...Evaluative writing, as diverse as other forms of documentation, can differ from platform to platform and from purpose to purpose. However, as these writings fall under one category: evaluation, it certain similarities can be anticipated. Both Courtney Jones and Tatiana (her last name is not provided) demonstrate the stylistic similarities and dissimilarities in tone, content, and usefulness across two diverse publishing platforms. Courtney Jones, a writer for Booklist—a part of the American Library Association, which is a publishing board that publishes reviews of books and audiovisual works—found in the Literature Resource Center in the Opposing Viewpoints database, takes a professional evaluation approach. Jones refrains from using personal...
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...In “Annotated Bibliography” I learned the importance attaching notations to sources. The effectiveness of that combination in strengthening a paper by having a solid foundation for ideas and arguments with credible sources. It basically contributes to the execution of the thesis and goal throughout the paper using the format of a summary with main topics and sources for potential use in your paper. The challenging work of a paper is gathering main ideas/elaboration and finding sources to support your perspective. In utilizing an annotated bibliography, it is easing the difficult portion of writing an investigative paper. And overall helping evaluate if any changes need to be made with the thesis or points to be made. There are two main types...
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...self-discipline, self-supervision, and self-scheduling (the paper route), most teen jobs these days are highly structured — what social scientists call “highly routinized.” (par.6) “The hours are often long. Among those 14 to 17, a third of fast-food employees (including some school dropouts) labor more than 30 hours per week, according to the Charper-Fraser study. Only 20 percent work 15 hours or less. The rest: between 15 and 30 hours.” (par. 12) If we look at these few examples, we should have learned that he almost has a [powerful] topic sentence which follows detailed details after. Etzioni is trying to show his point that working at McDonalds is bad for your children. I have also learned from the first writing activity on page 254, that we would start of analyzing his writing. Then we had learned how to use factual details. On the next activity we had learned reasoning/shared value. Next, we learned alternative judgment/cue refutation. This is where we had the choice to refute or concede against his argument. I learned the most from this activity because it was the simplest one to learn. It always follows a couple of words such as “although”, “but” and so on. I don’t feel one hundred percent confident on asserting a judgment because I have only...
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...Q1. (A) Explain how the art of giving and receiving feedback helps the process of Communication to become more effective. Feedback is the process of giving data to someone about the impact the person makes through his or her attitudes, actions, and words. If there is lots of honest, open feedback going on in an organization, up and down and sideways, that is a clear signal that the environment is in the Stretch Zone and that people are learning and changing. The “Art” of Giving and Receiving Feedback Most of us bristle at the prospect of criticism, so it is also important to reassure the other person that you’re not hassling them, but rather trying to help. In simple terms, this means taking the following approach: following approach: • Describe the behavior. Be specific—do not put someone down or be vague. State the facts as you see them. • Avoid loaded terms that produce emotional reactions and raise defenses. Be specific and use clear examples rather than vague generalizations. If you say to someone “You’re always late” they can avoid the central issue by arguing that “always” is not strictly true. • • Build on the other person’s strengths. You can help the other person keep the feedback in perspective by including positive comments about their overall behavior • Invite the other person to respond. Think of feedback as a way of helping people to explore their behavior and see for themselves what needs to be done...
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...a problem, or show human significance * Often has an implicit theme rather than a thesis. * Often violates rules of closed-form prose by using literary techniques Closed-form Prose Closed-form prose can be defined as writing with a hierarchical structure of points and details in support of an explicit thesis. It is characterized by unified and coherent paragraphs, topic sentences, transitions between sentences and paragraphs, and forecasting of the whole before presentation of the parts. * Thesis explicitly stated in introduction * All parts of essay linked clearly to thesis * Body paragraphs develop thesis * Body paragraphs have topic sentences * Structure forecasted Autobiographical Narrative Autobiographical narrative writing can help us explore, deepen, and complicate our perceptions of the world. This narrative is any significant even or moment in your life. * Focus on rhetorical aim “writing to express or share.” * Autobiographical narrative something significant in your life Literacy Narrative This narrative is centered on the writer’s experience with language, reading, writing, school, teachers, or education. * Literacy narrative centered on the writers experience with language, reading, writing, school, teachers, or education. 3 Plots 1. Old self vs. new self 2. Old view of person x vs. new view of person x 3. Old values vs. new values that challenge old Plot Character Setting Theme...
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...Argumentative. It makes a case. That's the biggest difference between a thesis and a topic — a topic is something like “Slavery in Huck Finn.” That's not a case, only a general area. A thesis, on the other hand, makes a specific case, it tries to prove something. One way to tell a thesis from a topic: if it doesn't have an active verb, it's almost certainly still a topic. Controversial. That doesn't mean something like “Abortionists should be shot” or “George W. Bush's election was illegitimate” — it means that it has to be possible for an intelligent person to disagree with your thesis. If everyone agrees on first sight, your thesis is too obvious, and not worth writing about. It also has to be something you can reasonably argue about: it's not enough merely to give an unsupported opinion. Analytical, not evaluative. A college English paper isn't the place to praise or blame works of literature: theses like “Paradise Lost is an enduring expression of the human spirit” or “The Sound and the Fury isn't successful in its choice of narrative techniques” aren't appropriate. That's the business of book reviewers. No need to give thumbs-up or thumbs-down; evaluate the work on its own terms. About the readings, not the real world. Never forget that books are books and, if you're in an English class, you're being asked to talk about them. Many books are unreliable guides to the real world outside the texts, and it's dangerous to talk about, say, Renaissance attitudes toward race based...
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...Choose a play we have not read, and write a paper in which you interpret the play and its lasting significance. Begin by carefully reading the play itself and deciding for yourself how you interpret it. Then, do background research on topics such as the author’s life, the times in which the play was written, the production history of the play, critical essays on the play, etc. Write a paper that demonstrates how this information illuminates your interpretive understanding and appreciation of that work. Be sure to clearly state your interpretive thesis clearly in your first paragraph, and substantiate that thesis throughout the paper by citing your research sources along with appropriate passages from the text of the play itself. 50% of your research must be from actual books and print sources that you find in the stacks of our library, or from interlibrary loan. Include footnotes and bibliography in MLA format. Class Presentations: Each of you will be in charge of one class presentation in which you decide how best to historically illuminate a play on the syllabus for the class. I am open to your creative approaches to this assignment, so long as your work is grounded in solid script analysis and careful historical research. Regardless of the kind of presentation of you choose to do, your goal is to convince the class (and me) that the historical perspective you have provided has deepened our understanding and appreciation of the play as an artistic achievement. ...
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...According to the Allyn & Bacon textbook, an evaluative annotative bibliography, whether brief or long, contains 3 elements: rhetorical information, a summary of the content, and the writer's evaluation (Ramage 156). This includes context like what was discussed in DBQ 5, the author's argument, as well as the writer's critical thinking on the problems and usefulness of the source. One of these elements was missing from each of the sources, but it is also of note that I'm not sure how detailed these summaries need to be. After a good amount of inner monolog debate between summary 1 and summary 3, I decided that summary 1 was the correct annotation. Summary 1 concerning the women's correctional facilities contains the author's purpose for the article, a summary of the authors' argument, the strengths/ weaknesses of the source, and how the source is going to be used for the writer's argument. However, there is no clear genre or audience noted in the summary, just a laundry list of authors' careers in prison and social work. Comparatively, summary 3 concerning the NCAA stat's gives the website's purpose, a summary of the website's information, and the...
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...I face a lot of challenges when it comes to creating an acceptable paper. I have a negative outlook on my writing, I write a lot of cliche things, fragment sentences are my weakness, my vocabulary is poor, and I over think what is wanted from what I write. Struggling with this introduction, for instance, is one of my major weaknesses. A lot more work goes into it than there seems. I have to think “Did I capture the attention? Does my audience know where I’m going with this paper? Is it enough to make them curious to read more?” In the beginning of the semester, my introduction basically went straight into the paper like it was the first body paragraph. It was a confusing surprise. I’ve since worked on my introductions so they give more explanation toward the overall reason for the paper. Even if it’s not the best you’ve ever read, I’m more aware of why it’s not and that there are ways to strengthen it. I’d like to believe because of how self-aware I...
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...bibliography. Before you begin, you need to know what exactly an annotated bibliography is and how to get started. First, what is an annotation? An annotation is more than just a brief summary of an article, book, Web site or other type of publication. An annotation should give enough information to make a reader decide whether to read the complete work. In other words, if the reader were exploring the same topic as you, is this material useful and if so, why? How is an annotation different from an abstract? While an abstract also summarizes an article, book, Web site or other type of publication, it is purely descriptive. Although annotations can be descriptive, they also include distinctive features about an item. Annotations can be evaluative and critical as we will see when we look at the two major types of annotations. What is an annotated bibliography? An annotated bibliography is an organized list of sources (like a reference list). It differs from a straightforward bibliography in that each reference is followed by a paragraph length annotation, usually 100–200 words in length. Depending on the assignment, an annotated bibliography might have different purposes: * Provide a literature review on a particular subject * Help to formulate a thesis on a subject * Demonstrate the research you have performed on a particular subject * Provide examples of major sources of information available on a topic * Describe items that other researchers may find of...
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...The Great Gatsby Research Prospectus and Annotated Bibliography A prospectus is a summary of a proposed research project. The purpose of writing a short prospectus is to help you get a sense of your project and hopefully gain a starting point for your work. How to proceed? Start by reading and taking notes on 2-4 reference articles, review articles, or key research articles. You will most likely be using a search engine or online database. This initial phase is meant to familiarize yourself with America in the 1920s. As you read more and more, you will hopefully find a particular subject or topic that you think is worth writing about. Again, this is not only a research paper, but it is a synthesis work in which you must take elements from the time period and connect them to the novel. Key Questions for Statement of Thesis * What two motifs will you concentrate on? * How does these motifs connect with an element from the 1920s? * What articles and research best represent this connection? * What examples from the novel best represent this connection? Literature Review and Annotated Bibliography Provide a summary and critique of the sources you researched. Where did you find them? Who wrote them? Who published them? It is important at this point to realize you want to eliminate any unreliable or questionable sources. Once you have sifted through enough source material, now you will begin to write your prospectus. Below is a sample. For my...
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...essays, each of which has a unique purpose, form, and style. We call these different types of essays “modes of discourse,” and they include expository, persuasive, and comparecontrast essays to name just a few. This section of the Guide has a dual purpose. First, various types of essays are described and suggestions are included about how to approach each particular type of writing. Second, the sample essays are good tools for you to see how these different essays look in their final form. These are not templates (no essay can be a carbon copy of another even in form), but they will give you a good idea of what a final piece of writing for each mode of discourse looks like. It would be advantageous to critically analyze the form and content of each sample against the instruction for how to write each type of essay. chapter 21 expository essays Jennifer propp An expository essay explains something using facts rather than opinions. The purpose of this type of essay is to inform an audience about a subject. It is not intended to persuade or present an argument of any kind. Writing this type of essay is a good way to learn about all the different perspectives on a topic. Many students use the expository essay to explore a variety of topics, and do so in a wide range of formats, including “process” and “definition” essays. Who Is the Intended AudIence for An exposItory essAy? The audience for an expository essay is a general one, and can vary widely...
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...PM503 BLSS Extended Essay (60%) Assessment Outline – Spring 2014 This is an extended referenced essay writing task that requires you to demonstrate your ability to develop a critical line of argument. The following gives you more information. Task: Write a 2000-word Extended Essay answering the following question: The use of CCTV to combat crime and reduce anti-social behaviour in public spaces is increasing. Critically evaluate claims that the perceived benefits of CCTV outweigh the threat to the individual’s right to privacy. In your essay, you can refer to the sources provided by your tutor, but you MUST also refer to at least 5 other sources which you have found. You must ensure that the sources you use are academic and reliable, in particular ensure that Internet sources are accessed via a reputable academic database or an academic journal. You will be assessed on how well you: | 1. establish a clear argument/thesis for your essay as given in the thesis statement 2. develop a critical line of argument, expanding and supporting these arguments with subsidiary points, reasons and relevant examples 3. identify, evaluate and refute counter arguments, opinions or solutions 4. write in an evaluative/interpretative rather than descriptive manner 5. find and use sources 6. incorporate ideas from sources by quoting, summarizing and paraphrasing viewpoints, and using in-text citations accurately 7. compile a complete, accurate, consistently...
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...Chronicles of IB It was my first day of IB English SL class. I always thought English was a subject where there was nothing to study. Throughout my time studying in the Indian Board, I considered English as one of the easiest subjects. But this was about to change. “Ms. Meredith Klein”, my professor’s name was written on the board with the class name “IB English Standard Level” under that with a bunch of other things written around it. As my teacher started describing the syllabus it was becoming my worst nightmare. She divided the two years of the IB program, into 4 parts and called each of the 4 units by a different genre. The funny thing was I just knew two types of genres at that time: fiction and non-fiction. The first one of the four genres she described was Classics. There were two big books I had to read for this, “The Scarlet Letter” and “The Assault” and study both the literary works intensively and at last present a detailed study of one of the book. This was another nightmare for me because throughout my life the only books I had read were a bunch of Famous Five and all in my fifth grade. I felt like it was the worst time of my life. All I did before my 11th grade was read summaries on the Internet and all of a sudden that proved as a waste of time in IB. It was not helpful at all. I knew the reading was extremely important and I still kept on procrastinating and read the books without understanding. The program was called a pre-university course and so it was extremely...
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...CHAPTER 5 – Writing to reflect * Writer is OBSERVER * Kinds of documents: Memoir, photo essays, short stories, literacy narratives, reflective essays * HOW TO WRITE: * Find a conversation and Listen in: Explore ur experience -> Ask questions abt promising subjects -> Conduct an observation * Reflect on Your Subject: Examine ur subject ( explore processes, consider implications, examine similarities and differences, trace causes and effects, consider value, identify challenges and difficulties, reflect on ur experience ) -> Collect detail ( compare ur subject with something else, discuss ur ideas) -> Find significance * Prepare a draft: Convey your main idea (P137)-> Tell a story ( Setting, character, plot, conflict, climax, resolution, point of view) -> Go into detail -> Choose your point of view (third-person pronouns or first-person pronouns) -> Consider genre and design (readable font, double –spacing, using illustrations) -> Frame your reflections (Organization, Introduction and Conclusion) * Review and Improve ur draft: Ensure that ur main idea is clear -> Examine the presentation of ur observations -> Review dialogue -> Show, don’t tell. CHAPTER 6 – Writing to inform * Writer is REPORTER. * Kinds of documents: Brochures, Websites, Articles, Profiles, Informative essays. * HOW TO WRITE: * Find a conversation and Listen in: Explore ur interests (Personal interests and hobbies, Academics...
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