University writing 30:151

march 15-22, 2016

focuses so far:

 

reading critically

 

making claims

 

constructing an argument

 

essay structure

prerequisites for effective research

disclaimer:

 

thesis-based research 

VS. 

"report-based" literature review

how do i support my argument and my "local" claims?

ARGUMENT:  A POSITION YOU WANT THE READER TO ACCEPT AS VALID

claims:  specific points YOU WANT THE READER TO ACCEPT AS VALID

supporting claims requires

reasons and evidence

definition of evidence

objective information used to support or corroborate a claim

criteria for academic evidence

IE: EVIDENCE THAT IS ACCEPTABLE FOR USE IN AN ACADEMIC ESSAY

1: COMES FROM A REPUTABLE SOURCE

ASK YOURSELF: WILL MY AUDIENCE ACCEPT THIS SOURCE AS REASONABLE OR AUTHORITATIVE?

"AUTHORITATIVE"

What credentials, expertise, or experience does the source have to be writing about the subject?

How viable is their research methodology? 

What is their prior reputation and how do they demonstrate credibility within the work itself?

2: can be replicated or verified

scientific studies:

the exact same conditions and methods should produce the same results

difficult to replicate personal experience or observation

3: evidence in a disciplinary context

the field of study determines the evidence

English: Novel, Literary Theory, Interviews & Essays by the Author

science:

statistical / empirical evidence

evidence and disciplinary context

How do other writers in your field use evidence?

What kind of authorities do they cite?

What kinds of evidence are privileged within your discipline?

How is quantitative evidence presented and upheld?

How is qualitative evidence presented and upheld?

more broadly, what counts as evidence?

  • is it relevant?

  • is it appropriately dated (current)?

  • is it representative?

  • is it reliable?

  • is it accurate?

process of researching w/ purpose

 

A Student's Guide, 99-100

1) select a topic

2) have a working thesis

 

3) have research questions

4) keywords

THESIS: Studies and research have shown that the benefits of vaccinating children outweigh the risks that have given rise to medical controversies fueled by the media.

  • benefits of vaccinations

  • media controversies and medicine

  • risks of vaccinations

  • media bias and medicine

5) CHOOSE RESOURCES STRATEGICALLY

6) Read intentionally and take notes

e.g.: summary for an annotated bibliography

7) cite and document all sources

using evidence

". . . use evidence to test, refine, and develop your ideas, rather than just to prove they are correct."

David Rossenwasser and Jill Stephen, Writing Analytically

evidence is more than just proof

evidence is needed to do two things:

 

1: establish something as true or believable

 

2: used to test the validity of your claims against the facts

evidence reshapes your your claims

"forcing" the evidence to fit your claims is inadvisable

 

 

 

adjust your claim to fit with the evidence

The broad purpose of evidence:

 

"Show, don't tell."

The "tell" is your claim

 

The "show" is your evidence

ways of discussing evidence

evidence NEVER speaks for itself

evidence is either in favour of (for) or in opposition to (against) an idea or a claim

THEY SAY / I SAY PROCESS (GRAFF & BIRKENSTEIN)

1) Understand the conversation (what others are saying)

 

2) Respond by explaining what you think

reporting 

 

v. 

 

engaging

golden rule:

 

do not assume. explain.

analyze the evidence

 

interpret the evidence

 

explain the evidence 

 

highlight its signifance

 

 

 

connect it to your
 

claims

what context do i need to create so that i'm presenting the evidence to serve my purpose?

in what context does my evidence make sense?

the onus is on the writer

context makes the purpose of the evidence EXPLICIT

2 problematic scenarios:

unsubstantiated claims

generalizations without specific information to support it

purposeless evidence

information that isn't explained or connected to a claim

GRAMMAR:

 

DANGLING AND MISPLACEd MODIFIERS

most common modifiers:

 

adjectives

 

adverbs

ADJECTIVE:

 

COME JUST BEFORE OR JUST AFTER THE NOUN IT MODIFIES

Trying to save some money, the manager decided to close his store early.

           

The wise manager decided not to hire his scatterbrained nephew.

Satirists on Twitter gleefully mocked the political gaffe.

the participial phrase

adjective phrase that modifies a noun or pronoun

Having had abundant experience, Kevin applied for the job.

 

Kevin, having had abundant experience, applied for the job.

 

Kevin applied for the job, having had an abundant experience.

 

Having had an abundant experience, the job seemed perfect for Kenneth.

dangling/misplaced participial phrase:

 

the phrase illogically modifies the wrong noun (or nothing at all)

adverbs:

 

words that primarily modify verbs, but can also modify adjectives, independent clauses, or whole sentences

Only his son works in saskatchewan.

 

his only son works in saskatchewan. 

 

his son only works in Saskatchewan. 

 

his son works only in saskatchewan.

principle of grammar:

 

precise meaning depends on precise placement of adjectives and adverbs

relative clause

 

a subordinate clause that defines or describes the noun that precedes it

relative pronouns:

 

  • that

  • which

  • who

  • whose

  • where

  • when

misplaced modifier:

 

Brandon University is located in Brandon, MB, which is known for its small classrooms and affordable tuition.

 

BRANDON UNIVERSITY, WHICH IS KNOWN FOR ITS SMALL CLASSROOMS AND AFFORDABLE TUITION, IS LOCATED IN BRANDON, MB.

John often received information on his cell phone that was useless.

John often received useless information on his cell phone.

Dangling modifiers:

 

when a modifier has nothing logical to attach to, it finds the closest noun and the result is illogical

Frustrated with the slowness of his essay, John’s excitement could hardly be contained when he discovered the perfect source.  

After writing all day, his story was pretty satisfying to John.  

A serious physicist, Einstein’s intelligence was unparalleled. 

parallelism:

 

 . . . is "the balanced and deliberate repetition of identical grammatical structures (words, phrases, clauses) within a single sentence."

principle of grammar:

 

coordinated words and phrases should be identical in grammatical form

Hobbies should be enjoyable, interesting, and a challenge.

  • enjoyable

  • interesting

  • a challenge

Hobbies should be enjoyable, interesting, and challenging.

Food, textbooks, rent, and paying for utilities are basic needs in each student’s life. 

When you visit Winnipeg, make sure to walk around the zoo, see a Jets game, and checking out the Museum is another option. 

I keep a very demanding schedule: I exercise each day, my school is exhausting, and I have an active social life. 

My parents urged me to study hard, to go to class, to take notes, and understand my responsibility. 

COORDINATE ELEMENTS IN A SERIES

parallel elements in correlative conjunctions

She not only taught me grammar but also spelling. 

She not only taught me grammar but also taught me spelling. 

She taught me not only grammar but also spelling. 

...

UW: March 15-22 (Research, Evaluating Sources, Faulty Parallel, Dangling Modifier)

By Trent Gill

UW: March 15-22 (Research, Evaluating Sources, Faulty Parallel, Dangling Modifier)

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