SSH 205 Lecture Notes - Lecture 3: Lightdark, Institute For Operations Research And The Management Sciences, Salad Bar
20 Jun 2018
School
Department
Course
Professor
Writing and Analytically
Lecture one, part one (Winter)
5 Step Analysis
-Analysis: summarize or assume the text?
-Be specific
-do not say anything that isn’t unique to the text you are analyzing or your analysis of
it,
- Do not be vague rather analyze specific aspects of the text
-No words are betray written
-Need to avoid plot summary, organize your paper around your claims
-Organize your paper with your own claims
-Don’t explain what’s in your text, your prof wants to know your interpretation of the
text
-Don’t begin with: in “if we want better students, end the 19th- century “grading
game, “Elyse Watkins begins by stating “since elementary school. I knew that grades
matters – a lot” but claims that “it’s time to ‘end the grading game’ (this paragraph
gives nothing new, makes no claims, provides no focus, it simply restates what the
author is saying
-In “if we want better students, end the 19th- century “grading game.” Elyse Waktins
is less preoccupied with deriding the current education system as “archaic” and
“unfair” than she is interested in forcing those outside the education system to
recognize their own privileging of the “grading” so that they can begin providing
teachers with the support and time they need to shift “the whole system’s mindset”
-This paragraph contains a claim,
-Lose the Vague preamble. Begin with a focused, controversial interpretive claim
-You don’t want to begin “The education system is an archaic, soul-sucking discipline
that values conformity above all else, and people best stay clear of it if they want to
hold onto their creativity and individuality.”
-Or Like this: Since the beginning of time, humankind has always.”
find more resources at oneclass.com
find more resources at oneclass.com
-Do begin like this: In “if we want better students, end the 19th- century grading
game, “Elyse Watkins sounds a rallying cry not just to teachers, but to students,
parents, and anyone interested in our children [becoming] well-educated, good,
citizens who are prepared for the challenges of a constantly evolving world” to being
the earnest dialogue toward discovering the “game changer” the will equip todays
students to become lifelong learners rather than slaves to the high grade. (opens
with a claim)
-Be Analytical. Not Critical
-The author’s subject is not your subject. The author’s text is your subject. Analyze
how the text works.
-Its not about arguing with the other or agree or disagree or like or hate,
-Make a claim about what the other is saying
-In analytical writing it does not matter if you agree or disagree with the other
-Slow down
-Prepare. Read the text. Read the text again. Take notes
-Midterm,final paper : use this time wisely to label over the notes or anything ur
using, use help 5 step analysis to organize your thoughts before you write your paper
-FIVe step analysis: “The fundamental principal we want to communicate in this
chapter- the key to becoming a better observer and, thus, a better thinker—is that
you need to slow down, to stop drawing conclusions before you’ve spent time
openly attending to the, thereby letting yourself notice more ( WA 3-4 )
-Give yourself reading it over it, don’t worry abt finding your thesis not yet
-“ you..need to cultivate a more positive attitude toward not knowing, Uncertainty—
even its more extreme version, confusion—is productive state of mind, a
precondition to allowing yourself to have ideas.
-“A more productive approach is to deliberately assume that you don’t understand,
that you may not yet fully see what is going on in whatever it is you are looking at. By
training yourself to become more comfortable with not knowing, give yourself
licence to start working with your material—the data—before you try to decide what
you think. “ (WA 5)
find more resources at oneclass.com
find more resources at oneclass.com
-“Train yourself to stay open longer to noticing things in your subject matter. DO this
by starting not with “what do I think? Or worse, with “what do I like/dislike? “ but
with “what do I notice? “
-Always write down what u notice so you can always examine them later
-In other words: “never theorize before you have date, invariably, you end up twisting
facts to suit theories instead of theories to suit facts
-Use the five step analysis to..
-Complie information without bias
-Linger longer over the subtleties of the text you are analyzing
-Be cool with not knowing
-Find yourself interesting, meaningful, in-depth analysis of a text
-Step 1: Locate exact repetitions—identical or nearly identical words or details—and
note the number of times each repeats.
For example, if the word “seems” repeats three times, write “ seems x3.
Consider different forms of the same word – “seemed,” seem”—as exact
repetitions. Similarly, if you are working with images rather than words, the
repeated to appearance of high foreheads or bare midriffs would constitute
exact repetitions.
-Knowing the words that’s repeating will get you closer to your claim
-Step 2: locate repetition of the same kind of detail or word. We call this a stand—a
grouping of same or similar kind of words or details. (For example, polite, courteous,
mannerly” or accuse, defence, justice, witness” are strands)”
-A strand is made of similar words found throughout the text
Be bale to explain the strands is connecting logic, how the words are linked
Be able to explain the strand’s connecting logic: how the words are linked.
Some people find it useful to think of strands as clusters or word-detail
families that repeat throughout a verbal or visual subject.
-Give each a strand a title to remind of the connecting logic that you have found
-Step 3: locate details or words that form or suggest binary oppositions. We call these
binaries or organizing contrasts. Here are some examples: “open/closed,”
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Be specific do not say anything that isn"t unique to the text you are analyzing or your analysis of it, Do not be vague rather analyze specific aspects of the text. Need to avoid plot summary, organize your paper around your claims. Organize your paper with your own claims. Don"t explain what"s in your text, your prof wants to know your interpretation of the text. Don"t begin with: in if we want better students, end the 19th- century grading game, elyse watkins begins by stating since elementary school. I knew that grades matters a lot but claims that it"s time to end the grading game" (this paragraph gives nothing new, makes no claims, provides no focus, it simply restates what the author is saying. In if we want better students, end the 19th- century grading game. elyse waktins is less preoccupied with deriding the current education system as archaic and.
