Readings and Other Assorted SCAAAAAAAARY Things for Oct 31

This week we are going to talk about pronoun consistency and what the various rhetorical purposes of the third, second, and first person pronouns are. Please read the following paragraphs and come to class ready to discuss.

Also, news of note: someone from section 10 (3:45-4:15) has my Writing About Art text book. Please check your copies and make sure that you don't have my copy. If you do have it, please sheepishly return it to me.
Also a reminder that your homework for last week was to write a sample introduction to an essay under the topic of either "The War in Iraq" or "The Nuclear Tests in Korea". Remember, just a sample intro (the handout is below if you forget), with a thesis, NOT the whole essay.

Without further ado:

Paragraph 1:
I think that despite these statistics, a traumatic childhood alone does not create a killer. In a lot of cases, though a killer has some type of brain disorder and may hear voices. They can have a hard time distinguishing reality from the dream-like state in which they live. You might kill because of the fame that it brings them; the media tends to love a sensational murder and the killer can often be glorified. Even some killers admit to being in satanic cults. I read that Richard Ramirez, the infamous “Night Stalker”, drew satanic symbols on his palms for his murder trials. Charles Manson worshiped Satan. Most serial killers just feel an uncontrollable urge to kill. Edmund Kemper was quoted as saying, “It was an urge.... A strong urge, and the longer I let it go the stronger it got.” They need to kill like our bodies need water.

Paragraph 2:
The response to that argument goes like so: we, as members of the Western world, only believe that what the Nazis did was evil, because we were brought up to believe that. We are socialized to believe and act certain ways; therefore if we were raised in the Hitler Youth Movement, we would believe there was nothing evil about Nazism. When the point is raised that justification for morals does not make morals “good”, a further response is prompted. One, when looking at morals and the issue of what is “good”, must take an ultimate objective view. Further, one must jump out of their cultural skin, out of their socialized upbringing and internalized views, and only from that omniscient view is one able to see what is “good” and what is “bad”. I think the only being that could possibly hold such a position is God and surely no mortal can hold such a position. Therefor no knowledge about absolute knowledge can be known. Everything must be relative. Also is an expansion of that idea, it is noted that, if we can say other cultures may or may not be evil, we must concede our own culture may or may not be evil.

Readings for Class Oct 24

Hello all,

I hope your week(end) has been of the fantastic variety. We have two things to read this week: first, I want you to re-read (or, for most of you read) the essay in Writing About Art on Whistler Mother (pg 16) and this essay HERE. We will be talking about essay introductions this week, so I have provided a neat handout for you to please print off and bring to class:

INTRODUCTION HANDOUT

Opening an Essay

Most of your essays will open with a paragraph that draws readers from their world into your world. A good opening paragraph usually satisfies several requirements:

It focuses readers' attention on your subject and arouses their curiosity about what you have to say.
It specifies what your topic is and implies your attitude.
Often it states your thesis sentence.
It is concise and sincere.

To grab readers' attention, you have a number of options. Some strategies for opening paragraphs:

State the subject Ask a question
Use a quotation Make a historical comparison or contrast
Relate an incident Describe a problem or dilemma
Create an image Describe an anecdote

The most common introduction forms a kind of funnel: it starts generally with a statement or question about the subject, clarifies or narrows the subject in one or more sentences, and then, in the thesis sentence, asserts the central idea of the essay.

Example:

Canada is pink. I knew that from the map I owned when I was six. On it, New York was green and brown, which was true as far as I could see, so there was no reason to distrust the map maker's portrayal of Canada. When my parents took me across the border and we entered the immigration booth, I looked excitedly for the pink earth. Slowly it dawned on me; this foreign, different place was not so different. I discovered that the world in my head and the world at my feet were not the same.
ROBERT ORNSTEIN, Human Nature

When writing and revising an introductory paragraph, avoid the following approaches that are likely to bore readers or make them question your sincerity or control. Opening paragraphs to avoid:

Don't reach too far with vague generalities or truths, such as those beginning, "Throughout human history" or "In today's society" You may have needed a warm up paragraph to start drafting, but your readers can do without it.
Don't start with, The purpose of this essay is,In this essay I will, or any similar flat announcement of your intention or topic.
Don't refer to the title of the essay in the first sentence.
Don't start with According to Webster's or a similar phrase leading to a dictionary definition. A definition can be an effective springboard to an essay, but this kind of lead-in has become dull with overuse.
Don't apologize for your opinion or for inadequate knowledge.

Handout courtsey of J. Sampirisi

Assignments - Oct 17

I have found an interesting essay by Chuck Klosterman titled "Real Genius" found here at this link:
here!!!
I ask that you please read this for next class. We are going to be paying special attention to its structure and the thesis so keep that in mind please.
Thanks a lot. You kids are great as always.

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Peer Review of Descriptive Essays Oct 10th!!!

Just a reminder to bring in TWO 2 TWO copies of your descriptive essay for peer review in class on October 10th. I have included here some questions to consider when doing peer review and I will be discussing this further in brief. Please print these questions off as well and bring them to class. Pretty please.
Also, there are tips and websites down the sidebar on how to write a descriptive essay as well as editing websites as well. Use these resources!
So, again, TWO copies of your descrpitive essay! TWO! 2!
Office hours are 2-3 and my email is atucker@faculty.ocad.ca or leave a comment here at this site if there are any problems.

Some Guidelines for Peer Response and
Personal Revision
 Assignment and Purpose. Does the draft carry out the assignment? Does it accomplish its purpose?
 Title and Introduction. Does the title tell readers what the draft is about? How does it catch reader’ interest? Does the opening make readers want to continue? How else might the draft begin?
 Thesis. What is the central idea? Is it stated explicitly? Should it be?
 Audience. How does the draft interest and appeal to its audience? Is it written at the right level for the intended readers?
 Rhetorical stance. Where does the writer stand? What words indicate the stance? What influences have likely contributed to that stance?
 Supporting points. Note the main points and review them. How does each point support the thesis? Do any need to be explained more or less? Do any seem confusing or boring? Do any make you want to know more? Should any points be eliminated or added? How well is each point supported by the details?
 Organization and Flow. Is the writing easy to follow? Are the ideas presented in an order that will make sense to readers?
 Transitions. Are there effective transitions within sentences, between paragraphs, and from one idea to the next?
 Conclusion. Does the draft conclude in a memorable way, or does it seem to end abruptly or trail off into vagueness? How else might it end?
 Final Thoughts. What are the main strengths and weaknesses of the draft? What might still be confusing to the readers? What is the single most important thing said in the draft? What will readers want to know more about

Taken from:
Lunsford, Andrea A. The Everyday Writer. 2nd Ed. Bedford, St. Martin’s. 2002

Draft of Descriptive Essays for Oct 10th

Please bring a draft of your desriptive essay to class on Oct 10 for a peer/instructor edit. I'll explain more in class but you MUST bring a draft for Oct 10!