find and manage little-bitty chunks of text that you can incorporate into your own sentences and use to support your discussion of one of the following topics: The theories of Charles Lyell and Charles Darwin (who became friends) share several important similarities. What are at least two similarities, and why did (and do) these geological and biological theories meet with so much resistance? Many objections to Darwinian evolutionary theory, then and now, are based on the assumption that Darwin is speculating without evidence. What evidence that he cites in Origin of Species do you find most convincing? Or, what evidence do you find least convincing?

1.11 or 12pt regular (serif) font, standard formatting of 1” margins, 1.5-spacedtext, first line of each paragraph indented(no extra space between paragraphs).2.At top left:header with your name, “CH 212,” discussion leader name, date, and TCQ #3.Write in essay form, not outline form. No subheaders or title are necessary.4.Avoid addressing your reader directly: don’t use “you” (although “I” is perfectly acceptable).5.No “Works Cited” section is necessary at the end.* TEXT.The TCQbegins with textualdetail–a reference to a specific bit of textfrom the readingthat you found interesting or puzzling in some way.This can be a brief quotation,or a paraphrase of a specific sentence or series of sentences.Put the page number in parentheses after the reference (1).→Printout the relevant page(s)from the reading. Staple the printoutto yourTCQ.* CONNECT.Write 250-350wordsin which you connectthis piece of text with the rest of thatreading,to ideas in the other things we’re reading, if relevant, and ideas brought upin the lecture. Here are some (not all) possible ways you could do that:1.Discuss why this text drew your attention. Why is it important?What idea does it contain?2.What other assignedreadings does it connect with?Is there someplacein another assigned reading it echoes,or disagrees with?(Remember to also document these by page number).3.Howdoes the big idea behind this little detailaffectour past, present, and future?* QUESTION.Finally, what question(or set of questions) could you ask, or identify the writer as asking, that relates to the entire reading?Here are some (not all) possible ways you could ask a good question:1.What big question does the writer seem to be askingin the rest of thetext?2.What more do you want to know about the idea behind this text?3.If you were interviewing the writer, what challenging question could you base on this point? Remember to make your question(s)connectback to the text. Don’t ask a vague or general question about something unconnected to the readingor the ideas in the course