Of more interest, perhaps, is a comparison of the values associated with each text. To what extent has this point of view been your experience in your study of Emma and Clueless? 4. How has the composer of the contemporary text used the earlier text to say something new? Answer this question in relation to the TWO prescribed texts you have studied.
Where does King’s tone shift? What effect is produced by the change? 9. What is King's tone in the opening paragraph? How might you make an argument for its being ironic?
The essay presents a thesis in the introductory paragraph and ends with a concluding paragraph that summarizes the main points or restates the thesis of the essay. The body of the essay contains paragraphs that support the essay's thesis. The essay consistently follows one or an appropriate combination of the four major organizational plans (chronological order, spatial order, logical order, order of importance). Transitions are well placed and make meaningful connections between ideas and paragraphs. The essay identifies the name of the poem and the author at the beginning.
Chapter 1 pp. 4-11 Topics: Characteristics of Genres p. 5 Arranging and composing ideas into familiar patterns p. 9 Chapter 2 pp. 14-24 Topics: Concept maps p. 16 What defines what genre the writer most likely will follow p. 19 Which form of thesis statement is used when the writer’s purpose is to share information p. 20 Thesis statement types p. 20 - 21 Using Genres p. 23 Chapter 3 pp. 27-37 Topics: Using Angle p. 35 Chapter 4 pp. 42-56 Topics: Using Memoir p. 42 Chapter 5 pp.
Thinking Critically: Questions about Logic (Logos) 11. Locate the essay’s major claims and assertions and ask yourself whether you agree with the author? 12. Look at support for the major claims and ask yourself whether there is any claim that appears to be weak or unsupported. Which one, and why?
5. Did you find any themes of commitment in this story? Is so, what were they? Now compare the commitments from the book to your commitments. Why do you think they are the same or different?
30.4 (2009): 54-66. Print. Thaiss, Christopher J., and Terry Myers. Zawacki. "What Is Academic Writing?
What is the message and how is that message coming across? Is the argument logical/emotional? Who are the intended receivers of the message? Is the argument having its desired effect on those receivers? Specific Questions to Consider (No, not necessarily all at once…): The Author • Who is the author?
Compare and contrast our approach to knowledge about the past with our approach to knowledge about the future To compare our approach to knowledge about the past with our approach to knowledge about the future, it first must be determined what ‘knowledge’ is. According to Plato knowledge is “a justified true belief”. So, knowledge must have a logical evidence and to be approved by society and facts. However, to define ‘knowledge’ is not as easy as it seems. The following quote from Bertrand Russell demonstrates it: "The question how knowledge should be defined is perhaps the most important and difficult one with which we shall deal.
These theories are motivated by diverse concerns and proposed accounts so different from each other that one wonder if they seek to explain the same phenomenon. Coherence theory The coherence theory of truth states that a statement is considered true if it is logically consistent with other beliefs. This is basically saying that a belief is false if it contradicts other beliefs that are held to be true. The coherence theories in general, states that truth requires a proper fit of elements within a whole system. Very often, though, coherence is taken to imply something more than simple logical consistency; often there is a demand that the propositions in a coherent system lend mutual inferential support to each other.