10 Writing Exercises to Tighten Your Writing

OWL Writing Exercises Welcome to the updated OWL exercise pages. For the past year and a half, we have been working on updating the OWL page design and OWL navigation based on our OWL Usability Project findings. As part of this process, we have also been working on correcting and updating our exercises. To navigate the OWL exercises, please use the navigation bar on the left. If you cannot find an exercise you have used in the past, or if you have a suggestion for adding an exercise, please let us know. Note: Users may notice that the OWL exercises no longer offer the dropdown option.

The Writing Process - Body Paragraphs Exercise Template for creating a body paragraph The following template can be used for creating a body paragraph. Simply follow the formula and change the information to fit the topic you are writing about. Write the thesis above the body paragraph. This will help you to ensure that everything in the body paragraph relates to the thesis. Example thesis (taken from the thesis statement exercise page on this site): Because writing is a skill that is required in most classes, college students need to learn how to write well in order to succeed academically. Sentence #1 – (topic sentence) – make one claim about the overall topic of the essay that relates to the thesis: Students who learn how to write well will earn better grades in most classes. Sentence #3 – give an example of the claim made in the topic sentence (make a "for instance" statement): For instance, all college students seeking a degree will be required to take a composition class.

Paragraph Writing Exercises In Process Writing, we have emphasized the fact that it is very hard for the teacher to concentrate on both the grammar and the organization errors on a student paper and still not discourage the student with those red marks all over the paper. Instead, we have suggested that the students should be able to comment on and edit their own paper to a certain extent. The advantages of such an approach would be raising awareness of the student and reducing the workload of the teacher. The exercises we have here are organized in such a way that the students will concentrate on only one thing (e.g. organization, grammar, vocabulary choice, etc.) at a time. Here are the contents: A. Exercise 1: The original student paper: In a unified paragraph, we expect all the sentences to be about the main idea of the paragraph. In weekdays I arrive home at and I have lunch. Then I do my homework and go to bed. I had a computer but now it doesn't work. You can compare your answer with the answer we suggest: B. 1.

Not Every Sentence Can Be Great But Every Sentence Must Be Good @ Dinty W. Moore In “Letter from the Pulitzer Fiction Jury: What Really Happened This Year” (The New Yorker online, July 9, 2012), Michael Cunningham, one of the three Pulitzer fiction jurors for 2012, wrote the following about sentences: – I was the language crank, the one who swooned over sentences. I could forgive much in a book if it was written with force and beauty, if its story was told in a voice unlike anything I’d heard before, if the writer was finding new and mesmerizing ways to employ the same words that have been available to all American writers for hundreds of years. I tended to balk if a book contained some good lines but also some indifferent ones. True to his word, during the jury process, Cunningham argued successfully to eliminate a contender because, “although there were plenty of good lines, there were simply too many slack, utilitarian ones.” Since July I’ve been thinking about Cunningham’s insistence that every sentence should be a good one. 1. a. b. 2. a. b. 3.

Writing Exercises » Revising Prose Center for Communication Practices Developed by The Center for Communication Practices at Rensselaer Polytechnic Institute, Troy, New York. El Blog para aprender inglés idioms - Meaning of "I'm kind of on a clock here"