I gathered the most informative information. 3) Reading and research: What did you learn about evaluative writing from the reading selections in this chapter? What research did you conduct? How sufficient was the research you did? How to make it flow, so that the readers are able to understand what you are trying to get across.
Notice how Gawande uses facts and personal experience (in most texts) to support claims, as well as other types of evidence. Once you have completed these preliminary readings and believe you have a good grasp of the writing, you can turn to considering the rhetorical situation. Here are some questions to guide you: * What is the context? Look up any background information that you need to be aware of, such as what the publication is, who the readers of the publication are likely to be, etc. What can you ascertain about this type of genre from reading this example?
I couldn’t understand why I had to read so much in the first week. However I fought through the readings and discovered that my preferred model of argumentative writing was the classical model. I also found I could understand the appeals of the Toulmin model and the Rogerian model. With this in mind I examined the essays in the reading clusters trying to identify the use of these models. This helped me to develop both as a writer and thinker because I had to try and understand where the writers where going with their arguments and the techniques they used to appeal to their readers.
Third I think of ideas about the subject that I will be writing about and do research on the topic. The next step I take when writing is then drafting my ideas and research into my own words from all the information that I gathered, And then I read what I wrote several times to not only make sure it makes sense but also to make sure there aren’t any errors and I also ask others to read my work. The next part of my writing process is revising my work by rereading
The Academic Support Center Chesapeake College www.chesapeake.edu/asc/ 410-827-5854 Helpful Hints for Writing A Critique If you are asked to write a critique of an article or an essay assigned by your professor, you analyze the reading, identify your personal reaction to it, and develop a clear, concise explanation of support for your reaction. Your knowledge of the discipline in which you are working is the basis on which you build the explanation. Successful critiquing begins with the READING: ♦ Read the entire article, trying to identify the writer’s main point. Underline any unfamiliar words as you read, but do not stop to look them up until you have finished reading. ♦ Look up the unfamiliar words, and then carefully and slowly read the article again.
What do I already know | | |about surveying, questioning, reading, reciting, and reviewing? | | |How will I read the text to get the best understanding of it? | | |Will I recite it and review it at the same time? | | | | | | | |Read |How did you read? | | |I read the text to find the answers to my questions.
One very basic and useful organizer is the Venn Diagram. The students choose two elements of the reading and write in the Venn Diagram differences and similarities. This is an excellent compare and contrast strategy. Assessment: Students switch with a partner to compare information on their Venn Diagrams Strategy #3 Student Journals Student's maintain a personnel journal for the books that they read. In the journal the students must write what they have learned, how they feel about the content, and the meaning of the book.
Dialectal Journal- Frankenstein DIALECTICAL JOURNAL INSTRUCTIONS The term “Dialectic” means “the art or practice of arriving at the truth by using conversation involving question and answer. Think of your dialectical journal as a series of conversations with the texts we read during this course. The process is meant to help you develop a better understanding of the texts we read. Use your journal to incorporate your personal responses to the texts, your ideas about the themes we cover and our class discussions. You will find that it is a useful way to process what you’re reading, prepare yourself for group discussion, and gather textual evidence for your Literary Analysis assignments.
I would either type as though I am talking rather than using proper grammar; reviewing is a tool that I always have needed to utilize because of this. I always have needed to review what I am writing and reading to make sure that my information is conveyed correctly. | Wrap-up questions: How successful was the SQ3R process in helping you grasp the concepts in the section you selected? Will you use SQ3R in the future as a way to master the content in academic readings? When I began reading this chapter I thought as though I did not need the information about to be provided to me.
I was able to learn this standard because Ms. Kelleher gave us handouts about what we needed to know about imagery and symbolism. Also we had lectures about how authors use imagery and symbolism and what they are. Another way I learned some of the standard was by having to write rough drafts and essays using the strategies. I plan on improving on the standard by asking more questions about how to do things. Also I would read over handouts more effectively to study so that I have a better understanding.