9: Unit 3- Writing Structure
- Page ID
- 22572
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 9.1: Organizing
- This page emphasizes the significance of effective conclusions in writing, which should encapsulate main points, reinforce the thesis, and provide lasting insights. It discusses the role of various essay components, such as clear topic sentences and transitional phrases, in achieving organization and impact.
- 9.2: Organizing an Essay
- This page discusses essential elements of a good essay, including an engaging topic, a clear authorial voice, and attention to grammar and organization. It highlights the importance of effective organization for clarity and logic, presenting three strategies: reverse outlining, verbalizing ideas for logical flow, and structuring paragraphs to indicate focus changes. Each paragraph should encapsulate a main idea, and employing various concluding strategies can strengthen the essay's impact.
- 9.3: Classical Essay Structure
- This page discusses videos that outline the classical model for creating persuasive arguments, offers slides without narration, and provides links to related YouTube content that is not included in the text.
- 9.4: Formulating a Thesis
- This page offers guidance on creating a strong thesis statement for essays, particularly about "Sixteen Candles." It highlights the need for a specific, arguable, and surprising thesis, improving weak examples through challenging questions. The text provides tips for refining theses, understanding reader expectations, and introducing conceptual problems, along with exercises to help develop an arguable thesis that goes beyond simple summarization.
- 9.5: 5 Ways of Looking at a Thesis
- This page emphasizes that a strong thesis must present a unique perspective, guiding the paper's argument while avoiding simple summaries. It should follow the "Magic Thesis Sentence" structure, focusing on specific elements that reveal deeper insights into the text. Effective theses promote in-depth analysis by illustrating how particular details relate to broader themes. Ultimately, a well-crafted thesis enhances clarity and direction in analytical writing.
- 9.6: Thesis 21 Activity
- This page outlines an educational activity focused on teaching students to write effective thesis statements. Students complete a homework handout and watch a video before class, where they discuss thesis elements and collaboratively evaluate various statements. Effective statements are recognized and analyzed. Finally, students create their own thesis statements on provided topics, reinforcing their comprehension of main ideas and supporting reasons.
- 9.8: Process- Writing a Thesis Statement
- This page outlines a process for constructing thesis statements by condensing secondary sources into a grid to capture main ideas and arguments. It emphasizes identifying common themes, formulating specific topics, and contextualizing arguments, while also suggesting authors propose future research questions for originality. This method supports the articulation of nuanced and effective theses within broader discussions.
- 9.9: Creating Paragraphs
- This page highlights the importance of paragraphs in constructing an argument, emphasizing that each claim should be supported by a separate paragraph. It stresses clarity by focusing on single ideas, using topic sentences for guidance, and ensuring smooth transitions. Solid introductions and conclusions are also essential for coherence and flow, ultimately contributing to the strength of the overall argument.
- 9.10: Paragraphs
- This page provides guidance on forming effective paragraphs in writing. It highlights the necessity of a clear controlling idea, topic sentence, coherence, and development. A five-step process for paragraph construction is presented: establishing a controlling idea, explaining it, providing examples, elaborating on those examples, and concluding or transitioning effectively.
- 9.12: Assignment- Writing Effective Intros Activity
- This page describes a lesson plan aimed at enhancing students' essay introductions. It includes steps such as copying original paragraphs, watching a video on intro writing, using a handout of eight methods for revisions, crafting two new intros, and engaging in a peer review to discuss effective techniques.
- 9.13: Conclusions
- This page offers advice on writing effective conclusions for papers, highlighting their role in shaping reader understanding and making a lasting impact. It presents strategies like linking back to the introduction, summarizing key points, and considering broader implications. It also cautions against introducing new concepts or using clichés. The goal is to provide readers with meaningful insights, enhancing their understanding of the topic.