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.
Friday, February 26, 2016
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.
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