Extreme sports reading and writing course by Hemal jhaveri. This PPT helps you to write an effective sports news and articles which gain user attention.

1. Extreme Sports
Expository Reading and Writing Course

2. Cage Fighting / MMA
1

3. Street Luge
1

4. Skateboarding
1

5. X - Games
1

6. More X Games
1

7. X Games / Snowboarding
1

8. Hangliding / Parasailing
^^^Over Everest!!^^^

9. Base Jumping / Wingsuit Flying

10. Pair / Share
• Why do you think everyone is fascinated in
extreme activity activities?
• Now that you’ve described the whys, what are
the potential outcomes to enjoying extreme
sports?
1

11. Background Information
• Look at the images in Claire Davidson’s
content “The World’s Most Risky Activities.”
Do they terrify you?
• Do they encourage you to discover more
about any sport?
1

12. Let’s Read!
• “The World’s Most Risky Sports” (first 9
paragraphs)
• In categories, study your allocated area and
review or paraphrase that area – written. Do
an excellent job, because….
• Each team will present their summaries to the
other course. See why I talked about to do an
excellent job? 
2

13. What do you think?
• Now that you’ve make out the print, what do
you think is the intention of Ms. Davidson’s
article?
• Is it a warning? Is it merely informative? Etc….
2

14. •Create a brief passage describing which excessive game
would be the most enjoyable or terrifying to you.
• Which would you be least or most likely to take part
in?
• Why or why not?
2

15. Brainstorm!!!!
What are some words that you
associate with extreme sports?
2

16. • Are excessive activities an excellent idea?
Why or why not?
2

17. Surveying The Text
• What does the headline “Extreme Activities
Not About Risk-Taking: Study” tell you about
the author’s perspective on the risks and
factors individuals get involved in excessive
sports?
• What is the objective of the article?
2

18. Surveying the Text
• What does the headline “Camp For Children
With Autism Provides Excessive Therapy”
recommend about the author’s place or
perspective on the risks and factors
individuals get involved in extreme sports?
• What is the objective of the article?
2

19. Surveying the Text
• What does the headline “A Serious Caution to
Wingsuit Flyers” by Lola Jackson recommend
about the author’s place or perspective on the
risks and factors people get involved in
excessive sports?
• What are you is the objective of the article?
2

20. Surveying the Text
• What does the title “A Serious Warning to
Wingsuit Flyers” by Lola Fitzgibbons suggest
about the author’s position or viewpoint on
the threats and aspects individuals try
extreme sports?
• What are you is the purpose of the article?
2

21. Surveying the Text
• What does the headline “A Serious Caution to
Wingsuit Flyers” by Lola Knutson recommend
about the author’s place or perspective on the
risks and factors people try excessive sports?
• What are you is the objective of the article?
2

22. Making Predictions and Asking
Questions
• t Risk-taking: Study?
• Considering the content “Extreme Activities
Not About Risk-taking: Research,” what
justifications do you think the writer will
make?
• Let’s study the first four sections.
• Where does the release end in “Extreme
Activities Not About
3

23. Making Predictions and Asking
Questions
• Let’s study the first three sections of “A
Serious Caution To Wingsuit Brochures.”
• According to the writing, was your unique
forecast about the author’s material and
objective correct?Where does the
introduction end in this article?
3

24. Making Predictions and Asking
Questions
• Let’s browse the first two sections of ABC
News’ “Camp for Children Autism Provides
Excessive Treatment.”
• What query would you most like to ask
Donvan?
• Maybe something like:
What is autism? What does autism have to do
with getting extreme risks?
3

25. Making Predictions and Asking
Questions
• In the last passage of Donvan’s content, what
term or phrase(s) seem to provide his
discussion ethos, or credibility?
• He provides evidence because he declares
that the “…sign the camping ground works:
Most of the people return.”
3

26. Making Predictions and Asking
Questions
• Edit the headings and subtitles and turn them
into inquiries to be responded to after you
look at the full content.
• What is the serious caution to Wingsuit
Flyers?
• Are Excessive Activities about the risk
taking?
How does the camping ground benefit
children autism?
3

27. Making Predictions and Asking
Questions
• Let’s study the last sections of each of the
content.
• How are they different?
• Jones: Finishes with condolences to those near to
Robson.
• Donvan: Finishes with compliment for the
camping and it’s achievements.
• Extreme Activities not about the danger ends
with statement recognizing individuals for
different factors other than an excitement hurry.
3

28. Making Predictions and Asking
Questions
• What is the origin of each content (magazine,
publication, weblog, paper, etc.) – and why
does it matter?
3

29. Introducing Key Vocabulary
Terms Definition Know
it
Heard
It
Don’t
Know It
adrenaline
junkies
syndrome
lose inhibitions
aversion to risk
genetic
condition
autism
visceral
unsanctioned
4
those addicted to the rush adrenaline
produces when taking risks or facing
danger
An idea or affliction causing suffering
to someone
ignore internal warning signs
Our natural resistance to risk
Trait linked to our DNA
Condition in which stimulation drastically
affects a person’s behavior
instinctive
Not official

30. Semantic Map
• In categories, make a semantic map for each
of the terminology conditions on the graph.
For Example:
4
Reason:
Thrill
Challenge
Defy death
Activity:
Base Jumping
Wingsuit Flying
Parasailing
adrenaline junkie
Result:
Personal Challenge
Bucket List
Live Like Larry

31. First Reading – “Extreme Sports Not
About Risk-taking: Study
• Let’s lastly study all of these content content
in their whole, beginning with “Extreme
Activities Not About Risk-taking: Study”
• Of your unique forecasts, which were right?
Which did you have to alter as you again go
through the article?5

32. First Reading – “Extreme Sports Not
About Risk-taking: Study”
• Identify the phrase such as the main
understanding of the article.
• Paragraph 3: “Dr. Brymer discovered that,
although the picture of those who take part in
excessive activities was that of risk-takers and
excitement lovers, the other was real.”
5

33. First Reading – “A Solemn Warning to
Wingsuit Flyers”
• SAY / MEAN / MATTER: What does it SAY, what
does it MEAN, and why does it MATTER?
• Complete the graph on to response these
questions: Does the Lola Jackson have a job or
prejudice on the issue? What, if anything, does
Jackson recommend needs to be done about the
issue?
What did she SAY?
What did she MEAN?
Why does it MATTER?
5

34. First Reading – “Camp for Kids with
Autism Offers Extreme Therapy”
• Select one term, declaration or reality that
amazed you about children autism.
• Why did it shock you?
• What does it SAY / MEAN / MATTER?
5

35. First Reading: Say/Mean/Matter
• You’ve recognized some essential information
or factors from each of the content. Using the
graph, talk about in categories what those
information and factors actually “mean” in
regards to the problem, and how or why it is
essential.
• What does it Say / Mean / Matter?

36. First Reading: Say / Mean / Matter
You’ve recognized some essential information
or factors from each of the articles in the
earlier action.
In categories, and using the following desk,
talk about what the essential factors and
factors actually “mean” in regards to the
problem, and why or how it is essential to the
problem. After a bit, we’ll be discussing our
findings….
6

37. First Reading – Say / Mean / Matter
Source: Title &
Author
Location: page
& paragraph
Excerpt / text
What does
it SAY?
What
does it
MEAN?
Why does
it
MATTER?
“Solemn Warning”
Jones Paragraph 9
“It is an inherently dangerous sport, but a
sport participated in by people with huge
skydiving experience…”
Wingsuit
flying is
dangerous
Be very
experienced in a
related sport
before trying
Implies that people
need to make up their
own mind if this is for
them or not
“Camp for kids
with autism….”,
Para. 24
“Gilstrap wants campers to struggle,
but only so much.”
Doesn’t want
them to struggle
too much
He wants them to
achieve difficult
goals, but not push
themselves too far
Shows he has the
kids’ best interests
in mind.
6

38. Looking Closely
at Language:
Loaded Words
Does anyone keep in mind lately referring to
terms that have a good or bad connotation?
Anyone? Anyone?
“Loaded words” are terms or words that
expose an author’s prejudice on a problem or
point in a written text.
6

39. Looking Closely at Language
Loaded Words
• If we check out the content “Extreme
Activities Not About Threat Taking” we can
look for “loaded words” that clearly display
that the writer has an viewpoint or prejudice
about a reality or part of information.
6

40. Looking Closely at Language
Loaded Words
Loaded Word or
Phrase
Literal Meaning Author’s Bias Suggested Article / Source
6
Adrenaline
Junkies
People who crave
adrenaline
Reveals some in society may
have a negative
connotation towards
extreme sports participation
“Extreme
Sports…”
In groups, scan through the articles and see if you can find
more loaded words. Find at least two per article!

41. Rereading The Text
I-Chart
• As you again go through the content,
complete the following I-Chart to help
evaluate key concepts from the content so
each author’s place to important problems
provided and what exactly each writer makes
about problems can be examined.
• This I-Chart requests three concerns that each
article details in some way.

42. I-Chart
Article
How does the article
characterize people that
participate in Extreme
Sports?
What is the author’s
bias on Extreme
Sports?
Effects of Extreme
Sports

43. Rereading and Annotating
the Text
• So let’s again go through Davidson’s content
and make annotations to recognize the
following:
• Draw a line where the Release finishes. Where
does the writer quit creating common claims
and start creating a particular point about
excessive sports?

44. Rereading and
Annotating the Text
2 What is the issue or issue being addressed?
Label each factor or subject phrase at the
starting of each phrase in either the edge or
in the area between each range.
Label the first factor P1, the second P2 and so
on.

45. Rereading and
Annotating the Text
3 Author’s assisting evidence
Use parenthesis { } to recognize the important
points, views and feedback the writing
provides to support each factor.
The { } should begin at the end of one factor and
include each assisting feedback until the next
factor starts.
The { } should expand down the document until
the next factor starts, where you brand the
second factor, P2

46. Rereading and
Annotating the Text
4. Now attract a range where the Summary
starts.
See how simple this can be?

47. Considering the Structure of the
Text Organization
• .As you again go through the manuscripts, you
are to examine the company of each author’s
discussion or written text.
• Was the information provided in a tale line, like a
tale written text or story?
• Was a issue mentioned, then alternatives
mentioned, or were things combined in a cause
and effect organization: issue declaration then
results, results or results the issue or events?

48. Considering the Structure of the
Text Organization
• .So let’s response the following questions:
• How was Jones’ content “A Serious Caution to
Wingsuit Brochures,” organized?
• Sequential – gives history on Robson, his
credentials, then the important points behind
his loss of life.

49. Considering the Structure of the
Text Organization
2. How was Donvan’s content organized? Is
there a series of activities or does he start
with determining a issue and revealing what
the Camping does for the kids?
3. Problem/ remedy – autism is defined;
children are described that are clinically
identified as having it; how the ideologies
advantages (effects) them is described.

50. Considering the Structure of the
Text Organization
3. How was the Excessive Activities Not About
Risk-taking: Study” content organized?
4. Cause and Impact. Declares values of why
individuals get involved in extreme sports,
then states outcomes of research to
prove/disprove.

51. Considering the Structure of the
Text Organization
4. How was the Davidson content organized?

52. Considering the Structure of the
Text
• Look at the manuscripts that have titles. Let’s
analyze how the titles work. In your laptop,
response the following:
• Do they split huge sections of written text
into controllable sections?
• Do they provide a brief review of the
information in the next few paragraphs?

53. Considering the Structure of the
Text
3. Do they offer key terms for the reader?
4. Do some of the going seem to happen again,
showing the titles are used consistently by
the students in the discipline?
5. Now that you’ve seen how titles perform,
we’re going to offer titles for the content
that don’t have them.

54. Considering the Structure of the
Text
• Do some of the going seem to occur again,
displaying the headings are used continually
by learners in the discipline?

55. Considering the Structure of the
Text
Directions: Support at least two of the exclusive
titles you designed last night by finishing a
picture manager with terms or terms from the
writing that are the proof on which you based
your going.
I didn’t make you a picture manager. You have
to make your own – so there.
10c

56. Considering the Structure
of the Text
• Create your going in the middle of the
manager. Let’s do a web, much like our
semantic map, shall we? Keep in mind those?
• For the other sectors, select an effective
action-word from the phrase financial
institution that best explains what you really
feel to be the author’s intent; then, offer the
keywords from the written written text you
centered your declare on. Use quotes to get
the author’s particular terms.10c

57. Considering the Structure
of the Text
This will help you to prefer others’ terms when
you use them to create and assistance your
own factors in your composing later.
Active Action-word Term Bank:
informs, persuades, declines, claims, warrants,
elaborates, presents, concludes…
10c

58. Considering the Structure
of the Text
• You are to use “A Serious Caution for Wingsuit
Flyers”, however I am going to use “Extreme
Activities Not About Risk-taking: Research.”
HEADING:
Risk: Missing
The Point
VERBS:
informs
argues
concludes
BASIS FOR VERB:
“research”
“different framework
from traditional
understanding”

59. Who’s On First?

60. Sentence Starters
Sometimes beginning a phrase is the hardest
portion of composing. Especially when you are
referring to something from an origin and you
have to distinguish from your own “voice.”
You might also be in the place of evaluating or
distinct different resources - so how do you
get those varying “voices” to have a
“conversation?”
13

61. Sentence Starters
These phrase beginners will help you consist
of key details and details from an content into
your own terms. This will provide your
composing ethos, or reliability. However,
when you use the terms of others, you must
provide them with credit rating for their own
composing and work.
13

62. Sentence Starters
The following are kinds of term newbies for
“Extreme Actions Not About Risk Taking:
Study”..
• Dr. Brymer states that…
• He also statements that…
• It is also apparent that Dr. Brymer believes…
• While Dr. Brymer found that…
13

63. Sentence Starters
The following are general phrase beginners you
may wish to use:
• The problem of ______ has several different
viewpoints.
• While some professionals don't agree on what
to do about...
13

64. Sentence Starters
These beginners help you present concepts from
particular writers:
• Mentioned specialist (author’s name here)
claims that . . .
• In a innovative content, (author’s name here)
declares that . . .
• According to (author’s name here) . . .
13

65. Sentence Starters
Opposite or opposite opinions can be signaled
by these phrase starters:
• However, the information provided by Dr.
Phil McGraw reveals . . .
• However, Terry T. Instructor considers. .
13

66. Sentence Starters
These phrase beginners help you to add your
own speech to your writing:
• Although some claim for ______, others claim
for ______. In my perspective . . .
• Though scientists don't agree, clearly . ..
13

67. Sentence Starters
So let’s come up with our own phrase starters!
For example…
From Lola Jones’ content “A Serious Caution to
Wingsuit Flyers”:
In a piece of writing for Xtreme Game, Lola
Jackson declares that…
It is obvious that Ms. Jackson considers that….
13

68. Sentence Starters
THINK/PAIR/SHARE
•Look at the article “Camp for Kids Autism
Provides Excessive Treatment.” With your
shoulder associate, come up with three
phrase beginners.
13

69. Using the Words of Others
to Create a Voice
• You will be getting other authors’ details and
using it so assistance your own statements
There are three methods to do this:
• Direct quotation: In “Extreme Activities Not
About Risk-taking: Study” Dr. Brymer
discovered that individuals who get involved
in excessive sports have an picture of “risk
takers and excitement lovers,” which he
discovered really isn’t real. (Paragraph 3)
13

70. Using the Words of Others
to Create a Voice
2. Paraphrase: In “Extreme Activities Not
About Risk-taking: Study”, Dr. Brymer
notices that people who take part in
excessive sports try to be ready so they
can reduce their threat of harm.
(Paragraph 8)
13

71. Using the Words of Others
to Create a Voice
3. Summary: In “Extreme Activities Not
About Risk-taking: Study”, Dr. Brymer
highlights studies to display that many
people who get involved in excessive
sports do so for factors other than an
excitement hurry. He highlights that
they don’t like to be uncontrolled and
that by be prepared for their game they
believe they are really responsible.
(Paragraph 11)13

72. Putting It Together
Look at the content “Camp for Children with
Autism Provides Excessive Therapy”
Choose a primary factor or concept from the
content.
Use or change the phrase beginners you
designed formerly.
Decide what technique you’d like to use (direct
quote, paraphrase or summary) and develop a
phrase or declaration that you might use for
your article.13
Want me to show you? I’d LOVE to!

73. Putting It Together
FOR EXAMPLE:
1.An concepts or factor from Lola Jones’ content
“A Serious Caution to Wingsuit Flyers”:
2.“Wingsuit traveling and BASE moving probably
the biggest of all.”
3.Choose or make a phrase starter:
13
Lola Jones states that…

74. Putting It Together
3. Select whether to use immediate quote,
paraphrase and conclusion. Let’s choose
immediate quote and create the statement:
4. Lola Jackson declares that “wingsuit traveling
and BASE moving probably the biggest of all.”
5. We’re not there yet – this isn’t quite right.
We have to make the quote fit and make up
a more finish declaration.
13

75. Putting It Together
We can keep the quotation unchanged and add
a condition to help finish its perspective, like:
All excessive activities bring some factor of
threat, however Lola Jackson declares that
“wingsuit traveling and BASE moving probably
the most risky of all.”
Or we can modify within the quotation –
something like: Lola Jackson declares that
“wingsuit traveling and BASE moving [are]
probably the most risky [extreme sports] of all.”13

76. Putting It Together
“Camping for Children with Autism Provides
Excessive Therapy”
Choose a primary point or concept from the
content.
Use or change the phrase beginners you
designed formerly.
Decide what technique you’d like to use (direct
quote, paraphrase or summary) and develop a
phrase or declaration that you might use for
13

77. Thinking Critically
• What is rhetoric?
• noun re-t -rik: terminology that is supposedˈ ə
to guide individuals and that may not be
truthful or reasonable
• the art or expertise of discussing or
composing officially and successfully
especially as a way to steer or impact people

78. Thinking Critically
• So what makes over stated statements
effective? Efficient over stated statements
attracts people in and help people interact
with a perspective at two levels:
• Emotional (pathos) – Do the author’s
statements make you upset, sad, happy or
concerned?
• Logical (logos) – Do the author’s statements
seem appropriate? Is what they recommend
genuine or even possible, or is it foolish and

79. Thinking Critically
• Efficient over stated claims also has reliability
(ethos); you can believe in what the writer
says because they depend on information,
research and professionals leaving comments
on the problem they are disagreeing. Does
their information come from efficient
sources?

80. Thinking Critically
• These are the concerns that will help you to
recognize and evaluate an author’s rhetorical
attracts feelings, reasoning and reliability.
These concerns will help you know what an
writer says or statements and evaluate the
durability of the declare.
• Ethos, pathos and images are three conditions
that are the basis of any rhetorical written
text or discussion.

81. Answer the following questions:
1. What significant statements are produced in the
text? Can you think of any reverse justifications
the writer didn’t consider?
2. Does the writer have the appropriate
qualifications to talk with power on the subject?
3. Do you have the writer is trying to control their
visitors emotionally?
4. Who does the writer use as sources? Are they
experts? Did the writer depend too much on
their opinion?

82. Writing Assignment
• You will have 45 minutes to create an article
on the subject below. This is a difficult set up.
You will be instructed to get involved in
several actions to modify and modify your
document before it is last.
• Before you begin composing, look at the
passing properly and plan what you will say.

83. Writing Assignment
• Select ONE of the following quotations and:
• Explain the quotations or author’s declare or
argument
• Discuss the level to which you believe the
declare using any or all of the content you
study during this device, your own
encounters, and findings.
• Be sure to use particular illustrations to
assistance your claim

84. Writing Assignment
• Consider the following quotations about
threat and warning to finish your essay:
• “Security is a type of loss of life.”
• - Tn Williams
• “Beware the activity that consumes.”
• - Ben Franklin

85. Yeah, No.
No. Not Really.
• Mrs. Moring and I discussed it over. We didn’t
like the immediate. We didn’t like the
quotations. We were involved that you would
mild torches and get pitchforks. And, to be
honest, who needs that?
• Not me. Nor Mrs. Moring. Neither do you,
really. It’s the type of factor that remains in
your computer file.
Let’s move on….

86. Getting Ready To Write
• So, let’s recall at the “Thinking Critically” area
from before. What were the three
components in rhetorical writing? I known as
them the “legs of a feces.”
• Ethos, pathos and logos!
• I know we worked well in big categories
before, so now that we have that under our
straps, let’s ask those concerns once more,
about “Extreme Activities Not About Risk-
taking: Study”

87. Answer the following questions:
1. What significant statements are designed in the
text? Can you think of any reverse justifications
the writer didn’t consider?
2. Does the writer have the appropriate
qualifications to talk with power on the subject?
3. Do you have the writer is trying to control their
visitors emotionally?
4. Who does the writer use as sources? Are they
experts? Did the writer depend too much on
their opinion?

88. Getting Ready To Write
1. In “Extreme Activities Not About Risk-taking:
Study”, what significant statements are
produced in the text? (Hint: there are 4) Can
you think of any reverse justifications the
writer didn’t consider?
2. The content “Extreme Activities Not About
Risk-taking: Study” creates four claims:
3. People who take part in excessive sports are
not excitement lovers.

89. Getting Ready To Write
b) Next, it is mentioned that members get a real
sense of serenity from the ultimate activities
they choose.
c) While some are interested in the high threat
part of utmost sports, most see the danger as
a negative thing.
d) Lastly, the article makes clear that most
people eliminate the danger factor and
possible damage through cautious planning

90. Getting Ready To Write
• Reverse arguments:
• A counter discussion that this content
“Extreme Activities Not About Risk-taking:
Study” did not deal with is explanation why
those who are dependent to threat, as
mentioned in passage 12. I would like to have
more details as to why they see threat as a
advantage when the most of excessive game
members do not.
• .

91. Getting Ready To Write
2. Is the writer experienced on the subject?
3. The writer seems to be to be certified to
variety of the topic. He acquired his
information from a extremely experienced
resource, Dr. Brymer, a physician and
speaker from the University of Individual
Activity Analysis in the Staff of Health. I feel
he could be more reliable if the writer
advised us what company or school your
physician is connected to and how long he

92. Getting Ready To Write
3. Do you experience the writer is trying to
psychologically operate the reader?
4. I do not experience there is any adjustment
on negligence the writer. The writer has a
very fairly neutral or impartial overall tone
throughout the article; he uses several
immediate quotations from Dr. Brymer
without such as any of his own views or
results. He even finishes the content with a
quotation from Dr. Brymer making him to

93. Getting Ready To Write
4. Who does the writer use as sources? Are
they experts? Did the writer depend too
much on their opinion?
5. This has been responded to above. Dr.
Brymer seems to be a efficient, professional
resource. The writer did not really depend
too much on his viewpoint because this
content was mainly about Dr. Brymer’s
research.

94. Getting Ready To Write
• The following quotation, from “Extreme
Activities Not About Risk-taking: Study” is the
immediate for your article. First, you’ll build a
dissertation declaration, depending on
whether or not you believe the fact with the
quotation, and you will back again up your
dissertation with proof from the four content,
justifications and reverse justifications.

95. Writing Prompt
“A very important factor that came up was that
they recognize individuals see them as risk-
takers, but they do not see themselves that
way at all, and they mentioned the street as
an analysis, saying that traversing the street or
generating was more dangerous.”
- “Extreme Activities Not About Risk-Taking:
Study” (Paragraph 9)

96. Prompt (Continued)
• Describe the author’s discussion and talk
about the level to which you believe the fact
or not believe the fact with their research.
Support your position, providing reasons and
illustrations from your own experience,
findings, or reading.

97. Formulating a
Working Thesis
• In rhetorical composing, you must have a
anchorman, or dissertation, that connections
together all of the guidelines in your
document. To build a obvious dissertation,
consider the following questions:

98. Formulating a
Working Thesis
• What is the author’s claim?
• How does it vary or how is it just like my
claim?
• What assisting proof do I have, and what is
the source?
• You can make a graph, if you think it might be
beneficial, to respond these concerns.
17a

99. Formulating a
Working Thesis
Answer the following:
• What is the problem or query you are
addressing? (your preliminary thesis)
• What assistance from everything and
annotations have you discovered for your
thesis? (these are your points)
• What proof have you discovered for this
assistance (e.g., information, research, claims
from regulators, individual expertise, stories,
circumstances, and examples)?17b

100. Formulating a
Working Thesis
• How much history do visitors need to
comprehend your subject and thesis?
• If visitors were to don't agree with your
dissertation or the credibility of your
assistance, what would they say? How would
you deal with their issues (what would you say
to them)?
17b

101. Formulating a
Working Thesis
• You are to believe you are composing for the
best viewers. Now discuss the following:
• How much qualifications information does
your viewers have on the topic?
• What concerns or justifications do you think
your viewers might have regarding your
declare and evidence?
17b

102. Formulating a
Working Thesis
• Now that you have gathered and examined
info on the subject and your viewers, you are
prepared to make your dissertation.
• A dissertation, however, has to be very
concise; you don’t want to mix up people
from the begin. It is the first impact you are
making on people.
• Create your own operator that suits your
dissertation. The following are illustrations
only – they may not perform for you!17c

103. Formulating a
Working Thesis
• While the problem of ______ has several
different viewpoints, I have found …
• Extreme activities can captivate, excitement,
or scare us. One query, however, is why
individuals …
• Experts don't agree on why individuals select
…
• While some believe excessive activities are17c