Burke 101 075

English 101. 075 — Composition (77426) Instructor: Rachael Burke FALL, Tuesday/Thursday, 1:30pm-2:15pm, Robinson A 125 Office: Robinson A 408 Office Hours: Tuesday/Thursday 12:30-1:15 (other times by arrangement) Email: rburke13@gmu.edu (Preferred contact) Welcome to English Composition 101!

This class is a piece of C.A.K.E. Communicating Academically with Kindness and Empathy This is a safe-space learning environment where learners of all backgrounds can come together to improve their composition and communication skills. This course is designed to help all of us, myself included, to engage the world around us with improved critical-thinking skills, acquire a better understanding of other world-views, and clarify the voice with which we express our own diverse opinions. In our classroom, we agree to treat each other with support and respect as we all seek to improve our skills. We will learn from each other, and we will help each other become better communicators. I am glad you have all agreed to join this course, and I look forward to working with you this term!

Course Goals In English 101, you will develop strategies to help you use writing as a tool for exploring and reflecting on your own ideas, as well as for informing, persuading, and interacting with your readers. This class should help you improve your abilities to read, write, and think, facilitating your learning beyond the classroom. You will develop techniques to support your writing, and learn appropriate technologies to assist your communicative goals. You will learn to listen to and collaborate with other learners while respecting the process of intellectual integrity. English 101 emphasizes writing as a rhetorical process: you will explore beneficial ways to break a text-based task into smaller steps such as generating and organizing ideas, investigating your topic, creating early drafts, seeking feedback, and revising. You will also focus on connecting, building, and renovating ideas. By focusing on your own writing and sharing the experience with a common community of supportive learners, you ultimately will improve your ability to adapt your writing to the needs of an audience or a situation, enhancing your ability to revise and edit your own writing.

General Education This course is part of the GMU General Education Program, which is designed to help students prepare for advanced work in their major field and for a lifetime of learning. For more information on the mission of the General Education Program, consult the University Catalog or visit the website.

Textbooks and Materials Barnett, Sylvan and Hugo Bedau. Critical Thinking, Reading, and Writing: A Brief Guide to Argument, Eighth Edition.

Boston: Bedford, 2014. Print.

Recommended Materials: Paper, pen/pencil, folder (any kind) Required Materials: Laptop (your own or checked out), electronic file storage device (compatible with .doc/.docx files) Course Tools (Blackboard) This class uses Blackboard technology for many assignments as a supplement to the course. I will demonstrate the use of Blackboard in the classroom (you will need MyMason access) so you can feel comfortable with this technology. Please be aware that you may be asked to turn in major papers via Blackboard’s Safe Assignment, and you will also be asked to complete Journals, Discussion Boards, etc. via Blackboard. Use of email is not a substitute for Blackboard submission except in extreme circumstance or by instructor approval.

Laptop Use/Laptop Days Please bring a laptop to class every day that we meet unless directed otherwise by your instructor. You may use your own laptop or check out a laptop for class use. To check out a laptop, please come to class 5-10 minutes early to receive a laptop pass and take it to Robinson A 104 along with your official GMU Student ID. You will be able to “rent” a laptop for class use.

Please note: if you use a “rented” laptop, please bring your own electronic file storage device Methods of Instruction Most class meetings of English 101 will be highly dependent upon student interaction. The instructor will act as a mediator and a facilitator of student discussion and will foster an environment where students can focus meaningfully on creating and sharing the thinking and writing process. Students may be asked to work individually as well as collaboratively as they investigate issues, practice writing strategies and techniques, learn research and critical reading approaches, and review their own and their peers’ ideas and writing. Students who attend regularly and stay engaged in class activities, who keep up with

2 all of the assignments, and who block off sufficient time each week for thoughtful drafting and revising usually succeed in this class.

Technology Policy This course encourages the responsible, ethical, and situation-appropriate use of technology in the classroom. Please be considerate of others (including your instructor) with your use of all devices. Smartphones, laptops, tablets, etc. should be used in a way that enhances and respects our classroom’s learning goals. Use of technology in a way that is distracting or disruptive will result in a loss of daily participation points.

Course Requirements and Grading Percentages 15% 20% 25% 10% 20% 10%

Essay 1: Composition and Perspective ~1000 words Essay 2: Analyzing Commercial Rhetoric ~1500 words Essay 3: Research: What is (Not) Normal? ~1500+ words Essay 4: “Oh, Questions of These Recurring” ~750 words Homework and Daily Work Class Participation (includes online and writing workshop)

Due: Due: Due: Due:

Completion Policy All Final Drafts must be accompanied by a First Draft. You must complete all major assignments (Papers and Presentations) to earn a “C” or higher. Note: Students must earn a C or higher (not a C-) as their Final Grade in English 101, or they must retake the course.

Extra Credit Extra Credit may be offered periodically (though limitedly) throughout the course and will not be used to show favoritism toward any particular student or student group. Points/Grade Improvements awarded for Extra Credit will be clearly defined.

No Extra Credit value shall allow a student to raise his/her overall course grade into a higher letter bracket if he/she has not met the course’s attendance and general work submission requirements. (If however, a student has satisfactorily attended class and turned all work in, then overall course grade may be raised.)

Percentage break-down of final grades Final grades are assigned as follows: A+ (100-97.5%); A (97.4 %-93%); A- (92.9-90%); B+ (89-87.5%); B (87.4-83%); B(82.9-80%); C+ (79-77.5%); C (77.4-73%); C- (72.9 -70%); D (69-60%); F (59% and below).

Midterm Grades In English 101, students receive a midterm letter grade based on the work of the first seven weeks of the course. The purpose of this grade is to help students find out how well they are doing in the first half of the course in order to make any adjustments necessary for success in the course as a whole. The work in the second half of the semester may be weighted more heavily, and so the midterm grade is not meant to predict the final course grade. Students may view their grade online as soon as it is recorded.

Course Grading Policy You should never feel like you are surprised by your grades in this class. You also shouldn’t feel like you are powerless to raise your grade, either: This class rewards improvement and the desire to learn, not perfection!

Here is a basic guideline that will help you better understand my grading system for papers: **A good paper is: 1)Perceptive, 2)Original, 3)Insightful, 4)Precise. Moreover, a GREAT paper demonstrates the desire to make a meaningful contribution to humanity. The more your paper exhibits these qualities, the higher your grade will be!

A (90-100): Paper is highly original and intellectually ambitious. Paper provides a clear and supported thesis and line of logic and/or demonstrates a high degree of creativity. Paper meets or exceeds any research requirements.

B (80-89): Paper presents a high degree of intellectual ambition and provides a clear thesis, but there are minor flaws in support and logic. Paper meets any research requirements.

C (70-79): Paper lacks intellectual ambition, perhaps relies too heavily on obvious or clichéd argument. Paper provides an unclear thesis. Paper fails to meet research requirements and/or relies too heavily on the opinions of a single source.

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3 D (60-69): Paper is completely unoriginal and demonstrates no intellectual ambition. Paper fails to provide a thesis, and the logic of the paper is severely flawed. Paper has numerous grammatical and mechanical mistakes that greatly cripple the paper’s clarity. Paper fails to meet research requirements and/or relies very heavily on a single source.

F: This is one of 3 papers. 1) The paper you do not turn in. 2) The paper that is completely off-topic. 3) The plagiarized paper.

Daily Work and Homework Grading Daily Work and Homework assignments will be assigned individual point values. Each assignment will be worth between 10150 points, depending on the length, difficulty, and critical quality of the assignment. These will cumulatively be calculated as a weighted portion (3020%) of your overall course grade. Partial credit will be awarded for assignments partially completed.

Submitting Class Work Assignments are due at the beginning of class on the due date or by the appointed Blackboard due date and time. Unless otherwise noted, all formal assignments should be typed using a standard font and size and double-spaced. You should keep all of your assignments as they are handed back to you. Please keep electronic copies of all typed work.

Late Work Policy Late work is work arriving after the TIME and DATE it is due. Because of the nature of this course, it is difficult to accept late work. There is a clear deadline for most assignments. If you need to turn in an assignment late due to special circumstances, please talk to me. The truth is: I need your papers ON TIME so I can give them back to you ON TIME in order for you to revise them ON TIME. Clear communication between student and instructor is the best way to avoid an unwanted late penalty.

Major Papers submitted late will be penalized -5 points for each day the paper is late unless prior arrangements have been made with the instructor due to extreme circumstances (illness, etc.). Homework/class assignment submitted past the due date/time will be penalized by 30% and will not be accepted more than one week late unless prior arrangements have been made with the instructor.

Class Participation Class participation counts for 10% of your total grade. I call this the “Effort Margin” because, well, effort counts. Effort might mean that you improve your writing skills greatly during this term. It might mean that you do more research than the minimum. It might mean that you help others by giving them quality feedback. Effort adds to the value of not only your own education but the value of the entire academic community. Effort matters.

More specifically: activities in each class will be assigned a point value (2-5 points per class). More interactive days (i.e.

Debate Days, Commercial Presentations, Group Discussions, etc.) will be valued more highly.

To receive full points throughout the term, please do the following: engage positively in a meaningful way in class activities; help create an atmosphere where we can all participate openly in discussion; listen with care; be willing to learn independently and collaboratively; be open to new ideas; be prepared for class activities; uphold intellectual and ethical integrity in the class’s online learning environment; act with integrity; treat others and yourself with respect.

Students who miss a class are responsible for turning in any required work, but will not be able to “make up” the missed participation in order to earn that day’s point(s). If you are frequently late, you may lose class-participation points. However, I would rather have you come late than not at all.

Inclement Weather Policy If the weather is bad, check the GMU website at http://www.gmu.edu and look for a scrolling banner announcing delays or closings. You can also sign up for Mason Alert to have university closures and other critical information e-mailed or texted to you.

If the university is closed for weather or other emergencies, check your Mason e-mail and our class Blackboard page for instructions and schedule modifications.

No-Shows I am not a teacher who shows up late, and I do not expect students to wait. If I am ever more than 15 minutes late and there is not an official note on the door or board, something exceptional has happened, so leave. I’ll send an email/make a Blackboard announcement later to explain.

Revision Policy

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4 You should never feel like you are surprised by your grades in this class. You also shouldn’t feel like you are powerless to raise your grade, either: This class rewards improvement, not perfection!

Because writing is a “process,” not a “product,” Paper #1 and Paper #2 will be graded twice (initially and upon revision) so that you will have a chance to improve your grade in response to my comments. If your paper demonstrates substantial positive change, you may receive a new grade.

There is no limit to how much your grade can improve in between a First Draft and Final Draft. However, revisions must clearly respond to instructor feedback (though a student needn’t accept all stylistic or subjective recommendations) or they will be returned with no grade change. Revisions must be submitted with all previous drafts, changes must be clearly visible (italics, highlighting, etc.), and Final Drafts must be submitted by the appointed due date.

Questions or concerns about the grading process or feedback must be addressed during the revision stage (not after Final Drafts are due).

Grading Feedback I promise to provide timely and thorough feedback on your assignments. For papers, this means you will usually receive them within a week of their original submission (if I require a longer grading period, I will directly express this so you can know when to expect your papers). I will also provide meaningful feedback. You will never simply receive a letter grade without an explanation. If you EVER have a question about a grade, you are ALWAYS free to ask me why you received that grade.

Composition Statement on Plagiarism Plagiarism means using the exact words, opinions, or factual information from another source without giving that source credit. Writers give credit through the use of accepted documentation styles, such as parenthetical citation, footnotes, or end notes; a simple listing of books, articles, and websites is not sufficient.

This class will include direct instruction in strategies for handling sources as part of our curriculum. However, students in composition classes must also take responsibility for understanding and practicing the basic principles listed below.

To avoid plagiarism, meet the expectations of a US Academic Audience, give their readers a chance to investigate the issue further, and make credible arguments, writers must

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put quotation marks around, and give an in-text citation for, any sentences or distinctive phrases (even very short, 2or 3-word phrases) that writers copy directly from any outside source: a book, a textbook, an article, a website, a newspaper, a song, a baseball card, an interview, an encyclopedia, a CD, a movie, etc.

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completely rewrite—not just switch out a few words—any information they find in a separate source and wish to summarize or paraphrase for their readers, and also give an in-text citation for that paraphrased information

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give an in-text citation for any facts, statistics, or opinions which the writers learned from outside sources (or which they just happen to know) and which are not considered “common knowledge” in the target audience (this may require new research to locate a credible outside source to cite)

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give a new in-text citation for each element of information—that is, do not rely on a single citation at the end of a paragraph, because that is not usually sufficient to inform a reader clearly of how much of the paragraph comes from an outside source.

Writers must also include a Works Cited or References list at the end of their essay, providing full bibliographic information for every source cited in their essay.

While different disciplines may have slightly different citation styles, and different instructors may emphasize different levels of citation for different assignments, writers should always begin with these conservative practices unless they are expressly told otherwise. Writers who follow these steps carefully will almost certainly avoid plagiarism. If writers ever have questions about a citation practice, they should ask their instructor!

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5 Instructors in the Composition Program support the George Mason Honor Code, which requires them to report any suspected instances of plagiarism to the Honor Council. All judgments about plagiarism are made after careful review by the Honor Council, which may issue penalties ranging from grade-deductions to course failure to expulsion from GMU. Students with Disabilities If you are a student with a disability and you need academic accommodations, please see me and contact the Office of Disability Services (ODS) at 703-993-2474. All academic accommodations must be arranged through the ODS. GMU Nondiscrimination Policy George Mason University is committed to providing equal opportunity and an educational and work environment free from any discrimination on the basis of race, color, religion, national origin, sex, disability, veteran status, sexual orientation, or age. GMU shall adhere to all applicable state and federal equal opportunity/affirmative action statutes and regulations.

Instructor note: Students will not face discrimination by this instructor on any bias. Students should regard this instructor (Rachael Burke) as a “safe person” and an advocate for student integrity, individually and collectively.

GMU Email Students must activate their Mason email account and check it regularly. For privacy reasons, all class-related emails will be sent only to students’ official GMU email addresses.

Important Dates • Last Day to Add a Course: September 2 • Last Day to Drop a Course (67% Tuition Penalty): September 26 • Selective Withdrawal Period: September 29 -October 24 The University Writing Center Website: http://writingcenter.gmu.edu Appointments: http://writingcenter.gmu.edu/owl/index.html Location: Robinson A114 Use the Mason Library Librarians in the Fenwick and Johnson Center libraries (and at the libraries on our Arlington and Prince Williams campuses) are available to help you with your research. Show up with your assignment and specific questions or assistance needs or contact the library by phone or online. The library’s website offers tutorials and research resources and databases that we’ll use throughout the semester.

Major Essays Essay 1: Composition and Perspective ~1000 words For this essay, you will be working with at least one of the following works: • Raymond Carver’s “Popular Mechanics” • George Saunders’ “Sticks” • Christopher Nolan’s Memento Often, the stories we create and understand—as authors, readers, viewers, editors, memory-builders, etc.—are compositional products of our very specific perspectives. In this discussion, you will be explaining how compositional choices influence/are influenced by relational perspective. More specifically, you will be describing how we influence meaning by “putting things together” (composing) in a particular way. Expanding upon our class discussions surrounding the listed works and drawing from your own experiences, you will use this essay to explore the concept of “meaning”.

This essay will perhaps discuss:

1) 2) 3) 4) 5

The compositional techniques inherent to an author’s writing/editing style How those techniques operate inside the text to achieve a particular purpose* How the story would be a different story if the author/director had chosen to change his compositional approach What this story tells you about the power of compositional choices.

6 5) How does our perspective shape our understanding of a particular piece? Is bias inevitable? Do skilled authors/directors manipulate bias? How? *Note: Many techniques are interdependent and interrelated. It is acceptable to focus on one aspect, in particular (in depth), or explore several, connectedly. I would suggest that you pick the most impactful technique(s) and discuss it/them. However you approach this essay, you will need to use specific examples from your chosen text(s) to develop your writing.

Paper 2: Analyzing Commercial Rhetoric~ 1000 words Put your money where your mouth is!

This paper will serve as a companion essay for your Commercial Rhetoric Presentation. You will choose a (television or internet) commercial and analyze how that commercial (and it’s contingent company/campaign/etc.) attempts to persuade it’s audience. The goal is to locate the argumentative/rhetorical strategies employed by the commercial’s creators.

To successfully evaluate your commercial, your essay might engage some of the following questions:

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How are ethos, pathos, and logos employed in the commercial’s rhetorical strategy?

What is the commercial’s target audience?

How does the commercial combine visual, aural, and verbal cues to manipulate viewers?

What “idea” is the commercial selling in order to “brand” the company?

Which techniques are most/least effective in this particular commercial?

How “transparent” would the rhetorical strategy be to a home-viewer?

Into what commercial genre would you place this commercial?

Would this commercial make viewers buy something?

How does this commercial fit into the archive of collective media? Is it capable of shifting our perception in any way?

Does it transcend its brand or genre? Or is it mediocre (or less) in its rhetorical delivery?

You will need to give context to your commercial and the company producing it, especially if it represents a foreign market.

To do this responsibly, you should research your commercial’s background (as necessary) and provide appropriate documentation adhering to MLA guidelines.

You will be given a handout and rubric to help guide you during your presentation. Feel free to use notes and feedback from your presentation session to help in the development of this essay.

Paper 3 (Formal Research Essay): What is (Not) Normal? ~1750+ words What is Normal? This is a question that defines us. Plagues us. Marginalizes us. Includes us. Distributes us. Comforts us.

Scares us. Socializes us. Intrigues us. And more….

Continuing our conversation with the concept of “perspective,” you will use this essay to research, re-examine, and redefine the idea of “normal.” More narrowly, you will aim your conversation toward a particular culture or cultural sub-set of your choosing and definition. Because the concept of culture, itself, varies widely, you will need to use research and argument to help set clear boundaries on the culture you have chosen to examine and explain how these boundaries have shaped the idea of “What is (Not) Normal?” within this cultural context.

Example/ Sample Concept: As humans, we are made to feel. Sociocultural groups of all kinds evaluate emotion and emotional expression in innumerable ways. Some cultures—such as the small Kingdom of Bhutan with their “happiness index”—place supreme emphasis on positive feelings. Other cultural groups—my own family, perhaps—believe that negative feelings like sadness and depression

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7 are an inevitable and character-building part of human existence. So who is right? Are the people of Bhutan really THAT happy? Or am I abnormally sad?

In recent years, Bhutan’s “Happiness GDP” has been used to present the claim that absolute happiness is an achievable state (literally). I find this concept problematic: I think it presents Bhutan as a false utopia, thereby denying the Bhutanese people’s intrinsic humanity. It also leads the rest of us to feel like emotional failures. In this discussion, I intend to argue that it is normal for most humans feel a range of relatively similar emotion, regardless of cultural context. Using the Kingdom of Bhutan as the normative standard for my discussion, I will explain how outsiders have misunderstood the “happiness index/GDP”, prompting us to see the people of Bhutan as abnormally happy and/or viewing ourselves as abnormally depressed. Ultimately, I hope to prove that, while Bhutan might hope to achieve a higher degree of wellbeing within their community, they are no more/less capable of feeling every emotion that defines mankind. By better understanding the “happy” Bhutanese, I believe I can better understand my own relationship with normativity and emotion.

This essay should consider the following:

1. Choose a cultural context you wish to explore. Clearly define this social context and provide parameters for your research discussion. Explain why this “culture” provides a valid platform for your discussion of normalcy. Why is the cultural situation you have chosen a valuable one for understanding broader implications about how we understand cultural normativity, in general.

2. Present the question, “What is (Not) Normal?” within the framework of your own documented research surrounding a topic you have further explored. To do this effectively, you will need to explain what is categorically normal and not normal (and why), providing supporting and rational evidence. Look at a behavior, trend, tradition, anomaly, personality trait, custom, fashion, accent, belief system, etc. and evaluate its normalcy (or not) by placing it in cultural context.

3. Develop a (hypo)thesis in which you present YOUR ARGUMENT. *This step is crucial. Perhaps you are recommending greater social awareness; perhaps you are overturning the idea of normal vs. not normal; perhaps you are arguing that there is no such thing as (not) normal. Whatever your argument or line of questioning, you must do something meaningful with the knowledge you present.

This paper will require both research and rhetorical skill to be effectively written. In its Final Draft, this paper should endeavor to adhere completely to MLA format. You will be expected to compile a Works Cited page with no less than 7 documented Secondary Sources, and 3 of them must be Scholarly Sources. You may use more sources if you wish, and these may be of any type.

Paper 4: “Oh, Questions of These Recurring” ~750 words Life, like the writing process, is often recursive. We find ourselves asking the same questions over and over and over…. For some of us, this process frustrating. For some, liberating. For others, confusing. For some, simply existential.

In Walt Whitman’s “Oh, Me! Oh, Life!” the speaker uses a series of rhetorical questions, pointing toward a very human challenge: there are more questions than answers. And our tendency to return to the same problems—our need for reexamination—can often lead us to feel a bit unfulfilled, unfinished. As if our life is a perpetually under revision.

Yet, according to Whitman, this type of tenacity is what defines our humanity and our progress.

This essay should contemplate the following:

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Using Whitman’s poem as a springboard for your own contemplative discussion, explain how, as “the powerful play goes on” you intend to “contribute a verse”—what does this mean to you?

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How has understanding the idea of revision (and re-vision—seeing something from a new perspective) in writing,

8 reading, and thinking helped you better understand revision of yourself? In other words, how has asking questions and making changes helped you shape your verse?

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Explain how “working with the words on the page” has helped you “work with the self on life’s stage.” For example: How do you decide what to keep and what to let go? How do you decide what works and what doesn’t? How do you know when something is good enough to share and when something should never be seen? These are questions we ask ourselves about both writing and our identities.

Tentative Schedule **Please consult course Blackboard page for schedule updates and changes.

Date 8/26

8/28

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9/2

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9/4

9/9

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9/11

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9/16

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In-Class Activity/Discussion Welcome and Introduction to Course “Boxes and Paradoxes”: How our relationship with words can change our perspective.

Watch: RSA Short and RSA Animate: “Empathy” Conduct an oral and written partner interviews “Hello! “His/Her Name Is…” Conversation as a Writing, Speaking, Thinking, and Researching Tool Ted Talk, Sherry Turkle’s Connected, but alone?

Minimalism, Memory, and Mistakes Form and Function in reading and writing

Ted Talk, Elizabeth Lofton’s The Fiction of Memory Paper 1 Handouts w/ Brainstorming Conversation Owning your own writing Discussion: Introductions Planning, Drafting, and Revising an Argument Understanding the nature of a (hypo)thesis Writing Development Day In-Class Peer Editing

Readings (before class)

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“The Flight From Conversation” (pg.

136)

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Raymond Carver’s Popular Mechanics (On Blackboard) George Saunders’ Sticks (On Blackboard)

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Writing/ Homework / Reminders • Compose a list of 5 interview questions designed to help us get to know something “true” about someone else in the class (your interview partner).

• “Ideal Conversation”

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Watch Memento Blackboard Discussion Board (Bias and Constructed Perspective)

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Paper 1 Development Sheet (ideas may change/evolve, but must show significant brainstorming)

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C,T,R,and W (pg. 228238)

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Work on rough draft of Paper 1

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6 Tips for Reading w/ a Writer’s Eye (On Blackboard)

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You must bring an adequately completed Rough Draft to class

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9/23

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9/25

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9/30

10/2

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10/7

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10/9

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10/14 10/16

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10/21

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Argumentative Writing: “The Tao of Conflict” Argumentative Structure, Rhetorical Fallacies, Self and Audience “For the sake of argument, let’s say….”

Understanding rhetorical spaces

MLK’s “I Have a Dream” Malcolm X’s “The Bloodless Revolution” “By Any Means Necessary” Writing as Speech/Speech as Writing Word Choice, Metaphor, Persuasive Language

9 C,T,R,and W (pg. 238260)

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“Protecting Freedom of Expression on the Campus” (pg. 69) “Ethos, Pathos, Logos” (On Blackboard) Blackboard Link: “Rhetorical Strategies”

Explanation of Paper 2 (w/ Presentation) Analyzing Commercial Rhetoric and Argumentative Strategy: “Just Do It” or “Find Your Greatness”?

Visual Argument Evaluating Popular Sources, Applying Limited Research Columbus Day Recess: No Class Student Presentations: Analyzing Commercial Rhetoric and Argumentative Strategy Presentations cont.

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Writing Development Day Creating Rhetorically Dynamic Conclusions

Argument, Counter-Argument, Argument Reframing The power of “If” and the subjunctive mood Apple Commercial: Intertextuality and the Rhetorical Question Using Sources to Decode or Create an Argument

(paper or e-file) to receive participation credit.

Paper 1(First Draft) Due via Blackboard by 6PM

Watch on Blackboard: Ted Talk, Rory Stewart’s Why Democracy Matters; Complete Blackboard Journal “Rhetorical Strategies” Link

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“Executions Should Be Televised” (pg. 53)

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Paper 1(Final Draft) Due via Blackboard by 6PM (Must attach First Draft) In-Class Reading Quiz

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“A Rhetorician’s View: Rhetorical Analysis of Nontraditional Texts” (pg. 404-419)

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In-Class Reading Quiz

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Choose Commercial for “Analyzing Commercial Rhetoric” Presentations Complete “Commercial Rhetoric” Worksheet (to be turned in when you present) Note: this will serve as your rough draft of Paper 1

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Presentations cont.

10/28

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Revision as Re-Vision Revision Strategy Effects of Revision

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Mark Ronson’s How Sampling Transformed Music Matt Ridley’s When Ideas Have Sex How to Plagiarize “Responsibly” Stealing=Bad, Sharing=Good

11/4

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Writing Development Day Integrating Sources

11/6

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11/11

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“Good vs.…”

Complex (hypo)thesis vs. Confusing Thesis Explanation of Paper 3 (Research Paper) Individual Writing Conferences

11/13

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Individual Writing Conferences

11/18

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Methods of Research: Questioning, Collaboration, Discovery, and Innovation Explanation of Purdue Owl Source Types Reframing the (hypo)thesis as a rhetorical question Methods of Research: Questioning, Collaboration, Discovery, and Innovation Using the Library’s Research Portals Wikipedia Writing Development Day/Peer Review Evaluating and Working w/ Sources Arranging Information

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11/25

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“What’s Up With That?: Why It’s So Hard To Catch Your Own Typos” (On Blackboard) “Why the Pledge of Allegiance Should Be Revised” (pg. 56)

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Violent Media is Good For Kids (pg. 199)

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Paper 2 (First Draft) Due via Blackboard by 6PM Bring section of Paper 2 YOU believe needs revision.

Discussion Board: Peer Review (Due 11/4 by MIDNIGHT) Paper 2 (Final Draft) Due via Blackboard by 6PM

Bring writing sample / prepared questions Bring writing sample / prepared questions

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Reading TBA

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Watch MLA Citations Tutorial on Blackboard and complete Quiz

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Reading TBA

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Submit Working Bibliography via Blackboard Journal

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You must bring an adequately completed Rough Draft to class (paper or e-file) to receive participation

11/27 12/2

12/4 12/10

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11 Bibliography Check Thanksgiving Recess: No Class Introduce Paper 4 Review the purpose of rhetorical inquiry Presenting Your Research Presenting Your Research Final Exam Period (1:30-4:15PM)

credit.

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Walt Whitman’s “Oh, Me! Oh, Life!”

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Paper 3 Due via Blackboard by 6PM

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Final Paper (Paper 4) Due via Blackboard by 4:15PM