For this course, there are two types of writing assignments: essays and projects. This assignment is a project. A project is an item of smaller coursework that is designed to help students master a skill that is needed to write an essay. Think of projects as assignments that help master a skill that you will use when you write an essay for this class and all of your other courses in your college career.
Each project is our opportunity to master skills that are needed to master academic writing and essay drafting. Be sure that you are mindful that you have mastered the concept that this project considers.
Part 1: Academic Voice
As the lecture in this module considers, the central goal of this course is for students to master the skill of academic writing. This skill, like many important skills, is a lifelong endeavor that we will work on, not only in this course but for our entire lives. Academic Writing uses academic style, which is a style of writing that is highly formalized and adheres to academic formats like Modern Language Association formatting.
The good news is that most of us have used formal language before. Academic style is something like using a second language in that we need to have a vocabulary of words to choose from.
This project is a chance to practice vocabulary selection for academic style.
What do I do?
- Select a song on YouTube and place a link and the original lyrics with your work
- Translate 6-7 lines of the original lyrics of the entire song into formal language that would be acceptable as academic writing.
- Use a thesaurus (Links to an external site.) to take keywords from the song and find formal alternatives. Also, be sure that your translation is correct in grammar, mechanics, punctuation, and spelling.
Review the resource below.
Part 2: Euphemism Destruction!
There are many phrases and vocabulary choices that we commonly use that are not good choices in an academic style. Perhaps the most common error in academic voice is the use of euphemistic language. A euphemism is a phrase or word that is used as a substitution to replace something harsher or, perhaps, offensive. While this might seem positive, we are striving for accuracy and formal language in our writing.
Euphemisms, more often than not, are rooted in slang or jargon that has become commonly used in English. For example, the term “a lot” is a euphemism. It replaces terms like “much” or “many.” This euphemism has its roots in shipping where a pallet of materials on a ship is called a lot.
Certainly, using euphemistic language is not the largest problem we can have in our academic voice, but overuse of euphemistic language damages the tone needed to evoke an academic tone. As you move forward as an academic writer try to identify euphemisms in your speech and writing so that you can avoid them in your academic work.
What do I do?
For this project, please read the sentences below and translate them into an academic voice. Each sentence contains one or more common euphemisms. Be sure your translation is entirely using academic style and submit your responses for each bullet.
Translate the following Euphemisms:
- A good way to deal with solving equations with parentheses is to use the distributive property.
- Dude never shows up to class.
- Toni Morrison, Noble Prize recipient for literature, passed away in 2019.
- Newton came up with his mathematical description of gravity from scratch.
- Hamilton’s ability as a duelist left much to be desired.
- A patient that acquires a staph infection will pile on to the comorbidity factors of the original illness.
- Kafka’s writing is crazy.
- Bradley was able to con the German forces by moving his troops through the forests.
- It was quickly clear that Dr. Kenny was not the sharpest tool in the shed.
- Meh
Submit both responses on a Word document and label them Part 1 and Part 2.
Rubric
M1. Project Rubric
| M1. Project Rubric | ||
| Criteria | Ratings | Pts |
| This criterion is linked to a Learning OutcomePurposefully addresses all tasks or directions in the assignment. | 40 pts Exemplary- In part 1, the student translates 6-7 lines of lyrics into academic writing. 30 pts Proficient- In part 1, the student translates 4-5 lines of lyrics into academic writing; there may be some errors in creating an academic voice. 15 pts Basic- Fails to address most tasks or directions in the assignment. part 1; the student attempts to translate lines of lyrics into academic writing; there may be some errors in creating an academic voice and only 2-3 lines are correct. 0 pts No-Submission- The assignment is either nonexistent or lacks the components outlined in the prompt. | 40 pts |
| This criterion is linked to a Learning OutcomeDemonstrates understanding or mastery of concepts addressed in the assignment. | 40 pts Exemplary- In part 2, the student identifies and provides solutions for all euphemisms presented to them in the assignment. 30 pts Proficient- In part 2, the student identifies and provides solutions for most of the euphemisms presented to them in the assignment. Needs further work or has some errors. 15 pts Basic- Demonstrates little understanding of mastery of concepts addressed in the assignment. In part 2, the student identifies and provides solutions for only some of the euphemisms presented to them in the assignment and demonstrates little understanding. 0 pts No-Submission- The assignment is either nonexistent or lacks the components outlined in the prompt. | 40 pts |
| This criterion is linked to a Learning OutcomeComfortable command of applying subject knowledge to the assignment. | 20 pts Exemplary- Comfortable application of knowledge to the assignment and shows few – if any –errors. 15 pts Proficient- Uses precise application of knowledge to assignment, though there are some errors. 5 pts Basic- Uses standard diction and appropriate application of knowledge to the assignment . 0 pts No-Submission- The assignment is either nonexistent or lacks the components outlined in the prompt. | 20 pts |
| Total Points: 100 |