This document provides an agenda for an English writing class. It includes a discussion on Harry Potter and its relevance in college. It reviews the basic structure of an argument essay, including introducing the issue, stating a clear position, providing reasons and support, acknowledging counterarguments, and concluding. It discusses how to effectively address counterarguments by acknowledging, accommodating, or refuting them. Sample student essays are referenced to demonstrate these techniques. The document also covers integrating quotes from sources and avoiding plagiarism. It concludes by outlining the tasks and preparation needed for the next class, which will include an in-class argument essay exam.
For exam one, you will be choosing 4 questions from the study gu.docxrhetttrevannion
For exam one, you will be choosing 4 questions from the study guide/questions list. You can only choose one question per section (eg, you cannot choose two questions from section 1).
You will write anywhere from 2-4 paragraphs for each question you choose (they can be longer!).
You will be uploading your finished exams to canvas before the due date. In total, your exam should be around 1300-1500 words (but can be longer!).
The answers should follow the instructions on the top of the SG. But here are a few pointers:
In writing your answers, you should keep in mind that you are talking to a fellow student who is not taking our class. So, you will need to give context, explain ideas, and even source/cite material. Like as if you were writing a really good (academic) blog post.
You will use all the relevant material from our first unit/module. This means, at times, you will be using multiple sources in your answers. I don't demand actual citations, but referencing lectures, texts (textbook material and the dialogues), and anything else we have covered will be crucial.
YOU CANNOT USE OUTSIDE SOURCES! Only material from our textbook and canvas are allowed.
All in all, this should not be considered lightly. I have given you three weeks to finish this project and your first major paper is due the same week, so don't let things slip!!
You will be uploading to canvas/turnitin so please avoid copy/pasta from the internet or from working with your friends (as always, some very minor overlap can happen but you must write your own work!).
General Advice
: Write as if you are speaking to another student who is not enrolled in our class. They have interest but do not have the context or the background necessary to understand your answer. So, you should ELABORATE, GIVE EXAMPLES, PUT THINGS IN CONTEXT, and/or everything else that may help you explain your answer to your buddy. Don’t forget to also review the instructions on the submission page.
The Checklist:
Remember
to ask yourself all the important checklist type questions:
Did I answer every part of the question?
Did I fully explain any concepts, ideas, thought experiments, arguments, etc... necessary for a layperson to understand your answer to the question?
Did I base my answers on what I learned from class (the lectures, the textbook, our discussions, related coursework, etc...)?
Did I provide reasons for my own claims (backed up my claims with evidence, logic, or sensible assumptions (depends on the context*)?
Did I avoid using sources from outside the class material?
As a shorthand
(rough guide), did I write 2 paragraphs (6 to 10 sentences each) or more?
Did I use examples to illustrate points or concepts?
For awesome answers:
Did I cite the textbook or primary readings? Did I draw connections between course subject matter and my life/literature/culture/society/etc...? Did I write a minimum of 3-4
long/detailed
paragraphs or more?
Possible Exam Questions:
Section One (Pic.
For exam one, you will be choosing 4 questions from the study gu.docxrhetttrevannion
For exam one, you will be choosing 4 questions from the study guide/questions list. You can only choose one question per section (eg, you cannot choose two questions from section 1).
You will write anywhere from 2-4 paragraphs for each question you choose (they can be longer!).
You will be uploading your finished exams to canvas before the due date. In total, your exam should be around 1300-1500 words (but can be longer!).
The answers should follow the instructions on the top of the SG. But here are a few pointers:
In writing your answers, you should keep in mind that you are talking to a fellow student who is not taking our class. So, you will need to give context, explain ideas, and even source/cite material. Like as if you were writing a really good (academic) blog post.
You will use all the relevant material from our first unit/module. This means, at times, you will be using multiple sources in your answers. I don't demand actual citations, but referencing lectures, texts (textbook material and the dialogues), and anything else we have covered will be crucial.
YOU CANNOT USE OUTSIDE SOURCES! Only material from our textbook and canvas are allowed.
All in all, this should not be considered lightly. I have given you three weeks to finish this project and your first major paper is due the same week, so don't let things slip!!
You will be uploading to canvas/turnitin so please avoid copy/pasta from the internet or from working with your friends (as always, some very minor overlap can happen but you must write your own work!).
General Advice
: Write as if you are speaking to another student who is not enrolled in our class. They have interest but do not have the context or the background necessary to understand your answer. So, you should ELABORATE, GIVE EXAMPLES, PUT THINGS IN CONTEXT, and/or everything else that may help you explain your answer to your buddy. Don’t forget to also review the instructions on the submission page.
The Checklist:
Remember
to ask yourself all the important checklist type questions:
Did I answer every part of the question?
Did I fully explain any concepts, ideas, thought experiments, arguments, etc... necessary for a layperson to understand your answer to the question?
Did I base my answers on what I learned from class (the lectures, the textbook, our discussions, related coursework, etc...)?
Did I provide reasons for my own claims (backed up my claims with evidence, logic, or sensible assumptions (depends on the context*)?
Did I avoid using sources from outside the class material?
As a shorthand
(rough guide), did I write 2 paragraphs (6 to 10 sentences each) or more?
Did I use examples to illustrate points or concepts?
For awesome answers:
Did I cite the textbook or primary readings? Did I draw connections between course subject matter and my life/literature/culture/society/etc...? Did I write a minimum of 3-4
long/detailed
paragraphs or more?
Possible Exam Questions:
Section One (Pic.
The Point of the PaperYour paper is acritical evaluati.docxgabrielaj9
The Point of the Paper
Your paper is a
critical evaluation of the argument
that someone (you or someone else) gives in support of his or her position on this problem.
It is NOT a discussion of the conclusion, or of the second premise.
Common ProblemsReally a paper “pro-and-con” the conclusionDid not evaluate the argumentOnly discussed premise two, reallyJustified Premise One, then abandoned itDid not try hard enough to understand what the theory is and how it worksJustifications that simply restate the argument in more wordsSAY WHAT YOU ARE WRITING ABOUT!!
For your introduction, describe and explain the problem that gives rise to the argument you are discussing. DO NOT explain the argument, summarize the argument, or repeat the argument.
Explain what the problem is that you are trying to solve
(or that the person whose argument you are discussing is trying to solve). Discuss why this particular subject is a problem, give a little history to set up the problem, etc. This section is usually two or three paragraphs.
Position – one sentence!At the end of your introduction, it is natural to point out that there is a position that you (or someone else) takes on the problem. For example, if you are going to discuss your argument against the teaching of values in our schools, you would assert here that you are against it. On the other hand, if you are going to discuss William Bennett's argument in favor of such teaching, you would point out here that he is in favor of it. The point here is that your paper is about an argument that supports some position on the problem you have outlined in the introduction. State that position here. You should note two important things: the position stated here should be exactly the conclusion of the argument in the next section, and this is not the place to express your opinion. You may, in fact, disagree with the position defended by the argument that your paper is about, and it is fine to point that out here, but do so in one sentence only. For example, you might say: "Bennett's position on this subject is that values should be taught in schools. I am, however, opposed." This part of the paper is normally one or two sentences long.
ARGUMENTImmediately following the position statement you should present the argument that supports the position (either yours or someone else's). It should be presented with numbered premises and a conclusion that is also numbered. There should be a horizontal line separating the premises from the conclusion. For example:(1) If the teaching of values in schools will revive America's flagging morality, then values should be taught in schools.(2) The teaching of values in schools will revive America's flagging morality.(3) Therefore values should be taught in schools.
NOTE: THE CONCLUSION IS THE POSITION!!
Justification I – 1 of Top 3 partsFirst, you should defend the validity of your argument. If your argument is an immediately recognizable form, you may say si.
Notes for Claim Writing Success1. Comments on Titles Sample #.docxcherishwinsland
Notes for Claim Writing Success
1. Comments on Titles:
Sample #1: chose strong language to show writer’s claim; first part grabs attention, second part gets focused
Sample #2: Please Help! Grabs the reader on an emotional level—got attention—the beginning part wasn’t as strong!!
Too fake! Not specific enough—(turned attention away) too blunt! Gives away too much!—
Sample #3: attention grabbing—polarizing language, strong words—can see both sides—
Critique: include “Formation” or not? Too much? Too litte?
Is it too exaggerated? Overly done? Not serious enough?
2. What goes in the first paragraph?
b. what worked?
Introduces the issue
Using some data? Used a quote? Create a sense of urgency or importance=gives justification, gives context
How is this different than Sec 3 (background)?
In claim—give a quick glimpse of the issue—
Sample 3—clear description of problem-
Quote? Expert echoes your statement so it doesn’t sound like you are making it up
Why not use it? Summarize
Sample 1 quote –early? Suspicious
In Sec 3 dig into the details more
c. what didn’t?
what didn’t work
MLA incorrect
Sample #2—too general---too broad!
3. What goes in the second paragraph?
MAP:
All major points of the paper (introduce or touch on every required section)
--Section 2—Suvin and short story
Map out the required sections of this paper (all your big moves!)
--solution (section 6)
Taking a stand –say what you argue and why it matters! Last two sentence of paragraph 2
Use first person? To use or not to use?
Feel more comfortable –easy to use commanding words
Sounding confident
Assert yourself into your argument—easier to sound confident
Map—chronological—follow the order of the paper!!
b. what worked?
c. what didn’t?
this is not project proposal writing
Is it specific? Controversial?
Map? What does that mean??
Stakes?
Final Research PAper
Final Research Paper: What’s the New Cognition? Estrangement in Octavia’s Brood
For your final paper, please select a novum you find cognitively estranging in one short story. Using outside research, write a 6-8 page, double spaced, 1 inch margins, 12pt font, Times New Roman research paper that investigates the new cognition the estrangement leads you to explore. The page requirement does NOT include the Works Cited.
Final version due to Canvas 3/20 before 11:59 pm.
Your bibliography should have at least 10 sources to support your argument and to detail what the new cognition is for you on this particular issue. Darko Suvin’s “Estrangement and Cognition” and the short story of your choice count as two of the ten sources.
At least three of your sources must be from academic, peer-reviewed journals. The other five (min.) can be from popular sources.
You need one quote in every paragraph, Sections 3-6.
Organization, Section I
2 paragraphs that outline the claim, complete with stakes. Recall, strong claims are specific, take a stand on something controversial, and they matter. Your claim should provide a ma.
Plus, an introduction to the classical appeals: ethos, pathos, and logos. This is a quick introduction; later slideshows will go into detail. Look in each Module for a Powerpoint reviewing the They Say I Say Chapters!
Question 1 When orienting your reading, which of the following q.docxIRESH3
Question 1
When orienting your reading, which of the following questions would you NOT ask?
Is this reading that important to me?
What will I need to do with the material from the article?
What kind of reading does the material suggest?
How well do I need to know the material in the article?
Question 2
Which of the following is NOT a reading problem that you would need to master?
A noisy environment
Reading during a time of the day when you are least alert
Finding a topic that interests you
A dimly lit place
Question 3
Which of the following is NOT a question you would ask yourself when reading to critique?
Do the ideas appear reasonable?
Do the ideas connect in a logical way?
Does it match your experience?
Is it enjoyable to read?
Question 4
Which of the following statements about additional (second and third) readings of material is NOT TRUE?
You should read carefully and actively.
You should consider reading as a kind of conversation with the text.
You should attempt to master unfamiliar words.
You should skip over unfamiliar words.
Question 5
Upon the first reading of an essay, which of the following is NOT an effective technique?
Orienting yourself to the background of the essay
Using the title as a clue
Reading through carefully and thoroughly, making it your goal to understand all parts of the essay
Making connections with what you have read
Question 6
What are three steps you might take when writing a summary? Your response to this short answer question should be brief, concise, and specific.
Question 7
What is inverted order in sentences, and what is one reason that you might avoid inverted order in your sentences? Your response to this short answer question should be brief, concise, and specific.
Question 8
What are three elements that a professor might indicate in an assignment? Your response to this short answer question should be brief, concise, and specific.
Question 9
What are three of the five questions listed in your textbook that you might ask of an essay that you read? Your response to this short answer question should be brief, concise, and specific.
Question 10
What are the seven coordinating conjunctions? Your response to this short answer question should be brief, concise, and specific.
Question 11
When reading to critique, what are the four aspects of an essay that you might dispute that are listed in your textbook? Your response to this short answer question should be brief, concise, and specific.
Question 12
What are seven of the subordinating conjunctions? Your response to this short answer question should be brief, concise, and specific.
Question 13
What are the three positions of movable modifiers? Your response to this short answer question should be brief, concise, and specific.
Question 14
What is passive voice? Your response to this short answer question should be brief, concise, and specific.
Question 15
According to Strategies for Writing Successful Res ...
REQUIREMENTS Formal Assignment #2 (Paper) This section .docxsodhi3
REQUIREMENTS | Formal Assignment #2 (Paper)
This section summarizes the requirements for the completion of your second FORMAL ASSIGNMENT. Keep in mind that the
materials provided earlier in this module provide context to the assignment requirements below. You must carefully read all of
the sections of the course leading up to this assignment in order to expect to do well on this paper.
PURPOSE:
This assignment is designed to reinforce the importance of examining multiple perspectives within a single controversy.
For this assignment, you will:
1. Re-examine The Laramie Project through the lens of a single controversy of your choosing and discuss the interplay of
different positions on a single issue.
2. Practice the organizational and analytical skills you have learned so far by comparing and contrasting three different
perspectives on a controversy within the text.
The Laramie Project is filled with numerous controversies, and the characters exhibit many different perspectives that range
from one extreme to the other. For example, the people interviewed for the text differ radically on such issues as
homosexuality, what constitutes a hate crime and whether hate crime legislation should exist, where the guilt lies for Matthew’s
death, what type of a town Laramie is, the type of person Matthew was or his killers are, the role of the media in the portrayal
of the Matthew Shepard case, and the death penalty, to name just a few.
YOUR TASK:
Your task is to craft a polished, organized 4-6 page double-spaced essay in which you discuss three different and
mutually exclusive perspectives on one issue that interests you in the text (if you wish, you may also research other, relevant
perspectives outside of the text on the Matthew Shepard case or The Laramie Project and include them in your paper),
represented by three different characters or groups of characters, in relation to one another. It is crucial in this paper that you
find a clear focus and develop the paper as fully as possible in terms of the relative positions the characters you choose take
and the types of arguments they make. I urge you to use no more than 2 characters per perspective covered (six total) so that
you can support your examples fully.
As in your “Absolute Values” Speech, you will need to have (1) a developed introduction, (2) a body of paragraphs tied
together with transitions, and (3) a clear conclusion that brings memorable closure to the paper.
For each perspective that you analyze, you need to (1) consider such issues as the different arguments the characters
make, (2) their intended audiences, (3) choices of language to convey their points, (4) the differences among the perspectives
you have chosen to discuss, and (5) the different types of appeals they make. Be sure to include examples and quotations
from the text to support your claims.
See Example of Formal Assignment #2 number-2) for guidance. NOTE: Please don’t i ...
1Paper #1 Topic (Capital Punishment)Argument· If A Then B.docxRAJU852744
1
Paper #1 Topic (Capital Punishment)Argument
· If A Then B
· If capital punishment is an appropriate expression of the anger society feels about horrible crimes, and it is simply what such criminals deserve then, capital punishment is morally right.
· A
· capital punishment is an appropriate expression of the anger society feels about horrible crimes, and it is simply what such criminals deserve.
· Therefore, B
· Therefore, capital punishment is morally right.
The Point of the Paper
Your paper is a
critical evaluation of the argument
that someone (you or someone else) gives in support of his or her position on this problem.
It is NOT a discussion of the conclusion, or of the second premise.
Common ProblemsReally a paper “pro-and-con” the conclusionDid not evaluate the argumentOnly discussed premise two, reallyJustified Premise One, then abandoned itDid not try hard enough to understand what the theory is and how it worksJustifications that simply restate the argument in more wordsSAY WHAT YOU ARE WRITING ABOUT!!
For your introduction, describe and explain the problem that gives rise to the argument you are discussing. DO NOT explain the argument, summarize the argument, or repeat the argument.
Explain what the problem is that you are trying to solve
(or that the person whose argument you are discussing is trying to solve). Discuss why this particular subject is a problem, give a little history to set up the problem, etc. This section is usually two or three paragraphs.
Position – one sentence!At the end of your introduction, it is natural to point out that there is a position that you (or someone else) takes on the problem. For example, if you are going to discuss your argument against the teaching of values in our schools, you would assert here that you are against it. On the other hand, if you are going to discuss William Bennett's argument in favor of such teaching, you would point out here that he is in favor of it. The point here is that your paper is about an argument that supports some position on the problem you have outlined in the introduction. State that position here. You should note two important things: the position stated here should be exactly the conclusion of the argument in the next section, and this is not the place to express your opinion. You may, in fact, disagree with the position defended by the argument that your paper is about, and it is fine to point that out here, but do so in one sentence only. For example, you might say: "Bennett's position on this subject is that values should be taught in schools. I am, however, opposed." This part of the paper is normally one or two sentences long.
ARGUMENTImmediately following the position statement you should present the argument that supports the position (either yours or someone else's). It should be presented with numbered premises and a conclusion that is also numbered. There should be a horizontal line separating the premises from the con.
1Paper #1 Topic (Capital Punishment)Argument· If A Then B.docxaulasnilda
1
Paper #1 Topic (Capital Punishment)Argument
· If A Then B
· If capital punishment is an appropriate expression of the anger society feels about horrible crimes, and it is simply what such criminals deserve then, capital punishment is morally right.
· A
· capital punishment is an appropriate expression of the anger society feels about horrible crimes, and it is simply what such criminals deserve.
· Therefore, B
· Therefore, capital punishment is morally right.
The Point of the Paper
Your paper is a
critical evaluation of the argument
that someone (you or someone else) gives in support of his or her position on this problem.
It is NOT a discussion of the conclusion, or of the second premise.
Common ProblemsReally a paper “pro-and-con” the conclusionDid not evaluate the argumentOnly discussed premise two, reallyJustified Premise One, then abandoned itDid not try hard enough to understand what the theory is and how it worksJustifications that simply restate the argument in more wordsSAY WHAT YOU ARE WRITING ABOUT!!
For your introduction, describe and explain the problem that gives rise to the argument you are discussing. DO NOT explain the argument, summarize the argument, or repeat the argument.
Explain what the problem is that you are trying to solve
(or that the person whose argument you are discussing is trying to solve). Discuss why this particular subject is a problem, give a little history to set up the problem, etc. This section is usually two or three paragraphs.
Position – one sentence!At the end of your introduction, it is natural to point out that there is a position that you (or someone else) takes on the problem. For example, if you are going to discuss your argument against the teaching of values in our schools, you would assert here that you are against it. On the other hand, if you are going to discuss William Bennett's argument in favor of such teaching, you would point out here that he is in favor of it. The point here is that your paper is about an argument that supports some position on the problem you have outlined in the introduction. State that position here. You should note two important things: the position stated here should be exactly the conclusion of the argument in the next section, and this is not the place to express your opinion. You may, in fact, disagree with the position defended by the argument that your paper is about, and it is fine to point that out here, but do so in one sentence only. For example, you might say: "Bennett's position on this subject is that values should be taught in schools. I am, however, opposed." This part of the paper is normally one or two sentences long.
ARGUMENTImmediately following the position statement you should present the argument that supports the position (either yours or someone else's). It should be presented with numbered premises and a conclusion that is also numbered. There should be a horizontal line separating the premises from the con ...
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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2. Agenda
HP Discussion
Review: The Argument Essay
Intro, thesis, reasons and support
Counterarguments
The Ending: Conclusions
Putting it all together
Quoting and citing outside sources
Preparing the final outline
3. Discussion:
Harry Potter in college?
The Harry Potter series is fun (I hope you
agree).
But why might it be worth reading in college
and by adults?
In your House, consider and discuss:
In what ways do you personally relate to
aspects of the Potter universe? (Come up with
several examples.)
How can Rowling’s world help us understand
our own?
Why is “fantasy” popular as a genre? Why
might it serve an important social function?
4. Review:
Basic features of an Argument Essay
1. A Focused Presentation of the Issue
2. A Clear Position
3. Plausible Reasons and Convincing Support
But you still need to focus on these parts:
4. A counterargument
5. The conclusion
What you should have written or noted these parts already:
5. Counterarguments: Acknowledge/Refute/Accommodate
Writers of position essays try to anticipate other widely held positions on the issue as
well as objections and questions readers might raise to their argument. Writers have
three options in anticipating readers’ alternative positions and objections:
they can simply acknowledge readers’ views;
they can accommodate them by making concessions
they can try to refute them.
Anticipating readers’ positions and objections can enhance the writer’s credibility
and strengthen the argument. When readers holding an opposing position recognize
that the writer takes their position seriously, they are more likely to listen to what
the writer has to say. It can also reassure readers that they share certain important
values and interests with the writer, building a bridge of common concerns among
people who have been separated by difference and antagonism.
6. Even Hermione initially expresses distress at the possibility of having to speak with Myrtle, and
when doing so is unavoidable, treats Myrtle with condescending politeness, calling out “How are
you, Myrtle? [...] It’s nice to see you out of the toilet. […] Just saying – saying—how nice you look
tonight” (134). It is clear to Myrtle—and to the reader—that Hermione is not interested in making
a personal connection with Myrtle, though she does seem aware that going along with others’
marginalization of Myrtle is troubling when she “sadly” comments “Oh dear” (135) while watching
Peeves heckle and chase Myrtle away. But even if we read this as a moment of conflicted
sympathy, it remains clear that Hermione is unwilling to stand up for Myrtle in any meaningful
way. (Student 4).
Let’s return to the essay sample to look at the counterarguments there. Note the
sentence strategy: the writer offers a concession followed by refutation
In this example from the argument, the writer concedes that a different reader
might argue that Hermione is sympathetic to Myrtle in this scene; but, in a quick
turn, the writer firmly refutes that notion as one that detracts from the thesis by
pointing out that “Hermione is [still] unwilling to stand up for Myrtle”; ultimately,
Hermione also contributes to Myrtle’s marginalization.
7. One might object that Myrtle needs to be more assertive in standing up for herself and
that she could finally gain some measure of respect if she were to push back at the
bullying and abuse that she faces. However, this objection ignores the unfair irony that,
just before her murder, Myrtle was privately dealing with the aftermath of bullying in the
girls’ bathroom, and she took the brave action of shooing away a boy who should not have
been in the bathroom. She paid with her life for revealing herself and speaking out
against him, as that boy was Tom Riddle/Voldemort, speaking in Parseltongue to the
snake, and when Myrtle opened her stall, she was killed by the snake’s deadly stare. In
this situation, standing up to patriarchal violence (in the form of Tom Riddle) resulted in
Myrtle’s death. (Student 5)
Here, in the first sentence of this paragraph, we see a more obvious objection to the thesis of the paper.
This time, the writer turns the counterargument to his thesis back around by using the phrase,
“however.” This language makes it clear that the writer will explain how the argument against the
thesis is illegitimate by providing information that the first reader has not considered—When
Myrtle did assert herself by telling Tom Riddle to exit the girls bathroom, she was murdered by a
male who asserted his patriarchal privilege in claiming space earmarked specifically for females.
8. As you draft, you will need to move back and forth smoothly between arguments for
your position and counterarguments against your readers’ likely objections and
preferred positions. One useful strategy for making this move is to concede the value of
a likely criticism and then to refute it immediately, either in the same sentence or in
the next one.
The following sentences from essays we’ve read illustrate ways to make this move (the
concessions are in italics, the refutations in bold):
The primary goal of a professional athlete — winning — is not appropriate for
children. Their goals should be having fun, learning, and being with friends.
Although winning does add to the fun, too many adults lose sight of what matters
and make winning the most important goal. (Statsky par. 5)
And it is perfectly obvious how important competitive skills are in finding a job.
Yet the ability to cooperate is also important for success in life. (Statsky par. 10)
But even if we read this as a moment of conflicted sympathy, it remains clear that
Hermione is unwilling to stand up for Myrtle in any meaningful way. (Student 4).
In these examples
from different
stages in their
arguments, the
authors concede the
importance or value
of some of the
readers’ likely
objections, but then
firmly refute them.
Counterarguments (concede, then refute)
9. The concession-refutation move, sometimes called the “yes-but” strategy, is important in
most arguments. Following is an outline of some other kinds of language authors rely on
to introduce their concession-refutation moves:
10. Counterarguing
Readers’
Objections: in-
class writing
List Possible Objections. Look for places where your argument is
vulnerable. For example, think of an assumption that you are making
that others might not accept or a value others might not share. Imagine
how people in different situations — different neighborhoods,
occupations, age groups, living arrangements — might react to each of
your reasons.
Accommodate a Legitimate Objection. Choose one objection that
makes sense to you, and write for a few minutes on how you could
accommodate it into your argument. You may be able simply to
acknowledge an objection and explain why you think it does not
negatively affect your argument. If the criticism is more serious,
consider conceding the point and qualifying your position or changing
the way you argue for it. If the criticism seems so damaging that you
cannot accommodate it into your argument, however, you may need to
rethink your position.
Refute an Illegitimate Objection. Choose one objection that seems to
challenge or weaken your argument, and write for a few minutes on
how you could refute it. Do not choose to refute only the weakest
objection while ignoring the strongest one. Consider whether you can
show that the objection is based on a misunderstanding or that it does
not really damage your argument. You may also need to modify your
position to make sure the objection is not valid.
11. “Yes, but” counterarguments
In your House, brainstorm or share a possible
counterarguments (accommodate a
legitimate objection and refute an
illegitimate objection).
If you can’t think of a counterargument to
your own argument, perhaps a housemate can
help you out!
12. The Ending:
What do you do in your conclusion?
Be sure to reiterate your main point in the essay. But don’t just restate your thesis
verbatim. Find another way to say it.
After you reiterate your main point, you need to do more.
Two strategies:
1. Answer the question “So what?”
Show your readers why this essay was important.
2. Propose a course of action, a solution to an issue, or questions for further
study.
Redirect your reader’s thought process and help them apply your ideas to the world
or to see the broader implications. Tell them what they can do.
Use one (OR BOTH!) of these to fill in your conclusion.
13. Sample Conclusions: Statsky
1. What does Statsky do in her
conclusion?
2. Where does she reiterate her
main point?
3. Then what does she add?
1. How does the ”Moaning
Myrtle” sample essay
conclude?
2. Does it reiterate the main
point? Where?
3. Does it provide a “So What?”
Where?
Does it suggest a course of
action? If not, how it could it
more clearly do so?
14. In-class writing:
Your conclusion
How will you end your essay?
You can reiterate (but do NOT repeat verbatim) your main
point in the essay.
You can answer the reader’s “So What?”
You might propose a solution, a course of action, or next
steps.
You might consider combining both strategies for an even
better finish!
15. How and When to Cite Sources
Avoiding Plagiarism
16. Avoiding Plagiarism: Writers — students and professionals alike — occasionally fail
to acknowledge sources properly. The word plagiarism, which derives from the
Latin word for “kidnapping, ”refers to the unacknowledged use of another’s
words, ideas, or information. Students sometimes mistakenly assume that
plagiarizing occurs only when another writer’s exact words are used without
acknowledgment. In fact, plagiarism also applies to such diverse forms of
expression as musical compositions and visual images as well as ideas and
statistics. Therefore, keep in mind that you must indicate the source of
any borrowed information or ideas you use in your essay, whether you have
paraphrased, summarized, or quoted directly from the source or have reproduced
it or referred to it in some other way. Remember especially the need to document
electronic sources fully and accurately. Information, ideas, and images from
electronic sources require acknowledgment in even more detail than those from
print sources (and are often easier to detect as plagiarism if they are not
acknowledged). Some people plagiarize simply because they do not know the
conventions for using and acknowledging sources. Others plagiarize because they
keep sloppy notes and thus fail to distinguish between their own and their sources’
ideas. If you keep careful notes, you will not make this serious mistake. Another
reason some people plagiarize is that they feel intimidated by the writing task or
the deadline. If you experience this anxiety about your work, speak to me. Do not
run the risk of failing the course or being expelled from school because of
plagiarism. If you are confused about what is and what is not plagiarism, be sure to
ask me.
17. Integrating Quotations: MLA Style
1. Every time you paraphrase, summarize, or directly
quote a source (in this case the novel), you must
identify the material as quoted.
2. For quotations that refer to one character and are
under four lines of text, we can use "Quotation
Marks."
3. Always introduce the scene or character who is
speaking. For example, you might write:
When Harry, Hermione, and Ron are caught in the
hallway with a petrified cat, Filch insists, “You did it!”
(Rowling).
4. We must include the name of the source to which we
refer. The citation will come between the last quotation
mark and the period.
18.
19. Review: In class essay #3: Class 16
Extend your insights to
contemporary society. How does
this character’s marginalization
compare to others you see who are
also marginalized?
REQUIRED:
3 quotes from the book
2 quote from two other sources
(could be a dictionary definition or
one of the other articles you read on
marginalization. )
Bring your outline.
Don’t forget to bring a
Blue Book!
Choose a character from Chamber
of Secrets who has been
marginalized in some way.
Explain how the character is
marginalized and provide examples
of the marginalization using quotes
from the book (and maybe even
examples from the first movie).
Analyze ways in which the
character responds to the
marginalization that you see as
productive or unproductive and why.
20. What do you need to do today?
Make sure you can finish your outline!
3 quotes from the book
2 quotes from two other sources
(could be a dictionary definition or one of the other articles you read on
marginalization. )
Introduction Paragraph: Presenting the subject
Introduce the novel and author; Name and describe the character; describe his or her role in the novel.
Thesis: Describe the marginalization that you see this character experiencing and the outcome of that marginalization.
Body Paragraphs
Body paragraph 1: Use, cite, and discuss quotes to support your identification of the character’s marginalization, the outcomes/results
of marginalization, and ways in which the character responds to the marginalization.
Body paragraph 2: Analyze ways in which the character responds to the marginalization that you see as productive or unproductive and why.
Body paragraph 3: Extend your insights to contemporary society; how does this character’s marginalization compare to others you see who
are also marginalized?
Counterargument: Accommodate or refute a reasonable objection to your argument.
Conclusion: Re-emphasize your thesis. Answer the “so what?” question and/or make a call to action.
21. Your OUTLINE
You can bring a printed outline into
the essay with you.
Your outline should include:
Your thesis statement. (You can
write it out word-for-word.)
At least four quotations with
appropriate MLA-style citation. You
can copy these exactly
At least three quotes from the
book
At least two quotes from two
other outside sources
Your works cited page
22. Homework for next class
Read HP POA Chapter 3
HW Discussion #15: The
Counterargument:
HW Discussion #16: Your complete
outline. You can use this during your
in-class essay exam.
In-class essay #3 is Class 16
Bring A large Blue Book for essay #3
Bring a hard copy of your outline! You
cannot use any electronic devices
during the exam.