the topic ? What might the readers want to know ?.

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Prof. Victor Hugo Acosta taken from : The Process of Composition ( Reid , Joy,2000)

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  1. The Fundamentals of Writing Prof. Victor Hugo Acostatakenfrom: TheProcess of Composition(Reid, Joy,2000)

  2. TheAudience • Whotheaudienceis? • Needs and expectionsfromtheaudience. • Whatdoestheaudienceknowaboutthetopic? • Whatmightthereaderswanttoknow?

  3. TheWriter • Whattheyknowaboutthetopic, • Whatelsetheyneedtoknow, • Howtheywillfindthatinformation,, and • Howtheywillbestcommunicatethatinformationtotheaudience.

  4. SupportingTechniques • Facts • Usingfactstosupport a topicsentencerequires a writertobecertainthatthefacts are accurate and relevant. Authoritiesusagemakeit more believabletotheaudience.

  5. PhysicalDescription • Ourfivesenses – sight, hearing, smell, taste, and touch- are a source of detailabouttheworldaroundus.

  6. Personal Experience • Sometinexperincethemosteffectivesupport in a paragraphis a storyfromthewriter’sexperinceorfromanexperiencethewriterknowsabout.

  7. Methods of Development • Process: Describing a processrequiresthatthestudentsthinkabouttheexactsteps in thatprocess. • Chronologicalconnectorsthat can beused are: first, second, Thethirdstepis, Next, Then, Afterthat, and finally.

  8. Extended Definition • Explaining WHAT • (Themeaning of….)

  9. Cmparison- Contrast • These are methods of Developmentthat show likeness and/ordifferencebetweentwopersons, places,things, or ideas.

  10. Classification • Classificationparagraphs are theresult of thewritergroupinginformationintocategories(classes).

  11. Cause(s) and/orEffect(s) • Theyinvestigatewhythings are as they are, orwhysomethinghappened, ortheeffects of aneventor a situation.

  12. Decision-MakingforWriters • BeforeWriting: • Subject • Purpose and Audience • SubjecttoTopic • Effectivestrategiestocollectexamples and details, and thebestwaytopresentthem.

  13. DuringWriting • Selectingrelevant and interestingdetails • Clear and focusedtopicsentence. • Selectingtechniquestosupport and detail. • Choosingmethod of development. • Whatvoiceto use.(personality and attituderevealedtotheaudience)

  14. AfterWriting • Feedbeckfrompeers and teacher. • Revising and rewritingtheparagraph (basedonwriter’sown ideas and thefeedbackfromothereyes)

  15. Drafting • Revising and rewritingdraftsisthebasisforsuccessfulwriting. • Studentwritersmustbepreparedtowrite a “rough” draft, revise it, thencontinuetodraft and revise untiltheessayisreadyfortheaudience.

  16. OverallOrganization of theAcademicEssay • Anacademicessayis a series of paragraphsaboutonetopic; eachparagraph has specificfunctions. • 1. Introduction: • 1.1 introduce thetopic in anengagingway. • 1.2 Backgroundinformationaboutthetopic. • 1.3.State thethesis.

  17. Organization of theParagraph • 2. Body: • 2.1 explain • 2.2 define • 2.3 clarify • 2.4 Illustratethemainideaoftheessay, and to persuade theaudiencethatthewriter’s ideas and opinions are worthwhile.

  18. TheExplainingEssay • Explainwhat: writean extended definition of… • what a wordsuch as semanticsmeans • what a concept just as prejudicemeans.

  19. Explainhow: describe a process • Howto do a researchpaper • Howtomake a successful oral presentation.

  20. Explainwhy: use cause and effecttodiscuss • Whyanautomobileaccidentoccured. • Why global warmingisdestructive (effects)

  21. Selecting a topic • Writeaboutwhatyouknow. • Identify and analyzeyouraudience. • Decide onthe general and thespecificpurposes of theessay.

  22. TitlesforAcademicEssays • Toattractthereader. • Togivethereaderan idea of whattheessayisabout, • Toprovidefocusfortheessay.

  23. Otherguidelinesfortitles: • Do not use quotationmarks. • Do notput a period. • Center itonthe top of thefirst page. • Capitalizeeither, allletters in thetittleorcapitalizethefirstletter of allimportantwords.

  24. Tohighlighttitlles, do one of thefollowing: • Underlinethetittle: TheFootball Soccer • Italicizethetittle: The American Crisis • Boldfacethetittle: Publicschools in C.R. • Capitalizetheentiretittle: COFFEEHOUSES IN TURKEY

  25. TheThesisStatement • Itisthemost general, mostimportantsentence in theessay. • Itisthestrongest, cleareststatement in theessay. • Itislocated at theend of theintroductoryparagraph.

  26. Thethesisstatement • Itmustnotbe a simple sentence of fact. • Itwillnotbeexpressed as a question. • Itwillcontaincontrolling ideas todeveloptherest of theessay and guide thereader.

  27. Thesisstatement of opinionand/ orintent • Thesisstatements of intentstatejustthepurpose of theessay. Example: • HighSchoolEnglishProgramsrequirethreechnagestobeupdated.

  28. Thesisstatements of opinion • Itussuallycontainsthepurpose of theessay and evaluativewordssuch as: • Best, worst, valouable, unpleasant, boring, and so on.

  29. WritingConventionsfortheAcademicEssay • TheIntroduction: Effectiveintroductionsavoidtwoproblems: • 1.The apology, complaint, or personal dilemmabecauselimitsthecredibility of thewriter.

  30. TheIntroduction • 2. Thepanoramicbeginningisimpossibletonarrow a thesiswithout a break in unity.Examples: • Sincethebeginning of time…. • In thisworld of today….

  31. Thebody of theParagraph • Eachparagraphcontained in thispartisapproximately 125 to 175 words(fourtoeightsentences. • Liketheessayitselfeachparagraph has threeparts: a beginning(introduction, a middle (support), and anend (conclusion).

  32. Usingcitations in AcademicEssays • Mostmajorwritingassignmentsrequirestudentsto do researchthatis , toidentify, locate, and readmaterialswrittenbyothers. • Academicreadersvaluethe use of material outsidethestudents’ personal experience.

  33. UsingCitations in AcademicEssays • In –textcitations: a briefreferencetotheauthorthatimmediatelyfollowstheauthor’s ideas and/orwords in thetaxt of thestudent’spaper. • End- of textcitation: a complete referencetotheauthor and the material wheretheauthor’s ideas are located. End- of textcitations are listedalphabeticallybythelastname of theauthoron a Reference page at theend of thestudent’spaper.

  34. TheConclusion • Guidelines: • 1. Concludingconnector(In conclusion,) • 2.Look back tothethesis. • Narrowstatementthat links tothelastbodyparagraph. • Summarizemain ideas fromthebody. • Considerone of these: a prediction, recommendation and/orsolution.

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