Narrowing your topic

•Télécharger en tant que PPT, PDF•

1 j'aime•1,506 vues

The document provides guidance on narrowing a research topic by adding layers such as subgroups, time periods, locations, methodologies, and related concepts. It advises representing the narrowed topic as overlapping areas in a diagram and includes examples of narrowing the topic of women's daily lives in the 19th century by specifying class, country, and source material.

Formation

Think of other ways to narrow it down, like time…

More ways to narrow it down ,[object Object],[object Object],[object Object],[object Object],[object Object]

Your narrowed topic is where all of these aspects overlap.

HOW WOULD IT LOOK IF YOU WANTED TO TALK ABOUT MEN’S DAILY LIVES? ,[object Object]

HOW WOULD IT LOOK IF YOU WANTED TO COMPARE WOMEN’S DAILY LIVES IN JAPAN AND ENGLAND? ,[object Object]

HOW WOULD IT LOOK IF YOU WANTED TO STUDY THE TOPIC BY READING NOVELS WRITTEN BY WOMEN IN THAT ERA? ,[object Object]

Contenu connexe

Similaire à Narrowing your topic

Writing essay conclusions

Randy Rebman

Magazines and books_in_the_classroom

allandone

Magazines and books_in_the_classroom

allandone

Chapter 3 Exploratory Essay Chapter 3 Exploratory Essay (Re)Writing Communities and Identities 113 Exploratory Essay Assignment Guidelines As its name implies, the Exploratory Essay allows you to explore a complex issue to not only better understand the issue itself but also to inform your readers and better situate yourself as a critical thinker within the cultural conversation. Because of its investigative nature, the Exploratory Essay’s purpose is informative and its tone is neutral and invitational, allowing you to build on the skills you developed in the Reading Reflection (Chapter 2). What will you do? For this assignment, you will write a 1,000–1,200-word (4–5 double-spaced pages) essay that explores a sociocultural issue related to socioeconomic status or social class from multiple points of view. You will read several articles together with your classmates to better understand the scope and complexity of the conversations around social class in the United States; you will also supplement these sources with independent outside research. Your independent research should help you identify a topical focus that will serve as the thematic frame for your own exploratory essay. Additionally, because the essay is designed to help readers understand the conversation around your topic, your essay must include at least three sources. To explore a sociocultural issue from multiple viewpoints, you should read a variety of sources, such as newspaper articles, editorials, and policy reports. These are not meant to be models of exploratory writing. Their purpose is to provide some of the core knowledge that will help you to contextualize this issue in your own essay. As you read, keep in mind the purpose of your writing: you are not arguing in favor of or against a particular stance; you are not attempting to prove which authors are right or wrong; instead, you are respectfully engaging with all authors’ ideas to present a neutral overview of the conversations happening around your topic. To put it another way, keep the idea of an invitation in mind. When we send an invitation (to a party or a wedding), we are letting recipients know that they are welcome to attend, but they are in no way required to come—they can accept or decline as they see fit. Think of this paper in a similar way: you are inviting your audience to look at the different facets of an issue, but you are not requiring them to agree or disagree with any of them. They may consider what you say and form their own opinion; you are not trying to persuade them to accept a certain position. You do want them to engage seriously with your writing, though, and we will talk about strategies to help you do so without falling into argumentative or persuasive language. Perhaps the most surprising aspect of writing an Exploratory Essay is how the invitation you will extend to others extends to you, too: in the same way .

Chapter 3 Exploratory Essay Chapter 3 Exp.docx

bartholomeocoombs

Style and vignette

MrSoto

Tnhp daniel garber

Franco Bressan

getting ready to write

Guler Ekincier

The Value of Children's Literature

Sopphia Faye Chloe Calope

Essay structurepptx

Ty171

Assessment

guest61dc4ad

Here you will build a lesson.pdf

bkbk37

Writing Workshop - SOC 463/663, Spring 2015

Melanie Tannenbaum

Elit 46 c class 19

kimpalmore

Thesis Writing Guidelines

Pushpanathan Thiruvenkadam

what they’re saying about “they say / i say” “Many students say that it is the first book they’ve found that actually helps them with writing in all disciplines.” —Laura Sonderman, Marshall University “A brilliant book. . . . It’s like a membership card in the academic club.” —Eileen Seifert, DePaul University “This book demystifies rhetorical moves, tricks of the trade that many students are unsure about. It’s reasonable, helpful, nicely written . . . and hey, it’s true. I would have found it immensely helpful myself in high school and college.” —Mike Rose, University of California, Los Angeles “The argument of this book is important—that there are ‘moves’ to academic writing . . . and that knowledge of them can be generative. The template format is a good way to teach and demystify the moves that matter. I like this book a lot.” —David Bartholomae, University of Pittsburgh “Students need to walk a fine line between their work and that of others, and this book helps them walk that line, providing specific methods and techniques for introducing, explaining, and integrating other voices with their own ideas.” —Libby Miles, University of Vermont “A beautifully lucid way to approach argument—different from any rhetoric I’ve ever seen.” —Anne-Marie Thomas, Austin Community College, Riverside “It offers students the formulas we, as academic writers, all carry in our heads.” —Karen Gardiner, University of Alabama “The best tribute to ‘They Say / I Say’ I’ve heard is this, from a student: ‘This is one book I’m not selling back to the bookstore.’ Nods all around the room. The students love this book.” —Christine Ross, Quinnipiac University “What effect has ‘They Say’ had on my students’ writing? They are finally entering the Burkian Parlor of the university. This book uncovers the rhetorical conventions that transcend dis- ciplinary boundaries, so that even freshmen, newcomers to the academy, are immediately able to join in the conversation.” —Margaret Weaver, Missouri State University “It’s the anti-composition text: Fun, creative, humorous, brilliant, effective.” —Perry Cumbie, Durham Technical Community College “This book explains in clear detail what skilled writers take for granted.” —John Hyman, American University “The ability to engage with the thoughts of others is one of the most important skills taught in any college-level writing course, and this book does as good a job teaching that skill as any text I have ever encountered.” —William Smith, Weatherford College “Students find this book tremendously helpful—they report that it has ‘demystified’ academic writing for them.” —Karen Gocsik, University of California at San Diego “I love ‘They Say / I Say,’ and more importantly, so do my students.” —Catherine Hayter, Saddleback College “ ‘They Say / I Say’ reveals the language of academic writing in a way that students seem to understand and incorporate more easily than they do with other .

what they’re saying about they say i say”Many stud.docx

mecklenburgstrelitzh

Overview of World Literature: Horror

Laura Govia

Introductions and Conclusions

Jill McAndrews

Marj Kirkland: Literature Circles

handsonliteracy

Ewrt 1 a class 17

kimpalmore

Submit one well-developed, thorough paragraph synopsis of Chapter 4 no later than 11 pm Tuesday. Consider the relevance of the chapter's headings as you prepare your summary. essays submitted in this course MUST conform to the following standards in order to be graded: MUST BE IN MLA FORMAT CHAPTER 4 ELLEN MACNAMARA ARRIVED AT COLLEGE excited but also anxious. She had grown up in a small town far from the college, had not taken calculus, and had never written more than a five-paragraph essay. So when she got her first college writing assignment—in a political science class, to write a ten-page essay on how the relationship among the three branches of the US government has evolved—she felt a little panic. She had read all her assignments and done some research, and she had even met with her instructor during office hours. She had quite a bit of material. But her first attempts at writing just didn’t sound right. She wasn’t sure what college writing sounded like, but this wasn’t it. Following her instructor’s advice, MacNamara studied several of the political science articles on her course reading list. Compared to her usual writing, they were much more formal, full of complicated sentences. What she eventually came up with wasn’t a particularly good essay (and she knew it), but it served its purpose: it had gotten her thinking about college-level writing. Looking back at the work she had done to get this far, she thought, “Wow, this is almost like learning a new language.” MacNamara had a point. Many students have experiences similar to hers, especially multilingual students who’ve grown up in other cultures. One Romanian student we know put it this way: In my country we care very much about the beauty of what we write. Even with academic and business writing, we try to make our texts poetic in some way. When I got to the U.S.A., I discovered that writing that I thought was beautiful struck my teachers as wordy and off-task. I was surprised about this. This student, like Ellen MacNamara, needed to set about learning a new language—in this case, the language of US academic writing. Habits of Mind for Academic Success Learning the language of US academic writing is key to succeeding in college. Luckily, you don’t need to guess at what strategies will lead to success. In Framework for Success in Postsecondary Writing, researchers and scholars have identified several key habits characteristic of students who do well in college—and beyond. Practice these habits in your coursework and you’ll be “approaching learning from an active stance.” In other words, you’ll be on the path to succeed as an active, engaged writer and thinker. Be curious. Inquire, investigate, poke and pry until you find answers to questions you have or until you discover or create something new. Without curiosity, you’ll miss much of what is really going on around you—in the courses you take and the sources you read. You can practice curiosity by asking questions: Why ar.

Submit one well-developed, thorough paragraph synopsis of Chapter 4 .docx

james891

Similaire à Narrowing your topic (20)

Writing essay conclusions

Magazines and books_in_the_classroom

Chapter 3 Exploratory Essay Chapter 3 Exp.docx

Style and vignette

Tnhp daniel garber

getting ready to write

The Value of Children's Literature

Essay structurepptx

Assessment

Here you will build a lesson.pdf

Writing Workshop - SOC 463/663, Spring 2015

Elit 46 c class 19

Thesis Writing Guidelines

what they’re saying about they say i say”Many stud.docx

Overview of World Literature: Horror

Introductions and Conclusions

Marj Kirkland: Literature Circles

Ewrt 1 a class 17

Submit one well-developed, thorough paragraph synopsis of Chapter 4 .docx

Dernier

How to Add New Custom Addons Path in Odoo 17

Celine George

Sociology 101 Demonstration of Learning Exhibit

jbellavia9

Towards a code of practice for AI in AT.pptx

Jisc

Holdier Curriculum Vitae (April 2024).pdf

agholdier

Plant propagation: Sexual and Asexual propapagation.pptx

UmeshTimilsina1

Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...

Pooja Bhuva

General Principles of Intellectual Property: Concepts of Intellectual Proper...

Poonam Aher Patil

Wellbeing inclusion and digital dystopias.pptx

Jisc

Jamworks pilot and AI at Jisc (20/03/2024)

Jisc

Google Gemini An AI Revolution in Education.pptx

Dr. Sarita Anand

Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx

Pooja Bhuva

COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx

annathomasp01

FSB Advising Checklist - Orientation 2024

Elizabeth Walsh

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

Nguyen Thanh Tu Collection

On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx

Pooja Bhuva

How to setup Pycharm environment for Odoo 17.pptx

Celine George

REMIFENTANIL: An Ultra short acting opioid.pptx

Dr. Ravikiran H M Gowda

UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf

Nirmal Dwivedi

Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...

pradhanghanshyam7136

Python Notes for mca i year students osmania university.docx

Ramakrishna Reddy Bijjam

Dernier (20)

How to Add New Custom Addons Path in Odoo 17

Sociology 101 Demonstration of Learning Exhibit

Towards a code of practice for AI in AT.pptx

Holdier Curriculum Vitae (April 2024).pdf

Plant propagation: Sexual and Asexual propapagation.pptx

Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...

General Principles of Intellectual Property: Concepts of Intellectual Proper...

Wellbeing inclusion and digital dystopias.pptx

Jamworks pilot and AI at Jisc (20/03/2024)

Google Gemini An AI Revolution in Education.pptx

Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx

COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx

FSB Advising Checklist - Orientation 2024

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx

How to setup Pycharm environment for Odoo 17.pptx

REMIFENTANIL: An Ultra short acting opioid.pptx

UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf

Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...

Python Notes for mca i year students osmania university.docx