Integrated Marketing Communications Case Study: Trent Small-Towns

Bullock, Richard, and Goggin, Maureen D, and Weinberg, Francine, editors. The Norton Field Guide to writing with readings and handbook. W.W. Norton & Company, 2016.

Chapter 2 of Successful College Writing written by Kathleen McWhorter focused on several different points. However, the main core of the chapter is mostly focused* on college writing and what is expected of it. It mentions* how college introduces you to new forms of writing, and also using sources to support your information and arguments in your essays. This chapter not only mentions the new writing styles you will experience, but also how to be successful in them by giving you helpful tips and aiding you in figuring out your learning style.

In “Expectations for College Writing,” the author indicates the importance of thinking and communicating to succeed after college. A writer’s style acknowledges a social or academic expression. A writer’s skill to rationalize ideas and think critically demonstrates an essential technique for enhancing communication in the work environment.

Communication in writing skills for the past six weeks were standards information on different sorts of sources for rapidly flowing needs of today’s writers. This form of writing shows the role of strategies in writing on subjects. It demonstrated contracts between oral communication and written communication. The main ideas in this course discovery, objectives, critical thinking, and tension, valuing course resources time management, and cooperating with others (Giordano 2012). However, the skills for effective writing produce volumes of master’s level for the required resources in this way.

After taking Honors Written and Oral Communication freshman year I have changed as a communicator. I have grown in many areas as a writer and speaker; however, I have also have skills that need improvement. From the Fahrenheit 451 essay to the six-word memoir, my writing capabilities and experience has changed. I have sincerely grown in certain areas whereas I have also fell short in other areas.

English professor, Verlyn Klinkenborg, published an essay, “The Decline and Fall of the English Major” on June 22, 2013, about the reduction of the English major in colleges. The author declares, “Writing well isn’t merely a utilitarian skill. It is about developing a rational grace and energy in your conversation with the world around you.” Klinkenborg has taught nonfiction writing to various students at Harvard, Yale, Bard, Pomona, Sarah Lawrence and Columbia’s Graduate School of Journalism. The author has found that her students are able to assemble jargon, use proper syntax, and utilize thematic and ideological notions.

On the evening of Thursday July 23, 2015 I conducted an interview of Alex Benavides- a senior mechanical engineering major at Oklahoma State University. Benavides describes his experiences in his english courses as enjoyable, and notes that it helped him become a better writer. Benavides also states, that from personal experience during summer internships, that there are ineffective writers in positions where clean, flowing, and proper writing is a necessity. Proper grammar is essential in professional writing situations, according to Benavides, and is also often the first area critiqued by professors and teaching assistants. “You only get out what you put in when you write”, says Benavides, “be serious and grind, it makes the difference”.

Connell, C. M., & Sole, K. (2013). Essentials of college writing (2nd ed.). San Diego, CA: Bridgepoint Education,

Throughout the first eight week’s courses, Amy demonstrated a high level of competencies in understanding and applying theory into practice. She was also able to utilize the supports provided to her through the college to vastly improve her professional writing skills, limiting her grammatical errors and increasing her well-deserved passing grades.

English 3010 is an intermediate course in reading, research and writing; it is designed to create, in Anne Beaufort’s words, a better “product.” Beaufort boldly claims that the current freshman writing courses make freshmen ill-prepared writers, incompetent and limited to one discourse community. i.e. bad “products.” However, English 3010 is a course for upper-level students, and the emphasis is on conducting research by drawing from the sciences, social sciences, humanities, and professions in preparation for Writing Intensive courses in the majors and beyond. In relation to the course learning outcomes, the works I have done have been majorly about Discourse, discourse communities, genres, writing expertise, research questions, and collection and analysis of qualitative data. Over the semester, I was tasked with completing several pieces of writing that would demonstrate my progress in understanding of the above mentioned topics. In order to achieve this understanding, I was to review literature from respected writing scholars, namely Beaufort, Bazerman, Gee, Johns, Swales and Merriam. The literature was used to create analytical texts. These texts were to demonstrate my understanding of the literature, as well as showcase progress in achieving ENG3010 course learning outcomes. These course learning outcomes are the following:

Essential Readings for College Writers, edited by Lee A. Jacobus, Bedford/St. Martins, 2013, pp. 268-277.

There have been many literary sponsors throughout my life that have helped me acquire valuable skills that I use in my college writing. My unique skillset is a result of my experiences and sponsors. In this class I hope to learn and practice new writing strategies.

I was also given writing opportunities like drafting a commentary piece and a media alert. I had problems adjusting to the writing technique and tone of the media alert as I had to follow the client’s way of writing. Reading through previous examples of media alerts helped me to understand the purpose, writing technique and their tone that helped me to draft out the piece easily. Despite the challenges, this opportunity enabled me

Just like the project before I wasn’t consciously aware of all the types of writing we have. When asked to analyze a commercial I was perplexed. “We are in a writing class, not a film class. Why are we doing this” I asked myself. Then I thought about commercials and how much money people put into them. This wasn’t just something they filmed freestyle. There were writers that planned every single line and placement. I though back to my communications class, we spent weeks talking about the rule of three, placement and power of color. All these were nonverbal methods of communication and have to be though out in order to be successful. I looked deeper into why companies spend money on commercial and how they used writing tools in their script that transferred to the commercial itself.

Ever since I was seven I knew I wanted to be be a Broadcast Journalist, I also knew that I was an exceptional writer. Therefore, after graduating from The Scripps Howard School of Journalism and Communications at Hampton University with a Bachelors of Arts in Journalism in the fall of 2019, I plan to return back to my hometown of Charlotte, NC, and begin to change lives through news and media. After gaining experience and advise on my reporting style, I plan to inspire other young girls to embrace the gift of writing by starting a non-profit organization that teaches basic writing and journalism skills. My ultimate goal is to take everything I have learned apply it as I work as a White House Correspondent.