Sample Thesis and topic sentences:
Ex. 1
So the question is should we build more prisons so that we can hold more people or should we start killing the people that are in there for life?
-First, let's talk about what prison really is.
-Most prison cells consist of a very small room that has a bed, sink, and toilet in it.
-Not only do prisons sound dirty and really uncomfortable, they may also be very painful to some prisoners.
-People say that living in prison isn't even worth living.
-Prisons all over are overcrowding.
-The best choice would be to kill that people that are sentenced to prison for life.
-Although the prisoner's families are not the most important factor in what they decide to do about the overcrowding, it is still a factor.
-Another factor is the cost it will be to kill them.
-One of the biggest factors with killing the prisoners is what will they do with their bodies.
-If we were to decide to build more prisons across the world there could be many problems with it.
-Besides how much money it costs us as tax payers also think about where they are going to build these prisons.
-Another factor with building more prisons is that it is going to take a good chunk of time to build all of these prisons and with at the rate that it is going we will have to keep building forever, which will just take more time and money.
-People can argue both ways about what decision is better.
-If we were to build more prisons, they could argue how we don't have the space and that they don't deserve more prisons for them to make it more comfortable if it is their own faults they are in there.
-In conclusion, I think it will be better for us to kill the prisoners that are sentenced for life.
Ex. 2
During his arrest, Moore stated, "Life is like a video game; everybody has to die sometime." (Bradley CBS News)
-Parents and educators first began worrying about the effect that video game violence has on our youth after the Columbine shooting incident and, following that, the outbreak of school shootings across the Unite States in recent years.
-Video games first entered the mainstream media in 1971.
-One reason that this has proven difficult is because the gaming industry, lawmakers, parents and children argue that many popular video games and gaming systems are not harmful to children.
-The problem is, however, that not all families play video games together.
-As video games become more interactive, more concerns are raised.
-This has prompted numerous research studies to be conducted to examine whether or not exposure to violent video games increases, decreases, or has absolutely no effect whatsoever on aggressive behavior in adolescents.
-However, statistics in juvenile crime rate also show that while the number of overall juvenile crime is decreasing, certain types of juvenile crime are increasing.
-In an opposing view study also conducted in 2006, researchers had children play a violent video game entitled Quake II and recorded measurements of anger before, during, and after playing this video game (Unsworth, Devilly and Ward 383).
-What the critics of stricter video game regulations cannot ignore though are top research groups who have begun to contradict their claims at an alarming rate.
-Another argument against legislation being proposed to limit access to violent media is that it is a violation of parental rights.
-By being swayed to this way of thinking, we are assuming that all parents have sound judgment and spend enough time with their children to know how each one will react to each violent game that they play.
-Unfortunately, lawmakers have not been very successful in their attempts to pass legislation that would enforce stricter video game regulations and prohibit the sale and play of violent video games for youth under the age of 18.
-It is time for a federal law to be placed into action that will protect our children from the negative effects of violent video games and empower parents with the correct knowledge about the ratings systems the gaming industry uses.
Thursday, March 25, 2010
Rating Thesis Statements
For each of the sample thesis statements below, rate using the 1-3 scale described below, and make a short note as to why you would give it that rating. We will discuss as a class.
3 = a strong thesis statement with the tension that will give the essay direction and be clear to readers (PURPLE)
2 = a thesis statement that is flawed but has potential and could be improved (YELLOW)
1 = a thesis statement that is bad in one or more serious ways (GREEN)
1. Alcohol and drug addiction are both diseases.
2. I believe that the random-drug testing policy in high schools should be allowed because it will motivate students by turning them into the right direction, it is effective in reducing student drug use, and will help prevent athletes from using illegal substances to enhance their performances and will show their own ability versus them using drugs or steroids.
3.I feel that Head Start needs to expand more because children gain so much while attending. Being such a powerful country that we are, you would think that more people would want the best for everyone, which means day care for everyone, no waiting list.
4. Wealthy young people are given many more opportunities than lower or middle class young people in the educational world from the time they begin their education.
5. Although spanking may be an effective measure of discipline, gets the child's attention, and will help the child understand right from wrong, it should be banned because it can possibly lead to harsher discipline, leaves children with mental and physical scars, and could lead to death.
6. I believe that by attending a community college, one can receive an adequate education, at a reasonable price, that prepares you to either enter the workforce or continue on to a four-year college.
7. In this paper I will argue about how government is helping the lower class Americans with their health care, or is the government helping at all?
8. I'm going to persuade my readers why conventional farming is better than organic farming.
9. I am against teaching abstinence only in schools because I don't think SAO [Sexual Abstinence Only] programs work, they don't teach students the importance of safe sex, and they give inaccurate information about condoms and other contraceptives.
10. I am for helmet laws because helmets save lives, there are many laws in many states requiring people to wear them, which is a good idea in my opinion, but yet some groups of riders are against my opinion.
3 = a strong thesis statement with the tension that will give the essay direction and be clear to readers (PURPLE)
2 = a thesis statement that is flawed but has potential and could be improved (YELLOW)
1 = a thesis statement that is bad in one or more serious ways (GREEN)
1. Alcohol and drug addiction are both diseases.
2. I believe that the random-drug testing policy in high schools should be allowed because it will motivate students by turning them into the right direction, it is effective in reducing student drug use, and will help prevent athletes from using illegal substances to enhance their performances and will show their own ability versus them using drugs or steroids.
3.I feel that Head Start needs to expand more because children gain so much while attending. Being such a powerful country that we are, you would think that more people would want the best for everyone, which means day care for everyone, no waiting list.
4. Wealthy young people are given many more opportunities than lower or middle class young people in the educational world from the time they begin their education.
5. Although spanking may be an effective measure of discipline, gets the child's attention, and will help the child understand right from wrong, it should be banned because it can possibly lead to harsher discipline, leaves children with mental and physical scars, and could lead to death.
6. I believe that by attending a community college, one can receive an adequate education, at a reasonable price, that prepares you to either enter the workforce or continue on to a four-year college.
7. In this paper I will argue about how government is helping the lower class Americans with their health care, or is the government helping at all?
8. I'm going to persuade my readers why conventional farming is better than organic farming.
9. I am against teaching abstinence only in schools because I don't think SAO [Sexual Abstinence Only] programs work, they don't teach students the importance of safe sex, and they give inaccurate information about condoms and other contraceptives.
10. I am for helmet laws because helmets save lives, there are many laws in many states requiring people to wear them, which is a good idea in my opinion, but yet some groups of riders are against my opinion.
Ch. 16 Notes
-Proposal arguments call an audience to action: should arguments
-Practical proposals generally target a specific audience (usually the person with the power to act on the proposal) and are typically introduced with a "letter of transmittal," in which the writer briefly summarizes the proposal, explains its purpose, and courteously invites the reader to consider it.
-Policy proposal is aimed at more general audiences instead of specific decision makers. These proposals typically address issues of public policy with the aim of swaying public support toward the writer's proposed solution and typically require researched sources.
-When you make a proposal argument, you must first determine whether the problem you are addressing is already known to your audience. Follow format of Classical Argument in Ch. 14:
*introduce the issue
*present the claim
*provide supporting reasons for the claim
*summarize and respond to alternative views
*provide a conclusion
-Call the reader's attention to the problem then propose and justify a course of action
-Convince the audience that a problem exists, that it is serious, and that some action should be taken to resolve it.
-When offering a solution to a problem, you must keep in mind there is always an alternative course of action. So to be effective, you must demonstrate that a significant problem exists; propose a solution to the problem; and justify the solution showing that benefits outweigh costs and that the proposed solution will fix the problem better than the alternatives.
-Review descriptions on p. 449 for the following:
*Description of the problem
*Proposal for a solution
*Justification
-Give your problem presence; help the readers see and feel it
*anecdotes, examples of people suffering startling facts, statistics
-To persuade your readers to act, you will need to involve them both mentally AND emotionally
Declaration of Independence: anticipates its audiences resistance to change
*in class discussion
-The more uncertain your proposal's consequences, the more clearly you must show how the proposal will bring about those consequences--identify the links in the chain and show how each one leads to the next; cite similar proposals that yielded the sorts of results you are predicting
-Review justification strategies on p. 452
*Argument from principle
*Argument from consequence
*Argument from precedent or analogy
p. 453 Complete for your argument:
Claim
Principle
Consequence
Precedent/analogy
Review Framework of a Proposal Solution p. 457
-Practical proposals generally target a specific audience (usually the person with the power to act on the proposal) and are typically introduced with a "letter of transmittal," in which the writer briefly summarizes the proposal, explains its purpose, and courteously invites the reader to consider it.
-Policy proposal is aimed at more general audiences instead of specific decision makers. These proposals typically address issues of public policy with the aim of swaying public support toward the writer's proposed solution and typically require researched sources.
-When you make a proposal argument, you must first determine whether the problem you are addressing is already known to your audience. Follow format of Classical Argument in Ch. 14:
*introduce the issue
*present the claim
*provide supporting reasons for the claim
*summarize and respond to alternative views
*provide a conclusion
-Call the reader's attention to the problem then propose and justify a course of action
-Convince the audience that a problem exists, that it is serious, and that some action should be taken to resolve it.
-When offering a solution to a problem, you must keep in mind there is always an alternative course of action. So to be effective, you must demonstrate that a significant problem exists; propose a solution to the problem; and justify the solution showing that benefits outweigh costs and that the proposed solution will fix the problem better than the alternatives.
-Review descriptions on p. 449 for the following:
*Description of the problem
*Proposal for a solution
*Justification
-Give your problem presence; help the readers see and feel it
*anecdotes, examples of people suffering startling facts, statistics
-To persuade your readers to act, you will need to involve them both mentally AND emotionally
Declaration of Independence: anticipates its audiences resistance to change
*in class discussion
-The more uncertain your proposal's consequences, the more clearly you must show how the proposal will bring about those consequences--identify the links in the chain and show how each one leads to the next; cite similar proposals that yielded the sorts of results you are predicting
-Review justification strategies on p. 452
*Argument from principle
*Argument from consequence
*Argument from precedent or analogy
p. 453 Complete for your argument:
Claim
Principle
Consequence
Precedent/analogy
Review Framework of a Proposal Solution p. 457
The Declaration of Independence
http://www.earlyamerica.com/earlyamerica/freedom/doi/text.html
The Declaration of Independence has four main parts:
* a preamble, or foreword, that announces the reason for the document
* a declaration of people's natural rights and relationship to government
* a long list of complaints against George III, the British king
* a conclusion that formally states America's independence
Helpful definitions:
unalienable: that may not be taken away
despotism: absolute power or control; tyranny
transient: passing away with time
usurpations: acts of wrongfully taking over a right or power that belongs to someone else
conjured: appealed to
consanguinity: blood relationship
acquiesce in the necessity which denounces: recognize that we must demand
parallelism: the use of similar grammatical forms to express ideas of equal importance
insurrections: an act or instance of rising in revolt, rebellion, or resistance against civil authority or an established government
List of complaints begins with "He..."
Why do they repeat it?
Why do they make it personal?
What makes this document convincing? Why is it considered an effectively persuasive argument?
How does the D.I. anticipate its audiences resistance to change?
The Declaration of Independence has four main parts:
* a preamble, or foreword, that announces the reason for the document
* a declaration of people's natural rights and relationship to government
* a long list of complaints against George III, the British king
* a conclusion that formally states America's independence
Helpful definitions:
unalienable: that may not be taken away
despotism: absolute power or control; tyranny
transient: passing away with time
usurpations: acts of wrongfully taking over a right or power that belongs to someone else
conjured: appealed to
consanguinity: blood relationship
acquiesce in the necessity which denounces: recognize that we must demand
parallelism: the use of similar grammatical forms to express ideas of equal importance
insurrections: an act or instance of rising in revolt, rebellion, or resistance against civil authority or an established government
List of complaints begins with "He..."
Why do they repeat it?
Why do they make it personal?
What makes this document convincing? Why is it considered an effectively persuasive argument?
How does the D.I. anticipate its audiences resistance to change?
Friday, March 12, 2010
CA1
I apologize for my confusion last night regarding your Classical Argument essays, but I checked the syllabus again after class and you weren't supposed to get the checklist until last night, so that was right. My other sections meet more frequently and are ahead of you which I think is what confused me.
We have talked about the progression of this project in class, so make sure you are paying attention to discussions. Those computers in front of you are a great asset but also an easy distraction. And ALWAYS check your syllabus.
You can email me next week if you have any questions. Otherwise, enjoy your spring break, and I look forward to your presentations. Please bring your highlighted sources with you.
Thanks!
We have talked about the progression of this project in class, so make sure you are paying attention to discussions. Those computers in front of you are a great asset but also an easy distraction. And ALWAYS check your syllabus.
You can email me next week if you have any questions. Otherwise, enjoy your spring break, and I look forward to your presentations. Please bring your highlighted sources with you.
Thanks!
Thursday, March 11, 2010
Classical Argument Checklist
Chapter 14
Writing a Classical Argument Essay
Write a position paper that takes a stand on a controversial issue. Your introduction should present your issue, provide background, and state the claim you intend to support [thesis]. The body of your argument will present reasons and evidence in support of your own position as well as summarize and respond to opposing views. You need to choose whether you want to summarize and refute opposing views before or after you have made your own case. End the essay with your strongest argument.
Chapter 14: Writing a Classical Argument discusses the following items that you need to include:
• Creating an Argument Frame: A Claim with Reasons
• Articulating Reasons
• Articulating Unstated Assumptions
• Using Evidence Effectively
• Addressing Objections and Counterarguments
• Responding to Objections, counterarguments, and Alternative Views
Length and Technical Issues: 7-10 pages double-spaced with one-inch margins—the works cited does NOT count as a page. Word-processed in Times New Roman and size 12.
Format:
Introduction
Attention Getter
Presentation of Issue
Background Information
Claim—Thesis Statement
Body
Para 1- Summary of student writer’s position
Summary of opposing view
Para 2- ? Presentation of Writer’s Position
Reasons and evidence in support of position
Opposing reasons and evidence
Rebuttal
Para 3- Make the Case
Conclusion
Summarize all the reasons (points) for the position
Bring essay to closure
May relate topic to larger body of issues
Document Design
Use headings to separate sections of argument
Source Guidelines
• All sources used within the text of the paper must be cited on the Works Cited page according to MLA
• Sources must be used and formatted correctly—parenthetical or in-text references (attributive phrases used in order to differentiate between student voice and those of the referenced sources i.e. According to Author.
• A minimum of 8 sources must be cited in the text of your paper.
• You must have a variety of sources—both print and non (EBSCO, LexisNexis, Proquest, newspapers, books, periodicals, interviews, etc.)
• Your sources should include the journal articles you analyzed for the Strong Response and Comparison of Sources papers.
• ONE of your sources may be from a search engine other than databases from HCC
Topic:
Remember, you will be using the same topic that you had for your Strong Response and Comparison of Sources papers.
-----------------------------------------------------------------------------------
Evaluation Checklist for an A
Format (50_pts)
Introduction
- Attention getter
- Presentation of Issue
- Background Information
- Thesis Statement—Position and Forecast of Argument Frame
Body Content
- Creates an Argument Frame: A Claim with Reasons
- Articulates reasons
- Uses evidence effectively
- Addresses objections and counterarguments
- Responds to objections, counterarguments, and alternative views (rebuttal)
- Remains focused on thesis
- Is clearly intended for a specific audience
- Uses an appropriate balance of ethos, pathos, and logos appeals
Body Organization—Writer’s Choice*
- Summary of student writer’s position
- Summary of opposing view
- Presentation of Writer’s Position
- Reasons of evidence in support of position*
o All supporting reasons/evidence in separate sections (use HEADINGS to indicate this
o Opposing reasons and evidence followed by evidence in its own section (match organization to support sections)
OR
o Discussion of supporting reasons/evidence and opposition and rebuttal together under a REASON heading
- Opposition and Rebuttal
- Make the case
Cites credentials of sources when appropriate
- Uses HEADINGS to separate sections
- Organization is consistent throughout
Conclusion
- Summarizes all the reasons (points) for the position
- Brings essay to closure
- May relate topic to larger body of issues
Source Guidelines (30 pts)
- A minimum of eight sources are cited
- All sources used within the text of the paper are cited on the Works Cited page according to MLA
- Sources are formatted correctly—parenthetical or in-text references (attributive phrases used in order to differentiate between student voice and those of the referenced sources i.e. According to Author)
- There is a variety of sources (EBSCOhost, Lexis Nexis, Proquest, NewsBank, newspapers, books, periodicals, interview, etc.)
- Annotations are thoughtful and clearly written in complete sentences
Length and Technical Issues (5 pts)
- 7-10 pages double-spaced with one-inch margins
- Headings and subheadings are correctly formatted
Style Issues (15 pts)
- Is free of excess words
- Uses transitions effectively
- Is free of serious G.U.M.P. errors—less than two per typed page
GRADE: ___________/100
Writing a Classical Argument Essay
Write a position paper that takes a stand on a controversial issue. Your introduction should present your issue, provide background, and state the claim you intend to support [thesis]. The body of your argument will present reasons and evidence in support of your own position as well as summarize and respond to opposing views. You need to choose whether you want to summarize and refute opposing views before or after you have made your own case. End the essay with your strongest argument.
Chapter 14: Writing a Classical Argument discusses the following items that you need to include:
• Creating an Argument Frame: A Claim with Reasons
• Articulating Reasons
• Articulating Unstated Assumptions
• Using Evidence Effectively
• Addressing Objections and Counterarguments
• Responding to Objections, counterarguments, and Alternative Views
Length and Technical Issues: 7-10 pages double-spaced with one-inch margins—the works cited does NOT count as a page. Word-processed in Times New Roman and size 12.
Format:
Introduction
Attention Getter
Presentation of Issue
Background Information
Claim—Thesis Statement
Body
Para 1- Summary of student writer’s position
Summary of opposing view
Para 2- ? Presentation of Writer’s Position
Reasons and evidence in support of position
Opposing reasons and evidence
Rebuttal
Para 3- Make the Case
Conclusion
Summarize all the reasons (points) for the position
Bring essay to closure
May relate topic to larger body of issues
Document Design
Use headings to separate sections of argument
Source Guidelines
• All sources used within the text of the paper must be cited on the Works Cited page according to MLA
• Sources must be used and formatted correctly—parenthetical or in-text references (attributive phrases used in order to differentiate between student voice and those of the referenced sources i.e. According to Author.
• A minimum of 8 sources must be cited in the text of your paper.
• You must have a variety of sources—both print and non (EBSCO, LexisNexis, Proquest, newspapers, books, periodicals, interviews, etc.)
• Your sources should include the journal articles you analyzed for the Strong Response and Comparison of Sources papers.
• ONE of your sources may be from a search engine other than databases from HCC
Topic:
Remember, you will be using the same topic that you had for your Strong Response and Comparison of Sources papers.
-----------------------------------------------------------------------------------
Evaluation Checklist for an A
Format (50_pts)
Introduction
- Attention getter
- Presentation of Issue
- Background Information
- Thesis Statement—Position and Forecast of Argument Frame
Body Content
- Creates an Argument Frame: A Claim with Reasons
- Articulates reasons
- Uses evidence effectively
- Addresses objections and counterarguments
- Responds to objections, counterarguments, and alternative views (rebuttal)
- Remains focused on thesis
- Is clearly intended for a specific audience
- Uses an appropriate balance of ethos, pathos, and logos appeals
Body Organization—Writer’s Choice*
- Summary of student writer’s position
- Summary of opposing view
- Presentation of Writer’s Position
- Reasons of evidence in support of position*
o All supporting reasons/evidence in separate sections (use HEADINGS to indicate this
o Opposing reasons and evidence followed by evidence in its own section (match organization to support sections)
OR
o Discussion of supporting reasons/evidence and opposition and rebuttal together under a REASON heading
- Opposition and Rebuttal
- Make the case
Cites credentials of sources when appropriate
- Uses HEADINGS to separate sections
- Organization is consistent throughout
Conclusion
- Summarizes all the reasons (points) for the position
- Brings essay to closure
- May relate topic to larger body of issues
Source Guidelines (30 pts)
- A minimum of eight sources are cited
- All sources used within the text of the paper are cited on the Works Cited page according to MLA
- Sources are formatted correctly—parenthetical or in-text references (attributive phrases used in order to differentiate between student voice and those of the referenced sources i.e. According to Author)
- There is a variety of sources (EBSCOhost, Lexis Nexis, Proquest, NewsBank, newspapers, books, periodicals, interview, etc.)
- Annotations are thoughtful and clearly written in complete sentences
Length and Technical Issues (5 pts)
- 7-10 pages double-spaced with one-inch margins
- Headings and subheadings are correctly formatted
Style Issues (15 pts)
- Is free of excess words
- Uses transitions effectively
- Is free of serious G.U.M.P. errors—less than two per typed page
GRADE: ___________/100
Thursday, March 4, 2010
Teacher Draft Comments
Choose three different colors and highlight every section of your paper where you discuss ethos in the same color, pathos in another color, and logos in a third.
Then, give your paper to one other reader. Have that person look at your draft and answer:
a) do they agree that you are actually discussing ethos (write agree or disagree), then write why
b) rewrite the person's connetive points in your own words. If you do not know what they are saying or are not sure, note that as well.
c) have a discussion with your partner about this feedback
Show this copy to me for credit and take it home with you as you work on your final drafts.
Then, give your paper to one other reader. Have that person look at your draft and answer:
a) do they agree that you are actually discussing ethos (write agree or disagree), then write why
b) rewrite the person's connetive points in your own words. If you do not know what they are saying or are not sure, note that as well.
c) have a discussion with your partner about this feedback
Show this copy to me for credit and take it home with you as you work on your final drafts.
Peruasive or Not?
Find four advertisements: two that are persuasive and two that are not. Then evaluate each of those ads and discuss why they did or did not work. Make sure you address ethos, pathos, logos, audience, and bias for all of your ads. These can be done in groups.
We will discuss your conclusions as a class.
Please post the links for each of your ads on the post a comment portion beneath this entry with the names of every person in your group along with your commentary.
We will discuss your conclusions as a class.
Please post the links for each of your ads on the post a comment portion beneath this entry with the names of every person in your group along with your commentary.
Thursday, February 25, 2010
SSR Checklist
Specific Organization
Intro 10 pts
-Opener
-Overview of topic
-Article Information for each article
-----Author (bias and credentials)
-----Title of aritcle and journal
-----Date of publication
-Thesis-statement of your reaction to the issues that will be critiqued in the response-thesis must clearly focus on the article
Summary-One Paragraph 20 pts
-Restates author and title
-Lists major points in order of article
-Does not editorialize
-Does not include quotations (unless absolutely necessary)
-Length is appropriate for points made in the article
Response 50 pts
-Is organized according to points made in the summary or ethos, pathos, and logos appeals as indicated in the summary
-Has coherent structure with smooth transitions
-Uses appropriate quotations and other textual evidence from the article to support thesis
-Has appropriate balance between article and personal response (at least one quotation per paragraph)
-----Clearly responds to quotations
-----Keeps focus on response thesis
-----Keeps attention on article-does not add points that are not included in the article
-Writing is clear and succinct-free of excess words
-Other issues
-----Includes analysis of the writer's bias
-----Includes statement of the writer's credentials
Conclusion 10 pts
-Restates thesis (idea)
-Summarizes major points as discussed in the article
-Provides closure
Format 10 pts
MLA Format
-Citation of quotations
-Works cited
GUMP
-Free of serious erros-less than two per page
Intro 10 pts
-Opener
-Overview of topic
-Article Information for each article
-----Author (bias and credentials)
-----Title of aritcle and journal
-----Date of publication
-Thesis-statement of your reaction to the issues that will be critiqued in the response-thesis must clearly focus on the article
Summary-One Paragraph 20 pts
-Restates author and title
-Lists major points in order of article
-Does not editorialize
-Does not include quotations (unless absolutely necessary)
-Length is appropriate for points made in the article
Response 50 pts
-Is organized according to points made in the summary or ethos, pathos, and logos appeals as indicated in the summary
-Has coherent structure with smooth transitions
-Uses appropriate quotations and other textual evidence from the article to support thesis
-Has appropriate balance between article and personal response (at least one quotation per paragraph)
-----Clearly responds to quotations
-----Keeps focus on response thesis
-----Keeps attention on article-does not add points that are not included in the article
-Writing is clear and succinct-free of excess words
-Other issues
-----Includes analysis of the writer's bias
-----Includes statement of the writer's credentials
Conclusion 10 pts
-Restates thesis (idea)
-Summarizes major points as discussed in the article
-Provides closure
Format 10 pts
MLA Format
-Citation of quotations
-Works cited
GUMP
-Free of serious erros-less than two per page
Peer Eval--Practice
Inside ScientologyÓ by Janet Reitman
Scientology is the world’s fastest growing religion with ten million members in one hundred and fifty-nine countries. Scientology means “the study of truth” and was founded by L. Ron Hubbard. Scientologists believe that many years ago an evil galatic warlord named Xenu controlled seventy-six planets in this corner of the Galaxy, each of which was severly overpopulated (Reitman par. 30). Xenu took 13.5 trillion beings and flew them to earth where he then dropped them into volcanoes around the globe and vaporized with bombs. This scattered the souls, or what scientologists called thetans, until they were caught by electronic traps and implanted with a number of false ideas including concepts of God and Christianity. Then, these thetans, attached themselves to humans which creates emotional and physical problems and also the problems of our world today. These beliefs are the main beliefs of the religion of Scientology today. “Inside Scientology” by Janet Reitman was published in Rolling Stone Magazine on February 23 of 2006. In this article, Reitman goes inside Scientology to uncover information about this mysterious religion. Reitman has many credible sources from scholars and scientologists, logic about Scientology and what it’s really like, and uses emotion by telling stories from people who grew up in Scientology but shows some bias throughout the article to show she is against scientology. In the article “Inside Scientology” by Janet Reitman, she begins the article by telling us about Clearwater, Florida. This town is home to 8,300 scientologists who own more than two hundred businesses in Clearwater. Occupying a full square block is the largest scientology church which cost roughly $50 million with 889 rooms and six floors. Reitman tells us that Scientology is the world’s fastest growing religion with ten million members in 159 countries. Scientology was created by L. Ron Hubbard in 1954. Reitman continues by saying Scientology is the most controversial religion and is rooted in elements of Buddism, Hinduism, and some Christianity. Scientology is a belief system in which a man seeks a once perfect state by going through many rigorous processes with the intention of putting him in touch with his primordial spirit. Reitman sets out on a journey to discover the inside world of Scientology which took her nearly nine months. Much of the publicity of Scientology is due to the number of celebrities that are members, including Tom Cruise. She then interviews a girl who was born and raised in scientology named Natalie. Natalie likes Scientology and tells Reitman about the auditing process and how it works. Reitman goes on telling us about the founder of Scientology, L. Ron Hubbard. Hubbard was born in 1911 and wrote several books for his religion before he died from a stroke in 1986. The next half of Reitman’s article tells us about her visit to the Church of Scientology and how they were so welcoming in trying to get her to sign up for the starter kit. She also tells us how much each auditing session is for different levels. The next person Reitman interviews is a guy named Paul James who tells her how growing up in Scientology is like living in a bubble and that they even have their own kind of language. He also tells how Scientology brainwashes the kids and they get very personal and don’t let you have very much privacy. Jeffrey Aylor is the next person who tells Reitman the inside scoop on Scientology. He tells how he joined a top group in Scientology called the Sea Org when he was thirteen and was assigned to watch members of the Sea Org who wanted out. Many years later Jeffrey was so sick he couldn’t get out of bed but instead of getting help he was held in a room and taken to counseling where he finally got a chance to call his mom to come get him out. The final thing Reitman tells us in her article is the number of emails she got saying not to print this article, from the people she interviewed. Many of these people said that they did not want the things they said to shed a negative light on Scientology. In this article, Reitman had many credible sources ranging from people who grew up in scientology, people who left Scientology, and professors. I think Reitman did a good job at showing her audience that she did research before writing this article and had many credible sources that had lived some of their life inside Scientology. Reitman also showed her credibility by getting involved with the Church of Scientology and attempting to find out as much information as possible. One of the people Reitman interviewed for this article was Natalie who was “born and raised in Scientology” (Reitman par. 17). She also interviewed a director at the Center for the Study of Religion at UCLA, S. Scott Bartchy who tells us that Scientology is so controversial because “its forms of therapy are ‘scientific’ and that the ‘truth’ will only be revealed to those who have the money to purchase advancement to the various levels leading to ‘being clear’” (Reitman par. 26). Reitman got her audience emotionally involved in this article by using emotional stories. These stories showed her bias of being against Scientology. I believe Reiter’s audience was intended for young adults and middle aged people. I was very interested throughout this whole article and was very impressed on how Reitman kept me involved with stories from people that have been directly involved with Scientology. I also liked how Reiter starts off her article by describing Clearwater, Florida. She starts out by saying, “The faded little downtown area of Clearwater, Florida, has a beauty salon, a pizza parlor and one or two run-down bars, as well as a bunch of withered bungalows and some old storefronts that look as if they haven’t seen customers in years”, this sentence gets the reader into the mindset of how tight knit this town is and what is going on (Reitman par. 1). Although Reitman uses emotion and credibility to get her reader involved and to believe what she is writing, she also show some bias against Scientology. I first noticed this bias when I was reading and found that most of the information and quotes from people were negative toward the religion. The next time I noticed her bias was when she tells her readers of her visit to the Church of Scientology. Here she tells us that when she went there were a few things that were “jarring” to her such as the cost and Scientology rules (Reitman par.76). She also shows us her bias when she chooses the people to interview for this article. She chose one person who likes Scientology but the other two were either outcasts from Scientology or victimized by the religion. Another example of Reitman’s bias is when she is talking about Scientology’s therapy, “Scientology comes across as good, practical self-help. Rather than playing on themes that might distance a potential member, members touch on subjects that have universal appeal” (Reitman par. 75). Even though Reitman showed bias in this article she kept it subtle enough to let you chose your side on whether Scientology was for you or not. Reitman also did a good job at informing her audience. She tells us the background information on Scientology and their beliefs. Before reading this article I knew nothing about Scientology but after reading this I can make an opinion on the religion and whether or not I like it. She also did a good job at showing every aspect of the religion. She shows us the good things about Scientology by interviewing a person who likes the religion but she also shows us the view of people who have been in Scientology and strayed from the religion and the viewpoint of someone who has gone in but tried to escape but almost couldn’t. Scientology is a very controversial religion but is the world’s fastest growing religion. Scientology has nearly ten million members in 159 countries. Scientology means “the study of truth” and was created by L. Ron Hubbard. Reitman wrote this article very well with little bias in it and had very credible information, background on the religion and got her audience emotionally involved by using stories from people who were directly involved with it.
Scientology is the world’s fastest growing religion with ten million members in one hundred and fifty-nine countries. Scientology means “the study of truth” and was founded by L. Ron Hubbard. Scientologists believe that many years ago an evil galatic warlord named Xenu controlled seventy-six planets in this corner of the Galaxy, each of which was severly overpopulated (Reitman par. 30). Xenu took 13.5 trillion beings and flew them to earth where he then dropped them into volcanoes around the globe and vaporized with bombs. This scattered the souls, or what scientologists called thetans, until they were caught by electronic traps and implanted with a number of false ideas including concepts of God and Christianity. Then, these thetans, attached themselves to humans which creates emotional and physical problems and also the problems of our world today. These beliefs are the main beliefs of the religion of Scientology today. “Inside Scientology” by Janet Reitman was published in Rolling Stone Magazine on February 23 of 2006. In this article, Reitman goes inside Scientology to uncover information about this mysterious religion. Reitman has many credible sources from scholars and scientologists, logic about Scientology and what it’s really like, and uses emotion by telling stories from people who grew up in Scientology but shows some bias throughout the article to show she is against scientology. In the article “Inside Scientology” by Janet Reitman, she begins the article by telling us about Clearwater, Florida. This town is home to 8,300 scientologists who own more than two hundred businesses in Clearwater. Occupying a full square block is the largest scientology church which cost roughly $50 million with 889 rooms and six floors. Reitman tells us that Scientology is the world’s fastest growing religion with ten million members in 159 countries. Scientology was created by L. Ron Hubbard in 1954. Reitman continues by saying Scientology is the most controversial religion and is rooted in elements of Buddism, Hinduism, and some Christianity. Scientology is a belief system in which a man seeks a once perfect state by going through many rigorous processes with the intention of putting him in touch with his primordial spirit. Reitman sets out on a journey to discover the inside world of Scientology which took her nearly nine months. Much of the publicity of Scientology is due to the number of celebrities that are members, including Tom Cruise. She then interviews a girl who was born and raised in scientology named Natalie. Natalie likes Scientology and tells Reitman about the auditing process and how it works. Reitman goes on telling us about the founder of Scientology, L. Ron Hubbard. Hubbard was born in 1911 and wrote several books for his religion before he died from a stroke in 1986. The next half of Reitman’s article tells us about her visit to the Church of Scientology and how they were so welcoming in trying to get her to sign up for the starter kit. She also tells us how much each auditing session is for different levels. The next person Reitman interviews is a guy named Paul James who tells her how growing up in Scientology is like living in a bubble and that they even have their own kind of language. He also tells how Scientology brainwashes the kids and they get very personal and don’t let you have very much privacy. Jeffrey Aylor is the next person who tells Reitman the inside scoop on Scientology. He tells how he joined a top group in Scientology called the Sea Org when he was thirteen and was assigned to watch members of the Sea Org who wanted out. Many years later Jeffrey was so sick he couldn’t get out of bed but instead of getting help he was held in a room and taken to counseling where he finally got a chance to call his mom to come get him out. The final thing Reitman tells us in her article is the number of emails she got saying not to print this article, from the people she interviewed. Many of these people said that they did not want the things they said to shed a negative light on Scientology. In this article, Reitman had many credible sources ranging from people who grew up in scientology, people who left Scientology, and professors. I think Reitman did a good job at showing her audience that she did research before writing this article and had many credible sources that had lived some of their life inside Scientology. Reitman also showed her credibility by getting involved with the Church of Scientology and attempting to find out as much information as possible. One of the people Reitman interviewed for this article was Natalie who was “born and raised in Scientology” (Reitman par. 17). She also interviewed a director at the Center for the Study of Religion at UCLA, S. Scott Bartchy who tells us that Scientology is so controversial because “its forms of therapy are ‘scientific’ and that the ‘truth’ will only be revealed to those who have the money to purchase advancement to the various levels leading to ‘being clear’” (Reitman par. 26). Reitman got her audience emotionally involved in this article by using emotional stories. These stories showed her bias of being against Scientology. I believe Reiter’s audience was intended for young adults and middle aged people. I was very interested throughout this whole article and was very impressed on how Reitman kept me involved with stories from people that have been directly involved with Scientology. I also liked how Reiter starts off her article by describing Clearwater, Florida. She starts out by saying, “The faded little downtown area of Clearwater, Florida, has a beauty salon, a pizza parlor and one or two run-down bars, as well as a bunch of withered bungalows and some old storefronts that look as if they haven’t seen customers in years”, this sentence gets the reader into the mindset of how tight knit this town is and what is going on (Reitman par. 1). Although Reitman uses emotion and credibility to get her reader involved and to believe what she is writing, she also show some bias against Scientology. I first noticed this bias when I was reading and found that most of the information and quotes from people were negative toward the religion. The next time I noticed her bias was when she tells her readers of her visit to the Church of Scientology. Here she tells us that when she went there were a few things that were “jarring” to her such as the cost and Scientology rules (Reitman par.76). She also shows us her bias when she chooses the people to interview for this article. She chose one person who likes Scientology but the other two were either outcasts from Scientology or victimized by the religion. Another example of Reitman’s bias is when she is talking about Scientology’s therapy, “Scientology comes across as good, practical self-help. Rather than playing on themes that might distance a potential member, members touch on subjects that have universal appeal” (Reitman par. 75). Even though Reitman showed bias in this article she kept it subtle enough to let you chose your side on whether Scientology was for you or not. Reitman also did a good job at informing her audience. She tells us the background information on Scientology and their beliefs. Before reading this article I knew nothing about Scientology but after reading this I can make an opinion on the religion and whether or not I like it. She also did a good job at showing every aspect of the religion. She shows us the good things about Scientology by interviewing a person who likes the religion but she also shows us the view of people who have been in Scientology and strayed from the religion and the viewpoint of someone who has gone in but tried to escape but almost couldn’t. Scientology is a very controversial religion but is the world’s fastest growing religion. Scientology has nearly ten million members in 159 countries. Scientology means “the study of truth” and was created by L. Ron Hubbard. Reitman wrote this article very well with little bias in it and had very credible information, background on the religion and got her audience emotionally involved by using stories from people who were directly involved with it.
Thursday, February 18, 2010
No Class Tonight--Papers Due by 9:00
Please email your papers to me by 9:00 pm. Send them in the text of the email, not as an attachment.
I will be available from 6-9 off and on via email or text.
Have a related article for class next week along with a rough draft of your SSR2. We will add our discussion of The Other Jesus article to next week's class.
Thank you.
I've tried to contact you via email and text. The texting isn't working, and now I'm locked out of my email.
Please use alebo@spartanpride.net if you need to reach me.
Thanks!
I will be available from 6-9 off and on via email or text.
Have a related article for class next week along with a rough draft of your SSR2. We will add our discussion of The Other Jesus article to next week's class.
Thank you.
I've tried to contact you via email and text. The texting isn't working, and now I'm locked out of my email.
Please use alebo@spartanpride.net if you need to reach me.
Thanks!
Thursday, February 4, 2010
All Drafts
Plese make sure that you have an electronic copy of all drafts, or have them saved on your blogger, so we can use our online capabilities for peer reviews, feedback, etc.
Thanks
Thanks
Thursday, January 28, 2010
Change that to 10:00 pm Friday
I realized driving home that some of you may need to work all day tomorrow, so I'll give you until 10:00 to complete the assignment. Hope that helps.
Email if you have questions.
Email if you have questions.
Assignment for Tonight
On YOUR blog, create a new post. In it, include the title of your article along with your prewriting. Identify how ethos, pathos, logs, audience, bias, loaded language, etc. impact your article. Include examples and your own thoughts. I want to see what you are thinking. Have these completed by 5:00 Friday (they are graded), so I can make sure you are on the right track before starting your rough drafts that are due next week.
Egg Donor Thesis Statements
Rate each thesis statement on scale of 1-5, 5 being the highest, according to the criteria for an effective thesis statement. Place your ratings in the comments section below, "ex. A) 4," and include your justification for each rating.
A) In the article 'is the egg worth $50,000?" its not the egg donation that comes into question, but what some women are being paid for their fertile eggs.
B) In the article, Is This Egg Worth $50, 000, the author discusses the moral and ethical issues that arise when women sell their eggs under the guise of helping create a family, so called "perfect babies" are being created, and how other baby brokers are put out of business by women like Pinkerton, who help to sell them.
C) When the economic stress of worrying about money has casts its shadow upon you, there is an alternative to working for seven dollars and fifty cents an hour to try and put yourself through school or enhance your financial position in life, while at the same time you can provide an opportunity for an unfortunate childless family to have a miracle come true by donating eggs.
D) In the article "Is This Egg Worth $50,000" written by Sheila Wella, the author discusses the topic of egg donation. Although egg donation arises many issues, it has become more and more popularized over the years, and for some women it has become even just another source of income."
E) Despite being able to make alot of money, woman who are egg donor's are usually young ladies and are still attending school.
F) Not being able to give yourself the gift of being pregnant, people paying up to 50,000 dollars for young, smart, attractive women to give away their eggs is a little to ridiculous for me to understand. I can see how couples who are desperate and would be willing to pay money for a good gene, especially when the egg is coming from an Ivy League college student. This agency in Alabama really has to analyze the applicants to make sure that it is what the couple is looking for. Couples who are willing to pay in the tens of thousands of dollars really must want their child to come from a good gene. All of the paperwork and the questionnaires that the donors must fill out all the tests that they have to go through to make sure that they are what the couple wants I can see where the couples would offer so much money to get a good donor. And the agencies are targeting a good market when they advertise at Ivy League colleges throughout the United States, and female students looking for a way to pay for college especially an ivy league school, what better way to make tens of thousands of dollars than to sell your seed.
G) Even though there are controversies and other complications that may accompany this type of procedure, it is very rewarding and beneficial to all parties involved.
H) Sheila Weller did a good job describing the new heights egg donation is beginning to reach with the help of the Pinkerton's business, however could explain furter the problems that evolve from donating one's eggs.
I) Many people are unaware of the positive opportunities and possibilities presented to infertile couples and donors by human egg-donation.
J) People who egg donate how does it work, why are you getting paid, and how do others react to this.
K) Women, how would you like to make 50000 dollars for a donation? All you have to do is sell your eggs; egg donation can make you the big bucks if you have the right goods.
L) In the article, “Is this egg worth $50,000” the author discusses a secret business in egg donations where well educated females sell their eggs for ridiculous prices reaching $50,000.
M) This article was very good because it was interesting, very informative, and primarily un bias.
N) In the SELF, women's magazine article, "Is this egg worth $50,000?" by Sheila Weller, readers are insiders on the topic of women and "selling" off their potential life creating eggs. Focused on matching donors to receivers with specific genetic puzzle pieces, comes as more than just the title of, "Egg Donor" to the smart, beautiful, and sensitive.
O) In this article “Is this egg worth $50,000?” by Sheila Weller she discusses the controversial method of pregnancy by egg donation and the exurbanite prices paid for the eggs.
P) Weller’s well rounded approach to egg donations is one supported by experienced credible sources, and is presented with strong articulation of the ethos, pathos, and logos of the women who subjected themselves to this controversial yet lucrative dream.
A) In the article 'is the egg worth $50,000?" its not the egg donation that comes into question, but what some women are being paid for their fertile eggs.
B) In the article, Is This Egg Worth $50, 000, the author discusses the moral and ethical issues that arise when women sell their eggs under the guise of helping create a family, so called "perfect babies" are being created, and how other baby brokers are put out of business by women like Pinkerton, who help to sell them.
C) When the economic stress of worrying about money has casts its shadow upon you, there is an alternative to working for seven dollars and fifty cents an hour to try and put yourself through school or enhance your financial position in life, while at the same time you can provide an opportunity for an unfortunate childless family to have a miracle come true by donating eggs.
D) In the article "Is This Egg Worth $50,000" written by Sheila Wella, the author discusses the topic of egg donation. Although egg donation arises many issues, it has become more and more popularized over the years, and for some women it has become even just another source of income."
E) Despite being able to make alot of money, woman who are egg donor's are usually young ladies and are still attending school.
F) Not being able to give yourself the gift of being pregnant, people paying up to 50,000 dollars for young, smart, attractive women to give away their eggs is a little to ridiculous for me to understand. I can see how couples who are desperate and would be willing to pay money for a good gene, especially when the egg is coming from an Ivy League college student. This agency in Alabama really has to analyze the applicants to make sure that it is what the couple is looking for. Couples who are willing to pay in the tens of thousands of dollars really must want their child to come from a good gene. All of the paperwork and the questionnaires that the donors must fill out all the tests that they have to go through to make sure that they are what the couple wants I can see where the couples would offer so much money to get a good donor. And the agencies are targeting a good market when they advertise at Ivy League colleges throughout the United States, and female students looking for a way to pay for college especially an ivy league school, what better way to make tens of thousands of dollars than to sell your seed.
G) Even though there are controversies and other complications that may accompany this type of procedure, it is very rewarding and beneficial to all parties involved.
H) Sheila Weller did a good job describing the new heights egg donation is beginning to reach with the help of the Pinkerton's business, however could explain furter the problems that evolve from donating one's eggs.
I) Many people are unaware of the positive opportunities and possibilities presented to infertile couples and donors by human egg-donation.
J) People who egg donate how does it work, why are you getting paid, and how do others react to this.
K) Women, how would you like to make 50000 dollars for a donation? All you have to do is sell your eggs; egg donation can make you the big bucks if you have the right goods.
L) In the article, “Is this egg worth $50,000” the author discusses a secret business in egg donations where well educated females sell their eggs for ridiculous prices reaching $50,000.
M) This article was very good because it was interesting, very informative, and primarily un bias.
N) In the SELF, women's magazine article, "Is this egg worth $50,000?" by Sheila Weller, readers are insiders on the topic of women and "selling" off their potential life creating eggs. Focused on matching donors to receivers with specific genetic puzzle pieces, comes as more than just the title of, "Egg Donor" to the smart, beautiful, and sensitive.
O) In this article “Is this egg worth $50,000?” by Sheila Weller she discusses the controversial method of pregnancy by egg donation and the exurbanite prices paid for the eggs.
P) Weller’s well rounded approach to egg donations is one supported by experienced credible sources, and is presented with strong articulation of the ethos, pathos, and logos of the women who subjected themselves to this controversial yet lucrative dream.
Sample SSR for Class Review
Bureaucracy? Or Opinion? "Obama and the Bureaucratization of health care" Posted on September 8, 2009, In a Wall street journal opinion section, Former Republican vice presidential candidate, and former Governor of Alaska Sarah Palin asserts that President Obama's proposals at health care reform will create an enormous, inefficient, and ethically questionable bureaucracy. Does her opinion have evidence? Or is it strictly argument?
First off, Sarah Palin, in her op-ed article, appeals to the conservative base of her party by stating the President's proposals for health care reform as "Bureaucratic" in nature. This fits in with the much-opposed health care reform attempts by Democrats in Congress, and the near unanimous opposition from major Republican Senators and Representatives.
Ms. Palin then proceeds to appeal to populist support, and show a sense of compassion regarding the un-insured. She refers to a statement made by former President Ronald Reagan that People should not be denied medical care because of lacking the finances to cover them. She also states that we as a people have an obligation to care for the old, and the sick who cannot care for themselves.
She then proceeds to make a case for the business community, by acknowledging the "crippling expenses of health care". She also states that allowing government health care spending to continue unabated will add to the federal budget deficit. She argues that the current medicare and medicaid programs are wrought with waste and inefficiency. Ms. Palin then cites an article from the Congressional budget office that indicates that the current legislation in congress will do little to deter federal health spending. She also states that the legislation creates an independent advisory council that is "unelected, and largely unaccountable" that is given the task of reducing costs. She refers to such a council as a "death Panel" in her op-ed article.
After making these points, she summarizes her thoughts in the last few paragraphs. She states that the health care reform will lead to lower wages for American workers, unwanted influence of government power in ordinary citizen's lives, uncontrollable deficits, and take the individual power of medical choice out of the hands of Americans.
Now, that having been said, Sarah Palin does have credibility to her argument, and the Wall street journal is a prestigious news source used by millions of Americans, and businessmen and women. However, She does intermingle a good deal of fact, with opinion.
For example, the Medicare advisory council, that Ms. Palin asserts is a completely new entity that would bring about "rationing of care" and "death panels" is not a new entity at all. In a published letter to House majority leader Steny Hoyer on page 3, the director of the congressional budget office states that the individuals, who would have to be physicians, or specialists in health care, would be appointed by the president, and only approved of if the Senate passes them. Furthermore, any actions proposed by the Medicare advisory council, would have to be approved by the secretary of health and human services, and the President. Furthermore, on page four of the letter, the CBO also states that the council would not have a set target of budget cuts, and there would not be a requirement to deny care due to budget circumstances.
The next fact that Sarah Palin asserts is a quote from the congressional budget office that the current health care proposals will not generate much savings. This is correct. According to director Elmendorf in a letter to House majority leader Steny Hoyer, the current proposal would not bring about much in the way of cost savings.
Ms. Palin also takes information provided by the Cato institute to make her argument that such health care reform would result in lower wages. This is a debatable subject, and given the nature of the Cato institute, that it is a pro-conservative organization that is opposed to the current health reform proposals, one should take into account this bias when reading their information.
In all, Ms. Palin's article does contain some fact, and some strict argument and opinion. Throughout her article, she uses various methods of connecting with the audience. Some of these methods include appealing to emotion, logic and reasoning, and ethical arguments.
At the onset of her article, Ms. Palin quotes former President Reagan on the need to ensure that everyone can get medical care. She then proceeds to make the argument for the responsibility of society to care for the sick and the elderly, and those who cannot care for themselves. This kind of argument will appeal to those people who feel that there is a moral duty of society to care for these groups of people. This is a strong appeal to the Evangelical base of her party, and is a recurring theme with many of the Evangelical-Christians in the party base.
Ms. Palin also makes an appeal to logos here, by citing examples from the Congressional budget office, and the Cato institute studies done on health care. She could be trying to appeal to moderates and independents that are on the sidelines of the health care debate by using independent sources that aren't directly affiliated with either party.
Perhaps her most potent argument now, comes from the emotional side of the issue. Many members of her party base have a distrust of the government. If not a distrust, then at least a deep skepticism on the ability, and competency of the government to operate. She appeals to this base again with the statements that while insurance companies can be unaccountable, the federal government is perhaps even more so. Now, this part of her article involves much opinion, and contention. However, it is most probably very effective for the base of her party that questions the efficiency, and even honesty of the federal government. She continues to claim in the article that many of the proposals from the democrats will increase the deficit, decrease the earnings of everyday Americans through inflation, and "increase the power of unaccountable government technocrats". Again, all of this is more opinion then fact. Independent agencies and fact check organizations have not verified these claims with any certainty, so they should be taken at best with a grain of salt.
At the end of her article, Ms. Palin states that despite President Obama's promise to the contrary, the current health reforms will not provide more stability to American families and individuals. Again, this could be a very debatable subject here, depending on the audience receiving it. There are legitimate points to her article, she uses some credible evidence to support her argument, and makes a strong emotional and ethical appeal. However, all of these facts may become clouded by the simple reality that her description of the "death panels" does little to appeal to logic, due to it being untrue, and does not broaden her appeal to audiences beyond the base.
As an audience member, I appreciate the appeal to logic by using findings from independent groups, however they were too few and far between to be an effective argument on the subject for me. Also, due to the fact that her claims about the Medicare advisory panels were inaccurate, I have not been swayed by this article to her position.
So then, in closing, was Sarah Palin's article an effective one? Did it make me challenge my beliefs or ideas about health care? Are her statements accurate and unbiased? And did she adequately use fact to support her position? It is my belief that she did not have an effective combination of these elements. As a writer, she does use good research with some of her arguments, however, there is a possibility that not all of what she states is entirely accurate.
Bureaucracy? Or opinion? Let the reader decide.
Single Source/Strong Response Peer Evaluations
Read the entire essay first; then go back and complete the review. Post your comments on the individual's blog. Then, make sure you offer the opportunity to discuss this review with them.
You must review at least THREE essays. You must also review your own. That's FOUR total.
1. How does the title of the essay convey the purpose of the essay?
Introduction
2. In what way does the "grabber" prepare the reader for the information contained in the essay?
3. Does the introduction follow the conventions of S/R essays as detailed in the format instructions? If not, indicate what is missing.
4. Does the essay have a clearly stated thesis in the introduction that previews what the writer will discuss in the response? If not, indicate with reader suggestions about what the thesis could be.
Summary
5. Does the summary paragraph restate the author and other publication information?
6. Is the summary concise and clearly written with no quotations or paraphrasing?
7. Does the summary include only the author's ideas and none of the writer's ideas?
8. If there are quotations or paraphrased material, underline what needs to be deleted from the summary.
9. List the points the writer includes in the summary.
10. Talk with the writer about what s/he left out of the summary (if anything), and the reason why the writer decided not to put that in the summary.
Response
11. Is the response directly related to the thesis?
12. How has the writer organized the response--by points from the summary or logos, ethos, and pathos?
13. In what ways does the writer use quotations and/or facts and statistics from the article to support his/her thesis?
14. Discuss with the writer how s/he could use quotations/facts more effectively.
15. Has the writer used proper citations format? If not, underline where the errors or omissions occur.
16. Are there other issues from the summary or from the article that you as a reader think the writer should include in the response? Discuss this with the writer; indicate where this additino might be most effective or appropriate.
Conclusion
17. Does the conclusion restate the writer's thesis? (I would avoid word for word, to prevent sounding redundant, but make the same argument)
18. Does the conclusion concisely summarize the main points the writer makes in the response? If not, discuss with the writer what s/he might consider including in the conclusion.
19. Does the conclusion provide closure for the essay? If not, discuss with the writer how this might be done.
Other Issues
20. What is the author's bias?
21. When in the essay does the writer address author bias?
22. Discuss with the writer whether this is the most effective place to discuss bias...should the discussion be earlier or later in the essay?
23. Is there a Works Cited attached with a critical analysis of the source?
24. Is the paper properly formatted according to the course directives?
25. Does the essay read smoothly from one paragraph to the next? If not, discuss with the writer where s/he might include transitions.
Overall
Explain the impression you get from reading the essay.
What did you learn about the writer from reading his/her essay?
How would you rate this draft? Based on the following criteria, is it an Early Draft, Middle Draft, or Late Draft?
An early draft means that your draft seems to be an early one--one that could benefit from some rethinking and re-seeing . The draft may not fully explore the ideas it has introduced or may lack a clear focus on its subject or a clear sense of purpose. Perhaps it could benefit from a stronger sense of organization.
A middle draft means that your draft appears to be in the middle stages of the writing process. This draft has some solid and interesting ideas, but it could benefit from some revision and editing in order to prepare it for presentation. Usually, these drafts have established a clearly focused subject and have begun to explore the subject in ways that suggest a strong sense of purpose. Sometimes, middle drafts need further fleshing out of ideas or sharpening of the structure through which those ideas are presented.
A late draft means that your draft is close to a portfolio draft--a draft that is ready to be presented in your portfolio. These drafts usually have a clearly focused discussion with sufficient substance to achieve their purpose. The writing itself may not yet be as clear and effective as it might be. This draft probably needs some polishing and editing.
Explain why you believe this is an early, middle, or late draft.
You must review at least THREE essays. You must also review your own. That's FOUR total.
1. How does the title of the essay convey the purpose of the essay?
Introduction
2. In what way does the "grabber" prepare the reader for the information contained in the essay?
3. Does the introduction follow the conventions of S/R essays as detailed in the format instructions? If not, indicate what is missing.
4. Does the essay have a clearly stated thesis in the introduction that previews what the writer will discuss in the response? If not, indicate with reader suggestions about what the thesis could be.
Summary
5. Does the summary paragraph restate the author and other publication information?
6. Is the summary concise and clearly written with no quotations or paraphrasing?
7. Does the summary include only the author's ideas and none of the writer's ideas?
8. If there are quotations or paraphrased material, underline what needs to be deleted from the summary.
9. List the points the writer includes in the summary.
10. Talk with the writer about what s/he left out of the summary (if anything), and the reason why the writer decided not to put that in the summary.
Response
11. Is the response directly related to the thesis?
12. How has the writer organized the response--by points from the summary or logos, ethos, and pathos?
13. In what ways does the writer use quotations and/or facts and statistics from the article to support his/her thesis?
14. Discuss with the writer how s/he could use quotations/facts more effectively.
15. Has the writer used proper citations format? If not, underline where the errors or omissions occur.
16. Are there other issues from the summary or from the article that you as a reader think the writer should include in the response? Discuss this with the writer; indicate where this additino might be most effective or appropriate.
Conclusion
17. Does the conclusion restate the writer's thesis? (I would avoid word for word, to prevent sounding redundant, but make the same argument)
18. Does the conclusion concisely summarize the main points the writer makes in the response? If not, discuss with the writer what s/he might consider including in the conclusion.
19. Does the conclusion provide closure for the essay? If not, discuss with the writer how this might be done.
Other Issues
20. What is the author's bias?
21. When in the essay does the writer address author bias?
22. Discuss with the writer whether this is the most effective place to discuss bias...should the discussion be earlier or later in the essay?
23. Is there a Works Cited attached with a critical analysis of the source?
24. Is the paper properly formatted according to the course directives?
25. Does the essay read smoothly from one paragraph to the next? If not, discuss with the writer where s/he might include transitions.
Overall
Explain the impression you get from reading the essay.
What did you learn about the writer from reading his/her essay?
How would you rate this draft? Based on the following criteria, is it an Early Draft, Middle Draft, or Late Draft?
An early draft means that your draft seems to be an early one--one that could benefit from some rethinking and re-seeing . The draft may not fully explore the ideas it has introduced or may lack a clear focus on its subject or a clear sense of purpose. Perhaps it could benefit from a stronger sense of organization.
A middle draft means that your draft appears to be in the middle stages of the writing process. This draft has some solid and interesting ideas, but it could benefit from some revision and editing in order to prepare it for presentation. Usually, these drafts have established a clearly focused subject and have begun to explore the subject in ways that suggest a strong sense of purpose. Sometimes, middle drafts need further fleshing out of ideas or sharpening of the structure through which those ideas are presented.
A late draft means that your draft is close to a portfolio draft--a draft that is ready to be presented in your portfolio. These drafts usually have a clearly focused discussion with sufficient substance to achieve their purpose. The writing itself may not yet be as clear and effective as it might be. This draft probably needs some polishing and editing.
Explain why you believe this is an early, middle, or late draft.
Thursday, January 21, 2010
Thank you
Hope you all made it home safely. I hit some pretty thick fog about half way, but the ice didn't really show up until I got into town.
As a reminder, here is what you need to do:
Read the article on Egg Donors.
Take specific notes over ethos, pathos, logos, bias, audience, and angle of vision. Be able to discuss specific examples for each.
Write a sample strong response thesis over the egg donor article.
THEN...
Find a related article, that is roughly 3-5 pages in length.
Pick one that is for or against something so it is easier to evaluate.
Make sure you read it and have a printed copy with you for class.
Quiz over ch. 14 and 15
And we'll spend more time discussing the issues in the egg donor article along with your own articles.
Thanks again. Hope you all have a good night!
Email anytime.
As a reminder, here is what you need to do:
Read the article on Egg Donors.
Take specific notes over ethos, pathos, logos, bias, audience, and angle of vision. Be able to discuss specific examples for each.
Write a sample strong response thesis over the egg donor article.
THEN...
Find a related article, that is roughly 3-5 pages in length.
Pick one that is for or against something so it is easier to evaluate.
Make sure you read it and have a printed copy with you for class.
Quiz over ch. 14 and 15
And we'll spend more time discussing the issues in the egg donor article along with your own articles.
Thanks again. Hope you all have a good night!
Email anytime.
Ch. 6 and Ch. 13 Notes
Ch. 6 & 13 Notes
Summaries (or abstracts) are condensed versions of texts that extract and present main ideas in a way that does justice to the author’s intentions. A summary, as fairly and objectively as possible, states the main ideas of a longer text, such as an article or even a book.
Writing summaries is a particularly important part of research writing, where you often present condensed views of other writer’s arguments, either in support of your own view or as alternative views you must analyze or respond to.
Criteria for an Effective Summary Incorporated into Your Own Prose
• Represents the original article accurately and fairly.
• Is direct and concise, using words economically.
• Remains objective and neutral, not revealing the writer’s own ideas on the subject, but, rather, only the original author’s points.
• Gives the original article balanced and proportional coverage.
• Use the writer’s own words to express the original author’s ideas.
• Distinguishes the summary writer’s ideas from the original author’s ideas by using attributive tags (such as “According to Martin” or “Martin argues that”).
• Uses quotations sparingly, if at all, to present the original author’s key terms or to convey the flavor of the original.
• Is a unified, coherent piece of writing in its own right.
• Cites and documents the text the writer is summarizing and any quotations used according to an appropriate documentation system.
Understanding Strong Response Writing
In strong response writing, you identify and probe points in a text, sometimes by examining how a piece is written and often by inserting your own ideas into the text’s conversation; strong response is an umbrella term that incorporates a variety of ways you can speak back to the text.
Internet
You must be able to think critically about what you read, particularly with the world of the internet. Question your sources.
p. 602 Evaluating Sources
http://zapatopi.net/treeoctopus/
Ch. 3
Angle of Vision:
What influences your angle?
How do you construct your angle based on audience, purpose, and genre?
Logos: reason; logic
Ethos: credibility; ethics--trustworthy, thoughtful, fair
Pathos: emotional appeal, persuasion (passion)
How does the author logically present his/her view, support with credible sources, and persuade with emotional appeal?
Q: How do visual images make implicit arguments (logos) while also appealing to our values and emotions (pathos) and causing us to respond favorably or unfavorably to the artist (ethos)?
(Think of advertisements to help guide you in this process)
Ch. 6
Listen carefully to the text, recognize parts and functions, summarize ideas
Formulate strong response by interacting with text through agreement, interrogation, or opposition.
-Play Devil's Advocate
Reading WITH the Grain
• Listen to the text, read with the author, and withhold judgments.
• Extend and support the author’s thesis with your own points and examples.
• Apply the author’s argument in new ways.
o see world through author's perspective
o open yourself to the argument
o apply insights to new contexts
o connect to your own experiences and knowledge
Reading AGAINST the Grain
• Challenge, question, and resist the author’s ideas.
• Rebut the author’s ideas with counterreasoning and counterexamples.
• Point out what the author has left out or overlooked, and note what the author has not said.
o resist ideas by questioning points
o raise doubts
o analyze limits of perspective
o refute argument
Read Rhetorically
o Be aware of the effect a text is intended to have on you
o Critically consider that effect
o Enter into or challenge intentions
Strong Response
Rhetorical Critique: analyzes a text's rhetorical strategies and evaluates how effectively the author achieves his/her own goals; focus on how text is constructed, rhetorical strategies, effectiveness of appeals to logs, ethos, and pathos; closely analyze the text itself; read both with and against the grain and discuss what is effective and ineffective
Ideas Critique: focuses on the ideas; treat as a voice in a conversation you are involved in; one perspective on an issue, how does it compare with your own and others; RESEARCH is key, combined with personal experiences and critical thinking; challenge ideas, point out flaws, provide research to refute and extend argument; speak back to the text
Reflection: avoid this one for now as you primary focus; too open-ended, too abstract; better once you are further into the argument; WOULD work with a blend, but it should be a very small part
Strong Response should be written on a Single Source but you must consult many before making your final selection; I want to see at least three highlighted and noted sources at your conference and would expect you to read many abstracts before making your final selection.
General Notes:
Single Source/Summary Response/Strong Response: These are all the same thing; different versions of the text have just given them different names.
Analyze the article and the methods the author uses to prove his/her argument. This paper is merely an analytical piece. Not a debate with the author or the issue.
Break down the facts, break down the argument, look at logos, ethos, and pathos, evaluate bias and credibility. You can 100% disagree with a source but that doesn't make it a bad source.
Your thesis then becomes what you are going to say about the article. For example, "Smith's credibility and strong factual backing are weakened by his empty emotional appeals and overshadowing bias."
"Lebo's bias and questionable expertise is eliminated by her well-balanced use of logos, ethos, and pathos and the credibility of her sources."
STEPS:
o Read the article
o Take vigorous notes: question, challenge, agree and complain
o Use those notes to formulate an outline
o Compare the outline with the checklist
o Formulate a response
o Use that response as your working thesis
o Begin writing
Also ask yourself this, if someone else reads your essay, would they have an understanding about what the piece is about? If not, you are too embedded in the argument and have not offered enough analysis or proper summary of the piece.
Ch. 13 Notes
Synthesis: a way of seeing or coming to terms with complexities, is a counterpart to analysis. When you analyze something, you break it down into its parts to see relationships among them. When you synthesize, you take one more step, putting parts together in some new fashion.
Synthesis as a dialectical process…posing a significant question that often forces you to encounter clashing or contradictory ideas.
The synthesis essay, which moves beyond analysis to show how a writer interacts with a group of texts, explores their alternative perspectives on an issue, and presents a new, enlarged perspective on his or her own.
You use synthesis to carve out your own thinking space on a research question while shifting through the writings of others.
The synthesis or focusing question directs you to look for ways that a group of texts are connected and ways that they differ in their approaches to a particular problem or issue.
Your goal is to achieve your own informed view on that question.
Use both with-the-grain and against-the-grain thinking; listen carefully to the text; critique both the rhetorical features and ideas; begin your own independent thinking based on the synthesis question that ties your texts together.
To consider the text rhetorically:
To whom is the author writing and why? Do you see how the genre of each text influences some of the author’s choices about language and structure? What angle of vision shapes each text and accounts for what is included and excluded? Do you share the values of the author or his or her intended audience?
Questions over text:
• What main ideas or themes related to your synthesis question do you see in each text?
• What similarities and differences do you see in the way the authors choose to frame the issues they are writing about? How do their theses (either implied or stated) differ?
• What are the main similarities and differences in their angles of vision?
• What commonalities and intersections related to your synthesis question do you see in their ideas? What contradictions and clashes do you see in their ideas?
• What similarities and differences do you see in the authors’ underlying values and assumptions?
• What overlap, if any, is there in these authors’ examples and uses of terms?
• On what subject of your synthesis question, how would Author A respond to Author B?
Developing your own views:
• What do I agree with and disagree with in the texts I have analyzed?
• How have these texts changed my perception and understanding of an issue, question, or problem?
• What do I see or think now that I didn’t see or think before I read these texts?
• Related to my synthesis question, what new, significant questions do these texts raise for me?
• What do I see now as the main controversies?
• What is my current view on the focusing question that connects my texts and that all my texts explore?
• How would I position myself in the conversation of the texts?
• If I find one author’s perspective more valid, accurate, interesting, or useful than another’s, why is that?
• What discoveries have I made after much thought?
• What are the most important insights I have gotten from these readings?
• What is my intellectual or personal investment with the synthesis question at this point?
• Where can I step out on my own, even take a risk, in my thinking about the ideas discussed in these texts?
• What new perspective do I want to share with my readers?
Summaries (or abstracts) are condensed versions of texts that extract and present main ideas in a way that does justice to the author’s intentions. A summary, as fairly and objectively as possible, states the main ideas of a longer text, such as an article or even a book.
Writing summaries is a particularly important part of research writing, where you often present condensed views of other writer’s arguments, either in support of your own view or as alternative views you must analyze or respond to.
Criteria for an Effective Summary Incorporated into Your Own Prose
• Represents the original article accurately and fairly.
• Is direct and concise, using words economically.
• Remains objective and neutral, not revealing the writer’s own ideas on the subject, but, rather, only the original author’s points.
• Gives the original article balanced and proportional coverage.
• Use the writer’s own words to express the original author’s ideas.
• Distinguishes the summary writer’s ideas from the original author’s ideas by using attributive tags (such as “According to Martin” or “Martin argues that”).
• Uses quotations sparingly, if at all, to present the original author’s key terms or to convey the flavor of the original.
• Is a unified, coherent piece of writing in its own right.
• Cites and documents the text the writer is summarizing and any quotations used according to an appropriate documentation system.
Understanding Strong Response Writing
In strong response writing, you identify and probe points in a text, sometimes by examining how a piece is written and often by inserting your own ideas into the text’s conversation; strong response is an umbrella term that incorporates a variety of ways you can speak back to the text.
Internet
You must be able to think critically about what you read, particularly with the world of the internet. Question your sources.
p. 602 Evaluating Sources
http://zapatopi.net/treeoctopus/
Ch. 3
Angle of Vision:
What influences your angle?
How do you construct your angle based on audience, purpose, and genre?
Logos: reason; logic
Ethos: credibility; ethics--trustworthy, thoughtful, fair
Pathos: emotional appeal, persuasion (passion)
How does the author logically present his/her view, support with credible sources, and persuade with emotional appeal?
Q: How do visual images make implicit arguments (logos) while also appealing to our values and emotions (pathos) and causing us to respond favorably or unfavorably to the artist (ethos)?
(Think of advertisements to help guide you in this process)
Ch. 6
Listen carefully to the text, recognize parts and functions, summarize ideas
Formulate strong response by interacting with text through agreement, interrogation, or opposition.
-Play Devil's Advocate
Reading WITH the Grain
• Listen to the text, read with the author, and withhold judgments.
• Extend and support the author’s thesis with your own points and examples.
• Apply the author’s argument in new ways.
o see world through author's perspective
o open yourself to the argument
o apply insights to new contexts
o connect to your own experiences and knowledge
Reading AGAINST the Grain
• Challenge, question, and resist the author’s ideas.
• Rebut the author’s ideas with counterreasoning and counterexamples.
• Point out what the author has left out or overlooked, and note what the author has not said.
o resist ideas by questioning points
o raise doubts
o analyze limits of perspective
o refute argument
Read Rhetorically
o Be aware of the effect a text is intended to have on you
o Critically consider that effect
o Enter into or challenge intentions
Strong Response
Rhetorical Critique: analyzes a text's rhetorical strategies and evaluates how effectively the author achieves his/her own goals; focus on how text is constructed, rhetorical strategies, effectiveness of appeals to logs, ethos, and pathos; closely analyze the text itself; read both with and against the grain and discuss what is effective and ineffective
Ideas Critique: focuses on the ideas; treat as a voice in a conversation you are involved in; one perspective on an issue, how does it compare with your own and others; RESEARCH is key, combined with personal experiences and critical thinking; challenge ideas, point out flaws, provide research to refute and extend argument; speak back to the text
Reflection: avoid this one for now as you primary focus; too open-ended, too abstract; better once you are further into the argument; WOULD work with a blend, but it should be a very small part
Strong Response should be written on a Single Source but you must consult many before making your final selection; I want to see at least three highlighted and noted sources at your conference and would expect you to read many abstracts before making your final selection.
General Notes:
Single Source/Summary Response/Strong Response: These are all the same thing; different versions of the text have just given them different names.
Analyze the article and the methods the author uses to prove his/her argument. This paper is merely an analytical piece. Not a debate with the author or the issue.
Break down the facts, break down the argument, look at logos, ethos, and pathos, evaluate bias and credibility. You can 100% disagree with a source but that doesn't make it a bad source.
Your thesis then becomes what you are going to say about the article. For example, "Smith's credibility and strong factual backing are weakened by his empty emotional appeals and overshadowing bias."
"Lebo's bias and questionable expertise is eliminated by her well-balanced use of logos, ethos, and pathos and the credibility of her sources."
STEPS:
o Read the article
o Take vigorous notes: question, challenge, agree and complain
o Use those notes to formulate an outline
o Compare the outline with the checklist
o Formulate a response
o Use that response as your working thesis
o Begin writing
Also ask yourself this, if someone else reads your essay, would they have an understanding about what the piece is about? If not, you are too embedded in the argument and have not offered enough analysis or proper summary of the piece.
Ch. 13 Notes
Synthesis: a way of seeing or coming to terms with complexities, is a counterpart to analysis. When you analyze something, you break it down into its parts to see relationships among them. When you synthesize, you take one more step, putting parts together in some new fashion.
Synthesis as a dialectical process…posing a significant question that often forces you to encounter clashing or contradictory ideas.
The synthesis essay, which moves beyond analysis to show how a writer interacts with a group of texts, explores their alternative perspectives on an issue, and presents a new, enlarged perspective on his or her own.
You use synthesis to carve out your own thinking space on a research question while shifting through the writings of others.
The synthesis or focusing question directs you to look for ways that a group of texts are connected and ways that they differ in their approaches to a particular problem or issue.
Your goal is to achieve your own informed view on that question.
Use both with-the-grain and against-the-grain thinking; listen carefully to the text; critique both the rhetorical features and ideas; begin your own independent thinking based on the synthesis question that ties your texts together.
To consider the text rhetorically:
To whom is the author writing and why? Do you see how the genre of each text influences some of the author’s choices about language and structure? What angle of vision shapes each text and accounts for what is included and excluded? Do you share the values of the author or his or her intended audience?
Questions over text:
• What main ideas or themes related to your synthesis question do you see in each text?
• What similarities and differences do you see in the way the authors choose to frame the issues they are writing about? How do their theses (either implied or stated) differ?
• What are the main similarities and differences in their angles of vision?
• What commonalities and intersections related to your synthesis question do you see in their ideas? What contradictions and clashes do you see in their ideas?
• What similarities and differences do you see in the authors’ underlying values and assumptions?
• What overlap, if any, is there in these authors’ examples and uses of terms?
• On what subject of your synthesis question, how would Author A respond to Author B?
Developing your own views:
• What do I agree with and disagree with in the texts I have analyzed?
• How have these texts changed my perception and understanding of an issue, question, or problem?
• What do I see or think now that I didn’t see or think before I read these texts?
• Related to my synthesis question, what new, significant questions do these texts raise for me?
• What do I see now as the main controversies?
• What is my current view on the focusing question that connects my texts and that all my texts explore?
• How would I position myself in the conversation of the texts?
• If I find one author’s perspective more valid, accurate, interesting, or useful than another’s, why is that?
• What discoveries have I made after much thought?
• What are the most important insights I have gotten from these readings?
• What is my intellectual or personal investment with the synthesis question at this point?
• Where can I step out on my own, even take a risk, in my thinking about the ideas discussed in these texts?
• What new perspective do I want to share with my readers?
Friday, January 15, 2010
Articles
"Is This Egg Worth $50,000?"
http://www.aperfectmatch.com/articles.html
"The Other Jesus"
http://www.newsweek.com/id/83479
http://www.aperfectmatch.com/articles.html
"The Other Jesus"
http://www.newsweek.com/id/83479
Thursday, January 14, 2010
1-14-2010 Notes
Comp II Notes: Day One
Reflection on Comp I: challenges, accomplishments
Expectations for Comp II:
Ch. 1
Writing:
-Is critical thinking
-Helps develop questioning, analyzing, and arguing skills, which are transferable to vast areas of life
-Exercises your curiosity, creativity, and problem solving ability
-Connects you to others and helps you discover and express ideas you may otherwise never think or say
-Gives you time to think deep and long about an idea
-Isn’t just a way to express a thought but a way to do the thinking itself
-Stimulates, challenges, and strengthens your mental powers, and when done well, is extremely satisfying
Good writers are question askers and problem posers rather than followers of rigidly prescribed rules and must work out answers to two sorts of questions: questions about their subject matter and questions about their audience and purpose.
Closed vs. Open Form
Ch. 2
Rhetoric: the art of effective or persuasive speaking or writing
“Wallow in Complexity”
-wrestle with problems by applying concepts, data, and thought processes
-Critical Thinking Skills Needed for “Wallowing in Complexity”
-The ability to pose problematic questions
-The ability to analyze a problem in all its dimensions—to define its key terms, determine its causes, understand its history, appreciate its human dimension and its connection to one’s own personal experience, and appreciate what makes it problematic or complex.
-The ability (and determination) to find, gather, and interpret facts, data, and other information relevant to the problem (often involving library, Internet, or field research)
-The ability to imagine alternative solutions to the problem, to see different ways in which the question might be answered and different perspectives for viewing it
-The ability to analyze competing approaches and answers, to construct arguments for and against alternatives, and to choose the best solution in light of values, objectives, and other criteria that you determine and articulate.
-The ability to write an effective argument justifying your choice while acknowledging counterarguments
Critical thinkers are actively engaged with life…They appreciate creativity, they are innovators, and they exude a sense that life is full of possibilities.”
Good writers use exploratory strategies to think critically about subject-matter questions
-Freewriting
-Focused Freewriting
-Idea Mapping
-Dialectic Talk
-Playing the Believing and Doubting Game (Ch. 2 p. 37)
What is a good argument?
What is a good thesis?
A strong thesis statement surprises readers with something new or challenging
You're trying to change your readers view of your subject
New: Don’t tell us something we already know: if it’s common knowledge, why are you writing about it?
True: Can you prove it?
Important: Why is this topic worth writing about?
One Sentence
Clear
Concise
“So What?”
Use because clauses to help revise your thesis (p. 383)
Thesis Statements:
This article really brought out some good facts for both sides of the argument and was very informative. Both sides of the article make you really think because they both are very persuasive in the different ways that they present their information. The credibility is questionable for the author and James Carafano and Brian Katulis but the way the author got two sides and two different people to clearly answer a question and back up their arguments makes this article very good and intriguing.
People have been debating this topic for a long time on whether the right to vote should be taken away from felons.
In the article written by the New York Times, they use many different statistics to support their argument about how mechanisms need to be improved in restoring voting rights in felons.
In the article written by Reynolds Holding, he uses a specific situation that occurred in Mississippi and backed his information up with statistics.
The authors of this article show great points to either side of the issue.
I feel that in this article he is more for cloning because he persuades me on examples of why cloning should be done and he really doesn’t say too much on why cloning shouldn’t be done.
The article…reflects current thinking on what needs to be done to improve the child support system, if federalized then the taxpayers wouldn’t have to pay more taxes, single parents would depend more on government assistance, and due to the amount not collected child support is an issue critical to the well-being of our nation’s children.
Bureaucracy? Or Opinion? "Obama and the Bureaucratization of health care" Posted on September 8, 2009, In a Wall street journal opinion section, Former Republican vice presidential candidate, and former Governor of Alaska Sarah Palin asserts that President Obama's proposals at health care reform will create an enormous, inefficient, and ethically questionable bureaucracy. Does her opinion have evidence? Or is it strictly argument?
As a writer, she does use good research with some of her arguments, however, there is a possibility that not all of what she states is entirely accurate.
While both of these qualified men write very compelling arguments, they fall short in areas of using methodical logic in their appeals to the American people.
Syllabus
Composition II: ENG106-2
Spring 2010: January 11 – May 11
Ann Lebo
Library 211
Office Location: Grundy Hall, Room 218
Office Hours: before class or upon request
Telephone: C 319-939-4272
E-mail address: ALebo@hawkeyecollege.edu
January 11 Classes begin.
January 18 Martin Luther King Jr. Day observance. College closed.
March 5 No classes.
March 15-19 Spring Break. No classes.
March 19 College Closed.
May 6-11 Finals Schedule.
May 11 End of term.
Composition II aims to review and extend writing principles learned in Composition I to analytical, argumentative, and research-based writing. This course emphasizes critical reading, evaluation, and precise and responsible source citation.
COURSE PREREQUISITE: Composition I (ENG105)
COURSE OBJECTIVES:
The course will
- Encourage students to continue applying the recursive process of writing using prewriting, revising, editing, and peer review learned in Composition I and adapt these recursive process skills to the Composition II context.
- Develop strategies for academic reading to encourage rhetorical analysis and critique.
- Develop information literacy skills in locating, selecting, and evaluating appropriate research sources.
- Integrate research sources by summarizing, paraphrasing, quoting, synthesizing and citing sources in a documented format.
- Develop a writer’s voice through critical and independent thinking of research-based resources and distinguishing between a source’s ideas and one’s own.
- Provide a context for writing using analytical and argumentative styles that invite investigating an issue or topic from multiple perspectives.
Textbooks:
Raimes, Ann. Keys for Writers 5th ed. Boston: Houghton Mifflin, 2009.
Ramage, John D, John C. Bean, and June Johnson. The Allyn & Bacon Guide to Writing. Brief 54h ed. New York: Longman, 2009.
Formal papers:
· Summary/Strong Response: You will write two papers that continue the process you learned in Comp I of reading and responding to an article in an intellectual and academically evaluative way. You should read, summarize, then respond to the article in a way that allows you to critique the piece, not just respond to the issue. Remember to incorporate ethos, pathos, and logos into this response. Summary/response essays must be DS, with 1 inch margins, 12 pt Times or Times New Roman and 4-6 pages in length. In addition, students should include a copy of the article and proper MLA citation.
· Classical Argument: You will be also be writing two source-based, thesis-driven papers this semester. Topic prompts will be provided, but you will develop individual arguments based on further research. All papers must be revised before being turned in for my evaluation and 7-10 pages in length, DS, 1 inch margins, and 12 pt Times or Times New Roman. Please include your name and course section along with date on all papers.
Peer Review:
You will be expected to share your drafts not only with me but also with your classmates and some third party/online evaluative tools. We will discuss this process further, but know that what you write will be shared. Peer evaluations will be graded. www.smarthinking.com
username: smart0506
password: hawkeyetutor.
You can also go to Academic Support in Bremer 116 for help getting set up the first time if you need it.
We will also be using Blogger for peer reviews. We will set up these accounts in class.
Writing Portfolio:
Each student will submit his/her writing in revised form at the end of the semester in a final portfolio. Specific guidelines and grading criteria will be handed out in class. Evaluation of the portfolios will be based on both the depth and quality of revision and on the quality of the final drafts.
Course Policies and Grading:
Participation/Attendance:
Your active presence and participation in class is vital to your success. I will take regular attendance and track who is here as well as who is involved. All work is due when assigned, even if you are not in class. I will not award or deduct points based on attendance; however, if you are not here, I will not help you. You have paid me to provide a service for you. You joint involvement with this process is expected.
Due Dates and Late Work:
All assignments are due at the beginning of class. No late work will be accepted. In the event of extenuating circumstances, justification must be provided and approved by the instructor.
Grading Scale:
You final grade will be based on straight points.
A 100%-94%
B 93%-86%
C 85%-76%
D 75%-68%
F 67% and below
Rough Drafts (4) 100
Peer Evaluations (4) 100
Teacher Drafts (4) 100
Final Drafts (4) 600
Quizzes 50
Class Activities 25
Final Portfolio 25
Total Points 1000
Additional Resources from the Academic Support Area:
The Academic Support Area in Bremer is available to all students. More information can be obtained by calling 296-4029.
EMAIL POLICY: Please make sure you check your email accounts at least once a week, and always before class. I will also communicate with you via text.
CLASS CANCELLATION POLICY:
I will contact you via text or email if classes are cancelled. You can also watch KWWL or check online.
STUDENTS' SPECIAL NEEDS: Hawkeye Community College strives for student-centered, quality education with flexibility to allow for students' special needs. Students with disabilities or special needs should feel free to contact the instructor privately if there are services or adaptations which can be made to accommodate specific needs.
Academic Integrity and Conduct Policy
The integrity of the academic program and degree rests on the principle that the grades awarded to students reflect only their own individual efforts and achievement. Students are required to perform the work specified by the instructor and are responsible for the content of work submitted, such as papers, reports, examinations, and other work. Violations of academic integrity include various types of plagiarism and cheating.
Plagiarism includes but is not limited to:
· Using exact words from a source without appropriate crediting
· Cutting and pasting electronically from any source without appropriate crediting
· Using wording and/or sentence structure too close to the original in paraphrasing
· Using visual images in whole or in part created by someone else
· Buying a paper and presenting any part of it as one’s own
· Borrowing a paper in whole or part and presenting any part of it as one’s own without appropriate crediting
· Falsifying or inventing any information or citation in an academic exercise
Cheating:
· Obtaining or giving assistance in any academic work such as on quizzes, tests, homework, etc., without instructor’s consent
· Taking an examination or course or turning in work for someone else
· Allowing someone to take an examination or course or turn in work in your name
· Using crib notes or electronic devices to get unauthorized assistance on examinations or other in-class work
Addressing Violations of Academic Integrity
Any violations of academic integrity are addressed first by the instructor within the classroom; the instructor shall have the discretion to determine the level of severity in setting appropriate penalties.
· First Offense: The individual instructor may reduce the student’s grade in the assignment or examination and has the discretion to file a report. The instructor may assign the student a grade of “F” in the course as a result of cheating or plagiarism. This will be reported to the academic Dean; the report will be placed in the student’s file.
· Second Offense: Upon confirmation by the academic Dean of a student’s previous reported offense, the Dean of Students will be notified and the instructor will have the authority to issue a grade of “F” in the course. A report will be made to the Dean of Students and also placed in the student’s file. The student is required to meet with the Dean of Students.
· Third Offense: Upon confirmation by the academic Dean of a student’s third offense, the Dean of Students will determine appropriate penalties ranging from an “F” in the course to recommending suspension from the college for academic misconduct.
Note: The grade penalty of “F” shall take precedence over a course withdrawal received by the Records & Registration Office on the same day or later than the incidence of academic dishonesty.
If the student feels that the penalty imposed is unjust, the student may request a review by the Academic Integrity Review Board composed of the Dean of Students (presiding), at least three faculty representatives selected from the Academic Standards and Issues Committee, two Student Senate representatives, and the Director of Records and Registration (serving ex officio). The Review Board shall meet with the student and faculty to review the case and make recommendations to the Vice President of Academic Affairs, who shall determine the appropriate penalty.
Comp. II Course Schedule—Spring 2010
Changes to this schedule may be made at the instructor’s discretion.
Week 1
Jan 14
Introduction to course; syllabus; what is good writing; arguments and ideas
Ch. 1 Notes and review
Ch. 2 Supporting Thesis and Making Claims; what is a good thesis
Week 2
Jan 21
Ch. 6 Summary/Strong Response review; Ch. 13 Analyzing and Synthesizing Ideas; Quiz
Egg donors: discussion of article and related issues; overview of ethos, pathos, and logos
Week 2
Jan 28
Ch. 14 Writing a Classical Argument; Ch. 15 Making an Evaluation; Quiz
Independent articles due; sharing and prewriting in class
Week 3
Feb 4
Ch. 16 Proposing a Solution; Ch. 17 Writing as a Problem Solving Process; Quiz
RD of SSR; peer reviews and discussion;
Week 4
Feb 11
Ch. 18 Closed Form Prose; Ch. 20 Intro to Research; Quiz
TD of SSR; works cited due
Week 5
Feb 18
Ch. 21 Evaluating Sources; Quiz
FD of SSR
Other religions: discussion of article and related issues; overview of ethos, pathos, and logos
Week 6
Feb 25
RD of SSR2 (independent article)--include copy of article; peer reviews
Week 7
March 4
TD of SSR2; peer reviews; activity
Week 8
March 11
FD of SSR2; begin 1st Classical Argument Essay; use current research; Brainstorming session; outlines and thesis writing
Week 9
March 18: Spring Break
Week 10
March 25
Proposed topics due--present to class; Outline of CA1 activity; works cited due
Week 11
April 1
RD of CA1; peer workshops
Begin film unit: The Gunfighter
Week 12
April 8
TD of CA1; peer workshop
Unforgiven; Brainstorming session
Week 13
April 15
FD of CA1
Proposed topics for CA2 due--present to class; Outline of CA2 activity
Week 14
April 22
RD of CA2; peer workshop; works cited due
Week 15
April 29
Ch. 25 Reflective Analysis; TD of CA2; Peer Workshop: editing
Week 16
May 6: Finals
Final Exam 6:00 - 7:50
Reflective Analysis
FD of CA2
Final Portfolios Due
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