Revision Guide for a Classification EssayEssayAcademy
Get to know how to revise your essay properly with this presentation! You can find more information on our website: https://essay-academy.com/account/blog/revision-guide-for-a-classification-essay
there are many types but here we discuss descriptive,narrative,argumentative and discursive writing and basic difference between descriptive and narrative ,difference between argumentative and discursive writing.
The American Psychological Association, or APA style, is the standard used in social sciences. Over time, this form of formatting has been adapted by other academic disciplines for its simplicity and professionalism. Know more: https://polishedpaper.com/apa-essay-editing
Professor Batty English 113A114A Fall 2014Progression A.docxwkyra78
Professor Batty English 113A/114A Fall 2014
Progression A
Reading and Responding to Texts: Animal Narratives
“...there is no limit to the extend to which we can think ourselves into the being of another.
There are no bounds to the sympathetic imagination” -J.M. Coetzee
For our first progression, we will be analyzing the ways in which nonhuman animal lives are
inherently interwoven with human lives. More specifically, we will interrogate the hierarchical
relationship between us and the animals that we interact with. Thus, we will apply the concept of
biopower to nonhuman animals. Although Foucault did not explicitly use the terms
biopower/biopolitics in context to animal lives and bodies, current animal studies scholarship has
addressed this connection. Sherryl Vint in her 2010 book Animal Alterity argues, “resistance to the
biopolitical regime of neo-liberal capitalism requires acknowledging the degree to which species
difference has been foundational in structuring the liberal institutions that one might wish to
contest.” In other words, much of the exploitation of (human) bodies that occurs as a result of
capitalism starts with the human desire to be separate and better than animals.
We will be analyzing the ways in which we see animals, interact with animals, and understand
animals, and, most importantly, the kinds of rhetoric associated with animals. There are countless
issues pertaining to animals that have sparked many heated debates, such as
vegetarianism/veganism, industrialized factory farming, vivisection/animal testing,
spaying/neutering pets, zoos, etc. Animals affect our lives in so many ways, but we also affect
theirs. Though most of us have never lived on a farm, we have interactions with nonhuman bodies
on a daily basis, from the family dogs snuggled in our beds to the spiders spinning webs in our
kitchen cupboards. I believe that our lives will be all the richer for having an unbiased and clear
understanding of these interactions, especially as we acknowledge the power that we possesses
over these nonhuman lives and the implications of this power.
You will write a narrative essay that asks you to consider a time in which you have had power over
a nonhuman life. It must be a situation in which you interacted with a living creature; therefore,
you may not write about eating an animal, unless you interacted with the animal before its death
or took part in causing its death. The reason for this is because I would like you to consider the
animal's experience as an embodied creature. You will need to explain why this even was
Professor Batty English 113A/114A Fall 2014
significant and what insight you gained.
We will also read selections of texts, such as Jonathan Safron Foer's Eating Animals and Hal
Herzog's Some We Love, Some We Hate, Some We Eat. Although you will not need to incorporate these
texts into your essay, they will hopefully provide you with a new perspective on your interac ...
This assignment requires students to further research one of the top.docxmichelle1011
This assignment requires students to further research one of the topics covered during the semester and write an essay arguing a particular interpretation of the literature surrounding that issue and social movement. Please see the attached document for details and guidelines on this assignment.
American Protest Literature - Literary Analysis Argument Essay
Assignment Description
Whether it looks backward in order to move America forward, builds connections across movements, demands empathy from readers, transforms its creators, crafts a politics of form, appropriates the master’s tools, or makes words into weapons, American protest literature tries to remake “a world beautiful,” as London puts it. The protest cycle beats on, boats against the current.
– Zoe Trodd xxviii
Trodd’s anthology
American Protest Literature
sets a variety of texts and protest art forms in conversation with each other. She describes these as falling into several “politics” for change. These are:
The Politics of Connection
The Politics of Form
The Politics of Appropriation
The Politics of Memory
For this project, you will write a four-to-five-page essay that analyzes and interprets four works and finds a unifying theme among them. You may use writings from the textbook itself (whether they were among the selected course readings or not) or you may explore other outside texts provided they are published sources that were written or created as a part of the social movements studied in the course. You will need at least
five total sources
of outside research for your essay documented in your Works Cited page.
You may do this assignment
one of two ways:
You may choose a social movement and describe how each of the four works you select contributes to the movement using the “politics” Zoe Trodd explains in her introduction to the text. How does each depict aspects of the movement and what strategies, tactics, or techniques does it use to influence the movement for change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Choose at least four pieces of protest literature from the entire range of movements in the course, or you may introduce texts you have researched that also contributed to these historical social movements. Find a unifying “politic” or strategy (for example: politics of memory or form) for all of them and discuss how that strategy or tactic uniquely contributed to the individual movements for which they were created. How does their unifying technique contribute to the body of protest literature that brought social change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Your work is to interpret the works to find unifying themes or tactics among them an.
Revision Guide for a Classification EssayEssayAcademy
Get to know how to revise your essay properly with this presentation! You can find more information on our website: https://essay-academy.com/account/blog/revision-guide-for-a-classification-essay
there are many types but here we discuss descriptive,narrative,argumentative and discursive writing and basic difference between descriptive and narrative ,difference between argumentative and discursive writing.
The American Psychological Association, or APA style, is the standard used in social sciences. Over time, this form of formatting has been adapted by other academic disciplines for its simplicity and professionalism. Know more: https://polishedpaper.com/apa-essay-editing
Professor Batty English 113A114A Fall 2014Progression A.docxwkyra78
Professor Batty English 113A/114A Fall 2014
Progression A
Reading and Responding to Texts: Animal Narratives
“...there is no limit to the extend to which we can think ourselves into the being of another.
There are no bounds to the sympathetic imagination” -J.M. Coetzee
For our first progression, we will be analyzing the ways in which nonhuman animal lives are
inherently interwoven with human lives. More specifically, we will interrogate the hierarchical
relationship between us and the animals that we interact with. Thus, we will apply the concept of
biopower to nonhuman animals. Although Foucault did not explicitly use the terms
biopower/biopolitics in context to animal lives and bodies, current animal studies scholarship has
addressed this connection. Sherryl Vint in her 2010 book Animal Alterity argues, “resistance to the
biopolitical regime of neo-liberal capitalism requires acknowledging the degree to which species
difference has been foundational in structuring the liberal institutions that one might wish to
contest.” In other words, much of the exploitation of (human) bodies that occurs as a result of
capitalism starts with the human desire to be separate and better than animals.
We will be analyzing the ways in which we see animals, interact with animals, and understand
animals, and, most importantly, the kinds of rhetoric associated with animals. There are countless
issues pertaining to animals that have sparked many heated debates, such as
vegetarianism/veganism, industrialized factory farming, vivisection/animal testing,
spaying/neutering pets, zoos, etc. Animals affect our lives in so many ways, but we also affect
theirs. Though most of us have never lived on a farm, we have interactions with nonhuman bodies
on a daily basis, from the family dogs snuggled in our beds to the spiders spinning webs in our
kitchen cupboards. I believe that our lives will be all the richer for having an unbiased and clear
understanding of these interactions, especially as we acknowledge the power that we possesses
over these nonhuman lives and the implications of this power.
You will write a narrative essay that asks you to consider a time in which you have had power over
a nonhuman life. It must be a situation in which you interacted with a living creature; therefore,
you may not write about eating an animal, unless you interacted with the animal before its death
or took part in causing its death. The reason for this is because I would like you to consider the
animal's experience as an embodied creature. You will need to explain why this even was
Professor Batty English 113A/114A Fall 2014
significant and what insight you gained.
We will also read selections of texts, such as Jonathan Safron Foer's Eating Animals and Hal
Herzog's Some We Love, Some We Hate, Some We Eat. Although you will not need to incorporate these
texts into your essay, they will hopefully provide you with a new perspective on your interac ...
This assignment requires students to further research one of the top.docxmichelle1011
This assignment requires students to further research one of the topics covered during the semester and write an essay arguing a particular interpretation of the literature surrounding that issue and social movement. Please see the attached document for details and guidelines on this assignment.
American Protest Literature - Literary Analysis Argument Essay
Assignment Description
Whether it looks backward in order to move America forward, builds connections across movements, demands empathy from readers, transforms its creators, crafts a politics of form, appropriates the master’s tools, or makes words into weapons, American protest literature tries to remake “a world beautiful,” as London puts it. The protest cycle beats on, boats against the current.
– Zoe Trodd xxviii
Trodd’s anthology
American Protest Literature
sets a variety of texts and protest art forms in conversation with each other. She describes these as falling into several “politics” for change. These are:
The Politics of Connection
The Politics of Form
The Politics of Appropriation
The Politics of Memory
For this project, you will write a four-to-five-page essay that analyzes and interprets four works and finds a unifying theme among them. You may use writings from the textbook itself (whether they were among the selected course readings or not) or you may explore other outside texts provided they are published sources that were written or created as a part of the social movements studied in the course. You will need at least
five total sources
of outside research for your essay documented in your Works Cited page.
You may do this assignment
one of two ways:
You may choose a social movement and describe how each of the four works you select contributes to the movement using the “politics” Zoe Trodd explains in her introduction to the text. How does each depict aspects of the movement and what strategies, tactics, or techniques does it use to influence the movement for change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Choose at least four pieces of protest literature from the entire range of movements in the course, or you may introduce texts you have researched that also contributed to these historical social movements. Find a unifying “politic” or strategy (for example: politics of memory or form) for all of them and discuss how that strategy or tactic uniquely contributed to the individual movements for which they were created. How does their unifying technique contribute to the body of protest literature that brought social change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Your work is to interpret the works to find unifying themes or tactics among them an.
riting About LiteratureGenerally, the essays you write in litera.docxdaniely50
riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
What did the author want to communicate in this work?
What does the work reveal about the author’s feelings, opinions, or psychology?
What does the work reveal about the society in which it was written?
What can we learn from this work about the issues or topics it deals with?
What motivates the characters in the work to behave as they do?
How are literary devices used in the work?
How does the work create emotional or intellectual experiences for its readers?
Is this work good or bad?
Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself.
Analyses which try to make statements about the work itself
is often called
formalist
criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. Almost all fict.
Text Analysis – Current Educational Philosophy Issue Your Text a.docxmehek4
Text Analysis – Current Educational Philosophy Issue
Your Text analysis assignment is an analysis of a current philosophy of education issue. The selected text must have been constructed within the past year. The assignment requires that you make links between your chosen text, concepts, videos, and readings from the course. The purpose of the exercise is to help you to critically examine the way how text inscribe meanings that influence how we conduct education in this country. You may do this paper with a partner.
GUIDELINES
All papers must be typed and should be between 3 to 5 pages long.
Use the handout on Text Analysis while working to make sure all criteria are met. If you work with a partner, only one paper is required. The grade the paper achieves will be assigned to both students.
The format for the paper should be analytic, interpretive, and normative – do not mix up the order of the three perspectives. These perspectives must be clearly delineated in your paper in order to ensure full credit.
It is essential that you remember that this is an analysis and not a report. As such, your goal is to analyze the text not “re-describe” it. Remember! This is not a book report or a “text” description.
Restrict your analysis to a few themes of the text (preferably the main theme), focus on how the argument was constructed and how the text informs education in contemporary society. Utilize course concepts, videos, written texts, quotes, paraphrases, readings, discussion, etc. to help ground your ideas. Failure to do so will result in a weak, one-sided paper.
If you work with a partner, note where you disagree (on what and why). Not everyone shares the same position.
Refer to the "Worksheet on Reading Texts" handout below for explicit questions to guide you in the text analysis.
Worksheet For Reading Text
To really “read” a text, as opposed to just decoding it, requires the reader to construct meaning from the text. To help you in this process, you should attempt to answer at least the following questions for each text? ANALYTIC READING
1. What is the major argument (conclusions) presented in the text?
a. What is the author/speaker trying to convince you?
2. What is the evidence presented to support that claim (Premise)?
3. Is the argument implicit or explicit?
4. Is it an empirical (facts, statistics, etc.), analytical (concepts and definitions) or normative (making a moral claim) argument?
5. What type of reasoning does the author employ (inductive or deductive)?
6. How is the argument presented, i.e. what rhetorical devices are used to make the argument (narrative, metaphors, visual imagery, imagery, ideographs, euphemisms, rhetorical questions, labels, etc.)?
7. Are you able to detect any fallacies in the argument? INTERPRETIVE READING
1. When was the text made?
2. What was going on around that time that might have influenced the writing of this text or the way audiences interpreted it?
3. What might those who r ...
American Protest Literature - Literary Analysis Argument Essay .docxgreg1eden90113
American Protest Literature - Literary Analysis Argument Essay
Assignment Description
Whether it looks backward in order to move America forward, builds connections across movements, demands empathy from readers, transforms its creators, crafts a politics of form, appropriates the master’s tools, or makes words into weapons, American protest literature tries to remake “a world beautiful,” as London puts it. The protest cycle beats on, boats against the current.
– Zoe Trodd xxviii
Trodd’s anthology American Protest Literature sets a variety of texts and protest art forms in conversation with each other. She describes these as falling into several “politics” for change. These are:
· The Politics of Connection
· The Politics of Form
· The Politics of Appropriation
· The Politics of Memory
For this project, you will write a four-to-five-page essay that analyzes and interprets four works and finds a unifying theme among them. You may use writings from the textbook itself (whether they were among the selected course readings or not) or you may explore other outside texts provided they are published sources that were written or created as a part of the social movements studied in the course. You will need at least five total sources of outside research for your essay documented in your Works Cited page.
You may do this assignment one of two ways:
1. You may choose a social movement and describe how each of the four works you select contributes to the movement using the “politics” Zoe Trodd explains in her introduction to the text. How does each depict aspects of the movement and what strategies, tactics, or techniques does it use to influence the movement for change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
2. Choose at least four pieces of protest literature from the entire range of movements in the course, or you may introduce texts you have researched that also contributed to these historical social movements. Find a unifying “politic” or strategy (for example: politics of memory or form) for all of them and discuss how that strategy or tactic uniquely contributed to the individual movements for which they were created. How does their unifying technique contribute to the body of protest literature that brought social change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Your work is to interpret the works to find unifying themes or tactics among them and then argue for their unique contribution to their related social movement. Do not focus too much on summarizing; instead, interpret and explain to your reader how the strategies are expressed in the work and how the works intersect with one another. Bring Trodd’s “politics” to the surface through.
ENG 283 Close Reading Assignment (5pts)Taylor 2Dire.docxgidmanmary
ENG 283: Close Reading Assignment (5pts)
Taylor 2
Directions:
1) Focus on one text from the list below:
Silko, “Pueblo Ecology”
Creation/Trickster Narrative(s)
de Vaca, “The Relation of Cabeza de Vaca”
Rowlandson, “Captivity and Restoration”
Bradford, “Of Plymouth Plantation”
Edwards, “Sinners in the Hands of an Angry God”
2) Perform a close reading on a section or group of sections from a text. To do so:
Focus by identifying a significant pattern, repetition, anomaly, theme, device, etc.
a. What stands out to you or what do you notice? For example, “imagery,” “diction,” “contrast,” “conflict,” OR “repetition …” List the instances as you prepare to draft.
b. Plan to discuss each example in its own body paragraph.
c. In each body paragraph, discuss what you see as the purpose of the pattern, repetition, anomaly, theme, device, etc.? What does it show, add, symbolize, suggest, or show? Do this for each example in its own paragraph.
2) Ask a question about the pattern (see below).
*Ultimately, your close reading will help you answer one of the prompts below OR explore a new idea of your choice.These questions are intentionally broad; be specific in your essay by offering your own unique interpretation of the literary devices in a text. Be sure to define your terms and devices.
Based on your close reading of a text:
1. What is at the heart of American confessions?
2. What is the confessional tradition “about”?
3. What does the early-American literary tradition suggest about the power of place and/or space?
4. What is the American origin story? What has a work of early-American literature suggested about American beginnings?
5. Based on your reading, what is the pursuit? What has a work of early-American literature suggested about the pursuit? How is it defined?
6. Based on your reading, how were aspects of early-American identity created and remade? Challenged? What does a work of early-American literature suggest about the making, limits, and possibilities of identity?
7. What does the early-American literary tradition suggest about rebellion and/or resistance?
8. What does a work of early-American literature suggest about the power of belief?
9. What is the role of voice, authorship or authority in a work of early-American literature? (May include the power of orality/the power of speech.)
10. Based on your reading, what do you see as a key conflict or tension during the early-American period?
11. What is a recurrent theme in early-American literature?
12. How do early-American authors negotiate audience (the reader) and to what end?
13. What is the role of food, nature/environment, clothing, or another related aspect in early-American literature (can relate to one of the above)?
14. A student-generated question (from discussion or group work).
15. Another topic of your choice.
Structure
Opening Paragraph** (will eventually become a formal introduction):
a. One sentence that states your text and the literary device ...
Foundations 111 Fall 2013 Thesis-Driven Essay Two Cont.docxbudbarber38650
Foundations 111 Fall 2013
Thesis-Driven Essay Two
Context
We continue to explore a wide variety of arguments in FDN111—about, for instance, how and how not to govern (Antigone,
Machiavelli, Hobbes), how to achieve self-knowledge (Plato, Augustine, Wordsworth), what it means to be a Christian (Paul,
Augustine, Luther) or a hero (Homer, Chretien de Troyes), how humans behave with no laws (Hobbes), and about how to achieve
greater equality between the sexes (Wollstonecraft). Understanding the arguments we read about, and the arguments we
encounter every day, is key to engaging with the world around us. It is also fundamental to your college and post-college
education and career, in whatever field you choose to pursue.
Goals
To practice defending a claim
To practice reading a text closely for full comprehension
To practice using examples and evidence to support assertions
To build critical thinking and writing skills through the exploring, outlining, drafting, revising process
To practice editing and proofreading
Assignment TDE 2A: Exploratory writing
The second thesis driven essay (TDE 2) will raise the expectations a little higher in two ways: (1) you will be expected to defend a
thesis comparing two of the selections in the Fdn 111 reader, and (2) you will be expected to explore this topic at a little greater
length (1500 words minimum vs. 1200 for TDE 1).
One problem that students often encounter in writing longer papers is that they find it difficult to write at greater length without
repeating themselves or having to bring in evidence and arguments that are weak or marginally relevant (if not completely
irrelevant). Hopefully from this course you have learned several strategies that you can use both to make a more persuasive
argument and to write papers that are longer because they investigate the topic in greater depth. These strategies include:
Finding and summarizing specific evidence from the texts you are discussing (or other types of evidence depending on
the subject matter), and being sure not just to paraphrase or quote the text but also to explain how this evidence relates
to your thesis.
Including material that establishes ethos and pathos, in addition to the logos (i.e. logic) you use to support your thesis
with specific evidence. (As we have seen in the readings, these are often a focus of the introduction and conclusion. In
these sections you should think about not just relating your specific thesis to a broader context, but also think about how
you can do this in a way that will make your readers more willing to be persuaded by the logic of your argument.)
Carefully describing and explaining counter evidence that appears to contradict your thesis, and then explaining how you
can reconcile this evidence with the thesis.
Carefully describing alternative theses, describing and explaining evidence that could support these alternatives, and then
evaluat.
2. Quickwrite
Are good people good because they
choose to be, or are they good because
they don’t want to get caught doing bad
things? In other words, are good people
(like you) good because they have to be or
are they good because they want to be?
3. Reading Task
1. Read from The Republic by Plato.
2. Number each paragraph.
3. Underline claims—the sentences where
Plato states his position on good and
evil.
4. Purposeful Rereading
What is Plato doing in paragraphs 2 and 3?
Starting with a verb, write a brief statement
in the right-hand margin that explains what
Plato is doing in these paragraphs.
Begin with a verb like…
explaining… using…
describing… illustrating…
showing… arguing…
5. Argument Statement Exercise
Template
In the text_______________, (title of text)
___________________(author’s name)
__________(claims, argues, states, or some
other verb) that______________
_________________________________.
6. Add Evidence Analysis
In the text__________________, (title of text)
______________(author’s name)________
(claims, argues, states, or some other verb)
that_________________________________.
He (shares, illustrates, describes, or
some other verb) ______________________
in order to __________________. Plato’s
decision to use _______________________
is / (is not) effective because ______________.
7. Academic Performances
At your tables, retrace the activities and
exercises that we did while reading
Plato’s The Republic. What did we do
first, second, third, etc. How often did we
engage in academic performances?
8. Reading Task
Independently
read On Moral Education
by Horace Mann.
Read the text once without marking or
highlighting . Readers do this to gain some
idea of what the text is about before
analyzing it.
10. Purposeful Rereading:
Marking the Text
Reread On Moral Education. While you reread:
• number the paragraphs;
• circle key terms;
• and underline author’s claims.
(Use a pencil: sometimes you change
your mind and want to erase.)
11. Pair-Share
What did you circle as key terms?
Whatdid you underline as the author’s
claims?
12. Table Talk
What is the problem Mann is posing?
What does he say should be done to solve
the problem?
13. Table Talk
What questions did you want to ask while
you were reading the text?
14. Argument Statement Exercise
Template
In the text_______________, (title of text)
___________________(author’s name)
__________(claims, argues, states, or some
other verb) that______________
_________________________________.
15. Table Discussion
Are people naturally
competitive or
cooperative?
It is important when responding to a
question like this to speak to be
understood and to speak with good
purpose.
16. Reading Task
Independently read Leviathan by Thomas
Hobbes.
As
you mark the text, refer back to the
“Marking the Text: Non-Fiction”
17. Pause, Connect, Quickwrite, a
nd the Share
Where in the text does Hobbes use terms like
“nature,” “power” and “equality”?
How do these terms connect to the
surrounding text? How are they used?
18. Writing Exercise:
Identifying an Author’s Central
Claim
Identify one claim in the text that could be
understood as Hobbes’ central claim. Write
a brief explanation as to why you think the
claim you have selected is indeed the
central claim.
Starter sentences:
In “Leviathan,” Hobbes claims that…
I believe this is his central claim because
19. Pair-Share
What is Hobbes doing in paragraph 5?
Does he make a claim? What is he doing
here?
20. Think-Pair-Share
Hobbes and Plato appear to agree on
man’s basic nature. Discuss their shared
view. How does each author suggest man’s
nature should be controlled?
21. Synthesizing Ideas from Two (or
more) Sources
In academic writing, writers will use one text
to extend, clarify, illustrate, or complicate the
ideas found in another text.
Although secondary students are taught to
compare and contrast, they are not
encouraged to use this schema (conceptual
pattern in the mind) in college.
Synthesis requires writers to accurately
account for information and to show how this
information works with other source material.
Are students ready for this type of work?
22. Table Talk
Based on the prompt, how might we have
our students write about these two texts?
How can we support our students as they
learn how to synthesize ideas from two (or
more) sources?