English WA#3 Outline I. Introduction A. introduce main topic of essay: when torture should be permitted B. indicate a refutation of the author’s stance II. Summary of Main Arguments used by the Authors III. Refutation of Main Arguments A. Author’s Argument: Torture is permissible only to save an innocent 1. Example of hostage situation a. very few examples of a hostage situation b. in a hostage situation the guilt of the suspect is nearly irrefutable 2. There are very few examples where information gained through torture ended up saving someone a. when torture is utilized without a due trial there is the chance it might be used on an innocent b. torture could endanger the innocents is was utilized to protect B. Author’s argument: Torture will not dehumanize society 1. Torture will dehumanize society a. make torturer callus b. may make the USA more quick to resort to torture in situation where information maybe be sought c. use example of torture used in Iraq/Afghanistan wars C. Author’s Argument: The enduring pain of the victim and their families far outweigh the pain of the suspect 1. The ends do not justify the means 2. If the authorities are mistaken, then torture could double the pain 3. The main goal of society and morality is to lessen pain a. thus it is not a good method to lessen pain by inflicting pain D. Author’s Argument: Critics are only concerned with the suspects well being 1. There is more to consider about torture beyond the suspect’s well being 2. by forbidding torture, all are protected 3. There is corruption in the legal system, thus forbidding torture keeps it from being used inappropriately 4. By using torture the legal system sink to the level of criminals E. Author’s Argument: The person performing the Torture will suffer no lasting ill effects 1. Authors use example of surgeons who cause pain by operating a. Find example of surgeons who suffer from the effects their job caused them IV. Conclusion
David Krein WA#3 outline Introduction: hook, something to grab reader’s attention. Quote that implies failing motivates people to work harder in the future. Downshift/ possible upshift, include confirmation of the author. Summary of author’s main points, confirmation of points. Thesis. Body Paragraph 1: Argument- Throwing money at problems does not work, it is simply a waste of money. Authors argument: Increased F’s would aid educational systems in coming to terms with cost as a factor, but not an overall solution.(Example of a failing school system that got increased funding, but failed anyways, thus dragging the increased funding down with it.) Increased funding for better teachers and updated technology does not force students to do better, so there will still be failing students and students with little motivation. Body Paragraph 2: Elaboration on un-used argument: Increased number of F’s would provide failing students with some extra motivation. If a student who genuinely cares for their own education gets a failing grade, they will push harder to succeed. If they don’t, they know that they will continue to fail and be stuck in a failing cycle. (Insert statistic that shows how competitive colleges are getting, which will only accept hard working students that will further society). Anticipate counter arguments. This will weed out the motivated kids from the non-motivated kids and provide a “survival of the fittest” situation. Body Paragraph 3: Authors argument: getting credit where credit is not due has contributed to massive ignorance to school systems. Elaboration on author’s argument: Provides a false sense of success. Will be passed on until they eventually fail. Creates problems for work force, (insert SAT that shows being passed on dooms students because, they cannot pass a general knowledge test.) Anticipate counter arguments. Conclusion: Discussion of larger implications of solutions provided. Suggestion for alternative solutions. Tie concluding paragraph to introduction. Re-citation of opening quote, provide story of person who said the quote.
Introduction 1. Introduce the topic and the argument of the writer. And refute the point. 2. Use three sub arguments to support my argument. 3. Summary all author’s points and compare with my points.
First paragraph: Giving more F’s will have a huge impact of the enthusiasm of study. Because we know that the reward always can make people get better rather than the bad grade. (use examples ) Second paragraph: I believe that student will study harder when they get F, however, on another hand, student will lose the time for relaxing and playing. The mean target of contemporary education is that to develop their own ability, by contrast, too much studying will make student be a bookworm. (Explain) Third paragraph: the relationship between the parents and students. I do not believe that there is any benefit for this relationship if professor gives more F’s. ( use examples) Conclusion
WA #3 Confirming Singletons Essay on F's Intro: Proactive parents = better grades, add statistic that supports that mention other examples that support this. Revise paragraph #7 and add to essay Body = 3 paragraphs three different examples that will support the above reason Conculsion: wrap up the essay mention examples Note: Refer to handbook for proper transition and focus on downshifting.
WA #3 notes • Intro: start with a hook to grab reader’s attention. Then downshift a couple sentences to the thesis (that we confirm Bagaric and Clarke’s point: “torture is permissible where the evidence suggests that this is the only means, due to the immediacy of the situation, to save the life of an innocent person) • P #1: Summarize main arguments and the sub-arguments that support the main argument. Maybe give some summary on the counter-arguments. • P #2: confirm sub argument #1: the right to self defense (hostage taking scenario) • P #3: confirm sub argument # 2: torture will not lead to a slippery slope. (find facts, how long has torture been around?) • P #4: confirm sub argument #3: life-saving torture is a humane practice • Conclusion: transition from previous paragraphs, restate thesis and confirm once more.
Use ICR’s, bridge.
Topic sentence, explanation, give example or evidence (quote, fact from outside source)
Intro: Start off with a good attention getter, possibly involving a statistic. Give credit to where you found it. Provide some of the arguments that Singleton makes.
P1- Summarize arguments made that contribute to his main argument and goal. Describe his positives and negatives for it.
Conclusion- Work against on how it wouldn't work or would be a negative and provide evidence along with it. State the thesis again and the overall refute status of the paper.
Notes for WA#3 On Sinclair’s F’s 1) Introduction: Hook (perhaps one that reminds the reader of the dreadful, soul-crushing feeling of receiving an F). Summarize Sinclair’s arguments then indicate refutation. Thesis statement. 2) Expand on the first point that students will work harder so as to pass. Point out flaws in that students may be more inclined to quit due to lack of confidence. While it will be successful in preventing that passage of some unworthy students, it will lead others, whom may have had potential, to quit prematurely and result in a greater number of adults with no high school diploma.*** Recent research has suggested that individuals may react with anger and discouragement when 360 degree feedback is negative or not as positive as expected (Brett & Atwater, 2001) Brett, J., & Atwater, L. (2001). 360-degree feedback: Accuracy, reactions and perceptions of usefulness. Journal of Applied Psychology, 86, 930-942.
3) Expand on the idea that parents will be able to help with improving students’ grades. Shoot down with data indicating the lower level of high school graduates in previous decades. *** “A new report from the DEPARTMENT OF EDUCATION shows that high school graduation rates are at their highest level since 1974” Brenchley, Cameron. "Menu." EDgov Blog. 1 Jan. 2012. Web. 2 Oct. 2014. . 4) Explain that bringing attention to the people and administrators is ineffective. The idea that more funding would be given is backwards in that the initial notion would be the opposite and funding is often times cut from a struggling school. *** Also include that some schools that are placed on “probation”, who don’t succeed in improving in the time given to them, are closed or the government gives the students’ families vouchers to attend any other institution. *** The results in the firing of some higher up (like the principle or superintendent) and won’t actually solve anything except pressuring teachers, which transitions into the fourth point. 5) Point out that pressured teachers would just be more inclined to ensure that students pass the test, which doesn’t necessarily mean that the students will know the needed material. This usually means the teacher will basically prep the students for the information on the test (just about handing them the key to the test), which will not prepare the students. Furthermore the students might be obsessed with passing the test and not really care about retention of material or even further application, which will leave the problem of preparing students for the future unresolved. 6) Conclusion: Offer other solutions, such as: adding even more requirements for obtaining a teaching degree (like passing a psychological exam because sometimes I’ve wondered about my teachers’ mental stability), mandating tutoring for students that are struggling (either provide funding for a private tutor, like how the government provides funding for a private school, or provide in-school tutors that aren’t fellow students because they aren’t qualified), more communication between parents, teachers, and students, and make application of knowledge more important (as in, tests should be centered on application of knowledge rather than definitions and things of basic memorization).
Pan Niyomthai WA#3 outline notes Confirming Singleton’s claim
Introduction: contains a hook, transition sentence(s), stating author’s point which we are responding to, and thesis to expand and chain what we will be talking about in the next paragraph and so forth - Hook: anecdote – a saying or an action representing student’s climatic reaction after failing to deliver an accomplished project, stagnating within while thinking how the failure came to be even after receiving B’s and A’s from High School. > Not too short, but concise enough to grab readers’ attentions > Connects with thesis by transition - Author's point: students shouldn't get easy grades - Thesis: This is because of ___, ____, ___. Separate each sub-argument to confirm as body paragraphs.
Body 1: Consider author's sub-argument. "School academic systems are degrading." > Systems can be blamed for giving easy grades. "Come in with a C, laugh at my jokes and leave with a B". > Confirm and add on to point: want school standard to be higher because each school is competitive towards one another to send their students to better universities, thus better job applications and opportunities
Body 2: New supporting argument that wasn't covered. > Operant conditioning allows negative consequences to affect students in short and long-term aspects. > Easy grades in High School. Fail university - get stressed - demotivating self that "I will get low grades for this class on the next quiz/test I do because I can't succeed." > Quick drop of self-esteem from self-doubt and realization. "I did so well in High School, what is happening to me? Maybe my school was under standards? Maybe I could've cheated less and studied harder? Etc." > Evidence: psychological terms of Operant conditioning and forms of motivation that could play in role with student's downfall.
Body 3: Objection of author's argument. > Giving more F's could lead to students attempting to study harder. At the same time, the risks are just as high. > Other students may flunk the class or receive too much stress and do worse; personal emotions projected towards subject or teacher may also occur. > Other students may attempt to study and do too well. Meaning they end up studying only, resulting in decrease of physical and social health (which are essential as well), aka. become "nerds".
English WA#3 Outline
ReplyDeleteI. Introduction
A. introduce main topic of essay: when torture should be permitted
B. indicate a refutation of the author’s stance
II. Summary of Main Arguments used by the Authors
III. Refutation of Main Arguments
A. Author’s Argument: Torture is permissible only to save an innocent
1. Example of hostage situation
a. very few examples of a hostage situation
b. in a hostage situation the guilt of the suspect is nearly irrefutable
2. There are very few examples where information gained through torture ended up saving someone
a. when torture is utilized without a due trial there is the chance it might be used on an innocent
b. torture could endanger the innocents is was utilized to protect
B. Author’s argument: Torture will not dehumanize society
1. Torture will dehumanize society
a. make torturer callus
b. may make the USA more quick to resort to torture in situation where information maybe be sought
c. use example of torture used in Iraq/Afghanistan wars
C. Author’s Argument: The enduring pain of the victim and their families far outweigh the pain of the suspect
1. The ends do not justify the means
2. If the authorities are mistaken, then torture could double the pain
3. The main goal of society and morality is to lessen pain
a. thus it is not a good method to lessen pain by inflicting pain
D. Author’s Argument: Critics are only concerned with the suspects well being
1. There is more to consider about torture beyond the suspect’s well being
2. by forbidding torture, all are protected
3. There is corruption in the legal system, thus forbidding torture keeps it from being used inappropriately
4. By using torture the legal system sink to the level of criminals
E. Author’s Argument: The person performing the Torture will suffer no lasting ill effects
1. Authors use example of surgeons who cause pain by operating
a. Find example of surgeons who suffer from the effects their job caused them
IV. Conclusion
David Krein
ReplyDeleteWA#3 outline
Introduction: hook, something to grab reader’s attention. Quote that implies failing motivates people to work harder in the future. Downshift/ possible upshift, include confirmation of the author. Summary of author’s main points, confirmation of points. Thesis.
Body Paragraph 1: Argument- Throwing money at problems does not work, it is simply a waste of money. Authors argument: Increased F’s would aid educational systems in coming to terms with cost as a factor, but not an overall solution.(Example of a failing school system that got increased funding, but failed anyways, thus dragging the increased funding down with it.) Increased funding for better teachers and updated technology does not force students to do better, so there will still be failing students and students with little motivation.
Body Paragraph 2: Elaboration on un-used argument: Increased number of F’s would provide failing students with some extra motivation. If a student who genuinely cares for their own education gets a failing grade, they will push harder to succeed. If they don’t, they know that they will continue to fail and be stuck in a failing cycle. (Insert statistic that shows how competitive colleges are getting, which will only accept hard working students that will further society). Anticipate counter arguments. This will weed out the motivated kids from the non-motivated kids and provide a “survival of the fittest” situation.
Body Paragraph 3: Authors argument: getting credit where credit is not due has contributed to massive ignorance to school systems. Elaboration on author’s argument: Provides a false sense of success. Will be passed on until they eventually fail. Creates problems for work force, (insert SAT that shows being passed on dooms students because, they cannot pass a general knowledge test.) Anticipate counter arguments.
Conclusion: Discussion of larger implications of solutions provided. Suggestion for alternative solutions. Tie concluding paragraph to introduction. Re-citation of opening quote, provide story of person who said the quote.
Introduction
ReplyDelete1. Introduce the topic and the argument of the writer. And refute the point.
2. Use three sub arguments to support my argument.
3. Summary all author’s points and compare with my points.
First paragraph: Giving more F’s will have a huge impact of the enthusiasm of study. Because we know that the reward always can make people get better rather than the bad grade. (use examples )
Second paragraph: I believe that student will study harder when they get F, however, on another hand, student will lose the time for relaxing and playing. The mean target of contemporary education is that to develop their own ability, by contrast, too much studying will make student be a bookworm. (Explain)
Third paragraph: the relationship between the parents and students. I do not believe that there is any benefit for this relationship if professor gives more F’s. ( use examples)
Conclusion
WA #3
ReplyDeleteConfirming Singletons Essay on F's
Intro: Proactive parents = better grades, add statistic that supports that mention other examples that support this.
Revise paragraph #7 and add to essay
Body = 3 paragraphs
three different examples that will support the above reason
Conculsion: wrap up the essay mention examples
Note: Refer to handbook for proper transition and focus on downshifting.
Jon Griggs
ReplyDeleteWA #3 notes
• Intro: start with a hook to grab reader’s attention. Then downshift a couple sentences to the thesis (that we confirm Bagaric and Clarke’s point: “torture is permissible where the evidence suggests that this is the only means, due to the immediacy of the situation, to save the life of an innocent person)
• P #1: Summarize main arguments and the sub-arguments that support the main argument. Maybe give some summary on the counter-arguments.
• P #2: confirm sub argument #1: the right to self defense (hostage taking scenario)
• P #3: confirm sub argument # 2: torture will not lead to a slippery slope. (find facts, how long has torture been around?)
• P #4: confirm sub argument #3: life-saving torture is a humane practice
• Conclusion: transition from previous paragraphs, restate thesis and confirm once more.
Use ICR’s, bridge.
Topic sentence, explanation, give example or evidence (quote, fact from outside source)
Ryan Ehrhardt
ReplyDeleteWA #3 Notes
Intro: Start off with a good attention getter, possibly involving a statistic. Give credit to where you found it. Provide some of the arguments that Singleton makes.
P1- Summarize arguments made that contribute to his main argument and goal. Describe his positives and negatives for it.
P2- Refute Argument 1
P3- Refute Argument 2
P3- Refute Argument 3
Conclusion- Work against on how it wouldn't work or would be a negative and provide evidence along with it. State the thesis again and the overall refute status of the paper.
Notes for WA#3
ReplyDeleteOn Sinclair’s F’s
1) Introduction: Hook (perhaps one that reminds the reader of the dreadful, soul-crushing feeling of receiving an F). Summarize Sinclair’s arguments then indicate refutation. Thesis statement.
2) Expand on the first point that students will work harder so as to pass. Point out flaws in that students may be more inclined to quit due to lack of confidence. While it will be successful in preventing that passage of some unworthy students, it will lead others, whom may have had potential, to quit prematurely and result in a greater number of adults with no high school diploma.***
Recent research has suggested that individuals may react with anger and discouragement when 360 degree feedback is negative or not as positive as expected (Brett & Atwater, 2001)
Brett, J., & Atwater, L. (2001). 360-degree feedback: Accuracy, reactions and perceptions of usefulness. Journal of Applied Psychology, 86, 930-942.
3) Expand on the idea that parents will be able to help with improving students’ grades. Shoot down with data indicating the lower level of high school graduates in previous decades. ***
“A new report from the DEPARTMENT OF EDUCATION shows that high school graduation rates are at their highest level since 1974”
Brenchley, Cameron. "Menu." EDgov Blog. 1 Jan. 2012. Web. 2 Oct. 2014. .
4) Explain that bringing attention to the people and administrators is ineffective. The idea that more funding would be given is backwards in that the initial notion would be the opposite and funding is often times cut from a struggling school. *** Also include that some schools that are placed on “probation”, who don’t succeed in improving in the time given to them, are closed or the government gives the students’ families vouchers to attend any other institution. *** The results in the firing of some higher up (like the principle or superintendent) and won’t actually solve anything except pressuring teachers, which transitions into the fourth point.
5) Point out that pressured teachers would just be more inclined to ensure that students pass the test, which doesn’t necessarily mean that the students will know the needed material. This usually means the teacher will basically prep the students for the information on the test (just about handing them the key to the test), which will not prepare the students. Furthermore the students might be obsessed with passing the test and not really care about retention of material or even further application, which will leave the problem of preparing students for the future unresolved.
6) Conclusion: Offer other solutions, such as: adding even more requirements for obtaining a teaching degree (like passing a psychological exam because sometimes I’ve wondered about my teachers’ mental stability), mandating tutoring for students that are struggling (either provide funding for a private tutor, like how the government provides funding for a private school, or provide in-school tutors that aren’t fellow students because they aren’t qualified), more communication between parents, teachers, and students, and make application of knowledge more important (as in, tests should be centered on application of knowledge rather than definitions and things of basic memorization).
Pan Niyomthai
ReplyDeleteWA#3 outline notes
Confirming Singleton’s claim
Introduction: contains a hook, transition sentence(s), stating author’s point which we are responding to, and thesis to expand and chain what we will be talking about in the next paragraph and so forth
- Hook: anecdote – a saying or an action representing student’s climatic reaction after failing to deliver an accomplished project, stagnating within while thinking how the failure came to be even after receiving B’s and A’s from High School.
> Not too short, but concise enough to grab readers’ attentions
> Connects with thesis by transition
- Author's point: students shouldn't get easy grades
- Thesis: This is because of ___, ____, ___. Separate each sub-argument to confirm as body paragraphs.
Body 1: Consider author's sub-argument. "School academic systems are degrading."
> Systems can be blamed for giving easy grades. "Come in with a C, laugh at my jokes and leave with a B".
> Confirm and add on to point: want school standard to be higher because each school is competitive towards one another to send their students to better universities, thus better job applications and opportunities
Body 2: New supporting argument that wasn't covered.
> Operant conditioning allows negative consequences to affect students in short and long-term aspects.
> Easy grades in High School. Fail university - get stressed - demotivating self that "I will get low grades for this class on the next quiz/test I do because I can't succeed."
> Quick drop of self-esteem from self-doubt and realization. "I did so well in High School, what is happening to me? Maybe my school was under standards? Maybe I could've cheated less and studied harder? Etc."
> Evidence: psychological terms of Operant conditioning and forms of motivation that could play in role with student's downfall.
Body 3: Objection of author's argument.
> Giving more F's could lead to students attempting to study harder. At the same time, the risks are just as high.
> Other students may flunk the class or receive too much stress and do worse; personal emotions projected towards subject or teacher may also occur.
> Other students may attempt to study and do too well. Meaning they end up studying only, resulting in decrease of physical and social health (which are essential as well), aka. become "nerds".
Conclusion