D9-EWRT 2-S18
•
1 like•183 views
This document provides information and instructions for students in a science and reasoning course. It outlines that a draft of Paper 2 is due this week and the final draft is due Friday. It discusses how to cite sources in a .png file and include hyperlinks. It also provides the current participation grades and means, and what students can do to improve their grades. It introduces the concepts of issue, conclusion, reasons and evidence in an argument. It discusses the differences between deduction and induction and has students complete a worksheet analyzing these types of reasoning.
Report
Share
Report
Share
Recommended
Claims, Evidence, & Explanation
This document outlines the key elements of a written argument: claim, evidence, and explanation. A claim is the main point being argued and is not a statement of fact. Evidence supports the claim and comes from reliable sources, not personal opinions. Explanation provides the reasoning for how the evidence logically supports the claim. Examples are given for making claims about Dora the Explorer and supporting those claims with evidence and explanation.
D16-EWRT 2
The document provides guidance on developing a strong research question for an academic paper. It advises that the question should not simply report what other researchers have said or be answered by a fact, but instead leave room for the student's own opinion and analysis after conducting research. A good research question may have multiple potential answers that reasonable people could find convincing. The document also offers tips for finding a research question, such as listing what is already known about the topic and generating a list of questions to explore through research. Peer reviewers are instructed to add their own questions and identify the most interesting one for each topic.
Ewrt 2 class 20
This document provides an agenda and important dates for a writing class. It discusses plans to make up a vocabulary exam, complete a self-assessment writing, and draft the fifth essay. Important due dates are noted, including dates for revised and final essays. The document also provides guidance on writing outlines, thesis statements, and essays, including reading the prompt, identifying the argument, and using evidence from the course texts.
U5.LP1: Scientific Revolution
The document provides an agenda for a lesson on the Scientific Revolution. It includes an introduction to new material where key scientists from the period like Copernicus, Galileo, and Newton are presented. Students are then assigned scientists to research and present on. The lesson concludes with an activity where students evaluate statements about the scientists and are assigned reading and questions for homework.
Claims evidence and reasoning presentation
The document provides instructions on how to write a scientific explanation using a claim, evidence, and reasoning. It explains that a claim answers the original question, evidence supports the claim, and reasoning connects the evidence to the claim. It then gives an example of analyzing what happened to a man named Mr. Xavier, with a claim that he was murdered by overdosing on heart medication, evidence like fingerprints and traces of medication, and reasoning that this evidence proves the brother committed the crime. Finally, it discusses analyzing real-world claims and providing homework to construct a claim, evidence, and reasoning.
Working with Journalists as a PIO: Five Do's and Don't's
The document provides dos and don'ts for public information officers (PIOs) when working with journalists. It advises PIOs to avoid calling journalists to check if they received press releases, pitching stories the journalist never covers, embargoing already published studies, asking journalists to uphold embargoes others may break, and sending embargoed material without agreement. PIOs should convince researchers to meet journalists' deadlines, learn the journalist's interests, send potentially interesting non-institutional stories, provide articles from non-embargoing journals, and advise researchers to avoid jargon.
Standard Form ArgumentsDiscussion TitleThe central tool of.docx
Standard Form Arguments
Discussion Title
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good reasoning on both sides of an issue.
The requirement for this discussion is a minimum of four posts on four separate days, including at least two substantive responses to peers. The total combined word count for all of your posts for this discussion, counted together, should be at least 400 words. Answer all the questions in the prompt, and read any resources that are required to complete the discussion properly. In order to satisfy the posting requirements for the week, complete your initial post by Day 3 (Thursday) and your other posts by Day 7 (Monday). We recommend that you get into the discussion early and spread out your posts over the course of the week. Reply to your classmates and instructor. Attempt to take the conversation further by responding substantively to the replies that others make to you as well. Keep the discussion on target, and analyze things in as much detail as you can.
Prepare: To prepare for this discussion, make sure to read the assigned chapters of the primary text and to review the required resources, including the videos about arguments (in the “Lectures” link on the left). Before responding to the prompt, make sure as well to participate in the interactive scenario at the top of this page titledThe Raise to gain more appreciation of the importance of constructing good arguments in life.
Reflect: Choose a topic from thePHI103 Final Paper Options list. It should be a topic that you find interesting, but also for which you will be able defend a position with careful logical reasoning. Construct the strongest argument that you can on each side of the issue. Strengthen your arguments by contemplating possible objections to each argument, and revise your arguments in light of the objections. Continue this process until you feel that your arguments for each side are as convincing as you can possibly make them.
Write: Present your two arguments (one on each side of the issue) in standard form (with each premise and conclusion on a separate line) on the topic you selected from thePHI103 Final Paper Options list. The two arguments should defend different positions on the topic. For example, if your topic was the existence of Santa Claus, then you would present one argument for the claim that Santa Claus does exist and another argument that Santa Claus does not exist. The premises of each argument will present reasons for thinking that the conclusion is true.
Here is an example of what an argument in standard form looks like:
Premise 1: If Santa Claus exists, then he lives at the North Pole.
Prem.
Journalism Theory and Practice Syllabus Fall 2014 - Nikki Usher
Here's a syllabus for my Journalism Theory and Practice Class at George Washington University. It combines old and new journalism studies with a focus on news ethnography.
Recommended
Claims, Evidence, & Explanation
This document outlines the key elements of a written argument: claim, evidence, and explanation. A claim is the main point being argued and is not a statement of fact. Evidence supports the claim and comes from reliable sources, not personal opinions. Explanation provides the reasoning for how the evidence logically supports the claim. Examples are given for making claims about Dora the Explorer and supporting those claims with evidence and explanation.
D16-EWRT 2
The document provides guidance on developing a strong research question for an academic paper. It advises that the question should not simply report what other researchers have said or be answered by a fact, but instead leave room for the student's own opinion and analysis after conducting research. A good research question may have multiple potential answers that reasonable people could find convincing. The document also offers tips for finding a research question, such as listing what is already known about the topic and generating a list of questions to explore through research. Peer reviewers are instructed to add their own questions and identify the most interesting one for each topic.
Ewrt 2 class 20
This document provides an agenda and important dates for a writing class. It discusses plans to make up a vocabulary exam, complete a self-assessment writing, and draft the fifth essay. Important due dates are noted, including dates for revised and final essays. The document also provides guidance on writing outlines, thesis statements, and essays, including reading the prompt, identifying the argument, and using evidence from the course texts.
U5.LP1: Scientific Revolution
The document provides an agenda for a lesson on the Scientific Revolution. It includes an introduction to new material where key scientists from the period like Copernicus, Galileo, and Newton are presented. Students are then assigned scientists to research and present on. The lesson concludes with an activity where students evaluate statements about the scientists and are assigned reading and questions for homework.
Claims evidence and reasoning presentation
The document provides instructions on how to write a scientific explanation using a claim, evidence, and reasoning. It explains that a claim answers the original question, evidence supports the claim, and reasoning connects the evidence to the claim. It then gives an example of analyzing what happened to a man named Mr. Xavier, with a claim that he was murdered by overdosing on heart medication, evidence like fingerprints and traces of medication, and reasoning that this evidence proves the brother committed the crime. Finally, it discusses analyzing real-world claims and providing homework to construct a claim, evidence, and reasoning.
Working with Journalists as a PIO: Five Do's and Don't's
The document provides dos and don'ts for public information officers (PIOs) when working with journalists. It advises PIOs to avoid calling journalists to check if they received press releases, pitching stories the journalist never covers, embargoing already published studies, asking journalists to uphold embargoes others may break, and sending embargoed material without agreement. PIOs should convince researchers to meet journalists' deadlines, learn the journalist's interests, send potentially interesting non-institutional stories, provide articles from non-embargoing journals, and advise researchers to avoid jargon.
Standard Form ArgumentsDiscussion TitleThe central tool of.docx
Standard Form Arguments
Discussion Title
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good reasoning on both sides of an issue.
The requirement for this discussion is a minimum of four posts on four separate days, including at least two substantive responses to peers. The total combined word count for all of your posts for this discussion, counted together, should be at least 400 words. Answer all the questions in the prompt, and read any resources that are required to complete the discussion properly. In order to satisfy the posting requirements for the week, complete your initial post by Day 3 (Thursday) and your other posts by Day 7 (Monday). We recommend that you get into the discussion early and spread out your posts over the course of the week. Reply to your classmates and instructor. Attempt to take the conversation further by responding substantively to the replies that others make to you as well. Keep the discussion on target, and analyze things in as much detail as you can.
Prepare: To prepare for this discussion, make sure to read the assigned chapters of the primary text and to review the required resources, including the videos about arguments (in the “Lectures” link on the left). Before responding to the prompt, make sure as well to participate in the interactive scenario at the top of this page titledThe Raise to gain more appreciation of the importance of constructing good arguments in life.
Reflect: Choose a topic from thePHI103 Final Paper Options list. It should be a topic that you find interesting, but also for which you will be able defend a position with careful logical reasoning. Construct the strongest argument that you can on each side of the issue. Strengthen your arguments by contemplating possible objections to each argument, and revise your arguments in light of the objections. Continue this process until you feel that your arguments for each side are as convincing as you can possibly make them.
Write: Present your two arguments (one on each side of the issue) in standard form (with each premise and conclusion on a separate line) on the topic you selected from thePHI103 Final Paper Options list. The two arguments should defend different positions on the topic. For example, if your topic was the existence of Santa Claus, then you would present one argument for the claim that Santa Claus does exist and another argument that Santa Claus does not exist. The premises of each argument will present reasons for thinking that the conclusion is true.
Here is an example of what an argument in standard form looks like:
Premise 1: If Santa Claus exists, then he lives at the North Pole.
Prem.
Journalism Theory and Practice Syllabus Fall 2014 - Nikki Usher
Here's a syllabus for my Journalism Theory and Practice Class at George Washington University. It combines old and new journalism studies with a focus on news ethnography.
jon-on reasearch.ppt
This document provides guidance on writing research papers. It discusses the structure of a research paper and emphasizes conveying the main idea clearly. The introduction should describe the problem and explicitly state the contributions in 1 page or less. Detailing related work should be avoided in the introduction. The body of the paper should focus on explaining the idea intuitively before providing technical details. The goal is to infect the reader's mind with the main idea as directly as possible.
Thesis or Thesicle? How to make a smashing thesis
The document discusses the key elements of developing a strong thesis statement for research papers. It defines a thesis as a statement or theory that is put forward to be proved or maintained. A good thesis is debatable, narrowed in scope, answers the research question, and can be supported with evidence. The document provides examples of weak thesis statements and revises them to make them stronger by making them more debatable, specific or focused. It emphasizes that a strong thesis statement is essential for guiding research and argumentation in an academic paper.
ENGL 301BSections 12 & 15Prof. GuzikSpring 2020Assignment .docx
ENGL 301B Sections 12 & 15
Prof. Guzik Spring 2020
Assignment #2: Mis and Dis
Purpose and Logistics:
Normally, as we work on assignment #2 in ENGL 301B we would be revisiting key structural elements of essays more advanced than the Five-Paragraph-Style (FPS) Essay. However, many of the lessons that I usually use for this assignment to focus on global organization are activities that (despite my best efforts) are activities that I don’t have an easy fix for to convert them to activities that can be done at home or online. So this is going to be a bit awkward.
Instead, we’ll drill down on paragraph development and strategies for introductory paragraphs and concluding paragraphs.
Moreover, since many (but not all) of you are taking the class C/NC instead of for a letter grade, some of you will only plan to write two out of class essays instead of all three.
This assignment topic should be completed by all students taking the class who DO NOT plan to use A1 in the final portfolio. It’s another argumentative, thesis-driven essay, and every passing portfolio should have one. A3 is a more narrative topic (although it does involve some heavy-duty analysis.)
However, I am mindful that even though this assignment has two topic options, both of them may be close enough to current events that students who either struggle with issues of anxiety or who are easily distracted by news in our current study and work environments might find this assignment hard to complete, even if you choose to focus on political mis and dis instead of public health mis and dis. (Those terms will make sense soon.)
To that end, I am posting the materials for A2 and A3 at the same time and asking students to make the choices that work best for them when selecting which assignment to work on next.
When we hold online classes, we may divide up into A2 and A3 groups to discuss the topics. Stay tuned for details.
Readings:
Truth Decay: An Initial Exploration of the Diminishing Role of Facts and Analysis in American Public Life by Jennifer Kavanagh and Michael D. Rich (you are only required to read the summary and the introduction of this book-length report. If you choose to use this as a reading for your essay, you are welcome to draw on other parts of the text, but in no way required to.)
“Why We Believe Lies” by Cailin O’Connor and James Owen Weatherall. (This article was published in Scientific American but is locked behind a paywall if you try to google the article. I suggest using the Academic Search Complete database, which has the HTML version of the article. It was published in the September 2019 edition.)
“YouTube, The Great Radicalizer” by Zeynep Tufekci from The New York Times
“Evaluating Information: The Cornerstone of Civic Online Reasoning” the executive summary published by the Stanford History Education Group in 2016.
“Misinformation Telephone” by Renee Diresta from Slate
Background:
Current events have driven home yet again that the infras.
D7-EWRT 2-S18
This document provides an agenda and instructions for an EWRT class. It informs students that on Wednesday they will attend a teaching session on housing issues in Conference Room B at 10:40 AM, for which extra credit is offered. It also notes requirements to clear their integrated project question, lists upcoming assignments, and provides guidance on choosing research topics and using library resources to find newspaper and magazine articles.
Research paper
This document outlines the steps for writing a research paper. It discusses forming study groups, choosing a topic, developing a thesis statement and research questions, outlining the paper, drafting and revising. Key steps include gathering background information, determining the paper structure, finding and annotating sources, drafting multiple versions, and ensuring proper formatting and citations are used. The goal is to guide students through the research paper writing process.
Week 2 science news assignment popular science news articlema
This document provides instructions for an assignment comparing a popular science news article about psilocybin and depression to the original scientific study. Students are asked to read both articles, identify their similarities and differences, discuss their findings with classmates, and write a one-page summary of their analysis. The goal is to develop critical reading skills and the ability to evaluate how accurately scientific findings are portrayed in news coverage.
Running head TITLE OF PAPER1TITLE OF PAPER2 Construct a D.docx
Running head: TITLE OF PAPER 1
TITLE OF PAPER 2
Construct a Deductively Valid Argument
Write: Identify the components and structure of your argument by presenting your deductively valid argument in standard form, and explain how your conclusion follows from your premises.
Premise one: Because some arts and humanities classes take place after school hours, these studies keep children out of trouble after school.
Premise two: The arts and humanities enhance the learning experience for children.
Premise three: Arts deepens a child’s knowledge and understanding of other cultures and traditions.
Premise four: Participating in the arts and humanities can help children who may not be great at traditional studies but have a creative side.
Conclusion: Therefore, teaching children arts and humanities is necessary for a child’s development.
I feel that all of my premises are true and valid and can be proven to be true. My audience can also deduct that my premises are true and thus valid.
Discuss Icon Guided Response: Read the arguments presented by your classmates, and analyze the reasoning that they have presented. In particular, if you believe that their argument is invalid, explain a way in which it would be possible for the premises to be true and the conclusion false. If you believe that their argument has a false premise, explain why a reasonable person might take it to be false. Finally, see if you can help them to improve their argument. How can they alter their premises so that all of them are true? What might they change in order to make their argument valid?
Deductive Logic
Flipper is a dolphin, so Flipper is a mammal.
Missing premise to make the argument valid: Dolphins are mammals. Dolphins live in the water, but they are not fish. Therefore, not all mammals live on the land.
Premise one: Dolphins are mammals, not fish because they come to the surface to breathe air.
Premise two: Fish do not need to breathe air, however, live in water.
Conclusion: Not all aquatic beings are fish.
Hello Tania,
I don't agree with your premise. Maybe the missing item is that he lost his job or his car broke down so he didn't have the money or time to buy flowers.
Running head: TITLE OF PAPER 1
TITLE OF PAPER 3
Ashford 2: - Week 1 - Discussion
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good ...
Project Thesis
This document provides guidance on developing a statement of purpose and thesis statement for a research project. It explains that a statement of purpose outlines what the researcher wants to learn about their topic in detail. Developing one helps focus the research and leads to a thesis statement, which is a claim that can be proven with evidence. The document provides examples of effective statements of purpose and thesis statements. It also offers tips for brainstorming research questions to guide information gathering without getting overwhelmed or off-track during the research process.
Syllabus 543 643 2017.pdf
This course examines the creative and critical use of digital media through a mix of theory and practice. Students will study examples of media art like bio-art, tactical media and performance art to understand the possibilities of using digital media for expression and investigation. The course will explore trends in arts-based research and documentary approaches in contemporary art. Rather than just reading about media theory, students will connect conceptual questions to hands-on media projects. Assignments include weekly reading responses, an in-progress seminar presentation, and a final research paper or creative project engaging with the course themes. The goal is for students to grapple with challenges at the boundaries of conceptual thinking through different forms of response beyond academic writing.
English 1102 Critical Reading and WritingInstructor Mr. To.docx
English 1102: Critical Reading and Writing
Instructor: Mr. Topper
Email: [email protected]
Location: England
Please recognize timezone difference during correspondence.
Course Description
This course is designed to help prepare you for academic reading and writing. Through activities
that emphasize both collaborative, process-oriented learning as well as individual, self-motivated
learning, you will be introduced to the following three skills:
Critical Reading This course is reading-heavy. You will read multiple essays nearly every
week. Some essays will be challenging to grasp, but thoughtful writing
begins with thoughtful reading.
Critical Writing This course is also writing-heavy. Like any craft, strong writing is produced
through rigorous practice. You will write every week, sometimes formally
and sometimes informally, through discussion board posts, journal entries,
and essays.
Critical Thinking By focusing on reading and writing, this course is centered around critical
thought. Whether you are responding to an assigned reading, responding to
a fellow student, or articulating your own argument, the depth of your
thought will weigh heavily on your grade.
Course Values
Empathy Always consider other points of view, whether that be from an author or a
classmate.
Honesty Read and write honestly: questioning, challenging, and developing
your own worldview.
Community This course is a digital community. Play your part by posting
meaningful contributions to discussion board conversations.
Close Reading Read meticulously. Move to generalizations only after you have
lingered over the intricate details of a text.
Clarity Support your claims with evidence, organize your thoughts effectively, and
utilize proper punctuation to write concise, legible prose.
Rhetoric Always keep in mind your audience, your purpose, and your overall
rhetorical situation.
1
Idaho State University, Department of English and Philosophy, Spring, 2015
mailto:[email protected]
mailto:[email protected]
Course Goals and Learning Objectives
Each student should display competence in all three skills mentioned in the course description:
critical reading, critical writing, and critical thinking. Likewise, each student’s work should reflect all
six of the course values: empathy, honesty, community, close reading, clarity, and rhetoric. Each
student’s competence in these three skills will be judged by the ways in which each student’s work
reflects these six values.
Required Text
The Norton Reader, 13th Edition.
Homework Submission
All assignments will be submitted on Moodle, not via email. All discussion board posts will be
submitted on the corresponding week’s discussion board. All assignments are due by 11:55 pm
(Mountain Timezone) on the day they are scheduled as due. NO LATE ASSIGNMENTS WILL BE
ACCEPTED. If you find yourself i ...
Stagliano Syllabus 543 643.pdf
This course explores theories of media and multimedia through readings and discussions in the first two-thirds of the semester. Students will then apply these theories by analyzing contemporary media practices and technologies. Assignments include weekly reading responses, a research presentation, and a final seminar paper engaging with course themes through students' own interventions and arguments. The course aims to understand how media systems mediate and complicate human perception and communication.
Essay #2 Proposing a SolutionIn ClassFor this essay, you.docx
Essay #2: Proposing a
Solution
In Class:
For this essay, your task is to propose a realistic, thoughtful solution to a problem that affects you or someone you know.
This could be a large scale problem (such as profound national frustration with our electoral system) or a smaller scale
problem (such as a general lack of exciting social life for students who live on campus). While you might need to provide
some “proof ” that your problem is really a problem, the bulk of your argument should aim to convince your reader that your solution is
a very good option for all parties involved.
As you begin drafting in class, your goal should be to produce 2-4 pages of thoughtful prose that:
• briefly introduces your chosen problem and the stakes (why the problem needs to be addressed)
• proposes a realistic and fair minded solution (it could actually work, and people would likely accept it)
• develops 1-3 supporting points for your argument (research sources optional for the first draft)
• pays close attention to the basic features as outlined in SMG
Feel free to use the following template for effective structure:
• an intro paragraph that describes your problem and solution and gives your reader a reason to care
• 1-3 body paragraphs that develop individual points of support
• a brief conclusion that wraps up your argument
First draft requirements:
• To receive full credit for this portion of essay #1, your in-class draft must be at least one full page.
• Our purpose is not to produce final draft quality writing at this phase. Just start by getting your ideas on paper, for
now.
Subsequent Drafts:
Now that you have a basic argument on paper, continue to develop and focus your argument. Feel free to bring this draft
to office hours. Be sure to improve your draft prior to the peer review workshop, to help you produce a solid final draft.
Peer Review Requirements:
Bring three copies for peer-review. This draft should preferably be a full draft, but must be at least 3-4 pages. If you’re
short of 4-5 full pages, include a well-developed outline for the rest of your argument.
Final Draft Requirements:
• 4-5 pages of cleanly written, well-organized, lucid, insightful prose
• 2-4 scholarly or credible sources, with ALL borrowed words and information appropriately cited.
• MLA format (double-spaced, 12 pt. Times New Roman font, etc.) incl. Works Cited page
• Submit via SafeAssign, and turn in all invention work and drafts with your final draft
Additional Tips:
• Most any problem you choose can provide options for effective use of research, though you might need to be
inventive in identifying relevant, useful research sources. I’m happy to provide suggestions for research, if you like.
• Remember that opposing viewpoints are not just bowling pins to knock down—your overall solution must account
for major potential objections, rather than ignoring them or hoping your reader won’t notice (for instance, if you
propose to solve climat.
POL 302 syllabus
This document provides information about the POL 302 course "Policy and Politics of Conflict" being offered during the summer session. The course objectives are to give students an understanding of how IR scholars approach the study of conflict and use those frameworks to analyze historical periods of conflict and cooperation. Students will be required to answer study questions from each chapter and submit one-page thought papers weekly engaging with course readings. The course will cover major periods of history from the Peace of Westphalia to modern globalization using common IR theories like realism and liberalism laid out in the primary textbook. The instructor encourages students to contact them if any difficulties arise.
Expo ingles
The document provides information on writing effective thesis statements and body paragraphs in essays. It defines what a thesis statement is and gives examples of strong and weak thesis statements. A good thesis statement is a single sentence that states your topic, opinion, and reasons. The document then discusses how to structure body paragraphs, with each paragraph focusing on one main idea from the thesis statement. Effective body paragraphs include a topic sentence, explanation, examples/evidence, and conclusion. Supporting sentences provide further details and justification to develop the main point.
D14-CREM EWRT 1A
This document outlines an agenda for a class on creative writing. It includes a quiz, discussions on a reading from Solnit, and exercises to help students narrow a problem they will write about and understand its causes and consequences. Students are asked to find a source to provide information on their chosen problem. The document provides guidance on choosing a problem and defining it, and finding an appropriate outside source to incorporate into their writing. It also lists participation points available and homework due for the next class.
Activity Reverse Outline (GRADED)NOTE This activity will be gr.docx
Activity: Reverse Outline (GRADED)
NOTE: This activity will be graded based on completion.
taking notes for a reverse outline
For this activity, you will use the reverse outlining* process and the TEA* formula to help you to revise your critical analysis essay draft. Follow the steps below:
Print out a copy of your essay draft. If you need to generate another copy of your draft, you can revisit 5-3. If you are unable to print a copy of your draft, you can open up your essay document in a word processing program like Microsoft Word and turn on the "Comments" feature that will allow you to insert comments in the margins of the paper.
Write your thesis statement at the top of the page so that you can refer back to it easily.
Click on the following tab to analyze the effectiveness of your thesis statement.
Thesis
When reviewing your essay using TEA, the first step is to analyze your thesis statement*, or your main claim. You should be able to answer "yes" to the following questions:
Is there a thesis statement? Does it appear at the end of the introductory paragraph?
Does my thesis statement express one single central idea/opinion in response to the essay prompt or course-related topic?
Have I arrived at a thesis statement only after a careful and well thought out consideration of the prompt or topic and evidence at my disposal?
Does my thesis statement express my opinion?
Has my thesis statement remained the same as a result of the evidence* that I selected? If not, then you need to revise your thesis statement right away.
Based on your answers to the questions, make any necessary changes to your thesis statement. You should make these edits directly on the page. (Because this is a draft, you can scribble notes on it, cross things out, and mark up the page as much as you would like.)
Read one paragraph at a time and write the main idea of each paragraph in the margins of your paper. Remember that the main idea of the introductory paragraph should be the thesis statement (the last sentence of that paragraph).
Click on the following tab to analyze the effectiveness of your topic sentences, the evidence that supports the thesis statement, and your analysis of the evidence. You will need to do this for each body paragraph.
Topic Sentences
The next step is to analyze the topic sentences* of your body paragraphs. You should be able to answer "yes" to the following questions:
Do I have a topic sentence at the beginning of each body paragraph?
Do my topic sentences relate back to the thesis statement?
Evidence
The next step is to look closely at the evidence* that you are using in your essay. You should be able to answer "yes" to the following questions:
Do I have primary evidence? (Primary evidence is the main evidence that will be used to support the thesis statement.)
Have I selected relevant and convincing evidence?
Do I have enough evidence to support my thesis statement?
Does my evidence fulfill the requirements for the essay?
Does each select.
Writing the Term PaperPHIL1120 Environmental EthicsInstr.docx
Writing the Term Paper
PHIL1120 Environmental Ethics
Instructor Bearden
Fall 2011
Contents:
1. How do I select a topic for a philosophy paper? (1)
2. What is a thesis statement? (2)
3. Using outside sources (4)
4. Possible paper topics (6)
How do I select a topic for a philosophy paper?
All students are expected to write one term paper on a relevant topic in the course that
considers a philosophical position or contemporary environmental issue in detail. Papers
should be 5-6 pages in length, double-spaced, in font size 12 and free from grammatical and
other errors. Papers should show creativity and imagination but should also be written with
clarity and precision. Students will first submit a thesis statement indicating their topic,
proposed argument, and support from philosophical sources. The thesis is worth 5% of the
final grade and is graded on a pass/fail basis. Students will receive comments and guidance
from the instructor regarding their thesis before the paper’s due date. Consult the Course
Schedule for all due dates. Students are warmly encouraged to discuss the paper topic with
the instructor. Please see the instructor if you have further questions or need help during any
phase of the writing process.
The first step in the writing process is picking a topic that interests you. What issues
were you hoping to tackle in this course? What ideas have most impacted the way you think?
What would you like to know more about? Narrowing the field to a few topics is a good start.
From there, consider what readings our book offers on the subject. You are free to write about
any environmental issue, as long as it is considered from a moral point of view. That said,
you might also look into public policy, environmental science, economics or any other
related field. Following your interest is one way to encourage creativity in your papers.
Starting with a question regarding your topic is a good second step. What would you
like to investigate about a particular topic? Consider the scope of your paper and whether or
not there will be conclusive and clear evidence for you to research. Solid papers will argue
for a clear point and will incorporate relevant evidence when applicable. As you settle on
your topic, consider what premises you will need to consider in order to reach a conclusion
on your topic. Think of these premises as the primary support for what your paper aims to
prove. These three premises should help frame your paper, setting the scope of your
investigation. Next, consider how each of these premises logically fit together to help you
address your topic of choice. Try to make these premises fit as precisely as possible. The
more you are able to simplify these premises into a logical argument, the more precise your
paper will be. Obviously, you’ll return to these as you pursue this topic through research. But
you are now on your way to formulating a thesis. For a more detailed discussion of the thesi.
Ece141day2class
This document contains notes from an early childhood education class. It discusses homework assignments, grading policies, and upcoming activities. Students are asked to find an activity to present in class related to the units of study and to participate in online discussions. The document also reviews key vocabulary terms and concepts from Units 1 and 2, including theorists Jean Piaget and Lev Vygotsky.
Research paper
This document outlines the steps for writing a research paper. It discusses choosing a topic, developing a thesis statement, outlining the paper structure, researching sources, drafting and revising. Key steps include developing a research question to guide source selection, taking detailed notes from sources, creating an outline, and drafting and revising the paper. Students are assigned homework to prepare for research, including developing search terms for their topic.
Ewrt 2 class 20
This document outlines the class agenda and important due dates for the end of the quarter. Today's class will include making up a missed vocabulary exam, writing a self-assessment, and drafting the fifth essay. Key due dates are listed, including revised essays and self-assessments due by December 6th and the fifth essay due by December 12th. The class will also discuss reading prompts, developing a thesis, and outlining essays. Students are instructed to work on revising and drafting their assignments.
D21-EWRT 1A-W18
The document provides information about the final day of an English writing class. It announces the winners of the house points competition and provides final house point totals. It then explains the process for calculating personal participation points, including factors like attendance, quizzes, workshops, and peer reviews. A table shows the raw score ranges for each letter grade. Students are instructed to revise one of their essays based on feedback and submit it by the deadline. The document concludes by thanking students for the class.
D22-ELIT 46C-S18
This document summarizes key points from an English literature class. It discusses Jean Rhys' novel Wide Sargasso Sea and how it engages in intertextuality by rewriting Jane Eyre from Bertha Mason's perspective. The professor emphasizes that readers can interpret texts differently and rewrite traditions to explore new possibilities and perspectives not authorized by the original authors. Readers are encouraged to make works more "writerly" by actively participating in constructing meaning rather than passive reception of authorial intent.
More Related Content
Similar to D9-EWRT 2-S18
jon-on reasearch.ppt
This document provides guidance on writing research papers. It discusses the structure of a research paper and emphasizes conveying the main idea clearly. The introduction should describe the problem and explicitly state the contributions in 1 page or less. Detailing related work should be avoided in the introduction. The body of the paper should focus on explaining the idea intuitively before providing technical details. The goal is to infect the reader's mind with the main idea as directly as possible.
Thesis or Thesicle? How to make a smashing thesis
The document discusses the key elements of developing a strong thesis statement for research papers. It defines a thesis as a statement or theory that is put forward to be proved or maintained. A good thesis is debatable, narrowed in scope, answers the research question, and can be supported with evidence. The document provides examples of weak thesis statements and revises them to make them stronger by making them more debatable, specific or focused. It emphasizes that a strong thesis statement is essential for guiding research and argumentation in an academic paper.
ENGL 301BSections 12 & 15Prof. GuzikSpring 2020Assignment .docx
ENGL 301B Sections 12 & 15
Prof. Guzik Spring 2020
Assignment #2: Mis and Dis
Purpose and Logistics:
Normally, as we work on assignment #2 in ENGL 301B we would be revisiting key structural elements of essays more advanced than the Five-Paragraph-Style (FPS) Essay. However, many of the lessons that I usually use for this assignment to focus on global organization are activities that (despite my best efforts) are activities that I don’t have an easy fix for to convert them to activities that can be done at home or online. So this is going to be a bit awkward.
Instead, we’ll drill down on paragraph development and strategies for introductory paragraphs and concluding paragraphs.
Moreover, since many (but not all) of you are taking the class C/NC instead of for a letter grade, some of you will only plan to write two out of class essays instead of all three.
This assignment topic should be completed by all students taking the class who DO NOT plan to use A1 in the final portfolio. It’s another argumentative, thesis-driven essay, and every passing portfolio should have one. A3 is a more narrative topic (although it does involve some heavy-duty analysis.)
However, I am mindful that even though this assignment has two topic options, both of them may be close enough to current events that students who either struggle with issues of anxiety or who are easily distracted by news in our current study and work environments might find this assignment hard to complete, even if you choose to focus on political mis and dis instead of public health mis and dis. (Those terms will make sense soon.)
To that end, I am posting the materials for A2 and A3 at the same time and asking students to make the choices that work best for them when selecting which assignment to work on next.
When we hold online classes, we may divide up into A2 and A3 groups to discuss the topics. Stay tuned for details.
Readings:
Truth Decay: An Initial Exploration of the Diminishing Role of Facts and Analysis in American Public Life by Jennifer Kavanagh and Michael D. Rich (you are only required to read the summary and the introduction of this book-length report. If you choose to use this as a reading for your essay, you are welcome to draw on other parts of the text, but in no way required to.)
“Why We Believe Lies” by Cailin O’Connor and James Owen Weatherall. (This article was published in Scientific American but is locked behind a paywall if you try to google the article. I suggest using the Academic Search Complete database, which has the HTML version of the article. It was published in the September 2019 edition.)
“YouTube, The Great Radicalizer” by Zeynep Tufekci from The New York Times
“Evaluating Information: The Cornerstone of Civic Online Reasoning” the executive summary published by the Stanford History Education Group in 2016.
“Misinformation Telephone” by Renee Diresta from Slate
Background:
Current events have driven home yet again that the infras.
D7-EWRT 2-S18
This document provides an agenda and instructions for an EWRT class. It informs students that on Wednesday they will attend a teaching session on housing issues in Conference Room B at 10:40 AM, for which extra credit is offered. It also notes requirements to clear their integrated project question, lists upcoming assignments, and provides guidance on choosing research topics and using library resources to find newspaper and magazine articles.
Research paper
This document outlines the steps for writing a research paper. It discusses forming study groups, choosing a topic, developing a thesis statement and research questions, outlining the paper, drafting and revising. Key steps include gathering background information, determining the paper structure, finding and annotating sources, drafting multiple versions, and ensuring proper formatting and citations are used. The goal is to guide students through the research paper writing process.
Week 2 science news assignment popular science news articlema
This document provides instructions for an assignment comparing a popular science news article about psilocybin and depression to the original scientific study. Students are asked to read both articles, identify their similarities and differences, discuss their findings with classmates, and write a one-page summary of their analysis. The goal is to develop critical reading skills and the ability to evaluate how accurately scientific findings are portrayed in news coverage.
Running head TITLE OF PAPER1TITLE OF PAPER2 Construct a D.docx
Running head: TITLE OF PAPER 1
TITLE OF PAPER 2
Construct a Deductively Valid Argument
Write: Identify the components and structure of your argument by presenting your deductively valid argument in standard form, and explain how your conclusion follows from your premises.
Premise one: Because some arts and humanities classes take place after school hours, these studies keep children out of trouble after school.
Premise two: The arts and humanities enhance the learning experience for children.
Premise three: Arts deepens a child’s knowledge and understanding of other cultures and traditions.
Premise four: Participating in the arts and humanities can help children who may not be great at traditional studies but have a creative side.
Conclusion: Therefore, teaching children arts and humanities is necessary for a child’s development.
I feel that all of my premises are true and valid and can be proven to be true. My audience can also deduct that my premises are true and thus valid.
Discuss Icon Guided Response: Read the arguments presented by your classmates, and analyze the reasoning that they have presented. In particular, if you believe that their argument is invalid, explain a way in which it would be possible for the premises to be true and the conclusion false. If you believe that their argument has a false premise, explain why a reasonable person might take it to be false. Finally, see if you can help them to improve their argument. How can they alter their premises so that all of them are true? What might they change in order to make their argument valid?
Deductive Logic
Flipper is a dolphin, so Flipper is a mammal.
Missing premise to make the argument valid: Dolphins are mammals. Dolphins live in the water, but they are not fish. Therefore, not all mammals live on the land.
Premise one: Dolphins are mammals, not fish because they come to the surface to breathe air.
Premise two: Fish do not need to breathe air, however, live in water.
Conclusion: Not all aquatic beings are fish.
Hello Tania,
I don't agree with your premise. Maybe the missing item is that he lost his job or his car broke down so he didn't have the money or time to buy flowers.
Running head: TITLE OF PAPER 1
TITLE OF PAPER 3
Ashford 2: - Week 1 - Discussion
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good ...
Project Thesis
This document provides guidance on developing a statement of purpose and thesis statement for a research project. It explains that a statement of purpose outlines what the researcher wants to learn about their topic in detail. Developing one helps focus the research and leads to a thesis statement, which is a claim that can be proven with evidence. The document provides examples of effective statements of purpose and thesis statements. It also offers tips for brainstorming research questions to guide information gathering without getting overwhelmed or off-track during the research process.
Syllabus 543 643 2017.pdf
This course examines the creative and critical use of digital media through a mix of theory and practice. Students will study examples of media art like bio-art, tactical media and performance art to understand the possibilities of using digital media for expression and investigation. The course will explore trends in arts-based research and documentary approaches in contemporary art. Rather than just reading about media theory, students will connect conceptual questions to hands-on media projects. Assignments include weekly reading responses, an in-progress seminar presentation, and a final research paper or creative project engaging with the course themes. The goal is for students to grapple with challenges at the boundaries of conceptual thinking through different forms of response beyond academic writing.
English 1102 Critical Reading and WritingInstructor Mr. To.docx
English 1102: Critical Reading and Writing
Instructor: Mr. Topper
Email: [email protected]
Location: England
Please recognize timezone difference during correspondence.
Course Description
This course is designed to help prepare you for academic reading and writing. Through activities
that emphasize both collaborative, process-oriented learning as well as individual, self-motivated
learning, you will be introduced to the following three skills:
Critical Reading This course is reading-heavy. You will read multiple essays nearly every
week. Some essays will be challenging to grasp, but thoughtful writing
begins with thoughtful reading.
Critical Writing This course is also writing-heavy. Like any craft, strong writing is produced
through rigorous practice. You will write every week, sometimes formally
and sometimes informally, through discussion board posts, journal entries,
and essays.
Critical Thinking By focusing on reading and writing, this course is centered around critical
thought. Whether you are responding to an assigned reading, responding to
a fellow student, or articulating your own argument, the depth of your
thought will weigh heavily on your grade.
Course Values
Empathy Always consider other points of view, whether that be from an author or a
classmate.
Honesty Read and write honestly: questioning, challenging, and developing
your own worldview.
Community This course is a digital community. Play your part by posting
meaningful contributions to discussion board conversations.
Close Reading Read meticulously. Move to generalizations only after you have
lingered over the intricate details of a text.
Clarity Support your claims with evidence, organize your thoughts effectively, and
utilize proper punctuation to write concise, legible prose.
Rhetoric Always keep in mind your audience, your purpose, and your overall
rhetorical situation.
1
Idaho State University, Department of English and Philosophy, Spring, 2015
mailto:[email protected]
mailto:[email protected]
Course Goals and Learning Objectives
Each student should display competence in all three skills mentioned in the course description:
critical reading, critical writing, and critical thinking. Likewise, each student’s work should reflect all
six of the course values: empathy, honesty, community, close reading, clarity, and rhetoric. Each
student’s competence in these three skills will be judged by the ways in which each student’s work
reflects these six values.
Required Text
The Norton Reader, 13th Edition.
Homework Submission
All assignments will be submitted on Moodle, not via email. All discussion board posts will be
submitted on the corresponding week’s discussion board. All assignments are due by 11:55 pm
(Mountain Timezone) on the day they are scheduled as due. NO LATE ASSIGNMENTS WILL BE
ACCEPTED. If you find yourself i ...
Stagliano Syllabus 543 643.pdf
This course explores theories of media and multimedia through readings and discussions in the first two-thirds of the semester. Students will then apply these theories by analyzing contemporary media practices and technologies. Assignments include weekly reading responses, a research presentation, and a final seminar paper engaging with course themes through students' own interventions and arguments. The course aims to understand how media systems mediate and complicate human perception and communication.
Essay #2 Proposing a SolutionIn ClassFor this essay, you.docx
Essay #2: Proposing a
Solution
In Class:
For this essay, your task is to propose a realistic, thoughtful solution to a problem that affects you or someone you know.
This could be a large scale problem (such as profound national frustration with our electoral system) or a smaller scale
problem (such as a general lack of exciting social life for students who live on campus). While you might need to provide
some “proof ” that your problem is really a problem, the bulk of your argument should aim to convince your reader that your solution is
a very good option for all parties involved.
As you begin drafting in class, your goal should be to produce 2-4 pages of thoughtful prose that:
• briefly introduces your chosen problem and the stakes (why the problem needs to be addressed)
• proposes a realistic and fair minded solution (it could actually work, and people would likely accept it)
• develops 1-3 supporting points for your argument (research sources optional for the first draft)
• pays close attention to the basic features as outlined in SMG
Feel free to use the following template for effective structure:
• an intro paragraph that describes your problem and solution and gives your reader a reason to care
• 1-3 body paragraphs that develop individual points of support
• a brief conclusion that wraps up your argument
First draft requirements:
• To receive full credit for this portion of essay #1, your in-class draft must be at least one full page.
• Our purpose is not to produce final draft quality writing at this phase. Just start by getting your ideas on paper, for
now.
Subsequent Drafts:
Now that you have a basic argument on paper, continue to develop and focus your argument. Feel free to bring this draft
to office hours. Be sure to improve your draft prior to the peer review workshop, to help you produce a solid final draft.
Peer Review Requirements:
Bring three copies for peer-review. This draft should preferably be a full draft, but must be at least 3-4 pages. If you’re
short of 4-5 full pages, include a well-developed outline for the rest of your argument.
Final Draft Requirements:
• 4-5 pages of cleanly written, well-organized, lucid, insightful prose
• 2-4 scholarly or credible sources, with ALL borrowed words and information appropriately cited.
• MLA format (double-spaced, 12 pt. Times New Roman font, etc.) incl. Works Cited page
• Submit via SafeAssign, and turn in all invention work and drafts with your final draft
Additional Tips:
• Most any problem you choose can provide options for effective use of research, though you might need to be
inventive in identifying relevant, useful research sources. I’m happy to provide suggestions for research, if you like.
• Remember that opposing viewpoints are not just bowling pins to knock down—your overall solution must account
for major potential objections, rather than ignoring them or hoping your reader won’t notice (for instance, if you
propose to solve climat.
POL 302 syllabus
This document provides information about the POL 302 course "Policy and Politics of Conflict" being offered during the summer session. The course objectives are to give students an understanding of how IR scholars approach the study of conflict and use those frameworks to analyze historical periods of conflict and cooperation. Students will be required to answer study questions from each chapter and submit one-page thought papers weekly engaging with course readings. The course will cover major periods of history from the Peace of Westphalia to modern globalization using common IR theories like realism and liberalism laid out in the primary textbook. The instructor encourages students to contact them if any difficulties arise.
Expo ingles
The document provides information on writing effective thesis statements and body paragraphs in essays. It defines what a thesis statement is and gives examples of strong and weak thesis statements. A good thesis statement is a single sentence that states your topic, opinion, and reasons. The document then discusses how to structure body paragraphs, with each paragraph focusing on one main idea from the thesis statement. Effective body paragraphs include a topic sentence, explanation, examples/evidence, and conclusion. Supporting sentences provide further details and justification to develop the main point.
D14-CREM EWRT 1A
This document outlines an agenda for a class on creative writing. It includes a quiz, discussions on a reading from Solnit, and exercises to help students narrow a problem they will write about and understand its causes and consequences. Students are asked to find a source to provide information on their chosen problem. The document provides guidance on choosing a problem and defining it, and finding an appropriate outside source to incorporate into their writing. It also lists participation points available and homework due for the next class.
Activity Reverse Outline (GRADED)NOTE This activity will be gr.docx
Activity: Reverse Outline (GRADED)
NOTE: This activity will be graded based on completion.
taking notes for a reverse outline
For this activity, you will use the reverse outlining* process and the TEA* formula to help you to revise your critical analysis essay draft. Follow the steps below:
Print out a copy of your essay draft. If you need to generate another copy of your draft, you can revisit 5-3. If you are unable to print a copy of your draft, you can open up your essay document in a word processing program like Microsoft Word and turn on the "Comments" feature that will allow you to insert comments in the margins of the paper.
Write your thesis statement at the top of the page so that you can refer back to it easily.
Click on the following tab to analyze the effectiveness of your thesis statement.
Thesis
When reviewing your essay using TEA, the first step is to analyze your thesis statement*, or your main claim. You should be able to answer "yes" to the following questions:
Is there a thesis statement? Does it appear at the end of the introductory paragraph?
Does my thesis statement express one single central idea/opinion in response to the essay prompt or course-related topic?
Have I arrived at a thesis statement only after a careful and well thought out consideration of the prompt or topic and evidence at my disposal?
Does my thesis statement express my opinion?
Has my thesis statement remained the same as a result of the evidence* that I selected? If not, then you need to revise your thesis statement right away.
Based on your answers to the questions, make any necessary changes to your thesis statement. You should make these edits directly on the page. (Because this is a draft, you can scribble notes on it, cross things out, and mark up the page as much as you would like.)
Read one paragraph at a time and write the main idea of each paragraph in the margins of your paper. Remember that the main idea of the introductory paragraph should be the thesis statement (the last sentence of that paragraph).
Click on the following tab to analyze the effectiveness of your topic sentences, the evidence that supports the thesis statement, and your analysis of the evidence. You will need to do this for each body paragraph.
Topic Sentences
The next step is to analyze the topic sentences* of your body paragraphs. You should be able to answer "yes" to the following questions:
Do I have a topic sentence at the beginning of each body paragraph?
Do my topic sentences relate back to the thesis statement?
Evidence
The next step is to look closely at the evidence* that you are using in your essay. You should be able to answer "yes" to the following questions:
Do I have primary evidence? (Primary evidence is the main evidence that will be used to support the thesis statement.)
Have I selected relevant and convincing evidence?
Do I have enough evidence to support my thesis statement?
Does my evidence fulfill the requirements for the essay?
Does each select.
Writing the Term PaperPHIL1120 Environmental EthicsInstr.docx
Writing the Term Paper
PHIL1120 Environmental Ethics
Instructor Bearden
Fall 2011
Contents:
1. How do I select a topic for a philosophy paper? (1)
2. What is a thesis statement? (2)
3. Using outside sources (4)
4. Possible paper topics (6)
How do I select a topic for a philosophy paper?
All students are expected to write one term paper on a relevant topic in the course that
considers a philosophical position or contemporary environmental issue in detail. Papers
should be 5-6 pages in length, double-spaced, in font size 12 and free from grammatical and
other errors. Papers should show creativity and imagination but should also be written with
clarity and precision. Students will first submit a thesis statement indicating their topic,
proposed argument, and support from philosophical sources. The thesis is worth 5% of the
final grade and is graded on a pass/fail basis. Students will receive comments and guidance
from the instructor regarding their thesis before the paper’s due date. Consult the Course
Schedule for all due dates. Students are warmly encouraged to discuss the paper topic with
the instructor. Please see the instructor if you have further questions or need help during any
phase of the writing process.
The first step in the writing process is picking a topic that interests you. What issues
were you hoping to tackle in this course? What ideas have most impacted the way you think?
What would you like to know more about? Narrowing the field to a few topics is a good start.
From there, consider what readings our book offers on the subject. You are free to write about
any environmental issue, as long as it is considered from a moral point of view. That said,
you might also look into public policy, environmental science, economics or any other
related field. Following your interest is one way to encourage creativity in your papers.
Starting with a question regarding your topic is a good second step. What would you
like to investigate about a particular topic? Consider the scope of your paper and whether or
not there will be conclusive and clear evidence for you to research. Solid papers will argue
for a clear point and will incorporate relevant evidence when applicable. As you settle on
your topic, consider what premises you will need to consider in order to reach a conclusion
on your topic. Think of these premises as the primary support for what your paper aims to
prove. These three premises should help frame your paper, setting the scope of your
investigation. Next, consider how each of these premises logically fit together to help you
address your topic of choice. Try to make these premises fit as precisely as possible. The
more you are able to simplify these premises into a logical argument, the more precise your
paper will be. Obviously, you’ll return to these as you pursue this topic through research. But
you are now on your way to formulating a thesis. For a more detailed discussion of the thesi.
Ece141day2class
This document contains notes from an early childhood education class. It discusses homework assignments, grading policies, and upcoming activities. Students are asked to find an activity to present in class related to the units of study and to participate in online discussions. The document also reviews key vocabulary terms and concepts from Units 1 and 2, including theorists Jean Piaget and Lev Vygotsky.
Research paper
This document outlines the steps for writing a research paper. It discusses choosing a topic, developing a thesis statement, outlining the paper structure, researching sources, drafting and revising. Key steps include developing a research question to guide source selection, taking detailed notes from sources, creating an outline, and drafting and revising the paper. Students are assigned homework to prepare for research, including developing search terms for their topic.
Ewrt 2 class 20
This document outlines the class agenda and important due dates for the end of the quarter. Today's class will include making up a missed vocabulary exam, writing a self-assessment, and drafting the fifth essay. Key due dates are listed, including revised essays and self-assessments due by December 6th and the fifth essay due by December 12th. The class will also discuss reading prompts, developing a thesis, and outlining essays. Students are instructed to work on revising and drafting their assignments.
Similar to D9-EWRT 2-S18 (20)
ENGL 301BSections 12 & 15Prof. GuzikSpring 2020Assignment .docx
ENGL 301BSections 12 & 15Prof. GuzikSpring 2020Assignment .docx
Week 2 science news assignment popular science news articlema
Week 2 science news assignment popular science news articlema
Running head TITLE OF PAPER1TITLE OF PAPER2 Construct a D.docx
Running head TITLE OF PAPER1TITLE OF PAPER2 Construct a D.docx
English 1102 Critical Reading and WritingInstructor Mr. To.docx
English 1102 Critical Reading and WritingInstructor Mr. To.docx
Essay #2 Proposing a SolutionIn ClassFor this essay, you.docx
Essay #2 Proposing a SolutionIn ClassFor this essay, you.docx
Activity Reverse Outline (GRADED)NOTE This activity will be gr.docx
Activity Reverse Outline (GRADED)NOTE This activity will be gr.docx
Writing the Term PaperPHIL1120 Environmental EthicsInstr.docx
Writing the Term PaperPHIL1120 Environmental EthicsInstr.docx
More from Brian Malone
D21-EWRT 1A-W18
The document provides information about the final day of an English writing class. It announces the winners of the house points competition and provides final house point totals. It then explains the process for calculating personal participation points, including factors like attendance, quizzes, workshops, and peer reviews. A table shows the raw score ranges for each letter grade. Students are instructed to revise one of their essays based on feedback and submit it by the deadline. The document concludes by thanking students for the class.
D22-ELIT 46C-S18
This document summarizes key points from an English literature class. It discusses Jean Rhys' novel Wide Sargasso Sea and how it engages in intertextuality by rewriting Jane Eyre from Bertha Mason's perspective. The professor emphasizes that readers can interpret texts differently and rewrite traditions to explore new possibilities and perspectives not authorized by the original authors. Readers are encouraged to make works more "writerly" by actively participating in constructing meaning rather than passive reception of authorial intent.
D18-EWRT 2-S18
This document outlines information and deadlines for students in a CREM EWRT 2 class. It discusses that the instructor's last office hours will be tomorrow from 1:30-2:30 PM. It also notes that the final participation grade will be calculated by Monday morning and details the assignments and deadlines, including: the Integrated Project write-up is due Monday by 11 AM, the Integrated Project presentation is during the final exam period on Monday from 11:30 AM to 1:30 PM, and Paper 4 is due Wednesday by 8 AM. It provides details on the participation points and requirements for the Integrated Project assignments.
D21-ELIT 46C-S18
This document provides an overview and schedule for an ELIT 46C class on Jean Rhys' novel Wide Sargasso Sea. The final exam will take place on June 28 from 9:15-11:15 AM and will focus on the novels discussed since the midterm, including Wide Sargasso Sea. Students are asked to finish reading Wide Sargasso Sea for an upcoming class discussion. The document also provides biographical information about Jean Rhys and historical context about Dominica, Jamaica, and the Sargasso Sea. It discusses themes in Wide Sargasso Sea like mirroring and identities versus differences between characters.
D20-ELIT 46C-S18
The document summarizes a class discussion about the queer themes and moments in Virginia Woolf's Mrs. Dalloway. Specifically, it analyzes Clarissa's relationship with Sally Seton, seeing it as an enduring queer moment that complicates notions of Clarissa's development. It suggests Mrs. Dalloway resists being read as a bildungsroman and that Clarissa's queer past and heterosexual present coexist. The class also discusses how politics, like empire and gender inequality, impinge on the novel and how Clarissa's identity remains fluid and multi-faceted.
D17-EWRT 2-S18
This document provides information and instructions for an English writing class. It discusses an upcoming field trip to a science museum, participation requirements for the class session, and progress on the students' research papers. Students are expected to submit a journal entry summarizing a book source and critiquing one of their sources. The document also reviews thesis statement formation and provides upcoming due dates for draft sections of the research paper to be submitted in the next few class sessions.
D19-ELIT 46C-S18
This document provides an overview of the class discussion and assignments for the day. It discusses Virginia Woolf's novel Mrs. Dalloway and how it depicts subjectivity and style through multiple perspectives and a sense of "distributed subjectivity" where a person's identity exists outside themselves in other people and places. Students are asked to examine their own subjectivity and how it is distributed. The document also provides an update on participation grades and reminds students of upcoming assignments.
D18-ELIT 46C-S18
This document provides instructions and discussion for an English literature class. It announces that a paper is now due on Saturday and provides citation guidelines. It schedules a discussion of Mrs. Dalloway and possible quiz. It also organizes students into groups to discuss their paper 2 topics and give feedback. Finally, it reminds students of the homework, which is to complete the paper, read Mrs. Dalloway, and make a discussion post. Participation points are available for in-class contributions.
D16-EWRT 2-S18
This document provides information and instructions for a class. It discusses that the class may need to discuss a paper assignment. It informs students to pay attention to feedback and find the right types of articles for their journal. It also mentions an upcoming field trip and notes some personnel changes. The document outlines participation points and concludes with reminding students of upcoming homework deadlines.
D17-ELIT 46C-S18
This document provides a summary and analysis of T.S. Eliot's modernist poem The Waste Land. It begins with an orientation, noting the poem shifts between ancient and modern settings and references myths like the Fisher King and the wasteland. It explores Eliot's use of techniques like repetition, allusion and how symbols take on shifting meanings. A thematic reading suggests the poem depicts a spiritual and intellectual "Waste Land" of the modern world, where desire cannot be satisfied. The document discusses challenges in interpreting fragmented passages and voices in the polyvocal poem.
D15-EWRT 2-S18
This summary provides an overview of assignments and deadlines for Week 9 of the CREM EWRT 2 class:
HW 7 is due along with responses to Paper 3, Part 1. Paper 3, Part 2 is due Saturday, and Journal 5 is due Tuesday. Participation scores so far show a mean of 210.3 and median of 217, with most students earning a B or higher. Annotations for Paper 3 need formatting fixes and to meet requirements for credibility, usefulness, and sources. The class will discuss rhetorical appeals of ethos, pathos, and logos and how to identify them in an assigned editorial. Homework for Wednesday includes readings on logical fallacies and rhetorical devices along with preparing for a NY
D16-ELIT 46C-S18
This document provides an overview of World War I and introduces several British poets of the war period known as the "War Poets." It discusses key details of WWI, including the main battlefields, death toll, and technological developments. It then profiles several major War Poets like Wilfred Owen, Siegfried Sassoon, Isaac Rosenberg and May Wedderburn Cannan, noting biographical details and key works. The document assigns reading from these poets and provides discussion questions. It also assigns reading T.S. Eliot's modernist poem "The Waste Land" and offers guidance for approaching its complexity.
D14-EWRT 2-S18
This document provides guidance to students on developing a focused research question for their research paper assignment. It begins by listing some example broad or vague research topics and questions and suggests ways to narrow the focus and make the questions more open-ended and analytical. The document emphasizes that students should aim to analyze and evaluate sources rather than just report facts, and develop a research question that investigates an issue rather than one that already has a settled or easily-answered conclusion. It provides tips on committing to a research topic and question while allowing for refinement as research is conducted. Students are assigned homework and peer review tasks to continue progressing on their research papers.
D15-ELIT 46C-S18
This document provides notes from an English literature class discussing short stories by James Joyce and poems by T.S. Eliot and the war poets. It summarizes the professor's analysis of how the main character Gabriel fails to truly understand his wife in Joyce's "The Dead." It also examines Eliot's style in "The Love Song of J. Alfred Prufrock," noting its intellectualism, allusiveness, and juxtaposition of images. Finally, it lists poems by World War I poets for the next class and reminds students about participation points.
D13-EWRT 2-S18
This document provides information about upcoming class activities and assignments. It announces a field trip, discusses data collection and library work. It also outlines participation requirements, introduces an annotated bibliography, analyzes an editorial text, discusses correlations and statistics, and lists homework for the next class, including a reading assignment, discussion posts, a paper draft, and a quiz.
D14-ELIT 46C-S18
1) The document discusses a class on colonial horrors and colonial subjectivities. It provides an overview of British colonial rule in India from 1600-1858 and details the Indian famine of 1876-79 that killed between 12-29 million people due to British policies.
2) It then discusses Ireland as another British colony, covering key events like the 1801 Acts of Union, the Great Irish Famine of 1845-52, and the rise of Irish nationalism in the late 19th century.
3) The document analyzes several Irish writers and their exploration of Irish identity and nationalism, including William Butler Yeats, James Joyce, and how their works illustrate the conflict between Irish nationalism and cosmopolitanism.
D13-ELIT 46C-S18
The document provides an overview of Oscar Wilde's life and work, with a focus on his play The Importance of Being Earnest. It discusses Wilde's views on art expressed in the preface to The Picture of Dorian Gray, where he argues that art has no purpose beyond creating aesthetic pleasure. The document analyzes how Wilde's play uses ambiguous and queer language and style to comment on Victorian domesticity and sexuality in an indirect way. It argues the play is interested more in the beauty of literary language than conveying any direct messages about the world. Students are assigned readings from Yeats and Joyce for the next class.
D12-EWRT 2-S18
This document provides information about the instructor's availability, upcoming assignments, and class activities. It discusses the optional Unnatural Disasters project where students can connect their research papers to a teach-in on housing issues. It also describes a library skills activity where students work in groups to find scholarly articles on assigned topics using keywords and databases. The document concludes with an explanation of Fermi estimates and examples for practice problems.
D11-EWRT 2-S18
Scholarly journals are the primary means by which college professors, especially scientists, communicate and share their research findings. Journals are physically formatted like magazines but differ in important ways. They are peer-reviewed, with content decided by experts in the field rather than advertisers. Articles provide in-depth analyses for specialized academic audiences. Readers access journals digitally through university libraries or databases. Authors are typically not paid, contributing for prestige and to disseminate their work, while journals rely on subscriptions not advertising for funding.
D11-ELIT 46C-S18
1) The document provides instructions for finding a professor's comments on a student paper. It details how to access margin comments and full end comments through the assignment submission and attached rubric.
2) It then discusses participation and grades for an assignment, noting most grades were in the C range or higher. It emphasizes the importance of thesis statements and using interpretive quotations of 2-3 sentences.
3) The document schedules an in-class midterm for the following Thursday and outlines participation expectations for an upcoming review activity, worth a total of 4 points. It assigns further reading of Oscar Wilde for the next class and notes Yeats and Joyce will be covered the following Thursday.
More from Brian Malone (20)
Recently uploaded
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdThe History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Recently uploaded (20)
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
D9-EWRT 2-S18
- 1. CREM EWRT 2 Day 9 Arguments! Science! Reasoning!
- 2. Business / Participation Paper 2 is due this week: Bring a draft of the TEXT you’ll use to class on Wednesday. This will be part of your final grade. Final draft is due Friday evening on Canvas. How do you cite your sources if you are submitting a .png file? If you want to include sources as hyperlinks, you will need to submit a list to me of your links (and what URL each one links to). The easiest way to do this is to submit it as a “Comment” on your submission after you submit Paper 2. How is Piktochart going? Participation for today: up to 6 total. Up to 2 points for full class discussion. 2 points for your group participation in the argument analysis activity 2 points for your group participation in the reasoning worksheet.
- 3. Overall Participation (at the end of Wk 4) The RAW overall participation totals will be curved and then converted into a letter grade for your final participation grade in the course (worth 20%). Will drop lowest NYT Quiz and two lowest discussion scores. At the end of Week 4: Mean: 125 Range: 90-146 Std Dev: 15 Based on the distribution, this is what I think would be fair participation grades if I assigned them today: 136-146 = A range (11) 120-135= B range (12) 99-119 = C range (9) Under 99 = D (1) IF you don’t like this grade, you have few weeks to do something about it (but not the whole rest of the quarter—participation opportunities will significantly decline after Week 9). What could you do?
- 4. Structure of argument: Termiology Issue: What question is this piece of writing trying to answer? Conclusion: The answer to that question. (How does this differ from the way we might use this word in writing classes?; what do we usually call this?) Reasons: The reasons for that answer. Evidence: A type of reason. Data or statistics or facts that support that answer. Argument: The conclusion + the reasons.
- 5. Groups for today Melissa Vanessa Chris Juan Berna Drew Fermin Daniel F. Jasmin Lilie Kyan Daniel B. Tito Rei Esmeralda Ana Kass Mayela Jose Sara Angelica Eric Esquivel Seona Dean Brianna Monique Kenny Julio Lisa Marvin Sylvina Nicole
- 6. Taking apart an argument Read and “deconstruct” a New York Times editorial into the pieces of its argument. Identify: The issue The conclusion The reasons Put on sheet of paper. Will present to the class. David Brooks, “The Blindness of Social Wealth” Paul Krugman, “We Don’t Need No Education” Michelle Goldberg, “Truth Has Stopped Mattering in the Russia Investigation” Paul Krugman, “Apple and the Fruits of Tax Cuts” Ross Douthat, “How Trump Is Winning” Boris Johnson, “Don’t Scuttle the Iran Nuclear Deal”
- 7. Science! What makes something science? How is science different from journalism? What kinds of evidence does science care about? What values do you associate with science? What does science value? What are the things that science can do well? What can science NOT do? What is it NOT good at? If science can be fabricated, why/when should we believe it? How do people criticize science in our culture? Why do people doubt science? (Melissa) How might we respond to those critiques?
- 8. Two types of reasoning Deduction Induction
- 9. Two types of reasoning Deduction From general laws to specific cases. Guarantees true conclusions IF the premises are true (the “general laws”). Ex.: All humans are mortal. Oprah is human. Therefore, Oprah is mortal. Induction
- 10. Two types of reasoning Deduction From general laws to specific cases. Guarantees true conclusions IF the premises are true (the “general laws”). Ex.: All humans are mortal. Oprah is human. Therefore, Oprah is mortal. Induction From specific observations to general conclusions about the world. No guarantee of true conclusion. Why not? Ex: I’ve met a lot of smokers who look older than they are. Therefore, smoking probably causes wrinkles. Complete the worksheet in your groups. Be prepared to share your reasoning.
- 11. HW for Wednesday 1. Reading: Otto, “The War on Science” (This is long. Start now.) 2. Discussion 9 (question posted by 6 PM on Tues, May 8; response posted by 9 AM the next morning). 3. A draft (text only) of Paper 2 is due in class on Wednesday. Participation for today: up to 6 total. Up to 2 points for full class discussion. 2 points for your group participation in the argument analysis activity 2 points for your group participation in the reasoning worksheet.