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.
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.
Thursday, February 25, 2016
Chapter 13 pages 309-317
Ch 13 Pages 309-317
Engaging in classical arguments.
This chapter backtracks from what we have been learning in the first two papers to focus on picking a side and defending or arguing against it. They talk of "engaging classical arguments", which they mean to be picking a topic and a side of said topic and using literary and rhetorical skills to determine your standing and make visible a point or a standing that you discovered through your writing. They explore what an argument is, and in the book it says "the study or argumentation involves two components: truth seeking and persuasion."
they then go on to list tips to "grow as an arguer" and develop new techniques to defending your point and seeking truth in your topic as you explore the argument and find new positions and standings as well as proof behind standing arguments. Lastly they talk about finding arguable topics, which is necessary, as there are certain topics you can't find much ground for starting an argument seeing as it is black or white, or adversely too grey, with too much flexibility to be proven.
Engaging in classical arguments.
This chapter backtracks from what we have been learning in the first two papers to focus on picking a side and defending or arguing against it. They talk of "engaging classical arguments", which they mean to be picking a topic and a side of said topic and using literary and rhetorical skills to determine your standing and make visible a point or a standing that you discovered through your writing. They explore what an argument is, and in the book it says "the study or argumentation involves two components: truth seeking and persuasion."
they then go on to list tips to "grow as an arguer" and develop new techniques to defending your point and seeking truth in your topic as you explore the argument and find new positions and standings as well as proof behind standing arguments. Lastly they talk about finding arguable topics, which is necessary, as there are certain topics you can't find much ground for starting an argument seeing as it is black or white, or adversely too grey, with too much flexibility to be proven.
Tuesday, February 23, 2016
Chapter 3 Sections 3.1 and 3.2, ch 13 pages 329-330
Section 3.1
How Messages Persuade
Different from what we've been learning so far, todays reading went over Angle of Vision, which is a technique to convince readers of a CERTAIN/SINGULAR point of view rather than exploring all options as we have been previously. It goes to explain how to use sentence structure, vocabulary, and correct selection of words and details to show the angle of vision. After this they explain how to determine the different angles of vision present in a topic or story or writing, using an image and a story as examples after which they dissect them, showing which aspects of the writing or image belong to the angle of vision. Finally they conclude by stating strategies for constructing an angle of vision, with examples such as: State your intention directly, select details that support your intentions, and choose words that frame your subject in the desired way or have the desired connotations.
Section 3.2
Messages Persuade through Appeals to Logos, Ethos and Pathos.
This section goes over Ethos, Pathos, and Logos, terms and rhetorical devices I am quite familiar with. They explain how each one works, with Pathos being an appeal to emotions, logos being an appeal to logic and reason, and ethos be an appeal to character and trustworthiness. They then briefly explain how the three while being different also work together and can blend to create the ultimate appeal depending on who you are trying to reach.
Ch 13 pages 329-330 (I threw these in this post rather than make a single post for 2 pages)
Informal Fallacies
They include an intro to fallacies "murky reasoning that can cloud an argument"
the common fallacies they introduce are: Post Hoc, mistaking sequence for cause. Hasty Generalization, grouping things together without proper knowledge or research. false analogy, where the two things being compared or argued are too different to be correctly used like that, and then they go on to list the rest.
How Messages Persuade
Different from what we've been learning so far, todays reading went over Angle of Vision, which is a technique to convince readers of a CERTAIN/SINGULAR point of view rather than exploring all options as we have been previously. It goes to explain how to use sentence structure, vocabulary, and correct selection of words and details to show the angle of vision. After this they explain how to determine the different angles of vision present in a topic or story or writing, using an image and a story as examples after which they dissect them, showing which aspects of the writing or image belong to the angle of vision. Finally they conclude by stating strategies for constructing an angle of vision, with examples such as: State your intention directly, select details that support your intentions, and choose words that frame your subject in the desired way or have the desired connotations.
Section 3.2
Messages Persuade through Appeals to Logos, Ethos and Pathos.
This section goes over Ethos, Pathos, and Logos, terms and rhetorical devices I am quite familiar with. They explain how each one works, with Pathos being an appeal to emotions, logos being an appeal to logic and reason, and ethos be an appeal to character and trustworthiness. They then briefly explain how the three while being different also work together and can blend to create the ultimate appeal depending on who you are trying to reach.
Ch 13 pages 329-330 (I threw these in this post rather than make a single post for 2 pages)
Informal Fallacies
They include an intro to fallacies "murky reasoning that can cloud an argument"
the common fallacies they introduce are: Post Hoc, mistaking sequence for cause. Hasty Generalization, grouping things together without proper knowledge or research. false analogy, where the two things being compared or argued are too different to be correctly used like that, and then they go on to list the rest.
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