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.
Thursday, January 28, 2010
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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