Language, Sland, AAVE, and codeswitching

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Due: 4/13: First Draft (Bring physical copy AND upload to Blackboard before class) 4/15: Second Draft (Bring physical copy AND upload to Blackboard before class) 4/17: Final Draft (Upload to Blackboard by 11:59 PM) Essay #3 Sustained Inquiry into Language This assignment asks students to use a wealth of sources—characterized by variety and depth— to forward an original and complex insight or solution to a research question developed by the student. In achieving this composition, students may find value in leaning on the conceptual and bibliographic work done in previous compositions. In other words, students are encouraged to build upon previous class work in producing an original, complex argument of their own. This assignment also encourages a multimodal component. Context: Reading, thinking, and writing about language from many perspectives and using different approaches have prepared us to produce a written investigation into a topic of our choosing. By the time we begin writing this sustained inquiry we will have studied language standards; English-language history; language in use in social groups; issues of correctness; language and culture; discursive language; the intersections of cognition and language use; technology’s influence on language change and meaning; language science; and the multiple modes of grammar. Drawing from these topics, we can find any number of contemporary language issues to research. They are your raw material. Likewise, the tools for fashioning this information have been shown to us: bibliographic trails, citation methods and styles, attention to evidence, and awareness of discourse conventions. We are ready to put the tools to the materials in order to execute serious academic inquiry. The primary objective in this assignment is to continue building critical thoughts about language through accepted research methods. In doing so, we should not ignore our previous work: many students will find it helpful to use the work of Essay #2 as a formative cornerstone for the work of Essay #3. The other objectives include finding, assessing, and smoothly integrating source evidence; citing according to an appropriate disciplinary style; and developing the confidence to do thoughtful inquiry into subjects beyond the course theme, language. Tips: 1. Follow the Classical structure, Toulmin structure, or a well-crafted combination of the two (see handouts on Blackboard) 2. Argumentation can be either exploratory or persuasive (WM 134-135) 3. Choose source material carefully, such that it helps answer your research question 4. Integrate source material smoothly (WM 274-286) 5. Source material should aid, not control, your own ideas 6. Make sure to evaluate your evidence for strength—both in your head and in your draft 7. Write a thesis early—and prepare to let it change as you draft 8. In the end, your thesis should be significant (measured in the potential to change minds) and original (measured in the synthesizing of source material to create a new idea) Essay Specifications: Don’t lose points by not following these style restrictions.  10-12 pages; 6-8 sources  1 inch margins  12 pt. Times New Roman, double-spaced text  Name, Class, Date listed on side of page one  Highlight structures in your rough drafts  Title (every composition should be titled) centered  References/ Bibliography page Essay #2 Peer Review I Organization and Thesis 1. Read your partner’s whole essay, and sum it up in one sentence below ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________ 2. Paraphrase your partner’s thesis ____________________________________________________________________________________ ____________________________________________________________________________________ a. Is it significant? Why or why not? Give advice on how to make it significant _____________________________________________________________________________ _____________________________________________________________________________ ______________ b. Is it original? Why or why not? Give advice on how to make it significant _____________________________________________________________________________ _____________________________________________________________________________ ______________ 3. Check the structures below to ensure your peer has accomplished the classical structure, the Toulmin structure, or some (successful!) mixture of the two. a. Introduction b. Narration (background) c. Confirmation( Body section) i. Claim of fact section ii. Claim of value section iii. Claim of policy section (optional) d. Refutation/ concession e. Conclusion a. Intro (claim/ qualifier) b. Data i. Datum 1 ii. Datum 2 c. Warrants iii. Warrant 1 iv. Warrant 2 d. Backing v. Backing for W 1 vi. Backing for W 2 e. Rebuttal f. Conclusion 4. If portions of the structure are not present, incomplete, or clumsy, write some suggestions for their improvement here. Discuss these (and your other concerns) with your partner Essay #2 Peer Review II Citation Form and Method 1. Review your conversation with your partner from the previous peer review__ 2. Read your partner’s whole essay, and sum it up in one sentence below ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________ 3. How would you characterize your partner’s use of source material? Do long quotes overwhelm the page? Is it unclear how the source material is contributing to your partner’s argument? Is evidence from the sources incorporated smoothly? Is the evidence strong? Discuss the answers to these and other related questions with your partner. Take notes below. 4. Specifically using the self-assessment checklist on pg 286 of Writing Matters, assess your partner’s integration of source material. This can’t be done quickly, so you may find it worth your while to choose one or two instances of source material to mark against the checklist. Discuss your findings with your partner.