Today’s Plan:
- Quick Paper Specs
- Canvas Grading Rubric
- Thesis Paragraphs
Quick Paper Specs
Okay, I hate writing these things. I like to read papers that you enjoy writing. But teaching writing is hard, because everyone has different experiences and has been taught different things. Know this: if you try to write a detailed and engaging paper that attempts to do the things below, you will get at least a B. And you always have an opportunity to revise.
I’m looking for the paper to “close read” at least two different scenes or design elements. Each of these readings should have an argument or claim (e.eg., “The scoring system in this game encourages us to want to eat more ice cream”) and then point at evidence of how the game element does the thing it claims to do. Typically, in academic writing, you want a paragraph to open with the claim, and then present the evidence. (“The scoring system in this game encourages us to want to eat more ice cream. At the end of chapter 1, for instance, Gretchen reminds us that eating ice cream makes the cows happy. If you complete the chapter without eating any ice cream, then the cows will smash through a wall and attack you. Most players, however, are likely to have eaten some ice cream. If you haven’t collected enough ice cream, the cows grow sad. Beyond this emotional response, the game also rewards you with a power-up if you are able to eat all the ice cream available in the chapter. I would argue that eating ice cream symbolizes paying taxes in the real world.”) Remember as you move through your analysis to use terms from the Bogost reading, the list of mechanics we discussed in class. And remember that you are building a theory of what this game is saying about our real world. Or a theory on how the game is using mechanics to amplify its emotional/aesthetic intent (what it wants you to feel, why it wants you to feel that).
- Should be between 5 and 10 pages, double-spaced
- Should be in MLA and APA format (page numbers, citation format, works cite/reference list)
- Should use the following section headings:
- Introduction. One/two paragraph(s) on your game, when it was made, its genre, and a super quick overview of the plot, the major story beats, and theme. Then the thesis paragraph. See below.
- Defining Procedural Rhetoric. At least one page single spaced, probably 2. Has to cite Bogost, Custer, and Love (see pages 7-9 for discussion of Bogost). Address: what is procedural rhetoric? Why is it significant/important? Upon what other theories/terms/thinkers does it draw? What are some examples of it?
- Optional Section: Bringing Use Closer to a Part of Your Game (don’t name it that). If you are playing a long game, or analyzing a specific part of it, then you might need a few paragraphs of description that sets up the specific thing(s) you will analyze.
- Procedural Analysis of [Game Title]. Every paper tends to be different. But what I want here is close analysis of particular scenes, mechanics, or events. Give examples. You are welcome to use screenshots. Make sure the language and terms from the “Defining” section show up here.
- Should have a title that does not suck
- Should have an introduction that ends with a detailed, front-loaded thesis that you wrote AFTER you wrote the paper. I will know if you didn’t write it after the paper. I just will.
Crafting a Thesis Paragraph
Below I articulate three important elements of writing that I will use to evaluate your first paper: developing a specific thesis, properly contextualizing and analyzing evidence, and maintaining logical development.
That said, every piece of academic writing should offer a “thesis” in the introduction. I tend to hate this word, because it comes with so much baggage. For me, a strong thesis lays out AS SPECIFICALLY AS POSSIBLE what information a paper will present. It is a kind of idea map. Let me show you a few potential thesis statements:
- I/this paper explain(s) Inoue’s theory of anti-racist writing assessment
- I/this paper explain(s) Inoue’s theory of anti-racist writing assessment, noting his key terms and summarizing his suggestions for new teachers
- I/this paper explain(s) how Inoue’s theory of anti-racist writing assessment might create problems for teachers who prioritize grammar as the central concern of writing. instruction
All those examples are bad. Though not equally bad. The first one is an F. The second one is also an F. They are equally devoid of specific thought. They are a placeholder for a thought that, at the time of writing, the writer did not yet have.
The third one is better. It is in the high C, low B range. It could potentially be higher based on what comes before or after it. If the next sentence detailed a list of problems, then it would be an “A.”
Okay, so what does an “A” look like? Examples:
- I explain how Inoue’s theory of anti-racist writing assessment emphasizes the importance of familiarizing students with assessment rubrics, often through practice norming sessions
- I explain how Inoue’s theory of anti-racist writing assessment calls for teachers to separate grading and assessment from the act of providing feedback. When students encounter feedback alongside grades, they often receive that feedback as a justification for a (bad) grade rather than as an attempt to guide and develop their abilities. Inoue makes clear that providing distance between grades and feedback increases the likelihood that students engage and implement feedback
- I explain how Inoue’s theory of anti-racist writing assessment challenges traditional enforcement of “standard” English on the grounds that it severely and unjustly punishes students from multilingual backgrounds. The evidence Inoue presents creates problems for teachers who prioritize “proper” grammar as the central concern of writing.
Here’s the deal y’all: WRITE YOUR THESIS LAST. Trust me, I’ll know if you write the introduction before you write the paper. I’m a Jedi when it comes to this. And I will die on this hill (those of you who have taken 301 should know why). Pro-tip: when you are done with your rough draft compare the thesis in your intro to the conclusion. You won’t know what a paper is actually going to say until you write it!
Pro-tip #2: academic and professional writing are not mysteries. This isn’t Scooby-Doo. Don’t keep me in suspense. Make sure all the important things you find in the course of a paper appear in the first few sentences, paragraphs, or pages (depending on the length of the paper). Front load, front load, front load. Write the introduction last, so that you know what you have to introduce.
Let’s look at a sample paper.
