Setting[ edit ] Zork is set in "the ruins of an ancient empire lying far underground". The player is a nameless adventurer "who is venturing into this dangerous land in search of wealth and adventure". The goal is to return from exploring the "Great Underground Empire" GUE, for short alive and with all treasures needed to complete each adventure,  ultimately inheriting the title of Dungeon Master.
While argumentation tends to focus on logic supported by verifiable examples and facts, persuasion can use unverifiable personal anecdotes and a more apparent emotional appeal to make its case. Additionally, in persuasion, the claim usually comes first; then the persuader builds a case to convince a particular audience to think or feel the same way.
Evidence-based argument builds the case for its claim out of available evidence.
Solid understanding of the material at hand, therefore, is necessary in order to argue effectively. This printable resource provides further examples of the differences between persuasive and argumentative writing.
One way to help students see this distinction is to offer a topic and two stances on it: Trying to convince your friend to see a particular movie with you is likely persuasion. The claim that typically answers the question: Project, for example, this essay on Gertrude in Hamlet and ask students to identify the claim, reasons, and evidence.
Ask students to clarify what makes this kind of text an argument as opposed to persuasion.
What might a persuasive take on the character of Gertrude sound like? You may also wish to point out the absence of a counterargument in this example.
Challenge students to offer one. Point out that even though the claim comes first in the sample essay, the writer of the essay likely did not start there.
Rather, he or she arrived at the claim as a result of careful reading of and thinking about the text. Share with students that evidence-based writing about texts always begins with close reading. See Close Reading of Literary Texts strategy guide for additional information.
Guide students through the process of generating an evidence-based argument of a text by using the Designing an Evidence-based Argument Handout. Decide on an area of focus such as the development of a particular character and using a short text, jot down details or phrases related to that focus in the first space on the chart.
After reading and some time for discussion of the character, have students look at the evidence and notice any patterns. Record these in the second space. Work with the students to narrow the patterns to a manageable list and re-read the text, this time looking for more instances of the pattern that you may have missed before you were looking for it.
Add these references to the list. Use the evidence and patterns to formulate a claim in the last box. Claims can also be more or less complex, such as an outright claim The character is X trait as opposed to a complex claim Although the character is X trait, he is also Y trait.
For examples of development of a claim a thesis is a type of claimsee the Developing a Thesis Handout for additional guidance on this point. Once students have a claim, they can use the patterns they detected to start formulating reasons and textual references for evidence.English Language Arts Standards Download the standards Print this page The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the standards”) represent the next generation of K–12 standards designed to prepare all students for success in college, career, and life by the time they graduate from high school.
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Interactive fiction, often abbreviated IF, is software simulating environments in which players use text commands to control characters and influence the environment.
Works in this form can be understood as literary narratives, either in the form of Interactive narratives or Interactive rutadeltambor.com works can also be understood as a form of video game, either in the form of an adventure. WRITING ASSIGNMENTS.
In a First-Year Seminar or a writing-intensive course, it is best to have several writing assignments and a variety of types of writing, usually integrated with course readings, rather than one long assignment at the end of the course.