Lengua Iv.docx

Essay: ¨El ensayo debe tener el formato de no menos de cuatro párrafos y no menos de 4 oraciones por párrafo además no se deben incluir ideas nuevas en el último párrafo y debe dejarse indentation o bien un renglón entre párrafo por último la idea debe estar bien clara en el primer párrafo y si es posible subrayada porque hay veces que la ponen al principio y otras veces que la ponen al final del primer párrafo. Como todo ensayo argumentativo no se debe incluir la opinión del escritor y deben tratar de demostrarse los puntos con hechos, es decir que creencias u opiniones no deberían estar incluidas no hace falta decir que el ensayo argumentativo es para tratar de convencer al lector de algo y es por eso que las ideas nuevas en el último párrafo o terminar el último párrafo con una pregunta no son aconsejables. por último debería considerarse incluir la mayor cantidad de conectores posibles para que la lectura de dicho ensayo sea algo fácil y ameno.¨The exam: ¨El examen final consta de tres partes la primera es aprobar la parte de lengua y gramática la segunda es aprobar el ensayo y la tercera una vez aprobadas Estas dos es aprobar la parte oral. en esta el alumno deberá Mostrar fluidez y conocimiento y uso del vocabulario de los temas vistos incluidos en el programa así como su capacidad para explicar un tema gramatical a elección del profesor en detalle con todas las reglas y excepciones posibles explicando Incluso en el caso de la formación de palabras Cuál es la regla por la cual Las palabras se rigen a la hora de formarse. Para esta instancia los alumnos pueden elegir explicar algún tema gramatical de su elección y el profesor considerará ahondar en la explicación o bien conectarse esta explicación con otro tema gramatical visto en el año.¨ Pasa a la instancia oral el alumno que haya aprobado la parte de lengua gramática con un 60% y el ensayo también esté aprobado. Los problemas más grandes en el ensayo son cuando el alumno tiene oraciones fragmentadas o muchos errores de ortografía si bien hay errores de ortografía que ocurren debido a que el alumno está nervioso y tiene poco tiempo para realizarlo hay situaciones en las cuales se considera que un error que se repite muchas veces es porque ya no está bien fijado y el alumno lo aprendió mal. Si el alumno no alcanza el 60% en la parte de lengua y gramática el profesor considerará darle una oportunidad siempre y cuando no tenga menos del 55% y el ensayo esté de forma correcta. La parte de lengua y gramática no tiene trampa ya que son los ejercicios que se han visto durante el año y los alumnos tienen acceso a estos ejercicios lo que no se incluye en esta parte es todo aquel tema de vocabulario visto en la unidad 4 6 y 8 pero si se incluyen los temas gramaticales de estas unidades.¨ Modelo de examen

alumnos regulares y libres

Writing persuasive or argumentative essaysPara consultas, comentarios o envío de tareas asignadas, dirigirse aProf. Lezcano Gerig, Carlos Fabricio, email address: General Examples of Wordiness absolutely essential according to all of are connected with as a result as long as at all times at this time close proximity consensus of opinion despite the fact that due to the fact that few in number first and foremost for the production of for the purpose of for the reason that has (or needs) to if…, then … in a given in accordance with in an attempt (effort) to in connection with

in order for in order to in point of fact will depend upon will have to in reference to in (or with) regard to in the event that in view of the fact thatinasmuch as is allowed (able or entitled) to is located in is required to it should be noted that look into making a determination (decision) more often than not needs (or has) to not allow not different not include on the basis of owing to the fact that past history payment made to prior to the limitation on small in size (number) subsequent to the use of that limits (or other verb after “that”) the creation of (or other “-tion” noun)

there are (or there is) whether or not will be able to with reference to with regard to with the exception of Better Phrases or Wordsessential per all (or each) relate to thus if always now (or currently) proximity consensus even though since (or because) few first to produce for (or to) since (or because) must (or should) if…, … each according to to

about for to in fact about regarding (or about) if since (or because) since (or because) can is in must (or should) OMIT consider determining (deciding) often must (or should) must (or should) prevent (or preclude) similar omit based on (or since) since (or because) history paid to before limits small after usinglimiting (i.e., the verb’s ing form)creating (i.e., the noun’s ing form) CONSIDER OMITTING

whether can depends on must (or should) regarding regarding (or about) except

Defined broadly, wordiness also might include using words with multiple syllables where simpler words would suffice. Some common examples are listed below.

Words with Multiple Syllablesalthough altogether anticipate because commence consequently into oftentimes therefore upon utilize whenever within Simpler Words though together

expect since begin (or start) thus in often thus on use when in

Tax-related terms and phrases often can be expressed more concisely or abbreviated. Citations to tax authority, in particular, should be shortened to avoid unnecessary clutter, especially in technical research memos. For example, Internal Revenue Code section 101 can be clearly stated as §101. In tax practice, a statutory reference is assumed to be to Title 26 (i.e., the Internal Revenue Code) unless otherwise noted. Thus, explicit references to the Code are usually unnecessary. (Caveat: Tax-related wordiness might be appropriate in some forms of written communications, such as client letters). Common examples of tax-related wordiness and recommended substitutions are listed below.

Tax-Related WordinessCode section 61

Commissioner of Internal Revenue credit against tax liability deduction from gross income

exempt from gross income (or taxation)

in Smith v. U.S.,the court held in the case of Smith v. U.S. included in gross income income which is subject to taxation Internal Revenue Code Internal Revenue Service Regulation §1.101-1 Revenue Ruling 83-24 take (or claim) a credit for take (or claim) a deduction for tax deductible tax exempt the Smith v. U.S. decision Treasury Regulation §1.101-1 United States

Better Expressions

§61 (or Sec. 61 at beginning of sentence) Comm. or CIR credit deduction (unless distinguishing between for and from AGI deductions) exempt Smith v. U.S. held in Smith v. U.S. gross income gross income Code (or omit if part of specific cite) IRS

Reg. §1.101-1 Rev. Rul. 83-24 credit deduct deductible exempt Smith v. U.S.Reg. §1.101-1 U.S. Consider the following example containing wordiness. Wordy Example: In the case of Mais (TC, 1968), the taxpayer was able to exclude from gross income embezzled funds that were repaid during the year the funds were embezzled but the taxpayer was not allowed to exclude embezzled funds to be repaid in a subsequent year. Edited Example: In the case of Mais (TC, 1968) allowed the taxpayer was able to to exclude from gross income embezzled funds that were repaid during the same year the funds were embezzled but the taxpayer was not allowed to exclude embezzled funds to be those repaid in a subsequent lateryear. Better Wording: Mais (TC, 1968) allowed the taxpayer to exclude embezzled funds repaid during the same year but not those repaid in a later year. The original sentence contained 45 words. The corrected sentence contains only 23 words, a 49% decrease. The corrected sentence contains just as much information as the original; shortening the sentence creates no ambiguity. However, the shorter sentence is easier to read and understand. Another form of wordiness is the unnecessary use of legalese. Using legalese can make your writing appear archaic, too formal, or stilted. Examples of legalese include the following words: aforementioned, aforesaid, hereto, heretofore, herewith, said (when used as an adjective), thereby, therein, thereof, thereto, therefor (as opposed to the conjunction, therefore), therewith, whereby, wherefore, wherein, and whereto. Often, legalese can be omitted without changing a sentence’s meaning or creating ambiguity. In other cases, simpler words can be substituted.Using several consecutive prepositional phrases (i.e., prepositional strings) is wordy and creates poor sentence rhythm. More importantly, prepositional strings make sentences difficult to follow since prepositional phrases are modifying the objects of preceding prepositional phrases. Readers may need to reread the sentence to comprehend its meaning. Generally, use no more than three

consecutive prepositional phrases; however, even three may be too many in some cases. One method to improve a sentence plagued with prepositional strings is to convert one of the prepositional phrases’ objects to an adjective. Consider the following example, which contains four consecutive prepositional phrases (prepositions are italicized in the initial sentence). Prepositional Strings: Ringo can deduct the $23,000 for the cost of the pool atthe new home as a medical expense. Ringo can deduct the $23,000 for the cost of the new home’s pool at the new home as a medical expense. Edited Version: Better Sentence: Ringo can deduct the $23,000 cost of the new home’s pool as a medical expense. The sentence reads better after “new home” is converted into a modifier for “pool.” The word search capabilities in your word processing software can help you find wordiness in your writing (e.g., searching for the phrase “in order”). Consistent use of this technique can greatly reduce wordiness and, eventually, can help you recognize wordiness without using your word processor’s search function. In other words, conscientious and consistent practice can lead to a stronger writing style and reduce the need for later searching and editing. What Is a Comma Splice, and How Do I Fix It? Before I start explaining what a comma splice is and how to correct one, I want to make it clear that not all comma splices are errors.* Unfortunately, few American English teachers are aware that there is a type of comma splice that is perfectly acceptable, and so they mark all comma splices as errors. If you have read some of my other articles on grammar and usage, you know that there are certain 'rules' that need not be slavishly obeyed. I don't recommend gratuitously splitting an infinitive or ending a sentence with a preposition, simply because so many people are likely to jump on you when you do. However, when the occasion clearly calls for either a split infinitive or a preposition at the end of the sentence, I say go for it. But even when a properly handled comma splice would produce just the rhetorical effect I am after, I won't use it. No doubt you are disappointed in me. The fact is, though, that in the U.S. a lot of people who are sure they understand the 'rules' of English firmly believe that all comma splices are not just errors, but really big errors, and that any one who commits a comma splice is demonstrating a fundamental

inability to control a sentence. If I were to use a perfectly acceptable comma splice, I can be sure that an awful lot of people would assume that I have no mastery of sentence boundaries. They would be wrong, but I would never get the chance to argue the point, so their judgment would stand. Sometimes it seems that the rule against comma splices is the only rule that many people--English teachers especially!--have managed to master, and so they are always on the hunt for an opportunity to wield it against someone. While it is true that in American usage most comma splices are errors, it is also true that some are worse errors than others, and some are not errors at all. I am not even sure it is considered a matter of concern in British usage, and if any of my readers are from the U.K., I would like to know whether current usage there abhors the comma splice as does American usage. Now to business. WHAT IS A COMMA SPLICE? Quite simply, a comma splice is the attempt to join two independent clauses with a comma, but without a coordinator. Let's back up for a moment. First of all, according to the definition most of you learned in grade school, an independent clause is one that can stand alone as a sentence. (This is not the most precise or useful way to define an independent clause, but it will do for now.) When two independent clauses are next to each other, you have only two choices: you can either join them, or you can separatethem. (1) To join two independent clauses, you must use a coordinator. The coordinators are the correlatives and the coordinating conjunctions. (Correlatives don't figure into comma splices, so we will not worry about them.) The coordinating conjunctions are and, but, or, nor, yet, and so. You can remember them by combining their first letters into the pseudoword 'anboys.' Your English teachers and your usage handbooks also listed 'for' as a coordinating conjunction. Forget that. As a conjunction 'for' translates as 'because,' and serves as a subordinating conjunction, just as 'because' does. (2) To separate two independent clauses, you must use some form of end-stop punctuation. Here are all of your possible choices: the period [.], the exclamation point [!], the question mark [?], and the semicolon [;]. (Remember, a semicolon is a weak period,not a strong comma. The semicolon fragment is a common error, one I deal with in 'Colons, and Semicolons, and Bears!')

What this means is that if you have two independent clauses with nothing between them but a comma, you have failed either to join them with a coordinator or to separate them with end-stop punctuation. (You will notice that the comma is not on either of those two lists.) Thus, you have a comma splice, which is a form of run-on sentence. Here is an example of a comma splice, followed by several different ways of correcting it: COMMA SPLICE: I got up late this morning, I didn't have time for breakfast. CORRECTIONS: I got up late this morning. I didn't have time for breakfast. or I got up late this morning; I didn't have time for breakfast. or I got up late this morning, so I didn't have time for breakfast. or I got up late this morning, and I didn't have time for breakfast. Notice that in the latter two corrections, the coordinating conjunction joining the two independent clauses is preceded (notfollowed) by a comma. (That's about a 90-95% rule. See 'Commas with Compound Sentences' for information about when that comma can be omitted.) What causes a comma splice is not the comma between the two clauses, but rather the absence of the coordinator in the attempt to join the clauses. A DIFFERENT STRATEGY: If you choose to turn one of the clauses into a subordinate (dependent) clause, then you can use just the comma between the two clauses: Because I got up late this morning, I didn't have time for breakfast. Dangling Modifiers and How To Correct Them A dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence. A modifier describes, clarifies, or gives more detail about a concept. Having finished the assignment, Jill turned on the TV. 'Having finished' states an action but does not name the doer of that action. In English sentences, the doer must be the subject of the main clause that follows. In this sentence, it is Jill. She seems logically to be the one doing the

action ('having finished'), and this sentence therefore does not have a dangling modifier. The following sentence has an incorrect usage: Having finished the assignment, the TV was turned on. 'Having finished' is a participle expressing action, but the doer is not the TV set (the subject of the main clause): TV sets don't finish assignments. Since the doer of the action expressed in the participle has not been clearly stated, the participial phrase is said to be a dangling modifier. Strategies for revising dangling modifiers:

1. Name the appropriate or logical doer of the action as the subject of the main clause: Having arrived late for practice, a written excuse was needed. Who arrived late? This sentence says that the written excuse arrived late. To revise, decide who actually arrived late. The possible revision might look like this: Having arrived late for practice, the team captain needed a written excuse. The main clause now names the person (the captain) who did the action in the modifying phrase (arrived late). 2. Change the phrase that dangles into a complete introductory clause by naming the doer of the action in that clause: Without knowing his name, it was difficult to introduce him. Who didn't know his name? This sentence says that 'it' didn't know his name. To revise, decide who was trying to introduce him. The revision might look something like this: Because Maria did not know his name, it was difficult to introduce him. The phrase is now a complete introductory clause; it does not modify any other part of the sentence, so is not considered 'dangling.' 3. Combine the phrase and main clause into one: To improve his results, the experiment was done again. Who wanted to improve results? This sentence says that the experiment was trying to improve its own results. To revise, combine the phrase and the main clause into one sentence. The revision might look something like this: He improved his results by doing the experiment again.

More examples of dangling modifiers and their revisions:

Incorrect: After reading the original study, the article remains unconvincing. Revised: After reading the original study, I find the article unconvincing. Incorrect: Relieved of your responsibilities at your job, your home should be a place to relax. Revised: Relieved of your responsibilities at your job, you should be able to relax at home. Incorrect: The experiment was a failure, not having studied the lab manual carefully. Revised: They failed the experiment, not having studied the lab manual carefully.

Sentence Fragments Fragments are incomplete sentences. Usually, fragments are pieces of sentences that have become disconnected from the main clause. One of the easiest ways to correct them is to remove the period between the fragment and the main clause. Other kinds of punctuation may be needed for the newly combined sentence. Below are some examples with the fragments shown in red. Punctuation and/or words added to make corrections are highlighted in blue. Notice that the fragment is frequently a dependent clause or long phrase that follows the main clause. Fragment:Purdue offers many majors in engineering. Such as electrical, chemical, and industrial engineering. Possible Revision: Purdue offers many majors in engineering, such as electrical, chemical, and industrial engineering. Fragment: Coach Dietz exemplified this behavior by walking off the field in the middle of a game. Leaving her team at a time when we needed her. Possible Revision: Coach Dietz exemplified this behavior by walking off the field in the middle of a game, leaving her team at a time when we needed her.

Fragment: I need to find a new roommate. Because the one I have now isn't working out too well. Possible Revision: I need to find a new roommate because the one I have now isn't working out too well. Fragment: The current city policy on housing is incomplete as it stands. Which is why we believe the proposed amendments should be passed. Possible Revision: Because the current city policy on housing is incomplete as it stands, we believe the proposed ammendments should be passed. You may have noticed that newspaper and magazine journalists often use a dependent clause as a separate sentence when it follows clearly from the preceding main clause, as in the last example above. This is a conventionaljournalistic practice, often used for emphasis. For academic writing and other more formal writing situations, however, you should avoid such journalistic fragment sentences. Some fragments are not clearly pieces of sentences that have been left unattached to the main clause; they are written as main clauses but lack a subject or main verb. No main verb Fragment: A story with deep thoughts and emotions. Possible Revisions: Direct object: She told a story with deep thoughts and emotions. Appositive: Gilman's 'The Yellow Wallpaper,' a story with deep thoughts and emotions, has impressed critics for decades. Fragment: Toys of all kinds thrown everywhere. Possible Revisions: Complete verb: Toys of all kinds were thrown everywhere. Direct object: They found toys of all kinds thrown everywhere. Fragment: A record of accomplishment beginning when you were first hired. Possible Revisions: Direct object: I've noticed a record of accomplishment beginning when you were first hired Main verb: A record of accomplishment began when you were first hired. No Subject Fragment: With the ultimate effect of all advertising is to sell the product.

Possible Revisions: Remove preposition: The ultimate effect of all advertising is to sell the product. Fragment: By paying too much attention to polls can make a political leader unwilling to propose innovative policies. Possible Revisions: Remove preposition: Paying too much attention to polls can make a political leader unwilling to propose innovative policies. Fragment: For doing freelance work for a competitor got Phil fired. Possible Revisions: Remove preposition: Doing freelance work for a competitor got Phil fired. Rearrange: Phil got fired for doing freelance work for a competitor. These last three examples of fragments with no subjects are also known as mixed constructions, that is, sentences constructed out of mixed parts. They start one way (often with a long prepositional phrase) but end with a regular predicate. Usually the object of the preposition (often a gerund, as in the last two examples) is intended as the subject of the sentence, so removing the preposition at the beginning is usually the easiest way to edit such errors.

Parallel Structure Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as 'and' or 'or.' Words and Phrases With the -ing form (gerund) of words: Parallel: Mary likes hiking, swimming, and bicycling. With infinitive phrases: Parallel: Mary likes to hike, to swim, and to ride a bicycle. OR Mary likes to hike, swim, and ride a bicycle.

(Note: You can use 'to' before all the verbs in a sentence or only before the first one.) Do not mix forms. Example 1 Not Parallel: Mary likes hiking, swimming, and to ride a bicycle. Parallel: Mary likes hiking, swimming, and riding a bicycle. Example 2 Not Parallel: The production manager was asked to write his report quickly, accurate ly, and in a detailed manner. Parallel: The production manager was asked to write his report quickly, accurately, and thoroughly. Example 3 Not Parallel: The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and his motivation was low. Parallel: The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and lacked motivation. Clauses A parallel structure that begins with clauses must keep on with clauses. Changing to another pattern or changing the voice of the verb (from active to passive or vice versa) will break the parallelism. Example 1 Not Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game.

Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game. — or — Parallel: The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game. Example 2 Not Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that questions would be asked by prospective buyers. (passive) Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that prospective buyers would ask him questions. Lists After a Colon

Be sure to keep all the elements in a list in the same form. Example 1 Not Parallel: The dictionary can be used for these purposes: to find word meanings,pronunciations, correct spellings, and looking up irregular verbs. Parallel: The dictionary can be used for these purposes: to find word meanings,pronunciations, correct spellings, and irregular verbs. Proofreading Strategies to Try: Skim your paper, pausing at the words 'and' and 'or.' Check on each side of these words to see whether the items joined are parallel. If not, make them parallel. If you have several items in a list, put them in a column to see if they are parallel.

Listen to the sound of the items in a list or the items being compared. Do you hear the same kinds of sounds? For example, is there a series of '-ing' words beginning each item? Or do your hear a rhythm being repeated? If something is breaking that rhythm or repetition of sound, check to see if it needs to be made parallel. A Brief Guide to Writing Argumentative Essays The art of argumentation is not an easy skill to acquire. Many people might think that if one simply has an opinion, one can argue it effectively, and these folks are always surprised when others don't agree with them because their logic seems so correct. Additionally, writers of argumentation often forget that their primary purpose in an argument is to 'win' it--to sway the reader to accept their point of view. It is easy to name call, easy to ignore the point of view or research of others, and extremely easy to accept one's own opinion as gospel, even if the writer has not checked his or her premise in a couple of years, or, as is the case for many young writers, never questioned the beliefs inherited from others. Want to know what you think about something? Then write an argumentative essay. To be fair, however, you'll find that one of the first things you must do is become an expert on the issue. When you pick a topic, you should avoid writing about issues that cannot be won, no matter how strongly you might feel about them. The five hottest topics of our time seem to be gun control, abortion, capital punishment, freedom of speech, and probably the most recent, euthanasia, or the right to die. If possible, avoid writing about these topics because they are either impossible to 'win,' or because your instructor is probably sick of reading about them and knows all the pros and cons by heart (this could put you at a serious disadvantage). The topics may be fine reading material, however, because most people are somewhat aware of the problems and can then concentrate on understanding the method of argument itself. But care should be taken that if you read one side, you also read the other. Far too many individuals only read the side that they already believe in. These issues cannot be won for good reason: each touches on matters of faith and beliefs that for many people are unshakable and deeply private. Features 1. So, what do you write about? Pick a well-defined, controversial issue. (Spend some time with the latest copies of several news magazines, watch 60 Minutes, or listen to National Public Radio to generate ideas.) Readers should understand what the issue is and what is at stake. The issue must be arguable, as noted above. After stating your thesis, you will need to discuss the issue in depth so that your reader will understand the problem fully. 2. A clear position taken by the writer. In your thesis sentence, state what your position is. You do not need to say: 'I believe that we should financially support the space station.' Using the first person weakens your argument.

Say 'Funding for the space station is imperative to maintain America's competitive edge in the global economy.' The thesis can be modified elsewhere in the essay if you need to qualify your position, but avoid hedging in your thesis. 3. A convincing argument. An argumentative essay does not merely assert an opinion; it presents an argument, and that argument must be backed up by data that persuades readers that the opinion is valid. This data consists of facts, statistics, the testimony of others through personal interviews and questionnaires or through articles and books, and examples. The writer of an argumentative essay should seek to use educated sources that are nonbiased, and to use them fairly. It is therefore best to avoid using hate groups as a source, although you can use them briefly as an example of the seriousness of the problem. Talk shows fall into the same category as they are frequently opinionated or untrue. 4. A reasonable tone. Assume that your reader will disagree with you or be skeptical. It is important, therefore, that your tone be reasonable, professional, and trustworthy. By anticipating objections and making concessions, you inspire confidence and show your good will. Steps of a Research Paper 1. Decide on a topic. Make sure it is one you are interested in and that it is not too broad or too narrow to analyze adequately. 2. Begin your library research. Start with the card catalogue or computer subject headings. Use the periodical index. Your best bet may be to find a few general books on the subject, and then study the bibliographies in the back of the books. Oftentimes, the very best sources are found this way. You may note, as you read, that one person may be quoted repeatedly in several articles. This should tell you that this person may be an authority. (See if their name is in the catalogue.) If you run across the mention of an article while reading another article or book, go find it. Use encyclopedias, reference books, newspapers, microfilm, the librarians, the World Wide Web, and other professors' advice. Research is a back-and-forth, in-and-out process, rather like the strategy of a good card game. As you scan possible sources, make a list of sources you won't use, sources you might use, and sources you will definitely use. Make bibliography cards for the latter two right away. Photocopy all material that you might or will use--even pamphlets and personal books. This will save you time later, should you need to return to the library. If you conduct a good deal of research, the first list will help you keep up with sources you've already checked (unless you enjoy checking them three and four times). 3. After acquiring some knowledge of your subject matter, it is time to decide on your personal interview and/or questionnaire, should you choose to use one. Write the interview questions and prepare the survey. Be careful

to word both objectively. Your research is only as valuable as the interview or questionnaire. 4. Write the outline, rough draft, and the final paper. Then rewrite it to make it sound as professional as possible. To analyze something, divide it into parts. Since you are writing about a problem, the body of your paper might look something like this: Paragraph 1: General introduction of the problem. Thesis statement which states your opinion. Paragraph 2-3: History of the problem (including, perhaps, past attempts at a solution). Sources needed Paragraph 4-6: Extent of the problem (who is affected; how bad is it, etc.). Sources needed Paragraphs 7-8: Repercussion of the problem if not solved. Sources needed. Paragraphs 9-10: You should have led up to a conclusion that your argument is sound. Pull it all together by connecting your argument with the facts. Anticipate objections and make concessions. Paragraph 11: Conclusion: Restatement of thesis and summary of main ideas. You are writing a full explanation of the problem and arguing for your viewpoint to be accepted. Work in your own interview and questionnaire in the body of the paper where they make the most sense. 5. Once your paper has been written, check every quotation in it for accuracy. Your instructor may require that every quotation should be photocopied and included with what you turn in. All quoted matter should be clearly marked on the photocopy. Argumentative Essay The function of an argumentative essay is to show that your assertion (opinion, theory, hypothesis) about some phenomenon or phenomena is correct or more truthful than others'. The art of argumentation is not an easy skill to acquire. Many people might think that if one simply has an opinion, one can argue it successfully, and these folks are always surprised when others don't agree with them because their logic seems so correct. Argumentative writing is the act of forming reasons, making inductions, drawing conclusions, and applying them to the case in discussion; the operation of inferring propositions, not known or admitted as true, from facts or principles known, admitted, or proved to be true. It clearly explains the process of your reasoning from the known or assumed to the unknown. Without doing this you do not have an argument, you have only an assertion, an essay that is just your unsubstantiated opinion.

Notice that you do not have to completely prove your point; you only have to convince reasonable readers that your argument or position has merit; i.e., that it is somehow more accurate and complete than competing arguments. Argumentative essays are often organized in the following manner: They begin with a statement of your assertion, its timeliness, significance, and relevance in relation to some phenomenon. They review critically the literature about that phenomenon. They illustrate how your assertion is 'better' (simpler or more explanatory) than others, including improved (i.e., more reliable or valid) methods that you used to accumulate the data (case) to be explained. Finally revise and edit, and be sure to apply the critical process to your argument to be certain you have not committed any errors in reasoning or integrated any fallacies for which you would criticize some other writer. Additionally, you will want to find out how your readers will object to your argument. Will they say that you have used imprecise concepts? Have you erred in collecting data? Your argument is only as strong as the objections to it. If you cannot refute or discount an objection, then you need to rethink and revise your position.