Full transcript
0:00Hello everyone.
0:03Good afternoon. There's a dog.
0:07So I want to talk about practical
0:08application of our readings.
0:11[clears throat] So in other word, how
0:13does it work in a college writing? Um
0:15the readings tell you what you need the
0:21assignment to look like or what you want
0:23something to look like, but they don't
0:26always tell you how to do it.
0:29Right? Like a thesis. They'll tell you
0:32the thesis has to be effective. Well,
0:34how do you make it look effective? So,
0:36I'm going to try to break the readings
0:38down into steps. Let's call them
0:40objectives for the rest of our course.
0:43Uh, for example, in a paper, I want you
0:45to always ask yourself, what do you want
0:47the paper to do? In case of a report,
0:49you want to report the most important
0:52words on the topic. in a case of an
0:54argument, you want to convince the
0:56reader that
0:58uh they should accept your position.
1:03So, if you're paying attention, you're
1:04going to connect the readings to the
1:05lecture so far and to the assignments.
1:09So, uh we've had a number of readings uh
1:13uh listed down here,
1:16right here, and uh here are the current
1:19readings. I'm going to cover the
1:20practical applications in today's
1:23readings
1:25uh for the lecture that what I'm going
1:26to do today. So,
1:29so there's two different books we're
1:31talking about right now. People are
1:34slowly getting their books and people
1:36are letting me know they don't have
1:37their books. So, I've produced this
1:39other free textbook
1:42um that uh CSN has given us. So, we've
1:46got those chapters. Chapter 2, three,
1:48four, five, not five, two, three, four,
1:51six, and eight. And in our
1:55Let's Talk Pocket Rhetoric textbook,
1:58chapters 1, 2, 4, and 11.
2:03All right. [clears throat]
2:06I don't have it on here. I can't type it
2:07in. Okay. So, here we go. We're going to
2:11uh be writing in what uh is known as an
2:13expository essay format. That means to
2:16put forth an idea, right? To investigate
2:19an idea, evaluate evidence, expound on
2:22the idea, and set forth an argument
2:23concerning that idea in a clear and
2:25concise manner. That's quote from the
2:28Purdue Owl. And stands for online
2:31writing lab.
2:33And that'll be a source I send you to
2:36for reference on how to lay everything
2:38out in MLA format. Uh MLA stands for
2:42modern language association. So we're
2:45going to start with a introduction
2:48that has a lead in a thesis statement
2:50and essay map right people produce a
2:53thesis I make a distinction between
2:57thesis and thesis statement again and
2:59that often includes the essay map
3:01sometimes includes a leadin uh so if you
3:04separate them all separately uh I want
3:07to talk to you about the objectives for
3:08the lead in the objectives for the
3:10thesis statement objectives for the
3:12essay map and
3:14So, I've gleaned this and copied some
3:16things here that you can copy and write
3:18down
3:20as I talk about them like how to write a
3:23good lead in uh is the first thing we'll
3:25start with.
3:27[cough and clears throat] So, the first
3:28few sentences of the essay are
3:29particularly important. First
3:31impressions are lasting ones. A lot of
3:33you have been taught uh at the beginning
3:36essay, you got to catch your reader
3:37attention, make them keep reading.
3:41So in the first few paragraphs, you want
3:44them
3:45uh to catch interest in your reading so
3:48that they continue to read on. All
3:50right? So when you write your own
3:52introductory paragraph, assume you only
3:54have a few sentences to attract your
3:55reader. So you're taught often they say
3:59the hook. So I don't talk about a hook.
4:03I talk about the leadin. All right? So a
4:06hook does something different than a
4:08leadin. The lead in leads into your
4:11argument or leads into your report or
4:14leads into your uh thesis statement.
4:19Right? So
4:21how to do that in a paper? Those are
4:23objectives uh that we're aiming for for
4:26a lead in. Right? So in some essays
4:31thesis statement alone is controversial,
4:33striking enough to capture the readers.
4:35I I don't advocate that you start your
4:37essay with your thesis statement, right?
4:41And your thesis statement is not going
4:43to be the same as your lead in because
4:45it may distract the reader or mislead
4:48the reader, right? So inter introductory
4:51device called a leadin catches the
4:53reader's attention number one. Number
4:55two announces the subject matter and
4:57tone of your essay whether it's going to
4:58be humorous, satiric, serious, etc. And
5:02number three sets up or leads into the
5:04presentation of your thesis statement
5:06and essay map. So your thesis statement
5:11is uh going to be required
5:14and these are going to be the required
5:16objectives for the leadin.
5:20So it lead into the thesis, right?
5:24So that'll cause you to have to separate
5:28the lead in from your thesis statement
5:31and from your essay map. Uh so note that
5:34for some writing assignments such as
5:36certain kinds of technical reports uh
5:38that you're going to write in other
5:40classes, attention grabbing leadins are
5:43not appropriate. Frequently frequently
5:46these reports are directed toward
5:47particular professional audiences have
5:49their own designated format begin for
5:52example the statement of the problem and
5:54study or review of the pertinent
5:56information or research. I might start
5:58with a research question on other
6:01papers. Right?
6:03So here are some suggestions for an
6:05examples of leadins. Uh you can stop
6:08this and and copy these down if you
6:10want. paradoxal,
6:12doxical or intriguing statement,
6:14interesting, statistic or shock,
6:17shocking statement. So each one of these
6:18has an example of those,
6:22right? For example, paradox doxical or
6:25intriguing statement is eat two
6:27chocolate bars and call me in the
6:29morning.
6:31All right. So number two, a question
6:33sometimes opens up. So it's not the
6:35thesis statement and it's not the
6:37research question. All right. Uh, fourth
6:41one is quotation from a recognized
6:44authority and historical figure literary
6:46source.
6:48Right. Confuses wisely noted that our
6:50greatest glory is not ever is not in
6:54never failing but in rising every time
6:57we fall. I'm sorry. Never falling. Here
7:00we go. Relevant story Joker anecdote.
7:03Love these examples. Sometimes I list
7:05Dorothy Parker and most of you probably
7:07don't know who that is.
7:09uh description often used for emotional
7:12appeal. Uh that's what I'll reference as
7:14shows versus tells.
7:17Right? That's a good example of all that
7:20as well. A factual statement or summary.
7:23The who, what, where, when, why, leadin,
7:26an analogy or comparison,
7:29a contrast or a before and after
7:31scenario,
7:33a personal experience,
7:35a catalog of relevant examples or facts,
7:38statement of a problem or a popular
7:40misconception,
7:42brief dialogue to introduce the topic,
7:45a proverb, maxim or motto, a
7:48recognition, re revelation or insight,
7:51an appeal to a commoner. imagined
7:53experience. I'm just cruising through
7:56these because the explanation of them is
7:59is clear in the examples. You can go
8:01back and look at them. So, thinking of a
8:04good lead in is often difficult when you
8:06sit down to begin your essay. So, this
8:08is how I am going to give you one of the
8:12examples of how to construct an essay.
8:16Uh so, I always say construct
8:19what you want to argue first. So
8:21construct your lead in and maybe your
8:23working thesis, right? And then write
8:26the body of the essay,
8:28saving the lead in the and the
8:30introduction and the conclusion for
8:32last, right? And then working from the
8:36inside out. So you write the middle of
8:38the essay, you might discover uh an
8:41especially interesting piece of
8:42information save as your lead in. Right?
8:46And uh so when you do the the body, you
8:51will be breaking up the paragraphs and
8:54sections of your paper to have a lead in
8:59a topic sentence, right? Maybe a a
9:04paragraph
9:06map,
9:08right? That will kind of reflect the
9:10same structure as the whole essay,
9:14right?
9:15So
9:18write your body first, then come back
9:20and write the introduction. So I've
9:22always been told uh in writing classes
9:27way back when I was a small child, uh
9:32they told me that the introduction tells
9:35me what you're going to tell me. The
9:37body tells me and then the conclusion
9:40tells me what you told me. So that also
9:44sets up the structure of writing the
9:46body first. So you tell me what you got,
9:48right? Tell me and then you go back and
9:51write the introduction and tell me what
9:53you going to tell me. Follow me.
9:57Conclusion, tell me what you told me. So
9:59here are some ways to avoid errors and
10:02leadins, right? Make sure your lead in
10:04introduces your thesis. And you'll see
10:07that most textbooks use the term thesis
10:11and thesis statement interchangeably,
10:13but they have different objectives.
10:15Right? So frequent weakness in
10:18introductory paragraphs is an
10:19interesting leadin, but no smooth or
10:21clear transition to the thesis
10:23statement. To avoid a gap or awkward
10:25jump in your thought in your
10:27introductory paragraph, you may need to
10:29add a connecting sentence or phrase
10:30between your leadin and your thesis
10:33statement.
10:34All right. In our case, always going to
10:37be a thesis statement. And that will be
10:40one way you can check your work is if
10:42your lead in or your essay map is
10:45bleeding into your thesis statement,
10:49then that turns those things into a
10:51thesis, right? The whole thing together
10:54is a thesis, right? So again, I'm going
10:57to just give you these
11:00subject headings and then you can come
11:02back and look at them. So keep your lead
11:03in brief.
11:05Right? I say one sentence. Don't begin
11:08with an apology or complaint. Don't say
11:10it's difficult to find much information
11:12or this was pretty hard or it's hard to
11:14explain or uh those kinds of things. All
11:18right? Don't assume your audience
11:20already knows your subject matter.
11:23Sometimes you'll you may have to define
11:25some things in your uh leadin.
11:30In case they don't know, stay clear of
11:33overused leadins.
11:35Right? If composition teachers had a
11:37nickel for every essay that began with a
11:38dry dictionary definition, I don't know
11:41why they teach that in high school, but
11:43they often do is to define something.
11:47All right? So, leave definitions out of
11:49the introduction,
11:51right? But if you present something
11:53inuction that needs an explanation or a
11:56definition, that becomes part of your
11:58discussion.
12:00in your body, right?
12:02So, that becomes also sometimes part of
12:05the essay map, the dictionary
12:07definition. So, here's the essay map.
12:10All right? They're going to benefit from
12:12an essay map. This is another textbook I
12:15gleaned this out of. It's the brief
12:17statement in the introductory paragraph
12:18introducing the major points to be
12:20discussed in the essay. And I advocate
12:24these become topic sentences. Look at
12:27that. they can't spell. Uh so consider
12:30consider the analogy of beginning a trip
12:31by checking your map to see where you're
12:33headed. Essay map, right? The example
12:37here in a minute, right? You're going to
12:40tell the reader in advance uh where
12:42you're going to be taking them in the
12:44essay, right? A lot of you did that in
12:46your uh
12:49uh essay about your favorite dessert.
12:52you say, "I love to eat this dessert
12:54because it has great memories,
12:56uh, tastes great, uh, and, uh,
13:01other types of things that people said."
13:05All right,
13:08so here's an example of a thesis, which
13:12is also a thesis statement. The study
13:15skills center is an excellent place for
13:17firstear students to receive help with
13:19basic courses. So here's the essay map
13:22is underlined here. The center's
13:24numerous free services, well-trained
13:26tutors, and variety of supplementary
13:28learning materials can often mean the
13:30difference between academic success and
13:32failure for many students. Right? So
13:34there you've got four points that are
13:38could become
13:40straight out of this topic sentences,
13:43right, in in
13:45subsequent [clears throat] sections of
13:46your paper, right? All right. So here's
13:51some more on essay map uh thesis
13:54statement and lead in and I'm going to
13:56give you some definitions and uh
13:58demonstrations while I'm going to talk
14:00to about them. So uh your quiz is going
14:02to be made up of a list of these things.
14:05So,
14:07uh, I write this down. Uh, a list of
14:13not each of these things, but things
14:15that,
14:16uh, these things all apply to. So, I
14:21want something you know a lot about,
14:23have a lot of hands-on experience doing,
14:25and enjoy doing, and it must be a
14:28physically active activity, right? So
14:33physically active activity, right?
14:40So uh
14:42and you're going to submit my approval
14:45before you're you do the argument
14:48writing exercise. So you're going to
14:50make up a list of these things, right?
14:53And that'll be laid out in the quiz. I
14:56just want you to start writing them
14:58down, right? list of things that I know
15:00a lot about, have a lot of experience
15:02doing. One would be writing. Two would
15:05be say basketball. I haven't played it
15:08in a thousand years. Three might be
15:10football. Uh four baseball. Five um
15:17cross country running. U
15:20six uh doc working. Follow me. Making a
15:24list of things I know a lot about. I
15:26have a lot of hands experience doing.
15:28and
15:30must be a physically active activity. So
15:33notice things like sleeping not
15:35physically active video playing not
15:38physically active watching television
15:40not physically active. All right, for
15:43this exercise, that's what I want you to
15:46do. Right, so applying these three
15:49things, thesis, statement, essay, map,
15:50and lead in. First, we got to understand
15:52what they all mean. Right? And from my
15:55notes and readings, let's compare them
15:57into rubrics and how they apply to your
15:59writing. Say in one rubric, uh, I saw
16:02the thesis is worth 10%. And then, uh, I
16:07break down that the thesis statement is
16:09worth 5%. So half of that 10%. So it
16:13must do these things. Thesis addresses
16:15the assigned topic. Thesis is
16:17effectively embedded in the introduction
16:19and conclusion. Thesis al offers a clear
16:21and creative viewpoint. So
16:26uh this one probably should be changed
16:28to thesis statement, right? Effectively
16:31embedded in the introduction and
16:33conclusion. All right. So here's another
16:36part of this. Connected to the thesis
16:39statement is coherence and organization
16:41which derives from your support points
16:43that come out of your thesis uh
16:48part of the thesis which is the essay
16:50map. So the support points are
16:52contributing to or forwarding or
16:55supporting or driving the thesis
16:58statement. So it must do these things
17:01right. So
17:04the
17:06coherence and organization must have a
17:08sequence of ideas demonstrates that the
17:10writer's in control of the organization
17:12of the essay. So the stream of
17:13consciousness gets in the way of uh
17:17college paper, right? So it also must
17:20have the organiza organizing principles
17:23clear to the reader who can easily
17:24follow along. I sometimes am two three
17:28paragraphs in and I'm still wondering
17:30what are they arguing here?
17:32Transition words are used appropriately
17:34within and between paragraphs leading
17:36the reader from one idea to the next
17:37smoothly and logically with and uh logic
17:41and reason.
17:43Right? So you see the issue that uh I
17:46have sometimes with what I call place
17:48markers. I teach you how
17:51to um I'm going drop that right in
17:54there.
17:59uh transition words. I teach you how to
18:02do transitions by teaching you
18:04transition words by having your
18:06paragraph start with things like uh
18:08first point uh next point, right? And
18:12having conclusion start with inclusion
18:15or to sum up or overall. Those are what
18:18I call place markers. They taught you
18:20how to do those things by giving you
18:23those place markers. That's where they
18:26go. Now make a transition or make a
18:31uh for your paragraphs or make a
18:33transition for your conclusion uh
18:35without using those words for my class.
18:38All right. So uh they're all three are
18:42connected. You could see that by now. So
18:44here's some more information coming from
18:46another text. In a good thesis
18:48statement, the writer clearly defines
18:49his or her opinion on it. Subject,
18:51asserts one main idea, has something
18:54worthwhile to say, limits his or her
18:56subject and main idea to fit the
18:57assignment, uses specific language,
19:01right? And I've got 15 thesis statement
19:04criteria. You'll often see me write this
19:06th together thesis statement. Uh so when
19:10I reference my thesis statement
19:12criteria, I'll be talking uh about my 15
19:16thesis statement criteria which is
19:17coming up here in a minute. But this
19:20comes from another text on what to do
19:22with a thesis or a thesis statement. So
19:24an essay map is a statement or more one
19:28or more statements in the introductory
19:29paragraph introducing the major points
19:31to be discussed in the essay. See how
19:34they say a little bit different than the
19:36other text did. In other words, a thesis
19:38statement also defines the main purpose
19:40of your essay. And the thesis essay map
19:43indicates the route you will take to
19:45accomplish that purpose. So there are
19:48those three things again. Lead in
19:49catches the reader's attention,
19:50announces the subject matter and tone.
19:53Sets up or leads into the presentation
19:54of your thesis thesis statement and the
19:57essay map. That's the lead in right that
20:00cames from another text. So
20:03[clears throat] here's my thesis
20:04statement criteria. And I talk about
20:05this a lot.
20:07A lot of these apply to the to the
20:10claim. So in your thesis statement, I
20:12want a claim, right? Um
20:18a claim or
20:21position.
20:23So claim uh take a topic such as uh
20:29let's say something controversial,
20:31abortion. claim would be um
20:37abortion should be legal,
20:41abortion should be illegal. That's a
20:44claim one side or the other. Uh position
20:47would be I am for abortion or I am
20:50against abortion. See the difference
20:52between claim and position.
20:54All right. So there it is. Clearly
20:56defined opinion, claim or position on
20:58subject specific terms.
21:02one main idea,
21:04right? Easily recognizable as a main
21:07idea. So, you can easily see that it's
21:09the thesis statement in the
21:11introduction. Uh should not be trivial
21:16and I've got it defined down here.
21:18Trivial of little value or importance.
21:22All right.
21:24It should not be self-evident
21:26down here. define not needing to be
21:28demonstrated or explained because it is
21:30obvious. Example, water is wet.
21:34It should not be unverifiable. I've got
21:36defined here is not able to be verified.
21:39Uh the earth weighs uh more than the
21:42moon.
21:45Uh is verifiable. Um
21:49the earth been around longer than the
21:51moon is verifiable.
21:54um Michael Jordan as a better player
21:58than um LeBron James.
22:02Not really verifiable,
22:05right? Uh you would have to qualify it
22:07in the thesis statement. Michael Germ is
22:10better than LeBron James because he has
22:12more rings. I don't know if that's true.
22:16I'm not up on my current state of the
22:18sports. All right, back up here. Claim
22:20should not be hackneed.
22:22So that means argue a lot. All right. Uh
22:27and uh I get people that make these
22:30claims that haven't dived too deep into
22:34the research. Uh for example, uh wolves
22:37are uh
22:40dogs are descended from wolves, right?
22:43That may be new to you, but it's been
22:45answered a long long time ago. All
22:49right. So, here are some other terms.
22:53First paragraph thesis should stand
22:55alone as a sentence. So, don't throw in
22:58the lead in into the thesis statement.
23:01Don't throw the essay map at the end of
23:02the thesis statement. [snorts]
23:04Should be limited and ultimately fit the
23:06assignment. Not too broad, not too
23:08narrow. And we'll talk about that as we
23:10go. Should not merely state effect.
23:14Dogs are descended from wolves. Should
23:15not simply compare and contrast,
23:20right? Should not simply say one thing
23:21is better than the other. Should be
23:23college worthy.
23:25Should be college uh level. And all of
23:28these definitions I got down here came
23:30from the Oxford English dictionary
23:33or oed.com. So, if I'm pulling the
23:36definition out when I'm doing some
23:37research, I'm going to put down my
23:39source information so I can put it into
23:42the uh
23:44uh the work cited at the end of the
23:46paper.
23:48All right. So, here's some common
23:49errors. I'll let you go through look at
23:51them in your own time. Uh I put together
23:56and some examples, right?
23:59Don't make your thesis merely
24:01announcements. your subject matter,
24:02description of your intentions, state,
24:04state an attitude toward the subject. Uh
24:08in this paper, I'm going to talk about
24:10uh abortion,
24:13state a position or uh
24:18right or a claim about it. Right? So I
24:22get some poor poor and better
24:23explanations for each of these. to
24:26clutter your thesis. State with
24:27expressions such as uh in my opinion I
24:30believe in this essay I'll argue that in
24:32my personal opinion
24:35unnecessary phrases. You might have been
24:37taught that in high school. Let him go
24:39for college. But you may run into a
24:41professor that likes that in this paper.
24:43I will argue that.
24:46Right? So don't be unreasonable.
24:50Don't merely state a fact.
24:54Right? You see how my thesis statement
24:56criteria kind of circumvents all these
24:58other texts ideas [snorts] on how to
25:00write a thesis or a thesis statement.
25:04Don't express your thesis statement in
25:06the form of a question.
25:09All right. So here's another text
25:11criteria.
25:15Right?
25:17So here's examples I've given for each
25:20of my criteria
25:22uh of not doing what each criteria asks
25:26when it's not clear. So A through
25:30L
25:32there I will discuss how Michael Jordan
25:34compares with LeBron James. All right,
25:39that just gives you there you can stop
25:41it as you go. So here's the critical
25:43response notes. This is going to be your
25:46uh paper that's due by Sunday at 11:59
25:49p.m. Um,
25:52oh no, I I'm sorry. This is the paper
25:54that was due. These are some notes about
25:56uh the generalized view. So, um,
26:02you got that? Let me rephrase this. This
26:05critical response exercise notes are
26:07some notes on the paper that was due
26:09last week. Right after this will be the
26:11paper due this week. Uh so the general
26:14issue I wrote on a number of your
26:16papers. So using the word you in your
26:18paper uh is pretty pretty blurry because
26:22when I'm reading it then I believe the
26:24writer is talking to me right instead of
26:30uh a generalized person. So use the word
26:32one or if you're talking about yourself
26:35use the uh the word I. Right? And I
26:41recommend you uh read the paper aloud
26:44before you turn it in and pay attention
26:47to the tails in the paper. A lot of
26:49people just uh get a an idea of what to
26:52write and take off writing,
26:55right? Uh for example, that was what how
26:58I usually write a paper. That's pretty
26:59spec specific. Usually write a paper.
27:03Not always, not taught to, not heard,
27:06not read about, but how I usually write
27:10a paper. So this was about the writing
27:13process. And most people now say what
27:15they do with a paper is they think a
27:17little bit about it, then they sit down
27:18and write.
27:20All right? And I want to change that to
27:22what are the objectives for the steps in
27:23a writing process. So it's made up of
27:26steps. This is the whole writing
27:28process. I make a lot of different steps
27:31and this is done rec recursively.
27:33Another word that you need to go look up
27:36and it it doesn't mean linear done in a
27:39straight line. Start with pre-ereading
27:41and then move to prewriting and then
27:42move to pre-thinking.
27:44Uh you can go back you could be working
27:46down here on uh pre-ereading and then do
27:49some uh early researching, right? And
27:52then you might be doing all the way down
27:54here. You work your way and you're doing
27:56some drafting on your body and then you
27:58go, I got to go back and do some
27:59pre-ereading on some of these ideas that
28:01I have written down. Follow me.
28:03Recursive.
28:05So, what are the objectives for the
28:07steps in a writing process? That's going
28:09to be part of the quiz. I'm going to ask
28:12you what are the steps
28:16and then what are the objectives
28:20for these steps
28:22in the writing process. All right. So,
28:26here's an essay rubric that I use. I've
28:28broken down into uh and uh
28:34so in the essay rubric object objective
28:37for full points essentially the thesis
28:39statement is usually worth about 15% on
28:41a paper. The focus on the supporting
28:43ideas in the body of the essay is 25%
28:46and that is is the thesis statement
28:49driving the essay and the essay is it
28:51following what has been said is going to
28:53be uh driven towards two right by the
28:58essay map right so these are for full
29:02points you have to do these things I did
29:05a huge study on uh professors and and uh
29:08found that in grading about 72% of the
29:11assignment is uh based against the essay
29:15uh
29:17English composition writing rubric. So
29:19whatever rubric has been presented
29:21[snorts] for a paper and this will be
29:24mine right here and uh about 70 2% of
29:29your grade and then 28% measured against
29:32the assignment requirements, college
29:34level essay requirements including
29:36structure, format, MLA style and format.
29:38We'll talk about this virtually all of
29:41this. So it'll be talked about over and
29:43over. All right. So this is what uh you
29:48reminder make a list of things uh you
29:50know a lot about right now. Also have a
29:53lot of hands-on experience doing also
29:56enjoy doing also it must be a physically
29:59active activity. So get your list ready
30:02because that'll be in the quiz as well.
30:05All right. Here's another rubric.
30:10I'm going to put it all together here so
30:12you can see it. All right. Another
30:15rubric that one of the colleges that I
30:18taught used. All right. And broken down
30:20in terms of the points on what it does.
30:23And you can look at this. It's your own
30:25time.
30:28So if you want to see what is what do I
30:30need my paper to do, these are the
30:31things you need your paper to do.
30:36All right. See, they've got support
30:38worth 25%.
30:42And it's broken down into how the points
30:44qualify. Right? What it always uh
30:48there's the style, voice, tone, etc. Um,
30:54so this one always blows my mind. Minor
30:57exceptions. Writer uses correct forms of
30:59grammar, punctuation, and spelling. Uh
31:02so if you've got errors in
31:05grammar, punctuation, and spelling that
31:07drops your paper down to um uh at least
31:11a B minus in a college PA paper. So
31:16those don't necessarily apply to the
31:17work that we're doing in the beginning
31:19because we're going to work in the
31:22beginning part of the writing process
31:24here
31:25uh at the beginning of the semester. And
31:28um
31:29so grammar, punctuation, and spelling
31:32are going to be worked through
31:35uh as we go, right?
31:38All right. So,
31:40here's the writing process for this
31:43exercise. We're going to be working in
31:44in the stages, if you can see it, of
31:47pre-ereading, pre-writing, pre-thinking,
31:49maybe some early researching. And I had
31:52you do that in those first two writing
31:54exercises. and the researching came out
31:56of your own head. Okay, so here's the
31:59argument exercise due uh next Sunday
32:0111:59 p.m. It'll be posted in the
32:05assignments page, right?
32:09And I set this first part up as kind of
32:11a checklist. It should demonstrate the
32:13following characteristics, right? And uh
32:17it's a topic you know a lot about right
32:19now also have a lot of hands-on
32:21experience doing also and enjoy doing
32:24also a physically active activity and
32:27you're going to advocate this activity
32:29for college students and you're going to
32:31use the ways that this activity benefit
32:34you to support why
32:37right
32:42why ah I can't spell can
32:47S U PP support why
32:51you advocate
32:54this activity.
32:56All right. So for your topic be
32:58specific. So not exercising or working
33:01out but pick one activity like running
33:02or calisthenics, weightlifting, swimming
33:06and your activity is not going to be
33:08anything that's illicit or illegal. All
33:11right. And uh before you start this
33:14activity, you're going to be doing the
33:16quiz and you're going to get my approval
33:18on your topic, right? So you're not
33:21going to tell me you like writing as
33:24your activity. It's not physically
33:26active. You want it's not going to be
33:29enough, right? You can argue that you
33:32move your hand. You move your hand when
33:34you play video games, right? Um
33:36[clears throat] but uh you'll see it's
33:39be much more beneficial to you if you
33:41pick an activity that you're moving your
33:43body a lot. So this is going to be your
33:46required thesis statement. College
33:49students should and you're going to drop
33:51your activity in there. should uh play
33:54soccer, should um
33:59cook, should uh do laundry, should clean
34:04uh their bathrooms, whatever. Uh it
34:08doesn't have to be an earthshattering
34:10activity. Uh I just need the activity to
34:14be something that you can write about
34:16and use. Uh and a lot of information
34:20comes from your head. So that's why I
34:22want a topic you know a lot about right
34:24now. I want no research in this
34:27exercise. Uh the activity should uh have
34:33a lot of hands-on experience doing that
34:35activity for you. So you'll be able to
34:37draw from it and you enjoy doing right
34:40kind of people say you know here's
34:42something I do a lot but I hate uh it's
34:45harder to write about. So these
34:48requirements are to benefit your right.
34:52So here's I want you to be making lists
34:55for this exercise. You're going to list
34:58all the information you know about your
34:59activity right now. You're going to list
35:02all your hands-on experience doing it.
35:04Be specific. So start with the last time
35:06you did it and go back in time and be
35:09specific. So you're not going to say I
35:10did it every summer. I do it on
35:12weekends. list last Thursday 9:21 26 I
35:17did it from 6:00 to 900 pm right nothing
35:20vague
35:22explain all the reasons why you enjoyed
35:24doing it how you've come to enjoy doing
35:27it I got a lot of that in the dessert
35:30where uh you came to enjoy the dessert
35:33uh it must be a physically active
35:35activity check that and so list this uh
35:39process the steps to do the activity
35:43this the way this activity has benefited
35:45you. Then another reciprocal list for
35:47each one of the benefit you list. So I
35:51play basketball. So benefited me by
35:53learning teamwork and that teamwork has
35:55helped me as a college student by
35:59this and this reason. So you got two
36:01lists here right
36:04in this uh portion. And then you're
36:07going to write a lead in. You've already
36:10got your thesis statement. You're going
36:11to write your essay map. All right. And
36:15uh that's all I got for you today.
36:24And uh