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Research Paper

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Exegesis paper

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ENGL 101:

Research Paper – Introductory Paragraph

Hello everyone, and welcome to your first ENGL 101 class. My name is Heesun Nam, and I will be your instructor for this course. Today, I want to spend some time going through introductions, the course syllabus, as well as the course format.

Today’s Lecture

Introductory Paragraph Components

Thesis Statement

Announcements

The research paper module has an “e-book” (Notes)

Refer to the book & PowerPoint slides for most essential information

Please choose your topic as soon as possible

You will need to begin & complete task #4 this week. Please see your LC!

What needs to happen in an introductory paragraph?

1) Introduce the topic in a clear, meaningful way by using a hook

2) Tell the readers the importance of exploring the topic (introductory sentence)

3) Explain the topic more specifically (topic sentence)

4) Have a clear thesis statement that lays out the groundwork

The First (Two) Sentence(s) = the Hook

Try to find a direct quote from someone related to your topic – something that captures the essence of the issues

You may simply present the hook OR provide more context for the readers

Example

“Stop the count!” – Donald Trump on Twitter

You can leave this quote as it is and let the readers “figure out” its importance by reading the rest of the introduction

OR: You may provide a context –

“Stop the count!” was a message that was sent out on Twitter in November 2020 by Donald Trump, who was seeking to stop mail-in votes from being counted towards the total number of votes for Joe Biden, his opponent. Soon, this message was transformed into “Stop the Steal”, a slogan used by those who believed the ultimate result of the election was a fraudulent one.

This gives the readers more information about the what, when, who, and how

The Second Sentence = Introductory Sentence

What do you want to talk about in this paper?

Present your topic in a way that ties it in with the hook and its subject matter

Be general! A simple mention of the topic key word (demographic & issue) is sufficient

Example

In claiming that mail-in votes should not be valid and that counting such votes would constitute election fraud, Trump sought to bring his supporters together for a cause that would not be considered factual, thereby creating his own version of “fake news” among the less educated.

The Third Sentence: Topic Sentence

Introductory Sentence = General

e.g. “fake news” among the less educated

Topic Sentence = More Specific

e.g. “fake news on social media**”

**Include your demographic & own region/country here if you have not already

Example

While the idea of fake news is not new, it has become more prominent and difficult to spot in the era of social media, especially in North America.

The Final Sentence = Thesis Statement

Finally, include your own OPINION on your TOPIC by presenting the CONCEPTS you have discovered in your research and using a specific PERSPECTIVE. Give the readers a sense of how you will argue your opinion by including a ROADMAP

Perspective

Topic

Opinion

Concept

Roadmap (causes or effects)

Example

From a psychological perspective, the issue of fake news in North America among the less educated requires the politicians to push for tougher laws because of its tendency to spread easily through social media through the following causes: the increasing number of fake news websites, a lack of vetting individuals of authority, one’s tendency of not questioning what is published, and the prominence of “bots”.

Perspective = psychological

Topic = fake news in North America

Opinion = requires the politicians to push for tougher laws

Concept = tendency to spread easily through social media

Roadmap = 1) the increasing number of fake news websites 2) a lack of vetting individuals of authority 3) one’s tendency of not questioning what is published 4) the prominence of “bots”

How do we Determine…

Perspective?

Opinion?

Concept?

Roadmap?

RUAH

The quadrants of human experience

Example: ‘Fake News’

Quadrant of HEART – what are the perspectives?

Psychological

Psychosocial

What kind of ideas can we explore with these perspectives?

The psychological mindset of individuals who tend to follow fake news (those who do not trust mainstream media, gear towards conspiracy theories…)

Another Example: Mental Health

What are the perspectives we can explore with the quadrant of MIND?

Sociological

Political

What are some things that we might be able to explore with these perspectives?

The notion that ‘mental health’ is a taboo subject (mental health = crazy?)

How some companies have politicized and profited from the subject (e.g. Bell’s ‘#letstalk campaign)

Question – in relation to ‘mental health’…

Which perspective can we come up with for STRENGTH?

What kind of ideas would belong to this perspective?

Which perspective can we come up with for SOUL?

What kind of ideas would belong to this perspective?

What Now?

Choose your topic (demographic)

Choose a specific issue that your demographic is experiencing

Workshop Day on Friday – task #4 will need to be completed!

ENGL 101:

Research Paper – Discovering Your Opinion and Concept

Today’s Class

A recap on the thesis statement formula

How to determine your OPINION – a breakout exercise

How to determine the CONCEPT – another breakout exercise

Reminder on the THESIS Statement Formula

P erspective

T opic (demographic + issue + region)

O pinion

C oncept

R oadmap

Sample Thesis

From a psychological perspective, the issue of fake news among the less educated in North America requires the politicians to push for tougher laws because of its tendency to spread easily through social media through the following causes: the increasing number of fake news websites, a lack of vetting individuals of authority, one’s tendency of not questioning what is published, and the prominence of “bots”.

How to Determine Your Opinion

Answer the two questions!

Who is responsible?

What is the solution?

We are not trying to determine “who is at fault” but “who has the power to make positive changes”

E.g. “politicians” – not their fault fake news is so prevalent, but they have the power to control it

Breakout room #1 (10 minutes)

This exercise will help you to brainstorm ideas for the opinion part of the thesis

Instructions: In your group, choose between ‘fake news’ and ‘mental health’. Working with your classmates, try to come up with A SPECIFIC OPINION based on the perspective you have been given.

Breakout room #1 will focus on STRENGTH

Breakout room #2 will focus on MIND

Breakout room #3 will focus on HEART

Breakout room #4 will focus on SOUL

Present Your Findings!

Group #1: Strength

Group #2: Mind

Group #3: Heart

Group #4: Soul

Concept: A Review

What are some theories/ideas you have come across in your research?

These ideas do NOT have to be yours, but they should come from what you have read

hint: look for a ‘common thread’ of ideas found in your research

They should describe a general reason behind the issue

Example of ‘concept’

From a psychological perspective, the issue of fake news in the United States requires the politicians to push for tougher laws because of its tendency to spread easily through social media through the following causes: the increasing number of fake news websites, a lack of vetting individuals of authority, one’s tendency of not questioning what is published, and the prominence of “bots”.

Concept = “tendency to spread easily through social media”

Social media plays a critical role in the prominence of misinformation among the general public

Breakout Room #2 (15 minutes)

Everyone will now focus on the topic of ‘fake news’

As a group, read and discuss the following article: “Fake news was a thing long before Donald Trump — just ask the ancient Greeks” by Peter S. Field (link in chat)

What kind of ‘concept’ can we come up with as a group? Try to summarize the idea in a few words

Present Your Findings!

This Week

Work on completing task #5

I will be checking everyone’s tasks between 10 am – 12 pm on Thursday and giving you feedback!

Write your introductory paragraph on your Research Paper Draft

We will begin focusing on the background paragraph(s) next class

ENGL 101:

Research Paper – Background Paragraph(s)

In Today’s Lesson

Structure of the Background Paragraph(s)

Three components of the background paragraph

Definitions

Factual Information

Historical Events

Announcements

Continue to work on task #5 and see your learning coach!

Task will be checked Thursday; Friday’s workshop is optional for those who receive feedback on what they have completed

One or Two?

How broad/narrow is your topic?

Remember that your job is to offer information by organizing it DEDUCTIVELY (general -> specific)

If your topic is fairly general (e.g. “Syrian refugees in Canada”), have two paragraphs that first offer general information on the status of Syrian refugees, then provide more specific information on Syrian refugees in Canada

If your topic is more specific (e.g. “Income gap among middle-class visible minorities in the United States”), it may be sufficient to have one longer paragraph

Things to Remember

ALL information in the background paragraph should be RESEARCHED

Nothing should be directly quoted (=PARAPHRASES ONLY!)

Sources do not have to be introduced (citations are sufficient)

Component of the Background Paragraph #1: Definitions

Assume your readers know nothing about your topic

Begin with general definitions!

Topic Key Word (“fake news”)

Paragraph Key Words (“social media”, “bots”)

Remember to PARAPHRASE the definitions

Define terms that are closely tied to your OPINION/CONCEPT

How to Write Paraphrased Definitions

According to Wikipedia, the term ‘fake news’ is defined as “false or misleading information presented as news” (Wikipedia, 2021).

No need to introduce the evidence

Wikipedia should not be used as evidence

The information should NOT be directly quoted

…continued

Fake news can be defined as misinformation that disguises itself as factual, thereby misleading the readers to believe they have encountered actual news (Smith, 2021).

Information is paraphrased

Citation is inserted at the end

Evidence/source is NOT introduced

Factual Information

What are some facts surrounding the topic/issue at hand?

Statistics should be included in this section

Make sure they are related to the opinion/concept part of your thesis

Historical Events

Describe one or two RECENT events that put a spotlight on your topic/issue

“Syrian refugees in Canada”: the story of Marissa Chan

“Income Gap in the United States”: the recent controversy of female Hollywood stars being paid less than their male co-stars

“Academic Misconduct in Canada”: UBC students having to re-do their exam after it was discovered a majority of them had cheated on it

Summary

Aim to include at least THREE sources in your background paragraph

Minimum one source per section (e.g. definition, historical event, factual information)

Make sure to paraphrase everything!

Help the readers be informed! Include general, as well as specific, information related to your topic, opinion, and concept

In-Class Group Activity (Breakout Room)

We will be looking at a sample topic/thesis together. In 3 breakout rooms, we will each find pertinent information related to the background paragraph components.

Present Your Findings!

This Week

Complete Task #5

Begin writing your introductory paragraph & the background paragraph(s) into your Research Paper Draft PAGE on Wiki

ENGL 101:

Types of Evidence and Ladder of Abstraction

In Today’s Lesson

Discuss specific types of evidence

Introduce ‘ladder of abstraction’

Learn to designate types of sources to specific paragraph types: Breakout Room Exercise

Announcements

Research Paper: Due Saturday, March 26

Research Paper In-Class/Virtual Presentation: Monday & Wednesday, March 21 & 23

** You will be designated into two groups **

No classes on those days

Why a Ladder of Abstraction?

We want to write ‘deductive’ paragraphs (general – specific)

This applies to all types of paragraphs (introductory, background, body)

It is important to use specific types of evidence at the right time

Not All Evidence is Created Equal!

There are several types of evidence, including:

Expert Testimony

Statistics

Factual Information

Case Studies

Illustrative Examples

They each serve a specific purpose in a research paper

For example -

Background Paragraph

Definitions need to come from more ‘general’ sources

Historical events are more specific to the topic and would classify as case studies (down the ladder)

Factual information sits in between the two

Where to Find Specific Sources

Expert Testimony: Scholarly Articles

Statistics: Government or NGO websites

Factual Information: Everywhere!

Case Studies: Newspaper/magazine articles

Illustrative Examples: Newspaper/magazine articles

Breakout Room Exercise

You will be assigned a random partner for this exercise

In your group, assign each evidence into the right paragraph as demonstrated in the worksheet

This Week

Get started on task #6 (RP Planning Worksheet)

Due in two weeks (task #6 and #7 will be due on the same week)

Begin categorizing sources according to your roadmap

Next Class: Body Paragraph Pattern

Research Paper In-class Activity/Virtual Presentation: next Monday & Wednesday (March 21 & 23)

Research Paper: Body Paragraph Pattern

& a Discussion on Main vs. Supporting Evidence

Today’s Agenda

Introduce supporting evidence

Review body paragraph pattern

Go through a sample body paragraph

Announcements

Research Paper Virtual Presentation – ALL will be recorded and submitted by Wednesday, March 23 @ 11:59 pm PST

FIVE questions will be posted on Moodle by Friday; you may choose TWO to answer in a 3-minute presentation and submitted through Cloud Poodll

Next Monday & Wednesday – one-on-one progress meetings during class time

Please sign up (link in chat & Moodle) for this mandatory meeting

A New Type of Evidence

So far, we have only written body paragraphs with ‘direct quote’ evidence

Evidence is introduced with context “According to”

All evidence is quoted directly from the original text

The research paper will also require evidence that supports our discussions and explanations

These types of evidence are called “supporting evidence”

Main versus Supporting Evidence

SUPPORTING EVIDENCE

any other evidence used in the paragraph to demonstrate research skill (which increases trust in the information/argument) or agreement with the main evidence (additional evidence that “supports” the main evidence).

can be placed in the “explanation” and [second] “discussion” sections of the body paragraph

should always be paraphrased, it does not need to be introduced with context or credibility, but it must be cited according to the rules for APA citation

MAIN EVIDENCE

two pieces of evidence used in the paragraph to support the assertion and key words.

should be placed in the “evidence” sections of the body paragraph.

Introduce (with credibility/authority), Contextualize, Quote (the evidence as a DIRECT quotation), Cite (according to the correct rules for APA citation)

Remember the ICQC Rule!

Body Paragraph Pattern: A Review

Assertion

Explanation

Evidence #1

Discussion #1

Evidence #2

Discussion #2

Connection

Research Paper Body Paragraph Pattern

Assertion – State the main THESIS key word (opinion/concept) & the ROADMAP key word for the paragraph

Explanation – Explain what you mean by the ROADMAP key word (+ supporting evidence optional)

Evidence #1 – Introduce/Give/Cite your first MAIN evidence

Discussion #1 – 1) unpack the evidence 2) connect the dots between evidence and assertion

Evidence #2 – ICQC your second MAIN evidence

Discussion #2 – supporting evidence needed here (Paraphrase & cite)

Connection – summarize how the paragraph proved the assertion by restating the THESIS and ROADMAP key words

How many sources?

Introductory Paragraph = 1 source (hook)

Background Paragraph(s) = 3 – 4 sources (all paraphrased)

Body Paragraphs = 3 – 4 sources / paragraph x 4 = 12 – 16 sources

** 2 ‘main’ evidence & 1 – 2 ‘supporting’ evidence per body paragraph **

Total = 15 – 21 sources

Sample Paragraph: a Sentence-by-Sentence Analysis

Thesis: From a psychological perspective, the issue of fake news among the less educated in the United States requires the politicians to push for tougher laws because of its tendency to spread easily through social media through the following causes: the increasing number of fake news websites, a lack of vetting individuals of authority, one’s tendency of not questioning what is published, and the prominence of “bots”.

Assertion

Fake news in the United States has a tendency to spread easily through social media because of the increasing number of fake news websites.

Topic

Opinion/Concept ** Choose one to discuss

Roadmap/paragraph key word

Explanation

More specifically, there have been a dramatic increase in the creation of websites that mislead their readers through “clickbait” headlines in order to generate revenue through advertisements placed within them (Holan, 2018).

‘what do you mean’ by the roadmap key word?

Include supporting evidence here if desired

Evidence #1

For instance, according to Katherine Clayton, a Ph.D student in political studies at Stanford University, “The most viral false news articles were shared more on Facebook in the months prior to the [2016 presidential] election than the most widely shared mainstream news stories” (Clayton, et al., 2019, p. 1073).

Evidence is introduced with context (author’s credibility)

Evidence is directly quoted

Citation includes page numbers

Discussion #1

With this in mind, it is evident that various social media platforms, such as Facebook, play a vital role in spreading fake news among the general public. Because such articles are not fact-checked or vetted thoroughly by those who click and read them, the misinformation present in it can become known as fact.

1) discuss the evidence just quoted

2) “connect the dots” between the evidence and the assertion

Evidence #2

In addition, according to Thomas Smelter, a graduate student in psychological sciences at California State University, individuals who are exposed to fake news tend to trust it, as “[t]he presence of pictures and repeated exposure increased perceived accuracy” (Smelter & Calvillo, May 2020, p. 1061).

Make sure to use a transition phrase (‘in addition’) to introduce the second evidence

Introduce, Give, Cite

Discussion #2

Clearly, the prevalence of fake news websites that are shared widely in social media is having an impact on the ability of individuals to correctly judge the accuracy of their content. With a widespread of websites that promote sensational stories and their dramatic increase in the last ten years, the act of fact-checking becomes more crucial (Gillin, 2017).

- Use supporting evidence here (to support your assertion – paraphrase and cite!)

Connection

Therefore, the issue of fake news in the United States can be boiled down to the increase of fake news websites that are spread easily through social media.

Reiterate the thesis key words and the roadmap/paragraph key words

Final Pointers

Make sure to go through this list of things to include in your body paragraph as you are writing it

Gather your evidence and categorize them (see this week’s task)! This will make the writing process much easier

Exegesis Paper: Introduction

Lesson Objective

Definition of Exegesis

Exegesis Paper Assignment

Structure of the Bible & its Beliefs

Sample Exegesis: What We are Supposed to Do

Where We are & Where We are Going

28 Mar.

Exegesis Paper – Introductions

30 Mar.

Introduction & Thesis

4 Apr.

Background Components

6 Apr.

Body Paragraphs

11 Apr.

Final Exam & SETL

14 Apr.

Exegesis Paper

& Revised Paper Due

13 Apr.

Optional Progress Meeting (Class Time)

Research Paper

Those with late submissions and without a proper excuse will be deducted percentages according to the policy on the syllabus

(a few hours late is okay)

Submission box is now closed

All papers will be graded by the final exam date (April 11)

A Quick Survey

Please answer the poll on Zoom!

Definition of ‘Exegesis’

to critically interpret the meaning of text.

(a.k.a critical analysis)

Exegesis Paper Assignment

From the Old Testament:

The Story of Lot's Wife (Genesis 19:14 – 29)

The Story of Abraham's Servant (Genesis 24:1 - 27)

The Story of Moses delegating Elders (Exodus 18:1 - 27)

The Story of Samuel (1 Samuel 3:1 - 21)

From the New Testament:

Jesus Calming the Storm (Matthew 8:23 - 27)

The Calling of the First Disciples (Luke 5:1 - 11)

Blind Man Receiving Sight (John 9:1 - 34)

The Story of Stephen's Death (Acts 7:54 - 60)

Basic Christian Beliefs

The Bible is the word of God and it teaches humans how to live.

God has created the world and everything in it

Humans are not perfect and often choose to disobey God (=sin)

The result of disobeying God is death (=separation from God)

Jesus has bridged the gap between God and humans, thereby allowing humans to interact with God again

Who is Jesus?

Jesus lived during the time of the Roman Empire

Said to be the Son of God

Came to earth as a human being to show how to live

Saved humans from their sins by dying on the cross

Resurrected from death 3 days later

Sample Passage for Study: Matthew 14:13 – 21

13 When Jesus heard what had happened, he withdrew by boat privately to a solitary place. Hearing of this, the crowds followed him on foot from the towns. 14 When Jesus landed and saw a large crowd, he had compassion on them and healed their sick.

15 As evening approached, the disciples came to him and said, “This is a remote place, and it’s already getting late. Send the crowds away, so they can go to the villages and buy themselves some food.”

16 Jesus replied, “They do not need to go away. You give them something to eat.”

17 “We have here only five loaves of bread and two fish,” they answered.

18 “Bring them here to me,” he said. 19 And he directed the people to sit down on the grass. Taking the five loaves and the two fish and looking up to heaven, he gave thanks and broke the loaves. Then he gave them to the disciples, and the disciples gave them to the people. 20 They all ate and were satisfied, and the disciples picked up twelve basketfuls of broken pieces that were left over. 21 The number of those who ate was about five thousand men, besides women and children.

Steps of Exegesis

Understand the narrative! What are some of the important events that take place? Why do you think they are important?

Who are the characters? What are they like? How would you describe them?

What is the setting? Where does the story take place? When? Are these points important? Why?

What do you think the story is trying to communicate? What is its main message?

Breakout Room: 15 Minutes

Each breakout room will take one question and brainstorm ideas

Read through the story together (in whichever language you would like!): https://www.biblegateway.com/passage/?search=Matthew%2014&version=NIV

We will go through these ideas together in class on Wednesday

Go to: www.Biblegateway.com

Search Bar

Type in your biblical text(in English)

Click a parallel to compare languages

Chinese Contemporary Bible (Simplified) (CCB)

Read New International Version (NIV)

What to Do This Week

Read through each of the stories and choose one

** Note: Some stories are (a lot) shorter than others – this may pose more challenges!

Begin the first part of Task #8 as soon as possible

Exegesis Paper: Introduction & Thesis

Lesson Objective

A detailed look at the introductory paragraph

Thesis statement: thinking about the BIG IMPRESSION

Gathering Ideas for Exegesis/Close Reading

Sample Passage for Study: Matthew 14:13 – 21

16 Jesus replied, “They do not need to go away. You give them something to eat.”

17 “We have here only five loaves of bread and two fish,” they answered.

Starting at the Drawing Board

What happens in the story?

Who are the characters?

What is the setting?

What is the main lesson/takeaway?

What does “big impression” mean?

What is your KEY TAKEAWAY from this story?

What do you think is the MAIN IDEA/LESSON of the story?

What do you think the author of the story would want you to remember about the story?

Introductory Paragraph

1) Introductory sentence that focuses on the biblical story and connects it with the big impression

“The story of Jesus multiplying bread and fish for the multitude demonstrates that faith can allow one to…”

2) Purpose sentence that states the importance of understanding your BIG IMPRESSION:

“It is significant to study principles of faith from the Bible stories because …”

3) Thesis statement

Thesis Statement Format

[Biblical passage] demonstrates/reveals/highlights + BIG IMPRESSION + through the following events/characters: ________, ________, and ________.

Matthew 14:13 – 21 demonstrates the importance of having faith in God through the following events:

Other Possibilities?

Sample thesis key word: “humility of Jesus”

Others:

Servant leadership

Jesus’ followers as His representatives

A Note on Events vs. Characters

Focusing on events = each body paragraph will discuss a different event that happens in the story

e.g. 1) Jesus healing the sick 2) disciples’ conversation with Jesus…

Focusing on characters = each body paragraph focuses on a different character that is featured in the story

e.g. 1) Jesus 2) Crowds 3) Disciples…

Exegesis Paper Assignment Checklist (So Far)

Have you chosen your story?

Read through the story carefully and choose your big impression

Try to think of WHY you have chosen this key word – this will give you ideas about your roadmap key words

Complete Task #8

Exegesis Paper

Background Paragraph

Announcements

TOMORROW: A Special Seminar (see Moodle)

Last Class of the Semester: Friday, April 8

Final Exam: Monday, April 11

Optional Progress Meeting: Wednesday, April 13

Revised Paper & Exegesis Paper due: Thursday, April 14

No extensions are allowed on the final papers

Overview of an Exegesis Essay (1000 words)

Title page

Introduction

Background paragraph

3 Body Paragraphs

Conclusion

References

Background Paragraph: an Overview

Research when the book was written & the authorship.

Provide historical context & genre for readers to understand your Bible story.

Write a summary (2-3 sentences).

Do not use “direct quotes” but paraphrase the information with a citation.

Transition sentence: Use a synonym of your BIG IMPRESSION.

Genres within the Bible

What is “Genre”?

“a class or category of artistic endeavor having a particular form, content, technique, or the like” – (dictionary.com)

Specific type of text/literature/movie…

Genre in the Bible

Historical narrative: Genesis, Exodus (the first half)

The law: Exodus (the last half)

Wisdom literature: Proverbs, Job…

Gospel: Matthew, Mark, Luke, John

Acts of the Apostles: Acts

Letter: Romans, Galatians, Hebrews..

Parables: a short story that teaches a lesson (Jesus teaching his disciples)

Sample Background Information for Matthew 14

Research

Context: “When he heard what had happened” – the death of John the Baptist

Author: Matthew (Jesus’ disciple)

Genre: Gospel (or historical narrative or biography)

Background Information for Matthew 14

2) Summary (2 – 3 sentences only)

Use present tense: “The disciples are shocked to hear Jesus’ response for them to continue to take care of the crowd and its needs”

Paraphrase everything – no quoting anything from the Bible at this point

3) Transition Sentence (use a synonym of the thesis key word)

“Therefore, the story of the feeding of the multitude demonstrates the importance of trusting in Jesus”

Checklist

Authorship: you may want to mention debates on authorship

Date: why would the written date of the text matter?

Historical context: Anything of importance in what is written immediately before and after the story? Are we missing anything by just reading our passage?

Mention this in the summary part of the paragraph

Transition Sentence!

Body paragraphs

Paragraph Order:

Assertion – Explanation– Evidence 1 – Discussion 1 – Evidence 2 – Discussion 2 – Connection.

Explain how the Bible passages (Evidence) connect with your BIG IMPRESSION.

Analyze and explain the meaning of the biblical text in Discussion 1&2.

The evidence should ONLY come from the main biblical text (e.g. John 13)

General Body Paragraph Pattern

Assertion: Mention your key words (Thesis & Paragraph)

Explanation: Describe WHAT YOU MEAN by your paragraph key words

Evidence: 1) INTRODUCE your evidence 2) provide a DIRECT QUOTE of the evidence, and 3) end with a CITATION of the Bible

Discussion: Explain 1) your evidence in detail, and 2) ‘Connect the Dots’

Evidence #2

Discussion #2

Connection: End the paragraph by mentioning the key words again (Thesis & Paragraph)

Looking Ahead

Begin Task #9 as soon as possible and begin writing the paper (introductory & background paragraphs)

Final Exam: Next Monday (April 11)

Exegesis Paper (& the Revised Paper): Due Thursday, April 14 @ 11:59 pm PST

Exegesis paper: body paragraph pattern

Today, we will…

Go through a sample body paragraph

Discuss the concluding paragraph

Final Exam Review

Body paragraphs

Paragraph Order:

Assertion – Explanation– Evidence 1 – Discussion 1 – Evidence 2 – Discussion 2 – Connection.

Explain how the Bible passages (Evidence) connect with your BIG IMPRESSION.

Analyze and explain the meaning of the biblical text in Discussion 1&2.

The evidence should ONLY come from the main biblical text (e.g. Matthew 14)

General Body Paragraph Pattern

Assertion: Mention your key words (Thesis & Paragraph)

Explanation: Describe WHAT YOU MEAN by your paragraph key words

Evidence: 1) INTRODUCE your evidence 2) provide a DIRECT QUOTE of the evidence, and 3) end with a CITATION of the Bible

Discussion: Explain 1) your evidence in detail, and 2) ‘Connect the Dots’

Evidence #2

Discussion #2

Connection: End the paragraph by mentioning the key words again (Thesis & Paragraph)

Remember the Story of Matthew 14: The feeding of the multitude

Find the ‘key points’ behind your Big Impression by doing a CLOSE READING of the text

e.g. ‘faith in Jesus’ as the Big Impression

Where in the text can we glimpse the importance of having faith in Jesus?

Ask Yourself

What kind of ‘scenes’ do we have in this story?

Why does the author focus on these particular scenes?

The story hints that Jesus withdraws to mourn the death of John the Baptist, but…

“Hearing of this, the crowds followed him on foot from the towns” (Matthew 14:13 NIV)

* We see the crowd taking the long way on foot to follow Jesus. Why?

A Sentence-by-Sentence Analysis: Assertion Sentence

Assertion: Include the THESIS KEY WORD (=Big Impression) and the PARAGRAPH KEY WORD (=character or event)

E.g. The importance of having faith in Jesus is revealed through the reaction of the crowd.

Having faith in Jesus = THESIS KEY WORD (or Big Impression)

The reaction of the crowd = PARAGRAPH KEY WORD

Explanation Sentence

“What do you mean” by the paragraph key word?

E.g. Describe what you mean by “THE REACTION OF THE CROWD”

– More specifically, while it is not clear the crowd is aware of the reason for Jesus’ withdrawal from his ministry, they demonstrate a sense of desperation in following him by foot to where he goes.

Use appropriate transition phrase: “In more detail” or “More specifically”

Evidence Sentence

First, introduce the book/author/context by beginning the sentence:

e.g. In the Gospel of Matthew, Jesus sees the large crowd waiting for Him when He reaches shore.

Quote the passage from the Bible with a proper citation:

…”When Jesus landed and saw a large crowd, he had compassion on them and healed their sick” (Matthew 14:14 NIV).

Discussion Sentence

Sentence #1: What did we just read?

Describe the scene as mentioned in the quote and explain why the quote is significant.

Use specific words from the quote as needed.

Begin with a transition word/phrase, such as “With this in mind” or “Clearly”

E.g. With this in mind, in “the large crowd”, it is clear that the great number of people trusts in Jesus’ ability to bring about a significant change in their lives.

Sentence #2: Why is this quote relevant?

Connect the dots – connect the idea presented in the quote with the big impression

E.g. This indicates that the crowd has developed a deep sense of faith in Jesus, which prompts Him to have compassion on them and heal them even though He desires to mourn the death of John the Baptist on His own.

Second Evidence Sentence

Using the same format as the first evidence sentence, introduce the second quote

Make sure the quote is also related to the BIG IMPRESSION & THE PARAGRAPH KEY WORD (e.g. “Faith in Jesus” and “Reaction of the crowd”)

In addition, the crowd is quick to follow Jesus’ directions even when they do not know what is going to happen. When the end of the day draws near, instead of dismissing the crowd, Jesus, “direct[s] the people to sit down on the grass” (Matthew 14:19 NIV).

Second Discussion Sentence

The same rule applies: 1) Describe the quote 2) Connect the dots and explain why the quote is relevant to the big impression

1) Clearly, just as the disciples hint at Jesus, the crowd also would have been exhausted and hungry after walking for several hours to find Him. 2) However, it is their faith in Him that follows His directions, even the odd request to have them sit down on the grass when it is clear that it is time for them to go and find food on their own. **3) The story is evident in its emphasis; faith in Jesus plays a significant role in bringing about change in the lives of the people.

Connection Sentence

Complete your paragraph by indicating your big impression and the paragraph key word

Therefore, Matthew 14 reveals the importance of having faith in Jesus through the reaction of the crowd to Jesus.

Conclusion

Add a transition word to begin the paragraph.

Summarize the key words (Big impression and roadmap) and what the paragraph has discussed.

Add modern application or a personal reflection at the end.

Application

Option 1: modern application

- Explain how the story is relevant for Christians in modern society.

(ex: This story is relevant for Christians today because….)

Option 2: personal reflection

-Explain how the story is related to your own life.

-Use I/me/my to refer the personal application, but NOT you/we/our/us)

(ex: This story is relevant for myself because…)

Final Exam Review

THREE PROMPTS = THREE WRITING EXERCISES (E.G. PARAGRAPHS)

EACH PROMPT WILL TEST YOUR KNOWLEDGE OF THE MAJOR ASSIGNMENTS

ARTICLE REVIEW

RESEARCH PAPER

EXEGESIS PAPER

ARTICLE REVIEW

EVALUATIVE CRITERIA (MEOW)

CREDIBILITY OF THE AUTHOR (3 Es)

BODY PARAGRAPH PATTERN THAT FOCUSES ON EVALUATIVE LANGUAGE

RESEARCH PAPER

PTOCR

BACKGROUND PARAGRAPH COMPONENTS

BODY PARAGRAPH PATTERN

EVIDENCE TYPES

LADDER OF ABSTRACTION

MAIN VS. SUPPORTING EVIDENCE

EXEGESIS PAPER

CLOSE READING

BIG IMPRESSION KEY WORDS

APPLICATION – PERSONAL VS. SOCIAL

FRIDAY

LAST WORKSHOP OF THE SEMESTER! TASK #9

ENGL 101:

Research Paper: Policy & Overview

Today’s Class

Research Paper Module: Introductions & Policies

Overview

A Few Words about Evidence

Task #4

Welcome Back!

Go to www.menti.com and use code 1107 7204 to answer our icebreaker question of the week!

Announcements

Your Article Review papers will be graded in 2 – 3 weeks

I may request a meeting to discuss your paper

Research Paper Assignment

Topic will be based on a specific demographic group (see assignment instructions on Moodle)

Minimum Word Count: 2000

A total of 7 – 8 paragraphs (Introduction, Background x 2, Body x 4, Conclusion)

Minimum 15 sources

Policies on the Due Date

The due date for the Research Paper Assignment is firm. Barring extenuating circumstances, any student handing in their assignment after this date will receive a failing grade, no exceptions.

Policies on Drafts

This is a big assignment that requires at least 15-20 sources. You will be required to demonstrate that you are doing all the work yourself by writing into the Wiki page draft file. Any student handing in work without drafting will receive a failing grade on the assignment.

Policies on Learning Coach Appointments

Please ensure that you are meeting with your learning coach on a weekly basis to go through the tasks as they will be instrumental in your success.

Policies on Plagiarism

1) Copying materials without proper citations or references – If a student’s work is found to have sentences or phrases from outside sources without a proper citation or quotation marks, there will be deductions applied to the overall grade, up to a maximum of 30%.

2) If the instructor doubts the origin of the submitted work or it is apparent that the student’s submitted work does not reflect his/her actual writing ability, then an attempt will first be made to contact the student. If the student’s explanation is not sufficient or if there is no answer from the student, either no grade will be awarded for the assignment OR the student will receive a zero for the assignment.

3) It is crucial that you follow the instructions as outlined in the video lectures and the synchronous classes. Any submission that does not follow the instructions will automatically be considered as plagiarized and a Record of Academic Misconduct will be submitted to the University.

Overview of the Paper

In the paper, you will be formulating your own OPINION about your chosen topic based on the CONCEPTS you will learn from the research you conduct on the topic

Once you have come up with your unique opinion about the topic, cast your net to find sources that will help support it

The Research Paper Proposal Task (#4) is the starting point for this

Types of Sources to Explore

Books (including e-books)

Scholarly Articles (from the TWU Library Database)

Newspaper/Magazine Articles (from search engines – make sure to use proper key words in your search and to find recent articles)

Government/NGO Websites (especially useful for statistics)

Blogs (make sure the author is a credible one)

Evidence

Appropriate Evidence in a Research Paper:

Is from a reputable/credible source

Recent and relevant (published within 15 years)

Fits the topic and the perspective you are exploring

Inappropriate Evidence:

Hearsay/popular claims

Quotes from ‘famous’ people or those whose knowledge is outside the topic

An Example of Inappropriate Evidence

Making ‘The Revenant’ was about man’s relationship to the natural world, the world that we collectively felt in 2015 as the hottest year in reported history — our production needed to move to the southern tip of this planet just to be able to find snow. Climate change is real. It is happening right now. It’s the most urgent threat facing our entire species and we need to work collectively together and stop procrastinating.

What to Do Next

Begin answering questions on task #4 to hash out a more specific topic for your Research Paper

Start exploring! Find a variety of sources on your topic and begin compiling them

Begin thinking about “so what” – now that you have a little more awareness about your research topic, what do YOU think?

Brace yourself – this is a big assignment for a reason.