Class: Topics:The
Good, the Bad, the Narrowing
TODAY: NARROWING LESSON for choosing topics
On our previous class… <Video>
PAPER DESCRIPTION! CHECKLIST!
GONE SO FAR from
list:
(*reminder:
what we add to these notes are available on newclassroom.com as .docx
starting tonight)
I. NARROWING to MATCH
YOUR AUDIENCE:
(This is one of the most important
lessons for this class) while not giving up passion: ‘The Writer completes
the text’…
1)Topics are
narrowed based on your intended audience.
Why? Imagine a topic appropriate
for a new nursing student. For a new
nursing student, something such as ‘How to draw blood’ might be appropriate and
new.
Now imagine a topic appropriate for someone who has been a nurse for 20
years. Would drawing blood be an appropriate topic for someone with this much
experience? Of course not. A more appropriate topic, new to them, for
someone with this much experience, could be something complex, such as “How to
use a FACI Spectrometer to gain a blood sample in a hemophiliac patient.”
Look
at the table below. Each level of
education requires you to narrow the starting general topic, 1 more level. For example, if your audience is a high
school audience, you need to take a topic to level 3, meaning narrow that topic
2 times deeper than the original, most general topic (level 1). If your audience is college level of
education, you need to narrow the topic to level 6: meaning narrow that topic 5
times more than the original, most general topic (level 1).
FOR ARGUMENTATIVE PAPERS
YOU WILL NARROW TOPICS TO THE 6th or 7th level of education.
SEE II. BELOW FOR
EXAMPLES and HOW TO NARROW.
Levels
of Resolution for Narrowing Topics based on Audience:
Your
Target experience and education level EXAMPLE OF NARROWED TOPIC
|
1)TV
NEWS |
General
Topic: Vaping |
|
2)Book
Report |
Risks
of Vaping |
|
3)Encyclopedia
Article/ (high school) |
Risks
of Vaping to women |
|
4)Newspaper
article/ (high school to college) |
Risks
of Vaping to pregnant women |
|
5)Special
interest /(approaching college) "Discovery mag" |
Risk
to infants born to women who vaped during pregnancy |
|
6)Specialist
I (college/professional) |
Risk
of birth defects to infants born to women who vaped during pregnancy |
|
7)Specialist
II (4 yr major/intern/trainee) |
Risk
of blindness to infants born to women who vaped during pregnancy |
|
8)Specialist
III (basic grad/1-5 years experience) |
Risk
of blindness to infants born to women who vaped during pregnancy in their
first trimester |
|
9)Researcher
I (MA-PhD/3-7yr experience/manager) |
Reducing
the risk of blindness to infants born to women who vaped during pregnancy in
their first trimester |
|
10)Researcher
II (Phd level/5-10yr experience/ manager
w/experience |
Prenatal
care as a way to reduce the risk of blindness to infants born to women who
vaped during pregnancy in their first trimester |
|
11)Master
level (teacher/PhD+experience/5-15 yrs experience/dept
head/project leader) |
Prenatal
supplements as the best way to the risk of blindness to infants born to women
who vaped during pregnancy in their first trimester |
|
12)Theoretical
(leader in field/10-20yrs experience/VP+ |
Prenatal
Lipil supplements as the best way to the risk of blindness
to infants born to women who vaped during pregnancy in their first trimester |
|
|
|
|
|
|
|
|
|
II. HOW TO NARROW FOR
YOUR PAPERS to MATCH
AUDIENCE and
STILL KEEP the value of
‘WRITER COMPLETES THE TEXT’:
Level 1 is always the most
general form of the topic you are interested in exploring. Even if your intended topic is complex (for
example, ‘The use of computer animation to simulate accidents in a court case”
), level 1 IS ALWAYS THE MOST GENERAL TOPIC/SUBJECT your topic could fall under
(in the same previous example, level 1 would be computer or animation.).
PROCESS To get to LEVEL 6 or 7 to MATCH level of audience:
1)WRITE your level 1 most general form of the topic.
2)Next, YOU ALWAYS REPEAT THE PREVIOUS LEVEL WHEN NARROWING, and keep going
until you reach level 6. To narrow,
choose one thing about the previous level and add a WHO-WHAT-WHERE-WHEN-HOW-WHY-SPECIFIC
DETAIL etc.
NOTE:
How you choose to narrow each level = “Writer completes the Text”
for example: see below: [do
one at same time on board]
level 1: computers
level 2: computer animation [repeated level 1 and then narrowed it
further]
level 3: use of computer animation [repeated level 2 and then narrowed it
further]
level 4: the use of computer animation to simulate
[repeated level 3 and then narrowed it further]
level 5: the use of computer animation to simulate
accidents [repeated level 4 and then narrowed it further]
level 6: the use of computer animation to simulate
accidents in court cases [repeated level 5 and then narrowed it further]
level 6 is your target: then you have to put into
argumentative form (see lessons).
ARGUMENTATIVE: the use of computer
animation to simulate accidents in court cases has improved the ability to show
jurors what really happened
TWO MORE NARROWING
EXAMPLES:
EXAMPLE ONE: Student wanted to
do some topic about “corruption and elections”
Level
1: politics [remember: start with the most general topic]
Level
2: elections [this is level 2 – you need to get to level 6 to get your topic
ready for ENG102]
Level
3: corruption in elections
Level
4: bribery in AZ elections [didn’t need to repeat corruption since you got
specific, that is, ‘bribery’]
Level
5: bribery in AZ senate elections
Level
6: lobbyists and bribery in AZ’s senate elections
Then
you put topic into argumentative form: for example: “Bribery in AZ’s senate
elections has been legitimized by the lobbyist system”
EXAMPLE TWO: Student wanted to
do some topic about “video games”
(You will do something similar for HW4….)
STUDENTS COMPLETE IT to level 6….
Level
1: games [remember: start with the most general topic]
Level
2: video games [this is level 2 – you need to get to level 6 to get your topic
ready for ENG102]
Level
3: violence in video games
Level
4: effect of violence in video games
Level
5: effect of violence in video games on children
Level
6: negative effects of violence in video games on children
Then
you put topic into argumentative form: for example: “Acting out violence
against others is a direct negative effect of children being exposed to
violence in video games”
ADDITIONAL?
Narrow: student examples
Something about… problems with dating
FOR YOUR PAPERS, YOU
WILL NARROW YOUR TOPIC IDEA TO THE 6 th LEVEL, then put into
argumentative form, and submit, showing all your work, for approval!
****NARROWING TO THE
6 th level is the MOST
important lesson to master in the first half of ENG102. PR
II.PROVING TOPIC LEVEL
For example:
The first two years of college tuition should be paid by
government
Music Download “slams”
III.STUMP THE TEACHER example
SAMPLE INCORRECT NARROWING:
1) Education
2) High school education
3)
High school and college education
[two different topics – allowed only 1]
1)Education
2)High school education
3) Public education system [incorrect order – this should be
level 2]
1) Education
2) Drop outs
3) Causes of drop outs
4) Ways of preventing drop outs
5)
Job training for drop outs [3,4, and 5 are DIFFERENT level 3 topics]
1) American Educational system
2) The American educational system
has flaws
3) The model of American education
can be repaired
4) American educational system
provides the best opportunities
[THESE ARE DIFFERENT TOPICS]
REMEMBER: CORRECT FORM
ALWAYS REPEATS PREVIOUS:
1)Education
2)High school education
3)Public high school education
4)Problems with Public high school
education
5)Public high school education and the
drop out problem
6)Public high school education and the
drop out problem among new immigrants
PROBLEM TOPICS: WHY????
Kim Kardashian’s photo
shoot was an intentional marketing ploy
Senior Citizen rodeo is
the best cure for depression in early Alzheimer patients
Ron Paul is the best
presidential candidate in the 2008 election
The __JEDI
religion is the only faith that
can lead to salvation
I am an example of a
childhood psychic sensitive individual
??PROBLEM???
The fast food industry is
directly responsible for the American obesity problem.
WED: Intro to
arguments & TOPICS approved
And finally By WED: At least one topic for approval
HW 2 due next MONDAY 2/5:
NARROWING
HW 2
Narrow EACH to the 6th level in any way you want AND Put into argumentative form the
following topics:
1) Government
2) War in Iraq
3) Diabetes in children
4) education
5.ANY single Topic
from the 100 topics list.
IF YOU KNOW A TOPIC YOU WANT APPROVED FROM LIST, COME UP:
1) On a piece of paper with your name and
section# on it, show your topic from list # OR (at least 1, as many as 3)
topics narrowed to the 6th level and in argumentative form. Show each level.
2) Bring the paper up to me for approval or
suggestions. If you are stuck, keep
working at your seat and I will make the rounds after taking care of those who
are set.
3) If approved, write the exact topic as
approved on another paper. Save
this! You must use the exact word for
word approved topic as your thesis on your actual paper
OTHERWISE BY WED, the above
END
Review: TPEOEO paragraph attempts:
WHAT does an argumentative
paragraph look like?
*Each content
paragraph in an argumentative paper is TPEOEO or TPEOEOEO
Topic Sentence: one sentence in EACH paragraph
– what the paragraph is about or paper’s subtopic – in an argumentative paper:
a specific argument under paper’s thesis.
Point: In your own words, how the
topic sentence/subtopic/this paragraph is important to, argues for the paper’s
thesis. ‘Point’ is necessary in
paragraph to prevent lack of clarity or misinterpretation by audience different
POV
Evidence (TWO)or Example: one of TWO quotes or paraphrased details and
expert knowledge from an outside source that supports your paragraph’s topic
sentences. ALWAYS with a citation
Optional explanation of Evidence: in your own words, commentary
or how the evidence you quoted is important or supports your topic sentence
and/or your paper thesis. Not always
required if your evidence (quote) is straightforward.
And another…
E O
################
III. Three steps for Research part of paper:
I) One approved thesis
(Narrowed to 6th level and argumentative form)
II) Gather list of potential subtopics/arguments that will
become topic sentences (one per paragraph)
III) Details/Quotes: one or two pieces of evidence from a
source, usually quotes, with citation [credit to where you got it from]
*Then you try to figure out which subtopics/arguments you will
keep, which details/quotes can go under each.
*YOU SHOULD have an idea
of at least HALF of the subtopics before attempting a paper topic*
Example Thesis:
Every college student should be required to complete at least one
semester participating in a team sport in order to graduate.
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I.To Test if you have a good argument for your thesis, instead of a
related-but-off-thesis topic sentence: For EACH argument
where XXXXXXXXXXX =
approved thesis,
where YYYYYY is
specific argument #__,
PLUG in your thesis & argument
‘XXXXXXXXXXXXXXXXXXX
is true because…YYYYYYYYY’
– does
it make sense?
If so, you have an argument;
if NOT,
you have an informative or off-thesis topic sentence
For example:
Every college student
should be required to complete at least one semester participating in a team
sport in order to graduate is true because __________________________________________________
Sample: team
sport participation will expose students to the real world way that teams at
work interact, solve, and share responsibility on accomplishing tasks and
assignments.
Sample: Team
sports are another way for schools to fundraise from alumni
Sample: Team sports are fun to watch
II. CHOOSING
ARGUMENTS from list of potential arguments
1)Always start your early research with at least 2 more than
the minimum you need
2)Sometimes in early research you will find 2-5 new or better
arguments
3)Rate/Put arguments in order of strongest or easiest to
understand first
4)Choose/keep arguments that are STRONG as opposed to weak or
common sense
5)Choose/keep arguments
that have few easy counters by the other side
6)Keep arguments that have 3 or more good pieces of
evidence/supporting quotations;
arguments that you
cannot find good quotes/evidence may need to be abandoned or replaced
What about Counterarguments?
You need 1 counterargument
argumentative paragraph for the 1st paper.
What to do:
1)Bring up the opponent/opposite side’s point/ counter
to your side.
2)
Attack it/ defend against it/ or show that it is faulty
CHOOSING GOOD ARGUMENTS: DEMO:
What arguments would be best to do for this sample thesis?
Put
a star next to the usable/best 6 arguments, and an X to the ones that would not
work for the thesis.
SAMPLE THESIS
1) image
2) image of beauty
3) image of beauty in media
4) women and the image of beauty in the media
5) women and skinniness as the image of beauty in the
media
6) women pressured by skinniness as the image of beauty
in the media
Women
in the U.S. are pressured to be thin because it is the main criteria for being
beautiful in the media [is true
because]….
Topic Sentences/Specific arguments
1)The obsession of celebrities with skinniness gives women
the perception that they need to be thin to be considered attractive
2)Curves have always been a sign of fertility
and attractiveness
3)In the fashion industry, models must be extremely tall
and skinny, to fit the prefitting setting of fashion
designers who design for an ideal that 80% of mannequins can’t meet
4)With children's dolls, such as Barbie, women are almost
hardwired from girlhood about the ideal body
5)Overweight women are now 34% of the American
population
6)Iphone apps
such as ‘fat alarm’ send you an email when you have run out of calories for the
day
7)Television often presents plotlines where the thin woman wins
happiness and the heavier girl must learn
to settle.
8)Advertising feeds upon the weight control industry and does
everything it can to manipulate women towards that industry’s goals
9)Image manipulation used universally by womens’
magazines makes sure that any identifiable woman of realistic weight in media
appears 10-20 pounds lighter
10)Eating
disorders such as anorexia claim over 2000 womens’
lives a year.
Sample Paragraph T P O1E1 O2 E2O1 E3O3
The obsession of celebrities with
skinniness gives women the perception that they should be thin to be considered
attractive. Whether it is the influence of
actors, singers or any other performer in the spotlight, they project an image
of thin perfection that women try to emulate. That in itself is not the problem; the problem is that
they are directly punished or rewarded as “beautiful” based on their weight:
"Slimming and slim stars have dominated both the press coverage of beauty
and desirability, engaging in and boasting of self-starving activities linked
to shape and weight manipulation" (Wykes 104). After seeing their favorite stars
slim down to nearly nothing, celebrity journalism then praises them for
reaching a skeletal state. However, when they slip and eat: “Eating a Big Mac combo meal…she
has so become a pig…how she still keeps that hot Josh Harnett…he must be a
chubby chaser ” (105). . These celebrities also "exaggerate the
cultural value of women as models of femininity…display, sexuality, beauty,
youth, desirable…based on one marker - the slender body" (Noth 11). Slender
becomes the sign of successful, lead, beautiful actresses; average to heavy
weight is the casting call of the nag, outcast, uncontrolled, gluttonous, or
background woman, or at best, the ‘best friend’ role.