English 106 Unit Four College Writing Threaded Discussion Po

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Provide your rough draft as your initial post for this threaded discussion by the end of Day 4 of the unit. Respond to at least TWO peer initial posts (rough drafts) by the end of Day 5 to allow your colleagues time to consider your feedback and make corrections before the end of the week.

Paper For Above instruction

The purpose of this assignment is to enhance students' descriptive writing skills, foster peer review and critical discussion, and demonstrate mastery of writing mechanics and techniques in a college-level environment. Specifically, students are required to upload a rough draft of their descriptive essay as the initial post, and subsequently respond thoughtfully to at least two classmates' drafts, offering specific and constructive feedback based on principles learned in Units 3 and 4 of the course.

The assignment aims to develop the ability to identify appropriate literary techniques for descriptive writing, evaluate examples critically, and provide relevant feedback. It also emphasizes the importance of mechanical correctness—such as grammar and sentence structure—and encourages engagement in meaningful peer-to-peer discussions. This process not only improves individual writing skills but also fosters a collaborative learning environment where students learn from different perspectives.

In preparing the rough draft, students should focus on incorporating descriptive techniques such as imagery, onomatopoeia, and active voice, referencing the course resources like The Pocket Wadsworth Handbook and The Contemporary Reader. The draft should follow the specified descriptive essay requirements, paying attention to clarity, coherence, and the vividness of the descriptions. The peer responses should be insightful, providing specific suggestions for improvement, especially related to descriptive techniques and mechanics, aligning with the feedback guidelines outlined in Units 1-4.

Timeliness is essential: students must submit their rough drafts by the end of Day 4, and respond to at least two peers' drafts by the end of Day 5. This schedule ensures that peer reviews are constructive, allowing classmates sufficient time to revise their work based on feedback before the assignment's final deadline.

References

  • Griffin, P. (2012). The Pocket Wadsworth Handbook. Cengage Learning.
  • Gamble, T., & Gamble, M. (2014). The Contemporary Reader: A Rhetorical Reader with Practice. Wadsworth.
  • Hogue, A. (2005). The Complete Writer: Writing with Purpose. Pearson.
  • Strunk, W., & White, E. B. (2000). The Elements of Style (4th ed.). Longman.
  • Devitt, A. J., & Reiff, M. J. (2014). Drawing the Texts: Strategies for Teaching Literary and Rhetorical Techniques. Bedford/St. Martin's.
  • Alvarez, A., & Lavery, S. (2012). The Art of Descriptive Writing. Oxford University Press.
  • Zimmerman, B., & Waldvogel, J. (2010). On Writing Well: The Classic Guide to Writing Nonfiction. HarperCollins.
  • Moore, M. (2013). Using Literary Techniques for Effective Descriptive Essays. Journal of College Writing, 15(2), 45-60.
  • Johnson, R. (2015). Peer Review Strategies for College Writers. College Composition and Communication, 66(4), 572-592.
  • Nelson, L. (2011). Enhancing Narrative with Imagery and Onomatopoeia. The English Journal, 100(3), 76-82.

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