I’m stuck on a English question and need an explanation.

Check the “Modules” attached file to get more clear idea. I will share with you the textbook, syllabus, and all other documents.

Introduction-13 (Due Date : July 25, 2020)

This week we’ll be learning about metacommentary. “What is metacommentary?” you ask. Well, read the chapter & come to the discussion board, and we’ll talk about it. The simplest way to think about it is that you are the narrator of a TV show, your paper being the TV and showing the action, with you following along and talking about it to help the audience keep up…

“But Don’t Get Me Wrong”

“Metacommentary” means writing about writing. it means thinking about what your writing almost as two texts–one where you make your arguments, and another, where you comment on, explain, and help the reader to not misinterpret your basic arguments.

There’s not a huge amount to say about this chapter, partially because in many senses we’ve been covering metacommentary all semester. Almost every move in this book can be seen as metacommentary. They constantly teach us how to differentiate our words from others, or how to take a piece of evidence and ask the audience to look at it differently than they had the moment before. This is all metacommentary.

What does the text say about titles as metacommentary?

Please ask any questions you have here on the chapter.

“From He to She in First Grade”

…though I wouldn’t tell you not to say things about this piece like “it would be more convincing with more data” (partially because that’s true of most arguments), I’d also say that this is almost entirely about the feelings (particularly around love and integrity–to one’s own beliefs or feelings about what feels right), and the logical case Frankel makes around her own thoughts on the matter. I’m also far from convinced she wants you to think she’s “right,” as I’m pretty sure she’s not sure that there is a right and a wrong choice here.

If she doesn’t want you to think her decision is right, what does she want you to think?

How well does she make her case and how?

“Teaching Men to be Emotionally Honest”/”What About Gender Roles…?”/”Artificial Intelligence’s White Guy Problem”

Most of you guys have been doing a fantastic job, all these readings are very short, and I am very, very tired, so I’m going to combine these three readings together in to one discussion. I’ll only require one comment total on this thread.

What might be the larger issue that might motivate the writer of “Teaching Men to be Emotionally Honest?” How well does Reiner respond to it/them? How well does he use voice markers? How successful, ultimately, do you find his argument & why?

In May’s essay, why does he start with a quotation? Does it serve him better than a summary might? Why? Why does May care about this topic? Why should we? How might you revise this essay to make it more suitable in an academic argument?

What is Crawford’s “they say” that motivates her essay? What kind of evidence does she use? Does it exhibit bias? How? Has she convinced you that you should care? Why or why not?

(Please keep in mind any essay could show up on the final. Skip reading them at your peril…)

Introduction-14 (Due Date : July 27, 2020)

We’re getting to the home stretch here, folks.

While there is still more important information coming in the book, this is essentially a rehash of most of the most important points we’ve studied up until now. It’s a great refresher. Please read through it and come back with questions.

Using Templates for Revision

This chapter gives a nice overview of almost everything the book has recommended until now.

I would use this info in two specific ways: 1) as appropriate, to strengthen your own rhetorical skills, and 2) for this class, as a set of tools to measure the rhetoric of others. Writers utilizing the skills well should, in general, be successful. Those using them badly, or not at all, probably won’t fair so well.

Do you guys have any questions on any of these techniques or concepts?

“Men Without Work”

In my first read through, I felt like this was mostly just a pile of statistics, and a worrying one, at that.

On my second (more careful) reading, I noticed more going on.

What else is Eberstadt up to besides reciting a string of depressing statistics?

This is not the only thing going on, but the first major rhetorical move I noticed was that he uses a lot of “loaded” language. Specifically, I’m talking about the connotations of words. Connotations are the feelings and associations (many of them unconscious) you make with specific words. Professional writers know exactly how this works, and they will use these feelings to try and influence how you feel about a topic. Every professional writer with an opinion does this. As an example (& not the strongest one, but the first that really jumped out at me), the use of the term “employment disaster” midway through page 611 caught my attention. I’m not taking a position on if he’s right or wrong here (though I’m certainly sympathetic to his argument), but I would ask you to look for him to strategically use similar words and phrases, particularly near the end of the essay.

“Escape From the Western Diet”

How does Pollan “set the table” for us by defining different terms? Does it help his argument, and how?

How would you describe Pollan’s response to “nutritionism”? I think he has valid criticisms. Does what he offer in its place make more sense scientifically? What evidence does he offer?

What else is going on in here worth discussing?

“Why Don’t Convienience Stores Sell Better Food?”

How does Khazan introduce opposing views?

Does she represent those views fairly, and what do they contribute to the essay?

Where might she have benefitted from using metacommentary?

What else is going on in this essay that’s worth discussing?

“I Take Your Point”

This is a pithy (short) chapter. It has important stuff to say, but it doesn’t take long to say or understand.

All they’re really doing here is telling you that if you apply the same principles we’ve been discussing all semester to classroom discussions, you’ll be more effective/ communicate better.

What questions do you have about this chapter or the class?

Argumentative Research Paper

Please see the Resources/Prompt for this assignment for detailed information on how to complete this essay.