8 September 2016
Homework Bellwork
Tomorrow Quiz over rhetorical analysis
essay assignment instructions
Start thinking about ideas over each summer reading book for the essay
This .ppt will be posted for you to fill in / complete notes that we do not finish in class
Due by Sunday at 8 pm: 1 comment and 1 response per
article on turnitin.com discussion boards
If you were outer circle yesterday, please turn in your notes to the pink basket.
Think about the essays you have done for class previously. What do you feel confident that you know how to do? What do you have questions about?
Fill in the K and W sections of your notes with this information.
RA Quizzes
Grade Distribution Key Takeaways
A – 36
B – 36
C/D – 21
F – 19 (9 below 60)
If it’s an achievement grade, prepare for it
If Mrs. Laffin does a presentation and notes and gives an AA grade, learn it
Use the definitions provided in class
Follow the instructions
Use the review
Today’s Task…
Today you will guide yourself through this presentation over the elements of a successful essay
This should be review. You have written essays for classes before, so this information should not be new.
However, it has been months since you were in class talking about essays, so this review is important.
Today’s Task…
Fill in the notes with the information you can tell is important
If you do not finish during class, finish for homework
These notes are due at the beginning of class tomorrow, and you will want to keep them handy in your folder/binder for this class
Contents
1. Inductive vs. Deductive arguments
2. Essay outline
3. Introductions/Conclusions
4. Thesis statements
5. Topic sentences
6. Body paragraphs
7. Coherence
8. Unity
9. Organization
10. Documentation and formatting
11. Turnitin.com
12. The writing process
Overview
This Power Point is designed to review elements of an essay. Hopefully you have seen this information before.
My expectation is that you have a working mastery of the content of this presentation so we can polish and refine your writing.
If you have any questions about the content of this presentation, see me. I am happy to help you catch up if you feel behind.
Inductive vs. Deductive
Deductive reasoning General to specific (thesis, then evidence)
You are probably used to writing in a deductive style: present your thesis (in your introduction), and then provide evidence and reasoning to support it
Inductive reasoning Specific to general (evidence, then thesis)
Present the question to be explored, and then work through the possibilities and evidence to arrive at your thesis (in your conclusion)
5 Paragraph Essay Outline Note: This is a rather formulaic outline. As you will see through examples I provide in class, the idea of this outline is valid (introduction, a body with evidence and explanation that is divided into paragraphs, and a conclusion), the exact division of paragraphs is not necessarily set in stone.
Title (one you made up, not the name of the assignment)
Introduction
Body paragraph 1
Body paragraph 2
Body paragraph 3 (may be optional)
Conclusion
Introduction
The opening of your paper
Sets the tone for the essay
Gives your reader the first impression of the quality of writing they can expect. An introduction that lacks finesse can give the reader a poor first impression.
Introductions
SHOULD SHOULD NOT
Begin with an effective attention getter (see next slide)
Have a bridge that ties the attention getter in with the thesis
End with thesis
Set the tone for the essay and/or give context for the situation
Engage the reader and make him/her want to read your paper
When appropriate, present title and author of work to be discussed
Present the thesis statement before the end of the introduction (this is confusing for the reader)
Present evidence or arguments to support the thesis (this belongs in the body of your paper)
Contain any undocumented information from sources or information from sketchy sources
Introduction
Attention getter/Hook: The opening of your introduction
Should be engaging (draw your reader in and make him/her want to keep reading)
May use one of these techniques: Pertinent quotation (cited from a reliable source) Anecdote (may be personal OR cited from a reliable source) Startling statistic (cited from a reliable source) Statement of opposing view (what people who would disagree with your thesis might say;
this requires an effective bridge) Analogy/comparison Cause/problem (if your thesis is about the effect/solution) or effect/solution (if your thesis is
about the cause/problem)– in other words, give context for your paper Rhetorical question (NOT a yes/no question; this should make your audience ponder
something– “What does a werewolf have in common with an ice cream cone?” NOT the assigned topic.)
Definition (must be either a definition your reader is unlikely to know OR a common word defined in a new way)
Illustration (an example you COULD have used in your essay but use in your introduction instead)
Introduction
After your attention getter, your introduction will have a bridge Connects ideas in attention getter to thesis Should use effective transition words/phrases/techniques to shift from
one idea to another
Example:
Attention getter: (Comparison between “The Raven” and Lord of the Flies) In the famous poem, “The Raven,” Edgar Allen Poe’s repetition creates an eerie if nonsensical refrain.
Bridge: Similarly, references to the beast throughout Lord of the Flies are just one way William Golding establishes the menacing presence of this mysterious being.
Thesis: This seemingly omnipresent antagonist conveys Golding’s theme that what people should fear most is what we, ourselves, are capable of.
Conclusion
A lot like an introduction!
The closing of your paper
Transitions your reader out of “evidence + argument” mode and back into “big idea” mode
Your last chance to make a good impression on the reader
Conclusion
SHOULD SHOULD NOT
Consider “echoing” the technique your introduction used to bring essay full circle
Go from specific (thesis) back out to general (attention getter type send-off)
Consider ending on something open-ended to give your reader space to think (a question can work, but it has to be gooood)
Simply provide a summary of main points of the paper
Introduce new ideas/ arguments to support thesis not discussed already in the essay
Downplay the quality of your argument by saying things like “These are just a few of the reasons why…” (This implies you can’t be bothered to tell your reader all of the reasons.)
Thesis Statement
I’ve mentioned it– it ends your intro and could start your conclusion.
This is the most important, most central idea of your essay– it’s the idea ALL of the other ideas need to support
Key words from this statement and/or their synonyms should appear throughout your topic sentences and commentary
If you have a prompt for your essay (like on the SAT or an AP test), this states your clear answer to/position on the prompt
Thesis Statement
MUST be a subjective statement* that you can argue and provide evidence to support
Since you can’t argue and provide evidence to support a fact (after all, why would you need to do that for a fact?), your thesis should not be factual
* A subjective statement is a statement that can be debated/argued. It is the opposite of an objective statement, which is factual and can not be debated/argued (unless you have spare time and like to argue just to argue).
Thesis Statement
It can be tempting to list ideas in your thesis (e.g. “Golding develops his theme through symbolism, characters’ actions, and plot twists.”). There are several reasons not to do this: 1. Your thesis needs to be the central idea developed in your
essay. You don’t want paragraphs that are more specific than your thesis. With the above thesis, your paragraph about symbolism wouldn’t address the other two things listed in your thesis. Sad trombone.
2. If you are in a timed situation and you make a list in your thesis, if you don’t have time to get to everything OR change your mind as you are writing, this can result in a compromise of the unity of your paper.
3. It sounds so elementary. Like you think you or your reader won’t be able to follow the essay unless there is a list of what you are going to talk about somewhere. You are ready to write in a more sophisticated way.
Body Paragraphs
These are the paragraphs in your paper that develop your argument
They begin with topic sentences and contain evidence and explanation.
Evidence is facts and/or ideas directly from sources
Explanation is YOUR ideas, analysis, and commentary about how your evidence supports your thesis
They generally end with either a summary sentence or transition sentence
Body Paragraphs
Topic sentences
Begin the paragraph
Are subjective (like the thesis)
Present a specific reason thesis statement is true
Starting point can be thesis + because + reason for this paragraph to develop
Should most likely NOT contain cited information (because you don’t want to base your paragraph on someone else’s idea)
Body Paragraphs
Evidence Can come from:
Common knowledge Doesn’t require citation– things like “Abraham Lincoln was
assassinated,” or “College Station has several elementary schools.”
Your research / sources / literature Usually requires citation – things like “Abraham Lincoln died on
April 15, 1865 after being assassinated” (Smith 10). Or “College Station has twelve elementary schools” (CSISD). If you have parenthetical documentation, you must ALSO have a works cited.
However, on the AP exam, you only need citations for the synthesis essay. Since the passage is your only source, you don’t need citations, but you do still need specific examples like direct quotations or paraphrased ideas to support your analysis.
Body Paragraphs
Explanation Draws connections between evidence and ideas
presented in topic sentence/thesis
Is YOUR explanation of how they are connected
Is NOT a summary of a source– that is called paraphrasing and requires a citation. Paraphrasing is evidence, not explanation.
Is where your argument/explanation takes place– this is the key part of your paper that solidifies your argument and includes key words from and direct references to thesis / topic sentence ideas
Body Paragraphs
Summary/transition sentence
You can add one or the other to conclude your paragraph
Summary sentence = paraphrases the key ideas of the paragraph it concludes
Transition sentence = kind of like the bridge of your introduction– segues reader from the idea of the sentence it concludes to the idea of the subsequent topic sentence
Body Paragraphs Note: “Chunk” writing as described below is an option when it comes to organization. It is an effective option because it ensures that you are presenting both evidence and explanation; however, more sophisticated writers may go beyond the formula of these chunks while still applying the principle of presenting evidence and explanation in an organized way that the reader can understand.
Organization Generally, paragraphs should have a topic sentence, at least two
“chunks” of information, and a summary sentence Options for “chunks” :
Eight sentence “chunks” “Chunk” = concrete detail (fact) + two sentences of commentary
(explanation)
Majors-minors “chunks” “Chunk” = major (your opinion) + two sentences of minors (facts to
support your opinion)
Quotation sandwich “chunks” Sentence 1: Intro to quote and what it’s going to convey Sentence 2: Evidence/quote Sentence 3: Your explanation of how it proves your topic
sentence/thesis)
Paragraphs need to be well-developed; a paragraph with only one “chunk” as described above is not sufficient
Coherence
This means the connections between words, sentences, and paragraphs in your essay
Coherence is established in a number of ways: Transition words and phrases
Should appear throughout essay as needed, not just before certain sentences
Repetition of key words The key words from your thesis/topic sentences need to appear
throughout your essay. If they don’t, the connections between your ideas may not be as clear to your reader as they are to you
Pronoun references Making reference via pronouns to earlier ideas in your
sentence/paragraph highlights the connections been those ideas. This technique (which I have used three times in this sentence so far, but now four times) can also help clarify your meaning.
Unity
This refers to keeping your entire idea focused on the same topic
Your thesis statement is like the center of the web of ideas presented in the paper
No direct connection back to thesis? Then it probably shouldn’t be in your paper.
Overall Organization
Your entire paper should be organized purposefully
Introduction and conclusion should give a sense of opening and closure
Body paragraphs, if chronological, should be in chronological order. So should ideas within paragraphs.
If your paragraphs do not have a chronological aspect, consider putting your strongest argument last to leave your reader with a strong impression
Documentation
ALL ideas in the paper that are not common knowledge must be documented from a reliable source Reliable source: A legitimate publication or print
source. Random websites (like Brainyquote) that have no documentation to back up their information are not reliable sources. If you can add your own info to it, it’s probably not reliable.
Documented: In English, we use MLA style parenthetical documentation. If you have parenthetical documentation, you need a works cited.
Check out The Owl at Purdue for in-text documentation help and for works cited help.
Formatting
Page numbers go in upper right corner. They should be last name page. Like this: Laffin 3
Heading goes in upper left corner: Your name Becky Nam My name Mrs. Laffin Class + period English III AP – 2 Date 15 May 2014
Use Times New Roman, 12 pt. for everything (even the page numbers)
Double space everything (including the heading) Print on the front only Staple it in the upper left BEFORE coming to class
Turnitin.com
This is a required part of the assignment
If it is not done on time but a hard copy was submitted on time, the penalty is 5 points off per day it is late
If it is not done on time and a hard copy was not submitted, the regular late work policy applies (and you have a zero if it is never submitted)
Can be done before/after school and during advocate in the library; the librarian can help you if you are having trouble
The Writing Process
Prewriting
Sooooooooooooo important
NOT the most tedious or difficult part
The MOST ignored but potentially helpful part of the writing pocess
Come on! Please do the prewriting!
The Writing Process
Prewriting Includes two sub-steps: brainstorming and planning
Brainstorming: Coming up with TONS of ideas without judging them. You’ll judge later. Just go for ideas and connections now. Techniques include making a web, a list, freewriting, doing
research, talking to other people about ideas, looking for ideas/inspiration in life and your experiences, etc.
In addition to ideas for your paper, think about the way you need to write the paper. Who is your audience? How should you use ethos/pathos/logos? What is your purpose? What good reason do you have for writing (yes, it’s an assignment, but if you find a better exigence, your paper will be stronger)? What other features do you want your paper to include?
The Writing Process
Prewriting
Planning: After thorough brainstorming, select your best ideas to use and make an outline
Many people with poor development of ideas in their papers needed to do more brainstorming before planning
“Best ideas” doesn’t usually also mean “first three ideas”
Note: You should brainstorm and plan for BOTH your body paragraphs AND your intro/conclusion
The Writing Process
Drafting
This is where you write out your ideas into sentences/paragraphs
This should take place AFTER you brainstorm and plan.
Drafting is probably the most challenging step because you are trying to get all of your ideas into words. You can make it MUCH easier by having a good plan of what you are going to write.
The Writing Process
Revising Revising is polishing the content and language in your
paper Content:
Do the ideas all connect back to the thesis? Are these the best ideas to prove your position? Have you effectively used ethos/pathos/logos? Have you effectively addressed the opposition? Could I improve coherence by rearranging or adding/removing ideas?
Language: Am I clear? Do I sound natural? Is my tone appropriate? Could I make it stronger based on my audience and purpose? Could I improve coherence by adjusting the way I am saying things?
The Writing Process
Editing is fixing the errors in your paper Spelling Punctuation Capitalization Fragments Run-ons Comma faults (You can not join two sentences with only a
comma; you must use a comma + for, and, nor, but, or, yet, or so. Note that “however” and “therefore” are not words that can be used with only a comma to join sentences.)
Verb tense issues Use literary present when discussing literature Shifts in verb tense imply that you have not read through your
paper. They are distracting and make writing difficult to follow.
After revising and editing…
You aren’t finished with your paper after one round of revising and editing
Print your paper and read it over again In other words, another round of revising and editing
Repeat revising and editing until your paper is so polished that you do not see any mistakes or problems to address
Use checklists/rubrics provided by your teacher to help you make sure your paper will receive the grade you want
Publishing
When your paper is finished
Print (front only)
Put it in the order assigned by your teacher
Staple/place it in the folder
Have it ready to hand to your teacher when you get to class (You don’t want to wait until you get to class– what if something is missing? What if there isn’t time during class to put papers together?)