Sentence-level issues of grammar are not the main focus of instruction.
Rather, instructors help students understand that the conventions of Standard Written English are part of what, for many audiences, marks a careful, learned writer, but that writing is always much more than that.
Exercises demonstrate how to find and make explicit evaluation standards, how to choose an audience and a persona appropriate for that audience, and how to match evaluation standards of the audience and persona.
Final Writing Assignment: Revise your draft narrative from Lesson 3 beginning either in the middle (in media res) or at the end (framed narrative).
Students experiment with techniques for organizing paragraphs, transitioning between ideas, and composing effective beginnings and endings.
Voice (consistent diction and psychology) and its interaction with audience and purpose are also examined.
You may write one of two essays for your first assignment. This explanation can be as long as you wish, but no shorter than 100 words.
Acceptable explanations can range from why one essay seemed easier than the other to why one essay seemed more interesting to write than the other. Borrowed from psychology, functional fixedness is a term that describes our patterns of perception.
Instructors introduce methods of revision, and several assignments are expected to be intensive revisions of essays previously critiqued.
Skilled, careful writers follow the conventions of Standard Written English, but writing is much more than mere adherence to convention.