Class, Tues, 10/25

Reading for Stance and Tone in a Research-Based Essay

  • With a partner: Read through Lia Dawson’s “How Celebrities Affect What We See on YouTube“. Mark where Dawson is primarily describing the topic of her essay (the subject she is writing about), and where she is articulating her stance toward that topic (what she wants to argue). If you see a passage where she is doing something other than describing her topic or stance, then note that too.
  • In GTA groups: See if you can come to some sort of agreement about the moments where Dawson articulates her stance as a writer. List those passages so you can look at them in outline form. (You might want to use Google Docs to do this.) What does this list show you about the strengths and possible weaknesses of Dawson’s argument?

Developing Your Description of a Project of Repair

In workshop groups: Read your e2d1s. Try to suggest to each writer what they might add to their description of

  • The problem: What’s broken or in need of repair?
  • The characters: Who is doing the repairing? Who is being helped or fixed?
  • The setting: Where is all this happening? How does the setting effect what the characters do?
  • Possible connections to Spelman

As a group, select one piece that you find especially effective and would like to discuss in class on Thursday. Send an email to your GTA and me telling us which piece you’ve selected.

To Do

  1. Thurs, 10/27, class: Read the Arak essays by Samantha DiUbaldi and Ryan McNulty for stance and tone. Be ready to talk about how each author develops and argument about their subject.
  2. Thurs, 10/27, class: Identify at least three specific passages in Spelman’s Repair that you might connect your project of repair to.

 

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