1. Analytical Writing An Organizational Approach Instructor, Nicole McInnes

2. Any Unit 5 Questions?  Does anyone have lingering questions about any of the Unit 5 work?

3. About Unit 6  This week in the reading and on the DB, we’ll be looking at the concept of a fire- giver. A fire-giver is not a literal term; rather, it is a reference to someone whose sharing of knowledge helps to make the world a better place. You’ll want to take time to get familiar with this idea since it will also be crucial to this unit’s Script Project.

4. About this Seminar  During our hour we’ll be looking at several different options writers have when it comes to Analytical Writing.  We will look at these options in terms of how the essay information can be organized, so try to note which one(s) seem to come most naturally for you.  You will likely be tasked with each type during your academic career.

5. Compare and Contrast  Compare and contrast refers to the examination of similarities (compare) and differences (contrast). We make comparisons constantly when we decide what type of car to buy, where to have dinner, or what college to attend.

6. Description  Description creates a mental picture for a reader. To do this, writers may focus on the five senses—what ideas and things look, sound, feel, smell, and taste like.  Descriptive writing shows instead of tells.  Try to make the following more descriptive: It was a dark and stormy night.

7. Compare and Contrast Organization  Compare and contrast essays can be organized in two ways:  Point by point —Here, the writer would go between two subjects and compare and contrast them according to key points or characteristics. If you compare and contrast displaced homelessness versus chronic homelessness, you might focus on their definitions, reasons, and solutions.

8. Compare and Contrast, continued  Subject by subject —Here, the writer focuses on the key points and characteristics of a single subject. For instance, if you compare and contrast private versus socialized medicine, you’ll have to choose which ways they are alike or differ. You might choose to write about the similarities in coverage, and the contrasts in cost.

9. Compare and Contrast in a Thesis Statement  Poor example of compare and contrast thesis statement: Indonesia and the United States have vastly different legal systems.  The above example is too general. Here’s a better version: While the U.S. legal system is built around the idea of presumed innocence, the Indonesian system assumes the accused is guilty.  This example gives specific criteria which allows the reader to know what key points will be compared and contrasted.

10. Definition  Definition is explaining exactly what an idea or concept means. Definition provides a structure for making ideas, people, or things more understandable.

11. Definition in a Thesis Statement  For example, if you were writing a paper about world religions, you might choose to write about different sects of Judaism like the orthodox, reform, and conservative movements within that religion. Example: Judaism has diverse interpretations, most notably the divisions of orthodox, reform, and conservative practices.

12. Cause and Effect  Cause and effect examines the relationships between what happens (the effect) and why it happens (the cause).

13. Cause and Effect, continued  One cause may have several effects. For instance, if you decide to move into the country from the city, you may have the benefit of cleaner air, safer neighborhoods, and cheaper prices.

14. Cause and Effect, continued  Or, several causes can contribute to a single effect. For example, we make choices based on several criteria: The captain of the Titanic ignored fog warnings, iceberg warnings, and even the announcement that the ship was going to sink because he bought into the idea that the ship was unsinkable.

15. Cause and Effect in a Thesis Statement  To incorporate this into a thesis statement, identify the topic, make an assertion about the topic, and decide if you want to focus on causes, effects, or both.

16. Cause and Effect, continued  Example: Because of their mainly vegetarian diet, Malaysia has healthier adults, less childhood obesity, and a booming farm economy.

17. Problem Solution  Problem solution writing begins by identifying and examining a problem. After analyzing the problem, you then discuss possible solutions and their viability.

18. Problem Solution, continued  For instance, if you wanted to focus on the problem of teenage pregnancy, you would look at how others have tried to solve this problem. The availability of contraception, mandatory sex education courses, and the inclusion of abstinence as a form of birth control would be possible solutions.

19. Problem Solution, continued  For an essay, you could choose to examine the following:  a single solution and discuss how it works and why it works, or  detail three proposed solutions and discuss and analyze their viability.

20. Problem Solution in a Thesis Statement  Example 1: Solving teenage pregnancy by teaching abstinence has failed because it is not practical for most children. Teens without strong role models, those with low self-esteem and those who do not participate in after school activities are getting pregnant in record numbers.

21. P.S. in a Thesis, continued  Example 2: Teenage pregnancy is a complicated problem that can be helped through increased availability of contraception like condoms, oral birth control, and IUDs.

22. Any questions?  Let me know if you have any questions about what we covered during this hour, or if you need to have class kept open for a few minutes. 

23. Thanks for being here!  Don’t hesitate to let me know if you have questions or comments about the coursework.  I’m here to help, and I enjoy hearing from you.  Class dismissed!