1 / 15

Week 6: Preparing for BA4, pt. 2

Week 6: Preparing for BA4, pt. 2. Thesis structure & Function. Meetings. Updated sign-up sheet on class website Few time slots remaining. Sign up ASAP. Thursday session @ Room 352 I will be there from 6:00PM-7:15PM (5 sessions) Session continues until 9:00PM

cairo-hicks
Download Presentation

Week 6: Preparing for BA4, pt. 2

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Week 6: Preparing for BA4, pt. 2 Thesis structure & Function

  2. Meetings • Updated sign-up sheet on class website • Few time slots remaining. Sign up ASAP. • Thursday session @ Room 352 • I will be there from 6:00PM-7:15PM (5 sessions) • Session continues until 9:00PM • You will work with any available tutors • If available times and session don’t work, sign up for a session at the Writing Center ASAP. • Bring rough draft for BA4, textbook, and something to take notes with.

  3. Reminder: Brief Assignment 4 • BA4 due Monday, Oct. 7 @ 11:59PM • Instructions: • 1) identify the audience and purpose of each text • —2)explain what those are, in about 75-100 words • —3) create a thesis statement for a rhetorical analysis of EACH text. • —Stephen Budiansky: “Lost in Translation” pp. 238-244 • —Scott Jaschik: “Winning Hearts and Minds…” pp. 261-266 • Tina Rosenberg: “Everyone Speaks Text Message” pp. 267-271 • —4) Include a Works Cited entry that includes all three texts • If you quote, you MUST provide in-text citations

  4. Next Week: Due in Class • Reading 7 • St. Martin's Handbook • Sections. 8 and 13 • First-Year Writing • Ch 6 (114-146) • “Evaluating and Integrating Quotations” • Chase Barnes’ BA5 (p. 571-572) • Taylor Martin’s BA5 (p. 573-574)

  5. Next Week: Due in Class • Participation Assignment • Derived from BA3 and necessary for BA5 & Draft 1.1 • Bring the quotes you will use and a draft of your analysis for those quotes to class. • Choose three (3) rhetorical choices &Two (2) quotes per rhetorical choice • How does the use of the rhetorical choice affect the audience? • How does the use of the rhetorical choice help the author achieve his purpose? • Where in the essay will you use those quotes? Why?

  6. Previous Prep: BA4 and beyond • St. Martin’s: Ch. 3c Drafting a Working Thesis • By completing BA3 • You received feedback on identification of audience and purpose • You received feedback on identification of rhetorical choices and sample quotes • In BA4, you will • present revised identification of audience and purpose (from BA3) • choose the three strongest choices out of the five (find others, if necessary) and incorporate them into working thesis (from BA3)

  7. Previous Prep: BA4 and beyond • In BA5, you will • Use the comments about sample quotes(BA3) to find textual evidence that is relevant to audience and purpose and supports your thesis(BA4) • Full instructions for BA5 will be provided next class • In Draft 1.1, you will • Analyze the effect of rhetorical choice on a & p (BA3 & Next PA) as directed by thesis (BA4) and support analyses with textual evidence (BA5) • Step-by-step to rhetorical analysis essay

  8. Thesis Structure & Function What should a thesis include? What does a thesis do? Why are we writing a thesis?

  9. Thesis Structure • Common components of thesis statements are: Author, Title, Audience, Purpose, Rhetorical Choices • In (Title of Text), (Author’s name) persuades his audience to (purpose) through the use of (list of three choices) • Note: I only provided this sample as a model and starting point for BA4 rough draft. Variations are possible and encouraged. • [Attributive Tag] + [Topic (your argument)] + [Comment (Rhetorical Choices)] • [Title of Text and Author’s Name]+[What is the author’s purpose for his audience?]+ [Which rhetorical choices are used to achieve purpose?]

  10. What does a Thesis do? Why? • Theses: • identify what will be discussed in an essay • set up expectations for the essay • determine what will be included in an essay • A thesis also determines the order of the body paragraphs according to the order in which rhetorical choices are listed. • Theses are maps that allow the reader to not get lost while they travel through your essays

  11. This week’s reading • The Ethnobiologist’ Dilemma • What is the point of the text? • What is the author saying? • Who is the audience? • Multi-layered audience • Consider when and where the article was published • What is the purpose? • Difference between awareness(what the author does) and action(why the author does it; purpose)

  12. Constructing Thesis Statements • The Ethnobiologist’s Dilemma • Houston Quintanilla’s BA4 p. 568 • Are there any issues with his identifications of audience and purpose? Can they be improved? • How is his thesis structured? (Name and order components) • How can his thesis be improved? • Andrew Scibek’s BA4 p. 570 • Previous points

  13. Theses at Work • Rollin Willis’ Draft 1.2 – p. 574 • Where is the thesis located? • How is the thesis structured? • How are the components ordered? • Did he correctly identify audience and purpose? • Suggestions for improvement? • Does the rest of the essay reflect the thesis? If so, how? • Chase Barnes’ Draft 1.2 – p. 579 • Previous points

  14. BA4: Graded Samples The Ethnobiologist’s Dilemma

  15. Activity • Considering what we have discussed today • Groups: • Are you missing any components from your working theses? • What can you improve? How? • Individual: • Revise your working thesis • Questions?

More Related