Chat with us, powered by LiveChat Lots of nice ideas here, but let’s look at the essay–no facts or quotes until that third paragraph–let’s work on that moving forward–when you make a statement of fact, we need a citation–right away. Now, let’s focus moving forward on the quotes—the | Economics Write

2.Read Freneau, Poems (Links to an external site.) and/or listen Indian Burying Ground (Links to an external site.)., Everyone. I am glad you are here in this
class. Together, we will explore and discover the foundations of American
literature. Along the way, you’ll likely learn a lot about our nation’s history
and the key cultural ideas and themes that dominate these early pieces of
literature. As you are likely aware, there is no textbook for
this class; instead, you are learning with the ideas that have been provided as
part of the shareware movement. These sources are out of copyright protection,
of course, as they are, well, old! But we are also living in a time when
teachers and thinkers and scholars from around the world can gather together
via the internet and share unique ideas and resources that are only a click
away.In each week’s readings, you will notice there’s
an overview, a list of outcomes, and series of links to our readings (often in
written and auditory form) and additional resources. Those are your tools
for this class. Therefore, you may not use or cite sources outside those
provided in this class class for your weekly discussions and midterm and final
written exams.How can we be so sure that you won’t need any more
information? Well, the main goal of this course is to offer some tools to help
you read and understand the assigned literature, and from there, you’ll be
asked to write essays that express your reaction and opinion on key themes in
the weekly readings. To accomplish this goal, we’ll use one basic
format for structuring paragraphs. We call that format the paragraph plan, and
it contains three basic elementsmain idea (also called the topic sentence of a
paragraph–each paragraph has only one main idea in academic writing)cited evidence (quotes from the literature and/or
facts cited from the additional resources–not: all evidence must be cited in
MLA format)analysis (where you explain for the reader how and
why the main idea and cited evidence fit together to support your over-arching
thesis, the point you’ll argue in answer to each of our questions and essays in
the class.I realize this concept for writing paragraphs may
be new to many of you, and that’s ok. We’ll learn to master this format
together. In fact, you won’t even use the format until week 2, and that week 2
discussion is only worth 2 points. In week 3, after you’ve had feedback from me
on your week 2 work, the discussion is worth 4 points, and weeks 4 and 5 are
also worth 4 points. In week 6, you will write your midterm essays, and
each is worth 10 points. The same rules apply for those essays–no
materials outside the class, and all facts and quotes must be cited in full MLA
format. But by the midterm, you’ll have practiced the format many times and
grown in your knowledge and understanding of the literature and this writing
format. By the end of the course, weeks 7, 8, and 9, you will be very
experienced in this format and should find that the process is actually faster
and more efficient than the academic writing process you used before this
class. So how do you get started in mastering this
process?You may have noticed that all of your discussion
and essay questions for the entire term are already posted. They are there for
a reason. At the beginning of class, print or write down each question–all of
them–all the way through the final exam. Keep that list of questions at
hand as you read and take notes. When something occurs to you for one of the
questions, jot it down. This method saves time over the course, but it
also allows you to learn the material and spot key themes and quotes on your
own terms. That’s a powerful learning process, and it’s one we want to mine
fully during our time together.Once you have all of the questions ready to go,
the next step involves taking notes. As you are reading, jot down any key
quotes or ideas that pop out to you.**BE SURE TO LOCATE THE PAGE OR PARAGRAPH NUMBERS
PROPERLY. ALL QUOTES REQUIRE A CITATION!Once you have finished reading, return to your
notes. Pull out any key quotes or facts you found that relate to the discussion
questions and plug them into our paragraph planmain ideacited evidence (plug in quotes here)analysisNow, at this point, you may note have the main
ideas or analysis in sight. That’s ok. The point is that you have read, taken
notes, and completed a key step in the process–pulling out key quotes. The
next time you return to your work for this class, you will be poised and ready
for the next step–filling out the rest of the paragraph plan for 2-3 body
paragraphs for the weekly discussions and maybe 3-5 body paragraphs for the
midterm and final exam essays.Once you have the evidence in place, use the question
you are writing about to guide your critical thinking process through filling
out the rest of the body paragraph–main idea and analysis. You may discover
that not all quotes work or that you need more evidence or that you want to
reorganize quotes. That’s great. Making changes are all signs of an active and
engaged critical learning process.With the body paragraphs fairly well sketched out,
you are ready to move to the introduction and the conclusion. The introduction
should start broad and narrow to a thesis statement, and that thesis statement
shows the reader your over-arching point, or the theme that your body
paragraphs will outline and evidence. Thus, you want to make sure your thesis
foreshadows the main ideas that your body paragraphs will evidence. For the conclusion, you’ll want to restated what
you just evidenced in those body paragraphs, then maybe look ahead and offer a
closing point or an idea for moving forward.

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