- Sep 2021
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human.libretexts.org human.libretexts.org
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topic
can you say "our initial area of interest?" I am always hung up on the repetition thing.
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topic
subject
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Choosing a Focused Topic
Boy am I having fun. Great stuff in the first two sections.
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human.libretexts.org human.libretexts.org
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, but
. However, always.....
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This chapter
Chapter 6 will help you understand what authoritative sources are,
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the major requirements.
and what the major requirements are.
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important
essential?
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this
it
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the rest of the sentence on the other side
the rest of the sentence they occur in on the other.
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the most important
can you just say "these"
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requirements,
requirements for the essay,
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essay
delete.....repetition again
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Circle
First, circle.....
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need to
should (need is repeated)
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human.libretexts.org human.libretexts.org
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How do we come up with a central idea for our paper that builds on a bunch of different sources? Conversely, how do we mention multiple sources in different paragraphs and use them to support a central idea? Chapter 7 sections on definition, evaluation, causal, and proposal arguments will offer ideas for organization based on the type of main idea we are promoting.
Very excellent, clear, well said.
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In the summary, assessment and response essays
In the summary, assessment and response essays we wrote previously, the structure.....
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In the summary, assessment and response
In the essays where we practiced summary, assessment and response,
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into a description of
to help us join the conversation on a specific topic. ? Is this what you mean?
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them
them ourselves.
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rather than all
rather than examining
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though
however
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Thus far we have focused on building skills for close reading and summary of one text (Chapters 2 and 3) then deciding how strong that argument is (Chapter 4) and then adding to the conversation in specific response to that text (Chapter 5). All these skills will be useful in the research paper. We are ready now to use the same skills to talk about multiple texts.
put a period after (Chapters 2 & 3) and then move the sentence "We are ready now to use these same skills to talk about multiple texts" right after. These two ideas need to be together. Then maybe for the third sentence....."We will be deciding how strong the argument in our text is (Chapter 4) and adding to the conversation in specific response to that text (Chapter 5).
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Thus far
Do you need commas on this sentence? It is a list of 3 but I don't know if the comma goes before or after the parentheses, or whether the parentheses can take the place of commas.
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well
delete
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We are free to use a variety of sources as needed.
If you say 'free to choose' instead of 'free to use' you can eliminate bullet #5. As it is, it is repetitive.
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Here are some of the aspects of the research paper to appreciate:
Here are some aspects of such a paper to appreciate:
(repetition of 'research'
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We are probably also itching to just
Now we are ready to make our own argument.......
Might sound silly to a reluctant writer.
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If we wrote a compare and contrast essay (See Section 3.7 (link)) then we have had a chance to look at two texts side by side, but even that is limited.
Without explaining this more fully, I don't think this is helpful. Some students may have not done compare and contrast...or may not remember it in detail.
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we wrote
have written
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on our own terms
stronger without this. Delete
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The research paper writing process is a tried and true way to figure out what we think. It’s a way to make progress in our understanding when the world is complicated. We immerse ourselves in information and listen to different voices on a topic and then come to some conclusion, moving the conversation forward.
Beautifully said!
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slow thinking
'achieving thoughtful understanding'. You use "think" shortly thereafter. Also "slow thinking" to me does not sound positive...
You could also say 'thoughtful consideration' or 'deliberate thinking'
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- Sep 2020
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human.libretexts.org human.libretexts.org
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We still need a reason to accept
We still need some other justication for accepting
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argument
do you need it. Cleaner without
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For example, we might consider that the writer should present some statistical evidence, like a survey, to show that a majority of people say they would feel justified in crossing a border illegally under desperate circumstances.
For example, in this case the writer could present statistical evidence, like a survey......
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If we have thought of exceptions, then maybe the reason needs more support to show that the exceptions are not common.
If we have thought of exceptions to the reason, then perhaps more support is needed to show that the exceptions are not common.
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people.
people."
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we can imagine that one thing might lead to another
we can imagine that it might...
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take certain action.
take a certain action.
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or highly probable
delete...a bit vague
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escaping.
escaping from.
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to try
delete...cleaner
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argument
delete, don't need it.
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reasons
reasoning?
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that
delete for aesthetics....sounds better without two in one sentence
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is not necessarily true
did you mean "only partially true" "Necessarily is a bit vague.
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an employer can tell employees
employers can tell their workers...
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For example,
Delete. Just said it above and it reads fine without it.
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If the argument has not
Was this meant to be deleted, or is something left off?
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human.libretexts.org human.libretexts.org
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Finding what’s unclear
The whole section is very interesting and well developed, as usual. The problems are with small issues of clarity.
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vagueness
maybe use "ambiguiity"
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The question any argument about abortion needs to resolve, of course, is whether a fetus can be considered a human being, not whether a fetus has human cells. So this ambiguity of meaning means that the reason and the claim are not talking about the same thing. The reason doesn’t really lead to the claim.
This is very clear. What if you deleted "hair and toenails" and just end that sentence with DNA? Then I think the confusing example could just be deleted...starting with, "We can tell that the above argument....." Continuing to and including, "Therefore cutting hair and nails should be illegal." After that you would have your good explanation, "The question any argument about abortion needs to resolve..."
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We can tell that the above argument is faulty if we substitute "fetus" for "hair" to construct a similar argument: No medical professional should be allowed to intentionally harm a human. Surely our hair and fingernails are human, not animal. Therefore cutting hair and nails should be illegal.
I'm confused here because you say the problem lies in using "human" as a noun, and then as an adjective. But you do the same thing in your new example (in italics). Also I think you mean, substitute "hair" for "fetus."
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In that case, we might want to think about how one clarification or another might affect our assessment. We can specify in our assessment that we support the argument if it means what we think it means but not if it means something else.
Not too clear. What do you mean by "one clarification or another?" Do you mean a clarification needed in a side point as opposed to a central point? And how does the next sentence follow? This last sentence in the little paragraph doesn't seem to have to do with the first. Are the three sentences three different examples of how the problem may not be too serious? In that case, you have to make that clearer.
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if it is a side point rather than a central point that needs to be clarified.
if the lack of clarification occurs in a side point, rather than a central point.
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to claim in the argument and whether there is an obvious way to clarify the argument or not.
to claim and whether there is an obvious way to clarify the argument or not.
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yet she is talking about not keeping people out.
and yet she is not talking about keeping people out.
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some control
some kind of regulatory control,
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Or we might suggest that she left the concept of "help" ambiguous because there is no good answer to these questions: there is no satisfactory way to offer people a better life where they came from, and we cannot endlessly support them at the border.
I find this confusing. The two examples of why there is no good answer to these questions don't seem to follow or connect with the idea of leaving the concept of "help" ambiguous.
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left
leave
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discontent.
discontent?
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But we might find it important to ask where she draws
But where does she draw the line....
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and
intentions, or giving the example of....
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they may be wondering if it means access to abortion across racial and economic groups or access to birth control or sex education or some combination of all of those.
They may wonder if reproductive justice means access to abortion across racial and economic groups. Or, might it only mean access to birth control or sex education. Does it mean some combination of all three?
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Even if readers are
Readers may or may not be aware of the different options women might have if they are experiencing an unwanted or risky pregnancy.
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For example, “We should all support reproductive justice.”
This is not a complete sentence, but I am not sure if it matters or not.
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- Dec 2019
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human.libretexts.org human.libretexts.org
- Nov 2019
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human.libretexts.org human.libretexts.org
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we can tell which of the claims we made notes on seems to be the focus of the author, the goal of the piece
Maybe delete this, because in your last couple of sentences before this paragraph you already are asking this question. Instead,maybe say, "A first step is to ask ourselves, "What does the writer want us to believe? What does the writer most want to convince us of? If the writer had to make their point in just one sentence, what would it be?" I would take out, "Where is the writer going with this?" as it doesn't add much to the first two questions you ask above.
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human.libretexts.org human.libretexts.org
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observing to praise or criticize what they are observing.
merely observing, t praise or criticize the "facts."
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or
or in
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that look more like what we associate with the word “argument.”
Period after "do" These other claims may look more like...."
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and
substitute "by"
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However, very often
substitute "but" or just "however"
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or of what happened in the past.
somehow this doesn't seem to fit in the list well.
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Here are a few sample claims of policy: Landlords should not be allowed to raise the rent more than 2% per year. States should require a background check before allowing anyone to buy a gun. Parents should not be given access to teenagers’ social media accounts. A claim of policy can also look like an out and out command, such as “So if you are an American citizen, don’t let anything stop you from voting.” Note that not all claims of policy give details or specifics about what should be done or how. Sometimes an author is only trying to build momentum and point us in a certain direction. For example, “Schools must find a way to make bathrooms more private for everyone, not just transgender people.” Claims of policy don’t have to be about dramatic actions. Even discussion, research, and writing are kinds of action. For example, “Americans need to learn more about other wealthy nations’ health care systems in order to see how much better things could be in America.”
all very clear.
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a claim of policy, a claim that is pushing readers to do something:
say instead "this type of pushing, also known as a claim of policy." Otherwise it is too repetitive.
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human.libretexts.org human.libretexts.org
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Then we’ll
We will also
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agree
agreeing
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to
towards
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If we had a way to read something and then could make a really clear, simple map of what we just read?
If we had a way to read something and then could make a simple, clear map of the argument?
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it
them...(.the swarming cluster of words)
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straight
Move this to to right after "get" "just trying to get straight the barebones ideas.....
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the
how about "figuring out and describing an argument you are reading." delete rest of sentence.
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explain
remove
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human.libretexts.org human.libretexts.org
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What is college about if not ideas? Drop the second "about" Line 3...I often don't have my ideas...drop "own" Again I don't think the indeciseveness idea goes in the same sentence as "what I don't know." Take out "defending my feeling" or maybe use "defending my reasons" Line 8 substitute "said" for argued and take out "same" (topic) Instead of we "get to" to figure out with "just have to"
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It then adds in a kind of paper most common in courses which themselves focus on argument:
"The book also describes the kind of paper most commonly assigned in college courses which focus on argument." I also don't get why this comment comes before the last bullet. Keep the bullets together.
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and
If you are bulleting, you don't need "and". All of this could also just be collapsed iinto a sentence
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