Class 14 1 a
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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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Class 14 1 a
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.
Class 14 1 a
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.
Class 14 1 a observation
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.
Class 14 1 a vocab test #4
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.
Ewrt1 a w15 class 14
This document provides an agenda and guidance for students on planning and drafting an essay. The agenda includes: 1) A vocabulary test, 2) Reviewing key parts of an essay like the problem statement, thesis, and outlining solutions, 3) Planning for counterarguments, 4) Evaluating alternative solutions, and 5) Conducting follow up research. The document then provides guidance on drafting each part of the essay, including presenting the problem, stating the thesis, describing the proposed solution, outlining implementation steps, anticipating objections to the solution, considering alternative solutions, and planning further research needed to support the arguments. Homework includes revising parts of the draft and studying additional vocabulary words.
Ewrt1 a w15 class 14
This document outlines the agenda and assignments for Class 14 of an EWRT 1A course. The class will include a vocabulary test, reviewing essay components like presenting problems and counterarguments, and planning follow-up research. Students will work on revising their draft essays, including refining their thesis statements, describing solutions and implementation steps, anticipating objections, considering alternative solutions, and making notes about additional research needed to support their arguments. Homework includes posting a revised draft, notes on counterarguments and research, and studying new vocabulary words.
Class 14 1 a
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, planning for counterarguments, evaluating alternative solutions, and conducting follow up research. It provides guidance on presenting the problem, outlining the causes and consequences, writing a thesis statement, describing the proposed solution and implementation steps, anticipating objections to the solution, considering and evaluating alternative solutions, and planning further research needed to support the arguments. Homework includes posting a draft, taking notes on the counterargument and alternative solutions, and identifying additional research needed.
Class 18
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.
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Class 14 1 a
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.
Class 14 1 a
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.
Class 14 1 a observation
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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This document provides an agenda and guidance for students on planning and drafting an essay. The agenda includes: 1) A vocabulary test, 2) Reviewing key parts of an essay like the problem statement, thesis, and outlining solutions, 3) Planning for counterarguments, 4) Evaluating alternative solutions, and 5) Conducting follow up research. The document then provides guidance on drafting each part of the essay, including presenting the problem, stating the thesis, describing the proposed solution, outlining implementation steps, anticipating objections to the solution, considering alternative solutions, and planning further research needed to support the arguments. Homework includes revising parts of the draft and studying additional vocabulary words.
Ewrt1 a w15 class 14
This document outlines the agenda and assignments for Class 14 of an EWRT 1A course. The class will include a vocabulary test, reviewing essay components like presenting problems and counterarguments, and planning follow-up research. Students will work on revising their draft essays, including refining their thesis statements, describing solutions and implementation steps, anticipating objections, considering alternative solutions, and making notes about additional research needed to support their arguments. Homework includes posting a revised draft, notes on counterarguments and research, and studying new vocabulary words.
Class 14 1 a
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, planning for counterarguments, evaluating alternative solutions, and conducting follow up research. It provides guidance on presenting the problem, outlining the causes and consequences, writing a thesis statement, describing the proposed solution and implementation steps, anticipating objections to the solution, considering and evaluating alternative solutions, and planning further research needed to support the arguments. Homework includes posting a draft, taking notes on the counterargument and alternative solutions, and identifying additional research needed.
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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.
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This document outlines the structure and components of an argumentative essay, including:
1) Presenting the problem and its consequences
2) Formulating a thesis statement proposing a solution
3) Describing the proposed solution and how it will address the problem
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
The document provides guidance on developing each component and includes reflective questions to help structure the essay.
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This document outlines the agenda and instructions for an essay assignment. It provides guidance on presenting the problem, developing a thesis statement, describing a proposed solution and implementation steps, anticipating counterarguments, considering alternative solutions, and planning follow-up research. Students are instructed to revise their drafts to include arguing that the problem exists and is serious, outlining causes, consequences of inaction, a solution thesis, reasons their solution would work, implementation steps in paragraph form, responses to likely objections, descriptions of other solutions, and notes on further research needed. Homework includes posting a draft counterargument and alternative solutions analysis along with research notes.
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This document provides an agenda and guidance for students to develop different 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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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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1) A MLA style quiz game for students to play.
2) A review of the parts of Essay #4 on identifying a problem and proposing a solution. Students are instructed to have drafts completed of describing the problem, stating their thesis, explaining how their solution solves the problem, why it is possible, and steps for implementation.
3) Guidance on planning for and writing counterarguments to address objections to their proposed solution, and for considering and evaluating alternative solutions to the problem.
4) Assigning homework for students to post paragraphs on a counterargument and alternative solution, and to outline and
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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. 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.
3. Students are assigned homework to post notes for their counterargument and consideration of alternatives, and do more research by revisiting the library webpage.
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This document provides guidance for students on writing Essay #4, which asks them to propose a solution to a problem faced by a community or group. It outlines the assignment, including length, sources required, and prompt. Students are instructed to review their previous research and brainstorming on problems. Steps are given to help narrow down the problem, explore potential solutions, choose the most promising one, and develop an outline explaining how the solution would work and could be implemented. The final part lists what should be included in a draft post of the essay for review.
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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.
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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; 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. 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 thesis statements, explaining their proposed solutions, and making lists and paragraphs for implementing solutions and counterarguments.
3. The document provides guidance for students on planning counterarguments, evaluating alternative solutions, and doing follow-up research to strengthen their essays.
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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.
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This document outlines the structure and components of an argumentative essay, including:
1) Presenting the problem and its consequences
2) Formulating a thesis statement proposing a solution
3) Describing the proposed solution and how it will address the problem
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
The document provides guidance on developing each component and includes reflective questions to help structure the essay.
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This document provides an agenda and guidance for students to develop different 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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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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1) A MLA style quiz game for students to play.
2) A review of the parts of Essay #4 on identifying a problem and proposing a solution. Students are instructed to have drafts completed of describing the problem, stating their thesis, explaining how their solution solves the problem, why it is possible, and steps for implementation.
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This document provides an agenda and instructions for Essay #4 from an EWRT 1A class. It outlines that the essay should propose a solution to a well-defined problem faced by a community or group, addressed to those who can help solve it. Students are instructed to choose the problem they explored previously and write additional paragraphs describing it in detail. They should then list and explore multiple potential solutions, choosing one working thesis to focus on explaining how it would solve the problem, why it is possible, and how it could be implemented through a list of steps. The homework is to post a draft including these elements by the next class meeting.
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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. 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.
3. Students are assigned homework to post notes for their counterargument and consideration of alternatives, and do more research by revisiting the library webpage.
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This document provides guidance for students on writing Essay #4, which asks them to propose a solution to a problem faced by a community or group. It outlines the assignment, including length, sources required, and prompt. Students are instructed to review their previous research and brainstorming on problems. Steps are given to help narrow down the problem, explore potential solutions, choose the most promising one, and develop an outline explaining how the solution would work and could be implemented. The final part lists what should be included in a draft post of the essay for review.
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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.
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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; 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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The document outlines an agenda for discussing problem solution essays, including reviewing two sample essays titled "More Testing, More Learning" and "Win-Win Flexibility." It introduces the basic features of a problem solution essay, such as a well-defined problem, a well-argued solution, an effective counterargument, and an evaluation of alternative solutions. The document guides analyzing the sample essays for these features and generating a topic for Essay #4, which asks students to propose a solution to a problem. Homework includes continuing to read The Hunger Games, answering discussion questions, and beginning to brainstorm topics for Essay #4.
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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 thesis statements, explaining their proposed solutions, and making lists and paragraphs for implementing solutions and counterarguments.
3. The document provides guidance for students on planning counterarguments, evaluating alternative solutions, and doing follow-up research to strengthen their essays.
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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.
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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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The document summarizes key points from an English literature class. It discusses the difference between continual and continuous, provides an agenda for the class including a quiz and discussion of Willa Cather's novel My Antonia. It then defines and traces the history of the American Dream concept. In discussing My Antonia, it notes how some characters succeed pursuing the American Dream while others fail. It introduces the modernist poet Mina Loy and discusses her unconventional style and marginalization despite praise from male modernist figures. Homework assignments involve responding to a reading on feminist literary criticism or the American Dream in class texts.
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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 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.
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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.
Class 36 1 a
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.
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.
Class 17 1 a
The document outlines the steps for drafting an essay that proposes a solution to a problem:
1. Create an outline including stating the problem, thesis, proposed solution and reasons, counterarguments, and alternative solutions.
2. Draft sections of the essay including presenting the problem, consequences of failing to act, proposed solution and steps, reasons and support, counterarguments, alternative solutions and their disadvantages.
3. Consider opening and closing the essay effectively to engage readers and summarize the argument.
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.
Kids problem solution 2
The document provides guidance on outlining a problem solution essay. It instructs the writer to include in their outline: a statement of the problem, a thesis announcing the proposed solution and reasons for it, arguments for the solution giving reasons and support, anticipated counterarguments and responses, and an evaluation of alternative solutions. It then provides specific instructions on how to outline each section, such as presenting the problem, listing consequences of not solving it, stating the thesis, describing the proposed solution, listing steps to implement it, giving reasons and support, addressing counterarguments, considering alternative solutions, and restating the proposed solution and its advantages.
Class 20
This document provides an agenda and guidance for students on writing an essay proposing solutions to problems. It covers reviewing and revising descriptions of the problem and proposed solution, developing a thesis statement, outlining the plan and addressing counterarguments and alternative solutions. It also offers tips on writing introductions and conclusions, and a process for self-assessing assignment work. Students are instructed to finish introducing and concluding their draft essays, ensure logical order, and submit a self-assessment.
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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 20 f
This document provides an agenda and guidance for an essay assignment. It discusses describing the problem, outlining the solution and thesis, counterarguments, and alternative solutions. It also covers introductions, conclusions, and self-assessment. Guidance is given on developing paragraphs on the problem description, solution, implementation steps, counterarguments, and alternative solutions. Sample outlines are provided. Tips are included on writing introductions, conclusions, and using sources in the essay.
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This document provides an agenda and guidance for students working on Essay #4. It reviews describing the problem, developing the thesis, outlining the solution plan, and addressing counterarguments and alternative solutions. It then covers writing introductions and conclusions. Students are instructed to develop their description of the problem, thesis statement announcing their solution, and plan for implementing the solution. The document provides guidance on addressing counterarguments and discussing alternative solutions. It also covers developing an outline and considering different strategies for writing introductions and conclusions, such as using scenarios, statistics, or summaries. Students are assigned to finish writing their introductions and conclusions and add them to their drafts.
Class 21 nf
This document provides an agenda and guidance for students working on Essay #4. It reviews describing the problem, developing a thesis statement, outlining the proposed solution, and addressing counterarguments and alternative solutions. It then provides new information on writing introductions and conclusions. Students are instructed to finish introducing and concluding their draft essays, read them aloud to check logical order, and post their revised intro/conclusion along with a self-assessment. Revisions are due by the following Friday at noon. The document offers templates and examples to help students structure their essay components.
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.
Class 18
This document outlines the agenda and assignment for Essay #4 in an EWRT 1A class. Students are tasked with writing a 4-6 page essay proposing a solution to a problem faced by a community. They have been researching problems and potential solutions. The class will focus on refining their identified problem, exploring possible solutions, and choosing the most promising one to focus on. Students are provided guidance on developing their solution, explaining how and why it would address the problem and could be implemented. They are assigned homework of revising their problem description and developing paragraphs on their tentative thesis, why the solution would work, why it is possible, and steps for implementation.
Class 13 1 a
This document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through brainstorming problems, proposing solutions, choosing one problem/solution pair to focus on, and planning research needed to support their argument. The homework outlined is to further develop their draft essay proposing a solution to the problem.
Class 21 online
This document provides an agenda and guidance for students to prepare the final draft of an essay. It includes slides on sentence strategies, such as avoiding ambiguous uses of pronouns and including agents in sentences. It also reviews beginning and ending an essay effectively, defining the problem and proposed solution, counterarguing objections, and citing sources in MLA format. Students are instructed to check their essay for these elements and submit a final draft and self-assessment by the due dates.
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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.
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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.
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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.
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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.
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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.
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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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Class 14 1 a
- 2. Agenda 1. Vocabulary Test 4: Chapters 19-23 2. Review • Describing the problem • The solution: the thesis • Outlining the plan 3. Planning for objections: the counterargument 4. Evaluating Alternative Solutions 5. Research? • Investigate • Interview • Read
- 3. Exam # 4 You have 20 minutes
- 4. Essay #4 Looking at the parts of the essay
- 5. Presentation of the problem: Look at what you have. Add the following: A few sentences that argue that the problem exists. A few sentences that argue that this problem is serious. A few sentences that outline the causes of this problem.
- 6. What are the consequences of failing to solve the problem? Make a list of the consequences of failing to solve this problem. Put the list into paragraph form.
- 7. Thesis Statement: Review You have probably written your thesis statement already. If so, refine it, and copy it into your draft here. If you have not yet written it, write one or more sentences to serve as your tentative thesis statement. In most essays proposing solutions to problems, the thesis statement is a concise announcement of the solution. Think about how emphatic you should make the thesis and whether you should forecast your reasons.
- 8. Description of the proposed solution Read your first draft of your proposed solution. Explain why it would solve the problem. Show why or how it is possible. Revise!
- 9. List of steps for implementing the solution You should have written out these steps for your homework. Now, put your steps into paragraph form. Make sure to use transitions and connecting words so the paragraph does not read like a list. Explain what you mean as you go through the steps.
- 11. 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.
- 12. Consider Alternative Solutions This requires thinking! Remember, ultimately, you are going to show why your solution is better than these alternatives!
- 13. Considering Alternative Solutions List two or three alternative solutions that others have proposed or tried. You may have discovered these alternatives while you were looking for a good solution. You may find other alternative solutions when you start your 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.
- 14. 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.
- 15. Plan Follow-Up Research. Add notes to those you took yesterday 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.
- 16. Homework Post #16 Notes and brainstorming for your counterargument Your consideration of alternative solutions Make notes about what kind of information you need to support your arguments. We will meet in the library tomorrow to do research. The 7:30 class will meet in the lobby at 8:10. Plan to work until 9:45. The 10:00 class will meet in the lobby at 9:55. Plan to work until 11:30. Study Vocabulary from chapters 24-25