What does rcd stand for in penn foster

Study Guide

English Composition By

Robert G. Turner, Jr., Ph.D.

About the Author

Robert G. Turner, Jr., holds a B.S. in business and an M.S. and a Ph.D. in sociology. He has more than 20 years of teaching experience, mainly at the college level, and is currently serving as an adjunct professor at Virginia Tech, Blacksburg. Dr. Turner is primarily employed as a professional freelance writer. His literary credits include two stage plays, two novels, and two nonfiction works, along with an array of publications in academic and educational venues.

Copyright © 2012 by Penn Foster, Inc.

All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

Requests for permission to make copies of any part of the work should be mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton, Pennsylvania 18515.

Printed in the United States of America

09/16/14

All terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalized. Use of a term in this text should not be regarded as affecting the validity of any trademark or service mark.

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INSTRUCTIONS TO STUDENTS 1

LESSON ASSIGNMENTS 13

LESSON 1: CRITICAL THINKING AND BASIC GRAMMAR 17

LESSON 2: THE READING AND WRITING PROCESS 35

LESSON 3: REVISING AND EDITING 55

LESSON 4: MOVING FROM NARRATION TO PROCESS ANALYSIS 69

LESSON 4 EXAMINATION: PROCESS ANALYSIS ESSAY PREWRITING 87

LESSON 5 EXAMINATION: PROCESS ANALYSIS ESSAY 93

LESSON 6: MOVING FROM COMPARISON TO CLASSIFICATION AND DIVISION 97

LESSON 6 EXAMINATION: CLASSIFICATION AND DIVISION ESSAY PREWRITING 117

LESSON 7 EXAMINATION: CLASSIFICATION AND DIVISION ESSAY 123

LESSON 8: RESEARCH AND MLA CITATION 131

LESSON 9: WRITING ARGUMENTS 143

LESSON 9 EXAMINATION: ARGUMENT ESSAY 167

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INTRODUCTION Welcome to English Composition. You may be surprised to find out that, even now, you’re already a writer. You’ve probably done a great deal of writing as a student and perhaps in other roles, as well. Maybe you’ve kept a diary, tried your hand at poetry, or written a short story. Maybe you have a job or a voluntary position that requires records, reports, or case notes. Even if you’ve never thought of such activities as writing experience, they are.

This course is designed not to make you a writer but to encourage your growth as one. Both the textbook and the instructors will guide you in developing the skills and tech- niques of effective writing through practice. You’ll learn to make conscious decisions using particular tools to communicate more effectively and efficiently to your reader.

OBJECTIVES You’ll learn to apply different writing strategies in varying arrangements to explore, develop, and refine written work according to your purpose and audience.

When you complete this course, you’ll be able to

n Identify the steps in the writing process

n Use prewriting, drafting, revising, and editing to write formal, college-level essays

n Distinguish among different patterns of development

n Apply an appropriate pattern of development to a specific purpose and audience

n Write effective thesis statements

n Write effective introductions and conclusions

n Develop paragraphs using topic sentences, adequate detail, supporting evidence, and transitions

n Define plagiarism and academic honesty

n Employ responsible research methods to locate appropri- ate secondary sources

Instructions to Students

n Quote, paraphrase, and summarize secondary source material correctly and appropriately

n Use Modern Language Association (MLA) citation and documentation style to reference secondary source material correctly and appropriately

n Apply the conventions of standard written American English to produce correct, well-written essays

COURSE MATERIALS This course includes the following materials:

1. This study guide, which contains an introduction to your course, plus

n A lesson assignments page with a schedule of study assignments

n Assignment lessons emphasizing the main points in the textbook, including the text’s grammar handbook

n Self-checks and answers to help you assess your understanding of the material

2. Your course textbook, Successful College Writing, which contains the assigned reading material

3. A grammar supplement, The Little, Brown Essential Handbook

4. Online supplements, The Parts of Speech, World Usage, and Sentence Skills, which contain assigned reading, in addition to that of the textbook

YOUR TEXTBOOK Your primary text for this course is Successful College Writing, Brief Fifth Edition, by Kathleen T. McWhorter. Begin reviewing the text by reading the table of contents on pages xxiii–xxxix. Thereafter, follow the study guide for directions on what to read and when to read it. Note the following features of your text:

n The “To the Student” section starting on page xlv pro- vides important tips on how to use the text.

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n The “Quick Start” features at the beginning of each chapter are relatively short and are designed to help you get a head start on the material. Make sure you work through the exercises, even though they won’t be formally evaluated.

n Note the organization within the chapters. The major headings and subheadings break down each chapter’s content into manageable sections. Also, note that exercises and illustrative writing are important parts of every chapter.

n Your text includes a complete guide to documenting sources in MLA and APA (American Psychological Association) styles, beginning on page 640 in Chapter 23.

YOUR GRAMMAR SUPPLEMENT Your grammar supplement for this course is The Little, Brown Essential Handbook, by Jane E. Aaron. Begin reviewing the handbook by reviewing the brief contents inside the front cover and the preface on pages v–vii. Thereafter, follow the study guide for directions on what to read and when to read it. Please note the following features of your grammar handbook:

n Your course assignments don’t begin in the beginning of the book. You jump to a late part for a review of grammar, spelling, punctuation, and sentence structure. You’ll be using the earlier parts of the handbook later in the course.

n Note the organization of the handbook. The parts are divided by colors, and each initial page of a color lists what can be found within that part of the book.

n Near the back of the handbook is a glossary of usage, which provides notes on common words and phrases that often cause problems. There’s also a glossary of terms, which defines the main terms and concepts of English grammar. These can both be helpful when you’re working through the writing process.

Instructions to Students 3

Please also note that the index listings that refer to the glossaries of the Little, Brown Essential Handbook are incorrect. If you need to use the glossary, remember that any page number in the index that refers to page 239 or later is off by 32 pages. For example,

Absolute phrases comma with, 87 defined, 87, 249

In this example from the index, the references to page 87 are correct. However, the definition that’s listed to be on page 249 is actually on page 281. (249 + 32 = 281)

ONLINE SUPPLEMENTS Three online course study units are linked on your My Courses page in Lesson 1: Critical Thinking and Basic Grammar. These study units are part of the required reading for your first objective exam. They can also be useful reference sources for you when you’re writing your essays. The supplements are

n The Parts of Speech

n Word Usage

n Sentence Skills

ACADEMIC SUPPORT AND ONLINE RESOURCES Penn Foster’s digital library offers students access to online resources in all major disciplines and courses offered at Penn Foster, as well as one of the most comprehensive academic databases available today, Expanded Academic ASAP. Learn more about the library here:

How-To Guide— http://community.pennfoster.edu/docs/DOC-57990

Top 3 things— http://community.pennfoster.edu/docs/DOC-58013

Instructions to Students4

Important:

Please note that the MyCompLab.com is not included with your course. This is a sepa- rate purchase, but it’s not needed for your course.

Instructions to Students

Digital Library FAQ— http://community.pennfoster.edu/docs/DOC-58011

Citation Information— https://community.pennfoster.edu/docs/DOC-58115

Penn Foster’s librarian is available to answer questions about research and to help students locate resources. You can find her in the Community, by using the Contact an Instructor link in the Help Center in your student portal, and the Ask a Librarian link in the library.

Penn Foster has partnered with the tutoring service Smarthinking to provide support for students including writ- ing, science, math, and business. Smarthinking is available to all Penn Foster students through the link in the Help Center on their student portal. Smarthinking tutors are experts in their subject areas and can provide general help with courses and papers. They are not, however, Penn Foster employees, so students must be sure to clearly explain the purpose of an assignment to get the best possible results from their tutoring sessions. Students can live chat with tutors to ask questions about course material. Students can also take advantage of the Writing Center and upload a paper for review before sub- mitting it to Penn Foster for grading. You’ll need to check the Drop-In Tutoring schedule for hours of service for live chats, but you can submit a question at any time and a tutor will reply. Consider adding Smarthinking to your academic rou- tine; tutoring can help even the best students enhance their education.

Grammarly.com is offering discounts to Penn Foster students who register for a year of service. For $40 (a $95 savings), Penn Foster students have unlimited access to the Grammarly’s grammar, spelling, and punctuation check, as well as the plagiarism check. For students who have limited experience with research writing, Grammarly could be the helping hand you need to negotiate the research papers in your future.

Other online resources for grammar, punctuation, sentence structure, and mechanics include the following:

Daily Grammar http://www.dailygrammar.com/archive.shtml

Blue Book of Grammar and Mechanics http://www.grammarbook.com/

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Please contact your English instructor for registration information.

Instructions to Students

Guide to Grammar and Writing, sponsored by Capital Community College Foundation http://grammar.ccc.commnet.edu/grammar/index2.htm

Purdue University’s Online Writing Lab http://owl.english.purdue.edu/owl/

A STUDY PLAN Read this study guide carefully, and think of it as a blueprint for your course. Using the following procedures should help you receive maximum benefit from your studies:

1. Read the lesson in the study guide to introduce you to concepts that are discussed in the textbook and gram- mar supplement. The lesson emphasizes the important material and provides additional tips or examples.

2. Note the pages for each reading assignment. Read the assignment to get a general idea of its content. Then, study the assignment. Pay attention to all details, especially the main concepts.

3. To review the material, answer the questions and problems provided in the self-checks in the study guide.

4. After answering the questions, check your answers with those in the online Self-Check Answers supplement, which you can access on your My Courses page.

5. Complete each assignment in this way. If you miss any questions, review the pages of the textbook or grammar supplement covering those questions. The self-checks are designed to allow you to evaluate your understanding of the material and reveal weak points that you need to review. Do not submit self-check answers for grading.

6. After you’ve completed and corrected the self-checks for Lesson 1, complete the first exam.

7. Follow this procedure for all nine lessons. At any time, you can contact your instructor by email or telephone for information regarding the materials.

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Instructions to Students 7

COURSE INFORMATION Study pace. You have a study time limit for the semester, but not one specific to English Composition. You must pace yourself wisely through the semester’s courses. Allow sufficient time for reading, prewriting, drafting, revising, and grading. Generally, you should allot at least two weeks for each English lesson, with some taking longer than that, and you must complete each exam in order.

Because the course goal is to help you grow as a writer, you’ll use the process approach to writing to identify your strengths and improve weaknesses. The prewriting assignments for Lessons 4 and 6 will help you to develop and organize your ideas, and must be evaluated before your essays for Lessons 5 and 7 will be accepted. You should, however, move ahead to work on the next lessons while waiting for an exam evaluation. If you have other courses available for study, you may work on those and submit those exams while also working to complete this English course.

Course Journal. Your course journal is an ongoing assign- ment that will be evaluated at regular intervals during the course. Your three grades for the journal will be averaged together and count as your final exam. For more information about your journal, see page 11.

Exam submissions. Use the following information for submitting your completed exams:

1. Multiple-choice examinations (Lessons 1, 2, 3, and 9): You’ll submit your answers for these exams online.

2. Written examinations (Lessons 4–8 and the final exam): Essays must be typed, double-spaced, using a standard 12-point font and left justification. Use 1-inch margins at the top and bottom and 1.25-inch margins for the left and right sides of the document. Each page must have a prop- erly formatted header containing your name, student number, exam number, page number, mailing address, and email address, as in the following example.

Jane Doe 23456789 05017700 Page 2 987 Nice Street My Town, AZ 34567 janedoe@yahoo.com

Instructions to Students8

Name each document using your student number first, then the six-digit lesson number, and finally your last name (for example, 23456789_050177 Doe). Save each as “File Type: Rich Text Format,” regardless of your word-processing program.

You should take care to check that the document you’ve uploaded is the one containing your final work for evaluation. To submit by regular postal mail, send your documents to

Penn Foster Student Service Center 925 Oak Street Scranton, PA 18515-0001

When it’s received, your written work will be coded as RCD with the date received. To receive emailed notification for an evaluated essay, you must type your email address accurately and add edserv@pennfoster.edu to the accepted senders list in your email browser.

Evaluation. Evaluation usually occurs within seven busi- ness days of receipt (from the RCD date code). Exams are scored according to the parameters of the exam assignment using the associated evaluation chart, located in the study guide. Your instructors will apply the grading criteria, ensur- ing all essays are evaluated in the same way. They may also include feedback on both the essay and the evaluation chart. Evaluations are monitored by the department chairs of both the General Education Department and Exam Control Department to ensure accuracy and reliability. To read the instructor’s comments, click on the View Project button next to your grade for the exam, then download the Instructor Feedback File. Be sure to save the Instructor Feedback File to your computer since it’s available on your My Courses page for just a brief time.

Retakes. You’re required to complete all assigned work, including a retake for any first-time failing attempt. The eval- uation of any first-time failing exam for English Composition will include a Required Retake form. That form must then be included with your retake exam submission to ensure proper handling. If the assigned work isn’t provided, submissions will be evaluated according to the criteria, but points will be deducted for not following the instructions. Please review school policy about retakes in the Student Handbook.

The Penn Foster Student Service Center is under contract with Penn Foster College.

Plagiarism. Carefully review the academic policies outlined in your Student Handbook. The first submission that departs from this policy earns a grade of 1 percent. If it’s a first-time submission, the student may retake the exam (as per retake procedures). A second such submission on any subsequent exam results in failure of the English Composition course.

Grammar and mechanics. The focus of this course is to engage you in the writing process so you learn to make delib- erate decisions about which writing strategies will best help you accomplish your purpose for your audience.

Essay assignments require you to apply standard conventions of American English, which include correct and appropriate grammar, diction, punctuation, capitalization, sentence structure, and spelling. The course provides various revision exercises throughout the self-checks and lesson examina- tions so that you can apply these conventions during the editing and proofreading phases of your writing. For more information on the fundamentals of writing, refer to the Academic Support and Online Resources section on page 4.

SIX TRAITS OF GOOD ESSAY WRITING All the assigned readings you’ve been given to date, coupled with the objective exams, have brought you to the point where you’re about to submit your first writing assignment. Your submission will be evaluated according to a predetermined standard.

From this point on, each time you submit a writing assign- ment, you’ll have a similar rubric. Working with these rubrics, both you and your instructors will understand exactly what’s expected. Therefore, you should have an understanding of what each of the areas in the rubric mean.

Criteria Ideas and content. The essay’s content is clear, original, and pertains to the assigned subject. In addition, you should have a well developed thesis that fits the topic, audience, and purpose of the assignment. There should be enough evidence (which shouldn’t be researched unless this is part of the assignment) to help the reader understand the point you’re making and to keep the reader’s interest.

Instructions to Students 9

Instructions to Students10

Organization. All essays need a clear beginning, middle, and end. Consider each paragraph as a mini-essay, contain- ing a thesis that’s related to the main purpose of the entire essay. Thinking this way can help your essay retain unity and make sense. Use transitional phrases to ease the move- ment and make connections between the paragraphs.

Voice. Use first person for personal essays. You want to connect to your audience and demonstrate that you’re present in your writing.

Word choice. Do not, however, use slang, jargon, Internet abbreviations, or profanity. Remember, these are college-level essays; you aren’t texting your friends. However, you do want to write from your heart—don’t use a thesaurus to find awk- ward words that you would never use in normal conversation.

Sentence fluency. Mix your sentence styles. Readers often dislike reading all short choppy sentences or one big run-on sentence.

Conventions. You’ve run a spell check and grammar check, and you’ve proofread the essay. In addition, you’ve met the length requirements.

Skill Levels All these criteria are evaluated according to skill levels. Here’s an explanation of the skill levels:

Skill not evident. If the essay scored in this category, the assignment either does not include this required element or severely lacks this trait.

Skill emerging. If the assignment scored in this category, the writing lacks the trait or is below average for a college- level paper.

Skills developing. If the essay scored in this category, the essay shows effort and competence but indicates a lack of complete understanding or command in this area.

Skill realized. If the assignment scored in this category, the writing demonstrates that you’re in command of the skills.