Advanced Writing Strategies for Immediate Improvement is a comprehensive online guide designed to help provide learners with the writing skills necessary for success in the academic and professional worlds. The course, which is specifically tailored for a completely online learning experience, consists of approximately 40 lectures and dozens of activities to reinforce the concepts discussed in each lecture. This course will take approximately 5-7 weeks to complete, but the actual time will vary depending on the individual learner. Course chapters include detailed explanations of required and optional essay goals and sentence-by-sentence models for various essay types, advanced formal alternatives for common informal vocabulary terms and sentence mechanics, detailed instructions for the usage of advanced punctuation, strategies for identifying and refuting invalid arguments, and methods for reducing subjectivity in essay writing. Chapters also include a model essay demonstrating how each lecture therein can be immediately used.
All course materials are included within this course.
This lecture explains the different aspects of vocabulary (denotation, connotation, and semantic meaning), how to identify awkward wording, and the importance of identifying the social register of a word or phrase.
This lecture explains commonly required and optional process essay goals and introduces a sentence-by-sentence academically-appropriate process essay model.
This lecture explains formal academically-appropriate alternatives to the words thing and piece and the specific semantic elements of each vocabulary term.
This lecture explains the most common academically-appropriate introduction paragraph structure and includes strategies for writing academically-appropriate hooks.
Identify the hook type for each introduction paragraph.
This lecture explains the most common academically-appropriate body paragraph structure and includes strategies for organizing and expanding body paragraphs..
An expanded process essay body paragraph can include:
a. A basic description of the step (Topic Sentence)
b. Specific details of the step
c. How the step contributes to the overall goal
d. Possible alternatives or substitutions
e. Consequences of deviating from the description (such as by using unapproved substitutions)
Read the thesis statement below. Then read each body paragraph and try to identify what paragraph component could be ADDED to expand each paragraph.
Thesis Statement: When trying to persuade academic readers to accept an argument, it is important to clearly explain all relevant background information and data, describe the logic of the proposition, and openly indicate any potential weaknesses or limitations of the logic or data.
This lecture provides a brief introduction of each punctuation mark that will be discussed throughout the duration of this course (semi-colons, colons, em-dashes/double-hyphens, single- and double-quotation marks, brackets, and ellipses).
This lecture provides an overview of how to use semi-colons in academic writing.
This lecture explains how to use academically-appropriate transitions in combination with semi-colons in formal essay-writing.
Combine each pair of sentences using a semi-colon + appropriate transition word/phrase + comma construction.
Mary has many hobbies. She likes skydiving, painting, and writing.
Marry has many hobbies; for example, she likes skydiving, painting, and writing.
This lecture explains how to avoid beginning sentences with coordinating conjunctions (and, or, so, but, and yet) in academic essays.
For each sentence, fill in the blank with the word additionally, alternatively, consequently, or conversely.
The last lecture of several chapters of this course will contain an essay sample that demonstrates how the strategies discussed within each chapter can be applied. This lecture provides an explanation of these Before and After Essay Samples.
The Before and After Process Essay demonstrates how an informal essay can be enhanced using the writing strategies discussed within the chapter.
This lecture explains commonly required and optional cause/effect essay goals and introduces a sentence-by-sentence academically-appropriate cause/effect essay model.
This lecture explains formal academically-appropriate alternatives to the words get, cause, and affect and the specific semantic elements of each vocabulary term.
For each sentence, choose the most appropriate word to fill in the blank.
This lecture consists of an activity to help differentiate the meanings between the commonly mistaken verbs effect/affect and the noun effect.
This lecture explains the most common academically-appropriate conclusion paragraph structure and includes strategies for writing final essay statements.
This lecture explains 3 of the most common uses of colons: listing, illustrating/explaining, and introducing a quote.
This lecture explains 4 additional common uses of colons.
This lecture--Lecture 18-- explains how to use double-hyphens (also known as em-dashes).
The Before and After Cause/Effect Essay demonstrates how an informal essay can be enhanced using the writing strategies discussed within the chapter.
This lecture explains commonly required and optional argument essay goals and introduces a sentence-by-sentence academically-appropriate argument essay model.
This lecture explains how to include conflicting information inside of your argument essay in order to demonstrate objectivity and reliability.
This lecture explains formal academically-appropriate alternatives to the words good/bad and help/hurt and the specific semantic elements of each vocabulary term.
This lecture explains the 3 techniques for incorporating outside sources into an academic essay and then provides useful strategies for basic paraphrasing of outside sources.
This lecture explains advanced quotation punctuation including use of [brackets], ...ellipses..., and 'single-quotes'.
This lecture will test your knowledge of advanced quoting punctuation.
This lecture will explain how to avoid using first person in academic essays to maintain a sense of objectivity in your writing.
This lecture explains how to distinguish between objective and subjective language and how to reduce subjectivity in essay writing.
For each question, identify the most subjective word.
This lecture explains what to do when information regarding your essay topic is unavailable or simply doesn't exist.
This lecture provides advanced strategies for refuting counter-arguments in academic essays.
This lecture provides an introduction to the concept of argument fallacies and an explanation of how to identify 4 of the most common fallacies.
Read each argument and identify if it is an example of a Hasty Generalization, Balance Fallacy, Popularity Fallacy, or Confusing Causation with Correlation.
The Before and After Argument Essay demonstrates how an informal essay can be enhanced using the writing strategies discussed within the chapter.
This lecture explains commonly required and optional evaluation essay goals and introduces a sentence-by-sentence academically-appropriate evaluation essay model.
This lecture explains how to appropriately communicate uncertainty in academic essays.
This lecture explains how to identify 4 additional common argument fallacies.
Read each argument and identify whether it is an example of a False Dichotomy, Confusing Lack of Evidence with Falsity, Denying the Antecedent, or Confirming the Consequent.
This lecture explains 2 very common academic writing mistakes and simple strategies to avoid them.
For each of the sentences below, choose the most appropriate purpose or goal to make the sentence academically appropriate.
This lecture explains 2 more very common academic writing mistakes including a common transition word error and how to appropriately incorporate figurative language into your essays.
For each of the sentences that follow, choose TRUE if for example can be replaced by in fact and FALSE if it cannot.
The Before and After GRE Evaluation Essay demonstrates how an essay can be enhanced using the writing strategies discussed throughout the course.
This lecture marks the conclusion the Advanced Writing Strategies for Immediate Improvement Course. Congratulations!
I began working in the field of second language acquisition in 2005 as a language assistant for the University of Florida’s Department of Academic Spoken English.During my two years there, I taught various aspects of spoken English (phonetics, sociolinguistics, etc.) to international graduate students from various language backgrounds (Mandarin Chinese, Cantonese Chinese, Korean, Japanese, Thai, Vietnamese, and Spanish). I have also taught English abroad in multiple countries, beginning with a post in Madrid, Spain in 2006. In 2007 I graduated from the University of Florida with Bachelors degrees in Linguistics and Spanish and minors in French and Teaching English as a Second Language. Subsequently, I worked at the Speech & Hearing Clinic at UF as a curriculum designer for a computer program designed to help with accent reduction. After completion of the program, I moved to Taipei, Taiwan, where I worked as an English teacher while studying Mandarin. I eventually returned to the University of Florida to pursue my Master degree in Spanish, where my course work focused on literature, linguistics, and second language acquisition. During my 2-year graduate student career, I taught beginning and intermediate Spanish for the University of Florida.After receiving my M.A., I began lecturing at the University of Florida’s English Language Institute where I taught an extremely diverse student population for more than a year. In August of 2012, I accepted a position teaching at a Chicago university, where I currently teach mainly-advanced level language courses.