Friday 03.11.

2023

 Steps to analyzing a text rhetorically: 4 (Situation, Purpose, Claim, Audience)

 Elements to consider: 6 (Language, tone, use of sources, evidence, genre,
structure, word choice/diction)

Writing..

 Paraphrasing: When all the information in the passage is important, but the
language is not key to your discussion
 Summarizing: When you need to present only the key ideas of the passage to
advance your argument.
 Quoting: When the passage is so effective-so clear, so concise, so authoritative, so
memorable.

In-text Citations: Direct quotes

 With a signal phrase

 Without a signal phrase

In-text Citations: A work with Three to Five author

 When citing a work with three to five authors, identify all authors, in the signal
phrase or in parenthesis.
 In subsequent citations, only use the first author’s last name followed by “et al” in
the signal phrase or in parentheses.

Use the direct quote in your own text

Original passage: Many people become vegetarians because they believe, in error, that
vegetarianism is uniquely conducive to good health.

[found on page 359 of a text produced by the American Council on Science and
Health]

 With a signal phrase: According to…., many people….good health.

  Without a signal phrase: Many people…good health (the American Council on
Science and Health, P359).

Writing a paraphrase

Summary vs rhetorical analysis:

 Summary: Gists (key claims)

 Rhetorical analysis: Situation – Purpose – Author – Audience – Key claim –
Rhetorical tools (language, genre, word choice, tone

13.11.2023

- A reliable source is one that provides a thorough, well – reasoned theory, argument,
discussion, etc, based on strong evidence.

- Identifying sources:

+ Abstracts & peer review studies

+ Book review & books

+ Newspaper, other new sources

+ Websites

+ GG, gg scholar

+ Science direct
- Journal: Scopus (very reliable)

- Step 1: Identify the key words and synonyms

1. Identify the key word:

What: Domains

How to start:

Encyclopedia & Wiki, dictionary, GG image, GG scholar (citation).

2. Identify synonyms:

Thesaurus

GG synonyms

Abstracts & journal articles

 Search tips:

Replace a specific term with a more general term

Substitute a synonym for one of your keywords

Combine terms with or to get results with either or both terms

Add a wildcard character, usually an asterisk (*) or questions mark (?)

 Identify synonyms: Faculty development of higher education in South East Asia

1. Faculty: Faculty members, teachers, educators, lecturers,..
2. Development: enhancement, training, education, improvement
3. Higher education: Higher learning institution, university, college, post-graduate.
 Evaluating research resources: Criteria

+ The type of source

+ Its intended purpose and audience

+ The author’s qualifications

+ The publication’s reputation

+ Any indications of bias or hidden agendas

+ How current the source is

+ The overall quality of the writing, thinking and design.

 Books & journal articles:

 + Purpose of the book

+ Publisher

+ Organization and content

+ Date of publication

+ Authors

Notes: Cite the source properly to avoid Plagarism

 Summarize, paraphrase or quote directly

 Follow the citation guidelines

24.11.2023: Unit 11: From Ethos to Logos: Appealing to your readers

- Modes of persuasion:

Ethos: Credibility

Pathos: Emotion

Logos: Logic

1. Ethos
2. Pathos
3. Ethos
4. Logos
5. Logos

Phần ghi hôm nghỉ học:

 Summary vs Rhetorical:
 Summary: Gist (from Key claims)
  Rhetorical: Situation, Purpose, Author (who is the author), Audience,
Rhetorical tool (language, word choice, genre, tone), Main claim (1p
summary)

Chapter 6 - 7: From Finding to Evaluating Source

 A reliable source is one that provides a thorough, well-reasoned theory, argument,

discussion, etc, based on strong evidence.
 Identifying sources:
 Abstracts & Peer-review studies
 Book reviews & books
 Dictionary
 Encyclopedia & Wiki
 Newspaper, other news sources
 Data statistic/ index: HDI (Human Development Index), national
population census
 Reports (WB, IMF…)
 Authority/ legal documents
 Websites
 Letter, memo, diary
 Forums and discussion
 Google & Google Scholar
 Science Direct/ Sage
 University Library
  Abstract: Brief summary of a text and the bibliographic information needed to
locate the complete text.
→ To help researchers decide whether they want to read the entire source.

→ Limitations: May be too brief to fully assess the value of a source.

GOOGLE SCHOLAR:

 Journal:
 IF = impact factor
 Scopus: very reliable
 SCI/ SSCI:
 Step 1: Identify the key words and synonyms:
 1. Identify the key words
 What: Domains
 How to start:
 Encyclopedia & Wiki, dictionary
 Google image; Google scholar (citation)
 2. Identify synonyms
 Thesaurus
 Google synonyms
 Abstracts & journal articles

 Search tips:
 Replace a pecific term with a more gneral term
 Substitute a synonym for one of your keywords
 Combine terms with or to get results with either or both terms
 Add a wildcard character, usually an asterisk (*) or question mark (?)
 Other tips:
 Combine keywords with and or + to limit results to citations that include
both keywords: diet + nutrition.
 Combine keywords with not or - to search for the first word without the
second: work not life.
 Enclose a phrase in quotation marks to search for an exact phrase, “use of
force” or “law enforcement”
 Identifying synonyms:
 Faculty
 Development
 Higher education

 Evaluating research resources: Criteria:

 the type of source
 its intended purpose and audience
 the author’s qualifications
 the publication’s reputation
 any indications of bias or hidden agendas
 how current the source is
 and the overall quality of the writing, thinking, and design
 Books, Journal articles:
 Purpose of the book
 Publisher
 Organization and content
 Date of publication
 Authors
 Using sources:
 Cite the source properly to avoid Plagiarism
 Summarize, paraphrase, or quote directly
 Follow the citation guidelines
CLAIM

 A claim of fact: Assertions (arguments) claims that seek to define or classify

something or establish that a problem or condition has existed, exists, or will exist.
 A claim of value: expresses an evaluation of a problem or condition that has
existed, exists, or will exist. → sự đánh giá
 A claim of policy: An argument for a change or a solution to a problem.

1. f
2. v
3. f
4. v
5. p
6. f
7. p
8. p
9. f

Analyzing an argument:

 Identifying the writer’s main claim and minor claims

 Examining the reasons and evidence given in support of each claim
 Identifying the writer’s concessions.

 Reasons:
  Concession: A concession is an acknowledgment that readers may not agree with
every point the writer is making.
o Eg: “It is true that…”, “I agree with X that Y is an important factor to
consider…”, “Some studies have convincingly shown that…”, …
 Counter-argument: is an argument raised in response to another argument. You
want to be aware of and acknowledge what your readers may object to in your
argument.
 Reasons for making concessions and responding to counter-argument:
 Conveying to readers that their different views are understood.
 Acknowledging conditions under which readers’ views are valid.
 Helping readers see that the writers share common ground with them.
 Creating mutually acceptable solutions to agreed-on problems.

 Writing a rhetorical analysis essay:

Introduction Present the rhetorical situation of the article:

 Engage reader’s interest in the issue of the article

 Indicate your interest and investment
 Present a thesis of the article you will analyze in depth

Summary of Briefly present the main claims and minor claims of the article you
Argument are analyzing to help readers understand your analysis

Rhetorical Explain, develop, and discuss the rhetorical points in your thesis,
Analysis examining the author’s rhetorical strategies

 Use examples and quotations from the article’s argument you

 are analyzing to make your points clear to your readers

Conclusion Wrap up your analysis

 Perhaps mention the stakes or importance of this article

contribution to the public conversation on this issue
 1. Write a checklist of how to do rhetorical analysis as group work.
2. Analysis the essay below individually, according to the checklist established by
your group.

Introduction

Summary of Argument

Rhetorical Analysis

Conclusion

Situation, Purpose, Author (who is the author), Audience, Rhetorical tool (language,
word choice, genre, tone), Main claim (1p summary)

Có nên học Đh? Heading? các từ self-educated, self-taught, self-learner, learning agility

In my analysis, I will focus on “Do people need higher education to success?”

which serves as a conclusion to Josh Bersin’s essay, which delves into the increasingly
debated topic of the relationship between higher education and success in today's job
market. In the passage, the author discussed that the traditional link between higher
education and success in the job market is weakening and suggests that, in today's
economy, self-education, and practical experience may be worth considering. While
presenting his arguments, Josh uses specific words and phrases that convey his opinion
on the importance of a college degree and encourages employers to broaden their criteria
for identifying "great employees" and consider people who are self-taught or have gained
practical experience outside of the traditional educational system.

Josh Bersin points out that we have seen plenty of evidence in the past year that
the education-to-employment relationship is broken. Many jobs, such as computer
science, chemical engineering, statistics, and health professions, are in high demand,
nevertheless many are not. As a result, the problem of the mismatch between Education
and Business continues to grow, noting alarming statistics such as the rising
unemployment rate among recent US college graduates and the rising cost of higher
education. This issue begs the big question that do young people really need a higher
education degree to succeed?

In this essay, Berson’s purpose seems to question the necessity of a higher

education degree for success in today's job market. The author draws attention to how
things are shifting and challenges the commonly accepted belief that a college degree
ensures success. Instead, he suggests investigating self-education, internships,
mentorships, and practical experience as alternate paths to success. His choice of words
and the vivid explanation of the barriers that college graduates face. He evokes empathy
from the reader by emphasizing the financial burden of a college education, highlighting
that graduates today carry over a trillion dollars in debt. This statistic's emotional weight
is likely to have a great impact on readers, particularly those who have experienced or are
presently handling the issues of student loans. Additionally, to support his point of view,
he also introduces the example of Bill Gates, who dropped out of college but achieved
remarkable success.

The intended audience for this passage includes employers, business leaders, and
individuals involved in HR and talent management. The author aims to encourage a
reconsideration of standard hiring processes and a more open-minded approach to
evaluate individuals beyond their higher education. Because of that, throughout the essay,
Bersin maintains a calm and open-minded tone. He respects higher education's various
duties, acknowledging its value to perspective, reading and writing skills, discipline, and
hard work, while emphasizing that it may not be the ideal option for everyone in today's
job market.

Bersin builds his authority as a knowledgeable and trustworthy voice in the debate
over education and employment by emphasizing his role as a Global Industry Analyst
specialized in human resources, business leadership, corporate learning and development,
recruiting, and HR technology. Moreover, the use of statistical data and evidence
supports the essay's appeal to logic. He reinforces his argument with numerical data, such
as the 40% increase in college costs over the last 10 years and the Bureau of Labor
Statistics' results on unemployment rates. These numbers provide solid evidence that the
traditional education-to-employment relationship faces severe problems. Furthermore, he
delivers the personal narrative of Bill Gates to evoke admiration and inspiration,
appealing to the reader's emotions by presenting a real-world example of someone who
thrived without completing traditional higher education, and he also references Richard
Arum, a sociologist at New York University, to lend academic credibility to his
argument. As a result, the logical structure of the essay is well-defined, progressing from
the identification of the problem to the presentation of evidence and concludes with a call
for a new approach in how employers evaluate candidates. This development improves
the argument's overall coherence, making it more effective.

To increase the persuasion value of the essay, the author applies many rhetorical
strategies. The use of metaphor is seen in terms like "the education to employment link is
broken," which provides a vivid picture of a broken system. The metaphorical language
brings up a powerful image which corresponds to the reader's thoughts of a crushed or
ineffective process. Furthermore, the language used is simple and educative. To support
the thesis, Bersin also uses statistics of college cost growth, and student debt. Moreover,
the continuously use of phrases such as "self-taught", “self-educated”, "learning agility",
and "self-learner" contribute to the analytical and calm tone. In addition, there is also the
repetition of the phrase "Maybe you, as an employer, should..." serves as a rhetorical
device, emphasizing the author's call to action for employers to reassess their criteria for
evaluating candidates. The repetition reinforces the central argument and encourages
employers to reconsider their perspectives on hiring practices.

In conclusion, Josh Bersin's essay effectively uses rhetorical strategies to question

common beliefs about the importance of higher education for success. Bersin creates a
persuasive argument to challenge audiences to think critically about their assumptions
about the relationship between a college degree and success in the job market of today.
The essay engages the audience and inspires their thoughts on the shifting patterns of
education and employment through the use of examples from daily life, statistical data,
and several rhetorical tools.

27.11.2023: From identifying issues to forming questions

Choosing an issue:

 The issue must be controversial – an issue that people disagree about; arguable – a
matter of opinion on which there is no absolute proof or authority.
 One that you can research, as necessary, in the time you have
 One that you care about

If you are thinking of addressing an issue of national concern, focus on a local or at least
a specific aspect of it:

Eg: Instead of addressing censorship in general:

 Write about a recent lawmaker’s effort to propose a law censoring the Internet
 A city council attempt to block access to Internet sites at the public library, or
 A school board’s ban on certain textbooks

“Should transgender marriage be legalized in VN or not?”

“Should children be given too much homework after school?”

“Should the number of beauty peagants in VN be reduced?”

Making Inquiry:

1. Observe: Note phenomena or behaviors that puzzle you or challenge your beliefs
and values.
2. Ask questions: Consider why things are the way they are.
3. Examine alternatives: Explore how things could be different.

From identifying issues to forming questions

1. Reflect on what you observe

2. Draw on your personal experience
3. Identify what is open to dispute
4. Resist binary thinking
5. Build on and extend the ideas of others
6. Read/ observe to discover a writer’s frame
7. Consider the constraints of the situation

From identifying issues to forming issue-based questions

1. Refine your topic: Examine your topic from different perspectives. For example,
the causes, consequences?
2. Explain your interest in the topic: Explore the source of your interest and what
you want to learn
3. Identify an issue: Determine what is open to dispute
4. Formulate your topic as a question: Use your question to focus your inquiry
5. Acknowledge your audience

Providing a Context for a Thesis

1. Establish that the issue is Current and Relevant

2. Briefly Present what others have said
3. Explain what you see as the problem
 4. State your thesis (đặt ở cuối phần mở)

Example:

 Situation: An increasing number of homeless people are seeking shelter on your

college campus.
 Issue: Campus security has stepped up its efforts to remove the homeless, even
though the shelters off campus are overcrowded.
 Questions:
5. Who can prevent/ deal with this issue?
6. What should government do to cope with this situation? Do they
care about it?
7. What should the principal/ guards do to ensure the campus’s
security/ students’ safety?
8. Are there any alternatives to help the homeless?

5-step process to formulate issue-based question

1. What are its consequences of homelessness? (refine topic)

2. I am interested in the consequences of homelessness because it challenges
democratic principles of fairness (explain interest)
3. The persistence of homelessness contradicts my belief in social justice (identify
issue/ open for dispute)
4. To what extent can we allow homelessness to persist in a democratic nation that
prides itself on providing equal opportunity to all?
5. I am interested in the consequences of homelessness because I want people who
believe in democracy to understand that we need to work harder to make sure that
everyone has access to food, shelter, and employment (audience)

From formulating to developing thesis – 4 models:

 1. Misinterpretations model: “Although many scholars have argued about A and B,
a careful examination suggests C” (nghiên cứu chưa chuẩn  làm lại cho chuẩn
hơn)
2. Gap model: “Although scholars have noted A and B, they have missed the
importance of C” (nghiên cứu chưa đủ  cần nghiên cứu thêm)
3. Modification model: “Although I agree with the A and B ideas of other writers, it
is important to extend/refine/limit their ideas with C”
4. Hypothesis-testing model: “Some people explain A by suggesting B, but a close
analysis of the problem reveals the possibility of several
competing/complementary explanation such as C, D and E”

Examples:

 Modification/ Gap: A number of studies indicate that violence on television has a

detrimental effect on adolescent behaviour. However, few researchers have
examined key environmental factors like peer pressure, music, and home life. In
fact, I would argue that many researchers have oversimplified the problem.
 Gap: Although research indicates that an increasing number of African American
and Hispanic students are dropping out of high school, researchers have failed to
fully grasp the reasons why this has occurred.
 Gap: I want to argue that studies supporting single-sex education are relatively
sound. However, we don’t really know the long-term effects of single-sex
education, particularly on young women’s career paths.
 Misinterpretations: Although recent studies of voting patterns in the US indicate
that young people between the ages of 18 and 24 are apathetic, I want to suggest
that not all of the reasons these studies provide are valid.
 Misinterpretations: Indeed, it’s not surprising that students are majoring in fields
that will enable them to get a job after graduation. But students may not be as
pragmatic as we think. Many students choose majors because they feel that
learning is an important end in itself.
  Modification: Some reformers have assumed that increasing competition will
force public schools to improve the quality of education, but it seems that a
number of recent initiatices can be used to explain why students have begun to
flourish in math and reading, particularly in the primary grades.
 It is clear that cities need to clean up the dilapidated housing projects that were
built over half a century ago; but few, if any, studies have examined the effects of
doing so on the life chances of those people who are being displaced.
 In addition to its efforts to advance the cause of social justice in the new global
economy, the university must make a commitment to ending poverty on the edge
of campus.
 Although the writer offers evidence to explain
 Misinterpretation: More and more…

Tuesday, 5th December 2023

UNIT 10: FROM SYNTHESIS TO RESEARCHED ARGUMENT

A Synthesis:

 Is a discussion that forges connections between the arguments of two or more

authors
 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.

Steps to write a synthesis:

 Summarize each essay

 Explain the ways in which the authors’ examples and illustrations to demonstrate
the similarities and differences.
 Specific steps to write a synthesis

1. 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.
2. 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.
3. 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 synthesis.

Friday 15.12.2023

Argument Example

 Claim: Smoking Cigarettes is dangerous to one’s health

 Support:
 Cigarette smoking causes more than 440K deaths each year in the US. This
is about one in five death.
 Smoking causes about 90% of all lung cancer deaths in men and 80% of all
lung cancer deaths in women.
 Cigarette smoking can cause cancer almost anywhere in your body.

Parts of an argument:

 ISSUE: problem or controversy about which people disagree

 CLAIM: the position on the issue (assertion)
 SUPPORT: reasons and evidence that the claim is reasonable and should be
accepted.
  COUNTER ARGUMENT: opposing viewpoints.

Lưu ý thi gk: Ko viết quá 800 từ 

Đề thi: Ko có j lạ với các e cả!

Ôn: Trích nguồn APA + Summary + Argumentative

Chủ yếu là dạng multiple choice