ini rmation that, in a particular context, needs to be acknowledged and cited. When revising, a writer may discover that information is incomplete, inconclusive, or contra- dictory. Then, either the information has to be reinterpreted or additional in- formation needs to be obtained. Finally, editing involves all the mechanics of proper citation and formatting as well as checking on the accuracy and ethics of how the information is reported. second Cause: Data Smog Curiously, as our ability to access information online is increasing exponen- tially, our ability to use information effectively is decreasing dramatically. In pharmacology, a similar phenomenon is termed a “paradoxical effect”: a large dose of a drug produces the opposite effect of a smaller clinical dose. The para- doxical effect of too much information is almost the same as having no infor- mation at all. Daniel Shank defined the consequence of too much information as "data smog." There is so much information coming at us, from so many directions and so quickly, that it is difficult if not impossible to differentiate good information from incomplete, biased, misleading, or just incorrect infor- mation. Moreover, the speed of the information coming at us produces the contradictory feelings that we need to make decisions quickly while being anx- ious because we know that there is still more information out there that we have not processed. Information literacy provides us with the skills and strat- egies necessary to cope with data smog. Large-scale national tests are now incorporating what they define as docu- ment-based writing exercises, yet the specific formulations appear to test how comfortably students can function within data smog rather than how to emerge from it through information literacy. The SAT Writing Essay is the most egre- gious example. Graders of the essay are specifically instructed to reward the quantity of detailed and specific information but to ignore the quality of infor- mation. Blatantly false data is just as good as true information. Consequently, the student author of the passage above did not waste time trying to remem- ber what were the real causes of the Great Depression. Instead, he brings in some notions from the Cold War to frame a detailed narrative that makes a strange sort of sense but has no connection with the real history. But within 131 This content downloaded from 50.224.179.175 on Wed, 27 Sep 2017 17:04:15 UTC All use subject to http://about.jstor.org/terms your ru s for a Po. aragraph ne for P Introduction: Must Include a Hook, Description of Problem, and Thesis Unique, Engaging Title outline evidence that the problem actually exists. The introduction should end with a thesis statement that provides a “roadmap" for The introduction of your essay should "hook" your readers, introduce your reader to your identified problem, and provide your paper: it should list the causes of the problem and propose a solution. Sample Thesis: Clearly the insufficient feedback that instructors provide on student writing is problematic; this problem is likely classes. The simplest initial step to solving this problem would be to only require three major essay assignments each caused by large class sizes, an over-reliance on adjunct faculty, and too many writing assignments in composition semester, which would improve instructor feedback and, by extension, increase student reflection and learning. ndamenta lisions, Essay o Text alyses Body Section 1: Cause #1 of this Problem: Large Class Sizes 1-2 Paras: Evidence from text #1, text #2, and/or my own personal experience to show that this is a cause of the problem discu Body Section 2: Cause #2 of this Problem: Over-Reliance on Adjunct Faculty 1-2 Paras: Evidence from text #1, text #2, and/or my own personal experience to show that this is a cause of the problem you es s Body Section 3: Cause #3 of this Problem: Too Many Writing Assignments 1-2 Paras: Evidence from text #1, text #2, and/or my own personal experience to show that this is a cause of the problem Conclusion: Offer Solution(s) to this Problem The conclusion of my essay would move beyond the problem and causes to propose a solution. As noted in the thesis, I would discuss how lessening the number of formal writing assignments would improve instructor feedback and, by extension, student learning Works Cited Thesis Format Idea #1: See Above main cause Thesis Format Idea #2: Ask and answer a question! But why do so many instructors offer insufficient feedback on student papers? This problem is likely caused by large class sizes, an over-reliance on adjunct faculty, and too many writing assignments in composition classes. The simplest initial step to solving this problem would be to only require three major essay assignments each semester, which would improve instructor feedback and, by extension, increase student reflection and learning. Sloutions, with Itali Thesis Format Idea #3: Use “because” clauses! 2ction. Many instructors offer insufficient feedback on student papers because they are burdened by large class sizes, because of thThs status as adjunct faculty, and because they simply have too many essays to grade. The simplest initial step to solving this problem would be to only require three major essay assignments each semester, which would improve instructor feedback and, by extension, increase student reflection and learning. BOB 7 ASSIGNMENT PURPOSE: In your first will not be analyzing a text; instead, you will craft an argument that demonstrates your comprehension of and engagement with two essay you analyzed a work of literature, focusing on how Lee Martin's text does something. For this next assignment, you scholarly articles we have discussed in Unit 2. combined with ideas in scholarly articles to craft your essay! This assignment invites you to draw on your expertise as students. Your experiences with and observations of student writing will be Speaking generally, this Project #2 asks you to: In your introduction, identify a writing problem that students face and prove that the problem exists In the body of your essay, argue and offer evidence that there are between 2 and 4 causes of this problem; offer this evidence in the form of paraphrase to demonstrate your comprehension of scholarly articles Conclude by offering a logical solution to the problem to use both articles to support your argument. Importantly, the problem that you identify must stem from your reading of the two texts from Unit 2, you will need to be able ASSIGNMENT SPECIFICS: This essay should be between 3/2 and 5 pages long; it should be typed and double-spaced in 12-point, Times New Roman font; it should include in-text citations and a Works Cited page following MLA format; and the essay should follow my Format for Written Work (see back). , cach body paragraph, I will expect you to INTRODUCE OF «SET UP,» SMOOTHLY INTEGRATE, CITE, and COMMENT on EVIDENCE from 2 texts from Unit 2. You should prioritize paraphrase over quotation to provide examples in your body sections; importantly, you may also incorporat examples from your personal experience as a student writer in the body of this essay. You must cite ALL paraphrases an quotations. Finally, aim to incorporate language and sentence structures that are appropriate for a college-level audience. writing (253). A similar continuum might pre of narrative and expository texts. Another possible explanation is that the students in Sher- rard's study and my class were summarizing texts employing unfamiliar vocabulary and concepts. Since neither Brown, Day, and Jones nor Sherrard included the summarized text in their report of research, I cannot speculate on this possibility with regard to what they call their “subjects.” But I know that my General Education students were, indeed, in foreign discourse territory. None of the concepts contained in Davidson's text had been previously introduced or discussed in class. Copy-deletion, or what I prefer to call “patchwriting,” may be a preliminary way of participating in unfamiliar discourse, of finding a way into it. Clifford Geertz argues that the academic disciplines are so discontinuous as to render cross-disciplinary communication difficult or even impossible, and that key terms are the locus of that discontinuity (160-1)("If we faculty have - difficulty comprehending and manipulating the languages of the various academic cultures, how much more difficult a task do undergraduate students face as they are presented with a be- wildering array of discourse, none of which resonates with the languages of their homes and secondary schools? Keith D. Miller's argument that Martin Luther King, Jr., was engaged in "voice merging” also illuminates the patchwriting practices of undergraduate writers. Miller's account attributes King's “plagia- rism” (a word which does not appear in Miller's essay) to the oral traditions of the community of which King was a member. Similarly, my account attributes students' patchwriting to issues of community membership-but in this case it is the target community, not the community of which the students are mem- bers, that precipitates the textual strategy. Kathryn T. Flannery, recapitulating Susan Miller, explains, “Students are always caught Communicate in a spcific way," je Body! میں'' PLAGIARISM 239
Purchase answer to see full attachment