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.
Thursday, March 31, 2016
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.
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