Before class you need to...
- Read Student introductions to essays in First-Year Writing p. 375 (Joy Van Marion), 411-412 (Janette Curtis), 451-452 (James R. King), 490-491 (Megan Sheehan), 524-525 (Arianne Fokema), 567-569 (Curt Gritters).
- Your quiz grade will occur at the beginning of class this week. Other than the assigned reading listed above, there is nothing for you to study or prepare; just come to class.
In class today we will...
- Take a quiz
- Complete course evaluations (part 2)
- Discuss Writing Review and ENGL 1302
- Watch the History of the English Language parts 1-5
- Read handout and discuss difficulties of English language
- Watch History of the English Language parts 6-10 & class discussion
- Break into work groups and read Bryson's article & class discussion
- Watch postcolonial videos
Writing Review
Objective: To review the work you have completed in the course and to reflect on what you have learned from it.
Description: To complete this assignment, begin by taking the post-semester diagnostic. You will need to include a discussion of the pre- and post-semester diagnostic in your review. Then look back at your pre- and post-semester grammar diagnostic scores and results, all of your assignments and commentary, and class notes and in-class activities. Based on what you find when you examine these materials, write a 400 - 550 word reflection on what you have learned about academic writing and what you understand about it that wasn’t clear to you before. Develop a thesis that helps your readers understand what you will focus on in the review.
Then, give specific examples that help you illustrate your thesis. For example, you can discuss specifically what you have learned about summarizing and paraphrasing texts, about analyzing texts, as well as what kinds of challenges those tasks posed for you. You should also discuss what you have learned about grammar and mechanics that has helped you become a stronger writer in that respect. In addition, you should also talk about other learning experiences you’ve encountered during the course. Finally, you should discuss how the work you’ve done in 1301 has or has not transferred to the writing you have been asked to do in other courses this semester.
You may use first-person pronouns in this review, but keep in mind that the language and tone of the review should be professional.
Some things the graders are looking for...
C1: Issue Identification and Focus
Does the student thoroughly explore and reflect on what he or she has learned about academic writing?
C2: Context and Assumptions
Does the student consider his or her writing experiences prior to this course to contextualize the knowledge that has been attained?
C3: Sources and Evidence
Does the student support his or her reflection with evidence from the various assignments? In other words, does the student directly refer to specific parts of his or her assignments (paragraphs and/or sentences). This criterion is particularly important because students tend to use vague and generic language that could apply to any student’s situation.
C5: Own Perspective
Does the student show authority in relaying his or her perspective about the learning experiences?
C6: Conclusion
Does the student provide an evaluative statement of his or her learning experiences that also encompasses how the attained knowledge might be beneficial in the future?
C7: Communication
Does the student communicate his or her reflection effectively? Is the student's tone professional? Has the student organized his or her reflection effectively? Is the reflection relatively free of grammatical errors?
Monday, November 28, 2011
Thursday, November 10, 2011
Class 11/17/11 & Draft 1.2
Draft 1.2 is due Tuesday, November 29th by 11:59 pm!
Before class you need to...
- Read Part 7, Sections 34-39, "Confusing Shifts," "Parallelism," Comma Splices and Fused Sentences," Sentence Fragments," "Modifier Placement," Consistent and Complete Structures" (pp. 643-678); Part 8, 41-42, "Coordination and Subordination," "Sentence Variety" (pp. 686-699) in the St. Martin's Handbook.
- Read over your Draft 1.2 that you have been working on the last few weeks. This assignment is due the Tuesday after Thanksgiving (November 29th); therefore, this Thursday's class is our last chance to discuss it. As you read over your draft, what are you still struggling with? Are you unsure if you should use a certain example? Are you confused about a grammar rule? For your quiz grade this week, you need to email me a specific question you have regarding Draft 1.2. It can be grammar related or a more general question. I will answer as many of these questions as possible in class. You must email me your question before 8 pm Wednesday night (November 16th) in order to receive credit for this quiz.
Today in class we will...
- Answer draft 1.2 questions
- Watch grammar video clips
- Complete course evaluations
Draft 1.2: Rhetorical Analysis
Objective: To complete a final, polished draft of your analysis paper
Purpose: In the first half of the course, you honed your writing skills so as to prepare you for college level writing. You used all of these skills, (summarizing, paraphrasing, critical reading, constructing thesis statements, and using supporting material via quotations) throughout the writing of the initial draft of this assignment. Since completing Draft 1.1, you have written peer critiques and practiced revising various sections of the draft. This assignment asks you to put everything you’ve learned this semester together in writing a final draft of your rhetorical analysis.
Description: To complete this assignment, first evaluate your initial draft (Draft 1.1) by answering the following questions: Did you select a text to analyze? Recall that you may either select an essay from Ch. 11 of your textbook, or another piece of writing from a scholarly journal, reputable newspaper or website. Your classroom instructor may also have suggestions for you as to appropriate texts to analyze.
Did you select your text and critically read it to determine the writer’s purpose and intended audience for the text? Do you have a good understanding of those elements? Have you analyzed the text so as to determine the specific strategies the writer uses to achieve his or her purpose and to meet the needs of the audience? For example, you might have chosen to look at such elements as the types of evidence a writer puts forward and how he or she does so. Remember that you should have examined several strategies, including tone, word choice, and sentence structure. After you determined what these strategies were used, you were to have considered how well these strategies actually worked.
If you have not completed any or all of the above, your revisions should start by addressing these concerns. If you did, your revisions might begin with adding additional discussion of the text, or they may begin with a close analysis of your own evidence, sentence structure, word choice, and tone. How could you improve the communication of your own points to your intended readers?
Given that this is a final draft, it should be proofread carefully to ensure that it is grammatically and mechanically correct. Please use MLA format for your works cited and your in-text citations.
Your revised draft should be 1300-1500 words.
Some things the graders are looking for...
Issue Identification and Focus
The student’s understanding of what a rhetorical analysis is should be the basis for this evaluation. The degree to which the student exhibits that understanding will determine what score is assigned.
Context and Assumptions
The student should demonstrate an understanding of the context in which the artifact being analyzed was written. That is, if the student doesn’t understand the purpose of the text in the first place, it will be difficult to write an analysis of it.
Sources and Evidence
Critical criterion here—consider the choice of quotations, balance of quotations used to identify v. quotations to analyze original author’s choices. Most of the time, this and communication will determine whether the analysis is an A, B, or C piece.
Own Perspective
The thesis will be the primary point of focus for determining this score. Specificity, accuracy, and overall understanding will be primary. Also, does the remainder of the draft indicate that the writer understood what he/she said in the thesis?
Conclusion
What conclusions does the writer draw about the effectiveness of the writer’s choices and of the resulting text overall? How specific and accurate are these?
Communication
Organization is the first thing I’d look at here—if the organization is poor, even if sentence level matters are adequate to good, the score should reflect that.
Before class you need to...
- Read Part 7, Sections 34-39, "Confusing Shifts," "Parallelism," Comma Splices and Fused Sentences," Sentence Fragments," "Modifier Placement," Consistent and Complete Structures" (pp. 643-678); Part 8, 41-42, "Coordination and Subordination," "Sentence Variety" (pp. 686-699) in the St. Martin's Handbook.
- Read over your Draft 1.2 that you have been working on the last few weeks. This assignment is due the Tuesday after Thanksgiving (November 29th); therefore, this Thursday's class is our last chance to discuss it. As you read over your draft, what are you still struggling with? Are you unsure if you should use a certain example? Are you confused about a grammar rule? For your quiz grade this week, you need to email me a specific question you have regarding Draft 1.2. It can be grammar related or a more general question. I will answer as many of these questions as possible in class. You must email me your question before 8 pm Wednesday night (November 16th) in order to receive credit for this quiz.
Today in class we will...
- Answer draft 1.2 questions
- Watch grammar video clips
- Complete course evaluations
Draft 1.2: Rhetorical Analysis
Objective: To complete a final, polished draft of your analysis paper
Purpose: In the first half of the course, you honed your writing skills so as to prepare you for college level writing. You used all of these skills, (summarizing, paraphrasing, critical reading, constructing thesis statements, and using supporting material via quotations) throughout the writing of the initial draft of this assignment. Since completing Draft 1.1, you have written peer critiques and practiced revising various sections of the draft. This assignment asks you to put everything you’ve learned this semester together in writing a final draft of your rhetorical analysis.
Description: To complete this assignment, first evaluate your initial draft (Draft 1.1) by answering the following questions: Did you select a text to analyze? Recall that you may either select an essay from Ch. 11 of your textbook, or another piece of writing from a scholarly journal, reputable newspaper or website. Your classroom instructor may also have suggestions for you as to appropriate texts to analyze.
Did you select your text and critically read it to determine the writer’s purpose and intended audience for the text? Do you have a good understanding of those elements? Have you analyzed the text so as to determine the specific strategies the writer uses to achieve his or her purpose and to meet the needs of the audience? For example, you might have chosen to look at such elements as the types of evidence a writer puts forward and how he or she does so. Remember that you should have examined several strategies, including tone, word choice, and sentence structure. After you determined what these strategies were used, you were to have considered how well these strategies actually worked.
If you have not completed any or all of the above, your revisions should start by addressing these concerns. If you did, your revisions might begin with adding additional discussion of the text, or they may begin with a close analysis of your own evidence, sentence structure, word choice, and tone. How could you improve the communication of your own points to your intended readers?
Given that this is a final draft, it should be proofread carefully to ensure that it is grammatically and mechanically correct. Please use MLA format for your works cited and your in-text citations.
Your revised draft should be 1300-1500 words.
Some things the graders are looking for...
Issue Identification and Focus
The student’s understanding of what a rhetorical analysis is should be the basis for this evaluation. The degree to which the student exhibits that understanding will determine what score is assigned.
Context and Assumptions
The student should demonstrate an understanding of the context in which the artifact being analyzed was written. That is, if the student doesn’t understand the purpose of the text in the first place, it will be difficult to write an analysis of it.
Sources and Evidence
Critical criterion here—consider the choice of quotations, balance of quotations used to identify v. quotations to analyze original author’s choices. Most of the time, this and communication will determine whether the analysis is an A, B, or C piece.
Own Perspective
The thesis will be the primary point of focus for determining this score. Specificity, accuracy, and overall understanding will be primary. Also, does the remainder of the draft indicate that the writer understood what he/she said in the thesis?
Conclusion
What conclusions does the writer draw about the effectiveness of the writer’s choices and of the resulting text overall? How specific and accurate are these?
Communication
Organization is the first thing I’d look at here—if the organization is poor, even if sentence level matters are adequate to good, the score should reflect that.
Tuesday, November 8, 2011
Class 11/10/11 & BA 9
Before class you need to...
- Read Part 1, Sections 4i, 4k-l, 5a-b, 5d-e, "Revising Paragraphs Sentences, Words, and Tone," "Editing," "Proofreading the Final Draft" (pp. 94-98,100-104) ; Part 8, Sections 40, 43, "Concise Writing," "Memorable Prose" (pp. 680-685, 700-706) in the St. Martin's Handbook
- Homework and quiz grade for this week: After you have read, complete Exercise 4.7 (located in 4i), Exercise 5.3 (located in 5b), Exercise 40.2 (located in 40c), and Exercise 43.4 (located in 43c) in St. Martin's Handbook. Type directly into the boxes and when you are finished click "view notebook." Remember to put your name in the first box (Exercise 4.7) right before your answer. If your name is not on it, you will not get credit. Make sure all four answers are there, then click "email answers." Then type in your class section (1301.59 for 9:30am, 1301.62 for 11am) and my email (hannah.weems@ttu.edu). Because these exercises are in two different chapters (chapter 1 and chapter 8), you need to send me two emails (one for each chapter). You must email this to me BEFORE our class on Thursday to get credit.
Today in class we will...
Brief Assignment 9: Sentence-Level Revision
You may use first person in this assignment
Objective: To demonstrate your ability to revise paragraphs at the sentence level
Purpose: When you revise papers, you begin by reexamining content and organization of the paper overall before moving to more specific concerns such as the thesis, introduction, and conclusion. Usually, one of the final steps involves revising the body paragraphs to ensure that they reflect your intended purpose and reach your intended audience. This final brief assignment will help you accomplish that.
Description: First, review your Draft 1.1. Consider the following:
Does the initial focus of your draft as expressed in your thesis statement need revision? Are your purpose for writing and target audience easily identified after reading your draft? If you need to revise your thesis (and thus, a substantial portion of your paper), or if you need to better focus your purpose and identify your audience, your revisions of your body paragraph might start with those areas. You may need to make sure that your main point(s) are restated clearly, and that your readers understand the implications of your analysis.
For this assignment, use the guidelines from Chapters 4, 5, 40, and 43 in the St. Martin’s Handbook to revise a substantial body paragraph (i.e. at least 4 sentences in length) from your Draft 1.1. Paste the original paragraph from your 1.1 draft into the assignment so that your instructor will be able to compare the original with your revision. Finally, write a short summary and evaluation of your revisions. Identify and explain which new strategy you used from the textbook and explain how changing the strategies used in this paragraph will influence your readers’ response to your analysis. Also let readers know here which paragraph, your original or the revision, is the strongest and why you believe that to be so.
The total length of the analysis should be 350-500 words, NOT including the original and revised body paragraphs.
Some things the graders are looking for...
C1: Focus
Does the student thoroughly examine the quality and specificity of the body paragraph? Does the student use this examination to guide his or her revisions to the body paragraph?
C3: Sources and Evidence
Does the student’s revised paragraph show noticeable improvement? Does the student support his or her critique by directly referring to specific parts of his or her body paragraph? This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.
C5: Own Perspective
Does the student show authority in relaying his or her perspective about what should be revised in the body paragraph and in justifying the effectiveness of the revisions that he or she has made?
C6: Conclusion
Does the student provide an accurate evaluative statement about the overall effectiveness of the revisions? Does the student discuss the significance of the revisions her or she has made?
C7: Communication
How effectively is the revised version of the body paragraph delivered? Does the student communicate his or her critique of the revisions effectively? Has the student organized his or her critique effectively? Are both the revised introduction and the critique relatively free of grammatical errors?
- Read Part 1, Sections 4i, 4k-l, 5a-b, 5d-e, "Revising Paragraphs Sentences, Words, and Tone," "Editing," "Proofreading the Final Draft" (pp. 94-98,100-104) ; Part 8, Sections 40, 43, "Concise Writing," "Memorable Prose" (pp. 680-685, 700-706) in the St. Martin's Handbook
- Homework and quiz grade for this week: After you have read, complete Exercise 4.7 (located in 4i), Exercise 5.3 (located in 5b), Exercise 40.2 (located in 40c), and Exercise 43.4 (located in 43c) in St. Martin's Handbook. Type directly into the boxes and when you are finished click "view notebook." Remember to put your name in the first box (Exercise 4.7) right before your answer. If your name is not on it, you will not get credit. Make sure all four answers are there, then click "email answers." Then type in your class section (1301.59 for 9:30am, 1301.62 for 11am) and my email (hannah.weems@ttu.edu). Because these exercises are in two different chapters (chapter 1 and chapter 8), you need to send me two emails (one for each chapter). You must email this to me BEFORE our class on Thursday to get credit.
Today in class we will...
- Complete a practice BA 9 in work groups
- Take notes on video clips
- Take notes on video clips
Brief Assignment 9: Sentence-Level Revision
You may use first person in this assignment
Objective: To demonstrate your ability to revise paragraphs at the sentence level
Purpose: When you revise papers, you begin by reexamining content and organization of the paper overall before moving to more specific concerns such as the thesis, introduction, and conclusion. Usually, one of the final steps involves revising the body paragraphs to ensure that they reflect your intended purpose and reach your intended audience. This final brief assignment will help you accomplish that.
Description: First, review your Draft 1.1. Consider the following:
Does the initial focus of your draft as expressed in your thesis statement need revision? Are your purpose for writing and target audience easily identified after reading your draft? If you need to revise your thesis (and thus, a substantial portion of your paper), or if you need to better focus your purpose and identify your audience, your revisions of your body paragraph might start with those areas. You may need to make sure that your main point(s) are restated clearly, and that your readers understand the implications of your analysis.
For this assignment, use the guidelines from Chapters 4, 5, 40, and 43 in the St. Martin’s Handbook to revise a substantial body paragraph (i.e. at least 4 sentences in length) from your Draft 1.1. Paste the original paragraph from your 1.1 draft into the assignment so that your instructor will be able to compare the original with your revision. Finally, write a short summary and evaluation of your revisions. Identify and explain which new strategy you used from the textbook and explain how changing the strategies used in this paragraph will influence your readers’ response to your analysis. Also let readers know here which paragraph, your original or the revision, is the strongest and why you believe that to be so.
The total length of the analysis should be 350-500 words, NOT including the original and revised body paragraphs.
Some things the graders are looking for...
C1: Focus
Does the student thoroughly examine the quality and specificity of the body paragraph? Does the student use this examination to guide his or her revisions to the body paragraph?
C3: Sources and Evidence
Does the student’s revised paragraph show noticeable improvement? Does the student support his or her critique by directly referring to specific parts of his or her body paragraph? This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.
C5: Own Perspective
Does the student show authority in relaying his or her perspective about what should be revised in the body paragraph and in justifying the effectiveness of the revisions that he or she has made?
C6: Conclusion
Does the student provide an accurate evaluative statement about the overall effectiveness of the revisions? Does the student discuss the significance of the revisions her or she has made?
C7: Communication
How effectively is the revised version of the body paragraph delivered? Does the student communicate his or her critique of the revisions effectively? Has the student organized his or her critique effectively? Are both the revised introduction and the critique relatively free of grammatical errors?
Thursday, October 27, 2011
Class 11/3/11 & BA 8
Before class you need to...
- Read Part 1, Section 5f2, "Concluding Paragraphs" (pp. 132-134) in the St. Martin's Handbook. You will have a reading quiz.
- Bring to class your conclusion paragraph from Draft 1.1 (Bring it in whatever state is in right now. It is fine if still looks the same as it did when you turned in Draft 1.1. You will have time in class to start on BA 8)
- Bring to class your textbook (If you did your rhetorical analysis on Swift's "A Modest Proposal" or FDR's speech, you need to print those out and bring them to class as well).
Brief Assignment 8: Revision of Conclusion
You may use first person on this assignment
Objective: To develop new strategies for writing effective conclusions for academic papers and to expand your understanding of what makes an effective conclusion.
Purpose: The concluding paragraph of a document plays a key role in how readers respond to the entire text. In this assignment, you will attempt a revision of your conclusion to Draft 1.1. Keep in mind that your original conclusion may remain the better of your two efforts.
Description: To complete this assignment, review your Draft 1.1. Consider the following:
Does the initial focus of your draft as expressed in your thesis statement need revision?
Are your purpose for writing and target audience easily identified after reading your draft? If you need to revise your thesis (and thus, a substantial portion of your paper), or if you need to better focus your purpose and identify your audience, your revisions of your conclusion might start with those areas. You may need to make sure that your main point(s) are restated clearly, and that your readers understand the implications of your analysis. If you are satisfied with your focus, purpose, and audience, study your conclusion to determine how clearly it reads. You may need to revise for coherence, emphasis, or conciseness (see Chs. 40 and 43 of your e-handbook), or you may need to work on sentence structure (Chs. 34-39 of your e-handbook).
If you need to work on specific grammatical and/or mechanical issues, consult the appropriate chapters in your e-handbook. Next, review the strategies for writing conclusions in section 5f2 of The St. Martin’s Handbook. Then, copy and paste your original conclusion from your 1.1 draft and re-read it. In a brief sentence or two, identify and explain which of the strategies from the textbook you used in composing this conclusion.
If you cannot identify one of these strategies in your conclusion, then describe the strategy you had in mind.
Next, revise your conclusion. You must incorporate a strategy from the textbook that is different from the structure your conclusion originally used. Finally, write a short summary and evaluation of your revisions. Identify and explain which new strategy you used from the textbook and explain how changing the strategies used in your conclusion will influence your readers’ response to your analysis. Also let readers know here which conclusion, your original or the revision, is the strongest and why you believe that to be so.
The total length of the analysis should be 350-500 words, NOT including the original and revised conclusions.
Some things the graders are looking for...
C1: Focus
Does the student thoroughly examine the quality of the conclusion and demonstrate an understanding of the function of a conclusion? Does the student use this examination and understanding to guide his or her revisions to the conclusion?
C3: Sources and Evidence
Does the student’s revised paragraph show noticeable improvement? Does the student support his or her critique by directly referring to specific parts of his or her conclusion? This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.
C5: Own Perspective
Does the student show authority in relaying his or her perspective about what should be revised in the conclusion and in justifying the effectiveness of the revisions that he or she has made?
C6: Conclusion
Does the student provide an accurate evaluative statement about the overall effectiveness of the revisions? Does the student discuss the significance of the revisions her or she has made in the conclusion?
C7: Communication
How effectively is the revised version of the conclusion delivered? Does the student communicate his or her critique of the revisions effectively? Has the student organized his or her critique effectively? Are both the revised introduction and the critique relatively free of grammatical errors?
- Read Part 1, Section 5f2, "Concluding Paragraphs" (pp. 132-134) in the St. Martin's Handbook. You will have a reading quiz.
- Bring to class your conclusion paragraph from Draft 1.1 (Bring it in whatever state is in right now. It is fine if still looks the same as it did when you turned in Draft 1.1. You will have time in class to start on BA 8)
- Bring to class your textbook (If you did your rhetorical analysis on Swift's "A Modest Proposal" or FDR's speech, you need to print those out and bring them to class as well).
In class today we will...
- Have a quiz over the St. Martin's reading
- Class discussion on what an effective conclusion looks like
- Start working on BA 8
Brief Assignment 8: Revision of Conclusion
You may use first person on this assignment
Objective: To develop new strategies for writing effective conclusions for academic papers and to expand your understanding of what makes an effective conclusion.
Purpose: The concluding paragraph of a document plays a key role in how readers respond to the entire text. In this assignment, you will attempt a revision of your conclusion to Draft 1.1. Keep in mind that your original conclusion may remain the better of your two efforts.
Description: To complete this assignment, review your Draft 1.1. Consider the following:
Does the initial focus of your draft as expressed in your thesis statement need revision?
Are your purpose for writing and target audience easily identified after reading your draft? If you need to revise your thesis (and thus, a substantial portion of your paper), or if you need to better focus your purpose and identify your audience, your revisions of your conclusion might start with those areas. You may need to make sure that your main point(s) are restated clearly, and that your readers understand the implications of your analysis. If you are satisfied with your focus, purpose, and audience, study your conclusion to determine how clearly it reads. You may need to revise for coherence, emphasis, or conciseness (see Chs. 40 and 43 of your e-handbook), or you may need to work on sentence structure (Chs. 34-39 of your e-handbook).
If you need to work on specific grammatical and/or mechanical issues, consult the appropriate chapters in your e-handbook. Next, review the strategies for writing conclusions in section 5f2 of The St. Martin’s Handbook. Then, copy and paste your original conclusion from your 1.1 draft and re-read it. In a brief sentence or two, identify and explain which of the strategies from the textbook you used in composing this conclusion.
If you cannot identify one of these strategies in your conclusion, then describe the strategy you had in mind.
Next, revise your conclusion. You must incorporate a strategy from the textbook that is different from the structure your conclusion originally used. Finally, write a short summary and evaluation of your revisions. Identify and explain which new strategy you used from the textbook and explain how changing the strategies used in your conclusion will influence your readers’ response to your analysis. Also let readers know here which conclusion, your original or the revision, is the strongest and why you believe that to be so.
The total length of the analysis should be 350-500 words, NOT including the original and revised conclusions.
Some things the graders are looking for...
C1: Focus
Does the student thoroughly examine the quality of the conclusion and demonstrate an understanding of the function of a conclusion? Does the student use this examination and understanding to guide his or her revisions to the conclusion?
C3: Sources and Evidence
Does the student’s revised paragraph show noticeable improvement? Does the student support his or her critique by directly referring to specific parts of his or her conclusion? This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.
C5: Own Perspective
Does the student show authority in relaying his or her perspective about what should be revised in the conclusion and in justifying the effectiveness of the revisions that he or she has made?
C6: Conclusion
Does the student provide an accurate evaluative statement about the overall effectiveness of the revisions? Does the student discuss the significance of the revisions her or she has made in the conclusion?
C7: Communication
How effectively is the revised version of the conclusion delivered? Does the student communicate his or her critique of the revisions effectively? Has the student organized his or her critique effectively? Are both the revised introduction and the critique relatively free of grammatical errors?
Saturday, October 22, 2011
Class 10/27/11 & BA 7
Before class you should...
- Read Part 1, Sections 4f, 4h, 5f1, "Revising Thesis and Support, "Revising the Title, Introduction, and Conclusion," "Opening Paragraphs" (pp. 91-93, 130-132) in the St. Martin's Handbook.
- Research the source information of the article you used for Draft 1.1. Start with the information in the beginning of your textbook (pages iii-v), but you will need to go much further than that by using library databases, books, etc. I suggest starting by looking at the beginning of your textbook. Where was your article originally published? For example, the Facebook article was published in The New Atlantic. Once you know the source, go to TTU library's website. Click on the journal tab and type in the journal/magazine/newspaper you are looking for. Then click on the database that subscribes to this journal. This database is where you will do your research. If our library does not subscribe to your source (or you are doing an older piece like Swift's) you can use the internet for your research. However, you must be positive you are using a credible source. I suggest you narrow your google search to only include websites that end in ".edu"
Bring to class a typed page to turn-in for this week's quiz grade. Your typed page should include the original source information in MLA format (where was it published before it was published in your textbook? Or, if you are doing Swift or FDR, where was it published before it was put on that website?) and below the citation you need to answer these questions in a paragraph: What year was the article published? When was the source created? (For example, if it was originally published on a website, when was this website first created? Or if it was published in an academic journal, when was this journal founded? Include at least the year, possibly the date and month as well) Who is their intended audience? (Look under "about us" or "about this journal" - they usually state the gender, age, location, etc. of their readers; include all of this information). Also include any other relevant information you find out about your source. For example, if you are doing Swift's piece or FDR's speech you need to do research on the historical background of these works. We will be presenting these in class so make sure you are prepared.
Today in class we will...
- Present research on rhetorical analysis articles
- Discuss the importance of audience and purpose
- Discuss BA 7
- Discuss St. Martin's reading
- Analyze effectiveness of sample introductions
Brief Assignment 7: Revision of Introduction
You may use first person in this assignment
Objective: To develop new strategies for writing effective introductions for academic papers and to expand your understanding of what makes an effective introduction.
Purpose: The introductory paragraph of a document plays a key role in how readers respond to the entire text. In this assignment, you will attempt a revision of your introduction to Draft 1.1. Keep in mind that your original introduction may remain the better of your two efforts.
Description: To complete this assignment, review your Draft 1.1. Consider the following:
Does the initial focus of your draft as expressed in your thesis statement need revision?
Are your purpose for writing and target audience easily identified after reading your draft? If you need to revise your thesis (and thus, a substantial portion of your paper), or if you need to better focus your purpose and identify your audience, your revisions of your conclusion might start with those areas. You may need to make sure that your main point(s) are restated clearly, and that your readers understand the implications of your analysis. If you are satisfied with your focus, purpose, and audience, study your introduction to determine how clearly it reads. You may need to revise for coherence, emphasis, or conciseness (see Chs. 40 and 43 of your e-handbook), or you may need to work on sentence structure (Chs. 34-39 of your e-handbook).
If you need to work on specific grammatical and/or mechanical issues, consult the appropriate chapters in your e-handbook. Next, review the strategies for writing introductions in section 5f1 of The St. Martin’s Handbook. Then, copy and paste your original introduction from your 1.1 draft and re-read it. In a brief sentence or two, identify and explain which of the strategies from the textbook you used in composing this introduction.
If you cannot identify one of these strategies in your introduction, then describe the strategy you had in mind.
Next, revise your introduction. You must incorporate a strategy from the textbook that is different from the structure your conclusion originally used. Finally, write a short summary and evaluation of your revisions. Identify and explain which new strategy you used from the textbook and explain how changing the strategies used in your introduction will influence your readers’ response to your analysis. Also let readers know here which introduction, your original or the revision, is the strongest and why you believe that to be so.
The total length of the analysis should be 350-500 words, NOT including the original and revised introductions.
Some things the graders are looking for...
C1: Focus
Does the student thoroughly examine the quality of the introduction and demonstrate an understanding of the function of an introduction? Does the student use this examination and understanding to guide his or her revisions to the introduction?
C3: Sources and Evidence
Does the student’s revised introduction show noticeable improvement? Does the student support his or her critique by directly referring to specific parts of his or her introduction? This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.
C5: Own Perspective
Does the student show authority in relaying his or her perspective about what should be revised in the introduction and in justifying the effectiveness of the revisions that he or she has made?
C6: Conclusion
Does the student provide an accurate evaluative statement about the overall effectiveness of the revisions? Does the student discuss the significance of the revisions her or she has made in the introduction?
C7: Communication
How effectively is the revised version of the introduction delivered? Does the student communicate his or her critique of the revisions effectively? Has the student organized his or her critique effectively? Are both the revised introduction and the critique relatively free of grammatical errors?
- Read Part 1, Sections 4f, 4h, 5f1, "Revising Thesis and Support, "Revising the Title, Introduction, and Conclusion," "Opening Paragraphs" (pp. 91-93, 130-132) in the St. Martin's Handbook.
- Research the source information of the article you used for Draft 1.1. Start with the information in the beginning of your textbook (pages iii-v), but you will need to go much further than that by using library databases, books, etc. I suggest starting by looking at the beginning of your textbook. Where was your article originally published? For example, the Facebook article was published in The New Atlantic. Once you know the source, go to TTU library's website. Click on the journal tab and type in the journal/magazine/newspaper you are looking for. Then click on the database that subscribes to this journal. This database is where you will do your research. If our library does not subscribe to your source (or you are doing an older piece like Swift's) you can use the internet for your research. However, you must be positive you are using a credible source. I suggest you narrow your google search to only include websites that end in ".edu"
Bring to class a typed page to turn-in for this week's quiz grade. Your typed page should include the original source information in MLA format (where was it published before it was published in your textbook? Or, if you are doing Swift or FDR, where was it published before it was put on that website?) and below the citation you need to answer these questions in a paragraph: What year was the article published? When was the source created? (For example, if it was originally published on a website, when was this website first created? Or if it was published in an academic journal, when was this journal founded? Include at least the year, possibly the date and month as well) Who is their intended audience? (Look under "about us" or "about this journal" - they usually state the gender, age, location, etc. of their readers; include all of this information). Also include any other relevant information you find out about your source. For example, if you are doing Swift's piece or FDR's speech you need to do research on the historical background of these works. We will be presenting these in class so make sure you are prepared.
Today in class we will...
- Present research on rhetorical analysis articles
- Discuss the importance of audience and purpose
- Discuss BA 7
- Discuss St. Martin's reading
- Analyze effectiveness of sample introductions
Brief Assignment 7: Revision of Introduction
You may use first person in this assignment
Objective: To develop new strategies for writing effective introductions for academic papers and to expand your understanding of what makes an effective introduction.
Purpose: The introductory paragraph of a document plays a key role in how readers respond to the entire text. In this assignment, you will attempt a revision of your introduction to Draft 1.1. Keep in mind that your original introduction may remain the better of your two efforts.
Description: To complete this assignment, review your Draft 1.1. Consider the following:
Does the initial focus of your draft as expressed in your thesis statement need revision?
Are your purpose for writing and target audience easily identified after reading your draft? If you need to revise your thesis (and thus, a substantial portion of your paper), or if you need to better focus your purpose and identify your audience, your revisions of your conclusion might start with those areas. You may need to make sure that your main point(s) are restated clearly, and that your readers understand the implications of your analysis. If you are satisfied with your focus, purpose, and audience, study your introduction to determine how clearly it reads. You may need to revise for coherence, emphasis, or conciseness (see Chs. 40 and 43 of your e-handbook), or you may need to work on sentence structure (Chs. 34-39 of your e-handbook).
If you need to work on specific grammatical and/or mechanical issues, consult the appropriate chapters in your e-handbook. Next, review the strategies for writing introductions in section 5f1 of The St. Martin’s Handbook. Then, copy and paste your original introduction from your 1.1 draft and re-read it. In a brief sentence or two, identify and explain which of the strategies from the textbook you used in composing this introduction.
If you cannot identify one of these strategies in your introduction, then describe the strategy you had in mind.
Next, revise your introduction. You must incorporate a strategy from the textbook that is different from the structure your conclusion originally used. Finally, write a short summary and evaluation of your revisions. Identify and explain which new strategy you used from the textbook and explain how changing the strategies used in your introduction will influence your readers’ response to your analysis. Also let readers know here which introduction, your original or the revision, is the strongest and why you believe that to be so.
The total length of the analysis should be 350-500 words, NOT including the original and revised introductions.
Some things the graders are looking for...
C1: Focus
Does the student thoroughly examine the quality of the introduction and demonstrate an understanding of the function of an introduction? Does the student use this examination and understanding to guide his or her revisions to the introduction?
C3: Sources and Evidence
Does the student’s revised introduction show noticeable improvement? Does the student support his or her critique by directly referring to specific parts of his or her introduction? This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.
C5: Own Perspective
Does the student show authority in relaying his or her perspective about what should be revised in the introduction and in justifying the effectiveness of the revisions that he or she has made?
C6: Conclusion
Does the student provide an accurate evaluative statement about the overall effectiveness of the revisions? Does the student discuss the significance of the revisions her or she has made in the introduction?
C7: Communication
How effectively is the revised version of the introduction delivered? Does the student communicate his or her critique of the revisions effectively? Has the student organized his or her critique effectively? Are both the revised introduction and the critique relatively free of grammatical errors?
Thursday, October 13, 2011
Class 10/20/11 and BA 6
Before class you should...
- Read Part 1, Section 4a and 4c-e ("Rereading Your Draft," "Getting the Most from Peer Reviewers' Comments," "Learning from Instructor Comments," "Revising with Peer and Instructor Comments" pp. 72-74, 87-90) and Part 5, Sections 24, 25, 27 ("Writing to the World," "Language that Builds Common Ground," "Word Choice" pp. 502-517, 526-538) in the St. Martin's Handbook
- After you have read, complete exercise 27.2 in St. Martin's (questions 1-5 in section 27a). Type directly into the boxes and when you are finished click "view notebook." Remember to put your name in the first box (#1 of exercise 27.2) right before your answer. If your name is not on it, you will not get credit. Make sure all five answers are there, then click "email answers." Then type in your class section (1301.59 for 9:30am, 1301.62 for 11am) and my email (hannah.weems@ttu.edu). You must email this to me BEFORE our class on Thursday to get credit. It will count as your quiz grade for this week.
Today in class we will...
- Take another look at Laura Staron's Rhetorical Analysis (pages 589-91 in First-Year Writing)
- Read Part 1, Section 4a and 4c-e ("Rereading Your Draft," "Getting the Most from Peer Reviewers' Comments," "Learning from Instructor Comments," "Revising with Peer and Instructor Comments" pp. 72-74, 87-90) and Part 5, Sections 24, 25, 27 ("Writing to the World," "Language that Builds Common Ground," "Word Choice" pp. 502-517, 526-538) in the St. Martin's Handbook
- After you have read, complete exercise 27.2 in St. Martin's (questions 1-5 in section 27a). Type directly into the boxes and when you are finished click "view notebook." Remember to put your name in the first box (#1 of exercise 27.2) right before your answer. If your name is not on it, you will not get credit. Make sure all five answers are there, then click "email answers." Then type in your class section (1301.59 for 9:30am, 1301.62 for 11am) and my email (hannah.weems@ttu.edu). You must email this to me BEFORE our class on Thursday to get credit. It will count as your quiz grade for this week.
Today in class we will...
- Take another look at Laura Staron's Rhetorical Analysis (pages 589-91 in First-Year Writing)
- Compare it to her revised draft (pages 592-4 in First-Year Writing)
Brief Assignment 6: Global Revision
Objective: To develop the ability to determine what revisions should be made to an early draft of a document.
Purpose: Most inexperienced writers have trouble identifying, prioritizing, and executing appropriate large scale revisions to a draft. In this assignment, you’ll read both an initial draft and a subsequently revised version of this draft, evaluate the changes made, and make suggestions as to what else might be revised.
Description: To complete this assignment, read the initial draft provided and then write an initial paragraph in which you discuss the problems that you see in the current draft. Next, read the revised draft and write another paragraph in which you discuss 1) whether the problems that you saw in the first draft were addressed, 2) whether the revisions fixed other issues that you hadn’t noticed in the draft, and 3) why the revisions are or are not an improvement over the first draft. If you believe other revisions should be made to the draft, conclude your assignment with an explanation of what those are and how the revisions should be made. Your discussion should be 500 - 650 words in length.
The drafts are available here:https://raiderwriter.engl.ttu.edu/SupplementalFiles/BA6DraftsForSpring.pdf
Some things the graders are looking for...
C1: Focus
Does the student thoroughly explore the quality of the drafts and demonstrate an understanding of why both drafts are being examined?
C3: Sources and Evidence
Does the student support his or her critique with evidence from the texts? In other words, does the student directly refer to specific parts of the texts (paragraphs and/or sentences) or specific ideas represented in the text? This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.
C5: Own Perspective
Does the student show authority in relaying his or her perspective about the effectiveness of the revisions? Students tend to shy away from making a direct critique of the drafts, or they default to praising or criticizing drafts in some generic way.
C6: Conclusion
Does the student provide an accurate evaluative statement about the overall effectiveness of the revisions? Does the student discuss the significance of the problems he or she identifies in both drafts and suggest other ways in which the sample 1.2 draft could be improved?
C7: Communication
Does the student communicate his or her critique of the revisions effectively? Is the student's tone professional? Has the student organized his or her critique effectively? Is the critique relatively free of grammatical errors?
Brief Assignment 6: Global Revision
Objective: To develop the ability to determine what revisions should be made to an early draft of a document.
Purpose: Most inexperienced writers have trouble identifying, prioritizing, and executing appropriate large scale revisions to a draft. In this assignment, you’ll read both an initial draft and a subsequently revised version of this draft, evaluate the changes made, and make suggestions as to what else might be revised.
Description: To complete this assignment, read the initial draft provided and then write an initial paragraph in which you discuss the problems that you see in the current draft. Next, read the revised draft and write another paragraph in which you discuss 1) whether the problems that you saw in the first draft were addressed, 2) whether the revisions fixed other issues that you hadn’t noticed in the draft, and 3) why the revisions are or are not an improvement over the first draft. If you believe other revisions should be made to the draft, conclude your assignment with an explanation of what those are and how the revisions should be made. Your discussion should be 500 - 650 words in length.
The drafts are available here:https://raiderwriter.engl.ttu.edu/SupplementalFiles/BA6DraftsForSpring.pdf
Some things the graders are looking for...
C1: Focus
Does the student thoroughly explore the quality of the drafts and demonstrate an understanding of why both drafts are being examined?
C3: Sources and Evidence
Does the student support his or her critique with evidence from the texts? In other words, does the student directly refer to specific parts of the texts (paragraphs and/or sentences) or specific ideas represented in the text? This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.
C5: Own Perspective
Does the student show authority in relaying his or her perspective about the effectiveness of the revisions? Students tend to shy away from making a direct critique of the drafts, or they default to praising or criticizing drafts in some generic way.
C6: Conclusion
Does the student provide an accurate evaluative statement about the overall effectiveness of the revisions? Does the student discuss the significance of the problems he or she identifies in both drafts and suggest other ways in which the sample 1.2 draft could be improved?
C7: Communication
Does the student communicate his or her critique of the revisions effectively? Is the student's tone professional? Has the student organized his or her critique effectively? Is the critique relatively free of grammatical errors?
Saturday, October 8, 2011
Class 10/13/11 and Peer Critiques
Before class you should...
-Read Part 1, Section 4b, "Reviewing Your Peers" (pp. 75-86) in the St. Martin's Handbook.
-Read the two sample drafts I emailed to you. PRINT them out and BRING them with you to class. This is your quiz grade for this week.
Today in class we will...
9:30 am substitute: Mr. Trice
11 am substitute: Mr. Maraj
- Discuss peer critiques.
Peer Critique 1.1a and 1.1b
This assignment is all electronic through Raider Writer. After you log-in, click on "Turn In/Manage Writing" on the left. Then by Peer Critique 1.1a, click "Submit Now." The draft you are supposed to critique will then pop up. Follow this same process for Peer Critique 1.1b.
Objective: To demonstrate your ability to write a critique based on a primary source (a peer's essay).
Purpose: Having others read your writing is a good way to find out if your document is reaching its intended audience. In this assignment, you will read the drafts of two of your peers and write a critique of each.
Description: To complete this assignment, use the guidelines from Chapter 4b of The St. Martin's Handbook and compose a critique of your peers’ drafts. For each critique, you will introduce the draft, summarize its main points, assess and respond to the author's presentation, and offer conclusions about the effectiveness of the analysis. Remember to speak as specifically as possible about the draft, quoting from it when necessary. Your critique will be 400 - 500 words in length.
The elements of the draft you should address include:
Text for Analysis/Thesis: Identify the writer's thesis and then evaluate it for effectiveness. Determine whether the writer has selected a particular text to analyze and whether or not the thesis indicates that the writer will complete a rhetorical analysis of the text. Discuss whether the thesis is specific enough and of appropriate scope for this analysis. For example, a thesis that states that an author uses ethos, pathos, and logos in their text is NOT specific enough for a rhetorical analysis. Explain why or why not, and provide suggestions for the writer to help improve the thesis, if necessary.
Quality and Specificity of Analysis: Evaluate the writer’s analysis. Does the writer select specific quotations from the text to discuss? What are these quotations, and what does the writer have to say about them? Does the writer seem to effectively analyze, or does the draft read more as a summary or paraphrasing of parts of the text being analyzed, or does the writer end up arguing about the content, rather than the structure and presentation of the text?
Overall Essay Structure: Comment on the overall structure of the essay. For example, explain in detail whether or not the paragraphs are presented in a logical and persuasive way. Does the writer provide a clear introduction, body and conclusion? Does each paragraph begin with a clear topic sentence and transition into the next paragraph? Provide examples that are particularly effective or areas that need more improvement.
What the graders are looking for...
C1: Focus
Does the student thoroughly explore the quality and specificity of the draft being examined in the critique?
C3: Sources and Evidence
Does the student support his or her critique with evidence from the text? In other words, does the student directly refer to specific parts of the text (paragraphs and/or sentences). This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.
C5: Own Perspective
Does the student show authority in relaying his or her perspective about the effectiveness of the text? Students tend to shy away from making a direct critique of a document, or they default to praising the document in some generic way.
C6: Conclusion
Does the student provide an accurate evaluative statement about the draft's overall effectiveness? Does the student discuss the significance of the problems he or she identifies in the draft (i.e., how important each of these problems are)?
C7: Communication
Does the student communicate his or her critique effectively? Is the student's tone professional? Has the student organized his or her critique effectively? Is the critique relatively free of grammatical errors?
-Read Part 1, Section 4b, "Reviewing Your Peers" (pp. 75-86) in the St. Martin's Handbook.
-Read the two sample drafts I emailed to you. PRINT them out and BRING them with you to class. This is your quiz grade for this week.
Today in class we will...
9:30 am substitute: Mr. Trice
11 am substitute: Mr. Maraj
- Discuss peer critiques.
Peer Critique 1.1a and 1.1b
This assignment is all electronic through Raider Writer. After you log-in, click on "Turn In/Manage Writing" on the left. Then by Peer Critique 1.1a, click "Submit Now." The draft you are supposed to critique will then pop up. Follow this same process for Peer Critique 1.1b.
Objective: To demonstrate your ability to write a critique based on a primary source (a peer's essay).
Purpose: Having others read your writing is a good way to find out if your document is reaching its intended audience. In this assignment, you will read the drafts of two of your peers and write a critique of each.
Description: To complete this assignment, use the guidelines from Chapter 4b of The St. Martin's Handbook and compose a critique of your peers’ drafts. For each critique, you will introduce the draft, summarize its main points, assess and respond to the author's presentation, and offer conclusions about the effectiveness of the analysis. Remember to speak as specifically as possible about the draft, quoting from it when necessary. Your critique will be 400 - 500 words in length.
The elements of the draft you should address include:
Text for Analysis/Thesis: Identify the writer's thesis and then evaluate it for effectiveness. Determine whether the writer has selected a particular text to analyze and whether or not the thesis indicates that the writer will complete a rhetorical analysis of the text. Discuss whether the thesis is specific enough and of appropriate scope for this analysis. For example, a thesis that states that an author uses ethos, pathos, and logos in their text is NOT specific enough for a rhetorical analysis. Explain why or why not, and provide suggestions for the writer to help improve the thesis, if necessary.
Quality and Specificity of Analysis: Evaluate the writer’s analysis. Does the writer select specific quotations from the text to discuss? What are these quotations, and what does the writer have to say about them? Does the writer seem to effectively analyze, or does the draft read more as a summary or paraphrasing of parts of the text being analyzed, or does the writer end up arguing about the content, rather than the structure and presentation of the text?
Overall Essay Structure: Comment on the overall structure of the essay. For example, explain in detail whether or not the paragraphs are presented in a logical and persuasive way. Does the writer provide a clear introduction, body and conclusion? Does each paragraph begin with a clear topic sentence and transition into the next paragraph? Provide examples that are particularly effective or areas that need more improvement.
What the graders are looking for...
C1: Focus
Does the student thoroughly explore the quality and specificity of the draft being examined in the critique?
C3: Sources and Evidence
Does the student support his or her critique with evidence from the text? In other words, does the student directly refer to specific parts of the text (paragraphs and/or sentences). This criterion is particularly important because students tend to use vague and generic language that could apply to any draft.
C5: Own Perspective
Does the student show authority in relaying his or her perspective about the effectiveness of the text? Students tend to shy away from making a direct critique of a document, or they default to praising the document in some generic way.
C6: Conclusion
Does the student provide an accurate evaluative statement about the draft's overall effectiveness? Does the student discuss the significance of the problems he or she identifies in the draft (i.e., how important each of these problems are)?
C7: Communication
Does the student communicate his or her critique effectively? Is the student's tone professional? Has the student organized his or her critique effectively? Is the critique relatively free of grammatical errors?
Thursday, September 29, 2011
Class 10/6/11 and Draft 1.1 (Rhetorical Analysis)
Before class you need to...
- Read Part 1, Section 2, "Rhetorical Situations" (pp. 23-43) in St. Martin's Handbook
- Bring to class three copies of your rhetorical analysis (Draft 1.1). It should include your introduction, at least 3 body paragraphs (it's ok if you have more) and your conclusion. One copy will be turned in for a quiz grade and the other two will be used for in-class peer revision.
Today in class we will...
-Discuss the workshop and next week's substitute-led class
- Read Part 1, Section 2, "Rhetorical Situations" (pp. 23-43) in St. Martin's Handbook
- Bring to class three copies of your rhetorical analysis (Draft 1.1). It should include your introduction, at least 3 body paragraphs (it's ok if you have more) and your conclusion. One copy will be turned in for a quiz grade and the other two will be used for in-class peer revision.
Today in class we will...
-Discuss the workshop and next week's substitute-led class
-Discuss how to write an effective conclusion
-In work groups: Revise at least two peers' drafts.
Identify:
Introduction
What strategy does the author use in the introduction? Narration? Cause and effect? (Think about what you read in 5a-5f in St. Martin's)
Where is the author's thesis located? Is this location effective?
Study the thesis. Does the author mention the title of the original text and the author(s) name(s)?
Does the thesis have a summary of the main point of the text? Is this summary accurate and specific?
Does the author have at least 3 rhetorical devices listed in the thesis? Are these devices appropriate and specific?
How is the author's communication? Does he/she have grammatical errors? Does he/she need to shorten or simplify sentences? Does the introduction flow? Does the author use transition words such as "however" and "therefore."
Body Paragraphs
Does the author have clear and specific topic sentences? What rhetorical device does he/she focus on in this paragraph? Is this device mentioned in the topic sentence?
Does the author have at least two examples from the original text? Are these good examples of this device?
Are these examples paraphrases or direct quotations? Was this choice effective?
Are all direct quotations integrated correctly? (look at pages 108-114 in your textbook for ideas)
Are the citations in MLA format?
Does the author have commentary after each example? Is this commentary specific and clear? Does the commentary discuss how the rhetorical device affects the reader?
How does the author communicate? Do they have grammatical errors? Does he/she need to shorten or simplify sentences? Does the introduction flow? Does the author use transition words such as "however" and "therefore."
Conclusion
Does the conclusion explain the "so what?" of the author's rhetorical analysis? Does the author explain how the rhetorical devices affect the reader? Is there a broad implication for society?
Does the conclusion connect back to what was stated in the introduction?
Does the conclusion synthesize instead of summarize?
Does the author use a quotation in the conclusion? Is it effective?
Does the author mention the "call to action" of the original text?
Does the author avoid using the words "in conclusion," stating a new idea in the conclusion, and making an overly emotional appeal?
Does the author avoid the "That's My Story," "Sherlock Holmes," "We Shall Overcome," and "Grab Bag" conclusions?
Has the author included a works cited in MLA format?
Draft 1.1: Rhetorical Analysis
(You do NOT have an assignment to turn into Raider Writer this Tuesday, October 4th. Your rhetorical analysis must be turned into Raider Writer on October 12th).
Objective: To demonstrate your ability to rhetorically analyze texts.
Purpose: In the first half of the course, you have been honing your writing skills so as to prepare you for college level writing. You will use all of these skills, (summarizing, paraphrasing, critical reading, constructing thesis statements, and using supporting material via quotations) throughout your writing of this assignment.
Description: To complete this assignment, you will begin by selecting a text to analyze. You may either select an essay from Ch. 11 of your textbook, or another piece of writing from a scholarly journal, reputable newspaper or website. Your classroom instructor may also have suggestions for you as to appropriate texts to analyze. After selecting your text and critically reading it, you will determine the writer’s purpose and intended audience for the text.
Once you have determined these elements, you will begin to analyze the text so as to determine the specific strategies the writer uses to achieve his or her purpose and to meet the needs of the audience. For example, you might choose to look at such elements as the types of evidence a writer puts forward and how he or she does so. Ask yourself if the writer uses evidence from sources, or if he or she tells stories from personal experience. Examine the sentence structures and word choice. How do these contribute to the author’s purpose? Evaluate the overall tone of the text, and determine how it does or does not contribute to the way in which it communicates to its audience. After you determine what these strategies are, consider how well these strategies actually work. As a result of this assignment, you should be able to take these skills and transfer them to any reading you are asked to do in college, and you should see an improvement in your ability to read and comprehend any text.
Although this is an initial draft, it should be carefully edited and written in a professional tone. Please use MLA format for both your in-text citations and your works cited in this draft.
Your draft should be 1200 words in length.
What the graders are looking for:
For draft 1.1, you will apply six of the criteria listed on the critical thinking rubric: 1, 2, 3, 5, 6, and 7:
Issue Identification and Focus
The student’s understanding of what a rhetorical analysis is should be the basis for this evaluation. The degree to which the student exhibits that understanding will determine what score is assigned.
Context and Assumptions
The student should demonstrate an understanding of the context in which the artifact being analyzed was written. That is, if the student doesn’t understand the purpose of the text in the first place, it will be difficult to write an analysis of it.
Sources and Evidence
Critical criterion here—consider the choice of quotations, balance of quotations used to identify v. quotations to analyze original author’s choices. Most of the time, this and communication will determine whether the analysis is an A, B, or C piece.
Own Perspective
The thesis will be the primary point of focus for determining this score. Specificity, accuracy, and overall understanding will be primary. Also, does the remainder of the draft indicate that the writer understood what he/she said in the thesis?
Conclusion
What conclusions does the writer draw about the effectiveness of the writer’s choices and of the resulting text overall? How specific and accurate are these?
Communication
Organization is the first thing I’d look at here—if the organization is poor, even if sentence level matters are adequate to good, the score should reflect that.
-In work groups: Revise at least two peers' drafts.
Identify:
Introduction
What strategy does the author use in the introduction? Narration? Cause and effect? (Think about what you read in 5a-5f in St. Martin's)
Where is the author's thesis located? Is this location effective?
Study the thesis. Does the author mention the title of the original text and the author(s) name(s)?
Does the thesis have a summary of the main point of the text? Is this summary accurate and specific?
Does the author have at least 3 rhetorical devices listed in the thesis? Are these devices appropriate and specific?
How is the author's communication? Does he/she have grammatical errors? Does he/she need to shorten or simplify sentences? Does the introduction flow? Does the author use transition words such as "however" and "therefore."
Body Paragraphs
Does the author have clear and specific topic sentences? What rhetorical device does he/she focus on in this paragraph? Is this device mentioned in the topic sentence?
Does the author have at least two examples from the original text? Are these good examples of this device?
Are these examples paraphrases or direct quotations? Was this choice effective?
Are all direct quotations integrated correctly? (look at pages 108-114 in your textbook for ideas)
Are the citations in MLA format?
Does the author have commentary after each example? Is this commentary specific and clear? Does the commentary discuss how the rhetorical device affects the reader?
How does the author communicate? Do they have grammatical errors? Does he/she need to shorten or simplify sentences? Does the introduction flow? Does the author use transition words such as "however" and "therefore."
Conclusion
Does the conclusion explain the "so what?" of the author's rhetorical analysis? Does the author explain how the rhetorical devices affect the reader? Is there a broad implication for society?
Does the conclusion connect back to what was stated in the introduction?
Does the conclusion synthesize instead of summarize?
Does the author use a quotation in the conclusion? Is it effective?
Does the author mention the "call to action" of the original text?
Does the author avoid using the words "in conclusion," stating a new idea in the conclusion, and making an overly emotional appeal?
Does the author avoid the "That's My Story," "Sherlock Holmes," "We Shall Overcome," and "Grab Bag" conclusions?
Has the author included a works cited in MLA format?
Draft 1.1: Rhetorical Analysis
(You do NOT have an assignment to turn into Raider Writer this Tuesday, October 4th. Your rhetorical analysis must be turned into Raider Writer on October 12th).
Objective: To demonstrate your ability to rhetorically analyze texts.
Purpose: In the first half of the course, you have been honing your writing skills so as to prepare you for college level writing. You will use all of these skills, (summarizing, paraphrasing, critical reading, constructing thesis statements, and using supporting material via quotations) throughout your writing of this assignment.
Description: To complete this assignment, you will begin by selecting a text to analyze. You may either select an essay from Ch. 11 of your textbook, or another piece of writing from a scholarly journal, reputable newspaper or website. Your classroom instructor may also have suggestions for you as to appropriate texts to analyze. After selecting your text and critically reading it, you will determine the writer’s purpose and intended audience for the text.
Once you have determined these elements, you will begin to analyze the text so as to determine the specific strategies the writer uses to achieve his or her purpose and to meet the needs of the audience. For example, you might choose to look at such elements as the types of evidence a writer puts forward and how he or she does so. Ask yourself if the writer uses evidence from sources, or if he or she tells stories from personal experience. Examine the sentence structures and word choice. How do these contribute to the author’s purpose? Evaluate the overall tone of the text, and determine how it does or does not contribute to the way in which it communicates to its audience. After you determine what these strategies are, consider how well these strategies actually work. As a result of this assignment, you should be able to take these skills and transfer them to any reading you are asked to do in college, and you should see an improvement in your ability to read and comprehend any text.
Although this is an initial draft, it should be carefully edited and written in a professional tone. Please use MLA format for both your in-text citations and your works cited in this draft.
Your draft should be 1200 words in length.
What the graders are looking for:
For draft 1.1, you will apply six of the criteria listed on the critical thinking rubric: 1, 2, 3, 5, 6, and 7:
Issue Identification and Focus
The student’s understanding of what a rhetorical analysis is should be the basis for this evaluation. The degree to which the student exhibits that understanding will determine what score is assigned.
Context and Assumptions
The student should demonstrate an understanding of the context in which the artifact being analyzed was written. That is, if the student doesn’t understand the purpose of the text in the first place, it will be difficult to write an analysis of it.
Sources and Evidence
Critical criterion here—consider the choice of quotations, balance of quotations used to identify v. quotations to analyze original author’s choices. Most of the time, this and communication will determine whether the analysis is an A, B, or C piece.
Own Perspective
The thesis will be the primary point of focus for determining this score. Specificity, accuracy, and overall understanding will be primary. Also, does the remainder of the draft indicate that the writer understood what he/she said in the thesis?
Conclusion
What conclusions does the writer draw about the effectiveness of the writer’s choices and of the resulting text overall? How specific and accurate are these?
Communication
Organization is the first thing I’d look at here—if the organization is poor, even if sentence level matters are adequate to good, the score should reflect that.
Monday, September 26, 2011
Class 9/29/11
Before class you need to...
- Read Part 1, Section 3f-g "Planning" and "Drafting" (pp. 61 - 71) in St. Martin's Handbook
- Read Part 1, Section 5a-f in St. Martin's Handbook
- Bring to class three copies of your introduction (including your thesis) and your first body paragraph of your rhetorical analysis (Draft 1.1). One copy will be turned in for a quiz grade and the other two will be used for in-class peer revision.
Today in class we will...
-Briefly discuss rhetorical analysis quiz #2
-Explain where current participation grades are located on Raider Writer
-Class discussion: Laura Staron's "1301: Rhetorical Analysis of a Text" on pages 589-591 of First-Year Writing
-In work groups: Revise at least two peers' drafts. The draft only includes the introduction (with the thesis statement) and the first body paragraph.
Identify:
Introduction
What strategy does the author use in the introduction? Narration? Cause and effect? (Think about what you read in 5a-5f in St. Martin's)
Where is the author's thesis located? Is this location effective?
Study the thesis. Does the author mention the title of the original text and the author(s) name(s)?
Does the thesis have a summary of the main point of the text? Is this summary accurate and specific?
Does the author have at least 3 rhetorical devices listed in the thesis? Are these devices appropriate and specific?
How is the author's communication? Does he/she have grammatical errors? Does he/she need to shorten or simplify sentences? Does the introduction flow? Does the author use transition words such as "however" and "therefore."
Body Paragraph(s)
Does the author have clear and specific topic sentence? What rhetorical device does he/she focus on in this paragraph? Is this device mentioned in the topic sentence?
Does the author have at least two example from the original text? Are these good examples of this device?
Are these examples paraphrases or direct quotations? Was this choice effective?
Does the author have commentary after each example? Is this commentary specific and clear?
How does the author communicate? Do they have grammatical errors? Does he/she need to shorten or simplify sentences? Does the introduction flow? Does the author use transition words such as "however" and "therefore."
-Explain extended office hours and upcoming draft workshop
- Read Part 1, Section 3f-g "Planning" and "Drafting" (pp. 61 - 71) in St. Martin's Handbook
- Read Part 1, Section 5a-f in St. Martin's Handbook
- Bring to class three copies of your introduction (including your thesis) and your first body paragraph of your rhetorical analysis (Draft 1.1). One copy will be turned in for a quiz grade and the other two will be used for in-class peer revision.
Today in class we will...
-Briefly discuss rhetorical analysis quiz #2
-Explain where current participation grades are located on Raider Writer
-Class discussion: Laura Staron's "1301: Rhetorical Analysis of a Text" on pages 589-591 of First-Year Writing
-In work groups: Revise at least two peers' drafts. The draft only includes the introduction (with the thesis statement) and the first body paragraph.
Identify:
Introduction
What strategy does the author use in the introduction? Narration? Cause and effect? (Think about what you read in 5a-5f in St. Martin's)
Where is the author's thesis located? Is this location effective?
Study the thesis. Does the author mention the title of the original text and the author(s) name(s)?
Does the thesis have a summary of the main point of the text? Is this summary accurate and specific?
Does the author have at least 3 rhetorical devices listed in the thesis? Are these devices appropriate and specific?
How is the author's communication? Does he/she have grammatical errors? Does he/she need to shorten or simplify sentences? Does the introduction flow? Does the author use transition words such as "however" and "therefore."
Body Paragraph(s)
Does the author have clear and specific topic sentence? What rhetorical device does he/she focus on in this paragraph? Is this device mentioned in the topic sentence?
Does the author have at least two example from the original text? Are these good examples of this device?
Are these examples paraphrases or direct quotations? Was this choice effective?
Does the author have commentary after each example? Is this commentary specific and clear?
How does the author communicate? Do they have grammatical errors? Does he/she need to shorten or simplify sentences? Does the introduction flow? Does the author use transition words such as "however" and "therefore."
-Explain extended office hours and upcoming draft workshop
Thursday, September 22, 2011
BA 5
Unless you have talked to me personally, you should use the same article for BA 5 as you used for BA 4.
Your BA 5 should be organized like this:
Your BA 5 should be organized like this:
Thesis statement
1. "Example" (Featherstone 225).
Explanation
2. "Example" (Featherstone 226).
Explanation
3. "Example" (Featherstone 227).
Explanation
4. "Example" (Featherstone 228).
Explanation
5. "Example" (Featherstone 225).
Explanation
Remember:
You should only include one thesis statement; therefore, based on the graders comments choose your best thesis statement. If you have not yet received a grade on BA 4, choose what you believe is your best thesis statement.
Your explanations should answer all of the questions listed below (where will it fit in your organization, etc.) and they should be complete sentences in well-organized paragraphs. In your explanation you should specifically state which rhetorical device is found in each quotation (and this rhetorical device should be one of the devices listed in your thesis).
You should cite the author's last name, not their first name.
You should cite page numbers, not paragraph numbers.
Brief Assignment 5: Integrating and Evaluating Quotations
Objective: To identify and evaluate quotations for use in your analysis essay.
Purpose: Quotations pose several challenges for writers. The purpose of this assignment is for you to select quotations from sources you plan to use in your analysis essay, evaluate their usefulness, and discuss how and where you might use these in your upcoming draft.
Description: Begin by writing your working thesis at the top of your assignment. Then, select a minimum of five quotations from the article that you plan to incorporate into your draft as examples of particular rhetorical devices. Write a brief assessment of why each quotation would be useful to you in composing your draft. Your assessment of each quotation should include your answers to the following questions:
Where will this quotation fit in your organization?
How does it demonstrate the points you are trying to make about the author's writing?
Will you use it as a quotation or paraphrase the selection, and why?
Your analysis, not counting the quotations, should be 500-650 words.
NOTE: You may find that in identifying and evaluating your quotations, you modify and improve your original thesis statement.
What the graders are looking for:
For BA 5, you will apply four of the criteria listed on the critical thinking rubric: 1, 3, 5, and 7:
1) Issue Identification and Focus
If the student doesn’t understand what a rhetorical analysis is, this criterion, evidenced by the choice of quotations and analysis, will not score well.
3) Sources and Evidence
Critical criterion here—consider the choice of quotations, balance of quotations used to identify v. quotations to analyze original author’s choices. Most of the time, this and communication will determine whether the analysis is an A, B, or C piece.
5) Own Perspective
How well the writer can explain how the quotations will be used in the analysis is critical here. Vague or non-existent explanations will not score well
7) Communication
Explanations should be clear.
Tuesday, September 20, 2011
Class 9/22/11
Before class you need to...
-Read Part 2, Section 8, "Analyzing Arguments" (pp. 163 - 185) and Part 3, Section 13, "Integrating Sources into Your Writing" (pp. 276 - 286) in your St. Martin's Handbook. Especially study the green boxes: "Quick Help: Guidelines for Analyzing an Argument" in 8a (and click on the links in blue of questions you do not know the answers to), "Quick Help: Deciding to quote, paraphrase, or summarize" in 13b, and "Quick Help: Signal Verbs" also in 13b.
-Read pages 108-114 in First-Year Writing
-Review Chapter 9 (pages 201-230) in First-Year Writing
-Come to class prepared to take a quiz on these readings
In class today we will...
-In your workgroups answer the following questions on a sheet of paper:
1. When should you use summary?
2. When should you use paraphrase?
3. When should you use a direct quotation?
4. List at least three ways (phrases) to introduce a direct quotation.
5. List at least five signal verbs to introduce a quotation.
-Class discussion over assigned reading and BA 5
-With your work groups do a practice BA 5 using "What's a Girl to Read?" on pages 225-8 in First-Year Writing
-Reading quiz over rhetorical analysis
-Read Part 2, Section 8, "Analyzing Arguments" (pp. 163 - 185) and Part 3, Section 13, "Integrating Sources into Your Writing" (pp. 276 - 286) in your St. Martin's Handbook. Especially study the green boxes: "Quick Help: Guidelines for Analyzing an Argument" in 8a (and click on the links in blue of questions you do not know the answers to), "Quick Help: Deciding to quote, paraphrase, or summarize" in 13b, and "Quick Help: Signal Verbs" also in 13b.
-Read pages 108-114 in First-Year Writing
-Review Chapter 9 (pages 201-230) in First-Year Writing
-Come to class prepared to take a quiz on these readings
In class today we will...
-In your workgroups answer the following questions on a sheet of paper:
1. When should you use summary?
2. When should you use paraphrase?
3. When should you use a direct quotation?
4. List at least three ways (phrases) to introduce a direct quotation.
5. List at least five signal verbs to introduce a quotation.
-Class discussion over assigned reading and BA 5
-With your work groups do a practice BA 5 using "What's a Girl to Read?" on pages 225-8 in First-Year Writing
-Reading quiz over rhetorical analysis
Friday, September 16, 2011
BA 4
Helpful resources for BA 4 and as you prepare your rhetorical analysis (Draft 1.1):
-When you are working on your thesis statements: In addition to reviewing 3a-3c in St. Martin's (which you should have already read), also take a look at P. 162-4 in First-Year Writing. Although you are writing a rhetorical analysis (not a research paper) this chapter still has some helpful tips.
- In addition to the uses listed on pages 207-9 of First-Year Writing, you also need to be familiar with literary devices. Click here for a brief list. You are not limited to this list; these are just some suggestions. Using these two sources, you should create a specific thesis! If you just list "ethos, pathos, logos" in your thesis you will have points deducted for not being specific enough. Think: HOW does the author appeal to my emotions? Do they use imagery? Do they use personification?
-Remember that all 3 versions of your thesis statement should include: a brief summary of the author's purpose (Ask your self: What are they arguing? Is it effective?), the title of the article, the author's name, and at least 3 rhetorical devices (be specific!) that you will discuss in your body paragraphs. Remember what we said in class about the organization of your thesis matching the organization of your body paragraphs.
Brief Assignment 4: Developing Thesis Statements
Objective: To develop new strategies for writing a thesis statement.
Purpose: One key to writing a successful essay is to develop a focused thesis statement. This assignment will enable you to do so.
Description: For your draft 1.1, you will write a rhetorical analysis. See the description of Draft 1.1 for a discussion of what a rhetorical analysis is and what you will be expected to do. To create your thesis, you need to have the following: 1) one primary text (specified by your instructor) that will serve as the object of your analysis, and 2) the results of your close reading of this text that you will use to formulate your thesis. To complete this assignment, compose three thesis statements that you might use in your draft 1.1. You may write 3 statements which could be used in three different analytical papers, or try out different thesis statements for a single paper.
Choose ONE of the following five articles to analyze and write 3 thesis statements:
- "A Modest Proposal" by Jonathan Swift Click here (Remember: this text is satirical!)
- FDR's Inaugural Address Click here (scroll down, click on the first picture under the subtitle "First Inaugural Address," and read all 9 pages)
- "Virtual Friendship and the New Narcissism" by Christine Rosen in First-Year Writing on pages 321-8
- "Unmarried with Children" by Kathryn Edin and Maria Kefalas in First-Year Writing on pages 388-92
- "Iraq and the Democratic Peace: Who Says Democracies Don't Fight" by John M. Owen IV in First-Year Writing on pages 465-9
Some things the graders are looking for...
Scoring Guide: For brief assignment 4, you will apply four of the criteria listed on the critical thinking rubric: 1, 3, 5, and 7.
Criterion 1 – Issue Identification and Focus
Does the thesis clearly present the paper as a rhetorical analysis rather than a descriptive paper or a summary? Is the thesis sufficiently focused?
Criterion 3 -- Sources and Evidence
Does the thesis identify the author and title of the object of rhetorical analysis (the article)? Does the thesis offer a reasonable interpretation of the central purpose of the source?
Criterion 5 – Own Perspective
Does the student present a clear claim about how he or she will analyze the article? Does he or she list specific strategies the author of the article uses to make a point? In this section, you will want to be sure to examine the selected strategies carefully. How specific are the strategies? Does the student choose actual strategies (emotional appeal, elevated diction, allusion, sentence length, etc.)?
Criterion 7 – Communication
How well does the student do all of the above in regard to tone, style, word choice, and other writing conventions? Does the student communicate his or her purpose and perspective clearly to an intended audience?
-When you are working on your thesis statements: In addition to reviewing 3a-3c in St. Martin's (which you should have already read), also take a look at P. 162-4 in First-Year Writing. Although you are writing a rhetorical analysis (not a research paper) this chapter still has some helpful tips.
- In addition to the uses listed on pages 207-9 of First-Year Writing, you also need to be familiar with literary devices. Click here for a brief list. You are not limited to this list; these are just some suggestions. Using these two sources, you should create a specific thesis! If you just list "ethos, pathos, logos" in your thesis you will have points deducted for not being specific enough. Think: HOW does the author appeal to my emotions? Do they use imagery? Do they use personification?
-Remember that all 3 versions of your thesis statement should include: a brief summary of the author's purpose (Ask your self: What are they arguing? Is it effective?), the title of the article, the author's name, and at least 3 rhetorical devices (be specific!) that you will discuss in your body paragraphs. Remember what we said in class about the organization of your thesis matching the organization of your body paragraphs.
Brief Assignment 4: Developing Thesis Statements
Objective: To develop new strategies for writing a thesis statement.
Purpose: One key to writing a successful essay is to develop a focused thesis statement. This assignment will enable you to do so.
Description: For your draft 1.1, you will write a rhetorical analysis. See the description of Draft 1.1 for a discussion of what a rhetorical analysis is and what you will be expected to do. To create your thesis, you need to have the following: 1) one primary text (specified by your instructor) that will serve as the object of your analysis, and 2) the results of your close reading of this text that you will use to formulate your thesis. To complete this assignment, compose three thesis statements that you might use in your draft 1.1. You may write 3 statements which could be used in three different analytical papers, or try out different thesis statements for a single paper.
Choose ONE of the following five articles to analyze and write 3 thesis statements:
- "A Modest Proposal" by Jonathan Swift Click here (Remember: this text is satirical!)
- FDR's Inaugural Address Click here (scroll down, click on the first picture under the subtitle "First Inaugural Address," and read all 9 pages)
- "Virtual Friendship and the New Narcissism" by Christine Rosen in First-Year Writing on pages 321-8
- "Unmarried with Children" by Kathryn Edin and Maria Kefalas in First-Year Writing on pages 388-92
- "Iraq and the Democratic Peace: Who Says Democracies Don't Fight" by John M. Owen IV in First-Year Writing on pages 465-9
Some things the graders are looking for...
Scoring Guide: For brief assignment 4, you will apply four of the criteria listed on the critical thinking rubric: 1, 3, 5, and 7.
Criterion 1 – Issue Identification and Focus
Does the thesis clearly present the paper as a rhetorical analysis rather than a descriptive paper or a summary? Is the thesis sufficiently focused?
Criterion 3 -- Sources and Evidence
Does the thesis identify the author and title of the object of rhetorical analysis (the article)? Does the thesis offer a reasonable interpretation of the central purpose of the source?
Criterion 5 – Own Perspective
Does the student present a clear claim about how he or she will analyze the article? Does he or she list specific strategies the author of the article uses to make a point? In this section, you will want to be sure to examine the selected strategies carefully. How specific are the strategies? Does the student choose actual strategies (emotional appeal, elevated diction, allusion, sentence length, etc.)?
Criterion 7 – Communication
How well does the student do all of the above in regard to tone, style, word choice, and other writing conventions? Does the student communicate his or her purpose and perspective clearly to an intended audience?
Wednesday, September 14, 2011
Class 9/15/11
Things to keep in mind:
-If you did not find it already, MLA format is in chapter 16 of the St. Martin's ebook. Especially study 16b because it discusses in-text citations.
-Homework assignment - After you have read, complete exercise 3.2 (questions 1-5 in section 3c). Type directly into the boxes and when you are finished click "view notebook." Make sure all five answers are there, then click "email answers." Then type in your class section (1301.59 for 9:30am, 1301.62 for 11am) and my email (hannah.weems@ttu.edu). You must email this to me BEFORE our class on Thursday to get credit. It will count as your reading quiz grade for this week. P.S. There appears to be an error with St. Martin's and everyone's homework assignments are coming in as "RA" where your name should be. To fix this, put your name in the first box (#1 of exercise 3.2) right before your answer. If you have already sent it, resend it to me with your name so that you can get credit.
In class today we will...
-Go over new blog features
-Return the quiz from last class
-Go over the assigned reading: St. Martin's Handbook Part One, Section 3a-3c, "Exploring a Topic," "Narrowing a Topic," "Drafting a Working Thesis" (pp. 44-54); Part Three, Section 10h, "Moving from Hypothesis to Working Thesis" (p. 229); and Part Three, Section 15a, "Refiing Your Plans" (pp. 295 - 296).
-Have a class discussion about the purpose of a rhetorical analysis
-Analyze "What's a Girl to Read?" (P. 225-8 in First-Year Writing) as a class.
-Go over "go to section" box, index, note-taking, and highlighting in ebook
-Assigned reading for 9/15/11: St. Martin's Handbook Part One, Section 3a-3c, "Exploring a Topic," "Narrowing a Topic," "Drafting a Working Thesis" (pp. 44-54); Part Three, Section 10h, "Moving from Hypothesis to Working Thesis" (p. 229); and Part Three, Section 15a, "Refiing Your Plans" (pp. 295 - 296). If you are still having trouble navigating St. Martin's, look at the light green bar at the top of the page. In the "Go to section" box, type in "3a". It will go straight to section 3a. You can also do this for 10h, 15a, and future reading assignments.
-If you did not find it already, MLA format is in chapter 16 of the St. Martin's ebook. Especially study 16b because it discusses in-text citations.
-Homework assignment - After you have read, complete exercise 3.2 (questions 1-5 in section 3c). Type directly into the boxes and when you are finished click "view notebook." Make sure all five answers are there, then click "email answers." Then type in your class section (1301.59 for 9:30am, 1301.62 for 11am) and my email (hannah.weems@ttu.edu). You must email this to me BEFORE our class on Thursday to get credit. It will count as your reading quiz grade for this week. P.S. There appears to be an error with St. Martin's and everyone's homework assignments are coming in as "RA" where your name should be. To fix this, put your name in the first box (#1 of exercise 3.2) right before your answer. If you have already sent it, resend it to me with your name so that you can get credit.
In class today we will...
-Go over new blog features
-Return the quiz from last class
-Go over the assigned reading: St. Martin's Handbook Part One, Section 3a-3c, "Exploring a Topic," "Narrowing a Topic," "Drafting a Working Thesis" (pp. 44-54); Part Three, Section 10h, "Moving from Hypothesis to Working Thesis" (p. 229); and Part Three, Section 15a, "Refiing Your Plans" (pp. 295 - 296).
-Have a class discussion about the purpose of a rhetorical analysis
-Analyze "What's a Girl to Read?" (P. 225-8 in First-Year Writing) as a class.
-Go over "go to section" box, index, note-taking, and highlighting in ebook
-Go over MLA guide in textbook
Wednesday, September 7, 2011
Class 9/8/11 and BA 3
Today in class we will...
- Return the quiz from last class
- Discuss the assigned reading. Instructions: go to your ebook and click on the plus sign next to "Part 2 Critical Thinking and Argument." Then you will see chapters 7, 8, and 9 under it. Click on chapter 7, "Reading Critically" and read all of the tabs under it. You also need to read Ch. 9 (pages 201 - 230) in First-Year Writing.
- Discuss BA 3 and rhetorical analysis
- Return the quiz from last class
- Discuss the assigned reading. Instructions: go to your ebook and click on the plus sign next to "Part 2 Critical Thinking and Argument." Then you will see chapters 7, 8, and 9 under it. Click on chapter 7, "Reading Critically" and read all of the tabs under it. You also need to read Ch. 9 (pages 201 - 230) in First-Year Writing.
- Discuss BA 3 and rhetorical analysis
-Reading Quiz
Brief Assignment 3: Analysis of a Rhetorical Analysis
Purpose: To demonstrate your ability to understand what a rhetorical analysis is and to analyze its structure
Description: Many writers, in the academic setting and beyond, analyze other writers’ language to explore how effectively the language helps the writer make his or her point. This practice is called rhetorical analysis. Your task for this assignment is to analyze a rhetorical analysis in preparation for writing your own in draft 1.1. Your analysis should focus on the structure of the rhetorical analysis. To complete the assignment, write a 400-600 word essay in which you analyze the organization of one of the three articles below. Identify the author’s thesis, and then describe the organization of the essay. Describe how the paragraphs build the essay as well as how the sentences build the paragraph. Choose two examples of places where the author conducts close reading of quotations. What does the author say about the quotations, and how does the author’s analysis help him or her develop the paragraph’s topic sentence and the article’s thesis?
You should cite examples from the article to illustrate your points. Your essay should be in MLA format. (Please refer to section 16 of the St. Martins' Handbook for information on MLA citation) You must also include the author and title of the article in your introduction.
Choose from one of the following articles:
“Obama Reviews Thanksgiving History, or Are You Ready for Some Football” (Alexis Teagarden) http://silvertonguetimes.com/2010/11/26/obama-reviews-thanksgiving/
“‘Who, li’l ol’ me?’: Sarah Palin on Naivete and Credibility” (Matt Zebrowski) http://silvertonguetimes.com/2010/11/22/lil_ol_me/
“You Know Twilight Isn’t Really about Vampires, Right?” (Doug Cloud) http://silvertonguetimes.com/2010/12/03/twilight/
Some things the graders are looking for:
Criterion 1 – Issue Identification and Focus
Has the student focused on identifying and analyzing the pieces of the rhetorical analysis? Has the student answered all questions thoroughly?
Criterion 3 -- Sources and Evidence
Has the student supported the analysis with textual evidence?
Criterion 5 – Own Perspective
Is the student’s voice apparent throughout the evaluation? Has the student asserted his or her own views of the article's effectiveness?
Criterion 6 – Conclusion
Does the conclusion demonstrate the student's understanding of the genre of rhetorical analysis? Does the conclusion articulate the features that make the article a rhetorical analysis and evaluate the article's effectiveness?
Criterion 7 - Communication
How well does the student do all of the above in regard to tone, style, word choice, and other writing conventions? Does the student communicate his or her purpose and perspective clearly to an intended audience?
Brief Assignment 3: Analysis of a Rhetorical Analysis
Purpose: To demonstrate your ability to understand what a rhetorical analysis is and to analyze its structure
Description: Many writers, in the academic setting and beyond, analyze other writers’ language to explore how effectively the language helps the writer make his or her point. This practice is called rhetorical analysis. Your task for this assignment is to analyze a rhetorical analysis in preparation for writing your own in draft 1.1. Your analysis should focus on the structure of the rhetorical analysis. To complete the assignment, write a 400-600 word essay in which you analyze the organization of one of the three articles below. Identify the author’s thesis, and then describe the organization of the essay. Describe how the paragraphs build the essay as well as how the sentences build the paragraph. Choose two examples of places where the author conducts close reading of quotations. What does the author say about the quotations, and how does the author’s analysis help him or her develop the paragraph’s topic sentence and the article’s thesis?
You should cite examples from the article to illustrate your points. Your essay should be in MLA format. (Please refer to section 16 of the St. Martins' Handbook for information on MLA citation) You must also include the author and title of the article in your introduction.
Choose from one of the following articles:
“Obama Reviews Thanksgiving History, or Are You Ready for Some Football” (Alexis Teagarden) http://silvertonguetimes.com/2010/11/26/obama-reviews-thanksgiving/
“‘Who, li’l ol’ me?’: Sarah Palin on Naivete and Credibility” (Matt Zebrowski) http://silvertonguetimes.com/2010/11/22/lil_ol_me/
“You Know Twilight Isn’t Really about Vampires, Right?” (Doug Cloud) http://silvertonguetimes.com/2010/12/03/twilight/
Some things the graders are looking for:
Criterion 1 – Issue Identification and Focus
Has the student focused on identifying and analyzing the pieces of the rhetorical analysis? Has the student answered all questions thoroughly?
Criterion 3 -- Sources and Evidence
Has the student supported the analysis with textual evidence?
Criterion 5 – Own Perspective
Is the student’s voice apparent throughout the evaluation? Has the student asserted his or her own views of the article's effectiveness?
Criterion 6 – Conclusion
Does the conclusion demonstrate the student's understanding of the genre of rhetorical analysis? Does the conclusion articulate the features that make the article a rhetorical analysis and evaluate the article's effectiveness?
Criterion 7 - Communication
How well does the student do all of the above in regard to tone, style, word choice, and other writing conventions? Does the student communicate his or her purpose and perspective clearly to an intended audience?
Wednesday, August 31, 2011
Class 9/1/11 and BA 2
Today in class we will...
-Move to assigned work groups and seating (this will be your group and seat in my class for the rest of the semester)
-Discuss new attendance policy
-Discuss email and Raider Writer issues
-Discuss proper use of "writing concern box" and University Writing Center in more detail
-Discuss assigned reading: St. Martin's Handbook "Developing a College Vocabulary" and "Reading and Writing about Text (Pages 37-72). Instructions: This reading is only available in the electronic version of the handbook. If you have a hardback version you need to find someone in the class to share with. After you log-in to your ebook, on the right side will be various tabs for different chapters. The last tab says "WID/Critical Reading Skills" - click on it. You need to read all of the tabs under section 2, "Developing a College Vocabuarly," and section 3, "Reading and Writing about Text" (Pages 37-72).
-Critical reading/summary assignment in work groups
-Quiz
Brief Assignment 2: Summary and Paraphrase
If you are still having trouble understanding the difference between summary and paraphrase, please read pages 114-118 in your textbook, First-Year Writing. It is located in chapter 6, "Incorporate Source Material into Your Writing."
Your instructions:
Objective: To demonstrate your ability to summarize and paraphrase portions of a text.
Purpose: Summarizing and paraphrasing are important skills for academic writers. You will need to be able to condense other writers' ideas into your own words so that you can write research papers, analytical papers, argumentative papers, and other types of academic writing. In addition, summarizing and paraphrasing will help you prepare for the rhetorical analysis, where you will need to be able to succinctly state an author's purpose and discuss specific passages of an article. For this assignment, you will write both a summary and a paraphrase of a text. Use the discussion about summaries and paraphrases in Chapter 12 of The St. Martin’s Handbook to assist you in doing so.
Description, Part One, Article Summary
The following three articles are located in Ch. 11 of your textbook. To complete your article summary, select one of the articles from the list below OR use a different article chosen by your classroom instructor. Your summary of an article should follow the summary writing guidelines discussed in St. Martin's Handbook Ch. 12 [Ch. 14 in 6th edition].
Articles to summarize:
- Christine Rosen: "Virtual Friendship and the New Narcissism." First-Year Writing pp. 321-328
- David Crystal: "Texting." First-Year Writing pp. 333-338.
- Judith Keller: "Is PowerPoint the Devil?" First-Year Writing pp. 305-313
Description, Part Two, Paraphrase Assignment
After you’ve completed your summary, you will paraphrase a brief but complex passage from the same text. Your goal in this assignment is to restate the ideas of the passage in your own words and do so in a way that is readable and understandable. To complete this assignment, choose a passage from the texts above OR one selected by your instructor that is part of the text you summarized and paraphrase that passage. Identify the page number and paragraph number of the original passage (i.e. p. 474, paragraph 1) above your paraphrase so that your instructor can easily see the changes you have made to express the ideas of the passage in your own words.
Some things the graders are looking for:
Issue Identification and Focus
Author, text, and particular passage (if applicable) should be clearly identified at the beginning of both the summary and the paraphrase.
Context and Assumptions
Summary and paraphrase should show an awareness of the context in which the original piece was written.
Sources and Evidence
Writer's references to the source material should be both specific and accurate. Both this and the previous criteria should demonstrate the writer's understanding of the text being summarized and paraphrased.
Communication
The tone overall should be professional, with attention paid to the organization of the assignment, grammar, mechanics, etc. The student should not be inserting opinions or offering judgment as to the content of the summarized or paraphrased text.
-Move to assigned work groups and seating (this will be your group and seat in my class for the rest of the semester)
-Discuss new attendance policy
-Discuss email and Raider Writer issues
-Discuss proper use of "writing concern box" and University Writing Center in more detail
-Discuss assigned reading: St. Martin's Handbook "Developing a College Vocabulary" and "Reading and Writing about Text (Pages 37-72). Instructions: This reading is only available in the electronic version of the handbook. If you have a hardback version you need to find someone in the class to share with. After you log-in to your ebook, on the right side will be various tabs for different chapters. The last tab says "WID/Critical Reading Skills" - click on it. You need to read all of the tabs under section 2, "Developing a College Vocabuarly," and section 3, "Reading and Writing about Text" (Pages 37-72).
-Critical reading/summary assignment in work groups
-Quiz
Brief Assignment 2: Summary and Paraphrase
If you are still having trouble understanding the difference between summary and paraphrase, please read pages 114-118 in your textbook, First-Year Writing. It is located in chapter 6, "Incorporate Source Material into Your Writing."
Your instructions:
Objective: To demonstrate your ability to summarize and paraphrase portions of a text.
Purpose: Summarizing and paraphrasing are important skills for academic writers. You will need to be able to condense other writers' ideas into your own words so that you can write research papers, analytical papers, argumentative papers, and other types of academic writing. In addition, summarizing and paraphrasing will help you prepare for the rhetorical analysis, where you will need to be able to succinctly state an author's purpose and discuss specific passages of an article. For this assignment, you will write both a summary and a paraphrase of a text. Use the discussion about summaries and paraphrases in Chapter 12 of The St. Martin’s Handbook to assist you in doing so.
Description, Part One, Article Summary
The following three articles are located in Ch. 11 of your textbook. To complete your article summary, select one of the articles from the list below OR use a different article chosen by your classroom instructor. Your summary of an article should follow the summary writing guidelines discussed in St. Martin's Handbook Ch. 12 [Ch. 14 in 6th edition].
Articles to summarize:
- Christine Rosen: "Virtual Friendship and the New Narcissism." First-Year Writing pp. 321-328
- David Crystal: "Texting." First-Year Writing pp. 333-338.
- Judith Keller: "Is PowerPoint the Devil?" First-Year Writing pp. 305-313
Description, Part Two, Paraphrase Assignment
After you’ve completed your summary, you will paraphrase a brief but complex passage from the same text. Your goal in this assignment is to restate the ideas of the passage in your own words and do so in a way that is readable and understandable. To complete this assignment, choose a passage from the texts above OR one selected by your instructor that is part of the text you summarized and paraphrase that passage. Identify the page number and paragraph number of the original passage (i.e. p. 474, paragraph 1) above your paraphrase so that your instructor can easily see the changes you have made to express the ideas of the passage in your own words.
Some things the graders are looking for:
Issue Identification and Focus
Author, text, and particular passage (if applicable) should be clearly identified at the beginning of both the summary and the paraphrase.
Context and Assumptions
Summary and paraphrase should show an awareness of the context in which the original piece was written.
Sources and Evidence
Writer's references to the source material should be both specific and accurate. Both this and the previous criteria should demonstrate the writer's understanding of the text being summarized and paraphrased.
Communication
The tone overall should be professional, with attention paid to the organization of the assignment, grammar, mechanics, etc. The student should not be inserting opinions or offering judgment as to the content of the summarized or paraphrased text.
Friday, August 26, 2011
BA 1
Your instructions:
Brief Assignment 1: Pre-Semester Diagnostic
Objective: To identify potential weaknesses in grammar and mechanics for further study this semester
Purpose: Often, students realize that they have trouble with grammar and mechanics, but find it hard to learn to avoid those errors because they aren’t even sure what they are. This assignment requires you to take the pre-semester diagnostic and then to write a brief reflection in the form of a short essay about your score. You will also answer some additional questions about your writing experience prior to enrolling in ENGL 1301.
Description: 1. Please begin by telling readers what your score was on the diagnostic. 2. Then, write a few sentences in which you tell us what problems you've had with grammar in the past and what questions about grammar you'd like answered. Also, please write a few sentences in which you tell readers whether or not the score was higher or lower than you expected. After reviewing your results, and based on your previous writing experiences, which particular grammar elements would you like to focus on this semester? 3. Conclude this first assignment by telling readers a little about the writing you did in high school. Roughly how many papers did you write? What kinds of papers were they? Research-based, argumentative, analytical? What do you think your strengths are as a writer? Your weaknesses?
Your assignment should be about 300 - 350 words in length in the form of a brief essay.
The diagnostic may be accessed here.
NOTE: You may only take the diagnostic once, and you may not exit out and resume the diagnostic at a later time.
Some things the graders are looking for:
Grading the Assignment
Students need to take the diagnostic and then answer the questions posed by the assignment They must answer all questions in detail in order to receive full credit.
Rubric Criteria
Issue Identification and Focus
Writer should focus on diagnostic as well as previous writing experiences.
Context and Assumptions
Writer should provide discussion of his or her writing experiences prior to this course to contextualize whether the score was as expected or not.
Sources and Evidence
Writer should refer to specific questions and/or topics of the diagnostic (i.e. apostrophes, comma splices) and talk about specific past writing assignments or experiences.
Own Perspective
Writer should clearly state his or her own assessment of skills and experiences.
Conclusion
Writer should discuss items to work on in the coming semester
Communication
This is a reflection, so readers can generally expect use of first-person, but the tone overall should be professional, with attention paid to the organization of the assignment, grammar, mechanics, etc.
Tuesday, August 23, 2011
Welcome to 1301! Before our first class, please...
- Sign up with Raider Writer. You will receive an email to your TTU address with instructions for resetting your password and logging in to Raider Writer.
- Buy your textbook, First-Year Writing 5th custom edition (2011-12), and bring it with you to class.
-Buy electronic access to the Bedford St. Martin's e-handbook. You can do so by clicking here.
-Read "Course Overviews" located on pages xix-xxvii in your textbook, First-Year Writing.
-Read "Top 20" on pages 1-12 of the St. Martin's Handbook.
-Read my 1301 supplemental course policies.
- Buy your textbook, First-Year Writing 5th custom edition (2011-12), and bring it with you to class.
-Buy electronic access to the Bedford St. Martin's e-handbook. You can do so by clicking here.
-Read "Course Overviews" located on pages xix-xxvii in your textbook, First-Year Writing.
-Read "Top 20" on pages 1-12 of the St. Martin's Handbook.
-Read my 1301 supplemental course policies.
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