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.

PA#7: "They Say"

Read Chapter 2 of Writing from Sources (WFS) and the essay by Carl Singleton on pp. 192 - 94. You might also want to look at Chapter 2 of TSIS, especially the list of verbs at the end.

Write a paragraph summarizing Singleton's argument in the essay. Don't agree or disagree until the last sentence of the paragraph. Simply summarize his point of view. Be objective in your tone, language, and content.

Try to use and CORRECTLY introduce SHORT quotations from the essay when you think Singleton does a better job of writing his point of view than you can, but don't overdo it. Don't let Singleton do your writing for you.

Your paragraph should take the following form, which more or less follows the instructions given in WFS:

1. Summarize the main argument. Don't forget to work in Singleton'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].

2. Summarize 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.

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.

3. State the underlying principle present in Singleton's essay -- the idea that makes the argument go. You can think of it as your or Singleton'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.

4. 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.

WFS gives you excellent instructions on how to determine these matters. Use them.

Bring a copy of PA#7 to class on Monday, 9/19. Blog it by 5 PM on Sunday 9-18. I'm giving you some extra time on this one. Don't procrastinate.

PA#6 -- They say, but I say (refutation, part 1).

In PA#3 you established a point of view (a thesis) on a subject and divided your support of that point of view into separate sub-arguments.

In PA#4 you stated and supported one of those sub-arguments.

For PA#6, consider an argument against your position (a counter-argument). State it and explain it clearly and objectively. Then state an argument (a refutation) responding to the counter-argument. Them, explain your refutational argument and provide evidence that supports it.

1. Topic sentence/ statement of the counter-argument

2. Explanation of the counter-argument (Don't spend too much time here, but you should be clear and objective.)

3. State your refuting argument.

4. Explain it.

5. Provide some evidence that it is true.

Use the templates/ transitions in TSIS to indicate the moves you are making.

Upload the paragraph here as a comment below by Tuesday, 9/13/16, at 5 PM. Bring a hard copy to class on Wednesday.

PA#5 -- We say. I say.

Write a paragraph summarizing the topic of your wiki page. 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 wiki

2. Any explanation required to clarify the topic

3. The purpose of the wiki

4. Division into parts

5. The part that you will write about

6. The way your part helps fulfill the purpose

7. An example or detail from your part that illustrates how your part fulfills the purpose.

Upload your paragraph as a comment to this blog post by Sunday, 9/11 at 5 PM. As usual, bring a hard copy to class on Monday. Please note the deadlines. A few paragraphs have been coming in late, which makes it more difficult for me to prepare class. Also, a few of you are not posting paragraphs. Get with the program.

PA#4 I Say, They Say

In PA#3 you established a point of view (a thesis) on a subject and divided your support of that point of view into separate sub-arguments.

Note, for example, how Emily Poe does it in the sample. She claims in her thesis statement that "vegetarianism is clearly the better option for sustaining the Earth and all its inhabitants." She divides her support of that claim into three subtopics: environmental improvement, humane treatment of livestock, and improved personal health.

Presumably, in a paragraph that follows, she discusses the first of those sub-claims: That the vegetarian lifestyle improves the environment.

Look back at the introductory paragraph you wrote. Find your first sub-claim and write what would become the second paragraph of your essay. Note: You might not have established sub-claims. If you didn't, you might consider going back and revising PA#3. 

Use the following paragraph pattern:

1. Topic sentence/ statement of the claim,

2. Explanation of the claim (spend some time here),

3. Evidence by example and detail, and

4. Evidence by quotation

Use the templates/ transitions in TSIS to indicate the moves you are making.

Upload the paragraph here as a comment below by Thursday, 9/9/16, at 5 PM. Bring a hard copy to class on Friday. Really. I mean it this time. We'll definitely be spending some time in class making comments on each others' paragraphs.

PA#3: They Say, I Say (Knocking Down the Straw Man)

Write a paragraph using the basic pattern found on p. 14 - 15 of TSIS, both the second and third editions, (Assignment #1). Use the italicized words to structure what would essentially become an introductory paragraph to a larger essay.

Post your paragraph by Tuesday 9/6 at 5 PM, and bring a hard copy to class on Wednesday, 9/7.

PA#2 – Downshifting

  Hello, students,

Paragraph Assignment #2 – Basic Downshifting

Post the following paragraph in the comments section below by Sunday at 5 PM and bring a hard copy to class. In the meantime, observe your environment. Look around. Take some notes.

 Define and describe a problem here at Ohio Wesleyan. Start with a topic sentence that defines the problem. Then describe the problem in more detail in subsequent sentences. Finally, give a detailed example of the problem. Use the details to illuminate the description above.

 Write a well developed paragraph that follows the basic downshifting pattern we will discuss in class. Sometime over the weekend, post your paragraph to the blog as a "comment" to this assignment. Also, BRING A HARD COPY THE PARAGRAPH TO CLASS on Friday so that I can read them outside of class.

We will follow that basic pattern on all the paragraphs you write during the first weeks of the semester:

 

Day 1: Draft the paragraph. Blog it ASAP.

Next class day: Discuss the previous paragraph and assign the next one.

PA#1: Student Interview Paragraph

Dear Students,

Welcome to the our English 105 blog. Before you leave, click on “Subscribe to: Posts (Atom)” at the bottom of the page. 

For your first paragraph assignment, you will be interviewing (and be interviewed by) another student in the class.

Please write a paragraph about that student. Make sure that you capture something -- not everything -- important about your colleague. Don't try to say everything. Narrow the focus to one critical quality.

That focus will allow you to provide the kind of evidence and detail that makes the paragraph real and engaging.

For example, let's say the student is on the golf team. Surely, the student experienced one moment that ensured that he or she would be a golfer forever. Describe the student's interest, but make it real to the reader. Capture that moment.

Post the paragraph here as a comment to this assignment by Th/9/1 at 5 PM. Bring a hard copy to class on F/9/2.