Jennifer
Gonzalez’s process of teaching argumentative writing
Step by step to teach your students
write an argumentative/persuasive writing
Step 1: Watch how it’s done: The teacher shows students good writings
in that genre, also shows them mentor texts which serve as excellent examples
within the genre. Learners look at these texts as readers.
Step 2: Informal argument, freestyle: Students argue verbally, at the
beginning it should be in a free style. Learners are defining a position to
each other. The teacher should provide interesting topics. Arguing is an
activity that students do all the time without noticing it.
Step 3: Informal argument, not so
freestyle: The teacher makes the same exact thing as in step 2 but more
formalized and with texts. The teacher gives students a couple or articles that
will provide them some facts and figures to use for their arguments and for the
selection of topics. They have some background of the topic and it is not only
personal opinions.
Step
4: Introduction of the performance assessment: Students
write down an actual written argument where they say what their main point is,
and give three reasons to support that. The teacher makes them write a thesis statement.
Here is where the teacher introduces the actual performance assessment.
Step 5: Building the base:
The teacher is keen on spending lot of time in pre-writing with students. Sometimes
students are left to their own devices and get stuck or complicated if they do
not have a solid base. Learners should have a good and decent thesis statement.
Step 6: Writer workshop: Once
students have their thesis statement, they write at their own pace , this is called
self-pace learning. It is a period of time, from one to two weeks, in which
students write independently. At this stage, the teacher is able to see students’
progress.
Step 7: Final assessment: The
teacher gives a mark for the students’ argumentative writings. By that time,
the teacher is already familiar with the learners’ way of writing.
It is not new the fact that people
belonging to the LGBT group suffer from inequality, discrimination and even
violence. Although there are lots of people that accept and respect homosexuals,
there are many others who do not tolerate love between two individuals from the
same sex. Fortunately this situation is changing and everyday more and more
people are opening their minds and approving that there are people who have
different opinions and want to leave their sexuality in another way. I consider
that anybody has the right to judge and mistreat another person because his or
her sexual orientation or gender identity. LGBT struggle to gain the acceptance and
respect of the society is a very talk about subject. In the past, this theme
was taboo but throughout the years it expanded and had wider significance. One
of the reasons because this topic spread so much could be thanks of the artists
who are involved with , and serve as agents to raise awareness of this issues
among people. An example of it is Elton John , he has been openly gay since 1988 and he is the singer of the song “All
the young girls love Alice” referring to a gay character and it tells the
tragic story of a young lesbian who died in the streets: “ Come over and please me Alice
it's my turn today All the young girls love Alice Tender
young Alice they say If
I give you my number Will
you promise to call me Wait till my
husband's away (…) Getting
your kicks in another girl's bed And it was only last Tuesday
they found you in the subway dead”
In these lines we can notice all the pain and soreness that Alice suffered
throughout her short life , and in her case she had the worst final. Another song that is based on a
homosexual character is “An Englishman in NY” by Sting , it is about a famed
gay author Quentin Crisp and his experiences as an outcast: “It takes a man to
suffer ignorance and smile Be
yourself no matter what they say Oh,
I'm an alien, I'm a legal alien I'm
an Englishman in New York Oh, I'm an alien, I'm a legal alien I'm
an Englishman in New York (…) Confront your
enemies, avoid them when you can A
gentleman will walk but never run” Here, we can observe how the character
felt , full of anguish he considered himself an alien that did not belong to
that place , but in spite of this he claimed to be oneself and have a strong
personality no matter what society says. The
song “Where the streets have no name” by U2 is not made specially for LGBT society
but it can suit with it perfectly: “I want to run, I want to hide I want to tear
down the walls that hold me inside I
wanna reach out and touch the flame Where
the streets have no name”
Reading this lines we may have the impression of a person belonging to the LGBT
community trying to escape and flee from the contempt and discrimination coming
from society. In conclusion, it seems that the
songs mentioned above share a similar message, to respect everybody, no matter
about their elections, because before being homosexual , lesbian , gay ,
heterosexual , transsexual we are people , our sexual orientation do no
define us. We do not know how the other person feels or is enduring in his or
her personal life, so we must be always kind and respectful with everyone. If
we understand and put it into practice we would evolve as a society and grow as
individuals.
A book review looks at the quality meaning and
significance of a work of literature.It is a reaction paper and focuses on
purpose , content and authority in which strength and weaknesses of the
material are analyzed.
Do not confuse a book report and and a book review. Book report: Usually in
middle and high school, you tell your classmates what it is about and what
parts you like most of it. Book review: Especially at
the undergraduate and graduate levels, and has a much higher standard. You look
what the author is trying to do, evaluate it, and look for evidences to support
that.
In order to do a book review you have to read the book (it shows when
you do not do that)
(Read actively and critically)
Takes notes and highlight passages while reading , it will be more easier for
you when you have to write your review.
After the reading process, the writing one starts.
There is no standard discipline-specific
way to write a book review
A book review has two parts:
Your summary: The shortest and easiest part , you write on your own
words what the book is about , restate the author’s main point and supporting
details. Avoid chapter-by-chapter summary, it is important to look the chapter
as a whole not as individual parts, avoid also quoting heavily from the source.
It should take ¼ of your article.
Your analysis (or critique/evaluation): Most of your paper will be
devoted to it. It is a hard section and a detailed evaluation of the
thesis/argument/main purpose presented by the author. This look at objective
strengths and weaknesses of the book of the article. It is not a matter whether
you like it, you have to separate your emotional involvement. It should take ¾
of your article.
(sometimes you are asked to provide information about the author , the
background ,your personal opinion)
Writing tips and issues to take into account:
-It is not necessary to work chronologically
-It is acceptable to compare the book you read with another works
-Avoid excessive and block quotes (Do not let the author write the article for
you)
-Review the book in front of you not the book you wish the author had written
-Provide a balance analysis , avoid voicing strong agreement or disagreement
(not all strengths or all weaknesses)
-Do not be afraid to disagree with the author
-Cite your source and examples
-Give you enough time to write , this type of articles requires time and
critical thinking
-The analysis portion requires a lot of critical thinking , you need to
interact with the text and ask questions , the first one of those is “Who is
the audience?” “Is the author communicating affectively to that audience?”. Look
at the sources that were used “Is it just the author’s opinion?” or is there a
quality of sources used to back up the assertions?
-Look for the author’s preconceived notions or presuppositions
- Does the author have the necessary expertise to write this book or article?
-Does the book or article relate to other sources on the same topic?
- Does the author define and use appropriate academic terminology?
-Does the author present a clear purpose? Does he have a purpose and fulfill
it?
-Does the author contribute anything new to the field?
- Does the author exhibit any bias? Does the author have any inclusive
worldview or writing style?
-Are any errors in the author’s logic? --------------------------------------------------------------
Writing Center of University of
North Carolina at Chapel Hill
What
is a review?
A review is a critical evaluation of a text, event, object, or phenomenon.
Reviews can consider books, articles, entire genres or fields of literature,
architecture, art, fashion, restaurants, policies, exhibitions, performances,
and many other forms.
Above all, a review makes an argument. The
most important element of a review is that it is a commentary, not merely a
summary.
Typically, reviews are brief. Some reviews
may vary in tone, subject, and style,
they share some common features:
First, a review gives the reader a concise summary of the
content. This includes a relevant
description of the topic as well as its overall perspective, argument, or
purpose.
Second, and more importantly, a review offers a critical
assessment of the content. This involves
your reactions to the work under review: what strikes you as noteworthy,
whether or not it was effective or persuasive, and how it enhanced your
understanding of the issues at hand.
Finally, in addition to analyzing the work, a review often
suggests whether or not the audience would appreciate it.
What follows is a series of questions to
focus your thinking as you dig into the work at hand:
What is the thesis—or main argument—of
the book?
What exactly is the subject or topic of the book?
How does the author support her
argument?
How does the author structure her argument?
How has this book helped you understand the subject?
You may
also consider some information about the author and the circumstances of the
text’s production:
-Who is the author?
-What is the book’s genre?
Writing the review survey your notes and attempt to unify your impressions into a statement
that will describe the purpose or thesis of your review.Then, outline the
arguments that support your thesis.
Your arguments should develop the thesis in a logical manner
Introduction In general, you
should include:
-The name of the author , the book title and the main theme
-Relevant details about who the author is and where he/she stands in the genre
or field
-The context of the book and/or your review
-The thesis of the book
-Your thesis about the book Summary of the content This should be brief, as analysis takes priority.
The necessary amount of summary also depends on your audience.
Analysis and evaluation of the book Your analysis and
evaluation should be organized into paragraphs that deal with single aspects of
your argument. You do not necessarily need to work chronologically through
the book as you discuss it. Given the argument you want to make, you can
organize your paragraphs more usefully by themes, methods, or other elements of
the book.
Conclusion Sum up or restate
your thesis or make the final judgment regarding the book. You should not
introduce new evidence for your argument in the conclusion.This paragraph needs
to balance the book’s strengths and weaknesses in order to unify your
evaluation.
This book, written by Maurice Imhoof
and Herman Hudson in 1976, is for advance learners of English who are interested
or required to get involved in academic writing. “From paragraph to essay”
provides an explanation of different kinds of paragraphs , for example
paragraphs by listing, examples, comparison, contrast, definition and classification,
and also gives some examples and questions in order to recognize them and put
in practice the theory you read in the book at the beginning of each chapter.
I consider that this work is very
helpful for everybody who wants to write a well-written paper. It tackles not
only with theory and definitions but also with practical issues, for example you
will require to answer questions , choose the best option , complete and finish
an idea , put some statements in order, among others. It shows that the authors
wants to make sure that the reader comprehends the explanations , but also
fully understand them by plenty of exercises. Something I find it very fruitful
is the fact that many examples of the same paragraph are provided, it allows
the reader to compare the different examples and see whether the information
stated before is shown in them. Another aspect that is beneficial is the
organization of the book, its well organized structure is very profitable for
students because firstly the definition of each paragraph is given and then a
range of different kinds of exercises. I do not find any negative aspect
regarding this book , but it seems quiet old and today may be obsolete, maybe
an update of it adding information could be very advantageous.
In conclusion, I think that this book
can help a lot of people to improve their writings . Many times it occurs that
papers are messy and it is really hard to understand it, a good solution is
reading this work in order to learn how to organize your paragraphs and have an
absolutely well-written essay.
Writing
a thesis statement is all about figuring out the main idea for your paper, and
then explain the main idea for your reader.
Four
steps to a great essay
Begin with the question: the question you are answering with your essay. Step 1: Answer the question Step 2: Refine your answer: You
give the reader a little bit more direction , make sure you answer all parts of
the questions. Step 3: Focus with examples:
You provide a more focused thesis statement by including a reference to the
examples you plan to use. Step 4: Go deeper (optional):
Refine your thesis so that it answers the question not just in a focused way,
but also in a creative, thoughtful and even profound way.
-Thesis statement: It is the single,
specific claim that your essay supports.
- A good thesis statement should include a topic, a precise opinion, and
reasoning.
Thesis statements consists of three parts:
1) The subject: That is basically the topic of your essay
2) The precise opinion: Your
opinion on the subject/the topic of your essay
3) The blueprint of reasons:This is where you show your reader how you
plan to argue and prove your opinion
Typically, you should have 3 strong pieces of evidence to support your opinion.
Later, you will expand on each detail in the body of the essay.
[Nawal Nader-French].(2010, February 19).How
to Write an A+ Thesis Statement [Video File].
Retrieved from https://www.youtube.com/watch?v=5HePQWodWiQ
Video 2: Thesis Statements – How to construct and compose
In order to write a paper you have to know what you are writing about.
The thesis statement is simply the point of your paper.
When you are composing thesis statements, you need to know the following: Your Topic (what your paper will
deal with) Your Claim(what you think about the topic) Reasons that support your claim (3
points that will persuade your readers to believe your claim)
Thesis with points listed
-Points at the end of the Thesis Statements
-Points at the beginningof the Thesis
Statements -Points listed in the Sentence
after the Thesis Statement
[Chris Heafner].(2011, August 24). Thesis Statements--How to Construct and Compose (A Review)[Video File]. Retrieved from http://www.youtube.com/watch?time_continue=1&v=Df
Ukhdh8Z08
1) Topic Sentence:What are you writing about , what is your
subject . To write an effective topic sentence you must come up with an
interesting topic and give your opinion on it and do not give details.
2) Body:
The heart of the paragraph where you get all the supporting details and
arguments for the topic sentence. You can order the details in terms of importance
(The part of the argument that is strongest) or chronology (ordering of
events).
3) Closing sentence: You remind
the audience what you are writing about and restate the topic sentence but you
also keep them thinking giving them a little extra. The goal of a closing sentence
is to keep readers thinking once they finish reading.
[Learn English with Alex
[engVid]]. (May 19,2009). Parts
of a paragraph – English Academic Writing Introduction. Retrieved from http://www.easybib.com/guides/citation-guides/apa-format/youtube-video/
Topic sentences – University of
Ottawa
Paragraph 1The first is the wear-and-tear
hypothesis that suggests the body eventually succumbs to the environmental
insults of life. The second is the notion that we have an internal clock which
is genetically programmed to run down. Supporters of the wear-and-tear theory
maintain that the very practice of breathing causes us to age because inhaled
oxygen produces toxic by-products. Advocates of the internal clock theory
believe that individual cells are told to stop dividing and thus eventually to
die by, for example, hormones produced by the brain or by their own genes.
(from Debra Blank, "The Eternal Quest" [edited]).
Topic sentence: There are two
broad theories concerning what triggers a human’sinevitable decline to die.
Paragraph 2 The strictest military discipline imaginable is still looser than that
prevailing in the average assembly-line. The soldier, at worst, is still able
to exercise the highest conceivable functions of freedom -- that is, he or she
is permitted to steal and to kill. No discipline prevailing in peace gives him
or her anything remotely resembling this. The soldier is, in war, in the
position of a free adult; in peace he or she is almost always in the position
of a child. In war all things are excused by success, even violations of
discipline. In peace, speaking generally, success is inconceivable except as a
function of discipline. (from H.L. Mencken, "Reflections on War"
[edited]).
Topic sentence: We commonly
look on the discipline of war as vastly more rigid than any discipline
necessary in time of peace, but this is an error.
Paragraph 3 In
Montreal, a flashing red traffic light instructs drivers to careen even more
wildly through intersections heavily populated with pedestrians and oncoming
vehicles. In startling contrast, an amber light in Calgary warns drivers to
scream to a halt on the off chance that there might be a pedestrian within 500
meters who might consider crossing at some unspecified time within the current
day. In my home town in New Brunswick, finally, traffic lights (along with
painted lines and posted speed limits) do not apply to tractors, all terrain
vehicles, or pickup trucks, which together account for most vehicles on the
road. In fact, were any observant Canadian dropped from an alien space vessel
at an unspecified intersection anywhere in this vast land, he or she could
almost certainly orient him-or-herself according to the surrounding traffic
patterns.
Topic sentence: Although the
interpretation of traffic signals may seem highly standardized, close
observation reveals regional variations across this country, distinguishing the
East Coast from Central Canada and the West as surely as dominant dialects or
political inclinations.
Constative: Sentences that
describe something as true or false. (IS)
(E.g. The headline in a newspaper reads “Heatwave”, but the sky is cloudy and
it feels quite chilly. So , it is a false constative because it has been proved
to be incorrect)
Performative: Sentences that
denote an action (DOES). They are sentences that are meant to inspire actions.Rather
than conveying a message, it acts upon the world, it does something.
(E.g. In a trash bin say “Recycle”, it is a performative because it is
requesting people to put their trash into the proper receptacle)
Speech acts: Words not only bring about actions, sometimes words
themselves are actions. These actions include , but are limited to ordering, promising
, apologising , warning , sentencing , christening and even marrying.
Performative depends on context and reception , there are known as felicity conditions. There are the
rules under which the performance can be enacted. They should be authoritative,
understood, clear, and able to be executed
