The document contains the agenda and materials for an English writing class. The agenda includes an in-class writing assignment on essay #3, which will involve a directed summary, counterargument, and conclusion. It then provides guidance on how to write each of these elements. For the directed summary, it explains that it should state the title and author, hook the reader with interesting details, include a brief plot summary to support the essay thesis, and clearly transition to the thesis statement. For the counterargument, it describes how to turn against the argument by acknowledging objections before turning back to reaffirm the thesis. Finally, it provides strategies for writing an effective conclusion that restates the importance of the thesis and gives the essay a sense of completeness
Writing the Persuasive Essay What is a persuasiveargum.docxambersalomon88660
Writing the Persuasive Essay
What is a persuasive/argument essay?
In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to
convince the reader to believe or do something
Persuasive writing, also known as the argument essay, utilizes logic and reason to show that
one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a
certain point of view or to take a particular action. The argument must always use sound
reasoning and solid evidence by stating facts, giving logical reasons, using examples, and
quoting experts.
When planning a persuasive essay, follow these steps
1. Choose your position. Which side of the issue or problem are you going to write about,
and what solution will you offer? Know the purpose of your essay.
2. Analyze your audience. Decide if your audience agrees with you, is neutral, or
disagrees with your position.
3. Research your topic. A persuasive essay must provide specific and convincing
evidence. Often it is necessary to go beyond your own knowledge and experience. You
might need to go to the library or interview people who are experts on your topic.
4. Structure your essay. Figure out what evidence you will include and in what order you
will present the evidence. Remember to consider your purpose, your audience, and
your topic.
The following criteria are essential to produce an effective argument
• Be well informed about your topic. To add to your knowledge of a topic, read
thoroughly about it, using legitimate sources. Take notes.
• Test your thesis. Your thesis, i.e., argument, must have two sides. It must be
debatable. If you can write down a thesis statement directly opposing your own, you
will ensure that your own argument is debatable.
• Disprove the opposing argument. Understand the opposite viewpoint of your position
and then counter it by providing contrasting evidence or by finding mistakes and
inconsistencies in the logic of the opposing argument.
• Support your position with evidence. Remember that your evidence must appeal to
reason.
Parts of the Persuasive Essay
1. The Introduction
The introduction has a "hook or grabber" to catch the reader's attention. Some
"grabbers" include:
1. Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of as
a great place to be a reptile. Actually, it has the largest seasonal congregation of garter
snakes in the world!)
2. Opening with a strong statement: (Cigarettes are the number one cause of lighter sales in
Canada!)
3. Opening with a Quotation: (Elbert Hubbard once said , "Truth is stronger than fiction.")
4. Opening with an Anecdote: An anecdote can provide an amusing and attention-getting
opening if it is short and to the point.
5. Opening with a Statistic or Fact: Sometimes a statistic or fact will add emphasis or interest
to your topic. It may be wise to include the item's .
1 How to Write a Analytical Essay Writing an analyti.docxhoney725342
1
How to Write a Analytical Essay
Writing an analytical essay can seem daunting, especially if you've never done it before. Don't
worry! Take a deep breath, buy yourself a caffeinated beverage, and follow these steps to create
a well-crafted analytical essay.
What do you want to analyze?
Your analysis must have the following four sections:
Introduction
Summary
Analysis
Conclusion (optional)
Part 1: Prewriting your essay
1. Understand the objective of an analytical essay. An analytical essay means you will
need to present some type of argument, or claim, about what you are analyzing. Most
often you will have to analyze another piece of writing or a film, but you could also be
asked to analyze an issue, or an idea. To do this, you must break the topic down into parts
and provide evidence, either from the text/film or from your own research, that supports
your claim.
For example, "Stanley Kubrick's The Shining uses a repeating motif of Native American
culture and art to comment on America's history of colonizing Native Americans' lands" is an
analytical thesis. It is analyzing a particular text and setting forth an argument about it in the
form of a thesis statement.
2. Decide what to write about. If you are writing this for a class, your teacher will
generally assign you a topic (or topics) to write about. Read the prompt carefully. What is
the prompt asking you to do? However, sometimes you will have to come up with your
own topic.
If you're writing an analytical essay about a work of fiction, you could focus your
argument on what motivates a specific character or group of characters. Or, you could
argue why a certain line or paragraph is central to the work as a whole. For example:
Explore the concept of vengeance in the epic poem Beowulf.
If you're writing about a historical event, try focusing on the forces that contributed to
what happened.
If you're writing about scientific research or findings, analyze your results.
2
3. Brainstorm. You may not immediately know what your thesis statement should be, even
once you've chosen your topic. That's okay! Doing some brainstorming can help you
discover what you think about your topic. Consider it from as many angles as you can.
[2]
Look for repeated imagery, metaphors, phrases, or ideas. Things that repeat are often
important. See if you can decipher why these things are so crucial. Do they repeat in the
same way each time, or differently?
How does the text work? If you're writing a rhetorical analysis, for example, you might
analyze how the author uses logical appeals to support her argument and decide whether
you think the argument is effective. If you're analyzing a creative work, consider things
like imagery, visuals in a film, etc. If you're analyzing research, you may want to
consider the methods and results and analyze whether the experiment is a good design.
A mind map can be hel ...
Directions This may be done table format. APA format is requ.docxcuddietheresa
Directions: This may be done table format. APA format is required whichever format you choose. A title page, running head, page numbers and three references are required.
A. Identify the normal values for each of the following labs. Consider normal values across gender, race, and age, and pregnancy status, when applicable.
B. Identify clinical indications for obtaining the following labs.
1. List when indicated for routine screens if applicable (for example,the USPSTF recommends screening for chlamydia in sexually active women age 24 years and younger and in older women who are at increased risk for infection, or TSH screening is indicated for newborns. Indications for screening can also include risk factors. For example, ordering cholesterol levels on a patient with HTN or DM.
2. Besides screening,list 1-3 clinical indications for ordering the lab. For example, clinical indications of WBC include
Fever with associated symptoms, weight loss, bone pain with fever, etc.
C. Identify conditions associated with abnormal LOW levels of each of the following labs (if applicable)
D. Identify conditions associated with abnormal HIGH levels of each of the following labs (if applicable)
One good resources for screening recommendations is:
https://www.uspreventiveservicestaskforce.org/BrowseRec/Index/browse-recommendations
1. Components on a Comprehensive Metabolic Panel such as (but not limited to) sodium, chloride, potassium, glucose, CO2, Magnesium, Phosphorus, Calcium
2. Renal Function Tests: Blood Urea Nitrogen (BUN), Creatinine, BUN/Cr Ratio, Glomerular Filtration Rate (GFR)
3. Thyroid Function Tests
TSH, Free T4
4. Toxicology
Salicylate toxicity, Acetaminophen, Urine Drug Screen, Blood Alcohol, Carbon Monoxide (CO)
5. For your last category of test. Report screening indications for the chosen test, and some clinical indications for ordering them, normal values/results, and S/Sx associated with high/low or abnormal values when applicable
a. Mammography
On Writing an Ethical Argument Evaluation Paper (PHIL 302)
Topic is Racism between social Classes
Before you begin writing, it is crucial to pick a subject, topic, or a specific argument that interests you. Your paper will be a critical evaluation of the soundness of an argument. If you already have an argument, then you can go on to the next step. If not, you may choose to discuss one from an author you have read, or you may formulate your own. In some courses, you may consider a case study for your paper. In that case you will formulate an argument that purports to defend a resolution to the case. You should note that it is not crucial that you pick an argument with which you agree. It is about equally difficult (or easy) to write a paper opposing an argument as it is to write one supporting it, so you should probably choose an argument that is interesting first.
Your paper will have seven parts:
I. Introduction
II. Position
III. Argument
IV. Justification
A. V ...
Writing a Persuasive Paragraph or Essay Choose a deba.docxbillylewis37150
Writing a Persuasive Paragraph or Essay
Choose a debatable topic
A debatable topic has two valid arguments. Your topic should be one about which you know something. The more
evidence you can provide, the more likely you are to sway your audience. You must plan on doing research and your
essay must be documented properly.
Formulate an argumentative thesis
Some topics have been discussed so often they are tired, uninteresting and not worthy of discussion. Choose a
current topic. Because the purpose of a persuasive essay is to convince readers to accept your position, your thesis
must take a stand. One way to make sure that your thesis actually does take a stand is to formulate an antithesis, a
statement that takes an arguable position opposite from yours.
Define your terms
You must make clear the terms you use in your argument. Be careful to use precise language in your thesis, avoiding
vague words such as wrong, bad, right and immoral, which convey different meaning to different people.
Accommodate your audience
Who are your readers? Are they unbiased observers or people deeply concerned about the issue you are discussing?
Are they skeptical, hostile, emotional or unconcerned? How will you convince each type?
Consider opposing arguments
You must know how to refute opposing arguments. Do this by showing that opposing views are untrue, unfair,
illogical, unimportant or irrelevant. Discuss the limitations of the opposing view. When you acknowledge an
opposing view, do not distort it or present it as ridiculously weak. This tactic, called creating a straw man, could
seriously undermine your credibility.
Gather evidence
Build your argument on assertions, claims you make about a debatable topic backed by evidence which is
supporting information in the form of examples, statistics or expert opinion. Document your evidence carefully.
Establish your credibility
Establish your credibility by finding common ground, demonstrating knowledge, and maintaining a reasonable tone.
Demonstrate knowledge about your subject by personal experiences and research. Make certain that you document
source material very carefully. For your instructor, an undocumented quotation or even an incorrect date can call an
entire paper into question. Use reasonable language, not emotionally charged language that will turn away the
reader.
Present your points fairly
Avoid distorting evidence and quoting out of context. In other words, be honest.
Don’t Apologize
Never suggest that you don't know what you're talking about or that you're not enough of an expert in this subject
that your opinion would matter. Avoid phrases like, "In my humble opinion....I'm not sure, but....." Make a BOLD
statement and proceed with confidence!
Don’t Refer to Yourself
Do not announce what you are about to do in the essay. "In this paper, I will.......... The purpose of this essay is
to......." JUST DO IT! Do not.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
4. • Androgyny (also androgynous, bi-gendered, no-
gendered): A person who identifies as both or neither of
the two culturally defined genders, or a person who
expresses merged culturally/stereotypically feminine and
masculine characteristics or neutral characteristics.
• Anti-Semitism: Hostility toward, or prejudice or
discrimination against Jews or Judaism.
• Assigned (Biological) Sex: A social construct referring
to the state of being intersex, female, or male. A concept
that relies on the dichotomous division of various genitive,
biological, chromosomal, hormonal and physiological
differences in human.
5. • Bisexual: A person who is emotionally, physically, and/or
sexually attracted to both men and women. Some people avoid
this term because of its implications that there are only two
sexes/genders to be sexually attracted to and this reinforces the
binary gender system.
• Cross-Dresser: Someone who enjoys wearing clothing typically
assigned to a gender that the individual has not been socialized
as, or does not identify as. Cross-dressers are of all sexual
orientations and do not necessarily identify as transgender.
“Cross-dresser” is frequently used today in place of the term
“transvestite.” This activity seems more obvious when men as
opposed to women engage in it publicly, because of an inequity
in societal norms concerning attire and other components of
appearance.
6. • Cultural Humility: A lifelong commitment to self-evaluation
and critique, to redressing the power imbalances in the
[interpersonal relationship] dynamic[s], and to developing
mutually beneficial and non-paternalistic partnerships with
communities on behalf of individuals and defined populations.
• FtM (F2M)/MtF (M2F): Generally, abbreviations used to refer
to specific members of the trans community. FtM stands for
female-to-male, as in moving from a female pole of the
spectrum to the male. MtF stands for male-to-female and refers
to moving from the male pole of the spectrum tot eh female.
FtM is sometimes, not always, synonymous with transman.
Conversely, someone who identifies as MtF, may identify as a
transwoman.
8. Introduction: Directed Summary
Transition to Thesis Statement
Thesis Statement
Section A
Body Paragraph 1
Body Paragraph 2
Section B
Body Paragraph 3
Body Paragraph 4
Section C
Body Paragraph 5
Body Paragraph 6
Counterargument
Conclusion
10. Directed Summary
• A directed summary provides readers of your
paper with the information they need to
understand your argument and explanation.
• State the title and author of the literary work
near the beginning of the first paragraph,
perhaps in the first sentence. This is essential
so that the reader knows which work you are
discussing.
11. • Hook the reader. In the first sentences, write what
is particularly interesting about the work. This
thought-provoking information must also be
relevant to the topic you will discuss in your
essay.
• Assume that the reader is familiar with the work
about which you are writing. Do not include too
much plot summary in the introduction or in the
rest of the essay. Do include the part of the story
that will support your thesis.
12. • Use transitions throughout the introduction. Because
there are so many aspects of the work that have to be
included, the introduction can end up fragmented
and confusing. Make sure that it makes sense on its
own as a paragraph. Clearly transition from your
introduction into your thesis.
• State the thesis near the end of the introduction
(your introduction might be more than one
paragraph). The thesis should clearly state what the
essay will analyze and should be very specific.
13. Transition from Introduction to
the Thesis Statement:
• In Stone Butch Blues, Leslie Feinberg describes the
development of protagonist, Jess Goldberg, through a
series of moments of resistance to a society that cannot,
or will not accept hir. This book shows that social
pressure, oppression, and violence act not only as
forces of conformity, but also as powerful sources of
agency; they can inspire people to challenge injustice in
pursuit of liberty.
14. Try writing your introduction
1. Title and author
2. Hook the reader with a thought-provoking
aspect of the story, one that connects to
your essay.
3. Assuming the reader is familiar with the
text, include a brief summary that provides
support for your paper.
4. Use transitions to keep the introduction clear
and organized.
5. Transition to the thesis.
6. Include your thesis near the end of the
introduction.
16. • When you write an academic essay, you make an argument: you
propose a thesis and offer some reasoning, using evidence, that
suggests why the thesis is true. When you counterargue, you
consider a possible argument against your thesis or some aspect of
your reasoning. This is a good way to test your ideas when drafting,
while you still have time to revise them. And in the finished essay, it
can be a persuasive and disarming tactic. It allows you to anticipate
doubts and pre-empt objections that a skeptical reader might have; it
presents you as the kind of person who weighs alternatives before
arguing for one, who confronts difficulties instead of sweeping them
under the rug, who is more interested in discovering the truth than
winning a point.
• Not every objection is worth entertaining, of course, and you
shouldn't include one just to include one. But some imagining of
other views, or of resistance to one's own, occurs in most good
essays.
17. The Turn Against
A counterargument in an essay has two stages: you turn against your argument to
challenge it and then you turn back to re-affirm it. You first imagine a skeptical
reader, or cite an actual source, who might resist your argument by pointing out a
problem with your demonstration:
1. that a different conclusion could be drawn from the same facts, a key
assumption is unwarranted, a key term is used unfairly, certain evidence is
ignored or played down
2. one or more disadvantages or practical drawbacks to what you propose
3. an alternative explanation or proposal that makes more sense.
You introduce this turn against with a phrase like one of these
• Some might object here that
• It might seem that
• It is true that
• Admittedly
• Of course
18. The Turn Back
Your return to your own argument—which you announce with a
but, yet, however, nevertheless or still—must likewise involve
careful reasoning, not a flippant (or nervous) dismissal. In
reasoning about the proposed counterargument, you may do one
of the following:
1. Refute it, showing why it is mistaken—an apparent but not real
problem
2. Acknowledge its validity or plausibility, but suggest why on balance
it's relatively less important or less likely than what you propose,
and thus doesn't overturn it;
3. Concede its force and complicate your idea accordingly—restate
your thesis in a more exact, qualified, or nuanced way that takes
account of the objection, or start a new section in which you
consider your topic in light of it.
19. Where to Put a Counterargument
A counterargument can appear anywhere in the essay. Try it in several places
and see where it fits best:
1. as part of your introduction—before you propose your thesis—where the existence
of a different view is the motive for your essay, the reason it needs writing.
2. as a section or paragraph just after your introduction, in which you lay out the
expected reaction or standard position before turning away to develop your own.
3. as a quick move within a paragraph, where you imagine a counterargument not to
your main idea but to the sub-idea that the paragraph is arguing or is about to
argue.
4. as a section or paragraph just before the conclusion of your essay, in which you
imagine what someone might object to what you have argued.
But watch that you do not overdo it. A turn into counterargument here and
there will sharpen and energize your essay, but too many such turns will have
the reverse effect by obscuring your main idea or suggesting that you are
ambivalent.
20. Counterargument:
Of course, there are times when social pressure, oppression, and
violence push people to conform, but these examples generally fall into
one of three main categories: One, people bow to social pressure,
oppression, and violence when they do not have a significant reason to
resist; two, people bow to social pressure, oppression, and violence when
the consequences are life threatening; and three, people bow to social
pressure, oppression, and violence until they can strategize their
resistance. This final response is the one that Feinberg illustrates through
Jess Goldberg.
This book shows that social pressure, oppression, and violence act not
only as forces of conformity, but also as powerful sources of agency;
resistance to these forces can inspire people to challenge injustice in
pursuit of liberty.
21. Do you need a counterargument?
1. Is there an obvious argument against your thesis?
2. Is there a different conclusion could be drawn from the
same facts?
3. Do you make a key assumption with which others might
disagree?
4. Do you use a term that someone else might define a
different way?
5. Do you ignore certain evidence that others might believe
you need to address?
6. Is there an alternative explanation or proposal that some
might more readily believe?
23. Strategies for Writing a Conclusion
Conclusions are often the most difficult part of an essay
to write, and many writers feel that they have nothing
left to say after having written the paper. A writer needs
to keep in mind that the conclusion is often what a
reader remembers best. Your conclusion should be the
best part of your paper.
A conclusion should
• stress the importance of the thesis statement,
• give the essay a sense of completeness, and
• leave a final impression on the reader.
24. Create a new meaning
Demonstrating how your ideas work together can
create a new picture. Often the sum of the paper
is worth more than its parts.
Stone Butch Blues shows that social
pressures, oppression, and violence are
appropriate ways neither to create harmony
nor to manage cultural diversity
25. Answer the question "So What?”
Show your readers why this paper was
important.
Stone Butch Blues provides knowledge
that can liberate those people who suffer
social oppression by both providing
models of, and encouraging, successful
resistance.
26. Propose a course of action
Redirect your reader's thought process and help him or
her to apply your info and ideas to her own life or to
see the broader implications.
Finally, Stone Butch Blues inspires people to
challenge injustice in pursuit of liberty for all
people.
27. Let’s try writing a couple of conclusions
1. Answer the question "So What?”: Show your readers why this
paper was important.
2. Synthesize information: Show how the points you made and
the support and examples you used fit together.
3. Challenge the reader: Help readers redirect the information in
the paper, so they may apply it to their own lives.
4. Create a new meaning: demonstrating how your ideas work
together can create a new picture. Often the sum of the paper
is worth more than its parts.
5. Propose a course of action, a solution to an issue, or
questions for further study: Redirect your reader's thought
process and help him or her to apply your info and ideas to her
own life or to see the broader implications.
6. Echo the introduction: If you begin by describing a scenario,
you can end with the same scenario as proof that your essay
was helpful in creating a new understanding.
28. • Post #17: Directed Summary,
Counterargument, Conclusion
• Bring two complete copies (at least
3.5 pages) of your draft to our next
meeting.
• Read: “The Passing of Grandison”
Chesnutt
• And Helen Lock’s "Transformation
of the Trickster." Links are posted on
webpage.
• Continue to read Chinglish
• Post #18: Using on the essay
"Transformation of the Trickster,"
identify traits of the trickster you may
have noted in “Grandison” Include
cited references to the text.