Writing Assignment 3作文含封面.docx
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Writing Assignment 3作文含封面.docx
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WritingAssignment3作文含封面
ANALYSISONKEEPYOURGOALSTOYOURSELF
2016-2017学年第一学期
《批判性读与写CriticalThinking》课程论文
学生姓名:
张子靖Ken
教师姓名:
PedroPastrano-Tuhao
学院:
动力工程学院
专业:
核工程与核技术
学号:
20153079
中国·重庆重庆大学外国语学院
二〇一六年十月
Items
Content
Point
/25
MLAFORMAT/5
Theformatofthecoverpage,firstpageandheadershouldbecorrect.
1
Correctlyusein-textcitationsbyclarifyingtheauthors,yearsandpages.
2
Correctlyuseworkscited/references(morethan6)toavoidplagiarism.
2
Content
/11
Abstract
Theabstractmustcontainthecontents:
WHATthepaperisabout?
WHYthepaperwasdone?
HOWthepaperwasdone?
WHATthepaperfound?
2
Introduction
Theintroductionstatesthemaintopicandpreviewsthestructureofthepaper.
1
Evidence/QualityofInformation
Authenticinformationclearlyandcloselyrelatestothemaintopic.
Paperiswell-analyzedindetailusingselectedchaptersfromthetextbook.
3
Analysis
Consistentconnectionsmadebetweenevidenceandthesisandarewellanalyzed.
Displayscriticalthinkingandavoidssimplisticdescription.
1
Organization/Logic
Evident,understandable,appropriate,excellenttransitionsfrompointtopointthroughwell-developedchaptersandparagraphs.
Transitionalwordsareusedtoenhanceorganization.
2
Conclusion
Theconclusionisstronglytiedtotheideasdiscussedinthepaper.
2
AcademicWriting/5
Paperisacademicallywritten
Donotuseshortforms,phrasalverbs,simplewords,repeatingwords.
Avoidwordsi.e.it,some,alotof,typeof,sortof,kindof,wordsshowingcaution.
Donotusepersonalpronounsshowingsubjectivitylike"you","us"“he/she”and"we",etc.
5
Grammar/4
Paperiswritteninthepresenttense.
2
Theverbtenseandverbagreementiscorrect.
1
Punctuation,prepositionandpronounmustbecorrectlyused.
1
WARNING!
WARNING!
WARNING!
:
A.Ifthepaperisincomplete,1-25pointswillbelost.
B.Ifastudentisfoundtohaveplagiarized,he/shewillautomaticallyfailandbereportedtotheUniversity.Noexceptionsand/orexcusesforplagiarism.
C.Latepaperswillnotbeaccepted.
ABSTRACT
Thispaperisananalysisonthevideo,KeepYourGoalstoYourself.ThispaperexaminesexactlytheargumentofDerek;then,thenpassageanalyzesDerek’sargument,plusmeanwhile,evaluatesDerek’sargument.
ThereasonforconstitutingthispassageistocomprehendaswellasapplytheknowledgeofthebookUnderstandingArguments.Inaddition,thispassage,whichdisassemblesDerek’sargument,purportstoassistreadersunderstandingDerek’sargument.
ConstitutingthispapercomprehensivelyutilizestheknowledgeinChapter1,2,3,4,5plus6ofthebook,UnderstandingArguments:
ThecloseanalysisofDerek’sargumentutilizestheknowledgeofChapter4;thedeepanalysisofDerek’sargumentisanapplicationoftheknowledgeinChapter5;determiningwhetherDerek’sargumentisvalidutilizestheknowledgeofChapter6;aboveall,analyzingaswellasevaluatingDerek’sargumentsutilizesthebasicknowledgeincludedinChapter1,2plus3.
Asaconsequenceofanalyzingaswellasevaluating,thispassageindicatesthestrategiesthatDerekutilizestopresentathesis,thereferentialmethodstoconvincetheaudienceaswellassummarizethegeneralevaluationofDerek’sargument.
AnalysisonKeepYourGoalstoYourself
INTRODUCTION
KeepYourGoalstoYourself,aTEDxvideopostedinSeptember,2010,whosespeakerisDerekSivers.Inthevideo,Derekproposesaswellasdemonstratesthethesisthatindividualshouldkeepgoalsasasecretinsteadofannouncingthegoalstopublic.
Thispassage,ananalysisonDerek’sargumentinthevideo,KeepYourGoalstoYourself,mainlycontainsfourportions:
DEREK’SPRESENTATION,ANALYSIS,EVALUATIONaswellasCONCLUSION.
BeforetheANALYSISportion,toanalyzeinaconvenientway,plusmeanwhile,toassistreaderstoacquaintDerek’spresentation,thispassagepoststheoriginalofDerek’spresentation.
TheANALYSISportion,whichconsistsofcloseanalysisplusdeepanalysis,isinhotpursuitoftheoriginalofDerek’spresentation.ThispartanalyzesDerek’sargumentsintensively;furthermore,thispartinvolvesjudgmentofwhetherDerek’sargumentisvalidornot.
TheCONCLUSIONpartisaintegrationoftheconsequenceoftheintensiveanalysis.Inthispart,thispassagesummarizespartialreferentialstrategiesthatDerekutilizestodemonstrateathesisaswellasthemethodstoconvincetheaudience.Inaddition,
DEREK’SPRESENTATION
Beforetheformalanalysis,herepostsDerek’spresentationinthevideo,KeepYourGoalstoYourself:
Everyone,pleasethinkofyourbiggestpersonalgoal.Forreal--youcantakeasecond.You'vegottofeelthistolearnit.Takeafewsecondsandthinkofyourpersonalbiggestgoal,okay?
Imaginedecidingrightnowthatyou'regoingtodoit.Imaginetellingsomeonethatyoumeettodaywhatyou'regoingtodo.Imaginetheircongratulationsandtheirhighimageofyou.Doesn'titfeelgoodtosayitoutloud?
Don'tyoufeelonestepcloseralready,likeit'salreadybecomingpartofyouridentity?
Well,badnews:
youshouldhavekeptyourmouthshut,becausethatgoodfeelingnowwillmakeyoulesslikelytodoit.Repeatedpsychologytestshaveproventhattellingsomeoneyourgoalmakesitlesslikelytohappen.Anytimeyouhaveagoal,therearesomestepsthatneedtobedone,someworkthatneedstobedoneinordertoachieveit.Ideally,youwouldnotbesatisfieduntilyouhadactuallydonethework.Butwhenyoutellsomeoneyourgoalandtheyacknowledgeit,psychologistshavefoundthatit'scalleda'socialreality.'Themindiskindoftrickedintofeelingthatit'salreadydone.Andthen,becauseyoufeltthatsatisfaction,you'relessmotivatedtodotheactualhardworknecessary.Sothisgoesagainstthe conventional wisdomthatweshouldtellourfriendsourgoals,right--sotheyholdustoit.
So,let'slookattheproof.1926,KurtLewin,founderofsocialpsychology,calledthis“substitution.”1933,VeraMahlerfound,whenitwasacknowledgedbyothers,itfeltrealinthemind.1982,PeterGollwitzerwroteawholebookaboutthisandin2009,hedidsomenewteststhatwerepublished.
Itgoeslikethis:
163peopleacrossfourseparatetests--everyonewrotedowntheirpersonalgoal.Thenhalfofthemannouncedtheircommitmenttothisgoaltotheroom,andhalfdidn't.Theneveryonewasgiven45minutesofworkthatwoulddirectlyleadthemtowardstheirgoal,buttheyweretoldthattheycouldstopatanytime.Now,thosewhokepttheirmouthsshutworkedtheentire45minutes,onaverage,andwhenaskedafterwards,saidthattheyfeltthattheyhadalongwaytogostilltoachievetheirgoal.Butthosewhohadannounceditquitafteronly33minutes,onaverage,andwhenaskedafterwards,saidthattheyfeltmuchclosertoachievingtheirgoal.
So,ifthisistrue,whatcanwedo?
Well,youcouldresistthe temptationtoannounceyourgoal.Youcandelaythe gratificationthatthesocialacknowledgmentbrings,andyoucanunderstandthatyourmindmistakesthetalkingforthedoing.Butifyoudoneedtotalkaboutsomething,youcanstateitinawaythatgivesyounosatisfaction,suchas,“Ireallywanttorunthismarathon,soIneedtotrainfivetimesaweekandkickmyassifIdon't,okay?
”
Soaudience,nexttimeyou'retemptedtotellsomeoneyourgoal,whatwillyousay?
Exactly,welldone.(Derek,KeepYourGoalstoYourself)
1.CloseAnalysis
Sinnott-ArmstrongandFogelinsuggestinUnderstandingArgumentsthatthefirststepinthecloseanalysisistolabelthevariousargumentativedevices(80).Tobeconvenient,herelistsabbreviationsforargumentativedevices:
ARGUMENTATIVEDEVICES
ABBREVIATIONS
argumentmarker
M
assuringterm
A
guardingterm
G
discountingterm
D
argumentativeperformative
AP
evaluativeterm
E(+or–)
rhetoricaldevice
R
ThefollowingisthebeginningofDerek’spresentation:
R
Everyone,pleasethinkofyourbiggestpersonalgoal.Forreal--youcantakeasecond.You'vegottofeelthistolearnit.Takeafewsecondsandthinkofyourpersonalbiggestgoal,okay?
Imaginedecidingrightnowthatyou'regoingtodoit.Imaginetellingsomeonethatyoumeettodaywhatyou'regoingtodo.Imaginetheircongratulationsandtheirhighimageofyou.Doesn'titfeelgoodto
sayitoutloud?
Don'tyoufeelonestepcloseralready,likeit'salreadybecomingpartofyouridentity?
A
E-,D
D
M
Well,badnews:
youshouldhavekeptyourmouthshut,becausethatgoodfeelingnowwillmakeyoulesslikelytodoit.Repeatedpsychologytestshaveproventhattellingsomeoneyourgoalmakesitlesslikelytohappen.Anytimeyouhaveagoal,therearesomestepsthatneedtobedone,someworkthatneedstobedoneinordertoachieveit.Ideally,youwouldnotbesatisfieduntilyouhadactuallydonethework.Butwhenyoutellsomeoneyourgoalandtheyacknowledgeit,psychologistshavefoundthatit'scalleda“socialreality.”Themindiskindoftrickedintofeelingthatit'salreadydone.Andthen,becauseyoufeltthatsatisfaction,you'relessmotivatedtodotheactualhardworknecessary.Sothisgoesagainstthe conventional wisdomthatweshouldtellourfriendsourgoals,right--sotheyholdustoit.(Derek,KeepYourGoalstoYourself)
A.“Doesn'titfeelgoodtosayitoutloud?
Don'tyoufeelonestepcloseralready,likeit'salreadybecomingpartofyouridentity?
”Thosequestionsarerhetoricalquestions.Utilizingthoserhetoricalquestionspurportstodrawtheattentionoftheaudience.
B.Theshortphrase“well,badnews”functionsasanevaluativeterm.“Bad”,thewordDerekutilizestoevaluatethenews--“good
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