Enc1101 Drafting Unit 4 Part 2

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Enc1101 Drafting Unit 4 Part 2

  1. 1. Drafting Unit 4 Part 2
  2. 2. Outline for part 2 <ul><li>Subject heading 1 (variation on what you have in part 1) </li></ul><ul><ul><li>Individual papers </li></ul></ul><ul><ul><li>General learning/course objectives </li></ul></ul><ul><li>Subject heading 2 </li></ul><ul><ul><li>Individual papers </li></ul></ul><ul><ul><li>General learning/course objectives </li></ul></ul><ul><li>ETC. </li></ul><ul><li>OR: </li></ul><ul><li>Unit 1 </li></ul><ul><ul><li>Your definition from part 1 </li></ul></ul><ul><ul><li>Individual papers </li></ul></ul><ul><ul><li>General learning/course objectives </li></ul></ul><ul><li>Unit 2 </li></ul><ul><ul><li>Your definition from part 1 </li></ul></ul><ul><ul><li>Individual papers </li></ul></ul><ul><ul><li>General learning/course objectives </li></ul></ul><ul><li>ETC. </li></ul>
  3. 3. Drafting a section with evidence <ul><li>Creating an Argument: what do I need to work on? </li></ul><ul><ul><li>Topic sentence: </li></ul></ul><ul><ul><ul><li>I have had to work on creating an original argument this semester, creating a good thesis, and organizing my paper. When revising each paper, these are the three components I have noticed that I need to change. </li></ul></ul></ul>
  4. 4. Drafting cont’d <ul><li>Context: </li></ul><ul><ul><li>This has been the first class in which I have been taught to pick the focus of my paper. In all of the assignments this year, I have been able to come up with a specific focus before the first draft was due but it did not always come easily. I have learned that if I work at finding my own argument long enough, I will eventually find a specific focus to my paper that will work well. </li></ul></ul>
  5. 5. Drafting cont’d <ul><li>Evidence: </li></ul><ul><ul><li>In the unit 3 assignment, I struggled with coming up with a thesis. I came up with several that were very similar to one another but not quite right. Eventually, I came up with a specific focus. After coming up with a focus for my paper, I have found that it makes it much easier to use sources to support rather than using them to construct my paper and ideas. </li></ul></ul><ul><ul><li>Your evidence could be an example (like this), or a quote, or example + quote </li></ul></ul>
  6. 6. Drafting cont’d <ul><li>Analysis: </li></ul><ul><ul><li>Like Margaret Kantz’s fictional student Alice, I learned that the “facts” I read in my sources are really a kind of “claim.” This knowledge enabled me to question and evaluate my sources in order to create an argument. Although I haven't mastered the art of creating an original argument, I am well on my way, which will help me to continue to become a good writer in the future. </li></ul></ul><ul><ul><li>Might help to connect to scholars; should connect to your definition of good writing </li></ul></ul>
  7. 7. Conclusion: Asking for a grade is super awkward <ul><li>Give evidence to support </li></ul><ul><ul><li>Efforts in and out of class </li></ul></ul><ul><ul><li>Evidence of learning </li></ul></ul><ul><ul><li>Scores </li></ul></ul><ul><ul><li>Include some sort of closing (it is a letter, after all) </li></ul></ul>
  8. 8. Conclusion <ul><li>This semester I have put in a great deal of effort to do my best in this class. I have turned in and done well on all of my assignments. I started out with an 8.5 on the first paper and only went up from there. Even though I did well on my papers, I continued to revise them to make them as close to &quot;perfect&quot; as possible. I have done well on the papers, assignments, attended every class, and completed this portfolio according to your instructions. Not only have I received high grades, but I have also demonstrated my understanding of complex concepts, such as rhetorical situation, writing processes, and discourse communities. Therefore, I believe an A is a very logical choice when determining my grade this semester. Thank you for all your help and support this semester! Best of luck with your future classes. </li></ul>

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