![]() Each fire was caused by faulty wiring.Ĭonclusion: If more than half the homes have faulty wiring, all homes on the block have faulty wiring.Įxplanation: You do not know this conclusion to be verifiably true, but it is probable. Premises: Twelve out of the 20 houses on the block burned down. Premises: Every three-year-old you see at the park each afternoon spends most of their time crying and screaming.Ĭonclusion: All three-year-olds must spend their afternoon screaming.Įxplanation: This would not necessarily be correct, because you haven’t seen every three-year-old in the world during the afternoon to verify it. Ashley took her umbrella, and she did not get wet.Ĭonclusion: In this case, you could use inductive reasoning to offer an opinion that it was probably raining.Įxplanation: Your conclusion, however, would not necessarily be accurate because Ashley would have remained dry whether it rained and she had an umbrella, or it didn't rain at all. Premises: An umbrella prevents you from getting wet in the rain. This type of reasoning usually involves a rule being established based on a series of repeated experiences. While the Eighteenth Century is known for its rich Augustan tradition and its novels of sensibility and the gothic, writers did experiment with the blossoming form of the novel.Inductive reasoning is "bottom up," meaning that it takes specific information and makes a broad generalization that is considered probable, allowing for the fact that the conclusion may not be accurate. It helps lay the foundation for more complex or new ideas. Presenting familiar terms or information first allows the ideas to build and makes it easier for the reader to follow. This framing is based on the idea of reading and writing as conversation Familiar information first, new information last He involves his students in framing the conversation that takes place in the classroom. However, take care to include a referent if necessary for clarity. ![]() Using pronouns, he, she, it, they, those, this, these, can be useful when referring back to something previously mentioned in the paper. Cha embodies this tension as well in her “autobiography.” Pronouns Sterne embodies the tension between fact and fiction by complicating the biography and/or autobiography. Repeating and/or using parallel sentence structures can help readers digest complicated ideas and follow the progression of ideas. The pictures comprise the majority of the visual images in Dictee, yet she glosses over them in a couple of sentences. She interrogates the diagrams extensively however, she does not address the other visual images, specifically the photographs, with as much attention. They not only help hold the paper together, but they also add variety to the paper. Using synonyms is similar to repeating key terms/concepts/phrases, except with more diversity in word choice. The spaces between lines and around the edges of the pages invite the reader into her text to discover and explore the multiple readings and meanings. Fragments mix with complete sentences and her voice mingles with collage text while silence and space surrounds it all. Inhabiting the space between the personal and the global can be quite difficult for any writer, yet Myung Mi Kim does it in her book Commons. The key terms/concepts/phrases strengthen the organization and make the paper easier to follow, no matter how complex the material. Repeating key terms/concepts/phrases will help readers follow the main threads of the paper. Although transitions are the most obvious way to display the relationship between ideas, consider some of the following techniques and their examples: Repetition of key terms/concepts/phrases A well-organized paper uses techniques to build cohesion and coherence between and within paragraphs to guide the reader through the paper by connecting ideas, building details, and strengthening the argument.
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