ENGL100-24446 (ONL) Freshman Composition

Where would a reader expect to find a paragraph's topic sentence?

A reader should expect to find a paragraph's topic sentence in the paragraph's first sentence, as that will be the main focus of what the paragraph will be about, or rather the idea of the paragraph. (A paragraph's topic sentence usually appears as the paragraph's first sentence.)

What does a topic sentence do?

A topic sentence explains what the main focus of what the paragraph will be about, or rather the idea of the paragraph. It basically explains to the reader what the paragraph will be about and what they're focusing on in that paragraph. (A topic sentence helps its paragraph's reader by expressing the paragraph's idea.)

Write one or two sentences to explain why a writer might use a Point-by-Point system of organization.

A writer might use a Point-by-Point system of organization when trying to discuss one point at a time and make sure that you understand how it means something, and then move on to the next point. I would use this when doing like a comparison of articles, or even in a research paper to make my points.

Write one or two sentences to explain why a writer might create a functional description.

A writer might want to create a functional description because it refers to what the subject does, rather than using sensory information which may not help the reader understand a subject, Using a functional description allows you to specify exactly what the subject does, which will help the reader to see the differences and allow them to understand better.

Does an example work more generally or more specifically?

Because an example is a specific member of a general group, it works more specifically.

Write one or two sentences to explain the importance of brevity.

Brevity is important because you create a focus by using fewer words than the source itself. This means you convey the idea that the source does, but in concentrated version of that idea to support your own thoughts on the matter.

"Because Charles Ardinger teaches writing, and because everyone who teaches writing is tall, Charles Ardinger must be tall." This is an example of what kind of logic?

Deductive

Do facts work subjectively or objectively?

Facts works objectively. A fact is an objectively true statement about an existing condition, and must be true, meaning that false statements are not facts. (Because facts operate outside the mind of the person citing them, facts work objectively.)

Write two or three sentences to give an example of a Straw Man fallacy.

For the Straw Man fallacy, an example is that again the gas station worker making a claim that you didn't pay for the gas and tried to leave, you make a argument that you did indeed pay, but you focus on and extremely over exaggerate on the fact that he is simply accusing you of doing a crime. The point is to make the gas station worker look stupid intentionally, so that your argument looks better than his. Instead of making your argument fair, you focus on a point in their argument to say that they're wrong and you are simply right.

"Cats play with laser pointers because they like to hunt." Is this statement general or specific?

General

How did you determine your answer to the previous question?

I believe this statement is specific because he explains specifically about his dog, and why he is barking at the mailman which was to protect the home.

Where would a reader expect to find a thesis statement in an essay of argument?

In an essay of argument, a thesis statement would appear at the end of the essay's introduction. (Most readers expect to find the thesis statement of any essay as the last sentence of the first paragraph.)

"I've done well in all my English classes, so I should do well in this one." This is an example of what kind of logic?

Inductive

Which style does the citation in the previous question use?

MLA

Which sentence in a body paragraph works best as the topic sentence?

Most readers will expect to see the first sentence of a body paragraph as its topic sentence.

Match the prewriting technique to the most accurate description. Outlining: organizes information based on the TETS pattern. Clustering/Mapping: can help show how ideas relate to each other. Freewriting: can generate sentences. Brainstorming: considers ideas without rejecting them.

Outlining: organizes information based on the TETS pattern. Clustering/Mapping: can help show how ideas relate to each other. Freewriting: can generate sentences. Brainstorming: considers ideas without rejecting them.

Name three parts of this module.

Parts of this module include the overview and task list, the lecture on cause and effect, the video lecture, this quiz, the assignment, and the wrap-up.

Match the beginning of each sentence to its most accurate ending.

Process: is a series of steps that combine to create an action. Immediate cause: connects directly to a result. Analysis: describes a subject by describing its parts. Remote effect: indirectly relates to a cause.

Match the description to the type of logic it describes.

Reaches a certain conclusion: Deductive Reaches a probable conclusion: Inductive Moves from general to specific: Deductive Moves from specific to general: Inductive Creates pattern from data: Inductive Creates true statement by combining other true statements: Deductive

"My dog barks at the mailman to protect our home." Is this statement general or specific?

Specific

Pick a fallacy from the list in the textbook and write two or three sentences to give an example of that fallacy.

The fallacy I chose is the Bandwagon fallacy which is the most known fallacy that even I have heard of. An example of the Bandwagon fallacy is that a doctor without any proof and description of what is in the prescription of painkillers that he's given many people before, that all have said it has worked, but you argue that there's no way the painkillers works. The doctor says that he has given it to many people before and they all believe him and that the prescription worked for their pain. The point is, he's trying to say that if enough people believe it, it simply must be true and you should also because of it, instead of using any facts or research.

Which logical fallacy does the lecture use as an example of an appeal to emotions?

The lecture uses the ad hominem fallacy as an example of an appeal to emotions. It explains that the ad hominem fallacy tries to distract you from the argument you're considering by putting your attention on how you feel about the person making the argument. This helps by making you aware that you should watch for how readers will appeal to your emotions and make sure you're always using logic and not just focusing on the emotional appeal. (The lecture describes the Ad Hominem fallacy as an example of an appeal to emotions.)

Write three or four sentences to explain the quotation sandwich.

The quotation sandwich is when you use a quotation and explain it to let the reader know what mean you mean by the quotation. The reader does not think the exact way that you think as we all have a different mindset, all thinking a bit differently. As such, you must tell the reader exactly what you want the reader to know, and establish the connection between the quotation so that the reader can see the connection that you see.

Where would a reader expect to see a restatement of an essay's thesis in the essay's conclusion.

The restatement appears in the first sentence of the conclusion.

Where would a reader expect to find a thesis statement in an essay's introduction?

The thesis statement appears at the end of the introduction.

According to the syllabus, what font should you use for your assignments?

Times New Roman

Match these elements of the TETS pattern with their functions.

Transitions -> can help show how ideas relate to each other. Evidence -> supports a paragraph's main idea. Summary -> restates a paragraph's main idea. Topic sentence -> expresses a paragraph's main idea.

Name two of the resources mentioned in the video lecture.

Two of the resources mentioned in the video lecture is the physical library, and the virtual library which also shows how to use Coastlines College's Library. Furthermore, the video lecture also mentioned using Google and Wikipedia for literary research. (The video lecture mentions physical libraries, virtual libraries, Google, and Wikipedia.)

How did you determine your answer to the previous question?

While this is a tricky one, I do think its a general statement because while he explains why cats play with laser pointers, he's not specifically talking about a situation, but rather about all cats in general. Basically I think its a general statement because he is generalizing about all cats.

According to the video lecture, how can you develop sympathy in your reader?

You can develop sympathy in your reader when you demonstrate that you know how your reader feels, by describing your feelings about the claim you are making about your argument. The goal is to show your reader the sincerity that you honestly believe what you're saying so you can develop sympathy in your reader. Basically, showing the reader your sincere feelings will develop sympathy in your reader. (You can develop sympathy in your reader by showing the sincerity of your beliefs.)

"Everyone should agree with Senator Fakename," is an example of

convincing.

"Everyone should vote for Senator Fakename," is an example of

persuading.

Write one or two sentences to explain the difference between a fact and an appeal.

A fact is an objectively true statement about an existing condition, and must be true, meaning that false statements are not facts. As for appeals, an appeal is when you make a case to your reader's subjective processes of thought. You are essentially making an argument which appeals to the reader's mercy, but instead of being objective like facts, you are being subjective appealing to the feelings and beliefs inside the reader's mind.

How does a paragraph show main clause unity?

A paragraph shows main clause unity when the paragraph's supporting sentences focuses or revolves around the idea or topic said in the topic sentence of the paragraph. (A paragraph shows main clause unity by making sure that the main clauses of all of its sentences work together to support the idea expressed in its topic sentence.)

Where would a reader expect to find a paragraph's summary?

A reader should expect to find a paragraph's summary at the end of the paragraph, as that is what summarizes what was in the paragraph often restating what the paragraph's topic was, while linking it to the evidence that was explained in the paragraph. (A summary usually appears as a paragraph's last sentence.)

Write one or two sentences to explain why a writer might paraphrase.

A writer might want to paraphrase because you can use it instead of a full quotation. A full quotation takes up a lot of time by causing quotation complexity taking up the reader's time, while paraphrasing gives the same information but with fewer words.

When should academic writing quote a source without identifying where the source came from?

Academic writing should never quote a source without identifying the source's origin.

Match the phrase with the point of the rhetorical triangle that the phrase describes.

Concerns thinking -> Logos Concerns the writer's behavior -> Ethos Concerns emotions -> Pathos Shown through careful and accurate research -> Ethos Shown through avoidance of fallacies -> Logos Shown through use of emotional words -> Pathos

How did you decide on your answer for the previous question?

I decided that this example was Deductive, because deductive logic reasons from a general idea to generate specific facts. Not only that but deductive logic combines true statements to generate new facts from the combination of the true statements. This is exactly what the example is, combining the facts that "Charles Ardinger teaches writing", and that "everyone who teaches writing is tall" to generate a new fact of "Charles Ardinger must be tall".

When should an emotional appeal replace an intellectual argument?

I feel that an emotional appeal should replace an intellectual argument when you cannot convince the readers with logic alone. However, I believe you shouldn't focus solely on the emotional appeal, but also have a logical argument with the emotional appeal, or else the reader will doubt you and could lose your credibility instantly. (An emotional appeal may supplement but should never replace an intellectual argument.)

Write one or two sentences to name and describe one point of the rhetorical triangle.

One point of the rhetorical triangle, is none other than logos. Logos concerns thinking, and the word itself is derived from logic, meaning that you can use logos to appeal to your reader's intelligence. (Ethos considers a writers behavior as expressed through grammar and diction. Pathos considers emotion and the connection between reader and writer. Logos considers the way a writer uses organized thinking to communicate.)

Where does sensory information come from?

Sensory Information is the information about the world around you, being information from your brain that is collected from your senses. As such, using sensory information may or may not help the reader understand a subject. (We get sensory information from our senses, specifically our physical senses.)

According to the video lecture, what is sympathy?

Sympathy according to the video lecture is feeling with the reader. This means you explain to the reader that you know how they feel, and presenting your sincere feelings will develop this sympathy in the reader. (Sympathy is feeling with someone else; the statement, "I know how you feel," is an example of sympathy.)

According to what you read in this module, what two aspects should determine how you choose a topic?

Two aspects that should determine how I choose a topic, is if the topic is interesting, or well documented. I should write about a topic if I'm interested in it, as instead of trying to write about that topic when it is something that bores me, I will enjoy writing about it as it is something I care about, which also gives the reader the benefit of my interest. As for well-documented, if the topic has many external sources of information, it will greatly help me from all the writers that have written about this topic before, that I can now use to support and explain my own ideas. (The written lecture claims that a topic should be both interesting and well-documented.)

Match the term with the phrase that most accurately describes it. Fallacy is a break in a system of logic. Straw Man is an intentionally weak representation of someone's argument. Ad Hominem is a discussion of the person making an argument. Logic is a systematic arrangement of thought. Bandwagon is an argument based on popularity.

Fallacy is a break in a system of logic. Straw Man is an intentionally weak representation of someone's argument. Ad Hominem is a discussion of the person making an argument. Logic is a systematic arrangement of thought. Bandwagon is an argument based on popularity.

Match the statement from an argument to the kind of statement it is according to the information you got from this module.

"If you assign me more homework, I'll fail the class, so you should assign less homework." -> Appeal to Consequences "Because four out of five students who get too much homework fail, you should assign less homework." -> Statistics "My cousin who got too much homework failed her class, so you should assign less homework." Example "The president of the American Educators' Association says that too much homework causes students to fail; for that reason, you should assign less homework." -> Appeal to Authority

Why do academic writers cite sources?

Academic writers cite sources to first and most importantly avoid the possibility of plagiarism. If writers were to "steal" another writers work, then the academic reader will harshly judge the academic writer because they took another writers work without giving them any credit. Furthermore, citing a source allows the reader the opportunity to look at that source independently which also helps the writer gain credibility, while also allowing the reader to see how the writer used another writer's work. (Writers want to avoid plagiarism; they also want to help their readers follow the research that forms the writers' thoughts.)

Write one or two sentences to explain the importance of accuracy.

Accuracy may be the most important here, as if you aren't accurate giving the reader true information, you will damage your credibility. As such, since the readers expect the paraphrased ideas to be accurately true, you should double check that you are doing so to not lose credibility.

Write one or two sentences to explain what contrast and comparison do.

Comparison and contrast allows you to compare how subjects are alike, and how subjects are different. This allows you to see see different things in a subject that you wouldn't be able to understand without using contrast and comparison.

Match the term to its most appropriate function.

Comparison: discusses how two subjects are alike. Parallel Aspect: is the same kind of feature on two different subjects. Functional description: discusses what a subject does. Contrast: discusses how two subjects are different.

What kind of action could a process analysis explain?

First off, a process analysis explains how that something is made or done. So for actions, a process analysis could explain any kind of actions such as perhaps changing a tire, writing an essay, or how to make something. (A process analysis can explain any action by examining the steps that create that action.)

Write two or three sentences to give an example of an Ad Hominem fallacy.

For the Ad Hominem fallacy, an example is that if a guy at the gas station is arguing that you didn't pay for the gas and tried to leave, instead of making a argument that you did indeed pay, you attack the guy by insulting him personally saying he's dumb and has had a history of being a criminal so he must be lying. He is personally attacking him instead of focusing on a argument against him, so that you focus on the guy being bad.

Label the parts of this citation: Graff, Gerald and Cathy Birkenstein (2010). They say/I say: The moves that matter in academic writing (2nd ed.). W.W. Norton & Company.

Graff, Gerald and Cathy Birkenstein: Authors 2010: Publication Date They say/I say: The moves that matter in academic writing: Title W.W. Norton & Company: Publisher

How did you decide on your answer to the previous question?

I decided that it was definitely inductive, since inductive logic looks at information, and determines a pattern from that information and uses it to predict further what that information will be. In this example, he determines a pattern that he keeps on doing well in all his previous English classes, hence following the pattern he should continue to do well including his current English class.

Name a method by which you can recognize emotional appeals in your reading.

Personally, I recognize emotional appeals in my reading by looking at the writers argument, and focusing on their logic behind their argument. As I've always distrusted emotional appeals because they're very easy to manipulate reader's feelings, I always look carefully if the writer is using my emotions to support his argument instead of getting me to agree with them because of the logic in the argument. (One method is by recognizing emotionally loaded words; another is by recognizing logical fallacies.)

Based on what you know about paraphrasing, complete each sentence with the most appropriate term.

Using the fewest words possible is -> brevity. Expressing a writer's idea in original words is -> paraphrasing Making direct comments on a writer's work is -> annotation. Representing a writer's idea in the way the writer means it is -> accuracy

Write one or two sentences to explain what gives introductions and conclusions a triangular structure.

What gives introductions and conclusions a sort of triangular structure, is because it gives the reader's mind into the essay, and out of the essay from the body paragraphs. Because of this, you can think of it as a triangular structure, as the readers mind moves from the introduction which generalizes then specifies, to the conclusion which specifies and ends with generalization. (The metaphor of the triangular shape sees specific statements as narrow and general statements as broad. Thus, a move from general to specific seems to create a triangle.)

What do transitions do?

What transitions do is kind of connect ideas or your sentences. It essentially helps you transition to a sentence or link them. (Transitions help a reader's mind move from one idea to another by showing how those ideas are connected to each other.)

For an effective appeal to consequences, would a writer prefer to discuss immediate effects or remote effects? Your score will depend partly on how you explain your answer.

When trying to discuss an appeal to consequences, you should think of how you are going to analyze this action as an effect of something. As such, I think a writer would prefer to discuss the immediate effects of consequences, to show the direct result of how there will be consequences, compared to trying explain remote effects and that there is a remote connection to consequences.

What are you doing when you plagiarize?

When you plagiarize, you are essentially stealing another person's work. You are taking their credit, and taking their words as your own. (When you plagiarize, you're using another writer's work without giving credit. In other words, you are stealing the work of another writer.)