Semester 1 Final Flashcards
alignment
Cohesion between the focus of an inquiry, the method of collecting
information, the process of analysis of the information, and the conclusions made to
increase understanding of that focus
argument
A claim or thesis that conveys a perspective developed through a line
of reasoning and supported by evidence
assumption
A belief regarded as true and often unstated
author
One who creates a work (e.g., article; research study; foundational,
literary, or philosophical text; speech, broadcast, or personal account; artistic work
or performance) that conveys a perspective and can be examined
bias
A personal opinion, belief, or value that may influence one’s judgment,
perspective, or claim
claim
A statement made about an issue that asserts a perspective
commentary
Discussion and analysis of evidence in relation to the claim which
may identify patterns, describe trends, and/or explain relationships
complex issue
Issue involving many facets or perspectives that must be
understood in order to address it
concession
Acknowledgment and acceptance of an opposing or different view
conclusion
Understanding resulting from analysis of evidence
context
The intent, audience, purpose, bias, situatedness, and/or background
(larger environment) of a source or reference
conventions
The stylistic features of writing (e.g., grammar, usage, mechanics)
counterargument
An opposing perspective, idea, or theory supported by evidence
credibility
The degree to which a source is believable and trustworthy
cross-curricular
Goes beyond the traditional boundary of a single content area or
discipline
deductive
A type of reasoning that constructs general propositions that are
supported with evidence or cases
evidence
Information (e.g., data, quotations, excerpts from texts) used as proof
to support a claim or thesis
fallacy
Evidence or reasoning that is false or in error
implication
a possible future effect or result
inductive
A type of reasoning that presents cases or evidence that lead to a
logical conclusion
inquiry
A process for seeking truth, information, or knowledge through a study,
research investigation, or artistic endeavor/work
interdisciplinary
Involving two or more areas of knowledge
issue
Important problem for debate or discussion
lens
Filter through which an issue or topic is considered or examined
limitation
A boundary or point at which an argument or generalization is no
longer valid
line of reasoning
Arrangement of claims and evidence that leads to a conclusion
literature
The foundational and current texts of a field or discipline of study
perspective
A point of view conveyed through an argument
plagiarism
Failure to acknowledge, attribute, and/or cite any ideas or evidence
taken from another source
point of view
A position or standpoint on a topic or issue
primary source
An original source of information about a topic (e.g., study,
artifact, data set, interview, article)
qualification
A condition or exception
qualitative
Having to do with text, narrative, or descriptions
quantitative
Having to do with numbers, amounts, or quantities
rebuttal
Contradicting an opposing perspective by providing alternate, more
convincing evidence
refutation
Disproving an opposing perspective by providing counterclaims or
counterevidence
reliability
The extent to which something can be trusted to be accurate
resolution
The act of solving a problem or dispute
scaffolding
The provision of temporary structured support for students to aid
skill development
secondary-source
A commentary about one or more primary sources that
provides additional insight, opinions, and/or interpretation about the primary source
data, study, or artifacts
sequence
The organization of curriculum content into an order which
progresses from simple to more complex
angle
approach to a topic, how you can define a perspective
solution
A means of answering a question or addressing a problem or issue
text
Something composed (e.g., articles; research studies; foundational, literary,
and philosophical texts; speeches, broadcasts, and personal accounts; artistic works
and performances) that conveys a perspective and can be examined
thesis
A claim or position on an issue or topic put forward and supported by evidence
tone
The way in which an author expresses an attitude about his or her topic or
subject through rhetorical choices
validity
The extent to which an argument or claim is logical
vocal variety
Changing vocal characteristics (e.g., pitch, volume, speed) in order
to emphasize ideas, convey emotion or opinion, or achieve other specific purposes
QUEST Framework
Question and explore
Understand and analyze arguments
Evaluate multiple perspectives
Synthesize ideas
Team, transform, transmit
question and explore(QUEST)
Questioning begins with an initial exploration of complex topics or issues. Perspectives
and questions emerge that spark one’s curiosity, leading to an investigation that
challenges and expands the boundaries of one’s current knowledge.
Understand and analyze arguments
Understanding various perspectives requires contextualizing arguments and evaluating
the authors’ claims and lines of reasoning.
Evaluate multiple perspectives
Evaluating an issue involves considering and evaluating multiple perspectives, both
individually and in comparison to one another.
Synthesize ideas
Synthesizing others’ ideas with one’s own may lead to new understandings and is the
foundation of a well-reasoned argument that conveys one’s perspective.
Team, transform, transmit
Teaming allows one to combine personal strengths and talents with those of others to
reach a common goal. Transformation and growth occur upon thoughtful reflection.
Transmitting requires the adaptation of one’s message based on audience and context.
Ethos
used to convey the writer’s credibility and authority. When evaluating a piece of writing, the reader must know if the writer is qualified to comment on this issue. The writer can communicate their authority by using credible sources; choosing appropriate language; demonstrating that they have fairly examined the issue (by considering the counterargument); introducing their own professional, academic or authorial credentials; introducing their own personal experience with the issue; and using correct grammar and syntax.
Pathos
appeal to emotion, means to persuade an audience by purposely evoking certain emotions to make them feel the way the author wants them to feel. Authors make deliberate word choices, use meaningful language, and use examples and stories that evoke emotion. Authors can desire a range of emotional responses, including sympathy, anger, frustration, or even amusement.
Logos
appeal to logic, means to appeal to the audiences’ sense of reason or logic. To use logos, the author makes clear, logical connections between ideas, and includes the use of facts and statistics. Using historical and literal analogies to make a logical argument is another strategy. There should be no holes in the argument, also known as logical fallacies, which are unclear or wrong assumptions or connections between ideas.
CER
How to address counterargument?
Claim
Evidence
Reasoning
Address the counterargument before making your claim or after
logical fallacy of False comparison
two things are similar, so they must be the same
all natural logical fallacy
fallacy of association, natural ingredients are good for you, so anything “natural” is healthful
logical fallacy of appeal to popularity
“other kids get to do it, so why don’t I?”
logical fallacy of hasty generalization
uses too few examples and interprets them too broadly
logical fallacy of misinterpreting the evidence
takes the exception and claims it proves the rule
logical fallacy of the unit fallacy
does weird math with apples and oranges, often confusing the part for the whole
logical fallacy of ignorance
claims that if something has not been proven, it must be false
logical fallacy of many questions
squashes two or more issues into a single one
logical fallacy of a false dilemma
offers audience two choice even though more exist
logical fallacy of the antecedent
assumes that this moment is identical to past, similar moments.
logical fallacy of the red herring
introduces an irrelevant issue to distract or confuse the audience
logical fallacy of the straw man
sets up a different issue that’s easier to argue
logical fallacy of tautology
a logical redundancy, the proof and the conclusion are the same thing
logical fallacy of reductio ad absurdum
takes the opponent’s choice and reduces it to an absurdity
logical fallacy of the slippery slope
predicts a series of dire events stemming from one choice
logical fallacy of post hoc ergo propter hoc
assumes that if one things follows another, the first caused the second one
rhetorical foula
mistakes or intentional offenses that stop an argument dead or make it fail to reach a consensus
rhetorical foul of switching tenses away from the future
it’s fine to use the past or present, but deliberative argument depends on eventually discussing the future
rhetorical foul of inflexible insistence on the rules
using the voice of God, sticking to your guns, refusing to hear the other side
rhetorical foul of humiliation
argument that sets out only to debase someone, not to make a choice
rhetorical foul of innuendo
a form of irony used to debase someone, often planting an idea in the audience’s head by denying it
rhetorical foul of threatening
argumentum ad baculum, argument by the stick, denying the audience a choice
Part A Rubric
Response accurately identifies the author’s argument, main idea, or thesis
Response provides a thorough explanation of the author’s line of reasoning by identifying relevant claims and clearly explaining connections among them
Response evaluates relevance and credibility of the evidence and thoroughly evaluates how well the evidence is used to support the author’s argument
Part B Rubric
Presents a clear perspective that relates to the provided sources
The line of reasoning is logically organized and well-developed. Commentary explains evidence and connects it to claims to clearly and convincingly establish an argument. The argument must incorporate at least Two of the provided sources
Appropriately synthesizes relevant
information drawn from at least two of
the provided sources to develop and
support a compelling argument.
Communicates clearly to the reader
(although may not be free of errors in
grammar and style) AND the response
effectively integrates material from
sources into the argument (e.g.it is clearly
introduced, integrated, or embedded into
the text) and accurately attributes
knowledge and ideas.
Performance Task 1
Task Guidelines:
In this project, three to five students collaborate as a team to identify a problem or issue (e.g.,
local, national, global, academic/theoretical/philosophical). Each team develops a team
research question and conducts preliminary research. They identify approaches, perspectives,
or lenses and divide responsibilities among themselves for individual research that will address
the team’s research question.
Individually, students investigate their assigned approach, perspectives, or lens on the issue or
topic of the team research question. Each student presents his or her findings and analysis to
the group in a well-written individual report that:
* identifies the area of investigation and its relationship to the overall problem or issue;
* summarizes, explains, analyzes, and evaluates the main ideas and reasoning in the
* chosen sources;
* identifies, compares, and interprets a range of perspectives about the problem or issue;
and
* cites all sources used and includes a list of works cited or bibliography.
Working collaboratively, the team considers all of the research and analyses from individual
team members for the purpose of proposing one or more solutions or resolutions. The team:
* collaboratively synthesizes and evaluates individual findings and perspectives to create a
collective understanding of different approaches to the problem or issue;
* considers potential solutions or resolutions and conducts additional research in order to
evaluate different solutions within the context of the problem; and
* proposes one or more solutions or resolutions and prepares an argument to support
their proposal.
The team develops an 8–10 minute presentation that presents a convincing argument for the
proposed solutions or recommendations. The team should ensure the claims made are
supported by evidence and that they have considered different perspectives and the limitations
and implications of their proposed solutions or recommendations. The presentation and the
media used to enhance the presentation should consider audience, context, and purpose.
Following the presentation, the team will defend its argument, with each student responding to
a question posed by the teacher. Each team member should be prepared to answer questions
about any part of the presentation.
MLA format
Use white 8 ½ x 11” paper.
Make 1 inch margins on the top, bottom, and sides.
The first word in every paragraph should be indented one half inch.
Indent set-off or block quotations one half inch from the left margin.
Use any type of font that is easy to read, such as Times New Roman. Make sure that italics look different from the regular typeface.
Use 12-point size.
Double space the entire research paper, even the Works Cited page.
Leave one space after periods and other punctuation marks, unless your instructor tells you to leave two spaces.
Heading:
Neal E. Bibdarsh
Professor Haujeemoto
English 201
2 Nov 2017
The Trials and Tribulations of Lincoln’s Reciting of “The Gettysburg Address”
Citation: Author’s Last name, Author’s First name. “Title of Source.”* Title of Container, Names of other contributors along with their specific roles, version of the source (if it differs from the original or is unique), any key numbers associated with the source that aren’t dates (such as journal issue numbers or volume numbers), Name of the Publisher, publication date, location (such as the URL or page numbers).
An MLA parenthetical citation is created when the author’s name is NOT in the sentence. Instead, the author’s name is in parentheses after the sentence, along with the page number.
Good research questions
-require a judgment or evaluation to be made(not just description).
-are researchable(it’s possible to find relevant+credible sources)
-involve genuine points of ongoing debate
-invite engagement with alternative perspectives
-are simple and do not contain multiple, nested questions
Essential presentation skills
Maintain eye contact while presenting and smile
Use of gestures and facial expressions
Avoid distractions
Be prepared: Practice makes perfect
Be confident
Effective beginning/end
Speak Freely
Avoid filler words
Bring along something to share
Use different types of media
Use effective pauses
Speak the language of the audience
Engage with the audience
Don’t fight the stage fright & take deep breaths
Choose the right angle on standing during a presentation
contrapasso
the punishment of souls by a process either resembling or contrasting with the sin itself
terza rima
Terza rima is a rhyming verse form, in which the poem, or each poem-section, consists of tercets with an interlocking three-line rhyme scheme: The last word of the second line in one tercet provides the rhyme for the first and third lines in the tercet that follows.
allegory
narrative or visual representation in which a character, place, or event can be interpreted to represent a meaning with moral or political significance
