PA#14: A downshifted paragraph on your research project

Write a paragraph summarizing the topic of your research project. Discuss its proposed content, organization, divisions, and your part in it.

Your paragraph should have the following content in the order listed:

1. The topic of the research project,

2. Any explanation required to clarify and/ or refine and narrow the focus of the topic,

3. The persuasive/ argumentative purpose of the project,

4. Division into parts (preliminarily),

6. The way your division helps fulfill the purpose, and

7. An example or detail  that illustrates how your part fulfills the purpose. (Don't leave this part out. Show me that you've done at least some preliminary research.)

Blog the paragraph by Tuesday at 7 PM. Bring a copy to class on Wednesday.

PA#13: Body paragraph for WA#4

For Friday, 10/7, choose one of the introductory paragraphs you have written for WA#4 and write on of the body paragraphs.

Please have it posted below by 5 PM on Thursday, 10/6.

PA#12: Introductory paragraph with hook

Write the introductory to an essay in fulfillment of WA#4, the single source essay. You'll find the assignment on pp. 191 - 92 of WFS. (Note that I'm asking you to write at least 750 words, not the 500 - 600 specified in WFS.)

You have already written such an introduction on Singleton's essay. Thus, this time, please choose one of the other essays we discussed in class.

The paragraph should follow the following structure:

1. "Hook" your reader

2. Provide a bridge from the hook to the main argument of the essay.

2. Summarize the main argument. Don't forget to work in Wise's full name and the title of the essay. A typical template for that first sentence might be as follows. In [title of the essay], [author's full name] [verb from the list in TSIS] that [the author's main argument/ thesis].

3. Summarize briefly the supporting arguments, each in their turn. Exclude examples and details for now. Just summarize the main supporting arguments. Use transitions to indicate the flow of the argument and the fact that Singleton and not you is arguing. Some of you spent far too much time here when you wrote the Singleton introduction. Keep it brief.

Here, you'll need to understand the underlying organizational principle of the essay. Writers don't always make them obvious. Use your understanding of that organizational principle to structure your summary.

4. State the underlying principle present in the essay -- the idea that makes the argument go. You can think of it as your or Wise's thesis, but it is often unstated. Think of it as the idea that you will either defend or refute in subsequent paragraphs in the body of an essay that follows this introductory summary.

5. Finally, state your point of view as a response to Singleton's point of view. You will either be defending, refuting, or finding some middle ground.

Not a PA#11 -- Blog Some Notes on "Why Animals Deserve Equal Rights"

For Monday, blog some class-discussion notes on "Why Animals Deserve Equal Rights" by Steven Wise. You'll find the essay on pp. 194 - 96 in WFS.

Blog your notes by Sunday, 1/2 at 5 PM.

On Monday, bring a copy of your notes to class, and be prepared for a lively class discussion on a very controversial issue.

PA#10 -- A Paragraph from Your Wiki

For next time, post one paragraph out of your contribution to your wiki group.

Keep in mind the overall purpose of the wiki and the various paragraph patterns we have  discussed. Have you included enough detail to make the paragraph persuasive? Have you downshifted the paragraph?

As usual, post the paragraph by Tuesday, 9-27, at 5 PM and bring a hard copy to class on Wednesday, 9-28.

Not a PA#9: Discussion notes on torture

Take a position on the use of torture as described by Bagaric and Clarke. Then post discussion notes for our class discussion on Monday. Those notes should consist of

1. The thesis of a potential essay. Please remember that the thesis is based on YOUR claim about torture and is not a claim made by B & C. Your thesis probably ought to play off of B & C's ideas, but the idea expressed should be your idea.

2. A set of claims that either support B & C or refute their claims. Those claims can get a bit complicated because many of B & C's claims are already  refutations.

3. A set of arguments that respond to possible refutations of your claims.

4. Any evidence that you can drum up supporting your claims and possible responses to refutations of your claim.

As usual, have your notes posted by Thursday, 9-22, at 5 PM so that the rest of the class and I can have a chance to read them before our class discussion on Friday, 9-23. Also, please bring a hard copy (or a suitable way of reading your notes via electronic device) to class. You'll do better in the class discussion if you have your notes in front of you.

Not a PA#8: Class Discussion Notes

Carl Singleton's essay takes a very distinct attitude toward solving America's educational problems. Look again at his essay. Discover his underlying assumption(s).

Decide whether you agree or disagree with him. In class on Wednesday, we will, I hope have a free-wheeling discussion, but we won't have one unless you are prepared.

Consequently, please blog a set of discussion notes below.  The material doesn't have to be in paragraph (or even sentence) form. Just imagine arguments and counterarguments against his position and write them down.

Also, include some evidence for your point of view. If you are on Singleton's side, note that he does a pretty poor job of providing supporting evidence. Help him out.

If you want to argue against Singleton, thing of arguments and examples that would fuel a refutation.

No worries here. Just get some material down that you can use during the discussion.

Post your notes by Tuesday, 9-20, and bring them to class on Wednesday. They will become the basis for our class discussion that day.