Reading Package : Writing & Communication ‘ SS 100 Fall Semester (2016-2017) LAHORE UNIVERSITY OF MANAGEMENT SCIENCES DEPARTMENT OF HUMANITIES AND SOCIAL SCIENCESa Summary of Goals and Objectives Goal I: Goal 2: To enable students to write subsantive, well-organized and coberent essays following 4 specified process of writing while displaying awareness ofthe rhetorical situation including audience awareness and a sense of purpose & style threugh solid grounding inthe core concepts of academic writing, Objective 1: Students will be able to employ prewriting seategies:o select and narow a pic, then plan da revise, edit and proofread ther paragraphs & essay. Objective 2: Students will be able to develop well-structured paragraphs that are unified and relevant to the topic sentence, and to employ various strategies to achieve ‘coherence. Objective 3: Scudents will beable to write an essay witha clear introductory section, «body with coherent developmental paragraphs and « conclusion hat summarizes the main idee and takes ita step further. Objective 4: Students will be able to distil their primary purpos: into a compelling thesis strtement and develop it with supporting points organized in a convincing ‘mamer using examples, facts, reasons, incidents and specific details. Objective 5: Students will be familiarized with.the basic prciples of clear & coherent prose, and tothe concept of tone & style in writing. Objective 6: Students will be able to demonstrate the ability t conduct academic research by writing a documented essay. Objective 7: Students will be able to format their papers, incorporste citations, integrate quotations and avoid plagiarism following guidelines provided by the MLA referencing guide. To instill in students an awareness of critical thinking and reading in order to logicaly analyze information and ideas ffom muiple perspectives and then being Able te critique different types of texts Objective 1: Students will be able to read texts & use effective techniques to panporase, summarize & syathesize information. Objective 2: Studenty will be able 0 demonstate the ability 0 recognize and urdesand the use of different modes of exposition such as clssifcation, definition, cause and eect, comparison and contrast and process analysis.| | | | | i { Goal 3: Goal 4: Objective 3: Stucents will be able so read texts with attention to ideas, structure, arguments, assumptions and support and to recognize the strategies that writers use to convey their ideas and explain what is difficult ro understand, * Objective 4: Students will be able to intensively read a text for purpose, tone, analogies, style and rhetorical devices. Objective 5: Students will leara how to respond critically to reedings from different ‘genres, and to paraphrase, synthesize, analyze and evaiuace she views presented, and then write in-depth critiques. To equip studeats with ce ability to engage with and reflect on position & propose! arguments in a critical manner and systematically develop their own arguments using ‘a claim-evidence approach, Objective 1: Students will be familiarized with the differences between facts and opinions, and the use of modes of persuasion, namely, logos, ethos and pathos. Objective 2: Students willbe able to evaluate points of view, clas, bias, inferences, assumptions and supporting arguments. Objective 3: Students will be able to plan and compose an argumentative essay which is fee from logical fallacies, and which develops a clear point of view supported with reasons, facts, evidence, expert opinions and examples, To familiarize students with the dynamics of oral communication skills, with an emphasis on presentations. Objective 1: Students will be able to design, develop and deliver effective presentations with respect to purpose and audience awareness, agpropriate content, idea organization, coherence, use of body Imguage and appropriate tone,Assessment Criteria de objectives will be evaluated using various assessmert tools, Each The achievementof the goals ‘Students will be assessed using the following trols tool will measure specific objectives. Persuasive | ergumensnve essay (upto 1500 wor’) To, Tavigumens ese | Euaye Crue (oe 200 word) ism | “Argamentaive research essay (upto 3000 words) 30%) ema Wg [Rani et pps tice erence te caoeS Siiaiag | Naber ut pes ofc wrings meat Be somes 1 Quizzes ‘Quizzes: [ Number and types of euizzes ‘are at the discretion T 3% | s% | of she instructor i | i “Advertisements (Eup) Ea presentations | Preseneations [Revers Esay (nvidia) 3% m1 [Research Essay (individwal) 10% ‘Ciher orl commuriearion atvises are for practc= 2& refinement of sills Cas Chass peice Tom i Participation | {Geandnes WALNOT be gaa it seen for chs wi | 10% cr adversely affect CP) ee : fornia tended who fall below 80% ‘Wilt be penalized - marks will be dednzwed from CP} ified cut-offs will be followed to ensure sandsrdization in ics (with respect to essay writing) of leter grades A to F low the following cut-ofl: ‘Absolute grading system with si assessment seross all sections. Character will be shared with the students. Al seetions will fol Tamer Gade |e guivateat & 7.00 aed above z a0 069 RO 30.00 = 029 5 500-7399 & Ta 1699 a 500-857 t 00-9 & 3500-5999 | B 500-5899 F 30.59 ad below “Absolute grading is justified onthe basis that: pee ienp based course students’ individual skills need to be assessed mthe ‘ay comparing Bre yth each other and asessing thei sills relatively. This wil provide Sar aie dg of eth student's proficiency in wademic writing, his or her srengas md he specific ress for improvement.Esa Snudens will ue 3 essays during the semester, each developing & asesng specific gous & objectives. fs Each essay will build oa the concepts handled in previous essays. Students will move gradually from writing essays that require basic knowledge of the writing process, idea organization and structure to the longer Snal academic research essay that requires more complex skills, All essays will be thesis driven & writen in the third person, following the conventions of academic writing, In this context the aim is step-by-step progression in the techniques & skills of writing academic essays. Students may be advised to discuss cher essay outlines with the instraccors and their first drafts with the teaching assistants before submiing their final drafts. Moreover students may seek assistance from the Academic Writing Lab. To bring uniformity +o essay grading standardized analytical grading schemes will be used to assess all student essays. The scheraes will not only define the characteristics of eter grades from A to F, but will aso provide the cut-off points for them. The grading criteria will evaluate student essays on the basis of five characteristics: level of thought, support, organization, style and mechanics (refer to Appendix A). However, the weightage essigned to each eaegory will vary for the 3 essays. Persuasive / Argumentative Essay Students will write « 1500 words persuasive /argumeatative essay in which they develop their point of view on given issue. They will be required to support their posiiowelaim with reasoning, facts & examples taken from their readings, experiences, or observations. Goals & Objecives Assessed: Goal | ~ Objectives 1, 2,3, 4, §,7 Goal 2- Objective 1, 2 Goal 3 ~ Objectives i, 2,3 (all objectives) Prompt: The persuasive essay should not be just research based therefore the suidents will be instructed to aim to convince their reader to their way of thinking through logic and reasoning ‘Their ability to formulate ciaims and use logos, ethos & pathos to support their views without any logical fallacies will be assessed. Moreover, they willbe required to address the opposition & counter it in order to write an unbiased piece. ‘Thus, students will be provided with the essay topics. Critique Students will critique a selected text ina 2000 words essiy that wll assess ther ability to not only read critically butt also formulate a claim and then to provide appropriate support for ther claim. 5Goals eObjecrves Aszessed: Goal |~ OBEN 12,3457 Goal 2 = Objectives. 1.2, 3, 4,5 (all objedves) Prompt: Students wl be provided with es Si incite a rong reaction ‘rom any reader and wil be ew ict one afer careul and ciel 00S ‘Peach, They Will be nstruced to analyse, Ce nd eves het steed tx in es ef 5 STSRENS weaknesses keeping in mind the purpose & audience ofthe orginal pices Anpumentative Research Essay enroversial ope and write 23000 words esearch e547 Oi is ie cis smtroeat wih a varery of upporing dam FO SSnudents will select a debazable, of strees. Seudents may write position STRUTS, PePOSAl Srpumentaive nee & develops tit Varied academic, Unerary & professional arguments or comparative aTguDest. Goals & Objectives Assessed: se innruced to weit in a unbiased manne, preseting 6 opposing vreacring from the strength oftheir ergumens. THe 5 ee topic, an intresting introcucion,& specific, rgrocna information if required clty in denn fect ry ass i equre, appropiate pargTaph STS {unity relevance, coherence, Teg aoproprae use of 05, ethos & pes, nies reliable & appropriate support, avoidance ‘Rogiea flacies, appropriate handling of be CPPeETE ‘angumenis, efective choice of words, geammutical, mechanic! ferencing & works cired page using the ral and lexical accuracy, in-text refe MILA citation format and paper formatting Prompt: Students will arguments as fairly as possible, without be assessed in terfns of selection of a Wor Focused & denaled thesis satemett, relevant {& presentation. DL Ia-Cass Writing ing assgrnent il be expected ~ some wil Fale OS, ungnded wring seg opens wil beat be dsercn of RSIS Goals & Objectives Assessed! Goal 1 - Objectives 1,2,3, 4 Goal 2 Objectives 23,4 : Goal} Objectives 1,2 Supplementary m-H ‘wil easess diferent goals & objectives and Tri bei in the reaforeement ofthe couse conten :RIOT eF3j 3q he 1ulOd a4) Hujoddns 10) suosed, ipuey Rew wing "SouesgTUBIE 6 Kapadia ¥ auf 894 0} 19p10 UNO paxIOM 34 01 PIBH YDIYM Fae idosdde spuodsay rey 1009 pul sSusreyos STeARUONISp sid Suoneres 13/80) uy Alnuap| 40/pue “au ays 02 €9pj U0 wHOs) sopess Iva ‘20uapine ay;>0de yum vurdoreAap aU 's¥9p] UR ‘waRIdoFanap (e3yNOy Bujuyeiens oA 48) 58 Se9p] patisnd “Aidaap aynowa seu 39 shess3 swapesy SunpM uy Adu! y0O1g eons a soded uy ss@peip 40n91 Jo UOR|UyaG SDINVHDAW mAs Nouvznvpuo | Auodans ANBNONL 4073, | SnvRSaw sais NOUvZINYoUO 4uodans ausnonL 40 13n31 uoneaunuwo5 9 SunLAM oor ss‘SUOPSNASU| JO Fuipeassi JO 139/Sau ayeD/puy AeW 10 idosddeyi 3G | ‘ew yeuwso4 ‘Surpuersi9pun s.9pe © apadu oa nous wanb21 40 YBNoUD aFaAde 218 Jaded C8 #1019 eOIEUAUeTB pUE eOWEYPOW 4] | _SOINVHDSA ras Bun 30 piemqne Wan su U0> aus ui e380) seo 924 Ae Nouvanvowo punuod jou axe sayduwera syadedg au | _suoddns synenfoaiun | —THMOHL se ain 01 spuodsa) 10 eapenusd sea} © ane OU sD0p ded at | _JOTHATI _ | ________umunsse un or puodsos Arorenbope rou seop seded iv | Sno] ' : 3 mas iraq Rjetoyseso0 TeurssousiUse fo WoUISBUEIT ue “oous aq You Anus seap jo moy 34 “exp en4a9 94 0 ayes ydesBENM yea BAU JO] Ueuy Jae (IIA “pUODAE "iy fenuanbas 9g 0) A en 1 Aonj29}u lana afUesze Jo se9pt is Aut Jaded} au | NOLLVANVDNO "89939 TOU KEL ¥5|dUiE jo SouEAS o {Uan8 9 JOU 20 “s90U9}U98 5 19\m a4} TU _avoaans AHDnOHL |_sorzas1_| PH f BEER ere aSree “arin ify By Nias yeas 1 v0 pre Arado de sano svorteinap payeadss pue sofeyy -aauaradwo jaKo)-aouatuas Bu Sivoo Jay 2uoqU98 RuIpnP>u ‘AtoBaNeD-ans Au Ul ssaded @ 304 pome)Scheme of Studies SS 100 Writing & Communication WEEK] SESSIONS | TORS PAGE T Waa OUT OAS NUMBERS | . (tebe done before the ! | fawn as) [course desciaion Ravan troduction to | = Grading eres Creal Reading & Wetting 3t 1} thecouse | + itrote coer Wting Calege + Pagan Parla: a students pide weex | [eid inking &eading [Reading 1 Introduction to | - Writing & its rhetorical situation | - “On Teenagers & Tattoos” by i Catal inking | Reading erica forthe | AndresMatn (ater tas ‘teasing | tetera suation asyoureadl Jeeta tee eee = What it says wnattdoes | - Reading & Responding The Retail tution 7 Discussion: “On Teenagers & | Reading: | Modes af Tattoos" = The Process of Aeademic | | exposition | - Reading eticalyformodes of | Wetting | expostion+ the wnter'stone | - Reading & Responding j i + Discussion: the process of ‘Reading: | meprocessot | academic wrting = “Two Chers for Consumerism” | "academic |= Cota Reading of “Hunks & | by lames Twitchell wee | 4 wiring ~ Handmaidens* + Wg a one sarah 2 + = Incase Writing personal | response tothe main message | espondingto | 128 a the Witers Message 1 [Whats Argmentaton Reading 5 | immeduetion to | ~ Introduction clas, support | Introduction to Argument | persuasion | warrants Estabishng aims—thinking Argumentaton | - Typesof ais ke a septic + The Declaration of = Reference Reading: Toulmin Independence Mode! : werk = Poston & Proposal Arguments 3 7 Wades of ersasion 7 Reading «| asstoteian | Aristotelian Appess Ethos, | - Understanding & Evaluating ‘Aapeatt Logos, Pathos Suppor * + Understanding & Evaluating Understanding Support (Evidence & Appeals to | Selestut: evalting Needs & Values} = Whatisa Paragraph? Support + Unity and Outing 1 coherence Group Task Create @ print advertisement fr the given product the advertisement should contain text as wells visuals. ft should make a logical daim & have an attention-gripping tagline and use a blend of ethos, logos and pathos to sell the product or service. However, one of the persuasive appeals should be more dominant tothe other 2. Present this advertisement on muk-media (1 slide) (S minutes per group) and explain why you think thi persuasive ad -where you have used the 3 appeals —highight the dominant appeal and expain why you selected it asthe dominant one, Discuss the important ofthe claim and the tag ine in increasing the persuasiveness of the advert_BE CREATIVE. To be presented in Session 12 |ee (aecaee eee [> Wg ogeand woidng egal | Reade c | | \osialrataces | falaces | Wo aeurenn : I {o> [7 Some nintscity | | ae i i | © wee [7 tiseaon Faapraph sigs fos Paragraph || seucuringunity, relevance & | Evauag: Oscennecing? | | | Deveiopment& | coherence | Respirator | | 8 | Organitation | - in-cass weiting: Paragraon ic i Wetting aie work aH ; ! i | { ( | | = Waking Thess Statements] Reading c jae | wetngan | ~ wetnginveductions The £ssay i 3° | Academic Essay | ~ wring Corciusiens | - The Thesis Starement eect | | tuingtasis @ exercises) | aegis and trangs | week i i ie los =~ Guidelines for designing & Reming. geese Presentation | delivering erfecive AS specified by the instructor | 10 skils presentations j | | € jreeeece | 7 Shaping & Sruceurin | Reading: | | Writing an “Argumentative Essay Argumentation ! | 12 | argumentative} - Postion & Propesal Arguments i i | week Essay <= i} c 1 6 | L i PROMPT ) Seer ir Reseneatinm BEEP EPEeeeeeeeee atid i Visual Giscussion on advertisements 2 Arguments | c (Presentations) | | ! | 4 Mandatory AWC Workshop: The MLA Format (befere seision 23} a | = MUA Reinforcement session | Mus Referencing | B j wee 7 The Writer Ste Feading 7] ) sealer |< nasethetenicwning |e tiieye | |_Wrtrestye | ~ itn Eerie Sececas "|-wting ene secences ge =_Choosing Appropriate Words | -ChoosigAspropriate Words ~The Writer Style ding sademe || feruesctineriweing |“etiwisye | 15 | wetingStyle | - writing Effective Sentences | - Writing Efeeive sentences eu week Choosing Appropriate Words _| -ChoosheAsproprista Words _¢ 4 > > Paraphrasing | 18 | Essential skits | Summarizing susmission| forcrtical | - Synthesis ~ writing i>f ~ Rhetorical Anais [Readings i Critical Analysis | | As specied by he instructor i 7 [Rhetorical Analysis Reading 1 | eee | in-Class Writing: Rhetorical | As specified bythe instructor 3 | 18 Critica Analysis ‘Analysis: “Letter from President | | \ eee (Rhetorca Bush’ OR“On Neutrinos and, {aaeeeeEeh “anaiyss) | Angels” by Perver Hoodbhoy | \ i i > Wing Cie puting | Readings = | writings | together anaiysis & response) | - Writing aCrtaue i i | cevave | Peete 1 i PROMPT 2! 7 Sex ies and Conversation’ By | Comparative | Deborah Tannen ' 20 | Arguments { - “Why Chinese Mothers are jeeeetee| | superioe by Amy Chu i | Lal | | | [impromptu presentations 7 i | Oral ‘other oral communication sil WEEK ; 22 | Communication activities ~ L | Sil : 1 ' aaa ] [The Research Essay 1 Reading: i { | introduction ro | - Choosing 2 Research Topic | As specified bythe instructor : | weee | 23 | Writinga 5 Developing 2 Research Question | fat + Research Essay | - Formulating a Working Thesis | | ut | = weg eee SUBMISSION 2 ri | | PROMPTS t | : | | prompt FoR INDIVIDUAL | i L PRESENTATIONS esearch Topic Approval ater session 23 & before session 25) T TA TA fas | oT | : | | weex T | individual Presentations: 3) 6 Research ee Presentations | eee [individual Presentations FL ar | tesa | weex | Presentations poe] |= esearch Essay Ovtine ' tenor tay | «Feet rE 3 2 | ae |e winding up| - winding Ue 2 : N ey‘Timeline for Essays f ‘Assignment [Peeiiecee | Soni Deadline | Wordle] | Pesaasve/argumentaive 1 Session 12 Session 6 300.1500 _] Grtiaue T Session 8 Session 23 78007000 __| [cemensve Agarens]—) Sesion 28 | Ta Seanoured tr | ato 000 Research EssaySESSION 1 Introduction to the CourseGetyoursttents invlved in ting about the kinds of wring emer ances they had in igh School 2a the ay of thei college lates reguire wing sed 0, whet ends Some oyour sides nay you they tare no sarignments | Wr ser ren Tot cen hcoene esha eoerce Dont be Stetad Ashe heck he foe od feriovees ein urs deacon or Sher majors rar they {raga nd ‘stater Matai the caarvenyorstadeis are ishing Beaders Wich ooras rere ite Ing? Which ate eres ing postin fr ring shea eg aves ‘ned perce esa haute wheter tens coures we ogo by rus anes frei members Askyour Stidets how te fermen thor wo Kod cf anchrs might wet Sow te sdena wrtsn thoueoursee Compared with the writing you did im high school, writing in college nas some filferene qualities you need w know about For one thing, there’ likely io be mare ‘writing in college For another there likely co be a greater variegy of kines of ‘writing Finally your writing in colege needs to bavean imporsant critical quality (hac your wring in high schooi may have lacked. Les tackle these one as ume, The Quantity of College Writing College requires ow of writing, Cerny you can expect o writen your English classes—but aio in political scence, biology, geology, engineering ar history, sociology history, and so on. Right now you probably in freshman compos tion class ia which you have to wrie at least every other week, eight or tomo twelve papers «semeset That probably what you expected What you may not have expected i the history paper about the roie ofthe emerging middle cnc n the Freech Revolucion Or the ology paperen mass exancions Or the geology Paper on shale stra Or the pesition tothe deans ofice w be allowed re cone toward graduation credi a statistics course instead ofthe second semester of ¢ caleulus course. Or the leters to people who might hire you as a suanmes intern, Or the report you have to write whes you come back from yout co-op position The point is chat you'e going to find that more and more of your success will depend on writing—inall your classes and ater you graduate 1g0-—-and this het will make your writing bch different and mere important than it may have been before, The Diversity of College Writing ~ Along with the changes you may ave to ger used to in the amount of writing ou fave todo in college you will also se the diversity oft The preceding etson Pointed our che numberof different elds you can expect to write in. What cat bedone inthis shor space isto explain the was— the nid ways—that writing inall those various elds needs to be dlferene The interplay of diferent fields anc diferent kinds of assignments—different purposes, ard more—that all these courses require presents problems for you as 4 writer thatyou may nat have seen before. Some asignmens (such a lab cepors) may be relatively straightforward and similar to things you have writen before Other kinds of sssignments— Problem solving reper's ersical essays, brie design mapers, case studies lo fame just few—require you as awrite todo things you may well never have done before { Pbt Chapter 3 lirodvetion te eticl Weng _&5 ‘The Critical Quality of College Writing ‘The critical qudicy were talking about here includes at least’these three _ We find this nation o charsceristics | lege writing th wot aloe 1. Compared with writing that as yo only 2 locate informatics and then oy Sere iE Senge wt gern ees yuna andere noma emietoie: SP reign Writing tha eit vos hinkg a tat ier! =e Se ext onpart fr oer via writing As points 2 and 3 below cclan, theres cven more sea Youemn pe nis dad as the chapters corzesponding 1 this one = the begifanings of Parts Seer A url show eral wring ao involves extending and © "bangin sales of ccitcal thinking ~ tne high teheol wring 2 Teale wong you wil be expected © make judgmens—oa mals TOF ay evluations bu alo recommendations. You deal-with more (bap “what aan rcimy foros wo understand this problem (issu cven[?";youde a8 seal with “What should we do about ie” 4. tthe wring you doin cllege youll be expected tobe both more thorough ware presse You nerd ro hve moe than ne lect of een. 9 W8 ae rege soure, ook atshings more han ang wey. Ths reenty eroken need be more thorough shows up = wing tha aS 1 PTs saree perpectve on is subjecs writing that ofen takes 4 mors balanced Te The eed wm paint with a finer brush—for ample define terms very ceractiy also contributes 0 this ae of ACT. rker than present more generalizations about ihe crea! quality of colar ca le ook x plece of writing one dooe by prclesionsls popular Asaincand sere! Tague thr seers to us 19 show this qualn, This pice appeared in che TNA 3ECN ages aon, tmagaine sed x tasccably welleducaed (aden 8 of [tel ming ht shew Al Mone cas soca x04 econosically. Sich readers are key hve ‘hove rious eal young children in school “ete abbreviated the orginal somewhat in order 0 be reraepigligh i excel quale, our accompanying Comments, SO" aoe ie perarephs in small ype explain he gat of what wee elt Why Children Dont Like to Read Bruno BerreLHEIM and Kanen ZELAN run Beach (1903-90) was «prc lesion nd ether wha Books fred Om Learning to Read (widk Karen Zen 192} Symbolic Wounds C934 ed & ok (I987 Kare Ze he com ss wet OE oat pe Unversity Cheap Othogen Shook She hs itt 5 eucational phelps °F ae 22 Se SE¢ at sot amily He infiencea on new racing And scaderic habangear Yourseadenca recall? Depreach ts are with ‘ etatinty: some Fudacts tmoy not ba anger tae out het home ene teary idence ofered fortne shore clam tat ‘ (he tacer® presentacon : i ‘hance’? War et sheet ce a Tvs assertion mat “ne tangerimnae sarance hom decosing 12 m9. the ‘ that hit ‘ek shem to suggest ways ne neg ecegeie Ge SNdeente” fom decoding \o meaningful reading “To amoy Stern and * Senet tom wnat has 2 ser inte anor sla, Stal tere Wer here ‘cher sceitons ig sly“ ai ~- Witeetnd and wr” Se at ar operate eh ‘tone a fas you se theca can ao | Shes yunave sera et i {dass what these tee ond hve in coramon and sn what poasbly eval sno they referent | ere the authors mate | eectne uae ofan Cb tame | 40_Part Two Purzoses for Weting ‘childs acicade coward reading isof such importarce that, more afen chan 1 not determines his scholastic fate. Moreover, is experience in learning o vread may decide how he will fel abour learning in general, and even about himself 2s 2 person Nace hw the authors sat by sang the nau and ging a char indication of he nau’ s portance Family life hasa good deal to do with che develonmencol a childs abilcy + to understand, to use, and 1 enjoy language. it scongly influences his impression of che value of reading and his confidence in his incelligence and sezdemic abilities But regardless of what the chid brings from hore :o school the most important indluence on bis ability o read once he isin cass is how his teacher presents reading and lteranure I the teacher can make reading inceresting and enjoyable then the exertons.required to learn how will seem worthwhile ‘See how the authors point at tht other ianues mary be evaived in earning to rand but by th and ofthe socond paragraph heve gota whet wl become he (iy ame: the way ring is ght in schooks Theres horoughners here thal connect the eal quality wer ting about A child akes great pleasure in becoming able ic read some words But = che excitement fades hen the sex the child must read force him (0 reread the same word endlessly. Word recognition—“decoding” isthe term sec by ‘educational theorists—deverioraes into empty rote learning when it does not lead directly tothe reading af meaningful content The longer i kes the child co advance from decoding © meaningful reading, the more likely ic becomes that his pleasure in books will evaporate. A childs ability ro read depends unquestionably on his learning pertinent skills Buc he will not be ‘interested in learning basic reading kis if he thinks he is expected to master them for their own sake. That is why so much depends on what the teacher the school, and the cextbooks emphasize. From the very beginning, the child must be convinced that skills are oaly means to achieve a goal, and thatthe ‘only goal of importance is that he become literae—that is come 19 enjoy lieracure sod benefit from what it has eo offer Hara we gat a eatatamant ofthe esues incicand by the ite and the frat pacageaph wt the problem is and wy itis important this tine th fies {re drown much more pracashy From har. the wutbors got present that ‘rdence Now ws need t give ony the Ort ines ofeach paragraph show YOu ow many drat Kinds of evidence hay use, A child who is made to read, “Nan had a pad. Nan had a tan pad Dad an. « : Dad rari ce the pad.” and worse nonsense can have no idea that books are worth the eflort of learning 1 read...Chaotec 3 ltroduction to Ctical Weng 47 4 Beyamin § Bloom, professor a educadin he rivers of ChE * asf ihm who wil do wel in schol and who ll do poorly ary determined by the end of the chird grade That oe learning is the wrong way #9 tach ceading was recognised amor dean seventy years aga In the istimportanc cease onthe teaching of reading published in his country. The Psychology and Feisgegy of Reading Tiad6} che nuhor, Edmund Burke Huey urge sh dri be Kep separne irom te seiviry of reading, | For matiy decades textbooks have been used atthe bass ‘or césding narration bythe vst major elementary school eachers and they a6 srach worse today chan the ones Huey objected These primers used in che German-speaking parol Swicenands ves special Iason 1 woch American educators and publishes 1 has been ‘PeSe tat our primers ave co employ unnaturally simple words Becee aac moreyenldren speak + different language a home: Spanish, Ch rar ack English and soon. But the language chat ll children growing wety the German pars of Swicerand speska dilect ced Swi Baan ey guise German —s ery dilleren ftom che High German he} School. Although during the Grst few months of lowed to speak wo the teacher in their dalecy, rom the stat they learn tread only published For some reason, Swiss children Pingus sucha handicap that hey leo become abe readers We believe aaa aek of diteuly is explained «4 greatextent by the ct cat ey like wnat chey are given to read 4 the acucle about te last page anda hal fe sie na in ila aro yeoje Sas ample 88 ~ gjnaitnere't x cleat reommendation moi Chilenging, amearaing books Hare the authors make gett ute of est Sey tauthanty Argue nent rom author is one Sranatle'sclannal too ‘Ea or roofa ta be vse it igre te octrn trical ‘sore «t= aby open aint guest om pececent mcthet avng enabtshed rsprcal amie by eer Tg te rey 1908 Book (he hors dd punch the gry ate current ‘eston Oy ag at (oye tenboons are mich ‘rec thacrine oes Huey Tec tn 908. Ts Theor eect Arette lec argumert a fri Calne stronger wien socks Ue i“ ‘Brine ache Huey (heed te were bad. OU ould ane nom much wore ay wa nome” TO Teeique compares ‘Sige the secre ting ea cll the eoonge by (tears of a ante of ‘oe ram these ood Compare th ast para: apie Linge, “On Com ott Vocabularies” in. saga ow would ouchaie: aren ti int pince ol iroceree? Rie in cassia! rms argue 9y ded anagy Soon Setzertnd it Tanpeable stuaton. nb Sebi eet here? OF Treen nd ne are Top neouasiat Bo they Seale sant tunconporile?Effective Academic Writing: The Argument ‘Arguments are everywhers...You may be surprised fo hear that the word “ergumert” does not have (Sbe wel anfwhere in your assignment for fio be an important part of your task. Infact, making an Sryument-expreeting a point of view on a subject and supporting wih evidences the aim of Stademve wring. Your netructors may assume that you know this fact, and therefore hey may not explants importance to you n class, Nevertheless, f your wring assignment asks you t0 respond to Fesdng and dscussion hk lass, your instructor Ikely expects you to produce an argument in your paper. Most material you lear in colege is or has been debated by someone, somewhere at some te. Even when te material you read of hear is presented as simple “information” or fect" may actualy be one person's interpretation of a set of information o¢ facts. In your win, instructs may call on Joute queeton that interpretation and ether defend f, refute ior offer some new view of your own. In Wiring assignments, you wll almost alays need to do more than just present information that you ave gathered or regurgitate information that was discussed in class. You wil need tz select @ point of ‘Vow and provide evidence (n other words, use “argument? to shape the material ané offer your Interpretation ofthe materia ‘you think that “fac.” not argument, ules inteligent thinking, consider these examples. At one point, the igeat minds" of Wester Europe firmly bleved the Earth was flat. They had discussions about ow aiviovaly tue thie fact was. You are able to disagree now because people whe saw that ‘argument 28 faulty set out fo make a better argument and proved i. The more recertO.J. Simpson ‘Wii provides another example. Bot the prosecution and the defense used DNA testing but in totally USfferent ways. The prosecution Brought n ONA experts to prove that ONA testing was good evidence, wwe the defense caled other experts to prove it was poot evidence. Differences of onion are how snd scholars ike your instructors apend ther ives engaged in debate ‘ver whal may be courted as “rue.” real,” o "ight in their fields. In their courses, they wart you to ‘engage in simlar kinds of orca thinking and debate in your wring. ‘Argumettation I not just what your Instructors do. We all use argumentation on a daly basis, and you ‘prsoably already have some skit at craing an argument. The more you improve your skis inthis rea, the better you wil be a thinking ericaly, reasoning, making choices, and weiphng evidence (Making 2 Claim........ What is an argument? In academic writing, an argument i usually @ main idea, (fen caled a “Gain or Thesis statement" backed up with evidence that supports the idea. Ninety Fine percent of the ime you wil need to make some sort of claim and use evidence fo support, and Your abit ta do this wel wil separate your papers from those of students who see assignments as Tere sccuruations of fact and deta. In other words, gone are the hapay days of beng given a “Topic” ‘bout wrich you ean write anything. is me to stake out a position and prove why Rs a good position for a thinking person to hold Claims can be as simpia a8 “protons are postvely charged and electrons are negatively charged,” ‘nth evidence such as, In ths expermert protons and electrons acted in such and such a way." Carns can alto be as complex as “he end of the South ican system of apartheid was inevtable,” ‘Gung reasoning and evidence such as, “Every successful revolution in the modem era has come ‘Zbout ater the goverment n power has gwen and then removed small concessions fo the uprising ‘group. nether case, the rest of your paper wil detail reasons and facts that hava led you tobelieve {hat your postion is best. When beginning to write a paper, ask yourself, ‘What is my point"? For examele, the point of tis handouts ts heb you Decome a bette’ wri, and we are arguing that an importart sep in the proceas of wring argumentation ie understanding the concept of argumentation. If your papers de not have a main poi they cannot be arguing for anything. Asking yourself what your pot fs can help you void a mece “information dump.” Consider this: Your instructors probably know a lt more than you dostar your subject ate. Wy en. would You wart Prove ther with material they aeody pee inetuctors are usualy ooking fortwo tings: proof tat you understand the mater, AND, . Pa you eri ee ray emai ven ayo are ma MAS ‘Tis second part can be done in mary Ways! ‘You can extique the material, or apply tf something Tee Steven just expla tin a cfferent way. Yo Gero actiove this second sep, though You must have a partcuar point f9 argue. greatness doen eit prosably expect someting MO CTA, uch as, "Frank Loyd Wrights Oot arm, Asian aesthti form, and focal found Tetecture combines elements of European. ar ware many strong simiartes betwoen Wrights Teasers es iors tena ae Ton at Sing causa one he eran promyne eem evseen eet eae Fp and bukings ard tose of te ater areitec YO! have to back up your pont with evidence, The pax your argument, You already have the Me tome sting. Thnk about how you talked ness on your pat past? naam ee Fue ley aes racah Bee oa tr sow nova ea anger sr Fre types of argumentation, ne fey exist in academia in simBar forms cee ft has sgt erent reguerent SEAS evidence, 30 familarize yourset wih eae ute atc Serer ee at fl eae ncn Wat yes of rgumert a evoeres arta a eee ne a ore Ei ato ea seeing is rue in tat field. 1 stabs. logieal wt COL rm te joc beng cussed (ar WO fn AZ, oF or), Serco pois rn conse of eran oe ese AT scree win your one. uc raetra et AOE tan oe ge Pete place for an al-out itz of every tYP6 Of of section cont io reason Tee ol cn ew mo ayer rea, wc ran resumen P a foe er en ate lo ce, ep ae Then rene sereatn ever sweaty aun DATOS ceed person, 20 knep things ty and ordered. much or more right te am support suf You cannot convince & (One way to‘You can generate counterarguments by asking yoursalf what someone whe disagrees with you might say about eac ofthe ports youve made or about your postion as a whole. you cant medial imagine another postion, here are some statogies f ry + Dosome research, It may seem to yu that no one could possibly disagree withthe positon you are arguing, bt someone probably has. For example, sore people argue that the American Ch War never ended. f you are making an argument conceming, for exampi, the ortcomes of the Cid War, you might wish t see wht some ofthese Deople have to #3 ‘+ Talkwith a friend or wth your teacher. Another person may be able o imagine ccunterarguments ‘that havertt occured to you ‘+ Cofsider the conckision and the premises of your argument, and imagine someone who denies ‘ach of them. Then you can see which ofthese arguments are most warth canwicering Far ‘example, if you argued “Cats make the best pets, This because they are clean & independent* you might magine someone saying “Cats co not make the best pets. They are city & needy.” ‘Once you have thought up some counterarguments; consider how you wil respond to them—il you ‘concede that your opponent has a point but explain why your audience should nonetheless accept Your argument? Wil you reject the counterargument and explain why i la mistaken? Either way, you wil want fo leave your reader wth a Sense that your argument is eronger than opposing arguments. When you are summarizing opposing arguments, be chartabie. Present each argument fatty and ‘objectively rather than trying to make 7 ook footsh. You wart fo show that you have seriously Considered the many sides ofthe ieue, and that you are not simply attacking or caicstuing your opponents. It is usualy beter tp consider one or two serious courterarguments in some depth, raher than to give ‘long but superical Est of many different counterarguments and rept, Be sure that your reply is consistent with your orginal argument. It consigering a courterargument ‘changes your postion, you will need to go back and revise your orginal argument accardingty Audience... Audience isa very important consideration in argument. A ifetme of deaing with your ‘arents has helped you figure out which arguments work indifferent sfuations, Maybe whicing works with your dad, but your mem wil only accept cold, hard statistics. Your kid brother may isten only #0 the sound of money in his palm. I's usually wise to thik of your audience in an academic seting a8 someone whe is perfecty smart, but who doesrit aready or necessary agree wih you. You are not ust expressing your opirion in an argument (i's rue because | said so"}~and in most sases your ‘audience is pretty knowledgeable on the subject at hand~so you will need sturer proc! At the same ‘ime, do not think of your audience as a genius claivoyant You have fo come out and sate both your lai and your evidence dearly. Do not assume that because the instructor knows the material that he fr she understands what part oft you are using, what you think about & and wey. Critical Reading... Critical reading is a bg part of understanding argument, Athough some ofthe ‘material you read wil be very persuasive, do not fall under the spel ofthe printed word aa authority Very few of your instructors think ofthe tats they assign as the last word on the subjec. Remember that tha author of every text has an agenda, something that they wart you to believe. Take notes either in the margins or on a separate sheet as you read, Put away that highilghter' Simply highlighting a text 's onty good for memorizing thet text—it does not encourage crcal reading. Part ofthe goal is put the author's ideas in your own words. Then you can stop thinking ofthese ideas as fact and start thinking of theres argumerts.~ When you read, ask yourself questions ike “What the author trying to prove? and "What isthe author assuring | wil agree with?” Do you agree withthe author? Does the author adequately defend her argument? What Kind of proof does she use? is there something she leaves out that you would put in? Does putting it in hurt her argument? As you get used to reading critcaly, you wil start © see the somatimes hidden agendas of ther writer, and you can, sa this ski improve your own abily to argue,PLAGIARISM. Plagiarism comés from the Greek word meaning “kidnap.” It ocsurs when you ke another person's words or ideas and present them as your own «plagiarism is sealing Most stdent plagiarism is unintentional t ours when stents do pot mow that material from a r ano eat be deeumented or that an author’s exact words must be enclosed within quotstne aes alse coeur when students do not record notes and sources carefully and therefore ae a tsa ter sources for theix own. Unfortunate, some studens intentionally commit : plagiarism by using undocumented words and ideas from a source — or, in extreme cases, by ¢ fog e research paper and submiting it as their own. Whether plagiarism is intentional or peintentional, the penalties are usually severe, ranging from failure to expulsion. ‘The most overt form of plagiarism is presenting an author's words and sentences as if they Were ted to use material from the your own. For example, suppose that for an education course you want « Following passage from Amish Society by John Hostetler. 4 Original Origin community tends to be self-sufficient in its social and educational functions; the it The Amish have no schools of higher laces to avoid the external Jaw will allow, social needs of the individual are met within fearing, but they have built elementary schools in some pl influence that comes with the centralized school system. As soon as the ‘Amish children are taken out of school for work at home. would constitute plagiarism. It ‘Even with documentation the following passage from your paper 3s the exact words of the original. relies on not only the ideas but also the phrasing and in some case: u Plagiarism ‘The Amish community iss ‘Amish donot ave schools of higher ene places, In most cases as soon a the law will school to work at home. ‘By paraphrasing or quoting Hostetler's remarks as well as documenting tbe St location of their 2 Pe hati, noting the publication date ofthe text) you could avoid this problem ‘ cif-sufficient. It meets the social needs of the individual. The learning, but they have built elementary schools in allow, Amish children are taken out of CoA Correct (paraphrase) Hostetler (1983) says communities they have cot ‘ system. Usually the Amish will remove that the Amish are educationally and socially independent. In some ‘their own elementary schools to avoid the centralized school ‘their children from school as soon as the law lets them. 3 Correct (paraphrase with quotation) : : Accoing toflogeter the Amish are educationally and socially independent. In some cases ey ‘ fine built their ovm elementary schools “to avoid the extemal influence that comes with the ae ed school system (1983, p. 37). Usually, they remove their chidren fom school as soon as state law allows them to. 7 + ther kinds of plagiarism occur when you present an author's ideas or direstion of thought aS YOUr care Consider ths paragraph from Wait Whitman Reconsidered by Richard Chase gOriginal Without discounting the incalculable value of Whitman’s “personalism” one must nevertheless note that he characteristically ties to make it do too much. Not having anything like so clear an intuition of society or of history as be has of self, he believes only in the self and asks it to do ‘what society ought at least assist in doing. Thus “‘personalism” not only discovers and asserts the personal; it also, in some unspecified realm of being, “fuses” men into “solidarity.” s In the following passage notice how a student commits plagiarism by paraphrasing the author's ideas without any acknowledgement. Even though he does not include any of the author's exact ‘words, the students gives the impression that he has presented something original when, in fact, he has borrowed from his source. Plagiarism ‘Whitman often puts too much stress on the personal dimension of the individual. He seems not to have an historical or social sense, and as a result he feels the individual should accomplish what the society should partially do. For this reason, he feels that an emphasis on the personal can mystically draw all people together. ‘The student could easily have avoided plagiarism by introducing the borrcwed material with « ‘mention of its source and inserting the appropriate documentation at the ead of the passage. Correct According to Richard Chase (1998), Whitman often puts too much stress on the personal dimension of the individual, He seems not to have aa historical or social sense, and as a result he feels the individual should accomplish what the society should practically do. For this reason, he feels that an emphasis on the personal can mystically draw all people together. Even though you provide documentation, you must still be careful to differentiate your ideas from those of your source. By failing to make clear how much of a paragraph is paraphrased or summarized from a source, you can not only confuse your readers but also commit plagarism. Suppose, for example, that for a psychology paper on the effects of computers on children a student wanted to use this passage from The Second Self: Computers and the Human Spirit by Sherry Turkle. Original Computer toys are for the most part sealed, but even if one takes off the plastic back and breaks inside, all that the most persistently curious child finds is a chip or two, some batteries, and some write. Physically, these objects are opaque. They are frustrating. During my interviews, this frustration sometimes showed itself through a touching reaction: after trying unsuccessfully to figure out what was happening inside a computer toy, children would develop a sudden and marked interest in my tape recorder, specifically a fascination with the visible, understandable physical motion of the tape capstans. They would spontaneously offer sober mini lectures on how my tape recorder “works”, on how its wheels tured and how its tape moved. Although thé following passage is documented thé writer fails to make clear how much of the passage is from the source and thus unintentionally plagiarizes. Plagiarism ~Children try to define computers in the same way they do other objects with which they are familiar, Computer toys frustrate children because they cannot understand how they work. Often during interviews after unsuccessfully trying to determine how a computer toy operates, 4“observation or Turkle’s? The children demonstrate their frustration by concentrating on & object that they can understand, quaMervdewer’s pe recorder, and by expaining in great detail how it works (Turkle 2000). ‘This passage is confusing because the citation atthe end of the passage does not make clear how ae Pop this paragraph is paraphrased from the sour. 1s the first sentence the student's ‘student could have evoi i ceveral with the author's name as wel a inserting documentasion ‘the end of the passage. By reir nding the borowed material wit documentation, she could hhave differentiated ber ideas from the ideas of ber source. Correct ‘Children try to define computers in the sume way they do Children ding wo Sherry Turkle (2000), computer toys fostate SASS because they aan tnderstand how these objects work. Often during interviews after unsuccessfully trying to determine ‘how a computer toy operates, children demonstrate their frustration by focusing their attention on an object they can ‘understand, the interviewer's tape recorder, and explaining in great detail how it operates, other objects with which they are Keep in mind that there are no good excuses for plagiarism and that you can avoid misappropriating material by following a few simple rules. «Take accurate notes; including page numbers and tiles 1 Batfure to disinguish in your notes between your ideas andthe ideas ofothers and to identify all quotations. «mY efade words and phrases fom your sources unless you ensioss ne, within quotation marks. «Differentiate your ideas from those of Yo summaries with the author's name and by cone! ur sources by introducing parashrases and juding with documentation. Remember: You cen avoid plagiarism if you take careful notes and Be ccodit where credit is due.Plagiarism In Action ‘Look at the student paraphrased versions of Harden's idea, with evaluative comments. Original material ree can be ewed a ar eppretaod Group, ava suppoied by fe foc hal naraes mek auionomy.] ‘accountabiity and contro! over their own profession. Yet nursing is by far the largest occupational group wfthe.te sphere of heatcare, so why so powers? For meth history ofthe domination of nursing | ‘s inextrieably inked to that of the domination and oppression of women.” Harden, J 1996, Enlightenment, empowerment and emancipation: he case Tor ental pedagogy Wh hurse education ‘Student version 4 [Nursing is by far the largest occupation group in healthcare, Yet, nurses can be seen as an oppressed ‘group. This view is supported by the fact that nurses lack control over their awn profession. They do not have autonomy or accountability. The history of the domination and oppression of women isthe lnk to ‘expaining the domination of nursing. ‘The siudeat has coped most a the orginal There i po ndlcalon of where the suaents vos ends and] the cited writers voice begins. There is no author or date (no reference), Therstore the texts plagiarized. | ‘Student version 2: ‘Atthough nurses form the largest occupational group in the healthcare profession: they can be seen as an ‘Oppressed group. Harden (1996) states thatthe domination of nurses is inextricably Inked to the historical oppression and domination of women in society. For nurses, she claims this oppression is ilustrated by the extremely imied professional independence they have as seen by ther lack of ‘accountabilty and control over thelr profession, ‘Ris til not Gear which ideas come from the reference and which from the etadent, Athough ihe source] has been acknowledged, many sections have been taken directly from the original, and should have been | ‘acknowledged as quotes. Moving a few words around or using a few synonyms does not make it your \wrting or yout ideas. Therefore, this is also a plagiarized version. J ‘Student version 3; Despite nurses forming the largest group inthe heathcare professions, Harden (1996) claims they can be Categorized ‘as an oppressed group’ (p.33). She explains the domination of nurses as @ reflection of the historical oppression and domination of women in society. For Harden (1896), this sutservient role of nurses is ilustrated by their ack of autonomy, accountabilly and central over their own profession’ (p23), Here the student has mace much better use ofthe orginal. Some words have been paraphrased. Words taken directy from the original are clearly marked as quotes (note that they are only i Race in this, example fo show what has been quoted). Aso, the source 's clearly documented. . i: iL oO o jr inorarce about what Most ofthe plaglaftsm committed by students unwitting ands due toth ae uses dejerem you do not nw exact what pagar i, you cannot avid doing ft. This guide i itended tollustrate paganism iin alts forms. : Type 1: Copy & Paste Plagiarism Description: ‘Any time you lift a sentence or significant phrase intact from a source, you must use quotations marks and reference the source. Source Arie: Copy & Paste PLAGIARISM “dali Since ths bunch of ST andthe | Everyones interested in astronomical mages, unprecedented cariy ofthe images sspecaly since the launch of HST and the ‘ateliteshave given us youveallseen on | unprecedented carity ofthe images steltes the news on Books, Beautiful color have But pictures of various sights in the cosmos. Sut | see these oblectsif vou went there? is this the way vou would i iyou went tnere? wel, to tackle that r i aca ‘question, fist we have to consider the nature of light and color, Light is made of We are all thrilled by the beauty 0. nictures of fee Tiaves ofelectromagneticradation We | the universe taken with space telescopes and perceive diferent wavelengths of sible | other satellites. The pictures diplay light as diferent colors. Spectacular color and detail but, as posed in “Source Article" by So-rso, is this the way you would see these objects ifyou went there?” 7) Tyre Word Switch Plagiarism Deseriotion: Ifyou take a sentence from a source and change around a few words, its still plagiarism. f you want ro quote a sentence, then you need to put it in quotation marks and cite the author anc article. But ‘Quoting Source articles should only be done if what the quote says is particularly useful in the are trying to make in what you are writing. in the case below, a quotation would not be useful. The person who plagiarized in this example has just been too lary to synthesize the ideas expressed in the Source article. you fa ae| giant), 520 by distant. Betelgeuse isa supergiant star, 14,000 times brighter than ‘2ursun, and so big, if you were to put Betelgeuse in place of our sun, its surface would reach all the way out to Jupiter. Betelgeuse's color is bright red. On the other hand, another supergiant star, Rigel, with a |uminosity 57,000 times that of the sun, appears whitish-bive. The reason that Betelgeuse is red and Rigel is blue is that their surface temperatures are different. Hot stars at 30,000 degrees emit a lot more blue Tight than red fight, and so hot stars look blue or bluish-white, Cool stars at 3,000 degrees give off more red light than blue, and 50 ‘these stars look red, Another example of Word Switch Plagiarism: Source Article: ‘Word Switch PLAGIARISM Brown dwaris rank among the most elusive _oblects in the universe. With masses from about 15 to 80 times that of Jupiter, they are | | | bigger than planets but too small to ignite | the nuclear fusion reactions that cause stars | teshine. | | | Source Article: ‘Word Switch PLAGIARISM ‘Alsolid bodies ernit ight: stars, rocks and FS ind people allenit light and ‘eople included. The temperature of the Which wavelength of light wil be most stro ‘at, rock or person determines which ‘aia con the temperature of the wavelengtivof light will be most strongh 3 Fock oF ample, the star radiated, inthe constellation Orion, the Betelgeuse in the constellation Orion, Armpit | upper left staris Betelgeuse (Armpit of the | of the Giant, sa supergiant star, 14,000 times brighter than our own sun, | How to use the info without plagiarizing: Everything has a tertperature, and everything | radiates light, and the two are not i unconnected, infact, the hotter a body is, the more blue light radiates rd the colder, the redder the emission. So what isthe difference | between red and biue fight itis the wavelength, An interesting example is given in “The Source Article” by So-So, where the | author points out that the star Betelgeuse in the constellation Orin i very red because its temperature is 30 cool, and Rigel, another star in Orion is blue because iti 0 hot. ‘Brown dwarfs are difficult to locate and rank among the ects in the universe. Brown dwarfs have masses from about 15 to 80 times that of Jupiter. Scientists have determined that brown dwarfs are bigger than lanets, however, they a Ito ignite | nuclear fusion reactions which cause stars to shine. How to use the info without plagiarizing: Brown dwarfs are more massive than typical planets but yet are too small to be stars. tars, by definition, maintain nuclear fusion reactions, ich require a large mass (So-n-So).& Style Plagiarism Description: ‘When you follow a Source Article sentence-by-sentence or paragraph-by-paragraph (1s is done in the ‘example below), is plagiarism, even though none of your sentences is exactly lite those in the Source [Article or even in the same order. What you are copying in this case is the author's reasoning style. f you were to make a basic outline of the Source Artic! je below and then outline the Styie‘plagiarized example on the right, you would see that the outlines are the same! Contrast this with the non-plagiarized example, where the information in the Source Article is used only to enhance the point the student's trying to make. ‘Source Article: T ‘Style PLAGIARISM, 1 Tzpedialy since the launch of HST and the unprecedented clarity of the images satellites, have given us, You've all seen on the news or in books, beautiful color pictures of various sights in the cosmos. But is this the way you would see these objects if you went there? Well, to tackle that question, frst we have to talk about the nature of ight and color, Light is made of waves of electromagnetic radiation, We perceive different wavelengths as diferent colors. All solid bodies emit ight: stars, rocks and people included. The temperature ofthe star, rock or person determines which wavelength of light will be most strongly radiated. In the constellation Orion, the upper let star is Betelgeuse (Armpit ofthe giant), 520 -y distant, Betelgeuse is a supergiant star, 14,000 times brighter than our sun. and so big. if you were ta put Betelgeuse in place of our sun, its surface would reach all the way out to Jupiter. Betelgeuse's colors bright red. On the other hand, another supergiant star, Rigel, with a luminsity $7,000 times that of the sun, appears whitish-biue. The reason that Betelgeuse is red and Rigel is blue is that their surface temperatures are different. Hot starsat 20,000 degrees emit alot more bi light than red light, and so hot stars look blue bluish-white. Cool starsat 3,000 degrees give more red light than blue, and so these stars ico red. "The beautiful pictures that the space telescope has given us show spectacular color. Sutic the color real? First, we have to consider what light and color are. Different wavelengths of fight correspond to rent colors, and light is called electromagnetic radiation. The temperature of an object determines the color of light emitted, and allthings, inuging people, emit light Inthe constelltion Orion, the star Betelgeuse is a huge, glant star, as big as the | orbit of upiter. Betelgeuse ised, Another starin | rion, Rigel, is blue. The reason that they are different colors is that they each have a different surface temperature. Cold stars are at about 3,000 degrees and emit more red than blue ight and very hot stars emit bive light since they have temperatures of about 130,000 degrees. jow to use the info without plagiarizing: Is there anything we can know about stars by Just looking at them without binoculars ora telescope, Cr are they just really mysterious objects that will always keep their secrets (So-n-So)? With only our naked eyes we can see that starshave different | colors, from white to blue to yellowish and ced; and | color does indeed tell us something important about stars, Col6r tells usa star's temperature. Everything has a temperature, and everything radiates light, and temperature and light are intimately connected. infact, the hotter a body is, the more blue light it radiates and the colder, the redder the emission (So-n-So). 14‘Type Metaphor Plagiarism Description: Metaphors are used either to make an idea clearer or give the reader an analogy that touches the senses or ematidhs better than a plain description of the object or process. Metaaho*s, then, are an important part of an author's creative style. Ifyou cannot come up with your own metaphor to ilustrate an important idea, then use the metaphor in the Source Article, but give the author credit for te f ‘Source Article: | This picture ofthe constellation Cygnus, the ‘Swan, in visible light looks rather dufl. et at | aninfrared wavelength of 60m the region looks very different. In infrared light we can see a glittering jewel-box of new born stars ‘peeking out of the dust clouds that lie between us and the center of our Galany | i ‘Another example: Wietaphar PLAGIARISM ‘Aithough dusty douds block our vision of ste nurseries, infrared light reveals them. These newborns glitter lke. jewe! box and seer to be peeking at us from behing the dust obscuring them. How to use the info without pl zing: [Although dusty clouds block our vision of stellar | nurseries, infrared light reveals them. In "Source [Aticie,” So-n-So describes these newborns as glttery jewel boxes peekingout at us from deep inside the dust clouds where they stil remain. f Source Aricle: The black holes seem to inhabit every galaxy | ‘that has 2 central bulge-the vast, elliptical swarm of very old stars which constitutes many galaxies! most prominent part. ‘Metaphor PLAGIARISM The bulge Isa large swarm of extremely old sass. How to use the info without plagiarizing: The bulge of a galaxy is elliptical and contains ld stars that ly around the center ike bees ina hive (So-n-So]Type Idea Plagiarism Fane nuthor of the source atce expresses a creative 12 6 suggests a solution to a problem, the idea students have difficulty distnguishing an crsotution must be clea attributed tothe author: Mant fear igens andor solutions from public domain inform et ‘Public domain information s any idea autre Son about which people in the field accept as Eeneral knowledge. For example, what a black cao er vow fg define is general knowiedge. You donot ned reference a gereral description oe aoe, The escape velocity of earth sao general knows and needs no reference. The Spproxinfate distance tothe cester ofthe Galny is 1 eneral knowledge. However: @ new idea approxi ook fr back holes or anew solution 2 physics Poe ‘needs to be attributed to the seesann If you dont know what i accepted as public domain” ® particular field, ASK. { “Source Article: ‘Tdea PLAGIARISM, ee | aacatmentor enna | reas | aiamdaronsan tonne ST | an cctneyrechare | seeped assuch due ether tothe presence | ths mint ff carbor-rich dust orto these stars) thormal amount of -process elements in thelt | aerrenes in region Vikof the Habing Siagram. | atmosoherm making them decidedly a | different type of star. i ur visible spectra show conclusively thet these stars are true carbon stars and donot have any O-rich molecules in their atmospheres. Their weak Ba lines might ‘indicate an under-abundance of s-process | l How to use the info without plagiarizing: | ‘The difference between optical and infrared Garbon stars might soon be resolved since) elements, This important result iftrue, ce Article) announced that the ‘roul certalnly separate infrared carbor So-so (Sou ‘ars from the optical population. ercakness of Ba lines might incicate that the | | infrared group originates from a population than optical carbon stars. i Another Example: Tow to use the Info without plagiarizin ee arans emi aTormore | Stas considered to be No 30,000 degrees, ht, and so hot stars look uhereas stars as cool as 3,000 degrees are Considered to be cold (S0-7-S0} Hot starsat 30, blue light than red fi blue or Bluishwhite. Cool stars at 3,000 ed light than blue, and| degrees give off more 1 so these stars look red.SESSION 2 Introduction to Critical Thinking & Reading + The Rhetorical Situationfg nae aWhat is Critical Thinking? Critical thinking includes a complex combination of skils. Among the main characeristics are the following: Rationality We are thinking crtcaly when we ‘+ rely on reason rather than emotion, ‘+ require evidence, ignore no known evidence, and follow evidence where it leads, ‘= are-concemed more with finding the best explanation than being right analyzing apparent confusion and asking questions ‘Selfawareness | We are finking erticaly when we ‘= weigh the influences of motives and bias, recognize our own assumptions, prejudices, biases, 01 point of view, [Honesty We are thinking critically when we * recognize emotional mpLises, sesh motives, nefarious purposes, or cther IL H modes of self-deception. ‘Oper-mindedness | We are thnking crficaly when we ‘+ evaluate all reasonable inferences ‘consider a variety of passible viewpoints cr perspectives, + remain open to alteriatve interpretations * accept a new explanation, model, or paradigm because it explainé the evidence better, is simpler, or has fewer inconsistencies or covers more data + accept new priorities in response to a reevaluation of te evidence or i reassessment of our real interests + _do not reject unpopular views out of hand, i Discipline We are thinking ecticaly when we 1 ‘+ are precise, meticulous, comprehensive, and exhaustive | 1 Leet ‘= resist manipulation and irrational appeals, ‘+__avoid snap judgments. Judgment ] We are thinking erticaly when we ‘+ recognize the relevance andlor merit of altemative assumptions and perspectives recognize the extent and weight of evidence CCtical thinkers are by nature skeptical, They approach texts with the same skepticiém and suspicion as they approach spoken remarks. + Crtcal thinkers are active, not passive. They ask questions and analyze. Thay consciously apoly- tactics and strategies to uncover meaning or assure their understanding. + Criteal thinkers do not take an egotstical view of the word, They are open te new ideas and perspectives. They are wiling to chalenge their beliefs and investigate competing evidence. Critical Reading v. Critical Thinking We can distnguish between critical reading an erica thinking inthe folowing way: + Critical reading is a technique for discovering information and ideas within a text. CCitcal thinking is technique for evaluating information and ideas, for decidng what to accept & believe. Critical reading refers toa careful, active, reflective, analytic reading, Critical thinking involves reflecting on the vay of what you have read in ight of our prior knowiedge and: Understanding ofthe word. For example, consider the folowing sentence from a student essay: Parents are buying expensive cars for their kids to destroy them. 47‘hs the terms are used here, critical reading is concemed with fguring out whether, within the context ofthe text ae anwnele. “them refers tothe parents, the kids, or te cars, and whether the text supperts that practice, TuaLT hiatng would come into play when deciding whether the chosen meaning was ndeed tue, and ‘whether or not you, as the reader, should support that practice. By these definitions. ciicl reading would appear to come before cca thinking: Orty once we have fuly niderstood a text (erteal reading) can we truy evaluate its assertions (critical thinking) The Two Together in Harmony i Jn actual practice, ctical reading and critical thinking work together. Creal thinking alows us monitor our understanding as we reed. if we sense that assertions are idcuious or (Fosponcible etical thinking) we examine the test moce closely to test our understanding (crticalreacig) Conversely, critical thinking depends on erical reading. You can think cticaly about a txt (rica tnking) Shavshrovy f you have understood i (erica reading). We may choose to accept or eject a presentation, Put arecatt crew why, We have a responsibly to ourselves, as wellas to cthers, to isolate the real issues of 4 SGroomentor deagreement Only ten can we understand and respect other people's ews, To recognize and Understand those views, we must read critically. Critical Reading & Thinking What a Text Says, Does, and Means: Reaching for an Interpretation Nonrticl reading ssatsfed wit recognizing what a text says and restating the key remarks. Ctcal reading 9°68, tore kar Tawng recognized whet a text says, trflects on what the text does by making such remarks. 1s Mipenng examples? Argung? ADpealing for sympathy? Making a contrast to clay a point? Final, creel TAGoecs then infer what the text, a8 @ whole, means, based=on the earfer analysis. i ‘These three steps or modes of analysis are reflected i three types of reading and discussion: + What atext says — restatement the topic under discussion) 1 What atex does description (the discussion of the aspects of the tex) 1 What a text means — interpretation (to analyze the text & assert a meaning fort) Goals of Critical Reading . ‘Textbooks on ertcal reading commonly ask students to accomplish certain goals: + te recognize an author's purpose {to understand tone and persuasive elements ‘ + to recognize bias Notice that none of these goals actualy refers to something on the page. Each requires ferences from evidence within the text i + recognizing purpose involves inferring a basis for choices of content and language 1 TReognizing fone and persuasive elements involves classifying the nature of language choices 2 FRemgrizingbiss involves classtying the nature of patterns of choice of content and language Ctical reading is not simply close and careful reading, To read ertically, one must actively recognize and ‘analyze evidence upon the page. 13Analysis and Inference: The Tools of Critical Reading Analysit = what to look for (involves recognizing hose aspects ofa discussion that contol the meaning) Tee Te Fy Rem t think about what you ind (involves the processes of inference, th interpretation of data frome Within the text) Critical reading assumes that a ‘those choices that an author must ‘oices of content, language, and structure. Reeders examine each of te three areas of choice, and consider their effect on tne mening Step-by-Step Critical Reading meagtan, valves, assumptions, and language usage— thoughout the discussion, ese olonente are Critical thinking involves bringing outside knowedge, biases, and values to bear to evaluate the Presentation and decide what ukimately to accept as tue. 1 The ital steo of rica! reading involves recognizing a text as a presentation ins ovn ight The ‘step is concerned with identifying such elements as ‘The existence of a beginning, middle, and end ‘The use of ilustrations to explicate remarks ‘The use of evidence to support remarks ‘The use of styish language to portray topics Srpanization. or a method of sequencing remarks ~ such as whether chronolgical, ferent aspects of the topic, steps in a logical sequence 7 nce step involves describing the nature of these aspects ofthe text, of classyng the nature of the material within the text +The nature of the exampies ~ wnat the examples are examples of 1 TRS RM of he evisence - what kinds of authorities are invoked, what types of evidence are provided +The nature ofthe choice or terms- what types of terms are applied to what topes, 2 NS Real ste® invoNes intern the underying assumptions and perspectives ofthe dlcussion, taking Ccrcomaa'tal of the elements of he text being as they are thoughout tié text as awnole, Ths sep Fraeerred less with sequential development and more with recognizing pattems of elomeris htereven throughout the presentation as a whole. + What is achieved by describing topics a certain way : * What is assumed by selecting certain types of evidence ‘Throughout critcal reading relies on abstracting, on classifying the nature of things, i?“The nature of the structure ofthe text ‘The nature of the language employed “The nature of te examples inv ‘The nature of the ilustratons brought to beat The nao tne taneng that would explain all aspects ofthe text being 22 they are. take conrl of the tx, ntjust repeats assertions, At core cca reading C In the end, readers mist understanding. : involves becoming the author of ‘one’s own The Ingredients of Texts elements, obviously, that contol the meaning of @ “holces, imagine you are seated before a blank [When examining a text, we would like to ook for those. We ut what are they? All writen expression involves page. What choices must be made? i Fer openers you have to say something, Whether you sar Wan a observation, a statement of belie, oF ay Fo oper scam, you nave fo say someting, Wet cll that content . «crcl readers are conscious aware ofthe choice of contant They C20 A the content, a the evidence + iia eters argent the Wustaions used to expain ideas, an ‘details presented within @ aaron, That unqueness is defined by choices of content Tanguage and struct... They distinguish i between assertions of fac, opinion, and belie ‘They are aware whether evidence conssts of references 12 : SebfEned cata, anecdotes, of speculation, and they evsluate ihe persuasiveness ofa text accordingly. é uw ving decd en eating sy, youre taco ene 4 Pre St aang Having dected ornolopy, afer af, can change the mening fs Ta "Wil you claim someone y, afer a ct Gene’ Wil you refer to President Bil Cnn, Willa Jeferscn that a choiee oflanguage. \ + Cotieal readers are aware of how language ia belng used “Thay netice whether a text refers to someone 35 & soca Mer (ne respect) or ‘an academic statiicary (ovae=9 Professionals), whether some fsa 10 c aan cecorted a ela (wih confidence, and no need fr Pree) SpBated a cla” (without backing, as 2 tial have asset nay drew ferences from the oie f language tey cheer rattle off disconnected remarks. (Weil, you could, but ie Salted to one another, from sentence to sentence an ‘call tat structure, of a discussion, both in terms of the movement of ideas for SecA ene and intra ofthe rolonahip of eas Uvougooat OF ‘iscussion They distinguish between beginning to en 26 razon of conclusion, eau o floc, evidence os Negra “They recognize patierns of asserts atnguish whesher contrasting Hees are shown t9 Pe ‘iasimilar. competing, oF contradictory yey would have ttle id within the 1 inal, you cannes simpy Foangl) The rerarks c Gacussion as awnole, Well : « Chtical readers are aware of the structure i (Note tat we donot it lent such as one, te, peepectne, Perens and message. While these are all (Note that we Stor ieunnng eats, ey areal based on. an refs ne ‘hove of content, language, and structure.) Lae. 20Implications for Writing ‘Yout frst step as a writer is to generate some content, to put forth assumptions, evidence, and arguments that you can then defend and from which you ean draw conclusions. i Having generated some initial discussion, the task as editor is then to adjust the discussion to assure that it presents @ coherent consistent, and comprehensive discussion. . ‘Wing is ultimately concemed with + what we say (content), how we say it (language), and the fow from one assertion to ancther, how ideas connect to one another te convey broader meaning (structure). We may inal write in an unstructured manner, concerned simply with getting sore ideas on the page rather than'in eating afrished document right of the bat. Revision anc odting then focuses on two concems: + correcting speling, grammar, and punctuation + ensuring a coherent flow of ideas. To ensure a coherent fow of ideas, we must focus on the three areas of choice: “+ providing appropriate and sufficient arguments and examples? 2 choosing terms that are precise, appropriate, and persuasive? 1) making clear the transitions from one thought to another and assured the overall logic of the presentation We edit to assure the content and language and structure. An increased awareness of the impact of choices of content, language, and structure can help students develop habits of rewnting and revision afReading Critically fo! The Rhetorical Situation ‘The Rhetorical Situation “Writing instrvctorsyznd other professionals who study rhetoric, use the phrase “shetrical situation” wo refer tb any setof circumstances that involves at least one person sing some sort of communication to modify the perspective of et least one other person. In this context, “shetorie” means any communication used to modify © the perspectives of others. Doesn't “Rhetoric” Mean Something Like “Persuasion”? ‘Yes and no, Throughout much of history, “vhetorie” used to have a more narrow meaning like “the art of persuasion However, over the course of the 20th cetury, “heroic” came fo be used asx descriptor for alt re of communication ancient Greeks inown as the Sophists also had a broader view of the term “rhetoric”) ‘The simplest explauation for this is that “vetoric” inthe persuasive sense implies an effort on the part of speakers to get What they want out of other people. ee newer sense of “rhetoric” implies that whenever humans communicate with other humans, they seek to dlicit any aumber of responses ranging from understanding to emotional reaction to agreement to talighteament or any one of almost Limitless reactions. At its most basic, communication is the set of methods whereby humans attempt to identify with each other. “The” Rhetorical Situation vs. “A” Rhetorical Situation “There is no one singular chetorcal situation that applies to all communication, Rather all haman efforts to Communicate ocour within innumerable individual rhetorical situations that are particular to those specific cermeats of communication. Even so, each individual rhetorical situation shares common elements with all other rhetorical situations. Elements of a Rhetorical Situation Every rhetorical sitution has four Basie components: an author, an audience, a text of some sort, and tc contest in and through which’ each situation occurs. All of these terms (author, audience, text, and context) the fry loose in their definitions and all of them affect each other. Also all ofthese terms have specific (Qualities that effoct he ways that they interact with the other ter. Below, you'l find basi definitions of Aid term, a brief discussion of the qualities of each term, and then finally, a series of examples which illustrate various ehetorial situations. Author “Author” isa fairly loose term used to refer to anyone who uses communication. An author could be one person of many people. An author could be someone who uses siting (ike i boot), speech (ike in = Toate), visual elements (like ina TV commercial), audio elements (ike in radio broadcast), or even tate elements (as is used in making Braille) to communicate Shaver authors ereate, authors are unavoidably human beings whose particular acivities are affected by these goneal constrains: aithors have specific purposes tbat guide their actions in communicating, ators have specific aritudes which affect what and how they communicate, and authors have specific backgrounds that inform the nature of their communication, : Author's Purpose ‘Rathors purposes in comaunicating determines the basic tional behind other decisions authors rake (uch as what to write or speak about, what medium to use, ee). An author's purpose in communicating 2)could bet instruct, persuade, inform, entertain, educate, startle, excite, sadden, salighten, punish, console _You get the idea. Authors’ purposes are only limited to what each author wants to accomplish in his or her communication. There are as many purposes for communicating as there are words to deseribe those purposes, Author's Attitude “Attitude is a much overlooked element of rhetorical situations, but it affects a great deal of how a rhetorical situation unfolds. Consider if an author communicates with a flippant attitude as opposed to a serious attitude, or with drama as opposed to comedy, or calmly as opposed to excitedly. Depending on authors? Purposes, audiences’ specific qualities, the nature ofthe context, and other factors, any of these attitudes Could either belp or hinder authors in their efforts to communicate depending on te other factors in any «given rhetorical situation, ‘Author's Background Many factors affect authors’ backgrounds, These can include age, personal experience, gender, locetion, thnicity, politcal beliefs, parent, peers, level of education, and others, Authors’ backgrounds affect the > things that authors assume about the world, their audiences, what and how they communicate, and the “context in which they communicate Audience Like the term “author,” the term “audience” can also be loosely defined. “Audience” refers to any recipient of communication. Audiences can read, hear, ee, or feel different kinds of communication through different kinds of media. Also tike authors, audiences are unavoidably human beings whose particular activities are also affected by specific purposes, specific attitudes, and specific backgrounds. Audience’s Purpose Like authors, audiences have varied purposes for reading, listening to, or otherwise appreciating pieces of ~ communication. Audiences may seek to be instructed, persuaded, informed, entertained, educated, startled, ‘excited, saddened, enlightened, punished, consoled. .. again, you get the idea. Auudience’s Attitude Like authors, audiences bring diverse attitudes to how they appreciate different pieces of communication, Their attitude while reading, listening, observing, or whatnot affects how they receive and process the communication they receive. Audience’s Background ‘And, also like authors, audiences” individual backgrounds are affected by the same sorts of factors that affect authors’ backgrounds, Most importantly, these factors affect how audiences receive different pieces of. Communication, what they assume about the author, and the context in which they tear, ead, or otherwise ‘appreciate what the author communicates Text ‘Ths word “text” is probably the most fluid tenm in a rhetorical situation. Usually, the word “text” refers to a written or typed document. In terms of a rhetorical situation, however, “text” means any form of ‘communication that humans create, Whenever humans engage in any act of communication, there is a text that serves as the vehicle for communication. Three basic factors affect the nature of each text: the medium of the text, the tools used to create the text, and the tools used to decipher the text. Medium of the Text ‘Teuts can appear in any kind of medium, or mechanism for communicating. The plural of medium in this sense is media. Various media affect the ways that authors and audiences communicete. Consider how these -A Li f=. different types of media can affect how and what authors communicate to audiences in various rhetorical situations: hand-written, typed, computer-generated, audio, visual, spoken, verbal, non-verbal, graphic, pictorial, tactile, with words, or without words (there are many others, of course). Some varied specific examples of media could include a paper, a speach, a leter, an advertisement, 8 billboard, a presentation, a poster-board, a cartoon, a movie, a painting, a sculpture, wn email, a Twitter tweet, a Facebook page or wall post, a conversation (face-to-face, on cell phone, Va text messages), raf fit... this list goes on and on and is nearly endless. : Tools to Make the Text ‘ Every text is made with tools that affect the structure and content of a text. Such t00's could be physical tools that range from very basic (such asthe larynx, throat, teeth lips, and tongue necessary for verbal : communiction) to very complex. (such as a Itptop computer with graphie-manipulating software). These toois could also be more conceptual tools that range from simple (such as implementing feedback from an instructor) to more complicated (such as implementing different kinds of library and primary research). The tools of communication often determine the kinds of communication that can happen in any given rhetorical sinuation, — Tools to Decipher the Text : Likewise, audiences have varied tools for reading, viewing, hearing, or otherwise appreciating various texts. ‘These could be actual pitysical ols that would likewise range from very basic (like the eyes and reading. glasses necessary to read) to very complex (like a digital projector and screen to view a PowerPoint presentation). Or they could be conceptual tools that could range from simple (childhood principles learned from parents) to more complicated (a Master's Degree in Art). The tools that audiences have at their disposal affect the ways that they appreciate different texts Contert, Eaviroament, Setting Lastly, every thetorical situation occurs in specific contexts, environments or settings. The specific constraints that affect a context include the time of both author and audience, the place of both author and ‘audience, and the comraunity or conversation that authors and/or audiences engage in Time “Time" in this sense refers to specific moments in history. It is fairly common knowledge that different people communicate differently depending on the time in which they live. Americans bor in the 1950s, Overall, communicate differently than Americans in the 2000s, Not that these folks necessarily speak a different language, but these two groups of people have different assurmptions about the world end how to communicate based on the ea in which they live. Different moments in time can be closer together and stil affect they ways that people communicate. Certainly, scientists discussed physies somewhat differently the year after Einstein published his theory of relitivty than they did the year before Einstein published his treatise. Also, an author and audience may be located at different times in relation to one another. Today, we appreciate Shakespeare's Hamlet bit differently than the people who watched it when it frst premiered four bundred years ago. A lotof cultural noms have changed since then. Place Similarly, the specifi places of authors and their audiences affect the ways that texts are made and received. In an academic conference or lecture hall or court ease, the place isa specific room. In other rhetorical situations, the place may be the pages of an academic journal in which different authors respond to one snother in essay form. And, es mentioned with the authors’ and audiences’ backgrounds, the places that ‘audiences and authors are individually from affect the ways that different texts are made and received. — Community / Conversation : In various rhetorical situations, “community” or-“conversation” can be used to refer t the specific kinds of social interactions among authors and audiences. Outside of speaking about rhetorica situations, 24“community” usually means specific groups of people united by location and proximity like « neighborhood: and “conversation” usually means a fairly intimate occasions of discussion among a srl rumber of people’ But in regard to rhetorical situations, both ofthese tems can have much larger neenings. In any given rhetorical situation, “community” and “conversation” can refer to the people specifically involved in the act of communication. For instance, consider Pablo Picasso who used cubism to challenge international notions of art atthe time he painted. Picasso was involved in a world-wide “community” of arity, arteries and other apprecatos of art many of whom were actively engaged in an extended “conversation” with differing assumptions abovs what at is and ought tobe. : ‘Sometimes, authars and audiences participate in the same community and conversation, but in many instances, authors may communicat> in ove community and conversation (again think of Shakespeare four hundred years ago in England) while audiences may participate ina diferent community nd conversation (think of contemporary literary scholars in any other country in the world who discuss and debate ‘the nature of Shakespeare's plays). The specific nature of authors" communities and conversations affect the ways that texts are made while the specific nature of audiences’ communities and conversations affect the ways that ‘texts are received and appreciated. The Example 1 A lot of what was covered above may still soem abstract and complicated. To illustrate how diverse kinds of texts have their own rhetorical situations, consider the following examples. First, consider a simple (and fictional) grocery list. Identifying the basic components of author, audience, text, and context reveais that even a simple text like a grocery list has its own specific chetorieal situation. Author ‘Let's say that this particular list is written by an elderly retired woman who sends ber husband on an errand to the grocery store. She gives him a list of things to buy. . Author's Purpose Her purpose in writing the list are straightforward. She wants to make sure that her husband does not forget anything that she sends him to the grocery store to buy. Author's Attitude Her attrude while writing the list is direct and serious. She doesn't want him to forget anything! Author's Background Hier background includes a few decades of marriage to her husband and all the experience (from her perspective) thar suggests to her that she needs to give him a list to make sure he doesn't forget anything, Audience ‘The audience for this grocery list is the author’s husband who is an elderly retired nan, He runs errands for his wife on occasion Audience's Purpose This perticular man wants to buy the groceries quickly, While be does not mind running emands for his wife (and wants to be the kind of man who does nice things for his wife), he wants to hurry Back and watch a ball game on television. Audience's Atiude This man’s attitude is slightly annoyed because he might miss the start of his game Audience's Background ‘i Similar to bis wife's background, this husband has a few decades marred t his wife and all the-expecience (Grom his perspective) that tells him he doesn't really need the lst his wife wrote bim. Text The text is the grocery lst itself Medium of the Text‘The grocery lists shandwricen it of Sve items. The lis reads, "1% il, whole wheat bread non ft and ovarellashese, cookies forthe grandkids (you decide), # bananas.” Notioshow she AOE ethos the woman's varying wides of seriousness about what her husband buys She is seife ‘Eourevegthing except the cookies which shes fine wit leting her husband decide Tools to Mise the Text Faas tis wines onthe back ofa old esiptin black ballpnt pea ink, She writs sma Be ae re ibe back of the receipt She relics on her years with her husband to Inow other specifics Sat re aaa oe ined fom the List (eg, whether be should get a quart or gallon of milk ce whether he shosid get tone or two loaves of bread) Tools to Decipher the Text Roldooed Caries along bis reading glasses, but even stil has difficlty reading te small handwriting oF dhe pony line The husband lao relies on the conceptual toksbe's developed ove decades of mara ae ee eeromnce, he knows Gat tere is no more milk i the refigeator at home, s0 of course he should bay a whole gallon of milk. Context / Environment / Setting Time Let's say this grocery list was written a year or 50 Ago. Place Place igen ip the sall ome ofthe retired couple in Seal, Washington, USA. It was thrown away is fuage can outside the grocery sore while she husband cared the few groceries beck to the car. Community / Conversation ern er aad conversation i narrow and intimate inclading only the elderly retired woman andes Pee het is aniess someooe different finds the ist and discusses it with someone else. At that poinh » different community and conversation has begun discussing the text. eto atio Je 2 ne ofthe most common thetorical situations that people reading this will face or have faced is essa ape for some sort of class. Consider the fllowing fictional example of he rhetorical situation surrounding ‘research paper. Aathor Aner oc for this research paper isa 19-year-old female university student from Caina who is attending her first year of classes at Purdue University in Indiana, USA. Author's Purpose Seen ea tert purposes for writing this paper. First and foremost, writing his paper is lass see tlenr und she must do wel opto get god grade inthe class. Secondly, be has chosen 9 ws Bet aber sbout «hydroelectric dar near ber hore in Cina because se feels strongly sbovs cea hydroelectric aa Try abe felsshe needs continued pretic writing in English (which snot bet fre engin) aoe rea tothe feedback she'l gt fom be instructor in hopes she can improve the way she wees. Author's Ariude saree is hopeful and eamest a she writes the paper. But she is azo worried because she Fears she sy rot have enough mastery of the English language to write the paper well. “Author's Background Se eeciiea She suggles at times with lo ofthe mechanical issues of writen English She isan suiy ahd: She is studying Agricultural Engineering, All this as fected how aid what she writes Audience eee wo audiences for this paper. The primary and most immediate eudience fr this papers the Fees inctector, Her instructor isa 25-year-old female PRD student from New Mexico, USA, sting it eegien a Purdue University. This inseuctor teaches the Srstyear writing cous that te student is VRE Faerearch paper for: The student also hopes tat she can eventually develop ber rape ato a confersce ‘eseaaton, vo she writes her paper wih both her instructor anda fare conference audlenes in mind. 26Audience's Purpose ‘The instructor wants the student to master certain writing processes and principles and will be reading the paper with these cancers in mind. The future conference audience will likely want to hear more about the impact of different energy sources on the environment. Audience’s Attitude The instructor retains a helpful but expert attitude toward the student's paper. The future conference audience fosters an interested and egalitarian attitude toward the student’s presentation. Notice how each of these attitudes can affect the way thatthe student's research is received. Audience’s Background ‘The instructor has previous experience working with students whose frst language is not English. The future conference audience will have had immediate background in the other presentations at the conference. Text ‘The text inthis example is a 12-page research paper that argues for more efficient ways of hamessing hydroclectric power. The paper uses the Xiaolangdi Dam on the Yellow River in China as an example of ‘what could be done better. Alternately, when she prepares her paper fo present at conference, the text at the future conference would be her actual verbal presentation and any presentation sigs she chooses to use (such 4s « Power Point or a handout). Medium of the Text ‘Asa paper for class the medium is a stack of twelve computer-typed white sheets of paper. As a conference presentation, the medium is her spoken voice accompanied with a digital Power Point display. Tools to Make the Text ‘As a paper for class he student uses & computer with a word processing program :o actually type the paper. Using « computer not only makes the paper neat and readable, bu it is also required. The actual physical tool used fo write the text greatly affects bow the text is received. She also uses the conceptual tool of research that she's learned in class to help her find the material she needs. As a conference presentation, the student uses computer and a digital projector t display the necessary images at her presentation, She also uses the conceptual tools of publi speaking that she learned in her first-year Communication and Speech course at Purdue University Tools to Decipher the Text ‘As paper for class, the instructor uses the same paper that the student gave her. She also uses the conceptual tols she’s learned in her studies as a PRD student to help her grade the paper and give feedback. ‘Asa conference presemtaion, the future audience makes use ofthe same digital projector and a sereen that the student ses to present. The digital projection of the students power point slides helps convey her ideas quickly and efficiently inthe limited time she was to present. The range of conceptual among the conference audience tools will be greater as people inthe audience will have different levels of education and experience, Context / Environment / Setting Because of the split nature of the student's purposes, the context for the paper are split as well. Time AS a research paper, the text is situated within the fifteen-week structure of a typica’ American university semester, Also, the student's research about hydroelectric dams and the Xiaolangdi Dam in particular reflect ‘the most cureat information she can Jocare, When she presents her research at a conference a year or two later, she will need to make sure her research is still up-to-date Place As aresearch paper, the text occurs within the confines ofthe curriculum of the student's first-year writing class. As a conference presentation, the text occurs within the specific confines ofa presentation room at an academic conference. Community / Conversation ‘As a research paper, the student's text is part of a small conversation between her and her instructor in the small community of a first-year writing class. As a conference presentation, the community and conversation of her text got substantially larger: the community and conversation possibly involve a world-wide community of engineering and agricultural experts, researchers, and professionals, aoe at‘The Rhetorical Situation: Conclnsi “The preceding examples serve to illustrate some of the range of circumstances in which rhetorical situations can be found. But, really, rhetorical situations occur whenever one person attempts to communicate with another - person. We could do the same activity with a painting, « work of fiction, a political debate, a film, a Facebook Stas update, a squabble between lovers, « personal joumal entry, or any other act of communication. ¢ 1, an author with specific purposes, attitudes, and background; 2. an audience with equally specific purposes, attitudes, and background; - 3. atext in a particular medium, made with certain tools, and deciphered with certain tools; and 4. acomtext in « particular time and place invoiving a certain community and conversation. understand the differing perspectives of others. C “The student's developing sense of the rhetorical situation serves as a basis for deciding a wide range of questions: ‘What forms or geare to use, What kinds of arguments to make, ‘What kinds of explanations or evidence are needed, What to leave out, What to emphasize and what to downplay, What kind of dictation and syntax to use, and What terms to define. j 23 Invariably, all situifions involving communication involve at least one of each of the following: Understanding the factors that shape rhetorical situations make authors and audiences more aware of what goes ito different acts of communication. Overall, understanding these factors helps people beterThe Rhetorical Situation The rhetorical situation consists of the five different elements that the writer must consider when planning and writing an effective argument. The reeder must consider his or her place within the rhetorical situation as they critically read a work in order to better understand the work's general argument. When you critical read using the rhetorical situation as your guide you must ask yourself a series of questions: Text, What kind of text is it? What are the special qualities end features of this, genre? What is the text about? What is its topic? Reader or Audience. Who is the targeted audience? What is the nature of this group? Can they be convinced? What are the anticipated outcomes? How do ‘You as a reader compare with the targeted audience? What are your constraints? How much common ground do you share with the author? What is your initial position? Are you motivated to change your mind or the situation? How? Author. Who is the author? Consider background, experience, education, affiliations, and value. What is motivating the author to write? Constraints. What special constraining circumstances will influence the author's or the audience's responses to the subject? What beliefs, attitudes, prejudices, habits, events, circumstances, or traditions are already in place that will limit or constrain their perceptions? Exigence. What happened to cause this argument? Why is it perceived as a defect or problem? Is it new or recurring? These questions will help you analyze the rhetorical situation and gain a better understanding of the argument's main parts. 24vv L yours Teenage 8 Tote” by cre Marin wg amen Mt margins french paraeaeh Jt indication ofthe pararant’ fu recontent. is best © make 2 rpes of a ‘Agist statement is 2 bre snetion or purpose in the text or a brief xragraph gist statements: ssurnmary ofthe paragraph’ “what does’ - specifies a parsers cnpesng view", proves statstal dat orn” «f= sagraph by summarting ®e paragrapt’s content. ph’s function eg. “ntroduces ancther reason”, “eves he what he says” ~ cantures the main idea of 2 a sor act's sy ens we ‘what dot” and “Wha S37" BE SAETETS foreach paragraph cli eases ineven ee eareorer & . : ANDRES am, MD. i ON TEENAGERS AND TATTOOS i : ‘Toe skeleton dimensions | shall now proceed to set down 76 copied verba- : The skein top arm, where Thad them atiooed: asin my wid wanes thar period, there was no ther secure way of Preserving such valuable statistics. —Melville/Moby Dick CI 1) Tattoos and piercings have Become & part of our everyday landscape. They are ubiquitous, heving entered the circles of glamour and the meinstream of fashion, and they have even become an increasingly common Feats ‘of our urban youth, Legisia- ! Tears sates resect professional tocing to adits colder than 18 years of age, go high end” tattooing s rare in children and adolestos, ‘but such tattoos are 2¢c- : Slonaly seen in older teenagers. Percings, y comparison, ‘as well as self-made or “jll- 1 House’ type tatoos, are nat at all rare among adolescents €Y ‘among scheolage I ao ern’ Like hairdo, makeup, or agy Jeans, tattoos and plereings a be subject to a dane rrence or peer pressure man effort toward group aflaton. with any other fashion statement, they can be construed as bodily ‘aids in the inner struggle toward ici Hdentty consolidation, serving as adjuncts to the defining ‘and sculpting of the self by . Maney otemal manipulations. But unlike most other body decorator tattoos and Piercings are set apart by thelrdreversle and permanent ‘nature, a qualy at the core Gf their magnetic appeal to adolescents. : J.FIBERS 102 Chapter 6 Rowing Rtericly Adolescents and the parents are often at odds over the acquistion of bodily dec- crations. For the adolescent, piercings or tattoos may be seen as personal and beaut, fring statements, while parents may construe them as opposicnal and enraging affront to thelr authorty. Distinguishing bodly adomment from self-nutlation may in, deed prove challenging, particularly when a family isin disagreement over a teenager's ‘motivations end & clinician is summoned as the final arbiter. At such times ft may be most to realize jointly that the skin can all too readily become but another battleground for the tensions of the age, arguments having less to do with tatoos and Piercings than with core issues such as separation fom the familly matic. Exploring the motivations and significance undedying tattoos (Grumet, 1983) and piercings can go 2 long way toward resolving such differences and can become a novel and addi. tonal way of getting to know teenagers. An interested and nonjudgmental appreciation of teenagers’ surface presentations may become a way of making contact not only in ‘leir terms but on their turfs: quite literally on the territory of their skins. The following three sections exemplify some of the complex psychological under- innings of youth tattooing, Identity and the Adolesceat's Body . Tattoos and piercing cen offer a concrete and'readily available solution for many of the identity crises and conflcts normative to adolescent development. In using such Gecorations, and by marking out their bodily terttories, adolescents can support thelr efforts at autonomy, privacy, and insulation. Seeking individuation, tattooed adoles. scents can become unambiguously demarcated from others and singled out as unique, ‘The intense and often disturbing reactions that are mobilized in viewers can help to ef. fectively keep them at bey, becoming tantamount to the proverbial “Keep Out" sign hanging from a teenager's door. - ‘Aternatively, [when teenagers fel] prey toa rapidly evolving body over'which they have no say, self-made and openly visibie decorations may restore adclescents’ sense ot normalcy and control, 2 Way of turing a passive experience into an actve identity. By indelibly marking thelr bodies, adolescents can strive to reclaim thelr bearings within an environment experienced as alien, estranged, or suffocating o¢ to lay clalm over theit ‘evolving and increasingly unrecognizable bodies. In either case, the net outcome can be a resolution to unwelcome impositions: external, farilal, or societal in one case; in- temal and hormonal in'the other. In the words of a 16-year-old gitt with several facial lercings, and who could have been referring to her body just as well as to the position within ber family. “If don’t fit in, itis because /say so.” Incorporation and Ownership ‘ Imagery of a religious, deathly, or skeletal nature, the likenesses of ferce animals or imagined creatures, and the simple inscription of names are some of the time-tested favorite contents for tattoos. In all instances, marks become not only memorials or re= ijents for clearly held persons or concepts: they stive for incerporatior, with Images and abstract symbols gaining substance on becoming a permanent part of the individ. jal's skin. Thickly embedded in personally meaningful representations end object re.” lations, tatoos can become not only the ongolng memento of a relaticnship, but at fires even the only evidence that there evar was such a bond. They can quite lterally become the relationship itself. The turbulence and impulsivity of early attachments and infatuations may become grounded, effectively bridging oblivion through the visible reality of tattoos. oy8 ose Vignette. A, 2 13-year-old boy, proudly showed me his tattooed deltoid. The coarsely depicied rll ofthe dice marked the d8y and month of his birth. Rather dis appointed, he then uncovered an immact back, going on to draw-for me the grez: “Piece” he envisioned’ fort A menacing Bae held a hand of cards: two aces, Wo sights, and a card with two sets of ates. A's father had belonged to “Dead Man's Hand,” sepctorcycle gang nanted after the set of cards (aces ‘and eights) that the legendary {vie Bll Hickock had held in the 1890s when shot dead over a poker table in Dead: vood, South Dakota. A had only the vaguest memory of and sketchiest information bout his father, but he knew be had died in 2 motorcycle accident: the fith card fnarked the dates of his bith and death. ene case vignete also serves to Mlustrate how tatoos are cften the culmination of along process of imagination, fantasy, and planning 88 start at an early age. Lin alend Ficinge ot relatively reversible ones such 2s Plernge, ON at a later time sca eG toward the more redial commitment of a permanent ‘30, “The Quest for Permanence ‘The popularity ofthe anchor as 2 tattoo moti may, historically have had to doless wth gull identficeton among sallors than with a tenet Tonging for rootedness and Wobiny. In a aimar vein, the recent increase in the popularity and acceptance of tt- saeeay be understood as an antidote of couNIEFpOU te Ot ‘urban and nomadic reales, Within an increasingly mobile society. © "which relationships are so often transrent_—as atested by the frequencies of divorce, ‘abandonment, foster placement, Ghd repeated moves, for erample—tattoos can De 2 ‘eadily avallable source of gourd th Tatoos, uriike many eatenshlps, can promise ‘permanence and stability. Asese we istancy can be derived from: unchanging matks (a Sot "be camied along no mat cee ene physleal, traporal, of geographical vicissudes at hand. Tattoos 52 ‘while all ese may change. Case Vignette. A proud father at 17, Bhad had the smiling face of his 3-month-le baby git tattooed on hig chest. As we talked at = MHS® convention, he proudly intro- oe oe oo me, explaining how he would “alvays know How beautiful she is today” teenage a trepective geet ves you to connect the reading 9 Youre er experiences, Delt, and valet. tos ceestion Paps. ST ‘ PSTelay interested In ow the reading has atectet Yo personally—what Tpemories it has triggered, what personal spemore ue chen ged, wat diam poses, and so forth 4 ee ‘ter is fen more exploratory, openended UAE, 198 tentative than & i ae avon ens ati, which afrwnaly closed orm and Aes governed. comple: Ia esponse to the aie inthe conserative busines ara! ein toe ANWR, ou might expere bow the reading cates IST(Qocstions ts Ask What personal memories experiences oes tient gg? Ugg yt own redacins abot tate Ifyou have one, why ed ‘Wat pessoal values or betes does this ‘ext reales ox challenge? What questions, dilemmas, o problems ous this tet abe forme? you feel ambivalent abou boty plecng an ations and se tbe What new nsghs, Se or tough of ‘ay own have een stimulated by this You we adn Martin. Foe example suppor the oe of atoes tex? fo “contol station souck yo a silts the way merece 372 Chapter 12 Reading Rhetarically for you You might reflect on your own wiklerness expedence, musing about the Importance of nature in your own lle. But atthe same me, you acniwiece that youare aware ofthe new! for cl and of your owa refoctance give up owaing # ‘at You bulld your reBective paper around a penal conflicts values, Here are some strategies you can use to generate idea for a reflective strong response: QUESTION-ASKING STRATEGIES Bamps [Explore how Anda Maria's cae suis of ages wth ttt ou eH you doa, why ot? {plore the eet to whlch you cn relate othe ttmoed menage |e Masti’ ae saies How ie you ale ox lets ter tment fmm thes? Does Ma's mats thal ations make ese out ‘Explore how Marts text he raised problems for you, Pechaps nar ws selttion rather than manning rt. You could ‘expr the les of our own thinking aboot atoor ‘eplore any pone new “aha” moment tht might hrve ruck tak about sarton a contr. ‘As you can tell from these questions, a reflective strong response highlights your own personal expedences and beliefs in conversation with the text. Whereas ‘the focus of a rhetorical aitique is on analyzing the way the text works rhetori- ‘ally and the focus of an ideas critique is on taking a stance on the ideas at stake la the text, a reflective response focuses on the personal dimension of reading the text, Reflections call for a degre of self disclosure or self-exploration that would be largely absent from the other Kinds of strong responses Strong Response as a Blend Jt Should be evident that the Boundaries among these geste ovelap and that 2 strong response could easly blend features ofeach of the preceding genres. 10. {ng to decide how to respond Rrongly ]a TEX you often dent have fo conkine yourself toa pure gene but can mix and match diferest kinds of responses, You an analyze and citique a text's thetoreal strategies show how the text chal lenges your own penonal values and belief, and alo develep your own stance 60ga Response fic audience for @ ‘Response = reaction to the points. {your opinion about the subject matter/content/issves with respect to fic purpose] subject matter / topic / main idea / theme ~ nd to'h certain extent how they may be developed. When you respond toa teat you are glen an opportunity to 243 You veretiaed bythe text. Here ae some examples ofthe binds of ways This isa writing assigns language, tone, writ minor issues or the underiying themes in 3 text. ‘Agree with one ofthe autho’ points and support sing new evid knowledge. (with the grain) Identify a new insight you Gifferent context ‘own personal experienc Fillina gap in the text by adding | ce or knowledge. (against the grain} ‘your opinion of the issues and icvoice to the conversation of ideas * you can speak back to the authors ideas: fence from personal experience oF "ave goten from the text and ilustrate ft, perags by appving 0 2 Disagree with or age dowbts about one ofthe author's points PY Ug counter-evidence from your "our own theory, hypthesis explanation, oF anahss show the itoe of adding something that the author overiooked or left ot Develop one or more questions, isu cause you to question your own understan values, assumptions or beliefs Evaluate the usefulness of the writer's bias or narrawness, or the pote lent where you are asked not to analyze the if style or the development of is content butt You can try and use some ofthese questions to help you: How do you react to the text on a personal level? bid ithold your interest? Did it bother / annoy you? ‘What did you realize asa resuit of reading i? What questions or observations does this artle raise? What doe “fre there any words or sentences that evoke a strong resPo ‘What sthe origin of your reaction to this topic? When or wl think of peopie, atic ‘compared or contrasted to this text? Is there a theme that you wish to explore further? respond to the authors views... with which views do you ‘As you discuss your reasons for agre reasons to both the author's and your own assumptions. ‘You may also consider the value ofthe text, its ‘You may also discuss how the orignal author's ideas com Whether or notte original presentation contained logical él res or problems raised for you by the tex. How does the text subject matter or to questions your own ‘ext its applcabilty to other contexts, ts fnitaions based on the tial consequences ofits ideas text in terms of its idea organization, fo react to the message, main issues, 1s the article make you think about? + nse from you” What is your reaction? here did you frst learn about it? Can you roe disussions that have influenced your views? How mien hese be agree? disagree? ment or disagreement, take a point of view and te these contribution to the subject matter etc. pare to the ideas of other experts. ‘aws of misinformation. Whether oFnot the author responded to ather points of view on the subject. How the author’ ideas might be ‘applied or how they might change a situation ifthey were (or were not) applied. Fora strong response, you most likely willbe doing some or all ofthe following: expressing your personal reaction to the text from the perspective of your own life, exploring your ideas and questions prompted by the text, informing readers of new or different data related to the text’s subject matter, analyzing the ‘author's ideas and rhetorical choices, and persuading the reader to think as you do about the text. You may focus primarily on one of these purposes, or you may choose to encompass and combine several purposes. TASK ‘What follows isa short passage by writer Angie Dillard in response to a question about how she chboses to spend her time. The passage often evokes heated responses from people. | don't do housework. Life is too short... Let almest all my indoor plants die from neglect while was writing the book. There are all kinds of ways to live. You can take ‘your choice. You can keep a tidy house, and when St. Peter asks you what you did with ‘your life, you can say, “Ikept.a tidy house, | made my own cheese balls.” Read the passage & briefly free-write your reaction to its main point. Develop answers to the following: 1 What values does Dillard assume her audience holds? 2. What kinds of readers are apt to feel excluded from that audience? 3. Ifyou are not part of the intended audience for this passage, what in the text evokes resistance? 62