Unit 4: Entering the Conversation

Context:
Last unit, we explored the concept of discourse communities as they manifest in
real life and literature. Understanding groups through the framework of the
discourse community can reveal how their modes of communication construct and
foster dynamic communities. In this unit, weve been considering how texts function
as knowledge claims, rather than as absolute facts.
Writing Scenario:
This project asks you critically engage with knowledge produced by one of your
classmates, in the form of their essay. You will read their essay and consider the
sources they used. Rather than simply agreeing with their argument, you will create
a specific, debatable argument that either builds on or counters your classmates
thesis statement. In addition, you may choose to add your own secondary sources.
You are assessing how your classmate has used evidence to construct their
argument, rather than critiquing your classmates ability to write.
Requirements:
1) Analyze the strengths and weaknesses of your classmates argument. Keep in
mind that even though you do not know their identity and they will not know what
you wrote about their paper, it is good academic practice to acknowledge the ethos
of their argument, even if they have not executed it to its fullest potential.
2) Construct an argument that either builds on or counters the argument with the
essay. You may choose to use the same sources or use different sources.
Goals:
This project aims to give us practice in 1) understanding our own work as part of a
dynamic conversation, 2) (re)evaluating knowledge claims and evidence to produce
a new argument; 3) acknowledging the strengths in each others work and
recognize ourselves as emerging figures of authority in the academic world
Pertinent Resources:
They Say, I Say, Penrose and Geisler, your classmates essay, readings, from
previous unit, your own secondary research (if relevant)