English 104 Lab
Language Arts Center | Reading Lab | Writing Lab | ESL Lab | English 1L Lab | Electronic Classroom
Writing Coordinator, Nancy Wambach
Staff, Barbara Rodriguez
(408) 274-7900 x6858
| Lab # |
Objective |
Focus |
#1 |
-
To use free writing as a means of generating a specific focus or point of view
-
To write a developed composition
|
Prewriting |
| #2 |
To recognize and correct sentence fragments, run-ons, and comma splices in your own writing
|
Thesis Statements/Topic Sentences |
#3 |
- To introduce the concepts of unity and coherence in writing
- To use conjugations and other linking words effectively
- To organize your thoughts in a clear, unified composition
- To locate and review awkward, repetitive sentence constructions
|
Unity and Coherence |
#4 |
- To learn the Rhetorical Strategies (methods of development) used most frequently by writers
- To write an essay using Example and Illustration as a Rhetorical Strategy
|
Organizing ideas into paragraphs, using a logical sequence |
#5 |
- To organize and write fully developed introductory paragraphs that lead to a specific thesis
- To defend your thesis with at least two supporting paragraphs
- To place your major discussion points into perspective with your thesis in a satisfying concluding paragraph
|
Introductions and Conclusions |
#6 |
- To review the Rhetorical Strategies as methods of achieving clarity and coherence in writing
- To write an essay using Cause and Effect as a Rhetorical Strategy
- To recognize that Cause and Effect can be combined with Example and Illustration or Argumentation
|
- Organizing a Cause and Effect essay logically and coherently
- Clarifying your purpose for the reader
|
#7 |
- To write a persuasive essay using Argumentative as a Rhetorical Strategy
- To include Example and Illustration or Cause and Effect to support the argument
- To use logic and reasoning rather than emotional appeals
|
Organization, coherence, logic |
#8 |
- To improve Revising and Editing skills
- To write numbers and abbreviations correctly
- To use homophones correctly
|
Practice Revising and Editing skills |
| #9 |
To plan and write a short essay under pressure (a specific time period)
|
Timed Essay Writing |
#10 |
- To learn the skills of summarizing and paraphrasing
- To prepare and share a summary
- To prepare and share a paraphrase
|
Practicing new skills: integrating paraphrases and summaries |
| #11 |
To pre-write, plan and compose an argumentative essay on whether sex roles are determined by society or biology
|
The Writing Process: Drafting, Revising, Editing |
#12 |
- To develop a sensitivity to word choice, particularly racist and sexist language
- To increase one’s awareness of how using words that carry negative connotations affect the precise communication
- To encourage effective word choice
|
Language Sensitivity, Word Choice |
#13 |
- To pre-write, plan, and compose a short composition modeled after the English
- Departmental Final Examination
- To practice writing in parallel sentence structures
|
Planning and Composing in a Timed Situation |
| #14 |
To pre-write, plan, and compose a short composition modeled after the English Department Final Examination |
- Planning and Composing in a Timed Situation
- Essay Revisions and Portfolio Preparation
|
