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ENGL100 critical reading and writing

1) Formal outline:  Once you have chosen a topic, prepare a formal outline (as described by Troyka on pp. 33-35 of the sixth Canadian edition). This outline should be accompanied by a partial list of sources (in MLA style).  I do not expect you to have found all of your sources when you write your formal outline, but you should, at least, be able to list the item that originally got your attention and two or three other works (books, articles, et cetera) that you will refer to in the paper itself.

The formal outline and the partial reading list are due November 6th, 2019. Outline review conferences are optional. If you would like to achieve a higher grade than you are currently achieving, I would advise you to sign up for an outline conference meeting time on November 13th,  14th or 15th.

I will mark the outline on how closely you have followed Troyka's guidelines for outlining and citing.  The outline and partial list of works cited will count for 5% of your total grade.

Please submit two copies of your outline and partial reading list

(one copy for me to keep).

 

2) You have a choice of topics:

a. You may follow-up on the biased-writing topic. Remember that you started with an article or column for that assignment and that your objective was to identify manipulations within the article. For this assignment, you will want to address the topic of that article. Your thesis statement will make a truth claim about the topic, and you will defend your thesis with sufficient evidence to prove your thesis. Be sure to ground the essay in recent arguments about the topic and to include the piece (article, column, letter, etc.) that you wrote about in your “Seek and Destroy” essay

 

       OR

b. Writing in a movie review, Ken Eisner suggests, “If you’re the offspring of . . . immigrants, you may think you know your grandparents’ world from stories handed down through the generations, your assumptions perhaps augmented by visits to the old country. But how well can you ever really inhabit their lost worlds?” I would like to expand this somewhat on the assumption we have all descended from ancestors, so whether you are an immigrant to Canada or you have lived here your whole life, we are still separated by time from our grandparents. How much do you know about their lives and what their daily lives were like? For this option, you might want to start by interviewing one or more of your grandparents (or another elderly relation) then building a description of their world supported by newspaper articles from their location as well as from publications that analyze what events and conditions were influencing their lives. Focus on one year in the range of 1954 to 1979 and explain what life was like for at least one of your grandparents. Be as specific as possible!

Use your introduction and thesis statement to make your topic and focus clear.

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