Required Texts:
Critical Thinking and Argumentation (Hughes; revised
ed.)
Harbrace College Handbook (14th ed.)
The Norton Reader (10th ed.)
Other texts assigned by instructors for aesthetic portion of Clare
110
Recommended Text:
MLA Handbook for Writers of Research Papers (5th ed)
General Information for Clare 110 and Clare 111
1. Am I required to take Clare 110 and 111?
With the exception of those students
who have advanced placement credits, all
students are required to take
the two courses in the proper sequence.
2. What are entrance and exit exams?
Entrance and exit exams
(final exams) include one critical thinking diagnostic exam and one essay which give the instructors
a sample of your writing skills.
3. Do these exams count toward my final course
grade?
The individual instructors may
or may not choose to count these grades
as part of your final grade.
The course syllabus should clearly indicate this
information. [A syllabus
is a detailed layout of the specifics of your particular
section. It is important
that you keep this handout(syllabus) as it includes
important information regarding
your instructors policies.]
4. What is the purpose of these exams?
The purpose of these exams
is to provide the instructors with information
about the students' knowledge
of critical thinking and writing fundamentals.
The instructors may choose
to discuss the individual exams during
conferences and/or during
class.
5. When are final exams held?
The University provides
the meeting days and times for each course.
Instructors must adhere
to this schedule.
6. What are conferences?
Conferences are individual
meetings between students and instructors which
give the instructors the
opportunity to provide feedback, to give constructive
criticism, and to get to
know the students individually. Conferences also
give students the opportunity
to discuss their progress in the class and to ask
questions they may feel
uncomfortable approaching in the classroom setting.
(If you have special learning
concerns, you can discuss these with the
instructor privately but
as early in the semester as possible.
7. How often are conferences held?
Two conferences per semester is
the general rule. Most instructors do not
have regular class meetings during
conference times. The syllabus should
clearly provide this information.
8. Should I approach my instructors about personal
problems I am having?
Although instructors are concerned
about your personal issues that may
affect your progress in the course,
they are not "counselors" but can give you
the appropriate support services
available on campus.
9. Where are conferences held?
Most instructors hold conferences
in their offices. Students have the
responsibility to locate
their instructors' office before their conference
day and time. Students
must be punctual, and students must contact the
instructors well ahead of
time if they need to reschedule. Rescheduling conferences
will be considered only
for dire emergencies.
10. Are conferences mandatory, and what is the penalty
for not attending?
Conferences are mandatory.
Some instructors deduct points for those
who fail to attend their conferences;
others count missed conferences as absences. This information should be clearly
indicated on the course syllabus.
11. Do I have to purchase the textbooks?
Yes, all textbooks are required
for the courses (most are two course texts),
and you must take them to class
each meeting time. Some Clare 110
instructors may use additional
texts for the aesthetic portion of the course.
The University bookstore will
have this information and your instructor's syllabus
should provide this as well.
12. How should I contact my instructor if I have a problem
or will not be
attending class?
Most instructors allow students
to contact them through e-mail. Also,
the telephone system allows
students to leave messages for their
instructors via voice mail.
Students should not contact their instructors at
home unless the instructor
has indicated otherwise. The course syllabus should
clearly indicate your instructor's
preference especially regarding attendance.
Instructors can also be
contacted during their office hours.
13. What are office hours?
Office hours are scheduled
by instructors to indicate their availability to meet
with their students.
Instructors are required to maintain a certain number of
office hours based on their
course load. These hours are for the students use and
benefit. Most instructors
allow students to schedule appointments outside their
scheduled office hours when
serious conflicts exist. Be sure to check with your
instructor or syllabus.
14. How important is my attendance in general?
Studies indicate that the
two most important factors leading to a successful
university experience are
regular attendance and student/instructor contact.
Your instructor must
clearly indicate his or her attendance policy in the syllabus.
15. What should students do if they are ill or have personal
emergencies?
When illnesses are lengthy
or when personal emergencies occur, students must contact the Office of the Academic
Vice-President. This office will contact the student's
instructors for legitimate
absences such as a death in the family. Your instructor
will not contact
Health Services to determine a particular student's health status.
( A note from your mother
is not an acceptable excuse.)
16. Will I be given instruction about using the Library?
Both Clare 110 and 111 have
library skills presentations to acquaint the
students with the Library,
including the Internet, and which are geared toward specific course requirements, general
use of the Library, and research techniques. Your
attendance is mandatory.
Some instructors schedule their presentations during
class time, while others
might have students attend a presentation during,
for example, conference
week. This information should be clearly indicated
in the course syllabus.
17. Are there midterm exams in Clare 110 and 111?
Unlike your other courses,
there are no formal midterm exams. Your grade
will be calculated based
on your progress to that point in the semester.
18. Will I receive midterm grades?
All instructors are required
to file midterm grades and attendance for each student.
These reports are issued
to the student through the mail unless there are
extenuating circumstances,
for example, "Giant Step" (high school) students.
19. What are "Giant Step" students?
"Giant Step" students are
high school seniors who are able to attend
classes here through their
respective secondary schools.
Critical Thinking and Argumentation in Clare 110 and Clare 111
20. Do Clare 110 and 111 fulfill any requirements
in the area of philosophy?
No, Clare 110 and 111 fulfill
your Clare College requirements in "Composition and
Critical Thinking" (as noted
in the Undergraduate & Graduate Fall 2000 Class Schedule 6).
21. Why are these two disciplines, English and Philosophy,
combined?
The University sought a
better integration of coursework between the two departments.
Since critical thinking
is so much a part of composition, the two courses were
combined with the student's
best interest in mind.
22. What can I expect to learn about "critical thinking"
and "argumentation" in these two courses?
In Clare 110 the informal
aspects of critical thinking and argumentation (for example,
"Misleading Uses of Language,"
"Critiquing Ads," and "Fallacies,") are the focus.
In Clare 111 the more formal
aspects of critical thinking and argumentation (for example, "Inductive Arguments," "The
Logic of Categories," "Formalizing Arguments and Basic Inferences," and "Setting
Up a Position") are the focus.
23. How important is "critical thinking" to writing?
"Critical thinking" in writing
allows the writer to use logic in organizing and presenting
a paper so as to provide
maximum comprehension for the reader.
24. How important is "argumentation" to an ethical
issue or a public policy research position paper,
the type you will be writing in Clare 111?
Effective arguments
support your specific position regarding the issue. The elements
of argumentation assure
the writer of creating strong discussions that are free of fallacious
reasoning.
Computer Use in Clare 110 and Clare 111
25. Do I need computer disks?
Yes, you should purchase
and use one disk for this course work only. A back-up
disk is always a good idea too.
26. Why do I need computer disks?
All major assignments for Clare
110 and 111 must be done on a word processor.
Papers that are handwritten will
not be accepted.
27. What is an SBU account?
Students must contact Technology
Services at the beginning of the semester
to establish their individual
accounts. Students will not be able to use the
computers in the various
labs without their accounts. Students should not share
their account with anyone,
including roommates.
28. Is computer instruction available to me?
Yes, all computer labs employ
a lab assistant to answer your questions. At the
beginning of the semester,
computer workshops may be offered. Students
have the responsibility
to acquaint themselves with the computers here on
campus, even if they have
their own systems in their rooms. Emergencies can happen.
29. Where are the computer labs?
Computer labs are located
in Plassmann Hall and the Plassmann Annex,
Friedsam Memorial Library,
Reilly Center, and DeLaRoche Hall.
30. If I have my own computer in my dorm room, why do
I need an account?
You need an account to access
the SBU system. You should also
familiarize yourself with
the SBU computers in case you have problems with
your own computer.
Writing Papers in Clare 110 and Clare 111
31. How many papers will I be writing?
In Clare 110,
you will be required to write four (4) major papers as well as revisions
of some of these papers.
Some instructors may allow you additional revisions, most will not.
In Clare 111, you
will write three major papers; the research paper is the one most
heavily valued in
your final grade.
32. How long are papers supposed to be?
Generally, papers
vary in length with a minimum of three full-typed pages for
each paper except
the research paper. Again, it depends on your instructor's preferences and will be told to
you when the papers are assigned. However, no papers are
less than three (3)
pages, and a penalty may be assessed for not meeting the
minimum requirements.
The research paper varies in length from 10-15 pages depending on your instructor's preference.
33. What is a "revision"?
A "revision" is a
paper that is done following its first evaluation by your instructor.
The instructor returns
the paper to you, and then you have the chance to
revise the paper,
making the necessary corrections in grammar and content as well as "seeing again" how the parts
(introduction, conclusions, etc.) may be improved. How well you do on the revision depends
on the amount of effort you put forth. Sometimes students forfeit their revision privilege
with a late first paper or one does not meet the
instructor's requirements.
Students are responsible for knowing these requirements.
34. What is plagiarism?
According to the
Harbrace College Handbook, plagiarism is defined as
" the use of another writer's
words or ideas without acknowledging the source.
Akin to theft, plagiarism
has serious consequences and should always be avoided"
(G-38). The University's
policy on plagiarism can be found in
the student handbook and/or
the catalog. Most instructors will fail the
paper, while some will fail
the student in the course. However, the student will receive instruction in avoiding
plagiarism throughout the course so that no one should
unintentionally plagiarize
anything. The instructor's policy regarding this important issue should be clearly stated
in the syllabus.
35. What is peer editing?
Prior to handing the
paper in for grading by the instructor, each student will provide
copies of his/her
paper to the instructor in preparation for peer editing. Peer editing
simply means one of
the student's classmates will have a chance to read the paper and provide constructive
criticism regarding content and grammar. Each student is
responsible for filling
out an evaluation sheet for each paper he or she reads in order to provide adequate feedback
to that paper's author. Peer editing is very important, and most instructors count
a student's participation in the process toward the final course grade.
36. When is peer editing done?
Peer editing is done in
class, usually the class meeting before the paper's due date.
Students are not assigned
peer editing for out-of-class work.
37. Why is peer editing necessary?
Peer editing provides the
student with feedback from other people besides the instructor.
It also gives students a
chance to practice their editing skills as well as assist their
classmates in revising content
of their papers. Finally, peer editing also teaches students the appropriate way to provide
and receive constructive criticism, a valuable skill they can take with them upon
graduation.
38. What if my paper is late?
Most instructors will not
accept late papers without some type of penalty. Usually, the student may lose anything
from five points to an entire letter grade for a paper that is
late. If a paper is
late, the instructor may not accept the paper at all. Thus, the student may not only fail the paper,
but he or she may forfeit any revision opportunity for
the paper. It
all depends on the instructors' preferences and will be clearly outlined
in the initial syllabus.
Naturally, if there are extenuating circumstances
(death in the family, serious
illness, etc.), an instructor may waive any and all
penalties for tardiness.
However, the student is responsible for alerting the instructor
and appropriate campus offices
if this occurs. Do keep in mind, "the printer
wouldn't print," "I
couldn't get time on a computer, " or "I lost my disk" are not
acceptable reasons for late
papers.
Additional Coursework for Clare 110 and Clare 111
39. Will I only be writing papers for this course?
No, you will also be responsible
for other course work such as a journal or a
notebook, etc. Though
papers will count for the majority of your grade, you will
also be responsible for
completing other work as specified by your instructor. All
course work will count toward
your final grade.
40. What is a journal? What is a notebook?
A journal is an excellent
tool for practicing your writing skills as well as a helpful
aid in gathering your thoughts
regarding the readings assigned. Some instructors use
journals, while others use
notebooks. A notebook may be used for in-class and
out-of-class assignments
regarding the readings, grammar, and critical thinking exercises.
41. Will I be expected to participate in class?
A student's participation
in his or her class is crucial toward understanding the material being taught. Therefore,
instructors do count class participation in their final course grades. In order to
participate successfully, a student must be prepared by
reading the out-of-class
assignments as well as completing any written work
by its due date. Frequently,
instructors will call upon students for their opinions
regarding the day's assignment
It is the student's responsibility to be prepared to answer questions completely and
to provide opinions intelligently. We learn from each other.
42. How much reading is required for this course?
Instructors will assign
a minimum of twelve (12) readings for 110 and nine (9) readings
for 111 from The Norton
Reader. In order to avoid becoming overwhelmed, students
should keep up to date and
not procrastinate. The readings are manageable if your
approach is organized.
Documentation in Clare 110 and Clare 111
43. What is documentation?
Documentation is a method
of giving credit to people for their words and ideas.
44. Why do we document?
We document in order to
prevent intellectual theft (plagiarism). You cannot simply take another person's words or
ideas and use them as if they were your own. This is stealing and unacceptable.
45. What documentation guidelines do we use in Clare 110 and
111?
Modern Language Association
(MLA) guidelines are used in both courses. You can find a summary of these guidelines
in your Harbrace College Handbook, but you should
purchase the fifth edition
of The MLA Handbook in our bookstore.
You will use this handbook
for both semesters and beyond..
46. What is the penalty for undocumented work?
Intentional plagiarism is
grounds for failure of the course for most instructors. Students should consult the student
handbook and/or the catalog for other examples of intellectual theft and its corresponding
penalty. This information should be clearly stated on your instructor's syllabus.
47. Where do I find documentation examples?
MLA documentation examples
can be found in The MLA Handbook, The Harbrace
College Handbook,
and the MLA web site (www.MLA.org).
48. How can I use the Modern Language Association
Handbook other than for citation examples?
The MLA provides you with
additional information on source material, thesis
statements, accepted abbreviations,
publication information, as well as other pertinent information with regard
to research. The Handbook also provides you with additional information regarding mechanics
and grammar.
49. What is a paraphrase?
According to the Bedford
Guide to the Research Process, paraphrasing is the technique
by which you "put key
passages. . .into your own words" (100). Paraphrasing as opposed to summarizing relates
to smaller pieces of material. A paraphrase differs from a summary in that a paraphrase
is a "re-telling" rather than a condensed "re-statement."
50. What is a summary?
According to the Bedford
Guide to the Research Process, a summary is the process of "reducing a long passage
to a sentence or a few sentences" (105). Summarizing
source material requires
the ability to locate the main ideas of the paragraph, page,
or several pages, and condense
this material into your own words.
51. What is a direct quote?
A direct quote is the exact
word or words of the source. Direct quotes require quotation marks and parenthetical
references. Because paraphrases and summaries should be in your own words, they do
not require quotation marks but do require parenthetical documentation.
52. What is a Works Cited sheet?
A works cited sheet contains
the list of sources you used in the paper. This sheet
follows the paper's text
or the notes page if you have one.
53. What is a Notes page?
A notes page contains supplemental
material such as a definition or another point of
view and follows the last
page of text material. Material on a notes page generally
does not fit well within
the paper itself.
54. What is a Works Consulted sheet?
Works consulted is the list
of sources you read, saw, or heard but did not use in your paper.
If you look at a source
and determine it is unusable for your paper, you still "consulted" the source and must include
the appropriate material on this sheet.
55. What are parenthetical references?
Parenthetical references
contain writer's names, page numbers, and at times, other material. These references appear
at the end of the sentence before the terminal punctuation. No comma appears between the
writer and the page number when this is the extent of the material in the reference.
56. What is an annotated bibliography?
An annotated bibliography
is a list of sources together with a brief explanation
of the source material.
It follows the format of a works cited sheet but contains this
additional information.
Writing and Research in Clare 110 and Clare 111
57. What is meant by writing and research as processes?
A process includes steps
to a desired outcome. In your case, writing and research
include steps in a process
to create an acceptable university-level paper. These steps will be utilized in other
disciplines throughout your university experience.
58. How can writing and research skills transfer to our
everyday life?
Communication skills are
important in every discipline and in every field of study. Often, you are evaluated by your
ability to communicate effectively both in writing and in
speaking.
59. How should source material be approached?
When approaching source
material, you should keep in mind the credentials of
the source and any biases
that may affect the reliability and objectivity of the material. Only then can you form an
educated opinion as to whether to include the source as part of your research.
60. How do we evaluate source material generally?
How do we evaluate computer
sources specifically?
In evaluating sources, you
must determine who is responsible for authorship of the material.
You must also determine
credibility of that person(s) or organization(s) and any
biases that may exist within
the material itself. Usually, the best computer sources
are those from universities
and organizations that are recognized for their professionalism and held accountable for
their work. Generally, you should look for the same criteria, objectivity and professionalism.
61. What constitutes a scholarly journal?
A scholarly journal is published
by an accredited university, college, organization,
or association. Our
Cithara is published here at St. Bonaventure University and
qualifies as a scholarly
journal. A scholarly journal can also be published by a
group of professionals such
as those from the American Medical Association who
publish JAMA.
62. What constitutes an acceptable mainstream publication?
An acceptable mainstream
publication is a work such as Time, Newsweek, or Forbes.
Your instructor should discuss
other acceptable mainstream publications from his or
her point of view.
63. What constitutes an unacceptable mainstream publication?
Anything found at a grocery
store checkout counter such as People, Good Housekeeping, or any tabloid newspapers
are not acceptable for university writing. Again, your instructor should discuss
other exclusions.
64. How do we select a proper individual to interview
if required?
You should select someone
off campus who is in the field or has a special interest
in your issue. For
example, if your topic concerns the criminal justice system, you
might interview a guard,
a lawyer, or a judge. We suggest you go off campus to
broaden your research and
because the University community cannot accommodate the many requests for interviews
that they receive.
65. How can our writing and research skills transfer
to our everyday life?
Many times, you will be
asked to communicate and perhaps use outside sources.
If you are unable to communicate
effectively through these two means, you could
possibly lose a promotion
or your job.
66. How do I use note cards?
Note cards allow you to
capture main ideas of various sources without photocopying the entire source. Usually,
each note card contains one idea or one quote from the source used and corresponds to
a specific works cited page. Note cards follow the MLA format, but their use varies by
instructor.
67. How can our writing and research skills be useful
in other courses?
A student uses writing
and research in other disciplines to write papers or reports on a variety of topics
as well as to provide complete answers in essay exams. Good writing and research skills are
valuable as you continue through your University experience.
68. In research, what is meant by an ethical issue or
a public policy issue?
An issue has at least two
sides. In other words, an issue is debatable. If you can not determine an opposition
or refutation, then you have no issue. Issues that concern society as a whole, such as privacy
on the Internet, are ethical issues. Public policy issues may concern specific groups
such as environmentalists or gun control activists.
69. In research, what is an abstract?
An abstract is a brief summary
of your paper which appears before the main text.
Sometimes the abstract appears
alone on a separate sheet of paper. However, the
abstract is not always required
by each instructor. You will also find abstracts of articles in scholarly journals when
you do your research. These abstracts can give you an
overview of an article so
you can determine early the usefulness of the article itself.
70. How do we determine primary sources versus secondary
sources?
A primary source is the
original work or words while a secondary source is a comment on that original material.
For example, actual courtroom testimony in the Charles Manson trial is a primary
source, while Court TV's commentary is a secondary source.
Understanding Readings in Clare 110 and Clare 111
71. How do I properly read my textbooks?
Look for the table
of content information and introductory information that the editors may have provided.
Familiarizing yourself with this information is important to
understanding how
to use your text effectively. Also, look for other divisions
that may be useful. In
other words, there may be additional tables that label the readings
as
thematic sections
and/or rhetorical modes. You should actively engage in using your
textbook beyond reading
the individual assignments.
72. What features should I look for when examining a
new textbook?
You should look for the
above information as well as any questions that appear at the end of the readings.
You should also look for illustrations, tables, or any supplementary materials that may be available
to you. For example, brief information about the authors appears at the end of The
Norton Reader. This information about authors should be read along with the works themselves.
73. How does skimming differ from close reading?
You might skim a
textbook such as the Harbrace College Handbook for those areas that are troublesome to you.
This enables you to refresh your memory regarding information you have previously learned
but have possibly forgotten. On the other hand, you should closely read any
material for class discussion, tests, papers, quizzes, etc.
(a "need-to-know" basis).
74. How does critical reading enhance critical thinking?
Critical reading allows
you to analyze the selection which, in turn, enhances the aspects of critical thinking which
are discussed in these courses. The Critical Thinking and
Argumentation textbook
will further develop your skills in this area.
75. What elements are important in analyzing textual
material?
Audience, purpose, subject,
style, tone, structure, organization, development are some important elements to consider.
There are many others that will be taught as the readings are discussed.
You should interact with the readings to avoid being a passive and ineffectual reader.
Grammar, Mechanics, and Structure in Compositional Writing
76. How can I improve my diction (word choices)?
The proper use of a thesaurus
and a university-level dictionary can improve your
diction. Reading the
work of good writers also improves your diction.
77. Why is an improved vocabulary necessary?
Your vocabulary should be
indicative of your intellectual level and should reflect your
standing as a university
student. Your peers, your instructors, and others in the
University community may
judge you by your ability to communicate well with them.
78. How is written word choice different from
spoken word choice?
When we speak, we are less
careful and less aware of our word choices, especially
with our peers. You
actually should have more than one vocabulary. You should keep your audience in mind whether
you are writing or speaking. This is an area that will be discussed in class.
79. Is it proper to write in the "first person"?
While individual instructors
may have specific requirements about this, writing in the
first person is a good and
acceptable format through which you take ownership of your work. However, you
need to be aware of your instructor's opinion on this matter.
80. How is standard written English at the university
level different from the way you may have written
in high school?
You must be aware of such
things as diction, sentence structure, and paragraph
development. For example,
contractions are too informal for university writing.
You must also eliminate
such things as profanity, obscenity, sexist
writing, and other unacceptable
practices. Also, university writing lends itself more to textual analysis than you
may be used to doing. Therefore, writing is not stagnate
but evolutionary.
After all, words are regularly added to and deleted from a good,
university-level dictionary.
81. What is a sentence fragment?
A sentence fragment is a
group of words punctuated as if it were a sentence, while it
is not a complete thought.
As an evolving writer, you should avoid these because
sentence fragments do not
adequately present your ideas. You may read
professional writers who
use sentence fragments, but this is a stylistic device which
they use correctly.
[Example: For instance,
shopping or sightseeing.]
82. What is a run-on sentence?
A run-on sentence is two
or more complete thoughts punctuated as if they were one
sentence. As an evolving
writer, you should avoid run-on sentences (comma splices;
fused sentences) because
this is not the proper way to present material and confuses
your reader. There is more
than one way to correct run-on sentences which your instructor should explain; your Harbrace
College Handbook deals with this area as well.
[Example: I am from the
midwest I am also a student here at St. Bonaventure University.]
83. What are the four main kinds of sentences?
Declarative, imperative,
interrogative, and exclamatory are the four kinds of sentences that you should use in your
writing. You should not overuse exclamatory sentences or overpunctuate them for emphasis.
One terminal mark of punctuation is always sufficient.
84. Why should I vary my types of sentences?
Sentence variation is crucial
in developing and organizing your writing. You do not want to bore your reader with
one simple statement after another. Again, your sentences
reflect the level of sophistication
of your overall ability to write.
85. How can I add variety to my sentence constructions?
You can add variety by using
the different kinds of sentences, by using short and
long sentences, and by using
sentences that begin with and others that lead to the main idea.
86. How can I effectively use an interrogative sentence?
An interrogative sentence
in asking a question can promote a connection between
the reader and the writer.
This connection may cause the reader to stop and to
consider the question(s)
presented by the writer. This is an example of active reading.
87. How can the effective use of phrases and clauses
improve my sentences?
Phrases and clauses can
improve your sentences which should enhance your writing style. Properly placed phrases
and clauses are modifiers which create more interesting
structures than those with
no phrases and clauses.
88. How do sentences differ if you begin with your main
idea rather than leading to it?
Besides giving your sentences
variety, different beginnings promote different essay
purposes. Emphasis
and tone are also considerations for the writer when determining which approach to take.
89. How can I effectively use short and long sentence
structures?
A short sentence following
a very long sentence can emphasize a significant idea you
may have. Too many
long sentences tend to lose the reader's interest, while too many short sentences produce
a "choppy" or elementary outcome.
90. How can the mandatory use of a word processor
improve my sentences?
The use of a word processor
makes it easier to work with your material. You are
better able to judge the
effectiveness of a sentence in your planning and shaping stages of writing by seeing the
paper on screen. Most instructors also require
a "hand to paper"
approach to editing and proofreading. Your instructor may also
ask you to do some planning
and shaping in your notebook. This should be clearly
explained by your particular
instructor when he or she discusses the required
format for your papers.
91. What is the difference between editing and
proofreading?
Good proofreading allows
a writer to edit effectively. Some editing applies to small
pieces of your composition,
sometimes called "local editing." Other editing applies
to the overall structure
of your composition and the way the small pieces contribute
to the whole, sometimes
called "global editing." Your papers benefit from good editing and good proofreading.
92. What is revising?
Revising literally
means "to see again." Therefore, editing and proofreading precede
the revision process.
(For additional information regarding revising, refer to FAQ 38 of this document.)
93. How do I choose good titles for my work?
Good titles predict content.
Your titles should be creative and thought-provoking.
They should neither name
the assignment nor consist of "borrowed" words. Student titles are never underlined, quoted,
or bolded.
[For example: A textual
analysis of three essays is not a good title. "Just do it,"
borrowed from the Nike corporation,
is also unacceptable.]
94. What is a thesis statement?
A thesis statement
is a one sentence (declarative statement) guide to the content and
focus of your paper.
All supporting details should provide additional information about the thesis. Sometimes,
the thesis statement is called a thesis sentence. The MLA
Handbook promotes
the one-sentence thesis (35). Your thesis statement
may change several times
as your paper develops.
95. How can I write a proper introduction for my paper?
A proper introduction should
grasp the reader's attention. Good introductions may ask a question, include anecdotal
material, contain the thesis statement, and present a conflict. They also establish a mood
or a tone for the paper as well as the writers point of view. For most instructors,
a proper introduction is more than a few sentences. It may be as
long as one third of the first
page of the paper.
96. How can I write a proper conclusion for my
paper?
A proper conclusion should
enable the reader to exit the paper and not feel as if relevant material was omitted.
It should also give a sense of closure or finality to the writer's work.
97. What are transitional words and expressions?
Transitional words and expressions
are links or connections within a paragraph and
between paragraphs.
These links or connections assist in the flow of ideas and help the paper appear as a coherent
whole. There is a list of some of these words in
The Harbrace College
Handbook (303)
98. What is a transitional paragraph?
A transitional paragraph
is a specialized kind of paragraph which generally appears in a research paper or any other
lengthy paper. This paragraph connects areas or parts of a paper by maintaining a smooth
flow of ideas and assists the reader in keeping focused on the main issue.
99. How can I recognize a well-developed paragraph?
A well-developed paragraph
should have a topic or a lead-in sentence, other sentences in support through the use
of examples or illustrations, and transitional words or expressions.
100. What is a topic sentence or a lead-in sentence?
A topic sentence
contains the main idea of the paragraph and can be placed at the
beginning, at the end, or
perhaps in the middle of the paragraph. On the other hand,
a lead-in sentence
begins the paragraph. Some professional writers do not have an explicit topic or lead-in
sentence, but as a student, you are required to have one.