大學寫作：掌握大學論文的循序漸進方法

Students will prepare for the rigors of university writing by mastering the essay and research paper. Critical thinking skills will be emphasized. ADHD, neurodiverse, and reluctant writers will enjoy the clear sequential proven approach. Class size is limited so that in-class time will be productive and meaningful for learners. 

Statistically, we know, and research confirms this fact, that the two greatest measures of a student's success in college are related to their ability to read and write well. In this class, students will master the reading and writing process. The goal of this class is to make students master communicators in college and beyond. This class will help students learn how to approach the writing process on a variety of typical college assignments. Students will also learn to read critically. 

All pupils will receive on-going feedback on their writing as they progress through their homework assignments. Reluctant writers and/or special needs writers are encouraged to take the class due to the simplicity of instruction, balanced nicely with the depth of information. The instructor draws on her special education and college teaching experience to make the class fun, yet effective, for all learners.

Selected chapters from the textbooks, Essential Writing Skills for the College-Bound Student and Write to Think, by Cheryl Carter ( the author and class creator), will be provided complimentary to all students. There will be an opportunity to meet with the instructor midway (session six) via scheduled (15) minute meetings. The student’s writing strengths and weaknesses will be discussed in these private meetings. The instructor will also be readily available during her weekly office hours to meet with students as necessary.

The course will require online interactions between students, their peers, and the instructor using the Zoom platform. However, the weekly lesson students should complete will be posted on the Outschool classroom. 

Techniques for neurodivergent learners, including ADHD, Autism and struggling learners will include speech-to-text options, simplifying research, ways to approach composing a long paper, etc. will be emphasized throughout the class. Learners will 

Learners who complete the course will be able to…
•	Recognize the different types of research paper 
•	Compose a college-level thesis statement.
•	Take and compose the four different kinds of notes
•	Use a manual/ digital note card system for collecting notes.
•	Organize and outline the paper according to the topic.
•	Properly cite sources in the paper according to MLA, APA, Chicago, etc. standards as necessary
•	Create a properly-formatted reference/ works cited page.
•	Draft and revise an informative and/or persuasive research paper written at an acceptable college level.
•	Respond to feedback on their writing through revising and proofreading.
•	Demonstrate proficiency and ease when doing timed writing such as essay exams, standardized tests, etc.

Required Texts/ Materials
Students will be provided online reading and writing materials through the Google Classroom.  

Other optional resources include:
 Online thesaurus and dictionary 
 MLA online resource – resource provided by instructor
Selected chapters from the instructor’s textbook, Essential Writing Skills for the College-Bound Student (provided to students by the instructor)

Each week students will complete vocabulary, writing and reading activities BEFORE the live class. The live class will be a review of the material and checking to ensure students are learning. There will be considerable classwork outside of the class time.




Topical sessions and weekly homework include:

Session One (1):
Five Rules for Readable writing 
Composing the paragraph 	
Homework: Revising paragraphs.  

Session Two (2):
More readable writing rules
Summarizing literature, sources and note-taking techniques	
Homework: Summarizing sources and notes.

Session Three (3):
Verbs and readability
Thesis statements and effective outlines	
Homework: Thesis statements and research paper outline.

Session Four (4):
Passive tense
Writing the research paper- (introduction, body, conclusion and citation)	
Homework: Research paper first draft due.

Session Five (5):
Transition sentences
Research paper II: Using faculty research paper rubrics to revise your paper and maintain word count	
Homework: Final research paper.

Session Six (6): 
Students will schedule 20- minute individual meetings with the instructor to review class material and student progress. Parents are invited to the meeting. -Optional 

Session  Seven  (7):	
More readability techniques 
Persuasive writing techniques	
Homework: Respond to writing persuasive writing prompts.

Session Eight (8):	
Grammar Review
Argumentative and Persuasive Writing Part II	
Homework: Write a persuasive letter to an opposing an issue.

Session Nine (9):
Opinion essays	
Professional Presentations using techniques taught	
Homework: Professional presentations on selected topic.

Session Ten (10):
Literary Analysis 
Wrap up- Revising Your work	
Homework: Respond to a literary writing prompt.

Session Eleven 11
Review of Writing Skills
Homework; Review concepts

Session 12
Review of Class Projects.