STEP 01: First you want to select a topic; the issue MUST be related to your field. Consider some ideas/issues that relate to your major. Consider 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 conflicts arise. What might an engineer notice that a mayor doesn’t? What does the scientist contend despite what pop culture says? How can the input of each be used appropriately to draw a new conclusion? Consider issues like that and brainstorm some ideas here to see what might work for you.

• Please note that you are not to do papers that involve: abortion, adoption, affirmative action, aliens, animal testing, capital punishment, celibacy (priests), cell phones and driving, censorship, civil unions, cloning, conspiracy theories, dieting/obesity, don’t ask/don’t tell, drinking age, ethics, evolution, euthanasia, faith-based arguments, female priests, gambling laws, ghosts, gun control, HPV vaccine, marijuana laws, media’s effect on anything, moon landing hoax, prayer in school, proof of religious concepts, seatbelt (and/or helmet) laws, sex education/abstinence only, smoking ban, spanking, stem-cell (and/or fetal tissue) research, steroids/HGH, teen pregnancy, Title IX, any topics from class examples and activities, and/or any other choice I veto. In other words, it is your responsibility to make sure topics for essays are pre-approved by me.

IDEA ONE IS:

WHICH IS DEBATABLE / RELEVANT / SIGNIFIGANT BECAUSE:

ONE SIDE OF THE ISSUE IS:

ANOTHER SIDE OF THE ISSUE IS:

MY SPECIFIC ARGUMENTATIVE POSITION IS:

BECAUSE / BASED ON:

THE OTHER SIDE BELIEVES:

BECAUSE / BASED ON:

AND THIS IS ‘FAULTY’ IN MY EYES BECAUSE:

IDEA TWO IS:

WHICH IS DEBATABLE / RELEVANT / SIGNIFIGANT BECAUSE:

ONE SIDE OF THE ISSUE IS:

ANOTHER SIDE OF THE ISSUE IS:

MY SPECIFIC ARGUMENTATIVE POSITION IS:

BECAUSE / BASED ON:

THE OTHER SIDE BELIEVES:

BECAUSE / BASED ON:

AND THIS IS ‘FAULTY’ IN YOUR EYES BECAUSE:

STEP 02: Look for articles. Ideally, you would want to find an article that gives an opinion that you find faulty in some way and/or has data that could support a position contrary to your own. By doing that you can treat the article much like you did last time and “critique” it. Then, find another source that would simultaneously respond to the position and/or provide you with an “expert opinion” that you could use in your essay (remember the MEAL plan). Search the databases to find information that would support or refute the ideas / claims / supports / assumptions found in the original article and use this information collectively to build your argument. The editorial(s) is a good place to start, but remember you MUST have JOURNAL articles, too.

NOTE: For the Critique you were being quite text based (“this is presented and supported like this”), but now you hope to create an essay that is idea driven (“the thesis states the main point and the body paragraphs support the idea”). With that in mind, don’t think of the Synthesis as you discussing “Article One” in the first body paragraph and then “Article Two” in the next paragraph. This is not to be a laundry list of summaries or random points about each article. Your essay should have a debatable position about the topic addressed in the articles and the body paragraphs should support the thesis while addressing and including content from those multiple sources simultaneously.

With that in mind, remember that this is YOUR argument paper. Students get frustrated and send me emails saying “I can’t find any article that say what I want them to say.” Well, you aren’t looking for them to give you your argument. You are looking for JOURNAL articles that provide you with data/studies/examples/whatever that you can use to SUPPORT YOUR argument.

STEP 03: Strive to set up this BASIC STRUCTURE: • Introduction: Use a strategy from WAC and/or LB. End with a thesis that clearly states your position about the topic. • Counter-Argument: Show the reader you are not arguing from a position of ignorance. Articulate the side of the argument that you disagree with. In doing so, you set up a couple points of contention and give yourself something to discuss and deconstruct. This is a good time to insert a source that discusses this position and/or offers data that could support this position. You will find it helpful to read: o TSIS 78-91 (Planting a Naysayer) o TSIS 141-4 (I Take Your Point) • Argument: Detail the claims for your thesis and support as needed. Take aspects of the counter argument(s) if you can and use a new source to prove the first is flat out wrong and/or misleading and/or incomplete. Begin to pin the authors against each other and/or show how one author picks up where the other leaves off. You will find it helpful to read: o TSIS 92-101 (So What?) o TSIS 105-20 (Connecting the Parts) o TSIS 121-8 (Ain’t So) o TSIS 129-38 (Metacommentary) o For your quotes, make sure they add something constructive to the argument as presented and ultimately lend to the melding of ideas from multiple sources. o Try some structures like (though not so forced in the language as this may appear): ▪ Smith states . . . based on . . . yet Jones offers . . . OR ▪ While Smith concludes . . . we see complications when we consider that Jones' study shows . . . OR ▪ Smith supports his claims with . . . He comes to this conclusion . . . While Jones shows how Smith omits . . . ▪ . . . and similar lines. I want to see you draw a conclusion of your own about an issue through the process of gathering and cross-referencing data and sources. ▪ TSIS has many others, too. • Conclusion: Use a strategy from the book.

STEP 04: Next, you may find it helpful to begin with a outline/skeleton. Begin breaking down your ideas and journal articles. You should be writing a good deal here for each blank.

Remember, the purpose of this portion is to help you get to where you need to be and submit a solid FINAL DRAFT, which will be for points. This should be read, but it is not required in any way. If you believe you can do well on the FINAL without my help and/or you have a process that works better for you, please proceed as you best see fit. Still, if you do any or all of it, I would like for you to attach it with your DRAFT. I would be interested in seeing it because it may help me, help you, and a solid effort could land you a BONUS.

Topic:

Position:

Reason for Position:

How this relates to your major:

Potential audience:

Working Thesis:

One Counter-argument:

An Article That Offers Info That Could Support That Claim and/or Offers Data That Could Support It:

Your Concession:

Your Response to This Counter:

Material from a SECOND Article That Can Add Something New to the Discussion:

A Second Counter-argument:

An Article That Offers Info That Could Support That Claim and/or Offers Data That Could Support It:

Your Concession:

Your Response to This Counter:

Material from a Different Article That Can Add Something New to the Discussion:

YOU SHOULD REPEAT THIS WITH ALL COUNTER-ARGUMENTS.

One Claim You Wish to Make:

Info from an Article That Will Support That Claim:

How This Would Relate to Your Thesis:

A Second Claim You Wish to Make:

Info from an Article That Will Support That Claim:

How This Would Relate to Your Thesis:

YOU SHOULD REPEAT THIS WITH ALL ADDITIONAL CLAIMS.

The Articles / Authors Will ‘Talk’ to Each Other Because:

Sample “Talking” Paragraph for Your Body (with In-Text Citations):

Revised Thesis:

How would/could this discussion in the Synthesis essay factor into a larger SynB essay?

How this relates to your major:

STEP 05: You now want to shape those ideas into MEAL body paragraphs. Use this to guide your paragraph construction.

THESIS: Make this your clear, argumentative statement.

M: Make this a topic sentence with a counter-argument.

E: Evidence, example or expert opinion –can you find someone to articulate the other side and/or can you find data that one could used to support the other side? Use that here.

A: Discuss your evaluation and analysis of that data in “E” and bring in another source for comparative purposes. Play the ideas of those authors against each other.

L: Provide a transition to link to next idea and/or the thesis.

M: Make this a topic sentence with one of your points.

E: Evidence, example or expert opinion –can you find some data to offer support for your claim and/or can you find conflicting ideas/approaches? Use that here.

A: Discuss your evaluation and analysis of that data in “E” and bring in info from multiple sources to show how we can take knowledge from multiple sources and use that to come to a new (third) conclusion. Play the ideas of those authors against each other.

L: Provide a transition to link to next idea and/or the thesis.

STEP 06: I offer this one last run through:

*Did you get pre-approval for your articles AND is the essay over an acceptable topic?

*You understand that doing an essay over a topic from the banned list will result in a zero?

* Your essay has thoughts from multiple sources interwoven so that they “talk” to each other as described in the Assignment and Process Sheets?

* Your articles were zipped with your Assessment Sheet and DRAFT and submitted through Bb? I will not grade an essay without a completed Assessment Sheet.

* You know that you should use the bullets below as a final ‘checklist’ and you have done that?

DOCUMENT DESIGN • You were previously given materials on MLA document design. If you had issues on the Summary Essay, you should use the DB to straighten them out.

INTRODUCTION • Give an interesting and original title in MLA format. Refer to the Diagnostic as needed. On your returned DRAFT these will be marked as Check: “Other” and add “MLA Titles (43d, 46c, 47a-c)” Look at LB 497-504 for examples within a sample essay, too. • Go to WAC pages 76-80 and read through the types of introductions you could use in your essay. Your intro should introduce your topic and provide a ‘hook’ to draw the reader’s attention and spark interest. On your returned DRAFT this will be marked as Check: “introduction (6d)” • Go to WAC 82-91 and read about thesis statements. • Evaluate your thesis and make sure it states your argumentative position and not a mere statement of fact. (If you do not have an argument you can only earn a “D” or “F”). Make sure the thesis gives YOUR position on the issue(s) addressed and this position should be debatable. On your returned DRAFT this will be marked as Check: “thesis: articulated and focused (3a)” • Go to LB section 15a and read about the passive voice. Make sure the subject in the thesis statement is meaningful and the verb is in the active voice. The general structure of your thesis should be: Subject (the focus of the essay and what you are taking a position on) + verb (in active voice and present tense) + your position (or opinion on the subject, but not stated as an opinion). • Revise your thesis as needed. • Underline your thesis statement. I know you may find this odd, but I want to see that you have consciously developed a thesis. It should not be a ‘happy accident.’ It should be a deliberately constructed sentence that guides your essay.

BODY PARAGRAPHS • Begin your body with counter-arguments and concessions (when applicable) and responses (look it up in WAC). The first paragraph (or first few) should have topic sentences that emphasize what those on the other side of the issue would like to point out and/or use as the basis of their argument. You should lay that out and concede and/or move into a rebuttal. • Look over your body paragraphs to see that you have multiple sources mentioned in the majority of those paragraphs. See that you are not only including multiple sources, but that you are showing how/where those sources interact/overlap/complete thoughts. • Make sure you have THREE JOURNAL articles OR TWO JOURNALS and an EDITORIAL used and cited. The highest one can earn for an essay that lacks citation is “D.” Essays that do not include THREE JOURNAL sources (or TWO JOURNALS and an EDITORIAL) are an automatic failure. • Check to see if each of the THREE JOURNAL sources is used somewhat evenly. You should not have a random ‘token quote’ from a source and consider that ‘using’ the source. On your returned DRAFT this will be marked as Check: “paragraph development: supporting research (52)” • Make sure all of your citations include page numbers. If you used a PDF, it will be given. If you had to copy and paste it into a Word document, use the number for the page given in the file. (That part won’t be in LB, but it will make both our lives easier) • Go to WAC pages 37-47 and make sure all quotes are in accordance with the criteria established. This is particularly true of their need to be integrated (see 41-2). Really, at this point you should not have freestanding quotes. On your returned DRAFT this will be marked as Check: “integration of source material (52e)” • Make sure the in-text citation matches the first words used in the citation of that source on the Works Cited page. In most cases that is the last name. On your returned DRAFT this will be marked as Check: “MLA Documentation (58)” Make sure the in-text citation matches your entry on the Works Cited page. If you have an author(s), it is easy. If not, what did you have to alphabetize by? That one word (when possible) is all you need and it should look EXACTLY as it does on the Works Cited page. If one word is not enough to distinguish the source, use two or more words. • Make sure the verbs associated with your sources are in the present tense. That is, “Smith states” not “Smith stated.” Articles can be considered literature and since literature is timeless, you are to discuss the articles and the positions given in the present tense. • Make sure you are not wasting space with rhetorical questions. Write statements, not questions. On your returned DRAFT this will be marked as Check: “wordy constructions (18, 20)” You should refrain from using questions. An occasional one is okay, but if you can avoid it you should. My problem with using them is that many overuse them (how many of you have been amazed at how many times you use a Dummy Subject?). Too many start their paragraphs with them too frequently or have paragraphs that contain more questions than statements worth reading. It is goes back to that notion of building good habits so try moving outside your comfort zone for the semster. • Make sure your body paragraphs pin the authors against each other and/or show how one author picks up where the other leaves off. This should not be a laundry list of summaries, but integrated sources and ideas. Your paragraphs should develop your main idea while utilizing the sources not only in and of themselves but also in relation to one another. On your returned DRAFT this will be marked as Check: “synthesis of ideas (52be, check main text for appropriate chapters)” • Make sure your essay has at least two no more than 5 direct quotes (unless the quotes are shorter phrases or key words and/or matters of particular terminology) and that no one quote is over 33 words. Your essay should not have more than 13 lines of quoted material. On your returned DRAFT this will be marked as You have too much quotation here. You have to re-evaluate your original text to quote ratio. Read WAC for rules on ellipsis usage and only quote the “essence” of the text. That way you do not end with a paragraph that has more quotation than original text. See the Workshop for the maximum amount of quotation acceptable for this essay as a whole.

CONCLUSION • Make sure you are using a strategy from WAC. On your returned DRAFT this will be marked as Check: “conclusion (6d)”

ESSAY PORTION AS A WHOLE • Use the Find function (Ctrl+F) to make sure your essay does not use “I” “me” and/or “my.” On your returned DRAFT these will be marked as Check: “wordy constructions (18, 20)”. • Use the Find function to make sure your essay does not use expletive constructions (LB section 20e), which I call “ Dummy Subjects.” Your book does not include “here” in the explanation, but I do, so you should search for that, too. On your returned DRAFT these will be marked as Check: “wordy constructions (18, 20E)”. • Use the Find function to make sure your essay does not contain sentences that begin with “so,” “and,” “but,” and “or.” On your returned DRAFT these will be marked as Check: “wordy constructions (18, 20)”. • Use the Find function to make sure your essay does not use vague words like “a lot,” “lots,” “things,” “stuff,” and “talks about.” On your returned DRAFT these will be marked as Check: “vague/unclear words (18b)”. • Pull up the Diagnostic KEY and check your essay one last time for the errors noted there. This would be particularly true of those you missed on the Diagnostic. • Make sure every source cited in the essay has a corresponding Works Cited entry. • Double check to make sure your essay is at least 92 lines of text (excluding your Works Cited page). Essays that are less than 92 lines will be penalized 5% per line if two to ten lines under or 50% if eleven to twenty lines under. Essays that are twenty-one or more lines under will receive a 0%. My best advice is that you have a few lines on page five to protect yourself in case your margins and/or font and/or spacing is off. (NOTE: If you are doing a ROUGH, it must be at least 80 lines in order for me to read it without an office visit).

WORKS CITED PAGE • You have a Works Cited page and you have used STEP 04 for any needed help.

STEP 07: Ideally, you did this with a ROUGH DRAFT. If you did, wait for items to be returned and look for an _DONE file from me. As you work through that, you might find this guide useful.

***Working with a ROUGH DRAFT Previously Submitted to Me***
***(Skip This Section If You Did not Submit a ROUGH DRAFT)***

• You are to read through the comments on that ROUGH and/or the audio file generated by me to help you complete the FINAL.

• Comments in green, for the most part, refer to content revisions that are needed. This is where I will offer suggestions to bulk up or cut or clean. Sometimes I may also tell you a sentence is just difficult to read. You would see a comment like: The sentence before this is an awkward sentence. Check the portion on the Rubric that reads: “unclear/mixed constructions (37)”

• Comments in blue will refer to sentence completeness. You have words punctuated as a sentence, but it is not a sentence. I will try my best to note a location as in the example below. The comma splice is between “point” and “he” so it is blue. You can see what the original sentence was and what it now looks like with the error noted. Remember, the Diagnostic KEY will allow you to find an example of the problem to help you fix it and understand the concept.

SENTENCE: Holland makes his point, he demands to be heard.

SENTENCE WITH CORRECTION: Holland makes his point, he demands to be heard Check: “unintentional fragments (35) OR comma splices (36) OR fused sentences (36)”.

• Comments in red will refer to portions that need attention for all the other reasons. Sometimes they are simply notations for the Rubric. Your thesis is weak, so it says: Check: “thesis: clarity or focus (3a)”. This way you can see the areas that need to be addressed, where the mistakes fall on the Rubric in relation to the grade you earned. Other notations will be about other Diagnostic errors. For example, plural vs. possessive is a concept I expect you to know and proofread for.

SENTENCE: Hollands point is best summed up as . . . [whatever].

SENTENCE WITH CORRECTION: Hollands Check: “apostrophes (42)” point is best summed up as . . . [whatever].

OPTIONAL AREA FOR FEEDBACK

|1. How helpful did you find this Workshop? |
|2. What could be done to improve the sheet? If you do not understand a section, please cite it and re-write it and/or tell me what |
|specifically the problem is. |
|3. What could be done to make this more meaningful for you? |