Tuesday, march 6, 2012
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This document outlines an English lesson plan for 9th grade students on informational texts. The lesson includes a sponge activity where students create an ad for an item using rhetorical devices. Students will then review rhetorical terms, read examples of informational texts, and identify the rhetorical devices used. They will complete a comprehension assignment (CABS) using their notes. The objectives are for students to learn new rhetorical terms, read informational texts for understanding, determine central ideas, and analyze how authors develop and refine claims through rhetorical devices.
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Monday, march 5, 2012
This document contains an English lesson plan for grade 9 students. It includes the objectives of the lesson, which are to learn rhetorical terms and devices, read informational texts to understand central ideas and analyze how authors develop claims through rhetorical techniques. The lesson plan lists vocabulary terms for the unit like inference, thesis, connotative, technical language, and appeals to authority, emotion and logic. It also provides sample informational texts for students to analyze, including a PlayStation Vita product description. Students will then write their own short informational text using at least 3 rhetorical devices.
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This document outlines the learning objectives and lesson plan for an English class focusing on rhetorical devices in informational text. The objectives are to learn new rhetorical terms, read texts for understanding, determine central ideas, and analyze how authors develop and refine claims using rhetorical techniques. Key terms are defined. The lesson involves reviewing objectives and terms, reading an example text, more term review, completing a handout, and an activity identifying rhetorical devices in additional texts. Students are assigned extra practice analyzing rhetorical elements in other articles and writing their own short informational piece employing at least 3 such devices.
Thursday, march 1, 2012
This document provides information about lessons on March 1, 2012 for an English 9 class. It includes a list of important events from history that occurred on this date, as well as the learning objectives and vocabulary for the upcoming unit on rhetorical devices. The objectives are to learn new rhetorical terms, read informational text, determine central ideas, and analyze how authors develop and refine claims through rhetorical techniques. Key vocabulary includes inference, thesis, connotative language, technical language, diction, tone, and appeals to authority, emotion, and logic. Students will practice identifying rhetorical devices in sample texts.
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Monday, march 5, 2012
This document contains an English lesson plan for grade 9 students. It includes the objectives of the lesson, which are to learn rhetorical terms and devices, read informational texts to understand central ideas and analyze how authors develop claims through rhetorical techniques. The lesson plan lists vocabulary terms for the unit like inference, thesis, connotative, technical language, and appeals to authority, emotion and logic. It also provides sample informational texts for students to analyze, including a PlayStation Vita product description. Students will then write their own short informational text using at least 3 rhetorical devices.
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This document outlines the learning objectives and lesson plan for an English class focusing on rhetorical devices in informational text. The objectives are to learn new rhetorical terms, read texts for understanding, determine central ideas, and analyze how authors develop and refine claims using rhetorical techniques. Key terms are defined. The lesson involves reviewing objectives and terms, reading an example text, more term review, completing a handout, and an activity identifying rhetorical devices in additional texts. Students are assigned extra practice analyzing rhetorical elements in other articles and writing their own short informational piece employing at least 3 such devices.
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This document provides information about lessons on March 1, 2012 for an English 9 class. It includes a list of important events from history that occurred on this date, as well as the learning objectives and vocabulary for the upcoming unit on rhetorical devices. The objectives are to learn new rhetorical terms, read informational text, determine central ideas, and analyze how authors develop and refine claims through rhetorical techniques. Key vocabulary includes inference, thesis, connotative language, technical language, diction, tone, and appeals to authority, emotion, and logic. Students will practice identifying rhetorical devices in sample texts.
The academic essay: Identifying viewpoints
An academic essay aims to persuade readers of an idea or argument based on evidence. It answers a question, includes a thesis statement and develops the argument through closely related points with reasoning and evidence from credible sources. The thesis statement is 1-2 sentences that contain the focus and topic of the essay. An acceptable argument includes opposing views and position statements supported by evidence to explain relationships and significance. Writers can slip opinions into factual writing through comparisons, adjectives, evaluations, and verbs that suggest doubt rather than stating facts.
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Wednesday, march 7, 2012
This document outlines the learning objectives and lesson plan for an English 9 class. The learning objectives focus on key ideas and details, craft and structure in informational texts. Students will learn to cite evidence, determine central ideas, analyze developments, and understand an author's perspective. The lesson will include reviewing vocabulary like inference and tone. Students will complete a Close Analytic Breakdown (CAB) on sample text using the terms. They will also write a reflection on their participation and listening skills.
A guide for conducting a textual analysis.pptx
Research in arts and humanities heavily relies on textual analysis. Researchers in these domains regard media and cultural resources as texts to be analysed, such as music videos, social media material, and billboard advertising. The primary objective of a textual analysis is to gain a deeper understanding of the underlying messages, themes, and contexts within the text. Students specialising in arts and humanities and social sciences are often requested to conduct textual analysis as a part of their coursework or dissertation. While a qualitative approach is used in literature, a more quantitative method is employed in arts.
Critical Evaluation: Critical Reading & Critical Thinking
Critical Evaluation (February 2014) slides. Delivered as part of the Durham University Researcher Development Programme. Further Training available at https://www.dur.ac.uk/library/research/training/
1) What is a Researched ArgumentA researched argument takes a s
1) What is a Researched Argument?
A researched argument takes a stand on an issue using researched material to back up its claims. A researched argument is analytical, but it uses information as evidence to support its point, much as a lawyer uses evidence to make their case.
2) Making an Argument
Most likely every paper you have written in college (excluding narrative) has either been an argument or a research paper - Lets put it all together!
Arguments are abundant. Someone, somewhere has debated and argued for most of the material you learn in college, even if it isn't presented that way.
You will need to select a point of view and provide evidence to develop your own considered argument.
3) Structure and Purpose
You should examine a variety of sources, including scholarly articles, which discuss a range of perspectives on the issue you are arguing.
These sources should be put into conversation with one another in order to analyze the different perspectives.
As a new member of the discourse you should find where your voice, perspective, and argument fit into the existing conversation.
You should be offering a new perspective on the issue.
4) Choose something you care about!
I would like for you to choose an issue in your field, although I am not requiring it. This could get you more interested in your field of study and you might even enjoy it just a little.
5) When you find your issue, ask
What are the core controversies at the heart of the issue?
What do I need to define or explain?
What sources should I use? Are there gaps in the info?
What info am I seeking in other sources to fill these gaps?
Do sources agree on an issue? Disagree?
How do I respond to these sources? What do you think?
6) Genre Conventions
These are the rules and guidelines that your sources follow - structure, content, organization, etc.
What kinds of research questions are writers trying to answer?
How do they begin their piece?
How do they use evidence, including summary, paraphrase, quotation, and analysis?
How do they signal they are moving on to another portion of their argument?
How do they show their willingness to listen to and engage with alternative view points?
7)Develop a clear thesis
Demonstrate a range of perspectives on the issue
Analyze and complicate those perspectives (limitations)
Offer new insights on the issue.
5-7 sources must be used.
8) Annotated Bibliography
An annotated bibliography is a list of sources on a particular topic that have each been summarized.
Although it takes extra time, an annotated bibliography can make the writing process 10x easier.
These sources should be the ones you will be using for the researched argument.
Purpose: To collect and organize sources that relate to a common theme, to connect those sources to each other, and your argument to determine their usefulness.
9) Skills
Researching by using the library, scholarly databases, and the internet for sources.
Gatheri ...
University of toronto. writing advice
This document provides advice on various aspects of academic writing such as essay structure, organization, research, and style. Some key points include:
1. An essay should have an argument supported by evidence and examples. It should answer a question or thesis.
2. When formulating a thesis, consider the topic and questions you will seek to answer.
3. Organization, introduction, body paragraphs, and conclusion should clearly present the argument.
4. Conduct research by taking relevant notes and avoiding plagiarism through proper citation.
5. Edit for style, grammar, and flow of ideas between sentences and paragraphs.
Essay writting -_structure_and_organisation
This document provides guidance for students on completing a unit assessment involving both visual and written elements. It outlines the requirements and expectations for the personal investigation component, including: conducting research and developing an initial proposal; maintaining an annotated sketchbook; producing development work and final outcomes; and writing an essay between 1,000-3,000 words. The essay must discuss ideas and findings, reflect on the student's own work, and identify connections to the work of selected artists. Guidelines are provided on critically analyzing artworks, comparing different artists' works, and using appropriate terminology. Tips are included for structuring the essay writing process.
Mapping the IssueFor your Issue Proposal, you organized your
This document provides instructions for mapping a controversy on an issue by describing its history, summarizing at least three positions on the issue from a neutral perspective, and organizing the information into a 6-page paper. It outlines an 8-step process for generating content, including drafting background on the issue, describing positions and their arguments, and appealing to readers' emotions and values. The document also provides guidance on style, tone, formatting, and integrating sources for the intended audience of a fictional university periodical.
L2-Evaluating-Written-Texts-by-Analyzing-Claims.pptx
This document provides guidance on critically analyzing written texts by evaluating claims. It discusses identifying explicit and implicit claims, distinguishing between claims of fact, policy, and value. Techniques for critically reading a text are outlined, including keeping a reading journal, annotating, summarizing, and questioning the text. The document also covers determining a text's evidence and context, formulating counterclaims, and paraphrasing information from the text.
Writing A Lit Review
A literature review examines research that has been conducted in a particular field of study. It involves selecting and critically evaluating relevant published and unpublished documents to analyze what is known on a topic, identify gaps, avoid duplicating work, spark new ideas, and demonstrate understanding of others' work. The review should synthesize findings into a broad introduction and specific information on the topic, leaving the reader knowing if enough information has been covered. Sources must be critically assessed based on authorship, publication details, date, validity of conclusions, and rigor of methodology.
Name_______________________Grading Criteria f.docx
Name:_______________________
Grading Criteria for Paper 1Your Introduction_____________________
Guides the reader into the topic and thesis of
Weak
Competent
Above&Beyond
Great
your paper
Offers a clear and interesting thesis statement
Weak
Competent
Above&Beyond
Great
that a) makes a claim about the meaning, argument
or key idea conveyed by your text; and b) states
how your text conveys that meaning or idea.
Your Analysis and Discussion ____________
Closely analyzes 2-3 passages in the text
Weak
Competent
Above&Beyond
Great
Draws on relevant outside sources
Weak
Competent
Above&Beyond
Great
Offers a conclusion that discusses the implications
Weak
Competent
Above&Beyond
Great
of your observations
Your Essay Structure:______________________
Organizes each paragraph around one central
Weak
Competent
Above&Beyond
Great
claim or idea
Orders the paragraphs in a logical way
Weak
Competent
Above&Beyond
Great
Pulls together key points in a concluding para-
Weak
Competent
Above&Beyond
Great
graph
Your Grammar and style:________
Uses an appropriate style
Weak
Competent
Above&Beyond
Great
Uses academically-standard grammar
Weak
Competent
Above&Beyond
Great
Your Adherence to formatting guidelines:
States name, title, and other front page infor-
Weak
Competent
Above&Beyond
Great
mation in a professional format, and uses ap-
propriate headers on subsequent pages
Adequately cites sources in MLA format
Weak
Competent
Above&Beyond
Great
Includes a Works Cited page
Weak
Competent
Above&Beyond
Great
Thesis + Outline – Essay 1
Due: Tues, Jul 16, 12 pm - submit through Blackboard
Instructions:
Tell me your basic topic:which text you will analyze
and which themes or topics you plan to discuss
Passages from the text: Identify 2-3 key passages from the text that you intend to discuss. Describe what aspects of these passages that you consider most important.
Literary / rhetorical features: Identify the literary or rhetorical features of the text you plan to discuss. For example, what literary or rhetorical strategies do you think the author is using in these passages? Or what features of the genre are important to understanding the text? Or what elements of the text’s structure shape it’s meaning?
Fact-checking / Spot-Research: Identify 1-2 historical, religious, or other issues that you might need to research.
Thesis: Draft a tentative thesis statement that contains your ideas. Remember that a thesis statement can be more than one sentence long. (I know, I know, this is hard! I expect that you’ll eventually change this. But it can help you to focus if you start out with a basic hypothesis.)
Outline: Based on what you have written in the previous paragraphs, outline your paper including a full-sentence description for each line in the outline.
Assignment – Essay 1 – pg 3
Essay 1
Due Dates
Thesis + outline
Tues, July 16, 12 pm
Final Draft
Sat, Jul.
Academic writing2011lec1
The document discusses critical reading and writing critiques. It explains that critical reading involves analyzing not just what a text says explicitly, but also what the text does by examining its purpose, tone, and biases. The document outlines several tools for critical reading, including identifying the author's thesis, analyzing the text's structure and meaning, and making inferences. It also provides guidance on critically reading research articles, such as understanding the abstract, methodology, and evaluating the study's conclusions and contributions.
group-5-report.pptxheisksnssnsjskeiwisisis9
The document discusses different types of text information and media, including how they are produced and evaluated. It describes various roles involved in creating text like authors, writers, editors and publishers. Guidelines are provided for assessing text information based on accuracy, objectivity, and alignment with curriculum standards.
Week 4 english 145 (1)
This document provides an agenda and notes for an English class. It discusses evaluating sources, writing introductions for social action projects, and annotated bibliographies. The instructor reviews what the class has covered so far, including blog posts, social diversity narratives, and brainstorming topics. Guidance is given on peer reviewing introductions, trust in the editing process, summarizing sources, and sample annotated bibliography entries. Formatting and required elements are outlined for assignments on introductions and annotated bibliographies.
Formal Outline Example[footnoteRef1] [1 Suppose the topic of th.docx
Formal Outline Example[footnoteRef:1] [1: Suppose the topic of the article assigned to you for the presentation is: “How successfully families handle their kids.” Clearly, your “real” outline(s) has (have) to be much more detailed than this sample. Also, it is important that you paraphrase the issues, instead of copying the texts. The main, sub-, and sub-sub headings should in in words or phrases, not in full sentences. About the format, pay attention to the alphanumerical numbering and alignment.
]
Your name ________________________________ Due date of the assignment: _________________
Title(s) of the reading (identify both the specific Part, Chapter, and the author(s): ____________________________________________________________________________________
Thesis (in 1 sentence/the main argument/issue): Although these are difficult times to be raising teenagers, successful families are finding ways to cope with the challenges.
I. Meeting the challenge of spending quality time together
A. Barriers to spending quality time
1. Increased working hours
2. Rising divorce rates
3. Women in workforce
B. Danger of lack of quality time
C. Ways found to spend time together
1. Working less and scaling back lifestyle
2. Homeschooling
II. Meeting the challenge of creating sense of community
A. Lack of traditional community ties
B. Ways found to create sense of community
1. Intentional communities
2. Religious times
III. Meeting the challenge of limiting the negative impact of media and technology
A. Negative impact of media and technology
1. Creation of environment without protection
2. Flood of uncontrolled, inappropriate information
B. Ways of controlling media and technology
1. Banning TV
2. Using technology in beneficial ways
IV. Summary (Listing in words and phrases) all the major arguments/points
A.
B.
C.
…
Conclusion (stating the main argument in 1 sentence; retain the thesis idea but in different words)
Questions [Provide 3 thought-provoking and important questions specifically relevant to the main issues of the reading for class discussion; not to be too broad/general or too narrow/specific]:
1.
2.
3.
ENGL 100
For this assignment, you will write a 5-paragraph essay of at least 400 words.
Argument Essay Topic Choices
Choose 1 of the following topics to write about for your argument essay. Use support from outside sources and Scripture where applicable. Keep in mind that this support must be in addition to the 400-word minimum, which is required for the essay. Also, give credit to your sources by enclosing any direct quotations in quotation marks and stating the origin of the source.
If you have been inspired by a different topic that is not listed here, email your instructor to request approval for the topic of your choice. Be specific with your intentions and email him/her at least 3 days in advance of the assignment’s due date.
1. Pick a type of learning environment like homeschoolin.
Essay 1 Rhetorical Analysis & ResponseInstructions for Essay .docx
Essay 1: Rhetorical Analysis & Response
Instructions for Essay 1: Rhetorical Analysis / Reader Response
You have already written two brief rhetorical analyses in this unit. For your major essay, you will write another rhetorical analysis, this time combined with a response or rebuttal.
Format
: MLA paper format and documentation.
Sources
: at least one source (the essay you are analyzing). Use of additional sources is encouraged but not required.
Length:
Three pages, approx 800 – 1000 words
Due Date:
Refer to the assignment calendar for this course.
First, read/view the texts that I have provided for you in the folder “Texts for Essay #1” located just below these instructions. Choose one of these texts to be the subject of your analysis and response. You will notice that there are a variety of texts to choose from, including videos and hybrid written/spoken multimedia texts.
Approach your rhetorical analysis much like you have with the previous assignments in this unit. Identify elements such as audience, purpose and context as a means of understanding how the text communicates its main idea (also known as a
thesis
). Also identify and provide examples of the types of appeals used by the author, pathos, logos, ethos, etc.
The new element for this assignment is that you will be
responding
to the main idea or thesis of the text that you are analyzing. In other words, once you have established what the text’s thesis is and how it communicates that thesis, you will then need to add your own voice, ideas and opinions to the mix. Think of it as joining a conversation. Do you think the author of the original text is mistaken? Has he/she failed to consider some important point? Or do you agree with the author? Perhaps you can provide additional reasons, examples and evidence to support the thesis. Sometimes you can both agree and disagree with the author, but if you do so, be sure to clearly identify which portions you agree with and which you disagree with.
An outline of your essay might look like this:
Introduction
Identify the text, the author and the subject matter. Make sure your reader knows what you will be talking about in your analysis.
Rhetorical analysis
Analyze the rhetorical situation (audience, purpose, context, visual or spatial elements, auditory elements, etc.) Explain how these elements, along with the author's use of logos, pathos, and ethos are used to persuade or convince the audience and evaluate the effectiveness of these elements. This section might be several paragraphs long.
Response
Respond to the author’s thesis by agreeing/disagreeing. Add your own ideas opinions and examples.
Conclusion
Wrap up the essay by restating your conclusions and position on the topic.
There are three individual due dates associated with this essay. Look at the assignment calendar and you will see them listed as:
Essay 1 - Post Worki.
BBA111Week4.pptx
The document provides information on various types of academic writing. It discusses the characteristics of academic writing, such as being formal, evidenced, and structured. It outlines different types of academic texts including essays, research papers, theses, and literature reviews. It also covers the basic components of writing such as planning, researching credible sources, structuring essays with introductions and conclusions, and constructing coherent paragraphs. Report writing is also addressed as being more fact-based than essays. Overall, the document serves as a guide for students on how to develop strong academic writing skills.
COMPOSITION 2-NINE PATTERN OF ESSAY DEVELOPMENT
This document discusses different types of essay development patterns including exemplification, narrative, descriptive, process, cause and effect, comparison/contrast, definition, division-classification, and argument essays. For each type, it provides details on the purpose and how to effectively structure the essay. It emphasizes choosing a topic that interests the intended audience and providing clear examples and details to support the main point. The document concludes with an assignment to write an essay describing the good or bad qualities of someone known to the writer.
Developing your Review of Literature
A number of suggestions to write a comprehensive review of literature for your undegraduate research.
Guidance for aesthetic medicine qualifications
This guide will help candidates prepare their short answer questions (SAQs) responses and plan their OSCE.
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LinkedIn: https://www.linkedin.com/company/100504475
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Tuesday, march 6, 2012
- 1. Tuesday, March 6, 2012 English 9 Navejar, Dammanna, Huth
- 2. Sponge Activity Using 3 rhetorical devices (see our term list), create an informational text ad for an item that you own. Examples- – A game that you like to play – A product you use – A food you like to eat – A restaurant you like to go to
- 3. Order of Lesson 1. Sponge activity 2. Review terms for this unit 3. Read informational text handout a. Kyrie Irving (finish article) b. Complete handout- hand in 4. Review terms again 5. Work on CABS for informational text a. You can use your notes 6. Turn CAB in 7. Preview Wednesday’s activity a. Research on Co-Sleeping
- 4. Informational Text • Josh Hamilton Article – Describe the rhetorical devices used to “prove” that Josh Hamilton is “one of the best all-around players in baseball.” • PlayStation Vita – How much is the item? • With 3G and without – What are the features of the item (selling points)? – Identify rhetorical devices used in this informational text • Read “New This Month” – What are the features of the item (selling points)? – Identify rhetorical devices used in this informational text • Writing Activity (Reflect on the following and choose one) – Choose a video game that you like to play – Choose a favorite sports person (basketball, soccer, baseball, boxing, etc…) – Choose a restaurant, movie, or book • Now write a short informational text (like the examples we just read) using at least 3 rhetorical devices we learned. (15 points)
- 5. Learning Objectives Students will: Key Ideas and Details • RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. • RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Craft and Structure • RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). • RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). • RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
- 6. Learning Objectives I will: 1. learn new rhetorical terms and devices 2. read informational text for understanding 3. determine the central idea of the reading 4. analyze the author’s claim a. how it’s developed and refined by the use of rhetorical devices I know I will have learned the objectives because I will be able to: 1. identify the usage of the rhetorical devices in other informational text 2. describe how these rhetorical devices are being utilized
- 7. Vocabulary for this unit Inference Draw conclusions about their reading by connecting the text with their background knowledge. Synthesize new ideas and information Thesis Focus statement of an essay; premise statement upon which the point of view or discussion in the essay is based. Connotative What is implied by a word. For example, the words sweet, gay, and awesome have connotations that are quite different from their actual definitions. Technical language Used in or peculiar to a specific field or profession; specialized Diction An author's choice of words to convey a tone or effect Tone The attitude a literary work takes towards its subject and theme. It reflects the narrator's attitude. Appeals to authority, emotion, logic rhetorical arguments in which the speaker either claims to be an expert or relies on information provided by experts (appeal to authority), attempts to affect the listener's personal feelings (appeal to emotion), or attempts to persuade the listener through use of deductive reasoning (appeal to logic). Voice The acknowledged or unacknowledged source of words of the story; the speaker, a "person" telling the story or poem.