6.) A student is writing an argumentative essay for a class. The student wants to revise the draft to improve the development of ideas. Read the draft of the letter and complete the task that follows.
(imagine below)

Revise the student's draft by choosing the two sentences that give the strongest evidence to support and develop the underlined claim.

The sensitivity to chemicals found in odors can cause headaches, dizziness, difficulty concentrating, numbness, and more.

Of course, there are many people who truly enjoy fragrances and do not have any problem with them.

Not everyone likes the same perfumes; just because some people like a certain perfume does not mean everyone will like it.

Schools may experience voices of disapproval when they tell people about the fragrance-free policy, but in time everyone will get used to it.

Some people with allergies and asthma report that certain odors in the confines of shared indoor spaces can trigger intense allergies and/or an asthma attack.

View the improvement of students’ writing as your responsibility.

Teaching writing is not only the job of the English department alone.  Writing is an essential tool for learning a discipline and helping students improve their writing skills is a responsibility for all faculty.

Let students know that you value good writing.

Stress the importance of clear, thoughtful writing. Faculty who tell students that good writing will be rewarded and poor writing will be penalized receive better essays than instructors who don't make such demands. In the syllabus, on the first day, and throughout the term, remind students that they must make their best effort in expressing themselves on paper. Back up your statements with comments on early assignments that show you really mean it, and your students will respond.

Regularly assign brief writing exercises in your classes.

To vary the pace of a lecture course, ask students to write a few minutes during class. Some mixture of in-class writing, outside writing assignments, and exams with open-ended questions will give students the practice they need to improve their skills.

Ask students to analyze each other's work during class, or ask them to critique their work in small groups. Students will learn that they are writing in order to think more clearly, not obtain a grade. Keep in mind, you can collect students' papers and skim their work.

Find other faculty members who are trying to use writing more effectively in their courses.

Remind students that writing is a process that helps us clarify ideas.

Tell students that writing is a way of learning, not an end in itself. Also let them know that writing is a complicated, messy, nonlinear process filled with false starts. Help them to identify the writer's key activities

Share with your class your own struggles in grappling with difficult topics. If they know that writing takes effort, they won't be discouraged by their own pace or progress. One faculty member shared with students their notebook that contained the chronology of one of his published articles: first ideas, successive drafts, submitted manuscript, reviewers' suggested changes, revised version, galley proofs, and published article.

Give students opportunities to talk about their writing.

Encourage students to revise their work.

Provide formal steps for revision by asking students to submit first drafts of papers for your review or for peer critique. You can also give your students the option of revising and rewriting one assignment during the semester for a higher grade. Faculty report that 10 to 40 percent of the students take advantage of this option.

Explain thesis statements.

A thesis statement makes an assertion about some issue. A common student problem is to write papers that present overviews of facts with no thesis statement or that have a diffuse thesis statement.

Stress clarity and specificity.

The more the abstract and difficult the topic, the more concrete the student's language should be. Inflated language and academic jargon camouflage rather than clarify their point.

Explain the importance of grammar and sentence structure, as well as content.

Students shouldn't think that English teachers are the only judges of grammar and style. Tell your students that you will be looking at both quality of their writing and the content.

Distribute bibliographies and tip sheets on good writing practices.

Check with your English department or writing center to identify materials that can be easily distributed to students. Consider giving your students a

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)