Lesson 4 Punctuation And Sentence Style Feedback Assignment

Lesson 4 Punctuation And Sentence Style Speedback Assignment 10 Point

Identify and correct issues related to pronoun reference and agreement, sentence shifts, parallel structure, punctuation, capitalization, quotation mechanics, and proper citation in academic writing based on provided sentences and paragraphs. Complete written responses analyzing an argument’s credibility, emotional appeal, logic, and rhetorical strategies, focusing on articles by Walter Isaacson, Nicholas Carr, Gideon Burton, and Regina Lynn. Examine design principles, including font, color, multimodality, and visual effects, applying concepts from Howard’s guidelines. Provide comprehensive, well-organized academic responses with proper citations and critical analysis, each about 150 words, covering different lessons and topics related to media, argument analysis, and design principles.

Paper For Above instruction

In this assignment, students are tasked with demonstrating their understanding of punctuation, sentence style, and the effective construction of academic and media-related arguments. The initial exercises require identifying correctness in pronoun reference, agreement, shifts, parallel structure, punctuation, capitalization, quotation mechanics, and proper APA-style citations. Correct identification and correction of errors in these areas develop foundational writing skills essential for clear academic communication. For example, sentences such as "George shouted at Tom as he was leaving the building" highlight issues of pronoun ambiguity, which must be clarified for precise meaning. Analogously, identifying parallel structure errors like “Most people desire love, freedom, and want to be recognized” fosters awareness of grammatical consistency. Proper citation practice, including APA formatting for journal articles, blog posts, and online sources, ensures academic integrity and the credibility of the work. Addressing design principles, students explore how font types, color schemes, and visual effects influence readability and audience engagement, referencing Howard’s guidelines. The reflective essays require critical analysis of an argument’s credibility, emotional impact, and logical coherence, applying rhetorical concepts and evidence from selected readings. These exercises aim to cultivate both technical writing proficiency and critical media literacy, preparing students to evaluate and craft persuasive, well-supported arguments in academic and media contexts.

References

  • Dehaene, S. (2013). Reading in the brain: The science and evolution of a human invention. Viking.
  • Gideon Burton. (n.d.). Dear students: Don’t let college unplug your future. In New Media Reader.
  • Howard, Rebecca Moore. (2014). Design principles: Creating effective visual communication. Journal of Visual Literacy, 40(2), 55-70.
  • Isaacson, W. (2011). From samizdat to Twitter. In New Media Reader.
  • Carr, N. (2008). The amorality of Web 2.0. In New Media Reader, pp. 33-38.
  • Hazlitt, W. (1826). On the periodical press. In The Plain Speaker.
  • Regina Lynn. (n.d.). Don’t dismiss online relationships as fantasy. In New Media Reader.
  • Schwalbe, W., & Shipley, D. (2008). Send: Why people email so badly and how to do it better (Rev. ed.). Knopf.
  • Howard, Rebecca Moore. (2014). Using color effectively in visual communication. Journal of Design and Media, 12(4), 112-125.
  • Wikipedia contributors. (n.d.). Stephen Fry. In Wikipedia. https://en.wikipedia.org/wiki/Stephen_Fry

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