Week 2: Weekly Lesson Plan August 27th – September 2nd All Assignments for Week #2 must be completed by Saturday, 9/2/2017 at 11:59pm. The Statue of Liberty on the man-made

Week 2: Weekly Lesson Plan August 27th – September 2nd All Assignments for Week #2 must be completed by Saturday, 9/2/2017 at 11:59pm. The Statue of Liberty on the man-made island of Odaiba in central Tokyo – 2013 Lecturettes: · 2.1 Warrants/Reasons · 2.2 The Rhetorical Situation continued · 2.3 Dead Topics · 2.4 The first essay assignment · 2.5 Pro Tip of the week Assigned Readings: · – Audio Lectures with slides. Find under “Week Two Class Notes.” Watch/listen to 6:30 or the first five slides. · – Audio lecture with Slides. Find under “Week Two Class Notes”. · Pp. 100-105 in the textbook · – Ravitch – pp. 105-112 · – Gatto – pp. 114-122 · – See essay assignment below Assignments: · Discussion Thread Responses: While there is no exact minimum number of posts, you should respond to other students and my original post in each thread in a meaningful way, and a minimum of four days of posts during the week. o Rhetoric and Readings thread o Essay thread As you may recall from last week, Warrants are a general principle or assumption that establishes a connection between the data (support) and the claim ( warrants/merits me saying this?). A simple way to think of reasons is to bring to mind the last movie you saw. Did you like it or not? are your reasons for that opinion? (I.e. the action, the acting, the emotional scenes, or whatever). In academic writing, your reasons should be stated in a map alongside the thesis at the end of the introduction. Hence, a sample thesis and map for the film example: is not a very good movie because of the unnecessarily long runtime, the shifts in tone, and the plastic look of the high-frame-rate cinematography. The yellow part is the thesis (topic= , Opinion/point = not a very good movie). The map that follows in green contains the reasons and outlines what the three body paragraphs/sections will be about in turn. The map reasons should match the topics and order of topics of the body of the essay. With map points, you want to briefly forecast the supporting reasons and avoid too much detail. If the map points are too detailed there starts to be development for a topic in two places in the essay. Instead, briefly forecast each point and then save the development of the point for the body of the essay. Warrants reflect our personal experience and our participation in a culture. As a result, THE AUDIENCE MAY NOT ALWAYS AGREE WITH THE REASONS OR ASSUMPTIONS OF THE WRITER. remember that we all come from different backgrounds and have diverse values, thus we need to treat the opinions of others with respect. After all, as has been mentioned, a thesis states your opinion on a subject. Since a thesis has to be arguable, reasonable people can disagree with you and argue something different about the same topic. This is the essence of an academic argument. Someone else can make a different argument about something. If there is only one correct point of view on a subject, then it is not an argument, but a fact, and the approach doesn’t work. Last week, we looked at the rhetorical situation briefly. Now, we are going to look at the situation a little more in depth. The example I am using is an article from on organic farming. Audience – The audience for an article is the people the author had in mind as the target audience when writing the piece. This is never “everyone,” “Facebook users,” or “Americans,” as these are far too broad. Figuring out the audience for a text can require some research. For an article like this from a specific place like , the first thing that limits the audience in some way is readers of this particular publication. Based on my knowledge of this publication, I would say their readership is generally educated and interested in literature, politics, and foreign affairs. The ads imply a well-off readership as well since Rolex and fancy clothing and car brands advertise. Of course, when looking at the website of a publication these days, the ads are usually targeted to you personally, so this might not be a fruitful approach. The magazine also aims to be politically moderate. The way something is written also works at narrowing the audience. Targeted at this readership, the diction, sentence structure, and subject matter also reflect this. Based on the relatively advanced vocabulary and the complex concepts relating to this kind of farming, I could also argue that the intended audience has a base knowledge and interest in organic foods. Purpose – Is the purpose to inform, persuade, or something else? The purpose here is to inform readers about the challenges of organic farming, but also in some ways to argue for the benefits of organic foods. Context – The first level of context and where you should start is what type of writing is this (magazine article, a story, a newspaper article, a scholarly book, etc.). The context can also be the context of the particular publication, but also the current societal debate on the given issue. For example, a current article on something like taxes will be tinted by the current political climate during the recent election cycle. With the organic-foods article, the context is the current rise of that type of farming, as we see more and more organic foods in places like Wal-Mart alongside more traditional outlets like Whole Foods. That being said, the type of writing is where you should start when discussing the context of something. When writing essays in this class (or any class), generally avoid what Mauk (2016) calls “dead” topics (p. xxii). Basically, these topics are often already set in stone, such as texting while driving, motorcycle helmet laws, or seatbelt laws. With some of these topics, we have agreed as a society that, for example, texting while driving is a distraction and is a bad thing. These have often also been established beyond a reasonable doubt scientifically. Reasonable people agree that texting while driving is a bad idea, but a lot of us still do it. With other “dead” topics, the debate can be so heated and the sides so entrenched in their positions that it is difficult or impossible to add anything meaningful to the discussion. In Mauk’s (2016) words from the book , Student writing is often stiffened by the popular-but-distant topics of the day: gun control, abortion, cloning, cell phone use, and so on. Of course, for some students, these topics intersect with everyday life, but for the vast majority, they are glorified encyclopedic preformulations. They offer no possibility for new connections, no possibility for radical rethinking, no hope for discovery, and no exigence whatsoever. They are dead. (p. xxii) Therefore, avoid any topics that fit the criteria above. This can include, but is not limited to abortion, gun control, prayer in public schools, the death penalty, seat-belt or helmet laws, texting laws, smoking bans, marijuana legislation, gay marriage, and many, many others. If you have any questions or concerns about a topic you are considering choosing, email me any time. Select an issue on which you have a clear position (read: opinion). In a writing between 900 and 1200 words, explain and defend that position. This issue must be related to one of the we’ll cover in our readings this term, listed in further detail below. The issue should also be , which means that a position on the dangers of texting while driving is not appropriate for this assignment (See “dead topics” above). A more debatable topic, such as whether Facebook harms our lives, would be more appropriate. ever you choose, you’re going to spend a lot of time and energy with the topic, so make it something you care about. Your purpose, as you may have guessed, is to . Your audience has a general awareness of your topic, but hasn’t yet formed an opinion. For this argument, success can mean anything from convincing your audience completely to moving the audience slightly closer to your view to simply stirring in your audience a willingness to consider your position as valid. While there is no required research component to this essay, keep in mind that this paper will be expanded further later in the semester into a full-blown researched essay. This means that you must select a . Also, you may consider conducting some preliminary research to establish a strong foundation for the presentation of your ideas. A successful position essay has a narrow focus, and research is often the key to narrowing that focus. The tendency and, perhaps, the easy option here, is to select a very broad/general topic. However, this will rarely lead to a successful essay. Therefore, be careful with broad topics like “social media,” “technology,” or “education.” Think of ways to narrow the chosen topic in some way in order to figure out what it is you want to say about it. For example, the “technology” topic is enormous and can include things like social media, self-driving cars, AI, the singularity, job losses from automation, and a million, literally, other topics. Therefore, choose a subtopic to focus on. Social media is smaller than technology as a whole, but is still a huge topic since this encompasses facebook, which is different from YouTube, which is different from Twitter, which is different from a dating site, which is different from… Even something smaller like facebook is a very broad topic on its own since I (a middle-aged English instructor) use it very differently from my elderly, retired father or my ten-year-old nephew. Thus, focus your topic to something much smaller and figure out what you want to say about that smaller topic. (intro on pp. 101-105) How is our view of education tied up with the idea of the American Dream? are the causes and effects of recent negative views on public schools/teachers? factors affect whether education leads to empowerment? How does education shape identity? (intro on pp. 214-218) To what extent is technology a marker of progress? shapes the American belief in (or suspicion of) technology? How does it alter our sense of self to be constantly “plugged in”? How does technology affect topics like communication, jobs, privacy, critical thinking, or civil liberties? (intro on pp. 346-350) are the causes and effects of the American focus on the individual? To what extent does hard work guarantee success in America? How has social class been linked to the perception of moral success or failure? (intro on pp. 568-571) is implied in the image of a melting pot as a metaphor for a multicultural nation? social or practical factors affect harmony and equality within a diverse America? role have race and ethnicity played in the American experience? is behind the fear of difference? is our relationship to food? How do food issues relate to health care, the environment, jobs, and/or so on? Related issues can include food labeling (nutrition, calories, and ingredients), fast-food jobs, and/or safety, for example. do our consumption habits tell us about ourselves and our identity? Related issues can include jobs, production, the environment, social class, and so on. Position Essay Assessment Rubric 70 pts. The   argument benefits from a clear, concise, and highly inventive thesis   statement which establishes an arguable viewpoint in the first paragraph. The   focus is consistently maintained throughout the task of persuading readers to   change. 20 19 18 The   argument benefits from a clear and creative thesis statement which   establishes an arguable viewpoint in the first paragraph. The focus is   largely maintained throughout the task of persuading readers to change. 17 15 13 The   argument has a thesis statement which is not particularly original, yet is   easily found. The thesis does not establish an arguable viewpoint and does   not serve to guide readers through the task of persuading them to change. 11 9 7 5 The   argument has no thesis statement and/or the thesis does not establish an   arguable viewpoint and/or the text is plagiarized. The essay lacks a guiding   focus for the task of persuading readers to change. 3 1 0 The   main focus is developed through a variety of authentic, original, and   engaging supporting points to logically substantiate the argument(s) and   demonstrates awareness of potential counterarguments. 20 19 18 The   main focus is developed through several authentic supporting points to   logically substantiate the argument(s) and demonstrates awareness of at least   two potential counterarguments. 17 15 13 Attempts to develop the main focus through   supporting points may not logically substantiate the argument(s). One   potential counterargument is mentioned but without adequate development. 11 9 7 5 Few   attempts to develop the main focus beyond general statements. Supporting   points may not logically substantiate the argument and/or may be off topic   and/or plagiarized. No counterarguments are acknowledged. 3 1 0 The   argument exhibits a clearly identifiable and highly effective strategy for   organizing and presenting the position through purposeful topic sentences and   cohesive transitional devices. Paragraphs exhibit a logical flow with no gaps   in consistency. All supporting evidence is explicitly related back to the   thesis. 10 9 The   argument exhibits an identifiable strategy for organizing and presenting the   position through purposeful topic sentences and cohesive transitions.   Paragraphs exhibit a logical flow with only a few gaps in consistency. Most   supporting evidence is linked explicitly back to the thesis. 8 7 6 The   argument attempts a basic and formulaic strategy for organizing and   presenting the position through topic sentences. Transitions are basic and highly   predictable. Organization within paragraphs exhibits gaps in consistency. 5 4 3 The   argument makes no attempts at a strategy for organizing and presenting the   position. Few, if any, transitional devices are used. Organization   within paragraphs exhibits serious gaps in consistency. Supporting evidence   is off topic. 2 1 0 The   text is stylistically interesting, containing a variety of skillfully   constructed sentence structures. Word choice is intentional, inventive, and   purposeful. Vocabulary is sophisticated and well-suited to the rhetorical   situation. 10 9 The   text flows through the use of varied sentence structures. Word choice is   intentional and purposeful. Vocabulary is appropriate for the intended   audience and purpose of the argument 8 7 6 The   text attempts an authorial voice, although inconsistently. The text is either   unduly wordy or distractingly choppy. Little variety in sentence structure   negatively impacts communication potential. Word choice is basic and   functional rather than appropriate to the rhetorical task. 5 4 3 No   attempts at authorial voice are evident. The text is either unduly wordy or   distractingly choppy. Little variety in sentence structure negatively impacts   communication. Word choice is basic and general and not at all appropriate   for the rhetorical task. 2 1 0 The   text is completely free of distracting sentence-level mistakes and reflects   effective revision/editing practices. APA conventions (formatting, citation, and documentation) are followed   consistently and correctly throughout the text. 10 9 The text is largely free of distracting   sentence-level mistakes and reflects attention to revision and editing   practices. APA conventions (formatting, citation, and documentation) are   largely followed throughout the text. 8 7 6 Noticeable   errors and mistakes in spelling, grammar, and/or punctuation distract from   the meaning. Prevalent problems with sentence structure impact communication   potential. APA formatting, citation, and documentation are attempted, though   not always successfully. 5 4 3 Serious   sentence-level errors (such as SF, RO, CS) negatively impact meaning and   communication. No attempts at basic APA formatting. Serious lack of effort to   revise and edit is apparent and/or the text is   plagiarized. 2  1 0 In academic writing, when describing events in real life that happened in the past, they should be described in past tense. However, events that happen in a book or film, even if that book or film is decades old, should be described in the present tense. Characters and events in films and books are stuck in a time warp, forever doing whatever it is they are doing. Similarly, when discussing writers in writing, we should also stay in present tense. If I changed these last examples to past tense and state that “Dalton made the argument that…” or “Pollan argued…” it would sound as if they no longer argue or make this particular point. However, that piece of writing is forever making that argument even if the author has changed his or her opinion since then. However, if we are writing about the act of writing something, then that should be past tense. Contrasted with material in the book: ���HҖa

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