Organizing and Research Arguments

While reading chapter 6 I came to the conclusion that the chapter was about organizing and writing Research Arguments. There were a few points in the chapter that really caught my eye. I really liked how they had it set up to organize your paper because I am a visual learner so the pictures how how to set the paper up was really helpful. After you come up with your visual draft it helps if you create an outline so that when you go to write your paper it is pretty much all written for you or it is at least in order. When you are wring be sure to include transition so that your paper will flow much better. Also be sure to analyze the published argument. Make sure you add quotes to your paper and be sure to summarize. This chapter was very helpful and informational.

Producing a Film Is the Same as Writing an Argumentative Essay... I could buy it.

Chapter six was all about organizing and writing research arguments, and there were a few parts of the chapter that I found particularly interesting. For one, the very beginning of the chapter draws a parallel between the process of writing and the process of film production. Because I am a performer, I of course enjoy visual entertainment more than written entertainment. That is why this parallel caught my interest. It said that these two processes are similar in that they both “have many small steps that support a grounding vision or main idea, have a carefully planned structure, and involve rigorous editing.” These are all very true. It also states that just as it takes plenty of time to edit, cut, and rearrange parts of a film, it also tales time for all of these aspects before coming to a completed, polished paper. The book continues to use this comparison throughout the rest of this chapter.

Another section of chapter six that I found interesting was the section that talked about the role you, as the writer, and your voice plays in your paper. It provided examples from various movies in which the director inserted his own arguments into the plot. One example was Franco Zeffirelli’s Hamlet. The book makes the argument that this version was more of Zeffirelli’s interpretation of the story, instead of Shakespeare’s because he cast the actors playing Hamlet and his mother so close in age. This, according to the text, was to put emphasis on the plot of incest between Hamlet and his mother. Although, I feel it could be argued that Mel Gibson probably got the role because he is famous, and it had nothing at all to do with his age. Glenn Close, who was cast as Hamlet’s mother, was cast because Zeffirelli had an image of Gertrude as a woman with the mind and manner of a teenager, a very selfish, sort of naïve woman. That may be why he chose a younger actress for the role.

So, this is clearly an argument of the author of Envision. It was a very well put argument, but an argument nonetheless. It may be a bit contradictory that they posed their own hidden argument in the chapter about arguments. Though overall, the parallel drawn in this chapter between film and writing was very useful for me.

The Writing Process

Chapter six of Envision, titled “Organizing Writing and Research Arguments“ opens with a brief discussion of drafting and its relevance in film, drawing a parallel from the processes used in filmmaking to those used in composing affective research arguments. Throughout the chapter, visual organization, approaches to outlining, making concise arguments, incorporating research, drafting, and finally redrafting are explained on the same level, using film as a parallel.

In the beginning of the chapter, the different types of visual organizing are introduced. It is suggested before even beginning to make any form of visual one must first organize the materials inventory can be taken of what is present After physically organizing the research, books, etc., the two suggested methods of visual organizations are flow charts and bubble webs. Bubble webs generally follow thought patterns and are organized by shape and color, whereas flow charts are linear and organized as such. Certain visual aids work better for some than others, but all visual organization is helpful in the drafting process.

The next step in writing a well-developed research paper is outlining. Because the materials that are planned on being used are already organized into thoughtful categories, the first basic step of outlining is complete. Outlines are most effectively used for longer papers where ideas could potentially overlap or get crossed. Using an outline, one can put these ideas into sentence form while also offering a basic plan for the paper. Outlining is the step where one can play with the order of topics and find the one that best presents the argument at hand.

The next step, as outlined in this chapter, is “spotlight[ing] your argument,” that is, deciding how to approach the paper at hand. Choosing how to handle the sources present, whether it be presenting them and letting them make their own case, or guiding the sources to the desired end, all of these decisions comes together to form the voice used in the argument.

After deciding on one’s voice, one must then decide on the best way to incorporate one’s sources into the paper. There are three (proper) ways of incorporating sources into a paper: summary, paraphrasing, and direct quotation. A summary is used when wanting to respond to a source’s argument it isn’t an opinion. One is merely recapping the information covered or presented in whatever is being summarized. The second, is paraphrasing, this is the concept of taking someone else’s words or ideas and putting them into your own, but still giving them credit for their ideas. This can be used when trying to help make plain an idea so that it is understood. The final form of source integration is direct quotation. Direct quotations, while easier than the others, must still be cited. If the quote doesn’t help achieve ethos, provide evidence or use language that couldn’t be reworded in a more appropriate or memorable form, use a different method of integration.

The easiest transition in the composing process should be the transition from outline to first draft. By now, the outline is in the proper order, has all the pieces lined up and ready, a clear purpose for the paper, and sources chosen and written in the proper cited form. All that is left is to give the paper some fat, plump it up. This section in the chapter, mainly administers advice on approaching the draft, and how to avoid getting stuck or dwelling on writer’s block.

Finally, the chapter ends with revising and editing the draft. As the depth of the argument increases the focus may change and with it the organization. When going through the revision process many people find they have unnecessary information, bad sources, and theses that aren’t conducive to the argument they are trying to make.

Thursday October 6th !

At approximately 4:59 I strolled into the classroom and took my seat on the corner. As soon as I sat down, the lecture began, as did the distractions semi-quiet conversations that carried out through class. The lecture of the day was about describing the new research essay. It is to be an argument paper, three to five pages, based on a topic of our choice that we can describe the pros and cons of and give an argument or propose a solution to something.

Mrs. Evans showed multiple videos on youtube of writing and using the internet as a source, particularly Wikipedia and its validity as well as Google. After a short lecture from the professor, we all went to our computers and began to search for a topic to research for our next paper. Most were successful in finding a topic that they liked because I observed the responses of everyone when the teacher went around asking what each person was researching. After about 15 solid minutes of researching for a topic, most of us broke out into discussion, searched the www, tweeted like a bird or stalked on Facebook. This was a sure sign that most have checked out and were ready for supper or the rest of the day. The clock struck 6:15 and out we were.

Chapter 5 Envision

Chapter 5 in Envision explains very well how to right and do research for a research paper. After reading I feel like my past research papers I have done throughout high school should have had a lot more research put into them. I never realized how many types of resources I could use while doing research. This chapter also explains how exactly to phrase what you are searching for. Depending on your topic, the way you phrase what you’re searching for can bring up many hits not relating to your topic at all. The chapter explains how exactly to narrow down the hits on the list to get only the information that you need. I believe that after reading this chapter I am more prepared for writing a proper research paper.

Chapter 5

I liked reading chapter 5 in the Envision book. I liked the iceberg research picture which shows the amount of research done to complete a research paper that the reader may not see. It shows how many different types of resources you can use to create a paper. This reminds me of my last paper in high school which had two pages of works cited. This chapter also informs the reader that you will have to use the right search terminology in order to find sources for your topic. What I learned was, that depending on where I am searching also depends my search terms. I recently did a paper, and I could only use the libraries data base, or books. I found this difficult and the reason probably was because I was not using the correct search terms to get the sources I needed. Other key topic I liked was primary and secondary sources and what those mean. I found this was similar to what I have been doing already within papers. The primary source is the main source that you use within a paper. Then the secondary source then just adds extra information that supports the main article. I remember one of my teachers in high school talking about this and it makes more sense now. Later on in the chapter the book talks about annotated bibliographies. It says that this informs the reader about why you used each source. I like this idea because the writer can actually say what their thoughts are on a source and why they choose it. I think that this chapter will help me write better research papers, help me find source easier, and as well as how to use annotated bibliography.

Jeannette Walls

One day after our Hall Counsel meeting, my hall director asked me if I would like to Jeannette Walls personally. I said sure I would go. I asked what time and when was the meeting. She said it is at the Student Center at 4:00 Wednesday. I said yes that could be there. I voiced my concerns saying that I have a class at ending at 3:50. She responded with no worries you should make it.

I knew that I was going to have a short period of time to get to this special session. My class got over with at 3:50 at the Arts and Communication building to the Student Center. I knew it would normally take about 10 minutes to get to the Student center from my class. I wanted to be there as soon as possible, because I do not like running late. I ran most of the way and followed the directions to the room where I thought was the right room. I sat down and there was a lot of discussion. I realized that almost everyone was wearing a SGA shirt. I was confused by this, so I leaned forward and asked the person in front of me. She said that this was a meeting for SGA meeting. So I jumped back up and ran down the hall looking for my correct room.

I found a lady, who was dressed up, standing in front of a room. I asked her if this is the room for ht author visit. She said yes it was. I walked into the room sat down towards the back of this small room. There was about 15 students and professors in the room. We were told that Jeannette Walls will be giving a speech about her book, and then there will be a brief question and answer session. Ms. Walls began talking about her past life. She talked about her being embarrassed about talking about how she group up. But, she said that her husband highly suggested that she right about her life. She said she really did not want to tell the world about her life. So after a awhile she began writing and her mother helped her through some of the stories. The most important part of talking to her mom about these stories was a simply sentence, tell the truth. She said that one comment helped her greatly through writing her paper.

This was probably the most important lesson that I got from her speech. In writing you must tell the truth. The question and answer session began. There were some really good question and even better answers. Afterwards I got her autograph, but she took time to ask me question about my options of the book. I told her what I thought and I felt respected by a great author.