Chapter 2 Exploring Problems Making Claims Wallowing in

Chapter 2 Exploring Problems, Making Claims

Wallowing in Complexity • The starting point of academic writing is a “good, interesting question. ” • This question, or thesis, should lead you to new and unfamiliar ways of thinking. • Use open ended questions, questions that don’t have a right or wrong answer but focus on unknowns or uncertainties. • Phrase your question, or thesis, so it can be answered in more than one way • Support your answer with a well supported argument

Skills Needed to Wallow • Ability to pose problematic questions • Ability to analyze a problem in different ways • Ability to find, gather, and interpret facts, data, and info relevant to the problem • Ability to imagine alternative solutions to the problem • Ability to analyze competing approaches/answers, to construct arguments • Ability to write an effective argument justifying your choice while still acknowledging counterarguments

Exploratory Writing to Help You Wallow • Writing helps you generate and discover ideas, it stimulates your mind to produce new thoughts • There are five strategies of exploratory writing and talking: • • • Freewriting Focused freewriting Idea mapping Dialectic conversation Playing the believing and doubting game

Freewriting • • • Sometimes called nonstop writing Choose a topic to write about, or focus on a question asked Write rapidly for 10 -15 minutes Don’t worry about grammar, spelling, punctuation, etc. The object is to think of as many ideas as possible When finished, read through your writing and pick out ideas that seem to be worth pursuing

Focused Freewriting • You’ve finished freewriting, you’ve got your idea or answer, now expand on it • Develop this line of thought, focusing on a specific problem or question • The purpose is to deepen and extend your thinking on this issue

Idea Mapping • A visual method of freewriting • Technique: draw a circle in the center of a page, in the circle write down your broad topic or question • Record ideas on branches and sub-branches that extend from the center circle • Continue to record ideas and branching until your ideas run out • An idea map is less developed than freewriting, but usually contain more ideas

Dialectic Conversation • Discussing your topic or problem with others • Find people with differing views in order to have a stimulating conversation • • Examine those differences and try to resolve them Listen with an open mind Scrutinize your own ideas and opinions Places to converse: classroom, online blogs and discussion boards, study groups

Believing & Doubting Game • This game helps you appreciate the power of alternative arguments and • • • points of view by urging you to formulate and explore alternative positions To play: imagine a possible answer to a problematic question and then systematically try to first believe that answer and then doubt it Forces you to see two different points of view When you believe you: agree, support, apply the idea When you doubt you: question, challenge, rebut, offer counterreasons/counterexamples Let’s play the game! See page 32, #2.

Thesis Statements • A strong thesis statement surprises readers with something new or challenging • Should contain an element of uncertainty or risk, should challenge ideas • There are two ways to surprise your readers: • Try changing their view of the subject • Give your thesis tension

Changing Your Reader’s View of Your Subject • First, imagine how your reader might view the subject before they read your essay • Now, you can articulate how you aim to change that view • Try using the before and after exercise on page 33 • You can change your reader’s view by: • Enlarging your reader’s view • Clarify your reader’s view • Restructure your reader’s view

Changing Views cont. • Enlarging your reader’s view • Primarily informational • Provides new ideas and data on the subject • Clarifying your reader’s view • Explain, analyze, and interpret the subject in different ways • Clear up uncertainties • Restructure your reader’s view • Persuade readers to believe you through use of facts and data

Thesis Tension • The sensation of being pulled away from familiar ideas toward new, unfamiliar ones • “Surprising reversal” • Contrast your surprising answer to a question with your audience’s common answer • See example on page 34 • Begin your thesis with “although” and then summarize your reader’s view, followed by your counterclaim. See examples on page 34 -36. • Do activity on page 36, #1 -2

Closed-Form Prose & A Thesis • Closed-formed prose usually begins with a problem • The thesis statement follows and is usually tentative and contestable • What comes before thesis statement is the writer’s explanation of the problem • “old/new contract” helps readers connect new information to previously stated old information • Thesis statement summarizes the new information that makes your argument surprising, new, or challenging

Typical Introduction • • Present a question Summarize information Thesis statement See example on page 38

Features of an Effective Introduction • Topic area and context • • State your topic early on Use a startling scene or statistic • A direct or implied question • Readers need to know how the topic gives rise to a problem, question or issue as soon as possible. • Indicate tension, controversy, and/or problem • Use a “tension thesis” if you can, contrast initial reaction with new reaction • How is your topic worth examining? • Imagine your audience and provide information they will be interested in • Bring something new to your audience • See strategies on page 39