ENGL117: Essay 3

Presentations and Admin

  • This week's workshop continues with presentations.
  • Students should come prepared and ensure they know how to display their PowerPoint.
  • Essays from March will be returned on Friday via upload, with an email notification.
  • Contact tutors for short extensions on the research essays due next week, or apply via the extension application form for longer extensions.
  • The last essay will have a three-week turnaround, graded during the exam period.
  • Participation grades will be uploaded after next week for student review.
  • Course evaluations are live; feedback is appreciated to improve support and transparency regarding skill sets for each essay.
  • This last essay focuses on research skills, argument creation, sourcing material, and taking a position.
  • University writing competitions offer opportunities and monetary rewards for outstanding essays.

Essay Considerations

  • Ensure the works cited list is correct and in alphabetical order.
  • Provide sufficient evidence to support arguments, not relying on the marker's prior knowledge.
  • Work on transitioning smoothly between ideas and authors, using comparison and contrast language.
  • Avoid Hall's identified pitfalls in writing (tone etc.).
  • Correctly format long quotes.
  • Integrate quotes effectively to maintain writing flow.
  • Create a checklist for Essay 2 based on feedback to avoid repeating mistakes.

Research Focus and Essay Structure

  • Clearly state the position in the thesis statement.
  • Aim for longer introductions and conclusions (around 200 words).
  • Avoid weak, petering-out conclusions; invest energy to end strongly.
  • Writing is challenging and mentally exhausting.
  • Define the essay's goal and key points.
  • Narrow down larger topics and use strong sources.
  • Research is crucial; independent research skills are expected.
  • Develop research skills for Stage 3, where word counts increase.

Credibility of Sources

  • Use sources correctly; secondary sources analyze primary sources.
  • Primary sources include films, books, or interviews.
  • Anything is worthy of analysis.
  • Avoid Wikipedia; use its reference list for sources instead.

Primary vs. Secondary Sources

  • Secondary sources are academic sources with others' analyses.
  • A research project involving interviews is primary research.
  • Integrate primary data with secondary analysis.

Essay Structure

  • Clear position in thesis statement required.
  • 200-word introduction provides space to establish the topic and argument.
  • Key points for each paragraph should be in the thesis statement.
  • Follow a funnel approach: context, then argument.
  • Define key academic jargon words used, citing academic sources, not dictionaries.

Case Study: Child Poverty

  • A student researched school lunches at a low decile school where many children came without food.
  • Research showed that school lunches had a positive impact on children's well-being and engagement.
  • Teacher interviews corroborated improvements in children's well-being and academic performance.
  • Exercise caution when making sweeping judgements based on limited representation.
  • Connect findings to existing academic research.

Critical Thinking

  • Critical thinking involves analysis and evaluation, being essential for good writing.
  • Critical thinking: "A complex set of cognitive skills employed in problem solving and intellectual consideration and innovation."
  • Requires mental agility, thoughtful consideration, and skepticism until sufficient proof is offered.
  • These skills can be applied to any profession.
  • Involves critical consciousness of society and engagement.
  • Step 1: Identify the problem.
  • Step 2: Explore interpretations and connections.
  • Step 3: Prioritize alternatives.
  • Step 4: Envision and direct strategic innovation.
  • Theoretical thinkers are visionaries.
  • Critical engagement allows one to see beyond reductive teachings.
  • Language creates our reality.
  • Critical engagement requires jumping out of a dogmatic image of thought.
  • Don't let others critique your critical thinking; it's innovative, not negative.

Revision Process

  • Macro-level: Check formatting, introduction size, and paragraph structure.
  • Micro-level: Reread sentences for clarity.
  • Use text-to-speech programs to hear writing.
  • Improve relevance, coherence, and support in writing.
  • Ensure all points are supported, without relying on marker's knowledge.
  • Aim for fluency after mastering mechanics.
  • Claim the identity of "writer."
  • Sharpen focus, strengthen content, and use checklists.
  • Topic sentences should clearly state the paragraph's argument at the beginning.
  • Discourage headings to promote writing fluency.

Thesis Statements

  • Thesis statements may span multiple sentences as introductions grow.
  • The final sentence should express the position.
  • Key arguments should be present throughout the thesis.
  • Ensure thesis is clear, correctly placed.
  • Address audience knowledge and tone.
  • Avoid personal pronouns.

Paragraph Structure

  • Topic sentences are crucial for clarity.
  • Ensure logical ordering of paragraphs.
  • Supporting material is essential; back up all points.
  • Remove irrelevant content.
  • Simplify jargon; clarity is valued.
  • Avoid overly dense language.

Signal Phrases

  • Avoid using "says"; opt for stronger alternatives.
  • Vary signal phrases to avoid repetition.

Writing Process

  • Continue using the writing processes learned.
  • Independent learning enhances engagement.

Case Study Example: Recipe Books

  • Analysis of 1920s recipe books with a gender focus.
  • Recipe books can provide insight into society.
  • Establish historical rise in publishing recipe books.
  • Changes in family dynamics due to loss of servant class.
  • Meatloaf historically seen as a feminine dish.
  • During WWII, women entered job roles, and after the war were encouraged to return to the kitchen.
  • Women's role: provide nutritious food on a budget.
  • The Plancket Cookbook aimed to guide mothers on how to be mothers.
  • Recipes intended for men in the kitchen represented a fundamentally different activity from women’s.
  • Women cooked humdrum meals, men cooked for fun (at that time).
  • Food is quite gendered.
  • Relate back to the barbecue; it's such a thing.
  • There is that ideology that mothers are not there to be extravagant.
  • Female gender unpaid labor and that was since it's worth billions of dollars.
  • Recipes tell us a lot about life, requiring a critical mindset to engage.

Stress Management

  • Next week's discussion will cover writing and stress management.
  • Negotiating stress levels is important for success.