grimes Dr. Grimes
Tennessee State University, Writing Center Learning Community Theme 1999-2000: Coming of Age Through Effective Communication in the 21st Century
http://www.tnstate.edu
 
April 10-May 5, 2000 Class Assignments Continued:
 
Essay Assignment #2:  The Classification Essay:AT THIS TIME- APRIL 19- I SHOULD HAVE REVIEWED AT LEAST ONE DRAFT OF THIS ESSAY.  IF WE DISCUSSED THE ESSAY ON MONDAY AND YOU HAD TO MAKE REVISIONS, MAKE CERTAIN TO TURN IT IN TODAY, OR MAKE CERTAIN THAT YOU DISCUSS WITH ME YOUR PROGRESS.

In preparation for this assignment, please read pp. 131-139 in Progressions for information on the classification mode.  Prepare for discussion on Monday, April 10, 2000, any one of the items in Practice 4.26 on pp. 134-135 and any one item in Practice 4.27 on pp. 136-137.  

For an example of a full-length essay that uses the classifcation mode, scan "Bad Managers" in your reading text Ten Steps to Advancing Reading Skills.  To further prepare for the classification essay, please bring an issue of one of the following to class on Monday, April 10, 2000:  a newspaper or a magazine that you read regularly.  We will use the material to examine the advertisements that appear.

Also read the material on the thesis and blueprint distributed in class on Friday, April 7, 2000.  We will incorporate the blueprint into this essay assignment.

Friday, 4-14-00:  Examine the advertisements in the publications you have brought for the following:  types of ads (product categories); types of images used; target audiences; ways in which the ads attempt to influence their audiences.


Formulate thesis and blueprint based on observations.  Since this is a classification essay, the thesis must include the word "types"  (or a synonym for this word--"classes" or "kinds") in order to clearly indicate the type of essay.  The blueprint will specify the labels you have devised to identify each class represented by the ads examined.  Your thesis might indicate that there are several types of ads aimed at a particular kind of audience.  Then you would provide evidence based on the images as well as the words in the ads to prove/illustrate your point.

Write the essay at home and bring it to class completed on Monday, 4-17-00.  Make certain that the paper adheres to proper manuscript form.

BY THIS TIME--APRIL 26, 2000, ALL CLASSIFICATION ESSAYS SHOULD BE IN THE HANDS OF THE INSTRUCTOR.

****NEW  5-PARAGRAPH ESSAY #3: COMPARISON/CONTRAST

Your next 5-paragraph essay assignment will utilize the comparison/contrast rhetorical mode as the primary means of development and organization.  As the term suggests, when one writes the comparison/contrast essay, he/she focuses on similarities and/or differences in developing a topic.  Even though the essay is termed "comparison/contrast,"  the writer generally emphasizes one or the other in the thesis and in the essay.

As in the previous essays, the comparison/contrast essay must have a thesis which indicates the rhetorical mode to be utilized; however, the thesis must make a significant point about the similarities or differences.

Thesis:  Because of the differences in their  personalities, Joe has had a difficult time being separated from his twin Jonathan.  (NOTE:  THIS PARTICULAR THESIS SIGNALS TO THE READER THAT DIFFERENCES WILL BE EMPHASIZED.)

WE KNOW THAT BEFORE A FINAL DECISION IS MADE ABOUT THE THESIS AND ABOUT ORGANIZATION, THERE MUST BE A PERIOD OF PLANNING.  MY SUGGESTION IS THAT YOU TAKE A BLANK SHEET OF PAPER, DRAW A LINE DOWN THE MIDDLE, PLACE THE NAMES OF THE TWO ITEMS/EXPERIENCES/PEOPLE BEING DISCUSSED AT THE TOP OF EACH COLUMN, AND BRAINSTORM TO GENERATE AS MANY TOPICS OF COMPARISON/CONTRAST AS POSSIBLE.  ONCE YOU HAVE EXAMINED THE LIST, THEN PROCEED TO FORMULATE A THESIS AND ORGANIZE   MAIN HEADINGS TO  FORMULATE THE OUTLINE USING THE POINT-BY-POINT ARRANGEMENT.  THIS OUTLINE WILL BE SUBMITTED ALONG WITH THE ESSAY

***NOTE:  It is ALWAYS important to find out from the instructor if there is a preferred arrangement for the comparison/contrast essay.  

Please consult Progressions, pp 117 - 118 for the outline format.  NOTE:  ALTHOUGH THE OUTLINE ON THESE PAGES REPRESENTS THE TOPICS TO BE DEVELOPED IN A COMPARISON/CONTRAST PARAGRAPH, WE KNOW THAT THE SAME FORMAT CAN BE USED FOR THE 5-PARAGRAPH ESSAY.  WE KNOW THAT WHEN THE DISCUSSION IS WRITTEN AS A 5-PARAGRAPH ESSAY, EACH MAIN SUPPORTING POINT WILL BE DEVELOPED AS A SEPARATE PARAGRAPH.

***FURTHER NOTE:  TRANSITIONS become very important in the comparison/contrast essay since the reader must be able to follow your discussion which now incorporates two (2) elements, instead of one as in your previous assignments.  

See the transition chart on page 119 for those words that would typically provide transitions in the comparison/contrast essay and which should appear in your finished product.

TOPICS FOR THE COMPARISON/CONTRAST PAPER:

TWO EXPERIENCES AT TWO SIMILAR EATING ESTABLISHMENTS

EXPERIENCES AT TWO DIFFERENT SCHOOLS (if you attended
      two different high schools or have attended two
      two different colleges at this point)

THE TECHNIQUES OF TWO DIFFERENT ATHLETES WHO PLAY THE SAME SPORT

THE WAY SOMETHING IS (OR WAS) WITH THE WAY YOU THOUGHT
      IT WOULD BE (EX:  the college experience, the high
      school experience, participating in a particular
      activity, reading a particular book--like Native
      Son, )

YOUR PAST ATTITUDE AND YOUR PRESENT ATTITUDE TOWARD
      A PARTICULAR ELEMENT OR EXPERIENCE IN YOUR LIFE
      (EX:  PARENTS, DISCIPLINE FOR CHILDREN, EDUCATION,
       ETC.)

DUE DATE:  APRIL 24, 2000
   
April 24 - 28

April 24, 2000   Checklist for the Comparison/Contrast Essay
                Sentence Skills Workshop:  Progressions
                15.9 Write out exercise or complete in
                the text and submit at the end of the
                periods

                Checklist for comparison/contrast Outline
                and essay--complete; make necessary
                revisions/corrections in the essay and
                submit checklist along with essay.

BY THIS TIME, APRIL 26, 2000, ALL COMPARISON/CONTRAST ESSAYS SHOULD BE IN THE HANDS OF THE INSTRUCTOR.

April 26, 2000   Return classification essays; give suggestions for revising/editing the papers

Distribute topics for documented essays--due Thursday, May 4, 2000

Directions for Documented Essay:

Select one pivotal (significant) scene in each of the three sections (i.e., "Fear," "Flight," and "Fate") of Native Son and explain its relationship to the particular section and its importance to the overall theme or plot of the novel.

Your discussion must incorporate direct quotation (properly documented), as well as paraphrases (properly documented) and summaries (properly documented) in each of the body paragraphs.  The paper must have a thesis, along with a blueprint indicating the main points to be discussed in each of the body paragraphs.  An outline must accompany the paper.

On Friday, April 28, 2000, you will begin the planning for the paper.  However, you should first make the corrections on the classification paper as discussed in class on Wednesday, April 26, 2000.  Then begin working on the outline for the paper.  On a separate sheet of paper, write down the direct quotations (or page numbers on which they are found)that you would like to use in the paper.  We will discuss the methods of documentation on Monday, May 1, 2000.

May 4-5    Final Exam Period (Objective--Course Review Test--and In-Class Essay)  


         
               
             
             TO BE CONTINUED
My Quia activities and quizzes
Composition Terms (Paragraph and Essay)
https://www.quia.com/quiz/106503.html
Topic Sentences
https://www.quia.com/jq/13889.html
Follow-up activity to class discussion
Practice Course Review Test
https://www.quia.com/quiz/108658.html
Basic version of the Java quiz
Useful links
Last updated  2008/09/28 10:20:18 CDTHits  588