Last class: Topic narrowing/choice Workshop…
HW 3, list of potential arguments, due next class!
3 parts of research paper
Choosing among arguments
All about Audience/writing for Audience
Talk about Paper 0: Death Penalty Paper
Give out Death Penalty Paper parts for group activity
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.
·
SUBTOPICS/ topic sentences – need 1 for each
argumentative para (or per 2 para)
NUMBERS
In a double spaced page, typically 3-4
para per page.
3-4 Subtopics/specific arguments x 4 pgs
= 9 – 16 subtopics/topic sentences
Subtract intro (1-2 short para) and
conclusion (1 para)= -3
6-13 subtopics/topic sentence required
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.
PRO |
CON |
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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 2
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. You need 2 for the 2nd/final
paper.
Need a Paragraph
with 1-2 quotes/evidence (right before the conclusion or after a
related/opposite argument you are making) defending against/attacking an
OPPOSITE POINT OF VIEW or counterargument (counterarguments can be
opposition point of view, different view-point, limits of budget and reality,
difference between ideal & practice, etc).
What
arguments would be best to do?
SAMPLE THESIS,
1)
diabetes
2)
children with
diabetes
3)
survival of
children with diabetes
4)
diet and survival
of children with diabetes
5)
diet management
and survival of children with diabetes
6)
proper diet
management and survival of children with diabetes
Proper dietary management of children with diabetes is
vital for their survival
Put a star next
to the top 6 or 8 arguments
Potential topic Sentences/Specific arguments
1)Children need to know what
they can eat
2)Parents of
children with diabetes can follow the U.S.
Department of Agriculture's Food Guide
3)Healthy eating
doesn't mean an end to a child's favorite foods
4)Knowing when to
eat is just as important as what to eat
5)A regular meal
plan needs to be enforced for children with diabetes
6)Carbohydrate counting and
food exchange systems can ensure that the child is getting the proper nutrition
she needs.
7)Counting carbohydrates in
food can also be used to balance blood sugars
8)There are other steps a
parent can take in order to control blood sugar, especially with sweets eaten
at parties
9)Using school lunch menus
can help you and your child choose foods that fit in with her meal plan
10)Parents can try to make
their child's meal look the same as their friends.
11)Furthermore,
making wise choices when eating fast foods can help a child's diet plan
12)Certain foods
should be kept away from the home environment, so it wouldn't be so difficult
for the child to resist
13)A parent will
have to pay close attention to their child's height and weight to making sure
it is about in the same range as other children, and with this action, have a
better idea of diet allowances
Sample Paragraphs
Healthy eating
doesn't mean an end to a child's favorite foods. Children with diabetes can
still eat the foods they already enjoy. However, they may have to limit their
amount, change how it is prepared or when it is eaten (Clavell 55). This could
be viewed by the child as a positive because in her mind, the same food will
still be available. Portion control,
even slight, can fool a child and make them feel they are just like one of the
other “normal” children: “Cognitive studies of diabetic children below the age
of 7 have proven that the food, not the portion size, is the criteria by which
common meal content is a standardization of peer acceptance” (“Snollas Study
Website”).
Parents can try to
make their child's meal look the same as their friends. For example, "When
her friends are having fried hamburgers, potato chips, and cola, your child can
have a broiled hamburger, pretzels, and a diet soda" (Siminerio 54). This
way, the child blends in without having the extra fat and sugar. “Something as
basic as taking a snack out of the sugar free packaging and putting into
transparent sandwich bag prevents a child as being cast as the ‘diabetic’ freak
in school” (Mortimer 22). No one will be
the wiser until the child feels comfortable revealing their medical difference.
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 skinniness is presented as the main criteria for being beautiful
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)The fashion industry is a
great example of how women are pressured to be skinny
3)With children's dolls, such
as Barbie, women are almost hardwired from girlhood about the ideal body
4)Television often presents
plotlines where the thin woman wins happiness and the heavier girl must learn
to settle.
5)Advertising feeds upon the
weight control industry and does everything it can to manipulate women towards
that industry’s goals
6)Image manipulation used
universally by womens’ magazines makes sure that any identifiable woman of
realistic weight in media appears 10-20 pounds lighter
Sample Paragraph
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, self-starving activities
linked to shape and weight manipulation" (Wykes 104). Five pounds gained
means “an actress has become a pig” (105). After seeing their favorite stars
slim down to nearly nothing, celebrity journalism then praises them for
reaching a skeletal state. 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.
GIVE HW3: List of potential arguments (at least 6) for one of your
approved topics
Talk about Paper 0:
TRAINING PAPER:
Death Penalty “put it together” Paper group activity
·
Team Activity: a chance at extra credit
Give out the TOPIC
SENTENCES/ SPECIFIC HANDOUT
Given a random POV: For or against a swift death penalty
Next class:
·
The Activity: Agree on/Choose the 3
best/strongest arguments for your side
·
Identify the two weakest arguments
FOR YOUR SIDE (For or Against) from the list and briefly (1-2 sentences)
explain why they are weak.
·
You get a handout of quotes. Agree on/Match the 2 best quotes to each of
the 4 arguments. Show them on a ‘team
sheet’ as an outline.
·
Team submits a single handwritten
TPEOEO or TPEE paragraph (for the whole team) from one of the 4 arguments/with
2 quotes.
·
REWARDS
Best teams’ outline For and against: Gets 2 points of extra credit.
Every other team which successfully completes requirements, gets 1 point. Any team choosing the two weakest arguments
for their favorite 3 gets ZERO points of EC.