English 103 Dicussion Post week 9

timer Asked: Oct 22nd, 2018
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week 9 Oct 15 M In our textbook, read Chapter 7 (Intro & Outro), and also look again at Hood’s proofreading file. At OWL at Purdue, review Spelling: Common Words That Sound Alike week 10 Oct 22 M In Files in Canvas, see this PowerPoint: How to Use Quotes In Files in Canvas, see these handouts: Sample MLA Papers 1 and 2 At OWL at Purdue, review Adding Emphasis D8 topic : What is the difference between inductive and deductive reasoning? If you paraphrase published sources (and that’s fine), just be sure to cite them informally.

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l e i ng en on ey ab ct ge s i ea ve h iz a oma ma t in d , il u s s so l av e q t ny be g a r as lo it wr re it es ted t ns ea e th ues ic p a is o rn t a t r eo si gi , es i y . f t c e wi g a an tl n t T h v o e o t io es pl sc a ng nm ll d e o o he e al r d. sa my n po e’ ar to n s y en y t w ur wr y as u as O y yo p s a h o i n u’ n ts in en t a it ar si te si e ab ro b e. h b e e g em ve L gn o ou f e i o n w h c oc r oc f r o it li S n e o i f t es d r e ke te it nv u t ha ot d w ng ou a a if t d ’s n in ey nt y ke a re th r i t s s s a g o le i o p c a n t . ea i di rge yo g bo ar ar T tha l a u o u r t h t we b r nt ng , ve t a s e e yo i h wr a r D ti so s un c or an ru d it te na ar ve me is de an b u b n n t … do ec de in th ce h ” th w rom r g em … Va o in hy r g s y ” d I ou es ta sto , L e ha a “h nd ps le ea r’s ar rn co ve rg ow be n ue l p f in t If l eg ou y ro g o o f n y at o e d u e u i , r ss s) pr do , is , oj n in t he r th ec ot pa e ts pe n rs . Writing in College: From Competence to Excellence Amy Guptill The College at Brockport, SUNY Writing in College: From Competence to Excellence Amy Guptill with Aly Button, Peter Farrell, Kaethe Leonard, and Timothée Pizarro The College at Brockport, SUNY Open SUNY Textbooks 2016 ©2016 Amy Guptill ISBN: 978-1-942341-21-5 ebook This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. You are free to: • Share — copy and redistribute the material in any medium or format • Adapt — remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms: • Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. • NonCommercial — You may not use the material for commercial purposes. • ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. This publication was made possible by a SUNY Innovative Instruction Technology Grant (IITG). IITG is a competitive grants program open to SUNY faculty and support staff across all disciplines. IITG encourages development of innovations that meet the Power of SUNY’s transformative vision. Published by Open SUNY Textbooks, Milne Library (IITG PI) State University of New York at Geneseo, Geneseo, NY 14454 About the Book Writing in College is designed for students who have largely mastered high-school level conventions of formal academic writing and are now moving beyond the five-paragraph essay to more advanced engagement with text. It is well suited to composition courses or first-year seminars and valuable as a supplemental or recommended text in other writingintensive classes. It provides a friendly, down-to-earth introduction to professors’ goals and expectations, demystifying the norms of the academy and how they shape college writing assignments. Each of the nine chapters can be read separately, and each includes suggested exercises to bring the main messages to life. Students will find in Writing in College a warm invitation to join the academic community as novice scholars and to approach writing as a meaningful medium of communication. With concise discussions, clear multidisciplinary examples, and empathy for the challenges of student life, Guptill conveys a welcoming tone. In addition, each chapter includes Student Voices: peer-to-peer wisdom from real SUNY Brockport students about their strategies for and experiences with college writing. While there are many affordable writing guides available, most focus only on sentence-level issues or, conversely, a broad introduction to making the transition. Writing In College, in contrast, provides both a coherent frame for approaching writing assignments and indispensable advice for effective organization and expression. About the Author Amy Guptill is an Associate Professor of Sociology at The College at Brockport, SUNY where she has a joint appointment with the Delta College Program, an alternative interdisciplinary General Education option. Her research focuses on spatial and structural shifts in agriculture and food systems with recent work on innovative agricultural marketing. She teaches courses in the sociology of food, development and globalization, community and social change, social statistics and college writing. In addition to Writing In College: From Competence to Excellence, and she is the coauthor of a recent college textbook entitled Food & Society: Principles and Paradoxes (Malden, MA: Polity, 2012). Reviewer’s Notes Writing in College: From Competence to Excellence assists well-prepared high school students as they transition to college writing, helping them understand how they, as young independent scholars, fit into the university and can improve their writing to succeed in their new environment. Focusing on the argument-driven essay, Guptill guides beginning college students through the sometimes arcane practices of the academy and does so with warmth, enthusiasm, and humor. The textbook takes students through deciphering assignments, developing sophisticated arguments, finding and using appropriate sources, and some basics of paragraphing, sentence structure, and style. Instructors will find this textbook to be a handy tool for explaining the argument-driven essay and reference for addressing common college-level writing issues. With a diverse range of examples, useful references to other sources, and purposeful exercises, Writing in College focuses on developing students’ skills in practical ways—and helps students understand why their instructors have them do what they do. Jennifer Haytock is professor and chair in the English Department at the College at Brockport, SUNY. About Open SUNY Textbooks Open SUNY Textbooks is an open access textbook publishing initiative established by State University of New York libraries and supported by SUNY Innovative Instruction Technology Grants. This initiative publishes high-quality, cost-effective course resources by engaging faculty as authors and peer-reviewers, and libraries as publishing service and infrastructure. The pilot launched in 2012, providing an editorial framework and service to authors, students and faculty, and establishing a community of practice among libraries. Participating libraries in the 2012-2013 pilot include SUNY Geneseo, College at Brockport, College of Environmental Science and Forestry, SUNY Fredonia, Upstate Medical University, and University at Buffalo, with support from other SUNY libraries and SUNY Press. The 2013-2014 pilot will add more titles in 2015. More information can be found at http://textbooks.opensuny.org. Contents Chapter 1 Really? Writing? Again? 1 Chapter 2 What Does the Professor Want? Understanding the Assignment 9 Chapter 3 Constructing the Thesis and Argument—From the Ground Up 19 Chapter 4 Secondary Sources in Their Natural Habitats 28 Chapter 5 Listening to Sources, Talking to Sources 38 Chapter 6 Back to Basics: The Perfect Paragraph 48 Chapter 7 Intros and Outros 57 Chapter 8 Clarity and Concision 65 Chapter 9 Getting the Mechanics Right 75 Chapter 1 Really? Writing? Again? Yes. Writing. Again. Obviously you can write. And in the age of Facebook and smartphones, you might be writing all the time, perhaps more often than speaking. Many students today are awash in text like no other generation before. You may have even performed so well in high school that you’re deemed fully competent in college level writing and are now excused from taking a composition course. So why spend yet more time and attention on writing skills? Research shows that deliberate practice—that is, close focus on improving one’s skills—makes all the difference in how one performs. Revisiting the craft of writing—especially on the early end of college—will improve your writing much more than simply producing page after page in the same old way. Becoming an excellent communicator will save you a lot of time and hassle in your studies, advance your career, and promote better relationships and a higher quality of life off the job. Honing your writing is a good use of your scarce time. Also consider this: a recent survey of employers conducted by the Association of American Colleges and Universities found that 89 percent of employers say that colleges and universities should place more emphasis on “the ability to effectively communicate orally and in writing.”1 It was the single-most favored skill in this survey. In addition, several of the other valued skills are grounded in written communication: “Critical thinking and analytical reasoning skills” (81%); “The ability to analyze and solve complex problems” (75%); and “The ability to locate, organize, and evaluate information from multiple sources” (68%). This emphasis on communication probably reflects the changing reality of work in the professions. Employers also reported that employees will have to “take on more responsibilities,” “use a broader set of skills,” “work harder to coordinate with other departments,” face “more complex” challenges, and mobilize “higher levels of learning and knowledge.”2 If you want Hart Research Associates, Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn, http://www.aacu.org/leap/documents/2009_EmployerSurvey.pdf, 9. 2 Ibid., 5. 1 Really? Writing? Again?|1 Writing in College: From Competence to Excellence Guptill to be a professional who interacts frequently with others3—presumably you do; you’re in college—you have to be someone who can anticipate and solve complex problems and coordinate your work with others,4 all of which depend on effective communication. Writing is one of the most important skills to our society, and it almost always has been. Having the ability to write is what separates history from pre-history! That’s a pretty big deal! Because most professors have different expectations, it can be tricky knowing what exactly they’re looking for. Pay attention to the comments they leave on your paper, and make sure to use these as a reference for your next assignment. I try to pay attention and adapt to the professor’s style and preferences. Aly Button The pay-off from improving your writing comes much sooner than graduation. Suppose you complete about 40 classes for a 120-credit bachelors’ degree, and—averaging across writing-intensive and non-writing-intensive courses—you produce about 2500 words of formal writing per class. Even with that low estimate, you’ll write 100,000 words over your college career. That’s about equivalent to a 330-page book. Spending a few hours sharpening your writing skills will make those 100,000 words much easier and more rewarding to write. All of your professors care about good writing, whether or not they see their courses as a means to improve it. Formal written work is the coin of the academic realm. Creating and sharing knowledge—the whole point of the academy—depends on writing. You may have gotten a lot of positive feedback on your writing before college, but it’s important to note that writing in college is distinct in ways that reflect the origins of higher education. The origins of higher education College may look and feel similar to high school, and, for the most part, you already know how to perform your student role within this setting. However, there are some fundamental differences. The most obvious ones are that high school is mandatory (to a certain point), freely available, and a legal right. They have to offer you the opportunity, regardless of your grades. College is optional, costly, and performance-based. Most institutions will dismiss you if your grades don’t meet a certain minimum. But college is different in more subtle ways as well, and those differences reflect the evolution of the university. In their original ancient and medieval forms, universities were centers for scholarship, existing at the pleasure of the crown, church, or state. While centers of study go at least back to ancient Mesopotamia 2500 years BCE, the Islamic and European universities of the first and second millennium CE are usually considered the first of the modern model. Highly privileged people went to these universities as students, but they didn’t really attend classes, If you don’t want to be as interactive, but you want to make good money, you’re better off seeking training in a skilled building trade like plumbing or electrical work. Frankly, a lot of plumbers make more money than a lot of your professors! 4 Hart Research Associates, It Takes More Than a Major: Employer Priorities for College Learning and Student Success. http://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf. 3 Really? Writing? Again?|2 Writing in College: From Competence to Excellence Guptill write papers, and take exams like college students today. Instead they acted as independent, though novice, scholars: they read everything they could find in their areas of interest, attended lectures that expert scholars gave, and, if they were lucky (and perhaps charming), got some feedback from those scholars on their own work or assisted scholars in theirs.5 Students were simply the most junior of scholars at a university, enjoying the extraordinary privilege of interacting with the revered academic superstars of their day. Obviously, colleges and universities today are much more student-centered,6 and most higher education faculty spend most of their time carefully crafting educational experiences for students. But the notion of the university as a center for scholarship and exchange still shapes how colleges and universities operate today. Some points: 1. Professors are scholars and artists: Most of your professors have had little to no formal training in pedagogy (the science of teaching). They’re extensively trained in their scholarly or creative fields, well versed in relevant theories, methods, and significant findings. Many taught during graduate school, but most come to their jobs relative novices about teaching. Professors apply themselves to the craft of teaching with the same creative and intellectual fervor that drew them into their fields. They attend conferences and presentations about effective teaching and learning (such as The Lilly Conference, the AAC&U, or the American Educational Research Association), keep journals and portfolios to reflect on their teaching work, and read books and articles about cognitive neuroscience, trends in higher education, and the social worlds of their students. There are some professors who still see themselves in the classical model—as someone who delivers content through lectures and assesses performance through a final exam or term paper, but that approach is becoming ever rarer. Almost all professors seek out innovative and engaging pedagogies. 2. Professors have competing obligations: While you may view your professors primarily as teachers,7 your instructors are also collecting data, writing books and articles, making films, writing poetry, consulting with businesses and organizations, or inventing things. Even those who spend a majority of their time on teaching think of themselves as scholars or artists who also teach.8 Scholarship and creative activity are central ways that colleges and universities serve society. In addition to educated graduates, higher education also produces ideas, findings, and innovations. High You may have noticed that some instructors have the title “assistant professor” or “associate professor.” It’s because in the original European model there could be only one “Professor” for a given topic, and those other titles were developed for younger scholars. Nowadays most universities have several “professors.” Many newer faculty are still called “assistant professors” even though they don’t assist other faculty. 6 As students became a larger and larger presence at European universities, “colleges” emerged as semi-autonomous units within universities to provide housing, meals, and venues for social interaction. The model of the stand-alone “college” emerged in the Americas after European colonization. 7 At big research universities, a full-time faculty member might teach only one or two courses a year. At a community college, an instructor might teach five or six classes a semester. Undergraduate four-year colleges are usually somewhere in between. 8 This is why some instructors are VERY persnickety about being addressed as “Doctor” or “Professor” and not “Mr.” or “Ms.” Not all fields have doctoral degrees—for example, many professors in the arts have MFA degrees (Masters of Fine Arts) -- but “Professor” is always an appropriate choice for addressing your instructors. 5 Really? Writing? Again?|3 Writing in College: From Competence to Excellence Guptill school teachers, though similarly engaged in the craft of teaching, have much more formal training in instruction and are more likely to see themselves primarily as teachers, even those that are writing magazine articles, restoring wetland ecologies, or composing music on the side. 3. Professors design their own classes: While both college professors and high school teachers teach, one condition of their work is substantially different. Most high school teachers in public school systems are contractually obligated to deliver a particular curriculum and, in some cases, to use particular methods to do so. The topics and materials are often determined by state regulators, local boards of education, and school administrators. There is room for innovation, but under the current mania for standards, many teachers are no longer treated (and respected) like craftspersons in their own right. Higher education instructors still have a lot more latitude than their high-school counterparts. Your instructor may be required to cover particular concepts and skills or even assign a particular textbook, especially if one class is a prerequisite to more advanced classes. However, he or she still has a lot of freedom to determine what students should learn, what they will do to learn it, and how their achievements will be measured. As a result, two different sections of the same college course (such as Ancient World History) could differ dramatically, much more so than two parallel high school sections. 4. Students drive their own learning: The assumption behind high-school instruction is that the teacher is the engine of learning. Consequently, a lot of time is spent in direct face-to-face instruction. Homework is for further practice to reinforce material from that day. Teachers will often tell students what each night’s homework assignment is, follow up on missing work, and closely track students’ progress. The assumption behind college instruction, in contrast, is that students are the engine of learning, and that most of the significant learning happens outside of class while students are working through a dense reading or other challenging intellectual task on their own. Most college classes meet only 1-3 times a week for a total of about 3 hours. Consequently, college instructors think of class meetings as an opportunity to prepare you for the heavy-lifting that you’ll be doing on your own. Sometimes that involves direct instruction (how to solve a particular kind of problem or analyze a particular kind of text). More often, though, professors want to provide you with material not contained in the reading or facilitate active learning experiences based on what you read ...
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Inductive and deductive reasoning
Inductive and deductive approaches are termed as broad methods of reasoning by
Trochim (2016).He continues explaining that in inductive argument, the premises are thought to
be strongly true that the conclusion is unlikely to be false while in deductive argument, the
premises provide an assuarity of the conclusion being true. Arguments based on personal or
general observations and experienced are well explained inductively while those of known
procedures such as laws are best explained deductively. Plano Clark and Creswell (2017)
explain that an inductive researcher works from specific to general using the partakers’ views to
create broader topics and produce a theory connecting the topics while a deductive researcher
works from general to specific in that he or she will try to add on to or contradict a theory. In
research, inductive method is thought to be a qualitative analyzer while deductive method is
thought to be a quantitative analyzer. Both methods seem to create disagreements among
researchers but ideally they are different ways that can ...

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