1. Week 13
C Humphreys

2. Free Write (PICK ONE) – 15 MINUTES
1) Research shows that the average American watches as much as six hours of television each day. Do you think this is too much? Write an essay convincing readers to spend less time in front of the TV. 2) What is your all-time favorite movie and why? Write an essay persuading readers to watch this film 3) Some companies offer a paternity leave that allows fathers to stay home with their newborns for several weeks while still earning partial pay and benefits. Do you think this is a good policy? Why or why not? Explain your answer.

3. Quiz
No quiz today. No readings anymore.

4. Schedule
Wednesday, 4/22 – Open Study Session (6-8pm in ENGL 352) Friday, 4/24 – Peer Critiques due (2) Monday, 4/27 – Class Tuesday, 4/28 – Open Study Session Friday, 5/1 – Draft 2.2 due Monday, 5/4 – Last day of 1302 Friday, 5/8 – Writing Review due

5. Announcements Grades Late penalties Absences In-class assignments
Grades – grading group is behind
Office Hours – Friday and by appointment (Please me to let me know when you are coming and why)

6. Introduction (10 minutes)
PURPOSE: To set up and state one’s claim
OPTIONAL ELEMENTS
Make your introductory paragraph interesting. How can you draw
your readers in?
What background information, if any, do we need to know in order to understand your claim? If you don’t follow this paragraph with a background information paragraph, please insert that info here.
REQUIRED ELEMENTS
If you’re arguing about an issue or theory – provide brief explanation or your of issue/theory.
STATE your claim at the end of your introductory paragraph
Your introductory paragraph sets the stage or the context for the position you are arguing for. This introduction should end with a thesis statement that provides your claim (what you are arguing for) and the reasons for your position on an issue. A. Your thesis: states what your position on an issue is, usually appears at the end of the introduction in a short essay, should be clearly stated and often contains emphatic language (should, ought, must).

7. Introduction (from Purdue Owl)
The introduction is the broad beginning of the paper that answers three important questions:
What is this?
Why am I reading it?
What do you want me to do?
You should answer these questions by doing the following:
Set the context –provide general information about the main idea, explaining the situation so the reader can make sense of the topic and the claims you make and support
State why the main idea is important –tell the reader why he or she should care and keep reading. Your goal is to create a compelling, clear, and convincing essay people will want to read and act upon
State your thesis/claim –compose a sentence or two stating the position you will support with logos (sound reasoning: induction, deduction), pathos (balanced emotional appeal), and ethos (author credibility).

8. Body Paragraphs
Background Information (optional) - This section of your paper gives the reader the basic information he or she needs to understand your position. This could be part of the introduction, but may work as its own section.

9. Body Paragraphs (Claims)
1. Claim: Keeping assault weapons out of private citizens’ hands can lower the increasing occurrences of barbaric public slayings
Evidence:
Jul 93 Law firm murders
Columbine School Shootings
University of Virginia incident
How did these individuals gain access to weapons?
2. Claim: The ban on assault weapons is backed heavily by public opinion, major organizations, and even law enforcement.
12% favor ban (Much 92 Timetable News)
Organizational endorsements
Nat'l Sherriff's Assoc./lntn'l Assoc. of Police Chiefs
3. Claim: The monetary and human costs incurred by crimes committed with assault weapons are too great to ignore.
10,561 murders in 1990 by handguns
Study of 131 injured patients’ medical expenses paid by public funds

10. Organization of the Paper
Your paper should be organized in a manner that moves from general to specific information. Every time you begin a new subject, think of an inverted pyramid - The broadest range of information sits at the top, and as the paragraph or paper progresses, the author becomes more and more focused on the argument ending with specific, detailed evidence supporting a claim. Lastly, the author explains how and why the information she has just provided connects to and supports her thesis (a brief wrap up or warrant).

12. Body Paragraphs (Purdue Owl)
A good paragraph should contain at least the following four elements: Transition, Topic sentence, specific Evidence and analysis, and a Brief wrap-up sentence (also known as a warrant) –TTEB! A Transition sentence leading in from a previous paragraph to assure smooth reading. This acts as a hand off from one idea to the next. A Topic sentence that tells the reader what you will be discussing in the paragraph. Specific Evidence and analysis that supports one of your claims and that provides a deeper level of detail than your topic sentence. A Brief wrap-up sentence that tells the reader how and why this information supports the paper’s thesis. The brief wrap-up is also known as the warrant. The warrant is important to your argument because it connects your reasoning and support to your thesis, and it shows that the information in the paragraph is related to your thesis and helps defend it.

13. Exercise (10 minutes) Go through one of your body paragraphs.
Identify the claim.
Identify the evidence that supports the claim.
Is there clear evidence that supports your claim and your overall argument?

14. Opposing Views
Any well-written argument must anticipate and address positions in opposition to the one being argued.
Pointing out what your opposition is likely to say in response to your argument shows that you have thought critically about your topic. Addressing the opposite side actually makes your argument stronger.
Generally, this takes the form of a paragraph that can be placed either after the introduction or before the conclusion.
A. 1st Opposing View: Strict gun control laws won't affect crime rate
Refutation: Low murder rate in Britain, Australia (etc., where strict controls are in force.
B. 2nd Opposing View: Outlaws would still own guns
Refutation: Any effort to move trend in opposite direction would benefit future generations

15. Conclusion
The conclusion should bring the essay to a logical end. It should explain what the importance of your issue is in a larger context. Your conclusion should also reiterate why your topic is worth caring about.
Some arguments propose solutions or make prediction on the future of the topic.
Show your reader what would happen if your argument is or is not believed or acted upon as you believe it should be.
Call to action

16. Conclusion (Owl)
Conclusions wrap up what you have been discussing in your paper. After moving from general to specific information in the introduction and body paragraphs, your conclusion should begin pulling back into more general information that restates the main points of your argument. Conclusions may also call for action or overview future possible research. The following outline may help you conclude your paper:
In a general way,
Restate your topic and why it is important,
Restate your thesis/claim,
Address opposing viewpoints and explain why readers should align with your position,
Call for action or overview future research possibilities.

17. Peer Critiques
Objective: To demonstrate your ability to critique argumentative essays and articulate your critique to the text’s author Description: After you have read the draft provided, please respond to each of the following prompts as specifically as possible, using detailed examples and select passages from the draft you have read to illustrate your points and validate claims about that draft. Each of your responses should be 100 words in length, for a total of 300 words for each critique. You will be critique TWO different essays.

18. Peer critiques
1. Identify the writer’s thesis and then evaluate it for effectiveness. Discuss whether the thesis is specific enough and of appropriate scope for this argument. Explain why or why not and provide suggestions for the writer to help improve the thesis, if the thesis is ineffective. 2. How has the writer structured the argument? Explain in detail whether or not the support for the argument is presented in a logical and persuasive way and whether or not the counterarguments are realistic. Discuss any stronger counterarguments that the writer will need to rebut, if any. 3. Examine the use of the source material. Discuss whether the sources are relevant and reliable, as well as whether they are used appropriately and effectively integrated. Explain to the writer how selecting or integrating sources in a different way might improve the argument, providing examples of revised versions of introducing, integrating, and commenting on source materials. 4. What have you learned as a result of doing this peer critique?

19. Scoring Guide C1—Issue Identification and Focus
Does the student address all of the questions in the assignment? While some students may occasionally go beyond the prompts and provide additional information, some will ignore the questions altogether.
C3—Sources and Evidence
Has the student provided specific examples from the critiqued paper? In other words, does the student directly refer to specific parts of the text (paragraphs and/or sentences)? This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.

20. Scoring Continued C5—Own Perspective
Does the student offer pertinent suggestions to the writer? Does the student show authority in relaying his or her perspective about the effectiveness of the text? Students tend to shy away from making a direct critique of a document, or they default to praising the document in some generic way.
C6—Conclusion
Does the student provide an accurate evaluative statement about the draft's overall effectiveness? Does the student discuss the significance of the problems he or she identifies in the draft (i.e., how important each of these problems are)?
C7—Communication
Does the student communicate his or her critique effectively? Is the student's tone professional? Has the student organized his or her critique effectively? Is the critique relatively free of grammatical errors?

21. Peer Critique Directions Continued
A successful critique
Works from specific details
Is clearly organized
Uses examples and references to support claims
Provides reasoning, suggestions, and models for their peer’s review
Answers the questions from the prompt
Is free of errors