Writing With Substance: You Can Haz it! SRSLY! Main Menu Fall 2015 Reading Schedule Links to all reading assignments by date Appendix 1: Reading and Writing Assignments 1-8 Series of written assignments Appendix 2: Assignments 9, 10, and 9 3/4 Assignments 9 and 10 Appendix 3: Link Round-up & Notes From Class Discussions Where we store links to class discussions. Information about the images you see in this book Table of Contents Table of Contents & home page Introduction Writing just to write? No thank you. Reading Yes, you really do have to do more of it. Finding Books Using Lexicat Lexicat Videos from University Library Reading Academic Scholarship Reading for/and Research Finding Something to Read Using Library Databases Databases: Education Full Text and Jstor Finding Substance Through History Destined to Repeat it? Identifying and Formulating Claims Stasis Theory And More The Writing Process Writing Revising! My own Peer Review! Knowing "Teh Rulz" (insofar as there are any) "The Rules" or Conventions that Usually Apply for most Academic Writing

In other words, taking what we read and "develop[ing] our own ideas conceptually and discursively" means

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This section is about using what you read to develop ideas instead of writing an argument for or against something, or against somebody else's argument. The "your opinion stinks" model...well, it stinks as a mode of intellectual engagement. We will work on moving beyond our "opinions" and "views"--and beyond "they" and "I" distinctions––with the aim of thinking substantively about a topic or subject or issue. (In that last part, choose whichever word seems to most appropriately describe something that piques your intellectual curiosity).

I'm working actively against even the more conciliatory model of argumentation encouraged by books such as They Say / I Say. What you say doesn't need to start with what anybody else says. We're looking instead to engage with what we can learn and what we want to know.

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