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Draft 1.1 Workshop 1/2

Draft 1.1 Workshop 1/2. Wednesday, October 6 th 2010. Draft 1.1. You need to critically read a text that you have been working on (BA’s 3, 4, & 5)

byron-simpson
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Draft 1.1 Workshop 1/2

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  1. Draft 1.1Workshop 1/2 Wednesday, October 6th 2010

  2. Draft 1.1 • You need to critically read a text that you have been working on (BA’s 3, 4, & 5) • You will determine the writer’s purpose and intended audience for the text. Once you have determined these elements, you will begin to analyze the text so as to determine the specific strategies the writer uses to achieve his or her purpose and to meet the needs of the audience. • Ask yourself if the writer uses evidence from sources, or if he or she tells stories from personal experience. Examine the sentence structures and word choice. How do these contribute to the author’s purpose? • Evaluate the overall tone of the text, and determine how it does or does not contribute to the way in which it communicates to its audience. After you determine what these strategies are, consider how well these strategies actually work. • This should be carefully edited and written in a professional tone. • Your draft should be 1200 words in length.

  3. The 5p Essay Introduction Body Par 1 Body Par 2 Body Par 3 Conclusion Works Cited

  4. The 5p Essay Introduction Body Par 1 Body Par 2 Body Par 3 Conclusion Works Cited

  5. Today’s Deliverables • By the end of class you need to have the following items complete: • A working thesis • A complete organization • The three main points you will be discussing • 3 topic sentences • At least one quote for each • 3 sub-topics for each topic sentence

  6. Check Your Thesis D.1 • Does it clearly identify the subject—title and author/speaker? • Does it include the evaluative adverb (effectively/ineffectively or successful/unsuccessful)? • Does it identify the device(s) being analyzed? • Does it identify the author’s purpose (universal idea)?

  7. Body Paragraphs 1,2,3 D.2 • For each paragraph  one topic sentence • For each topic sentence  three sub-topics. • Sub-topics break down the topic even further • For each sub-topic  lots of DER (Details/Examples/Reasons). • Each body paragraph should have at least one quotation or significant citation

  8. Topic Sentences D.3 • In Eats, Shoots & Leaves, Lynne Truss successfully explains punctuation, using humor to stress the importance of its correct use. This rhetorical analysis will explore the light-hearted tone of Truss’ text as well her use of ambiguity and double entendres, and irony to explain punctuation. • Topic sentence 1: • The title, Eats, Shoots, & Leaves, highlights the light-hearted approach that Truss takes to evaluating punctuation. • Topic sentence 2: • Truss uses ambiguity and double entendres to explain punctuation. • Topic sentence 3: • Another key feature of humor that Truss uses throughout the text is irony.

  9. Topic Sentences D.3 Thesis Statement! • In Eats, Shoots & Leaves, Lynne Truss successfully explains punctuation, using humor to stress the importance of its correct use. This rhetorical analysis will explore the light-hearted tone of Truss’ text as well her use of ambiguity and double entendres, and irony to explain punctuation. • Topic sentence 1: • The title, Eats, Shoots, & Leaves, highlights the light-hearted approach that Truss takes to evaluating punctuation. • Topic sentence 2: • Truss uses ambiguity and double entendres to explain punctuation. • Topic sentence 3: • Another key feature of humor that Truss uses throughout the text is irony.

  10. Topic Sentences D.3 Organizational Sentence! • In Eats, Shoots & Leaves, Lynne Truss successfully explains punctuation, using humor to stress the importance of its correct use. This rhetorical analysis will explore the light-hearted tone of Truss’ text as well her use of ambiguity and double entendres, and irony to explain punctuation. • Topic sentence 1: • The title, Eats, Shoots, & Leaves, highlights the light-hearted approach that Truss takes to evaluating punctuation. • Topic sentence 2: • Truss uses ambiguity and double entendres to explain punctuation. • Topic sentence 3: • Another key feature of humor that Truss uses throughout the text is irony.

  11. Sub-Topic Sentences D.4 DER: • Details – Statements, Claims, Summaries • e.g. “Truss uses a light-hearted tone in her writing to show the reader that punctuation doesn’t need to be a stressful subject. By keeping her sentences short and succinct, she keeps the reader from needing to work to hard at reading. • Examples – Paraphrases, Quotations • Don’t forget to sandwich quotations with- • Context • Signaled quotation • Analysis/explanation • Reasons – Analyses: What?? How?? Why?? • e.g. For example, “Tee hee,” jokes Truss, “what a dreadful error” (Truss 140). Here Truss uses a simple sentence structure and informal language to prove her point and keep the mood light. Longer sentences can take longer to read and force the reader to work harder to understand the author’s purpose. Truss does use some longer sentence structures too, but only when the situation requires a complicated explanation.

  12. Some Helpful Tips • Use sources like dictionaries for making sure of the meanings of words used in your essay. • Remember to reread your work. • Never plagiarize (taking someone's work without giving them credit) it is illegal and will earn you a zero.

  13. Assignment • The materials that you completed in class this week MUST be sent to Mr. Heatwole AS AN ATTACHMENT to an email with “Draft 1.1” in the subject line, by 11:59PM on Tuesday, October 12th: • A working thesis • A complete organization • The three main points you will be discussing • 3 topic sentences • At least one quote for each • 3 sub-topics for each topic sentence • Put your class-time and “Draft 1.1” in the SUBJECT line

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