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This document outlines the steps for writing an argumentative essay, including: reviewing the problem and proposed solution; outlining the plan; planning for counterarguments; evaluating alternative solutions; and conducting follow-up research. It provides guidance on anticipating objections, considering at least two alternative solutions, and writing paragraphs to evaluate each alternative solution on why the proposed solution is better. Students are assigned to write responses for slides on planning counterarguments, considering alternative solutions, and developing the evaluation of alternatives as part of their final essay.
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1 a 36
This document outlines the steps for writing an argumentative essay, including:
1) Reviewing the problem and proposed solution (thesis) and plan.
2) Planning for counterarguments by anticipating objections.
3) Evaluating alternative solutions by listing some, describing them fairly, and explaining why the proposed solution is better.
4) Developing a research plan to strengthen the counterargument by adding supporting information and evidence from interviews and sources.
5) Homework assignments to post writing responding to sections of the outline and prepare for in-class research.
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This document outlines the steps for writing an argumentative essay, including: reviewing the problem and proposed solution, outlining the plan, anticipating and responding to counterarguments, evaluating alternative solutions, and planning follow up research. It provides guidance on describing the problem and thesis, planning counterarguments likely to be raised, considering and evaluating at least two alternative solutions, and noting additional information needed to strengthen the argument. Students are assigned homework to post their writing on counterarguments and alternative solutions and to bring prior writing for the essay to the next class.
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This document outlines the steps for writing an argumentative essay, including: reviewing the problem and proposed solution, outlining the plan, anticipating and responding to counterarguments, evaluating alternative solutions, and planning follow up research. It provides guidance on describing the problem and thesis, planning counterarguments likely to be raised, considering and evaluating at least two alternative solutions, and noting additional information needed to strengthen the argument. Students are assigned homework to post their writing on counterarguments and alternative solutions evaluation in preparation for compiling it into their final essay.
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This document provides an agenda and guidance for students on planning and drafting an essay that proposes a solution to a problem. It includes instructions on developing key components of the essay such as presenting the problem, outlining a thesis and proposed solution, anticipating counterarguments, considering alternative solutions, and planning follow-up research. Students are asked to draft sections of the essay responding to the guidance and submit notes on counterarguments and alternative solutions for homework.
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This document provides an agenda and guidance for students writing an essay that proposes a solution to a problem. The agenda includes: conducting a vocabulary test, reviewing the components of the essay such as outlining the problem, thesis statement, proposed solution, implementation steps, and considering counterarguments and alternative solutions. Students are instructed to present the problem, discuss consequences of not solving it, draft a thesis statement, describe their proposed solution and how it would solve the problem, list implementation steps, anticipate objections to their solution, and consider two to three alternative solutions by describing each one and explaining why their solution is better. They are assigned homework that involves posting a draft, taking notes for their counterargument, considering alternative solutions, and noting what additional research
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This document provides an agenda and guidance for students to plan and draft an essay. It includes instructions on developing key components of the essay such as presenting the problem, outlining a solution and implementation plan, anticipating counterarguments, and evaluating alternative solutions. Students are asked to develop these sections of the essay based on prior assignments and feedback. They are also instructed to identify additional research needed to support their arguments and counterarguments.
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This document outlines the agenda and content for Class 14 of the EWRT 1A course. It provides guidance on developing different parts of an argumentative essay, including presenting the problem, outlining the proposed solution, considering counterarguments and alternative solutions, and planning follow-up research. Students are instructed to develop paragraphs on describing the problem, outlining the consequences of inaction, stating their thesis, explaining their proposed solution and implementation steps, anticipating counterarguments, and evaluating two to three alternative solutions. The document also includes reminders about upcoming homework and exams.
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This document outlines the steps for writing an argumentative essay, including:
1) Reviewing the problem and proposed solution (thesis) and plan.
2) Planning for counterarguments by anticipating objections.
3) Evaluating alternative solutions by listing some, describing them fairly, and explaining why the proposed solution is better.
4) Developing a research plan to strengthen the counterargument by adding supporting information and evidence from interviews and sources.
5) Homework assignments to post writing responding to sections of the outline and prepare for in-class research.
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This document outlines the steps for writing an argumentative essay, including: reviewing the problem and proposed solution, outlining the plan, anticipating and responding to counterarguments, evaluating alternative solutions, and planning follow up research. It provides guidance on describing the problem and thesis, planning counterarguments likely to be raised, considering and evaluating at least two alternative solutions, and noting additional information needed to strengthen the argument. Students are assigned homework to post their writing on counterarguments and alternative solutions and to bring prior writing for the essay to the next class.
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This document provides an agenda and guidance for planning a persuasive argument paper. It includes sections on outlining the problem and solution, anticipating counterarguments, evaluating alternative solutions, and planning follow up research. Students are instructed to write responses to potential objections, list and analyze alternative solutions proposed by others, and note what additional information could strengthen their arguments. The homework is to post writing responding to slides on counterarguments, alternative solutions, and planning further research.
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This document provides an agenda and guidance for students writing an essay that proposes a solution to a problem. The agenda includes: conducting a vocabulary test, reviewing the components of the essay such as outlining the problem, thesis statement, proposed solution, implementation steps, and considering counterarguments and alternative solutions. Students are instructed to present the problem, discuss consequences of not solving it, draft a thesis statement, describe their proposed solution and how it would solve the problem, list implementation steps, anticipate objections to their solution, and consider two to three alternative solutions by describing each one and explaining why their solution is better. They are assigned homework that involves posting a draft, taking notes for their counterargument, considering alternative solutions, and noting what additional research
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This document outlines the agenda and content for Class 14 of the EWRT 1A course. It provides guidance on developing different parts of an argumentative essay, including presenting the problem, outlining the proposed solution, considering counterarguments and alternative solutions, and planning follow-up research. Students are instructed to develop paragraphs on describing the problem, outlining the consequences of inaction, stating their thesis, explaining their proposed solution and implementation steps, anticipating counterarguments, and evaluating two to three alternative solutions. The document also includes reminders about upcoming homework and exams.
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This document outlines the agenda and assignments for Class 14 of the EWRT 1A course. It provides guidance for students on developing different components of their essay, including presenting the problem, outlining the solution and implementation steps, anticipating counterarguments, and evaluating alternative solutions. Students are instructed to add to and revise different sections of their draft based on the feedback and examples provided. They are also given homework assignments to further develop their counterargument and consider alternative solutions in preparation for their Essay #4.
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1) Presenting the problem and its consequences
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4) Outlining steps to implement the solution
5) Anticipating and addressing counterarguments and objections
6) Considering and evaluating alternative solutions
7) Planning follow-up research to strengthen the argument
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This document provides an agenda and guidance for students to develop various sections of an essay proposing a solution to a problem. It outlines the key parts of the essay, including presenting the problem, stating a thesis, describing the proposed solution, anticipating counterarguments, considering alternative solutions, and planning follow-up research. Students are instructed to review and revise draft sections on the problem, thesis statement, proposed solution, and steps for implementation. They are also prompted to develop paragraphs addressing likely counterarguments and each alternative solution.
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2. It provides guidance on developing each part, such as arguing the problem is serious, outlining its causes, listing consequences of not solving it, and evaluating alternative solutions by describing them and reasons the proposed solution is better.
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Class 18
1. The document outlines the parts of an essay proposing solutions to problems, including describing the problem, outlining the solution and thesis statement, planning for objections through counterarguments, and evaluating alternative solutions.
2. It provides guidance on developing each part, such as adding details on the causes and consequences of the problem, refining the thesis statement, and explaining why the proposed solution would work and is possible.
3. Students are instructed to consider alternative solutions, write paragraphs evaluating each, and plan follow-up research to strengthen their counterarguments.
Class 19 n copy
1. The document outlines the parts of an essay proposing solutions to problems, including describing the problem, presenting a thesis statement announcing the proposed solution, explaining why the solution would work, and considering objections and alternative solutions.
2. Students are instructed to develop their drafts by adding details to the problem description, writing a thesis statement, explaining how their solution would address the problem and be possible to implement, and listing the steps of the proposed solution.
3. The document also provides guidance on planning for counterarguments by anticipating objections, considering alternative solutions, and planning follow-up research to strengthen arguments.
Class 19 f online
This document outlines the steps for an essay assignment, including:
1) Revising the problem description with evidence that the problem exists and is serious, including causes.
2) Considering consequences of not solving the problem.
3) Refining the thesis statement announcing the proposed solution.
4) Explaining how the solution would solve the problem and is possible.
5) Putting implementation steps in paragraph form.
6) Anticipating objections to the solution.
7) Considering and evaluating alternative solutions.
8) Planning follow-up research to strengthen the argument.
Class 17 1 a
This document outlines the agenda and steps for writing an argumentative essay. It discusses presenting the problem, outlining the causes and consequences. It instructs to write a thesis statement announcing the proposed solution. It describes implementing the solution and listing steps. It discusses planning for counterarguments by anticipating objections and considering alternative solutions. The homework is to post notes on the counterargument, consider alternative solutions, and make notes for follow-up research.
D18-EWRT 1A
This document provides an agenda and instructions for an EWRT 1A class. It includes details about an upcoming Kahoot quiz, guidelines for integrating quotes from nonfiction sources in essays, an assignment prompt for Essay #4 on proposing a solution, an outline for the essay, and suggestions for developing counterarguments and considering alternative solutions. It also assigns a full draft of Essay #4 as homework to be peer reviewed in class on Monday.
Problem solution essay
The document provides guidance on writing a problem-solution essay, including how to analyze the problem, define it for readers, identify possible readers, list potential solutions, choose the most promising solution to argue for, construct an argument for that solution by explaining how it would solve the problem and be possible to implement, anticipate and address counterarguments, consider alternative solutions, and develop a readable plan for the essay. It offers questions to help writers explore each part of the process in developing their essay.
D20-EWRT 1A
This document provides an agenda for an EWRT 1A class. It outlines topics to be covered, including a possible MLA style quiz, reviewing essays and integrating sources. It discusses counterarguments, alternative solutions, conclusions, sentence strategies, and citing sources. Formatting instructions are provided for in-text citations and block quotations. Students are encouraged to use summarized information from sources in their essays and properly cite it.
Class 16 1 a
This document provides an agenda and discussion of features for an essay proposing solutions to a problem. It discusses defining the problem through examples, statistics, or consequences. It outlines arguing for a feasible solution that can solve the problem without excessive costs. It also covers evaluating alternative solutions, anticipating objections, and making the essay easy to read through organization. The discussion provides writing prompts for students to draft parts of their essay, including analyzing the problem, choosing a solution, and constructing counterarguments to alternatives.
Ewrt 1 a class 16
This document contains an agenda for an EWRT 1A class. The agenda includes discussing essay revisions, problem solution essays, and introducing essay #4. Students will write an in-class essay proposing a solution to a well-defined education problem and investigate two possible solutions. The calendar outlines due dates for essay #3 revisions, essay #4, and a peer revision session during the final class meeting.
Ewrt 1 a class 16
This document contains an agenda for an EWRT 1A class. It discusses essay revisions that are due by March 16th and provides instructions for submitting revisions. It also covers discussing problem solution essays, reviewing the basic features of the genre using sample essays, and an in-class writing assignment where students investigate solutions to an education problem. The document contains calendars, instructions, and notes related to assignments for essay #4, which is a problem solution paper due at the end of the quarter.
Ewrt 1 a class 16
This document contains an agenda for an EWRT 1A class. It discusses essay revisions that are due by March 16th and provides instructions for submitting revisions. It also covers discussing problem solution essays, reviewing the basic features of the genre using sample essays, and introducing an in-class writing assignment for students to find and investigate solutions to a problem. The document includes calendars, instructions for in-class activities, and homework assignments related to drafting and revising a problem-solution essay.
Class 17 f online
This document outlines the assignment for Essay #4 in the EWRT 1A class. Students are asked to write a 4-6 page essay proposing a solution to a well-defined problem faced by a community or group. They should use at least two credible secondary sources in addition to The Hunger Games to support their argument. The document provides guidance on brainstorming potential problems, exploring multiple solutions, and developing the most promising solution by explaining how it would solve the problem, why it is possible, and how it could be implemented through a list of steps. Students are asked to post a draft including these elements for review.
Class 16 online 1 a
The document provides an agenda for a class that includes discussing two problem solution essays, introducing essay #4, and generating topics for that essay. It outlines the basic features of problem solution essays such as a well-defined problem, well-argued solution, effective counterargument, and evaluation of alternative solutions. The document then analyzes two sample essays based on these features and provides writing prompts and activities for students to develop their own essay #4 topics.
Class 16 online 1 a
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document then guides analyzing the sample essays based on these features. It prompts generating topics for Essay #4 by having students identify problems and potential solutions for various communities and groups. Finally, it outlines homework assignments, including continuing to develop topics for Essay #4 through preliminary research.
Class 16 online 1 a
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These features include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document guides students through an analysis of the sample essays based on these features. It then instructs students to generate topics for their own problem solution essay by identifying problems within various communities and groups. Students are asked to conduct follow-up research on their potential topics.
Class 16 online 1 a
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These features include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document guides students through an analysis of the sample essays based on these features. It then instructs students to generate topics for their own problem-solution essay by identifying problems within various communities and groups. Students are asked to conduct follow-up research on their potential topics.
Class 15 1 a
The document provides an agenda for a class that includes discussing problem solution essays and introducing essay #4. It discusses changing teams and presenting on vocabulary words. It provides an example of a problem solution essay that addresses the basic features of the genre including a well-defined problem, clearly described solution, convincing argument, effective counterargument, and evaluation of alternatives. The document introduces the assignment for essay #4 - to propose a solution to a problem faced by a community or district in The Hunger Games. It includes an in-class writing activity where students choose a topic by filling out a chart with groups, organizations, problems, and tentative solutions. The homework assigned is to finish the chart and write paragraphs further defining problems and solutions.
Class 12 1 a
The document provides an agenda for a class that includes a vocabulary test, changing teams, presentations on vocabulary words, and discussions of problem-solution essays. It outlines features of problem-solution essays like well-defined problems, argued solutions, counterarguments, and alternative solutions. The class will discuss two essays addressing frequent testing and workplace flexibility using these features. Students will then choose a topic for their own problem-solution essay and begin outlining problems and solutions for groups like The Hunger Games districts, De Anza College, and their neighborhood or club. Homework includes finishing the chart, drafting paragraphs on problems and solutions, and studying new vocabulary words.
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Class 2 online
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
Ewrt 1 a class 1 hybrid
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
Ewrt 1 a online introduction hybrid
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
Ewrt 1 a online introduction hybrid
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
Ewrt 1 a online introduction hybrid
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
Ewrt 1 a class 1 hybrid
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
Ewrt 1 a online introduction
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
How to highlight in kaizena
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
Kaizena directions 2017
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
Wordpress user name directions
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Class 20 n online
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
Ewrt 1 a online introduction hybrid
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
Ewrt 1 c class 27 night special
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
Ewrt 1 c spring 2017new
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
Essay concept hunger games
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Ewrt 1 c class 25 night intro special
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
Ewrt 1 c class 24 special spring 2017
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
Ewrt 1 c class 24 special spring 2017
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
Ewrt 1 c class 23 online
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
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1 a 36
- 2. Agenda 1.Review 1.Describing the problem 2.The solution: the thesis 3.Outlining the plan 2.Planning for objections: the counterargument 3.Evaluating Alternative Solutions 4.Research? 1.Investigate 2.Interview 3.Read
- 3. The Review 1.Review 1.Describing the problem 2.The solution: the thesis 3.Outlining the plan
- 5. Anticipate Objections. Write a few sentences responding to the following objections you think are most likely: We can’t afford it. It would take too long. People would not do it. Too few would benefit. You would benefit personally. We already tried that, with unsatisfactory results.
- 6. Consider Alternative Solutions This requires thinking! Remember, ultimately, you are going to show why your solution is better than these alternatives!
- 7. Considering Alternative Solutions List two or three alternative solutions that others have proposed or tried. You may have discovered these alternatives during interviews or in your library research. You do not have to list every solution that has been mentioned, but you should include the most popular or serious alternatives. If you include only obviously weak solutions in your argument, your credibility will be harmed and you could be accused of committing the straw man fallacy, which involves directing your counterargument against an alternative that nobody takes seriously anyway.
- 8. Developing your evaluation of alternative solutions Write a paragraph for each alternative solution you think you should include in your argument. Describe the alternative solution fairly, quoting supporters if possible. Then work out the reasons you believe the alternative solution would not be feasible, would not solve the problem, would not be approved, would be hard to implement, or would be too costly, disruptive, or time-consuming to put into effect.
- 9. Plan Follow-Up Research. Add notes about the kinds of information you think would help make your counterargument convincing for your readers and where you think you can find this information.
- 10. Homework We will meet in the library lobby tomorrow morning at 8:25. Be prepared to do your research for this essay. On Thursday, bring all of your posts for essay #4 or your computer. Your phone will not do for the purposes of the work we will do in class Write: Post #42: post your writing in response to slides five, seven, and eight. Be thorough. This will be part of your final essay