Starting Your Research Paper: Part One Rough Draft

I would like to take some time to discuss how to begin writing your research paper.  Because this is a longer piece of writing than you are used to, it might seem a bit daunting or intimidating at first. Please remember that it is merely your effort to educate your audience about a topic you now understand. As long as you have found some quality sources and learned some basic information about your topic, you will be more than capable of creating a clear, well-organized first draft.

Here are some suggestions for getting started and a brief description of the process you should go through to help articulate your ideas.

1. Make sure you have information to address all of the topics of discussion in part one.  Refer to the assignment sheet as you read and keep track of which information comes from which sources. As you progress, you may find that you need to do some additional research to "fill in the blanks" and make sure you are addressing all required topics.

2. Take notes / write down where you find specific examples, facts, case studies, expert opinions, etc. that address the different topics in part one. If your source is electronic (online) you will probably want to have a print version to read and mark. Don't try to just remember what your articles say -- a written record, note cards, post-its, etc. will help you recall the relevance/significance of different sources as you write.

3. How to begin? You may start your paper with a traditional introductory paragraph -- establish a hook, transition with the significance of this general discussion, provide a thesis, and then present an overview of the general structure of your paper.  for examples, if I were to write about human rights violations associated with drug trafficking, I might want to include the following in my intro paragraph:
--The hook could be a case study. I could take two or three sentences--or even a brief paragraph--to describe the concrete problems faced by an individual victim of this HR abuse
--My transition sentence would make a connection between this specific example and the broad pattern of HR problems to be discussed in the paper
--My thesis would clearly state why people need to know about the issue and why it is significant to contemporary lives; it might also call for action to end or mitigate the effects of the HR violation
--My overview would raise the three-part structure of the paper.

4. As you develop the body of part one, make sure you attend to the basic organization of the discussion.  Address all of the topics called for in the assignment. However, you do not need to keep the same order. In fact, in some cases you might be discussing more than one of the required topics at a time. As you develop your draft

King Lear Corrections

If you wish to improve your grade (and your writing!) on the King Lear analysis essay, do the following:

Read the comments I made to the intro paragraph and the first two body paragraphs of the essay. 

Select the body paragraph that needs the most help.

This next part should probably be done in a separate document 

Rewrite your intro and the selected body paragraph, keeping in mind the comments I made

As you rewrite, highlight the changes you made, and explain how these changes addressed the various comments I put on the intro and paragraph. You should make sure to address all of the problems that were marked. If you end up completely rephrasing a sentence or changing a passage, you still need to explain how this change fixed the problems I identified.

These corrections are due one week from today.  No additional work from this essay will be accepted after this final submission date.

Multiple Choice Test Corrections

If you have incorrect answers on the MC test, you may recover credit for each wrong item by submitting a correction.  

Each correction must clearly, accurately, and fully explain what the correct answer is and what specifically about the question, text, and response makes it the right answer. When I read the answer, I should be able to understand your meaning without referring to the text. 
Here's an example:

#4. The author uses the phrase :On the same ground" (lines 12-13) to set up a comparison between 
(B) conceptually powerful writers and exemplary educators

When we answer this question, we will want to find evidence from the text showing discussion or writers and educators addressed by the phrase on lines 12-13, and then explain how they are being compared.

The author begins by describing  "effective educators" (6) who "bring into activity the feelings and sympathies that must issue in noble action" (11-12), and then "On the same ground" describes "effective writers" (13-14) who "rouse in others the activities that must issue in discovery" (18-19). These descriptions compare the skill effective educators and writers have in fostering the mental conditions that result in discovery, rather than merely feeding information to the reader or student.

• All test corrections must be done in class or during PACK time.
• All work must be your own. Sharing responses or dividing responsibility for work defeats the purpose of the test corrections assignment. Assignments showing unauthorized collaboration will receive zero credit for the entire assignment.
• Completion of a response is not a guarantee of credit retrieval. Responses will be graded rigorously.

Writing Prompt: Resistance, Rebellion, and Violence in the Face of Oppression

First, let's take a moment to identify the actions Winston and Julia are willing to take in order to support their cause.
-Attacks on children
-Sabotage that might lead to hundreds of deaths
-Distribution of addictive drugs
-Suicide
-Change in identity

Then, take a moment to the actions of the government that they are trying to overthrow
-Bombing civilian populations
-Manipulating human emotions
-Turning children against their parents
-Constant surveillance
-Deprivation of beauty, joy, quality
-Basing the government on a platform of lies
-Murder, Torture

Question 1: Are Winston's and Julia's commitments justified in this context?

Question 2: Are these actions ever warranted in real life?

Please bring these paragraphs to class ready for discussion on Thursday, March 6th

1984 New Concepts Presentations

Tomorrow, your group will be making a brief presentation to the rest of the class regarding the conclusions you have reached about your "Orwellian" concept.

The purpose of the presentation is NOT to simply read the poster you have made; if people want detailed support in understanding the concept, they can read your work -- that's what it's for.

Instead, your goal is to communicate the significance of the concept to the themes of the novel and its importance to understanding the meaning of Orwell's work. The author created this brand new, fictional concept so that he could draw attention to something extremely important about how societies worked at the time -- and how they might work in the future.

As you present,

1. Begin by defining the term. (This is the part you can read out loud)

2. Next, each person needs to explain a way in which the concept supports our understanding of the novel or its themes. People can give examples and evidence of:
A.  how this concept gives insight into the way government exerts its power
B.  how this concept shows (or implies) the potential power of the individual
C.  how this gives insight into the internal struggles faced by people in authoritarian societies
D.  how this describes the external conflicts and limitations faced by people in authoritarian societies

EACH PERSON JUST PICKS ONE.

Here is an example of what might be presented:

DUCKSPEAK is, literally, speaking in a way reminiscent of the quacking of a duck. This is a metaphor for the incessant parroting of loyal party propaganda without conscious thought. 

A. At one point, Winston sees a man engaged in dusckspeak and realizes that the man is not a "real human being but some kind of dummy." Orwell is using this idea to show that authoritarian governments use communication not as a way of expressing ideas and encouraging thought, but as a way to demonstrate and demand obedience. They don't want you to think -- they want you to conform.

How will you be evaluated?

1. To what extent are you prepared to present your ideas to the class? are you clear, fluent, and organized?
2. To what extent to you demonstrate understanding of the use of the idea in the novel?
3. Do you provide a clear, accurate, individual insight into the novel's themes or conflicts?

Two Paragraph Journal Write for Part Two of 1984

In Part Two Chapter 1, Julia slips Winston a piece of paper...
On it was written, in a large unformed handwriting, "I Love You."
Given the totalitarian nature of Winston's society, there are significant implications for this seemingly minor event. Today, respond to this event in two paragraphs:
Option One:
Paragraph 1: How does this change the external conflicts faced by Winston? What are the implications for his safety, behavior, and focus of attention?
Paragraph 2: How does this change the internal conflicts faced by Winston?
Option Two:
Paragraph 1: How does this relationship strengthen Winston in his struggle against The Party? What additional resources / power does this personal connection give him?
Paragraph 2: How could this relationship hinder Winston's struggle against The Party?
FINALLY, Conclude your discussion with a sentence or two summarizing the change initiated by the passing of this note.

1984 New Concepts Group Work

Form a group of three.

With your group, complete the following:

1. Select a new concept to discuss

2. Identify three quotes from the novel that describe the use of the idea. Try to select passages that demontstrate the significance of the concept, not just a definition.

Areas of focus for reading assignment -- finishing Part One

As you finish Part One of 1984, Please focus on the following:

What external conflicts are occurring in the story? How do these parallel the internal conflicts we have already discussed?

Try to establish a comprehensive list of the new concepts developed by Orwell in this story. Try to restrict your identification to the ideas that are truly new inventions -- with new terms. For example, the use of propaganda may be different or more extreme in Oceana, but propaganda itself is nothing new. However, Newspeak is an invented term for an invented idea.

Let's list these issues here:

Internal Conflicts for 1984 Period 4

Winston's Internal Conflicts:

• Fear, worry, paranoia - thought police, living conditions, turned in by others
• Struggles with fact of constant observation and the consequent lack of privacy and individuality
• Constant internal self-monitoring and struggle to avoid being noticed and to conform
• Struggles to know what is real - quest for the truth (attempt to remember his past)
• Misogyny (dislike of or prejudice towards women)

1984 Ch. 1-5 Internal Conflicts

Because of the strict control the government has over society, many of the conflicts that occur in this novel are internal. The feelings, decisions, and struggles of Winston may not play out in dramatic confrontations with others, but these conflicts can still be used by the author to develop plot, character, and theme.

Begin your discussion by identifying some of the internal conflicts occurring in the story. Then, consider some of the issues relevant to the conflict, such as causes, effects, or solutions.  We will work together to develop these ideas, but try to identify four or five significant internal conflicts developed in the novel so far.

Internal conflict  

Causes?

Effects?

Solutions?

1984 Ch. 1,2 Mood Paragraph

In your previous assignment, you identified several elements introduced in the first two chapters that help establish the mood of 1984.

NOW, you are going to use those observations and synthesize a paragraph that makes a general characterization about the mood of the story and supports it with evidence and analysis.

*When synthesizing, you take the individual elements you have discussed and make them work together to coherently support a single perspective.

Your prompt: How does Orwell establish the emotional setting of his fictional society in the first two chapters of 1984?

TS: HOW does the author do it? Use this single sentence to make a claim about the author’s craft. Does he use word choice? Imagery? Characterization? New concepts? More than one of these? You don’t need to identify or describe the tone at this point -- do that in the body and at the conclusion of your paragraph.

Evidence 1 These are the

Analysis   1 sentences that

Evidence  2 you completed on

Analysis   2 Thursday and Friday.

Evidence  3 Make sure to include

Analysis   3 transition words and phrases.

CS: Provide a single conclusion sentence about the mood established in the book.

*What feelings are the result of this authoritarian dystopia?

or

*What does this show about human nature or government power?

or

*How does this establish conflicts, characterization, or foreshadowing for the rest of the novel?

or

*How is this relevant to society in real life? You could refer to your human rights project

Don’t try to answer them all -- this is a single concluding sentence.

Mood Assignment for 1984 Chapter 1

Mood: The atmosphere or emotional experience associated with the setting and events in a narrative. Mood is used by an author to establish pathos, an emotional experience or identification with the characters involved in the conflict.

In the first Chapter of 1984, we see mood established by Orwell in several ways, including
1. Connotative Diction: The author chooses words that convey emotional impressions in addition to the literal description of the setting
2. Creation of New Concepts: The author creates details (ones not part of real life) that inform the reader of the type of society experienced by Winston...and the feelings associated with it.
3. Description of Winston's thoughts, feelings, and reactions to his environment.

Here is the task for today:
Select:
a. One example of connotative diction  AND
b. One example of a new idea introduced by Orwell AND
c. One example of Winston's thoughts, feelings, or actions
 FOR EACH,
Sentence 1: Identify the passage and explain that one of the 3 strategies is being used to establish a specific mood.
Sentence 2: Explain how the use of this specific word choice or concept in this context makes this mood apparent


Here's an example:
Orwell establishes a atmosphere of impending evil as Winston seeks to escape the "vile wind" by entering Victory Mansions.

This word choice describes the physical discomfort caused by the wind, but also implies a alternate meaning, suggesting that the atmosphere surrounding Winston is "morally despicable or abhorrent." 

Hard part of analysis: explaining how you reached your conclusion

The Power of an Individual vs. The Power of Society Responses

What sources of strength can an individual call upon to fight against oppression?
Mass movement
Using the law - Constitutional rights
Boycott economic activity
Power in numbers - refuse to participate in/contribute to injustice
Something-a cause- to believe in
Free Press
Wisdom
Smart risks
Foreign Support
Supporters - others to stand with you
Freedom of speech to persuade others
Hide - seek refuge
Strike - refuse to contribute
Unions (of work)
Threats/violence
Kill/die for cause
Hostages
Terror
Symbols
Religion
Hope
Warfare (guerrilla)
Justice
Sacrifice
Determination
Family
Friends
Knowing that others feel/are going through the same
Peace
Contentment
Thoughts of the future
Confidence
Pleasure
Faith
The past (memories)
Art
Beauty
Opportunity
Love
Memories
Weapons
Anger/rage
Joy
Drugs
Inspiration

Journal Response: The Power of an Individual vs. The Power of Society

In the face of government repression and injustice, what can one person do in order to fight for freedom, peace, and a decent life?

What do we have -- and what do we need -- in order to change an unjust society?

What sources of strength can an individual call upon?

Human Rights Paper Work for 2/17-19

Step One: Correctly transfer your properly formatted annotated bibliography wot the document I provided in Workspace.

Step Two: Find two more sources, and then add them to your annotated bib., making sure to 

• Alphabetize
• Cite Correctly
• Provide clear description of credibility, relevance, and content

Step Three: Work on your research! 

Use the document I provided to identify, describe, and give evidence for the various human rights violations involved in your issue.Remember: you aren't writing in paragraph format yet, but you are

• Providing an abundance of facts and evidence
• Describing these issues in your own words
• Citing the sources of information.

General Human Rights Links

Here are some websites that have links to a wide variety of human rights issues and resources. Please use them to help you identify a human rights issue for your research paper.


Amnesty International Topics Page
Human Rights.Gov Issues Page
Human Rights Watch
Human Rights First
The UN Office for the High Commissioner for Human Rights: Human Rights Topics Page
The University of Minnesota Human Rights Library

Annotated Bibliography for Research Papers

Today, we will be working with finding additional sources for our research papers.

First, find three sources that meet the guidelines we identified. 

• One needs to be an article from a newspaper, magazine, or journal 
• Periodical publications create new content on a regular basis; they are not intended to store basic content over time.
• One needs to be a website of an organization dealing with this issue
• Semi-permanent source of information on the topic. These generally have introductory material supplemented with coverage of recent developments or publication of research reports
• One needs to be a report or document (government, research, ngo)

Next, create an MLA format bibliographic citation of each source. 

• You may refer to MLA writing guides at the Purdue Online Writing Lab or the University of Wisconsin-Madison
• You can refer to this image  or this page to format your works cited page .

Then, in the annotations section of the citation, describe

1. The professional or personal credibility of your source
2. The type of evidence or information provided by the source
3. How this info. is relevant to your discussion

Writing Concluding Paragraphs

Once the essay's argument has been presented, the author needs to come to a conclusion that completes, organizes, and reasserts the relevance of the discussion. Here are some general tips for writing your conclusion

*Reassert the central argument of your paper. Use words that echo the thesis -- but don't repeat the whole thesis sentence.

*Continue by briefly reiterating the most important supporting claims from the body of the paper.

*Finish by establishing the relevance of this general issue to a contemporary audience. What was so significant about the way these ideas were presented when the piece was written? Why may these ideas still be important today? What can we learn about these ideas or the way they were expressed that might impact us in the future?

Avoid:
Informal diction: I, me mine, you, yours, we, us 
Listing: first, second, third
The phrase, "In conclusion..."

Lear Conclusion Plot Points

As we discuss the conclusion of the play, we will need to address how the plot unfolds for a variety of characters.

Consider both the outcome of the play for the character AND how or why this outcome occurs. Look to the events that unfold in the last act, not just the last few moments for the character.

Gloucester:

Edmund

Edgar

Goneril

Regan

Cordelia

King Lear

Kent

Albany

King Lear MC Quiz Corrections

If you have incorrect answers on today's quiz, or if you have incorrect answers remaining on quizzes after your re-take opportunity, you may recover credit for each wrong item by submitting a correction.  

Each correction must clearly, accurately, and fully explain that the correct answer is an what specifically about the question, text, and response makes it the right answer. When I read the answer, I should be able to understand your meaning without referring to the text. 

Ex: 
#41: (a). Just before he says "that way madness lies," Lear has been thinking about how he gave everything to his daughters "with a frank heart" and yet they have turned on him. He realizes that is he keeps thinking about this injustice, he will go crazy.

#43: (c) Because the other three are present. There is ellipsis in the line "Wine lov'd I deeply, dice dearly." Lines 88-9 have parallel structure, and Edgar uses a metaphor, comparing himself to a wolf, dog, and lion.

Act 4 Key Concepts Questions

1. What new themes or ideas are raised, now that the tragic characters are facing the consequences of their actions? How to the actions of the tragic heroes -- and the responses of those around them -- continue to develop themes and raise new ideas?

2. Discuss the development of tragic plot elements at this point in the play. Specifically, what is different about the nature of the nemesis, recognition, and reversal faced by the two tragic heroes, and what might be the implications of these differences? What does it mean that the punishment of the characters is developing in a way different from the traditional Greek drama?

3. At this point, the outcome of the play is ambiguous. 
a. How could the plot unfold in a way that provides a hopeful, positive conclusion
b. How could the plot unfold in a way that provides a negative, cynical conclusion

In both responses, mention the outcomes for as many of the characters as possible, and be specific about what happens to the characters ans to England.

Reading Questions for 1/19 - 1/20

As you finish Scene 6, pay attention to the letter that is discovered. This (like all of the letters in the play) is significant to the development of the plot, and has been mentioned in scenes 4, 5, and 6.  Be prepared to share the following at the beginning of class on Wednesday:

Who is the letter from?
Who is it for?
Who else wants it and why?
Who else gets it?
What does the letter say?
Why is it so important that the letter fell into the wrong hands?
What will happen to the letter now?

Questions for Lear Act Four Scene Six

Answer the following questions with complete sentences, making sure to include specific text references to support your answers. If a question has more than one part, make sure to answer all elements of the question.

1. Describe, in detail, Edgar’s deception of his father at the beginning of the scene.
2. What is the purpose of this deception? To what extent is it successful?
3. As Gloucester and Lear speak, it is apparent that the King’s thoughts are...disordered. However, Lear appears to be aware of Gloucester’s identify and cognizant of his own circumstances. Lear makes several statements that appear insightful, even wise, in spite of his madness. Consider the following lines and comment on how they address (a) the circumstances of the play, and (b) universal truths or themes raised by the play

LINES 109-118

Ha! Goneril, with a white beard! They flattered

me like a dog; and told me I had white hairs in my 110

beard ere the black ones were there. To say 'ay'

and 'no' to every thing that I said!--'Ay' and 'no'

too was no good divinity. When the rain came to

wet me once, and the wind to make me chatter; when

the thunder would not peace at my bidding; there I 115

found 'em, there I smelt 'em out. Go to, they are

not men o' their words: they told me I was every

thing; 'tis a lie, I am not ague-proof.

LINES 178-181

Through tatter'd clothes small vices do appear;

Robes and furr'd gowns hide all. Plate sin with gold,

And the strong lance of justice hurtless breaks: 180

Arm it in rags, a pigmy's straw does pierce it.

Lear Act Four Scenes 1-4

As you read the first four scenes of act four, consider the following:

a. What new themes or ideas are raised, now that the tragic characters are facing the consequences of their actions? How to the actions of the tragic heroes -- and the responses of those around them -- continue to develop themes and raise new ideas?

B. Discuss the development of tragic plot elements at this point in the play. Specifically, what is different about the nature of the nemesis faced by the two tragic heroes, and what might be the implications of these differences? What does it mean that the punishment of the characters is developing in a way different from the traditional Greek drama?

As you read consider these lines (but don't be afraid to raise others!) 

Scene 1:
1-11
19-25
36-43
55
74-80

Scene 2:
21-26
42-43
50-54
87-88
94-98
107-109

Scene 3:
17-25
47-52

Scene 4:
1-6
26-30

Antigone Act Three Analysis Paragraph

Today, we will take a moment to write about the development of one of the concepts you studied as you read this act. This will take the form of a well-developed three-chunk analysis paragraph with an intro and conclusion sentence.

• TS: Identify the theme, motif, or conflict you traced as you read Act Three. Identify it and make a claim about how it was significant in the development of the events of the act.
• Concrete Details: Identify three different examples where this concept was raised most significantly or clearly. (blended sentence)
• Commentary: Explain how the context and wording of each concrete detail adds significant meaning and develops the idea you have chosen to discuss.
• Conclusion: summarize how this idea was developed in the act, and make a prediction about how it might be significant as the play progresses.

Example:

Your intro sentence needs to raise the topic of the paragraph and present a claim that will be supported by the evidence and analysis to follow:

Ex: The events of scene two provide additional insight into the themes of divided loyalty raised in Antigone.

Each concrete detail sentence needs to provide specific, quoted text from the passage (Act Three) incorporated smoothly into a blended sentence that establishes the context of the quote.

Ex: Creon rejects Antigone’s argument, claiming that it is criminal for the city to “honor the traitor just as much as [Eteocles].”

Analysis must both discuss the significance and meaning of the quote and address how it develops the theme you identified.

Ex: This response demonstrates that Creon's priorities of loyalty to the state and the rule of law are diametrically opposed 
to Antigone's beliefs. This conflict in priorities develops Creon's hamartia, a blind commitment to the state and a refusal to acknowledge competing priorities that will eventually lead to his destruction.

Then you do two more chunks...

Concluding sentence summarizes and raises a possible transition to the next topic of discussion.
Ex. Throughout this scene, Antigone and Creon provide passionate, and apparently reasonable, arguments supporting their conflicting decisions; as the play continues, these values will be tested by new points of view and plot events until Sophocles clarifies which values should ultimately be upheld.