Final essay (4-5 pages)

 - We will have an optional class about this information on Wednesday, November 18 during class time. Given the agreement of students present, as required, I will record the class for anyone who is not present.

- The documents below are also available on Moodle. 

- You will turn these projects in via Moodle. 

- There is no hard deadline yet but you are welcome to begin work at any time.

INGL 3103

Fall 2021

Dr. Jessica Adams

 

Prewriting for Final 4–5-page Essay

 

A) Decide on the piece of writing you have done this semester that you want to expand. In other words, which essay or topic that you have written about do you want to do more with? 

 

State your topic here:

 

B) Think about your work and develop an initial argument, or thesis statement. You will do this by following the guidelines we discussed in class, which are summarized here: https://interenglishfall2021-10.blogspot.com/2021/10/thesis-statements.html

 

Remember: An argument is a statement or claim that you make about a text. We could also consider it as your main conclusion once you have considered a text in depth. It is not an obvious statement that no one would disagree with. It is, instead, a statement that some people might DISAGREE with. It can even be CONTROVERSIAL. 

 

I say that this is your intial thesis because as you write, your argument may evolve. Often, people end up writing the arguments that fit best with their actual thinking about a text when they force themselves to sum up their conclusions at the end of their essays. [When writing in English, you are expected to state your argument at the beginning of your essay.] Be aware of this and if you write a good argument in your conclusion, put it in your introduction instead and then make sure that the body of your essay supports it. 

 

Write your initial thesis statement here:

 

C) Gather 4–6 pieces of evidence that support your argument. By “evidence,” I mean direct quotes (taken directly from the essay). As relevant, “evidence” also means specific events that occurred, specific details that you noticed, and/or specific interactions that you had.  

 

– If you are writing about one of the essays we read, you will gather 4 quotes from the essay that support your argument. 

 

– If you are writing about an experience (related to evaluating i) your experience practicing radical honesty; ii)how gender is expressed in your enviornment; or iii) your experience asking 5 of Dr. Aron’s questions that are said to “lead to love”), you will gather evidence from one of the essays related to these issues, as well as your personal experience doing these exercises. 

 

List the pieces evidence you plan to use to support your argument here:

 

1.

 

2.

 

3.

 

4.

 

5.

 

6.

 

Now that you have taken these steps, you are ready to start writing your essay. Please see the checklist on Moodle that you will complete and hand in with your draft. 

INGL 3103

Fall 2021

Dr. Jessica Adams

 

Checklist for 4–5-page Essay

 

Add an X in the right-hand column after you complete each element of the essay

 

 

Introduction to your subject matter + thesis statement (your argument)
Transition
Paragraph 1: Evidence 1 + analysis of evidence (show how the evidence supports your argument)
Transition
Paragraph 2:  Evidence 2 + analysis of evidence (show how the evidence supports your argument)
Transition
Paragraph 3:  Evidence 3 + analysis of evidence (show how the evidence supports your argument)
Transition
Paragraph 4:  Evidence 4 + analysis of evidence (show how the evidence supports your argument)
REPEAT UNTIL YOU REACH A MINIMUM OF 4 FULL PAGES  (not 3 ½ pages)
Conclusion: Avoid repeating what you already said. Instead, think about where your idea has led you. If you were to write an essay that was a sequel to this one, in which you continued to develop your idea, what might it be about? Briefly gesture toward that in your conclusion.

 

 

 

Oral presentations (video format)

5-minute video 

The link to the site for making and submitting your 5-minute videos is as follows: 

 

https://flipgrid.com/eddeb398

 

Topic: 

Something personal to you that you would like to share with the group.

 

For example, you might approach this assignment:

• By using it as an opportunity to teach the class about something you know, or know how to do, well, OR
• By talking about an activity that you spend time doing outside of class and describe an experience you had in the course of doing it, OR 
• By talking about some aspect of the academic field you're majoring in that you think would be of more general interest.

Think about this project from the perspective of offering something of value to your audience.

Rubric:

• Does the info you want to share fit into 5 minutes?
• Did you talk about yourself?
• Did you make an effort to engage your audience?

Deadline:  

Due to the huelga/strike:

a) we will not be able to meet in person this semester. However, next semester we will be meeting in person for all classes.

b) the hard deadline for the oral presentation will be after classes resume. However, you are welcome turn in this assignment next week as scheduled on the syllabus, or at any time during the strike that is convenient for you. 

 

 

 

 

 

Transition words

From https://writing.wisc.edu/handbook/style/transitions/

Transitions to help establish some of the most common kinds of relationships

Causation–Connecting instigator(s) to consequence(s).

accordingly
as a result
and so
because

consequently
for that reason
hence
on account of

since
therefore
thus

Chronology–Connecting what issues in regard to when they occur.

after
afterwards
always
at length
during
earlier
following
immediately
in the meantime

later
never
next
now
once
simultaneously
so far
sometimes

soon
subsequently
then
this time
until now
when
whenever
while

Combinations
Lists–Connecting numerous events.
Part/Whole–Connecting numerous elements that make up something bigger.

additionally
again
also
and, or, not
as a result
besides
even more

finally
first, firstly
further
furthermore
in addition
in the first place
in the second place

last, lastly
moreover
next
second, secondly, etc.
too

Contrast–Connecting two things by focusing on their differences.

after all
although
and yet
at the same time
but

despite
however
in contrast
nevertheless
nonetheless
notwithstanding

on the contrary
on the other hand
otherwise
though
yet

Example–Connecting a general idea to a particular instance of this idea.

as an illustration
e.g., (from a Latin abbreviation for “for example”)

for example
for instance
specifically
that is

to demonstrate
to illustrate

Importance–Connecting what is critical to what is more inconsequential.

chiefly
critically

foundationally
most importantly

of less importance
primarily

Location–Connecting elements according to where they are placed in relationship to each other.

above
adjacent to
below
beyond

centrally
here
nearby
neighboring on

opposite to
peripherally
there
wherever

Similarity–Connecting to things by suggesting that they are in some way alike.

by the same token
in like manner

in similar fashion
here
in the same way

likewise
wherever

Other kinds of transitional words and phrases
Clarification

i.e., (from a Latin abbreviation for “that is”)
in other words

that is
that is to say
to clarify
to explain

to put it another way
to rephrase it

Concession (meaning you concede an opponent's point)

granted
it is true

naturally
of course

to be sure

Conclusion

finally
lastly

in conclusion
in the end

to conclude

Intensification

in fact
indeed
no

of course
surely
to repeat

undoubtedly
without doubt
yes

Purpose

for this purpose
in order that

so that
to that end

to this end

Summary

in brief
in sum

in summary
in short

to sum up
to summarize

 

Introducing sources

From https://stlcc.edu/student-support/academic-success-and-tutoring/writing-center/writing-resources/introducing-sources.aspx#

How to Use a Signal Phrase

Signal phrases provide a seamless transition from the writer’s thoughts to a source’s thoughts and can provide details about the source that highlight credibility and expertise.

Avoid dropped quotations:

Did you know that some bread batters should be hand mixed? “This light mixing technique produces quick breads with a lovely open crumb” (Greenspan 2).

Instead, use a signal phrase:

Did you know that some bread batters should be hand mixed? According to Dorrie Greenspan, author of Baking: From My Home to Yours, “This light mixing technique produces quick breads with a lovely open crumb” (2).

Signal Phrase Examples

In the words of noted psychologist Carl Jung, “…”

As cultural anthropologist Margaret Mead noted, “…”

Kanye West, Grammy award-winning songwriter and rapper, says, “…”

“…,” claims reality-TV star Hulk Hogan.

Authors Amy Tan and Tobias Wolfe offer two unique perspectives on growing up: “…” (Hacker 408) 

Verbs in Signal Phrases

Choose an appropriate verb to create your own signal phrase that will make your source’s position clear (Hacker 408). 

[Note from the professor: Be attuned to what each of these words says about what YOU think about your source material. If you say someone "states" something, that is neutral. If you say they "claim" something, that suggests that you are skeptical of that person's ideas. If you say they "point out" something, that suggests that you agree with them. Choose verbs to lead into your quotes to convey your own opinion of the value of the quote in your work.] 

Acknowledges	Comments	Endorses	Reasons
Adds	Compares	Grants	Refutes
Admits	Confirms	Implies	Rejects
Agrees	Contends	Insists	Reports
Argues	Declares	Illustrates	Responds
Asserts	Denies	Notes	Suggests
Believes	Disputes	Observes	Thinks
Claims	Emphasizes	Points out

Logical fallacy #13: Poisoning the well

"Poisoning the well is a logical fallacy (a type of ad hominem argument) in which a person attempts to place an opponent in a position from which he or she is unable to reply."

(https://www.thoughtco.com/poisoning-the-well-fallacy-1691639)

Examples: 

A) Pennélope writes, When I was in high school, a lot of students who had already taken classes with certain teachers went around the school sharing their particular experiences and thoughts about them. Most of the reviews were horrible. The anticipation for the first day of the school year, getting to meet the terrible person they'd paint the teachers to be, I came to realize they weren't bad teachers they were just strict and had certain methods which did not please some students. At the end of the day they were great educators. This is an example of poisoning the well because they portrayed these teachers as terrible educators when in reality the students just didn't agree with their methods and narrated the story as if they were bad people.

The argument here could be something like, "You won't like those teachers because they are bad people," or even, "You shouldn't like those teachers because I didn't like them," or perhaps, "I suffered through that class so you should suffer, too."

B) I’m a member of Congress who is up for re-election. I learn that I’m going to be challenged for the office by an attractive, charismatic local lawyer. I’m worried that he could win, so I start to spread rumors about him. I say that he’s a pedophile, and I dig up an old legal case in which he was accused of molesting a young girl. He was found not guilty, but I keep bringing the issue up, and even suggest that he might have paid off the judge. On election day, voters elect me. I’ve successfully “poisoned the well.”  

C) Here are two more explanations that include examples:

* https://www.logicallyfallacious.com/tools/lp/Bo/LogicalFallacies/140/Poisoning-the-Well

 

* http://rationalwiki.org/wiki/Poisoning_the_well

Logical fallacy #12: Confirmation bias

 Everyone has a tendency toward confirmation bias. Once we’ve made up our minds about something, we tend to look for information that supports our conclusion, and to dismiss (even unconsciously) information that may challenge it. “I knew I was right!” we might say, triumphantly, upon having our pre-existing ideas confirmed. 

 

Clearly, it’s important to be able to build a case for the things we believe in, and also to live in the world in as conscious a manner as possible. These two things can go together. We can build stronger arguments by looking at differing perspectives. And our minds stay agile as we try to see through someone else’s eyes. 

 

I had a very uncomfortable revelation the other day. I realized that if Trump had been a passionate environmentalist, in addition to all the terrible things he revealed about himself and his beliefs, I might actually have considered voting for him. Like those one-issue voters who cast their ballot for him because he had promised to overturn Roe v. Wade, if he had pledged to do everything in his power to protect the environment, I might have found myself supporting him. I understood then that on some level I could not  condemn anyone who had voted for Trump based on their particular issues. My understanding of who I was shifted and my confirmation bias was challenged. It made my brain hurt to have this thought, but at the same time I felt my heart, for lack of a better word, opening more fully. 

 

For more information, see:

* https://www.psychologytoday.com/blog/science-choice/201504/what-is-confirmation-bias

 

* http://skepdic.com/confirmbias.html

 

* http://pages.ucsd.edu/~mckenzie/nickersonConfirmationBias.pdf

Logical fallacy #11: Appeal to pity

In my previous teaching position, I was expected to have my teaching evaluated on a date that turned out to be the day after I returned from my grandmother’s funeral. I went to my department chair (directora in Spanish) and, in tears, I asked her if we could reschedule. She agreed. (In this case, I felt justified in appealing to my chair’s pity, because I really didn’t think I would be able to do my best teaching under the circumstances.) 

Definition: The appeal to pity takes place when an arguer tries to get people to accept a conclusion by making them feel sorry for someone.

 

Examples: 

a) “I know the exam is graded based on performance, but you should give me an A. My cat has been sick, my car broke down, and I’ve had a cold, so it was really hard for me to study!” The conclusion here is “You should give me an A.” But the criteria for getting an A have to do with learning and applying the material from the course; the principle the arguer wants us to accept (people who have a hard week deserve A’s) is clearly unacceptable. The information the arguer has given might feel relevant and might even get the audience to consider the conclusion—but the information isn’t logically relevant, and so the argument is fallacious. 

 

b) Pennélope writes,

I remember a particular scene in Harry Potter and the Prisioner of Azkaban where Snape and Dumbledore are talking while guarding the kids that are sleepping in the main hall. Harry is amongst these kids and he seems to be wide awake, eavesdropping on the conversation. Snape says something a long the lines of "We must let him (Harry) know that he's in danger." Dumbledore interrupts and answers, "Not now, he's sleeping. Dreams (insert poetic JK Rowling line here)." I understand this is associated with the appeal to pity fallacy because Harry being asleep is not the only reason they don't share the bad news (we see this all throughout the series) but because they understand he has been through a lot already and pity him for having such a tragic life.   

 

The argument in this situation could be something like, "Harry Potter has had such a difficult life, Snape. Take pity on him. You shouldn't let him know that his life is in danger because that would make his life that much worse."

c) She also notes, "I found this fun article showcasing an example of this logical fallacy in the 2007 Transformers film: 

https://www.bettercognitions.com/articles/appeal-to-pity-fallacy-examples/#:~:text=An%20example%20of%20the%20appeal,instead%20of%20a%20B%20minus.

Tip: Make sure that you aren’t simply trying to get your audience to agree with you by making them feel sorry for someone.

 

(Credit: The Writing Center, University of North Carolina at Chapel Hill)