Welcome back! So good to see you again! We’re working toward submitting a quality essay in early February (before break). Before we get there, we will be completing a brainstorming activity planning our response on each of three or four of the prompts.
Here are the prompts. You will choose from one of the following six REQUIRED 2018 prompts (titles) below. Do NOT change the wording:
- “The fields of study of academic disciplines can overlap, but adopting interdisciplinary approaches to the production of knowledge leads only to confusion.” Discuss this claim.
- “We know with confidence only when we know little; with knowledge doubt increases” (adapted from JW von Goethe). Discuss this statement with reference to two areas of knowledge.
- “Without the assumption of the existence of uniformities there can be no knowledge.” Discuss this claim with reference to two areas of knowledge.
- “Suspension of disbelief” is an essential feature of theatre. Is it essential in other areas of knowledge? Develop your answer with reference to two areas of knowledge.
- “The quality of knowledge produced by an academic discipline is directly proportional to the duration of historical development of that discipline.” Explore this claim with reference to two disciplines.
- “Robust knowledge requires both consensus and disagreement.” Discuss this claim with reference to two areas of knowledge.
Today, during class, you will produce a complete brainstorming for one essay. Use your choice of one of the flow chart layouts as a template and work from there. You will be evaluated on the rubric below. A large part of your evaluation today will be based on your ability to complete a brainstorming with examples during class time. Although the specificity and use of examples will distinguish top grades from acceptable ones, please spend your time thinking, not researching.
|Thesis||Clear/focused, arguable; shows a deep understanding of relationships between parts||Mostly clear, mostly arguable, and has some depth||Vague, somewhat arguable, and has some depth||Topical thesis, too vague, or uses fancy words to obscure lack of understanding.|
|Evidence||Fully supports thesis, contains essential information relevant to theme; involves multiple Ways of Knowing and/or Areas of Knowledge||All evidence is topically related to the thesis; very little evidence is vague/generic; most evidence clearly supports an argument||Most evidence is topically related to the thesis; some information is generic; evidence may wander from the argument or only be topically connected.||Evidence is merely topically connected to the topic introduced in the thesis. Connections are not apparent and are not clarified by the commentary (see below).|
|Clearly shows the relationships between & relevance of evidence; draws connections between multiple AoK’s or WoK’s; evaluates; analysis is personal; discusses implications of argument||Somewhat shows the relationships between pieces of evidence; analyzes the content and drawing connections between different content areas, though may work mainly with one text||Does not show the relationships between pieces of evidence;
analyzes parts of the content, though may focus mainly on comprehension
|Student shows a basic understanding of the content: most information is comprehension and may be underdeveloped|
|Organization||Structure reinforces thesis argument; shape effectively contributes to explanation||Shape mirrors ideas; shape does not necessarily further the argument or enhance presentation||Simple shape implies argument; some evidence of link to the idea that is presented||Basically, this is a text presentation within pictures. This same argument would work with many shapes.|