Autobiographical Freedom: follow up

Douglass the intensive writer (as painted by Jacob Lawrence)

I saw in the first writing project a good grasp of the reading and many examples in which the two autobiographical texts were brought together insightfully. As this is a Writing Intensive course, I once again want to focus our attention on some elements of the writing you are doing: the ways that readers craft good ideas from reading into effective critical thinking and writing. If you think about it, this is experience of intensive writing thus has something to do with “autobiographical freedom”: you were also focusing on your craft, showing the “theme” of your reading does not exist by itself, but is necessarily created in the writing of the essay. You are not that far from Wolff or Douglass or Cary. And with that in mind, one of the elements to focus on for the second project, to build upon this first project, is your analysis of craft. Given our focus in the course, strong critical reading/writing emerges from giving attention to the writing, to how the writer writes.

Here are some links to examples to browse. Recall that one reason I ask you to publish your writing on your blog is so that you can read and learn from the range of how other writers in the class are writing. These are examples to consider–not the only ones, not the only way to write–but worth exploring, along with others, as you add some tools to your rhetorical tool belt.

A strong example of a clear thesis and the ways a thesis is maintained throughout the essay: Jesse.

A strong example of development of an argument within the essay, taking time in key paragraphs, going further with quotations: Lindsay.

Two strong examples of presentation (language, style, usage): including a way to do something a little different with an introduction [Daniel] and a way to do something different with a conclusion–namely, raise some larger implications beyond the texts discussed [Angela].


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