TUESDAY, 1/22/08

(3) PARADOX & REFUTATION:

  • read paradox (155)
  • do act. 8 (159)
  • read refutation (148)
  • do act. 4 (149)

(4) DEFINITION:

  • Read “Black” (165)
  • Do act. D (165)—react, argue with, agree with
  • Define “white” as it is today

(5) EXAMPLE:

  • Read example (144)
  • Read Stephen King’s “Horror Movies” (162)
  • ListSK’s reasons
  • Answer: Why are horror movies becoming more graphic?

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R-1/24:

(6) CAUSE-EFFECT:

  • Read “MonsterHigh School” (207)
  • Discuss the causes of Columbine (media)
  • Discuss the effects of finding causes (author)

(7) CAUSE-EFFECT: AYK: (all you know)

  • Write a journal on all you know about the causes of teen smoking
  • Why do teens smoke?

(8) ESSAY BASICS:

  • read “Essay Basics” (28-36)
  • apply to your IOE:
  • title, thesis, intro, conclusion
  • apply to your C/E essay
  • title, thesis, intro, conclusion

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THURSDAY, 1/24/08:

  • J: CE: AYK
  • Essay Basics (28-36)
  • Journal: apply EB to your IOE
  • evaluate your title, thesis, intro, conclusion

TUESDAY:

  • research C/E essay (effects) on our library’s databases
  • read “Documentation chapter” (13) 469-84

do act. 2 (479)

do act. 3 (496)

C/E essay = due R-1/31

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  • J1: IOE
  • J2: Narration (act.#2 p.147), Description (describe the physical attributes of the most important person in your life, through sense details), Comparison/Contrast (act.#5 p.151...both compare AND contrast)
  • J3: Paradox (act. #8 p.159), Refutation (act. #4 p. 149)
  • J4: Definition (read "Black" p.165 and do act. D p. 165), (read "Black" and define the term "white" as you understand it, as it is used today)
  • J5: Example (read "Horror Movies" p. 162 and list King's reasons), (answer: Why are horror movies becoming more graphic?)
  • J6: Cause-Effect (read "The Monster" p. 207 and discuss the media's causes AND the student's causes for Columbine, and the effects of the media's causes)
  • J7: Cause-Effect (write an All-You-Know [AYK] journal on your C/E essay topic--before you do any research for it)
  • J8: read "essay Basics" pp.28-36 and apply those concepts to your IOE: evaluate your title, thesis, introduction, conclusion

For R- 1/31:

J9: paraphrasing handout/exercise

J10: lead-in expressions exercise

For T-2/5:

  • J11: Brownmiller & analogy
  • J12: 3 analogy statements (choose 1 for your Analogy Essay)

** Come Tuesday with a mock-up, a (very) general outline of your essay...know where you're going and how you're getting there. **

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FOR T-2/12:

J13: (1) “ANALYZE”: (44-58)

--read Tannen (44) & note her claim, grounds, warrants

--read “Reading Tools” (47)

--Act. #2

--“analyze” Mitch Albom’s “Don’t Shoot”

(all one journal)

J14: (2) OUTLINE & SUMMARY: (57-58)

--read

--read Th. Sewell’s “Mass Hysteria” (55)

--outline & summarize

(another journal)

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AUTHORITIES & STATISTICS: (p.63-66)

  • Read 63-66
  • Read Handout (online)
  • J15: Articles (both)
  • “Cookies” article: “Americans Are Getting Fatter” (ONLINE: “COOKIES ARTICLE”)
  • analyze the use of Authorities & Stats
  • Who are the authorities?
  • What do the figures mean:
  • 1 cookie =?
  • 1 soda =?
  • Men in 1971 vs. 2000
  • What is the difference in terms of soda?
  • What is the difference in terms of cookies/soda?
  • What is the difference in governmental recommendations, in terms of cookies/sodas?
  • How many years between 1971-2000?
  • What changes in lifestyle have occurred: diet, exercise, life styles, population diversity?
  • How might these changes affect the statistics?
  • Final analysis: Is the “fatter” in the title fair, exaggerated, or misleading?
  • J16: Sports & Statistics: (stats)
  • How are sports fans inundated with statistics?
  • How relevant is a record like Best regular Season Record to the playoffs?
  • What does the expression “Any given Sunday, anybody can get beaten” say about the relevance of stats? Do you agree?

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For T-2/19: (J17+)

  • LOGOS, PATHOS, ETHOS: (“Persuasive Appeals” p.13-25)
  • * in class:
  • List types of PROOF:
  • Which appeal to reason/logic?
  • Which appeal to emotions?
  • Which concern credibility?
  • Letters to "loved" one on C/E topic:
  • 1) try to persuade a loved one to quit smoking (e.g. --whatever your C/E topic) using ONLY the stats and other logical" proof from your C/E essay
  • 2) try to persuade that same person on the same topic, using ONLY emotional argument (no stats)-- speak "from the heart"
  • *homework:
  • Read 13-25
  • LOGOS: (13-17)
  • “On Human Survival” (p.16)
  • Note his use of Logos in a JOURNAL (J#17)
  • PATHOS: (18-23)
  • Joan Beck:
  • discuss Al Gore’s misuse of pathos (p.22) in a JOURNAL (J#18)
  • “His Name Was Eric” (22)
  • Act. #5 (p.23)in the same JOURNAL J#18
  • ETHOS: (23-25)
  • “Regionalization” handout
  • (ONLINE, under "Assignments" & "readings" entitled "Ethos Editorial")
  • in a JOURNAL (J#19) discuss his Ethos (cite examples)
  • Martin Luther King’s “Dream” speech (p.25)
  • in the same JOURNAL as above (J#19), discuss his Ethos (cite examples)

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For R-2/21

  • CIE: Reports
  • all reports will count as Journal #21
  • 1 report for each article on your topic
  • (print out extra copies, available on the Web site under “essays” and then “CIE Reports”)
  • reports will be used in class on Thursday for another assignment

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For T-2/26

  • For Tuesday:
    --final draft of the CIE paper: Intro, Body (Side 1, Side 2), Conclusion, Works Cited
    --reports (one per article in the book)
    --annotated bibliography (one per article):
    1) bibliographic information (consult p.487 for works in an edited anthology)
    2) 1 paragraph of summary (see your report's "summary")
    3) 1 paragraph of evaluation (see your report)
    *bring in some (1 or 2) magazines you read (keep them "clean")

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For R-2/28

  • Subtext presentations

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For T-3/11

  • Subtext presentations
  • J#22: respond to a Subtext Presentation (additional thoughts, your proverbial $.02)

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For R-3/13

  • Subtext presentations

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For T-3/18

  • Final Few Subtext Presentations
  • Critical Reading Quiz (solo, open book)
  • Read “Fallacies” Chapter:
  • Part 1: 265-274
  • Complete Activities 1, 2, 3 (J#23)
  • Part 2: 274-280
  • Complete Activities 4, 5 (J#24)
  • ** On Tuesday, you’ll submit your CR Quiz and present the Subtext Presentation. Then we’ll begin the Fallacies: Induction vs. Deduction, Facts vs. Other, Fallacies #1
  • ** Also, we’ll discuss what to do about next Thursday, 3/20.

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For W-3/19

  • Fallacies:
  • submit QUIZ #1 electronically (number your answers, 1 answer per line, just the answer)

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For R-3/20

  • **NO CLASS**
  • Fallacies:
  • read 280-288
  • (J#25): do act. 7
  • (J#26): read “Tu Quoque” article online & discuss in a journal its illustration of the fallacy
  • submit QUIZ #2 electronically (by 12 noon – no later)

**********************************(EASTER BREAK)**************************************

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For T-3/25

  • Fallacies:
  • read 289-292
  • do act. 9 (J#27)
  • (prepare for quiz)

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For R-3/27

  • Fallacies:
  • read Fallacies, Part 3 – book & ppt.
  • we’ll go over act. 9 in class
  • (prepare for quiz)

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For T-4/1

  • Fallacies:
  • read the final group of fallacies
  • do act. 11 (J#28)
  • (prepare for quiz)
  • As a review, in a separate journal (J#29), return to the CIE articles in the text book, find the ones you've read on your topic, select the weakest one -- that which is filled with the most fallacies -- and discuss as many fallacies as you can find in it.
  • Also, bring a copy of the article you will suggest to your Fallacies Presentations Group--just bring it; don't write anything on it yet.
  • To be clear, for the presentation project, you will decide as a group on Tuesday which SINGLE article you will analyze as a GROUP, present as a GROUP, and write on INDIVIDUALLY -- each member of the group will write an analysis of the source and submit it to me. This is a GROUP grade, but if you do not submit the written component, then you will receive a "0" (this is a WRITING course, after all). No research.
  • **Also, come with a decision on the final project: film, debate, debate with film as extra credit. Please remember: majority rules

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For R-4/3

  • Fallacies:
  • presentations (presentations & papers)

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For T-4/8

RDP:

  • I have put the information for the RDP (Research Debate Project) on our Web site: --> 102 page --> "Research Debate Project."
  • This includes today's overview sheet (with ALL the assignments), the project calendar, the contact/grade sheet, and the group list as well (just in case you didn't get all the names copied).
  • I have also placed there the Chicago Times story that originally covered this topic; it's a good place to start to see the status of the situation is: who did/said what -- great fodder for your final essay's Introduction! Included with that article are reactions professionals in the field submitted had to the story AND a link to comments common readers left electronically; the former is rather one-sided but the latter offers both sides.
  • I have also included there 2 articles -- one from each side -- that I found on our library's Opposing Viewpoints database: if you like them, you need only 4 more for Tuesday's PAB. I STRONGLY URGE you to follow the link I've provided on the site to that database -- OPPOSING VIEWPOINTS. There, you will find professional, peer-edited articles (instead of biased, fallacy-laden blogs) -- literally, one-stop shopping.
  • For Tuesday, 1st write your "All You Know" essay -- what do you know about this topic BEFORE you do any reading/research. I think a typed 1-page, journal-length document will suffice. If you don't know much, fine; then yours will be short (long paragraph). If you know much, keep to a single page.
  • Then research the topic: use the aforementioned Chicago Times article and/or its responses, 1 of the 2 OV articles, and other essays from OPPOSING VIEWPOINTS.
  • Once you have 5 strong articles (more than the 1st 5 on the page), create an annotated bibliography: upper, right-hand corner information, "Annotated Bibliography" (centered, no " ", no bold, no underline), the PROPER MLA citation for that DATABASE ARTICLE, followed immediately by one paragraph of objective summary (summarize the article as you said to on your Critical Reading Quiz), skip a space but retain REVERSE INDENTATION, and then end with a paragraph of subjective evaluation (logos, pathos, ethos, "analyze," fallacies, subtext).
  • Arrange the items ALPHABETICALLY (usually by the first letter of the author's last name), and use REVERSE INDENTATION (the 1st line is not indented, but the remaining lines are indented).
  • Lastly, start getting your JOURNALS organized; I'd like to collect them next Thursday (4/10/08).

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For T-4/8

RDP:

  • AYK
  • PAB

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For R-4/10

RDP:

  • FAB
  • Analogy & Final Analogy in class

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For T-4/15

RDP:

  • Journals
  • Discovery packet (1 copy of your 5 final sources--the actual articles)
  • Proposal (see assignment sheet online)
  • In class on Tuesday,
  • Working Outline
  • Discovery (exchange of Discovery packets with the other group)
  • start OCR-FAB

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For R-4/17

RDP:

  • OCR-FAB

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For T-4/22

RDP:

  • SOS

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For R-4/24

RDP:

  • Rough Draft (for peer editing)
  • Final Outline

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For T-4/29

RDP:

  • Presentations #1 & #2
  • Works Consulted page
  • Final Draft

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For R-5/1

RDP:

  • Presentations #2 & #3
  • Group Grades