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Mr. StocktonAdmin- Posts : 1156
Join date : 2019-08-01
Avoiding absolute terms and using modifiers
Tue Jan 07, 2020 11:12 am
Avoiding absolute terms and using modifiers
"A lack of understanding of the complexities of a subject or an issue can lead to oversimplification or generalizations. Because arguments are usually part of ongoing discourse, effective arguments often avoid expressing claims, reasoning, and evidence in absolute terms. Writers may strategically use words, phrases, and clauses as modifiers to qualify or limit the scope of an argument." - AP English, 2019, p.68
Part I: Avoiding absolute terms
1. Form small groups (~3) to complete the following exercise. Look at the machine in the picture above, write down something about it. Study it carefully. Write a paragraph noting any words that come to mind, your thoughts, or feelings that come up. What does this machine do? Write at least 100 words. When you are complete, check your work with the teacher to be sure your paragraph is rich with interpretations and evaluations about the machine before going on to the next section.
2. Write a paragraph describing the machine, writing down only what you can see. Minimum 100 words. Have your work checked by another group to be certain your description is completely objective. Once your group has had your paragraph confirmed as totally objective, with no unfounded judgments, put the names of the checkers under your paragraph.
3. Reflect. What is the difference between your two paragraphs? Are there any differences of style or content between your first and second paragraphs? Make a small table or graphic organizer.
4. A modifier changes, clarifies, qualifies, or limits a particular word in a sentence in order to add emphasis, explanation, or detail. Examples include "Just", "Almost", "Hardly", "At first", or "Simply". You can learn more about using modifiers in English here: link or here: link. Have you used any modifiers in either paragraph? If not, could any be added? If so, what would the effect be? What function do modifiers have in writing? Do modifiers improve objective descriptions, or invalidate objectivity? How and why? When you are complete, check your work with the teacher before continuing to the next part.
Part II: Using modifiers
1. Gangstalking is a worldwide problem. Read the homepage of the site linked below to familiarize yourself with the issue. Write a brief definition of gangstalking (~25 words).
stopgangstalking.org
2. Watch the video embedded below posted online by a victim of gangstalking. Use bullet points to summarize the harassment he is suffering (~50 words).
3. Could there be any other possible explanation than the interpretation the gangstalking victim gives? Using 5-10 modifiers, write a short paragraph explaining your own explanations (~50 words). Underline the modifiers.
4. Modifiers can be used to improve clarity in writing by limiting over-generalizations, but can also invalidate objectivity. Their most well-known significance in English language is probably as the "misplaced modifier" which creates unclarity in writing, often with humorous results. Read the sentences below; note the misunderstandings the sentence might cause, then rewrite the sentence moving the modifier to make it correct.
Example:
0. Lee only eats cakes.
Unclear: Does this mean Lee eats nothing but cakes, or that Lee does not do other things to cakes than eat them?
Correct: Lee eats only cakes.
0. The waiter served a steak to the guest that was under-cooked.
Unclear: Why would a guest be cooked at all?
Correct: The waiter served a steak that was under-cooked to the guest.
1. One morning I shot an elephant in my pajamas.
2. We will not sell perfume to anyone in glass bottles.
3. She saw a puppy and a kitten on the way to the store.
4. He bought a horse for his sister called King.
5. A team led by Dr Craig Smith from the University of Hawaii found the new species of crabs using a remotely operated submersible.
6. On her way home, Janice found a gold man's watch.
7. They saw a fence behind the house made of barbed wire.
8. The teacher said on Monday she would return our essays.
Be sure the names of all group members are on the final document you submit; include a note roughly estimating the percent of the workload each group member contributed.
"A lack of understanding of the complexities of a subject or an issue can lead to oversimplification or generalizations. Because arguments are usually part of ongoing discourse, effective arguments often avoid expressing claims, reasoning, and evidence in absolute terms. Writers may strategically use words, phrases, and clauses as modifiers to qualify or limit the scope of an argument." - AP English, 2019, p.68
Part I: Avoiding absolute terms
1. Form small groups (~3) to complete the following exercise. Look at the machine in the picture above, write down something about it. Study it carefully. Write a paragraph noting any words that come to mind, your thoughts, or feelings that come up. What does this machine do? Write at least 100 words. When you are complete, check your work with the teacher to be sure your paragraph is rich with interpretations and evaluations about the machine before going on to the next section.
2. Write a paragraph describing the machine, writing down only what you can see. Minimum 100 words. Have your work checked by another group to be certain your description is completely objective. Once your group has had your paragraph confirmed as totally objective, with no unfounded judgments, put the names of the checkers under your paragraph.
3. Reflect. What is the difference between your two paragraphs? Are there any differences of style or content between your first and second paragraphs? Make a small table or graphic organizer.
4. A modifier changes, clarifies, qualifies, or limits a particular word in a sentence in order to add emphasis, explanation, or detail. Examples include "Just", "Almost", "Hardly", "At first", or "Simply". You can learn more about using modifiers in English here: link or here: link. Have you used any modifiers in either paragraph? If not, could any be added? If so, what would the effect be? What function do modifiers have in writing? Do modifiers improve objective descriptions, or invalidate objectivity? How and why? When you are complete, check your work with the teacher before continuing to the next part.
- Spoiler:
- The machine is an air loom, designed by James Tilly Matthews, the plans were first published in 1810.
Part II: Using modifiers
1. Gangstalking is a worldwide problem. Read the homepage of the site linked below to familiarize yourself with the issue. Write a brief definition of gangstalking (~25 words).
stopgangstalking.org
2. Watch the video embedded below posted online by a victim of gangstalking. Use bullet points to summarize the harassment he is suffering (~50 words).
3. Could there be any other possible explanation than the interpretation the gangstalking victim gives? Using 5-10 modifiers, write a short paragraph explaining your own explanations (~50 words). Underline the modifiers.
4. Modifiers can be used to improve clarity in writing by limiting over-generalizations, but can also invalidate objectivity. Their most well-known significance in English language is probably as the "misplaced modifier" which creates unclarity in writing, often with humorous results. Read the sentences below; note the misunderstandings the sentence might cause, then rewrite the sentence moving the modifier to make it correct.
Example:
0. Lee only eats cakes.
Unclear: Does this mean Lee eats nothing but cakes, or that Lee does not do other things to cakes than eat them?
Correct: Lee eats only cakes.
0. The waiter served a steak to the guest that was under-cooked.
Unclear: Why would a guest be cooked at all?
Correct: The waiter served a steak that was under-cooked to the guest.
1. One morning I shot an elephant in my pajamas.
2. We will not sell perfume to anyone in glass bottles.
3. She saw a puppy and a kitten on the way to the store.
4. He bought a horse for his sister called King.
5. A team led by Dr Craig Smith from the University of Hawaii found the new species of crabs using a remotely operated submersible.
6. On her way home, Janice found a gold man's watch.
7. They saw a fence behind the house made of barbed wire.
8. The teacher said on Monday she would return our essays.
Be sure the names of all group members are on the final document you submit; include a note roughly estimating the percent of the workload each group member contributed.
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