Definition Argument

Definition Argument

This paper is what we call a process paper in AP Lang.  It is tedious and long BUT it is where you will become a better writer!  Your argument will go through a proposal, multiple drafts (two drafts for feedback), and a final draft with a critical reflection.

The Assignment: Choose a concept that you think people misunderstand (abstract concepts work best) and develop an original argument convincing a target audience that you're perspective has merit.  Your final argument should be 500-750 words.

Purposes of the Assignment:

• To practice the rhetorical model of writing:  letting audience, content, and purpose drive the essay
• To build a solid argument using the techniques we’ve been studying in class
• To work on making your writing tight and concise
• To play with style and tone in an essay

PRE-WRITING STAGE

You’ve seen some professional models of what a definition essay might look like.  Brainstorm some words or concepts you might like to explore—the more abstract, the better.  Try employing a number of prewriting strategies to help you come up with ideas for your topic.  Here are a few that might be particularly helpful:

• Conversation—peers, teachers, parents
• Unfocused or Focused Free Writing—write for 10 uninterrupted minutes (without letting your pen stop moving) to get your brain moving, coming up with possible topics you could explore.
• Outside Reading—read other sources for ideas:  think NYT editorials, your “fun” magazines, reading for other classes, current events, etc.  You might also get ideas from literature you’re reading or have read recently.

Choose your topic, develop your idea, come up with a plan of action, and then write your proposal.

DEFINITION ESSAY PROPOSAL

The purpose of the proposal is to give you a structure for meaningful pre-writing rather than simply sitting down to write your draft to “finish the assignment.”  Like an outline, it is a simple way of organizing your thoughts, planning a strategy for your argument, and then getting some feedback from me before you begin writing the actual draft.

1.  What is your word and its dictionary definition?  A definition argument rests on the fact that the dictionary definition is not enough--it doesn't really get to way that meaning plays out in real life.

2.  What is your thesis?  Articulate your definition of the word--what you want your audience to understand in the end--in a clear, clean, specific sentence or two.  The whole point is that the word isn't easily pinned down by a dictionary definition because it's too complex.  Your thesis will be the argument you are making--the way you and others should define the word.  If you cannot clearly put that into a sentence or two, you are not ready to submit a proposal.  Consider additional pre-writing activities to help:  more conversation with friends/family, journaling, etc.

3.  What is your purpose?  Who is your audience?  Remember, it's not your teacher for a grade.  Who really needs to hear this and why?

4.  What have you seen in the arguments we've read so far this year that you might use?  This can relate to style, format, subject matter, evidence, ethos, pathos, logos, etc.

5.  What logos will your argument use?  You must have it and I want to see your plan for it.  How will you convince a reasonable person to agree with your argument?

6.  What values and emotions will you appeal to in your audience to help your argument?  Again, you need pathos and ethos in this piece.  How will you establish your credibility? How will you make your audience care about your topic?  I want to see your plan.

7.  What tone and stylistic touches will you try to use in this piece?  Remember to consider your audience, purpose, and own authority (what you know) to help you determine the tone (not just how you feel about the subject, but the attitude you can take that will be most effective).  As far as style, what kind of techniques can you use to make your writing interesting, powerful, persuasive, touching—in general, more effective?  Remember, if no one reads your argument, it is NOT effective!

8.  What questions or concerns do you have at this point?

THE WRITING STAGE

First you turn in your proposal and get it approved.  Draft One is due roughly one week after your proposal your proposal deadline.  However, let’s be clear on this fact:  NO ONE BUT YOU should EVER read the very first, very rough draft.  Draft One is your best effort, one that comes through revision ON YOUR OWN.  Be prepared to have your draft read by your peers.  I will have specific items set up in Turnitin.com for you to comment on as you read your peers' D1s.  You'll be randomly assigned two essays and your essay will be read by two peers from your class.  D1 comments will not be spent on what you like/dislike about the paper, but rather how it effectively meets the criteria (or could more effectively meet the criteria) of our basic guidelines.  You will also complete a self review in Turnitin.  This is a good way for each of you to re-evaluate your own drafts and the ways in which you meet that same criteria.

Feedback on your drafts will focus on big things to work on (i.e. organization, more support for claims, switching appeal tactics).  We will NOT be focusing on ANY kind of grammar, usage, mechanic problems--those are problems you can take care of on your own or with the help of resources and technology.  However, if it’s obvious that you have not spent time at least attempting to make your draft readable, I will reserve the right to halt comments on it and ask you to deal with the issues.  If I’m reading your drafts, asking your peers to read them, and working with you individually on your writing skills, the least you can do is not waste my time (or your peers') with your lack of effort and planning.

THE RE-VISION STAGE

Each draft will have you all moving in different directions.  This is where individualized instruction is made possible—my comments will be suited to you and your particular needs.  You always have at least a week for revision.

Strategies to try in this stage:

• Take time away from your draft—periodically, you need to come at your draft with a “fresh eye.”  Work on it, take some time away, then come back to it and try some more.  This is why you SHOULD NOT just wait until the night before you need to turn it in.  Use the week I give you to work on the draft in spurts rather than one gung-ho cram session.  You’ll see a marked improvement in the quality of your writing.
• Discuss your paper with others—particularly other students in the class.  You can get ideas and understand concepts better by reading their papers as well as having them read yours.  You can learn a lot in the way of connotative language, levels of diction, word choice, pace, and syntactical variety and sophistication.
• Pay attention to other definition arguments we read in class or you hear in the media.  Consider their format, organization, style, etc.
• Sign up for a writing appointment if you need more help or guidance from me on the items or skills you’re trying to improve.

Each of these drafts should be viewed as a major writing assignment:  one you’ve put extensive thinking, re-visioning, and time into.

THE FINAL DRAFT IN YOUR PORTFOLIO

Once ALL of your content is complete, your argument is solid, your holes are filled in, and your style is appropriately engaging for your audience, then put some serious attention into mechanics.  Turnitin does much of the pointing out of problems for you and, quite honestly, you need to learn to do that on your own as I will not be at college with you next year.  Some advice:  once you figure out where your weaknesses lie (or if you already have some ideas about that), spend some time on Purdue’s OWL.  Review rules, do a tutorial, print out a help sheet that you can easily and regularly reference.  Help yourself learn this stuff BEFORE next year.

THE CRITICAL REFLECTION

This reflection essay completes the entire process of the writing assignment and is due with your final draft in your portfolio.  This is an informal reflective piece of about 250 words or one page typed where you and I are the audience and your purpose is to reflect on every step of the process—from when you got the assignment to when you completed your final draft.  Write about obstacles you encountered as well as achievements and improvements you accomplished.  I want you to take the time to reflect on what you learned in the process, where you struggled, and what you managed easily.  You might also make note of how you can improve on your weaknesses in the future.

Some ideas to get you started:

• How long the process lasted
• Did you have any writing conferences?
• What feedback did you find helpful or not?
• Did this feel like a student or teacher directed assignment?
• Have you ever written in this rhetorical mode before?  What help or challenges did that present?
• How much did the other essays you read help you?
• What was easy for you?  Some people, for example, find an idea fairly quickly.
• What was difficult for you?  Some people, for example, don’t realize that they have no support to offer until they have written an entire draft.
• What attention did you give to the structure of the entire essay?  At what stage of the process?
• What coherence problems did you have in the essay?
• How satisfied are you with your language and style skills?  How much did you work on finding the right word to communicate your exact meaning?  How much on sentence variety and rhythm?
• How reliant were you on my comments and guidance?  Keep track of this.  As we move through the year, you’ll want to note your movement toward independence.

These questions are simply a guideline.  As you get more comfortable with the process, you will rely less and less on this set of questions.  You will find yourself naturally reflecting on the process of writing.