David Howard-Pitney‚ Office F21Q‚ Phone 864-8559 Office Hours: M 11:40-12:30‚ T & W 9:00-9:50‚ Th 2:30-3:20 or Appointment E-mail: howardpitneydavid@fhda.edu REQUIRED MATERIALS: 1. Roark‚ et.al.‚ The American Promise‚ 4th Compact edition‚ Vol. I. 2. Interesting Narrative of the Life of Olaudah Equiano 3. Autobiography of Ben Franklin with Related Documents 4. Course Syllabus is on CourseStudios: Access online thru Portal at https://myportal
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Tardiness in Schools [Name of the writer] [Name of the institution] Table of Contents Chapter 1 3 Introduction 3 Problem of the Study 3 Research Hypothesis and Questions 4 Significance of the Study 4 Scope and Delimitation 5 Chapter 2 6 Related Literature 6 Research paradigm 7 Definition of Terms 8 Chapter 3 9 Research Design 9 Procedure 9 Population 9 Description of Subjects 9 Instrumentation 10 Statistical Treatment 10 References 11 Chapter 1 Introduction The
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In the preface and introduction of the book: “They Say‚ I Say”‚ Graff and Birkenstein contend that well written argumentative writing should emphasize on hearing and responding rather than making claims. Based on the suggestions given by students‚ the revised 2nd edition of the book includes more chapters and features to give students a better understanding of academic writing. It is a general argument among the experienced instructors that good writing requires reaction with another’s arguments
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An Example of a more complex “They Say- I Say”- Using sources & Entering the Conversation “Proposal for Final Project: The Kite Runner: The Power of Sentiment in Turbulent Times” by (a master’s degree university student). Annotated Bibliography Algoo-Baksh‚ Stella. “Ghosts of the Past.” Rev. of The Kite Runner‚ by Khaled Hosseini. Canadian Literature Spring 2005: 143-144. This review explains how Hosseini’s story “mirror[s] Afghanistan’s political‚ social and religious tensions and complexities
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They Say‚ I Say by Gerald Graff and Cathy Birkenstein Chapter 1: Summary- This chapter is about how a writer needs to clearly indicate their thesis and convince the audience of their point. It also goes on about how a writer needs to keep the audience engaged. The main point of this chapter is to start your writing with the opposing view or what others are saying. Application- In a debate for example‚ animal testing I might the side against animal testing however while beginning my part of the
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They Say / I Say: The Moves That Matter in Academic Writing with Readings by Russel Durst Awesome They Say / I Say shows that writing well means mastering some key rhetorical moves‚ the most important of which involves summarizing what others have said (they say) to set up one’s own argument (I say). In addition to explaining the basic moves‚ this book provides writing templates that show students explicitly how to make these moves in their own writing. Now available in two versions‚ with and
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Writing Templates from They Say‚ I Say With Readings (2009)‚ eds. Graff‚ Birkenstein‚ and Durst To capture authorial action… X acknowledges that… X agrees that… X argues that… X believes that… X denies/ does not deny that… X claims that… X complains that… X concedes that… X demonstrates that… X deplores the tendency to… X celebrates the fact that… X emphasizes that… X insists that… X observes that… X contends that… X questions whether… X refutes the claim that… X reminds us that… X reports that…
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Within the chapters five and six of‚ They Say/I Say‚ by Gerald Graff and Cathy Birkenstein‚ they believe that while writing an essay‚ one may use many tools to help them strengthen their arguments. For example. Instead of rambling on about why a writer’s argument is credible‚ a writer may address criticism that others might say‚ and can use counter arguments to lengthen and strengthen their argument. When a writer does not implement counter arguments within their text‚ they may seem close minded
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In his article Gerald Graff (2001) claims that by connecting non-academic interests to academic study students can become more intellectual and willing to involve themselves in intellectual study. While he doesn’t deny that academic subjects are important he believes suggesting students to analyze the subjects they enjoy they’ll gain more incentive to go into analytical thinking more often. “Students do need to read models of intellectually challenging writing […] if they are to become intellectuals
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day. On the other hand‚ he also says it’s a terrible thing and people have gone as far as illegal attacks‚ such as flooding buildings and leaving bombs. By focusing on how beneficial animal testing is‚ Gershoff overlooks the deeper problem of animal cruelty due to testing. Gershoff is mistaken because he overlooks animals rights‚ although most animals do not have rights‚ they sure deserve it. Now a day’s only cats and dogs can go as far as legal protection. I disagree with Gershoff’s view that
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