You will eventually have to write a summary of your chosen Unit 1 article, but a

You will eventually have to write a summary of your chosen Unit 1 article, but all this week’s assignment requires you to do is collect the necessary information for that summary. You will not actually write the summary this week (that’s part of next week’s assignment). As you work on Part II of the assignment, consider how the first 4 Elements of Thought relate to your work. I’ve fleshed out those first 4 elements a bit more in the following notes, but now that you’ve spent some time with the elements and with your article, I’m hoping you are realizing that you already know how to accomplish much of what I’m asking of you. Use that prior knowledge but add to it new information you are acquiring through your work.
1- PURPOSE / GOAL / OBJECTIVE:
This identifies the goal or objective of thought and answers the questions
What is this author trying to accomplish?
What are this author’s central aims and purposes?
Locate what you identified during your annotations as the main idea of the article. Does that main idea answer the two questions above? If so, you’ve likely already identified the article’s purpose.
2-QUESTION AT ISSUE / PROBLEM TO BE SOLVED:
According to Paul and Elder, all thought happens in response to a problem or issue, or need; therefore, all thought works to address certain questions. As you review your article (and your annotations of that article), see if you can answer the following questions
What core questions are the author raising and/or is trying to answer?
What fundamental problem does the author see needs to be addressed/solved?
Has the author considered the complexity of the issue being addressed? Why do you say yes or why do you say no?
Consider how the information presented in TS / IS Chapter 14 “What’s Motivating This Author” contributes to what Paul and Elder are emphasizing here. No author decides randomly to join or contribute to a conversation unless they are motivated to do so, usually by an event or an action that spawns a response (something someone said/didn’t say, something someone did/didn’t do, etc.). In Part III of this week’s assignment, you will be required to explore the context in which the argument presented in the Unit 1 article lives (what was happening in the world that motivated the author to write the article). That context should help reinforce what you include for this element in your assignment, so be sure to revisit this part as you are completing Part III.
3-INFORMATION:
Looking back at what you identified as the core question(s) the author raised/attempted to answer as well as the primary purpose the author was trying to accomplish, consider the information the author would have needed to collect information in order to answer those questions / achieve that purpose. As you review your article and your annotations and your earlier answers for this week’s assignment, dissect the information the author used to support the argument, answer core questions, and achieve the primary purpose. Consider the following questions as you do
What specific information did the author use to draw conclusions made in the article?
What type of information did the author use to draw those conclusions (personal experience, anecdotal evidence, statistical data, widely held beliefs, expert opinions, widely accepted theories, etc.)?
Does the author provide enough information (and a variety of information) to answer the questions originally posed by the issue or solve the problem originally addressed?
Is the information presented accurate and/or true? How can you tell or confirm that it is? DON’T ASSUME! CHECK!
4-INFERENCES / INTERPRETATIONS / CONCLUSIONS
Once authors have presented evidence to support their opinions, they’ll often draw conclusions (based on their interpretations of that evidence) or make inferences (educated guesses) based on that evidence. Bear in mind, though, that these conclusions and inferences are interpretations of the evidence presented and are not “truths.” Keep in mind, too, that authors generally draw more than one conclusion or inference. Often they draw several throughout a text.
Considering the information you collected by closely examining the evidence presented in your article, identify conclusions or inferences the author has drawn based on the evidence presented. These conclusions are sometimes preceded by words or phrases like “therefore” or “in light of this data” or “based on the results of this study” or “considering Professor X’s theory.” Consider these questions as you work to identify the author’s conclusions or inferences
In what way is the author interpreting the evidence presented?
Is there another way this evidence can be interpreted by someone else, especially someone likely to disagree with the opinion being presented?
Is the author drawing a conclusion based only on one piece of evidence or several pieces of evidence?
Does the conclusion the author is drawing seem logical considering the evidence on which it is based? How so or how not?
If you’ve gotten this far in this week’s lesson, you should be close to completing this week’s assignment. To recap, we have covered all that you need to know in order to complete Part I and Part II of this week’s assignment. Once you’ve completed Parts I and II, you’re ready to begin Part III.
( https://www.nytimes.com/search?query=ABORTION) LINK FOR THE SITE WHERE TO FIND THE TOPIC WE ARE USING CHOOSE ONE OF ALL OF THE TOPICS YOU WILL FIND.
AND THE FILES I UPLOADED ARE AN EXAMPLE OF WHAT I WANT EXACTLY FOR THE PRE-WRITING ASSIGNMENT.
DO EXACTLY LIKE THE SAMPLE