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AP LANGUAGE AND COMPOSITION Being a Critical Reader TYPES OF ESSAYS ANALYZE THE WRITING STYLE DEFEND, CHALLENGE OR QUALIFY EVALUATION OF ARGUMENT TONE SYNTAX VOICE DICTION IMAGERY

DEFEND, CHALLENGE, OR QUALIFY ,[object Object],[object Object],[object Object]

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CHALLENGE ,[object Object],[object Object],[object Object],[object Object]

QUALIFY ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Assignment Description For this project, you will create an annotated bibliography for five sources that you will use in your final research paper. For each source, you will write a summary of the source (the annotated part) followed by the correct MLA citation (the bibliography part). You will analyze the articles for their argument, tone, audience, and purpose, and then write a summary of each article using the templates provided. A summary does not include direct quotes from the original article. In other words, you will rewrite the articles in your own words, including only the main ideas/arguments. Do not plagiarize or borrow someone else’s summary. Alphabetize the sources according to the author’s last name or the first significant word in the title if there is no author. Your annotated bibliography needs to have a hanging indent. There is an example on eCampus. The annotated format includes four sentences. Each sentence contains specific information. Sentence 1: The name and title of the author(s) followed by a properly punctuated title of the work and the publication date. A signal verb (e.g. asserts, argues, claims, illuminates, emphasizes) introduces a “that” clause containing the major thesis or claim of the work Sentence 2: An explanation of the kind(s) of reasons, evidence, or support the writer uses to develop his or her thesis Sentence 3: A statement of the writer’s purpose followed by an “in order to” phrase describing the author’s desired effect or result for his or her reader Sentence 4: A description of the writer’s intended audience (specific group of readers) and an indication of the tone of voice used in the writing (e.g. academic, humorous, ironic, conversational, sarcastic, urgent, straightforward, informative, etc.) EXAMPLES: Rifkin, Jeremy. “A Change of Heart about Animals.” Los Angeles Times , 1 Sept. 2003, http://articles.latimes.com/2003/sep/01/opinion/oe-rifkin1 Writer and Economist, Jeremy Rifkin in his editorial column, “A Change of Heart about Animals,” published on September 1, 2003, addresses the topic of animal rights and behavior and argues that animals should be treated and viewed with more respect since each individual animal is so closely related to us humans. He constructs this claim by introducing the idea that animals feel the same feelings that humans feel, presenting evidence that proves the animals’ behavior to be like humans, then questioning our perceptions of animal, and challenging his readers to expand our perception and empathy to our fellow creatures. Rifkin’s purpose is to illustrate the way animal behavior is similar to human behavior in order to persuade his audience to reevaluate their perception of animals and more than that, treat them better. He adopts a persuasive, emotional, and unbiased tone for his audience, the readers of the Los Angeles Times and others interested in the topic of human-like animal behavior. Juliano, Stephanie. “Superheroes, Bandits, and Cyber-N ...

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Wallace and one other reading -Using the David Foster Wallace reading, "Consider the Lobster," do people as a culture and/or as independent thinkers have a moral obligation to consider the way animals are treated in our food system? Why or why not? -Even though most average people do not directly cause any harm to animals, should they feel at all responsible for supporting an industry that does? - Is it morally okay to eat animals knowing it is not, as Wallace notes, necessary for our survival? -We know from the readings that animals are abused during the process of being harvested, why is that a problem? Why should a person care? Or, why not? 4 pages MLA Support from the text must be used in every body paragraph Criteria for Evaluation: • Argument: Argument directly and fully answers the prompt; is clearly stated early in the paper; is original, compelling and logical, avoiding absolute claims • Evidence: Appropriate amount of relevant, accurate, and justifiably interpreted quotation. Quotations are thoroughly introduced, explained, analyzed, and connected to argument. Possible counter-arguments are considered. • Organization: Paragraphs maintain argumentative focus, exclude extraneous information, appear in a logical order, and transition smoothly. Introduction sets forth argument and goals of essay. Conclusion opens up avenues for future research. • Audience: Consistent, academic tone. Appropriate amount of contextual information, anticipating audience questions. Addresses significant issues and makes them important to audience. • Grammar and Format: Errors in grammar, spelling, and usage limited or non-existent. Correct MLA format, including proper quotation citation. Argumentative Synthesis English 100 What is Argumentative Synthesis? Break it down: Argumentative=you have to make an argument in your paper Synthesis: The combining of separate elements or substances to form a coherent whole (thefreedictionary.com) You will have to use more than one source for this paper. What is it? “In an argumentative synthesis, you use material from various readings to support and illustrate an argument of your own, usually concerning the quality of writing in the source texts or an issue they address” (Wilhoit 179). Why AS can be challenging: Complex texts that require critical reading You will need to critique your sources—strengths and weaknesses Don’t forget about your argument—it’s the most important! Why AS can be challenging… Think about the order in which you will present your claims, evidence, and findings Documentation, Documentation, Documentation! Elements of Argument The claim (thesis) Should be accurate, clear, and limited Grounds (evidence) You will obtain these from your sources Make sure they are relevant, reliable, and appropriate Try to include sources/scholars who disagree with you Warrant (reasoning) Your explanation of how the evidence you provide supports your c.

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Annotating & Summarizing So that your reader can, like, understand what you are talking about Structure of the Research Paper Intro Sets up and develops the major (overall) claim of the paper Major claim: last few sentences of paragraph Body Paragraphs Topic sentences: sub-claims Uses evidence to support the sub-claim Conclusion Articulates the implications (or stakes) of the research Uses analysis to explain how the evidence supports the sub-claim Connects paragraphs to show how the major claim develops Connects the claim to a larger context Can ask new questions or suggest ideas for further research Body Paragraphs Argument Summarize relevant research Analyze and interpret the research Annotating Scholarly Articles STEP 1: BEFORE YOU BEGIN Establish your purpose Imagine the writing situation Skim and scan – headings, visuals, footnotes, references Pre-reading gives you a lot of information right off the bat! STEP 2: GET A TASTE OF THE ARGUMENT Read the abstract Read the first and last sentence of paragraphs Read the conclusion What have you learned about this article thus far? STEP 3: READ THE TEXT Annotate Read ACTIVELY Use your pen! Circle, underline, star Look up words Leave marginal comments Have a conversation with the text! Step 4: After reading Annotation Matrix Write a summary Reflect: How will you write about this source strategically for the paper? Don’t assume you’ll remember later: leave yourself a trail of clues! Summary Definition A summary is an objective, condensed, accurate description of an original work (an article, essay, report, etc) Think of your audience! They know nothing and you know everything: teach them! Use your own words Main arguments, main supporting ideas, and main analyses The summary is specific and precise NO personal opinion Be strategic: the summary precedes your analysis in the research paper USE YOUR OWN WORDS Copying and pasting the same words without citing them = plagiarism  Using just a few of the same words without citing them = plagiarism  Changing a few words and keeping the sentence structure in tact = plagiarism  Changing every other word by replacing them with synonyms = plagiarism  Step 1 Read slowly and carefully, annotating as you read. main arguments main pieces of evidence main analyses how the writer develops their argument stakes/implications keywords Step 2 Outline the text in a short, bullet-point list. USE YOUR OWN WORDS in the outline to prevent plagiarism Outline in chronological order: write out the main ideas in each paragraph, going in the order they were written Only write out the main, major, or central ideas, arguments, analyses, and pieces of evidence Make decisions about what’s most important to get across to your reader Step 3 Turn your outline into a narrative summary Write a first draft from your outline.

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1. AP LANGUAGE AND COMPOSITION Being a Critical Reader TYPES OF ESSAYS ANALYZE THE WRITING STYLE DEFEND, CHALLENGE OR QUALIFY EVALUATION OF ARGUMENT TONE SYNTAX VOICE DICTION IMAGERY

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