9MAY12

Yesterday was the last day of class and I believe that I learned a lot during this semester.  I want to thank everyone for making this a fun class. Thank you guys! Good luck! hope to see you around.

goodbye

GOOD BYE EVERYONE !! It was my pleasure to meet you guys. Hopefully i can see all classmate in campus in the future. In there I wish every doing well in the future.

Farewell

     It was really nice meeting everyone and having you guys for class. I wish we could've hang out more and got to know each other a bit more, everyone seems so friendly. Except shella, i'm just joking of course. But thank you all for a great semester and I hope to see you around next semester.

Goodbye.

It's hard to say goodbye. But so many things come from it, new times, and friends, just to list a few. I wish everyone could have been in class today so we all could formally say goodbye. But it was great to see the look on some of your faces about me working, and getting married, in a haunted house.

Just a prop from the haunted house just interesting. But I also am posting the video for the house as well.
http://www.youtube.com/watch?v=Mz8z-boMmRI&list=FLRFdbaIxQLYYkCXuJJT0gMQ&index=7&feature=plpp_video

www.asylum49.com.

7MAY12

Yesterday class started with an essay followed by a discussion about what to bring to our padlock. I finished my essay in 40 minutes. I feel like is easier to write essays than at the beggining of the semester.

5/2/12

   Today's moodle session was on Angela's use of the writing process. She did a great job with a few area's of improvement as my fellow classmates mentioned, but overal good. It was a fairly interesting essay to read.

May 02, 2012

Today's assignment was to read over Angela DeSarro's writing process worksheet. I think she did very well in following all stages of the writing process. I think that it makes a very big difference when a writer completes it step by step. Today is also the last online moodle session. It is a bittersweet moment. This shows just how close we are to ending the semester. There are just a few more class days left. We are almost finished!

April 30, 2012

During class several of my classmates  presented their final project that took place of an actual written exam. I enjoyed looking over Luis's website and listening to Alyssa's poems. They were both great! After their presentations I was able to take my exam which consisted of chapters one through sixteen. I hope I did well. As I completed my exam, the other students completed a writing activity. They were given a sheet of paper with all our names on it. They were directed to write nice things about each student. At the end of the class period, whoever was present was given their names. I read mine and enjoyed it. We also completed the class evaluations in the computer lab. After all the activities were finished and class was finally over, I came to realize that we only have such a short time left in this class. I am sure going to miss everyone!

May 2

Today is our last moodle session and we should talk about the should complete writer's essay on pages 361. No i would not. First of all the writer did a good job on listing, she list all of the writing material she might use. Second, she organized all the material as the outline. By the outline she list the subject and object and put them into order then by the order she write into she article. Last stages she used CLUESS ( coherence, language, unity, emphasis, support and sentences) and COPS (capitalization, omission, punctuation and spelling) to check she writing error.

4/30

On Monday, we had Alyssa and Luis present their projects. The website that Luis did was really cool. Both presentations were really good. We also did a PEA. We had to write two positive things about each of our fellow colleagues. Then, we did teacher evaluation online.

Final exams/projects.

I read my poems yesterday in class, needless to say I was extremely nervous about presenting my own work. But I know that my poems were very close to my heart and had good meanings behind them.
I hope everyone does well on their projects/exam. We also had a PEA project to do, I thought that this project was very interesting, seeing what people think about you in a good way anyway.

31APR12

We had a great class yesterday. I presented my final to the class which was a website and I think some of my classmate discover some interesting books for children's. Some of my other classmates took a test in chapters 1 through 12. Good luck with your finals! Dr. Rivera created and activity in which we had to write two positive things about our classmates. I personally think that this activity was fun because we get to know each other more.

Chapter 16 Writing the Research Paper-Final

Chapter 16 Writing the Research Paper

The Research Paper Defined

The research paper is a long documented essay based on a thorough examination of your topic and supported by your explanations and by both references to and quotations from your sources. The traditional research paper in the style of the Modern Language Association, typically called MLA style, includes a title page (sometimes omitted), a thesis and an outline, a documented essay (text), and a list of sources (called "Works Cited," referring to the works used specifically in the essay).

Ten Steps to Writing a Research Paper

Step 1 Select a Topic

Select a topic and make a scratch outline. Then construct a thesis as you did for writing an essay by choosing what you intend to write about (subject) and by deciding how you will limit or focus your subject (treatment). Your purpose will be wither to inform (explain) or to persuade (argue).
1. Your topic should interest you and be appropriate in subject and scope for your assignment.

2. Your topic should be researchable through library and other relevant sources, such as the Internet. Avoid topics that are too subjective or are so new that good source material is not available.

Step 2 find Sources

Find sources for your investigation. With your topic and its divisions in mind, use the resources and the electronic databases available in your college library and on the Internet to identify books, articles, and other materials pertaining to your topic. The list of these items, called bibliography, should be prepared on cards in the form appropriate for your assignment.

Books

Today most academic and municipal libraries provide information about books on online computer terminals, with databases accessible by author, title, subject, or other key words.

Printed Material Other Than Books

For the typical college research paper, the main printed notebook sources are periodicals, such as newspapers, magazines, and journals.

Computerized Indexes and Other Online Services

Computerized indexes, such as Infor Trac, Periodical Abstracts, and Newspaper Abstracts On disc, can be accessed in basically the same way as the online book catalogs, using key words and word combinations.

Step 3 List Sources

List tentative sources in a preliminary bibliography

Bibliography and Works Cited, MLA Style

You will list source material in two phase of your research paper project: the preliminary bibliography and the Works Cited list. The MLA research paper form is commonly used for both the preliminary bibliography and the list of works cited. This format is unlike the format used in catalogs and indexes.

Step 4 Take Notes

Take notes in an organized fashion. Resist the temptation to write down everything that interests you. Instead, take notes that pertain to divisions of your topic as stated in your thesis or scratch outline. Locate, read, and take notes on the sources listed in your preliminary bibliography. Some of these sources need to be printed out from electronic databases or from the Internet, some photocopied, and some checked out. Your notes will usually be on cards, with each card indicating key pieces of the information:

A. Division of topic (usually Roman-numeral part of your scratch outline or the divisions of your thesis)

B. Identification of topic (by author's last name or title of piece)

C. Location of material (usually by page number)

D. Text of statement as originally worded (with quotation marks; editorial comments in brackets), summarized or paragraph (in student's own words, without quotation marks), and statement of relevance of material, if possible.

Step 5 Reine Your Thesis and Outline

Refine your thesis statement and outline to reflect more precisely what you intend to write.

Step 6 Write Your First Draft

Referring to your thesis, outline, and note cards keyed to your outline, write the first draft of your research paper.

Plagiarism: Careful attention to the rules of documentation will help you avoid plagiarism, the unacknowledged use of someone else's words or idea. You can avoid plagiarism by giving credit when you borrow someone else;s words or ideas.

Step 7 Revise Your First Draft

Evaluate your first draft and amend it as needed (perhaps researching an area not well covered for additional support material and adding or deleting sections of your outline to reflect the way your paper has grown).

Use the writing process guidelines as you would in writing any other essay.

Write and then revise your paper as many times as necessary for coherence, language (usage, tone, and diction), unity, emphasis, support, and sentences (CLUESS).

Correct problems in fundamentals such as capitalization, omissions, punctuation, and spelling (COPS). Before writing the final draft, read your paper aloud to discover any errors or awkward-sounding sentence structure.

Step 8 Prepare Your Works Cited Section

Using the same form as in the preliminary bibliography, prepare a Works Cited section (a list of works you have referred to or quoted and identified parenthetically in the text).

Step 9 Write your final Draft

Write the final version of your research paper with care for effective writing and accurate documentation. The final draft will probably include the following parts:

1. Title pager (sometimes omitted)

2. Thesis and outline (topical or sentence, as directed)

3. Documented essay (text)

4. List of sources used (Work Cited)

Step 10 Submit Required Materials

Submit your research paper with any preliminary material required by your instructor. Consider using a checklist to make sure you have fulfilled all requirements.

Source:Brandon, Lee. Brandon, Kelly. Paragraphs and Essays with Integrated Readings,eleventh  Edition. Boston, NY: Houghton Mifflin Company, 2011

Chapter 15 Argument: Writing to Persuade-Final

Chapter 15 Argument: Writing to Persuade

Writing Argument

Persuasion is a broad term. When we persuade, we try to influence people to think in a certain way or to do something.

Argument is persuasion on a topic about which reasonable people disagree. Argument involves controversy. Whereas exercising appropriately is probably not controversial because reasonable people do not dispute the idea, an issue such as gun control is. In this chapter, we will be concerned mainly with the kind of persuasion that involves argument.

Techniques for Developing Argument

Statements of argument are informal or formal. An opinion column in a newspaper is likely to have little set structure, whereas an argument in college writing is likely to be tightly organized. Nervertheless, the opinion column and the college paper have much in common. Both provide a proposition, which is the main point of the argument, and both provide pupport, which is the evidence of the reasons that back up the proposition.

For a well – structured college paragraph or essay, an organizing plan is desirable. Consider these elements when you write an argument, and ask yourself the following question as you develop your ideas:

Background: What is the historical or social context for this controversial issue?

Proposition (the thesis of the essay): What do I want my audience to believe or to do?

Qualification of proposition: Can I limit my proposition so that those who disagree cannot easily challenge me with exceptions? If, for example, I am in favor of using animals for scientific experimentation, am I concerned only with medical experiments or with any use, including experiments for the cosmetic industry?

Refutation (taking the opposing view into account, mainly to point out its fundamental weakness): What is the view on the other side, and why is it flawed in reasoning or evidence?

Support: In addition to sound reasoning, can I use appropriate facts, examples, statistics, and opinions of authorities?

Your Audience

Your audience may be uninformed, informed, biased, hostile, receptive, apathetic, sympathetic, and empathetic – any one, several, or something else. The point is that you should be acutely concerned about who will read your composition. If your readers are likely to be uninformed about the social and historical background of the issue, then you need to set the issue in context. The discussion of the background should lead to the problem for which you have a proposition or solution. If your readers are likely to be biased or even hostile to your view, take special care to refute the opposing side in a thoughtful, incisive way that does not further antagonize them. If your readers are already receptive and perhaps even sympathetic, and you wish to move them to action, then you might appeal to their conscience and the need for their commitment.

Kinds of Evidence

In addition to sound reasoning generally, you can use these kinds of evidence: facts, examples, statistics, and authorities.

First, you can offer facts. Some facts are readily accepted because they are general knowledge – you and your reader know them to be true, because they can be or have been verified. Other “facts” are based on personal observation and are reported in various publications but may be false or questionable.

Second, you can cite examples. Keep in mind that you must present a sufficient number of examples and that the examples must be relevant.

Avoid presenting a long list of figures; select statistics carefully and relate them to things familiar to your reader.

Third, you can present statistics. Statistics are numerical facts and data that are classified and tabulated to present significant information about a given subject.

Fourth, you can cite evidence from, and opinions of, authorities. Most readers accept facts from recognized, reliable source – governmental publication, standard reference works, and books and periodicals published by established firms. In addition, they will accept evidence and opinions from individuals who, because of their knowledge and experience, are recognized as experts.

In using authoritative source as proof, keep these points in mind:

1. Select authorities who are generally recognized as experts in their field.
2. Use authorities who qualify in the field pertinent to your argument.
3. Select authorities whose views are not biased.
4. Try to use several authorities.
5. Identify the authority's credentials clearly in your essay.

Logical Fallacies

Certain thought patterns are inherently flawed. Commonly called logical fallacies, these thought patterns are of primary concern in argument. You should be able to identify them in the arguments of those on the other side of an issue, and you should be sure to avoid them in your own writing.

Eight kinds of logical fallacies are very common.

1. Post hoc,ergo proter hoc (“after this, therefore because of this”): When one event precedes another in time, the first is assumed to cause the other. “If A comes before B, then A must be causing B.”

2. False analogy: False analogies ignore differences and stress similarities, often in an attempt to prove something.

3. Hasty generalization: This is a conclusion based on two few reliable instances.

4. False dilemma: This fallacy presents the readers with only two alternatives from which to choose. The solution may lie elsewhere.

5. Argumentum ad hominem: (argument against the person): This is the practice of abusing and discrediting your opponent rather than keeping to the main issues of that argument.

6. Begging the question: The fallacy assumes something is true without proof. It occurs when a thinker assumes a position is right before offering proof.

7. Circular reasoning: This thought pattern asserts proof that is no more than a repetition of the initial assertion.

8. Non sequitur: This fallacy draws a conclusion that does not follow.

Source:Brandon, Lee. Brandon, Kelly. Paragraphs and Essays with Integrated Readings,eleventh  Edition. Boston, NY: Houghton Mifflin Company, 2011

Chapter 14 Definition: Clarifying Terms -Final

Chapter 14 Definition: Clarifying Terms

Writing Definition

Most definitions are short; they consist of a synonym (a word or phrase that has about the same meaning as the term to be defined), a phrase, or a sentence. For example, we might say that a hypocrite is a person "professing beliefs or virtues he or she does not possess." Terms can also be defined by etymology, or word history. Hypocrite once meant "actor" (hypocrites) in Greek because an actor was pretending to be someone else. We may find this information interesting and revealing, but the history of a word may be of no use because the meaning has changed drastically over the years. Sometimes definitions occupy a paragraph or an entire essay. The short definition is called a simple definition; the longer one is known as an extended definition.

Techniques for Writing Simple Definitions

If you want to define a term without being abrupt and mechanical, you have several alternatives. All of the following techniques allow you to blend the definition into your developing thought.

• Basic dictionary meaning.
• Synonyms.
• Direct explanation.
• Indirect explanation.
• Analytical or formal definition.

Techniques for Writing Extended Definitions

Essay of definition can take many forms. Among the more common techniques for writing a paragraph or short essay of definition are the patterns we have worked with in previous chapters. Consider each of those patterns when you need to writ an extended definition. For a particular term, some forms will be more useful than others; use the pattern of patterns that best fulfill your purpose.

Each of the following questions takes a pattern of writing and directs it toward definition:

Narration: Can I tell an anecdote or a story to define this subject (such as jerk, humanitarian, or citizen)? This form may overlap with description and exemplification.

Description: Can I describe this subject (such as a whale or the moon)?

Exemplification: Can I give examples of this subject (such as naming individual, to provide examples of actors, diplomats, or satirists)?

Analysis by division: Can I divided this subject into parts (for example, the parts of a heart, a cell, or a carburetor)?

Process analysis: Can I define this subject (such as lasagna, tornado, hurricane, blood pressure, or any number of scientific processes) by describing how to make it or how it occurs? (Common to the methodology of communicating in science, this approach is sometimes called the "operational definition.")

Cause and effect: Can I define this subject (such as a flood, a drought, a riot, or a cancer) by its causes and effects?

Classification: Can I group this subject (such as kinds of families, cultures, religions, or governments) into classes?

Comparison and contrast: Can I define this subject (such as extremist or patriot) by explaining what it is similar to and different from? If you are defining orangutan to a person who has never heard of one but if familiar with the gorilla, then you could make comparison-and-contrast statements. If you want to define patriot, then you might want to stress what it is not (the contrast) before you explain what it is: A patriot is not a one-dimensional flag waver, not someone who hates "foreigners" because America is always right and always best.

When you use prewriting strategies of develop ideas for a definition, you can effectively consider all the patterns you have learned by using modified clustering form. Put a double bubble around the subject to be defined. Then put a single bubble around each pattern and add appropriate words. If a pattern is not relevant to what you are defining, leave it blank. If you want to expand your range of information, you could add a bubble for a simple dictionary definition and another for an etymological definition.

Order

The organization of your extended definition is likely to be one of emphasis, but it may be space or time, depending on the subject material, you may use just one pattern of development for the overall sequence. If so, you would use the principles of organization discussed in previous chapters.Introduction and development.

Consider these ways of introducing definition.

With a question, with a statement of what it is not, with a statement of what it originally meant, or with a discussion of why a clear definition is important. You may use a combination of these ways or all of them before you continue with your definition.

Development is likely to represent one or more of patterns of narration, description, exposition (with its own subdivisions), and argumentation.

Whether you personalize a definition depends on your purpose and your audience. Your instructor may ask you to write about a word from a subjective or an objective viewpoint.

Source:Brandon, Lee. Brandon, Kelly. Paragraphs and Essays with Integrated Readings,eleventh  Edition. Boston, NY: Houghton Mifflin Company, 2011

Chapter 13 Comparison and Contrast: Showing Similarities and Differences-Final

Chapter 13 Comparison and Contrast: Showing Similarities and Differences

Writing Comparison and Contrast

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Defining Comparison and Contrast

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Comparison and contrast is a method of showing similarities and differences between subjects. Comparison is concerned with organizing and developing points of similarity; contrast serves the same function for difference. In some instances, a writing assignment may require that you cover only similarities or only difference. Occasionally, and instructor may ask you to separate one from the other. Usually, you will combine them within the larger design of your Paragraph or essay.

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Working with the 4 Ps

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Regardless of nature of your topic for writing, you will develop your ideas by using a procedure called the 4 Ps: purpose, points, patterns, and presentation.

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Purpose

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In most of your writing, the main purpose will be either to inform or to persuade.

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Informative writing

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If you want to explain something about a topic by showing each subject in relationship with others, then your purpose is informative.

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Persuasive Writing

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If you want to show that one actor, one movie, one writer, one president, one product, or one idea is better than another, your purpose is persuasive.

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Points

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The points are the ideas that will be applied somewhat equally to both sides of your comparison and contrast. They begin to emerge in freewriting, take on more precision in brainstorming, acquire a main position in listing, and assume the major part of the framework in the outline.

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Using listing as a technique for inding points is simple.

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1. Select one side of your two-part subject (the side you know better) and compose a list in relation to a basic treatment you expect to extend to your comparative study.

2. Make a list of points (about Hitler as a fascist dictator).

3. Decide which points can also be applied in a useful way to the other subject, in this case, mussolini. (You can also reverse the approach.)

4. Select the points for your topic sentence or thesis.

5. Incorporate these points into a topic sentence or thesis. (Your final topic sentence or thesis need not specify the points.)

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Patterns

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Now you willl choose two basic pattern of organization: (1) subject by subject (opposing) or (2) point by point (alternating). In long pagers you may mix the two patterns, but in most college assignments, you will probably select just one and make it your basic organizational plan.

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Presentation

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The two patterns of organization-subject by subject and point by point-are equally calid, and each has its strengths for presentation of ideas.

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Practicing Patterns of Comparison and Contrast

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Shorter sompositions such as paragraphs are likely to be arranged subject by subject, and longer simpositions such as essays are likely to be arranged point by point, although either pattern can work in either length. In longer works, especially in published writing, the two patterns may be mixed.

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Source:Brandon, Lee. Brandon, Kelly. Paragraphs and Essays with Integrated Readings,eleventh  Edition. Boston, NY: Houghton Mifflin Company, 2011

Chapter 12 Classification: Establishing Groups-Final

Chapter 12 Classification: Establishing Groups

Writing Classification

To explain by classification, you put persons, places, things, or ideas into groups or classes based on their characteristics, Whereas analysis by division deals with the characteristics of just one unit, classfication deals with more than one unit, so the subject is plural. To classify efficiently, try following this procedure:

1. Select a plural subject.
2. Decide on a principle for grouping the units of your subject.
3. Establish the groups, or classes.
4. Write about the classes.

Selecting Subject

When you say you have different kinds of neighbors, friends, teachers, bosses, or interests, you are classifying; that is, you are forming groups.

In naming the different kinds of people in your neighborhood, you might think of different grouping of your neighbors, the units. For example, some neighbors are friendly, some are meddlesome, and some are private. Some neighbors have yards like Japanese gardens, some have yards like neat-but-cozy parks, and some have yards like abandoned lots. Some neighbors are affluent, some are comfortable, and some are struggleing. Each of these sets is a classfication sysytem and could be the focus of one paragraph in your essay.

Using a Principle to Avoid Overlapping

All the sets in the preceding section are sound because each group is based on a single concern: neighborly involvement, appearance of the yard, or wealth. This one concern, or controlling idea, is called the principle. For example, the principle of neighborly involvement controls the grouping of neighbors into three classes: friendly, meddlesome, and private.

Establishing Classes

As you name your classes, rule our easy, unimaginative phrasing such as fast/medium/slow, good/ average/bad, and beautiful/ordinary/ugly. Look for creative, original phrases and unusual perspectives.

Subject:Neighbors
Principles:Neighborhood Involvement
Classes:Friendly, Meddlesome, Private

Subject:Neighbors
Principles:Yard upkeep
Classes:Immaculate, neat, messy

Subject:Neighbors
Principles:Wealth
Classes:Affluent, Comfortable, Struggling

Using simple and complex forms

Classification can take two forms: simple and complex. The simple form does not go beyond main division in its grouping.

Subject:Neighbors
Principles:Involvement
Classes:I.Friendly
...........II.Meddlesome
...........III.Private

Complex classification are based on one principle and then subgrouped by another related principle. The following example classifies neighbors by their neighborly involvement. It then subgroups the classes on the basis motive.

I. Friendly
A. Civic-minded
B. WAnt to be accepted
C. Gregarious

II. Meddlesome
A. Controlling
B. Emotionally needy
C. Suspicious of others

III. Private
A. Shy
B. Snobbish
C. Secretive

Source:Brandon, Lee. Brandon, Kelly. Paragraphs and Essays with Integrated Readings,eleventh  Edition. Boston, NY: Houghton Mifflin Company, 2011

Chapter 11 Cause and Effect: Determining Reasons and Outcomes- Final

Chapter 11 Cause and Effect: Determining Reasons and Outcomes

Writing Cause and Effect

Cause and effects deal with reasons and results; they are sometimes discussed together and sometimes separately. Like other forms of writing to explain, writing about causes and effects is based on natural thought processes. The shortest, and arguably the most provocative, poem in the English language – “I/ Why?" – is posed by an anonymous author about cause. Children are preoccupied with delightful and often exasperating "why" questions. Daily we encounter all kinds of causes and effects. The same subject may raise questions of both kinds.

The car won't start. Why? (Cause)
The car won' start. What now? (Effect)

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Exploring and Organizing

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One useful approach to developing a cause-and-effect analysis is listing. Write down the event, situation, or trend you are concerned about. Then on the left side, list the causes; on the right side, list the effects. From them you will select the main causes or effects for your paragraph or essay. Here is an example.

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Causes Event............Situation or Trent...........Effects

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Low self-esteem..........Joining a gang .......Life of crime

Drugs...................................................Drug addiction

Tradition..................................Surrogate famiilt relationship

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Fear......................................................Protection

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Surrogate family................................Ostracism

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Protection...........................Restricted vocational opportunities

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Neighborhood status

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As you use prewriting techniques to explore your ideas, you need to decide whether your topic should mainly inform or mainly persuade. If you intend to inform, your tone should be coolly objective. If you intend to persuade, your tone should be subjective. In either case, you should take into account the views of your audience as you phrase your ideas. You should also take into account how much your audience understands about your topic and develop your ideas accordingly.

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Composing a Topic or a Thesis

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Now that you have listed your ideas under causes and effects, you are ready to focus on the causes, on the effects, or, occasionally, on both. You controlling idea, the topic sentence or the thesis, might be one of the cause:"It is not just chance; people have reasons for joining gangs." Later, as you use the idea, you would rephrase it to make it less mechanical, allowing it to become part of the flow of your discussion.

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Writing an Outline

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Your selection of a controlling idea takes you to the next writing phase: completing an outline or outline alternative. There you need to

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1. Consider kinds of causes and effects.
2. Evaluate the importance of sequence.
3. Introduces ideas and work with patterns.

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In its most basic form, your outline, derived mainly from points in your listing., might look like one of the following:

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Paragraph of causes

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Topic sentence: It is not just chance; people have reasons for joining gangs.

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I. Low delf-esteem (Cause 1)

II. Surrogate family (Cause 2)

III. Protection (Cause 3)

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Essay of effects

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Thesis: One is not a gang member without consequences.

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I. Restricted vocational opportunities (Effect 1)

II. Life of crime (Effect 2)

III. Drug addiction (Effect 3)

IV. Ostracism from mainstream society (Effect 4)

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Considering Kinds of Causes and Effects

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Causes and effects can be primary or secondary, immediate or remote.

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Primary or Secondary

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Primary means "major," and secondary means "minor.” A primary cause may be sufficient to bring about the situation (subject). For example, infidelity may be a primary (and possibly sufficient by itself) cause of divorce for some people but not for others, who regard it as secondary. Or, if country X is attacked by country Y, the attack itself, as a primary cause, may be sufficient to bring on a declaration of war. But a diplomatic blunder regarding visas for workers may be secondary importance, and, through significant, it is certainly not enough to start a war over.

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Immediate or Remote

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Causes and effects often occur at a distance in time or place from the situation. The immediate effect of sulfur in the atmosphere may be atmospheric pollution, but the long – range, or remote, effect may be acid rain and the loss of species. The immediate cause of the greenhouse effect may be the depletion of the ozone layer, whereas the long – range, or remote, cause is the use of CFCs (chlorofluorocarbons, commonly called Freon, which are found in such items as Styrofoam cups). Even more remote, the ultimate cause may be the people who use the products containing Freon. Your purpose will determine the causes and effects appropriate for your essay.

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Evaluating the Importance of Sequence

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Order

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The order of the causes and effects you discuss in your paper may be based on time, space, emphasis, or a combination.

1. Time: If one stage leads to another, as in a discussion of the causes and effects of upper atmospheric pollution, your paper would be organized best by time.

2. Space: In some instances, causes and effects are best organized by their relation in space.

3. Emphasis: Some cause and effects may be more important than others.

In some situations, two or more factors (such as time and emphasis) may be linked; in that case, select the order that best fits what you are trying to say, or combine orders.

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Introducing Ideas and Working with patterns

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In presenting your controlling idea--probably near the beginning for a paragraph or in an introductory paragraph for an essay--you will almost certainly want to perform two functions:

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Discuss your subject. For example, if you are writing about the causes or effects of divorce, begin with a statement about divorce as a subject.

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Indicate whether you will concentrate on causes or effects or combine them. That indication should be made clear early in the paper. Concentrating on one--causes of effects--does not mean you will not mention the other; it only means you will emphasize one of them. You can being attention to your main concern(s)--causes, effects, or a combination--by repeating key words such as cause, reason, effect, result, consequence, and outcome.

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Source:Brandon, Lee. Brandon, Kelly. Paragraphs and Essays with Integrated Readings,eleventh  Edition. Boston, NY: Houghton Mifflin Company, 2011

Chapter 10 Process Analysis: Writing About Doing-Final

Chapter 10 Process Analysis: Writing About Doing

Writing Process Analysis

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If you need to explain how to do something or how something was (is) done, you will engage in process analysis. You will break down your topic into stages, explaining each so that your reader can duplicate or understand the process.

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Two Types of Process Analysis: Directive and Informaitive

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Directive process analysis explains how to do something. As the name suggests, it gives directions for the reader to follow. It says, for example, "Read me, and you can bake a pie [tune up your care, read a book critically, write an essay, take come medicine." Because it is presented directly to the reader, it usually addresses the reader as "you," or it implies the "you" by saying something such as "First [you] purchase a large pumpkin, and the [you]...." In the same ways, this study addresses you or implies "you" because it is a long how-to-do-it (directive process analysis) statement.

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Informative process analysis explains how something was (is) done by giving data (information). Whereas the directive process analysis tells you what to do in the future, the informative process analysis tells you what has occurred or what is occurring. If it is something in nature, such as the formation of a mountain, you can read and understand the process by which it emerged. In this type of process analysis, you do not tell the reader what to do; therefore, you will seldom use the words you or your.

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Working with stages

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Preparation or Background

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In the first stage of firective process analysis, list the materials or equipment needed for the porcess and discuss the necessary setup arrangements. For some topics, this stage will also provide technical terms and definitions. The degree to which this stage is detailed will depend on both the subject itself and the expected knowledge and experience of the projected audience.

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Informative process analysis may begin with background or context rather than with preparation. For example, a statement explaining how mountains form might begin with a description of a flat protion of the earth made up of plates that are arranged like a jigsaw puzzle.

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Steps or Sequence

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The actual process will be presented here. Each step or srquence must be explained clearly and directly, and phrased to accommodate the audience. The language, especially in directive process analysis, is likely to be simple and concise; however, avoid dropping words such as and, a, an, the, and of, and thereby lapsinig into "recipe language." The steps may be accompanied by explanations about why certain procedures are necessary and how not following directions carefully can lead to trouble.

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Order

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The order will usually be chronological (time based) in some sense. Certain transitional words are commonly used to promote coherece: first, second, third, then, soon, now, next, finally, at last, therefore, consequently, and-especially for informative process analysis-words used to show the passage of time such as hours, days of the week, and so on.

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Basic Forms

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Consider using this form for the directive process (with topics such as how to cook something or how to fix something).

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How to prepare Spring Rolls

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I. Preparation
A. Suitable cooking area
B. Utensils, equipment
C. Spring roll wrappers
D. Vegetables, sauce

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II. Steps
A. Season vegetables
B. Wrap vegetables
C. Fold wrappers
D. Deep-fry rolls
E. Serve rolls with sauce

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Consider using this form for the informative process (with topics such as how a volcano functions or how a battle was won).

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How Coal is Formed

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I. Background or context
A. Accumulation of land plants
B. Bacterial action
C. Muck formation

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II. Sequence
A. Lignite from pressure
B. Bituminous from deep burial and heat
C. Anthracite from metamorphic conditions

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Combined Forms

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Combination process analysis occurs when directive process analysis and informative process analysis are blended, usually when the writer personalizes the account.

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Useful Prewriting Procedure

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All the strategies of freewriting, brainstorming, and clustering can be useful in writing a process analysis. However, if you already know your subject well, you can simply make two lists, one headed Preparation or background and the other steps or sequence. Then jot down ideas for each. After you have finished with your listing, you can delete parts, combine parts, and rearrange parts for better order. That editing of your lists will lead directly to a formal outline you can use in Stage Two of the writing process. Following is an example of listing for the topic of how to prepare spring rolls.

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Source:Brandon, Lee. Brandon, Kelly. Paragraphs and Essays with Integrated Readings,eleventh  Edition. Boston, NY: Houghton Mifflin Company, 2011

Chapter 9 Analysis by Division: Examining the Parts-Final

Chapter 9 Analysis by Division: Examining the Parts

Writing Analysis by Division

Procedure

If you need to explain how something works or exists as a unit, you will write an analysis by division. you will break down a unit (your subject) into its parts and explain how each part functions in relation to the operation or existence of the whole. the most important word here is unit. you begin with something that can stand alone or can be regarded separately. the following procedure will guide you in writing an analysis by division: Move from subject to principle, to division, to relationship.

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Step 1. Begin with something that is a unit (subject).

Step 2. State one principle by which the unit can function.

Step 3. Divide the unit into parts according to that principle.

Step 4. Discuss each of the parts in relation to the unit.

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you might apply that procedure to writing about a good boss in the following way:

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1. Unit

Manager

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2. Principle of function

Effective as a leader

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3. Parts based on the principle

Fair, intelligent, stable, competent in the field

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4. Relationship to the unit

Consider each part in relation to the person's effectiveness as a manager

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Organization

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In an essay of analysis by division, the main parts are likely to be the main points of your outline or main extensions of your cluster. If they are anything else, reconsider your organization..

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Thesis: To be effective as a leader, a manager needs specific qualities.

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I. Fairness

II. Intelligence

III. Stability

IV. Competence in the field

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Sequence of Parts

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The order in which you discuss the parts will vary according to the nature of the unit and the way in which you view it.

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Time: the sequence of the parts in your paragraph or essay can be mainly chronological, or time-based (if you are dealing with something that functions on its own, such as a heart, with the parts presented in relation to stages of the function.)

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Speace: If your unit is a visual object, especially if, like a pencil, it does nothing by itself, you may discuss the parts in the relation to speace.

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Emphasis: Because the most emphatic location of any piece of writing is the end( the second most emphatic point is the beginning), consider placing the most significant part of the unit at the end.

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Two Uses of Analysis by Division

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From the wide range of uses of analysis by division mentioned in the introduction, two are featured in the chapter: the restaurant review and the short story review.

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Restaurant Review.

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Definition

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The restaurant review is an article of one or more paragraphs that describes three elements: ambiance, service and food.

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Ambiance is the atmosphere, mood, or feeling of a place. For restaurant, it may begin with landscaping and architecture. Ambiance is certainly produced by what is inside, such as the furnishing, seating, style, upkeep, sounds, sights, smells, behavior of other customers, and management style--whatever produces that mood or the feeling, even if it is franchise plastic and elevator music.

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Service is mainly concerned with food delivery and those who do it: their attitude, manners, helpfulness, promptness, accuracy, and availability. Self-service or pickup establishments would be judged by similar standards.

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Food is the emphasis--its variety, quality, price, and presentation.

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Writing the Review

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Use first person (I) as you relate your experience in a particular restaurant chain.

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If possible, base your evaluation on more than one item.

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While you are dining, use a simple outline or listing to make sure you have information on ambiance, service, food.

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You need not separeate comments on ambiance, service, and food or present them in a particualr order, but be specific in your details and examples.

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Shot Story Review

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A short story is a brief, imaginative narrative, with numerous functional elements (all of which can be analyzed): setting, conflict, character, plot, theme, and point of view.

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The overarching element of the short story is usually the plot. In the simplest terms, the plot begins when a character in a setting experiences (with or without being aware) a conflict. The plot develops as the character deals with the conflict in a single scene or sequence of scenes. All of the narrative is related from a first person (I) or a third person (he, she, they) point of view. The entire presentation has a theme, the underlying generalization or fictional point.

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Short stories are fiction, meaning they are a report of what has actually happened, though they may be based squarely on an author's experience.

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Writing the Short Story Review

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Develop your ideas by referring directly to the story; by explaining; and by using summaries, paraphrases, and quotations. Avoid the temptation to over summarize.

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Use the present tense in relating events in the story. For example, "Jude is trying to survive," not "Jude was trying to survive." Use quotation marks around the words you borrow and provide documentation if firected to do so by your instructor.

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A short story review is mainly analytical, it may include your speculation and call forth references to your personal experiences.

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Source:Brandon, Lee. Brandon, Kelly. Paragraphs and Essays with Integrated Readings,eleventh  Edition. Boston, NY: Houghton Mifflin Company, 2011

Chapter 8 Exemplification: Writing with Examples-Final

Chapter 8 Exemplification: Writing with Examples

Writing Exemplification

Exemplification means using examples to explain, convince, or amuse. Lending interest and information to writing, exemplification is one of the most common and effective ways of developing ideas. Examples may be developed in a sentence or more, or they may be only phrases or even single words, as in the following sentence: "Children like packaged breakfast foods, such as Wheaties, Cheerios, and Rice Krispies."

Chararcteristics of Good Examples

As supporting information, the best examples are specific, vivid, and representative. These three qualities are closely linked; linked; collectively must support the topic sentence of a paragraph and the thesis of an essay.


The techniques you use will depend on what you are writing about, and you can use Listing and Clustering.

The order and number of your examples will depend on the purpose stated in your topic sentence or thesis.



Source:Brandon, Lee. Brandon, Kelly. Paragraphs and Essays with Integrated Readings,eleventh  Edition. Boston, NY: Houghton Mifflin Company, 2011

Chapter 7 Descriptive Narration: Moving Through Speces and Time-Final

Chapter 7 Descriptive Narration: Moving Through Speces and Time

Writing Descriptive Narration

As patterns of writing, description and narration are almost always associated. You would almost never describe something without relating it to something else, especially to a story, or a narrarive. And you would seldom narrate something (tell the story) without including some description. A narrative moves through time; a description usually moves through speace. In this chapter the two patterns are linked as descriptive narrarion.

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The Narrative Defined

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What is the Narrative? The narrative is an account of an incident or a series of incidents that make up a complete and significant action . Each narrative has five parts: situation, conflict, struggle, outcome, and meaning.

1. Narrative Patterns

2. Situation is the background for the action.

3. Conflict is friction, such as a problem in the surroundings, with another person, or within the individual.

4. Struggle which need not be physical, is the manner of dealing with conflict.
Outcome is the result of the struggle

5. Meaning is the signigicance of the story, which may be deeply philosophical or simple, stated or implied.

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Verb Tense

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Two generalizations may be useful as you work with verb tense.

1. Most narratives (often summaries) based on literature are written int he present tense.

2.Most historical events and personal experiences are writtenin the past tense.

3.The generalizations about verb-tense selection (using past for the historical and the personal and using present for fiction) are useful.

4. The verb tense in a passage should change only when the shift is needed for clarity and emphasis.

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Point of View

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Point of view shows the writer's relationship to the material and the subject, and it usually does not change within a passage.

If you are conveying personal experience, the point of view will be first person, which can ne eighter involved (as a participant) or detached (as an observer). The involved perspective uses I more prominently than the detached perspective does.

If you are presenting something from a distance-geographical or historical (for example, telling a story about George Washington)-the point of view will usually be third person, and the participants will be referred to as "he", "she", and "they."

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Dialogue

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Dialogue is used perposefully in narration to characterize, particularize, and support ideas. It shows us how people talk and think, as individuals or asrepresentatives of society. Not every narrative requires dialogue.

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Descriptive Patterns

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Description is the use of words to represent the appearance or nature of something. It is not merely the work of an indifferent camera: Instead, often going beyongd sight, it includes details that will convey a good representation. Just what details the writer selects will depend on several factors, especially the type of description and the dominant impression the writer is trying to convey.

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Types of Description

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Objective description presents the subject clearly and directly as it exists outside the realm of emotions. If you are explaining the function of the heart, the characteristics of a computer chip, or the renovation of a manufacturing facility, your description will probably feature specific, impersonal details. Most technical and scientific writing is objective in this sense.

Subjective description is also concerned with clarity and it maybe direct, but it conveys a feeling about the subject and sets a mood while making a point. Because most expression involves personal views, even when it explains by analysis, subjective description (often called emotional description) has a broader range if uses than objective description.

Descriptive passages can be a combination of objective and subjective description ony the larger context of the passage will reveal the main intent.

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Techniques of Descriptive Writing

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As a writer of description, you will need to focus your work to accomplish four specific tasks:

1. Emphasize a single point (dominant impression)

2. Choose your words with care

3. Establish a perspective from which to describe your subject(point of view)

4. Position the details for coherence (order)

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Dominant Impression

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The dominant impression emerges from a pattern of details, often involving repetition of one idea with different particulars.

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Word Choice: General and Specific, Abstract and Concrete

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Words are classified as abstract or concrete, depending on what they refer to. Abstract words refer to qualities or ideas: good, ordinary. ultimate, truth, beauty, maturity, love. Concrete words refer to things or a substance; they have reality: onions, grease, buns, table, food. Specific concrete words, sometimes called concrete particulars, often support generalizations effectively and convince the reader of the accuracy of the description.

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Point of View

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Point of view shows the writer's relationship to the subject, thereby establishing the perspective from which the subject is described. It rarely changes within a passage. Two terms usually associated with fiction writing, first person and third person, also pertain to descriptive writing.

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Order

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1. To indicate space, use terms such as next to, below, under, above, behind, infront of , beyond, in the foreground, in the background, to the left, and to the right.

2. To indicate time, use words such as first, second, then, soon, finally, while, after, next, later, now, and before.

3. Dominant impression: good food (images, figurative language, other diction). The reder experiences the incident as the writer did because of the diction.

4. Word choice general or specific; abstract or concrete. The general and abstract have been made clear by use of the specific and the concrete. Of course, not all abstract words need to be tied to the concrete, nor do all general words need to be transformed to the specific. As you describe, use your judgment to decide which words fit your purposes-those needed to enable your audience to understand your ideas and to be persuaded or informed.

5. Point of view: first person, involved.

6. Order: chronological (time) for the eating; spatial (space) for the grill and neighborhood.

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Reading Strategies and Objectives

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Underlining and annotating these reading selections will help you answer the questions that follow the selections, discuss the material in class, and prepare for text-based writing assignments. As you underline and annotate, pay special attention to the author's writing skills, logic, and message, and consider the relevance of the material to your own experiences and values.

Most selections begin with a Mindset suggestion that can help you create a readiness for connecting with what you are about to read.

Text-based writing requires you to read a source or sources critically, write an analytical replay, and give credit to the author for the ideas you borrow and the words you quote.

Reading-related writing requires you to read a source and to use it as a modell of form and treatment of an idea.

Text-Based Writing=TBW

Reading-related writing=RRW

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Source:Brandon, Lee. Brandon, Kelly. Paragraphs and Essays with Integrated Readings,eleventh Edition. Boston, NY: Houghton Mifflin Company, 2011