writing part 2

Learning Goal: I’m working on a writing multi-part question and need an explanation and answer to help me learn.

Here’s what you’ll need to do:

As noted, these essays aren’t perfect. The writer is still working to synthesize the sources. However, the Six-Source Essay adds some new material and other improvements.

After reading the two articles and the information on transitions, answer the following questions:

(1) How has the writer altered, or changed, the material from the Annotated Bibliography to the Six-Source Essay? (Answer in 1-3 sentences.) (E.g., “The writer has developed a thesis…; The writer has synthesized sources…..;The writer has clarified connections…”)

(2) What sources has she added to the Six Source Essay? What effect do the new source(s) have in the essay? (1-3 sentences) (E.g., “The new sources serve to emphasize the writer’s point that…; The new sources illustrate specific ideas in the other articles…..”)

(3) Pick a paragraph section of the Six-Source Essay where synthesis needs to be improved, and add an appropriate transitional phrase/sentence.

As you think about synthesis in the Six Source Essay, consider the use of transitions. Transitions are like signs for your readers. They give direction and they help to link things together. Good transitions move the reader from one point to the next, and they also focus the attention of the reader on the main idea of the essay. You can use words or phrases as transitions, but you must be careful to choose words that indicate the right relationship between ideas. Here are a few examples of relationships you can indicate with transitions:

  • to show addition: and, also, in addition, furthermore.
  • to give examples: for example, for instance, specifically
  • to compare: also, likewise, similarly
  • to contrast: however, on the other hand, yet, although
  • to summarize or conclude: therefore, in other words
  • to show time: after, before, during, next, finally, meanwhile, immediately
  • to show place or direction: above, below, nearby, close, far, left, right
  • to indicate logical relationships: therefore, consequently, as a result, thus, since, because.

(4) Post a response on one or two of your classmate(s’) threads, commenting on his/her analysis of the two student papers.

Thank you!


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