English 104: Quotations and Citations
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This document provides guidelines for using quotations and citations in MLA style, including: providing in-text citations for direct quotes and paraphrases with author-page citations; creating a Works Cited list in alphabetical order with sources cited in the paper; and examples of citing both print and non-print sources like websites. It directs readers to the Purdue OWL website for more detailed MLA formatting and style guidelines.
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This document discusses the proper use of quotations and citations. It explains that citations are used to avoid plagiarism and allow readers to find sources. It describes the Modern Language Association (MLA) citation style, including in-text citations, Works Cited pages, and formatting guidelines. Examples are provided for both in-text citations and Works Cited entries for various source types like books and websites. The document directs readers to the Purdue OWL website for more detailed MLA style guidance.
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APA Workshop: Writing a Research Paper
This document provides guidance on writing a research paper using APA style. It instructs students to first choose a topic and begin researching sources. It then discusses keeping track of sources in a bibliography, outlining ideas, and drafting introductions and topic sentences. The document explains how to integrate sources ethically by citing them and provides examples of paraphrasing and summarizing sources correctly in APA style through restating ideas in one's own words and structure.
Storing information
This document discusses various methods for organizing information, including using folders on computers and in library databases. It notes that most libraries categorize materials using classification schemes like the Dewey Decimal System. Researchers also use referencing software programs to organize articles and create keywords to help search and find information. Proper organization is important to be able to easily access and retrieve information for assignments and future use.
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English: Orientation
This document outlines the objectives and content of an English orientation course. The course aims to help students develop their writing, critical thinking, and analytical skills. It will focus on teaching students how to write argumentative essays, which require a thesis and evidence to persuade the reader of a position. Examples of argumentative essays and books are provided. The course will also examine topics of class, race, and gender through analyzing essays and news articles.
English: Thesis Statements
This document provides guidance on writing effective thesis statements. It defines a thesis statement as a 1-3 sentence summary of the paper's central argument. The thesis should be placed early, ideally at the end of the introductory paragraph. It should be written in the third person without first-person pronouns like "I" to give the essay a stronger, more factual tone. Good thesis statements are focused, specific, clear and debatable rather than too general. They avoid simply comparing and contrasting without analysis.
English: Structuring Your Essay
This document provides guidance on structuring an essay. It recommends that an introduction paragraph provide background on the topic and include a thesis statement. The main body should explore the thesis in depth with supporting evidence from credible sources, including quotations and citations. An example main body paragraph is given that expands on a thesis, provides an example to support a claim, and includes a quotation from a critic agreeing with the point. The conclusion should bring closure by summarizing the main points. A works cited section lists references.
English: Orientation
This document outlines the objectives and content of an English orientation course. The course aims to develop students' writing, critical thinking, and argumentation skills. It will focus on teaching the argumentative essay format, which uses a thesis and evidence to persuade the reader of a position. Examples of argumentative essays and topics that will be covered include morality, gender, and language. The course emphasizes that argumentative writing is important for university-level work and research.
English: Expository vs. Argumentative
The document contrasts expository and argumentative writing. Expository writing aims to objectively inform or describe without taking a stance, while argumentative writing seeks to persuade by presenting a clear position and supporting evidence. Expository forms include description, summary, sequence, and comparison, and are used in articles and textbooks. Argumentative writing requires a narrow, focused thesis with an opinion supported by outside sources to address counterarguments. Expository elements can provide background but the overall essay structure must make an argument.
1984
George Orwell's 1984 is set in a dystopian future London where a totalitarian government called the Party has absolute power and controls all aspects of life. The protagonist Winston Smith is a member of the oppressed middle class who rebels by having an affair with Julia, which is forbidden. They are eventually caught by the Thought Police and subjected to torture and brainwashing until Winston fully accepts the principles of the Party. The novel was influenced by Orwell's fears around the rise of totalitarianism in the 1940s and his concerns about increasing government surveillance and control over peoples' lives.
English: Counterarguments
This document discusses how to address counterarguments in an essay. It explains that anticipating objections to your claims can strengthen your paper. Authors should research opposing views thoroughly to discuss them accurately. Counterarguments can be addressed either after relevant sub-claims within the body or in a separate paragraph at the end before the conclusion. Examples are provided of each approach. The key is understanding the opposition's perspective to effectively rebut their claims.
English: Claims
This document defines key terms used in forming arguments and analyzing claims, including:
- Main claim/thesis statement: The overall argument or position being advocated
- Sub-claims: Specific points or pieces of evidence used to support the main claim
- Evidence: Facts, data, examples, expert opinions, etc. used to validate claims
It also provides an example of analyzing philosopher Sam Harris' argument that science can help answer moral questions, outlining his main thesis and two supporting sub-claims backed by examples. Readers are instructed to evaluate whether evidence supports an author's main and sub-claims when analyzing an argument.
English 104: Arguments of Evaluation
This document discusses evaluative arguments. It explains that evaluative arguments rely on judgements and appraisals regarding quality or performance. Examples of informal evaluative arguments include awards shows, beauty pageants, and political opinion polls. The document outlines how to recognize when an argument is evaluative by examining if it makes a judgement, challenges a judgement, or explores criteria. It also discusses using quantitative and qualitative criteria in evaluations and the importance of establishing and defending the criteria used. The document provides tips for developing an evaluative argument such as anticipating questions about claims and criteria.
Arguments of Definition
This document discusses arguments of definition and provides examples. Arguments of definition aim to establish whether something fits within a certain category by determining the relevant definitions. Definitions can be subject to debate, as seen in differing views on what constitutes human intelligence or gender. Dictionary definitions alone may not resolve definition arguments, as dictionaries can be limited or reflect biases. Definitions can be formal, operational, or established through examples and comparison. One engages in a definition argument by proposing a controversial definition, challenging an existing definition, determining if something fits a definition, or seeking to broaden a definition.
English 104: Arguments of Fact
This document discusses arguments of fact and how to develop a factual argument in an essay. It explains that factual arguments aim to establish whether something is true by using evidence to support claims. It also outlines four steps to develop a factual argument: 1) identify an issue and hypothesis, 2) research the hypothesis, 3) refine the main claim, and 4) develop the main claim in the body of the essay with in-depth discussion of evidence.
English 104: Additional Tropes
This document defines and provides examples of several figurative language tropes that are commonly used in arguments: hyperbole, understatement, antonomasia, irony, parallelism, antithesis, and reversed structures. Hyperbole uses overstatement to make a point, while understatement uses subtle language. Antonomasia substitutes names with phrases. Irony conveys meaning opposite the literal meaning. Parallelism and antithesis use similar or contrasting grammatical structures. Reversed structures rearrange wording to emphasize an idea. Examples are given for each trope.
English 104: Figurative Language
This document discusses different types of figurative language including metaphor, simile, and analogy. It provides examples of each and explains how they make comparisons to help illustrate concepts. The document also discusses how analogies can be used as arguments but can be refuted by pointing out disanalogies, counteranalogies, or unintended consequences. It provides examples of analogies used in arguments about morality, intelligent design, and nutrition and discusses ways those analogies have been refuted.
English 104: Arguments Based on Facts & Reason
This document provides guidance on using logical appeals and evidence in an academic argumentative essay. It emphasizes relying on facts, statistics, surveys, polls, and testimonies from credible sources. Facts should be verified and statistics interpreted accurately rather than taken at face value. Surveys and polls require examination of their methodology and potential biases. Testimonies and narratives can provide human perspectives to support arguments when vetted carefully. Overall, logical appeals are most effective when sources and data are closely evaluated and incorporated logically into the essay.
English 104: Fallacies of Argument
The document discusses different types of fallacies in arguments. It identifies fallacies of emotional argument such as scare tactics and bandwagon appeals. Fallacies of ethical argument include appeals to false authority and ad hominem attacks. Fallacies of logical argument comprise hasty generalizations, faulty causality, non sequiturs, and faulty analogies. The document advises examining arguments for fallacies and avoiding them in one's own work while anticipating counterarguments from opponents. It also notes an activity worksheet on fallacies of argument.
English 104: Appealing to Audiences
This document discusses the use of emotional and ethical appeals, known as pathos and ethos, to persuade audiences. It provides examples of how descriptive language can elicit emotions like disgust, outrage and sympathy from readers. It also examines how an author's credibility, authority and motives can impact the persuasiveness of their argument. Effective emotional appeals include telling emotionally charged stories or using vivid examples, while establishing ethos involves citing trustworthy sources and presenting ideas clearly and accurately.
English 104: Counterarguments
This document provides guidance on addressing counterarguments in academic writing. It advises researching opposing viewpoints thoroughly to understand their claims and evidence. Counterarguments can be addressed either within the body of the essay in response to a specific sub-claim, or at the end in a dedicated paragraph. Examples are provided of essays that incorporate counterarguments in both ways. The document emphasizes the importance of anticipating objections to strengthen the writer's overall argument.
English 104: Support and Evidence
This document provides guidance on writing academic argumentative essays for college courses. It explains that academic essays should be based on research and evidence from credible sources, avoid hypothetical examples or personal stories, and use a formal style. The document recommends finding evidence from sources like journal articles, textbooks, and databases accessible through the library. It also provides tips for evaluating sources based on the author's credentials, publication details, and currency of information. Finally, it discusses appropriately incorporating sources into an essay and citing them in a works cited list.
English 104: Claims
The document defines key terms used in analyzing arguments:
- Claims are conclusions drawn from evidence that must be true.
- The main claim/thesis is the overall argument to be proven.
- Supporting claims answer how the evidence and thesis are related.
It provides an example of Steven Pinker's argument that language reflects human nature rather than shapes it. The document outlines how to analyze another author's argument by examining the main claim, supporting sub-claims, and whether the evidence supports them.
English 104: Expository vs. Argumentative
This document outlines the key differences between expository and argumentative writing. Expository writing aims to inform readers by objectively describing or explaining a topic, while argumentative writing seeks to persuade readers that the author's opinion on a debatable issue is correct by presenting evidence to support a clear thesis statement. The document provides guidance on focusing an argumentative paper on supporting an opinion using external sources, addressing counterarguments, and avoiding merely summarizing another author's claims.
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English 104: Quotations and Citations
- 2. To avoid plagiarism So the reader knows where you’re getting your information So the reader can consult your sources for further research
- 3. MLA: Modern Language Association ◦ Citation style developed by the Modern Language Association of America, an organization dedicated to scholarship, research, and teaching, particularly of language and literature ◦ www.mla.org
- 4. A list of all the sources you have cited in the text of your paper Listed alphabetically Double-spaced, with the second and subsequent lines indented for each entry
- 5. Provide in-text citations for all direct quotes and paraphrases. Purpose: so the reader can find the full listing of the source of the quote/paraphrase in the Works Cited page
- 6. The author-page style ◦ Use only the author’s last name in the citation followed by the page number: Example: Our reality is formed by words, for “our primary world of reality is a verbal one” (Langer 778). ◦ If the author is mentioned in the sentence, then include only the page number of the text: Example: Langer says, “The fact is that our primary world of reality is a verbal one” (778). Note that the citation and the period come after the closing quotation mark.
- 7. Non-print sources (ex. from the internet, speeches, presentations) ◦ Include the first item from the corresponding Works Cited entry (ex. author name, article name, website name, etc.) ◦ Do not include the URL of a website, as many URLs change over time ◦ Do not include page numbers, as there are none
- 8. Example: ◦ Our reality is formed by words, for “our primary world of reality is a verbal one” (Langer 778). Verbal language is an integral aspect of the world of humanity. It is a powerful tool that “allows you to implant a thought from your mind directly into someone else’s mind” (Pagel). ◦ Works Cited: Langer, Susanne. “Language.” A World of Ideas: Essential Readings for College Writers. 9th ed. Ed. Lee A. Jacobus. New York: Bedford/St. Martin’s, 2013. 768-81. Print. Pagel, Mark. “How Language Transformed Humanity.” TEDGlobal. Edinburgh International Conference Center, Edinburgh, Scotland, UK. 13 Jul 2011. Conference Presentation.
- 9. For more information, consult the Purdue OWL website: ◦ https://owl.english.purdue.edu/ ‘MLA 2009 Formatting and Style Guide’ link at right MLA Vidcast series:
- 10. For more information, consult the Purdue OWL website: ◦ https://owl.english.purdue.edu/ ‘MLA 2009 Formatting and Style Guide’ link at right MLA Vidcast series: