This is my writing assignment which I have due in around 20 hours, could u help me on this?:) I have attached the lecture slides which they have said must be referenced and the rubrics as well.
WORDS WORK: Academic skills for University ATS1297 - Academic Writing Lecture Four: Essay Planning, Introductions and Conclusions * Essay Structure deductive/inductive * When you write longer texts, you should consider the order in which you present information. You can control not only the information you present, but when the reader receives it. The two most common formats are: Inductive Deductive * Deduction * Essay Structure - deductive Introducing the general position first is a deductive approach: a feature of essays written in English, a position is first presented followed by supporting evidence that leads to a conclusion (Brick et al. p. 228). In most essays: ‘the introduction states the position you will argue, the body makes the argument and the conclusion confirms or modifies the position’ (Brick et al. p. 227). * Deductive Argument * (Brick et al. 228) Statement of Position evidence 1 evidence 2 evidence 3 Re-statement or modification of position Introduction (deductive approach) * http://www.theguardian.com/commentisfree/2016/apr/04/millennials-should-stop-moaning-theyve-got-more-degrees-and-low-rates ‘Generation Y is feeling really hard done by. There is massive resentment about Generation X and the baby boomer generation and the free university education they enjoyed, the remarkably low house prices they paid and the generous tax treatment of superannuation the oldies now enjoy.’ Gen X believes they are experiencing economic discrimination ‘The angst of the millennials is understandable, to some extent, but it reflects a lack of awareness of some of the issues Gen X and the baby boomers dealt with when they were young.’ This belief is due to lack of awareness ‘It is fair to say that young generations through time always seem to be doing it tough relative to older generations. I would hazard a guess that when today’s Gen Y turn 50, 60 and 70, they will have a living standard that will exceed today’s Gen X and baby boomers and the youth in 2050 will feel aggrieved.’ Economic change will ensure better living standards ‘Millennials would be wise to be a little more reflective whenever they snipe about how unfair life is.’ (Koukoulas 2016) Introduction - deduction 1st generalisation 2nd generalisation 3rd generalisation Prescriptive generalisation * Let’s think back to the 1970s and first half of the 80s, when today’s baby boomers and older Gen Xers were in their 20s and 30s. Back then, only one-third of the population finished high school. Two-thirds of people were under-educated and therefore skewed towards semi- or low-skilled professions. Today, more than three-quarters of young people, including today’s Gen Y, have finished high school. They are reaping the financial and other benefits that better education unleashes. It is a similar issue with university attainment. While a university education may well have been free in the old days, only 3% of the population actually got a university degree in the 70s and a ticket to higher incomes. Today, about 15% of young people get a university education. Sure they have to pay for it, but the trade-off between no tertiary education and a low-skilled job versus a small fee and wonderful career opportunities is one that is easily calculated. Gen X and the baby boomers, whether they left school early as most did, or went to university as a few did, entered a workforce that, with a few temporary exceptions, had an unemployment rate above 6.5% and was sometimes as high as 10%. Body of essay - deduction Framing statement Evidence 1 Evidence 2 Evidence 3 * Conclusion – modified position ‘Young people today are facing significant financial challenges, but this is not a new story. Progressive policy makers have, over the past four decades, looked at sustainable ways for the population to have the best possible access to education, housing and retirement savings. Everyone, young and old, has benefited from these policies and it is vital that policy settings do not hinder progress in these areas.’ (Koukoulas 2016) * Deductive reasoning begins with a generalisation followed by examples that fit the generalisations. For example, conditional statements: If you die for your faith, then you are a martyr If you kill for your faith, then you are a (…) Deductive Reasoning * http://www.babblepath.com/wp-content/uploads/2015/05/public-service-announcements-social-issue-ads-15.jpg Deduction - syllogisms Major premise: All humans are mortal Minor Premise: Paul is human Conclusion: Therefore Paul is mortal Minor premise (evidence, individual cases) University students are economically successful Most Gen Ys are university students Therefore, most Gen Ys are economically successful * https://sites.google.com/site/highlyeffectivequestions/inductive-reasoning Invalid reasoning: All humans eat beans Paul eats beans Paul is a human What if Paul is a dog? Induction * Principle of induction Induction and reasoning: Induction begins with a series of observations, facts or data, from which is inferred a principle. It presumes that the regularity of an event observed in the past will continue into the future. * Inductive generalisations Is induction always right? ‘a turkey who noted on his first morning at the turkey farm that he was fed at 9am. After this experience had been repeated daily for several weeks the turkey felt safe in drawing the conclusion “I am always fed at 9am”. Alas, this conclusion was shown to be false in no uncertain manner when, on Christmas eve, ... ... instead of being fed, the turkey’s throat was cut”’ (Chalmers pp. 41-42) facts require context, patterns can change ‘University students are economically successful’ Might change over time (Job market, automation) * How does this apply to writing? * In inductive argument, the evidence is presented first and then a conclusion is reached (Brick p. 150). Inductive Organisation * evidence 1 evidence 2 evidence 3 Conclusion (predict possible conclusion) (new prediction based on evidence 1 and 2) (new prediction based on evidence 1, 2 and 3), etc. (Brick p.151) Induction * Boris Johnson has the coronavirus. So does his health secretary. That means people close to both might have it. This includes the prime minister’s pregnant fiancée, anyone who works in 10 Downing Street or the Department of Health, and, well, Britain’s entire pandemic crisis-management team. If we are fighting a war against the coronavirus, as we are told, the generals’ mess hall has just been mortared. While there aren’t any casualties, it remains unnerving nevertheless, raising troubling questions about Britain’s defenses: How was this allowed to happen, and what does this say about the country’s overall attitude toward testing and tracing? But perhaps what it reveals most fundamentally is the paucity of the metaphor we’ve all so quickly adopted: that this is a war. It’s not. It’s a global pandemic—a medical challenge that demands scientific excellence, swiftness of action, smart government, and public cooperation. Our understanding of the challenge is not helped by describing South Korea, whose response has so far been the best, in war terms, as a kind of medical Wehrmacht attacking the coronavirus with blitzkrieg tactics. The government in Seoul is not on a war footing; it’s just been smarter than everybody else. The coronavirus pandemic is affecting all nations and all classes of people. That’s what the news of Johnson’s infection illustrates. It is universal. Wars—at least today’s wars—are not universal. They affect different classes in different ways and are fought between nations or groups whose strengths and weaknesses are largely rooted in their industrial output, wealth, size, and manpower. The coronavirus doesn’t care about size or wealth. Its most potent adversary is boring, effective government. Inductive writing Specific information First generalisation Second generalisation * Induction in writing The inductive approach is less common that the deductive approach in academic writing. Most academics like to state the argument in the beginning Even if they work through the evidence, they still outline the topic first. Sections of the text work inductively rather than the whole of the work. * Induction The writing is partially inductive. In begins with a specific story in the lead, before establishing the main theme: ‘In fact, the phenomenon of phantom limbs is common…’ * Paragraph Structure * Paragraphs In addition to the text as a whole, these ways of ordering information inform the introduction, body paragraphs and conclusion. It is a matter of considering the relationship between general and specific information. * Introductions Most academic writing textbooks propose using introductions comprised of general statements. Brick et al. state that the function of an introduction is: ‘to introduce the general topic to provide background which puts the topic in a broader context to indicate the importance of an issue to identify something we do not know to provide an overview of what is to come to define important terms used in the essay to state the position that the author will argue’ (Brick et al. p. 225) * Overview ‘to provide and overview of something to come’ ‘In this chapter I supplement some of the findings of studies aimed at measuring possible negative effects of video games with an analysis of a series of gratifications derived from the interactivity of the video games in comparison with film (as a term covering film, TV: and video fiction).’ (Grodal p. 198). ‘The present study investigates ways in which children’s emotional reactions to frightening media presentations can be modified by prior verbal information about the events.’ (Hoffner and Cantor, p. 324) * Background - general ‘to introduce the general topic’; ‘to provide background which puts the topic in a broader context’ ‘Video games are remarkable new forms of entertainment. Video games import and customize many different forms of entertainment, from games related to jigsaw puzzles and chess simulations to games related to novels or to action films. Video games provide simulations of a series of aspects of reality, like racing, flying, or playing soccer, or simulations of complex social developments, from urban development to the evolution of civilization.’ (Grodal p. 197). ‘During recent years, children’s responses to frightening mass media presentations have been the focus of much research.’ (Hoffner and Cantor, p. 323) * Opening paragraph: ‘A recent exhibition in Paris at the Musée d’Orsay, entitled At the Origins of Abstraction (Aux Origines de l’abstraction), explained the advent and practice of abstract painting at the beginning of the 20th century as the ‘translation of music’. Thus continues into our new century the widespread misunderstanding of the early abstraction of ‘pure painting’ and of the relationship between painting and music’ (Railing) Author’s position * This art and philosophy text presents the background first (modernism, painting and music) and then presents the author’s position. Topic Sentences The topic sentence usually adopts the deductive structure. It describes the shape of the ideas that follow. Topic sentences are useful: in indicating what will appear in the paragraph linking back to the main argument (Brick pp. 194-97). Can operate as link sentences: Consider what has been written in previous paragraphs. link to the previous paragraph and also sets the agenda for the paragraph (Peck and