By Sabrina Klindworth
Not feeling inspired to write that essay sitting at home or not sure where to even start on your paper? Try starting with your prompt! I like to start by looking at my prompt and getting a clear idea of what the paper is about and if there is any particular information I need to include. I find that prompts are especially useful when working with a new professor as no two professors have the same expectations (extra-specially for the first paper of the new quarter). It also helps make sure that you don’t forget any major parts of your paper and lose points just because you missed a part of the prompt. This blog post will walk you through my thought process when I decode a prompt. To start talking about my process, I chose a prompt from an old class I took, which will be interwoven through this post. Assignment 2: Mini-genre analysis So far, we’ve read a range of “texts” that take the intricacies of urban space as their focus. And, as we’ve discussed in class, each of these texts operates within its own generic parameters. This assignment asks you to start identifying the conventions and expectations of a particular genre by analyzing one of our course texts. Identifying specific genre conventions and their rhetorical effects will not only further develop your analysis of the cultural products we consume on a daily basis, but will also further develop your genre awareness in order to make effective writing choices. Based on the information in this first paragraph, I now know that I need to use at least one source to identify the conventions and expectations of that genre. One way to do this is to look at rhetorical effects and genre specific conventions. This last point could be a great starting point for your paper as it gives concrete examples of information to include in your paper. Your Task: This assignment asks you to conduct a genre analysis of one of our course readings. Once you select a course text, identify the genre(s) you see it working within and conduct an analysis by describing the genre’s setting, subject matter, participants and purpose. Be sure to refer to your selected text for evidence to support your claims. Use the questions below to guide your analysis: In the task section, a lot more information is given that can easily be overwhelming. However, since I read the first paragraph I’m able to build on the information I already have. I learned that the genre’s setting, subject matter, participants, and purpose also need to be mentioned in my paper. Immediately, I think of this information as background on the source and genre I have chosen so I would group all this information in a paragraph following the introduction before getting into the genre specifics. The task section also confirmed my suspicion that I would need to cite my source. Generally I’ve found that professors want you to cite your sources even if you are using a single source from class. If your professor doesn’t mention citations or a specific citation style, that would be a good question to bring up either in class, after class, or during office hours. Questions to address:
The next section detailing questions to be addressed is an extra helpful section, especially if you get stuck and need something else to write about to reach page count. Many of the questions are about the genre specifics which was already something we were planning to write about, however questions about the productivity of the genre or what assumptions or beliefs show through are new things to add to the list of information included in the paper. My professor for this class also had a list for formatting requirements that I didn’t attach here, however formatting requirements are super handy to have as it includes information about what citation style and font your professor wants as well as the page requirements. Writer’s Memo:
This is an extra requirement that my teacher added after the paper itself. At first I wasn’t sure what a writer’s memo was, but after reading the requirements I determined that it was just a fancy way of saying a reflection. I would write my reflection after writing my paper so I could reflect on my progress and challenges with that aspect while also including any challenges or growth from in class. At the end of the prompt, some teachers may attach a rubric so that you know how your paper will be assessed. My professor didn’t attach an assessment for this project but I don’t typically look at those. By focusing on the aspects of the prompt, I’ve been able to do well on my papers despite not looking at what could possibly get me an A. I find the assessment tends to confuse me and build anxiety rather than helping me be productive in starting my paper. If you prefer to know how you are being assessed and find a rubric helpful, you can always ask your professor if they don't include the assessment as part of the prompt. Now that I’ve finished going through my prompt, I would pick my genre and source before starting to write out my paper. I don’t use an outline, but if that’s helpful for you, don’t forget that step! Have questions about the prompt? Ask those questions in class! I would typically ask the questions I brought up earlier during class so that my peers can also hear the answers in case they have the same questions. And if I think of questions while I’m working and can’t find the answer from re-reading the prompt, texting a friend from class can be a great way to get an answer or if your professor is good at answering emails (mine usually aren’t) sending them an email with your questions is another great way. It’s important to ask any questions you have, even if you think your question is dumb, it’s always better than assuming what your professor wants and getting it wrong. Now that you know my process for decoding a prompt, it’s time to start decoding yours. Happy writing!
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January 2024
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