This curriculum contains four courses. Writing I, II, and III emphasize fundamental sentence, paragraph, and essay writings, respectively. Each course is taught over a two-month period, requiring six months for completion. Upon learning the respective emphases of Writing I, II, and III, students are encouraged to take Writing IV course that focuses on the applications of the learned fundamentals. While the first three writing courses identify and instill proper writing rules and techniques, Writing IV identifies and corrects bad writing practices while reinforcing and promoting good writing habits through a variety of writing tasks that include analytical writing.
NB: In all courses, all submitted assignments are assumed to have the copyright consent, for we often base our instruction materials and texts from the submissions.
Audience:
- Students from 5th grade and up, including graduate students
- Adults who wish to improve writing skill while attaining better reading comprehension and enlarged vocabulary as well as career advancement
Features:
- “Live” online instruction
- No wasted commuting time
- Location free instruction—learn anywhere with internet access, even on a vacation!
- Intense, never-boring lessons with immediate feedback
- One’s own writing sample based text—no instruction is ever the same!
- Full material mastery--master what you’ve learned and ONLY expand, never repeat!
Benefits:
Through these courses, participants not only will improve writing techniques and skills but also will attain better grades, test scores, and job productivities through
- Enlarged vocabulary
- Improved reading comprehension
- Sharpened analytical thoughts and skills
Fundamentals
Writing I: Sentence
In Writing I: Sentence, the fundamentals of grammar, punctuation, and mechanics as well as writing styles are covered. In the course, students will master the fundamentals and various writing styles through analyses of sentences found in academic writings. The analyses involve the examination of sentence structures and organizations to learn about what effects the structures and organizations have on communication. They will also contribute to students' understanding of contextual messages and proper grammar, punctuation, and mechanics.
Benefits:
- College admissions
- Higher scores on TOEFL, (S)SAT, ACT, AP, GRE, and GMAT
- Vocabulary enhancement
- Grammar, punctuation, and mechanics improvement
- Reading comprehension improvement
- Writing improvement
- Career advancement
Writing II: Paragraph
Writing II: Paragraph begins with the assumption that students are proficient with the writing skills acquired from Writing I: Sentence and proceeds to apply the skills to express more advanced thoughts. Here, students work with the concepts of Unity, Coherence, Cohesion, and Development (UCCD).
A paragraph typically contains multiple sentences that are tightly controlled and organized so that all sentences are unified around a controlling idea. Furthermore, the sentences are presented in a logical order with, if necessary, appropriate connectors while providing the details that are neither insufficient nor excessive. UCCD facilitates such paragraph writing--specifically, paragraph developments will use such techniques as topic sentence, description, narration, example, definition, comparison and contrast, division and classification, process, cause and effect, argument, etc.
Benefits:
- College admissions
- Higher scores on TOEFL, (S)SAT, ACT, AP, GRE, and GMAT
- Vocabulary enhancement
- Grammar, punctuation, and mechanics improvement
- Reading comprehension improvement
- Writing improvement
- Career advancement
Writing III: Essay
In Writing III: Essay, writing skills acquired through previous courses are utilized on a grander scale. Whereas a paragraph consists of multiple sentences, an essay consists of multiple paragraphs. An essay typically consists of three types of paragraphs: introduction, body, and conclusion. Among the three, body paragraph is the largest. Like paragraph writing, essay writing will adhere to UCCD concepts and writing techniques outlined in Writing II: Paragraph. Additionally, essay writing requires careful planning, developing, and revising. Because longer essays could be a dissertation or a book, bibliography styles of American Psychological Association (APA, for education, psychology, and science), Modern Language Association (MLA, for humanities), and Chicago (for business, history and the fine arts) are also examined.
Benefits:
- College admissions
- Higher scores on TOEFL, (S)SAT, ACT, AP, GRE, and GMAT
- Vocabulary enhancement
- Grammar, punctuation, and mechanics improvement
- Reading comprehension improvement
- Writing improvement
- Career advancement
Writing IV: Applications
The completion of fundamentals—Writing I, II, and III—assures the coverage of writing essentials. Its accompaniment of writing practices and feedbacks is focused on the attainment of essential writing skills and techniques. Writing IV instruction assumes familiarities of the skills and techniques and strives toward the transformation of the familiarities into habits. Accordingly, the course, aptly subtitled “Applications,” exposes students to a variety of writings listed below.
- Book Reports
- Correspondences
- Essays/Editorials
- Journal Publications
- Graduate Theses (Thesis & Dissertation)
While Writing IV does cover the aforementioned writing varieties, it does not and cannot comprehensively cover all. Therefore, relatively short essays and correspondences are fully explored while large-scale complex writings, such as reports, publications, and theses, are explored only on sample bases.
Next Steps...
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