Name __________________________________________ Period___

College Writing 11

Historical Analysis Argument Essay Manual

Hmong American Peace Academy

2015-2016

Assignment:

Scholars will develop an argument supporting a position, using at least six relevant sources. In this

argumentative essay, writers will learn to organize and present well-reasoned conclusions to persuade the

audience to accept—or at least seriously consider—their point of view. To do this, scholars must employ

logical reasoning, maximize rhetorical appeals, incorporate relevant second-hand evidence, and utilize stylistic

devices.

Length & Format:

4-6 full pages, not including the Works Cited

MLA formatting (Times New Roman, 1-in margins, 12 pt. font, double spaced, indented paragraphs,

Works Cited, correct headings)

6 or more credible sources (1 print; 2 primary)

Topic Options

Prompt 1: Analyze how TWO of the following combined to create the strongest impact on the industrial worker

during the American Industrial Revolution.

A) A specific government action

B) A specific trade’s labor union

C) A specific immigrant group

D) A specific technological innovation

Prompt 2: Explain how TWO of the following individuals responded to both specific economic and social

problems created by the Industrial Revolution and Gilded Age.

A) Jane Addams (Female social worker and leader in women's suffrage)

B) Andrew Carnegie (Scottish-American industrialist leading the expansion of the American steel industry)

C) Samuel Gompers (Labor union leader and key figure of American labor movement)

D) Upton Sinclair (Author known for his reform-minded “muckraking” novels and essays)

E) Ida Tarbell (Female teacher and “muckraker” journalist of the Progressive Era)

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Requirements:

Cannon 1 of Rhetoric: Invention

1. Create a clear focus by crafting 3 claims of value

2. Choose one claim of value and write it as a thesis statement in 3 different ways (open thesis, closed

thesis, counterargument thesis)

3. 8 source evaluation sheets

Cannon 2 of Rhetoric: Arrangement

4. Write an outline which includes topic sentences, main points, and evidence from at least 6 different

sources (1 print; 2 primary)

5. Renumber the paragraphs to more logically order your argument

6. Topic Sentence Graphic Organizer

Cannon 3 of Rhetoric: Style

7. Rough draft of essay which contains:

Introduction with a hook and thesis

2-3 narration paragraphs

4-5 confirmation paragraphs

1 refutation paragraph

A conclusion

3 or more style elements

8. Revisions

Development revision of 2 paragraphs

Evidence blending revision

9. Polished draft of essay

MLA format

Works Cited page crafted using the MLA style guide

Edited and proofread for errors

Edited for the picky rules for writing (no pronouns; buried transitions; correct grammar)

Cannon 4 of Rhetoric: Memory

10. 1 page speech outline which shortens your argument to fit in the time frame Cannon 5 of Rhetoric: Delivery

11. Deliver your 4-5 minute speech to a live audience of scholars who will be analyzing your use of rhetoric and asking academic questions

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Appendix A: The Thesis

Strong claims and thesis statements are ________ , ____________ , __________ , and parallel in structure.

Closed thesis

A statement of the main idea of the argument that also previews the major points the writer intends to make. Each point is the topic of a confirmation paragraph.

The three-dimensional character, exciting plot, and complex themes of the Harry Potter series make them not only legendary children’s books but enduring literary classics.

Open thesis

A thesis that does not list all the points the writer intends to cover in an essay. It contains the idea which the writer will prove and usually mentions implications or complications.

The popularity of the Harry Potter series demonstrates that simplicity trumps complexity when it comes to the taste of readers, both young and old.

Counterargument thesis

A thesis that is a summary of a counterargument that displays knowledge of the complications of the issue. It is usually qualified by although or but before the writer finishes the statement with their own viewpoint.

Although the Harry Potter series may have some literary merit, its popularity has less to do with storytelling than with merchandising.

Although . . . , . . . While it’s true that . . . , . . . It may be true that . . . , nevertheless . . .

Unclear: Homeless shelters are good, so the government supports them.

Clear: The U.S. government economically supports homeless shelters because they help many people who have lost

their way in life and struggle to get back on their feet.

Not specific: Government surveillance is harmful.

Specific: Government surveillance programs do more harm than good because they invade civil liberties, lead innocent

people to suffer unfair punishments, and fail to protect the citizens that they are designed to safeguard.

Non-arguable: Schools use a lot of technology.

Arguable: Wisconsin schools' dependence on technology has caused students to lose the ability to think independently.

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Appendix B: Classical Argumentation Arrangement of Paragraphs

I. Introduction: Capture the audience's interest, introduces the issue, and set out your position with a thesis.

A. Get the reader's attention by using a hook

B. Use engaging language

C. Thesis or main claim

II. Narration: Establish background information and context for your argument so that your audience can evaluate your

claim fairly.

a. Provide background information and context about the issue

b. Explain the situation, the issue at stake, and its history

c. Define important terms or ideas

d. Begin with claims/topic sentences

III. Confirmation: Use reasoning to explain why you believe in your thesis and persuade your audience to agree.

a. Contain cited evidence, examples, facts, and definitions to prove the claim of the paragraph

b. Explain why the evidence supports the claims and the larger thesis

c. Logical elaboration relating back to your point

d. Begin with claims

e. End with a clincher which provides a sense of closure to your idea in this paragraph and

transitions to your next idea

IV. Refutation and Concession: Address the opposing side and craft a counterargument.

a. Concede or admit that the negative side has one logical point which may be true

b. Refute that one opposing point, sticking to your side of the argument as more true

c. Use reasoning to explain why that negative point is not entirely true

d. Begin with claim/topic sentence

e. End with a clincher which provides a sense of closure to your idea in this paragraph and

transitions to your next idea

V. Conclusion: Remind your readers what is at stake and provide closure.

a. Review the thesis

b. Revisit the issues

c. Make your argument seem right and important due to the larger significance or long-range

impact

d. Give a sense of closure: confident, relevant closing or call to action

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Appendix C: Sample Alphanumeric Outline

Student Name College Writing 11 Ms. Dassow 20 January 2016

Brain Scientists Lead the Alzheimer's Battle Outline I. Introduction

a. Thesis: Because recent medical innovations do not lead towards a cure, research being done by neuroscientists will have more of an impact on disease prevention.

II. Narration #1

a. Alzheimer's is a cognitive disease which affects hundreds of thousands of people in the United States alone.

i. Tell about the disease. Explain that the cause is unknown. ii. In fact, " The total number of people with dementia worldwide in 2010 is estimated at 35.6

million and is projected to nearly double every 20 years, to 65.7 million in 2030 and 115.4 million in 2050" (World Health Organization).

b. Describe side effects.

III. Narration #2 a. Some available care options for those who have dementia provide support to individuals who suffer

from the disease. b. Explain nursing home bills. c. Explain caregivers. d. Detail available medication. e. According to McConnell, "By 2010, Medicare costs for beneficiaries with Alzheimer's are expected to

increase nearly 55 percent, from $31.9 billion in 2000 to $49.3 billion and Medicaid expenditures on residential dementia care will increase 80 percent, from $18.2 billion to $33 billion" (158-159).

f. Elaborate on the importance of support.

IV. Confirmation #1 a. Recent medical innovations have shed some light on the issue, but are not leading towards a cure,

rather they are leading to treatment options. b. For some people the following drugs help prevent some symptoms for some time:

i. tacrine (Cognex), donepezil (Aricept), rivastigmine (Exelon), or galantamine (Reminyl) ii. May help control behavioral symptoms of AD such as sleeplessness, agitation,

wandering, anxiety, and depression.

V. Confirmation #2 a. Past medical innovations all were targeted on treatment of patients rather than a cure, and they are

financially draining. b. Explain negatives of medications.

i. According to Thomas J. Moore, an authority on prescription drugs, "Each year, 100,000 Americans or more die of adverse drug reactions, one million are severely injured, and two million are harmed while they are hospitalized, making ill effects from drugs one of the greatest dangers in modern society and one of the leading causes of death" (qtd. in Cruikshank).

c. Financial drain i. The finances,"If left unchecked, it is no exaggeration to say that Alzheimer's disease will

destroy the health-care system and bankrupt Medicare and Medicaid."

VI. Confirmation #3 a. The most recent invention, a motion sensor for Alzheimer's patients, was just developed as another

way to monitor those with the disease rather than cure them. i. Fifteen year old Kenneth Shinozuka ii. Describe sensor used to monitor sleepwalking

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iii. In 2011, "Shinozuka's creation—a small pressure sensor that can be attached to a foot or a sock—notifies caregivers via their smartphones if a patient who should be sleeping gets out of bed. His grandfather, who has Alzheimer's disease, served as inspiration" (Scheer).

b. Elaborate on how this will never lead to a cure.

VII. Confirmation #4:

a. Advances in understanding the brain are more valuable than temporary fixes. b. Define neuroscience. c. Explain the meaning of brain chemistry.

i. "Developing new treatments for AD is an active area of research. Scientists are testing a number of drugs to see if they prevent AD, slow the disease, or help reduce symptoms" (National Institute on Aging).

d. Elaborate on how differences in behavior lead to differences in aging. i. "Of the mental activities, reading, playing cards or board games, doing crossword puzzles,

and playing a musical instrument reduced dementia risk, while writing for pleasure and participating in group discussions did not" (Alzheimer's Association).

VIII. Confirmation #5 a. Despite funding difficulties, the true cure for a cognitive disease is in better understanding brain

science. i. Explain the importance of the cure and actual treatment.

1. financial aspect 2. human aspect

ii. "Morrison-Bogorad, who is associate director for the NIA's Neuroscience and Neuropsychology of Aging Program, says she is optimistic that research will lead to ways to delay Alzheimer's onset" (McConnell).

b. Elaborate on the financial and human costs of the disease.

IX. Refutation and Concession a. Concession: While some argue that young people do not have the motivation to become

neuroscientists... b. Refutation: Science is a booming industry and schools have been creating science and health related

tracks of study to interest students early. i. Describe courses available. ii. Explain that young people are also caring, not just caught up in the drama of high school

life.

X. Conclusion a. Reworded thesis: Recent medical innovations help people manage disease, but do not lead towards a

cure, so research being done by neuroscientists should be much more heavily funded. b. Briefly summarize main points. c. Discuss the future of technology and brain science research and its impact on society.

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Appendix D: Sample MLA Citations Page

Works Cited

Bloom, Harold, ed. Twentieth-Century British Poets. New York: Bloom's Literary Criticism, 2011. Infobase

Publishing eBooks. Web. 21 Dec. 2012.

Clinton, Hillary Rodham. "Womens' Rights Are Human Rights." Vital Speeches Of The Day 61.24 (1995):

738. History Reference Center. Web. 18 Dec. 2014.

Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times. New York Times, 22 May

2007. Web. 25 May 2009.

Dickens, Charles. Great Expectations. New York: Dodd, Mead, 1942. Print.

Sherman, Steven J. "Intuitive Versus Rational Judgment and the Role of Stereotyping in the Human

Condition: Kirk or Spock?" Psychological Inquiry 3.2 (1992): 153-59. Print.

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Appendix E: Glossary of Style Elements

alliteration – The repetition of consonant sounds, usually at the beginning of words. The repeated “t” and

“c” sounds in the sentence, “The tall tamarack trees shaded the cozy cabin,” are examples of alliteration.

allusion – A reference to a mythological, literary, historical, or Biblical person, place, or thing. For example,

in the sentence, “She faced the challenge with Homeric courage,” “Homeric” is an allusion to the characters in

Homer’s works The Iliad and The Odyssey.

anaphora – Repetition that occurs when the first word or set of words in one sentence, clause, or phrase

is/are repeated at or very near the beginning of successive sentences, clauses, or phrases. This helps make the

writer's point more coherent. In the sentence “Some of the old, some of the young, some of the weak are left behind by the

side of trail," the phrase which begins each clause is repeated.

antithesis – An opposition or contrast of ideas expressed in balanced phrases or clauses. For example,

“Whereas he was boisterous, I was reserved” is a sentence that balances two opposing observations.

aporia – expresses doubt about an idea or conclusion. Among its several uses are the suggesting of

alternatives without making a commitment to either or any:“I have not yet been fully convinced that dorm living

surpasses living at home. For one thing, there is no refrigerator nearby...”

asyndeton – Omission of conjunctions between coordinate phrases, clauses, or words. For example, the

sentence "I came, I saw, I conquered" employs asyndeton.

cumulative sentence – A sentence that begins with a standard subject and verb, but then adds multiple

details after it.

juxtaposition – Placing two or more things side by side with the intent of comparing or contrasting the

items. For instance, a writer may choose to juxtapose the coldness of one room with the warmth of another.

metaphor – A comparison of two unlike things not using ‘like’ or ‘as’. For example: "She lived a thorny life"

relies on an understanding of how dangerous and prickly thorns can be. Also, "Talent is a cistern; genius is a

fountain."

oxymoron – An oxymoron combines two contradictory words in one expression. The results of this

combination are often unusual or thought provoking. For example: "wise fool," "deafening silence,“ and ”jumbo

shrimp."

parallelism – Repetition of the same grammatical structure; match noun with noun, verb with verb. In the

declaration, "At sea, on land, in the air, we will be loyal to the very end," the parallel phrases at the beginning of the

sentence emphasize the loyalty and determination of a group of people.

personification – The writer gives inanimate objects or inanimate ideas human characteristics. For example,

"The saddened birch trees were bent to the ground, laden with ice; they groaned and shivered in the cold winds."

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periodic sentence – A sentence that begins with multiple details and then ends with a basic standard subject

and verb. For example, "To that world assembly of sovereign states, the United Nations, our last best hope in an age where

the instruments of war have far outpaced the instruments of peace, we renew our pledge of support..."

sententia – quoting a wise saying to apply a general truth to the situation: “But, of course, to understand all is to

forgive all” and “As the saying is, art is long and life is short.”

simile – A comparison of two different things or ideas through the use of the words "like" or "as." For

example, the sentence, "He drank like a camel, he was so thirsty," contains the simile "like a camel."

syndoche – Figure of speech that uses a part to represent the whole. For example, "In your hands, my fellow

citizens, more than mine, will rest the final success or failure of our course."

zeguma – Use of two different words in a grammatically similar way that produces different, often

incongruous, meanings. For example, "Now the trumpet summons us again--not as a call to bear arms, though arms we

need--not as a call to battle, though embattled we are--but a call to bear the burden..."

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Appendix F: Logical Fallacies

Definition: A logical fallacy is an error or weakness in reasoning that renders an argument invalid.

Fallacies of Relevance which avoid the subject

Fallacy Definition Example Solution

False Authority

A biased, suspicious, unknown, or incredible source is used to defend a conclusion.

According to David Brooks, “We should abolish the death penalty."

According to David Brooks, professor at Yale and editor for the New York Times, America "should abolish the death penalty" (34).

Red Herring

Topic A is under discussion. Topic B is introduced. There is no sister sentence coherency and the connection to topic A is lost.

Gender roles play a major role in pressuring young men. The comparison between the two genders is inevitable.

Use sister sentence coherency to focus and elaborate on a single topic. (repetition, related words, pronoun reference, transition)

Fallacies of Presumption which contain hidden assumptions

Fallacy Definition Example Solution

Circular Reasoning

The argument goes in circles instead of moving forward.

Active euthanasia is morally acceptable. It is a decent, ethical thing to help another human being escape suffering through death.

1. Use relevant evidence to prove the claim of the paragraph.

2. Use sister sentence coherency to tie sentences together.

3. Include the "so-what?" to explore complications and implications.

Hasty Generalization

Making assumptions about a whole group or range of cases based on a sample that is inadequate. The scope of evidence is too small to support the conclusion.

One study found that people who were bullied online were more likely to commit suicide, so obviously all people who are bullied on Facebook will likely commit suicide.

Data collected by the Megan Meier Foundation leads to the conclusion that people who are bullied on Facebook may be more likely to commit suicide.

Arguing from Ignorance

The party whose standpoint has been questioned must prove that it is acceptable, but does not do so. No logical reasoning and no evidence.

The youth of today are, by nature, lazy.

Some young people appear to lack motivation, and others begin to think that they are simply being lazy. Really, there are many factors which cause them to behave this way, including....

Fallacy of Clarity which contain unclear wording

Fallacy Definition Example Solution

Loaded Language

A word that has a judgmental meaning or an overly-strong, inappropriate negative or positive connotation.

That beast of a penguin may just carelessly kill its offspring.

Penguin parents sometimes must leave their young at the shore while they are fishing. As a result, some young penguins are left undefended from predators.

Ambiguity A lack of specific explanations makes the meaning unclear.

This is due to the fact that people are acting the same way.

When young men see other men around them not taking education seriously, they start acting the same way.

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Appendix G: Picky Rules for Writing

(Adapted from Professor Cohen’s 39 Picky Rules)

Sentence and Style Rules:

1. Do not begin sentences in any of the following ways: “There are/is…”, “This is…”, “It is…,” etc. 2. “I,” “we,” “us,” “our,” etc. do not belong in academic papers, unless they appear in a quote. 3. Do not use “this,” “these,” “that,” “those,” “which,” or “it” unless the word has a clear and unmistakable

antecedent nearby. Never begin a sentence with “this” unless you follow it immediately with a noun that re-identifies the idea to which you are referring.

4. Never publicly dangle a participle or misplace a modifier: write “Showing unmistakable signs of ignorance, the student did not persuade his professor;” NOT> “The student did not persuade his professor, showing unmistakable signs of ignorance.”

5. Never write an incomplete sentence (participles -- “ing” words -- cannot stand as verbs). A verb must agree with its subject in person and number.

6. Know these three rules about commas: a. Join independent clauses (clauses with a subject and a verb) either by using (1) a comma with a

conjunction (“Right-handers predominantly use the left side of the brain, so left-handers are the only

ones in their right minds.”) or (2) a semicolon without a conjunction (“Right-handers predominantly

use the left side of the brain; left-handers are the only ones in their right minds.”)

b. Separate items in a series by using a comma after every item before the conjunction (“The professor

was arbitrary, arrogant, and heartless.”)

c. Never use a comma between the subject and the verb or between the verb and its object (except for

interrupting clauses that use two (2) commas).

7. Bury words like “however,” “furthermore,” “moreover,” “indeed,” etc. (conjunctive adverbs) in the clause or

sentence; do not put them at the beginning. (E.g. “The students, however, learned something.”)

8. Be consistent when you have two or more parallel structures.

a. With adjectives: “He was pompous, picky, and terrorized freshmen” is wrong. “He was pompous,

picky, and fond of terrorizing freshmen” is right.

b. With prepositions: “A student could count on his bad temper and arbitrariness” is wrong. “A student

could count on his bad temper and on his arbitrariness” is right.

c. With correlatives: “He graded a paper not only for content but for style” is wrong. “He graded a

paper not only for content but also for style” is right.

9. Do not end a sentence with a preposition [about, on, across, from, as, for, in, next, off, toward...] ("She turned

on the phone" NOT "She turned it on").

10. Do not use the passive voice (OVS) (“Careless students are failed by the ruthless professor”); use the active

voice (SVO) (“The ruthless professor fails careless students”). Because the active voice is direct and clear, this

rule is the most important of style, but it has serious consequences for your meaning as well. Politicians,

administrators, and those foolishly trying to avoid the consequences of their actions love the passive voice

because it protects them from facts and responsibility: “Mistakes were made.”

11. Adverbs should be adverbs. Do not do it different – if you know what I am saying.

12. Every pronoun should have a clear antecedent to which it agrees in person, number, and gender.

Paragraph and Arrangement Rules:

13. Give your paper a clear thesis sentence at the end of your first paragraph. If you can remember only one rule, this rule is the one you must remember.

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14. Each paragraph must stick to the subject introduced by its first sentence. Most importantly, the first sentence of the first paragraph must establish the context of your paper. “John Wayne first appears in Stagecoach with a rifle in his hand.” NOT> “Duke has a gun.”

15. Avoid using quotations to begin or end a paragraph or a paper. Your own words are most important in those places.

16. Do not use one or two sentences as a paragraph. 17. Make the transition between your sentences and your paragraphs clear and logical. This task is the most

difficult in writing, but, as you know, life is hard. 18. In longer papers remind the reader of your thesis throughout the body of your paper.

Argumentation Rules:

19. Never just summarize or paraphrase. Assume your reader has read/seen it. I do not want to know what happened. I want to know your ideas about what happened.

20. Support your assertions and ideas with concrete examples, with brief quotes from the story, book, or film you are discussing, or with a short citation from some reliable authority.

21. Words like “maybe,” “seem,” “perhaps,” and “might” do not keep you from being wrong; they merely alert the reader to the fact that you are worried about it.

22. Avoid vague generalizations: “as we all know,” “people say,” “since the beginning of time,” etc. Obvious claims such as “mankind would not exist without the heart” are equally lamentable.

23. Write about works of art in the present tense, since Hamlet will be stabbing Polonius and Roy Hobbs will be knocking the lights out with his home runs long after your grandchildren have forgotten your name.

24. Avoid asking the audience rhetorical questions. Your audience will not respond to your questions. Strongly written sentences with deep thoughts are much stronger.

25. Delete the phrase “in the past” from your writing as well as any hint of chronological snobbery. Chronological snobbery is the erroneous assumption that, with the passage of time, mankind has gotten progressively wiser. In the past, such a pedantic list of writing rules would have been unnecessary for undergraduates.

26. When citing a dictionary refer to the Oxford English Dictionary whenever possible.

Diction and Vocabulary Rules:

27. Do not misspell words. Misspelled words look dumb; do not look dumb. Use a dictionary or a literate friend to check your spelling. On a word processor, always use spell-check, but do not trust it! Spell-check is no substitute for proofreading. Spell out one and two digit numbers.

28. Never use contractions (don’t, aren’t, can’t, etc.). 29. A possessive without an apostrophe is a misspelled word. One exception is the possessive of “it”: “its.” “It

is” contracts to “it’s.” Since you will not use contractions, you will never write “it’s” on a paper. 30. Choose the best word for the context. Your papers should be a place “where every word is at home, taking its

place to support the others” (Eliot “Little Gidding,” V.217-218). Beware of unintended irony: an N.C. State basketball player once explained his ability to shoot with either hand, “yeah, I’m amphibious.” Suffice it to say this student-athlete, to avoid drowning in his coursework, crawled out of school and into the NBA.

31. Also, beware of these other egregious violations of Rule Twenty-Nine (29): jargon (say “library”; do not say “instructional media center”), cliché (say “the professor is a conservative grouch”; do not say “the professor is an old fogey”), slang (say “the teacher is foolish”; do not say “the teacher is a dork”), hyperbole (say “this man has too high a regard for himself”; do not say “this man is the most arrogant jerk who ever lived”), gobbledygook (say “now”; do not say “at this point in time”), and malapropism (confusion of idioms; one former NFL player commented, “I really cleaned his bell; I rang his clock”).

32. Use your smallest most Anglo-Saxon, most comfortable words; big words impress only high school teachers and smell of the thesaurus.

33. Lose the word “very” and, like, you know, other gratuitous additives from, you know, your written and spoken vocabulary.

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Format and Polishing Rules:

34. Number your pages. 35. Give your paper an informative title. The name of the work you are dealing with is NOT the title of your

paper. “Shakespeare’s Use of Time in Hamlet” is by a thoughtful person; “It Takes a Broken Egghead to Make a Hamlet” is by a clown; Hamlet is by Shakespeare.

36. Italicize all full-length films, plays, and books. Do likewise with magazine and newspaper titles. Short stories, film shorts, one-act plays, and articles go in quotation marks (“…”). Do not underline or put your own title in quotation marks.

37. When you quote from or refer to a source, cite it appropriately and include a works cited page of some kind. 38. On those extremely rare occasions when you quote more than two lines of text, indent five spaces left and

right, single space the quotation, and leave off the quotation marks. 39. Before handing in your final copy, have an intelligent friend read your paper to you; then fix it. 40. Be safe: frequently save your file, and if possible keep a hard copy, and/or a version on another drive. 41. Do not hand in a paper unless you have come to care about it. You believe in goodness and truth; therefore,

commit yourself to communicating your ideas well and truthfully.

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Appendix H: Delivery Materials

Delivery Evaluation

Category Score Comments

Focus (10) Speech has one subject.

Speaker establishes his or her focus (main idea) clearly and effectively.

Each part of the speech (introduction, body, and conclusion) has a specific focus.

Organization (10) Maintains organization and transitions throughout.

Has a natural flow. Includes a hook, body, and conclusion.

Development (10) Ideas in speech are developed by using: Precise observations and details Stories Explanations

Ethos (10) Likability: Speaker has a friendly, positive attitude when speaking and won over the audience. Integrity: Speaker is honest, credible, and conscientious Competence: Speaker is confident, enthusiastic, and in control of him- or herself. Speaker is

prepared and knows their topic well.

Completion (10) Satisfied all requirements regarding:

Time Subject Type of speech

Total Score (Out of 50)

Q&A Session Directions: After or while listening, write two questions from the options below directly on this form. During the Q&A session, ask one or more of your questions. Clarify: Would you explain ___________________________________________________________________?

Can you give an example of ____________________________________________________________?

Elaborate: Could you explain how you arrived at the idea that ___________________________________________?

Can you elaborate on the reason_________________________________________________________?

Respond: How is _____________________________ related to _______________________________________?

Is it possible that _____________________________________________________________________?