ree, easy to us
Daily writing prompts for learners at all levels.
Evernote family of products help you remember and act upon ideas, projects and experiences
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ool for mapping out essays.
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Daily writing prompts to be completed in 60-Seconds
Wikispaces - Campus - K-12 Education - 0 views
Why reinvent the wheel? Turn successful wikis into templates and share best practices year after year.
Determine who sees content and how they use it
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Each student cultivates a unique online space to showcase their best work, and teachers assess performance as it progresses.
Student groups collaborate on projects that address real-world questions, and share their findings with a real-world audience.
Teachers post homework, group work, and classroom goals
Purdue OWL: Starting the Writing Process - 0 views
- Who is the audience for your writing?
- Do you think your audience is interested in the topic? Why or why not?
- Why should your audience be interested in this topic?
- What does your audience already know about this topic?
- What does your audience need to know about this topic?
- What experiences has your audience had that would influence them on this topic?
- What do you hope the audience will gain from your text?
Topic and audience are often very intertwined and work to inform each other. Start with a broad view of your topic such as skateboarding, pollution, or the novel Jane Eyre and then try to focus or refine your topic into a concise thesis statement by thinking about your audience. Here are some questions you can ask yourself about audience:
Letters of Note: C. S. Lewis on Writing - 4 views
What really matters is:–
1. Always try to use the language so as to make quite clear what you mean and make sure your sentence couldn't mean anything else.
2. Always prefer the plain direct word to the long, vague one. Don't implement promises, but keep them.
3. Never use abstract nouns when concrete ones will do. If you mean "More people died" don't say "Mortality rose."
4. In writing. Don't use adjectives which merely tell us how you want us to feel about the thing you are describing. I mean, instead of telling us a thing was "terrible," describe it so that we'll be terrified. Don't say it was "delightful"; make us say "delightful" when we've read the description. You see, all those words (horrifying, wonderful, hideous, exquisite) are only like saying to your readers, "Please will you do my job for me."
5. Don't use words too big for the subject. Don't say "infinitely" when you mean "very"; otherwise you'll have no word left when you want to talk about something really infinite.