PA#11

Post the paragraph by Thursday at 5 PM as a comment to this blog entry.

Write the introductory paragraph(s) for your research project. Note that

1. The intro could be more than one paragraph if you decide to separate your hook from the more substantive elements of the introduction.

2. A good introduction includes (a) a hook to capture the reader's attention, (b) a bridge to the thesis, (c) the thesis, and perhaps (d) a statement of the pattern of organization but only if you can do so without referring to the writing process or the essay directly. (No "this essay argues" or "I will discuss," please. Instead, think in terms of your argument.  For example, "Global warming is causing the destruction of the Antarctic ice shelf in three ways: x, y, and z.")

3. Note that in PA#10, I asked you to write a BODY paragraph. If you wrote your introduction instead, not is the place to write a body paragraph.

PA#10: A Paragraph from your Research Project

Due: Tuesday at 5 PM on the blog. We'll be looking at some of them on Wednesday in class. 

By now, you should have done enough research to write your research essay.

As a comment to this blog entry, write any body paragraph. Make sure to include evidence from sources  to support your assertions. Also include the necessary parenthetical citations in MLA style.

Here is a place to blog your research project worksheet results:
 

Research Project Worksheet

Name:

Topic of your research paper:

Research questions:

1.

2.

3.

4.

5.

Temporary thesis:

Key words:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Scratch outline:

Sources:

1.

2.

3.

4.

5.

PA#9 -- Topic and controversy for WA # 5

PA#9 -- Topic and controversy for WA # 5

Due date: Sunday, 10-26 at 5 PM on the bog and a hard copy in class on Monday, 10-27

1. Look at the list of topics on the research-paper assignment sheet, and choose a couple that interest you. Read some general articles on those subjects. Look for controversial aspects that might make for an interesting research paper.

2. Write a paragraph proposing to write about one of those controversial issues. It should include the following.

a. Declare the topic, give a bit of background, and state the point of controversy.

b. Explain the controversy and state the main points of view.

c. State the position you will take on the controversial issue and give the main reason why you are
      taking that position

1. Try to avoid describing the writing process. Thus, avoid language like "I am writing about x."

2. Narrow your topic wisely. Remember, you are writing only 1,500 words.

3. Choose wisely. If you are interested in a topic, it is much easier to sustain your interest through the
       long stages of the writing process.

4. You are not married to the topic. You can change it later. However, read around enough (at least
        look at titles of works) to make sure your research can generate enough material to work with.
        Changing topics can be injurious to your mental health later on.

5. As you are reading around, take a few notes. You can use the research-project work sheet for just
         that purpose.

PA#8 -- Write your introductory paragraph for WA#3

PA#8 -- Write your introductory paragraph for WA#3

ALERT! The due dates for the bog entry have changed. Because of a change in the scheduled date of my daughter's dissertation defense, I will NOT be in class on Wednesday, October 8. I WILL hold class on Friday, October 10.  We will discuss your bog entries, therefore in class on Friday, October 10.
 
Due on the blog: Thursday, October 9 at 5 PM.

Due as a draft in class by 9 AM (bring it with you):  Friday, October 10.

Write a draft of your introductory paragraph for WA#3. Note that the paragraph is NOT the summary paragraph you wrote for a previous PA assignment. Instead, it should include at least the following:

1. A hook. Try to make it vivid and attention grabbing.

2. Transitional sentence(s) that lead from the hook either to your thesis or to the author's thesis. Try to make the transition a smooth one. Build the bridge.

3. The author's point to which you are responding. The point may or may not be the author's entire thesis. You may only be responding to one of his or her sub-arguments. However, you should at least summarize the author's main point and then transition to the point to which you are responding.

4. Your thesis, which is a response either confirming or refuting her or his thesis. Try not to repeat. Try to make your thesis a unique take on the author's point of view. All good theses are precise in their wording, restricted in their scope, and unified in their response.

You may want to include elements of your summary paragraph in a paragraph that follows your introductory paragraph, especially if you are responding point by point to his sub-arguments. However, please don't include a detailed summary of his arguments in the first paragraph.

A place to blog your notes for WA#3

Please blog your notes for WA#3 as a comment to this post.

PA#7

Please note (IMPORTANT)

My upcoming absence from class on Friday necessitates some changes in the syllabus, so here goes:

By Sunday at 5 PM, blog a paragraph-length response to the following topic. Bring a hard copy of the paragraph to class on Monday.

The topic:

Draft a paragraph length response to ONE of the author's sub-arguments. Don't try to respond to his entire thesis. Choose instead one of his supporting arguments as the topic for your paragraph.

Either support or refute his supporting argument in your paragraph.

Your paragraph might take the following form, depending on whether you are confirming or refuting:

Confirming:

1. State the writer's supporting argument.

2. Explain it briefly. You might want to work in a short, phrase length quotation to show that you are summarizing the argument accurately.

3. State your response.

4. Explain it. (Develop the writer's argument in support of it.)

5. Provide some evidence from an outside source that your claim is true. Alternatively, you could develop the writer's example or analogy with an example or analogy of your own. Another alternative is to show that the writer's example or analogy is a true representation of his or her argumentative claim.

Refuting:

1. State the writer's supporting argument.

2. Explain it briefly. You might want to work in a short, phrase length quotation to show that you are summarizing the argument accurately.

3. State your response.

4. Explain it. (Develop the writer's argument in support of it.)

5. Alternatively, you could counter the writer's example or analogy with an example or analogy of your own. Another alternative is to show that the writer's example or analogy is a false representation of his or her argumentative claim.

Two things to keep in mind:

1. Provide appropriate transitional devices from TSIS to indicate where the paragraph is moving.

2. Show. Don't tell. Don't evaluate the writer's argument. Don't respond to the writer. Respond to the argument in a reasoned and unemotional way. Don't write that the argument is true or false. Don't even refer to the argument. State it, explain it, and move on the your response.

Don't characterize the argument or the writer. Avoid name calling. Don't write that the argument is "bull," for example. Show the strengths or flaws in the argument instead.

PA#6 They Say, Part 3 (Summarizing)

Read Carl Singleton's short essay on pp. 192 -94 of WFS and Bagaric and Clark's essay on pp. 196 - 199. Summarize one essay's main arguments in a paragraph.

Write carefully. Your paragraph will become the basis for your next essay.

The author's name and the title of the essay should appear somewhere in the first sentence. Early on, you should summarize or quote the main idea of the essay.

After that, summarize the main arguments that Singleton uses to support that main idea. Note that you are writing only a summary paragraph. Don't evaluate any of the ideas in the essay.

Note also that you must choose wisely the ideas that you decide to write about. Please concern yourself with the main facets of the argument and not the details and examples. (You may eventually have to comment on the details and examples in other paragraphs of the essay you will have to write. Don't use them in this particular paragraph.)

By Tuesday (9/16/13) at 5 PM, blog the paragraph. We'll look at some of them in class on Wednesday (9/17).

Bring your paragraph to class on Wednesday (9/17/14).

PA#5 -- They Say, Part 3 (Confirmation/ Downshifting)

PA#5 -- They Say, Part 3 (Confirmation/ Downshifting)

Please blog the assignment by Sunday (9/14/14) at 5 PM. Bring a hard copy to class on Monday 9/15.

The assignment:

Look at your notes from other classes. Find some small claim made by the professor in that class. I emphasize the word "small" here. You're writing only a paragraph and not an entire essay.

Use the following pattern: (I know. But we have to start somewhere.)

1. Claim
2. Explanation
3. Bridge
4. Evidence with ICR (introductory citational remark)
5.Application (of the evidence to the explanation of the claim

State the claim. Explain it. Then, provide evidence to support it. Integrate the source material well. Don't forget to use transitions from TSIS, and introduce evidence using an ICR (more on that in class). You don't have to include a bibliography -- yet.

Note that your opinion is valid here, but it does not argue. You need to build an argument with evidence from valid sources. Use them in the paragraph.

PA#4

PA#4

PA#4:  They Say . . . (part 2)

For your fourth paragraph, consider a single piece of advice or evaluation about college that somebody gave you before you came to college. State that advice and explain it briefly. Based on your very limited experience, comment that advice or evaluation. Was it true? Did it help  as you started your college career?

Here's an example of a possible topic: My daddy told me that I was starting a new life. I could remake myself any way I wanted. I took that advice to heart. I had been a nerd, an awkward, anti-social geek. By the end of orientation, I was Mr. Popularity because I remade myself. In a paragraph I would explain all that in detail and then briefly tell the story of the single event that helped others to see me in that light.

As you write, consider using some of the transitional devices in TSIS. Their use will help you to construct a fully developed and well organized paragraph.

We'll review some of the paragraphs on Friday, 9/12, so please get them on the blog by Thursday, 9/11 at 5 PM.

PA#3

PA#3: They say . . .

Consider one element of Hohn's talk that you think needs to be developed in more detail. Your topic could be anything he said, but make the focus narrow enough that you can write a single, well developed paragraph.

You don't have to agree with him to provide support for his argument. Just do it whether you agree or disagree. In this assignment we're learning to agree and expand, not to rebut and refute.

Your general organization of the paragraph might be as follows:

1. What Hohn said (his specific sub-argument). (Don't forget to include his full name and the circumstances under which he gave his talk.)

2. An explanation of his point of view, which might take more than one sentence

3. Your point of view on what he said (Try to develop rather than repeat his point of view.)

4. An explanation of your point of view, which might take more than one sentence

5. Some evidence from an outside source that supports your point of view

Post your comment by Tuesday, 9/9 at 5 PM.

NOTE: If for some truly unavoidable reason you cannot attend Hohn's lecture, please see me after class on Friday so that we can figure out a substitute assignment. We will be engaging in that process one-on-one, and every assignment will be different. Please do not try to substitute another assignment without talking it over with me.

PA#2 (Interview a Student in the Class)

PA#2

Dear Students,

For your second paragraph assignment, you will be interviewing (and be interviewed by) another student in the class.

Please write a paragraph about that student. Make sure that you capture something -- not everything -- important about your colleague. Don't try to say everything. Narrow the focus to one critical quality.

That focus will allow you to provide the kind of evidence and detail that makes the paragraph real and engaging.

For example, let's say the student is on the golf team. Surely, the student experienced one moment that ensured that he or she would be a golfer forever. Describe the student's interest, but make it real to the reader. Capture that moment.

Post the paragraph here as a comment to this assignment by T/9/2 at 5 PM. Bring a hard copy to class on W/93.

PA#1

Hello, students,

For your first paragraph/ blog assignment, I'd like you to consider your own writing process. Just what do you do when you write? How do you start? When do you start? What do you at subsequent stages? How does your approach to the writing process help or hinder your ability to write effectively (and on time)?

Check out the first three chapters of the Handbook. Is there anything there that can help you be a better writer? Or is the whole mess just a bunch of English teacher BS that you've heard a million times before? If you argue the latter, you'd better be ready to justify your claim. :-)

Keep in mind that you are being asked to write a paragraph here.  In part, your writing will help me determine what you think a paragraph is and how it should look.