Sections 17.3-17.6
This whole chapter is going over how to correctly write in closed-form prose and techniques to help you make an effective argument using this form of writing. Section four is all about titles and introductions. We've already gone over this section so I don't think I need to repeat myself.
Section three goes over how to start the argument, by making lists and outlines, and throwing together chunks of what you know and slowly whittling away at them. After that they say to "nutshell" your argument together, which is to essentially throw all the ideas and bases for the argument together, which helps you create and manage a thesis that flows through the whole paper. Next is the structure, with which they list multiple tools to help visualize the structure of your paper which include: Outlines, Tree Diagrams, and a couple other personal methods.
Section five is about Topic sentences for paragraphs. Topic sentences in paragraphs are essentially just thesis statements that exist for just that particular paragraph and sub topic, rather than something that pertains to the whole paper. They then go on to talk about placement of topic sentences (they should always go at the beginning) and how to revise a paragraph to fit the topic sentence, and vice versa. Section six tackles transitions and guideposts, meaning the travel from one paragraph to the next using transition words. next they go over major transitions which are sometimes sentences of their own. In this it is explained and understood how you need to focus on trying to tie in the transition to the next paragraphs topic sentence.
Wednesday, April 13, 2016
Wednesday, April 6, 2016
Pages 384-387
Pages 384-387
This section of the reading is over Proposal writing. The authors explain two kinds of Proposals: Practical Proposals, which target a specific audience with whom they hope to persuade on their topic and issue; the other is Policy Proposal, which is more wide aimed and set to persuade lots of people rather than a specific audience, but from the looks of things we won't be using Policy Proposals this semester. Next they describe how to understand proposal writings, which is necessary to writing one of our own. A proposal writing is described as having three main parts: Description of the problem, proposal for a solution, and justification; in that order and used correctly those are what form to make a proposal. Like most skills in writing it is a process and takes equal dedication to each part to work. The description part is self explanatory, while the proposal for a solution is basically the summary of what you think is a good solution and outcome for this problem you are approaching, and the justification is essentially why you think that. Lastly is a chart explaining strategies for overcoming the special challenges of proposal arguments, which is essentially a guide to how to use your proposal writing to further your argument.
(side note: you told me to remind you that we discussed me turning this in late.)
This section of the reading is over Proposal writing. The authors explain two kinds of Proposals: Practical Proposals, which target a specific audience with whom they hope to persuade on their topic and issue; the other is Policy Proposal, which is more wide aimed and set to persuade lots of people rather than a specific audience, but from the looks of things we won't be using Policy Proposals this semester. Next they describe how to understand proposal writings, which is necessary to writing one of our own. A proposal writing is described as having three main parts: Description of the problem, proposal for a solution, and justification; in that order and used correctly those are what form to make a proposal. Like most skills in writing it is a process and takes equal dedication to each part to work. The description part is self explanatory, while the proposal for a solution is basically the summary of what you think is a good solution and outcome for this problem you are approaching, and the justification is essentially why you think that. Lastly is a chart explaining strategies for overcoming the special challenges of proposal arguments, which is essentially a guide to how to use your proposal writing to further your argument.
(side note: you told me to remind you that we discussed me turning this in late.)
Thursday, March 31, 2016
Pages 155-158
Pages 155-158
This section goes over Bibliographies and how to write them, while also introducing the topic of Annotated Bibliographies and further delving into how one is written and what goes into one. While a bibliography is merely a collection of cited sources, the annotated bibliography is that plus the writers own commentary on each one. there are Summary and evaluative annotations, summary being just a quick overall grasp of what the cited source is about, while the evaluative one is the authors take on what is written in the cited source and why you're using it in the paper. Next the features of annotated bibliographies are explored, and they are Rhetorical information, A Summary of the source's content, and the writers evaluation of the source. These essentially tell the reader everything the writer borrowed or learned from the cited sources,saving you the time to go and explore said sources to get the full picture the author had. Lastly they go over introducing your annotated bibliography and the process of perfecting it, which usually fit hand in hand with intros and editing of regular sections of papers.
This section goes over Bibliographies and how to write them, while also introducing the topic of Annotated Bibliographies and further delving into how one is written and what goes into one. While a bibliography is merely a collection of cited sources, the annotated bibliography is that plus the writers own commentary on each one. there are Summary and evaluative annotations, summary being just a quick overall grasp of what the cited source is about, while the evaluative one is the authors take on what is written in the cited source and why you're using it in the paper. Next the features of annotated bibliographies are explored, and they are Rhetorical information, A Summary of the source's content, and the writers evaluation of the source. These essentially tell the reader everything the writer borrowed or learned from the cited sources,saving you the time to go and explore said sources to get the full picture the author had. Lastly they go over introducing your annotated bibliography and the process of perfecting it, which usually fit hand in hand with intros and editing of regular sections of papers.
Monday, March 28, 2016
Chapter 1, section 1.1 Chapter 20 Skill 20.1
Chapter 1 Section 1.1
This section is all about coming up a problem and how that ties into a thesis. There are a lot of things in this part about how college writing will require strong problems and strong thesis statements. The most important part of this section is the first table which is titled How Writers Become Gripped By a Problem. It has three columns: Occasion that leads to your posing a problem, examples, and your interior mental state. The overall message I get from this is that we are to pose the problem ourselves. The problem may be something other people have spoken of or know a lot about but when we pose the problem, we are making it our own issue that we are exploring for our own reason or for specific reasons. The final column, Your Interior Mental State, is essentially how your mind reacts to the problem itself, and that process is what makes a similar problem so absolutely varied and individual to each person because no two people have the exact same reactive thought to a problem, leaving a new variation of the problem for you to explore.
Chapter 20 Skill 20.1
This section is about arguing your thesis in response to a research question, which they explain as using your thesis to create an argument for your problem, which in research papers are the main use for a thesis. They next go over Documentation, which is using in-text- citations and bibliographies to allow readers to follow along with your research, since writing an entire research paper by yourself is difficult so it helps to have all sorts of sources and pieces of information that can fill the holes in your paper and your research. Lastly they go over Formulating a Research Question, which is quite important considering that's what we are doing in class right now and what I need the most help with. now, this is different than forming a thesis or coming up with a topic. A research Question is the catalyst that sparks your thesis and the rhetoric and goal of the paper itself.
This section is all about coming up a problem and how that ties into a thesis. There are a lot of things in this part about how college writing will require strong problems and strong thesis statements. The most important part of this section is the first table which is titled How Writers Become Gripped By a Problem. It has three columns: Occasion that leads to your posing a problem, examples, and your interior mental state. The overall message I get from this is that we are to pose the problem ourselves. The problem may be something other people have spoken of or know a lot about but when we pose the problem, we are making it our own issue that we are exploring for our own reason or for specific reasons. The final column, Your Interior Mental State, is essentially how your mind reacts to the problem itself, and that process is what makes a similar problem so absolutely varied and individual to each person because no two people have the exact same reactive thought to a problem, leaving a new variation of the problem for you to explore.
Chapter 20 Skill 20.1
This section is about arguing your thesis in response to a research question, which they explain as using your thesis to create an argument for your problem, which in research papers are the main use for a thesis. They next go over Documentation, which is using in-text- citations and bibliographies to allow readers to follow along with your research, since writing an entire research paper by yourself is difficult so it helps to have all sorts of sources and pieces of information that can fill the holes in your paper and your research. Lastly they go over Formulating a Research Question, which is quite important considering that's what we are doing in class right now and what I need the most help with. now, this is different than forming a thesis or coming up with a topic. A research Question is the catalyst that sparks your thesis and the rhetoric and goal of the paper itself.
Tuesday, March 8, 2016
Sections 17.4 and 17.10
Section 17.4
This section focuses on piecing the whole paper together with effective titles, introductions, and conclusions. Next, some old bad habits and thoughts are put to rest, such as the conveyor belt of ideas, and a funnel leading to your main point. Good titles are claimed to be important too, used as hooks and quick intros to the paragraphs point. Different strategies and their outcomes are explained such as containing parts of your thesis in your titles, to slowly introduce the thesis without blurting it out. The latter half of the section focuses on the elements of a closed form introduction, which they list as: An opening attention-grabber, Explanation of the question to be investigated, Background information, and lastly A preview of where your paper is heading.
Section 17.10
This section finally ties in open formed writing into our current closed form writing, expressing and explaining how though the two are different, elements from each can be used in the other to create an impact. They introduce how to use elements of an open form in writing a closed form without jeopordizing the closedness of it.
This section focuses on piecing the whole paper together with effective titles, introductions, and conclusions. Next, some old bad habits and thoughts are put to rest, such as the conveyor belt of ideas, and a funnel leading to your main point. Good titles are claimed to be important too, used as hooks and quick intros to the paragraphs point. Different strategies and their outcomes are explained such as containing parts of your thesis in your titles, to slowly introduce the thesis without blurting it out. The latter half of the section focuses on the elements of a closed form introduction, which they list as: An opening attention-grabber, Explanation of the question to be investigated, Background information, and lastly A preview of where your paper is heading.
Section 17.10
This section finally ties in open formed writing into our current closed form writing, expressing and explaining how though the two are different, elements from each can be used in the other to create an impact. They introduce how to use elements of an open form in writing a closed form without jeopordizing the closedness of it.
Monday, March 7, 2016
Sections 2.2 and 2.3
Section 2.2
This part of the chapter goes over Thesis statements, a topic not used much in our last two papers but one that is very prominent in college writing. They explain the Thesis statement as the answer to your question you are posing for or against your topic. The thesis is both a tool to change your reader's view of the subject, while the thesis statement is the overall expression of what you want to change their view to side with. Thereafter tips are given to help you change their views, and after that they go over what they call a "surprising reversal" and other techniques to build tension, which in this context is used to describe being brought towards new ideas.Lastly is a section devoted to developing Thesis statements.
Section 2.3
Unlike the last two papers the majority of our future papers in college and more specifically this class will be closed-form prose. in this they explain the paper should be opened with an introduction to the problem, not the thesis, which is essentially the view we want them to reach, which would be mroe suited as a conclusion or stepping blocks to help the reader know where we are trying to take their thought process to. The rest of the chapter is devoted to learning how to better create an introduction that both leads to the thesis and lures the readers in.
This part of the chapter goes over Thesis statements, a topic not used much in our last two papers but one that is very prominent in college writing. They explain the Thesis statement as the answer to your question you are posing for or against your topic. The thesis is both a tool to change your reader's view of the subject, while the thesis statement is the overall expression of what you want to change their view to side with. Thereafter tips are given to help you change their views, and after that they go over what they call a "surprising reversal" and other techniques to build tension, which in this context is used to describe being brought towards new ideas.Lastly is a section devoted to developing Thesis statements.
Section 2.3
Unlike the last two papers the majority of our future papers in college and more specifically this class will be closed-form prose. in this they explain the paper should be opened with an introduction to the problem, not the thesis, which is essentially the view we want them to reach, which would be mroe suited as a conclusion or stepping blocks to help the reader know where we are trying to take their thought process to. The rest of the chapter is devoted to learning how to better create an introduction that both leads to the thesis and lures the readers in.
Sunday, February 28, 2016
Chapter 5 Section 5.1
Chapter 5 Section 5.1
Understanding Rhetorical Reading
In this chapter they go over the process of reading in a rhetorical sense rather than writing, since its always good to gather information before starting a paper, and also it enables us to read someone elses work and identify the rhetoric in that and use it in our own. They mention some things we should look for are Vocabulary, Unfamiliar Rhetorical Content, Unfamiliar Genre, and a Lack of Background Knowledge.
After expressing some tips for reading the rhetoric better they introduce a topic they call reading with and against the grain, meaning to read a paper with an attitude akin to positivity, looking for the things done right, and then adversely reading it for that which could be done better. After that they talk about Summary writing, which is self explanatory that it is writing a summary of events or just the essential information, that which is the base of your writing. Lastly they approach the topic of response writing, which is essential writing your own work based off of or approaching the argument made in a different paper, which takes good rhetoric skill in both writing and reading, and combining the two skills.
Understanding Rhetorical Reading
In this chapter they go over the process of reading in a rhetorical sense rather than writing, since its always good to gather information before starting a paper, and also it enables us to read someone elses work and identify the rhetoric in that and use it in our own. They mention some things we should look for are Vocabulary, Unfamiliar Rhetorical Content, Unfamiliar Genre, and a Lack of Background Knowledge.
After expressing some tips for reading the rhetoric better they introduce a topic they call reading with and against the grain, meaning to read a paper with an attitude akin to positivity, looking for the things done right, and then adversely reading it for that which could be done better. After that they talk about Summary writing, which is self explanatory that it is writing a summary of events or just the essential information, that which is the base of your writing. Lastly they approach the topic of response writing, which is essential writing your own work based off of or approaching the argument made in a different paper, which takes good rhetoric skill in both writing and reading, and combining the two skills.
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