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Writing Courses

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Rhetoric: The Art of Persuasive Writing and Public Speaking

Gain critical communication skills in writing and public speaking with this introduction to American political rhetoric.

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• CHANGE CERTIFICATE: When a student wants to change their lower-level certificate to a higher-level certificate (or vice versa) prior to the completion of the program. There are no additional fees for this option other than the cost of additional courses, and you will only earn one certificate upon completion.
• STARTING A NEW CERTIFICATE: When a student wants to earn more than one certificate by having the courses from their lower-level certificate waived into a higher-level certificate. In this case, an additional $175 registration fee is required.

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• Attained at least a 2.70 cumulative GPA in concentrate courses
• Have a minimum cumulative GPA of 2.00
• Fulfilled all program requirements AND completed a minimum of 120 credits for a single major or 165 for a dual major
• Completed a minimum of 60 institutional credits for a single major or 105 institutional credits for a dual major
• Fulfilled all financial obligations to the college

Transfer Credits

Online undergraduate-level course, college writing.

Authored by Simone Pilon

Course Code: OLART-111

Next semester starts June 24 Enroll by 5 PM ET. Limited seats available.--> Enroll by 5 PM ET. Limited seats available.-->

3-credit tuition, non-credit tuition.

All the words I use in my stories can be found in the dictionary—it’s just a matter of arranging them into the right sentences.

• Apply conventions of academic writing to a variety of texts and styles
• Clearly articulate your ideas in your own voice
• Understand that writing and other creative outputs are recursive processes
• Demonstrate critical reading comprehension and evaluation skills
• Show an understanding of authorship and academic honesty
• Formulate and defend a thesis

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Lesson 1: Getting Started: The Basics

• Writing and Speaking in Different Contexts
• Words that Are Commonly Confused
• Editing Commonly Confused Words
• Tips for Writing a Letter
• Assignment 1: Write a Basic Letter

Lesson 2: Writing Contexts

• Understanding Different Rhetorical Contexts
• Applying These Rhetorical Elements to Written Texts
• Generating Ideas
• Understanding the Components of a Sentence
• Organizing and Drafting a Response
• Assignment 2: Selected Author’s Response

Lesson 3: Recording and Developing Ideas

• Recording Ideas
• Concision vs. Lengthiness
• Understanding Commas
• Understanding Verbs and Subject-Verb Agreement
• Assignment 3: Selected Author Response Revision

Lesson 4: Exploring Personal Narratives

• Key Elements of a Personal Narrative
• Analyzing a Personal Narrative
• Understanding Pronouns
• Grammatical Tools to Best Express Ideas
• Assignment 4: Moth Radio Hour Assessment

Lesson 5: Writing a Personal Narrative

• Opening Sentences
• Organizing a Personal Narrative
• Developing Paragraphs
• Connecting Paragraphs
• Choosing the Right Words
• Assignment 5: Personal Narrative

Lesson 6: Talking about Literature

• Literary Vocabulary
• Editing Sentences
• Reading a Text
• Analyzing a Text
• Assignment 6: Personal Narrative Analysis and New Versions

Lesson 7: Thesis Statements

• What Is a Thesis?
• Developing a Thesis Statement
• Writing a Literary Analysis
• Assignment 7: Revised Thesis Statement and Outline

Lesson 8: Exploring Poetry

• Analyzing Poems in Verse
• Assignment 8: Essay Submission

Lesson 9: Making an Argument 

• Elements of Argumentation
• Analyzing a Text for Argumentation
• Editing Pronouns
• Editing Verbs
• Assignment 9: Essay Revisions

Lesson 10: Supporting Your Argument

• Setting the Stage
• Finding Sources
• Integrating Other People's Ideas into Your Text
• Applying These Concepts
• Assignment 10: Article Analysis

Lesson 11: Documenting Your Sources

• How Authors Use and Document Their Sources
• Style Guidelines
• Chicago Manual of Style
• Style Guidelines in Relation to Quoting and Paraphrasing Texts
• Assignment 11: Revised Thesis Statement and Final Essay Outline

Lesson 12: Other Forms of Writing

• The Critique
• The Proposal
• Bringing It All Together
• Assignment 12: Final Essay

Requirements

Prerequisites and course-specific requirements .

Prerequisite Courses, Knowledge, and/or Skills Students should have native or near-native fluency in English. Notice to Berklee Boston and Berklee Valencia students: LENG-106 (ESL-3) or native fluency are prerequisites for transferring this course to the Berklee Boston or Valencia campuses. This means that before you take this course you must either be a native English speaker, have successfully completed ESL-3, or have taken the Berklee English Placement Exam and demonstrated English proficiency sufficient to enroll in College Writing. For more details, please review the online equivalencies information on the Berklee Registrar's Office site .

Textbook(s)

• Note: The 3rd Edition is also acceptable.
• Word processing software, such as Microsoft Word, Google Docs (free), Apple Pages, Apache OpenOffice (free), etc.
• Digital or paper journal. Digital options include Google Keep ,  Penzu ,  Notes for Mac ,  Notepad for Windows ,  Evernote , etc.

Student Deals After enrolling, be sure to check out our Student Deals page for various offers on software, hardware, and more. Please contact [email protected] with any questions.

General Course Requirements

Below are the minimum requirements to access the course environment and participate in Live Chats. Please make sure to also check the Prerequisites and Course-Specific Requirements section above, and ensure your computer meets or exceeds the minimum system requirements for all software needed for your course. 

• macOS High Sierra 10.13 or later
• Windows 10 or later
• Latest version of Google Chrome
• Zoom meeting software
• Speakers or headphones
• External or internal microphone
• Broadband Internet connection

Instructors

Simone Pilon is the executive director for Berklee Valencia, responsible for the vision, strategic direction, and day-to-day operations of all areas of the Valencia campus. She is charged with the development and execution of Berklee’s academic strategy on the Valencia campus, including new programs and partnerships, career development and student success efforts, and community outreach. Prior to assuming this role, Pilon served as dean of academic affairs at the Valencia campus, where she played a leading role in academic strategy, overseeing the graduate and undergraduate programs, academic records and services, library, and technology. She previously served as chair of Berklee’s Liberal Arts Department in Boston, serving students at both Berklee College of Music and Boston Conservatory at Berklee. Pilon has been a Fulbright-Hays scholar to Morocco and Tunisia, has published in international journals, and has presented at national and international conferences. She has served as technical reviewer for Cliffs, Dummies, and Everything books; published a student edition of Louis Hémon's canonical novel Maria Chapdelaine, with Molière and Company; and co-edited the book Woodstock Then and Now: A 50th Anniversary Celebration (Clemson University Press) with Berklee faculty member Alex Ludwig. Simone holds a PhD from Université Laval and an MA from McGill University.

Mark Polanzak is the author of POP! (Stillhouse Press), a hybrid work of memoir and fiction. His short stories have appeared in The Southern Review, The American Scholar, and elsewhere. His story "Giant" will be included in the anthology Best American Nonrequired Reading, 2017. A runner-up for the Italo Calvino Prize for Fabulist Fiction, Mark is a founding editor for draft: the journal of process, and a producer for The Fail Safe podcast. He received an MFA from the University of Arizona. Mark teaches Literature, Composition, and Creative Writing at Berklee in Boston. He lives in Salem, MA.

Gretchen Shae Moore teaches writing in the Liberal Arts department at Berklee College of Music. In addition to teaching, she also enjoys performing, writing songs, and singing with her own band: Gretchen Shae & The MIddle Eight, as well as Gretchen & The Banshees (A SIouxsie & The Banshees tribute).  In 2014, she performed with U2 at the TD Bank Garden in Boston, MA. Boston's WZLX named Shae's song “Dionysius” in its Top Ten Local Picks of the year. Another passion of Shae’s is working with New Beginnings Re-entry Services as a board member.  Founded in 2016, New Beginnings Reentry Services, Inc., is a 501 (c) (3) nonprofit organization working in partnership with community agencies to empower and provide supportive services to formerly incarcerated women to successfully rejoin their communities; it is the first in the state of Massachuesetts. Her course on Mass Incarceration combines all of her passion to end mass incarceration, educate others, and inspire artists to create thoughtful works in response to this topic. Shae received a Berklee Urban Service award in 2019 for her work.

What's Next?

When taken for credit, College Writing can be applied towards the completion of these related programs:

Related Certificate Programs

• General Music Studies Professional Certificate
• General Music Studies Advanced Professional Certificate

Related Degree Majors

• Bachelor's Degree in Music Production
• Bachelor's Degree in Guitar Performance
• Bachelor's Degree in Music Business
• Bachelor's Degree in Electronic Music Production and Sound Design
• Bachelor's Degree in Music Composition for Film, TV, and Games
• Bachelor's Degree in Songwriting
• Bachelor's Degree in Interdisciplinary Music Studies (Create Your Own Major)
• Bachelor's Degree in Songwriting and Producing Music
• (Pre-Degree) Undeclared Option

Related Music Career Roles

Employers look for skills learned in this course, when hiring for the following music career roles:

Music Journalist

Proofreader

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Harvard College Writing Program

• Section Changes
• Writing Center
• For FAS Instructors

Since 1872, the Harvard College Writing Program has been teaching the fundamentals of academic writing to first-year students.

In addition to administering Expos courses, the Program supports undergraduate writing and instruction throughout the College.

Writing Exam & Expos Registration

• Please  consult these pages for information about Expos Studio 10 and Expos 20. 
• This calendar contains all dates and deadlines pertaining to the Writing Exam and Expos registration. 
• Expos 45 is a new course open to incoming first-year students. Learn more .

Expos Courses

Students interested in learning more about Expos courses are encouraged to browse through the course offerings on our website. 

• View  Expos 20 courses, expanded course descriptions, course sites, and syllabi.
• View Expos Studio 10  information. 

Upcoming Events

Spring registration events.

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Welcome to the Purdue Online Writing Lab

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The Online Writing Lab at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction.

The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.

A Message From the Assistant Director of Content Development 

The Purdue OWL® is committed to supporting  students, instructors, and writers by offering a wide range of resources that are developed and revised with them in mind. To do this, the OWL team is always exploring possibilties for a better design, allowing accessibility and user experience to guide our process. As the OWL undergoes some changes, we welcome your feedback and suggestions by email at any time.

Please don't hesitate to contact us via our contact page  if you have any questions or comments.

All the best,

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Please note that course information is provided by  UC Berkeley Academic Guide .  Also, you can view our complete  Course Catalog  for more information.

Learn more about our summer english lanaguage studies program here ., summer 2024, spring 2024.

Intensive English Program

You are here.

Improve your English this summer!

The Intensive English Program is designed for international college students who want to improve their academic English language skills among a dynamic, diverse group of students. This summer, develop the skills, fluency, and confidence you need to communicate effectively in English. You will improve your overall abilities in both spoken and written English, as well as your understanding of the cultural diversity in the U.S.

You can expect to improve your English in the following ways: 

• communicate more confidently
• speak more accurately and fluently
• improve your written English
• expand your vocabulary
• improve your understanding of grammar
• socialize and network with greater confidence

At the beginning of the program, students take an English Placement Exam to determine their levels and are placed in class with students of a similar level.

Date: Program Dates: Session B, July 1 - August 2, 2024 Application Deadline:  May 6, 2024

Our application for Summer 2024 courses and programs is now open.

Intensive English Daily Schedule*

*Individual schedules may vary. This is for reference only.

Intensive English Courses

Core classes meet Monday through Thursday, 9:00 am to 12:15 pm.  

Morning Class​es 

Academic reading and writing.

• Read, discuss and write about dynamic issues
• Create projects with international colleagues
• Investigate U.S. cultures
• Develop critical reading and writing skills
• Improve revising and editing skills
• Increase your reading comprehension and analytical skills
• Study literature and learn to write critically about it

Academic Speaking and Listening

• Participate effectively in academic discussions and presentations
• Expand your knowledge through presentations and videos
• Practice American English pronunciation
• Conduct oral presentations on topics of interest

Afternoon Elective Classes

Elective classes are designed to be engaging, student-centered and participatory. The courses help you improve your English language skills while learning about a unique aspect of American culture.

Sample Elective classes:

• TOEFL Preparation - Practice for the TOEFL
• Pronunciation -  Practice American English pronunciation
• American Idioms and Pronunciation
• Society Today
• Video Production Workshop
• Business Games
• Sports in the USA

Tuition and Fees

For other fees and residential costs, please visit our Tuition and Fees page . All tuition and fees, including room and meal charges, must be paid in full by Friday, June 7, 2024.

Financial Assistance

Yale Summer Session only offers financial assistance to Yale College students. Financial assistance is not available for visiting students at this time. Visiting students should contact the financial aid office at their home institutions to discuss their options for financial assistance.

Application Information

The application for the Intensive English Program is now open.

When prompted to select a program in the application, select Yale Summer Session . Then, select 2019 Session B: July 1 - August 2. You will see Intensive English Program ( SUMR S011)  listed on the course selection page. 

To be considered for admission, you must submit the following materials before May 20, 2019:

• Online application
• Application fee and visa processing fee
• Financial documents
• Photocopy of passport
• If under 18, two letters of recommendation
• High school transcript, if current high school student

This is a full time program.  You may not take a second YSS course in addition to this program.

Summer 2019 application is now open.

Courses & Programs

• Courses at Yale
• Yale Summer Online
• Intensive English
• Postgraduate Seminar
• Law Seminar
• Business Seminar
• University Preparation
• Conservatory for Actors
• Yale Writers' Workshop
• Yale Young Writers' Workshop
• Programs Abroad

Graduate Certificate in Digital Content Management (Online)

Curriculum overview

Emerson College’s graduate certificate in Digital Content Management trains students to develop impactful content and successfully deploy it across multiple platforms.

About the Digital Content Management Certificate Program

Housed in the Department of Writing, Literature and Publishing in the School of the Arts, this online certificate program consists of four courses, totaling 16 credit hours.

4 Required Courses

This course explores the role of metadata in the evolving information ecosystems within various publishing ecosystems. The course examines the use of specific metadata schemes within the book and digital publishing industries. Topics covered include: metadata models, ontologies, metadata generation and preservation, digital rights management, text analytics, and search optimization. Coursework will include creation of metadata in the common schemas (XML, Dublin Core, EAD, CDWA, VRA, ONIX) and projects designed to provide hands-on practice.

Fundamentals of Content Strategy

Content strategy is about developing content as a business asset, using it to achieve specific business goals. This course is designed to help students plan and execute an effective content strategy to build an audience. It will be conducted as a dynamic live project, where students will work alone and in groups to get experience in all the facets of content strategy. They will devise a strategy, set goals, create a project plan, and conduct basic research to test their assumptions. Students will create, publish, and propagate regular content to meet the needs of the audience they define. They will learn how to organize and optimize content for maximum impact, and how to set metrics, measure results, and iterate.

Electronic Publishing Overview

This class is an introduction to the main platforms and areas of online publishing. The class will provide hands-on experimentation with the main online publishing platforms and will give students an overview of key concepts such as web analytics, content strategy, and user interaction. The course is designed to provide students with a basic understanding of the planning, development, and management of a digital system. Students must have basic computer skills.

The fourth required class is an elective. Students may choose to take a rotating topics class on subjects such as XML, Project Management, and Usability/UX Design.

Successful completion of any of the following or equivalent undergraduate courses or industry experience in a reporting and analysis function are good examples of experience with relevant quantitative analysis concepts and techniques:

• Algebra or math courses
• Introductory statistics courses
• Economics or econometrics courses
• Research methods courses
• Engineering courses

If students are unsure whether they qualify, they should seek approval from their graduate program director.

Learn more about the program, including application instructions, on the Digital Content Management certificate page.

Turn Your Certificate into a Master’s Degree

The Electronic Publishing Overview course counts as one of the core requirements for the MA in Publishing and Writing and will be offered every semester.

All other classes count as electives for the current MA program and are offered every other semester.

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Faculty & Student News

Professor silva publishes latest book chapter.

Dr. Mary Lourdes Silva, associate professor in the Department of Writing, has recently published work in Utah State University’s book entitled Teaching and Generative AI .

In response to recent innovation within the world of digital writing software, Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions “provides interdisciplinary teachers, librarians, and instructional designers with practical and thoughtful pedagogical resources for navigating the possibilities and challenges of teaching in an AI era.”

Professor Silva’s chapter can be found online for free . "My Summer with ChatGPT," describes her early experiences with this increasingly popular technology and reviews an assignment that she has developed for her Academic Writing course.

She first learned about AI writing software in December of 2022 with the release of The Atlantic article, “The College Essay Is Dead.” In her own chapter, Professor Silva guides readers through personal experiences with the technology that has created controversy among educators. She concludes the chapter with an in-depth look at the ChatGPT-focused lesson plan she has created for students at Ithaca College.

“Out of necessity, I first used ChatGPT to process mentally and emotionally two major injuries. Trapped at home for the entire summer, I learned to write with ChatGPT to complete a large-scale research project. The anthropomorphizing experience left me feeling less alone,” Dr. Silva says.

You can read more about Mary Lourdes Silva's work as a professor here .

May 10, 2024

Cities and their institutions play a vital role in economic inclusion, President Farmbry says

President Farmbry, who made his remarks during a local morning news program, says Guilford Dialogues will bring together local leaders to find solutions to economic inclusion.

President Kyle Farmbry says local institutions can have a major impact on economic inclusion in the Piedmont Triad and hopes next month’s Guilford Dialogues will lead to actions that benefit everyone.

“We want to have some conversations over what different institutions – banks, new businesses, chambers of commerce, cities, etc. – can do to enhance the economic opportunity for all residents,” says Kyle. 

Kyle made his remarks Friday, May 10, during a FOX 8 Morning News interview about the upcoming Guilford Dialogues, a two-day conference at the College.

“We want people to come to Guilford Dialogues to help us solve problems, and we want to be able to walk out of the Dialogues with some concrete things that members of our communities can do to really work on this critical issue.”

Kyle said economic inclusion is an issue that extends beyond the Piedmont Triad. “It affects not only those of us in the Triad,” he says. “Economic inclusion is really a national issue … in some ways, it's a global issue. It’s a problem that needs to be solved and that needs to be talked about.”

The third Guilford Dialogues takes place June 6-7 on campus. Attendance is purposely being capped at between 150 and 200 to promote more discussions and less lectures, says Kyle.

The Dialogues keynote speaker on June 6 is renowned Harvard economist Raj Chetty, who has studied equality of opportunity in the United States, sharing his thoughts on economic inclusion

For more information and to register to attend Guilford Dialogues click here .

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Sizer School senior, Early College student…

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Sizer School senior, Early College student ready for Umass Lowell this fall

Connor shaw took two writing classes at fsu this year.

On his first tour of the school, Shaw said he knew it was for him.

“I got to talk with all of the professors, and I really enjoyed it,” said Shaw. “It was nice to hear that class sizes are insanely small with 15 people being a large class.”

Shaw will be majoring in English with a Creative Writing concentration. But that was not always the case.

“Originally, I had planned to study Game Design in the Netherlands,” he said. “I applied to both the Hanze and Breda Universities of Applied Sciences – Hogeschool if you want to be fancy and Dutch.”

Shaw says those plans fell through for a variety of reasons.

“As for American schools, I applied to schools like Drexel, Champlain and SUNY Polytechnic Institute,” Shaw said. “Eventually, I began to doubt Game Design as the pathway I wanted to take and the local schools I had applied to were generally a lot cheaper. I also applied to UMass Amherst, Dartmouth, and Boston, all for Computer Science.”

Shaw was able to get financial aid that is going to cover half of his UMass Lowell tuition. He was also admitted to the Honors College.

Shaw says choosing a major has been a difficult process.

“I really do not know what I want to do in life,” he said. “I’ve never been good at sticking to one thing, so I dabble in just about everything and then move on. I would like to get a small farm up north where I can have goats and ducks.”

Adding that if he decides to change his major going forward, he might look into becoming a librarian or archivist.

“It’s one of the reasons I picked English,” Shaw said. “I found that I enjoyed writing, so I kept taking writing classes at Fitchburg State University. I took Fiction Writing last semester and now I’m doing Poetry. Personally, I liked fiction more. That sort of settled the computer science debate.”

Being a part of the Early College High School Program helped Connor find a new passion. His education at Sizer School helped set the foundation he needed for college-level learning.

“The more project-focused learning at Sizer School helped a lot with the transition to college,” he said. “For example, in Writing II there is one assignment, and it is a massive research paper.”

Shaw has been a Sizer School student since the 7th grade.

“Both of my sisters, Abigail and Audrey Cox, also went here,” he said.

A member of the Band Club since he started at Sizer, Shaw is also a participant in the Dungeons & Dragons Club and the Gamer’s Guild, where Shaw played a card game titled “Magic the Gathering”.

His advice to upcoming juniors, looking ahead at their senior year?

“Do everything – if you are unsure of it – do it,” he said. “You won’t know how you feel about things until you have done it.”

For over 20 years, Sizer School has been sending graduates into the world who THINK for themselves, CARE about others, and ACT creatively and responsibly. Serving students in grades 7-12, Sizer School is a public charter school located in Fitchburg. Sizer School is currently accepting applications. Deadline is June 1. Apply online at www.sizerschool.org.

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Coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems.

WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System).

Geographic coordinates (latitude and longitude) define a position on the Earth’s surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees.

Latitude varies from −90° to 90°. The latitude of the Equator is 0°; the latitude of the South Pole is −90°; the latitude of the North Pole is 90°. Positive latitude values correspond to the geographic locations north of the Equator (abbrev. N). Negative latitude values correspond to the geographic locations south of the Equator (abbrev. S).

Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W).

UTM or Universal Transverse Mercator coordinate system divides the Earth’s surface into 60 longitudinal zones. The coordinates of a location within each zone are defined as a planar coordinate pair related to the intersection of the equator and the zone’s central meridian, and measured in meters.

Elevation above sea level is a measure of a geographic location’s height. We are using the global digital elevation model GTOPO30 .

Elektrostal , Moscow Oblast, Russia