wk7 - LIMA and CARR – TED Talk - connection

In a topic-driven, well-organized, and well-substantiated paragraph, make a connection between Lima’s TED Talk and Carr’s argument in “Three: Tools of the Mind” (pp. 39-49). In your paragraph response, use summary, paraphrase, and quotations—from each source.


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wk7 - FRANZEN - summary

In a topic-driven, well-developed paragraph, SUMMARIZE Franzen’s
“Liking Is for Cowards. Go for What Hurts.” Clearly identify the author’s thesis and supporting arguments. Be specific. Use examples from the text in your response. In your paragraph response, use summary, paraphrase, and quotations.

 
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wk7 - NINE – quotation sandwich

From The Shallows, chapter “Nine: Search, Memory,” create a “quotation sandwich”: locate a pertinent quote, build a “frame” around it, and “blend” the author’s words with your own. While being fair and accurate, use the quote, but bend it to your purpose; use it for your “I say”—yes / no / okay, but.

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wk7 - NINE – summary

In a topic-driven, well-developed paragraph, SUMMARIZE Chapter
Nine: Search, Memory.” Clearly identify Carr’s thesis and                      supporting arguments. Be specific. Use examples from the text in your response.



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wk6 - EIGHT – quotation sandwich

From The Shallows, chapter “Eight: The Church of Google,” create “quotation sandwich”: locate a pertinent quote, build a “frame” around it, and “blend” the author’s words with your own. While being fair and accurate, use the quote, but bend it to your purpose; use it for your “I say”—yes / no / okay, but.

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wk6 - MCWHORTER – TED Talk - summary

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE McWhorter’s argument—his “they say”—in his TED Talk: “Txtng Is Killing Language. JK!!!”

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wk6 - SEVEN – quotation sandwich

From The Shallows, chapter “Seven: The Juggler’s Brain,” create a “quotation sandwich”: locate a pertinent quote, build a “frame” around it, and “blend” the author’s words with your own. While being fair and accurate, use the quote, but bend it to your purpose; use it for your “I say”—yes / no / okay, but.

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wk6 - TSIS – Ch. 5 - summary

In a topic-driven, well-developed paragraph, SUMMARIZE Chapter                Five:  “And Yet.” Clearly identify the authors’ thesis and supporting arguments. Be specific. Use examples from the text in your response.

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wk5 - TURKLE – summary

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Sherry Turkle’s argument—her “they say”—in her TED Talk: “Connected, But Alone.”

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wk5 - SHALLOWS – summary – SIX

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Carr’s argument—his “they say”—in chapter “Six: The Very Image of a Book.”

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wk4 - SHALLOWS – summary - FIVE

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Carr’s argument—his “they say”—in chapter “Five: A Medium of the Most General Nature.”

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wk4 - SHALLOWS – in-class QUOTE – chs. 1+2

In-class writing Wednesday, Sept. 2nd: One PERTINENT QUOTE from Carr's chapters one and two and an explanation for why the quote is significant either to Carr's argument or to you, as a reader.

wk4 - SHALLOWS – summary - FOUR

Write:    In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Carr’s argument—his “they say”—in chapter “Four: The Deeping Page.”

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wk4 - SHALLOWS – summary - THREE

Write:   

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Carr’s argument—his “they say”—in chapter “Three: Tools of the Mind.”

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