1. ENG 101 1/15/2014 “DRAFTING”

2.  One paragraph – no more than the first page  Open with a sentence or two that engage the reader and introduce the topic  the “hook”  Introduce what your source in a sentence or two (MLK)  Don’t assume your reader is interested in or knowledgeable about the subject  State your thesis  (the book states that you don’t always need/want a thesis, but you do for this class!) INTRODUCTION

3.  Cannot be too factual – must be debatable  Cannot be a question  Cannot be too broad or too narrow  Define your terms – for example, if you call something “effective,” what does a piece need in order to be such? EFFECTIVE THESIS STATEMENTS

4.  You may have a topic, such as “gasoline prices.” But that doesn’t make a statement. To move from a topic to a thesis statement, start by turning your topic into a question: What causes fluctuations in gasoline prices?” (The Little Seagull Handbook) STATE YOUR TOPIC AS A QUESTION

5.  A thesis statement is an assertion—it takes a stand or makes a claim. One way to establish a thesis is to answer your own question: Gasoline prices fluctuate for several reasons. (The Little Seagull Handbook) THEN TURN YOUR QUESTION INTO A POSITION

6.  A good thesis is specific, telling your audience exactly what your essay will cover: Gasoline prices fluctuate because of production procedures, consumer demand, international politics, and oil companies’ prices. A good way to narrow a thesis is to ask and answer questions about it: Why do gasoline prices fluctuate? The answer will help you craft a narrow, focused thesis. (The Little Seagull Handbook) NARROW YOUR THESIS

7.  Though you may sometimes want to state your thesis strongly and bluntly, often you need to acknowledge that your assertion may not be unconditionally true. In such cases, consider adding such terms as may, very likely, and often to qualify your statement: Gasoline prices very likely because of production procedures, consumer demand, international politics, and oil companies’ prices. QUALIFY YOUR THESIS

8.  Have thesis in mind first  Paragraph according to thesis  Include citations  (last name page #)  “…” (King 2).  If author is named in sentence, you do not need to repeat name in citation  King explains, “…” (2).  Topic sentences BODY

9.  Topic sentence: A sentence, often at the beginning of a paragraph, that states the paragraph’s main point. The details in the rest of the paragraph should support the topic sentence. TOPIC SENTENCES

10.  Remind without repeating  Summarize essay  “So what?” and “who cares?”  Discuss topic’s significance  Reach outward – what are the larger significance or implications of your argument? CONCLUSION

11. “In your reading and in your own writing, evaluate all arguments for logic and fairness” (92). EVALUATING ARGUMENTS

12.  Hasty generalization  Stereotypes  Using a small piece of evidence to support a large scale conclusion  False analogy  “If we can send a spacecraft to Pluto, we should be able to find a cure for the common cold”  Post hoc  Cause and effect  Either…or  Establishes false choice between only 2 options and ignores others FALLACIES

13.  Ethos, pathos, logos  Legitimate vs. unfair appeals  AWR. p. 98 APPEALS

14.  Does the author acknowledge opposing views?  If so, how?  Does he address/present them fairly?  Why or why not?  Does he respond to them?  If so, how?  What does this tell us about the author/piece? OPPOSING VIEWS

15. “Quotations, summaries, paraphrases, and facts will help you develop your argument, but they cannot speak for you” (379). INTEGRATING SOURCES

16.  Read AWR p. 380  Quote when:  Exact language is important  When the quote adds credibility/authority  When using a quote as evidence (for analysis)  You don’t always need to use the full sentence  Ellipsis  Brackets DON’T OVER-QUOTE

17.  QUOTATIONS CANNOT STAND ALONE AS SENTENCES  Introduce quote with a signal phrase  Read p. 382  King acknowledges that “there may have been a time when war served as a negative good,” but he emphasizes the need for nonviolent means and ends (1).  King advocates “nonviolence in all areas of human conflict, and that means nonviolence on an international scale” (1).  He explains, “before you finish eating breakfast in the morning, you’ve depended on more than half the world” (King 2).  EXPLAIN!  In the following sentence(s), explain/interpret/analyze quote FRAME QUOTATIONS