Ch 2 critique
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This document outlines steps for critically evaluating persuasive writing. It identifies common logical fallacies to watch out for, such as emotionally loaded language, ad hominem arguments, faulty cause and effect, and oversimplification. It instructs the reader to evaluate the author's purpose, identify strengths and weaknesses of clarity, organization, assumptions, examples, and support. Finally, it provides an outline for writing a critical response, including an introduction, summary, analysis of strengths and weaknesses, and a conclusion stating agreement or disagreement with the author's point.
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This document provides instructions for Assignment 1, which requires students to critically analyze one of two articles posted on Blackboard. Students are instructed to identify and critique the author's argument and evidence, rather than simply summarizing the article. The instructions explain how to critically analyze an article by identifying the author's argument and thesis, assessing the evidence used to support the claim, and determining whether the evidence is sufficient. Students are told to write a critique explaining how the argument and evidence do or do not relate, and suggest ways the author could strengthen their argument. Outside sources may be used to support the student's own critique as long as they are properly cited.
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This document provides guidance on answering source-based inference questions. It explains that inference questions require reaching a conclusion about something stated in the question based on evidence from the source. Responses should include 2 inferences with evidence from the source, written in a PEE paragraph. Contextual knowledge, captions, provenance can help understand the question and source. Self-questions about pictorial or textual sources help determine purpose and conclusions that can be made.
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1. The document provides guidance on how to evaluate an author's message by making inferences, assessing the author's qualifications and purpose, distinguishing facts from opinions, and evaluating evidence.
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The document summarizes several common myths about writing. It discusses that there is no single correct writing process and writers figure things out as they write. It also notes that perfect first drafts do not exist and writing ability can be improved. Additional myths addressed include the idea that good grammar equals good writing and that certain essay formats should always be used. The document provides advice on developing writing skills for college, including focusing on audience, context, message, and purpose. It emphasizes the importance of research and critical thinking skills for college writing assignments.
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This document defines inferences and the process of making inferences when reading. It explains that inferences are educated guesses about information that is implied but not directly stated by an author. Making inferences involves using stated evidence from a text combined with a reader's prior knowledge to draw conclusions. A good method for making inferences is called the RAM method, where R stands for read, A stands for apply prior knowledge, and M stands for make a conclusion. The document also distinguishes between implying information, which is providing it, and inferring information, which is receiving or concluding it. Overall, the document teaches how to make logical inferences when reading by analyzing clues and evidence in light of one's own background knowledge.
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1) Clearly indicate what larger discussion they are contributing to by summarizing the key arguments or perspectives they are responding to.
2) Introduce relevant others' positions as early as possible, within the first one or two paragraphs, in order to properly set up their own argument.
3) Introduce others' positions through clear and concise summarization of their core arguments or assumptions to properly situate their own thesis.
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Notes for Claim Writing Success1. Comments on Titles Sample #.docx
Notes for Claim Writing Success
1. Comments on Titles:
Sample #1: chose strong language to show writer’s claim; first part grabs attention, second part gets focused
Sample #2: Please Help! Grabs the reader on an emotional level—got attention—the beginning part wasn’t as strong!!
Too fake! Not specific enough—(turned attention away) too blunt! Gives away too much!—
Sample #3: attention grabbing—polarizing language, strong words—can see both sides—
Critique: include “Formation” or not? Too much? Too litte?
Is it too exaggerated? Overly done? Not serious enough?
2. What goes in the first paragraph?
b. what worked?
Introduces the issue
Using some data? Used a quote? Create a sense of urgency or importance=gives justification, gives context
How is this different than Sec 3 (background)?
In claim—give a quick glimpse of the issue—
Sample 3—clear description of problem-
Quote? Expert echoes your statement so it doesn’t sound like you are making it up
Why not use it? Summarize
Sample 1 quote –early? Suspicious
In Sec 3 dig into the details more
c. what didn’t?
what didn’t work
MLA incorrect
Sample #2—too general---too broad!
3. What goes in the second paragraph?
MAP:
All major points of the paper (introduce or touch on every required section)
--Section 2—Suvin and short story
Map out the required sections of this paper (all your big moves!)
--solution (section 6)
Taking a stand –say what you argue and why it matters! Last two sentence of paragraph 2
Use first person? To use or not to use?
Feel more comfortable –easy to use commanding words
Sounding confident
Assert yourself into your argument—easier to sound confident
Map—chronological—follow the order of the paper!!
b. what worked?
c. what didn’t?
this is not project proposal writing
Is it specific? Controversial?
Map? What does that mean??
Stakes?
Final Research PAper
Final Research Paper: What’s the New Cognition? Estrangement in Octavia’s Brood
For your final paper, please select a novum you find cognitively estranging in one short story. Using outside research, write a 6-8 page, double spaced, 1 inch margins, 12pt font, Times New Roman research paper that investigates the new cognition the estrangement leads you to explore. The page requirement does NOT include the Works Cited.
Final version due to Canvas 3/20 before 11:59 pm.
Your bibliography should have at least 10 sources to support your argument and to detail what the new cognition is for you on this particular issue. Darko Suvin’s “Estrangement and Cognition” and the short story of your choice count as two of the ten sources.
At least three of your sources must be from academic, peer-reviewed journals. The other five (min.) can be from popular sources.
You need one quote in every paragraph, Sections 3-6.
Organization, Section I
2 paragraphs that outline the claim, complete with stakes. Recall, strong claims are specific, take a stand on something controversial, and they matter. Your claim should provide a ma.
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1. The document provides guidance on how to evaluate an author's message by making inferences, assessing the author's qualifications and purpose, distinguishing facts from opinions, and evaluating evidence.
2. It emphasizes making inferences based on details provided and omitted, noticing clues in word choices and emphasis, and verifying inferences with evidence.
3. The document also notes the importance of assessing an author's background, publications, and reputation, as well as distinguishing facts that can be verified from opinions that cannot.
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The document provides information about source-based questions (SBQs) and the skills needed to answer them, including inference, comparison, reliability, usefulness, and inference with purpose. It discusses the basic skills of making inferences from sources, such as locating meaning behind words and expressing meanings in own words. It provides examples of how to answer different types of SBQs, including inference questions using a three-step process of infer, support, explain; comparison questions focusing on similarities and differences; reliability questions checking if a source is trustworthy; and usefulness questions evaluating how useful a source is. The document is an instructional guide for students on the various source-based question skills and formats tested in exams.
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Here are the slides for the in-class writing exercise with Mrs. Range from 4/21/16. This exercise is designed to help you develop clarity as you move toward writing your capstone proposal.
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Critique
This document provides a template for critiquing different types of writing. It lists questions to consider when evaluating informative, persuasive, and entertaining writing. For informative writing, it prompts the reader to check the accuracy and significance of the information, and whether it is presented fairly. For persuasive writing, it suggests evaluating the definition of terms, use of evidence, logical reasoning, and potential biases. For entertaining writing, it prompts considering interesting characters, believability, communication of ideas, language use, and fulfillment of purpose. It also includes questions for agreeing or disagreeing with the author's position and examining their underlying assumptions.
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This document provides key vocabulary and learning maps for an English 10 course divided into 3 units: Unit 1 focuses on figurative language; Unit 2 covers critical reading strategies; Unit 3 addresses identifying an author's purpose. For each unit, important terms are defined, such as metaphor, simile, and hyperbole in Unit 1 and inference, drawing conclusions, and interpretation in Unit 2. Learning strategies like glossing, think-aloud, and FRED are also noted.
Academic writing
The document summarizes several common myths about writing. It discusses that there is no single correct writing process and writers figure things out as they write. It also notes that perfect first drafts do not exist and writing ability can be improved. Additional myths addressed include the idea that good grammar equals good writing and that certain essay formats should always be used. The document provides advice on developing writing skills for college, including focusing on audience, context, message, and purpose. It emphasizes the importance of research and critical thinking skills for college writing assignments.
How to Tackle SBQ - Social Studies
This is a simple powerpoint presentation meant to be used as a revision tool or for the purpose of self-learning. This covers the different techniques of answering SBQ questions and how to identify and recognise what type of question it is and which asnwering technique to use.
Problem-Solution Proposal Preparation (Writing Exercise from 4/21/16)
Here are the slides for the in-class writing exercise with Mrs. Range from 4/21/16. This exercise is designed to help you develop clarity as you move toward writing your capstone proposal.
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The document discusses identifying implied main ideas in texts. It explains that an implied main idea is suggested rather than clearly stated, and must be inferred by the reader based on supporting details. To find an implied main idea, the reader should ask themselves what overall point the author is trying to make about the topic. Once an implied main idea is inferred, the reader should check that most or all details in the text support that main idea.
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The document discusses primary and secondary sources. It defines a primary source as information directly from an original source, like a questionnaire or meeting. A secondary source is information that was originally reported elsewhere, such as statistics in books or on websites. Secondary sources are not first-hand accounts and could be biased or unreliable. To determine if a secondary source can be trusted, it's important to consider the date, author, and whether other sources support the information. The task is to analyze survey results, draw conclusions, and conduct secondary research about the best selling, average cost, most expensive, and top fragrance for Christmas, citing multiple sources.
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The document discusses reasons why some children become bullies. It states that research has found several factors that may contribute to bullying: 1) A combination of size and aggressive personality, with bigger, more aggressive children more likely to bully smaller, quieter peers; 2) Exposure to violent TV programs, which by age 10 is thousands of acts of violence; and 3) Exposure to real violence, with studies finding victims often become bullies themselves from learned behavior.
Major and minor details
The document discusses major and minor details that support a main idea in a text. Major details are general ideas that support the main idea, such as reasons or points in an argument. Minor details provide specific examples, details, or statistics that illustrate the major details. Signal words can help identify major details like "first" or "furthermore" and minor details such as "for example" or "to illustrate".
A Critical Reading
Critical reading involves analyzing a text to understand not just what is explicitly stated but also how the author conveys their message and any potential biases. There are three types of analysis: restatement is simply restating what a text says, description is stating what a text does, and inference uses clues to deduce what a text implies beyond just the words. Making inferences requires considering what details and implications can reasonably be extrapolated from the information provided, rather than just memorizing the surface level statements. Critical readers must learn to analyze texts to understand both what is being said and meant.
Rhetorical stance copy 1
This document provides guidance on developing an effective writing strategy by considering purpose, audience, and voice. It advises the writer to determine their purpose by asking questions about what they want to say and achieve. The writer should also consider their audience and adopt an appropriate voice. Different types of writing, like narratives, descriptions, examples, definitions, and arguments are discussed. For each type, key elements and structures are outlined. The document stresses tailoring the writing based on integrating considerations of purpose, audience, and voice.
The writing process
This document discusses the writing triangle which consists of purpose, voice, and audience. It emphasizes determining your purpose and goals before writing by asking questions like what you want to say and what effect you hope to achieve. Different types of writing like description, narration, process, and argument are discussed. The importance of considering your voice and intended audience is also covered.
Chapter 7
This document defines inferences and the process of making inferences when reading. It explains that inferences are educated guesses about information that is implied but not directly stated by an author. Making inferences involves using stated evidence from a text combined with a reader's prior knowledge to draw conclusions. A good method for making inferences is called the RAM method, where R stands for read, A stands for apply prior knowledge, and M stands for make a conclusion. The document also distinguishes between implying information, which is providing it, and inferring information, which is receiving or concluding it. Overall, the document teaches how to make logical inferences when reading by analyzing clues and evidence in light of one's own background knowledge.
They Say, I Say: Chapter 1
The document provides guidance on effectively introducing and summarizing the perspectives of others when entering an academic conversation or debate. It recommends that writers:
1) Clearly indicate what larger discussion they are contributing to by summarizing the key arguments or perspectives they are responding to.
2) Introduce relevant others' positions as early as possible, within the first one or two paragraphs, in order to properly set up their own argument.
3) Introduce others' positions through clear and concise summarization of their core arguments or assumptions to properly situate their own thesis.
SBQ Notes for Social Studies
The document provides guidance on developing source-handling skills for structured essay questions in examinations. It discusses studying sources by considering context, provenance, tone, and purpose. Context refers to the time, audience, and events surrounding a source's creation. Provenance includes the author, date, location, intended audience, and reliability. Tone indicates attitude through word choice and stress. Purpose is the intention to inform, influence, or educate readers. The document also covers cross-referencing claims within and across sources and using background information. An example question is provided comparing two sources with different tones on the IRA in Northern Ireland.
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Similar to Ch 2 critique
Critical reading part ii
This document discusses how to critically evaluate persuasive writing by assessing the accuracy and significance of information, determining if key terms are clearly defined, and whether the author uses information and arguments fairly and logically. It cautions against logical fallacies like ad hominem attacks, faulty cause-and-effect reasoning, hasty generalizations, false analogies, begging the question, and non sequiturs. The document prompts the reader to determine the extent they agree with the author, identify points of agreement and disagreement, and organize their reaction by summarizing the author's position and stating their own position and reasons.
Notes for Claim Writing Success1. Comments on Titles Sample #.docx
Notes for Claim Writing Success
1. Comments on Titles:
Sample #1: chose strong language to show writer’s claim; first part grabs attention, second part gets focused
Sample #2: Please Help! Grabs the reader on an emotional level—got attention—the beginning part wasn’t as strong!!
Too fake! Not specific enough—(turned attention away) too blunt! Gives away too much!—
Sample #3: attention grabbing—polarizing language, strong words—can see both sides—
Critique: include “Formation” or not? Too much? Too litte?
Is it too exaggerated? Overly done? Not serious enough?
2. What goes in the first paragraph?
b. what worked?
Introduces the issue
Using some data? Used a quote? Create a sense of urgency or importance=gives justification, gives context
How is this different than Sec 3 (background)?
In claim—give a quick glimpse of the issue—
Sample 3—clear description of problem-
Quote? Expert echoes your statement so it doesn’t sound like you are making it up
Why not use it? Summarize
Sample 1 quote –early? Suspicious
In Sec 3 dig into the details more
c. what didn’t?
what didn’t work
MLA incorrect
Sample #2—too general---too broad!
3. What goes in the second paragraph?
MAP:
All major points of the paper (introduce or touch on every required section)
--Section 2—Suvin and short story
Map out the required sections of this paper (all your big moves!)
--solution (section 6)
Taking a stand –say what you argue and why it matters! Last two sentence of paragraph 2
Use first person? To use or not to use?
Feel more comfortable –easy to use commanding words
Sounding confident
Assert yourself into your argument—easier to sound confident
Map—chronological—follow the order of the paper!!
b. what worked?
c. what didn’t?
this is not project proposal writing
Is it specific? Controversial?
Map? What does that mean??
Stakes?
Final Research PAper
Final Research Paper: What’s the New Cognition? Estrangement in Octavia’s Brood
For your final paper, please select a novum you find cognitively estranging in one short story. Using outside research, write a 6-8 page, double spaced, 1 inch margins, 12pt font, Times New Roman research paper that investigates the new cognition the estrangement leads you to explore. The page requirement does NOT include the Works Cited.
Final version due to Canvas 3/20 before 11:59 pm.
Your bibliography should have at least 10 sources to support your argument and to detail what the new cognition is for you on this particular issue. Darko Suvin’s “Estrangement and Cognition” and the short story of your choice count as two of the ten sources.
At least three of your sources must be from academic, peer-reviewed journals. The other five (min.) can be from popular sources.
You need one quote in every paragraph, Sections 3-6.
Organization, Section I
2 paragraphs that outline the claim, complete with stakes. Recall, strong claims are specific, take a stand on something controversial, and they matter. Your claim should provide a ma.
Critical Thinking
Critical thinking is an important skill that employers value. Educators often think employers want students to have specific job skills, but employers actually want students who can think critically, communicate clearly, and solve complex problems. Critical thinking involves skills like reflecting, analyzing information from different perspectives, and challenging assumptions. It is a flexible tool that can be applied to various areas of life. While people naturally think critically, it can be improved by making the process more explicit and systematic.
Critical thinking and analysis.pptx
This document discusses critical thinking and analysis. It defines critical thinking as using mental processes like attention, categorization, selection and judgment to think in analytical and evaluative ways. Critical thinking skills involve identifying and evaluating different perspectives, arguments, and evidence. It also involves presenting well-reasoned arguments supported by good evidence. The document outlines questions to consider when analyzing others' reasoning, such as evaluating the quality of evidence and potential flaws in logic. It describes the typical structure of a critical analysis, which includes an introduction stating the thesis, a summary, analysis proving the thesis, and a conclusion.
Critical reading
The document provides information about critical reading and various reading strategies. It discusses that critical reading is an active way of reading that involves analyzing, interpreting, and sometimes evaluating a text. It also discusses questioning both the text and one's own reading. The document then outlines strategies for critical reading such as preparing to read with an open mind, considering the title, reading slowly, and making notes. It also discusses multiple intelligence theory and outlines various types of intelligence such as linguistic, kinesthetic, visual, interpersonal, and intrapersonal. Finally, the document discusses different types of reading such as scanning, skimming, focus reading, and the SQ3R reading strategy.
WEEK 3.pptx
This document provides an overview of different types of writing techniques, including informative, persuasive, and argumentative essays. It discusses the key features and structures of each type. For informative essays, the objectives are to educate readers by imparting facts without arguing a position. Persuasive essays aim to convince readers of the author's viewpoint by combining facts with emotions. Argumentative essays require stating a claim, supporting it with evidence, and addressing alternative positions. The document also provides examples of outlines for each essay type and techniques for effectively writing in each style.
Personalstatementpresentation 2015 16
This document provides guidance on writing personal statements for college application essays. It outlines topics to address in the essays like intended major, experiences in the field, and personal accomplishments. Writing exercises are presented to help generate content for the essays, like describing a quality or experience and how it relates to the applicant. Common mistakes to avoid are also discussed, such as being too general, repetitive, or dishonest. The overall document aims to help applicants craft compelling personal statements for their college applications.
Claim and Counterclaim Bellwork.pptx
This document provides definitions and examples related to persuasive writing techniques. It discusses claim and counterclaim, evaluating evidence, rebutting counterarguments, and addressing faulty assumptions. Key points include that addressing counterarguments strengthens an argument, evidence must be evaluated for reliability, and counterarguments can be rebutted by showing they are based on faulty assumptions. The document also provides examples of responding to counterarguments in essays on getting a dog and year-round school.
COM 510 Final Project One Research Paper Guidelines and Rub.docx
COM 510 Final Project One: Research Paper Guidelines and Rubric
Overview
The first summative assessment for this course is preparation of a six-page research paper that will demonstrate your media literacy skills. These skills are
arguably more important in today’s new media environment than any previous point in history. As we navigate our complex new media environment, we all need
the skills to make sense of the messages we receive, the ability to understand how messages are constructed, and be able to see how the meanings within
messages can potentially influence content consumers. Development of the paper is supported by two milestones, which will be submitted in Modules Two and
Three.
This assessment will assess your mastery with respect to the following course outcome:
Demonstrate advanced media literacy skills by researching, verifying, and effectively applying relevant, credible sources of information
Prompt
In this paper you will deconstruct a media message of your choosing. This means you will closely examine an audio-, video-, or text-based news story of your
choice. Note: It must be accessible online by your instructor (For example, a Huffington Post or New York Times article or CNN.com video). Through this process,
you will seek to understand who created the message, who is the intended receiver, how the content was created, what values or biases are present in the
content, and what hidden meanings might be present. You will complete original research and find a minimum of three sources to support your interpretations
and arguments discussed in the following critical elements.
You can fulfill the research requirement for the paper in several ways. One option is to find scholarly resources that support a claim you make in the paper. For
example, you might argue that the author is biased. You could then include research about bias in news reporting. Another option is to research different
persuasive tools beyond those provided in your class readings and use those sources to fulfill your research requirement. Another option is to research more
information on media literacy to include in your discussion. Whichever way you decided to incorporate research is up to you; however, you must use credible
academic sources (click here for more information on identifying academic sources) and use proper APA formatting style. Refer to your APA Publication Manual
for more information about these elements.
Specifically, the following critical elements must be addressed in the research paper:
1. Introduction: Provide an introduction to your paper, specifically:
1.1. Provide an overview of the story you selected and indicate what type of medium is used to tell the story (video, audio, words). Answer the question,
“What is here?”
1.2. Include a link to the news article you selected and describe the source of the story. Specifically, who created it?
http://owll.massey.ac.nz/academic-writing/identif.
ENG 123 Assignment Two, Milestone One Guidelines and Rubric Draft O.docx
ENG 123: Assignment Two, Milestone One Guidelines and Rubric Draft Overview: Persuasion is a constant in each and every one of our lives. No matter where we look, what we read, what we see, or who we interact with, we are inevitably going to encounter some form of persuasion. Advertisements want us to buy things. Newspapers and television want to convince us of what we should feel about events. We are put into positions where we must defend our thoughts and beliefs to others, and the process we apply is typically some form of persuasion. Persuasive writing is one of the most powerful forms of writing—it has the ability to influence one's thoughts, and also the ability to change one's mind about a particular issue. The persuasive essay is an ideal opportunity to support an opinion on an issue utilizing researched facts and information. This also gives the chance to recognize that there is an opposing viewpoint to a position and to refute their argument, noting they are the intended audience of the piece. Prompt: For this milestone, you will submit a draft of your persuasive essay. At this point in the course, if you have completed the previous milestone guided activities, the textboxes should be combined and transformed into a draft. This milestone will help you address the critical elements from Sections II - IV below, which will ultimately inform your final submission of the persuasive essay. You have until the deadline to work on this draft. Whatever is completed by the deadline will be submitted to your instructor for grading and feedback. Specifically the following critical elements must be addressed: I. Introduction: This is where readers will have a chance to get an idea of what your essay will be about and what you will prove throughout. Do not give all of your information away here, but give readers a sample of what is to come. Do not forget to review your writing plan to make sure you are hitting all of the points that you planned out, while also stating your argument. A. Overview the issue you have selected, briefly describing main points and your argument. B. Compose an engaging thesis that states the argument that you will prove and support throughout your essay. This statement will give direction to your essay and should be well thought out. II. Body: The body is your opportunity to describe and support your argument in depth. Make sure your thoughts and evidence are clear and organized in a way that is easy for readers to follow and understand. A. Be sure that you write multiple paragraphs that are focused, clearly state their intent, and move logically from one to the other, building the thesis argument as the essay progresses. B. Your body paragraphs should support your argument by combining thoughts and ideas with evidence from sources. There is no such thing as a right or wrong argument; the key is how it is supported and the quality of the evidence used. C. Address and refute any opposing viewpoints to your argument. This i.
Elements of an Essay: Writing Details
Today we are going to take a look at the other extremely important factor in writing a well-thought out essay. It is needed for every single detail that you write. It is the commentary.
Elements of an Essay: Writing Details
Today we are going to take a look at the other extremely important factor in writing a well-thought out essay. It is needed for every single detail that you write. It is the commentary.
Week 4.2 forming arguments & structures
The document provides instructions for an assignment on analyzing arguments related to influencer marketing. Students are asked to analyze several sample texts and scholarly articles on influencer marketing and answer questions about the arguments and stances presented in each. They are then instructed to have a group discussion synthesizing the sources and forming their own arguments on influencer marketing. The document concludes by providing guidance on writing inductive, deductive, and analytical thesis statements and outlines various argument structures that could be used.
Ewrt 1 a class 4
This document provides an agenda and materials for an EWRT 1A class. The agenda includes a quiz on Harry Potter chapters, discussions on marginalization essays and students' argument essays, and reviews of essay elements like introductions, thesis statements, arguments, reasons, counterarguments, and refutation. Students will discuss sample essays, develop their own essays in class, and receive homework instructions to continue drafting with evidence from assigned readings. The document provides guidance, prompts, and examples to help students strengthen the structure and reasoning in their argument essays on marginalized characters in Harry Potter and the Chamber of Secrets.
English 202 Feb 3rd 2010
This document provides an agenda and announcements for an English 202 class. It discusses upcoming deadlines, guest speakers, reading techniques like annotation, and reflective writing assignments. Students are asked to read chapters from Malcolm Gladwell's book "The Tipping Point" and discuss key concepts from chapter 2 like connectors, mavens, and salesmen in small groups. The document provides discussion questions and links to example texts to analyze critical reading skills.
Active Reading Strategies
The document discusses six active reading strategies: visualize, clarify, question, predict, connect, and evaluate. It provides guidance on how to implement each strategy when reading a text. Visualize involves creating mental images of what is described. Clarify aims to firm up understanding by defining unfamiliar terms. Question prompts asking questions about the text. Predict involves guessing what will happen next. Connect relates parts of the text to one's own experiences and other texts. Evaluate forms opinions and reflections on what was read.
Module 2.pptx
This document provides information about persuasive and informative writing techniques. It discusses the structure of informative texts and their purpose of providing clear facts. It also discusses persuasive writing techniques, including Aristotle's modes of persuasion (ethos, pathos, logos), and the typical parts of a persuasive essay such as the introductory paragraph, body paragraphs, and concluding paragraph. The document provides examples and definitions to illustrate informative and persuasive writing concepts.
What is academic writing
This document discusses academic writing and provides advice for students. It dispels common myths about writing, such as that perfect first drafts are possible or that some people are inherently better writers. The document explains that academic writing involves making an argument supported by evidence. It also discusses different types of writing assignments, including closed, semi-open, and open assignments. Students are advised to pick manageable topics that interest them and to present their ideas in a clear, organized format with citations.
Audorg
This document provides guidance on writing effective business messages by knowing your audience. It discusses the importance of understanding whether the audience is known personally or unknown. For unknown audiences, there are generally two types of readers - skimmers who need key points upfront, and skeptics who require evidence. The document also offers tips on getting to the point, keeping it simple, using active and passive voice appropriately, determining content, and organizing information to meet both skimmer and skeptic needs. Testing the message against audience expectations is also recommended.
Audorg
The document provides guidance on writing effective business messages by knowing your audience. It emphasizes the importance of understanding whether the audience is known or unknown. For known audiences, the writer should understand the reader's level of knowledge, interests, and expectations. For unknown audiences, the writer should address both "skimmers" who want the main point upfront and "skeptics" who need evidence and details. The document also offers tips on getting to the point, keeping it simple, using active and passive voice appropriately, determining relevant content, and choosing an organizational structure.
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Ch 2 critique
- 1. Ch 2: Critical Reading & Critique
- 2. Evaluating Persuasive Writing Are the terms clearly defined, when necessary? Is the information fair & recent? Does the information represent what it is intended to represent?
- 3. Are there logical fallacies? Emotionally loaded terms: words that influence the reader (ex. horrible, bright) Ad Hominem argument: attacking the person (ex. sexist pig, idiot) Faulty cause & effect: the first event does not necessarily cause the second
- 4. Either/or reasoning: presenting only 2 options when, in reality, more exist Hasty generalization: drawing a conclusion without enough evidence False analogy: comparing two things that are not really comparable
- 5. Circular Reasoning: assuming your opinion to be fact; restating the opinion as a “reason” Non Sequitur: drawing a conclusion that is not necessarily true Oversimplification: offering an easy solution to a complicated problem
- 6. Step 1: Identify and evaluate the author’s purpose(reason for writing) a) Writing to INFORM... Is information accurate? Significant? Fair? b) Writing to PERSUADE... Are terms clearly defined? Is information used fairly? Are there logical fallacies?
- 7. Step 2: Identify the article’s strengths & weaknesses Is the writing clear or confusing & repetitive? Is the article well-organized or disorganized? Are the assumptions correct or incorrect? Are the examples solid or weak? Is the support useful or not? Is the article free of fallacies or not? Does the writer state his/her point well or weakly? In the end, do you agree with the point this article makes? Why or why not?
- 8. Step 3: Write the outline I. Intro—title, when & where published, author & credentials, author’s purpose and intended audience II. Summarize the article III. Body Paragraph 1—strengths (Where does the writer succeed in his/her purpose?) IV. Body Paragraph 2—weaknesses (Where does the writer fail in his/her purpose?) V. Body Paragraph 3—personal response (Do you agree with author’s point? Why or why not?) VI. Conclusion—restate author’s points and summarize your opinions