By Monday at 5 PM, blog a well-documented BODY paragraph from your research project.
Bring a hard copy of the paragraph to your scheduled conference on Tuesday or Wednesday.
Friday, April 15, 2016
Tuesday, April 5, 2016
PA #14: Recruiting in Sports
Write the paragraph we discussed on Monday. Make sure to have an argumentative topic sentence. Use the sources to provide evidence for your own point of view in a well-developed paragraph. Integrate the sources as evidence for your argument. Downshift.
Post your paragraph as a comment below by Thursday at 5 PM. We'll discuss some of your paragraphs on Friday.
Post your paragraph as a comment below by Thursday at 5 PM. We'll discuss some of your paragraphs on Friday.
Friday, February 26, 2016
PA#13 -- Drafting a Body Paragraph
By 5 PM on Sunday, draft one of the body paragraphs for WA#3. It should not be one of the paragraphs you have written previously.
We will look at some of those paragraphs in class on Monday with an eye toward possible revision.
We will look at some of those paragraphs in class on Monday with an eye toward possible revision.
Monday, February 15, 2016
PA#12 -- An emphasis on transitions and coherence
Before the next class, post one of the paragraphs you are writing for the wiki assignment. Mark in some way (boldface, [ ], < >, etc. the internal transitions you use to indicate the internal structure of the paragraph and the transition you use at the end or beginning of the paragraph to move from one paragraph to the next.
As usual, post by Tuesday at 5 PM. We'll discuss your paragraphs in class on Wednesday.
As usual, post by Tuesday at 5 PM. We'll discuss your paragraphs in class on Wednesday.
Wednesday, February 10, 2016
PA#11 -- They Say (Summary, Part 4)
For Monday, read the essay by Steven Wise on pp. 194 -96 of WFS. Read carefully. I hope we will discuss the essay on Monday.
Write the introductory paragraph to an essay refuting or confirming Wise's argument. Remember that you aren't agreeing or disagreeing yet. Save that for the second paragraph. Use the following method to organize the paragraph:
1. "Hook" and then a transition to the next sentence. In this case, use some introductory anecdote that will set the tone of your argument later. You'll find plenty of them on the Internet.
2. Summarize the main argument. Don't forget to work in the authors' full name and the title of the essay. I typical template for that first sentence might be as follows. In [title of the essay], [author's full name] [verb from the list in TSIS] that [the author's main argument/ thesis].
3. Summarize the supporting arguments, each in their turn. Use transitions to indicate the flow of the argument and the fact that Wise and not you is arguing.
Here, you'll need to understand the underlying organizational principle of the essay. Writers don't always make them obvious. Use your understanding of that organizational principle to structure your summary.
4. State the underlying principle present in Wise's essay -- the idea that makes the argument go. You can think of it as the thesis, but it is often unstated. Think of it as the idea that you will either defend or refute in subsequent paragraphs in the body of an essay that follows this introductory summary.
As usual, post the paragraph by Sunday evening at 5 PM.
Write the introductory paragraph to an essay refuting or confirming Wise's argument. Remember that you aren't agreeing or disagreeing yet. Save that for the second paragraph. Use the following method to organize the paragraph:
1. "Hook" and then a transition to the next sentence. In this case, use some introductory anecdote that will set the tone of your argument later. You'll find plenty of them on the Internet.
2. Summarize the main argument. Don't forget to work in the authors' full name and the title of the essay. I typical template for that first sentence might be as follows. In [title of the essay], [author's full name] [verb from the list in TSIS] that [the author's main argument/ thesis].
3. Summarize the supporting arguments, each in their turn. Use transitions to indicate the flow of the argument and the fact that Wise and not you is arguing.
Here, you'll need to understand the underlying organizational principle of the essay. Writers don't always make them obvious. Use your understanding of that organizational principle to structure your summary.
4. State the underlying principle present in Wise's essay -- the idea that makes the argument go. You can think of it as the thesis, but it is often unstated. Think of it as the idea that you will either defend or refute in subsequent paragraphs in the body of an essay that follows this introductory summary.
As usual, post the paragraph by Sunday evening at 5 PM.
Monday, February 8, 2016
Revision of a PA
As you all, I hope, know by now, by Friday you have to submit a hard copy of five of the paragraphs you have written for this blog.
For Wednesday, please submit one of them here. Choose one of the paragraphs you are planning to submit on Friday and revise and edit it to the best of your ability. Show me the best work you are capable of.
As usual, get the paragraph posted by Tuesday at 5 PM. Then bring a hard copy to class so that we can do our peer-revision workshop.
Also, please note: I have been asked by the University for retention purposes to submit the names of students who have not completed assignments or who have missed a significant number of classes. If you are missing any of the blog assignments, you'd better get cracking. I intend to wait until the deadline (Wednesday, February 10) to submit names.
For Wednesday, please submit one of them here. Choose one of the paragraphs you are planning to submit on Friday and revise and edit it to the best of your ability. Show me the best work you are capable of.
As usual, get the paragraph posted by Tuesday at 5 PM. Then bring a hard copy to class so that we can do our peer-revision workshop.
Also, please note: I have been asked by the University for retention purposes to submit the names of students who have not completed assignments or who have missed a significant number of classes. If you are missing any of the blog assignments, you'd better get cracking. I intend to wait until the deadline (Wednesday, February 10) to submit names.
Friday, February 5, 2016
Not a PA#10 -- Discussion Notes on Torture
Take a position on the use of torture as described by Bagaric and Clarke. Then post discussion notes for our class discussion on Monday. Those notes should consist of
1. The thesis of a potential essay. Please remember that the thesis is based on YOUR claim about torture and is not a claim made by B & C. Your thesis probably ought to play off of B & C's ideas, but the idea expressed should be your idea.
2. A set of claims that either support B & C or refute their claims. Those claims can get a bit complicated because many of B & C's claims are already refutations.
3. A set of arguments that respond to possible refutations of your claims.
4. Any evidence that you can drum up supporting your claims and possible responses to refutations of your claim.
As usual, have your notes posted by Sunday night so that the rest of the class and I can have a chance to read them before our class discussion on Monday. Also, please bring a hard copy (or a suitable way of reading your notes via electronic device) to class. You'll do better in the class discussion if you have your notes in front of you.
1. The thesis of a potential essay. Please remember that the thesis is based on YOUR claim about torture and is not a claim made by B & C. Your thesis probably ought to play off of B & C's ideas, but the idea expressed should be your idea.
2. A set of claims that either support B & C or refute their claims. Those claims can get a bit complicated because many of B & C's claims are already refutations.
3. A set of arguments that respond to possible refutations of your claims.
4. Any evidence that you can drum up supporting your claims and possible responses to refutations of your claim.
As usual, have your notes posted by Sunday night so that the rest of the class and I can have a chance to read them before our class discussion on Monday. Also, please bring a hard copy (or a suitable way of reading your notes via electronic device) to class. You'll do better in the class discussion if you have your notes in front of you.
Wednesday, February 3, 2016
PA#9 -- Summary, Part 3
Read the essay on pp. 196 - 200 (Bargaric and Clarke's "Torture: When the Unthinkable is Morally Permissible"). Note that the argument is far more sophisticated and complex than Singleton's essay.
For Friday, write a summary paragraph as you did in PA#7.
Follow the same basic organizational structure, but now add an introductory "hook," some fact, anecdote, quotation, or story that will grab the reader's attention. Choose wisely and don't spend too much time on the hook. You may want to return to it in the body of the essay or in the conclusion.
Thus, organize in this way:
1. Hook and then a transition to the next sentence
2. Summarize the main argument. Don't forget to work in the authors' full name and the title of the essay. I typical template for that first sentence might be as follows. In [title of the essay], [author's full name] [verb from the list in TSIS] that [the author's main argument/ thesis].
3. Summarize the supporting arguments, each in their turn. Use transitions to indicate the flow of the argument and the fact that Bargaric and Clarke and not you is arguing.
Here, you'll need to understand the underlying organizational principle of the essay. Writers don't always make them obvious. Use your understanding of that organizational principle to structure your summary.
4. State the underlying principle present in Bargaric and Clarke's essay -- the idea that makes the argument go. You can think of it as the thesis, but it is often unstated. Think of it as the idea that you will either defend or refute in subsequent paragraphs in the body of an essay that follows this introductory summary.
For Friday, write a summary paragraph as you did in PA#7.
Follow the same basic organizational structure, but now add an introductory "hook," some fact, anecdote, quotation, or story that will grab the reader's attention. Choose wisely and don't spend too much time on the hook. You may want to return to it in the body of the essay or in the conclusion.
Thus, organize in this way:
1. Hook and then a transition to the next sentence
2. Summarize the main argument. Don't forget to work in the authors' full name and the title of the essay. I typical template for that first sentence might be as follows. In [title of the essay], [author's full name] [verb from the list in TSIS] that [the author's main argument/ thesis].
3. Summarize the supporting arguments, each in their turn. Use transitions to indicate the flow of the argument and the fact that Bargaric and Clarke and not you is arguing.
Here, you'll need to understand the underlying organizational principle of the essay. Writers don't always make them obvious. Use your understanding of that organizational principle to structure your summary.
4. State the underlying principle present in Bargaric and Clarke's essay -- the idea that makes the argument go. You can think of it as the thesis, but it is often unstated. Think of it as the idea that you will either defend or refute in subsequent paragraphs in the body of an essay that follows this introductory summary.
Monday, February 1, 2016
Not a PA#8: Class Discussion Notes
Carl Singleton's essay takes a very distinct attitude toward solving America's educational problems. Look again at his essay. Discover his underlying assumption(s).
Decide whether you agree or disagree with him. In class on Wednesday, we will, I hope have a free-wheeling discussion, but we won't have one unless you are prepared.
Consequently, please blog a set of discussion notes below. The material doesn't have to be in paragraph (or even sentence) form. Just imagine arguments and counterarguments against his position and write them down.
Also, include some evidence for your point of view. If you are on Singleton's side, note that he does a pretty poor job of providing supporting evidence. Help him out.
If you want to argue against Singleton, thing of arguments and examples that would fuel a refutation.
No worries here. Just get some material down that you can use during the discussion.
Decide whether you agree or disagree with him. In class on Wednesday, we will, I hope have a free-wheeling discussion, but we won't have one unless you are prepared.
Consequently, please blog a set of discussion notes below. The material doesn't have to be in paragraph (or even sentence) form. Just imagine arguments and counterarguments against his position and write them down.
Also, include some evidence for your point of view. If you are on Singleton's side, note that he does a pretty poor job of providing supporting evidence. Help him out.
If you want to argue against Singleton, thing of arguments and examples that would fuel a refutation.
No worries here. Just get some material down that you can use during the discussion.
Friday, January 29, 2016
PA#7: "They Say," Part 2
Read Chapter 2 of Writing from Sources (WFS) and the essay by Carl Singleton on pp. 192 - 94. You might also want to look at Chapter 2 of TSIS, especially the list of verbs at the end.
Write a paragraph summarizing Singleton's argument in the essay. Don't agree or disagree yet. Simply summarize his point of view. Be objective in your tone, language, and content.
Try to use and CORRECTLY introduce SHORT quotations from the essay when you think Singleton does a better job of writing his point of view than you can, but don't overdo it. Don't let Singleton do your writing for you.
Your paragraph should take the following form, which more or less follows the instructions given in WFS:
1. Summarize the main argument. Don't forget to work in Singleton's full name and the title of the essay. I typical template for that first sentence might be as follows. In [title of the essay], [author's full name] [verb from the list in TSIS] that [the author's main argument/ thesis].
2. Summarize the supporting arguments, each in their turn. Use transitions to indicate the flow of the argument and the fact that Singleton and not you is arguing.
Here, you'll need to understand the underlying organizational principle of the essay. Writers don't always make them obvious. Use your understanding of that organizational principle to structure your summary.
3. State the underlying principle present in Singleton's essay -- the idea that makes the argument go. You can think of it as the thesis, but it is often unstated. Think of it as the idea that you will either defend or refute in subsequent paragraphs in the body of an essay that follows this introductory summary.
WFS gives you excellent instructions on how to determine these matters. Use them.
Write a paragraph summarizing Singleton's argument in the essay. Don't agree or disagree yet. Simply summarize his point of view. Be objective in your tone, language, and content.
Try to use and CORRECTLY introduce SHORT quotations from the essay when you think Singleton does a better job of writing his point of view than you can, but don't overdo it. Don't let Singleton do your writing for you.
Your paragraph should take the following form, which more or less follows the instructions given in WFS:
1. Summarize the main argument. Don't forget to work in Singleton's full name and the title of the essay. I typical template for that first sentence might be as follows. In [title of the essay], [author's full name] [verb from the list in TSIS] that [the author's main argument/ thesis].
2. Summarize the supporting arguments, each in their turn. Use transitions to indicate the flow of the argument and the fact that Singleton and not you is arguing.
Here, you'll need to understand the underlying organizational principle of the essay. Writers don't always make them obvious. Use your understanding of that organizational principle to structure your summary.
3. State the underlying principle present in Singleton's essay -- the idea that makes the argument go. You can think of it as the thesis, but it is often unstated. Think of it as the idea that you will either defend or refute in subsequent paragraphs in the body of an essay that follows this introductory summary.
WFS gives you excellent instructions on how to determine these matters. Use them.
Wednesday, January 27, 2016
PA#6: Wiki Summary ("We Say. I Say")
Write a paragraph summarizing the topic of your wiki page. Discuss its proposed content, organization, divisions, and your part in it.
Your paragraph should have the following content in the order listed.
1. The topic of the wiki
2. Any explanation required to clarify the topic
3. The purpose of the wiki
4. Division into parts
5. The part that you will write about
6. An example or detail from your part that illustrates how interesting your part is.
Upload your paragraph as a comment to this blog post by Thursday at 5 PM. As usual, bring a hard copy to class on Friday. Please note the deadlines. A few paragraphs have been coming in late, which makes it more difficult for me to prepare class. Also, a few of you are not posting paragraphs. Get with the program.
Your paragraph should have the following content in the order listed.
1. The topic of the wiki
2. Any explanation required to clarify the topic
3. The purpose of the wiki
4. Division into parts
5. The part that you will write about
6. An example or detail from your part that illustrates how interesting your part is.
Upload your paragraph as a comment to this blog post by Thursday at 5 PM. As usual, bring a hard copy to class on Friday. Please note the deadlines. A few paragraphs have been coming in late, which makes it more difficult for me to prepare class. Also, a few of you are not posting paragraphs. Get with the program.
Monday, January 25, 2016
PA#5: Refutation "They Say, BUT I Say . . ."
In the last PA, you took one of the arguments that favored your position and developed it into a paragraph.
In PA#5, consider an argument against the position stated in your thesis (PA#3) and respond to it.
Consider the following structure:
1. State the counterargument to your position,
2. Explain the point of conflict,
3. State your response,
4. Explain your response, and finally
5. Provide evidence for your response in the form of quotation and/ or and example and details.
Post the paragraph as a comment to this blog entry by Tuesday, 1/26, at 5 PM and bring a hard copy to class on Wednesday 1/27.
Below is a sample culled from the previous assignment. Yes, the writer inadvertently wrote a refutation paragraph when he or she was supposed to write a confirmation paragraph. However, it's a very good refutation paragraph anyway.
Misinformation is largely to blame when it comes to why there are many American individuals who refuse to donate organs. People are simply not as correctly informed about organ donation as they should be and instead are only fed myths. Many believe that if there is a fine print in the back of their drivers license declaring them organ donors , the hospital staff wont work as hard to save their lives. Saving a life is always first priority to any medical professional. In fact , the medical team that treats the patients is separate from the transplant team. Doctors and nurses involved in a person’s care before death are not typically involved in the recovery or transplantation of donated organs, tissues or corneas. In addition hospital staff cannot access the donor registry list. Another myth believed by many is that if you are a registered organ donor, doctors will not wait until you are declared dead to start removing organs. According to Gift of Life Donor Program “Brain death is a medically, legally, and morally accepted determination of death. To determine brain death, more than one diagnosis of brain death and a series of tests over a period of time are required before the donor's family is presented with the opportunity to donate.”
In PA#5, consider an argument against the position stated in your thesis (PA#3) and respond to it.
Consider the following structure:
1. State the counterargument to your position,
2. Explain the point of conflict,
3. State your response,
4. Explain your response, and finally
5. Provide evidence for your response in the form of quotation and/ or and example and details.
Post the paragraph as a comment to this blog entry by Tuesday, 1/26, at 5 PM and bring a hard copy to class on Wednesday 1/27.
Below is a sample culled from the previous assignment. Yes, the writer inadvertently wrote a refutation paragraph when he or she was supposed to write a confirmation paragraph. However, it's a very good refutation paragraph anyway.
Misinformation is largely to blame when it comes to why there are many American individuals who refuse to donate organs. People are simply not as correctly informed about organ donation as they should be and instead are only fed myths. Many believe that if there is a fine print in the back of their drivers license declaring them organ donors , the hospital staff wont work as hard to save their lives. Saving a life is always first priority to any medical professional. In fact , the medical team that treats the patients is separate from the transplant team. Doctors and nurses involved in a person’s care before death are not typically involved in the recovery or transplantation of donated organs, tissues or corneas. In addition hospital staff cannot access the donor registry list. Another myth believed by many is that if you are a registered organ donor, doctors will not wait until you are declared dead to start removing organs. According to Gift of Life Donor Program “Brain death is a medically, legally, and morally accepted determination of death. To determine brain death, more than one diagnosis of brain death and a series of tests over a period of time are required before the donor's family is presented with the opportunity to donate.”
Friday, January 22, 2016
PA#4 -- Confirmation (I Say, and They Say)
In PA#3 you established a point of view (a thesis) on a subject and divided your support of that point of view into separate sub-arguments.
Note, for example, how Emily Poe does it in the sample. She claims in her thesis statement that "vegetarianism is clearly the better option for sustaining the Earth and all its inhabitants." She divides her support of that claim into three subtopics: environmental improvement, humane treatment of livestock, and improved personal health.
Presumably, in a paragraph that follows, she discusses the first of those sub-claims: That the vegetarian lifestyle improves the environment.
Look back at the introductory paragraph you wrote. Find your first sub-claim and write what would become the second paragraph of your essay. Use the following paragraph pattern:
1. Topic sentence/ statement of the claim
2. Explanation of the claim (spend some time here)
3. Evidence by example and detail
4. Evidence by quotation
Use the templates in TSIS to indicate the moves you are making.
Upload the paragraph here as a comment below by Sunday, 1/24 at 5 PM. Bring a hard copy to class on Monday. Really. I mean it this time. We'll definitely be spending some time in class making comments on each others' paragraphs.
Note, for example, how Emily Poe does it in the sample. She claims in her thesis statement that "vegetarianism is clearly the better option for sustaining the Earth and all its inhabitants." She divides her support of that claim into three subtopics: environmental improvement, humane treatment of livestock, and improved personal health.
Presumably, in a paragraph that follows, she discusses the first of those sub-claims: That the vegetarian lifestyle improves the environment.
Look back at the introductory paragraph you wrote. Find your first sub-claim and write what would become the second paragraph of your essay. Use the following paragraph pattern:
1. Topic sentence/ statement of the claim
2. Explanation of the claim (spend some time here)
3. Evidence by example and detail
4. Evidence by quotation
Use the templates in TSIS to indicate the moves you are making.
Upload the paragraph here as a comment below by Sunday, 1/24 at 5 PM. Bring a hard copy to class on Monday. Really. I mean it this time. We'll definitely be spending some time in class making comments on each others' paragraphs.
Wednesday, January 20, 2016
PA#3: They Say, I Say (Knocking Down the Straw Man)
Write a paragraph using the basic pattern found on p. 14 - 15 of TSIS, both the second and third editions, (Assignment #1). Use the italicized words to structure what would essentially become an introductory paragraph to a larger essay.
Post your paragraph by Thursday, 1/21, and bring a hard copy to class on 1/22.
Post your paragraph by Thursday, 1/21, and bring a hard copy to class on 1/22.
Friday, January 15, 2016
PA#2: Student Interview Paragraph
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/1/19 at 5 PM. Bring a hard copy to class on W/1/20.
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/1/19 at 5 PM. Bring a hard copy to class on W/1/20.
Saturday, January 9, 2016
PA#1 – A Simple Paragraph
Hello, students,
Paragraph
Assignment #1 – Basic Downshifting
We'll
actually write the paragraph in class on Wednesday, so you need only bring
detailed notes to class. In the meantime, observe your environment. Look
around. Take some notes.
Define
and describe a problem here at Ohio Wesleyan. Start with a topic sentence that
defines the problem. Then describe the problem in more detail in subsequent
sentences. Finally, give a detailed example of the problem. Use the details to
illuminate the description above.
Write
a well developed paragraph that follows the basic downshifting pattern we will
discuss in class. Sometime over the weekend, post your paragraph to the blog as
a "comment" to this assignment. Also, BRING A HARD COPY THE PARAGRAPH TO CLASS on
Friday so that I can read them outside of class.
We
will follow that basic pattern on all the paragraphs you write during the first
weeks of the semester:
Day
1: Draft the paragraph. Blog it ASAP.
Next
class day: Edit the previous paragraph and draft the next one.
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