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A neutral was this good woman, and a well-wisher to each faction.

Will madame be so good to enter our petit salon at the front, n'est-ce-pas?

They've put lots of good weight-carriers off the track before they was due to go.

He was so good they shot him all up one night last fall over to Wardner.

So while you were having your fun there I was having mine here, and I had it good and plenty.

But in good time the Lybian pipe warns us that the feast is ready.

He resolved to listen with good grace to any homilies that might issue.

"Taken the first step toward a good dinner," said the other, coolly.

That they will do so with good courage is not to be doubted.

"Have patience with him, good Master Pepper," returned Mr. Headley.

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A neutral was this good woman, and a well-wisher to each faction. Will madame be so good to enter our petit salon at the front, n'est-ce-pas? They've put lots of good weight-carriers off the track before they was due to go. He was so good they shot him all up one night last fall over to Wardner.

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Session #4: Editing and Revising Professional Writing

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Session #4: Editing and Revising Professional Writing

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A. Circle Back (20 minutes): Participants will circle back to their original list of overused words and add/edit original entry.  Participants will use a thesaurus to brainstorm new words to use or other ways to avoid using the word. Large group discussion will follow.
B. Commitment (30 minutes):  Participants will sign pledge cards to commit to cutting FIVE boring or overused words from their professional writing.  Another group member will witness the signature. Participants will then compose a message based on a prompt drawn from a fishbowl and will make purposeful word choices that match their purpose and audience.
C. Review of resources (10 minutes): A list of digital resources are given out and previewed, as well as a top ten list of ways to make purposeful word choices.  Course concludes.

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A. Four Corners (60 minutes): Participants will use the four corners (A, B, C, and D) to make decisions about which word should complete each sentence.  Each person will stand in the corner of the answer with which they MOST agree.  Each group will then discuss why, and members can move after the discussion.  A large group discussion of the word - in which the instructor poses several considerations of audience - will take place.
1. AIDS is a serious health ______. (a.problem, b. worry, c. difficulty, d. plight)
2. Once the virus has entered the blood system, it __________ T-cells. (a. murders, b. destroys, c. slaughters, d. executes) 3. The __________ of T-cells is to combat infections. (a. ambition, b. function, c. aim, d. goal) 4. Without enough T-cells, the body is nearly __________ against infections. (a. defenseless, b. hopeless, c. desperate  d. )  5. To prevent exposure to the disease, one should be especially __________ in sexual relationships. (a. chary, b. circumspect, c. cautious, d. calculating)
B. Independent practice (30 minutes): Participants will analyze the following sentences for poor word choices.  Each will 1) identify vague/boring words and 2) offer at least three alternatives.  Participants will share with their table.
C.  Using a Thesaurus (30 minutes): Participants will be guided through a thesaurus (visual thesaurus, tabs) using the words selected for the Collaborative activity (good, bad, say, a lot, big).

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Session #2: Considerations for Good Word Choices

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Session #2: Considerations for Good Word Choices

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A. Word Walk (30 minutes): Each table has ONE word.  This word is a boring, vague word that many professional use too much.  Your group will have FIVE minutes with NO technology to write down as many words as you can that mean the same thing.  When finished, we will post the results along the wall, and other group members will have a chance to add words. The words are GOOD, BAD, SAY, A LOT, BIG
B.  Collaboration (30 minutes): Each table will take a DIFFERENT group's word.  They will then organize these words into groups based on:
1) Setting (where are these words BEST used, or when)
2) Strongest (most negative/positive or extreme synonym)
3) Weakest (least negative/positive or an extreme synonym)
4) Family (which seem to have more in common than others)
C.  Connection (40 minutes): As a large group, connect to the factors discussion in the first session.  Make participants aware of audience and purpose for writing.
D. Share out (20 minutes): Complete the following sentence: In this activity, I realized that choosing the right word to replace _______ involves _________.

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Session #1: The Importance of Word Choice (1 hour)

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Session #1: The Importance of Word Choice (1 hour)

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A. Opening Question (15 minutes):  Reflect on your personal writing style.  Which words do you use the most?  What factors influence your choice in words when writing professionally? Post ONE word you use most and ONE factor on the board.
B. Discussion (20 minutes): Pull a word and a factor from the board and discuss at your table.  Do these also impact your writing? Do these seem more relevant to certain professions or job roles?
C. Large group collection of factors and words (15 minutes)

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Objective #1: Participants will understand the importance of word choice to professional writing. (1 hour)
Objective #2: Participants will develop ways to make good word choices.
(2 hours)
Objective #3: Participants will review writing for purposeful and meaning word choices. (2 hours)
Objective #4: Participants will edit and revise professional writing using various resources, and will set personal goals for future writing. (1 hour)