Transcript Document

CM 220
College Composition II
Unit 5:Understanding Your
Audience
Jen Gann
General Education, Composition
Kaplan University
1
Assignments
UNIT 5
2
What to do this week. . .
• Reading: Introduction to unit, The
Kaplan Guide to Successful Writing, ch. 7
(audience) and 22 (persuasive essays),
Writing Center resources on audience,
logical fallacies, supporting an argument,
and formal vs. informal writing
• Tech Lab: Podcasts and videos
3
Invention Lab
• This week’s Invention Lab will include the first
component of your final project portfolio, the
formal letter.
• Write two messages to audiences, one formal
and one informal.
• Write one response to a classmate. Include an
actual response to the formal message, then
analyze the effectiveness of both messages.
4
The next step
AUDIENCE, PURPOSE, AND
STYLE
5
Audience
• Why is paying attention to your audience KEY to
successful persuasion?
• Who is the audience you would like to communicate to?
• What do you know about them and what do you need to
know about them?
• What do you want to communicate to that audience?
• How can you best communicate your information to that
audience?
6
Purpose
• What are your goals for writing the
message?
• What would you like to persuade your
audience to do or to believe?
• What is the most effective means of
achieving your purpose?
7
Formal vs. Informal Writing
Formal
•
•
•
•
•
•
•
8
Avoids slang
Avoids personal references (I, me,
etc.)
Avoids shorthands like texting
abbreviations and contractions
Speaks to professional audience
Uses Standard American English
May use language for specific field
(“What is the Difference between
Formal and Informal Writing,”
2012)
Informal
• Often uses slang or makes
personal references
• Less concerned with
grammar, spelling, and
mechanics
• Examples include texting,
personal e-mails,
Facebook posts
Letters to the Editor
9
Washington Post Editorial
Guidelines
• Submission format: letter or e-mail (not as
attachment)
• Length: 200 words or less
• Purpose: Response to an article or other
item from the WP
10
Other WP recommendations
• Edit carefully for errors in grammar and
punctuation
• Fact check carefully!
• Include contact information
• “Disclose any personal or financial interest in the
subject matter of their letters” (Washington Post
editors, 2011, para. 2).
11
Other Tips for Writing Editorial
Letters
• Keep it short and simple (maximum 250 words)
• Let readers know who you are
• Know that editors have right to alter your
submission
(University of British Columbia, n.d.)
12
Letters to the Editor: Topics
• Pappas, G.A. (2012, January 2). Closing the
suspension gap in D.C.-area schools. [Editorial].
The Washington Post.
• December 30, 2011 “No Simple Solution to
Universities’ Budget Woes,” which are selected
readers’ responses to a Washington Post article
published on December 27, 2011, titled
“Investment in Public’s Ivory Towers Is Eroding”
13
Pappas letter
• Does he agree or disagree with the ideas
expressed in “Wide Gaps in School
Discipline”?
• What information does Pappas disclose
about himself in the letter? Does this
strengthen his argument?
14
Universities’ Budget Woes
• Which of the four responses to the
“Investment in Public’s Ivory Towers is
Eroding” article do you find the most
effective and why?
• How do the editorial writers differ in their
reactions to the article?
• How do they support their claims?
15
Letters to the Editor: Discussion
•
•
•
•
Are these letters effective?
What is the argument each makes?
Are the authors and publications credible?
Are the facts that the authors use credible? You can go to
FactCheck.org to read credible information on this topic.
• Select at least one argument in each letter that you can
verify, or not, and discuss how this adds to or detracts
from the writer’s argument.
16
Selecting An Audience
• What newspaper might be most
appropriate?
• How can I learn more about that
newspaper?
• Other recipients could include local
politicians, state legislators, or
organization leaders
17
Informal Message
18
What other forms might I use to present my
big idea to a wider audience?
•
•
•
•
•
19
Post on Facebook page
Blog post
Email to friend
Flyer to distribute to community
Twitter feed
Helpful Writing Center Tutorials
Topic
URL link to Archive
Audience and Purpose
http://khe2.acrobat.com/p19397839/
?launcher=false&fcsContent=true&pb
Mode=normal
Developing Ideas
http://khe2.acrobat.com/p35695303/
?launcher=false&fcsContent=true&pb
Mode=normal
Avoiding Writer’s Block
http://khe2.acrobat.com/p13592508/
?launcher=false&fcsContent=true&pb
Mode=normal
20
Extra, Extra!
SENTENCE STRUCTURE
AND COMMAS
21
Run-ons and Comma Splices
Run-ons and comma splices are terms describing two independent
clauses that are joined together with no connecting word or
punctuation to separate the clauses.
Incorrect (run-on): They weren't dangerous criminals they were
detectives in disguise.
Correct: They weren't dangerous criminals; they were detectives in
disguise.
Incorrect (comma splice): I didn't know which job I wanted I was
too confused to decide.
Correct: I didn't know which job I wanted, so I was too confused to
decide.
22
To correct. . .
1. Join the two with one of the coordinating conjunctions (and, but, for, or, nor, so, yet), and use a
comma before the connecting word.
_________________________, and _________________________.
(He enjoys walking through the country, and he often goes backpacking on his vacations.)
2. When you do not have a connecting word (or when you use a connecting word other than and,
but, for, or nor, so, or yet between the two independent clauses) use a semicolon (;).
__________________________;_____________________________.
(He often watched TV when there were only reruns; she preferred to read instead.)
or __________________________; however,____________________.
(He often watched TV when there were only reruns; however, she preferred to read instead.)
3. Put a period between the two independent clauses and make them separate sentences.
4. You can turn one of the independent clauses into a dependent clause as well:
While she preferred to read, he often watched TV when there were only reruns.
23
Fragments
A fragment is a dependent clause or phrase punctuated
as if it were a complete sentence:
Which help screen his yard from the street.
Having driven across the desert.
To correct, simply join to another sentence:
He enjoys flowers and shrubs, which help screen his yard
from the street.
Having driven across the desert, we enjoyed the cool
weather.
24
Commas
When to use
• Before coordinating
conjunctions
• After introductory words,
phrases, and clauses
• To separate items in a series
• To set off “nonessential” items
25
When not to use
• Between subject and verb or
verb and object
• After coordinating
conjunctions
• Before coordinating
conjunctions that don’t link
independent clauses
• To set off essential phrases and
clauses
• Before the first or after the last
item in a series
Incorrect comma usage
• Numerous psychological and social
factors, have a strong influence on how
people age.
• She enjoyed gardening, and exercising.
• People, who are good shoppers, spend
many hours planning their purchases.
• She enjoyed, gardening, exercising, and
traveling.
26
Examples of correct usage
• Everyone in our class was assigned to an editing
group, but only three of the groups could work
together efficiently.
• While waiting to put my tax return in the box, I
began to lose my temper.
• She bought pens, pencils, and paper at the
supply store.
• Susie, who is a nurse, wanted to go to the beach
for vacation.
27
References
The University of British Columbia. (n.d.) Writing an effective opinioneditorial piece or letter to the editor. Retrieved from
http://www.publicaffairs.ubc.ca/services-for-ubc-faculty-staff/writing-aneffective-opinion-editorial-piece-or-letter-to-the-editor/
Washington Post editors. (2011, November 11). How to send a letter to the
editor. The Washington Post. Retrieved from
http://www.washingtonpost.com/blogs/ask-the-post/post/how-to-senda-letter-to-the-editor/2011/11/17/gIQAoi7IlN_blog.html
What is the difference between formal and informal writing? (2012). Kaplan
University Writing Center. Retrieved from
https://kucampus.kaplan.edu/MyStudies/AcademicSupportCenter/Writin
gCenter/WritingReferenceLibrary/WritingTypesAndTools/samplesOfFor
malWriting.aspx
28