• Research Paper on:
    Barbara Ehrenreich's "Making Sense Of La Difference"

    Number of Pages: 4


    Summary of the research paper:

    4 pages in length. The writer briefly discusses gender bias and establishing patterns of development in argumentative writing as they relate to Ehrenreich's article. No additional sources cited.

    Name of Research Paper File: LM1_TLCEhren.rtf

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    Unformatted Sample Text from the Research Paper:
    (data) is essential in order to attach any validity to an argument, which works in tandem with the thesis (claim) that projects a particular intent. Therefore, warrant is the  ultimate result of pairing data and claim so as to establish the "mental process by which a reader" (Ehrenreich 599) makes that connection. Other patterns of development Ehrenreich mentions include  post hoc ergo propter hoc: establishing the difference between the sequence of events that determines why one thing happens after another occurrence yet has nothing at all to do with  the initial event; begging the question: a yet-to-be-determined truth that is put forth as presumed as already proven; and ignoring the question: distracting the reader away from the true issue  (Ehrenreich 600). Here is where the student will expound upon expository patterns. Ehrenreich illustrates how the aspect of argument is truly an  art form of communication. It can readily be argued how verbal communication brings with it a considerable amount of misunderstanding, whether that has to do with the actual words  chosen, the inflection or the hidden meaning behind them. The notion of argumentative writing is to bring the reader over to the writers point of view; as straightforward as  this concept might appear, the author duly notes how there are myriad variables that pertain to such an outcome. II. TEACHERS DIFFERENTIATE BETWEEN THE SEXES Ehrenreich supports her claim  that teachers are at least partially to blame for differentiating between the sexes by citing specific examples of how instructors interact quite diversely with boys than with their female counterparts:  encouraging greater participation/performance from boys and making more and longer eye contact (Ehrenreich 643). Indeed, the authors evidence garnered from professorial findings is convincing enough to agree with, inasmuch 

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