ENG111 North Alabama Procrastination Argumentative Essay Instructions: Choose one of the following topics, and write a well-developed essay with at least

ENG111 North Alabama Procrastination Argumentative Essay Instructions:

Choose one of the following topics, and write a well-developed essay with at least five paragraphs.
Type “FINAL EXAM” at the top of first page with an originally developed essay title.
Students are not required to cite secondary sources; however, students may cite up to three sources in the essay (must apply current MLA format).
Remember: Your essay must be MLA formatted. Microsoft Word documents (.doc or .docx) are required.

Course links:

EN 111 FINAL ESSAY 2019.docx

EN 111 Back to the Lake Argument.pptx

EN 111 END OF SEMESTER NOTES.pptx

Topic:

* With the completion of another semester, college students often find themselves looking back and wishing they had altered their habits or behavior for their own benefit, especially when their grades, health, or finances see negative impacts. Often times, students have “I should have” moments once intervention is too late. Consider some of your habits and routines this semester. Would any of these practices be considered “bad” habits? Write an argumentative essay convincing other students to break a particular habit that is harmful to their physical, emotional, or financial health. Be sure to include specific points that explain why or how students should break this habit. MAKING AND SUPPORTING A CLAIM
• WHEN YOU CONSTRUCT AN ARGUMENT, YOU TAKE A POSITION ON AN
ISSUE AND SUPPORT THAT POSITION WITH EVIDENCE
• YOUR POSITION (OR CLAIM) SHOULD BE SUPPORTED WITH EVIDENCE
AND LOGICAL REASONING
• CITE FACTS, FIGURES, EXAMPLES, EXPERT TESTIMONY, AND PERSONAL
EXPERIENCE WHEN RELEVANT
• ARGUMENTS ARE ALSO STRENGTHENED BY APPEALING TO READERS’
EMOTIONS AND ESTABLISHING YOUR OWN CREDIBILITY AS A RELIABLE
PERSON WHO DESERVES TO BE HEARD ON ETHICAL GROUNDS
WHY DO WE ARGUE AND PERSUADE?
• WE EXPRESS OUR OPINIONS AND IDEAS IN A WAY THAT GETS OTHERS TO TAKE THEM
SERIOUSLY
• UNLIKE STATEMENTS OF FACT, OPINIONS ARE NOT NECESSARILY CORRECT OR
INCORRECT
•
SUBJECTIVE VS. OBJECTIVE LANGUAGE AND WRITING
• THE ULTIMATE PURPOSE OF A GOOD ARGUMENT IS NOT TO CONVINCE OTHERS THAT
YOUR CLAIM IS ABSOLUTELY RIGHT OR WRONG; IT SHOULD DEMONSTRATE THAT IT IS
PLAUSIBLE, WORTH LISTENING TO, AND PERHAPS ACTING UPON
•
•
•
•
MANY STRONG ARGUMENTS ASK READERS TO EXPLORE AN ISSUE, NOT JUST ACCEPT OR
REJECT A PARTICULAR CLAIM
OPENS A DISCUSSION
HELPS US GAIN NEW KNOWLEDGE
LEADS TO CONSENSUS
COMPOSING AN ARGUMENT
• ARGUMENT AND PERSUASION MORE OR LESS INTERCHANGEABLE
•
THERE IS NOT MUCH POINT IN ARGUING THAT A CLAIM IS CORRECT IF YOU CAN’T ALSO PERSUADE
READERS THAT IT IS WORTH ACTING ON.
• ANY CLAIM WORTH MAKING HAS MORE THAN ONE SIDE
• RATIONAL PEOPLE CAN DISAGREE ABOUT IT
• WHEN YOU MAKE A CLAIM, IT SHOULD BE ARGUABLE IN THE SENSE OF BEING DEBATABLE
•
•
•
•
SOME CLAIMS CANNOT REASONABLY BE ARGUED:
MATTERS OF TASTE: I HATE CILANTRO.
MATTERS OF FAITH: AND ON THE THIRD DAY HE AROSE.
MATTERS OF FACT: IN 1996, 742 CHILDREN UNDER AGE 10 DROWNED IN THE UNITED STATES.
• AN ARGUMENT CAN COLLAPSE IF THE FACTS ARE WRONG, BUT A GOOD ARGUMENT DOES
NOT JUST STATE THE FACTS; IT ARGUES SOMETHING SIGNIFICANT ABOUT THE FACTS
PURPOSE
• YOUR PURPOSE IN WRITING YOUR ARGUMENT IS TO EXPLAIN YOUR
UNDERSTANDING OF THE TRUTH ABOUT A SUBJECT OR TO PROPOSE THE BEST
SOLUTION TO A PROBLEM.
• REASON
• LOGIC
• AVOID BEING COMBATIVE
• YOUR AIM IS TO PERSUADE YOUR READERS TO RECONSIDER THEIR POSITIONS
BY OFFERING NEW REASONS TO QUESTION EXISTING VIEWPOINTS
CONTEXT
• THINK ABOUT THE DEBATE OR CONVERSATION HAPPENING AROUND
A SUBJECT – SOMETIMES CALLED THE CONTEXT.
• DIFFERENT CULTURES HAVE DIFFERENT METHODS OF PRESENTING
ARGUMENTS.
• ACADEMIC AUDIENCES IN THE UNITED STATES TYPICALLY EXPECT
YOUR WRITING TO BE ASSERTIVE AND CONFIDENT – NEITHER
AGGRESSIVE OR PASSIVE.
TONE
• TOO AGGRESSIVE:
• OF COURSE ONLY REGISTERED ORGAN DONORS SHOULD BE ELIGIBLE FOR ORGAN
TRANSPLANTS. IT’S SELFISH AND SHORTSIGHTED TO THINK OTHERWISE.
• TOO PASSIVE:
• I MIGHT BE WRONG, BUT I THINK THAT MAYBE PEOPLE SHOULD HAVE TO REGISTER AS
ORGAN DONORS IF THEY WANT TO BE CONSIDERED FOR A TRANSPLANT.
• ASSERTIVE:
• IF ONLY REGISTERED ORGAN DONORS ARE ELIGIBLE FOR TRANSPLANTS, MORE
PEOPLE WILL REGISTER AS DONORS.
AUDIENCE
• DON’T ASSUME THAT YOUR AUDIENCE ALREADY AGREES WITH YOU.
• INSTEAD, ENVISION SKEPTICAL READERS WHO, LIKE A PANEL OF JURORS, WILL
MAKE UP THEIR MINDS AFTER LISTENING TO ALL SIDES OF THE ARGUMENT.
• SOMETIMES, ESPECIALLY IF THERE ARE CERTAIN RESTRICTIONS ON A WRITING
ASSIGNMENT, IT HELPS TO DELIBERATELY NARROW YOUR AUDIENCE.
• ONCE YOU IDENTIFY A SPECIFIC AUDIENCE, IT’S HELPFUL TO THINK ABOUT WHAT
KINDS OF ARGUMENTS AND EVIDENCE WILL APPEAL TO THAT AUDIENCE.
DEVELOPING APPEAL AS A WRITER
• TO CONSTRUCT A CONVINCING
ARGUMENT, YOU MUST
ESTABLISH YOUR CREDIBILITY
(ETHOS)
• APPEAL TO YOUR READERS’
SENSE OF LOGIC AND REASON
(LOGOS)
• APPEAL TO READERS’ SENSE OF
VALUES AND BELIEFS (PATHOS)
ETHOS
• ETHICAL APPEALS
• GAIN CREDIBILITY AS AN ACADEMIC WRITER BY ESTABLISHING YOURSELF
AS TRUSTWORTHY, FAIR, AND REASONABLE
• ACKNOWLEDGING ALTERNATIVE POSITIONS BUILDS COMMON GROUND
WITH READERS AND SHOWS THAT YOU ARE KNOWLEDGEABLE ON YOUR
SUBJECT.
• USING SOURCES RESPONSIBLY BUILDS CREDIBILITY
• SUMMARIZING
• PARAPHRASING
• QUOTING
ANTICIPATING OPPOSING ARGUMENTS
• TO ANTICIPATE A POSSIBLE OBJECTION TO YOUR ARGUMENT,
CONSIDER THE FOLLOWING QUESTIONS:
• COULD A REASONABLE PERSON DRAW A DIFFERENT CONCLUSION FROM YOUR
FACTS OR EXAMPLES?
• MIGHT A READER QUESTION ANY OF YOUR ASSUMPTIONS OR OFFER AN
ALTERNATIVE EXPLANATION?
• IS THERE ANY EVIDENCE THAT MIGHT WEAKEN YOUR POSITION?
COUNTERING OPPOSING ARGUMENTS
• WHEN YOU WRITE, USE PHRASING TO SIGNAL TO READERS THAT
YOU’RE ABOUT TO PRESENT AN OBJECTION.
• OFTEN, THE SIGNAL PHRASES CAN GO IN THE LEAD SENTENCE OF A
PARAGRAPH.
• “CRITICS OF THIS VIEW ARGUE THAT…”
• “WHILE SOME READERS POINT OUT THAT…”
• “RESEARCHERS CHALLENGE THESE CLAIMS BY…”
LOGOS
• TO PERSUADE READERS, YOU NEED TO APPEAL TO THEIR
SENSE OF LOGIC AND SOUND REASONING.
• WHEN YOU PROVIDE SUFFICIENT EVIDENCE, YOU OFFER
READERS LOGICAL SUPPORT FOR YOUR ARGUMENT.
• WHEN YOU CLARIFY THE ASSUMPTIONS THAT UNDERLIE
YOUR ARGUMENTS, YOU APPEAL TO READERS’ DESIRE
FOR REASON.
PATHOS
• HELPS ESTABLISH COMMON GROUND WITH YOUR READERS.
• APPEAL TO THEIR BELIEFS AND VALUES AS WELL AS TO THEIR MINDS.
• VIVID EXAMPLES
• STATISTICS
• COMPELLING VISUALS (WHEN RELEVANT)
• ENGAGES READERS AND DEEPENS THEIR INTEREST IN YOUR ARGUMENT
• BALANCE EMOTIONAL APPEALS WITH LOGICAL APPEALS TO HIGHLIGHT THE HUMAN
DIMENSION OF AN ISSUE
• SHOWS READERS WHY THEY SHOULD CARE ABOUT YOUR ARGUMENT
SUBJECTIVE VS. OBJECTIVE WRITING
• SUBJECTIVE:
•
•
•
•
•
BASED ON OR INFLUENCED BY PERSONAL FEELINGS, TASTES, OR OPINIONS
STATEMENTS OF JUDGEMENT, ASSUMPTION, BELIEF, SUSPICION, OR RUMOR
CAN VARY GREATLY FROM PERSON TO PERSON OR DAY BY DAY
INTERPRETATION
AVOID ANNOUNCING “I THINK” OR “I BELIEVE” IN YOUR WRITING
•
•
•
•
•
DEALING WITH FACTS WITHOUT ALLOWING PERSONAL FEELINGS TO CONFUSE THEM
HAS THE ABILITY TO BE COUNTED OR MEASURED
DOES NOT VARY
BEING AS CLOSE TO THE UNBIASED TRUTH AS POSSIBLE
REALITY
• OBJECTIVE:
EXPLORE
• GENERATE IDEAS BY BRAINSTORMING RESPONSES
TO QUESTIONS SUCH AS THESE:
• WHAT IS THE DEBATE AROUND YOUR ISSUE?
• WHAT SOURCES WILL HELP YOU LEARN MORE ABOUT
YOUR ISSUE?
• WHAT POSITION WILL YOU TAKE?
• WHY DOES YOUR POSITION NEED TO BE ARGUED?
• WHAT EVIDENCE SUPPORTS YOUR POSITION?
• WHAT EVIDENCE MAKES YOU QUESTION YOUR
POSITION?
ARGUMENTATIVE PROMPT EXAMPLE
• YOU MAY HAVE HEARD THE TERM “DIGITAL CITIZENSHIP” USED TO REFER TO
INTERACTIONS IN ONLINE COMMUNITIES (TWITTER, FACEBOOK, INSTAGRAM,
SNAPCHAT, EVEN YIKYAK). BEING A CITIZEN OF A DIGITAL COMMUNITY MEANS
THAT YOU NOT ONLY HAVE RIGHTS BUT ALSO OBLIGATIONS. WHAT DO YOU SEE
AS YOUR RESPONSIBILITIES AS A MEMBER OF A DIGITAL COMMUNITY? FOR
INSTANCE, ARE YOU RESPONSIBLE FOR HOW YOUR POSTS AFFECT OTHERS?
WHY OR WHY NOT? YOU MIGHT CONSIDER THIS COMMON PIECE OF INTERNET
ADVICE ABOUT WHEN AND WHAT TO POST. THINK ? T- IS IT TRUE? H – IS IT
HELPFUL? I – IS IT IMPORTANT? N – IS IT NECESSARY? AND K – IS IT KIND?
• BREAK DOWN THE CONTEXT AND ADDED INFORMATION SO YOU CAN FOCUS ON
THE DEBATABLE QUESTION.
SOMETHING TO CONSIDER
• ROGERIAN ARGUMENT
• PSYCHOLOGIST CARL ROGERS RECOGNIZED THAT PEOPLE ARE MUCH
MORE LIKELY TO LISTEN TO SOMEONE THEY FEEL IS LISTENING TO THEM.
• IF YOU WANT TO PERSUADE OTHERS TO ACCEPT YOUR VIEWS, IT IS
BETTER TO TREAT THEM AS COLLEAGUES RATHER THAN ADVERSARIES.
• INSTEAD OF “I AM RIGHT AND YOU ARE WRONG” APPROACH, LOOK FOR A
“WIN-WIN” STRATEGY.
• INVITE COLLABORATION AND CONSENSUS RATHER THAN
CONFRONTATION AND CONFLICT
EN 111
FINAL
EXAM
NOTES
FINAL EXAM
DATE/TIME SP 2019
Remaining
Dates/Class Meetings
• Thursday, April 25th:
• Final exam notes; course evaluation reminder
• Tuesday, April 30th:
• Final review activity; bonus points opportunity
• Thursday, May 2nd:
• STUDY DAY – NO CLASSES
• LAST DAY TO SUBMIT MAKE-UP WORK
• Tuesday, May 7th:
• SUBMIT FINAL VIA CANVAS BY 3 PM
• WE WILL NOT MEET IN THE CLASSROOM
Grades
• Essay 1 – 100
• Essay 2 – 100
• Essay 3 – 100
• Essay 4 – 100
• Essay 5 – 100
• Class Participation – 150
• Quizzes – 100
• Final Exam – 250
• TOTAL – 1000
• You must make a C or better in order to pass the class – D or F
recorded as NC
Class Participation
Grade
• Library Book Selfie – 25
• Student Conference – 25
• Essay Four Proposal – 25
• Essay Five Proposal – 25
• Cause/Effect Analysis – 50
• Total – 150
Quizzes
• “The Clinic” Quiz (1/22) – 25
• Sentence Style (2/19) – 25
• Classification/MLA (3/14) – 25
• Course Reflection (4/16) – 25
• TOTAL – 100
Format/Materials for
FINAL
• The final will be your sixth and final essay – submit on Canvas.
• ARGUMENTATIVE
• You will be given a selection of prompts from which to develop your
argumentative essay.
• One of more prompts could have a reflective component.
• Know when and when not to engage in first person point of view.
• 5 PARAGRAPHS MINIMUM
• Students are not required to cite secondary sources; however, students may
cite up to three sources in the essay (must apply current MLA format).
Learning Outcomes
• Express controlling ideas
• Develop ideas with adequate, appropriate, and interesting
evidence
• Analyze evidence thoughtfully
• Synthesize sources without committing plagiarism
• Apply a reasonable method of organization
• Demonstrate a sensitivity for words in the English language
• Employ a variety of sentence structures
• Use grammar and mechanics of Standard American English
Point of View
• Always avoid second person point of view (you).
• Maintain objective third person point of view consistency.
• First person point of view is only appropriate when you are being specifically
asked to write about your own experiences, as with a personal narrative.
• Rule for incorporating personal narratives into argumentative academic
writing:
• Is this information relevant to your topic?
• Does this information support your argument?
Combining the Methods
• Looking forward, think about how you may utilize the various types of
expository writing to better serve your argument (thesis).
• For example, brief narratives can operate as engaging hooks or vivid
examples.
• While your ultimate focus should be to present a compelling and
convincing argument, argumentative essays can also appear in the form
of process analysis, compare and contrast, or cause and effect writing.
• For example, Brooklyn Castle asserts that budget cuts to education can
have several negative effects to after school enrichment programs.
Narrative
• Telling a story
• Organize events in chronological order.
• Stay in the same verb tense and point of view.
• Use sensory details and action verbs
• Prompt: look for clues like “describe a time” or
“think about your experiences”
Descriptive
• Focus on sensory details
• Organize by sensory details or visuals
• Be as specific as possible
• Take the time to describe overlooked or unique details
• Stay in the same verb tense and point of view
• Prompt: look for clues like “describe a place, item, etc.”
Process
Analysis
• Also known as a how-to essay
• Explain how to do something or how something
works/operates.
• Organize essay by steps or functions
• Do not switch verb tenses or point of view
• Prompts: look for clues like “explain” or “describe how”
Comparison/Contrast
• Analyzes a topic by comparing/contrasting subjects
• Looks for similarities or differences
• Does not have to include both similarities and
differences.
• Point-by-point or block organization
• Third person point of view
• Prompts: look for clues like “discuss the similarities or
differences” or “how is ____ similar to or different from
____”
Cause/Effect
• May focus on causes or effects, not both
• Organize by specific discussion points.
• Thesis should state those specific discussion
points
• Third person point of view
• Prompts: Look for clues like
“Discuss/examine the causes/effects”
Argument
• Take a position on an issue and support your
position with specific discussion points
• Avoid subjective or biased language
• Maintain third-person point of view
• Maintain academic tone
• Avoid sounding combative or passive
• Remember elements of ethos, logos, and pathos
• Address opposing viewpoints to strengthen your
argument
Academic Essay
Components
• Original title
• Introduction
• Hook
• Well-developed specific thesis
• Organized body paragraphs
• At least five well-developed sentences
• Conclusion
• Reassert thesis
• Explore significance
Serious Errors
• The following will be heavily
penalized:
• Excessive spelling errors
• Comma splice
• Misuse of the apostrophe
• Run-on sentences
• Inconsistent tense usage
• Sentence fragments
• Use of nonstandard verb forms
• Lack of subject-verb agreement
• Use of nonstandard
constructions
• Incorrect use of pronouns and
inconsistent point of view
• Inappropriate diction
EN 111 FINAL ESSAY (ARGUMENTATIVE)
• Choose one of the following topics, and write a well-developed essay with at least five
paragraphs.
• Type “FINAL EXAM” at the top of first page with an originally developed essay title.
• Students are not required to cite secondary sources; however, students may cite up to
three sources in the essay (must apply current MLA format).
• Apply the default MLA settings
o 12 pt. Times New Roman font, page numbering with last name, double-spaced
with MLA heading on page one – see MLA.
1. Think back to your first day of school this semester. Now think about today. Is college
what you expected? Have you experienced many changes? Knowing what you know
now, if you could talk to yourself the night before the first day of this semester, what
advice would you give to yourself? Consider these questions and discuss how students
can ensure success during their first year of college. Be sure to include specific examples
in your analysis.
2. With the completion of another semester, college students often find themselves looking
back and wishing they had altered their habits or behavior for their own benefit,
especially when their grades, health, or finances see negative impacts. Often times,
students have “I should have” moments once intervention is too late. Consider some of
your habits and routines this semester. Would any of these practices be considered “bad”
habits? Write an argumentative essay convincing other students to break a particular habit
that is harmful to their physical, emotional, or financial health. Be sure to include specific
points that explain why or how students should break this habit.
3. We often see the phrase “carpe diem,” which means “seize the day.” The full quotation
comes from the Roman poet Horace: “Seize the day, and place no trust in tomorrow.”
Does this seem like a good philosophy of life? Write an essay that fully develops your
position on this issue.

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