This document provides an agenda and discussion notes for an English writing class. The agenda covers reviewing argument essays, including introducing and supporting a thesis, addressing counterarguments, and concluding. It also discusses integrating quotes and citations and preparing a final draft. The discussion focuses on analyzing how characters in the Harry Potter books are marginalized and responding to that marginalization. Students are instructed to write a draft essay analyzing the marginalization of a character and comparing it to real-world examples. The document provides guidance on revising, editing, and finalizing the draft essay.
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.
In this assignment, you will compose three original examples of info.docxmigdalialyle
In this assignment, you will compose three original examples of informal fallacy arguments. This assignment allows you to examine common fallacies in everyday reasoning.
Using the types of arguments listed in the textbook chapter “Flimsy Structures,” respond to the following:
Draft two original fallacies. Do not identify the fallacies, allow your peers to determine what fallacy your example represents.
Next, using the Internet, respond to the following:
Research a third informal fallacy not already covered in the text.
Identify and define the fallacy. For example, appeal to tradition, false dichotomy, etc.
Provide a citation for your source.
Construct an original fallacy argument of that type.
Support your statements with examples and scholarly references.
Write your initial response in 1–2 paragraphs. Apply APA standards to citation of sources.
By
Sunday, October 7, 2012
, post your response to the appropriate
Discussion Area
. Through
Wednesday, October 10, 2012
, review and comment on at least two peers’ responses. Identify their fallacies and suggest ways in which they can refine their arguments.
Grading Criteria and Rubric
Assignment 2 Grading Criteria
Maximum Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
CHAPTER 12
Flimsy Structures
This chapter could have been titled “
Un
warranted Inferences.” The following are certain infamous reasons given to support arguments—infamous because they mimic real support. There are two basic replies to these inferences: “So what?” or “What else?”
Abusing arguments may be among the world’s older professions. Proper names for many types of abuse are in Latin. I’ll deal only with the seven deadliest: inconsistency,
ad hominem
attacks, appeal to pity, begging the questions,
post hoc ergo propter hoc
, appeal (only) to the many, and straw man.
INCONSISTENCY
Two main ways of being inconsistent come to mind:
1.
Offering reasons that are contradictory
. For example, arguing that most people who strive for success do so out of hunger for love and admiration they didn’t get when growing up; and in the same book arguing that most people strive for success because they can afford to take the risk of failure, having been given a lot of encouragement and attention as children. Since encouragement and attention are tantamount to love and admiration, this argument is foundering on inconsistency unless the arguer makes a careful distinction between the pairs of terms
love-admiration
and
encouragement-attention
to explain this disparity.
2.
Offering reasons that contradict the conclusion
. For example, we should conserve on fuel because many of the elderly poor are dying from lack of heat in the winter. Given that reason, the conclusion would appear to be the opposite: that we should expend more fuel, at least on the elderly poor (unless some fiend is advocating killing off the elderly poor).
Enjoy Being on the Lookout
You can .
Week 4 Fallacies, Biases, and RhetoricJust as it is important t.docxcockekeshia
Week 4: Fallacies, Biases, and Rhetoric
Just as it is important to find truth it is equally important to learn to avoid error. It is analogous to playing defense. The main way that we play defense in logic is by guarding against fallacies and biases. Fallacies are common forms of inference that are not good; they do not adequately support their conclusions. The best way to learn to avoid them is to learn to identify them so that you will see when they are occurring.
Since there are literally hundreds of fallacies, we will only have time to discuss a small few. However, we will focus on some of the most common, and readers can go on to learn more, both from our book as well as other online resources. Here is a brief summary of a few of the most important and most common (these are explained in much greater detail in the book, and there are many more fallacies addressed in the book, so make sure to reach Chapter 7 before doing the activities of the week).
This week's guidance will cover the following topics:
1. Begging the Question
2. The Straw Man Fallacy
3. The Ad Hominem Fallacy
4. The Appeal to Popular Opinion
5. The Appeal to Emotion
6. Other Fallacies
7. Cognitive Biases
8. Argumentative Devices
9. Things to Do This Week
Begging the Question
Possibly the most commonly committed fallacy is Begging the Question (by assuming a main point at issue). Here is a nice explanation:
Circular reasoning is an extreme version of begging the question in which a premise is identical to the conclusion.
Here are some examples of each:
1. Don’t listen to that candidate; he’s untrustworthy.
2. You shouldn’t bet on that horse; it’s going to lose.
3. Don’t buy a Mac since PCs are better.
4. Marijuana should not be legalized because that would be disastrous.
5. You should join my religion because it’s the true one.
6. That food is bad for you because it is unhealthy.How to Avoid Begging the Question
In order to avoid this fallacy it is necessary to use premises that do not assume the point at issue, but rather that are based in principles and observations upon which both parties could in principle agree.
Can you think of ways to fix each of the above arguments? What premises could you add to make the arguments, not only substantive, but also to support their conclusions in ways that are likely to be acceptable to someone who doesn’t already agree?An Example of Avoiding Begging the Question by Creating a Supporting Argument
Suppose you want to say why abortion is wrong, and you use the premise that abortion kills a human being. This argument simply assumes that a human fetus is a human being, which is a major point at issue. One way that you might seek to get out of this problem is to come up with a supporting argument for that premise. That is, you might construct a piece of reasoning intending to demonstrate to the other parties why a fetus should count as a human being.
To do this without begging the question will be difficult, but it typically will involve.
Week 4 Fallacies, Biases, and RhetoricJust as it is important to .docxcockekeshia
Week 4: Fallacies, Biases, and Rhetoric
Just as it is important to find truth it is equally important to learn to avoid error. It is analogous to playing defense. The main way that we play defense in logic is by guarding against fallacies and biases. Fallacies are common forms of inference that are not good; they do not adequately support their conclusions. The best way to learn to avoid them is to learn to identify them so that you will see when they are occurring.
Since there are literally hundreds of fallacies, we will only have time to discuss a small few. However, we will focus on some of the most common, and readers can go on to learn more, both from our book as well as other online resources. Here is a brief summary of a few of the most important and most common (these are explained in much greater detail in the book, and there are many more fallacies addressed in the book, so make sure to reach Chapter 7 before doing the activities of the week).
This week's guidance will cover the following topics:
1. Begging the Question
2. The Straw Man Fallacy
3. The Ad Hominem Fallacy
4. The Appeal to Popular Opinion
5. The Appeal to Emotion
6. Other Fallacies
7. Cognitive Biases
8. Argumentative Devices
9. Things to Do This Week
Begging the Question
Possibly the most commonly committed fallacy is Begging the Question (by assuming a main point at issue). Here is a nice explanation:
Circular reasoning is an extreme version of begging the question in which a premise is identical to the conclusion.
Here are some examples of each:
1. Don’t listen to that candidate; he’s untrustworthy.
2. You shouldn’t bet on that horse; it’s going to lose.
3. Don’t buy a Mac since PCs are better.
4. Marijuana should not be legalized because that would be disastrous.
5. You should join my religion because it’s the true one.
6. That food is bad for you because it is unhealthy.How to Avoid Begging the Question
In order to avoid this fallacy it is necessary to use premises that do not assume the point at issue, but rather that are based in principles and observations upon which both parties could in principle agree.
Can you think of ways to fix each of the above arguments? What premises could you add to make the arguments, not only substantive, but also to support their conclusions in ways that are likely to be acceptable to someone who doesn’t already agree?An Example of Avoiding Begging the Question by Creating a Supporting Argument
Suppose you want to say why abortion is wrong, and you use the premise that abortion kills a human being. This argument simply assumes that a human fetus is a human being, which is a major point at issue. One way that you might seek to get out of this problem is to come up with a supporting argument for that premise. That is, you might construct a piece of reasoning intending to demonstrate to the other parties why a fetus should count as a human being.
To do this without begging the question will be difficult, but it typically will involve.
Ethical Competency Writing Assignment Description
PHI 108 Spring 2019
Dr. David M. DiQuattro
March 5, 2019
1 Basic Assignment Description
For your ethical competency writing assignment, you will write analyze a disagreement between two authors/viewpoints
that we discussed this semester. I am calling the assignment a critical disagreement analysis. Below I will
provide a number of examples of disagreements between the authors we discuss this semester. Your
paper will have the following components
1. Hone the disagreement
• I want you to start by taking my general statement of disagreement and providing your own clear specifics
that focus on particular claims or passages. Here you are taking my starting point, but providing your
own framing of the disagreement that will provide focus for your paper.
• You will hone your statement of the disagreement in a way that sets things up for the next parts of the
paper.
• For example:
– In number 2 below, you will identify a specific critique of Rawls from either Kittay or Noddings.
You need to explain where the disagreement is and set the stage for a fruitful dialogue to follow in
the paper.
• This part of the paper should be focused. You should discuss the two views in a way that sets the stage
for your objection and response.
• In the opening part of the paper you need to preview what is ahead - you may only write this part late
in the writing process, but you need to provide a clear preview of where the rest of the paper goes.
2. Provide the best objection from one point of view to another
• I want you to do more than just state the two sides of the issue in this paper. I want you to bring the
authors into dialogue. You will do this by articulating an objection to one position from the point of
view of the other, then responding to the objection.
– You want your objection to be more than just restating a point where the authors diagree. Here’s
what I mean by just restating, as an example:
1
Kant believes that there are absolute rules that should be followed without regard to conse-
quences. The strongest utilitarian objection to this is that Kant disregards the importance
of how an action affects overall happiness.
– The above is an example of what not to do. That way of stating things won’t get you far because
it is just a re-stating of a key difference between Kant and utilitarianism.
• You should look for an objection that raises a new question for the other point of view, or points out
an unforeseen implication of the view. In some way it should move discussion forward. I am not
asking you to discover something that has never been said about these issues. I just want
you to deepen your understanding of the two views by raising a serious objection to one
position, then responding to it.
– In some way the objection should force you to think in new ways about the position objected to.
• In this section you should explain as clearly as you can how the objection presents a proble.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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 draft
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 Well-Presented Issue
2. A Well-Supported Position
But you still need to focus on these parts:
4. An Effective Counterargument
5. The conclusion
What you should have written or noted these parts already:
5. Thesis Review: Look at yours
What are you arguing?
Who is marginalized?
How is he or she marginalized?
Why is he or she marginalized?
What coping mechanisms or behavior results emerge
from the marginalization?
Consider the articles you read
How does this compare to the real world or real life?
Is it racism? sexism? homophobia? Or is it like one of
these marginalizing factors?
[B]y the end of The
Chamber of Secrets, a
reader who pays close
attention to how [Myrtle]
is shamed, isolated, and
rejected cannot help but
see her as a symbol of the
damage and trauma that
patriarchy inflicts and the
position of helplessness
that it produces.
6. A Well-supported position
Moaning Myrtle’s name in itself is an example of how emotional expression is
shamed and used to discredit people in patriarchal culture.
Myrtle’s bathroom itself is a site of patriarchal marginalization. Most of the
time, she lives in a toilet, another item that is frequently the object of jokes
and ridicule because its only purpose is to contain and move human waste.
Rather than addressing the cause of Myrtle’s tantrums, everyone in the school
chooses to isolate, ostracize, and ignore her
The total social rejection of Myrtle, in conjunction with the discounting of her
reactions to it as hysterical and overly emotional, leaves her few options for
challenging her marginalization.
The bathroom is left out of order because of Myrtle’s “tantrums.”
[B]y the end of The Chamber of Secrets, a reader who pays close attention
to how she is shamed, isolated, and rejected cannot help but see her as a
symbol of the damage and trauma that patriarchy inflicts and the position
of helplessness that it produces.
7. 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.
8. 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.
9. 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.
10. 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)
11. 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:
12. 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.
13. “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!
14. 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.
15. 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?
16. 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!
17. How and When to Cite Sources
Avoiding Plagiarism
18. 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.
19. 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.
20.
21. Heading: Double Spaced
Your Name
Dr. Kim Palmore
EWRT 1A
22 Month 20__
Title
Original Title (not the title
of the film we saw or the
book we read)
No italics, bold, underline,
or quotation marks
Centered on the page
No extra spaces (just
double spaced after your
heading and before the
body of your text)
24. Basic Rules: Works Cited
Begin your Works Cited page on a separate page at the
end of your paper. It should have the same one-inch
margins and last name, page number header as the rest
of your paper.
Label the page Works Cited (do not italicize the words
“Works Cited” or put them in quotation marks) and
center the words “Works Cited” at the top of the page.
Double space all citations, but do not skip spaces
between entries.
Indent the second and subsequent lines of citations by
0.5 inches to create a hanging indent.
25.
26. Review: Essay #2: Complete draft due
for Workshop
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. )
Choose a character from Chamber
of Secrets or Prisoner of Azkaban
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.
27. Take a break after writing your draft.
Do a spellcheck of your second draft. You should revise your
paper in terms of misspelled words, typos, and accidental
word repetitions; look for punctuation errors.
Do a grammar check. Grammatical mistakes are far less
obvious than spelling errors. Correct run-on sentences,
fragments, faulty parallelisms, problems with noun-verb
agreement, dangling participles, improper usage of passive
voice, and so on.
Preparing the Final Draft
28. Next, check the technical aspects. This includes the
formatting style, your works cited page, and in-text
citations.
Read the whole piece of writing once again. Since it is
the last time you will read through it with an intention to
make corrections, be extra-attentive and check every
detail in the text. Evaluate the structure of your essay,
the way your arguments are organized, and the
credibility of these arguments. Check for weak transitions
between paragraphs, grammar, stylistics, syntax, and
punctuation one last time.
Preparing the Final Draft (cont.)
29. Homework
Read HPPOA (Ch. 13)
HW Discussion #11:
Post your counterargument and your conclusion. These
should be two, separate paragraphs. Please label them.
Bring two copies of essay #2 (one can be
electronic) Your draft should be complete and ready
to turn in before you come to our next meeting.
This is a draft of your essay for peer review (not
your final draft yet), but you should have at least
three, compete pages, your formatting should be
correct, and your works cited page should be
complete.