{"id":1829,"date":"2021-04-01T11:34:57","date_gmt":"2021-04-01T11:34:57","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/?post_type=front-matter&p=1829"},"modified":"2021-04-01T11:34:57","modified_gmt":"2021-04-01T11:34:57","slug":"with-analysis-focus-upon-functions-or-effects","status":"publish","type":"front-matter","link":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/front-matter\/with-analysis-focus-upon-functions-or-effects\/","title":{"raw":"With Analysis, Focus Upon Functions or Effects","rendered":"With Analysis, Focus Upon Functions or Effects"},"content":{"raw":"I'm sharing this from my ENG 101 course, but it relates to us even more because we're working in APA, which features a really passive way of bringing details to readers' attention.\u00a0 (Look at an APA article and you'll see a lot of name-dropping and study-mentioning without much integration.\u00a0 They assume that sources are credible (poor setup) and also that sumaries and quotes explain themselves (they don't).\r\n
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\r\n\r\nAt the college level, putting in the right-sounding quotes in the right-looking spots of a body paragraph is insufficient.\u00a0Writers are expected to use the quotes as excuses to argue their points.\u00a0Close reading is a crucial skill which helps the writer make sense of how something makes sense. Composition (and literature) courses largely aim to enhance or bring about readers\u2019 abilities to handle complex, indirect texts that demand multiple responses.\r\n\r\nClose reading is an analytical activity where the writer picks parts of larger whole and discusses how they function.\u00a0This can be done while annotating or deciding what to say about an annotated chunk of text.\u00a0Because your audience often knows the text and has ideas about how it works, it is up to you to do more than simply point out the existence of an important line, phrase, or word.\u00a0Within the line, the critic must move from pointing out an idea to arguing how it functions.\u00a0What effect is created by that phrase?\u00a0How does this word affect readers?\u00a0These questions get proved after careful setup and cited quotation work.\r\n\r\nOnce you have dissected a speech, description, or dialogue, remember that you have committed a fairly aggressive, destructive act.\u00a0You yanked a part from the whole.\u00a0Remember to use the late portions of paragraphs to put the pieces back together.\u00a0(\u201cPick up your toys when you are done with them!\u201d)\r\n\r\n<\/div>\r\n<\/div>","rendered":"

I’m sharing this from my ENG 101 course, but it relates to us even more because we’re working in APA, which features a really passive way of bringing details to readers’ attention.\u00a0 (Look at an APA article and you’ll see a lot of name-dropping and study-mentioning without much integration.\u00a0 They assume that sources are credible (poor setup) and also that sumaries and quotes explain themselves (they don’t).<\/p>\n

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At the college level, putting in the right-sounding quotes in the right-looking spots of a body paragraph is insufficient.\u00a0Writers are expected to use the quotes as excuses to argue their points.\u00a0Close reading is a crucial skill which helps the writer make sense of how something makes sense. Composition (and literature) courses largely aim to enhance or bring about readers\u2019 abilities to handle complex, indirect texts that demand multiple responses.<\/p>\n

Close reading is an analytical activity where the writer picks parts of larger whole and discusses how they function.\u00a0This can be done while annotating or deciding what to say about an annotated chunk of text.\u00a0Because your audience often knows the text and has ideas about how it works, it is up to you to do more than simply point out the existence of an important line, phrase, or word.\u00a0Within the line, the critic must move from pointing out an idea to arguing how it functions.\u00a0What effect is created by that phrase?\u00a0How does this word affect readers?\u00a0These questions get proved after careful setup and cited quotation work.<\/p>\n

Once you have dissected a speech, description, or dialogue, remember that you have committed a fairly aggressive, destructive act.\u00a0You yanked a part from the whole.\u00a0Remember to use the late portions of paragraphs to put the pieces back together.\u00a0(\u201cPick up your toys when you are done with them!\u201d)<\/p>\n<\/div>\n<\/div>\n\n\t\t\t

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Candela Citations<\/h3>\n\t\t\t\t\t
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CC licensed content, Original<\/div>