...statements (or premises) Using connectives and paragraphs in a larger argumentative text The main thesis, supporting arguments and conclusion. Adding information to relevant arguments Connectives for listing arguments. Concluding connectives In fact / Indeed More practice on using In fact and Indeed Paragraphs Showing you are aware of both sides of the issue - a model Showing you are aware of both sides of the issue - examining the model The main premise Paragraph topics Opposing arguments and supporting arguments Problematising the opposing arguments Shifting from opposing arguments to supporting arguments. More work on showing you are aware of both sides of the issue Language Summary: ways of showing that you are aware of the opposing opinion Working out the main premise from a paragraph Using connectives and problematising phrases in a paragraph Putting together a paragraph for an argumentative text Choosing your own premise and writing a paragraph Converting an informal text into a formal text Sorting arguments into topics and paragraphs A longer model argumentative essay Getting an overview of the model essay Identifying the main premise, paragraph structure and paragraph topics The internal organisation of the paragraphs - revision Including a paragraph that only presents supporting arguments Writing introductions to argumentative essays Writing conclusions to argumentative essays Writing your own argumentative essay - 13 steps to take from start to finish Appendix 1. Language summary:...
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...UNIT 1 Special Note: The argumentative essay is a very useful test of a student’s ability to think logically. Argue: v. 1. to persuade someone to do or not do something. 2. to give the reasons for your opinion, idea, belief, etc. Argumentative: adj. someone who is argumentative often argues or like arguing. Argument: n. a set of reasons that show that something is true or untrue, right or wrong etc. When you have an opinion and try to convince your listener or reader to accept your opinion, you are agreeing with or disagreeing with something. For example: In an everyday situation, you may try to convince a friend to go somewhere or in a composition or speech class, the instructor may make an assignment in which you must support or oppose the use of nuclear energy to produce electricity. If you agree or disagree on an issue, you will want your reader or listener to accept your point of view. There are a few types of argumentative compositions such as: 1. Advantages and disadvantages 2. Expressing opinions/providing solutions to problems 3. Expressing arguments for and against a topic 4. Compare and contrast something or somebody PURPOSE of ARGUMENTATIVE ESSAYS * An argument follows when two groups disagree about something. * People can have different opinions and can offer reasons in support...
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...what controversial (has more than one side / answer / opinion / etc) issues exist in your discipline / major and which are most interesting to you and/or relevant in your field today. To help you with that, you may want to move through the brainstorm / freewrite below to see if you can develop some of those ideas. You should use this to help you come up with ideas that you could discuss and develop on the DB. You may even want to post portions of what you came up with here on the DB. Thoughtful interaction could earn you some BONUS in the CE column and allow you to SPIN some ideas and nail down some solid topics. With that in mind, each student’s essay is to be unique with regards to its TOPIC / ISSUE / STANCE / ETC; therefore, the Board is meant to be a place to help shape ideas, not see one and “steal” it for your own essay. Topics will be reserved for those individuals who first bring them up and if similarities exist it will be the responsibility of the students to determine what different aspects of the issue will be explored by each (first poster gets first choice). I will NOT allow the “casual” student (one who is hanging around on the roster but not really submitting assignments and/or participating on the previous Boards) tell me at the last minute that “X” is his/her project when a conscientious student already articulated this on the Board. What you want to do is complicate the issue. Look at the issue from multiple perspectives and see what collaborations and...
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...so when I started writing formal papers in college it was one of the more difficult assignments for me. In the first part of this essay, I will review my first experience in writing a formal college paper, how the Professor encouraged me to actually finish the paper, then in the second part of my paper I will describe my experiences with research and MLA formatting style. I will never forget my first college English Composition class. When I walked into the class it looked like any other classroom. People were sitting in what I was sure was their comfort spots in the classroom, some in front, some in back. I, of course, chose a middle seat. I pulled out the books and papers I needed for the class and sat quietly. When the Professor started the class we all signed in and of course, we had to write an introduction of ourselves to him. That seemed easy enough. I wrote it out and handed it in and was passed back a syllabus. The final draft of our first paper wasn’t even due for four weeks. At that time I never imagined I would need that full four weeks for one paper. My first paper was to be on a topic in which I could interject my own opinion and provide backup for my opinion much like I would use in a debate. He called it an argumentative paper. My thoughts at this point were still pretty positive. People around me are discussing abortion and gun control and other topics that I felt had been done...
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...well, this course operates as an introduction to the techniques and forms of both poetry and prose, and introduces the process of literary research and the writing of academic prose. You will be required to submit many writing assignments as well as play an active part in class discussions. This course is writing intensive and you will see a marked improvement in your ability to express yourself clearly and concisely. This course emphasizes persuasive or argumentative writing, and therefore, critical reading, writing and thinking. This course intends to extend your understanding of effective argumentation beyond mere grammatical correctness into how to interpret what is written, how to research a topic, organize an argument, and articulate it concisely and coherently in an academic paper. Assignments: The student will be responsible for a short, one-page essay on an assigned topic to be completed in class, four one-page response journal entries, six one-page summaries, a twopart portfolio, as well as the final research essay and a mid-term and final exam. The response journal entries are made up of the student’s personal responses...
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...11 Position Papers I f you like to argue, you will enjoy writing position papers and argument essays. The purpose of a position paper or argument essay is to explain both sides of a controversy and then argue for one side over the other. This two-sided approach is what makes position papers and argument essays different from commentaries (Chapter 10). A commentary usually only expresses the author’s personal opinion about a current issue or event. A position paper or argument essay explains both sides and discusses why one is stronger or better than the other. Your goal is to fairly explain your side and your opponents’ side of the issue, while highlighting the differences between these opposing views. You need to use solid reasoning and factual evidence to persuade your readers that your view is more valid or advantageous than your opponents’ view. In college, your professors will ask you to write position papers and argument essays to show that you understand both sides of an issue and can support one side or the other. In the workplace, corporate position papers are used to argue for or against business strategies or alternatives. The ability to argue effectively is a useful skill that will help you throughout your life. 221 CHAPTER AT–A–GLANCE Position Papers This diagram shows two basic organizations for a position paper, but other arrangements of these sections will work too. In the pattern on the left, the opponents’ position is described up front with its...
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...Published by Pearson Custom Publishing. Copyright © 2006 by Pearson Custom Publishing. Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. New York, New York 10036 To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. Copyright © 2006 by Pearson Custom Publishing All rights reserved. Permission in writing must be obtained from the publisher before any part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system. All trademarks, service marks, registered trademarks, and registered service marks are the property of their respective owners and are used herein for identification purposes only. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-536-97722-4 2005240359 AP Please visit our web site at www.pearsoncustom.com ISBN 0-558-55519-5 PEARSON CUSTOM PUBLISHING 75 Arlington Street, Suite 300, Boston, MA 02116 A Pearson Education Company Research and Writing, Custom Edition. Published by Pearson Custom Publishing. Copyright © 2006 by Pearson Custom Publishing. 1 Reading Arguments ontemporary American culture often seems dominated by argument. Television...
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...Vazaskia V. Crockrell-Caldwell Prof. Margaret Griesse T SOC 455: Sociology of Gender 8 December 2014 Domestic Violence in the Lives of Black Women in the U.S. This essay will explore the cause and impact of domestic violence in the lives of black women in the U.S. It will provide general information, such as the definition of domestic violence, statistics, and resources to help survivors leave domestic violence relationships. Following the review of the literature I identify areas which need further research. Since I can remember black women have been characterized as mean and argumentative, but also strong and self-sacrificing for their families. Black families on TV were always portrayed as single mother households. In my community there was also a reoccurring reality of domestic violence against women. This was is in direct contrast to stereotypes I heard about white women, who were portrayed as weak, frail and needing to be protected. Examples include June Cleaver on Leave it to Beaver and the Brady Bunch. But what justified the brutality of domestic violence against black women then and now? In 2011, black females were murdered at a rate more than two and a half times higher than white females: 2.61 per 100,000 versus 0.99 per 100,000. [1] In the U.S. domestic violence against black women has escalated. In 2010, Marissa Alexander an African American woman shot a warning shot at the wall in order to scare Rico Gray, her estranged, abusive...
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...this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader, and 2. More than anything, you want to communicate those ideas to your reader. These reminders may seem obvious to you, but without a solid commitment to your own opinions as well as to your reader, your prose will be lifeless and boring. If you don’t care about your subject, you can’t very well expect anyone else to. Have confidence that your ideas are...
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...fourth EDItION fourth EDItION This clear, learner-friendly text helps today’s students bridge the gap between Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text. Highlights of the Fourth Edition: Additional readings and essays in a new Appendix as well as in Chapters 7 and 8 nearly double the number of readings available for critical analysis and classroom discussion. An online chapter, available on the instructor portion of the book’s Web site, addresses critical reading, a vital skill for success in college and beyond. Visit www.mhhe.com/bassham4e for a wealth of additional student and instructor resources. Bassham I Irwin Nardone I Wallace New and updated exercises and examples throughout the text allow students to practice and apply what they learn. MD DALIM #1062017 12/13/09 CYAN MAG YELO BLK Chapter 12 features an expanded and reorganized discussion of evaluating Internet sources. Critical Thinking thinking, using real-world examples and a proven step-by-step approach. A student ' s Introduction A student's Introduction everyday culture and critical thinking. It covers all the basics of critical Critical Thinking Ba ssha m I Irwin I Nardone I Wall ace CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM bas07437_fm_i-xvi.indd i 11/24/09 9:53:56 AM TM Published by McGraw-Hill...
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...fourth EDItION Critical Thinking A student ' s Introduction Ba ssha m I I rwi n I N ardon e I Wal l ac e CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM TM Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2011, 2008, 2005, 2002. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 ISBN: 978-0-07-340743-2 MHID: 0-07-340743-7 Vice President, Editorial: Michael Ryan Director, Editorial: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pam Cooper Managing Editor: Nicole Bridge Developmental Editor: Phil Butcher Project Manager: Lindsay Burt Manuscript Editor: Maura P. Brown Design Manager: Margarite Reynolds Cover Designer: Laurie Entringer Production Supervisor: Louis Swaim Composition: 11/12.5 Bembo by MPS Limited, A Macmillan Company Printing: 45# New Era Matte, R. R. Donnelley & Sons Cover Image: © Brand X/JupiterImages Credits: The credits section for this book begins on page C-1 and is considered...
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...ACT/SAT T EST Preparation and Practice Workbook Grateful acknowledgment is given to authors, publishers, and agents for permission to reprint the following copyrighted material. Every effort has been made to determine copyright owners. In case of any omissions, the Publisher will be pleased to make suitable acknowledgments in future editions. Excerpt from The Mystery of Comets by Fred L. Whipple. Copyright © 1985 by Smithsonian Institution. Reprinted by permission. Excerpt from Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories, by Ellen Levine. Copyright © 1993 by G.P. Putnam’s Sons. Reprinted by permission of Penguin Putnam. Excerpt from New Essays on the Psychology of Art by Rudolf Arnheim. Copyright © 1986, University of California Press. Reprinted by permission. Excerpt from The Natural History of Cats by Claire Necker. Copyright © 1970, A.S. Barnes and Co., Inc. Reprinted by permission. Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN-13: 978-0-07-876567-4 ISBN-10: 0-07-876567-6 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 021 12 11 10 09 08 07 06 ACT/SAT Test Preparation and Practice ...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater absorption of the material. Tips for effective writing are included in every chapter, as well. Thought-provoking scenarios provide challenges and opportunities for collaboration and interaction. These exercises are especially helpful for working with groups of students. Clear exercises teach sentence and paragraph writing skills that lead to common English composition and research essays....
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...updated: April 26, 2016 Logical Reasoning Bradley H. Dowden Philosophy Department California State University Sacramento Sacramento, CA 95819 USA ii iii Preface Copyright © 2011-14 by Bradley H. Dowden This book Logical Reasoning by Bradley H. Dowden is licensed under a Creative Commons AttributionNonCommercial-NoDerivs 3.0 Unported License. That is, you are free to share, copy, distribute, store, and transmit all or any part of the work under the following conditions: (1) Attribution You must attribute the work in the manner specified by the author, namely by citing his name, the book title, and the relevant page numbers (but not in any way that suggests that the book Logical Reasoning or its author endorse you or your use of the work). (2) Noncommercial You may not use this work for commercial purposes (for example, by inserting passages into a book that is sold to students). (3) No Derivative Works You may not alter, transform, or build upon this work. An earlier version of the book was published by Wadsworth Publishing Company, Belmont, California USA in 1993 with ISBN number 0-534-17688-7. When Wadsworth decided no longer to print the book, they returned their publishing rights to the original author, Bradley Dowden. The current version has been significantly revised. If you would like to suggest changes to the text, the author would appreciate your writing to him at dowden@csus.edu. iv Praise Comments on the earlier 1993 edition...
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