All of you who turned in a completed portfolio should have received an email to your Kean account with your tally sheet.
Unless I hear from you with corrections to your tally, that is the grade I will post to Keanwise.
I have looked forward to every class I had with you. Just thinking back on the semester makes me smile. I wish each of you the best in your lives and your work.
Tuesday, December 23, 2014
Monday, December 22, 2014
12.22 Grades
I am grading your final porfolios.
Missing work. It seems a number of you didn't post your reflective essays to your ENG 1031 portfolios? Your grades will be based on the ENG 1031 portfolio you have been keeping for me and which I have been grading throughout the semester - so you need to post all work that you want a grade on to the portfolio I have been reviewing all semester. I will not be reading the CollegeComposition Portfolio which you just created; that portfolio is for program assessment.
For those of you who didn't post your reflective writing to the course portfolio - I will check back one more time tomorrow morning. At that time I will go with what has been posted so far.
Missing work. It seems a number of you didn't post your reflective essays to your ENG 1031 portfolios? Your grades will be based on the ENG 1031 portfolio you have been keeping for me and which I have been grading throughout the semester - so you need to post all work that you want a grade on to the portfolio I have been reviewing all semester. I will not be reading the CollegeComposition Portfolio which you just created; that portfolio is for program assessment.
For those of you who didn't post your reflective writing to the course portfolio - I will check back one more time tomorrow morning. At that time I will go with what has been posted so far.
Thursday, December 18, 2014
12.18 Last day of class - watch for your grade sheets in your email
We went over the assignments and practices for this class and you gave me lots of good ideas for how to revise the course for next term
Grades reminder: I will be sending your grade sheets to your emails as soon as I read through your portfolios. After all the gradesheets are sent, I will wait a day or two (see previous post for reminder of the details of this process) and then post your grade to Keanwise. Be sure to check back here to see when I send out the grade sheets. I will post a note just so you know they have been sent (in case I get confused and skip over a name.)
Thanks for being such a great class. You kept me excited about our work together - and as I said in class, I can't wait for the College Composition review so they can see what good writing you did. I am wishing my best to each of your, and be sure to stop back to say hello once in a while.
Grades reminder: I will be sending your grade sheets to your emails as soon as I read through your portfolios. After all the gradesheets are sent, I will wait a day or two (see previous post for reminder of the details of this process) and then post your grade to Keanwise. Be sure to check back here to see when I send out the grade sheets. I will post a note just so you know they have been sent (in case I get confused and skip over a name.)
Thanks for being such a great class. You kept me excited about our work together - and as I said in class, I can't wait for the College Composition review so they can see what good writing you did. I am wishing my best to each of your, and be sure to stop back to say hello once in a while.
Tuesday, December 16, 2014
12.16 Endpoint essay, finishing up the portfolio, grades
You wrote your endpoint essays and sent them to me via the course email. Whew! One more thing checked off.
College Composition Portfolios. We then worked through the College Composition Portfolios. I'm sorry I did not give you complete/accurate directions when I introduced it. I know that made you some extra work. With any luck - we got through all that today. What I forgot to tell you was that all assignments, each individual asssignment, needed to be pasted in on its own page. We spend most of the second part of class re-structuring thin college composition portfolios. The sample College Composition portfolio, and the previous post on what to post to your collcomp portfolio list what assignments you need to post to this portfolio.
We also discussed setting the permissions (available to anyone with the link, can view) and sharing (with me, and with collcomp@kean.edu).
If you have any further questions - we can talk them over on Thursday.
Grades: At the end of class I briefly talked through my process for sending you your grades. As soon as I have reviewed your completed portfolios (due at the end of class on Thursday), I will send you a final grade sheet, similar to the grade sheets I have sent throughout the semester. If you want points from the last grade-so-far revised => YOU MUST NOTE THE ASSIGNMENTS YOU WANT ME TO RE-EVALUATE AT THE TOP OF THE COURSE REFLECTION PAGE FOR OUR COURSE PORTFOLIO (not the collcomp portfolio). I will only re-grade material which you specifically (and accurately) request me to re-grade.
After I have graded everyone's portfolio, I will send your final gradesheets via your email. I will also post a notice on the blog that I have sent the gradesheets. After this notice, I will wait about 24-48 hours before turing grades in to Keanwise. This gives us a chance to make sure I added everything up right, evaluated your work in a way that makes sense to you, and etc. During this time period you are encouraged to let me know if there were any mistakes or issues that need to be re-considered. If I don't hear from you, I will assume you are OK with your grade. If I DO hear from you, we will discuss any issues you identify over email, and I will either revise the grade, or explain why I feel the grade needs to stay the same.
After all issues have been aired, I will post grades to Keanwise. At that point, if we discover there has been a mistake in calculating the grade, we will need to file a grade-change, or go through an appeal.
For next class:
We will meet in the non-computer classroom and I will bring food. We will spend class evaluating the course. Think about what could be done differently to help the course provide the best support for college writers that we can give them.
Good work today, thanks for your patience, and see you on Thursday.
College Composition Portfolios. We then worked through the College Composition Portfolios. I'm sorry I did not give you complete/accurate directions when I introduced it. I know that made you some extra work. With any luck - we got through all that today. What I forgot to tell you was that all assignments, each individual asssignment, needed to be pasted in on its own page. We spend most of the second part of class re-structuring thin college composition portfolios. The sample College Composition portfolio, and the previous post on what to post to your collcomp portfolio list what assignments you need to post to this portfolio.
We also discussed setting the permissions (available to anyone with the link, can view) and sharing (with me, and with collcomp@kean.edu).
If you have any further questions - we can talk them over on Thursday.
Grades: At the end of class I briefly talked through my process for sending you your grades. As soon as I have reviewed your completed portfolios (due at the end of class on Thursday), I will send you a final grade sheet, similar to the grade sheets I have sent throughout the semester. If you want points from the last grade-so-far revised => YOU MUST NOTE THE ASSIGNMENTS YOU WANT ME TO RE-EVALUATE AT THE TOP OF THE COURSE REFLECTION PAGE FOR OUR COURSE PORTFOLIO (not the collcomp portfolio). I will only re-grade material which you specifically (and accurately) request me to re-grade.
After I have graded everyone's portfolio, I will send your final gradesheets via your email. I will also post a notice on the blog that I have sent the gradesheets. After this notice, I will wait about 24-48 hours before turing grades in to Keanwise. This gives us a chance to make sure I added everything up right, evaluated your work in a way that makes sense to you, and etc. During this time period you are encouraged to let me know if there were any mistakes or issues that need to be re-considered. If I don't hear from you, I will assume you are OK with your grade. If I DO hear from you, we will discuss any issues you identify over email, and I will either revise the grade, or explain why I feel the grade needs to stay the same.
After all issues have been aired, I will post grades to Keanwise. At that point, if we discover there has been a mistake in calculating the grade, we will need to file a grade-change, or go through an appeal.
For next class:
We will meet in the non-computer classroom and I will bring food. We will spend class evaluating the course. Think about what could be done differently to help the course provide the best support for college writers that we can give them.
Good work today, thanks for your patience, and see you on Thursday.
12.16 Endpoint essay prompt
This semester, we have read the essays by Michelle Obama and Haygood. These readings discuss issue of obesity as it relates to lifestyle within United States in general, and within two particular cultural communities in particular. Plan and write an essay arguing your position on the issue. Support your position fully, drawing on your own experience as well as examples taken from the essays.
Thursday, December 11, 2014
12.11 Review for endpoint essay
Today's class was about preparing to write the endpoint essay. The prompt for the endpoint essay is standard for all of the college composition classes, except that each class is expected to choose the particular essays (from course readings) that students will write about.
After discussing the units and the essays in the units, our class chose to write about the fast food unit, using the essays by Michele Obama and Will Haygood.
We did a rhetorical analysis of the audience, purpose, and form of essay exams as a way to prepare for this exam (and to use as a model for thinking about essay exams for other courses).
Audience and Purpose: to write an essay to demonstrate knowledge of course material. This is the overall purpose and it means both that you will need to make specific references to course readings and that the focus of your essay exam needs to be grounded in the ideas from the readings.
Demonstrating mastery of course material means that you can:
accurately summarize/re-state the readings' content = what they say
generalize the principles or ideas from the readings
synthesize/apply these ideas by re-combining them and thinking about them in new ways and extending them to new contexts
Because you to synthesize/apply these ideas, your essay will need to "argue" for your synthesis (your new idea or way of thinking about what the course material says). So => essay exams (including this one) are usually persuasive writing which is based in an analysis of the course readings.
Obama:
history of audience
accomplishments of NAACP
relats focus to NAACP- dentified obesity as a problem for children in general & black children in particular
emphasize the power of the group
inform people about what they eat
relates obesity to how they used to eat (used to exercise more)
talks about cultural changes
Let's move
1. healthier foods in schools
2. get information about healthy eating to parents
3. work with doctors to make sure children are screened
4. food options in community
Let's cook
1. provide affordable recipes/ingredient lists
2. video series
3. breast feeding
WIC
main point: to inform audience about federal government's role in dealing with obesity, and to persuade them (the NAACP) to support those programs
Haygood
relates personally to his audience
uses narrative form throughout the essay to expose people of the town
doesn't blam people blames food industry
find more affordable ways for people to eat healthy
points out that there is no YMCA in the town
tells the story of one particular family, the Robinsons
don't have family cooking in the restaurants, mostly fast foods
makes note of Obama's speech and says it is as if she is talking about Manchester
points out Jill Day's research study of the town = findings: estimated that 1/3 of kids in Manchester would be overweight or obsese; correlated activity with with weight
related environment to how it affects the way children eat: she points out that no parks, all eating options are fast food (cheapest)
mayor - knows little about the literature of eating
mdeical community = people don't go to doctors = too expensive
We spent the last part of class posing thesis statements that would set you up to write an essay where you took a position regarding an issue or feature relevant to these two essays.
For next class:
Write/identify several thesis statements you might use to write a persuasive essay on fast food. Remember that you will need to refer to Obama and Haygood to develop this essay.
Identify points from Obama and Haygood that would would need to connect to in order to develop your argument.
Come to class prepared to write the endpoint essay during the first half of class.
We will spend the second half of class making sure you are well prepared to finish the portfolio.
After discussing the units and the essays in the units, our class chose to write about the fast food unit, using the essays by Michele Obama and Will Haygood.
We did a rhetorical analysis of the audience, purpose, and form of essay exams as a way to prepare for this exam (and to use as a model for thinking about essay exams for other courses).
Audience and Purpose: to write an essay to demonstrate knowledge of course material. This is the overall purpose and it means both that you will need to make specific references to course readings and that the focus of your essay exam needs to be grounded in the ideas from the readings.
Demonstrating mastery of course material means that you can:
accurately summarize/re-state the readings' content = what they say
generalize the principles or ideas from the readings
synthesize/apply these ideas by re-combining them and thinking about them in new ways and extending them to new contexts
Because you to synthesize/apply these ideas, your essay will need to "argue" for your synthesis (your new idea or way of thinking about what the course material says). So => essay exams (including this one) are usually persuasive writing which is based in an analysis of the course readings.
Obama:
history of audience
accomplishments of NAACP
relats focus to NAACP- dentified obesity as a problem for children in general & black children in particular
emphasize the power of the group
inform people about what they eat
relates obesity to how they used to eat (used to exercise more)
talks about cultural changes
Let's move
1. healthier foods in schools
2. get information about healthy eating to parents
3. work with doctors to make sure children are screened
4. food options in community
Let's cook
1. provide affordable recipes/ingredient lists
2. video series
3. breast feeding
WIC
main point: to inform audience about federal government's role in dealing with obesity, and to persuade them (the NAACP) to support those programs
Haygood
relates personally to his audience
uses narrative form throughout the essay to expose people of the town
doesn't blam people blames food industry
find more affordable ways for people to eat healthy
points out that there is no YMCA in the town
tells the story of one particular family, the Robinsons
don't have family cooking in the restaurants, mostly fast foods
makes note of Obama's speech and says it is as if she is talking about Manchester
points out Jill Day's research study of the town = findings: estimated that 1/3 of kids in Manchester would be overweight or obsese; correlated activity with with weight
related environment to how it affects the way children eat: she points out that no parks, all eating options are fast food (cheapest)
mayor - knows little about the literature of eating
mdeical community = people don't go to doctors = too expensive
We spent the last part of class posing thesis statements that would set you up to write an essay where you took a position regarding an issue or feature relevant to these two essays.
For next class:
Write/identify several thesis statements you might use to write a persuasive essay on fast food. Remember that you will need to refer to Obama and Haygood to develop this essay.
Identify points from Obama and Haygood that would would need to connect to in order to develop your argument.
Come to class prepared to write the endpoint essay during the first half of class.
We will spend the second half of class making sure you are well prepared to finish the portfolio.
Tuesday, December 9, 2014
12.9 Reflective essays
We spent class discussing how to work on /revise the reflective essays. We clarified what the focus needed to be, and suggested a number of ways to organize an essay that would write to that focus.
Focus: how you have grown (gotten better) as a writer + what you still need to work on.
Areas where you might have grown (or need work) include:
1. writing process (invention - analyzing the reading, reviewing the assignment sheet, finding a focus, deepening the focus, identifying points to support the focus, finding the best order for the points, finding appropriate development; and revising. . . . you can make this list as well as I can by now),
2. understanding of the genres/academic writing (summary/response, persuasion, analysis =in particular rhetorical analysi)
3. resources/strategies for working on focus, organization, development, academic language, correctness
Organization: how you organize your essay will depend on your focus. Your focus should reflect the most important patterns in your writing & your process that have changed - or that still need to change.
You can organize your essay in terms of writing process (what you learned about pre-planng, invention + revision; genre (what you learned in working on the writing for each unit); or features of writing (what you learned about focus, organization, development).
Development: as I said in class, for the reflective writing on the analytic essays, the most important work the class needed to do as a whole was on development. You need to point to examples from the writing in your portfolio to "show" how your writing changed. Make specific statements about what changed from drafts to finished essays, what got better (or remained the same) in your process and the esssays you turned in as you moved through the semester.
You need to look at your writing in order to formulate these statements. Re-read your writing, and write down what revisions you made, how the comments to your work changed (or didn't change).
Good luck!
In the next class there will be some time to work on /discuss the analytic essays. We will spend most of class talking about how to plan/write in-class essay exams.
See you on Thursday.
Focus: how you have grown (gotten better) as a writer + what you still need to work on.
Areas where you might have grown (or need work) include:
1. writing process (invention - analyzing the reading, reviewing the assignment sheet, finding a focus, deepening the focus, identifying points to support the focus, finding the best order for the points, finding appropriate development; and revising. . . . you can make this list as well as I can by now),
2. understanding of the genres/academic writing (summary/response, persuasion, analysis =in particular rhetorical analysi)
3. resources/strategies for working on focus, organization, development, academic language, correctness
Organization: how you organize your essay will depend on your focus. Your focus should reflect the most important patterns in your writing & your process that have changed - or that still need to change.
You can organize your essay in terms of writing process (what you learned about pre-planng, invention + revision; genre (what you learned in working on the writing for each unit); or features of writing (what you learned about focus, organization, development).
Development: as I said in class, for the reflective writing on the analytic essays, the most important work the class needed to do as a whole was on development. You need to point to examples from the writing in your portfolio to "show" how your writing changed. Make specific statements about what changed from drafts to finished essays, what got better (or remained the same) in your process and the esssays you turned in as you moved through the semester.
You need to look at your writing in order to formulate these statements. Re-read your writing, and write down what revisions you made, how the comments to your work changed (or didn't change).
Good luck!
In the next class there will be some time to work on /discuss the analytic essays. We will spend most of class talking about how to plan/write in-class essay exams.
See you on Thursday.
Thursday, December 4, 2014
12.4 Reflective writing on portfolio
We started class by going through the assignment sheet for the reflective writing on the portfolio. The assignment sheet has 3 parts.
1. The front of the assignment sheet provides an overview of the task, what students should "do" and "not do" as the write there essay.
2. On the back side of the assignment sheet, the description of the essay's objectives is followed by three brainstorming questions. These questions are designed to get you thinking - in detail - about what has changed about your writing (and why) as a result of your participation in ENG 1031-1032.
3. Finally, at the bottom of the page on the back, the assignment sheet briefly describes a process for writing your essay.
After talking through the assignment sheet, we kind of rambled off into a free from discussion of social injustice - with occaisional one-on-one conferences for individuals who were trying to work on their essay. What a great discussion! If anyone has additional questions about how to move forward with the essay - send me an email.
For next class
Write: Draft reflective essay
We will spend most of class setting up a set of criteria for the reflective essay, and workshopping drafts submitted by student volunteers. This workshop will serve to provide some more concrete models for organizing and developing your essays, as well as to provide specific feedback to students who provide drafts for review.
Grades for Unit on Analysis
I will be grading the analysis units over the weekend, and hope to have all work returned by class on Dec. 9. The list of what to include for the analysis unit is posted here.
Have a great weekend, and see you Tuesday.
1. The front of the assignment sheet provides an overview of the task, what students should "do" and "not do" as the write there essay.
2. On the back side of the assignment sheet, the description of the essay's objectives is followed by three brainstorming questions. These questions are designed to get you thinking - in detail - about what has changed about your writing (and why) as a result of your participation in ENG 1031-1032.
3. Finally, at the bottom of the page on the back, the assignment sheet briefly describes a process for writing your essay.
After talking through the assignment sheet, we kind of rambled off into a free from discussion of social injustice - with occaisional one-on-one conferences for individuals who were trying to work on their essay. What a great discussion! If anyone has additional questions about how to move forward with the essay - send me an email.
For next class
Write: Draft reflective essay
We will spend most of class setting up a set of criteria for the reflective essay, and workshopping drafts submitted by student volunteers. This workshop will serve to provide some more concrete models for organizing and developing your essays, as well as to provide specific feedback to students who provide drafts for review.
Grades for Unit on Analysis
I will be grading the analysis units over the weekend, and hope to have all work returned by class on Dec. 9. The list of what to include for the analysis unit is posted here.
Have a great weekend, and see you Tuesday.
Tuesday, December 2, 2014
College composition portfolio
The portfoliio must contain the following pieces:
1. Summary/response. For this section, students should post:
2. A persuasive/argumentative essay. For this section, students should include:
5. Reflective essay on what you learned in the course & how the portfolio demonstrates that learning
1. Summary/response. For this section, students should post:
- assignment that requires students to summarize AND respond to a text
- a reflection on the summary/response submitted for feedback
2. A persuasive/argumentative essay. For this section, students should include:
- planning work (brainstorming, freewriting, listing)
- a rough draft, preferably the version submitted to the instructor for comments
- a reflection on the rough draft (this can be a plan for revision)
- a final, unmarked draft
- planning work
- a rough draft
- a reflection on the rough draft (writing on what to revise)
- a final unmarked draft
5. Reflective essay on what you learned in the course & how the portfolio demonstrates that learning
Tuesday, November 25, 2014
11.25 Reflective writing and conferences
Reflective writing on Rhetorical analysis. The assignment for the reflective writing on the rhetorical analysis essay is posted to the right. This assignment is not due until the end of the unit when the reflective essay and all other writing is due: Thursday, December 4. We went over it in class today to give you a heads up so you could get started on the assignment + ask questions, and to point out that starting work on this writing could be part of a step-by-step process for deciding how to revise your drafts.
Plan for what to revise for the Rhetorical analysis: You will notice that point 9 on the blog post for what to include in the rhetorical analysis unit is your plan for revision for the analytic essay (based on comments in conference 11.25). This writing will be due with the rest of the writing for the unit, on December 4.
What we will do on Tuesday December 2.
You will have an in-class work day on Tuesday, December 2. During this time you will have an opportunity for one more round of feedback on your rhetorical analysis essays, and anything else you want to work on.
Good work today, and have a great holiday!
Plan for what to revise for the Rhetorical analysis: You will notice that point 9 on the blog post for what to include in the rhetorical analysis unit is your plan for revision for the analytic essay (based on comments in conference 11.25). This writing will be due with the rest of the writing for the unit, on December 4.
What we will do on Tuesday December 2.
You will have an in-class work day on Tuesday, December 2. During this time you will have an opportunity for one more round of feedback on your rhetorical analysis essays, and anything else you want to work on.
Good work today, and have a great holiday!
Thursday, November 20, 2014
11.20 Rhetorical analysis drafts : working on finding a thesis, organization + development
Conferences: Wenscent, Austin, Lulu, Erika, Shanice, Taffy, Jessica, Sabrina, Terrell, Vinson, Jesse, Kevin, Khizer, Jaqwetta, Doreen,
What to post for the analysis unit. See previous post.
Finding a thesis for this assignment:
From the discussion of Brainstorming 1, we noted that the proposed thesis did a great job of including all the elements that this essay needs.
The proposed thesis was: Orbach essay's was really successful in stating her purpose to her audience. She makes moves of using ethos, logos and pathos for her essay. She makes various points to support her essy.
Process for revision rough drafts.
1. Identify and strengthen the thesis statement. In our discussions of the drafts, we began by noting the thesis. The thesis wasn't always stated completely in the introduction => this is typical for rough drafts. So our work was to figure out and state the "best" thesis. We did this by noting the points raised in the essay's body and by paying attention to the conclusion. In first drafts, the REAL thesis is often in the conclusion.
2. Map out the points you want to make in your essay. Start out by listing all the points you want to make, and then think about the "best order". A kind of "template' organization for this assignment is listed below. Remember that this is "approximate" and that your organization should reflect the rhetorical needs of your particular argument.
3. Go to the text to find examples to support your points.
4. Incorporate your changes into the draft.
General map for the rhetorical analysis essay.
1. introduction = name article + author, discuss content, + rhetorical features=> state your position on the essay's effectiveness
The rest of the essay will discuss + develop the points you set up in the introduction.
2. discussion of audience + purpose (so that you can show how the organization, ethos, pathos, & logos connect to them)
3. discuss overall organization [with emphasis on how the "work" for the audience + purpose]
4,5,6. dicussion of ethos, logos + pathos [the order will depend on your focus and how these features work in your essay] => be sure to develop a discussion of how & why each feature works for the audience & purpose of your essay.
7. conclusion
This outline is a list to map out the organization. It does NOT state the number of paragraphs that should be in your essay. Each discussion may take one or more paragraphs, depending on how many examples you have to illustrate the discussion, and how many points you want to make in that discussion.
For next class:
Post your revised drafts to the Analytic essay page.
At the beginning of class I will present the reflective writing assignment/prompt for planing for revision for the analysis essay. The rest of class will be workshop and one-on-one conferences on the revised drafts. If you post your revised draft by Sunday night, I will be able to prepare for your conference. Individuals who post their essays by Sunday night will be scheduled first. If you don't have a draft posted by class Tuesday, we can have a brainstorming talk, but these will be scheduled after all conferences on posted drafts.
The schedule for one-on-one conferences will be posted on Monday night.
Have a good weekend!
What to post for the analysis unit. See previous post.
Finding a thesis for this assignment:
From the discussion of Brainstorming 1, we noted that the proposed thesis did a great job of including all the elements that this essay needs.
The proposed thesis was: Orbach essay's was really successful in stating her purpose to her audience. She makes moves of using ethos, logos and pathos for her essay. She makes various points to support her essy.
While this thesis may not have the rhetorical elements in the right order and it definitely needs to be stated in specific terms, it does have "placeholder" statements to cover each of the areas the assignment sheet requires you to discuss. It sets up:
- the author and (name of) the essay
- it takes a position regarding the essay's effectiveness;
- it has a placeholder for a statement about the particular audience + purpose;
- it has a placeholder statement for evaluating the rhetorical elements (ethos, pathos, logos, the organization + content )
1. Identify and strengthen the thesis statement. In our discussions of the drafts, we began by noting the thesis. The thesis wasn't always stated completely in the introduction => this is typical for rough drafts. So our work was to figure out and state the "best" thesis. We did this by noting the points raised in the essay's body and by paying attention to the conclusion. In first drafts, the REAL thesis is often in the conclusion.
2. Map out the points you want to make in your essay. Start out by listing all the points you want to make, and then think about the "best order". A kind of "template' organization for this assignment is listed below. Remember that this is "approximate" and that your organization should reflect the rhetorical needs of your particular argument.
3. Go to the text to find examples to support your points.
4. Incorporate your changes into the draft.
General map for the rhetorical analysis essay.
1. introduction = name article + author, discuss content, + rhetorical features=> state your position on the essay's effectiveness
The rest of the essay will discuss + develop the points you set up in the introduction.
2. discussion of audience + purpose (so that you can show how the organization, ethos, pathos, & logos connect to them)
3. discuss overall organization [with emphasis on how the "work" for the audience + purpose]
4,5,6. dicussion of ethos, logos + pathos [the order will depend on your focus and how these features work in your essay] => be sure to develop a discussion of how & why each feature works for the audience & purpose of your essay.
7. conclusion
This outline is a list to map out the organization. It does NOT state the number of paragraphs that should be in your essay. Each discussion may take one or more paragraphs, depending on how many examples you have to illustrate the discussion, and how many points you want to make in that discussion.
For next class:
Post your revised drafts to the Analytic essay page.
At the beginning of class I will present the reflective writing assignment/prompt for planing for revision for the analysis essay. The rest of class will be workshop and one-on-one conferences on the revised drafts. If you post your revised draft by Sunday night, I will be able to prepare for your conference. Individuals who post their essays by Sunday night will be scheduled first. If you don't have a draft posted by class Tuesday, we can have a brainstorming talk, but these will be scheduled after all conferences on posted drafts.
The schedule for one-on-one conferences will be posted on Monday night.
Have a good weekend!
Wednesday, November 19, 2014
What to post for the analysis unit
(10 assignments)
1. rhetorical analysis of zinczenko (same steps we developed in class for Warner)
2. group scripts to parallel Obama's rhetorical moves (posted as google.doc link)
3. list of "moves" Haygood makes in his essay (similar to the analysis we developed as a whole class for Obama)
4. group rhetorical analysis of haygood + practice essay (google.doc)
5. rhetorical analysis of the audience, purpose, form (ethos, pathos & logos) for either Pollan or Orbach (due 11.18)
6. a thesis and a list of points (posted at the end of class, 11.18)
7. rough, rough draft for in-class workshop, (due 11.20)
8. revised draft analysis essay
9. plan for revision for analytic essay (based on comments in conference 11.25)
10. reflective writig on analytic essay
AND: final draft (this is the draft you will receive a grade on)
1. rhetorical analysis of zinczenko (same steps we developed in class for Warner)
2. group scripts to parallel Obama's rhetorical moves (posted as google.doc link)
3. list of "moves" Haygood makes in his essay (similar to the analysis we developed as a whole class for Obama)
4. group rhetorical analysis of haygood + practice essay (google.doc)
5. rhetorical analysis of the audience, purpose, form (ethos, pathos & logos) for either Pollan or Orbach (due 11.18)
6. a thesis and a list of points (posted at the end of class, 11.18)
7. rough, rough draft for in-class workshop, (due 11.20)
8. revised draft analysis essay
9. plan for revision for analytic essay (based on comments in conference 11.25)
10. reflective writig on analytic essay
AND: final draft (this is the draft you will receive a grade on)
Tuesday, November 18, 2014
11.18 Finding a thesis for the rhetorical analysis assignment
During the first part of class you did some group work to flesh out your analysis of the essay you chose for the Rhetorical analysis assignment. The purpose of this work was for you to nail down your claims about how the essay worked in terms of its audience, purpose, and form (the way it used logos, pathos, and ethos).
This means that your thesis statement for this essay will be about how well (or whether) the essay "works" (in terms of the author's choices about how to use of ethos, logos & pathos) to achieve its purpose with its designated audience.
We listed the audience, purpose, and the form of the appeals to ethos, logos and pathos for the Orback essay on the board.
Audience: feminists in the 70's, people who bought Orbach's book (this essay is from her book on Fat is a Feminist Issue). Beliefs and values of this audience connecte to increasing attention to the ways dominant political and social structures limited women's freedom. Feminist issues centered on equal opportunity (in terms of access to jobs, schools, and "identities"), reproductive rights, equal pay.
Purpose: we had two different opinions here:
to inform: to provide feminist readers with "talking points" for an argument on why fat is a feminist issues. That way they would all be on the same page, as feminists, about the the feminist stand on "fat"
to persuade: to convince mainstream feminists that in addition to reproductive rights, equal pay, and equal opportunity issues => "fat" was also a feminist issue. That the "mainstream" view on fat (that it was an individual control issue) was in reality a cultural issue, and that because women were put in a position to "market" themselves as sexual objects, being fat was (in some ways) about rebelling against an oppressive set of cultural beliefs.
ethos/pathos/logos . . . you had a range of different interpretations as to how Orbach resorted to these.
Finding a focus.
The second half of class was about identifying a thesis that would satisfy the requirements of the assignment. We reviewed the assignment sheet and noted that the requirement for the focus of the essay is to "evaluate the effectiveness" of the essay you are writing about in terms of the audience, purpose, and form (its use of ethos, logos + pathos).
This means that your thesis statement for this essay will be about how well (or whether) the essay "works" (in terms of the author's choices about how to use of ethos, logos & pathos) to achieve its purpose with its designated audience.
After you identified a thesis, you went back to your analysis of the essay, and to the essay itself, to identify a series of points you could make to "prove" your statement about whether the essay used rhetoric effectively, or not.
Once you had your list of points, you identified specific examples from the essay which you could use as evidence to support those points.
In theory, you composed a thesis and a list of points by the end of class, and posted that writing to your portfolio page.
For next class:
Write: a rough, rough draft for your rhetorical analysis essay. This can be very drafty The most important parts for you to work on are:
- making sure you have a focus (thesis)that works for the assignment;
- identifying relevant "background" material (about the audience, purpose, general form etc) which you will need to set up before you begin to "prove" your claim about how the essay works;
- setting up (and beginning to develop) a series of points where you "show" how the essay uses ethos, pathos, and logos + relate what you show back to your thesis (state whether these moves are effective or not.
In class, we will identify the kinds of feedback most needed to help writers meet the genre requirments, focus, organization, and development criteria for this essay. Then, as a class, we will review some of the drafts you have developed so far.
Individuals who have agreed to have their essays used as "examples" include: Jesse, Jessie, Kevin, Sabrina, Erica, Lulu and Austin.
Good luck on your drafts and see you on Thursday!
Thursday, November 13, 2014
We spent class reading through your process writing + the drafts for the "practice analysis" assignment on Haygood.
We started out by reviewing the steps for the process, and talking about how to provide feedback on making effective use of each of the steps in the process to develop a practice paper where you did a rhetorical analysis of Haygood's essay.
To meet the demands of this assignment (see assignment sheet posted to the right), you needed to develop a focus on how/whether/why Haygood's essay "worked". The assignment requires you to evaluate Haygood's moves (in terms of audience, purpose, form and the rhetorical appeals), and, if appropriate, to suggest what he could do better.
Process for developing a Rhetorical Analysis of Haygood.
Step 1. Read the essay
Steps 2-5. In general, we looked at steps 2- 5 as working together as produce writing that will help with: 1)gathering evidence for what the essay "does," and 2) finding a focus (deciding what to write about).
Gathering evidence: Evidence of what the essay did + how it worked included: point-by-point analysis of how the essay works, identification of the audience and purpose for the essay, and examples of ethos, pathos, and logos moves within the writing.
Finding a focus: As you worked on these steps, you also paid attention to what the essay did and the effectiveness of its moves. So writing to steps 2-5 included noting patterns that could suggest a focus. So you noted the ethos, pathos, and logos moves and paid attention to when and where they were made. And you noted: the use of "stories" versus "facts"; the predominance of personal writing, with not much "political" writing about government responsilities; the why the author doesn't write about himself, and the way he uses language (does not use the word "fat"), and so on. In light of these observations, suitable focuses for this assignment might be: how/why the essay is effective (or not) for its audience; whether or not it is directed at the RIGHT audience so as to achieve the author's purpose; whether or not the essay makes the right points in the right order to achieve its purpose, (and so on).
Step 6. Identifying a set of points you could make about this essay. This list might also help you identify a focus.
For example, if you notice that most of your evidence is about ethos & pathos moves and the kind of personal perspective the author takes, you might decide on a focus that evaluates the use of a personal/narrative perspective to achieve Haygood's purpose.
If you already have a focus, this step can help you list the possible arguments - so that you choose the best ones from the list (and don't waste time on a not very good point that happened to be the first one that came into your mind).
Step 7. Use points to start development, This step lets you develop some writing to develop your points. You should probably have a good idea of your focus at this point, but this step will also help develop the focus.
Step 8. Map out the essay. This step is like an outline, but not so demanding. It lets you step back, to see how the "skeleton" of your essay looks. The most useful writing for this step will propose an overview of the organization that includes the moves/points for the intro/body/and conclusion. This structure will reflect the moves characteristic of analytic writing (naming + classifying moves, and pointing out relationships + stating directly what those relationships show with respect to the focus).
Step 9. Write an intro to introduce the essay you are analyzing and set up what you will say about it. Effective writing for this step will inlude a focus relevant to the demands of the assignment + provide background so that the reader can understand that focus.
You did a great job on the presentations. Hopefully the in-class comments opened up both how to use this kind of pre-writing to develop an essay.
For the rhetorical analysis assignment, you will write an essay to meet the requirements stated on the assignment sheet. If you look at the calendar, you will see that you have for credit assignments for most of the steps in the process you practiced in the group work.
We spent the last part of class pre-viewing Pollan and Orbach, the essays you will analyze for the Rhetorical Analysis assignment.
For next class:
Read: either Orbach or Pollan
Write: steps 2-5 (see above, and the last blog post) for either Orback or Pollan. Post this writing to the Analysis page on your portfolio.
Have a great weekend.
We started out by reviewing the steps for the process, and talking about how to provide feedback on making effective use of each of the steps in the process to develop a practice paper where you did a rhetorical analysis of Haygood's essay.
To meet the demands of this assignment (see assignment sheet posted to the right), you needed to develop a focus on how/whether/why Haygood's essay "worked". The assignment requires you to evaluate Haygood's moves (in terms of audience, purpose, form and the rhetorical appeals), and, if appropriate, to suggest what he could do better.
Process for developing a Rhetorical Analysis of Haygood.
Step 1. Read the essay
Steps 2-5. In general, we looked at steps 2- 5 as working together as produce writing that will help with: 1)gathering evidence for what the essay "does," and 2) finding a focus (deciding what to write about).
Gathering evidence: Evidence of what the essay did + how it worked included: point-by-point analysis of how the essay works, identification of the audience and purpose for the essay, and examples of ethos, pathos, and logos moves within the writing.
Finding a focus: As you worked on these steps, you also paid attention to what the essay did and the effectiveness of its moves. So writing to steps 2-5 included noting patterns that could suggest a focus. So you noted the ethos, pathos, and logos moves and paid attention to when and where they were made. And you noted: the use of "stories" versus "facts"; the predominance of personal writing, with not much "political" writing about government responsilities; the why the author doesn't write about himself, and the way he uses language (does not use the word "fat"), and so on. In light of these observations, suitable focuses for this assignment might be: how/why the essay is effective (or not) for its audience; whether or not it is directed at the RIGHT audience so as to achieve the author's purpose; whether or not the essay makes the right points in the right order to achieve its purpose, (and so on).
Step 6. Identifying a set of points you could make about this essay. This list might also help you identify a focus.
For example, if you notice that most of your evidence is about ethos & pathos moves and the kind of personal perspective the author takes, you might decide on a focus that evaluates the use of a personal/narrative perspective to achieve Haygood's purpose.
If you already have a focus, this step can help you list the possible arguments - so that you choose the best ones from the list (and don't waste time on a not very good point that happened to be the first one that came into your mind).
Step 7. Use points to start development, This step lets you develop some writing to develop your points. You should probably have a good idea of your focus at this point, but this step will also help develop the focus.
Step 8. Map out the essay. This step is like an outline, but not so demanding. It lets you step back, to see how the "skeleton" of your essay looks. The most useful writing for this step will propose an overview of the organization that includes the moves/points for the intro/body/and conclusion. This structure will reflect the moves characteristic of analytic writing (naming + classifying moves, and pointing out relationships + stating directly what those relationships show with respect to the focus).
Step 9. Write an intro to introduce the essay you are analyzing and set up what you will say about it. Effective writing for this step will inlude a focus relevant to the demands of the assignment + provide background so that the reader can understand that focus.
You did a great job on the presentations. Hopefully the in-class comments opened up both how to use this kind of pre-writing to develop an essay.
For the rhetorical analysis assignment, you will write an essay to meet the requirements stated on the assignment sheet. If you look at the calendar, you will see that you have for credit assignments for most of the steps in the process you practiced in the group work.
We spent the last part of class pre-viewing Pollan and Orbach, the essays you will analyze for the Rhetorical Analysis assignment.
For next class:
Read: either Orbach or Pollan
Write: steps 2-5 (see above, and the last blog post) for either Orback or Pollan. Post this writing to the Analysis page on your portfolio.
Have a great weekend.
Tuesday, November 11, 2014
11.11 Rhetorical analysis assignment= process
We started class with a review of what we have done so far to set up for this assignment.
Rhetorical Analysis:
So that brings us to where we are now. You should understand what rhetoric, its different moves, and how to analyze them.
Practice Rhetorical Analysis Project.
We then looked at the assignment sheet for project 2 (posted to the right), and identified what you need to do to complete the assignment.
The purpose of the practice rhetorical analysis assignment is to give you a chance working through a process for writing a rhetorical analysis before tackling Project 2.
Process for developing a rhetorical analysis
1. Read essay
Rhetorical Analysis:
- We defined rhetoric.
- We studied the forms + moves in persuasive writing (including ethos, pathos + logos) => writing designed to get someone to think about/understand/agree with an argument.
- We defined analysis + identified the steps in analysis.
- We analyzed essays from the fast food readings, noticing the sequence and relationships of the different moves the author used within an essay (paragraph by paragraph, section by section analysis). We analyzed the essays in terms of audience, purpose, form and the rhetorical appeals.
- You worked in groups to analyze Obama's talk, and then constructed a talk which used parallel moves.
So that brings us to where we are now. You should understand what rhetoric, its different moves, and how to analyze them.
Practice Rhetorical Analysis Project.
We then looked at the assignment sheet for project 2 (posted to the right), and identified what you need to do to complete the assignment.
The purpose of the practice rhetorical analysis assignment is to give you a chance working through a process for writing a rhetorical analysis before tackling Project 2.
Process for developing a rhetorical analysis
1. Read essay
2. Analyze moves (make a map of what the essay does like we did for the Obama essay)
3. Describe the audience
You can figure out who the audience is by anlayzing the publication where the essay appeared. Pay particular attention to features of the audience which are relevant to the topic of the essay.
4. Identify purpose
Purpose can be inferred from the text itself, the author's identity, and from scanning other essays the author has written
5. Spend some time gathering examples of ethos, pathos & logos moves in the essay
6. List the points you would make about this essay
Map or organize what you will say
7. Write paragraphs/sections for your points
8. Try out different ways to organize your essay by dropping the sections you wrote into the "list" /map (this is a rough/rough draft)
9. Write the intro
10. Go back to the essay and revise/reorganize=> post the Draft Rhetorical Analysis of Haygood
For next class:
Write: Complete your group rhetorical analysis of the Haygood essay; your group should post writing for each of the steps, including 10, where you are requestions to post a Draft essay.
On Thursday, as a whole class exercise, we will review and provide feedback for revising each group's essay. Then we will go back and point out the steps in the process that will contribute to strengthening the draft.
For next class:
Write: Complete your group rhetorical analysis of the Haygood essay; your group should post writing for each of the steps, including 10, where you are requestions to post a Draft essay.
On Thursday, as a whole class exercise, we will review and provide feedback for revising each group's essay. Then we will go back and point out the steps in the process that will contribute to strengthening the draft.
Thursday, November 6, 2014
11.6 Presentations using the rhetorical structure of M. Obama's talk
Grades: If you want to add missing work for the persuasive unig, or if you had work posted that I didn't see or was mislabled, make yourself a note of it, and post a notice on the landing page of the portfolio, and I will add the points when I assess the course as a whole (at the end of the analytic unit).
If you have make up work for the summary response unit, it is due by class November 11.
Work on Analytic presentations.
Today you worked in-class on your presentations using the rhetorical structure of the Obama talk.
1. Doreen, Austin, Vinson, Wenscent: (audience= senior citizens, older people group (AARP?); argument: smart phones are important to 21st century communication and here is a plan for integrating them into your life)
2. Taffy, Jess, Sha, Lulu (audience = young people who use social media; argument: cyberbullying has become pervasive, and here is a plan for all of us to work on stopping it)
3. Erica, JaQuetta, Jesse, Damian (audience= students at Kean; argument: here is what we can do to ensure that the parking situation gets better)
4. Terrell, Sabrina, Khizer, Kevin: audience= individuals who communicate extensively with phones; argument: cell phones are changing the quality of our relationships, and here is a plan to change your everyday communication patterns)
Something to think about: http://www.cnn.com/2014/11/05/health/healthy-restaurant-choices/index.html
For next class:
Read: Haygood, 406
If you have make up work for the summary response unit, it is due by class November 11.
Work on Analytic presentations.
Today you worked in-class on your presentations using the rhetorical structure of the Obama talk.
1. Doreen, Austin, Vinson, Wenscent: (audience= senior citizens, older people group (AARP?); argument: smart phones are important to 21st century communication and here is a plan for integrating them into your life)
2. Taffy, Jess, Sha, Lulu (audience = young people who use social media; argument: cyberbullying has become pervasive, and here is a plan for all of us to work on stopping it)
3. Erica, JaQuetta, Jesse, Damian (audience= students at Kean; argument: here is what we can do to ensure that the parking situation gets better)
4. Terrell, Sabrina, Khizer, Kevin: audience= individuals who communicate extensively with phones; argument: cell phones are changing the quality of our relationships, and here is a plan to change your everyday communication patterns)
Something to think about: http://www.cnn.com/2014/11/05/health/healthy-restaurant-choices/index.html
For next class:
Read: Haygood, 406
Write: list the “moves” Haygood makes in his essay, post this list to your portfolio
Tuesday, November 4, 2014
11.4 Rhetorical analysis of Obama speech
Grade so far. Each of you should have received an email with a grade so far. At the beginning of class I talked over patterns in the writing process and products from your portfolios. I also pointed out that while earlier grade so far numbers weighed more heavily in terms of participation points, as we move towards the end of the semester, the grade will shift to reflect more of the quality (graded writing). That means that if your grade is on the border, and you are counting on participation points to keep it at the higher grade, you will need to work harder on getting higher marks on the graded writing.
Also, as stated in class last week, I called your attention to the fact that if you want to change scores for the summary/response unit, you need to turn in missing work + revisions before class next Tuesday, November 11. I have looked at all additional/re-posted work noted on the homepage of the portfolios I just graded. If you have additional work you would like considered, send me an email with a link to your portfolio, and a specific list of what you want me to consider.
I will not re-grade work from the summary response unit turned in after November 11.
Work on Rhetorical analysis.
We spent most of the rest of class working on a detailed analysis of Obama's speech to the NAACP in terms of the content & rhetorical moves she made, paragraph by paragraph, and move by move. Below is a copy of our observations from that discussion.
1. opening
thanks (par1-6) thanks individuals (members of organization=> =connect to her target audience, first)
building connections to the audience (par 7-10) discusses history of organization + its audience; pay attention to her use of "we" and "you" => "we" emphasizes connection, "you" acknowledges the work + accomplishments of the group
setting up focus in general (11-14) charges the group with "more to do" to achieve equality + good lives => for our children (introduces focus on children)
setting up focus in terms of health + obesity + kids(15-19) problem with obsesity for kids = important the way they feel = health risks
re-state focus in terms of organization's interests (20-21) African American community + the work of the NAACP
2. body of argument
i. first point of argument (25-42)= the culture of activity and eating is different for kids today than it was for us
her generation/ AA culture in terms of activity (25-30) use of "we" => connects to group
her generation/ culture of eating (31-36) use of "we"
what it is like for kids (then AA kids) in terms of activity and eating (37-42)
ii. second point (43 -47 ) these changes are resulting in health issues, connects to NAACP's agenda
iii. Obama's agenda => (48-74) what she proposes to do about these problems (her agenda)
Let's move program
(48-50) defines objectives
(51) identifies partners/stakeholders (interested parties)
(53-74) sets up the 4 components of the program (orients the audience to what she will say) and then discusses them one by one : the general pattern she uses to discuss each component is to state what the component does, give an example, describe the legislation associated with the component's objectives, identify partners, and transition to the next component.
For the fourth component, she gave much more background material (proof) that this last component was necessary (so if you have a point that your audience won't understand or connect to => give background)
(75-86) sets forward ways to change at the individual level, she moves from general statements to specific examples, then a transition . covers let's cook, breast feeding + WIC (3 ways individuals can act + government helps)
87 need to look at our own habits
88 set examples
89-91 community examples
92 transition to conclusion
iv Conclusion
94-104 connects back to NAACp history (you can do this because you have done this kind of work many times before => a series of examples)
105 Final appeal for Obama's agenda
Map of Obama's moves
1. Opening: connects to audience through thanking group for their attention to her, using we, acknowledging group's accomplishments, setting up focus in general way, connecting general focus to the group's agenda. Comparison of "us" (generation/group seeking to address the problem) and "them" (generation with the problem) as transition to set up her agenda for solving the problem.
2. Body: sets up her agenda in a general way, then in a specific way.
i. Let's Move.
defines plan, breaks into components (sets up overall argument => tells how many points)
in the description of individual components, she describes each component in terms of what it does, how it connects to her actions (government), how to and who can support her actions; transition to next component. She gives history (additional persuasive facts/context) for any point that might be difficult for the audience to understand.
ii. individual and community actions.
3. Conclusion
connects back to group's agenda, identity + history
restates her request for action.
Assignment for next class.
For the last part of class, you divided into groups to choose and audience and a purpose for an argument you would make to the class in the form of a presentation. Your argument's purpose + audience should be chosen so that they "fit" with the form of Obama's argument.
Groups + their (so far) audience + argument:
1. Doreen, Austin, Vinson, Wenscent: (audience= senior citizens, older people group (AARP?); argument: smart phones are important to 21st century communication and here is a plan for integrating them into your life)
2. Taffy, Jess, Sha, Lulu (audience = young people who use social media; argument: cyberbullying has become pervasive, and here is a plan for all of us to work on stopping it)
3. Erica, JaQuetta, Jesse, Damian (audience= students at Kean; argument: here is what we can do to ensure that the parking situation gets better)
4. Terrell, Sabrina, Khizer, Kevin: audience= individuals who communicate extensively with phones; argument: cell phones are changing the quality of our relationships, and here is a plan to change your everyday communication patterns)
For next class: Each group will write a script for a speech, addressed to their chosen audience, to persuade them of their "agenda", using the form or moves in the order set forward in Michelle Obama's talk to the NAACP.
In class, you created a google.doc (drive) document through your Kean account, and invited everyone in your group as a contributor (so they can 'write" in the page).
During the first part of class, you will be able to "polish"/go over the script. During the second part of class, you will "perform" your scripts. All group members should have a role for the performance (we will talk about this in class).
Also, as stated in class last week, I called your attention to the fact that if you want to change scores for the summary/response unit, you need to turn in missing work + revisions before class next Tuesday, November 11. I have looked at all additional/re-posted work noted on the homepage of the portfolios I just graded. If you have additional work you would like considered, send me an email with a link to your portfolio, and a specific list of what you want me to consider.
I will not re-grade work from the summary response unit turned in after November 11.
Work on Rhetorical analysis.
We spent most of the rest of class working on a detailed analysis of Obama's speech to the NAACP in terms of the content & rhetorical moves she made, paragraph by paragraph, and move by move. Below is a copy of our observations from that discussion.
1. opening
thanks (par1-6) thanks individuals (members of organization=> =connect to her target audience, first)
building connections to the audience (par 7-10) discusses history of organization + its audience; pay attention to her use of "we" and "you" => "we" emphasizes connection, "you" acknowledges the work + accomplishments of the group
setting up focus in general (11-14) charges the group with "more to do" to achieve equality + good lives => for our children (introduces focus on children)
setting up focus in terms of health + obesity + kids(15-19) problem with obsesity for kids = important the way they feel = health risks
re-state focus in terms of organization's interests (20-21) African American community + the work of the NAACP
2. body of argument
i. first point of argument (25-42)= the culture of activity and eating is different for kids today than it was for us
her generation/ AA culture in terms of activity (25-30) use of "we" => connects to group
her generation/ culture of eating (31-36) use of "we"
what it is like for kids (then AA kids) in terms of activity and eating (37-42)
ii. second point (43 -47 ) these changes are resulting in health issues, connects to NAACP's agenda
iii. Obama's agenda => (48-74) what she proposes to do about these problems (her agenda)
Let's move program
(48-50) defines objectives
(51) identifies partners/stakeholders (interested parties)
(53-74) sets up the 4 components of the program (orients the audience to what she will say) and then discusses them one by one : the general pattern she uses to discuss each component is to state what the component does, give an example, describe the legislation associated with the component's objectives, identify partners, and transition to the next component.
For the fourth component, she gave much more background material (proof) that this last component was necessary (so if you have a point that your audience won't understand or connect to => give background)
(75-86) sets forward ways to change at the individual level, she moves from general statements to specific examples, then a transition . covers let's cook, breast feeding + WIC (3 ways individuals can act + government helps)
87 need to look at our own habits
88 set examples
89-91 community examples
92 transition to conclusion
iv Conclusion
94-104 connects back to NAACp history (you can do this because you have done this kind of work many times before => a series of examples)
105 Final appeal for Obama's agenda
Map of Obama's moves
1. Opening: connects to audience through thanking group for their attention to her, using we, acknowledging group's accomplishments, setting up focus in general way, connecting general focus to the group's agenda. Comparison of "us" (generation/group seeking to address the problem) and "them" (generation with the problem) as transition to set up her agenda for solving the problem.
2. Body: sets up her agenda in a general way, then in a specific way.
i. Let's Move.
defines plan, breaks into components (sets up overall argument => tells how many points)
in the description of individual components, she describes each component in terms of what it does, how it connects to her actions (government), how to and who can support her actions; transition to next component. She gives history (additional persuasive facts/context) for any point that might be difficult for the audience to understand.
ii. individual and community actions.
3. Conclusion
connects back to group's agenda, identity + history
restates her request for action.
Assignment for next class.
For the last part of class, you divided into groups to choose and audience and a purpose for an argument you would make to the class in the form of a presentation. Your argument's purpose + audience should be chosen so that they "fit" with the form of Obama's argument.
Groups + their (so far) audience + argument:
1. Doreen, Austin, Vinson, Wenscent: (audience= senior citizens, older people group (AARP?); argument: smart phones are important to 21st century communication and here is a plan for integrating them into your life)
2. Taffy, Jess, Sha, Lulu (audience = young people who use social media; argument: cyberbullying has become pervasive, and here is a plan for all of us to work on stopping it)
3. Erica, JaQuetta, Jesse, Damian (audience= students at Kean; argument: here is what we can do to ensure that the parking situation gets better)
4. Terrell, Sabrina, Khizer, Kevin: audience= individuals who communicate extensively with phones; argument: cell phones are changing the quality of our relationships, and here is a plan to change your everyday communication patterns)
For next class: Each group will write a script for a speech, addressed to their chosen audience, to persuade them of their "agenda", using the form or moves in the order set forward in Michelle Obama's talk to the NAACP.
In class, you created a google.doc (drive) document through your Kean account, and invited everyone in your group as a contributor (so they can 'write" in the page).
During the first part of class, you will be able to "polish"/go over the script. During the second part of class, you will "perform" your scripts. All group members should have a role for the performance (we will talk about this in class).
Thursday, October 30, 2014
10.30 Rhetorical Analysis
We started class with a look at the calendar for the rest of the term (posted to the right) and a discussion of rhetorical analysis.
Rhetrorical analysis characterizes the way an essay works; it describes how the essay is constructed in terms of: the rhetorical appeals to ethos, pathos, and logos; and the choices the author has made in terms of genre, focus, organization and development; and the way it uses the rhetorical moves from TS/IS.
In many ways, you have been practicing rhetorical analysis throughout this term:
In each of these activities you formed an opinion about the effectiveness of the use of language to communicate an idea or persuade an audience => through using analysis.
Notes from class discussion
Rhetoric
how to influence/persuade and audience through communication = the use of language
elements of rhetoric:
1. thinking about relationships among the audience, purpose, and the form of an essay
2. evaluating what kinds of appeals to ethos, pathos, & logos will work for your audience, purpose and form.
Analysis
examine, identify parts of a system and describe how the "work" through characterizing the relationships among its elements (parts)
Rhetorical analysis:
How effective is an essay in terms of achieving its purpose?
How effective is each element in the essay?
Notes on Warner
audience= governent
purpose= to convince government of the need to change the culture, address both the public's nutritional and pshychological needs => change food habits
form (analysis listed below)
And, FYI regarding the rumor that Halloween was cancelled in NJ.
Rhetrorical analysis characterizes the way an essay works; it describes how the essay is constructed in terms of: the rhetorical appeals to ethos, pathos, and logos; and the choices the author has made in terms of genre, focus, organization and development; and the way it uses the rhetorical moves from TS/IS.
In many ways, you have been practicing rhetorical analysis throughout this term:
- in making decisions about the audience, purpose and form for your essays;
- in practicing the use of ethos, logos and pathos in the persuasive essay;
- in your reflective analyses where you write about what worked and what did not work in your essay;
- and in your applications of the rubrics to assess the effectiveness of the sample essays.
In each of these activities you formed an opinion about the effectiveness of the use of language to communicate an idea or persuade an audience => through using analysis.
Notes from class discussion
Rhetoric
how to influence/persuade and audience through communication = the use of language
elements of rhetoric:
1. thinking about relationships among the audience, purpose, and the form of an essay
2. evaluating what kinds of appeals to ethos, pathos, & logos will work for your audience, purpose and form.
Analysis
examine, identify parts of a system and describe how the "work" through characterizing the relationships among its elements (parts)
Rhetorical analysis:
How effective is an essay in terms of achieving its purpose?
How effective is each element in the essay?
- genre
- organization
- focus
- development =ethos, pathos, & logos
Notes on Warner
audience= governent
purpose= to convince government of the need to change the culture, address both the public's nutritional and pshychological needs => change food habits
form (analysis listed below)
Analysis of content
Paragraph 1: sets up a focus on school regulation of food; includes bashing Palin
Paragraph 2: idetnified Palin’s succesfu move/connection to American values
Paragraph 3.Glenn beck also attacks Obama - initiative for healthy eating
need to reform eating
Paragraph4. Republicans aren’t on board with Obama
Paragraph 5. need to change our culture of the way we’re eating; eating = a way of life
Paragraph 6. WWII= successful example
polical, cultural, emotional
nutrition AND psychology
implying= this is what the government needs to do
Paragraph 7. governement shows facts but needs to connect to American values
Paragraph 8. eating could be re-cast just like smoking was in the past
Paragraph 9. this will be tough
Analysis of overall organization (what the paragraphs, or groups of paragraphs "did")
Par. 1-4 illstrate the conflicts in the ways American’s think about food
casts these conflicts along political lines
Par. 5. States thesis = states purpose/focus
Par 6 examples of a successful government campaign to change the way we eat
Par. 7. applies example to current situation (we are doing the wrong thing)
Par. 8 plan of action = how we could mount a successful campaign (tighten focus of on targeted eating patterns)
Par 9. conclusion
Here is a summary of what we did in class in order to analyze Warner.
For next class:
Read: Michelle Obama's address to the NAACP
Write: Go through the same steps for Zincenko that we did in class for Warner. Post your rhetorical analysis to your portfolio page on Analysis.
All materials for the Persuasive writing unit were due today. I will be grading them over the weekend Be aware that, as discussed in class on 10, the last date to revise/post/make up material for the summary/response unit is November 9. If you want me to re-assess materials from the summary/response unit=> make a note of it on the landing page.
Here is a summary of what we did in class in order to analyze Warner.
1. Identify and list the content (what the essay says) paragraph by paragraph.
2. Identify how each paragraph or group of paragraphs functions (what it does (this is the list under Analysis of overal organization.)
3. Identify the audience for this essay
4. Characterize the assumptions, values, beliefs of this audience
5. Identify the purpose of this author’s argument. State clearly the message the author wants to “persuade” the audience to believe.
6. Analyze the effectiveness of the author’s argument for the chosen audience & purpose. How effective is the author in persuading the essay's audience?
- What genre did the author choose? Is this a good genre for the author’s audience and purpose.
- How did the author choose to organize the essay? Are these good choices for the author’s audience and purpose
- Characterize the author’s organization. Are these good choices for the author’s audience and purpose?
- How does the development work?
- Are there examples/support/illustration which are more successful than others? Why? What might the author change? What different approach might work better?
- What kinds of moves does the author make? (classify them - in terms of ethos, pathos & logos)=> Which kinds of moves work well for the audience & why? Which moves do not work as well, and why?
For next class:
Read: Michelle Obama's address to the NAACP
Write: Go through the same steps for Zincenko that we did in class for Warner. Post your rhetorical analysis to your portfolio page on Analysis.
All materials for the Persuasive writing unit were due today. I will be grading them over the weekend Be aware that, as discussed in class on 10, the last date to revise/post/make up material for the summary/response unit is November 9. If you want me to re-assess materials from the summary/response unit=> make a note of it on the landing page.
And, FYI regarding the rumor that Halloween was cancelled in NJ.
Tuesday, October 28, 2014
10.28 Part 2: Analysis!
Note: discussion of the reflective writing for the persuasive essay, and posting materials for the Grade-so-far for the Persuasive writing is in the previous blog post.
Analysis.
During the second half of class discussing analysis. We worked together, as a class and in groups to solve a logic puzzle using analytic process. As we worked on the puzzle, we paid attention to the "moves" we were making, and wrote a list on the board to name and describe our analytic process. The purpose of this exercise was to make us more conscious of what we do when we analyze, and to develop a shared vocabulary to talk about the moves we make during analytic process.
You all use analysis all the time. Before we began working on the puzzle, I gave you a rather technical definition of what analysis is. I said analysis is the process of looking at a system or process or other object in terms of its parts. The parts are named and classified (categorized) in terms of their features. The analyst then lookes for patterns in the relationships among the parts. This is a lot to take in - so the next thing we did was to talk about the ways you use analysis in your everyday life. We talked about how you might use analysis when you "comparison shop" = by identifying what you like and don't like about the various options. This is an analytic process.
Solving the sequence puzzle.
In a way, this was a beginning of looking for patterns.
This step sometimes included counting the elements within a category (how many of each kind of shape/color/orientation) and it sometimes included noticing LOCAL groups or clusters (like the groups of two symbols of the same kind) and counting that as a category.
Theories often are connected to patterns that you already know. For example, you "read" the puzzle from right to left (for different reasons) and from top to bottom, some of you connected to the 3X3 matrices of sudokus, and some of you tried columns). Each of these decisions represents a "theory" about how the puzzle was oriented/organized.
If the theory didn't FIT (explain what you could see) and WORK (allow you to generate or extend the data further by predicting the pattern) - you decided the theory was wrong - and cycled back through the steps - re-thinking the names and groupings and patterns that you had already tried. You might even need to go back and re-define the problem.
Analysis.
During the second half of class discussing analysis. We worked together, as a class and in groups to solve a logic puzzle using analytic process. As we worked on the puzzle, we paid attention to the "moves" we were making, and wrote a list on the board to name and describe our analytic process. The purpose of this exercise was to make us more conscious of what we do when we analyze, and to develop a shared vocabulary to talk about the moves we make during analytic process.
You all use analysis all the time. Before we began working on the puzzle, I gave you a rather technical definition of what analysis is. I said analysis is the process of looking at a system or process or other object in terms of its parts. The parts are named and classified (categorized) in terms of their features. The analyst then lookes for patterns in the relationships among the parts. This is a lot to take in - so the next thing we did was to talk about the ways you use analysis in your everyday life. We talked about how you might use analysis when you "comparison shop" = by identifying what you like and don't like about the various options. This is an analytic process.
Solving the sequence puzzle.
1. DEFINE the problem/question
This step included deciding what your task was (what you had to do) and ORIENTING to the data (deciding the perspective or focus for your analysis). In this case, this process involved ooking at the grid of shapes, reading the question at the bottom of the page. So initially the problem was "to identify the missing shape." But to solve this problem, you also had to decide what "order" the shapes were in - whether they were arranged right to left, left to right, top to bottom, bottom to top, sudoku fashion, or. . .? And the only way to know if you'd chosen to right "frame" for looking at the problem, was to solve the problem (find and answer that would explain the data). So there was an element of trial and error even in definining the problem.
2. Identify or categorize the elements of the puzzle
Categories = groups of things with shared features - so in some ways, this step involved a kind of unconscious noticing of the differences/similarities of elements (diamonds, clubs, squares, hearts, etc). Those siilarities and differences are the the features (shape, orientation, color) of the different elements. You identified 8 different elements. Some of you counted them. Some of you looked for local patterns iat this point (step 4), and then "tested" your patterns by looking to see if they applied to the whole puzzle.
In a way, this was a beginning of looking for patterns.
Looking at a LOCAL group (just part of the problem) so you could concentrate on a smaller, more manageable piece of data. I think every group made important progress through looking at small, local groupings as a way to predict what other local groupings would be.
3. Name/identify FEATURES within data = deciding which FEATURES in your data were essential features (relevant to the pattern you were trying to find) and which were incidental.
You noticed that there were different shapes,
That some of the shapes were oriented differently
That the shapes were different colors
Before you could talk about patterns, you needed to NAME and classify the features of your data. You then could have a discussion about whether or not those features were relevant to the puzzle's solution. In this case, shape and orientation were important within the global pattern, but color was only important in that it was fixed for particular shapes.
4. Look for patterns
In this step you looked at the features, categories and local groups you identified as ways to talk about repetitions, relationships, and larger sequences.
You identified lots of different local patterns = which shapes ALWAYS went together, or the order in which shapes followed one another.
To develop different patterns - your looked at the puzzle from different ORIENTATIONS, and you also looked at particular, local sections as a way to consider part of the puzzle at a time
5. Pose local theories (connect to patterns that are "out there" in the world).
Once you noticed a pattern in color, or sequence, or grouping - you formed an idea of what that pattern might look like if it were true for the whole puzzle. The idea of what a pattern would look like when it applies to ALL your data is a theory.
Some of you noticed that there was a black shape in every row but the last one, and guessed the club (which is the right answer) => but the wrong reason. There is also a diamond in every row but the last one => the REAL answer is about the sequence of the shapes (a GLOBAL theory- a theory that can explain everything in the puzzle). Some of you theorized that the club occurred next because of the sequence (which shapes were always on either side of the upside down club)=> this was the right LOCAL theory, but it was not a GLOBAL theory (one that could account for all the data - and predict what would happen with additional data).
6. Test your theories!
Once you had a local theory (about two shapes always following each other, or being above each other, or about the color distribution, or about symmetry) you tested your theory by checking to see if the pattern you identified applied to the WHOLE puzzle.
If the theory didn't FIT (explain what you could see) and WORK (allow you to generate or extend the data further by predicting the pattern) - you decided the theory was wrong - and cycled back through the steps - re-thinking the names and groupings and patterns that you had already tried. You might even need to go back and re-define the problem.
7. Use local theory to pose GLOBAL theory (to explain the whole system)
Once you found a theory that seemed to fit and work for part of the puzzle - the next step is to see if you can use your theory to predict what would happen in new situations. For this puzzle - the correct answer allows you to name the right "shape" at any point in the series.
You did a great job on this! Both on naming what you did during analysis AND in solving the puzzle.
In the end, we oserved that analysis, like writing, is recursive -in that you work through "loops" - start over, get to a place where something doesn't work, and start over again.
We also (re)defined the terms we used to talk about analysis:
categories, elements, features, local theories, global theories, fit, work.
You will want to go over these words so we can talk about what we are doing as you do your analyses in this unit.
For next class:
Read: Zinczenko (p. 391); Warner (p. 400).
Write: Finish yor persuasive essay, and put all work to be graded in your portfolio
In next class, we will start by nailing down the main points in each of the essays. Then we will work as a class and in groups to analyze the arguments made in these two texts.
Good class and see you Thursday!
10.28 Finishing persuasion, adding missing work to the portfolio
During the first part of class you worked on your reflective essay for persuasion and making sure you had all the assignments posted to the portfolio for the persuasive writing unit.
The essay assignment sheet is posted to the right. I emphasized that this reflection should take the form of an essay, not a list of points in response to the questions. In summing up the demands of the assignment - focus on what you saw as new in terms of your writing. In class you noted that writing an argument that made appeals to ethos and pathos and writing an argument that replied to/stayed in conversation with a particular text. Using academic language, developing organization that reflects your argument (rather than a template),
Rubric for evaluating the essay (posted for 10.9 when we evaluated the sample essays):
25 Genre/Audience: Intro includes a clear statement of the focus of the argument at the beginning of the essay; Intro also provides appropriate background or context for the argument. Body paragraphs presents the argument "in conversation" with other texts; The essay uses language moves set forward for argument in TS/IS; For this argument = include ethos and pathos moves.
20 Focus: Intro states focus clearly; Each paragraph develops/connects to the overall argument in a different way; Conclusion restates focus in light of points/evidence from the essay.
25 Organization: Includes an intro/body/conclusion; paragraphs include topic sentences, detailed development and connections to the overall argument;
25 Development: Use of quotes/detailed examples, illustrations, personal experiences to support or "prove" claims.
Correcness: 5 The sentence structure, spelling, grammar does not interfere with readers' understanding of the essay.
Posting your work: All work for the persusive essay unit is due on October 30. The list of what to post for teh Persuasive unit "grade so far" is listed at the previous blog post.
Updating the Summary and Response units (adding/revising work). As discussed in class, if you are going to revise or add to work in the Summary or the Response unites, write a note on the "reflection page" telling me what you will be posting and when. The last date to post updates to the summary and response pages is November 11. I will not review revisions/additions posted after November 11, and any revisions or additional work posted to the Summary and Response pages after November 11 will not change your score for the unit.
Since this post is so long - I am posting notes from the analysis discussion to the next blog.
The essay assignment sheet is posted to the right. I emphasized that this reflection should take the form of an essay, not a list of points in response to the questions. In summing up the demands of the assignment - focus on what you saw as new in terms of your writing. In class you noted that writing an argument that made appeals to ethos and pathos and writing an argument that replied to/stayed in conversation with a particular text. Using academic language, developing organization that reflects your argument (rather than a template),
Rubric for evaluating the essay (posted for 10.9 when we evaluated the sample essays):
25 Genre/Audience: Intro includes a clear statement of the focus of the argument at the beginning of the essay; Intro also provides appropriate background or context for the argument. Body paragraphs presents the argument "in conversation" with other texts; The essay uses language moves set forward for argument in TS/IS; For this argument = include ethos and pathos moves.
20 Focus: Intro states focus clearly; Each paragraph develops/connects to the overall argument in a different way; Conclusion restates focus in light of points/evidence from the essay.
25 Organization: Includes an intro/body/conclusion; paragraphs include topic sentences, detailed development and connections to the overall argument;
25 Development: Use of quotes/detailed examples, illustrations, personal experiences to support or "prove" claims.
Correcness: 5 The sentence structure, spelling, grammar does not interfere with readers' understanding of the essay.
Posting your work: All work for the persusive essay unit is due on October 30. The list of what to post for teh Persuasive unit "grade so far" is listed at the previous blog post.
Updating the Summary and Response units (adding/revising work). As discussed in class, if you are going to revise or add to work in the Summary or the Response unites, write a note on the "reflection page" telling me what you will be posting and when. The last date to post updates to the summary and response pages is November 11. I will not review revisions/additions posted after November 11, and any revisions or additional work posted to the Summary and Response pages after November 11 will not change your score for the unit.
Since this post is so long - I am posting notes from the analysis discussion to the next blog.
Thursday, October 23, 2014
10.23 Workshop + choosing essays for Analysis
Below is a list of the assignments we used to build your essay for project 1. These assignments will count toward the homework/writing-your-essa- through-a-series-of-drafts credit associated with Project 1: Persuasive Essay.
Persuasive writing assignments for portfolio
Persuasive writing assignments for portfolio
Each assignment should be named with your last name and the name of the assignment.
Practice argument 1 (10.9):
Practice argument 1 (10.9):
Feedback for peers(in-class, 10.9):
Practice argument 2 (10.14):
Brainstorming/rhetorical analysis for Project1 (10.16):
Rough draft Project 1 (10.21):
Plan for revision Project 1(10.23):
Revised Draft Project 1(10.23):
Final draft Project 1(10.30):Reflective writing on Project (10.30):
If you have re-posted work for earlier assignments and you want me too re-evaluate, write a note on the landing page naming the assignments you want me to consider. ***As discussed in class, the latest point in the semester to revise/re-post/re-write material for re-assessment (raising your grade) for the summary response uint, is November 9 - two weeks from today.
Choosing essays for the Analysis unit.
We spent the first part of class reviewing the focus and "themes" of the essays in the Fast Food section of TS/IS. (Thank you Jessica for the photo of our work). I think you can enlarge this to see the categories- but just in case they are hard to read, the categories, or "topics" that connected to one or more essays, were:
1. The politics of fast fooe/or how fast food impacts particular groups of people
2. Cultural identities and eating as a "cultural construction" (something you do because of "the way you were raised" or who you hang out with)
3. Health = fast food as a cause (or not) for being overweight/unhealthy
4. Individual rights to decide how/what you eat
5. Science can tell us (or not) how to eat/be healthy
6. Regulating the way we eat
7 Analysis of who the piece was written for and how or whether it might be written differently for a different audience.
This work to identify and classify essays in the unit was in itself an example of how analysis works and what it is good for Analysis identifies features of a set of "things", classifies (categorizes) those features, and describes relationships among categories, and among features within categories. Don't worry if that doesn't make sense, we will be working on it all term.
The readings you chose include writing by : Haygood, Zinczenko, Warner, Freeman, and Pollan. We also noted that we may, in addition, read Orbach & Obama.
During the second part of class you worked on your essays, and signed up for (optional) conferences.
Conference schedule:
Monday: 1:20 Sabrina; 1:40 Doreen
Tuesday 1:20 Khizer, 2:00 Terrell
For next class:
Read: nothing
Write: final draft Persuasive essay.\
You will spend the first part of class making sure you have the correct assignments posted to the correct page of your portfolio, and writing your reflective analysis of (and grading) the persuasive essay.
Tuesday, October 21, 2014
10.21 Workshop on Persuasive essays
How your essays are going. We started class by checking with how you are doing on your drafts. The collective list of "issues to work on we put up on the board was as follows:
The purpose of today's class is to give you experience working with classmates on addressing these (and related issues) in your writing.
Reviewing the assignment sheet: In addition to reflecting on what you had trouble with, we took a minute to review the assignment sheet. I strongly suggest that you keep a copy of the assignment open, and that you check back to it throughout your composing process. In our brief review of it, we noted that the argument needed to be a reply to/conversation with one of the three assigned readings, and that you needed at least 3 references in your discussion that would work as "development" for your points.
Protocol for discussing drafts:
We listed the points you want to "check out" to make sure your essay meeting expectations.
1. Does the essay write to the assignment?
2. Focus: Is the focus set up in the introduction? Does the writer make both a general statement of the focus and a list of the specific points s/he will argue? Is the focus appropriate to the length of the assignment? Is there more than one focus? Is there extra/irrelevant material?
3. Organization:
overall organization: setup (Introduce the reading in a way that sets up your reply, transition to a statement of what you will argue=> include the series of points you will make to "prove" your position); argue your points in the order you set up in the introduction (this should be a logical order, include counterarguments if appropriate), present your conclusions.
paragraph structure: topic sentence, material to develop a point related to your focus, transition to next point.
presentation of quotations/evidence: introduce/set up your point, present the quote/evidence, discuss how the quot/evidence relates to your point.
4. Development:
Check to see that each point has some kind of support to illustrate or show why/how your argument is correct. Development can take the form of discussions of research, statistics, facts, reports; of personal experiences; of writing by experts; of examples from other colleges/institutions which have tried out the ideas you discuss, and so on.
5. Genre issues/academic forms for writing
Does the essay use academic language (forms from TS/IS)?
Does the essay use acacemic organization (set up the TS then present the IS)?
After you provided feedback to each of the writers in your group, you wrote up a plan for revising your essay and posted it to your Persuasive Essay page.
You spent the rest of class working on your essays, making the changes suggested by review of your essay.
For next class:
- find references for support
- how to set up/refer to the essay that will be replied to
- decided to change topic (back to brainstorming)
- development
- coherence => relating points to focus. making the essay work together
- writing in academic forms
- writing to the assignment
The purpose of today's class is to give you experience working with classmates on addressing these (and related issues) in your writing.
Reviewing the assignment sheet: In addition to reflecting on what you had trouble with, we took a minute to review the assignment sheet. I strongly suggest that you keep a copy of the assignment open, and that you check back to it throughout your composing process. In our brief review of it, we noted that the argument needed to be a reply to/conversation with one of the three assigned readings, and that you needed at least 3 references in your discussion that would work as "development" for your points.
Protocol for discussing drafts:
We listed the points you want to "check out" to make sure your essay meeting expectations.
1. Does the essay write to the assignment?
2. Focus: Is the focus set up in the introduction? Does the writer make both a general statement of the focus and a list of the specific points s/he will argue? Is the focus appropriate to the length of the assignment? Is there more than one focus? Is there extra/irrelevant material?
3. Organization:
overall organization: setup (Introduce the reading in a way that sets up your reply, transition to a statement of what you will argue=> include the series of points you will make to "prove" your position); argue your points in the order you set up in the introduction (this should be a logical order, include counterarguments if appropriate), present your conclusions.
paragraph structure: topic sentence, material to develop a point related to your focus, transition to next point.
presentation of quotations/evidence: introduce/set up your point, present the quote/evidence, discuss how the quot/evidence relates to your point.
4. Development:
Check to see that each point has some kind of support to illustrate or show why/how your argument is correct. Development can take the form of discussions of research, statistics, facts, reports; of personal experiences; of writing by experts; of examples from other colleges/institutions which have tried out the ideas you discuss, and so on.
5. Genre issues/academic forms for writing
Does the essay use academic language (forms from TS/IS)?
Does the essay use acacemic organization (set up the TS then present the IS)?
After you provided feedback to each of the writers in your group, you wrote up a plan for revising your essay and posted it to your Persuasive Essay page.
You spent the rest of class working on your essays, making the changes suggested by review of your essay.
For next class:
Read: any additional references you need for your project; take a look at the fast fold essays
Write: Revised Project 1
Post: plan for revising your draft; revised Project 1
Write: Revised Project 1
Post: plan for revising your draft; revised Project 1
We will start class by choosing the fast food essays for the analysis essay. The rest of class will be devoted to in-class conferences on your persuasive essay.
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