(a) Definition of key terms, if needed (b) Relevant background information (c) Review of work by other writers on the topic (d) Purpose or aim of the paper (e) Your research methods (f) Any limitations you imposed (g) An outline of your paper Study the extracts below from the introduction to an essay titled ‘Evaluate the experience of e-learning for students in higher education’. (a) Certain words or phrases in the title may need clarifying because they are not widely understood: There is a range of definitions of this term, but in this paper ‘e-learning’ refers to any type of learning situation where content is delivered via the Internet. See Unit 2.6 Definitions (b) It is useful to remind the reader of the wider context of your work. This may also show the value of the study you have carried out: Learning is one of the most vital components of the contemporary knowledge-based economy. With the development of computing power and technology, the Internet has become an essential medium for knowledge transfer. (c) While a longer article may have a separate literature review, in a shorter essay it is still important to show familiarity with researchers who have studied this topic previously. This may also reveal a gap in research that justifies your work: Various researchers (Webb and Kirstin, 2003; Honig et al., 2006) have evaluated elearning in a health care and business context, but little attention so far has been paid to the reactions of students in higher education to this method of teaching. (d) The aim of your research must be clearly stated so the reader knows what you are trying to do: The purpose of this study was to examine students’ experience of e-learning in a higher education context. (e) The method demonstrates the process that you undertook to achieve the aim given before: A range of studies was first reviewed, and then a survey of 200 students was conducted to assess their experience of e-learning. 74 Part 1: The Writing Process 44
1.11: Introductions and Conclusions 75 (f) You cannot deal with every aspect of this topic in an essay, so you must make clear the boundaries of your study: Clearly, a study of this type is inevitably restricted by various constraints, notably the size of the student sample, and this was limited to students of Pharmacy and Agriculture. (g) Understanding the structure of your work will help the reader to follow your argument: The paper is structured as follows. The first section presents an analysis of the relevant research, focusing on the current limited knowledge regarding the student experience. The second part presents the methodology of the survey and an analysis of the findings, and the final section considers the implications of the results for the delivery of e-learning programmes. The complete introduction is as follows: EVALUATE THE EXPERIENCE OF E-LEARNING FOR STUDENTS IN HIGHER EDUCATION There is a range of definitions of this term, but in this paper ‘e-learning’ refers to any type of learning situation where content is delivered via the Internet. Learning is one of the most vital components of the contemporary knowledge-based economy. With the development of computing power and technology, the Internet has become an essential medium for knowledge transfer. Various researchers (Webb and Kirstin, 2003; Honig et al., 2006) have evaluated e-learning in a health care and business context, but little attention so far has been paid to the reactions of students in higher education (HE) to this method of teaching. The purpose of this study was to examine students’ experience of e-learning in an HE context. A range of studies was first reviewed, and then a survey of 200 students was conducted to assess their experience of e-learning. Clearly, a study of this type is inevitably restricted by various constraints, notably the size of the student sample, and this was limited to students of Pharmacy and Agriculture. The paper is structured as follows. The first section presents an analysis of the relevant research, focusing on the current limited knowledge regarding the student experience. The second part presents the methodology of the survey and an analysis of the findings, and the final section considers the implications of the results for the delivery of elearning programmes. (225 words) 45
3 Opening sentences It can be difficult to start writing an essay, but especially in exams, hesitation will waste valuable time. The first few sentences should be general but not vague, to help the reader focus on the topic. They often have the following pattern: 76 Part 1: The Writing Process Time phrase Topic Development Currently, the control of water resources has emerged as a potential cause of international friction. Since 2008, electric vehicles have become a serious commercial proposition. It is important to avoid opening sentences that are over general and vague. Compare: Nowadays, there is a lot of competition among different news providers. 7 Newspapers are currently facing strong competition from rival news providers such as the Internet and television. 3 Write introductory sentences for three of the following titles. (a) How important is it for companies to have women as senior managers? (b) Are there any technological solutions to global warming? (c) What can be done to reduce infant mortality in developing countries? (d) Compare the urbanisation process in two contrasting countries. See Unit 2.8 Generalisations 4 Conclusions Conclusions tend to be shorter and more varied in format than introductions. Some articles may have a ‘summary’ or ‘concluding remarks’. But student papers should generally have a final section that summarises the arguments and makes it clear to the reader that the original question has been answered. (A) Which of the following are generally acceptable in conclusions? (a) A statement showing how your aim has been achieved. (b) A discussion of the implications of your research. 46
(c) Some new information on the topic not mentioned before. (d) A short review of the main points of your study. (e) Some suggestions for further research. (f) The limitations of your study. (g) Comparison with the results of similar studies. (h) A quotation that appears to sum up your work. (B) Match the extracts from conclusions below with the acceptable components above. Example: (a) = (vi). (i) As always, this investigation has a number of limitations to be considered in evaluating its findings. (ii) These results suggest that the risk of flooding on this coast has increased significantly and so further coastal development may be at risk. (iii) Another line of research worth pursuing further is to study the importance of language for successful expatriate assignments. (iv) Our review of 13 studies of strikes in public transport demonstrates that the effect of a strike on public transport ridership varies and may either be temporary or permanent. (v) These results of the Colombia study reported here are consistent with other similar studies conducted in other countries (Baron and Norman, 1992). (vi) This study has clearly illustrated the drawbacks to family ownership of retail businesses. 5 Practice The following sentences form the conclusion to the essay titled ‘Evaluate the experience of e-learning for students in higher education’, whose introduction was given above, but they have been mixed-up. Put them into a logical order (1–5). (a) This finding was clear, despite the agreed convenience of e-learning. (b) Given the constraints of the small and limited sample, there is clearly room for further research in this field. (c) However, our survey of nearly 200 students found a strong preference for traditional classroom teaching. (d) But, in general, it would appear that e-learning is unlikely to be acceptable as a primary teaching method in higher education. (e) This study found that little relevant research on the HE student experience of e-learning has been conducted, and the research that has been reported indicates a mixed reaction to it. 1.11: Introductions and Conclusions 77 47
Problem solving is also part of our everyday lives. How can we get better grades? How can we get along better with a roommate? How can we successfully complete a biology experiment? Moreover, problem-solving assignments are frequently part of academic course work. Problem-Solution papers usually contain (1) a background paragraph that demonstrates the problem, (2) one or more paragraphs of evaluation of alternative solutions (called a “feasibility study”), (3) a persuasive proposal 一of one or more paragraphs一 for one solution, and (4) one or more paragraphs describing the implementation of that solution. The outline in Figure 7.1 shows the overall organization of the Problem-Solution essay, as well as the writing conventions and research skills needed to fulfill the expectations of the academic audience. Figure 7.1 Overall Organization of a Problem-Solution Essay Your purpose for this paper is to persuade the appropriate person to act: to do, fix, change, improve, subsidize, ban, recognize, or make legal (or illegal) something about the problem you explain. 48
Although students could write Problem-Solution essays about national or international problems (such as global warming, breast cancer, or adolescent violence), writing about local problems that students know personally can make the writing process more satisfying. The student writer can identify a problem and a person who can help to solve that problem, then interview that person and address the paper to that person. Furthermore, some students that have described local problems and recommended possible solutions have been responsible for actually solving those problems. A student from Malaysia, Chee Hong Yeo, wrote about the fact that international students were charged twice as much for student health insurance at the university as were U.S. students; the result was that the health insurance for international students decreased. In another case, Yehan Wijesena, a student from Sri Lanka, noticed that the lack of STOP signs in a residential area next to the college campus had caused an unusual number of car accidents; his recommendation resulted in the installation of several STOP signs that made the area safer. Exercise. With a small group of classmates, discuss 2 or 3 local problems you have identified. Which problems interested your classmates? What experiences have your classmates had with each problem? What solutions do your class- mates suggest for each of the problems? Writing Assignment. After you select a local problem, begin to gather information About the problem. Collecting information: Summarize what you already know about the problem and note down what you need to know. Decide where you can locate information and identify the person (or persons) you should interview. Audience Analysis. Because a successful Problem-Solution paper must persuade the audience, careful audience analysis is essential. Audience: - Attitude towards the problem - Probable objections 49
Selecting a problem to be solved requires more homework than any other academic assignment topic. Not only must the writer select and thoroughly analyze the audience, but she or he must evaluate the topic to make certain that it is a problem and that it can be solved. Otherwise, the writing tasks can be both frustrating and embarrassing, as three students who were not careful in their preparation discovered. One student decided that she would write about the problem of campus safety and would recommend solving the problem by (1) installing telephone call boxes in the campus, and (2) asking the campus security officers to give safety talks in the dormitories. During her interview with the Director of Security, she discovered that the call boxes were already in place and that the safety talks had been given regularly for several years. Another student wanted to investigate the problem of aging, deteriorating library books. Fortunately, a kind reference librarian demonstrated that the problem did not exist. Some effective ways to discover whether or not a problem exists are to: - Informally ask other people in the campus (starting with your classmates) whether or not they are aware of the problem - Design a survey to ask about the existence of the problem formally - Ask students at other colleges or universities, through the internet, whether or not the problem exists in their campuses - Search library sources and/or the World Wide Web for information about the problem Remember that, in the Problem-Solution paper, the background paragraph describes the problem and its severity, using research to demonstrate the existence of the problem. Using Sources: Individual background knowledge, as well as personal observation and experience, can be engaging and strong evidence to raise the consciousness of readers. For example, Naoko Otsuki wrote about the problem of returning to her country after she completed her academic work in the U.S. In the background paragraph below, she presented her observations of the disadvantages of the Japanese respect for harmony. 50
Notice that following her description of personal experiences and observations, Naoko uses a fact (a definition), comparison, and contrast to strengthen her description of how deeply the concept of harmony exists in the Japanese school system (i.e., how serious the problem is). Sample - Background Paragraph: Demonstrates that a Problem Exists When I returned to Japan after living five years abroad, I was startled to find the hindrances to my freedom of expression at school as a result of the concept of harmony. First, all students are required to use uniforms at school; while most Japanese students accept this regulation, I could not understand why we needed to wear this attire. Instead of promoting harmony, I felt that I repressed my individuality. Second, it is no exaggeration to say that Japanese students never state their opinions in class, nor do they take a definite stand; even if the professor addresses a question directly to them, Japanese students attempt to conceal their opinions. I realized that “harmony” does not describe these practices. As a musical term, “harmony” is a combination of successive sounds of various pitches that make a chord. In other words, harmony can only be created when individuals, each having their own opinions and each valued for having those opinions, come together. Otherwise, harmony is a form of repression. Techniques of support: personal experience, examples Methods of development: definition, comparison, and contrast Writing Assignment. Describing the Problem (The Background Paragraph) Write a background paragraph, using specific detail, that describes the problem you have selected. Use information from your knowledge and experiences and from the experiences of others to demonstrate the severity of the problem. Use additional information you have collected from other courses to support your ideas. Cite your intext sources and start your end-of-text reference page. 51
For many academic writing assignments, the information that results from interviewing one or more authorities provides valuable information to use as evidence in the paper. For the Problem-Solution essay, interviewing a local authority can provide with such information as the history of a problem and of solutions that have been tried previously. Further, it can be established a bond between the writer student and the authority that may be helpful in persuading the authority. Preparing for the Interview: 1. Select a proper interviewee for your Problem-Solution paper and locate contact information for that person. 2. Use questions (and follow-up questions, given here in brackets) - What is your opinion of the severity of this problem? - What can you tell me about the history of this problem? [How long has it existed?] - Have actions been taken to solve the problem? [What are they? What are the results of those actions?] - In your opinion, what is the best solution to this problem? [What are the problems concerning the solution?] 3. Share the information about our interviewee and your interview with a small group of classmates. Offer suggestions to your classmates about possible interview questions and follow-up questions. 4. Using your experience with your classmates’ interview questions, evaluate and revise your interview questions. The Interview: 1. Arrange and conduct the interview 2. After the interview, re-evaluate the attitudes of your interviewee toward the problem and the solution, and adjust your essay plan as necessary. 52
3. Evaluate the information from your interview. What can you use as evidence? Are these interesting direct quotations? Developing a survey is not difficult, but unless the designer considers both purpose and audience carefully, the information collected will not be useful. Moreover, because the written survey will be given to people who will complete it and return it later, the respondents cannot ask about survey items that confused them. Therefore, the questions and statements on the survey must be clearly and carefully written. Writing Conventions for the Content of a Survey: 1. A descriptive title 2. An introduction describing the reasons for the survey 3. Clear directions about completing the survey 4. Demographic data (i.e., requested information about the respondent, but NOT his/her name) 5. The questions or statements to be completed by the respondent 6. A space for written comments at the end of the survey 7. Information about how to return the survey to the designer 8. An expression of appreciation for the time spent by the responder Sample - Survey: Extending Coe Library’s Hours This survey was designed to get your opinion about whether or not the library should stay opened later more hours. Coe Library is now open from 7:45 a.m. to 11:00 p.m. from Monday to Thursday 7:45 a.m. to 7:30 p.m. on Friday 11:00 a.m. to 11:00 p.m. on Sunday. I will use the options gathered by this survey to write a paper for my composition class, and I will send a copy of the results to the Director of the library. Your name __________________________ Major ____________________ Class: F S J Sr Grand Other (Circle one) Age ___________ 1. How many nights a week do you stay in Coe Library until it closes? 7 ___ 4-6 ___ 1-3 ___ Never ___ (Check one) 2. Are you usually finished using the library when you leave? Yes ___ No ___ 3. If the library was kept open longer on Mondays through Thursdays, what time 53
do you think it should close? 12:00 a.m. ___ 1:00 a.m. ___ 2:00 a.m. ___ Never ___ 4. If the library was kept open longer on Fridays through Sundays, what time do you think it should close? Friday: 9:00 p.m. ___ 10:00 p.m. ___ Other __________ Saturday: 9:00 p.m. ___ 10:00 p.m. ___ Other __________ Sunday: 12:00 a.m. ___ 1:00 a.m. ___ Other __________ 5. How many nights a week do you go to Coe Library immediately when it opens? 7 ___ 4-6 ___ 1-3 ___ Never ___ 6. If the library opened at a later time Mondays through Fridays, what time would you prefer? 8:30 a.m. ___ 9:00 a.m. ___ Always open ___ Other: _____ 7. If the library opened at a different time on Saturdays and Sundays, what time would you prefer? 8:30 a.m. ___ 9:00 a.m. ___ Always open ___ Other: _____ Other comments: __________________________________________________ ________________________________________________________________ ________________________________________________________________ Thank you very much for your time and consideration! Hang (Alice) Du. People’s Republic of China (PRC) Tabulating Survey Data: The more carefully the survey has been designed, the easier it is to collect, report, and interpret data. Usually, the writer tabulates the results and translates those results into percentages and/or averages because numbers are easily understood, and average and percentages are stronger than individual results. For example, table 7.1 depicts the tally (i.e., the count) and the results of Earlan Hval’s survey about driving under the influence (Student Sample 11, p. 219). 54
Information sources can be valid and strong or unreliable and weak. Student writers who use source materials should therefore evaluate the materials by analyzing the following information about the author(s) of those materials. Guidelines for Evaluating Sources: 1. Evaluate the credibility (i.e. reliability, trustworthiness) of the human source (interviewee, researcher, author) by (1) reading his/her bio data, (2) examining his/her background and/or expertise based on external criteria (the person’s current and previous work, published works by that person, the recommendations of others), (3) analyzing his/her potential of bias (e.g. the president of the National Rifle Association on gun control, or a spokesperson for the tobacco industry on the risk of cancer from smoking). 2. Evaluate the accuracy of the content by (1) examining the preparation (i.e., methods) of the materials used in the article, (2) determining the age of the materials; usually the more recent, the more reliable, (3) studying the strength of the results (e.g., how large was the sample for a survey? How much research has the interviewee done? How many examples of the observations made by the interviewee/author?), (4) noting 55
other materials used to substantiate the primary sources: in-text citations, a bibliography, and other publications by the human source(s). 3. Evaluate the relevance of the material by (1) analyzing how the material relates exactly to the narrowed topic of the essay, (2) examining how the material supports the ideas and/or opinions, (3) determining the level and “voice” of the material (e.g., Too technical? Too superficial?) The writing conventions for the Problem-Solution essay are important because the organization is somewhat complex. Simple Problem-Solving Pattern: - The problem: identify and demonstrate its existence - The solution(s) - Answering possible objections and problems caused by the solution - Conclusion: Recommendation and call to action Sample Thesis statement: Due to inadequate training of English teachers, high school students in Hong Kong are weak in oral English. Demonstration - problem exists: Even though in all Anglo-Chinese schools in Hong Kong English textbooks are used, most high school students are not competent in spoken English, and the use of “Chinglish” is widespread. Solution: Better training for English teachers must be mandated by the university teacher preparation programs. Answering objections: Some of the recommendations for improved teacher preparation will certainly be expensive; however, by increasing tuition and using further government subsidies, this problem can be overcome. Conclusion, prediction, call to action: It is clear that if the problem is not solved in the near future, Hong Kong may lose its important role as the great financial center of the world, the bridge between East and West. Winnie Chang, Hong Kong 56
Alternative Problem-Solution Pattern: - Introduction - The problem: identify and demonstrate its existence (background paragraph) - Evaluation of alternative solution 1; why it is not feasible + evidence - Evaluation of alternative solution 2; why it is not feasible + evidence - Evaluation of alternative solution 3; why it is feasible + evidence and answering possible objections - Implementation plan, evidence - Conclusion: call to action Sample Demonstration - problem exists: According to the 1998 Writing Center Spring Semester Survey, I am not the only student who believes that Writing Center appointments for tutorial help should be longer. Solution 1 + evaluation not feasible: One solution is to extend the 30-minute appointment to 45 minutes. However, Dr. Jane Nelson, Director of the Writing Center, opposes this solution because the extended time will not allow the Writing Center to serve as many clients. Solution 2 + evaluation not feasible: Another solution would be more use of the electronic tutoring from the Writing Center. However, a majority of students who responded to my survey indicated that they preferred to have their tutoring face-to-face. Solution 3 + evaluation feasible; paragraph will answer objections: The best solution is a sequined approach; a client works 30 minutes with a Writing Center tutor, then 20 minutes by himself/herself, then another 30 minutes with a Writing Center tutor. Implementation + call to action: Based on the survey results of both the Writing Center Survey and my survey, I recommend that the Writing Center initiate a pilot program next semester to test the sequenced approach. 57
One of the goals of a Problem-Solving paper is to evaluate a number of solutions and to recommend the best of them. Because most problems will inspire a variety of possible solutions, do not quickly select the most obvious solution. Instead, consider several solutions; compare and contrast the advantages and disadvantages of each; decide which is the most feasible (i.e., possible). Strategies to discover the possible solution to a problem are (1) studying the history of the problem (2) listing the cause(s) of the problem, and (3) using “what if?” to brainstorm solutions. Evaluating each solution begins by developing criteria. While some criteria will depend on the specific topic, all the solutions must be evaluated by at least the following: - Feasibility: Will the solution actually solve the problem? - Logical Considerations: Cost-effectiveness, practicality, ethically, legality - Consequences of the Solution: What additional short-term and long-term problems the solution may cause? Sample Problem: The university daycare center does not enroll children under three years of age, so many married students cannot use the facility. Causes: - Infants and young children require more care - They require more specialized care - It would cost too much money. Solutions: 1. Change the policy of the center to admit infants and children under the age of three. 2. Develop another facility for infants and very young children. Solution #1:The daycare center should admit infants and children under three years old. Feasibility: This would solve the problem. Cost-effectiveness: It would be very costly for the center and for the parents. Practicality: Questionableㄧ may be too many problems, too much money Ethically: It is ethical because the university has a duty to serve all its students. Potential short-term problems: The need for more space and special equipment; additional staff and higher tuition (i.e. persuade parents to pay); care standards may change; younger children are more likely to become ill. 58
Potential long-term problems: A drop in enrollment due to cost (and loss of income for the center); possible parental unhappiness. Olga Jacoby, Poland In the Problem-Solving paper, writers may (1) describe their evaluations in paragraph form, or (2) use a combination of sentences and charts or logs to demonstrate the results. The following feasibility evaluation uses a three-column log to lay out its evidence in the evaluation of solution #1. Sample Problem: University buildings that are not handicapped-accessible. Solutions: 1. Do not schedule classes in any building that is not handicapped-accessible. 2. Require services in non-accessible buildings to make their services available on the ground floor of the building. 3. Make every building handicapped-accessible. Criteria Judgement Evidence Cost-effectiveness positive No cost at present Practicality negative Loss of classrooms in non-access buildings Ethically problematic University mission is to serve all students Legality problematic Federal law requires all public buildings to be handicapped-accessible by 2001 Short-term problems negative Loss of classrooms (34% of classrooms not accessible; only 4% of students disabled) Long-term problems negative Failure to comply with federal law by 2001 will result in law suit Public perception negative The public expect more from the university Elizabeth Aguilera, Colombia 59
Writing Assignment - Evaluating Feasibility. Make a three-column log like the one above that evaluates the solutions you have selected. For the three-column log list the criteria, your judgment, and the evidence for each of your solutions. Note: Continue to gather necessary support for your evaluation. Most Problem-Solution assignments require analysis of more than one solution to the problem. By presenting and then discarding one or more solutions, writers demonstrate that they have carefully considered the most important, most relevant options before they make their recommendations. In general, a paragraph that evaluates a solution is based on the criteria developed by the writer. Like most paragraphs, the analysis begins with a topic sentence. The evaluation (1) states criteria, (2) judges according to those criteria, and (3) supports the judgement with facts, examples, physical description and/or personal experience. In a Problem-Solution paper, the solution that is recommended by the writer is usually discussed last, with the implementation paragraph following (if such a paragraph is part of the assignment). The following student samples analyze solutions. The title of the Problem-Solution essay and the thesis statement for each appear at the beginning of each example. Sample #1: Evening Shuttle Services Thesis statement of intent and opinion: Because the university offers many evening classes, the fact that there is no public transportation service available to students is a serious problem. Solution #1: One solution is to provide car-pooling. The university could set up a volunteer program that would pick students up in front of the library every half hour between 6:00 p.m. and 10:30 p.m. Analysis - advantages: The clear advantage to this solution is its cost-effectiveness; the university would provide neither cars nor drivers. Disadvantages - support from survey results, experience, facts: However, upon closer investigation, this solution is not feasible. First, my survey results showed that a single car would not be sufficient for the numbers of students who need transportation. Even 60
four cars would not fulfill that need, and with the addition of each car, the process of scheduling volunteers becomes more and more complex. Next, the recruiting of volunteers would almost certainly grow more difficult with time, and as with most volunteer efforts, the reliability of even a well-run program would be problematic. Support from interview information: Finally, according to Corrine Sheaffer, manager of Fleet Operations, the legal problems with insurance would prohibit the university from practicing such a program. Therefore, this solution is not possible. Naoko Shoji, Japan Sample #2: Preventing Brucellosis Transmission Thesis statement of intent: Instead of killing the bison infected with brucellosis in Yellowstone National Park, there are several options to solving the problem of brucellosis in the herd being transmitted to cattle in the area. Solution #1: The most obvious solution to the possibility of the transmission of brucellosis from the bison to cattle from the ranches that surround Yellowstone is to keep the bison and cattle separated. Analysis- evidence from book, in-text citation: According to the Jackson Hole Guide, the bison herd, which separated grazing areas with cattle in Grand Teton National Park, is already kept separate in many areas by fences (Sheraton, 1999). Moreover, Yellowstone Park biologist Steve Cain stated that while federal officials have never guaranteed that bison will be kept separated, Park Service personnel tries to keep the animals apart: Direct quotation from book: “We know the areas the bison habitually use, so it is not all difficult to identify potential contact points. We are lucky with the Jackson herd because they frequent areas that are away from the cattle allotments” (cited in Shelton, 1999). Disadvantages - not feasible: Ranchers, however, believe that whenever a bison crosses into the cattle-grazing areas, because of a trampled fence or because a fence does not exist in all areas, the possibility of transmission occurs. Since it is not possible to guarantee that all fences are in fully operable condition at all moments, and since the entire park cannot be fenced, some wandering occurs. Consequently, this solution is not 100% effective. Lidao Bao, People’s Republic of China (PRC) 61
Sample #3: Preventing Fish Kill in Acid-Rain Influenced Lakes Thesis statement of intent: This essay discusses the best-known way to prevent fish kills, both theoretically and from my practical experience. Solution #3: The newest method to treat acid-influenced lakes is a short-term chemical treatment that involves neutralizing water with calcium products. Evidence from journal article, in-text citation: In Norway we have government-supported calcium supply projects that add calcium by helicopter and truck (Jakt and Fiske, 1991). However, the largest amount of work is done on small lakes by private citizens. I have worked with and watched one project in Norway for several years. Support - personal experience, knowledge: Last year, for example, my father and I brought 4000 pounds of shell-sand to our area with a snowmobile. The shell sand is crushed by the force of the water and gives off calcium; it is one of the most efficient ways to increase the pH value rapidly. In fact, we found that the fish had returned the following spring. By delivering the high calcium content sand to the highest of the mountain lakes, we ensured that the calcium would spread to all the lower lakes in the area before going to a stream and down the sea. Disadvantages + advantages: Although the practice of adding calcium to the lakes is time consuming, my father and I enjoy the time together and benefit when we return to the lakes to fish the following summer. Last summer, my grandfather, my father, and I caught 110 fish! Direct quotation: My grandfather said: “This is unbelievable一 just like forty years ago!” Reference Jakt, A. L. and Fiske, N. F. (1991). Liming acid ponds in Norway. Hunting and Fishing, 1, 28. Frank Eikeland, Norway Exercise 1. With a small group of classmates, list the criteria used to evaluate the solution in each of the three feasibility paragraphs above. 2. What kind of non-text materials might each of the authors use to strengthen and clarify their feasibility analysis? Be specific. 3. In your opinion, which of the paragraphs is the most persuasive for its intended audience? Why? Discuss your answer with your classmates. 62
4. Discuss the advantages and disadvantages of the solutions you have selected for your Problem-Solution paper. Offer your peers suggestions for their feasibility analyses. Writing Assignment: Writing the Feasibility Paragraphs 1. Continue to gather evidence and information about the problem and your solution(s) in your paper as you draft 2 to 4 feasibility paragraphs for the solutions you selected. Have you decided to use headings in your Problem-Solution essay? 2. Use the criteria in the Guidelines for Evaluating Sources to evaluate the strength and validity of your feasibility analyses. 3. Exchange paragraphs with a partner and try to become the audience for your partner’s feasibility paragraphs. Then discuss the strength(s) of his/her analyses; offer specific suggestions or ask questions that will help your partners to write more persuasively for his/her audience. 4. Re-read your feasibility analyses. Consider your partner’s comments and revise your feasibility paragraphs. In addition to selecting the best solution to a problem, writers must demonstrate how the solution will be put into practice. In general, undergraduates may be able to suggest an implementation plan without specific budgets enumerating equipment, new personnel, and dissemination costs. In longer, more complex assignments however, writers might spend ten to twenty pages describing an implementation plan. Two typical ways to present an implementation plan are a chart of key steps and a time line. A timeline can depict the training of employees in a new computer. A chart might list the key steps or the sequence in a proposed implementation plan. The following examples demonstrate implementation plans. Sample #1: Chart Problem: The police in ___________ harass university students. Solutions: see Table ___ below Table ___ Implementation Plan: Police Harassment Recommendation Cost Proposed time line Policy change: police officers to get out of their cars, meet the public none Immediately, ongoing 63
Inservice education: public relations how to treat students with respect how to smile and interact more $1000/year (interaction specialist) Fiscal year 2000-2001, other years thereafter as necessary Hiring more mature police officers: less likely to overreact $5200/year (added salary) Begging in fiscal year 2000, ongoing Increase initial job training: police in other countries received twice as much training $12,500/year (2 officers, 6 months) Begin in fiscal year 2002, ongoing Sample #2: Time Line Problem: The business Shear Class Beauty Salon is unprofitable. Solutions: evaluation of tanning bed operation, customer service survey, more focused advertising, construction of a business plan. Short-term implementation plan (within 3 months) - sell tanning bed - administer and evaluate a customer survey - education of owners concerning a business plan Long-term implementation plan (within 12 months) - formulation of a business plan - initiation of promotion and advertising - purchase of site insurance Some of the most important persuasion techniques in a Problem-Solving paper are (1) using an appropriate, reasonable voice, (2) providing adequate evidence, and (3) choosing a Rogerian approach for the presentation of a recommended solution such as establishing writer credibility, describing shared beliefs and concerns with the audience, and being willing to compromise, will strengthen the persuasive quality of the Problem-Solution paper. 64
Exercise. Discuss the implementation plan for your Problem-Solution topic with a small group of classmates. Help your classmates by making suggestions and asking questions about the persuasiveness and feasibility of their implementation plans. Writing Assignment: Implementation Plan. Draft an implementation paragraph that presents your plan in ways that will persuade your audience. Remember to state both your problem and recommended solution in your topic sentence. Exercise. 1. Share your implementation plan with a partner and try to become his/her audience as you read the implementation plan. Discuss the ideas that you think will make your partner’s plan more persuasive and listen to your partner’s suggestions for your plan. 2. Consider your partner’s comments as you reread and revise your persuasive implementation paragraph. Then consider using a visual (e.g., a chart, diagram, illustration) to strengthen the persuasiveness of your paragraph. Writing Assignment: Drafting the Problem-Solution Essay. Continue to evaluate the sources and the materials you are using to support your ideas as you integrate de Feasibility Analysis paragraphs and the Implementation Plan to complete the draft of your essay. Sample - Problem-Solution Essay: A Smoking Solution Introduction engages reader: Landu Kalemba is a student at the University of Wyoming (UW), and he, like many other students, smokes. Since he has lived in the dorms, he has to find a place where he can smoke. He is just one of the many students gathered outside any of the residence halls smoking together; often they are huddled together against the cold winds of Laramie. The university provides students with a room, a bed, and a meal plan, but many students also need a place to smoke where they can avoid the harsh weather conditions. Although smoking is legal for people over 18 years of age, student smokers who live at the dorms are as surprised as I was to discover that smokers tend to have fewer rights than other citizens. Thesis statement: The university has a responsibility to offer students who smoke a safe, convenient place to smoke. Heading: Background “Nowadays, smoking is something that may be not completely accepted in our 65
society, and against it, a culture and atmosphere in which smoking is widely seen as a socially unacceptable and unhealthy habit, have been created” (National Center of Addiction, 1996). However, according to the results of the survey I conducted, 8% at the UW smoke. Figure 1 Percentage of Student Smokers and Non-Smokers at UW At UW, and at many other schools in the U.S., there are strict smoking limitations (American Lung Association, 1997; Kansas State University, 1994). A smoking ban in the UW dormitories was supported by an all-student vote in 1992 and was then approved by University Regulation 180 which prohibits “the use of smoking devices in public places and in places of employment at the University of Wyoming, except in designated smoking areas” (p.15). Figure 2 illustrates the areas in which smoking is prohibited. 66
Figure 2 Non-Smoking Areas (adapted from Chia-Zhi, 1996) Interpretation of Figure 2: Although Regulation 180 implies that there are areas designated for smoking, there are no indoor places where students can smoke; even the Student Union is non-smoking. As a consequence, smokers have rights given by the Regulation that are not being respected at UW. That is a problem. Clearly, something must be done to improve this condition. After studying the problem, interviewing the Director of Residence Halls Reference to appendices: (see the Appendix A for the interview questions), and conducting a survey of fifty UW students who smoke (see Appendix B for the survey), Statement of possible solution: I believe there are three alternatives which UW authorities should consider: provide a special hall in one of the resident halls especially for smokers; designate a smoking lounge on the top floor of several (or all) dormitories: or allow smokers to smoke in the balconies that exist in Downey Hall or Orr Hall. For 67
each of these alternatives, smokers could be offered the first choice of living in the selected resident hall. Feasibility Analysis: Analysis of Alternative Solutions The first possible solution is the designation of a special “smoking floor” in one of the dormitories. The floor would be the top floor because smoke rises; designating the top floor would mean that non-smokers (on the lower floors) would not suffer the effect of second-hand smoke. Direct quotation from survey comment: As one of the students on the survey commented, “I don’t think non-smokers should have their lives put in danger from second-hand smoke”. Advantages: The greatest advantage of this solution is that smokers should not have to face the cold winters in Wyoming just to have a cigarette. Also, since all students on the floor would be smokers, nobody would be offended by the smoke. Non-smokers would not have to smell the smoke, and smokers would not have to listen to non-smokers complain and cough, as they now do as they leave the dormitory and encounter the crowd of smokers. Disadvantages: The greatest disadvantage, according to Mike Olsen, Director of Residence Halls, would be the cost of renovating the top floor of the dormitory with an Direct quotation from interview: “appropriate venting system”, that would allow the smoke to be vented to the outside of the dormitory. Another disadvantage, Olsen stated, is that the number of smokers change from year to year; perhaps one year not enough smokers would sign up to live on the floor, and the next year too many smokers might want to live on the floor. The university would either lose money or have several angry smokers to placate. Paragraph hooks: Finally, despite the venting system, the smell of smoke would undoubtedly remain on the floor so that incoming students, even though they are smokers, might not want to live there. A second alternative is to designate a smoking lounge on the top floor of several (or every) residence hall. This would solve the problem of having to smoke in blizzards and rainstorms although it is not as convenient for the smokers, especially those who live on other floors. The single rooms on the far ends of the top floors could be used as lounges. Of course, these rooms will also need to have carefully designed ventilation 68
systems. In this way, smokers and non-smokers could live in harmony without discrimination and without danger to the non-smokers (Allen, 1997). The greatest disadvantage is the cost of (1) joining two single rooms at the end of the hall, and (2) installing the ventilation system. Moreover, according to Olsen, the loss of two single rooms in a dormitory is costly for the university. Topic sentence: Of all the suggested solutions, the most cost-effective would be to allow smoking on the balconies of Downy or Orr hall. Mr. Olsen supports this alternative because it is the most feasible. First, students rarely use these balconies during much of the year when the weather is cold; second, simply designating the balconies as smoking areas would cost nothing. Moreover, non-smokers could easily avoid the balconies; thus, they would spare second-hand smoke. However, the students surveyed do not think this alternative would solve the problem. Only 25% of the smokers surveyed think that the balconies would be a good place to smoke because they still risk pneumonia: that is, the balconies are open to the weather and are only minimally more convenient than areas outside the door of the dormitory. Introduction to figure: Figure 3 depicts the results of survey responses to the alternatives. Figure 3. Survey Responses to Smoking Solutions Interpretation of Figure 3: Half of the students surveyed favor the special smoking floor, while, similar to the responses for the balcony solution, 25% selected the smoking lounge solution. As one of the student respondents wrote, “Regardless of how the university administration feels about students smoking, they should make every effort to provide adequate areas for those students.” Figure 4 summarizes the advantages and disadvantages of the three alternatives. 69
Figure 4. Summary of Alternative Solutions Current Students smoke just outside main doors of the dormitory Cost Ongoing clean-up: $1000 a year Advantages Safety for nonsmokers: various -inside: excellent -outside: poor Disadvantages -inconvenient for smokers -cold for smokers -ongoing mess and clean-up Alternatives Cost Advantages Disadvantages #1 renovating the top floor of the dorm Ventilation system: $750,000 -convenience for smokers: excellent - safety for nonsmokers: excellent Implementations: - 18 months - loss of rooms/rent Possible nonoccupancy by smokers #2 renovating two dorm rooms on one floor of the dorm Ventilation system: $260,000 -convenience for smokers: very good -safety for nonsmokers: very good Implementation: 7 months Permanent loss of two dorms #3 permission to smoke in balconies Equipment, ongoing clean-up: $1000 -convenience for smokers: fair -safety for nonsmokers: very good Not perfect Smokers not happy Heading: Recommendation and Implementation While I agree with the surveyed students that a designed dormitory floor would be the most convenient, and I understand that the solution to permit students to smoke on the balconies is the most feasible, I think the best solution is to have a smoking lounge on one (or more) floor in several (or all) dorms. A lounge would provide a place to smoke without having to go outside, and students would not have to smoke in their rooms, thus not ruining the rooms. Conclusion: Even though the university has to invest money in the project, this solution is the best because it has the advantages of the other alternatives without major 70
disadvantages. Recommendation: Therefore, I recommend that the university seriously considers implementing this solution. In the meantime, I suggest that the university immediately change the rule to allow smoking on the balconies of Downey and Orr Halls as an interim solution to the problem. By being responsible to the UW students who smoke, the university in essence will be respecting the rights of both the smokers and nonsmokers. References (double spaced) Allen, J. (1997, October 17). Passive smoking actively hurts students. Oregon Daily Emerald. [Newspaper article posted on the World Wide Web] Retrieved April 14, 1998 from the World Wide Web http://www.uoregon.edu/ode/archive/v99/1/971017/ opin.html American Lung Association. (1997). American Lung Association Survey finds that smoke-free colleges permit smoking. [Online article]. Retrieved April 14, 1998 from the World Wide Web http://www.lunususa.org/noframes/global/news/association/college. html Chia-Zhi, T. (1996, September 30). Creating a smoke-free campus. [Online article] Retrieved April 14, 1998 from the World Wide Web http:// www.nusunix2.nus.sg/ nussu/smokefree Kansas State University (1994, July 14). Guidelines for smoking in campus buildings. Department of Environmental Health and Safety. [Report posted on the World Wide Web]. Retrieved April 14, 1998 from the World Wide Web http://www.kasu.edu/ psafe/enhealth/smoking.html 71
The National Center of Addiction and Substance Abuse at Columbia University. (1996). The smoke-free campus: Introduction. [Online article]. Retrieved April 14, 1998 from the World Wide Web http://www.casacolumbia.org/pubs/aug93/sfc-int.html University of Wyoming. (1993). University regulation 180, Revision 1. University of Wyoming. (1998). Smoking. Code of conduct for residence halls and food service: Terms and conditions of the 1998-1999 residence halls and food service contract. Maria Lorena Magnotta, Argentina Exercise. Study the World Wide Web sources used in this essay. What different types of sources did Lorena find? How do you know? In your opinion, did Lorena select the most feasible solution? Discuss your opinion with a classmate; be prepared to support your opinion. Rhetoric students benefit from developing essay plans, an informal pre-writing procedure that both helps them to examine their thought processes, as well as to reduce the anxiety that often accompanies the early stages of composition. The basic purpose of the essay plan is to put preliminary ideas about a composition on paper. This helps writers to evaluate their current understanding of a topic, to establish what their perspective about an issue is at the moment, and to determine the content and forms of support that they may provide. Revised versions of plans deepen initial ideas. An essay plan is NOT an outline. Organizing materials only takes place in the final planning stages, once all the support has been accumulated. Therefore, essay plans do NOT include ranking (A-B-C, 1-2-3) etc. Ideas are listed without attention to sequence. Nor is an essay plan a rough, mini version of the assigned essay. It is NOT a draft. Developed paragraphs, coordination, subordination, etc. are unnecessary. The concept of a plan is to freely note ideas in progress, as briefly as possible. Furthermore, essay plans are NOT contracts or promises. Their purpose is to allow students to consider their notions about the topic, and to get feedback. Essay plans do NOT force students to commit themselves to content; all essay plans are subject to change. Essay plans should contain a provisional thesis statement (a “working” thesis), as 72
well as concisely stated ideas, opinions, and forms of support- whatever could contribute to creating the composition. Titles are not needed. Sample - Model Essay Plan: Problem-Solution Composition Working thesis: In order to strengthen our democracy, high school students should learn to distinguish trivial or sensationalized reporting from authentic, high-quality journalism. Background of problem / Justification for proposal: -Media sources use flamboyant, superficial news to earn huge revenues from advertisers, since shallow reporting is simpler for the audience to digest. Misinformation is fun and profitable. - “Junk news” distracts and confuses citizens who need to fully understand complex social and economic problems; these issues are often ignored, over-simplified, or distorted by the media. - Logical fallacies, manipulative rhetoric, and shallow reporting vs. the principles of fair, ethical journalism should be taught and discussed in public schools, before teenagers reach voting age. Support from stakeholders/experts: - B. Bagdikian, a journalist and media analyst of worldwide distinction, showed that citizens’ well-being depends on their making intelligent decisions at election time about issues that affect them. The ability to identify conscientious reporting is essential, he said, and must start in high school. - A. Incer, respected CRn journalist, observed that informed electoral choice is possible without awareness of media abuses, especially by unqualified reporters. She said that benefits for Costa Rican society from increased discernment of how problems are reported would be major. Opposition from stakeholders: MEP officials/instructors will object to the effort needed to add a media component to the curriculum. The media may use its influence wihtout incompetent, unqualified, and corrupt politicians to fight the chance, since critical analysis threaten their re-election. Dishonest government contractors and consultants would oppose a H.S. media unit, too. Feasibility/Practicality: Implementation costs for MEP would be minimal since units on media analysis can be integrated with regular reading and writing instruction. High school instructors will attend MEP-approved workshops in analyzing media reports and promoting critical reading and listening skills. Journalism experts may offer to provide some of this training on a volunteer basis. 73
The results of the survey confirm my belief that a great majority of typical university students wanted to learn more about the culture of Sweden; 83% chose culture as one of their top three choices. Table ___ depicts the top five other choices students make and the percentage of each. Table ___. Students’ Choices for Topics in an Ethnic Study Class about Sweden History 41% Holidays 34% Economy 34% Industry 34% Traditions 21% Direct quotes from survey respondents can also be powerful evidence. If the survey provides respondents with a “Comment” space, those comments can be used as direct quotations in the essay. Although survey respondents will not provide their names, the writer can use demographic data (personal information about the respondents that will not identify the individual). Notice the use of such data in the next student sample. Sample Since more than a third of the students responding to the survey were business majors, it is not surprising that most students wanted to learn about industry and economy. As student number 18, a twenty-year-old-man (demographic data), answered question number 3, (direct quotation from student comment) “Going on my interests listed in the previous question and my accounting major, I would be interested in how business works in Sweden.” Writing Assignments. Using Survey Results 1. Collect the completed surveys and tabulate the results. 2. Evaluate the results of your survey. What can you use as evidence? Are there interesting direct quotation from the “Comments” section? Writing Assignment. Using the guidelines for survey design, develop a survey about your topic for a representative sample of respondents. Make 3-5 copies of your survey draft. Exercise. 1. Explain to a small group of classmates the audience for and the purpose of your survey. 2. Share your survey draft with your group and ask them to complete the survey. 74
3. As you read your classmates’ draft surveys, ask questions about confusing parts, and suggest ways to improve their surveys. 4. Use the criteria listed in Guidelines for Survey Design and the suggestions of your classmates to evaluate and revise your own survey. 5. Administer your survey to a group of representative respondents. Writers use survey results to support their ideas and opinions. Therefore, it is necessary to (1) introduce the use of the survey in the background paragraph of the essay, (2) include a copy of the survey in an Appendix at the end of the essay, (3) present the results in the essay, and (4) cite the survey in the text. There are several ways to report survey results: 1. Refer to the survey and state whether the results agree or disagree with previous research. E.g., Results of a survey of 15 university students who were first-born children supported the previous research (see Appendix A for the survey). 2. In the background paragraph, describe and refer the reader to the survey in the Appendix (on a separated page, at the end of the essay). E.g., In addition, a survey (Gros and Wu, 1998) of twenty international students at the University of Wyoming was used to determine the clothing color of babies in different cultures (see Appendix 3 for the survey). 3. Describe the survey briefly and give the general results of the survey to support an idea in a body paragraph. E.g., The survey (Ford, 1997) asked 15 undergraduates to identify their personality characteristics. More than 75% of the respondents indicated that they fit the profile of first-born, and more than 60$ characterized themselves as independent achievers who were conscious of time and were well organized. Table ___ gives the average percentage of the group. 75
Surveys are written documents to ask a group of people, called “respondents”, to answer questions and respond to statements. The goal of survey designers is to collect information about a topic from people who are typical of those involved in the topic. The group of people surveyed are called a “representative sample” (i.e., respondents who represent a typical group). For example, for research about a medical problem that occurs in hospital patients, a “representative sample” of hospital patients with that problem would be surveyed. Guidelines for Survey Design 1. Identify the “representative sample” (the group of people) who will survey, e.g. college/university students on one floor of a dormitory, undergraduate international students, cybersnoopers, students who drive and drink, students in 3 of your classes, members in a student organization. 2. Carefully examine the type of information you are interested in. 3. Keep it short and simple. Do not survey too difficult or too long. Usually a survey should be a single page. 4. Develop a simple scale. Do not ask for lengthy written answers. Instead, give a choice of possible answers: Circle or X or check one: Always Usually Sometimes Rarely Never SA A NS D SD [SA: Strongly agree, A: Agree, NS: Not sure, D: Disagree, SD: Strongly disagree] 5 4 3 2 1 [5: Excellent, 4: Very good, 3: Good, 2. Needs improvement, 1. Poor] 5. Confine one statement or question to one idea only. 6. Arrange the survey on the page so that it is clear, uncrowded, and appealing. 7. Give respondents opportunities to comment (in their own words) (1) after the options you have chosen and (2) at the end of the survey because: - some respondents may choose an option you have not considered. - some respondents may prefer to comment in their own words. - respondents comments are strong, credible support when quoted directly. 76
THE WRITING PROCESS Writing a Response or Reaction Paper Dr. Murray and Anna C. Rockowitz Writing Center, Hunter College, City University of New York Each semester, you will probably be asked by at least one instructor to read a book or an article (or watch a TV show or a film) and to write a paper recording your response or reaction to the material. In these reports—often referred to as response or reaction papers—your instructor will most likely expect you to do two things: summarize the material and detail your reaction to it. The following pages explain both parts of a report. PART 1: A SUMMARY OF THE WORK To develop the first part of a report, do the following: • Identify the author and title of the work and include in parentheses the publisher and publication date. For magazines, give the date of publication. • Write an informative summary of the material. • Condense the content of the work by highlighting its main points and key supporting points. • Use direct quotations from the work to illustrate important ideas. • Summarize the material so that the reader gets a general sense of all key aspects of the original work. • Do not discuss in great detail any single aspect of the work, and do not neglect to mention other equally important points. • Also, keep the summary objective and factual. Do not include in the first part of the paper your personal reaction to the work; your subjective impression will form the basis of the second part of your paper. PART 2: YOUR REACTION TO THE WORK To develop the second part of a report, do the following: • Focus on any or all of the following questions. Check with your instructor to see if s/he wants you to emphasize specific points. How is the assigned work related to ideas and concerns discussed in the course for which you are preparing the paper? For example, what points made in the course textbook, class discussions, or lectures are treated more fully in the work? How is the work related to problems in our present-day world? How is the material related to your life, experiences, feelings and ideas? For instance, what emotions did the work arouse in you? Did the work increase your understanding of a particular issue? Did it change your perspective in any way? 77
Dr. Murray and Anna C. Rockowitz Writing Center, Hunter College, City University of New York • Evaluate the merit of the work: the importance of its points, its accuracy, completeness, organization, and so on. • You should also indicate here whether or not you would recommend the work to others, and why. POINTS OF CONSIDERATION WHEN WRITING THE REPORT Here are some important elements to consider as you prepare a report: • Apply the four basic standards of effective writing (unity, support, coherence, and clear, error-free sentences) when writing the report. • Make sure each major paragraph presents and then develops a single main point. For example, in the sample report that follows, the first paragraph summarizes the book, and the three paragraphs that follow detail three separate reactions of the student writer to the book. The student then closes the report with a short concluding paragraph. • Support any general points you make or attitudes you express with specific reasons and details. Statements such as "I agree with many ideas in this article" or "I found the book very interesting" are meaningless without specific evidence that shows why you feel as you do. Look at the sample report closely to see how the main point or topic sentence of each paragraph is developed by specific supporting evidence. • Organize your material. Follow the basic plan of organization explained above: a summary of one or more paragraphs, a reaction of two or more paragraphs, and a conclusion. Also, use transitions to make the relationships among ideas in the paper clear. • Edit the paper carefully for errors in grammar, mechanics, punctuation, word use, and spelling. • Cite paraphrased or quoted material from the book or article you are writing about, or from any other works, by using the appropriate documentation style. If you are unsure what documentation style is required or recommended, ask you instructor. • You may use quotations in the summary and reaction parts of the paper, but do not rely on them too much. Use them only to emphasize key ideas. • Publishing information can be incorporated parenthetically or at the bottom of the page in a footnote. Consult with your instructor to determine what publishing information is necessary and where it should be placed. 78
Dr. Murray and Anna C. Rockowitz Writing Center, Hunter College, City University of New York A SAMPLE RESPONSE OR REACTION PAPER Here is a report written by a student in an introductory psychology course. Look at the paper closely to see how it follows the guidelines for report writing described above. Part 1: Summary Topic sentence for summary paragraph A Report on Man’s Search for Meaning Dr. Viktor Frankl's book Man's Search for Meaning (New York: Washington Square Press, 1966) is both an autobiographical account of his years as a prisoner in Nazi concentration camps and a presentation of his ideas about the meaning of life. The three years of deprivation and suffering he spent at Auschwitz and other Nazi camps led to the development of his theory of Logotherapy, which, very briefly, states that the primary force in human beings is "a striving to find a meaning in one's life" (154). Without a meaning in life, Frankl feels, we experience emptiness and loneliness that lead to apathy and despair. This need for meaning was demonstrated to Frankl time and again with both himself and other prisoners who were faced with the horrors of camp existence. Frankl was able to sustain himself partly through the love he felt for his wife. In a moment of spiritual insight, he realized that his love was stronger and more meaningful than death, and would be a real and sustaining force within him even if he knew his wife was dead. Frankl's comrades also had reasons to live that gave them strength. One had a child waiting for him; another was a scientist who was working on a series of books that needed to be finished. Finally, Frankl and his friends found meaning through their decision to accept and bear their fate with courage. He says that the words of Dostoevsky came frequently to mind: "There is one thing that I dread: not to be worthy of my suffering." When Frankl's prison experience was over and he returned to his profession of psychiatry, he found that his theory of meaning held true not only for the prisoners but for all people. He has since had great success in working with patients by helping them locate in their own lives meanings of love, work, and suffering. Part 2: Reaction Topic sentence for first reaction paragraph One of my reactions to the book was the relationship I saw between the “Capos” and ideas about anxiety, standards, and aggression discussed in our psychology class. The Capos were prisoners who acted as trustees, and Frankl says they acted more cruelly toward the prisoners than the guards or the SS men. Several psychological factors help explain this cruelty. The Capos must have been suppressing intense anxiety about “selling themselves out” to the Nazis in return for small favors. Frankl and other prisoners must have been a constant reminder to the Capos of the courage and integrity they themselves lacked. When our behaviors 79
Dr. Murray and Anna C. Rockowitz Writing Center, Hunter College, City University of New York and values are threatened by someone else acting in a different way, one way we may react is with anger and aggression. The Capos are an extreme example of how, if the situation is right, we may be capable of great cruelty to those whose actions threaten our standards. Topic sentence for second reaction paragraph I think that Frankl’s idea that meaning is the most important force in human beings helps explain some of the disorder and discontent in the world today. Many people are unhappy because they are caught in jobs where they have no responsibility and creativity; their work lacks meaning. Many are also unhappy because our culture seems to stress sexual technique in social relationships rather than human caring. People buy popular books that may help them become better partners in bed, but that may not make them more sensitive to each other’s human needs. Where there is no real care, there is no meaning. To hide the inner emptiness that results from impersonal work and sex, people busy themselves with the accumulation of material things. With television sets, stereos, cars, expensive clothes, and the like, they try to forget that their lives lack true meaning instead of working or going to school to get a meaningful job, or trying to be decent human beings. Topic sentence for third reaction paragraph I have also found that Frankl’s idea that suffering can have meaning helps me understand the behavior of people I know. I have a friend named Jim who was always poor and did not have much of a family—only a stepmother who never cared for him as much as for her own children. What Jim did have, though, was determination. He worked two jobs to save money to go to school, and then worked and went to school at the same time. The fact that his life was hard seemed to make him bear down all the more. On the other hand, I can think of a man in my neighborhood who for all the years I've known him has done nothing with his life. He spends whole days smoking and looking at cars going by. He is a burnedout case. Somewhere in the past his problems must have become too much for him, and he gave up. He could have found meaning in his life by deciding to fight his troubles like Jim, but he didn't, and now he is a sad shadow of a man. Without determination and the desire to face his hardships, he lost his chance to make his life meaningful. Concluding paragraph In conclusion, I would strongly recommend Frankl’s book to persons who care about why they are alive, and who want to truly think about the purpose and meaning of their lives 80
HANDY-DANDY GUIDE TO WRITING A REACTION PAPER If you were to ask 10 people, "How do I write a Reaction Paper?" you'd probably get 10 different responses. No one seems to know exactly how to do one, yet almost everyone is assigned one at some point in his or her academic career. Here is a guide to what faculty are usually "looking for" in a well-written reaction paper. Remember, however, that every faculty member is different: some will want you to spend more time "analyzing" or "evaluating" the piece, others on giving your personal reactions to it. The best rule of thumb is to ask your faculty member for clarification. You might even consider giving him or her this guideline and asking him or her to revise it to reflect his or her expectations. I. SUMMARY/SYNOPSIS – What are you reacting to? GOAL: Show that you understand the thesis, main ideas, and supporting ideas in the piece you're writing about. Identify all of the "basic information: about the book that you can, including: • the author of the piece, the title of the piece, the title of the book or journal from which it was taken (if relevant), the publisher, and the year of publication; • the topic or subject of the piece—for example, "The Triangle Shirt-Waist Fire" or "Revitalization efforts underway in Roxbury's Codman Square." In other words, tell what the piece is about in a word or a phrase; • the author's purpose or motive for writing the piece—for example, "to expose the dangerous conditions factory workers in the United States faced prior in the early decades of the twentieth century" or "to show how residents can unite to improve their neighborhood"; • the author's thesis statement (might be similar to the purpose, but not necessarily); • the author's primary supporting ideas. II. Analysis/Evaluation--What are the strengths and weaknesses of the piece? Goal: Show that you understand what the author does well and what he or she does not do so well. 1. Answer the "w" questions, like why, why not, what, what if, what for, where, why there, who, how, when . . . Specific questions you might take up include: • was the piece convincing? why or why not, specifically? is it well-researched? are the sources the author uses reputable? why or why not? • did the author overlook or leave out anything important? what? • did the author overemphasize or overprivilege anything? what? • is the author one-sided (even if he or she takes your side), or does the author presented a balanced view? 81
III. Your Reactions--How do you react to the piece on a personal level? How does the piece relate to your experience? Goal: Share your own impressions and your own experiences with readers. 1. Here are some questions you might consider answering: • did the piece hold your interest? Why or why not? • did the piece bother or annoy you? why or why not? • what would you ask, or tell, the author of the piece if you could? • what did you realize as a result of reading the piece? • what questions does the piece raise for you -- about the material, about other things? • does the piece remind you of other readings you've done for the class? compare and contrast the piece to those readings. 82
Response Paper Definition of Genre In a reaction or response paper, writers respond to one or more texts they have read. A popular assignment with instructors in the social sciences and humanities, such papers require students to understand each text individually and evaluate how well each accomplishes its own objectives. If you are responding to multiple texts, you must also discover how the texts relate to one another. (If responding to just one text, you might need to situate it within the larger context of class discussions, readings, etc., depending on the prompt.) A reaction paper may include a discussion of interesting questions that the readings raise for the student, but such a discussion is not sufficient by itself. Writing good response papers is more demanding than it might appear at first. It is not simply a matter of reading the text, understanding it, and expressing an opinion about it. You must allow yourself enough time to be clear about what each text says and how the texts all relate to one another. In other words, response papers require you to synthesize the intellectual work of others—that is, bring it together into an integrated whole. In preparing to write response papers, therefore, it is crucial that you allow yourself not just enough time to do the readings but enough to digest what you have read and to put the results together into a unified account. Questions to Ask Consider texts individually: What is the main problem or issue that the author is addressing? What is the author’s central claim, argument, or point? What assumptions does the author make? What evidence does the author present? What are the strengths and weaknesses of the text? What are possible counterarguments to the text’s claims? Why are the problem(s) and the argument(s) interesting or important? Consider texts collectively: How do they relate to one another? Do the authors agree? Disagree? Address different aspects of an issue? Formulate a problem in different ways? 83
Duke Writing Studio 2 In what way (if any) does the information or argument of one text strengthen or weaken the argument of others? Does integrating the claims in two or more of the texts advance your understanding of a larger issue? Actions to Take Pay attention to the instructions your instructor provides for the assignment. He or she may have specific expectations, which you should be careful to take into account. The prompt may also give you clues that will help you to understand what you should be getting out of the texts. Explain the key terms, main arguments, and assumptions of each text. Do your best to characterize each text’s arguments fairly and accurately. Evaluate the evidence that each text presents: point out strengths and weaknesses, both internal to the text and in relation to the others. For example, if one text makes an argument based on an assumption that another text either confirms or refutes, then you can use the latter text to evaluate the plausibility of the claim made by the former. Explain how the texts relate to and “speak” to one another. Synthesize them if you can, and if you cannot, explain what the barriers preventing such a synthesis are. Consider both sides of issues at stake. If all the texts are on one side of an issue, consider the other side. If the texts fall on both sides of an issue, consider where agreements and disagreements lie and what each side’s strengths and weaknesses are. Include your own voice by weighing arguments, evaluating evidence, and raising critical questions. If there seems to be something important that none of the authors addresses, point it out and state what you think its significance is. Try to be as specific as possible. Be careful to do all parts of the assignment. Accord each text the weight it deserves. Don’t forget to synthesize your account by showing how the texts relate to one another. The authors are in a figurative, if not literal, “conversation” with one another, and you must be able to recognize and explain what is going on in that conversation. Keep an eye out for authors’ omissions, and raise counterarguments when you detect authors’ arguments are weak. Actions Not to Take Do not wait too long to start writing. Remember that reading and understanding the texts are only the first steps toward putting the paper together. Do not write an autobiographical essay. Reaction/response papers are not about how you feel— even how you feel about the texts. They are not simply a venue for you to say whether you like or dislike the texts. Give praise or blame where you think it is due, but avoid commendation or condemnation for its own sake. 84
Duke Writing Studio 3 Do not just summarize the texts. You are supposed to be reacting or responding to them, not simply repeating what they say. If there is no analysis involved, then you have not responded, only regurgitated. If there are things in the text that you don’t understand, do not try to gloss over them. Try to find out what the text means. Ask questions of your instructor. If you still cannot make sense of an argument in a text, then it may be the case that the argument does not in fact make sense. If that’s the case, point it out in your paper. Helpful Links http://leo.stcloudstate.edu/acadwrite/reaction.html Additional tips on writing response papers from the Literacy Education Online. http://www.longwood.edu/staff/mcgeecw/sampleresponsepapers.htm An instructor of Longwood University provides a collection of strong response papers from students. 85
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