Lecture Notes
Spring Sociology
Table of contents
- Lecture Notes
- Introduction to Course
- Introduction to Research
- Week 3
- Week 4
- Week 5
- Climate Change & Contested Knowledge: Historicizing the Anthropocene
- Week 6
- Week 7
- Technology & Identity: Alienation, Cyborgs, and the 21st Century
- Week 8
- Week 9
Introduction to Course
Research Seminar
- What is research?
- What is the purpose of scholarship?
Philosophy of Knowledge: Epistemology
- How can we generate knowledge?
- I did a study, I can assert a statement.
- Why are we here?
- Critical inquiry of refining a question to arrive at more profound, clear, and concise understandings of where we are.
- Purpose, history.
- To know thyself.
- Socrates is a Greek philosopher bieng persecuted for corrupting youth.
- A trial; being interrogated about the purpose being his questions and teachings.
- “The unexamined life is not worth living.”
- In what ways can we know ourselves?
- Biological sense - physiology, ecological. What is the nature of existence?
- Mental sense - thoughts, pyschology, feelings.
- Social sense - relationships, history.
- Knowing Thyself is not just individual, but about relationships - when we look inward, we also look outward.
- What is knowledge? What does it mean to know?
- The meaning of life - to better understand ourselves as individuals and as a collective.
- Two leading traditions in how we come to believe in something:
- Empiricism - notion that we produce knowledge based on observations, sensation, recording.
- Rationality - we can generate truth not from observation, but from our concious thought: reason, logic, mathematics.
- Harding’s Feminist Standpoint Theory: knowledge is socially situated.
Why Are We Here?
Purpose of research and of our being here, of understanding, of looking through the lens of better understandings:
- Empiricism: knowledge from observation
- Rationality: knowledge from internal thought, logic
- The Individual: biological, internal, and social
- Context: environment, society, history
Why Research?
- Ultimately, trying to understand something about the world.
- A process to better know oneself, or/and the world.
- A process of self-discovery as much an inquiry about the weorld around us.
Helps us… | Questions |
---|---|
answer questions of human existence | Why are we here? What is knowledge? |
better understand ourselves | Who are we? What are relationships between ourselves and the world? |
solve pratical problems | How does this phenomenon work? |
- Harding’s feminist standpoint theory
- Context of Discovery: how does context influence our questions?
- Logic of Inquiry: foundational assumptions and understandings that shape our work
- A Process of Achievement: not inherent to fixed positions
Research Seminar
- 15-18 page research paper on a topic and question of your choosing
- In the spirit of “know thyself”, your choice should be a topic/issue/question you are personally interested/curious/concerned about.
- Research process:
- Select a topic
- Formulate a question
- Propose a hypothesis
- Read/research the literature
- Refine your claim
- Write your paper
- Revise
Introduction to Research
Navigate
- Introduction to Research Recap
- Active Reading: Discerning Argumentation in Complex Texts
- Prospectus Writing
Introduction to Research Recap
- Epistemological foundations for social science research.
- Know Thyself: empiricism and rationalism
- Developing a research plan for a long research paper
- Generating a focused topic
- Writing a prospectus
- Standpoint theory
- What is Harding’s argument?
Active Reading: Discerning Argumentation in Complex Texts
- In research, one will encounter advanced texts; some texts people base entire careers on.
- Struggling with texts is natural.
A Structure to Understand Complex Tests
- Sumo wrestling with complex texts.
- What are the laws and rules of engagement?
- Getting in contact with the text.
- Central tasks to uncovering arguments in complex texts - assumes standard methods don’t work.
- Structure: what is the purpose of each section?
- Central Question: can we reverse engineer the central question?
- What is the “they say”? What is the counter claim?
- Alternate resources: ask, research, collaborate
- Stakes: what is the significance of the intervention?
- This approach can help.
Prospectus Writing
Purpose of a Paper Prospectus
- Mental outline of large conceptual work
- Breaks work into discrete chunks
- Think through and articulate some of your expectations
- A prospectus is a contract with yourself.
Elements of a Paper Prospectus
- Focused topic
- Preliminary research question
- Framework / theory - need to engage with this; an approach or lens used to approach the subject.
- Hypothesis
- Literature
- Plan for completion
Focused Topic
- Specifies the interest
- Specifies the actors
- Specifies the action
- Gives context for the intervention
- Go big or go home; vagaries banished to the ether! Greater specificity allows for greater success.
Preliminary Research Question
- Not the central question for the finished essay; just a step into the field.
- Should express curiosity.
- Follow what is the most interesting for you.
- Initial question can be both factual and conceptual, but there needs to be a conceptual component at least.
- Ground it in a specific text - source of interest? Newspapers, theories, readings from last quarter.
Framework
- How will you look at your topic?
- A way to simplify and abstract your topic/question
- Economic or ideological? Gender or class?
- Theory is a specific method, analysis, insight to be applied to your topic.
- Not expected to have theory yet
- Must be appropriate to topic
Elements
Hypothesis
- More like expectations: what do you think is likely here? What do you expect to find? Why?
Literature
- Research as much as possible. Point to specific articles, authors, and ideas to use.
- Point to a broad field and possible avenues.
- Want to use feminist literature on economics.
- Explore how political scientists talk about the great crash.
Week 3
Navigate
From Topic to Questions
- The question is central to the process
- Without a question, the project lacks direction.
- How do you move from a generalized interest and develop it into a question?
- The research question should drive what you bring to your projects.
- Be curious about the world.
- Focus around a very specific claim.
- Use skills generated by our analysis.
- Need curiosity - listen to your curiosity.
- When researching:
- Limit your variables
- Define and set boundaries
- Ask conceptual questions
- Look for ultimate causality.
Bibliography
- Foundational work for academic argumentation.
- You cannot produce material without engaging with texts on an evidentiary basis.
Annotated Bibliography
- Help orient you to a field of research literature quickly so you can get a grasp of the contours - what is it people are saying? Where do I fit in? What is it I am trying to say?
- Purpose of annotated bibliographies:
- Get to know the field/scope of the debate
- Identify key sources and touchstones of literature
- Prioritize elements of the field
- Better understand specific texts
- Provide an outline for the project.
Writing Up from the Sources
- Social sciences are an empirical tradition; embedded in positivist thinking.
- Notion that the way we know the world is through evidence.
- Papers can be structured entirely from source work.
- Sources allow us to make claims, our work should be organized by sources.
- Write up from the text, much like in TS History Reading Responses.
Letting Sources Structure Your Essay
Structure | Source |
---|---|
Hook | Novel, personal story |
They Say | Prominent scholarship |
Theory | Activist doc., philosophy |
Evidence | Empirical study, scholarship, analysis |
Conclusions | Scholarship, political documents, news |
- Anything you say must be evidenced by sources.
- Look at all sorts of pieces.
Use Your Bibliography to Maximum Effect
- What will I need to say? Where/how can I find it?
- Look for a diversity of sources; most academic but not all.
- “Color sources” - empirical, theoretical.
- Look at many more sources than you will use.
Appropriate Sources for an Academic Essay
- No inappropriate sources, only inappropriate uses.
- Use a majority of scholarly sources.
- Sources published by the academic press
- Peer-reviewed academic journal
- Government or other methodologically rigorous studies
- Non-traditional sources are also acceptable if used appropriately.
- Ways to identify source types
- Author
- Publisher
- Audience
- Content
- Use - how you read it
Looking and Individual Entries
- Books - you don’t need to look at the entire book. Look at what is particularly helpful.
Evaluating a Source
Determining if a Source Will Be Useful
- Ask questions of your sources: what are you looking for - what do you need?
- Will this source have it?
- Contextual reading - title, publisher, connection
- Skim - abstract, intro, core section, book review
- Index search - does it have what you’re looking for?
- Is it reliable? How can I use it?
Placing a Source in Your Bibliography
- What are you using the source for?
- Time for a close reading.
- Main argument or subclaim.
- Read that section in detail - skip other extraneous material.
- Data, concepts, anecdotes. Read only the section you need. Extract data via tables, graphs, etc.
Recap
- Evaluate for initial/deeper reads.
- What information am I looking for?
- Evaluate for use:
- Does this relate?
- What does this do for my claim?
- Can I analyze, use, quote this?
Week 4
Recap from Bibliography Work
- You cannot say anything without sources.
- Find the types of sources that enable you to say what you want to say.
- There are no inappropriate source.
Thinking with Theory
- What is social theory?
- Inquiries into the unknowable
- Theories: frameworks, paradigms, concepts, use to analyze and understand social phenomena
- Exploring the complex and the “unknowable”
- abstract and simplify complex phenomena
- provide a lens of analysis for new insights
A History of Theory
- Social theory emerges with modernity.
Medieval
- Machiavelli - the Prince
- Statecraft
- Politics
- This is how state politics works if you want to maintain power and develop projects of your interest.
17th Century
- End of feudalism
- Rise of capitalism
- Resource extraction, profit making - tranformational in how people think of themselves.
- Enlightenment and humanism
- Reawakening of human understanding; both humanistic (human focused, not divine) and scientific.
- Scientific revolution
- Sets of knowledge that set European societies off in new directions.
- Connection to Americas
18th Century
- Locke - Two Treatises on Government
- Argues for industrious use, a natural right for property.
- Develops into a system of slavery.
- The purpose of government is to protect property.
- Clearly a political project; he is generating a new theory of society based on forms of social organization.
- Montesquieu - The Spirit of Laws
- Despotism, monarchy, republics.
- What is happening in Europe and the rest of the world?
- Why are there different types of social organization?
- If we can categorize into different categories, why are there disparities?
- The spirit is made of climate, geography, culture.
- Is writing at the birth of nation-states (France, England, Great Britain). Notion of trans-historic geographic cultural spirit is foundational to concepts of nation.
- How do we define and justify ourselves as a people?
- We have a distinct spirit separate from other sets of people.
- Rousseau - Discourse on Inequality
- Asking not about government (although partially) but about other types of social transformation that are happening in the 17th and 18th centuries.
- Central question surrounding inequality. If government is being produced to justify property, why is there not a greater degree of equality?
- Why is social distinction and hierarchy so embedded in European culture?
- Argues for “The State of Nature”; natural hierarchies (physical differences) vs social hierarchies.
- Smith - The Wealth of Nations
- People are positing different types of answers about how society functions.
- Unprovable causal explanations for how these things happen that can only be posited as theory; trying to answer the unknowable.
- Isolate part of the complex emerging social hold.
Modern Social Theory
- Fields of sociology, political science, economics
- Comte
- Foucault - discourse, deeply embedded and inescapable structures of power. Society is a form of discipline, surveillance, and public. What ideas do people hold?
- Marx - positing theories of class revolutions under the guise of nationalism.
- Butler - most famous feminist theoist currently; gender and sex as social constructs.
- Mills
- Said - colonialism.
- Weber
- Chomsky - social power, anarchism, linguistics.
- Sharing transcendent qualities
- Social change emerged as too complex
- Montesquieu - climate and culture produces the spirit of society in law
- Rousseau and Smith - look to economics, private property, to explain social change
- Why are national revolutions emerging in this new way?
Readings for Week 4
- Race: W.E.B. Du Bois. Interested in why white people keep identifying as white people and what creates hostility. “Pyschological wage”.
- Gender: Simone de Beauvoir. Foundational for a series of other later social thinkers, including Edward Said and others. Concept of otherness, relations of the other.
- Class: Louis Althusser. Thinking about how ideas are material, economic, and are structured. “Ideological State Apparatus”.
Week 5
Introduction
- Not only thinking about how we write, but the process by which we go about constructing writing.
Drafting and Planning
- Transition from exploration to drafting and planning.
- Planning is developing a conceptual map of the entire project to facilitate writing.
- Thinking specifically about segments of the project - what do they look like, even if you don’t have them?
Elements in a Plan
- Introduction
- Review / setup
- Claim / evidence
- Implications
- Conclusion
- Having a broad conception of main conlusions you want is important.
- Getting more fine-grained.
- Hook
- Central question
- Thesis / hypothesis
- Field literature review / they say
- Theory source
- Claim, evidence, source, purpose
- Personal account and interest
- Implications for the field
- Implications for the universe - politics, philosophy, policy, humanity.
- Conclusions - new interest - hook.
Drafting
- Start writing a section; choose the most compelling evidence, then write up your analysis.
- Allow the process to change your plan.
- What problem have you encountered? What is an analysis of what is happening? Does it bring you to new conclusions?
Climate Change & Contested Knowledge: Historicizing the Anthropocene
Navigate
- Introduction
- Second Industrial Revolution
- Global Cooling and the Arrhenius Equation
- 1938 Callendar Confirmation
- World War II
- Keeling and Postwar Science
- Nuclear Science
- Emissions and Movements
- Science in the 1980s
- UN Process and the Creation of the IPCC
Introduction
- Impacts of human-caused climate change; some have labeled the geologic epoch in which we live the “Anthropocene” - defined by human impacts on the planet.
- Human carbon emissions have been accelerating.
Second Industrial Revolution
- Important marker of climate change.
- Distinguished by the usage of fossil fuels from water-powered (and other forms) to wood, then coal.
- Made all of the production, transportation, etc. possible.
- Power plants and factories were powered by coal.
- Coal became an important product; coal is very carbon-rich, which is why it burns and emits pollution.
- Oil begins to rival coal.
- 1912, a crucial decision made by the British Navy overseen by Winston Churchill: shifted power source of ships from coal to oil.
- British military might was now dependent on oil.
- Facilitated a process of military conquest and expansion.
- Military institutions are the largest emitters of carbon dioxide today.
- Ties capitalist growth and expansion with state power.
- About half of carbon emissions are from petroleum use. Had a dramatic impact.
Global Cooling and the Arrhenius Equation
- What are the changes in the natural world being caused by?
- A long period of debate and negotiation attempting to pinpoint the cause of rising global temperatures.
- Temperatures have not been continually rising.
- Arrhenius, a Swedish chemist, attempted to answer the question of global cooling.
- Many cycles of cooling periods in which there could be glacial expansion.
- Earth’s orbital tilt, activities on the sun… what are climactic conditions themself not being the result of but a causal agent in periods of glacial expansion.
- Arrhenius was attempting to measure the infrared radiation reflected from the moon.
- Comes up with the Arrhenius equation.
- Energy diffusion in fluid dynamics of the atmosphere can be measured.
- Found warming to be good for climate cooling.
1938 Callendar Confirmation
- Many believed that other sources of cooling contributed to climate change, rather than Arrhenius’ proposal.
- Controlled environment absorption studies found that there was a limit to how much radiation carbon could absorb.
- Atmospheric radiation could reach a saturation level.
- Later, Guy Callendar confirmed Arrhenius’s work.
- Performed calculations; looked at data from weather observation and calculated before computers the emission of carbon into the atmosphere.
- There did appear to be a correlation between increasing temperatures and emissions.
- Callendar continued to publish scientific papers, arguing for a correlation, eventually convinced that this was causal.
- However, Callendar was isolated; the British meteorologist disputed his claims.
World War II
- Saw a significant increase in the industrial capacity of the globe.
- Modern warfare is based on the total mobilization of society.
- All the industrial capacity a society can produce must be brought to the fore.
- The ability to produce large amounts of oil-consuming mechanisms.
- Expansive productive growth: these are all petrol-based in their continued use and maintenance.
- New concerns around political economy continued to grow; government contracts to firms like Boeing help to support economic growth.
Keeling and Postwar Science
- Postwar science was inconclusive concerning these problems.
- It was not clear that carbon was causing these things, or that it was significant enough to overcome other phenomena.
- More scientists in the 1950s and 60s (still a minority) began to become convinced that there was a causal relationship between the two.
- An emerging consensus.
Nuclear Science
- Debates over atom energy and the use of atomic weapons.
- The atom energy program in the United States comes out of military necessity around creating atomic weapons.
- Manhattan project pursued by the United States.
- The United States government began to produce a series of propaganda pieces about the civilian uses of atomic technologies.
- Notoriously difficult to contain. A half-life of plutonium is something beyond the comprehension of how humans can maintain control.
- Other troubling elements:
- Initial atomic tests were happening in the Pacific ocean in places like the Bikini Atoll.
- Blasts led to deep-sea fishermen becoming radiated from the nuclear fallout that they were dying.
- United States was performing above-ground testing in places like Nevada and New Mexico.
- Dozens of experimental nuclear blasts.
- People in the region would see the flashes of light.
- A growing movement of critical scientists / counterhegemonic scientists.
- Studies the impact of radioactive fallout on humans.
- Politicization of science.
Emissions and Movements
- By the 60s and into the 70s, there emerged movements of scientists who are writing about the impact humans have on their environment.
- Climate is not the major concern, but radiation and other forms of chemical contamination are.
- Putting forward different values through science.
- Mass movements are emerging, with a focus on pollution.
- Led to the limiting of particle pollutants into the atmosphere.
- Particulate matter was declining, but climate emissions were unchecked.
Science in the 1980s
- Internal studies regarding the relation of carbon emissions to global warming are performed.
- Humans have a tremendous and very troubling impact on the environment.
UN Process and the Creation of the IPCC
- Begin to propose policy proposals and protocols.
- Kyoto Protocol and Paris Accords.
Week 6
Longform Analysis
- Developing sustained analysis for researched essays; creating a more robust claim and a bigger argument.
- Can be a challenging move; however, develop ideas, draw them out, let each step of process be drawn out.
Planning an Analysis Section
- What is analysis? What are the steps necessary to create analysis?
- What did you do in previous essays?
Building from the PIE Model
- Point-Illustrate-Explain
- Claim-Evidence-Reasoning-Evidence-Reasoning-etc.
- Mirror the structure of an essay.
- Introduce the source
- Explain the context
- Provide the evidence
- Make your analysis
- Don’t just rush through the steps; help the reader move through each of them in a sustained way.
Week 7
Longform Analysis Recap
- Structuring analysis like an essay
- Break your thinking into components
- Walk your reader through your thought process
Section Writeup Feedback
- Composition
- Construct like an essay
- Each section and each paragraph
- Write the introduction last
- Root every claim in a source
- Explain source/evidence/analysis in detail
- Explaining in excruciating detail; that’s what is needed as communicators.
Longform Analysis
- Mirror the structure of an essay (mini-essay) in a paragraph.
- Introduce source
- Explain context
- Provide evidence
- Make your analysis
- Each paragraph becomes a step in the process, designed to do something different.
- Writing up the source; give the source the space it needs.
Baseline
- Specifics of problem/issue/question
- Explain the “problem” - deserves further investigation.
- Real world or practical problem, theoreitcal one, something else.
- Data that raises questions
- Place to establish the stakes of your claim
- Scope of literature on the question
- What have other scholars said on the question?
- Core ideas of the debate - why is it insufficient?
- What is being left out? What remaining problems emerge?
- What have other scholars said on the question?
- Usage of theory
- Is there a new way to look at the question?
- Is there a thinker, approach, or methodology that could provide new insights?
- Define the theory
- Explain its application to your work or problem
- Your intervention
- How do you enter / contribute to this conversation?
- What is your claim? Explain in more detail your intervention
- Stakes of the claim - why your question or intervention is significant.
Unraveling
- How to unravel complex reality in writings?
Signposting
- Signposting: telling the reader exactly what is happening with the structure of the essay.
- Leading into what else is needed.
- Language may be clunky, but tells the reader what is changing.
- Moving into [x new section].\
Technology & Identity: Alienation, Cyborgs, and the 21st Century
Introduction
- Alternative Series, Espen Kluge, 2019.
- How should we understand the relationship between humans and machine? What explains this relationship? Where does power lie?
- Technology - what is it and how should we define it?
- Theories of technology - alienation and cyborg theory
- Concepts of technology in visual art
Technology
- Information used for a practical purpose
- Relationship between people/society and a set of tools
- Debate about tech focused, or person focused approach
- Can social constructions be technology?
Two Theories of Technology
Second Industrial Revolution
- Meaningful in many ways: so much of our current moment is structured by the industrial revolution.
- Revolutionary in having ongoing impacts.
Marx’s Alienation and Industrial Labor
- The rapidity of technological development.
- Marxist theory of alienation, industrial labor.
- Loss of control of individual laborers over their processes of labor.
- Working to the pace of a machine - transforming the pacing of one’s own labor based on physical limitations.
- The laborer loses the process of self-control.
- Marx’s theory of alienation and control is not about the machinery, but about wages as a technology.
- Wages are technologies of productivity, profitability, of alienation.
Wages and Labor Power
- Exploitation and class struggle: the site for tensions and struggles, the root of class struggle.
- Conflict over where the value of production goes - profits or wages.
- Central antagonism Marx sees within industrial capitalism, unresolvable.
- Exploitations and worker-employer tensions cannot be reconciled.
- A key part of Marx’s overall theory of capitalism and class struggle.
Alienation
- Contribute to a process of alienation.
- Alienation is a four-part process for people paid by the wage.
- What is it that people are selling when they get paid for a wage? What is being exchanged?
- People are paid property because others own the means of production.
- “Labor power” - the capacity to work and to work harder.
- To intently be productive.
- The laborer sells their labor power, the intent production.
- Labor power is variable.
- People in wages become alienated from their work.
- For them, they are alienated from the end result of the product they produce.
- Chain of alienation.
- Alienated from the final product, their own labor (betterness is taken away), from other workes, and their Gattungswesen.
Gattungswesen
- Often translated as “species essence”.
- If people are being alienated from the final product, their own labor, and other workers, they are profoundly socially isolated, and from themselves.
- How do we define humans? By what we do, our labor.
- The wage system alienated ourselves from our definitions of what makes us unique.
Haraway’s Cyborg Theory
- What is a cyborg?
- Hybridity between the organic and the inorganic.
- A metaphor to think of social relationships.
“Technology is not neutral. We’re inside of what we make, and it’s inside of us. We’re living in a world of connections - and it matters which ones get made and unmade.” -Donna Haraway
Antagonistic Dualisms
- Opposites of dichotomies.
- Argues against many of the constructions of feminism.
- Lockean notions of mankind - how are men being defined?
- Aggressiveness, competitiveness, etc.
- In the cult of domesticity, women are defined as emotional, moral, nurturing.
- This binary construction is not new.
- Challenging feminist ideas about the social construction of women at all.
- What defines womanhood?
- Cybernetics: connections between mutliple and contradictory positions.
Feminist politics of identity
- We need to think about cyborg relationships as waht defines these social categories.
End of three dichotomies
- Human/Animal
- Human/Machine
- Physical/Nonphysical
- These dichotomies are not helpful in thinking about how society and humankind works.
- We exist inside our technology, in constant relationship with our technology. Natural experience can not be separate from our technological impacts and relationships.
The ghost in the machine
- Obliquely references an old idea coming from the Enlightenment of the Ghost in the Machine.
- A critique from theological thinkers of the critics of the Enlightenment, which was then adopted by Enlightenment thinkers.
- As the scientific revolution unfolds and people explore their bodies as part of that scientific understanding, the brain is responsible for a whole series of human activity, desires, and so on.
- There is a mechanical process of human existence animated by our conciousness.
- We cannot be reduced to a mechanical process - does conciousness exist somewhere else?
- Enlightenment philosophers could not quite understand human conciousness: there is an animating spirit, the ghost, magic, that makes the material world conscientious.
- Sir Isaac Newton and gravity: the ghost in the machine of the physical world.
- To think about how the physical universe works - mechanical and mathematical properties we can observe, test, and experiment, but there is a thing we know is there but cannot explain.
- Human biology: conciosuness - how is our matter animated?, Newtonian physics: gravity.
- This problem is less of a problem than it seems. A cyborg is a cybernetic organism, a hybrid of machine and organism, every entity as containing all language.
Differences
- Marx, on social constructions and relations as a technology of power
- Haraway, a radically different notion of technology as the ability to connect, see bridges, and transgress boundaries. A path forward.
Week 8
Navigate
Section Writeup
- A little bit messy - haggard, rough around the edges.
- A good place to be.
- Every assertion must be cited.
- Sources
- Make sure everything is cited
- No “most people”, “some argue”, “we can see that…” without citation
- Paragraph construction
- Organize around a single source
- Short and punchy with signposts
- If in one paragraph you are moving between several sources, break up the paragraphs by source use.
- One quote per paragraph.
- Specificity
- Use specific nouns and verbs
- Think about specificity in language.
Beginnings and Endings
- Write the introduction last; it is when the concepts of the paper are clearest to you and when you can est articulate concepts.
- Introductions - all four need to be included, each in its paragraph.
- Hook
- Central question
- Thesis/hypothesis
- Roadmap
- Conclusions
- Argument
- So what? - implications, what this ends up meaning.
- Hourglass writing
- Introduction narrows the reader’s focus
- Conclusion broadens the narrower focus, throwing the ideas into the world.
Introductions
Hook
- Least essential component of the introduction. Stylistic thing - you can make your own choice.
- Must interesting and expresses the core idea of the essay.
- Purpose
- Orients the reader to the project
- Catches the reader’s attention
- Expresses the argument
- Types
- Provocative quote as it relates directly to your claim
- Question - we’re problem solvers, looking for answers. Getting some investment from the reader.
- Problem - set up a problematic
- Story - an account
- First-person - how you perhaps came to the project
Frame the Question
- State the central question of problematic for the essay (if you choose to include a clear articulation)
- Ease the reader into understanding the stakes and the grounding.
- Why is it meaningful? Where did it come from?
- You don’t even have to explicitly state the question.
- You have to explain the problematics and the grounding.
- State the ultimate question, not necessarily the primary research question.
- Convincing someone about something about the topic; the preliminary research question will not work. What is the why question driving this whole process? What is the ultimate curiosity that is building this paper?
- Reverse engineer the question from your thesis.
- Not why do [some specific phenomena happen], but why does [the ultimate phenomena] happen?
Thesis Statement
- Answer to a why question - what is the solution to the problem? Give a detailed and specific thesis.
- It will take space to tackle the thesis.
- You need to let the topics breathe as you get into them.
- Establish a causal relationship - make it specific. Not “racism caused x”, but exactly what aspect?
- Explain the mechanics - how?
- Points towards (gestures towards) a roadmap for the entire paper. If the thesis is multicausal, the paper should also have multiple corresponding sections.
- Complex thesis - it takes space. Layer your claim. PIE your thesis statement - punchy, declarative sentences.
- Allows for a layering of the claim - give piece-by-piece, what are the moving parts?
Roadmap
- The roadmap provides the structure and organization for the rest of the essay.
- Describe each section.
- If you have a multi-paragraph thesis, it should be enough and the roadmap is not necessary.
- The thesis is getting out the core elements of the claim, providing missing pieces of the essay that the layered part of the claim didn’t get into.
Conclusions and Implications
- Implications specific to your field.
- Conclusions allow you to be more political, philosophical, moral,
- Implications - immediate next steps based on your thesis. What are the next steps?
- Immediate questions or shortcomings
- New problems
- Unfinished portions of your work
- Impact on the field.
- Conclusions
- Restate your argument - here is what has been argued.
- Provide broader significance; not just why scholars should care, but why we as humans care?
- Does this relate to a functioning democracy? Basic justice and morality?
Week 9
Section Writeup 3 Feedback
- Focus on what you have: time to cut your losses
- Signpost.
- Use whole paragraphs to explain what each section does
- Topic sentences and transition sentences to explain your moves
- What does this paragraph or section do for the whole paper?
- Take time in an introduction paragraph, for instance, to discuss what has been established and what will be pursued afterwards.
- Keep writing from your analysis
- Don’t worry about argument and length at this point.
- At this stage, it gets practically very difficult to incorporate new ideas.
- Threads may point in other directions that you can continue to pursue, but we’re out of time.
- Implications: “in our next episode, we can pursue these threads.” Unfinished questions, interesting sources that cannot be fully explored, thinking in new directions.
Unraveling: Organizing and Expressing Complexity
- George Orwell: language use to expression and articulation of ideas. Writing is convoluted, complex, uses mixed metaphors, is unclear - this reflects unclear thinking.
Explaining Complexity
- How do you express a complex idea?
- Writing language is extremely limited: linear, confined by “meaning”, imprecise, obscure.
- Language is a challenging tool.
- Writing as a way to express complexity is extremely limited.
Overcoming the linearity of language
Reality is complex: ow to express a complex reality in writing?
- Clarify your understanding of reality. Conceptualize complex problems.
- Idea map
- Illustration/sketch
- Word cloud
- Radial chart
- Venn diagram
- Simplify and abstract your topic
- Use theory to choose a frame of analysis
Identify a salient factor - singular factors.
- Go to the source.
- Pick a source that is most compelling.
Develop your analysis through asking questions.
- Unraveling: the process for explaining complexity.
- Conceptualize the lived reality of your topic
- Simplify through abstraction or theory
- Go to source
- Break the source into component parts
- Write analysis through introduction, evidence, and explanation.
Revision: The Heart of Writing
What is it?
- Process of strengthening a text
- Clarify ideas
- Claim
- Organization
- Transitions
- Clarifying writing
- Style / voice
- Diction
- Concision
- Clarify ideas
A multipart process
- Macro revisions
- Thesis
- Section organization
- Paragraph order
- Transitions
- New writing
- Micro revisions
- Sentence structure
- Diction
- Concision
- Style / voice
- Adjectives / adverbs
- Editing
- Spelling
- Grammar
- Typographical errors
- Errata
- Footnotes
Revise your thesis
- For God’s sake, revise your thesis!!!
- Writing is thinking.
- Conclusions have the clearest articulation of claims.
- Make this claim your introduction.
- Revise your thesis to reflect the specificity of your analysis
- Think of the structure of your essay in your thesis
- Don’t be afraid of a major reworking.
- Conclusions have the clearest articulation of claims.
Micro Reworkings
- Topic sentences
- Sentence level corrections - clarity / flow / style / voicing
- Paragraphs are mini-essays themselves