WRITING IS KEY
OPEN DOORS TO ACADEMIC AND PROFESSIONAL SUCCESS
OREGON MIGRANT LEADERSHIP INSTITUTE
OREGON STATE UNIVERSITY
-Introductions and weekly overview
-Ice Breaker game
-Logos, Pathos, Ethos and Weekly Objectives
-Writing sample: “Writing the Winning Essay” Essay #1
-Brainstorming on the 3 possible topics: what is expected
-TOPICS: Family, Obstacles, Community Service
-Chapter 6, Introductions handout
-Keep working on Winning Essay, stay with topics
-Look over feedback and discuss details/imagery
-Reflection Writing—Essay #1
-Show VS Tell Discussion
-Beginning, Middle, and End
-The “Winning Essay”—Essay #1
-Resource talk and feedback
-Language and wording/detail
-Technical/academic VS. natural/organic
-Look over sample essay
-Chapter 6, Conclusions handout
-Going over your draft--finish
-Power Verbs and wording—use dictionary and thesaurus
-Final draft and outcome/samples
-Style and voice—objectives
-Finish draft and tools for continuation (500 words)
Oregon Migrant Leadership Students,
WELCOME TO THE OSU CAMPUS AND THE WORKSHOPS!
I would like to start by saying, “Welcome” to the OMLI and to the OSU Campus. I’m very excited that you are here and there is a lot we are going to cover this week. However, each one of you has the capacity to do this—tell a story, write it down, and fine-tune. You’ll all be doing the following: reflect, brainstorm, write, and tell stories. In addition, you will all be completing at least one writing sample that you can then use, reshape, or refer to when it comes time to write an essay in the future. The final draft, which will be completed by the end of Thursday’s workshop, will be 500 words in length.
On top of this, you will all be expected to participate, listen to instruction and utilize the time given to work on a single, focused draft. The hope is that a 500-word essay can be completed by the end of Thursday, July 27th. You’ll be given tips on writing and how to start the drafting process, and know what is expected from you in each of your writing tasks this week. Keep all this information as it will help you in the future, whether it is for professional or academic reasons and you’ll be told of additional resources that are available on the OMLI Website.
-The objectives for the weeks are as follows:
KEYS TO SUCCESS
Practice writing. Only with time and practice, along with feedback, will your writing improve and you’ll be able to find your style and voice. By doing so, you will be able to find more confidence, both in your ideas and in the way that you write. Confidence will make your writing stronger and standout, as well as giving your essay credibility and be a strong and successful essay.
To make your writing stronger, feedback and editing will play a crucial role in creating strong, successful writing. Feedback from a friend or fellow student will be a good start, but finding a teacher, mentor, counselor, or adult to give you feedback, suggestions, and pointers will really assist your writing—this will make you more confident, even if at the beginning, you are embarrassed or reluctant to share your writing. In this week’s workshops, you can feel free to write what you know and write what you are comfortable sharing—don’t feel bad if you’d like a specific OMLI staff or mentor to read something and no one else—we are here to support you!
Don’t be afraid to ask questions, especially if they are in pursuit of an answer that will benefit you. For all you know, others in your group or class have a similar concern or question, but are too afraid to ask. Never hesitate to ask a question about the workshop or about writing—ask away! No matter how big or small a question may seem, we’ll give you the answer or we’ll search and find it for you. So, if it affects you, find what you need for your success!
You all have access to a lot of resources—so find them! Use them! These can also be sample essays, sample cover letters and resumes, YouTube videos, or Google (specifically Google Scholar). You can get access to books or articles at your local library or even online. People are resources too, and they can give you the necessary information when it comes to not only writing, but also to other helpful information that will assist you on your academic path. A college or business’ website is full of information and key words you can use when applying, and this can give you a bit of an advantage.
How many of you wait until the last minute to do an assignment? Do you do it a week before or the night before? Some may excel under pressure and can write a good paper the day before. As you’ll find out, this is something that you should practice on not doing anymore. When it comes to applying for a scholarship or application, many of these have deadlines. When asking someone like a teacher or mentor for feedback on an essay, you’ll find that giving them only two days isn’t fair, let alone doable. You’ll need time to go over their notes, and you’ll need time to finalize. By rushing something so crucial, you might find that you made a mistake and this could end up hurting your chances.
WHAT IS RHETORIC?
Rhetoric means something that is said or written to inform, persuade, or argue for a position—it is communicating a message. Within your writing, you’ll be using “parts” of rhetorical appeal to persuade your audience that you are the best candidate. Using logos and pathos, you’ll be making your case and adding support. With good writing, correct format, thought-out and logical organization, your paper will have built-in credibility and thus, you’ll finally have the last and third part of rhetoric and that’s ethos.
Logos appeals to a reader’s sense of reason and logic (informative). Are you supporting what you say with examples or experiences, or even with a quote or statistic? Does what you say connect and transition well in a logical manner? Is it clear and can we follow your ideas and thought process? Are you informing us correctly and showing us why this information matters?
Pathos uses emotion to support an argument. Appealing to an audience’s emotions is often a very powerful way to support an argument or make your case, which is “I am the best candidate.” Using detail, sensory, and imagery; it can help to evoke emotion and allow the reader to connect with your writing on a human level. They will get to see you as more than just another applicant, but as a person. In the end, you want the audience to feel something in your writing and to connect, making your writing standout, which happens when you balance between logos and pathos—having some academic or “textbook-style” writing, along with your own natural writing that will have some emotion and humanity.
Ethos has to do with how credible a writer is, and by extension, how credible their argument is. This credibility can come from expertise, such as a study from a doctor or a person with years of credentials. When looking at writing in general, you look at the writer and what they are trying to say. But in this type of writing, the audience knows that you are a student and applying for something. In some cases, ethos can come from good writing, but also from the examples you use, experiences you’ve had (authenticity), and at times, using additional sources, or information can help with this, or by doing research beforehand.
They are connected, all three. Logos will often improve an argument’s ethos, sometimes logos will assist in creating pathos. It’s normal for them to overlap and a good argument doesn’t always need all three rhetorical elements in equal amounts, it depends on the task. Understanding rhetoric will help you have better control of writing and making a strong argument which is ethos—all helpful tools in writing these types of essays.
*Copyright 2009—the Linn Benton Community College Writing Center
Writing the Winning Essay
It must stand out, catching the attention of the reader. Use at least two of the five senses. It can be a description or an engaging scene; it can ask a question, state a fact or be a quote that has been emphasized by a parent, grandparent or relative, be very positive or it can be related to your obstacle. It must be unique and must stand out. NEVER start the essay with, “Hello, my name is…”
Describe your family being very specific: ethnic background, country origins, number of brothers and sisters, parents educational background and occupation. Include any special circumstances such as: single parent home, illness, death, disability of a family member.
Describe a challenging obstacle that you or family has endured. What character qualities have you learned, are you presently learning, and/or do you need to learn from your obstacle?
Choose two or three community service activities to describe. This is not just a list. What was your commitment? What was your leadership role? Relate any personal experience or story. How did you make a difference?
Why do you need a scholarship? Describe in detail any special circumstances. The last sentence should contain a clincher, a strong statement showing determination and strength.
*Copyright 2008—June McBride
Reflection and Writing
Finish one of these sentences down below to find a way to reflect on the past or think about the future. Discuss personal themes of growth, struggle, goal-seeking, family, culture, experiences, positive, negative: all that has made you, you. All the following bullet points discuss more complicated ideas, but as for the path you take after picking one theme, that is all up to you. There is no wrong answer. But it does help to write what you know and reflect on the familiar. The editing process will happen in the later steps. Start with bullet-points or key words, phrases or write a few sentences…
PICK JUST ONE OF THESE:
Administered Developed Formulated Prepared Revised
Anticipated Devised Identified Prioritized Strategize
Commissioned Evaluated Observed Researched Studied
Determined Forecasted Planned Reserved Tailored
Acquired Cataloged Designated Logged Routed
Activated Centralized Designed Mapped out Scheduled
Adjusted Charted Dispatched Neatened Selected
Allocated Classified Established Obtained Secured
Altered Collected Facilitated Ordered Simplified
Appointed Committed Housed Organized Sought
Arranged Confirmed Implemented Procured Straightened
Assembled Contracted Incorporated Programmed Suggested
Assessed Coordinated Instituted Recruited Tracked
Assigned Customized Issued Rectified
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Conducted Handled Performed Shipped
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Assumed Employed Hired Motivated Stimulated
Caused Empowered Influenced Originated Strengthened
Chaired Encouraged Initiated Pioneered Supervised
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Conducted Envisioned Involved Raised Transformed
Directed Fostered Led Recognized Visualized
Disproved Founded Managed Set goals
Alleviated Conceptualized Detected Found Solved
Analyzed Created Diagnosed Investigated Synthesized
Brainstormed Engineered Recommended Revitalized Theorized
Collaborated Decided Foresaw Remedied Revived
Conceived Deciphered Formulated Remodeled Satisfied
Accomplished Constructed Ensured Minimized Reduced
Achieved Contributed Excelled Heightened Rejuvenated
Added Delivered Expanded Improved Obtained
Advanced Demonstrated Expedited Increased Restored
Attained Diminished Extended Innovated Targeted
Augmented Earned Finalized Integrated Overcame
Boosted Fulfilled Introduced Prevailed Orchestrated
Built Eliminated Gained Invented Produced
Combined Enlarged Generated Joined Qualified
Completed Enjoyed Grew Launched Realized
Consolidated Enlisted Guaranteed Lightened Received
Acted Composed Elicited Justified Rendered Summarized
Adapted Consented Explained Lectured Reported Supplemented
Admitted Concluded Extracted Marketed Represented Supported
Addressed Convinced Mediated Revealed Fabricated Surveyed
Allowed Consulted Fashioned Moderated Sanctioned Synthesized
Amended Corresponded Greeted Negotiated Settled Systematized
Arbitrated Critiqued Highlighted Perceived Shaped Tested
Argued Dedicated Illustrated Persuaded Smoothed Taught
Ascertained Defined Improvised Presented Specified Translated
Attested Deliberated Indicated Publicized Spoke Transmitted
Briefed Demonstrated Inferred Queried Sold Verified
Clarified Drafted Informed Questioned Solicited Welcomed
Cleared up Dramatized Instructed Referred Submitted Wrote
Closed Edited Interpreted Reinforced Substantiated
Communicated Educated Interviewed Related Suggested
Aided Bolstered Eased Familiarized Prescribed Returned
Accommodated Coached Elevated Helped Provided
Advised Enabled Interceded Protected Served Saved
Alleviated Cooperated Enhanced Modeled Relieved Tutored
Assisted Counseled Endorsed Mobilized Rehabilitated Sustained
Assured Dealt Enriched Polished Rescued Validated
*Copyright Oregon State University Writing Center