- 1. Lesson Nine Example Text I
2.
- I will collect the following:
- Include you thesis statement at the top of your paper.
- Also,labelyour assignments at the top of the page or mark the
page.
Ne x t Week 3. Short Reflection Preparation for Final Exam Week
18 Final Portfolio Argument in Life Week 17 Peer Review 2 Peer
Review / Editing Week 16 Second Draft / Formal Outline / Reading
notes Example Text Week 15 Introductions / Conclusions Week 14 Peer
Review 1 Peer Review / Revision Week 13 First Draft / Outline
Quotations & Citations Week 12 Example Text Week 11 4. Your
portfolio will count as yourmidterm . 10% Participation 20%
Portfolio 70% Final Exam Grad i ng 5. Although we will be looking
at many writing skills, we will pay special attention to how the
writer develops her ideas by using body paragraphs. TodaysO
bjective 6. Elements of a P a ragraph
7.
- Argum e ntative Body Paragr a phs
- Supporting evidence (think: courtroom)
- Valleys and mountains (think: tour guide)
8. Methodso f Guiding
- Methods of using supporting evidence and guiding your reader
through the valleys and hilltops:
9. Methods of G u iding
- Discourse designed to convey information or explain what is
difficult to understand.
- facts / individual bits / evidence
10. M e thods of Guiding
- To explain or tell the meaning of something.
- inductive / deductive reasoning
11. Methods of Gu i ding
- Signposts are internal aids to assist readers; they usually
consist of several sentences or a paragraph outlining what the
article has covered and where the article will be going.
12. E x position
- The most important material for exposition is source
material.How do we effectively incorporate source material into our
body paragraphs?
13. Using Sour c es
- Use your sources as support for your insights, not as the
backbone of your paper.
14. Using Sourc e s
- 2.Summarize(condense a text by stating the main ideas in your
own words) andparaphrase(say the same thing in a different way)
much more often than you use direct quotes (same words as the
original, in quotation marks).
15. U s ing Sources
- 3.Don't use direct quotes as fillers but because the author
says something so aptly or dramatically that a paraphrase would
lose that power. Or, if you're analyzing the language of a
passage.
16. Usi n g Sources
- 4. Explain direct quotes. Readers have to knowwhyyou include
source material where you do.
17. Using Sourc e s
- 5. If multiple sources say the same thing, summarize what they
say and put a few key names in brackets at the end of the
sentence.
18. U s ing Sources
- 6. When you do use direct quotes, the most fluid way to
integrate them is to incorporate key words right into your
text.
- "We can see this change when Othello calls his wife a
'strumpet' (4.2.81) . . . ."
19.
- 7. Don't summarize plots of primary sources. Assume your
audience has read the work. Only explain as much as you need in
order to establish context for an example.
Usin gSources 20. Computer Assist e d Instruction: Blessing or
Bane? By Susan Sexton 1987 21. Subject:Computer Assisted
InstructionPurpose:Argumentative / Informative Audience:Teachers /
Parents Writ i ng Triangle 22. Educational institutions should
seriously analyze advocacy of Computer Assisted Instruction because
educational researchers have yet to prove that CAIin schools
substantially increases learning. Th e sis Statement 23.
O u tline 24.
- Builds a context and defines the issue for the audience.
- Direct quotations used to establish the issues importance.
Introducti o n 25.
- Continues to build background and context.
- Beginning to build informed and knowledgeable persona
(ethos).
Introducti o n 26.
- Moves reader toward thesis and focus by questioning value of
CAI.
- Longer quotation to establish authority of facts and figures,
building informed persona.
- Informative aim for audience.
- Notice this isnotemotional or irrational.
Introducti o n 27.
- Focuses the thesis statement even more.
- Notice the thesis is notentirelyexplicitly stated or
connected.
- Thesis/focus comes at the end of the introduction.
Introducti o n 28. Educational institutions should seriously
analyze advocacy of Computer Assisted Instruction because
educational researchers have yet to prove that CAIin schools
substantially increases learning. Th e sis Statement 29.
- Note: each section of the body will prove the thesis.
O u tline 30. The following section oncoursewarewill prove,
according to the focus stated earlier in the introduction, that CAI
may work, but only in ideal circumstances with ideal students . O u
tline 31.
- III. Project / Experiments
O u tline 32.
- Use of definitional thinking.
- Paraphrased material in sentences 5 and 6.Note how authors name
is part of the paraphrase.
- Final sentence is a signpost.
B o dy 33.
- Two paraphrases in sentences 2 and 3 bring informative aim into
paragraph.
- Longer quotation provides insight into how CAI programs
work.
- Final sentences uses paraphrase and writers own ideas toanalyze
significanceof long quotation
B o dy 34.
- Argumentative aim evident.
- Paragraph summarizes two pages of source material with Susans
analysis interspersed.
- Elements of a reasonable persona added.
B o dy 35.
- III. Projects / Experiments
O u tline 36.
- III. Projects / Experiments
- A. Bass/Perkins Experiment
O u tline 37. Educational institutions should seriously analyze
advocacy of Computer Assisted Instruction because educational
researchers have yet to prove that CAIin schools substantially
increases learning. Th e sis Statement 38. The following section on
projects and experiments will prove, according to the focus stated
earlier in the introduction, that projects and experiments are
inconclusive, at best, by the admission of the researchers
themselves. O u tline 39.
- Purely transitional paragraph, allowing the writer to shift the
essays focus from types of CAI programs to the effects CAI has on
higher-order thinking skills.
- A clear, precise summary of ideas creates a persona reflecting
intelligence and reasonable objectivity.
B o dy 40.
- A strongly argumentative paragraph, for the necessity of these
higher-order thinking skills.
- Quotations used to define and analyze this need.
B o dy 41.
- Argumentative aim again strongly present as the writer seeks to
show weakness in how scholarly research on CAI has been used.
- Fourth sentence begins a summary that builds a context so that
audience can understand the material in question.
- Quotation is obviously necessary because of the complexity of
the material.
B o dy 42.
- The paraphrase that opens the paragraph analyzes the previous
quotation with a keen argumentative edge taken from Bass and
Perkins own study.
- The writer uses researchers own admission of weakness to
support her argument through a key, but telling, direct
quotation.
B o dy 43.
- III. Projects / Experiments
- A. Bass/Perkins Experiment
O u tline 44.
- Draws together separate threads of the writers argument clearly
and precisely.
- Concludes the essay withimplicationsthat both teachers and
parents should consider.
- Persona appears concerned and intelligent.
Concl u sion 45.
- I will collect the following:
- Include you thesis statement at the top of your paper.
- Also,labelyour assignments at the top of the page or mark the
page.
Ne x t Week