Help on essay writing
He makes the statement that the main feelings that the American people had at the time were disappointment and a concern of a long, drawn-out war. The author says that the President was very optimis- tic and misled the public, explaining why the public was so outraged when the news of the Tet Offensive reached home.
After we talked through the intent of the assignment (developing his - 181 - SUPPORTING PRACTICES own position, constructing an argument that weighs contradic- tory evidence or conclusions), I think he help on essay writing understood that his own thesis and insights would develop in that fold, or that fissure, between sources.
Each separate entry in the research journal is helpful in put- ting together the paper, but the final synthetic component proves especially valuable. In the end, I still ended up with four sources with the same basic conclusion about Tet, but all had differ- ent ways of proving their argument and viewing Johnson. Most of my sources were in some way biased toward the media. They all seemed to think that the media was the cul- prit that lost the war for America. The topic is significant because Tet was a real turning point in the War. My knowl- edge and sense of the entire war has totally changed. From what I knew, the war was a long, drawn-out mistake. I had never known about all of the effects of the media or that some people actually sup- ported the war.
The only type of source that I would like to have would be a source about the news media at the time of the Offensive, to see its side of the story. This topic is pretty well covered by many different scholars. I think the only other thing that could be said is that the people who fought in Tet should be given a lot of credit for the outstanding job they did in holding off the NVA forces. I believe that I would be able to add the basic facts to a discussion, but there is still much more to learn about this subject. Because Justin has stepped back from his topic to gauge its im- portance and place it in the larger picture, he is able to identify future interests and another path to research for the next assign- ment. What do the students think about the research journal? Ryan succinctly captures the consensus of the class: ERIC - 182 - Locating Students in Academic Dialogue These journals were really a pain in the butt. That is a lot different from when I was in high school and the encyclopedia was my main source of information. Now I know more about where to find the information I am looking for, and I am better able to analyze the material. We were surprised by how easily all of our students were able to meet minimum-page requirements of six to eight pages per paper. Both students and faculty experienced frustration as we learned how to translate an ambitious vision into real-life classrooms.
Implementation became as much an issue as the origi- nal design.
Then address the following questions in essay form (understanding that not all will be pertinent to each source). Evaluating the Content What did you learn from this source? Is there a perspective or slant that you can identify? Does this source acknowledge opposing viewpoint(s)? How does this information connect to or contradict other sources you are reading on this topic?
Are there help on essay writing sources cited in this reading that you would find useful?
If it is a government document, what does that mean? How does the writer try to persuade readers (ethos? Concluding Entry in Your Journal (for each paper) At the end of your journal for each specific paper assignment, address the following questions: 1. In general, how would you characterize the most difficult problem connected to researching this topic? How would you characterize the sources connected to this topic (gen- eral quality, helpfulness, bias)?
Has your sense of the issue or problem become more complex as a result of your research? Are there any types of sources or kinds of materials that you need and cannot find? Do you feel prepared to add to this scholarly discussion?
Urbana, IL: National Council of Teachers of English.
In over Our Heads: The Mental Demands of Modern Life. Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. Chicago: National Soci- ety for the Study of Education. Similar to Karen Spear in Sharing Writing (1988) and Peter Elbow and Pat Belanoff in A Community of Writers (2000), I consider the use of peer workshops an important component help on essay writing in the writing process. Like Spear, I see the sharing of work in peer groups as a way to prolong invention, to encourage students to see their drafts not as finished products but rather as steps in the com- posing process (5). The responses and reactions they receive from their peers enable them to work through the steps of revision.
Like Elbow and Belanoff (2000), I feel that peer workshops give students a wider sense of audience, by providing them with a variety of readers and a range of responses, that is an impor- tant aspect of their growth and development as writers (508).
I also see that peer workshops enable students to participate in the decision-making process that underlies all steps of the writing SUPPORTING PRACTICES process.