Summary of Exit Exam Process for ENG095 and ENG111/ FALL 2011
Week 12 (November 21-27)
Readings and prompts distributed to instructors. As usual, we will ask instructors to photocopy suitable numbers of readings for each section for distribution during week 13. (Note: due to Thanksgiving holiday, exam packets will be distributed earlier to instructors who have Friday, Saturday or Sunday classes.) Instructors will also receive exam prompts, which are not to be distributed to the students until the actual exam sessions. Students may not have advance access to the prompts, only to the readings upon which the prompts are based.
Week 13 (November 28-December 4)
Readings distributed to students in anticipation of week 14 exam. Students may annotate the reading. They may bring in the annotated reading to the exam. However, they may not bring in additional notes or outlines or other types of prewriting. Further, the instructor doesn’t “prep” the reading with students.
Week 14 (December 5-11)
First administration of the exam. Students write the exams in class. They may not receive additional help. They may consult a dictionary. Students may use scratch paper to do prewriting and plan and draft. Instructor should oversee the collection of all of this material at the end of the session. Past experience has shown that a standard seventy-five minute period is sufficient for most students to write an exam. However, some students do struggle at the end, particularly those students who come to English as a second language. At the instructor’s discretion students may receive some additional time to complete their exam. The only stipulation is that the students must be monitored by the instructor. Instructors should also be mindful of classes that may be scheduled to meet during the next period.
Grading sessions. Full-time day faculty are scheduled to meet during the Tuesday 1 p.m. activity hour. Part-time faculty will meet either Thursday, December 8, 4:00 p.m. (see weekly memo for room location) or Saturday morning, December 10, at 9:30 a.m. (room E450). (A stipend is paid for the Thursday evening and Saturday morning sessions.) See below for additional information about grading procedures for ENG095 and ENG111.
Notifying students of the results. If a class meets twice per week, instructors can use the second session to go over exams with students who need to re-take the exam. [Note: students may see exams, but the instructor retains the exams.] The instructor can then give the week 15 reading to students who need to re-take. Evening, weekend and Friday classes present a special problem as they meet only once per week. How best to notify students? How best to distribute the reading to those students who need to re-take the exam? Some instructors call or e-mail students, particularly those students who need to re-take. Students are then able to come to the week 15 class ready to go over the exam and then re-take. Some instructors also distribute the week 15 reading ahead of time to all students. If a student is then notified of the need to re-take the exam, the student already has the reading to work on.
Week 15 (December 12-18)
The process is repeated during week 15, the last regular week of classes, for those students who did not pass the exam the first time around, or for those students who missed the first administration.
Week 16 – Final Exam week
“LAST CHANCE” FINAL FOR DAY STUDENTS: Tuesday, December 20, 12 p.m., rooms tba. This is an opportunity for day students who missed one of the earlier sessions. Students do not need to receive a reading ahead of time. A shorter reading appropriate for a two hour exam sitting will be provided at the time of the exam. Instructors who refer students to this session should be prepared to help with proctoring and grading
Friday, October 28, 2011
Tuesday, October 18, 2011
Paraphrasing
Paraphrasing Exercise
Summary: This resources discusses how to paraphrase correctly and accurately.
Directions: On a separate piece of paper, write a paraphrase of each of the following passages. Try not to look back at the original passage.
1. "The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it exerts tremendous control on our climate," [Jacques] Cousteau told the camera. "The cold ocean water around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened by human activity." From "Captain Cousteau," Audubon (May 1990):17.
2. The twenties were the years when drinking was against the law, and the law was a bad joke because everyone knew of a local bar where liquor could be had. They were the years when organized crime ruled the cities, and the police seemed powerless to do anything against it. Classical music was forgotten while jazz spread throughout the land, and men like Bix Beiderbecke, Louis Armstrong, and Count Basie became the heroes of the young. The flapper was born in the twenties, and with her bobbed hair and short skirts, she symbolized, perhaps more than anyone or anything else, America's break with the past. From Kathleen Yancey, English 102 Supplemental Guide (1989): 25.
3. Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head. From "Bike Helmets: Unused Lifesavers," Consumer Reports (May 1990): 348.
4. Matisse is the best painter ever at putting the viewer at the scene. He's the most realistic of all modern artists, if you admit the feel of the breeze as necessary to a landscape and the smell of oranges as essential to a still life. "The Casbah Gate" depicts the well-known gateway Bab el Aassa, which pierces the southern wall of the city near the sultan's palace. With scrubby coats of ivory, aqua, blue, and rose delicately fenced by the liveliest gray outline in art history, Matisse gets the essence of a Tangier afternoon, including the subtle presence of the bowaab, the sentry who sits and surveys those who pass through the gate. From Peter Plagens, "Bright Lights." Newsweek (26 March 1990): 50.
5. While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it's unlikely that architects and engineers have abandoned the quest for the world's tallest building. The question is: Just how high can a building go? Structural engineer William LeMessurier has designed a skyscraper nearly one-half mile high, twice as tall as the Sears Tower. And architect Robert Sobel claims that existing technology could produce a 500-story building. From Ron Bachman, "Reaching for the Sky." Dial (May 1990): 15
Summary: This resources discusses how to paraphrase correctly and accurately.
Directions: On a separate piece of paper, write a paraphrase of each of the following passages. Try not to look back at the original passage.
1. "The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it exerts tremendous control on our climate," [Jacques] Cousteau told the camera. "The cold ocean water around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened by human activity." From "Captain Cousteau," Audubon (May 1990):17.
2. The twenties were the years when drinking was against the law, and the law was a bad joke because everyone knew of a local bar where liquor could be had. They were the years when organized crime ruled the cities, and the police seemed powerless to do anything against it. Classical music was forgotten while jazz spread throughout the land, and men like Bix Beiderbecke, Louis Armstrong, and Count Basie became the heroes of the young. The flapper was born in the twenties, and with her bobbed hair and short skirts, she symbolized, perhaps more than anyone or anything else, America's break with the past. From Kathleen Yancey, English 102 Supplemental Guide (1989): 25.
3. Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head. From "Bike Helmets: Unused Lifesavers," Consumer Reports (May 1990): 348.
4. Matisse is the best painter ever at putting the viewer at the scene. He's the most realistic of all modern artists, if you admit the feel of the breeze as necessary to a landscape and the smell of oranges as essential to a still life. "The Casbah Gate" depicts the well-known gateway Bab el Aassa, which pierces the southern wall of the city near the sultan's palace. With scrubby coats of ivory, aqua, blue, and rose delicately fenced by the liveliest gray outline in art history, Matisse gets the essence of a Tangier afternoon, including the subtle presence of the bowaab, the sentry who sits and surveys those who pass through the gate. From Peter Plagens, "Bright Lights." Newsweek (26 March 1990): 50.
5. While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it's unlikely that architects and engineers have abandoned the quest for the world's tallest building. The question is: Just how high can a building go? Structural engineer William LeMessurier has designed a skyscraper nearly one-half mile high, twice as tall as the Sears Tower. And architect Robert Sobel claims that existing technology could produce a 500-story building. From Ron Bachman, "Reaching for the Sky." Dial (May 1990): 15
Bartleby The Scrivener: Quiz
Using examples from the text explain why you think Bartleby "prefers not" to work?
Thursday, October 13, 2011
Bartleby the Scrivener Summary
Bartleby the Scrivener Summary
The narrator, an elderly lawyer who does a comfortable business helping wealthy men deal with mortgages, title deeds, and bonds, relates the story of the strangest man he has ever known. Bartleby is a new addition to the narrator's staff. The narrator already employs two scriveners, Nippers and Turkey. Nippers suffers from indigestion, and Turkey is a drunk, but the office survives because in the mornings Turkey is sober even though Nippers is irritable, and in the afternoon Nippers has calmed down even though Turkey is drunk. Ginger Nut, the office boy, gets his name from the little cakes he brings the men. Bartleby comes in answer to ad, and the narrator hires the forlorn looking young man in hopes that his calmness will soothe the temperaments of the other scriveners.
One day, when Bartleby is asked to help proofread one of the documents he copied, he answers simply, "I would prefer not to." It is the first of many refusals. To the dismay of the narrator and the irritation of the other employees, Bartleby takes part in fewer and fewer duties around the office. The narrator makes several attempts to reason with Bartleby and learn about him, but Bartleby always responds the same way when asked to do a task or give out information about himself: "I would prefer not to." One weekend, when the narrator stops in at the office, he discovers that Bartleby is living at the office. The loneliness of Bartleby's life strikes the narrator: at night and on Sundays, Wall Street is as desolate as a ghost town. He alternates between pity and revulsion for Bartleby's bizarre behavior.
Bartleby continues to refuse duties, until finally he is doing no work at all. And yet the narrator cannot get him to leave. The scrivener has a strange power over his employer, and the narrator feels he cannot do anything to harm this forlorn man. But his business associates begin to wonder at Bartleby's presence at the office, since he does no work, and the threat of a ruined reputation forces the narrator to do something. His attempts to get Bartleby to go are fruitless. So the narrator moves his offices to a new location. But soon afterward, the new tenants of the narrator's old offices come to him asking for help: Bartleby will not leave. When they oust him from the offices, Bartleby haunts the hallways. The narrator goes to see Bartleby in one last attempt to reason with him, but Bartleby rejects him. For fear of being bothered by the anti-Bartleby folks, the narrator stays away from work for a few days. When he returns, he learns that Bartleby has been put in prison.
At the prison, Bartleby seems even more glum than usual. The narrator's friendliness is rebuffed. The narrator bribes a turnkey to make sure Bartleby stays well fed. But when the narrator returns a few days later, Bartleby has died. He preferred not to eat.
Some time afterward, the narrator hears a rumor that Bartleby worked in a Dead Letter Office. The narrator reflects that the dead letters would have made anyone of Bartleby's temperament sink into an even darker gloom. The letters are emblems for our mortality and the failure of our best intentions. Through Bartleby, the narrator has glimpsed the world as the miserable scrivener must have seen it. The closing words of the story are the narrator's resigned and pained sigh: "Ah, Bartleby! Ah, humanity!"
The narrator, an elderly lawyer who does a comfortable business helping wealthy men deal with mortgages, title deeds, and bonds, relates the story of the strangest man he has ever known. Bartleby is a new addition to the narrator's staff. The narrator already employs two scriveners, Nippers and Turkey. Nippers suffers from indigestion, and Turkey is a drunk, but the office survives because in the mornings Turkey is sober even though Nippers is irritable, and in the afternoon Nippers has calmed down even though Turkey is drunk. Ginger Nut, the office boy, gets his name from the little cakes he brings the men. Bartleby comes in answer to ad, and the narrator hires the forlorn looking young man in hopes that his calmness will soothe the temperaments of the other scriveners.
One day, when Bartleby is asked to help proofread one of the documents he copied, he answers simply, "I would prefer not to." It is the first of many refusals. To the dismay of the narrator and the irritation of the other employees, Bartleby takes part in fewer and fewer duties around the office. The narrator makes several attempts to reason with Bartleby and learn about him, but Bartleby always responds the same way when asked to do a task or give out information about himself: "I would prefer not to." One weekend, when the narrator stops in at the office, he discovers that Bartleby is living at the office. The loneliness of Bartleby's life strikes the narrator: at night and on Sundays, Wall Street is as desolate as a ghost town. He alternates between pity and revulsion for Bartleby's bizarre behavior.
Bartleby continues to refuse duties, until finally he is doing no work at all. And yet the narrator cannot get him to leave. The scrivener has a strange power over his employer, and the narrator feels he cannot do anything to harm this forlorn man. But his business associates begin to wonder at Bartleby's presence at the office, since he does no work, and the threat of a ruined reputation forces the narrator to do something. His attempts to get Bartleby to go are fruitless. So the narrator moves his offices to a new location. But soon afterward, the new tenants of the narrator's old offices come to him asking for help: Bartleby will not leave. When they oust him from the offices, Bartleby haunts the hallways. The narrator goes to see Bartleby in one last attempt to reason with him, but Bartleby rejects him. For fear of being bothered by the anti-Bartleby folks, the narrator stays away from work for a few days. When he returns, he learns that Bartleby has been put in prison.
At the prison, Bartleby seems even more glum than usual. The narrator's friendliness is rebuffed. The narrator bribes a turnkey to make sure Bartleby stays well fed. But when the narrator returns a few days later, Bartleby has died. He preferred not to eat.
Some time afterward, the narrator hears a rumor that Bartleby worked in a Dead Letter Office. The narrator reflects that the dead letters would have made anyone of Bartleby's temperament sink into an even darker gloom. The letters are emblems for our mortality and the failure of our best intentions. Through Bartleby, the narrator has glimpsed the world as the miserable scrivener must have seen it. The closing words of the story are the narrator's resigned and pained sigh: "Ah, Bartleby! Ah, humanity!"
Sample MLA Essay
Catherine Jones
Dr. V. Robson
English 102
17 October 2008
Weight Management
Over the past few years it has become clear that weight is an important health issue. Being overweight is a risk factor for health problems such as diabetes, high blood pressure, high cholesterol, arthritis, some cancers and even lung problems. Some people who need to lose weight for their health do not recognize it, while others who don't need to lose weight, want to get thinner for cosmetic reasons (Turck 20). Weight can affect a person's self-esteem. Excess weight is highly visible and evokes some powerful reactions from other people. But successful weight management is a long-term commitment to healthy lifestyle behaviors that emphasize sustainable and enjoyable eating practices and daily physical activity. Weight management is all about balance. Weight is stable when the energy we get from our food matches the energy we use. We use up energy without even thinking about it, for such activities as breathing and keeping our heart beating. We use up energy each time we move our bodies. Moving more each day is the easiest way to use more energy. That is why both physical activity and healthy eating are key parts of weight control.
Everyday choices define lifestyle and can significantly affect body weight. Small daily choices may seem insignificant, but when they are repeated for months and years, their influence is substantial. Weight management – especially when weight loss is required – is easiest to achieve when changes in eating and exercising habits are made gradually (Biddle 47). Many people choose diet for non-health reasons usually related to appearance. They believe that being overweight is due to lack of willpower. Dieting for them becomes an indicator of their character, not of their health. But going on and off diets may be as dangerous as being overweight. Rather than strict dieting, it's better to follow healthy eating. It does not require buying special foods. Instead, it offers the opportunity to eat different foods.
Prevention of obesity, treatment of obesity, and sustainability of weight loss are all important in a weight management strategy. Successful weight loss and…
…Works Cited
Biddle, S. Motivation for physical activity and weight management. Journal of Obesity. 10.2 (1998) 47.
Turck, M. Healthy Eating for Weight Management. Los Angeles: Lifematters Press, 2001.
Dr. V. Robson
English 102
17 October 2008
Weight Management
Over the past few years it has become clear that weight is an important health issue. Being overweight is a risk factor for health problems such as diabetes, high blood pressure, high cholesterol, arthritis, some cancers and even lung problems. Some people who need to lose weight for their health do not recognize it, while others who don't need to lose weight, want to get thinner for cosmetic reasons (Turck 20). Weight can affect a person's self-esteem. Excess weight is highly visible and evokes some powerful reactions from other people. But successful weight management is a long-term commitment to healthy lifestyle behaviors that emphasize sustainable and enjoyable eating practices and daily physical activity. Weight management is all about balance. Weight is stable when the energy we get from our food matches the energy we use. We use up energy without even thinking about it, for such activities as breathing and keeping our heart beating. We use up energy each time we move our bodies. Moving more each day is the easiest way to use more energy. That is why both physical activity and healthy eating are key parts of weight control.
Everyday choices define lifestyle and can significantly affect body weight. Small daily choices may seem insignificant, but when they are repeated for months and years, their influence is substantial. Weight management – especially when weight loss is required – is easiest to achieve when changes in eating and exercising habits are made gradually (Biddle 47). Many people choose diet for non-health reasons usually related to appearance. They believe that being overweight is due to lack of willpower. Dieting for them becomes an indicator of their character, not of their health. But going on and off diets may be as dangerous as being overweight. Rather than strict dieting, it's better to follow healthy eating. It does not require buying special foods. Instead, it offers the opportunity to eat different foods.
Prevention of obesity, treatment of obesity, and sustainability of weight loss are all important in a weight management strategy. Successful weight loss and…
…Works Cited
Biddle, S. Motivation for physical activity and weight management. Journal of Obesity. 10.2 (1998) 47.
Turck, M. Healthy Eating for Weight Management. Los Angeles: Lifematters Press, 2001.
Works Cited Page
Works Cited
"Blueprint Lays Out Clear Path for Climate Action." Environmental Defense Fund. Environmental Defense Fund, 8 May 2007. Web. 24 May 2009.
Clinton, Bill. Interview by Andrew C. Revkin. “Clinton on Climate Change.” New York Times. New York Times, May 2007. Web. 25 May 2009.
Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times. New York Times, 22 May 2007. Web. 25 May 2009.
Ebert, Roger. "An Inconvenient Truth." Rev. of An Inconvenient Truth, dir. Davis Guggenheim. Rogerebert.com. Sun-Times News Group, 2 June 2006. Web. 24 May 2009.
GlobalWarming.org. Cooler Heads Coalition, 2007. Web. 24 May 2009.
Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of Sustainability." International Journal of Sustainable Development and World Ecology 14.1 (2007): 27-36. Print.
An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore, Billy West. Paramount, 2006. DVD.
Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology. New York: Springer, 2005. Print.
Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman. "On Global Warming and Financial Imbalances." New Perspectives Quarterly 23.4 (2006): 63. Print
Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global Warming." American Economic Review 96.2 (2006): 31-34. Print.
---. "Global Warming Economics." Science 9 Nov. 2001: 1283-84. Science Online. Web. 24 May 2009.
Shulte, Bret. "Putting a Price on Pollution." Usnews.com. US News & World Rept., 6 May 2007. Web. 24 May 2009.
Uzawa, Hirofumi. Economic Theory and Global Warming. Cambridge: Cambridge UP, 2003. Print.
"Blueprint Lays Out Clear Path for Climate Action." Environmental Defense Fund. Environmental Defense Fund, 8 May 2007. Web. 24 May 2009.
Clinton, Bill. Interview by Andrew C. Revkin. “Clinton on Climate Change.” New York Times. New York Times, May 2007. Web. 25 May 2009.
Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times. New York Times, 22 May 2007. Web. 25 May 2009.
Ebert, Roger. "An Inconvenient Truth." Rev. of An Inconvenient Truth, dir. Davis Guggenheim. Rogerebert.com. Sun-Times News Group, 2 June 2006. Web. 24 May 2009.
GlobalWarming.org. Cooler Heads Coalition, 2007. Web. 24 May 2009.
Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of Sustainability." International Journal of Sustainable Development and World Ecology 14.1 (2007): 27-36. Print.
An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore, Billy West. Paramount, 2006. DVD.
Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology. New York: Springer, 2005. Print.
Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman. "On Global Warming and Financial Imbalances." New Perspectives Quarterly 23.4 (2006): 63. Print
Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global Warming." American Economic Review 96.2 (2006): 31-34. Print.
---. "Global Warming Economics." Science 9 Nov. 2001: 1283-84. Science Online. Web. 24 May 2009.
Shulte, Bret. "Putting a Price on Pollution." Usnews.com. US News & World Rept., 6 May 2007. Web. 24 May 2009.
Uzawa, Hirofumi. Economic Theory and Global Warming. Cambridge: Cambridge UP, 2003. Print.
Critically Analyzing Information Sources
Critically Analyzing Information Sources
--------------------------------------------------------------------------------
INTRODUCTION
You can begin evaluating a physical information source (a book or an article for instance) even before you have the physical item in hand. Appraise a source by first examining the bibliographic citation. The bibliographic citation is the written description of a book, journal article, essay, or some other published material that appears in a catalog or index. Bibliographic citations characteristically have three main components: author, title, and publication information. These components can help you determine the usefulness of this source for your paper. (In the same way, you can appraise a Web site by examining the home page carefully.)
--------------------------------------------------------------------------------
I. INITIAL APPRAISAL
A. Author
1.What are the author's credentials--institutional affiliation (where he or she works), educational background, past writings, or experience? Is the book or article written on a topic in the author's area of expertise? You can use the various Who's Who publications for the U.S. and other countries and for specific subjects and the biographical information located in the publication itself to help determine the author's affiliation and credentials.
2.Has your instructor mentioned this author? Have you seen the author's name cited in other sources or bibliographies? Respected authors are cited frequently by other scholars. For this reason, always note those names that appear in many different sources.
3.Is the author associated with a reputable institution or organization? What are the basic values or goals of the organization or institution?
B. Date of Publication
1.When was the source published? This date is often located on the face of the title page below the name of the publisher. If it is not there, look for the copyright date on the reverse of the title page. On Web pages, the date of the last revision is usually at the bottom of the home page, sometimes every page.
2.Is the source current or out-of-date for your topic? Topic areas of continuing and rapid development, such as the sciences, demand more current information. On the other hand, topics in the humanities often require material that was written many years ago. At the other extreme, some news sources on the Web now note the hour and minute that articles are posted on their site.
C. Edition or Revision
Is this a first edition of this publication or not? Further editions indicate a source has been revised and updated to reflect changes in knowledge, include omissions, and harmonize with its intended reader's needs. Also, many printings or editions may indicate that the work has become a standard source in the area and is reliable. If you are using a Web source, do the pages indicate revision dates?
D. Publisher
Note the publisher. If the source is published by a university press, it is likely to be scholarly. Although the fact that the publisher is reputable does not necessarily guarantee quality, it does show that the publisher may have high regard for the source being published.
E. Title of Journal
Is this a scholarly or a popular journal? This distinction is important because it indicates different levels of complexity in conveying ideas. If you need help in determining the type of journal, see Distinguishing Scholarly from Non-Scholarly Periodicals. Or you may wish to check your journal title in the latest edition of Katz's Magazines for Libraries (Olin Ref Z 6941 .K21, shelved at the reference desk) for a brief evaluative description.
--------------------------------------------------------------------------------
II. CONTENT ANALYSIS
Having made an initial appraisal, you should now examine the body of the source. Read the preface to determine the author's intentions for the book. Scan the table of contents and the index to get a broad overview of the material it covers. Note whether bibliographies are included. Read the chapters that specifically address your topic. Scanning the table of contents of a journal or magazine issue is also useful. As with books, the presence and quality of a bibliography at the end of the article may reflect the care with which the authors have prepared their work.
A. Intended Audience
What type of audience is the author addressing? Is the publication aimed at a specialized or a general audience? Is this source too elementary, too technical, too advanced, or just right for your needs?
B. Objective Reasoning
1.Is the information covered fact, opinion, or propaganda? It is not always easy to separate fact from opinion. Facts can usually be verified; opinions, though they may be based on factual information, evolve from the interpretation of facts. Skilled writers can make you think their interpretations are facts.
2.Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence? Assumptions should be reasonable. Note errors or omissions.
3.Are the ideas and arguments advanced more or less in line with other works you have read on the same topic? The more radically an author departs from the views of others in the same field, the more carefully and critically you should scrutinize his or her ideas.
4.Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
C. Coverage
1.Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic? You should explore enough sources to obtain a variety of viewpoints.
2.Is the material primary or secondary in nature? Primary sources are the raw material of the research process. Secondary sources are based on primary sources. For example, if you were researching Konrad Adenauer's role in rebuilding West Germany after World War II, Adenauer's own writings would be one of many primary sources available on this topic. Others might include relevant government documents and contemporary German newspaper articles. Scholars use this primary material to help generate historical interpretations--a secondary source. Books, encyclopedia articles, and scholarly journal articles about Adenauer's role are considered secondary sources. In the sciences, journal articles and conference proceedings written by experimenters reporting the results of their research are primary documents. Choose both primary and secondary sources when you have the opportunity.
D. Writing Style
Is the publication organized logically? Are the main points clearly presented? Do you find the text easy to read, or is it stilted or choppy? Is the author's argument repetitive?
E. Evaluative Reviews
1.Locate critical reviews of books in a reviewing source, such as Book Review Index, Book Review Digest, OR ProQuest Research Library. Is the review positive? Is the book under review considered a valuable contribution to the field? Does the reviewer mention other books that might be better? If so, locate these sources for more information on your topic.
2.Do the various reviewers agree on the value or attributes of the book or has it aroused controversy among the critics?
3.For Web sites, consider consulting one of the evaluation and reviewing sources on the Internet.
--------------------------------------------------------------------------------
--------------------------------------------------------------------------------
INTRODUCTION
You can begin evaluating a physical information source (a book or an article for instance) even before you have the physical item in hand. Appraise a source by first examining the bibliographic citation. The bibliographic citation is the written description of a book, journal article, essay, or some other published material that appears in a catalog or index. Bibliographic citations characteristically have three main components: author, title, and publication information. These components can help you determine the usefulness of this source for your paper. (In the same way, you can appraise a Web site by examining the home page carefully.)
--------------------------------------------------------------------------------
I. INITIAL APPRAISAL
A. Author
1.What are the author's credentials--institutional affiliation (where he or she works), educational background, past writings, or experience? Is the book or article written on a topic in the author's area of expertise? You can use the various Who's Who publications for the U.S. and other countries and for specific subjects and the biographical information located in the publication itself to help determine the author's affiliation and credentials.
2.Has your instructor mentioned this author? Have you seen the author's name cited in other sources or bibliographies? Respected authors are cited frequently by other scholars. For this reason, always note those names that appear in many different sources.
3.Is the author associated with a reputable institution or organization? What are the basic values or goals of the organization or institution?
B. Date of Publication
1.When was the source published? This date is often located on the face of the title page below the name of the publisher. If it is not there, look for the copyright date on the reverse of the title page. On Web pages, the date of the last revision is usually at the bottom of the home page, sometimes every page.
2.Is the source current or out-of-date for your topic? Topic areas of continuing and rapid development, such as the sciences, demand more current information. On the other hand, topics in the humanities often require material that was written many years ago. At the other extreme, some news sources on the Web now note the hour and minute that articles are posted on their site.
C. Edition or Revision
Is this a first edition of this publication or not? Further editions indicate a source has been revised and updated to reflect changes in knowledge, include omissions, and harmonize with its intended reader's needs. Also, many printings or editions may indicate that the work has become a standard source in the area and is reliable. If you are using a Web source, do the pages indicate revision dates?
D. Publisher
Note the publisher. If the source is published by a university press, it is likely to be scholarly. Although the fact that the publisher is reputable does not necessarily guarantee quality, it does show that the publisher may have high regard for the source being published.
E. Title of Journal
Is this a scholarly or a popular journal? This distinction is important because it indicates different levels of complexity in conveying ideas. If you need help in determining the type of journal, see Distinguishing Scholarly from Non-Scholarly Periodicals. Or you may wish to check your journal title in the latest edition of Katz's Magazines for Libraries (Olin Ref Z 6941 .K21, shelved at the reference desk) for a brief evaluative description.
--------------------------------------------------------------------------------
II. CONTENT ANALYSIS
Having made an initial appraisal, you should now examine the body of the source. Read the preface to determine the author's intentions for the book. Scan the table of contents and the index to get a broad overview of the material it covers. Note whether bibliographies are included. Read the chapters that specifically address your topic. Scanning the table of contents of a journal or magazine issue is also useful. As with books, the presence and quality of a bibliography at the end of the article may reflect the care with which the authors have prepared their work.
A. Intended Audience
What type of audience is the author addressing? Is the publication aimed at a specialized or a general audience? Is this source too elementary, too technical, too advanced, or just right for your needs?
B. Objective Reasoning
1.Is the information covered fact, opinion, or propaganda? It is not always easy to separate fact from opinion. Facts can usually be verified; opinions, though they may be based on factual information, evolve from the interpretation of facts. Skilled writers can make you think their interpretations are facts.
2.Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence? Assumptions should be reasonable. Note errors or omissions.
3.Are the ideas and arguments advanced more or less in line with other works you have read on the same topic? The more radically an author departs from the views of others in the same field, the more carefully and critically you should scrutinize his or her ideas.
4.Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
C. Coverage
1.Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic? You should explore enough sources to obtain a variety of viewpoints.
2.Is the material primary or secondary in nature? Primary sources are the raw material of the research process. Secondary sources are based on primary sources. For example, if you were researching Konrad Adenauer's role in rebuilding West Germany after World War II, Adenauer's own writings would be one of many primary sources available on this topic. Others might include relevant government documents and contemporary German newspaper articles. Scholars use this primary material to help generate historical interpretations--a secondary source. Books, encyclopedia articles, and scholarly journal articles about Adenauer's role are considered secondary sources. In the sciences, journal articles and conference proceedings written by experimenters reporting the results of their research are primary documents. Choose both primary and secondary sources when you have the opportunity.
D. Writing Style
Is the publication organized logically? Are the main points clearly presented? Do you find the text easy to read, or is it stilted or choppy? Is the author's argument repetitive?
E. Evaluative Reviews
1.Locate critical reviews of books in a reviewing source, such as Book Review Index, Book Review Digest, OR ProQuest Research Library. Is the review positive? Is the book under review considered a valuable contribution to the field? Does the reviewer mention other books that might be better? If so, locate these sources for more information on your topic.
2.Do the various reviewers agree on the value or attributes of the book or has it aroused controversy among the critics?
3.For Web sites, consider consulting one of the evaluation and reviewing sources on the Internet.
--------------------------------------------------------------------------------
Quotes and Paraphrasing
Integration of Quotes:
It is important to make a smooth transition from your own words to those of another source. Never simply drop a quotation into a paragraph. A quotation can never stand in a sentence by itself without an introduction. For example:
WRONG: T.S. Eliot, in his "Talent and the Individual," uses gender-specific language. "No poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists" (Eliot 29).
In this example, the reader is not prepared for the quote and will become confused as a result.
To avoid dropping quotes in, use signal phrases. These are phrases which precede the quotation. They may include the author’s name and a verb (argues, compares, suggests, demonstrates, points out, etc.). An example is the following:
RIGHT: T.S. Eliot, in his "Talent and the Individual," uses gender-specific language. He argues, for instance, that "no poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists" (Eliot 29).
One could also incorporate a colon into the sentence to integrate the quote properly.
ALSO RIGHT: T.S. Eliot, in his "Talent and the Individual," uses gender-specific language: "No poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists" (Eliot 29).
The above examples will be easier for the reader to understand as you are making it clear that the quotation is coming from that specific source.
It may not always be necessary to use an entire passage to prove your point. To use only a phrase you must weave the quote into your own sentence.
RIGHT: I find it striking that though "women novelists have probably dominated American literature since the middle of the nineteenth century," our literary tradition is still incredibly gender specific (Schweickart 201).
Paraphrasing:
In some cases one can avoid direct quotation by paraphrasing the quote--that is, by restating what the author says in one’s own words (not looking at the quote when you are paraphrasing may help with this). To avoid plagiarism, you must be sure to (a) use your own words whenever you don't use quotation marks or block a quote and (b) cite your sources, especially if the ideas or information you are paraphrasing are not common knowledge, are specific to that author, or include specific numbers or other very specific information. When in doubt, cite the source.
Always cite the source of the paraphrased material. Just because it is in your own words does not make it your intellectual property. To not cite would be plagiarism.
An example:
RIGHT: Shweickart points out that women have had a strong voice in literature since the middle of the nineteenth century. As a result, it is striking that our literary tradition is still so gender specific (Schweickart 209).
It is important to make a smooth transition from your own words to those of another source. Never simply drop a quotation into a paragraph. A quotation can never stand in a sentence by itself without an introduction. For example:
WRONG: T.S. Eliot, in his "Talent and the Individual," uses gender-specific language. "No poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists" (Eliot 29).
In this example, the reader is not prepared for the quote and will become confused as a result.
To avoid dropping quotes in, use signal phrases. These are phrases which precede the quotation. They may include the author’s name and a verb (argues, compares, suggests, demonstrates, points out, etc.). An example is the following:
RIGHT: T.S. Eliot, in his "Talent and the Individual," uses gender-specific language. He argues, for instance, that "no poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists" (Eliot 29).
One could also incorporate a colon into the sentence to integrate the quote properly.
ALSO RIGHT: T.S. Eliot, in his "Talent and the Individual," uses gender-specific language: "No poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists" (Eliot 29).
The above examples will be easier for the reader to understand as you are making it clear that the quotation is coming from that specific source.
It may not always be necessary to use an entire passage to prove your point. To use only a phrase you must weave the quote into your own sentence.
RIGHT: I find it striking that though "women novelists have probably dominated American literature since the middle of the nineteenth century," our literary tradition is still incredibly gender specific (Schweickart 201).
Paraphrasing:
In some cases one can avoid direct quotation by paraphrasing the quote--that is, by restating what the author says in one’s own words (not looking at the quote when you are paraphrasing may help with this). To avoid plagiarism, you must be sure to (a) use your own words whenever you don't use quotation marks or block a quote and (b) cite your sources, especially if the ideas or information you are paraphrasing are not common knowledge, are specific to that author, or include specific numbers or other very specific information. When in doubt, cite the source.
Always cite the source of the paraphrased material. Just because it is in your own words does not make it your intellectual property. To not cite would be plagiarism.
An example:
RIGHT: Shweickart points out that women have had a strong voice in literature since the middle of the nineteenth century. As a result, it is striking that our literary tradition is still so gender specific (Schweickart 209).
Tuesday, October 11, 2011
"From Ziegfield Follies"
"There is a glittery vision rising from New York City."
"Zeigfield Follies was a sort of porn show of the times"
"There was a certain look that all the showgirls possesed.'
"There was mention of a black woman in the essay. What do you feel she represented."
"Zeigfield Follies was a sort of porn show of the times"
"There was a certain look that all the showgirls possesed.'
"There was mention of a black woman in the essay. What do you feel she represented."
Friday, October 7, 2011
The Use of Articles
https://owl.english.purdue.edu/exercises/2/1/12
Articles
Articles
First the good news:There are only three articles in English: a, an and the.
There are two types of articles indefinite 'a' and 'an' or definite 'the'. You also need to know when not to use an article.
.
Indefinite articles - a and an (determiners)
A and an are the indefinite articles. They refer to something not specifically known to the person you are communicating with.
A and an are used before nouns that introduce something or someone you have not mentioned before:-
For example:
"I saw an elephant this morning."
"I ate a banana for lunch."
A and an are also used when talking about your profession:-
For example:
"I am an English teacher."
"I am a builder."
Note! You use a when the noun you are referring to begins with a consonant (b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y or z), for example, "a city", "a factory", and "a hotel".
You use an when the noun you are referring to begins with a vowel (a, e, i, o, u)
Definite Article - the (determiners)
There are two ways to pronounce "the". One "thuh" and the other "thee". To learn when we use them see the pronunciation files: How to pronounce "the".
Strong pronunciation Weak pronunciation
You use the when you know that the listener knows or can work out what particular person/thing you are talking about.
For example:
"The apple you ate was rotten."
"Did you lock the car?"
You should also use the when you have already mentioned the thing you are talking about.
For example:
"She's got two children; a girl and a boy. The girl's eight and the boy's fourteen."
We use the to talk about geographical points on the globe.
For example:
the North Pole, the equator
We use the to talk about rivers, oceans and seas
For example:
the Nile, the Pacific, the English channel
We also use the before certain nouns when we know there is only one of a particular thing.
For example:
the rain, the sun, the wind, the world, the earth, the White House etc..
However if you want to describe a particular instance of these you should use a/an.
For example:
"I could hear the wind." / "There's a cold wind blowing."
"What are your plans for the future?" / "She has a promising future ahead of her."
The is also used to say that a particular person or thing being mentioned is the best, most famous, etc. In this use, 'the' is usually given strong pronunciation:
For example:
"Harry's Bar is the place to go."
"You don't mean you met the Tony Blair, do you?"
!Note - The doesn't mean all:-
For example:
"The books are expensive." = (Not all books are expensive, just the ones I'm talking about.)
"Books are expensive." = (All books are expensive.)
No articleWe usually use no article to talk about things in general:-
Inflation is rising.
People are worried about rising crime. (Note! People generally, so no article)
You do not use an article when talking about sports.
For example:
My son plays football.
Tennis is expensive.
You do not use an article before uncountable nouns when talking about them generally.
For example:
Information is important to any organisation.
Coffee is bad for you.
You do not use an article before the names of countries except where they indicate multiple areas or contain the words (state(s), kindom, republic, union). Kingdom, state, republic and union are nouns, so they need an article.
For example:
No article - Italy, Mexico, Bolivia, England
Use the - the UK (United Kingdom), the USA (United States of America), the Irish Republic
Multiple areas! the Netherlands, the Philippines, the British Isles
Unnecessary Tense Shifts
Selecting a jury was very difficult. The lawyers ask many questions to discover bias and prejudice; sometimes the prospective jurors had the ideas they are acting in a play.
Selecting a jury was very difficult. The lawyers asked many questions to discover bias and prejudice; sometimes the prospective jurors had the idea they were acting in a play.
Selecting a jury was very difficult. The lawyers asked many questions to discover bias and prejudice; sometimes the prospective jurors had the idea they were acting in a play.
Writing Effective Thesis Statements
Writing Effective Thesis Statements
What Is a Thesis Statement?
* A “mini argument”
* A sentence or two that briefly describes the main idea of your paper and the main argument that you are trying to make
* Offers your readers a quick preview of what your paper is going to be about
* Makes an argumentative assertion
* Focuses your paper on a very specific, debatable point
* Gives your audience guidance about the conclusions you draw in the paper
* In some kinds of writing, such as narratives or descriptions, a thesis statement is less important, but you may still want to provide some kind of statement that helps to guide your reader through your paper
How Should I Write a Thesis Statement?
The structure and nature of your thesis statement will depend on the type of paper you are writing, so there’s not really a trick to thesis statements that works every time. However, below you will find some strategies that will help you develop strong thesis statements.
* Claim + Reason = Thesis Statement
This is an easy formula to remember to help you ensure that you have included both elements of the thesis statement. The claim is the assertion or main idea that you are making. Then, you will want to make sure you that you include the reason or support for that claim. A nice word to substitute for the + part of the equation is “because.” You don’t have to use this exact word or this style every time, but it often works quite well.
Example: You might be writing a paper on sexist language in textbooks and state this thesis: “Sexist language in college textbooks is harmful.” This is a good start and makes clear the claim part of your thesis. However, to make it more powerful and specific, try adding in the “because clause” and reason: “Sexist language in college textbooks is harmful because it reinforces negative stereotypes about many groups and individuals.” The section of the sentence after “because” makes clear the reason to support your claim, so you now have claim + reason = thesis statement.
* The Working Thesis Statement
The best thesis statements will evolve as your paper progresses, so try using a “working thesis statement.” Have a basic idea of your thesis statement before you begin writing your paper, but be willing to change and revise it as your paper changes. Often, the conclusion you draw before starting a paper may be different than the conclusion you make after you research and write your paper. This is a good thing—it means that you learned something during the writing process!
Example: Before you being the writing process, you might have this working thesis statement: “Many women suffer from eating disorders.” While this is a good start on your thesis, it needs more work and more complexity. Thus, after researching this issue and writing about it, you might have the following thesis in your final draft: “Magazine ads and commercials can ultimately influence how women see themselves and how they behave and can lead to harmful behaviors such as eating disorders.”
* The “So What” Question
Many times, writers will write what they think is a powerful thesis statement and, in fact, that statement makes no real argumentative assertion. This means that your reader may ask “so what?”
Example: You might state, “Many people in the world are victims of stereotyping.” While this may be a true statement, as a reader, I would ask, “so what?” What is so important or problematic about the fact that people are stereotyped? What more can you add to your conclusion or argument to make it more interesting and more complex?
A better thesis statement might be something like this: “Prejudgments are harmful because they limit the lives of the stereotyped individual and the person doing the stereotyping.”
Where Should I Place My Thesis Statement?
* A thesis statement does not have to be placed at the end of your introductory paragraph.
* The reason many writers place their thesis statements in the introductory paragraph is because: 1) it engages the audience in your argument early on, 2) it sets forth the plan or direction of your paper, and 3) it makes clear how the argument will be organized.
* A thesis statement can be situated anywhere in your paper, depending on the style and structure of your writing.
* Many writers prefer the “delayed thesis statement,” which means you delay your stating your thesis until later in your paper, sometimes until the conclusion. This method allows you to take your readers through your system of logic and leads them to draw a conclusion at the same time you do in your paper. However, as a writer, if you use this style, you must still know early on in your paper what conclusions you will draw—you just might not state the conclusion so early on in your paper.
* Regardless, keep in mind that your thesis can appear anywhere in your paper—just make sure you have given careful thought to why you placed the thesis where you did.
What Should a Thesis Statement Accomplish?
For the writer, the thesis statement:
* Serves as a planning tool.
* Helps the writer determine the paper’s real focus and clarify the relationship between idea.
* Becomes a hook on which the writer can “hang” the sub-theses or the topic sentences that present evidence in support of the argument.
* Anticipates questions about the topic and provides the unifying thread between pieces of information.
For the reader, the thesis statement:
* Serves as a “map” to follow through the paper.
* Prepares the reader to read.
* Keeps the reader focused on the argument
* Helps the reader spot the main ideas.
* Engages the reader in the argument.
* Offers enough detail for your reader to grasp your argument.
Thus, a thesis statement:
* Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
* Makes a promise to the reader about the scope, purpose, and direction of your paper.
* Is focused and specific enough to be “proven” within the boundaries of your paper.
* Identifies the relationship between the pieces of evidence that you are using to support your argument.
* Can appear anywhere in your paper, but you must have a good reason for the placement of your thesis statement.
What Is a Thesis Statement?
* A “mini argument”
* A sentence or two that briefly describes the main idea of your paper and the main argument that you are trying to make
* Offers your readers a quick preview of what your paper is going to be about
* Makes an argumentative assertion
* Focuses your paper on a very specific, debatable point
* Gives your audience guidance about the conclusions you draw in the paper
* In some kinds of writing, such as narratives or descriptions, a thesis statement is less important, but you may still want to provide some kind of statement that helps to guide your reader through your paper
How Should I Write a Thesis Statement?
The structure and nature of your thesis statement will depend on the type of paper you are writing, so there’s not really a trick to thesis statements that works every time. However, below you will find some strategies that will help you develop strong thesis statements.
* Claim + Reason = Thesis Statement
This is an easy formula to remember to help you ensure that you have included both elements of the thesis statement. The claim is the assertion or main idea that you are making. Then, you will want to make sure you that you include the reason or support for that claim. A nice word to substitute for the + part of the equation is “because.” You don’t have to use this exact word or this style every time, but it often works quite well.
Example: You might be writing a paper on sexist language in textbooks and state this thesis: “Sexist language in college textbooks is harmful.” This is a good start and makes clear the claim part of your thesis. However, to make it more powerful and specific, try adding in the “because clause” and reason: “Sexist language in college textbooks is harmful because it reinforces negative stereotypes about many groups and individuals.” The section of the sentence after “because” makes clear the reason to support your claim, so you now have claim + reason = thesis statement.
* The Working Thesis Statement
The best thesis statements will evolve as your paper progresses, so try using a “working thesis statement.” Have a basic idea of your thesis statement before you begin writing your paper, but be willing to change and revise it as your paper changes. Often, the conclusion you draw before starting a paper may be different than the conclusion you make after you research and write your paper. This is a good thing—it means that you learned something during the writing process!
Example: Before you being the writing process, you might have this working thesis statement: “Many women suffer from eating disorders.” While this is a good start on your thesis, it needs more work and more complexity. Thus, after researching this issue and writing about it, you might have the following thesis in your final draft: “Magazine ads and commercials can ultimately influence how women see themselves and how they behave and can lead to harmful behaviors such as eating disorders.”
* The “So What” Question
Many times, writers will write what they think is a powerful thesis statement and, in fact, that statement makes no real argumentative assertion. This means that your reader may ask “so what?”
Example: You might state, “Many people in the world are victims of stereotyping.” While this may be a true statement, as a reader, I would ask, “so what?” What is so important or problematic about the fact that people are stereotyped? What more can you add to your conclusion or argument to make it more interesting and more complex?
A better thesis statement might be something like this: “Prejudgments are harmful because they limit the lives of the stereotyped individual and the person doing the stereotyping.”
Where Should I Place My Thesis Statement?
* A thesis statement does not have to be placed at the end of your introductory paragraph.
* The reason many writers place their thesis statements in the introductory paragraph is because: 1) it engages the audience in your argument early on, 2) it sets forth the plan or direction of your paper, and 3) it makes clear how the argument will be organized.
* A thesis statement can be situated anywhere in your paper, depending on the style and structure of your writing.
* Many writers prefer the “delayed thesis statement,” which means you delay your stating your thesis until later in your paper, sometimes until the conclusion. This method allows you to take your readers through your system of logic and leads them to draw a conclusion at the same time you do in your paper. However, as a writer, if you use this style, you must still know early on in your paper what conclusions you will draw—you just might not state the conclusion so early on in your paper.
* Regardless, keep in mind that your thesis can appear anywhere in your paper—just make sure you have given careful thought to why you placed the thesis where you did.
What Should a Thesis Statement Accomplish?
For the writer, the thesis statement:
* Serves as a planning tool.
* Helps the writer determine the paper’s real focus and clarify the relationship between idea.
* Becomes a hook on which the writer can “hang” the sub-theses or the topic sentences that present evidence in support of the argument.
* Anticipates questions about the topic and provides the unifying thread between pieces of information.
For the reader, the thesis statement:
* Serves as a “map” to follow through the paper.
* Prepares the reader to read.
* Keeps the reader focused on the argument
* Helps the reader spot the main ideas.
* Engages the reader in the argument.
* Offers enough detail for your reader to grasp your argument.
Thus, a thesis statement:
* Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
* Makes a promise to the reader about the scope, purpose, and direction of your paper.
* Is focused and specific enough to be “proven” within the boundaries of your paper.
* Identifies the relationship between the pieces of evidence that you are using to support your argument.
* Can appear anywhere in your paper, but you must have a good reason for the placement of your thesis statement.
Subscribe to:
Posts (Atom)