Writing mechanics
I think this is an excellent idea pedagogically. Rather than asking students to “write Paragraph 1,” each in-class writing session can have a micro-focus. Students write one paragraph while consciously applying only two targeted writing conventions. By the end of Unit IV (13 body paragraphs), they will have intentionally practiced 26 essential academic writing skills, with repeated feedback from you and peers. This fits well with the goals of your Academic Writing syllabus, which emphasizes human-authored drafting, revision, and APA compliance.
Below is a sequence I would recommend.
Paragraph Focus 1 Focus 2 APA 7 Reference
1 Create a clear topic sentence Maintain one controlling idea throughout the paragraph APA Ch. 4 (Organization)
2 Use present tense when discussing literature Maintain consistent verb tense APA §4.12–4.13
3 Correct signal phrases (“Smith (2024) argues…”) Integrate quotations grammatically APA Ch. 8 (Works of Others)
4 Paraphrase instead of patchwriting Cite every paraphrase correctly APA Ch. 8
5 Use commas after introductory phrases Avoid comma splices APA Ch. 6 (Punctuation)
6 Correct use of semicolons Use colons only when appropriate APA Ch. 6
7 Use transitions between sentences Employ logical connectors (however, furthermore, therefore) APA Ch. 4
8 Eliminate wordiness Prefer concise academic language APA §4.5 (Conciseness)
9 Maintain parallel structure Use consistent grammatical forms in lists APA Ch. 4
10 Use pronouns with clear antecedents Maintain subject–verb agreement APA Ch. 4
11 Distinguish restrictive vs. nonrestrictive clauses Correct use of commas with clauses APA Ch. 6
12 Maintain bias-free language Use inclusive language APA Ch. 5
13 Use active voice when appropriate Use passive voice only when rhetorically justified APA §4.13
Suggested APA references (7th edition)
Some of the most useful sections include:
Chapter 4: Writing Style and Grammar
Organization
Continuity
Conciseness
Tone
Grammar
Active vs. passive voice
Verb tense
Chapter 5: Bias-Free Language
Inclusive and respectful language
Chapter 6: Mechanics of Style
Punctuation
Capitalization
Italics
Abbreviations
Numbers
Chapter 8: Works Credited in the Text
Paraphrasing
Quoting
Signal phrases
Narrative and parenthetical citations
Secondary citations
Avoiding plagiarism
Suggested assessment
For each paragraph, students complete a brief self-check before submitting:
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□ I intentionally applied Focus Skill #1.
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□ I intentionally applied Focus Skill #2.
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□ I highlighted where I applied each skill.
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□ I reflected (2–3 sentences) on which skill was more difficult.
This transforms the literature review into a deliberate practice sequence rather than simply a large writing assignment.
One refinement I would suggest is slightly changing the order so that the first six paragraphs focus on sentence-level mechanics (grammar, punctuation, APA citation), the next four on paragraph cohesion (transitions, unity, coherence), and the final three on scholarly style (conciseness, bias-free language, voice). This progression better matches how novice academic writers develop competence and aligns well with the process-oriented methodology described in your syllabus.