Session 10

1. Session 10

2. Panopticon Article Narration • Page 1 block quote one Compare/Contrast • p.5 “Where Mrs. Clutter . . . “ Cause/effect • P. 7 Block quote 1

3. Panopticon Article • Process Analysis • P. 7-8 block quote 3 • Appeal to pathos • P.8 Para 3 ¶3

4. Research Paper Types

5. Argument • What we are doing Cause/Effect • The increase in shark attacks on the coast is caused by a change in sea lion migration.

6. Definition • Fracking is . . . • Genetic testing is . . . • Courage is . .. • Women’s rights are . . . • Men’s rights are . ..

7. Classification/Division • There are 3 issues with fracking . . . • Scientists claim there are many reasons to perform genetic testing. • There are different types of courage: courage of the battlefield, courage of the homefront and courage of the moment.

8. Illustration • Proves that something exists Racism against Native Americans • Signs in Montana • Names and Hiring • Income rates • Reservations

9. Description • Yosemite • What it feels like to have a bone marrow transplant Narration • Story of a family coping with autism

10. Process Analysis • How DNA was discovered • How diabetes changes the body’s ability to synthesize sugar • There is always a time element in process analysis papers.

11. Compare/Contrast

12. Basics • To write a comparison or contrast essay that is easy to follow, first decide what the similarities or differences are by writing lists on scrap paper. Which are more significant, the similarities or the differences?

13. Intro. with thesis • 1st similarity • 1st detail • 2nd detail • 2nd similarity • 1st detail • 2nd detail • 1st difference • 1st detail • 2nd detail • 2nd difference • 1st detail • 2nd detail • Conclusion Intro. with thesis • 1st similarity • 1st detail • 2nd detail • 1st difference • 1st detail • 2nd detail • 2nd similarity • 1st detail • 2nd detail • 2nd difference • 1st detail • 2nd detail • Conclusion Type A Type B

14. Plan A • Plan A: Use Plan A if you have many small similarities and/or differences. After your introduction, say everything you want to say about the viewpoint, and then go on in the second half of the essay to say everything about the other one, comparing or contrasting each item in the second with the same item in the first.

15. Plan B • Plan B: Use Plan B if you have only a few, larger similarities or differences. After your introduction, in the next paragraph discuss one similarity or difference in BOTH works or characters, and then move on in the next paragraph to the second similarity or difference in both, then the third, and so forth, until you're done

16. Plan B • If you are doing both similarities and differences, juggle them on scrap paper so that in each part you put the less important first ("X and Y are both alike in their social positions . . ."), followed by the more important ("but X is much more aware of the dangers of his position than is Y"). In this format, the comparing or contrasting goes on in EACH of the middle parts.

17. Options? Compare? Contrast?

18. Options? Compare? Contrast?

19. Outlines

20. Outline: Why bother? • Aids in the process of writing • Helps you organize your ideas • Presents your material in a logical form • Shows the relationships among ideas in your writing • Constructs an ordered overview of your writing • Defines boundaries and groups

21. What else it helps with • Purpose (PIE) • Audience • Most importantly, it will help clarify your thesis

22. How to do it • Brainstorm: List all the ideas that you want to include in your paper. • Organize: Group related ideas together. • Order: Arrange material in subsections from general to specific or from abstract to concrete. • Label: Create main and sub headings.

23. Four Ways to Design Parallelism • Each heading and subheading should have a parallel structure. If the first heading is a noun (verb, etc.). the second heading should be a noun (verb, etc.) It's like writing a resume. • Choose electric cars • Reduce carbon imprint

24. Division Each heading should be divided into 2 or more parts. • Reduce Carbon Imprint • Recycle aluminum and glass • Recycle electronics

25. Coordination • All the information in Heading 1 should have the same significance as the information in Heading 2. The same goes for the subheadings (which should be less significant than the headings). • Review water bill for possible waste • Review electric bill for possible waste • computers draining power • television draining power

26. Subordination The information in the headings should be more general, while the information in the subheadings should be more specific. Ways to reduce carbon footprint • change transportation • ride bike • walk more

27. Types of Outlines Alphanumeric Outlines • Roman Numerals • Capitalized Letters • Lowercase Roman Numerals • Lowercase Letters I.A.i.a.

28. Types of Outlines • Alphanumeric Outlines • I.A.i.a. Full sentences Phrases

29. Types of Outlines • Decimal Outlines The decimal outline is similar in format to the alphanumeric outline. 1.1.2.3.1 Some people like this better than I.A.1.a.

30. Outlines Don't stress if you can't complete it. This is a working outline.

31. Working /Annotated Bibliographies

32. Common assignment at CSUB Major parts • Citation in MLA • Summary • How it applies to your paper Remember: It must be alphabetical.

33. Envision 156 • Summarize source • You can use quotations, but it has to be less than 10 percent of your annotation. • 160 words means 16 words in quotes. You must include the page number.

34. Example OKAY This article looks at the needs of UK students and how to teach them "the conventions of this form of [academic] literacy" (79). NOT This article says "that in order to be successful in higher education, students must learn the conventions of this form of literacy. However, some students do not bring with them the linguistic capital that makes the process easy" (79) .

35. Requirements • MLA citation with hanging indent. • Single spaced with a double space between sources. • 125-150 words per source. First part summary and pertinent information. Last 2-3 sentences on how will this benefit your paper. • MUST be your seven scholarly sources!

36. Beware • Watch your commas and citations. • Errors will modify your grade downward.

37. Popham, W. James. "Assessment Literacy for Teachers: Faddish or Fundamental?." Theory Into Practice 48.1 (2009): 4-11. Academic Search Elite. EBSCO. Web. 23 Mar 2011. • Popham’s article looks into whether or not the movement to improve assessment is a momentary blip or a true need for instructors to spend time improving or clarifying how they assess students. He looks at the difference between summative (porfolios) and formative (responsive drafts and quizzes) assessment. He does value both of those methods in the classroom but he bewails the prevalence of standardized testing does not differentiate adequately between students who have effective teachers and those who have poor teachers. Popham also believes that these tests are economically and socially skewed; this is a true disservice to developmental or ESL students. He lists thirteen items that he believes should be considered in any creation of an assessment program. This article will benefit my paper since he is so against standardized testing. His chart on the creation of an assessment program will also assist me by providing a guideline for important areas to address in my paper.