Module 5: Revisiting Your Writing
Module 5: Revisiting Your Writing
In this module, you will revisit your analysis with fresh eyes. With a focus on revision, you'll expand on your Writing Plan with
your new thoughts and ideas and re-submit it to your instructor.
5-1 Reading: Preparing for the First Draft of Final Project 2
Reading: Preparing for the First Draft of Final Project 2
Large-Scale Revisions
When revising your essay, you will look at both large-
scale revisions and small-scale revisions. Large-scale
evisions are those revisions that concern the
organization of your ideas and filling in evidence and
details to support your points. Some sections and
paragraphs may require rewriting at this stage, but
you don't need to look for proofreading e
ors yet.
Since you'll be adding, removing, moving, and
changing sentences to better emphasize your overall
meaning, you don't yet need to get bogged down into
the details of sentence structure or punctuation.
When you return to your draft, begin by assessing the
paper as a whole.
Is your thesis statement clearly stated?
Copyright © 2020 MindEdge Inc. All rights reserved. Duplication prohibited.
Do your major points support your thesis
statement?
Have you summarized opposing viewpoints?
Have you summarized potential objections?
Small-Scale Revisions
After the content and organization of your essay are in order, it's time to focus on sentence-level changes. This part of the
evision process is made up of editing—deciding on the clearest way to present an idea—and proofreading—co
ecting e
ors in
spelling, grammar, word usage, and sentence structure.
Grammatical e
ors can distract your reader and make your ideas seem hastily thrown together, even though you put significant
time into your draft so far.
Use the questions below to help you identify and co
ect common e
ors.
Are your sentences grammatically complete with a subject and a ve
?
Do you vary your sentences in style and length?
Have you used punctuation co
ectly?
Is your language specific enough or too vague?
Is your tone appropriate?
Do you understand the meaning of the words you have used?
Are there any homonym e
ors (like its versus it's, or their versus there)?
5-2 Video: Real World Revision
Video: Real World Revision
Real World Revision
In our everyday lives, we are constantly looking back and reviewing the choices we have made. Sometimes we are simply
etracing our steps in order to prevent mishaps and mistakes: Did I remember to grab my phone and keys on the way out the
door? Did I ever respond to my
other's text? Other times we need to make sure that our points are expressed in a clear,
detailed manner: Did my friend understand the instructions I gave them on how to set up that new streaming service? Did I
proofread that email before I sent it?
When writing essays, it is essential that we revisit our work in order to clarify our ideas and strengthen our arguments.
Revision means to "see again" or to look at your paper from a fresh perspective and with a critical eye. It is often a multi-step
process, but you should first focus on revising on a large scale (whole-text issues such as focus, purpose, organization, and
development) and then move to small-scale revisions (the details such as grammar, word choice, and spelling). By reviewing
and revising your work, you can ensure that your final product is clear and free of unwanted e
ors.
5-3 Final Project 1 Submission (GRADED)
This assignment does not contain any printable content.
5-4 First Draft of Final Project 2 (GRADED)
This assignment does not contain any printable content.
Copyright © 2020 MindEdge Inc. All rights reserved. Duplication prohibited.
Module 5: Revisiting Your Writing
Module 5: Revisiting Your Writing
5-1 Reading: Preparing for the First Draft of Final Project 2
Reading: Preparing for the First Draft of Final Project 2
Large-Scale Revisions
Small-Scale Revisions
5-2 Video: Real World Revision
Video: Real World Revision
5-3 Final Project 1 Submission (GRADED)
This assignment does not contain any printable content.
5-4 First Draft of Final Project 2 (GRADED)
This assignment does not contain any printable content.
EBSCO Publishing Citation Format: MLA (Modern Language Assoc.):
NOTE: Review the instructions at http:
support.ebsco.com.ezproxy.snhu.edu/help/?int=ehost&lang=&feature_id=MLA and make any necessary co
ections before using. Pay special attention to personal names, capitalization, and dates. Always consult your li
ary resources for the exact formatting and punctuation guidelines.
Works Cited
Sedaris, David. “Me Talk Pretty One Day.” Esquire, vol. 131, no. 3, Mar. 1999, p. 86. EBSCOhost, ezproxy.snhu.edu/login?url=https:
search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=1592411&site=ehost-live&scope=site.
!--Additional Information:
Persistent link to this record (Permalink): https:
ezproxy.snhu.edu/login?url=https:
search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=1592411&site=ehost-live&scope=site
End of citation--
Section:
life in france
ME TALK PRETTY ONE DAY
Welcome to French class, where you must learn to juggle i
egular ve
s, flying chalk, and the constant threat of bodily harm
AT THE AGE OF FORTY-ONE, I am returning to school and having to think of myself as. what my French textbook calls "a true debutant." After paying my tuition, I was issued a student ID, which allows me a discounted entry fee at movie theaters, puppet shows, and Festyland, a far-flung amusement park that advertises with billboards picturing a cartoon stegosaurus sitting in a canoe and eating what appears to be a ham sandwich.
I've moved to Paris in order to learn the language. My school is the Alliance Francaise, and on the first day of class, I a
ived early, watching as the returning students greeted one another in the school lo
y. Vacations were recounted, and questions were raised concerning mutual friends with names like Kang and Vlatnya. Regardless of their nationalities, everyone spoke what sounded to me like excellent French. Some accents were better than others, but the students exhibited an ease and confidence I found intimidating. As an added discomfort, they were all young, attractive, and well dressed, causing me to feel not unlike Pa Kettle trapped backstage after a fashion show.
I remind myself that I am now a full-grown man. No one will ever again card me for a drink or demand that I weave a floor mat out of newspapers. At my age, a reasonable person should have completed his sentence in the prison of the nervous and the insecure--isn't that the great promise of adulthood? I can't help but think that, somewhere along the way, I made a wrong turn. My fears have not vanished. Rather, they have seasoned and multiplied with age. I am now twice as frightened as I was when, at the age of twenty, I allowed a failed nursing student to inject me with a horse tranquilizer, and eight times more anxious than I was the day my kindergarten teacher pried my fingers off my mother's ankle and led me screaming toward my desk. "You'll get used to it," the woman had said.
I'm still waiting.
THE FIRST DAY OF class was nerve-racking, because I knew I'd be expected to perform. That's the way they do it here--everyone into the language pool, sink or swim. The teacher marched in, deeply tanned from a recent vacation, and rattled off a series of administrative announcements. I've spent some time in Normandy, and I took a monthlong French class last summer in New York. I'm not completely in the dark, yet I understood only half of what this teacher was saying.
"If you have not meismslsxp by this time, you should not be in this room. Has everybody apzkiubjxow? Everyone? Good, we shall proceed." She spread out her lesson plan and sighed, saying, "All right, then, who knows the alphabet?"
It was startling, because a) I hadn't been asked that question in a while, and b) I realized, while laughing, that I myself did not know the alphabet. They're the same letters, but they're pronounced differently.
"Ahh." The teacher went to the board and sketched the letter a. "Do we have anyone in the room whose first name commences with an ahh?"
Two Polish Annas raised their hands, and the teacher instructed them to present themselves, giving their names, nationalities, occupations, and a list of things they liked and disliked in this world. The first Anna hailed from an industrial town outside of Warsaw and had front teeth the size of tombstones. She worked as a seamstress, enjoyed quiet times with friends, and hated the mosquito.
"Oh, really," the teacher said. "How very interesting. I thought that everyone loved the mosquito, but here, in front of all the world, you claim to detest him. How is it that we've been blessed with someone as unique and original as you? Tell us, please."
The seamstress did not understand what was being said, but she knew that this was an occasion for shame. Her ra
ity mouth huffed for
eath, and she stared down at her lap as though the appropriate comeback were stitched somewhere alongside the zipper of her slacks.
The second Anna learned from the first and claimed to love sunshine and detest lies. It sounded like a translation of one of those Playmate of the Month data sheets, the answers always written in the same loopy handwriting: "Turn-ons: Mom's famous five-alarm chili! Turnoffs: Insincerity and guys who come on too strong!!!"
The two Polish women surely had clear notions of what they liked and disliked, but, like the rest of us, they were limited in terms of vocabulary, and this made them appear less than sophisticated. The teacher forged on, and we learned that Carlos, the Argentine bandonion player, loved wine, music, and, in his words, "Making sex with the women of the world." Next came a beautiful young Yugoslavian who identified herself as an optimist, saying that she loved everything life had to offer.
The teacher licked her lips, revealing a hint of the sadist we would later come to know. She crouched low for her attack, placed her hands on the young woman's desk, and said, "Oh, yeah? And do you love your little war?"
While the optimist struggled to defend herself, I scrambled to think of an answer to what had obviously become a trick question. How often are you asked what you love in this world? More important, how often are you asked and then publicly ridiculed for your answer? I recalled my mother, flushed with wine, pounding the table late one night, saying, "Love? I love a good steak cooked rare. I love my cat, and I love..." My sisters and I leaned forward, waiting to hear our names. "Tums," our mother said. "I love Tums." The teacher killed some time accusing the Yugoslavian girl of masterminding a program of genocide, and I jotted frantic notes in the margins of my pad. While I can honestly say that I love leafing through medical textbooks devoted to severe dermatological conditions, it is beyond the reach of my French