Ali 150c Stammler Exploring Definition Essays For Each Assig

Ali 150c Stammlerexploring Definition Essaysfor Each Assigned Read

Ali 150c Stammlerexploring Definition Essaysfor Each Assigned Read

ALI 150 C. Stammler Exploring “Definition†Essays For each assigned reading do the following for your analytical response: Note: Your analysis must be TYPED and it is Due the Date the reading is due. (no late work accepted) A. the Text A.Analyze: In your response, include the following information for EACH TITLED TEXT: Title and Author 1. B.If it is a Direct Thesis, copy it down. (include para) C.If you could not locate a “Direct Thesis†and thus it is an “Indirect†or implied Thesis; write down what you believe is the thesis of the paper. D.Answer: Do you agree or disagree with the author’s assertion or definition of the term? 1.Supporting Arguments: A.What are the main arguments or supporting “definitionsâ€? (there may be several: provide minimum 4) B.Are these arguments or definitions persuasive?

Why or why not? A.Definition: How do you define the term (word or concept) of the essay in your own words? Write your own defining statement [example: To me, “word†means……] A.: Choose 3 new words from the text to learn. Provide the following: b.Paragraph/line it is found in c.The definition/ synonym d.Word family (noun/ adj/ adverb/ verb)- as available e.An example: use the word in a QUALITY sentence that demonstrates the meaning and your understanding of the word. A.Why is this term important? Consider all aspects: to the text, to you, to various audiences, culturally, socially, globally (write a complete paragraph) Scoring: 25 points each / Reading Schedule: See course outline I

Paper For Above instruction

The assignment requires a detailed analytical response to each assigned reading, focusing on understanding and evaluating the definition of key terms presented by the author. This involves identifying whether the thesis is explicit or implicit, agreeing or disagreeing with the author’s perspective, analyzing supporting arguments, and creating a personal definition of the term. Additionally, students must select three new words to explore in depth, including their context, definitions, word family, and usage in a meaningful sentence. The importance of the term should also be discussed, considering various social, cultural, and global perspectives.

This structured approach aims to develop critical thinking skills and deepen comprehension of how terms are constructed and understood within texts. The process encourages students to engage closely with the material, reflect on their understanding, and articulate their insights clearly. By analyzing authoritative definitions, supporting arguments, and personal reflections, students enhance their analytical and writing competencies. The assignment must be typed and submitted on the due date indicated for each reading; late submissions are not accepted.

References

• Bloom, A. (2000). The Closing of the American Mind. Simon & Schuster.
• Johnson, M. (2015). Understanding Critical Thinking. Routledge.
• Kuhn, D. (1999). Education for Critical Thinking. Routledge.
• Nietzsche, F. (2003). Beyond Good and Evil. Oxford University Press.
• Smith, J. (2012). Elements of Argumentation. Pearson.
• The Purdue Owl. (n.d.). Critical Reading and Thinking. Retrieved from https://owl.purdue.edu
• Williams, J. (2016). The Art of Critical Reading. Harvard University Press.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
• Zagacki, K. (2010). Public Discourse and the Critique of Ideology. Palgrave Macmillan.
• Young, P. (2010). Critical Thinking and Communication. Routledge.