Archive for category Tables

Table 25: Outline of Roles for the Thesis (The FAVORS Definition of Thesis Exercise)

Table 25 falls under the comment “Analysis” and “The FAVORS Step-by-Step Squaring Process.”

You may access the table by clicking on the “Analysis (Glossary Comment)” and “Case Studies” categories or by typing “Task #7: Integrate” into the search box.

You may click the link to access the full discussion.

Table 25: Outline of Roles for the Thesis (The FAVORS Definition of Thesis Exercise) 

Officer Role 
Captain of the Thesis Gives instructions to the lieutenant commander of body paragraphs
Lieutenant Commander of Body Paragraphs Gives instructions to the first lieutenant of topic sentences to develop topic sentences that will support the thesis
First Lieutenant of Topic Sentences Gives instructions to the second lieutenant of examples, descriptions, definitions, explanations, and evaluations to create supporting evidence for each topic sentence to support the thesis
Second Lieutenant of examples, descriptions, definitions, explanations, and evaluations Gives instructions to the other noncommissioned officers of supporting evidence to support the evidence
Other Noncommissioned Officers of supporting evidence Gives instructions to the petty officer of transition statements to end each body paragraph, prepare for the next body paragraph, and prepare to desist all activities
Petty Officer Gives instructions to the enlisted men of revision support to confirm and check the accuracy of each instruction that supports the thesis (order)
Enlisted Men of Revision Support Confirm and check for accuracy of each instruction that integrates and supports the thesis (order)

Murphy’s illustration of the command structure represents a way in which the initial order (the vision) trickles down the military command chain as individual mission objectives for different parts (people) of the whole group. Each person has an instruction (mission) from the initial vision objective and is responsible for his or her job, which is to achieve the mission successfully.

All throughout Murphy’s illustration, the order is integrated from one person and divided into different parts. Although the command order may be different for different groups who are a part of the same platoon, the order doesn’t represent a deviation from the initial vision objective.  The order is integrated at every level.

The same is true for the example table I have provided above. The thesis (order) starts with the student and is integrated within the body paragraphs, topic sentences, examples, explanations, evaluations, and other supporting evidence. In essence, no paragraph should deviate from the path the thesis has set. Whichever method the student chooses for the thesis, every subsequent paragraph must consistently adhere to the mission and objective of the thesis.

See The FAVORS Definition of Thesis (Task #7: Integrate) for more information.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Table 24: Sentence/Quote/Follow-Up Explanation Comparisons (Sampling Body Paragraph Exercise)

Table 24 falls under the comment “Analysis.”

You may access the table by clicking on the “Analysis (Glossary Comment)” and “Case Studies” categories or by typing “Task #6: Sample” in the search box.

You may click the link to access the full discussion.

Table 24: Sentence/Quote/Follow-Up Explanation Comparisons (Sampling Body Paragraph Exercise)

 Prep Statement
Elisa questions the visitor as to whether or not he sleeps in the wagon; she tells him that it must be nice and wishes that women could do such things.  He replies that it isn’t the kind of place for a woman.
 Quote Elisa paid him for his time and replied, 1 “You might be surprised to have a rival . . . 2 I can sharpen scissors . . . 3 I can beat the dents . . . 4 I can show you what a woman might do” (Steinbeck 225).
 Follow-up explanation
Instead of say what a woman can do, she said 1 might.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Table 23: Thesis-Body Paragraph Comparisons (Yanking Theses Exercise)

Table 23 falls under the comment “Analysis.”

You may access the table by clicking on the “Analysis (Glossary Comment)” and “Case Studies” categories or by typing “Task #5: Yank” in the search box.

You may click the link to access the full discussion.

Table 23: Thesis-Body Paragraph Comparisons (Yanking Theses Exercise)

 Thesis 1 She is presented as weak in that her daily activity consisted of tending her garden of chrysanthemums; Steinbeck focuses on how they provide insight into Elisa and how she relates to them, religiously. 2 He implies that even though she fits a weak character, there are places in the narrative at the beginning that suggest some strong points and her longing towards the end. 3 There are a number of inferences that Steinbeck clearly illustrates how she is presented as weak and should therefore be discussed.
 1st Body Paragraph The narrative starts out with Elisa working in her flower garden. She looks down across the yard and sees Henry, her husband, talking to two businessmen; they are making a proposition to Henry for his thirty heads of three-year old steers. Elisa takes several glances at the men as they smoke cigarettes and talk; her “face was lean and strong and her eyes were as clear as water . . . her figure looked blocked and heavy in her gardening costume, a man’s black hat pulled down over her eyes, clod-hopper shoes, a figured print dress almost completely covered by a big corduroy apron with four big pockets . . .” (Steinbeck 220). Steinbeck clearly shows Elisa’s habitual activity; it is implied that she even wears the exact same thing everyday.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Table 22: Theses Comparisons (Squaring Your Introduction and Conclusion Paragraphs Exercise)

Table 22 falls under the comment “Analysis” and “The FAVORS Step-by-Step Squaring Process.”

You may access the table by clicking on the “Analysis (Glossary Comment)” and “Case Studies” categories or by typing “Squaring Your Introduction and Conclusion” into the search box.

You may click the link to access the full discussion.

Table 22: Theses Comparisons (Squaring Your Introduction and Conclusion Paragraphs Exercise)

Parts Introduction Thesis Conclusion Thesis 
 #1  Refers to title of the story  No reference to title of the story
 #2 Refers to name of author Refers to name of author
 #3 She is presented as weak in that her daily activity consisted of tending her garden of chrysanthemums; Elisa is clearly painted as a weak character. She is a lonely and detached woman. The chrysanthemums created a distraction from her loneliness, her isolation because of the fence around her, and the feelings of inadequacy.
 #4 He implies that even though she fits a weak character, there are places in the narrative at the beginning that suggest some strong points and her longing towards the end. Towards the end she questions whether or not she is strong.  . . . Elisa started out as strong, but ended up as weak and somewhat resentful to the fact. 
 #5 There are a number of inferences that Steinbeck clearly illustrates how she is presented as weak. No reference to the word “inferences” 

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Table 21: Paragraph Comparisons, “Chrysanthemums” (Squaring Your Introduction and Conclusion Paragraphs Exercies)

Table 21 falls under the comment “Analysis” and “The FAVORS Step-by-Step Squaring Process.”

You may access the table by clicking on the “Analysis (Glossary Comment)” and “Case Studies” categories or by typing “Squaring Your Introduction and Conclusion” into the search box.

You may click the link to access the full discussion.

Table 21: Paragraph Comparisons, “Chrysanthemums” (Squaring Your Introduction and Conclusion Paragraphs Exercise)

Introduction Paragraph Conclusion Paragraph 
In “Chrysanthemums” John Steinbeck, the author, focuses on Elisa Allen, one of the main characters.  She is presented as weak in that her daily activity consisted of tending her garden of chrysanthemums; Steinbeck focuses on how they provide insight into Elisa and how she relates to them, religiously.  He implies that even though she fits a weak character, there are places in the narrative at the beginning that suggest some strong points and her longing towards the end.  There are a number of inferences that Steinbeck clearly illustrates how she is presented as weak and should therefore be discussed. Elisa is clearly painted as a weak character.  She is a lonely and detached woman.  The chrysanthemums created a distraction from her loneliness, her isolation because of the fence around her, and the feelings of inadequacy.  Towards the end she questions whether or not she is strong.  Steinbeck provides a clear insight into Elisa and her garden of chrysanthemums.  Henry places a protective hold on Elisa, just as she is possessive over her chrysanthemums. Elisa started out as strong, but ended up as weak and somewhat resentful to the fact.  

Group Activity

1) Critique the paragraphs.

2) On a separate sheet of paper outline the differences between the theses of both paragraphs.

3) Number the theses.

4) Determine if the parts of the introduction correspond to the parts of the conclusion.

5) Discuss your rationalizations.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Table 20: Assessment of Student Essay Body Paragraph Sentences (“Chrysanthemums”)

Table 20 falls under the comment “Analysis” and “The FAVORS Step-by-Step Squaring Process.”

You may access the table by clicking on the “Analysis (Glossary Comment)” and “Case Studies” categories or by typing “Squaring Your Analysis” in the search box.

You may print the excerpt for class discussions.

Table 20: Assessment of Student Essay Body Paragraph Sentences (“Chrysanthemums”)

Questions
Student Essay Body Paragraph Sentences
Is Elisa doing this in a careless manner, without intending to? Elisa, inadvertently, let the visitor through the picket gate.
Is Elisa doing this in a careless manner, without intending to? She ran to her flower bed gathering the necessary seeds for the pretend woman down the road.
Is Elisa doing this in a careless manner, without intending to? She gives the visitor a complete description of how to plant the seeds and the daily activity that goes along with it.

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Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Table 19: King’s Discussion of Just Law and Unjust Law in Table Form (continued)

Below is a table that falls under the comment “Analysis.”

You may access the comment by clicking on the “Analysis (Glossary Comment)” and “Case Studies” categories or by typing “Squaring the Author’s Text Within Your Analysis” into the search box. King’s work is subject to U.S. copyright law and is displayed here for educational purposes.

You may print the excerpt for class discussions.

Table 19:  King’s Discussion of Just Law and Unjust Law in Table Form (continued)

 Just Law  Unjust Law
“An unjust law is a code that a numerical or power majority group compels a minority group to obey but does not make binding on itself.”
“This is difference made legal.”
“By the same token, a just law is a code that a majority compels a minority to follow and that it is willing to follow itself.” “This is sameness made legal.”
“A law is unjust if it is inflicted on a minority that, as a result of being denied the right to vote, had no part in enacting or devising the law.”
“Who can say that the legislature of Alabama which set up that state’s segregation laws was democratically elected?”
“Throughout Alabama all sorts of devious methods are used to prevent Negroes from becoming registered voters, and there are some counties in which, even though Negroes constitute a majority of the population, not a single Negro is registered.”
“Can any law enacted under such circumstances be considered democratically structured?”
“Sometimes a law is just on its face . . .” “ . . . and unjust in its application.”
“For instance, I have been arrested on a charge of parading without a permit.”
“Now, there is nothing wrong in having an ordinance which requires a permit for a parade.” “But such an ordinance becomes unjust when it is used to maintain segregation and to deny citizens the First Amendment privilege of peaceful assembly and protest.”

Homework Activity

Table 19 highlights gaps that exist within King’s discussion.

Using Table 18: King’s Discussion of Just Law and Unjust Law in Table Form, you developed an analysis by first constructing sentences on each row that best reflect King’s ideas and goals for the work. You also proposed a structure for the analysis by grouping sentences similar in meaning together. Last, you created and developed an analysis by adding topic sentences and supporting evidence.

For Table 19, you will insert historical context and critical views.

1) Evaluate the paragraphs you created during group activity.

2) Determine the primary purpose of each paragraph.

3) Research historical information. King wrote “Letter from Birmingham Jail” on April 16, 1963, in Birmingham, Alabama.

  • Therefore, research the year “1963.”
  • Research all of the events leading up to April 16th and after this date.
  • Research the literary criticism. What were the schools of thought? What did scholars have to say about King’s letter?
  • Research governing statutes of Alabama and local laws of Birmingham.
  • Place the information into categories to prepare sections of your analysis.

4) Evaluate Table 19 again. Determine if you can place some of the researched information into one or more of the boxes within the table. Reevaluate your analysis structure.

5) Insert quotes from King’s letter, historical context, literary criticism, and statute information within the appropriate sections of your analysis.

6) Revise the analysis you wrote for Table 18. Revise topic sentences. Revise quotes used for supporting evidence. Revise follow-up explanations, evaluations, and last-sentence transition statements. You may use one of the Analysis Methods as a guide.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Table 18: King’s Discussion of Just Law and Unjust Law in Table Form

Below is a table that falls under the comment “Analysis.”

You may access the comment by clicking on the “Analysis (Glossary Comment)” and “Case Studies” categories or by typing “Squaring the Author’s Text Within Your Analysis” into the search box. King’s work falls under U.S. copyright law and is displayed here for educational purposes.

You may print the excerpt for class discussions.

Table 18:  King’s Discussion of Just Law and Unjust Law in Table Form

 Just Law  Unjust Law
“A just law is a manmade code that squares with the moral law or the law of God.” “An unjust law is a code that is out of harmony with the moral law.”
“To put it in the terms of St. Thomas Aquinas:  An unjust law is a human law that is not rooted in eternal law and natural law.”
“Any law that uplifts human personality is just.” “Any law that degrades human personality is unjust.”
“All segregation statues are unjust because segregation distorts the soul and damages the personality.”
“It gives the segregator a false sense of superiority and the segregated a false sense of inferiority.”
“Segregation, to use the terminology of the Jewish philosopher Martin Buber, substitutes an “I-it” relationship for an “I-thou” relationship and ends up relegating persons to the status of things.”
“Hence segregation is not only politically, economically, and sociologically unsound, it is morally wrong and sinful.”
“Paul Tillich” has said that sin is separation.Is not segregation an existential expression of man’s tragic separation, his awful estrangement, his terrible sinfulness?”
“ . . . and I can urge them to disobey segregation ordinances, for they are morally wrong.” “Thus it is that I can urge men to obey the 1954 decision of the Supreme Court, for it is morally right; . . .”

Group Activity

As you can see there are gaps within King’s discussion. On the one hand, King provides a simple view of “just laws.” On the other hand, his view of “just laws” does not equally parallel his discussion of “unjust laws.”

As a group, develop an analysis:

1) First, construct a sentence that best reflects the ideas of each row. For example, in the second row, King offers “St. Thomas Aquinas” as an example. For your box under “just law,” offer an example.

2) Second, propose a structure for your analysis. Group sentences that are similar in meaning together. Determine if there is a common denominator between each row and use it as a guide for structuring your paragraphs. King’s discussion on “segregation” appears to be the common denominator.

3) Third, create and develop an analysis. Add a topic sentence. Insert quotes from the text as supporting evidence for your analysis. Only use the sentences of Table 18 as supporting evidence. Follow up quotes with both an explanation and evaluation. Develop a transition statement as the last sentence. You may use one of the Analysis Methods as a guide.

Click here for “Table 19: King’s Discussion of Just Law and Unjust Law in Table Form (continued).”

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Table 17: Comparison of Just and Unjust Law References in King’s “Letter from Birmingham Jail”

Below is a table that falls under the comment “Analysis.”

You may access the comment by clicking on the “Analysis (Glossary Comment)” and “Case Studies” categories or by typing “Squaring the Author’s Text Within Your Analysis” into the search box.

You may print the table for class discussions.

Table 17: Comparison of Just and Unjust Law References in King’s Letter

 Just Law  Unjust Law
Any law that uplifts human personality is just. Any law that degrades human personality is unjust.

Group Activity

These two rows represent a balanced discussion. Therefore, since the author squares the ideas, you should also do the same.

1) Locate additional sentences where King discusses “just laws” and “unjust laws.”

2) As a group, construct a table similar to Table 17. Place the sentences under their respective columns.

3) Evaluate the sentences in light of the context King provides.

4) Develop a one-paragraph analysis based upon your discussion of King’s work.

Click here for “Table 18: King’s Discussion of Just Law and Unjust Law in Table Form.”

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Table 16: Keep, Revise, Remove Suggestions for Body Paragraphs

Below is a table that falls under the comment “Analysis.”

You may access the comment by clicking on the “Analysis (Glossary Comment)” and “Case Studies” categories or by typing “Third Part: Abbreviating Analysis (Task #3: Abbreviate)” within the paper.

You may print the table for class discussions.

Table 16: Keep, Revise, Remove Suggestions for Body Paragraphs  

Actions Body Paragraph Analysis Sentences
 Keep It is also clear to say that the protection from the cattle, dogs, and chickens symbolizes protection from outsiders.
 Revise At the sound of his voice is when she can start.Henry never included her in any of his business.
 Remove(Abbreviate) It is evident that the fence that protected the flowers was put there also to protect Elisa.Henry protected Elisa in the same way she protected her flowers.

Everything had become so traditional that she had become accustomed to waiting until he finished his business to start her daily activity.

No one could get close or converse with Elisa.

She was best seen and not heard.

Group Activity

Step #3: Keep, Revise, and Remove analysis sentences falls under “Third Part: Abbreviating Analysis (Task #3: Abbreviate).”

To keep a sentence means that your sentences correlate with the events in the story. To revise a sentence means that you may have some parts that will be misleading to the reader, but you can easily rectify the problem with a word change, for example. To remove a sentence means that your sentence is filled with contradictions about events and implications that have no relation to the narrative itself.

1) For an in-class group activity, separate into groups of two to four students and exchange papers.

2) Evaluate the student’s paper.

3) Use the keep, revise, and remove techniques.

4) For each student’s paper, keep sentences that accurately convey the author’s point view, revise sentences that may might mislead the reader, and remove sentences that reflect contradiction.

5) Return the student’s paper and provide an explanation.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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