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Subject matter: Consider Shakespeare's Othello

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Subject matter: Consider Shakespeare's Othello.

How to cite plays. (Links to an external site.)In order to arrive at your thesis for this essay, find the one question for which you have a strong opinion and which you can answer with facts, direct quotations, and logic. Consider the central conflict in the work. How does it move the plot? How is the conflict resolved? What is the author saying about the human condition? Do you agree?The purpose of all of our essays is to consider some aspect of the human condition through the lens of our source readings. All four essays are meant to be argumentative (Links to an external site.) (and here (Links to an external site.) ), meaning that your thesis (Links to an external site.) (and here (Links to an external site.) ) should be an opinion. Successful thesis statements will employ the use of rhetoric (Links to an external site.) , logic, facts, direct quotations, and the consideration and refutation of counterarguments. The essays should be submitted in MLA format. (Links to an external site.) (Links to an external site.) Do you wonder how to cite Plato? Please have a look at this video. (Links to an external site.) Subject matter: Consider Plato's Divided Line and Cave Allegory. What is the significance of these dialogues? How do they apply to you, to education, to politics, to life? Begin by identifying conflict. -How does the conflict move the action (plot)? -What is Plato saying about our nature? -What questions in Unit 1 Discussions did you find intriguing? If you do not already have the question you would like to consider, identify the one question from the discussion for which you have a strong opinion and which you can answer with facts, direct quotations, and logic. Write one sentence that explains your opinion. Congratulations, you have a thesis. Write an essay of 1000 to 1500 words using either work or both works. Be clear. Use quotations. Consider the counterargument. Introductory paragraph: -Rather than beginning your essay with a question, quotation, or a definition, offer a strong statement that introduces the theme you intend to consider in your argument. -Develop your theme from the general to the specific. -Introduce your source work and author. -Conclude the paragraph with your thesis. This is a clear, concise opinion. Poor thesis: In this paper, I will examine the importance of humans keeping pets. Stronger thesis: Cats make the best house pets. Notice how the poor thesis is a statement of fact and promises an expository essay. Notice how the stronger thesis is a statement of opinion and promises an argumentative essay. First Body Paragraph: Your first body paragraph is an excellent place for a consideration of counterargument and refutation (Links to an external site.) . Second body paragraph through Conclusion: Many of you have been taught to write three body-paragraph essays. That is fine for illustrative purposes, but does not necessarily translate to defending all arguments. I am not a proponent of the five-paragraph essay. Instead, I advocate offering as many body paragraphs as it takes to successfully defend your argument. As every argument varies in degree of complexity, it follows that every argument will vary in support required for a successful defense Remember that your topic sentence should directly address your thesis. Topic sentences are to paragraphs as thesis statements are to essays. End each paragraph with a clear transition (segue) that links the idea in you current paragraph to the idea in the following paragraph. Present one supporting idea per paragraph with direct support from the source work for each of your claims. Many suggest going weakest to strongest or strongest to weakest, but I suggest presenting them in the fashion that provides the best rhetorical and logical flow. Conclusion: Most of you have been taught to restate your thesis in your conclusion. While this might be useful, it is not the purpose of the conclusion. Think of a good conversation where you have had an "ah-ha" moment. If you write your essay properly you will be having a conversation with your essay, and you will most likely have an "ah-ha" moment somewhere along the way. This may well be excellent material for your conclusion. Here is a good roadmap for arriving at your argument/thesis: 1) Identify conflict in the work. (Links to an external site.) 2) Understand how the conflict moves the plot. (Links to an external site.) 3) What element of the human condition (Links to an external site.) (Theme) is the author presenting? Generally, where the plot leads will reveal this. 4) What is your opinion about the author's suggestion? 5) Write that opinion in one sentence. With this sentence (your working thesis (Links to an external site.) ) in mind, you are ready to brainstorm (Links to an external site.) and free write (Links to an external site.) . As you write, you will find that you either need to refine your thesis or, perhaps, reconsider your thesis. This is good because you are refining your argument (Links to an external site.) . What an argument is not: Argument Clinic (Links to an external site.) Here are the major criteria I will be considering when reading your essays: Thesis (Links to an external site.) The thesis is arguable, limited in scope, not descriptive or factual. It is a clear, concise opinion. Consider offering a judgement. Your thesis presents an argument, demonstrates an awareness of audience, articulates the writer’s voice, and is clearly established. Organization (Links to an external site.) Overall, the essay has a clear skeletal structure revealing an effective introduction/thesis paragraph (with the introduction of your theme, the source work, and your argument), body (wherein each paragraph begins with a topic sentence that clearly indicates how the paragraph will address/support your thesis), and conclusion (wherein, rather than restating your thesis, you will offer a consideration of discovery) that are logically integrated and internally coherent. The paragraphs progress logically and are not merely a collection. The transitions between paragraphs, sentences, and ideas are logical and smooth. I strongly suggest working from an outline for clarity and logical flow. Development (Links to an external site.) and Analysis (Links to an external site.) An adequate exploration of counter-arguments moves the essay beyond summary/paraphrase and shows how the evidence supports the thesis. Offer a look at an opinion contrary to that expressed in your thesis. The more profound and difficult the challenge, the better your rhetoric will be and the deeper your essay will be. Then refute this opinion and explain why your argument is superior. Audiences generally prefer to have concerns addressed sooner rather than later, so your first body paragraph may be the best place for this exercise. Further, you can add credibility to your argument and achieve a greater depth of consideration through repeating this exercise with any major subsequent claims your make in your essay. The thesis is maintained and fully explored throughout the essay. The essay employs appropriate rhetorical modes (e.g. definition, comparison/contrast) in a clear, engaged dialogue with the sources. Sentence Level Skills (Links to an external site.) /Syntax/Diction The sentences and grammar produce an essay which is clear, fluent, graceful. The writer deploys a variety of sentence structures to enhance the total effect of the essay and uses precise language that expresses complex ideas. The prose contains no substantial errors of spelling, grammar, or format. Allow time to proof, edit, and revise your essays. Read your essay aloud to yourself and have someone else read it to you. This will help you identify problems with flow. Visit tutors for help with items on this list.