1. Warm-Up Activity: Connecting Words
You are already familiar with the many different transitional phrases in English, so this activity is just for a refresher. You may be using the same ones in your writing over and over again, or you may forget to use them sometimes when you need to. This ACTIVITY will remind you of all the synonyms there are for each transitional action, so that you can connect your ideas better in your essays.
2. Peer-Check the Arguments
Pull up the outline you did for homework last night and switch computers with someone near you. You have 5 minutes to peer-check someone else’s outline. You are checking to see that their outline follows one of the two ARGUMENTATIVE ESSAY PLANS from last class, and incorporates the opposing arguments. You should also be looking at the actual argument that your peer is presenting. What persuasive strategies does he/she use? Is it convincing? Are each of the Main Topics different, or do they overlap? Is he/she missing any important opposing arguments? Afterwards, discuss the strengths and weaknesses of the outline with your peer.
3. Recap of Problematizing: Gaining the reader’s trust
Today we are working to create good relationships with our readers. The reason for presenting the opposing argument is to gain the reader’s trust. You have about 4 minutes to choose one of the opposing arguments from your outline and problematize it. Use the POWERPOINT handout from last class for reference. You don’t need to do research or anything. The point is to work on the structure of problematizing. Then volunteer to read your problematized opposing argument to the class.
4. Tone: Setting up the relationship with the reader
The words you choose to use and choose not to use are extremely important in Academic Writing. You can change the relationship with the reader, either positively or negatively, just by using certain words. Remember, a good relationship with the reader is your #1 priority. You want the reader to not only agree with you by the end of the essay, but also believe and trust in everything you say; you want the reader to like you. Take a look at Part II on the RELATIONSHIP WITH THE READER handout. Which words set good or bad tones for the reader and why?
5. Hedging: Leave room for other possibilities
In the following cases, not only tone is important, but also the strength of our certainty. We are using a skill called hedging to assert claims/explanations/generalizations. To hedge in writing is to choose certain words that will demonstrate how sure we are of a statement we are making. That way, we can leave room for other possibilities and scenarios that the reader may think of, and we can maintain our credibility. Take a look at Parts III and IV of the RELATIONSHIP HANDOUT. Do you see how each word has its own degree of certainty?
6. Avoiding Hasty Generalizations: Don’t lie to the reader! Duh!
When you make a generalization about a group of people, events, etc., you should use hedging to assert your certainty of the statement. It is very rare that you can make a statement that includes an entire group or event in every instance. Even if something is almost always true, it’s not always true! So don’t lie to the reader and tell them it’s always true or you will lose your credibility. Take a look at Part V of the RELATIONSHIP HANDOUT. Which words can be changed so that the writer isn’t making a hasty generalization?
