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- Creators: Department of Psychology
- Member of: Theses and Dissertations
- Resource Type: Text
Description
This honors thesis outlines a method for teaching argument writing in the secondary classroom, including the elements of an argument based upon the Toulmin method, and diverse ways to help students who are all types of learners become engaged and receive the support they need. It includes all elements of argument, including evidence, warrants, backing, counterargument, claims, theses, the rhetorical triangle and the rhetorical appeals, including definitions and how they fit together in an argumentative essay. The largest portion of the project is dedicated to activities and resources for teachers based upon all of those elements, along with activities for the writing process as a whole. These activities are based upon the student's individual experience as well as various scholarly resources from leading professionals in the curriculum development field for English Language Arts. This is not meant to be an end-all be-all solution for teaching argument writing, but rather one of many resources that teachers can use in their classroom. This 30-page paper, including references, are condensed into an accessible website for teachers to use more easily. Each tab on the website refers to a different element or focus of the argument writing process, with both a definition and introduction as well as one or more activities for teachers to implement into the classroom. The activities are versatile and general for the purpose of teachers being able to include them into whatever curriculum they are currently teaching. The goal is that they can add argument instruction into what they are already either willingly or being required to teach in an easy and logical way. The website is available for any secondary teachers to use as they see fit at www.teachingargumentwriting.weebly.com.
ContributorsBrooks, Jenna Nicole (Author) / Blasingame, James (Thesis director) / Barnett, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Each part of the book is written from a different relative, literarily-inclined perspective. The portion of this submission that captures what my experience as a Barrett student has lended to my approved manuscript (by Dorrance Publishing Co.) lies with the excerpted material from Part IV. Below is the table of contents for the novel work itself, as well as the styles of writing assumed per part.
ContributorsDampare, Patrick Nelu (Author) / Blasingame, James (Thesis director) / Glenn, Bruce (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
An investigation into the cultural phenomenon surrounding books and movies that are considered critical failures, but are nonetheless championed in popular culture. Stories are an essential part of American culture, and many people not only tolerate but truly enjoy those stories that are shocking, confusing, and, in some cases, those that were created by storytellers with almost no talent at all. The continued production of these lackluster stories was considered, with an eye to the corporate influences on film studios and publishers. This paper also looked at two storytellers, the filmmaker Ed Wood and the author Stephen King, whose value as artists has been debated by passionate fans and their strongest critics. The sociological concepts of taste and cultural capital, as defined by sociologist Pierre Bourdieu, and the art movements of postmodernism and metamodernism, particularly the style of camp as defined by Susan Sontag and the value of bad taste in art as defined by John Waters, were investigated in regards to their connection to the popularity of bad films and novels. A brief investigation into the psychological effects of consuming bad stories, especially in children, was also included. From this foundation of the bad story as an important part of our culture's ideas about art and its consumption, the paper then addresses some of the popular methods of consumption of the bad story. For novels, the paper examines the trend of pulp fiction novels and of romance novels, going into depth on the role of E.L James' Fifty Shades of Grey in popular culture. For film, the paper examines the impact of the midnight movie trend on the popularity of subversive, counter-culture films, the role of camp genre films like Sharman's The Rocky Horror Picture Show in our culture, particularly with an eye towards audience participation screenings, and the way in which other projects, like Joel Hodgson's Mystery Science Theater 3000, transform bad films into new, enjoyable entertainment. Overall, this paper investigates all of the positive aspects around a failed story that allow these missteps in writing and directing to still find success in our culture.
ContributorsPehoushek, Scott James (Author) / Ison, Tara (Thesis director) / Free, Melissa (Committee member) / Department of Psychology (Contributor) / Department of English (Contributor) / Sandra Day O'Connor College of Law (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
ContributorsPanosian, N. Zari (Author) / Ison, Tara (Thesis director) / Fortunato, Joe (Committee member) / Talerico, Daniela (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor)
Created2013-05