history

INDEX OF TEMPLATES

INTRODUCING WHAT “THEY SAY”

A number of sociologists have recently suggested that X’s work has several

fundamental problems.

It has become common today to dismiss X’s contribution to the field of sociology.

In their recent work, Y and Z have offered harsh critiques of Dr. X for _________.

INTRODUCING “STANDARD VIEWS”

Americans tend to believe that __________.

Conventional wisdom has it that __________.

Common sense seems to dictate that __________.

The standard way of thinking about Topic X has it that __________.

It is often said that __________.

My whole life I have heard it said that __________.

You would think that __________.

Many people assumed that __________.

MAKING WHAT “THEY SAY” SOMETHING YOU SAY

I’ve always believed that __________.

When I was a child, I used to think that __________.

Although I should know better by now, I cannot help thinking that _________.

At the same time that I believe __________, I also believe __________.

INTRODUCING SOMETHING IMPLIED OR ASSUMED

Although none of them has ever said so directly, my teachers have often given me

the impression that __________.

One implication of X’s treatment of __________ is that __________.

Although X does not say so directly, she apparently assumes that __________.

INTRODUCING AN ONGOING DEBATE

In discussions of X, one controversial issue has been __________. On the one

hand, __________ argues __________. On the other hand, __________

contends __________. Others even maintain __________. My own view is

__________.

When it comes to the topic of __________, most of us will readily agree that

__________. Where this agreement usually ends, however, is on the question of

__________. Whereas some are convinced that __________, others maintain that

__________.

In conclusion, then, as I suggested earlier, defenders of __________ can’t have it

both ways. Their assertion that __________ is contradicted by their claim that

__________.

CAPTURING AUTHORIAL ACTION

X acknowledges that __________.

X agrees that __________.

X argues that __________.

X believes that __________.

X denies/does not deny that _____.

X claims that __________.

X complains that __________.

X concedes that __________.

X demonstrates that __________.

X deplores the tendency to ______.

X celebrates the fact that ________.

X emphasizes that __________.

X insists that __________.

X observes that __________.

X questions that __________.

X refuses the claim that ________.

X reminds us that __________.

X suggests that __________.

X urges us to __________.

INTRODUCING QUOTATIONS

X states, “__________.”

As the prominent philosopher X puts it, “__________.”

According to X, “__________.”

X herself writes, “__________.”

In his book, __________, X maintains that “__________.”

In X’s view, “__________.”

X agrees/disagrees when she writes, “__________.”

X complicates matters further when he writes, “__________.”

EXPLAINING QUOTATIONS

Basically, X is saying __________.

In other words, X believes __________.

In making this comment, X argues that __________.

X is insisting that __________.

X’s point is that __________.

The essence of X’s argument is that __________.

DISAGREEING, WITH REASONS

I think X is mistaken because she overlooks __________.

X’s claim that __________ rests upon the questionable assumption that

__________.

I disagree with X’s view that __________ because, as recent research has shown,

__________.

X contradicts himself. On the one hand, he argues __________. But on the other

hand, he also says __________.

By focusing on __________, X overlooks the deeper problem of __________.

X claims __________, but we don’t need him to tell us that. Anyone familiar with

__________ has long known that __________.

AGREEING—WITH A DIFFERENCE

I agree that __________ because my experience __________ confirms it.

X surely is right about __________ because, as she may not be aware, recent studies

have shown that __________.

X’s theory of __________ is extremely useful because it sheds insight on the

difficult problem of __________.

I agree that __________, a point that needs emphasizing since so many people

believe __________.

Those unfamiliar with this school of thought may be interested to know that it

basically boils down to __________.

If group X is right that __________, as I think they are, then we need to reassess

the popular assumption that __________.

AGREEING AND DISAGREEING SIMULTANEOUSLY

Although I agree with X up to a point, I cannot accept his overall conclusion that

__________.

Although I disagree with much that X says, I fully endorse his final conclusion that

__________.

Though I concede that __________, I still insist that __________.

Whereas X provides ample evidence that __________, Y and Z’s research on

__________ and __________ convinces me that __________ instead.

X is right that __________, but she seems on more dubious ground when she

claims that __________.

While X is probably wrong when she claims that __________, she is right that

__________.

I’m of two minds about X’s claim that __________. On the one hand, I agree that

__________. On the other hand, I’m not sure if __________.

My feelings on the issue are mixed. I do support X’s position that __________, but

I find Y’s argument about __________ and Z’s research on __________ to be

equally persuasive.

SIGNALING WHO IS SAYING WHAT

X argues __________.

According to both X and Y, __________.

Politicians __________, X argues, should __________.

Most athletes will tell you that __________.

My own view, however, is that __________.

I agree, as X may not realize, that __________.

But __________ are real and, arguably, the most significant factor in __________.

But X is wrong that __________.

However, it is simply not true that __________.

Indeed, it is highly likely that __________.

But the view that __________ does not fit all the facts.

X is right/wrong that __________.

X is both right and wrong that __________.

Yet a sober analysis of the matter reveals __________.

Nevertheless, new research shows __________.

Anyone familiar with __________ should see that __________.

EMBEDDING VOICE MARKERS

X overlooks what I consider an important point about __________.

My own view is that what X insists is a __________ is in fact a __________.

I wholeheartedly endorse what X calls __________.

These conclusions, which X discusses in __________, add weight to the argument

that __________.

ENTERTAINING OBJECTIONS

Yet some readers may challenge the view that __________. After all, many believe

__________. Indeed, my own argument that __________ seems to ignore

__________ and __________.

Of course, many will probably disagree with this assertion that __________.

NAMING YOUR NAYSAYERS

Here many feminists would probably object that __________.

But social Darwinists would certainly take issue with the argument that __________.

Biologists, of course, may want to dispute my claim that __________.

Nevertheless, both followers and critics of Malcolm X will probably dispute my claim

that __________.

Although not all Christians think alike, some of them will probably dispute my

claim that __________.

Non-native English speakers are so diverse in their views that it’s hard to generalize

about them, but some are likely to object on the grounds that __________.

MAKING CONCESSIONS WHILE STILL STANDING YOUR GROUND

Although I grant that __________, I still maintain that __________.

Proponents of X are right to argue that __________. But they exaggerate when they

claim that __________.

While it is true that __________, it does not necessarily follow that __________.

On the one hand, I agree with X that __________. But on the other hand, I still

insist that __________.

INDICATING WHO CARES

__________ used to think __________. But recently [or within the past few

decades] __________ suggests that __________.

What this new research does, then, is correct the mistaken impression, held by

many earlier researchers, that __________.

These findings challenge the work of earlier researchers, who tended to assume that

__________.

Recent studies like these shed new light on __________, which previous studies

had not addressed.

Researchers have long assumed that __________. For instance, one eminent

scholar of cell biology, __________, assumed in __________, her seminal work on

cell structures and functions, that fat cells __________. As __________ herself put

it, “__________” (200-). Another leading scientist, __________, argued that fat

cells “__________” (200-). Ultimately, when it came to the nature of fat, the basic

assumption was that __________.

But a new body of research shows that fat cells are far more complex and

that __________.

If sports enthusiasts stopped to think about it, many of them might simply assume

that the most successful athletes __________. However, new research shows

__________.

These findings challenge dieters’ common assumptions that __________.

At first glance, teenagers appear to__________. But on closer inspection

__________.

ESTABLISHING WHY YOUR CLAIMS MATTER

X matters/is important because __________.

Although X may seem trivial, it is in fact crucial in terms of today’s concern over

__________.

Ultimately, what is at stake here is __________.

These findings have important consequences for the broader domain of

__________.

My discussion of X is in fact addressing the larger matter of __________.

These conclusions/This discovery will have significant applications in __________

as well as in __________.

Although X may seem of concern to only a small group of __________, it should

in fact concern anyone who cares about __________.

From “They Say/I Say”: The Moves That Matter in Academic Writing, by Gerald Graff and Cathy Birkenstein. W.W. Norton & Company: New York, 2006.

COMMONLY USED TRANSITIONS Cause and Effect accordingly as a result consequently hence

it follows, then since so then

therefore thus

Conclusion as a result consequently hence in conclusion, then in short

in sum, then it follows, then so the upshot of all this

is that

therefore thus to sum up to summarize

Comparison along the same lines in the same way

likewise similarly

Contrast although but by contrast conversely despite the fact that even though

however in contrast nevertheless nonetheless on the contrary on the other hand

regardless whereas while yet

Addition also and besides

furthermore in addition in fact

indeed moreover so too

Concession admittedly although it is true that granted

I concede that of course naturally

to be sure

Example after all as an illustration consider

for example for instance specifically

to take a case in point

Elaboration actually by extension in short

that is in other words to put it another way

to put it bluntly to put it succinctly ultimately

From “They Say/I Say”: The Moves That Matter in Academic Writing, by Gerald Graff and Cathy Birkenstein. W.W. Norton & Company: New York, 2006.

1A essay prompt unit 4 (research essay work force) (1).docx

English 1A Ms. Cano

Essay #4: Research Essay (Work Force)

Writing Task:

Write a research based argumentative essay on a specific topic of your choosing regarding today’s work force.

Possible Topics:

discriminatory hiring practices wage inequality wage stagnation labor unions raising the minimum wage trends in a current career

Guidelines:

· Essay must be argumentative. It is not a summary or a report. Use the They Say, I Say templates on Canvas for tips on argumentative writing.

· Write a problem/solution essay or an argument of evaluation essay. The problem/solution essay will focus on a current problem in today’s workforce. The argument of evaluation essay will focus on a current career.

Note: Other kinds of argument essays on a topic regarding the work force will be accepted with instructor’s approval.

· 7-10 pages in length. This requirement does not include the Works Cited page, which is also required.

· Follow MLA format guidelines. Use A Writer’s Reference and the library handout for assistance.

· Use at least seven documented scholarly sources. The majority of these must come from the library database.

Introduction:

· Enter the reader into an academic conversation regarding the topic.

· Provide a brief overview of what the essay will be about. Unlike previous essays, do not introduce all of the sources that you will be discussing. This will overwhelm the reader!

· End with a thesis statement that clearly contains the essay’s main argument.

Body:

· Follow the three part argument structure.

· Use the body of the essay to support your thesis statement.

· Each topic sentence should introduce the main idea of its paragraph.

· Each topic sentence should relate to the thesis statement.

· Use details and examples from the readings to support your topic sentences.

· Use the quotation sandwich method when integrating quotations.

· Provide the reader with adequate context. The reader should have a working grasp of what your sources are saying and why you are using them. Learning in the Key of Life is an excellent example of how to do this.

Conclusion: What should the reader understand now that they have read your essay?

Due dates:

1) Research essay abstract (1-2 pages) posted on Canvas: 4/2

2) Rough draft (minimum two complete pages) posted on Canvas: 4/9

3) Final draft early submission (will qualify for revision): 4/21

4) Final draft official submission (no revisions): 4/28

5) Last possible day to turn in essay (with grade reduction): 4/30

*No essays will receive credit after 4/30*

Rubric: 50 Points

(staple underneath final draft or essay will not be graded)

Response to prompt/topic 1 2 3 4 5

Thesis and Support 1 2 3 4 5

Organization 1 2 3 4 5

Use of examples 1 2 3 4 5

Language usage 1 2 3 4 5

Mechanics, grammar usage 1 2 3 4 5

Quality of research 1 2 3 4 5

MLA formatting (including works cited page and in text citations) 1 2 3 4 5