writing the paragraphs in the first draft - Pearson Learning Solutions

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$College of Marin Study Guide for Math 95 A,B - Pearson Learning ...$

90 Part II • The Writing Process Topic Sentences a. “Mandatory community service” is a fairly new and often misunderstood concept. b. Certainly, the conditions in many communities signal serious need. c. Here’s the story of one student’s community involvement. d. There are, though, many other kinds of programs in which students can become involved. e. Indeed, a single program offers students numerous opportunities. f. Such involvement can have a real impact on students’ lives. g. This is the way mandatory community service might work on this campus. h. However, the college could adopt two very different approaches—one developed by a university, the other by a community college. i. In any case, the college should begin exploring the possibility of making community service a graduation requirement. 6. Select one of the topic sentences listed in activity 5. Use individual or group brainstorming to generate support for it. After reviewing your raw material, delete, add, and combine points as needed. Finally, with the thesis in mind, write a rough draft of the paragraph. 7. Imagine you plan to write a serious essay on one of the following thesis statements. The paper will be read by students in your composition class. After determining your point of view, use any prewriting techniques you want to identify the essay’s major and supporting points. Arrange the points in order and determine where background and/or transitional paragraphs might be helpful. a. Society needs stricter laws against noise pollution. b. The traditional lecture format used in many large colleges and universities discourages independent thinking. c. Public buildings in this town should be redesigned to accommodate the disabled. d. Long-standing discrimination against women in college athletics must stop. 8. Use any of the techniques described on pages 76–81 to revise the opening and closing paragraphs of two of your own papers. When rewriting, don’t forget to keep your purpose, audience, tone, and point of view in mind. 9. Reread Harriet Davids’s first draft on pages 83–84. Overall, does it support Harriet’s thesis? Which topic sentences focus paragraphs effectively? Where is evidence specific, unified, and coherent? Where does Harriet run into some problems? Make a list of the draft’s strengths and weaknesses. Save your list for later review. (In the next chapter, you’ll be asked to revise Harriet’s draft.) 10. Freewrite or write in your journal about a subject that’s been on your mind lately. Reread your raw material to see what thesis seems to emerge. What might your purpose, audience, tone, and point of view be if you wrote an essay with this thesis? What primary and secondary points would you cover? Prepare an outline of your ideas. Then draft the essay’s body, providing background and transitional paragraphs if appropriate. Finally, write a rough
Chapter 6 • Writing the Paragraphs in the First Draft 91 version of the essay’s introduction, conclusion, and title. (Save your draft so you can revise it after reading the next chapter.) 11. If you prepared a first draft in response to activity 3 in Chapter 5 (page 62), work with at least one other person to strengthen that early draft by applying the ideas presented in this chapter. (Save this stronger version of your draft so you can refine it further after reading the next chapter.) 12. Referring to the outline you prepared in response to activity 5 or activity 6 in Chapter 5 (page 62), draft the body of an essay. After reviewing the draft, prepare background and transitional paragraphs as needed. Then draft a rough introduction, conclusion, and title. Ask several people to react to what you’ve prepared, and save your draft so you can work with it further after reading the next chapter.
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writing the paragraphs in the first draft - Pearson Learning Solutions

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