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Enc1101 Drafting Unit 4 Part 2
Enc1101 Drafting Unit 4 Part 2
Enc1101 Drafting Unit 4 Part 2
Enc1101 Drafting Unit 4 Part 2
Enc1101 Drafting Unit 4 Part 2
Enc1101 Drafting Unit 4 Part 2
Enc1101 Drafting Unit 4 Part 2
Enc1101 Drafting Unit 4 Part 2
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Enc1101 Drafting Unit 4 Part 2

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  • 1. Drafting Unit 4 Part 2
  • 2. Outline for part 2
    • Subject heading 1 (variation on what you have in part 1)
      • Individual papers
      • General learning/course objectives
    • Subject heading 2
      • Individual papers
      • General learning/course objectives
    • ETC.
    • OR:
    • Unit 1
      • Your definition from part 1
      • Individual papers
      • General learning/course objectives
    • Unit 2
      • Your definition from part 1
      • Individual papers
      • General learning/course objectives
    • ETC.
  • 3. Drafting a section with evidence
    • Creating an Argument: what do I need to work on?
      • Topic sentence:
        • 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.
  • 4. Drafting cont’d
    • Context:
      • 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.
  • 5. Drafting cont’d
    • Evidence:
      • 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.
      • Your evidence could be an example (like this), or a quote, or example + quote
  • 6. Drafting cont’d
    • Analysis:
      • 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.
      • Might help to connect to scholars; should connect to your definition of good writing
  • 7. Conclusion: Asking for a grade is super awkward
    • Give evidence to support
      • Efforts in and out of class
      • Evidence of learning
      • Scores
      • Include some sort of closing (it is a letter, after all)
  • 8. Conclusion
    • 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 "perfect" 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.

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