WRS101 Lecture 4: DRAFT3

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silverpig504

1 Feb 2019

School

University of Alberta

Department

Writing Studies

Course

WRS101

Professor

Jessica Friederichsen

For unlimited access to Class Notes, a Class+ subscription is required.

Document Summary

I learned many news things in writing strategies 101. I have more clear understanding of writing process which will be very helpful in my future writing at university. In the past, i had never done things like revision and proofreading. I usually preferred to complete every single piece of writing at the first time. I used to make an outline first, then thought every detail in my mind, after that, i would start to write follow with my plan. After i finished writing, i usually will not change a lot in my writing because i am too lazy. As a result, i never get a high score in writing in my life, generally i get a satisfactory mark. Now, i have realized that a good piece of writing will never be the first draft. I have found out that peer-review is a wonderful way to revise my paragraphs, it is not only helping me, but also the person peer-review with.

Related Questions

Grade 9 english:

Think back to Charlotte Edmund's article, "7 skills all young people need to survive the future of the workplace" from the first activity in this lesson. Choose the skill you believe to be the most important to your future
Write a few paragraphs to explain why you feel this way. If you think there's a skill the author didn't mention that's more crucial to your future, explain what it is and why you believe so. Give your strongest writing. Plan your ideas before you start writing, then use paragraphs to organize your piece. After you have a first draft, revise it, looking at paragraph unity, sentences, spelling, and capital letters.

Article:

7 skills all young people need to survive the future of the workplace

Dr. Tony Wagner, co-director of Harvard's Change Leadership Group, argues that today's
school children are facing a "global achievement gap," which is the gap between what even
the best schools are teaching and the skills young people need to learn.
This has been exacerbated by two colliding trends: firstly, the global shift from an industrial
economy to a knowledge economy, and secondly, the way in which today's school children —
brought up with the internet — are motivated to learn.
In his book "The Global Achievement Gap," Wagner identifies seven core competencies every
child needs in order to survive in the coming world of work.
1. Critical thinking and problem-solving
Companies need to be able to continuously improve products, processes and services in order
to compete. And to do this they need workers to have critical thinking skills and to be able to
ask the right questions to get to the bottom of a problem.
2. Collaboration across networks and leading by influence
Given the interconnected nature of the business world, leadership skills and the ability to
influence and work together as a team has become increasingly important. And the key to
becoming an effective leader? It's twofold, says Wagner, involving "creative problem-solving
and a clear ethical framework".
3. Agility and adaptability
The ability to adapt and pick up new skills quickly is vital for success: workers must be able to
use a range of tools to solve a problem. This is also known as "learnability", a sought-after
skills among job candidates.
4. Initiative and entrepreneurialism
There is no harm in trying: often people and businesses suffer from a tendency to be riskaverse. It is better to try 10 things and succeed in eight than it is to try five and succeed in all
of them.
5. Effective oral and written communication
Recruits' fuzzy thinking and inability to articulate their thoughts were common complaints that
Wagner came across from business leaders when researching his book. This isn't so much
about young people's ability to use grammar and punctuation correctly, or to spell, but how to
2/3
communicate clearly verbally, in writing or while presenting. "If you have great ideas but you
can't communicate them, then you're lost," Wagner says.
6. Accessing and analyzing information
Many employees have to deal with an immense amount of information on a daily basis: the
ability to sift through it and pull out what is relevant is a challenge. Particularly given how
rapidly the information can change.
7. Curiosity and imagination
Curiosity and imagination are what drive innovation and are key to problem solving. "We're all
born curious, creative and imaginative," says Wagner. "The average four-year-old asks a
hundred questions a day. But by the time that child is 10, he or she is much more likely to be
concerned with getting the right answers for school than with asking good questions.
"What we as teachers and parents need do to keep alive the curiosity and imagination that, to
a greater or lesser extent, is innate in every child."

jhonny

Read or listen to Morals in Business: Walter Pavlo Share your thoughts and opinions regarding this real life situation. Be sure to include your ideas about what businesses can do to avoid similar problems.

https://spotlightenglish.com/listen/morals-in-business-walter-pavlo

Transcript Voice 1 Hello. Iâm Marina Santee. Voice 2 And Iâm Ruby Jones. Welcome to Spotlight. This programme uses a special English method of broadcasting. It is easier for people to understand, no matter where in the world they live. Voice 1 Would you consider stealing six million [6,000,000] dollars from a company, if you had the chance? Most people would immediately answer ânoâ to this question. The majority of people consider themselves to be good, honest citizens. Walter Pavlo used to describe himself like this. Walter was a young, successful business man. He studied hard. And he worked hard. In time, he got a good job at an international communications company called MCI. MCI managed billions of dollars each year. Walterâs office was a highly pressured working environment. Walter worked hard to meet targets and goals. If someone had asked him back then - would he steal six million dollars from the company? He would have answered, âNo way!â Yet only a few years later, Walter went to prison for stealing money from MCI. What made this good man turn to crime? Here is his story. Voice 2 Walter Pavlo was born into a good family. His parents taught him Christian values. He said; Voice 3 âI was taught, âdo not stealâ; âdo not cheatâ; âbe honestâ; âbe truthful in everything that you do.â Voice 2 Walter held these values for a long time. However, slowly, other values in the business world began to influence him. At the age of thirty-two, Walter was a senior manager at MCI. He managed millions of dollars. His job was very pressured - and difficult. Then, for the first time in his life, it looked like Walter would not meet his targets. He had to do something. He asked a co-worker for advice. His friend told Walter to cheat a little. He told him that everyone else was doing it. It was normal. Voice 1 Pavlo looked around him. It seemed that his friend was right. The world of business was full of successful cheats. Maybe a little dishonesty was not so bad. In his mind, Walter rationalised cheating. He made it seem reasonable. Voice 2 Pavlo learned how to hide customersâ debts. He made small changes in the companyâs financial books to make them look better. This meant that Walter kept his good record of achievement. And it meant that the companyâs records looked good to investors. Voice 1 However, this led Walter to a bigger temptation. Why not use the same method of dishonesty to enrich himself? Again, Walter rationalised his plan. He said later; Voice 3 âTo me it looked like everyone was cheating. And I joined in. It did not seem that bad. Customers were getting richer. And I wanted my share.â Voice 2 Something else was happening inside Walter. He was becoming hostile in his heart. All around him were lies and cheats. He saw that people only cared about themselves. He saw the company and customers making themselves richer. He said, Voice 3 âI hated the customers. I hated the company. And then, I hated myself. Then, nothing mattered anymore.â Voice 1 And so, Walter set up a secret bank account in the Cayman Islands. Customers with debts paid money directly into this bank account. Then, Walter made their debt disappear on MCIâs records. Over a six month period, Walter and a co-worker took six million dollars! Voice 2 However, as time passed, Walter became afraid. He lived in fear of getting caught and arrested. The lies and secrets created much pressure. Walter said he became emotionally unbalanced. He came to believe that he would surely be caught - it was only a question of when. Voice 1 After a few months, MCI noticed a series of payments going into a Cayman bank account. They questioned Walter about it. Walter remembers; Voice 3 âI just said I did not want to talk about it. In a way I could not avoid uncovering my secret, because I was no longer able to hide what I was doing.â Voice 1 Walter resigned from MCI. He hoped that the investigations would stop. But they did not. MCI called in the police. Voice 2 Pavlo admitted his crime. His punishment was a prison sentence of three years and five months. He would also have to sacrifice some of his future earnings - over the next twenty-seven [27] years. Voice 1 In prison, Pavlo learned a lot about himself. He looked at the process that resulted in such severe crime. He said; Voice 3 âI do not think of myself as a bad person. For me to do something bad, or illegal, I have to make myself believe it is not bad. I rationalised, reasoned, what I was doing. I did this so much that I became far removed from reality. I told myself things like - everyone else is doing it, I need to get by, my family deserves this - and so on. This is what happens to a lot of people. They will rationalise in order to do something wrong.â Voice 2 Walter finished serving his difficult sentence in 2003. Life outside of prison was not to be easy either. His wife had divorced him. His friends had disappeared. No one wanted to employ the man who had stolen millions. However, people did want to hear about it. Voice 1 Many businesses saw the power of telling such a story. It could prevent their employees making the same mistake. Business schools and universities wanted their students to hear Walterâs story. Voice 2 And so Walter decided on a new kind of work. Today, he goes into business schools, companies and universities. He tells his story. He warns people of the easy path that leads to crime. He gives this message to business students: Voice 3 âThe chance of you facing a difficult moral decision at some time in your business life is one hundred percent. It will happen. There is no way round it...â âYou will never know what your values are worth until the test. The things that your parents have taught you, the things that you learned in school. What about them? When you are tested, what will you do?â Voice 1 Walter Pavloâs values had not survived this test. However he hopes that his weaknesses may strengthen others. He hopes that his story will strengthen peopleâs values. And then, when they are tested they will not fall. Voice 2 The writer and producer of todayâs programme was Marina Santee. All quotes were adapted for the programme. The voices you heard were from the United Kingdom and the United States. Computer users can hear our programmes, read our scripts and see our word list on our website at http://www.radio.english.net. This programme is called, âMorals in Business: Walter Pavloâ Voice 1 You are welcome to comment or ask about todayâs programme. You can e-mail us at radio @ english . net. Thank you for joining us today. Until next time. Goodbye.

As you may recall in the work of Triplett (1898), the presence of others in a bicycle race was found to enhance individual performance. This is called social facilitation (Williams, Harkins, & Karau, 2007). At times, however, the presence of others can detract from individual performance, which is termed social inhibition (Crisp & Turner, 2007). Similarly, social loafing can occur when an individualâs performance within a group decreases due to his or her reliance on others in the group (Crisp & Turner, 2007).

For this Discussion, review the media program, Week 5: The Virtual Office. Focus on the characters in the media and determine which characters displayed social facilitation, social inhibition, and social loafing.

With these thoughts in mind:

Post by Day 3 a description of the characters in the media program demonstrating social loafing, social inhibition, and social facilitation. Explain how you identified them. Then, select one of the characters and, using the current literature, explain two ways you might mitigate their behavior.

Media Program

(Onscreen Text: The employees at the United Cardboard Company often work individually on projects, but as with most environments, they are occasionally asked to participate in group projects. One such group is about to meet right now to plan a presentation for the Board of Directors. Observe the conversation and reactions of various group members to determine which group members exhibit signs of the following: Social Loafing, Social Inhibition, and Social Facilitation.)

(Interior of an office. Ken stands at the front of the conference room.)

KEN: OK, I guess we might as well all get started. As we all know, the big man has requested the five of us to get together and write and conceptualize a presentation to the board on our new packaging system. Maybe we can start by going around and throwing out some initial ideas.

KATHY: Sounds good to me. I think a PowerPoint presentation would do the job well.

GAVIN: I agree. We could follow it up with a physical demonstration of how the packaging looks and folds-- maybe a video of the larger pieces that won't fit into the boardroom.

KEN: Sounds perfect to me. Amanda, Brian, what do you guys think?

BRIAN: Yeah, what you guys said sounds fine.

(Amanda thinks, âI donât know what to say!â)

KEN: Amanda?

AMANDA: I don't know. I didn't really get much chance to think about this. We only found out we needed to do this together three days ago.

KEN: OK, no worries. Let's focus on the PowerPoint idea. I've been doing a lot of them lately, so I'm happy to take the lead on the design aspect. What do you guys think we should all incorporate into the slides?

GAVIN: I think we should start with where we got the idea for this new packaging -- the company that designed it and the different sizes that it comes in.

KATHY: We should follow that with a graph comparing the old prices to the new ones to illustrate how much we'll be saving over time. Amanda, didn't you have most of that information collected at some point?

(Amanda thinks, âOh no! What if I deleted that?)

AMANDA: I don't know, maybe, it's been so long. I didn't think I'd need it again for a group project like this.

(Gavin thinks, âI wonder whatâs gotten into her. Sheâs not usually this tense.â)

KEN: That's OK, Amanda, I'm sure we can easily dig it up again. Brian, do you have any other ideas for the PowerPoint slides?

BRIAN: Nah, I think what you guys mentioned sounds right.

(Kathy thinks, âWow. Way to contribute Brian.â)

KEN: OK then, Kathy and Gavin why don't you send me all of the info and I'll write it up and make the slides. Amanda, don't worry about the cost saving document, I'm sure I can dig it up from my old emails and put it into that slide too.

AMANDA: Are you sure? I'm happy to look. I mean I'm sure I have it somewhere. (Kathy thinks, âShe really needs to get it together. Why is she so nervous?â) At least I think I have it somewhere. You won't tell the Board of Directors if I lost it, will you?

KEN: Of course not, we're in it together. So as I was saying, I'll write up and prepare all the PowerPoint slides. Then we can start our presentation with reading and explaining each slide. Then, what?

KATHY: Well, and then I think we should show them the packaging live, and the quick deconstructing techniques.

KEN: Great idea. You and Amanda can demonstrate the folding, while I narrate what you're doing.

(Amanda thinks, âIs he doing too much of the work? And what if I drop everything while heâs talking?â)

GAVIN: And after you all demonstrate the smaller packaging, we could show a quick video of how the really big ones function down at the warehouse. Brian, would you be able to go film that quickly one of these days?

BRIAN: I don't really have any experience with video cameras or anything like that, so...

(Gavin thinks, âI should have seen that one coming.â)

KEN: That's OK. My wife actually just got me this great little camera for our anniversary. It takes great videos. So I can just run down to the warehouse, get some footage, then put it together on this new editing software I just downloaded. Maybe add a little music. It's going to be really slick!

KATHY: Are you sure, I wouldn't mind doing that too.

KEN: Oh no, it's fine. I love this kind of stuff; just leave it to me. But I suppose that's enough planning. Now it's time to get to work and make the presentation a knock out. Go team!

WRS101 Lecture 4: DRAFT3

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