English 110 non-academic vs. academic writing

English 110 non-academic vs. academic writing

For this discussion board, you will compare non-academic vs. academic writing by reading two sample articles and writing a thoughtful analysis paragraph about their differences based on audience. This assignment will allow you to: (1) begin thinking critically about writing; (2) examine how audience affects communication; (3) investigate the differences between academic and non-academic writing broadly; and (4) continue crafting well-organized, well-supported paragraphs using the MEAL plan strategy.

Assignment

Review the following two articles:

Non-Academic Article from CNN: “Move Over, Sit Still! Why Kids Need to Move in School”: https://www.cnn.com/2018/05/03/health/children-movement-schools-classroom/index.html (opens in a new window)

Academic Article from The Physical Educator (academic journal): “Perceptions of the Effects of Recess on Kindergartners” ( Academic Piece Academic Piece – Alternative Formats opens in a new window)

Once you review both articles carefully, take a few moments to review their rhetorical situation (see W-1 in “The Little Seagull,” as well as the “Rhetorical Triangle” document and the “Rhetorical Situation” PowerPoint presentation below). What is the context for each article? What is the purpose? Who is the audience? Why style of writing (genre) did they use and why? Once you identify the audience of each piece, look very carefully at how the articles were written. How are they organized? What kind of evidence do they use? What’s their tone and style like? How is the article formatted on the page? How do they interact with the reader? Consider these questions with care.

Writing Prompt: Once you’ve investigated both articles, your task is to write two paragraphs (one for each article) that explain how the author’s of each text use ethos, pathos, and logos to target their specific audience.

Use the MEAL plan to organize your paragraphs (main idea, evidence, analysis, and linking statement). Select specific evidence from both articles to show your reader your point, and make sure you analyze how each piece of evidence proves your topic sentence. For these paragraphs, you should use a formal tone and style, so edit with care.

Response Requirement:

You must respond to two students within 24 hours of the due date. Please engage constructively with them as you point out the strengths of their posts as well as areas they could improve or continue thinking.

Resources

Textbook Reading: The Little Seagull Handbook

Section W-1: Rhetorical Contexts

Section W- 2: Academic Contexts

Section W-5: Developing Paragraphs

Helpful Handouts:

The MEAL Plan.docx The MEAL Plan.docx – Alternative Formats (opens in a new window)

The MEAL Plan.pdf The MEAL Plan.pdf – Alternative Formats (opens in a new window)

Rhetorical Triangle.pdf Rhetorical Triangle.pdf – Alternative Formats (opens in a new window)

Rhetorical Situation.pptx Rhetorical Situation.pptx – Alternative Formats (opens in a new window)

Grading Criteria

15 points: Student shows clear understanding of the two articles and their differences.

15 points: Student organizes paragraph using the MEAL plan, and student develops paragraph with specific evidence and analysis from both articles.

10 points: Student uses a formal tone and style for an academic Discussion Board post.

10 points: Student responds constructively to two other students in the given time frame.

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