What are you being asked to believe, think, or do? (persuasion) How is the text organized? Why do you the author organized the text this way? What effect does it have? Does the author respond to other arguments, and if so, are they treated fairly? How do the author’s stylistic choices reinforce or advance the argument? How do word choice, imagery, metaphor, design, etc. help persuade? How does the author frame the issues? Does the author’s representation of the issue or problem invite the audience to see things from a particular perspective? How does this help persuade? How does the author define the central terms being discussed? How does this help persuade? What does the author take for granted, and what does this What assumptions can you identify? tell you about her argument? What implications follow from the author’s argument? Are there moments when the author talks about what he is Does the author use metadiscourse? doing, or addresses the audience directly? Is this persuasive? How? know what it says, but what does it do?” “I that can be used to describe what a text does, whether you are articulating the project, the argument, or the claims. Verbs are also used to describe the ways evidence and strategies support claims and arguments. Acknowledges Critiques Justifies Advises Defends Maintains Advocates Defines Narrates Amplifies Denies Opposes Analyzes Describes Parodies Argues Disagrees Predicts Asks Divides/Distinguishes Problematizes (Constructs an) (between) Proposes Analogy Dramatizes (Sets up a) Asserts Elaborates parallel Assumes Emphasizes Qualifies Attacks Exaggerates Questions Challenges Examines Rebuts Claims Exemplifies/presents Refines Clarifies examples Repeats Compares Explains Resolves Complicates Extends Ridicules Concedes Generalizes Satirizes Concludes Forecasts Speculates Connects Faults Suggests Contrasts Frames/reframes Summarizes Contradicts Illustrates Supports (Presents) Implies Synthesizes Counterarguments Insists Criticizes Introduces (Presents) Investigates
What are you being asked to believe, think, or do? (persuasion) How is the text organized? Why do you the author organized the text this way? What effect does it have? Does the author respond to other arguments, and if so, are they treated fairly? How do the author’s stylistic choices reinforce or advance the argument? How do word choice, imagery, metaphor, design, etc. help persuade? How does the author frame the issues? Does the author’s representation of the issue or problem invite the audience to see things from a particular perspective? How does this help persuade? How does the author define the central terms being discussed? How does this help persuade? What assumptions can you identify? What does the author take for granted, and what does this tell you about her argument? What implications follow from the author’s argument? Does the author use metadiscourse? Are there moments when the author talks about what he is doing, or addresses the audience directly? Is this persuasive? How? “I know what it says, but what does it do?” that can be used to describe what a text does, whether you are articulating the project, the argument, or the claims. Verbs are also used to describe the ways evidence and strategies support claims and arguments. Acknowledges Advises Advocates Amplifies Analyzes Argues Asks (Constructs an) Analogy Asserts Assumes Attacks Challenges Claims Clarifies Compares Complicates Concedes Concludes Connects Contrasts Contradicts (Presents) Counterarguments Criticizes (Presents) Critiques Defends Defines Denies Describes Disagrees Divides/Distinguishes (between) Dramatizes Elaborates Emphasizes Exaggerates Examines Exemplifies/presents examples Explains Extends Generalizes Forecasts Faults Frames/reframes Illustrates Implies Insists Introduces Investigates Justifies Maintains Narrates Opposes Parodies Predicts Problematizes Proposes (Sets up a) parallel Qualifies Questions Rebuts Refines Repeats Resolves Ridicules Satirizes Speculates Suggests Summarizes Supports Synthesizes
RWS100READER_fall2016_4.docx