This is going to be the cornerstone of all my research units from now on:
Monthly Archives: April 2014
How well do you think students will be able to follow these directions? This is what they’ll find on their Blackboard pages while I’m away in DC next week:
There’s a lot here; please read it all carefully.
For your final paper, you’ll produce a researched essay in which you state and support a position on an issue of your choosing.
I would suggest (strongly) that you craft your position around the issue that you researched for the analysis paper, since most of your research for that topic is already done. If you decide that you want to veer off in a different direction or go in-depth with an aspect of your analysis that you didn’t have time or evidence to pursue in your last paper, however, you’re more than welcomed to do that.
As part of your pre-writing work, please read ALL of the “Debate about Animal Rights” and the “Debate about the Death Penalty” essays in your text (4 essays, pgs. 422-454). Please note the organization of these essays, the ways in which the authors emphasize and support their main points, the way the opposition is addressed, and how the essays conclude. Work on identifying not only topic/purpose/audience, but also strategy; HOW does the author craft his or her essay to achieve the desired effect on the reader (what IS the desired effect on the reader)? How are the essays similar, and how are they different? Which essays were most compelling to you, and why? BE SPECIFIC; point out passages or strategies that you found especially effective and articulate the differences and similarities you find in the essays.
Please note, also, the language that each of the authors employs; what is the general tone of each of the essays? I have noticed that our class is still struggling to find a professional tone; I’m not asking you to become someone you’re not – to change your voice entirely while you’re writing – but I do expect you to know – and to be able to employ – a professional, academic tone when such is required. That means using the correct words in the correct ways, crafting complete, complex, and coherent sentences and paragraphs, and being able to organize your thinking into a sustained and thoughtful essay that is easy to read and understand.
That means drafting. At some point during the week, you need to connect with AT LEAST TWO of your classmates to workshop your first draft of this essay. Please come to class on the Tuesday we return (the 29th) with a complete SECOND draft – along with the notes and feedback from your classmates – you will be graded on this – and be ready to workshop. Note the attachments above; use them to help you give thoughtful, careful, and meaningful feedback to your peers (author’s note; here, I attached three PDFs; one that articulate the purpose of peer review and two that offer different strategies for both giving and receiving (and using) feedback).
Please also continue to read and critique opinion pieces from the newspaper, and to listen to analysis from NPR. Listen to the strategies, notice the language, and pay particular attention to introductions, support, and conclusions. Providing evidence of these pre-writing exercises will count toward your crafting grade (see below) and will help to make your writing stronger.
Come to class on the 29th with all of your pre-writing (including your first draft and all your revisions) and a complete, printed copy of your second draft.
These papers will be graded on three components:
Craft 20/100 – the paper shows strong evidence of a command of writing as a PROCESS. The writer provides plentiful evidence of “behind the scenes” work by articulating a clear topic/purpose/audience, showing evidence of careful and engaged pre-writing activities – including significant exposure to professional examples of the genre – and engaging in a vigorous and attentive workshop and revision practice. Significant and substantial revisions are evident from first to final draft, and the author is able to both offer feedback to others and engage critically with his or her own work using peer feedback and employing critical reading skills to his or her own writing.
Content 60/100 – the paper is well written and complete. The introduction is engaging and thorough. The organizational structure establishes relationships between and among ideas and events, presents a logical progression of ideas, and is unified and complete: the paper maintains a consistent focus on the topic. Credible, relevant evidence is provided to back up the author’s claims, and the opposition’s best counterpoint is addressed clearly, accurately, and fairly. The author provides sufficient background for the reader to understand the “so what” questions and does not assume facts not in evidence. The author demonstrates a solid grasp of the complexities of the issue, and is able to present a logical, defensible position to a neutral reader. The conclusion is logical, reasonable, and satisfying.
Style 20/100 – the paper is written in a consistent, accurate academic voice, and sustained awareness of audience is evident throughout the paper. The author is in control of the vocabulary of the paper; all of the words mean what the author intends, and word choice is precise, artful, and appropriate to the writing task. All sentences are complete, and all paragraphs are cohesive (one idea per paragraph). Sentence structure varies according to the writer’s need and are consistently clear, logical, and enjoyable to read. Evidence is cited in proper MLA format, and the Works Cited page is formatted correctly. The author does not employ rhetorical questions, personal pronouns, or faulty logic.