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Effective Claims

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Rédaction anglaise I

Université Duke

4.6 (375 notes) | 150K étudiants inscrits

You will gain a foundation for college-level writing valuable for nearly any field. Students will learn how to read carefully, write effective arguments, understand the writing process, engage with others' ideas, cite accurately, and craft powerful prose. Course Learning Objectives • Summarize, analyze, question, and evaluate written and visual texts • Argue and support a position • Recognize audience and disciplinary expectations • Identify and use the stages of the writing process • Identify characteristics of effective prose • Apply proper citation practices • Discuss applying your writing knowledge to other writing occasions

Visualiser le programme de cours

Compétences que vous apprendrez

Essay Writing, English Language, Academic Writing, Editing

Avis

4.6 (375 notes)

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AA

Dec 15, 2017

I very excited to get this certificate and improved my knowledge writing and skills to get better understand for create a fiction with rules that I learned in Duke University

LB

Jun 21, 2018

Helpful, informative, and engaging! I've always been at the top of my classes in English, but this is helping me sharpen my skills even more and apply them to my life.

À partir de la leçon

Project 1: Visual Analysis

This week, the central topic is visual images in academic writing. The goal is to practice interpreting and writing about images convincingly. Plus, Dr. Comer will help you think about what area of inquiry you would like to focus on in this course and what it means to write a draft. Finally, you will write your visual analysis and learn how to give meaningful feedback.

Selecting Your Area of Expertise4:44

What is a Draft?2:40

Reading Visual Images7:10

Using Images in Scholarly Writing4:45

Effective Claims4:00

Enseigné par

Dr. Denise Comer
Assistant Professor of the Practice; Director of First-Year Writing

Transcription

We're going to talk today about what makes a claim more or less effective.

A colleague of mine about 15 years ago, who is also a teacher of writing.

Came up with what he called at the time the 5 Cs of Effective Claims.

I don't know if these are actually the words that he had used with those Cs.

But, I've kind of of modified them over the years a little bit, or

maybe they're the same words, I'm not sure.

So, I'll take you through what they mean and then we'll look at some examples.

And I'll ask you to weigh in on what you think about those examples.

So, Compelling.

Is the claim relatively compelling?

Is it significant?

Obviously, not everything is going to be interesting to every reader out there.

But there should be at least a reasonable number of people who will

find something interesting and meaningful and compelling about your argument.

Certainly, you should find it compelling.

If you don't even find it compelling, then probably,

you want to to start to make it more Compelling argument.

Secondly, is it connected?

And connected means in the way I'm using it, is it connected to the work of others?

Have you researched what else has been written about this?

What the other part of the conversation has been and

how you're situating your own work within that scholarly conversation.

And is it also connected to the actual occasion for writing?

If someone has asked you to write about a particular thing,

then are you actually writing about that thing?

And then finally,

the other version of Connect that I'm talking about here, is your claim.

Is your argument connected to the kinds of evidence and

the points that you've made throughout the whole project.

Sometimes people's claims make one assertion and then they actually end up

making a different assertion through out their writing.

So you want to have alignment there.

Contestable is a good word, but

I really want to couch it carefully, because I'll tell you what I don't mean.

What I don't mean is that you don't have to have a claim that other people can

argue against, I'm not talking about that contestability.

It's more, are there other readers, or other scholars who are out there.

Who could make some kind of reasonable caveat to your claim?

Or who could take it in a different direction of some kind?

So is it, kind of the yes, but, right?

Could you imagine sort of readers reading your argument and saying yes, but?

And maybe that but is something they already know about, right?

Yes, but what about this?

Or maybe it's a new area of inquiry for them.

Yes, But how about if we apply it to this situation?

What would happen?

So, is it contestable in that way.

You want to try as a writer to qualify, What you say,

rather than presenting an argument that applies to every

single situation in every possible possibility of life.

You probably want to qualify your arguments in a way that makes them more

contestable in this kind of positive way.

Complex.

That means, not obvious or simple.

And we talked about this with coil, right,

the concept that many of us might have heard before we even read coil.

That practice makes perfect.

So how is it that coil was trying to make his argument more complex right,

to build beyond.

The idea that practice makes perfect.

What was he saying that was different?

And I think what he was saying that was different was his concept of mistakes, and

that was how he made his argument more complex.

And finally clear.

And clear means, even at the same time as it's complex, contestable,

compelling and connected.

Can readers, if they're careful readers and they think about what you're writing.

Will they be able to understand what you're saying, and

you ultimately do want readers to know what you're saying.

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