Directions: Choose two topics that you would like to reflect on for the semester. Follow the same guidelines as the previous reflection, except this time you will turn completely inward. Each topic should be relatively fleshed out and should be focused.
Example: This semester has been helpful for me in many ways, but the aspect I have benefited from the most would be the in-class peer-reviews and one-on-ones with the professor. The peer-reviews allowed me to see what my classmates were doing, and also allowed me to see things about my writing that I would not have seen, otherwise. When discussing my paper with Ms. Taylor, I was able to get more specific feedback, and some insight into what she might mark me on if I did not make changes to my paper.
The reflection should be no more than 200 words. You can print it out and bring it in to class with you on the day of the final.
Due before class on July 30th.
Saturday, July 26, 2014
Saturday, July 12, 2014
Claim and Evidence
Directions: According to the topic you were assigned in class on Wednesday, July 9th, make a claim and provide at least two, scholarly sources to support that claim.
First: Make a claim
Example: modern writing can make for poor models for potential writers and writing students.
Second: Provide two sources, in MLA format, and then summarize the content of that source.
Example:
Badovinac, Emily. "The Blight of Young Adult Fiction." USRepresented.com. US Represented. 31
August 2013. Web. 7 July 2014.
This article is discusses the inefficient writing in young adult fiction, which--in turn--directs writing students toward poor writing habits.
Ream, Jacquie. "Is Texting Destroying Kids' Writing Style?" Curriculum Review 48.1 (2008): 4-5.
Web. 7 July 2014.
This article describes how texting is leading to children's inability to write properly.
Third: Explain why these articles would defend your claim.
Example: Both of these articles are from scholarly sources. The first is from a scholarly online publication, and the second is an online database article. The first describes how popular fiction is providing poor models for both youthful and older writers, and the second describes how texting is providing a poor model for younger writers. These would both be examples of poor writing models.
Initial response to post due before class on Wednesday, July 16th.
Reply to Classmate: Look up one or both of the citations and provide feedback, given what you now know about sources. If the student's sources would not pass muster, tell him or her, and explain why. If the sources are solid, reaffirm your peer's good choices by stating why they rock (be detailed!).
Example: Though the text by Jacquie Ream is from the online database, it has not been peer reviewed, so it would not meet the standards set by Ms. Taylor or the LBH for a scholarly source. Could you find a similar article that has been peer reviewed?
Example 2: I had such a difficult time finding scholarly evidence for that topic. I am really impressed that you were able to get any information from the database. What search terms did you use? (Then, hopefully, your classmate would respond to you.)
Reply to classmate due by 5pm, July 20th.
First: Make a claim
Example: modern writing can make for poor models for potential writers and writing students.
Second: Provide two sources, in MLA format, and then summarize the content of that source.
Example:
Badovinac, Emily. "The Blight of Young Adult Fiction." USRepresented.com. US Represented. 31
August 2013. Web. 7 July 2014.
This article is discusses the inefficient writing in young adult fiction, which--in turn--directs writing students toward poor writing habits.
Ream, Jacquie. "Is Texting Destroying Kids' Writing Style?" Curriculum Review 48.1 (2008): 4-5.
Web. 7 July 2014.
This article describes how texting is leading to children's inability to write properly.
Third: Explain why these articles would defend your claim.
Example: Both of these articles are from scholarly sources. The first is from a scholarly online publication, and the second is an online database article. The first describes how popular fiction is providing poor models for both youthful and older writers, and the second describes how texting is providing a poor model for younger writers. These would both be examples of poor writing models.
Initial response to post due before class on Wednesday, July 16th.
Reply to Classmate: Look up one or both of the citations and provide feedback, given what you now know about sources. If the student's sources would not pass muster, tell him or her, and explain why. If the sources are solid, reaffirm your peer's good choices by stating why they rock (be detailed!).
Example: Though the text by Jacquie Ream is from the online database, it has not been peer reviewed, so it would not meet the standards set by Ms. Taylor or the LBH for a scholarly source. Could you find a similar article that has been peer reviewed?
Example 2: I had such a difficult time finding scholarly evidence for that topic. I am really impressed that you were able to get any information from the database. What search terms did you use? (Then, hopefully, your classmate would respond to you.)
Reply to classmate due by 5pm, July 20th.
Monday, July 7, 2014
Determining Topics and Academic Questions
Directions: Because a researched argument can be complex, and you will establish an academic question and a topic before you begin exploring the (hopefully) vast amounts of information available to you.
First, choose three topics from your free write.
Second, answer 2.5 on page 34-35 of the LBH and choose 2-3 questions (of your own devising--the questions on 34-35 are to help you develop your questions) to answer for each prospective topic in order to determine an academic question. (Make sure that they are questions that can lead you to a persuasive argument.)
Last, read the LBH 14-16 and answer 1.5 on page 17 of the LBH in order to revise and specify your topic.
Blog post due before 5pm on Friday, July 11th.
Reply to classmate: comment on one of your peers' academic question. Is it broad enough to generate curiosity about the topic? Is it specific enough to narrow down the topic to something that can be written about in 900-1200 words? Please let your classmate know why you think it is a good question, or a question that needs work. If the question needs work, please offer one piece of constructive criticism. Remember the titanium rule!
Blog reply due before 5pm on Sunday, July 13th.
First, choose three topics from your free write.
Second, answer 2.5 on page 34-35 of the LBH and choose 2-3 questions (of your own devising--the questions on 34-35 are to help you develop your questions) to answer for each prospective topic in order to determine an academic question. (Make sure that they are questions that can lead you to a persuasive argument.)
Last, read the LBH 14-16 and answer 1.5 on page 17 of the LBH in order to revise and specify your topic.
Blog post due before 5pm on Friday, July 11th.
Reply to classmate: comment on one of your peers' academic question. Is it broad enough to generate curiosity about the topic? Is it specific enough to narrow down the topic to something that can be written about in 900-1200 words? Please let your classmate know why you think it is a good question, or a question that needs work. If the question needs work, please offer one piece of constructive criticism. Remember the titanium rule!
Blog reply due before 5pm on Sunday, July 13th.
Saturday, June 28, 2014
Thesis and Reasons
Directions: rewrite your thesis and reasons and post them. You must have 3-4 reasons to support your thesis. The reasons should reflect the workshopped thesis. If you were not present for the workshop, then post the best version of your thesis and reasons that you have.
The format should look something like this:
Thesis: Gloria Anzaldua uses stories in "Beyond Traditional Notions of Identity" in order to persuade her audience. In places, however, the stories might confuse the audience.
Reason One: Anzaldua's stories allow her to emotionally connect with her audience.
Reason Two: Anzaldua's stories provide personal experience to show her audience that she has experience with the issues she discusses throughout her essay.
Reason Three: Anzaldua's stories, while useful pathos and ethos, are not presented in a logical manner.
Reason Four: Anzaldua's stories also seem to veer off topic in places.
For those who have their thesis workshop on June 30th, your blog is due before class on July 2nd; for those who have their thesis workshop on July 2nd, your blog is due before 5pm on Friday, July 4th.
Reply to Classmate: Offer a suggestion to a classmate on how to improve the reasons. For instance, one or more of the reasons might seem to have nothing to do with the thesis. If you are confused by the relevancy of one or more of the reasons, then ask questions in order to allow your classmate to invent his/her own solutions to the problem. Reply due 5pm on Sunday, July 6th.
The format should look something like this:
Thesis: Gloria Anzaldua uses stories in "Beyond Traditional Notions of Identity" in order to persuade her audience. In places, however, the stories might confuse the audience.
Reason One: Anzaldua's stories allow her to emotionally connect with her audience.
Reason Two: Anzaldua's stories provide personal experience to show her audience that she has experience with the issues she discusses throughout her essay.
Reason Three: Anzaldua's stories, while useful pathos and ethos, are not presented in a logical manner.
Reason Four: Anzaldua's stories also seem to veer off topic in places.
For those who have their thesis workshop on June 30th, your blog is due before class on July 2nd; for those who have their thesis workshop on July 2nd, your blog is due before 5pm on Friday, July 4th.
Reply to Classmate: Offer a suggestion to a classmate on how to improve the reasons. For instance, one or more of the reasons might seem to have nothing to do with the thesis. If you are confused by the relevancy of one or more of the reasons, then ask questions in order to allow your classmate to invent his/her own solutions to the problem. Reply due 5pm on Sunday, July 6th.
Wednesday, June 18, 2014
Rhetorical Appeals
Directions: Identify the following (you may have to do some research; make sure you cite correctly, and created a works cited page below all of your answers)
Part One: Read once and answer the questions before moving on to part two.
S - what is Swift writing about?
O - why is Swift writing this?
A - who is Swift writing this for?
P - is Swift trying to give information or persuade? What does he wish to persuade the audience of?
Part Two: Read again and answer the following questions:
How does Swift use ethos, logos and pathos to convince his audience? How does he use logical fallacies for the purposes of satire? Are there fallacies in his reasoning, given the time period in which he is writing? Is his tongue-in-cheek approach too extreme? Why or why not?
(Due before class on June 25th)
Reply to classmate: Ask a question about Part Two in order to get more information about where your classmate is coming from in his/her argument. Pick a classmate who has no replies under his/her response.
(Due by Friday, 5pm, June 27th)
Reply back for extra credit (5 points): answer the question your classmate asked.
(Due by Sunday, 5pm, June 29th)
Part One: Read once and answer the questions before moving on to part two.
S - what is Swift writing about?
O - why is Swift writing this?
A - who is Swift writing this for?
P - is Swift trying to give information or persuade? What does he wish to persuade the audience of?
Part Two: Read again and answer the following questions:
How does Swift use ethos, logos and pathos to convince his audience? How does he use logical fallacies for the purposes of satire? Are there fallacies in his reasoning, given the time period in which he is writing? Is his tongue-in-cheek approach too extreme? Why or why not?
(Due before class on June 25th)
Reply to classmate: Ask a question about Part Two in order to get more information about where your classmate is coming from in his/her argument. Pick a classmate who has no replies under his/her response.
(Due by Friday, 5pm, June 27th)
Reply back for extra credit (5 points): answer the question your classmate asked.
(Due by Sunday, 5pm, June 29th)
Sunday, June 15, 2014
Taking Stock
Directions: think about the semester so far. Think about writing the summary and paraphrase and the paper you just wrote. Answer the following two questions:
1. What one aspect of the class do you think helped you the most?
2. What is one thing you wish you knew more about (what would help you with your next few papers?)?
Keep your response to 200 words or less. You can put your response in list form or in paragraph form. Make sure that you really think about your answers. Let me help to make your semester more meaningful to you. Due before class on Wednesday, June 18th.
Response to a classmate (only one): Ask your classmate a question that you think will help to explain his/her answer better. Due by Sunday, June 22nd, by 5pm.
1. What one aspect of the class do you think helped you the most?
2. What is one thing you wish you knew more about (what would help you with your next few papers?)?
Keep your response to 200 words or less. You can put your response in list form or in paragraph form. Make sure that you really think about your answers. Let me help to make your semester more meaningful to you. Due before class on Wednesday, June 18th.
Response to a classmate (only one): Ask your classmate a question that you think will help to explain his/her answer better. Due by Sunday, June 22nd, by 5pm.
Sunday, June 8, 2014
Introduction, Thesis and Conclusion
Directions: (remember that you will not have the skills to respond to this blog until after class on Monday, June 9th)
Part One:
Identify the following elements of the article by Hunter S. Thompson, "Security." You can respond to the questions in list or paragraph form.
1. The Introduction: what does he use to capture your attention? Are there words? Phrases? What kind of hook does he rely on?
2. Thesis: what is his main argument/thesis? How well do you think that he expresses his main argument? How well do you think he supports his main argument? Does he only have one argument?
3. The Conclusion: Does his conclusion effectively close out his argument? Does he introduce new arguments in his conclusion?
(Be brief in your responses)
Part Two:
Re-write "Security" by paraphrasing Thompson's words. Make his work more academic by eliminating the questions and making statements. Re-write his conclusion so that it wraps up his work, rather than starting a new argument. (Keep to 200 words)
(Due before class on Wednesday, June 11th)
Reply to classmate: offer your classmates one suggestion on how they might improve their rewrites. Please refrain from offering compliments, unless you also offer assistance. You are the audience for this blog, and your classmates need to know how to appeal to you. What could your classmates have done to convince you better?
Be sure to reply to two of your classmates; be respectful and tactful; re-read your response before submitting (edit for grammar and spelling); and stick to the titanium rule: treat others the way you believe they would like to be treated; some of us have thicker skins than others.
(Both replies due before 5pm on Sunday, June 15th)
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