Writing Buổi 3:

- What is scholar?
- We emphasise that when writing academicly, we write to get response.
- Two ways of conversation: academic writer need to read and listen alot, they have
to analazise other’s opinion and write
- Purpose of aw: make argument to persuade ppl to change their minds and
behaviors. Notes: purpose is not to shout down an opponent , to win a debate but to
present a well researched idea.
- We need to have : reasoning and the insights
- 4 keys feature of AW
- + inquiring:
- + seeking and value complexity
- + seeing AW as a conver
- + understand wrting is a process

Read to understand the big picture, to khnow what they are talking about, what the
discussion about, what aren the significant things that need mỏe attention and more
discussion . Then adding your perspectives .
What motivates the writer? How many motivations? What are they?
BUỔI 4: ANNOTATE – RHETORICAL ANALYSIS
Note: rhetorical analysis is also an academic writing, so
- it must follow a format of an writing with 3 parts: intro, body, conclusion
- it must be persuasive: pursuade the reader to believe your analysis, it requires
logical reasonings and evidence to support
- it must includes your contribution after analysis, not just listing 4 key parts of
rhetorial analysis.
- Ident
BTVN:
Annotation – thực hành với đoạn văn
Write 300-500 words về rhetorical analysis về cái bài văn.
BUỔI 6: FROM IDENTIFYING CLAIMS TO EVALUATING ARGUMENTS
Three types of claims:
Type 1: Claim of facts are assertion that the problem or condition has existed, exists, or
will exists.
- They may be based on factual information, but they are not necessarily true.
- Most claims of fact present interpretations of evidence derived from inferences
Type 2: Claim of value is the assertion that expresses an evaluation of a problem or
condition that has existed, exists, or will exist. Is a condition good or bad? Is it important
or inconsequential?
Type 3: Claim of policy: is an argument for what should be the case, that a condi tion
should exist. It is a call for change.
- Signaled by words like should or must
STEPS TO IDENTIFY CLAIMS
1 ask: Does the argument assert that a problem or condition has existed, exists, or will
exist? If so, it’s a claim of fact.
2 ask: Does the argument express an evaluation of a problem or condition that has
existed, exists, or will exist? If so, it’s a claim of value.
3 ask: Does the argument call for change, and is it directed at some future action? If so,
it’s a claim of policy
WHY READERS CLASSIFY CLAIMS INTO 3 KINDS: Because it helps readers to
evaluate the different reasons that support different types of claim., to evaluate whether
the evidence is enough valid to support the claim.
ANALYSIZE AN ARGUMENT
1. Analysize the reason that supports claim
 Is source recent
- When using reason to support slaim, you not only use classic studies acting
as an intellectual stone but also use data that is recent, publised within five years
of when you are writing
- The recent data will reinforce your writing as updated, reliable and relate to
the recent research.
- Has it been published in the past few years? How have things changed since
then? If the source was not pub lished recently, is it still an important part of the
conversation worth acknowledging?
 Is source relevant
- Does the evidence have real bearing on the claim? Is it pertinent? Is it typical of a
larger situation or condition
  Is source reliable
- Does the evidence come from recognized experts and authoritative institutions?
 Is source accurate
- Are the data presented in the source suffi cient? Have they been gathered,
interpreted, and reported respon sibly? How do they compare with other data you
have found?
2. Identify concession
- Concession, an acknowledgment that readers may not agree with every point the
writer is making. A concession is a writer’s way of saying, “Okay, I can see that
there may be another way of looking at the issue or another way to interpret the
evidence used to support the argu ment I am making.”
- Concessions do not weaken their argument. The authors’ evidence appears
overwhelmingly to support their thesis. The lesson here is that conceding a point
in your argument shows that you have acknowledged there are other ways of
seeing things, other interpretations. This is an important part of what it means to
enter a conversation of ideas.
- “It is true that . . .” / “I agree with X that Y is an important factor to consider
3. Identify counterarguments
- a counterargument is an argument raised in response to another argument
Rogerian approach to argument:
1. Conveying to readers that their different views are understood
2. Acknowledging conditions under which readers’ views are valid
3. Helping readers see that the writer shares common ground with them
4. Creating mutually acceptable solutions to agreed-on problems
ANALYSIZE AND COMPARING ARGUMENTS

BUỔI 7: FROM IDENTIFYING ISSUES TO FORMING QUESTIONS

1. Identify issues
Identify issues means regconizing the idea
a. Draw on your personal experience
- Our personal experience influence how we read, what we pay attention to,
and what inference we draw
- WE use personal exper to argue a point, illustrate st or to illuminate a thesis
- We want our story strengthen your arguement
b. Identify what is open to dispute
 - Sometimes the way to clarify an issue is to think of it as a fundamental
tension between two or more conflicting points of view. If you can identify
conflicting points of view, an issue may become clear.
c. Resist binary thinking
- Writer should examine issues from different perspectives, avoiding either/or
propositions that oversimplify the world
d. Build on and Extend the Ideas of Others
- Writer built on and extended his own ideas — and the ideas of others — after
repeating the process of reading, raising questions, writing, and seeing problems a
number of times
e. Read to discover a writer’s frame
- A more specialized strategy of building on and extending the ideas of oth
ers involves reading to discover a writer’s frame, the perspective through which a
writer presents his or her arguments
f. Consider the constraints of the Situation
- In thinking about your issue, you must consider the extent to which your
potential readers are involved in the dialogue you want to enter, and what they
know and need to know
- In a sense, audience functions as both context and constraint, a factor that
narrows the choices you can make in responding to an issue.
- Uderstanding your potentila readers help you to choose the depth of your
discussion + the kind of your evidence + the language
- Another constraint on your response to an issue is the form that re sponse
takes.
- The situation itself can function as a major constraint
2. Formulating issue – based questions
- When you identify an issue, you need to understand it in the context of its
situation.
- An issue-based question can also help you accomplish the following:
• Clarify what you know about the issue and what you still need to know
• Guide your inquiry with a clear focus
• Organize your inquiry around a specific issue
• Develop an argument, rather than simply collecting information by ask ing
“how,” “why,” “should,” or “the extent to which something is or is not true”
• Consider who your audience is
• Determine what resources you have, so that you can ask a question that you will
be able to answer with the resources available to you
a. Refine your topic
- A topic is the subject you want to write about.
 - Examine your topic from different perspec tives. For example, what are the causes
of homelessness? What are its consequence
b. Explain your interest in the Topic
- Explore the source of your interest in this topic and what you want to learn.
c. Identify an issue
- Determine what is open to dispute
d. Formulate your topic as a question
- Use your question to focus your inquiry
e. Acknowledge your audience
- Reflect on what readers may know about the issue, why they may be interested,
and what you would like to teach them
Homewwork: What is binary thinking? Why the teacher use that two examples to
illustrate the binary thinking?
- Binary thinking refers to the tendency to view things in strict black-and-white
terms, often ignoring the nuances and complexities that exist within any given
situation. Binary thinking is a way of thinking where you see things in only two
opposite categories, with no middle ground or complexity. It simplifies issues into
either/or, black/white, right/wrong, or good/bad.
- The teacher uses these two examples to illustrate that readers might easily fall into
binary thinking if they believe only one writer’s idea is right and the other is
wrong. However, educational reform is a complex issue that often requires
considering multiple perspectives — it could involve both writers’ ideas and
even other solutions not mentioned here.
- 1.
Situation:
+ Grades were up. Way up.”
+ “I learned that grades started to shoot up nationwide…”
+ “Grades continue to go up regardless of the quality of education.
Audience:
+ “At a time when many are raising questions about the quality of US higher
education…”
“When students walk into a classroom knowing that they can go through the
motions and get a B+ or better…”
“Our college classrooms are filled with students who do not prepare for class.”
“Colleges and universities must roll up their sleeves, bring down inflated grades,
and encourage real learning.”
2. Claim of policy:
 “Colleges and universities must roll up their sleeves, bring down inflated grades,
and encourage real learning.”
3. The phenomenon that prompted the author to reflect is grade inflation — the sharp rise
in college grades over the past 30 years. He first noticed it from a graph in the student
newspaper showing that grades had increased dramatically.
He turns this phenomenon into an issue by questioning its impact on the quality of
education and the real value of grades. By presenting data, explaining nationwide
trends, and discussing consequences for students and universities, he frames grade
inflation as a serious problem that needs attention and solutions.
4. In my opinion, the author does not fully examine the issue from multiple perspectives.
He mainly relies on statistical data about rising grades and assumes that grade inflation
is inherently problematic. However, he does not provide classroom-based evidence or
refer to academic studies showing its actual negative impact on students’ learning
outcomes.
That being said, I can understand why the author focuses on statistics: they provide a
clear, measurable trend and make his argument more persuasive to readers who value
numbers. Still, to make his claim stronger, he could have considered alternative
viewpoints, such as the potential benefits of higher grades—for example, boosting
students’ confidence or reflecting improved teaching methods
5. Yes, he does. The author frames his argument by presenting statistical evidence about
rising grades over time. He uses these numbers to set up the problem of grade inflation
and make readers view it as a serious issue.
For example, by showing how the percentage of students receiving A’s has increased
significantly compared to the past, he creates a sense of urgency and frames grade
inflation as a threat to academic standards. This framing influences readers to see
higher grades negatively, even before he fully explains why they might be harmful.
6. No, there is no clear constraint of situation in the author’s argument.
The author treats grade inflation as a universal problem without considering
differences in audience, context, or institution. He doesn’t adjust his discussion
based on what specific readers know or need, nor does he acknowledge exceptions
where higher grades might have positive effects.
Because he ignores situational constraints, his argument sounds overgeneralized
and less balanced.

BUỔI 8: CHAPTER 5 : FROM FORMULATING TO DEVELOPING A THESIS

The author names the chapter “From formulating to developing a thesis” to show
that creating a strong thesis is a process. You first formulate a working thesis — an
initial idea and then develop it by refining, testing, and strengthening it after
research and considering multiple perspectives.
- Thesis is the logical stand, an assertion that academic writers make at the
beginning of what they write and then support with evidence throughout their
essay. They illustrations and examples that a writer includes must relate to and
 support the thesis. s. Thus, a thesis encompasses all of the information writers use
to further their arguments; it is not simply a single assertion at the beginning of an
essay.
- An academic thesis
• makes an assertion that is clearly defined, focused, and supported.
• reflects an awareness of the conversation from which the writer has taken up the
issue.
• is placed at the beginning of the essay
• penetrates every paragraph like the skewer in a shish kebab.
• acknowledges points of view that differ from the writer’s own, reflecting the
complexity of the issue.
• demonstrates an awareness of the readers’ assumptions and anticipates possible
counterarguments.
• conveys a significant fresh perspective.
1. Working vesus definitive theses
- The question serves as a tool for inquiry that will help you formulate your
working thesis (quá trình hình thành thesis (luận điểm), your first attempt at an
assertion of your position.
- A working thesis is valuable in the early stages of writing because it helps you
read selectively, in the same way that your issue-based question guides your
inquiry.
- Never accept your working thesis as your final position. Instead, con tinue testing
your assertion as you read and write, and modify your working thesis as necessary
- A more definitive thesis will come once you are sat isfied that you have examined
the issue from multiple perspectives.
2. Developing a working thesis : three models
a. The Correcting – Misinterpretations Model
- This model is used to correct writers whose arguments you believe have
misconstrued one or more important aspects of an issue. The thesis typi cally takes
the form of a factual claim
- “Although many scholars have argued about X and Y, a careful examination
suggests Z.”
b. The Filling – the – gap Model
- The gap model points to what other writers may have overlooked or ignored in
discussing a given issue. The gap model typically makes a claim of value.
- : “Although scholars have noted X and Y, they have missed the importance of
Z.”
c. The Modifying – what – others – have – said model
 - The modification model of thesis writing assumes that mutual understand ing is
possible
- “Although I agree with the X and Y ideas of other writers, it is important to
extend/refine/limit their ideas with Z.
3. Providing a context for a thesis
a. Establish that the issue is current and relevant
- Ideally, you should convey to readers that the issue you are discussing is both
current (what’s on people’s minds) and relevant (of sufficient impor tance to have
generated some discussion and written conver-sation)
b. Briefly present what others have said
- It is important to introduce who has said what in the conversation you are entering.
- After all, you are interrupting that conversation to make your contribution, and
those who are already in that conversation expect you to have done your
homework and acknowledge those who have already made important
contributions.
c. Explain what you see as the problem: Identify what is open to dispute.
d. State your thesi
- An effective thesis statement helps readers see the reasoning behind the author’s
claim; it also signals what readers should look for in the remainder of the essay.
4. Analyze the context of a thesis
5. Stating and supporrting a thesis
BUỔI 10: CHAPTER 7: FROM SUMMARY TO SYNTHESIS using sources to
build arguement
1. Summaries, Paraphases, Quotations
- Quotations, which involve using another writer’s exact words, paraphrases and
summaries are both restatements of another writer’s ideas in your own words, but
they differ in length.
- A paraphrase is usually about the same length as the original passage.
- A summary generally condenses a significantly longer text, conveying the
argument not only of a few sentences but also of entire paragraphs, essays, or
books.
- Both paraphrasing and summarizing are means to inquiry. That is, the act of
recasting someone else’s words or ideas into your own language, to suit your
argument and reach your readers, forces you to think critically: What does this
passage really mean? What is most important about it for my argument? How can I
best present it to my readers?
- Paraphrase when all the information in the passage is important, but the
language may be difficult for your readers to understand
- Summarize when you need to present only the key ideas of a passage (or an
essay or a book) to advance your argument.
- Quote when the passage is so effective — so clear, so concise, so authoritative,
so memorable — that you would be hard-pressed to improve on it.
2. Writing a paraphase
- A paraphrase is a restatement of all the information in a passage in your own
words, using your own sentence structure and composed with your own audience
in mind to advance your argument.
- Start by identifying key words and phrases and substituting synonyms for them. A
dictionary or thesaurus can help, but you may also have to reread what led up to
the passage to remind yourself of the context. For example, did the writer define
terms earlier that he or she uses in the passage and now expects you to know?
- Continue by experimenting with word order and sentence structure, combining
and recombining phrases to convey what the writer says without replicating his or
her style, in the best sequence for your readers. As you shuffle words and phrases,
you should begin arriving at a much better understanding of what the writer is
saying.
* Step to write a paraphase:
[Link] whether to paraphrase. If your readers don’t need all the information in
the passage, consider summarizing it or presenting the key points as part of a
summary of a longer passage. If a pas sage is clear, concise, and memorable as
originally written, con sider quoting instead of paraphrasing. Otherwise, and
especially if the original was written for an academic audience, you may want to
paraphrase the original to make its substance more accessible to your readers.
2 Understand the passage. Start by identifying key words, phrases, and ideas. If
necessary, reread the pages leading up to the passage, to place it in context.
3 Draft your paraphrase. replace key words and phrases with synonyms and
alternative phrases (possibly gleaned from the context provided by the surrounding
text). experiment with word order and sentence structure until the paraphrase
captures your understanding of the passage, in your own language, for your
readers
3. Writing a Summary
- A summary condenses a body of information, present ing the key ideas and
acknowledging their source.
- Steps to write a summary ( paraphsing in your own words then summarizing)
n1 Describe the key claims of the text. To understand the shape and direction of the
argument, study how paragraphs begin and end, and pay attention to the author’s point
of view and use of transi tions. Then combine what you have learned into a few
sentences describing the key claims.
n2 select examples to illustrate the author’s argument. Find one or two examples to
support each key claim. you may need only one example when you write your
summary.
n3 present the gist of the author’s argument. Describe the author’s central idea in your
own language with an eye to where you expect your argument to go.
n4 Contextualize what you summarize. Cue your readers into the conversation. Who
is the author? Where and when did the text appear? Why did the author write? Who
else is in the conversation?
* Describing the key claims of the text
- Notice how paragraphs begin and end. Often, focusing on the first and last
sentences of paragraphs will alert you to the shape and direction of an author’s
argument.
- Notice the author’s point of view and use of transitions.

* Selecting examples to illustrate the author’s argument

* Presenting the gist of the author’s argument
- When you present the gist of an argument, you are expressing the author’s
central idea in a sentence or two. The gist is not quite the same thing as the
author’s thesis statement. Instead, it is your formulation of the author’s main idea,
composed for the needs of your own argument.
* Contextualizing what you summarize (the first part of summary)
- Your summary should help readers understand the context of the conversation:
• Who is the author?
• What is the author’s expertise?
• What is the title of the work?
• Where did the work appear?
• What was the occasion of the work’s publication? What prompted the author to
write the work?
• What are the issues?
• Who else is taking part in the conversation, and what are their perspec tives on
the issues?
4. Synthesis Versus Summary
- A synthesis is a discussion that forges connections between the argu ments of two
or more authors.
- Like a summary,
+ A synthesis requires you to understand the key claims of each author’s
argument, including his or her use of supporting examples and evidence.
 + Also like a summary, a synthesis requires you to present a central idea, a gist, to
your readers
+ Requires analysis: you have to break down arguments and categorize their parts
to see how they work together. But your main purpose is not simply to report what
another author has said. rather, you must think critically about how multiple points
of view intersect on your issue, and decide what those intersections mean.
- Contrast to summary, which explains the context of a source, a synthesis creates a
context for your own argument. That is, when you write a synthesis comparing
two or more sources, you demonstrate that you are aware of the larger
conversation about the issue and begin to claim your own place in that
conversation.
- Keep in mind that the purpose of a synthesis is not merely to list the similarities
and differences you find in different sources or to assert your agreement with one
source as opposed to others. Instead, it sets up your argument. Once you discover
connections among texts, you have to decide what those connections mean to you
and your readers. What bearing do they have on your own thinking? How can you
make use of them in your argument
5. Writing a synthesis
- To compose an effective synthesis, you must (1) make connections among ideas in
different texts, (2) decide what those connections mean, and (3) formulate the gist
of what you’ve read, much like you did when you wrote a summary. The
difference is that in a synthesis, your gist should be a succinct statement that
brings into focus not the central idea of one text but the relationship among
different ideas in multiple texts.
- STEPS TO WRITE A SYNTHESIS
n1 make connections between and among different texts. Annotate the texts
you are working with, with an eye to comparing them. As you would for a
summary, note major points in the texts, choose relevant examples, and
formulate the gist of each text.
n2 Decide what those connections mean. Fill out a worksheet to compare
your notes on the different texts, track counterarguments, and record your
thoughts. Decide what the similarities and differences mean to you and what
they might mean to your readers. Our worksheet included columns for :
• author and source information
• the gist of each author’s arguments
• supporting examples and illustrations
• counterarguments
• our own thoughts
 n3 Formulate the gist of what you’ve read. Identify an overarching idea that
brings together the ideas you’ve noted, and write a syn thesis that forges
connections and makes use of the examples you’ve noted. use transitions to
signal the direction of your syn thesis
6. Avoiding plagiarism
- Plagiarism — the unacknowledged use of another’s work, passed off as one’s own
— is a most serious breach of academic integrity, and colleges and universities
deal with it severely.
- STEPS TO AVOID PLAGIARISM
n1 Always cite the source. Signal that you are paraphrasing, summa rizing, or
synthesizing by identifying your source at the outset — “According to James
Gunn,” “Clive Thompson argues,” “Cynthia Haven and Josh Keller . . . point out.”
And if possible, indicate the end of the paraphrase, summary, or synthesis with
relevant page references to the source. If you cite a source several times in your
paper, don’t assume that your first citation has you covered; acknowledge the
source as often as you use it.
n2 provide a full citation in your bibliography. It’s not enough to cite a source
in your paper; you must also provide a full citation for every source you use in the
list of sources at the end of your paper
7. Intergratign quotation into your writing
a. Take an active stance
- Taking an active stance when you are quoting means knowing when to quote.
Don’t quote when a paraphrase or summary will convey the infor mation from a
source more effectively. More important, you have to make fair and wise decisions
about what and how much you should quote to make your argument
- It’s not fair (or wise) to quote selectively — choosing only passages that support
your argument — when you know you are distorting the argu ment of the writer
you are quoting. you want to show that you under stand the writer’s argument, and
you want to make evenhanded use of it in your own argument.
- It’s not wise (or fair to yourself) to flesh out your paper with an over whelming
number of quotations that could make readers think that you do not know your
topic well or do not have your own ideas. Don’t allow quotations to take over your
paragraphs. remember that your ideas and argument — your thesis — are what is
most important to the readers and what justifies a quotation’s being included at all.
- Always keep in mind that your thesis is the skewer that runs through every
paragraph, holding all of the ideas together. When you use quotations, then, you
must organize them to enrich, substantiate, illustrate, and help support your central
claim or thesis
b. Explain the quotations
- Make sure that readers know exactly what they should learn from the quotation.
c. Attach short quotations to your own sentences
- The quotations we discussed above are block quotations, lengthy quota tions of
more than five lines that are set off from the text of a paper with indention. Make
shorter quotations part of your own sentences so that your readers can understand
how the quotations connect to your argu ment and can follow along easily. How do
you make a quotation part of your own sentences? There are two main methods:
• Integrate quotations within the grammar of your writing.
• Attach quotations with punctuation
- Integrate quotations within the grammar of a sentence. When you integrate a
quotation into a sentence, the quotation must make grammatical sense and read as
if it is part of the sentence:
Fine, Weiss, and Powell (1998) expanded upon what others call “equal status con
tact theory” by using a “framework that draws on three traditionally independent
literatures — those on community, difference, and democracy” (p. 37).
 If you add words to the quotation, use square brackets around them to let
readers know that the words are not original to the quotation: Smith and
Wellner (2002) asserted that they “are not alone [in believing] that the facts
have been incorrectly interpreted by Mancini” (p. 24).
 If you omit any words in the middle of a quotation, use an ellipsis, three
periods with spaces between them, to indicate the omission: Riquelme argues
that “Eliot tries . . . to provide a definition by negations, which he also turns
into positive terms that are meant to correct misconceptions” (156).
 If you omit a sentence or more, make sure to put a period before the ellip sis
points: Eagleton writes, “What Eliot was in fact assaulting was the whole
ideology of middle-class liberalism. . . . Eliot’s own solution is an extreme
right-wing authori tarianism: men and women must sacrifice their petty
‘personalities’ and opinions to an impersonal order” (39).
 Whatever you add (using square brackets) or omit (using ellipses), the sen
tence must read grammatically. And, of course, your addition
- Attach quotations with punctuation. you also can attach a quotation to a
sentence by using punctuation. For example, this passage attaches the run- in
quotation with a colon: For these researchers, there needs to be recognition of
differences in a way that will include and accept all students. Specifically, they
asked: “Within multiracial settings, when are young people invited to discuss,
voice, critique, and re- view very notions of race that feel so fixed, so hierarchical,
so damaging, and so accepted in the broader culture?” (p. 132)
DRAFT CONCLUSION
Echoing the introduction in your conclusion helps readers come full circle. It helps
them see how you have developed your idea from beginning to end.
By issuing a challenge to your readers, you create a sense of urgency, pro voking
them to act to change the status quo
Looking to the future is particularly relevant when you are asking readers to take
action. To move readers to action, you must establish the persis tence of a problem
and the consequences of letting a situation continue unchanged
Posing questions stimulates readers to think about the implications of your
argument and to apply what you argue to other situations.
Strategies for conclusion:
Use an inverted triangle
Begin with a narrative.
Ask a question that you will answer
Present a paradox.
Mind the gap

Strategies for developing paragraph

Use topic sentences to focus your paragraphs
Create unity in your paragraphs
Use critical strategies to develop your paragraphs.

A well-constructed body paragraph:

+ one main point
+ include a topic sentence
+ have unity in your paragraph: all point should focus one point, use transition

Strategies for conclusion

Pull together the main claims of your essay.
 Answer the question “So what?”
Place your argument in a larger context
Show readers what is new
Decide on the best strategy for writing your conclusion.
Scimago

- Definition : aca writing, characteristic of aca writer

- Process of an aca writing: From reading to writing…. , how it helps when
writing
-