Peer Review

1)Take turns reading your outline/ paragraphs out loud.

2)As peer reads, other group members write down one question about paper.

3)When reader finishes he/ she must answer your question aloud and you must record his/ her response for them to take home( for FINAL PORTFOLIO).

Homework

4+ of 6 pages due Friday print one copy.

ENGLISH 102 11/08/2010

Today we got into our peer groups to share our theses and give feedback to one another. When you come to class Wednesday, sit with your group.

Homework: Work on draft that's due Friday the 12th (Final paper is due Friday the 19th)

English 102 10-25-10

Today in class we went over the "They Say/I Say" in practice handout which is an examination of the article, "Creating and Comparing Myth in Twentieth-Century Science Fiction..." In this handout tips and examples are given on how to properly state a thesis, summarize, paraphrase, and quote in your annotation. Key words such as indeed and describes, and words similiar to these should be used carefully because they offer a Rhetorical "yes" or definition of what may be going on within that statement/paragraph of your paper. An antecdote was given toward the end of the handout to problemize the conclusion that goes back to the white myth of Western Culture. Giving the author more support for his argument which concludes that cultural myth and Star Trek are both revised.
Homework:
Continue to work on Annotated Bibliography (IT'S DUE a WEEK from TODAY!!!)

• 300 word INTRO
• 8-10 annotations

Each annotation should have: 1. Quotations, summary, paraphrase of some material pertinent to your thesis, 2. Rhetorical Analysis, and 3. How you will use source material in your argument.

Review Strategies for Organizing on Pgs. 14-16 in the JAC to help you alternate prominence from they say to you say arguments. *Avoid the Writers Guide Activity on the following page, it is not valid to what we've discussed in class.

To anyone who missed class...I hope this helps.

HW Due Monday:
1.)Respond thoughtfully and critically to the questions in the JAC on page 50.
2.)Read the handout up to section II and prepare for discussion on Monday.

We turned in our first annotation today. Lindsey handed out a paper comparing Star Trek to Star Wars and how these stories are modern day mythology.

We spent most of the class talking about how to read through a source paper and how to decide whether or not the source should be used for your paper. There were several steps in a useful method for doing this:

1.) Recall your knowledge

• A.)What do you know about the topic before reading?
• B.)What can you tell about the source just by looking at it?
  

2.) Spot Reading

• A.) Read the opening and closing paragraphs and compare them.
• B.) Find the topic sentences of each paragraph. How do these support the opening and closing paragraphs?
• C.) Circle key words that stand out to you. (And always have a pen handy when reading)
  

3.) Organization

• A.) Headings - The headings can tell you about the topic
• B.) Outlines - How is the paper organized and how does it progress?
• C.) Transitions - Transitional phrases can set the tone of the paper. These can clue you in to the author's bias. The phrases include but are not limited to: however, consequently, therefore, like, also, similarly, in contrast, on the other hand, despite, thus, as a result, etc.
  

4.) Points of Difficulty

• A.) Do you disagree with the author at any point? How can you use this for your paper?
• B.) What do you not understand? If you don't understand a significant amount of the source material, it may not be useful for your paper.

October 20, 2010

Audience

Can't be everyone

Can't be all Americans

You have to be specific

3 Types of Audience:

1) Lay- casual audience, they don't know more than basic human interest about the topic, no advanced terms, but don't talk down to them

2)Managerial- they have some prior knowledge about the topic and know some terms. They may need back up information and theories reexplained. This group has access to make change.

3)Expert-They know arguments and terms inside and out. They are most difficult to persuade and are well equipped to fight back.

Audience Invoked- conscious decision in argument to write to an audience. Audience you are trying to write to

Audience Addressed- This is the audience that actually reads the argument. Professors and peers are "audience addressed" in this paper, but they shouldn't be the "audience invoked"

Typical Lay audiences can engage on a managerial level.

Audience Invoked tells reader who you want them to be.

We will be writing this paper at the Managerial Level unless your argument is to inform.

We split up in groups and read two similar books in different categories. We drew pictures representing what each reader would look like, being very stereotypical.

Homework:

1)Short Write E-Complete annotation of one source by Friday

A-Quote/paraphrase/summarize info necessary to assignment

B-Analysis of source

C-How you will use this data in your paper

2)Bring in two other sources Friday

*Page 50 in JAC-Constructing Audience Analysis- Will probably be homework for this weekend, you can get a head start but it's not due Friday.

Blog for 10/15/10

Hi everybody, on Friday we focused on our writing process and how we should concentrate on how we are using our sources. We went over Annotated Bibliographies, which explain how our sources are beneficial to our paper. Even though we went over Annotated Bibliographies, we learned that we write this only after we know exactly what sources we are going to be using. When writing this, you have to focus on what content you are going to use, what the content explains, and how you are going to use that content. We were told to Annotate as we find our sources, and to keep continuing to research. The final paper isn't due until the Friday that precedes Thanksgiving break. The Annotated Bibliography isn't due until November 1st. The proposals that we wrote so far are our roguh drafts, and the final proposals are due Wednesday and they will count as one of our five major assignments. At the end of class we recieved our Midterm grades, and we don't have class tomorow because of conferences. Have a great rest of the weekend Ladies and Gents!

Monday Oct. 4

We went over plagerism. The basic stuff, like making sure you always cite your sources.

Also there was an activity on plagerism. We were asked to explain the similarities and differences between plagerism and the illegally downloading music. Over a fairly laid back class for the day.

She also reminded everyone that the mid-term portfolio is due this coming Friday. Which should contain your New Analysis, Editorial Analysis, Memo, and probably a one or two other things that you probably should go to class to see about.

Oct 1

Today we went over the worksheet on MLA citations from last week.

Our homework is to continue work on our editorial analysis and midterm memo.

Sep 29

Class canceled

Sep 24

Today in class:

1. We decused the mistake within our syllabus about the due dates of the editorial analysis final for now and mid-term portfolio.
* and email will be sent out regarding this information.

2. Discussion on the memo which will need to be included in our mid term portfolio.
* page 145-146 of JAC has a template for the memo.
*miscrosoft word also has a memo template.
*page 169 of JAC also has ideas for writing your memo.
* most important thing is that your memo should be reflective on your writing.

3. Midterm portfolio should include all copies of news analysis, editorial analysis, memo, and short writes.
* You may also choose to include informal writings if they are discussed within your memo

4. Met with our groups for peer revisions and exchanged papers.

5. Turned in a copy of our rough draft editorial analysis.

**Reminder- class will not be held on Monday September 27
conferences will be held Monday and Tuesday

Homework:
Complete peer review "analyzing an argument" worksheet for conferences on Monday and Tuesday
* worksheet was recieved in class today.

Homework

1. Continue to work on editorial analysis.
2. Print as many copies of a draft as there are people in your peer group and bring copies Friday. Draft should be at least 3 of the 4+ page requirement.

Sep 20

In class today we went over a checklist of analyzing an argument critically. The checklist included the following steps:

1. who is the author?
2. is the piece aimed at a particular audience? A neutral audience? A sympathetic audience? a hostile audience?
3. what is the author's thesis?
4. what assumptions does the author make? Do I share them? if not, why not?
5. does the author ever confuse facts with beliefs or opinions?
6. what appeals does the author make? (ethos, pathos, logos)
7. how convincing is the evidence?
8. are significant objections and counter-evidence adequately discussed?
9. how is the text organized and is the organization effective?
10.if visual materials such as graphs, pie charts, or pictures are used, how persuasive are they?
11. what is the author's tone? is it appropriate?
12. to what extent has the author convinced me? Why?

We also paired up and did a writers workshop with the first three paragraphs of our Editorial Analysis using page 55 in the JAC

Homework:
1. continue working on our editorial analysis which is due for peer exchange on Friday

1. if you weren't in class, e-mail Lindsey your availability for conference sessions (next Monday and Tuesday from 9:30-4:30).

Sept 17

Homework for Monday:

1. Read Chapter 10 in EA
2. Write the first three paragraphs of the editorial analysis (an outline for these paragraphs is on pg 156 of the JAC). Print a copy and bring to class Monday for a writing workshop. Anyone who does NOT bring a copy to the workshop will be asked to leave and will receive an absence.
3. Complete SW D (this shortwrite is different than the one listed in the syllabus) - a handout on logical fallacies distributed in class (and via e-mail)

September 15, 2010

Our homework due Friday is to read JAC 102-106 (on Finding Secondary Sources), read Ch. 20 in EA, and find 2 secondary sources and create a works cited page with those sources to turn it.

Today we went over logical fallacies more in depth and tried to find them within our own articles, we also went through a previously written article and looked for the claims, evidence, and analysis of evidence. We went through one last article and looked for where sources needed to be cited, and lastly, went over secondary sources.

September 13

The Homework Due Wednesday day is:

1) Find (or use editorial from SWC) an editorial and examine it for logical Fallacies. Print two copies of the editorial (one for you to keep and one to turn in). On the editorial, underline all logical fallacies and label them by type in the margin.

Also in class we talked about warrants and the different types of fallacies.

2) Warrant can be found on page 35 & 36 of the JAC.

a) A warrant is the unspoken logic between a support and a claim.

b) A good warrant will not assume more than the evidence supports.

3) The different types of fallacies can be found on page 43-44.

Sept 10

Today in class:

• We turned in our News Analysis papers which had to be about 4 full pages.

• We spoke about our new assignment and also received short write .

Our homework was a little different than the Syllabus;


We must Read Chapter 6 in Everything's an Argument


Also short write C requires us to find an editorial and fill out the sheet provided.

Our new writing assignment is called the editorial analysis and the info on it can be found on page 156 in your JAC.

(cross-posted from another class section)

Class Notes 9/8/10

Tonight's Homework:

1) Final News Analysis (4 full pages)
2) Compile "Final for Now" folder together in this order:
    - "Final" Draft
    - Peer Comment Draft(s)
    - Professor Comment Draft(s)
    - Other Drafts (if applicable)
You can use a binder or folder, just as long as the papers are controlled and prevented from getting mixed with your classmates' papers.


Today in Class:

1) We slightly reviewed the 'Rhetorical Analysis' (reading for today).
2) We began to discuss the Editorial Analysis, our next paper.
    - This is to be an opinion article in which we analyze a biased newspaper editorial rhetorically. To do so, we must dissect and scrutinize their argument without disagreeing with said argument.
    - Remember to identify the claim.
             + use ethos (ethical credibility), pathos (emotion), and logos (logic) to see how the argument works (or does not work)
3) We then got into groups and worked on a rhetorical analysis of different magazine advertisements.
    - Rhetorical Analysis Activity:
             + Step 1: Gather together in a group and look carefully at your advertisement.
             + Step 2: What is the ads purpose? What does it want you to do?
             + Step 3: Who has made the Ad? Nike? Dove? The Milk Processor Board?
             + Step 4: Who is the audience? Children? Women? Men? Both?
             + Step 5: How does the add appeal to this audience? Ethos, Pathos, Logos?
             + Step 6: Compile this information together to present to the class, and be prepared to explain/defend your analyses as a group.

4) Each group underwent the steps and openly discussed their rhetorical analysis of whichever advertisement the group had chosen.

Hope I helped!
-Martin Vanis

The Homework for tonight is:

1. Read ch. 5 EA

2. JAC 163 questions 1-6. Due at peer review

3. Read 131-137 JAC

Today in class we talked about proper MLA format for different types of citations. We went over direct citations, summaries, and paraphrasing. We also went over how to correctly give credit to a source for a citation.

Last Name, First Name, middle initial. "Article title" Publication title(italiciized) Name of Web site Date of pub. web. Date accessed.

We were also given our peer review groups and will be meeting them sometime Thursday or Friday.

No Class Friday

Class Notes 8/30

English 102 Class,

Hey everyone! The homework tonight is as follows.

1. Read chapter 4 in Everything is an Argument
2. Complete the draft of the News Analysis (2.5-3pg)
3. Print 3 copies of the previously mentioned draft and bring it to class on Wednesday.

In class, we finished up reviewing the articles started on Friday. We analysed the writings paying special attention to how the author appealed to a particular audience.
Also, some helpful points on how to construct a thesis.

"5 Ways of Looking at a Thesis"
1. A thesis says something a little strange.
-not fact, encourages the reader to go on
-says something new/interesting
2. A thesis builds from one point in the text to the next.
-provides the direction/structure of the paper
-shows how argument progresses
3. Deals with exclusive texts.
-limits the concepts based only on convergent texts
4. "Magic Thesis Sentence."
-"By looking at ______, we see ______, which most people don't see; this is important because ______."
5. A thesis makes a lot of information irrelevant.
-focus on the sole cohesive element between the writings

Good luck!
Jenna Sweeney

Aug 27

Today in class we did several things:

1. We went over the homework from the handout - discussing key words that reveal bias, examining article titles, considering the purpose of adjectives and adverbs, and sharing the news we found and what it revealed.

2. Discussing the importance of critical reading (JAC 52-53) but also the importance of critical writing, and using the steps outlined for reading in our writing too.

3. A reading exercise in which each group was given a different news article. After reading the 1 page article each group had to decide the Purpose, Occasion, and Kind of argument presented in the text and share with the class. We didn't finish this exercise so we'll continue it first thing Monday.

4. Discussion about Inference, Fact, and Judgment. An Inference as a statement made about an unknown based on a known. It is not a positive or negative statement. A Judgment, on the other hand, is an inference with a positive or negative statement embedded within it.

An example of an Inference: You see gray cloud and infer it is going to rain.
An example of a judgment: You see a banged up car and infer negatively that the driver must be a bad one.


Homework:
1. read Chap 2-3 in EA
2. read p. 20-31 in EW
3. Find 3 articles on 1 news event and fill in the spreadsheet that was distributed in class (if you were absent - email Prof. Joyce for this)

Aug 25

Today Prof. Joyce distributed our first assignment - the News Analysis and a 10 page handout called "Thinking and Writing - A Critical Connection".

She also passed out the blog sign-up sheet. Everyone signed up for a day to contribute to the blog. Prof. Joyce will bring the sign-up sheet every day in case students need to switch dates.

After everything was passed out Prof. Joyce talked to us about the requirements and expectations for the New Analysis assignment. Google news will be a valuable research resource for this paper.

Next we were given a writing prompt: What is the best or most convincing argument you have made recently and how did you support your argument? For 10 minutes each student wrote his or her response to the prompt and then Professor Joyce asked for volunteers to share what they wrote. By sharing, we were able to identify several kinds of argument.

Our homework for the night is:
1. Read Chapter 1 in EA
2. Read p 52-53 in JAC
3. Read p 14-20 in EW
4. Read the handout
5. Short Write A: answer questions 1-3 on page 10 of the handout.

1st day

Today we met and Prof. Joyce distributed the syllabus, and a policies and procedures handout. Additionally, Prof. Joyce showed up the three textbooks we would need for class:

1. Easy Writer (4th Edition)
2. Joining Academic Conversations (4th Edition)
3. Everything's an Argument (5th Edition)

As a class, we went over the syllabus and class structure. Important things of note:

1. Peer Reviews and Conferences will happen in groups of three in Prof. Joyce's office (very few peer reviews will ever be conducted in class)

2. There is no such thing as an excused absence

3. After 3 absences your grade will decrease by 1 full letter grade each missed class

4. This blog space will serve as a means to keep track of what happened in class and functions as a Short Write for the author of each post.


After we went over the class structure we did an introductory exercise to learn about one another.

Homework due Wednesday:
1. Buy all three textbooks
2. Read JAC (Joining Academic Conversations) xi-xviii
3. Write an Introductory letter about yourself

Welcome to English 102

Welcome to the English 102 Blog! We'll be using this blog as a way to keep track of our classroom activities. Throughout the semester each student will be assigned to do an ethnography report. That will count as one of your 8-10 Shortwrites for the semester. Your duty as the daily ethnographer is to:

1. Record all homework assignments and due dates
2. Take notes about in class activities, assignments, readings, discussions, etc.
3. Synthesize this information into a report to be posted here on the blog

Why is this important?

Entries to this blog will not only count as a Short Write grade, but also as an important contribution to the class. I will NOT answer e-mails regarding absences or work missed. This is your resource to find out what happened in class in case you had to be absent. As such, please be diligent in your reports as the day will arise when you must rely on another students diligence.

This will also be a resource to refresh your memory if you can't remember certain terms or key concepts discussed in class. If you were in class, but forgot to write down the homework, you can be reminded here. Or even if you were feeling dazed and don't remember what we did in class at all, this will be a resource to turn to. These things happen, but this blog will help us combat student woes together.