Maxson Fall 2017 WRT 105 /1

WRT 105: Practices of Academic Writing

Syracuse University Fall 2017

Instructor: Mrs. C. Maxson Office: 120 Office hours: Daily (rotating schedule): 10:09-10:53/1:44-2:27 & 9:59-10:39/2:01-2:27 Contact information: Phone: 716-933-6000 ext. 1120 Email: cmaxson@portvillecsd.org Course Description and Rationale WRT 105 is an introduction to academic writing. In this class, you will write, revise, edit and reflect on your writing with the support of the teacher and peers. You will engage critically with the opinions and voices of others as you develop a greater understanding of how your writing can have an effect on yourself and your environment. You will have regular opportunities not just to write, but also to reflect on writing situations and your own development as a writer. The course will engage you in analysis and argument, practices that are interdependent and that carry across academic disciplinary lines and into professional and civic writing. Analysis, as Rosenwasser and Stephen claim in Writing Analytically 7th edition, “is a form of detective work that typically pursues something puzzling, something you are seeking to understand rather than something you believe you already have the answers to. Analysis finds questions where there seemed not to be any, and it makes connections that might not have been evident at first. Analysis is, then, more than just a set of skills: it is a frame of mind, an attitude toward experience” (2-3). You analyze when you talk to a friend to get another perspective on why Spain performed so poorly in World Cup 2014, when you read up on the recent conflict in Iraq in order to discuss it more confidently in your global politics class, when you watch and re-watch a film in order to discern how it works on a visual level, or when you review a sampling of your own writing in order to see and make sense of the patterns in your work. Argument involves inquiry and analysis and engages others in ongoing conversations about topics of common concern. Evidence for your arguments comes from analysis, from discussion with others, from your personal experience, and from research. Arguments are also situationally specific: that is, they look, sound, and persuade differently depending on audience, purpose, genre and

Maxson Fall 2017 WRT 105 /2 context.1 In addition to being persuasive, arguments can be a means of sharing information, posing important questions, or even raising consciousness about issues. WRT 105 Learning Outcomes/Course Goals

1. Writing as Situated Process Students will practice a range of invention and revision strategies appropriate to various writing situations.

2. Writing with Sources Students will be introduced to primary and secondary research, utilize various library resources, evaluate sources, and synthesize and apply research in accordance with citation, genre conventions and ethical standards.

3. Writing as Rhetorical Action Students will gain knowledge of rhetorical principles and practice addressing different audiences and situations.

4. Writing as Academic Practice Students will build their familiarity with values, strategies, and conventions related to a range of academic contexts and disciplinary conversations.

5. Writing as Social Practice Students will analyze, reflect on, and practice the dynamic use of language in diverse contexts and recognize issues of power, difference and materiality.

Work of the Course You will devote time, thought, and energy to a variety of informal and formal reading and writing practices. During the course you might be asked to annotate readings, keep a record of ideas and responses, jot down observations, take notes on class discussions, experiment with different styles and organizational choices, and engage in a variety of drafting and revision activities. All these activities are important and will have an impact on your development and success as academic writers (and your final grade). As this course progresses, you will keep a portfolio of your work that will serve as a “window” to your development as a writer. Included in your portfolio will be invention work and informal writing that have helped shape drafts of your formal texts and final copies of your formal papers. Also included in your portfolio will be written reflections on the processes you’ve used as you’ve completed writing assignments and on your growth as a writer. These reflections are important texts that will help you understand and articulate your own learning progress. A note about the importance of keeping up with your reading assignments: writing well depends upon reading well. The course texts will provide you with ideas and arguments, concepts and key terms. They will prompt thought as you agree or disagree or qualify those ideas. They enlarge the context for our class discussion. And they illustrate choices other writers have made as they composed. Writing and

1 These are concepts we will explore together throughout the course.

Maxson Fall 2017 WRT 105 /3 reading are interdependent practices, and you will move between the two regularly throughout the course. Required Course Texts and Materials

• Rosenwasser, David and Jill Stephen. Writing Analytically, 7th ed.

• Fitzsimmons, Anne and Margaret Himley, eds. Critical Encounters with Texts. (selected readings)

• Howard, Rebecca Moore. Writing Matters: A Handbook for Writing and Research; or the Purdue OWL – Online Writing Lab: https://owl.english.purdue.edu/owl/ (Note: These writing handbooks/guides are recommended but not required.)

*You should also be prepared to provide copies of your work for peer review at various times throughout the semester.

Feedback and Grading You will receive many different kinds of feedback during this course. Some will come from fellow students and some will come from me. Both are important; they tell you in various ways how your readers are responding to your writing. This feedback will also help you learn how to assess your own work. There are three units in the course; each will lead toward a piece of revised, polished writing as well as a collection of informal work and a critical reflection.

Grading Scale Major Course Units and Assignments Unit Final

Essays (polished work)

End-of-Unit Reflective essays

Unit 1: Genre & Writing Situations 10% 10% Unit 2: Analysis 20% 10% Unit 3: Argument 20% 10%

Invention work and other informal writing assigned throughout the course

20% ------------

Attendance and Participation Writing studios are courses in language learning, and language is learned in communities; therefore, it is essential that you attend class and participate. Absences and lack of preparation for class will affect your classmates’ work as well as your own. The work you do in class, the work you do to prepare for each class, is as important as any polished assignment you turn in for a grade. In addition, our syllabus is only a projection and may be subject to occasional changes and revisions, as it seems appropriate or necessary. That is another reason why your attendance is vital.

A = 96-100

A- = 92-95

B+ = 88-91

B = 84-87

B- = 80-83

C+ = 76-79

C = 72-75

C- = 68-71

D = 60-67

F = 59 or lower

Maxson Fall 2017 WRT 105 /4 If you must miss a class, you are responsible for work assigned. Please realize, however, that class time cannot be reconstructed or made up, and that your performance, your work, and your final course grade will be affected by absences. Course Policies Special Needs and Accommodations Syracuse University welcomes people with disabilities and, in compliance with the Rehabilitation Act of 1973 and the Americans with Disabilities Act, does not discriminate on the basis of disability. Students who require special consideration due to a learning or physical disability or other situation should make an appointment to see me right away. Use of Student Academic Work It is understood that registration for and continued enrollment in this course constitutes permission by the student for the instructor to use for educational purposes any student work produced in the course, in compliance with the federal Family Educational Rights and Privacy Act (FERPA). After the completion of the course, any further use of student work will meet one of the following conditions: (1) the work will be rendered anonymous through the removal of all personal identification of the student(s); or (2) written permission from the student(s). Academic Integrity Syracuse University’s academic integrity policy reflects the high value that we, as a university community, place on honesty in academic work. The policy defines our expectations for academic honesty and holds students accountable for the integrity of all work they submit. Students should understand that it is their responsibility to learn about course-specific expectations, as well as about university-wide academic integrity expectations. The university policy governs appropriate citation and use of sources, the integrity of work submitted in exams and assignments, and the veracity of signatures on attendance sheets and other verification of participation in class activities.

The presumptive penalty for a first instance of academic dishonesty by an undergraduate student is course failure. When you provide your signature to register for a Syracuse University course, you are also indicating that you have read the online summary of the University’s academic integrity expectations and agree to abide by those policies.

For the full statement of Syracuse University’s Academic Integrity Expectations, excerpted from the SU Academic Integrity Policies and Procedures handbook, see http://academicintegrity.syr.edu/full-statement-of-sus-ai-expectations/.

Related links:

Summary of SU’s AI Expectations—Know the Code: http://academicintegrity.syr.edu/know-the-code-sus-ai-expectations/

Maxson Fall 2017 WRT 105 /5 Ten Questions—and Answers—Every SU Undergraduate Needs to Know about Academic Integrity: http://academicintegrity.syr.edu/10-qas-for-undergraduate-students/

Tools for Understanding the Use of Sources: http://academicintegrity.syr.edu/resources-for-understanding-use-of-sources/

Writing for Class on Varied Media

Please remember that any composing you do for the course, regardless of the media, falls under the Code of Student Conduct. If, for instance, you are writing on Blackboard or on a website or blog you have created for the course, the guidelines concerning harassment, threats, academic dishonesty etc. still apply.

COURSE CALENDAR

Please note that this schedule is tentative and subject to change. As a student in this class, it is your responsibility to keep current with any changes in the schedule. UNIT 1: GENRE & WRITING SITUATIONS

Date In-class Topics and Activities Homework (due the following class)

WEEK ONE:

Sep 5

Introductions to the course, syllabus, to each other.

Read through syllabus – annotate it! (*annotation symbols are uploaded onto my website on the WRT 105 page. Be sure to do margin notes as well. Be sure to ask questions about things you either do not understand or need clarified for next class.

Sep 6 Footstools & Furniture – read in class/discuss

Write a 2 paragraph response journal to the Footstools and Furniture Article Exercise 2 on pg. 46.

Sep 7 My 5 Paragraph Theme Theme – read in class/discuss

Looking at our discussion of the past 2 days, how do you think your writing for this class will change? Do you think that as of today, you could meet the expectations for college writing? Write a 2 paragraph response journal.

Sep 8 Intro to (online platform) Edublog.com

Play a bit with the Edublog.com site. Experiment. Write a short, 2 paragraph blog to introduce yourself and upload a picture of some sort that accompanies your post.

Week Two:

Sep 11

Assign books, intro to the unit 1 inquiry and assignment.

Read Unit 1 assignment through carefully. Come back tomorrow with any questions, comments, etc.

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Sept 12 Play with a literacy situation. Explore key concepts that will be introduced in EaT (purpose, audience, persona, medium, genre and context).

Read chapter 1 from Everything’s a Text

Sep. 13 Learn how to post threads, comments on the Edublog page. Notice & Focus on EaT chapter 1.

Write two paragraphs and post to your blog page: explore some of the new ideas about literacy/ies that circulate in the first chapter of EaT. Imagine your classmates as opposed to your teacher as your audience: that is, rather than rehashing or regurgitating what’s in the chapters for the sake of demonstrating that you did the reading, prepare to join a class conversation and contribute some new thoughts about literacies. Try to build into your response examples and analysis of multiple literacies from your own experiences.

Sep 14 We’ll check in with each other’s discussion thread postings, and then – Learn how to design, construct and curate your own website/blog on the platform. I’ll introduce the mentor blog assignment.

Read through the Mentor Blog assignment. Make sure you understand what is being asked of you. Email me with any further questions if you have them – the assignment is due Sep. 19.

Sep 15 Notebook Check ! Share mentor blog posts.

How to do Quick & Dirty research.

Turnitin.com discussion!

Read through Chapter 2 of EaT.

WEEK THREE:

Sep 18

In class: Create and share a draft of a blog post that speaks to your first experiences as a reader and writer in college. The audience should be other college students or high school students wondering about what they might encounter.

Polish and upload your blog post draft from class—(bonus points for figuring out how to incorporate images or other stylistic techniques!)

Using the advice and strategies in Everything’s a Text, read the Introduction to It’s Complicated by Dana Boyd

(pgs 1-15) (shared text #1).

http://www.danah.org/books/ItsComplicated.pdf

Sep 19 Boyd – (shared text #1) and quick and dirty research to provide context.

Discuss Boyd piece.

On your blog, write about 250 words reflecting on your pre-reading, reading, and post-reading processes strategies (following the guidelines in chapter 2 of EaT). Then write a thick paragraph thinking about how Boyd’s explanation of the new role of social media adds to or complicates our understanding of purpose, audience, persona and genre? How does her overview of the shifts in our culture mesh with your own experience?

Sep 20 No Class – Timbercrest None

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Sep 21 Discussion of Boyd’s chapter and our writing about it. How does new media complicate our literacies in the 21st c.?

Do quick and dirty research on poet/activist/ scholar June Jordan (not basketball player June Jordan). Keep track of what you find, including urls of websites.

Sep 22 Brief introduction to June Jordan and her essay “Nobody Mean More to me than You and the Future Life of Willie Jordan.” (shared text #2) Read and annotate (in class – if you do not finish, it is homework) June Jordan’s “Nobody Mean More to Me Than You and the Future Life of Willie Jordan”.

Choose the Common App prompt you want to write about and Compose your draft of “A College Entrance Essay.” *** Remember this is a 3 part assignment (essay, blog & reflection) Bring in draft 9/27 for peer review. (Final Draft is due on October 10!)

WEEK FOUR Sep 25

We will discuss Jordan’s essay and look at the passage based focused freewrite.

Use the “passage based focused freewrite” on Jordan’s essay (bring your writing from this to class tomorrow). Be prepared to discuss how Jordan’s essay complicates our understanding of purpose, audience, persona and genre.

Sep 26 Discuss passage based freewrite activity.

We will plan our blog posts about Jordan’s essay.

Post your blog entry for June Jordan’s essay to your blog. Read: Gladwell – New Yorker article “Getting In.” Annotate and come prepared to discuss.

Sep 27 Peer review of Common App essays.

Read James Warren’s “The Rhetorical of the College Applications Essays.” Annotate and come prepared to discuss.

Sep 28 Discuss Warren’s article. Consider your essay draft in terms of what you’ve read. Begin to revise your essay.

Continue to revise your essay. Bring in both 1st & 2nd drafts tomorrow for check in.

Sep 29 Draft check in & peer review. Prepare a list of questions/concerns about your essay for the class to consider and respond to. Post your list to the discussion thread.

Comment on your blog post about at least 1 classmate’s essays that you read today. This is a participation grade. (***you can comment on more than one, but there is no “extra credit…)

Read the excerpt “Asking So What?” from Writing Analytically pgs 23-25

WEEK FIVE:

Oct 2

Discuss last night’s reading.

We’ll do some drafting toward the blog post, and take up the “so what?” question as it relates to our own projects.

Continue to draft your blog post. Also be sure to work on the 3rd and final draft of the college essay. All 3 drafts must be included in the portfolio.

Oct 3 Sharing of blog posting and feedback. Finalize your essay and blog. Begin to compose your reflection.

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Consider the unit reflection assignment.

Oct 4 Work Time Continue working on blog, essay and reflection.

Oct 5 Work Time Continue working on blog, essay and reflection.

Oct 6 Work Time Continue working on blog, essay and reflection.

Week Six Oct 9

No Class

Finish Unit 1 Essay!

ANALYSIS UNIT

Oct 10 Unit 1 Assignments are due today: College Common App Essay (WORD doc.), Blog Post and Reflection (WORD doc.). All must be emailed to cmaxson@portvillecsd.org by 2:27 pm. Link to blog should be included. Paper copies of Common App essay (all 3 drafts) and the Reflection should be placed in a pocket folder and handed in.

Read and annotate Chapter 3 (“Responding to Traditional Writing Assignments More Analytically ”) in Writing Analytically

Oct 11 Discuss Chapter 3 reading. Introduction to the Unit 2 assignment. We will generate two lists of words as a class--one associated with “sameness” and the other associated with “difference.” In groups categorize the words further and notice what is strange or interesting about the sets.

Write a 2-paragraph response journal reacting to our conversation in class today.

Oct 12 We will apply our new appreciation for “sameness” and “difference” to two pictures of Caster Semenya. We will begin reading this essay in class & doing annotations together.

Finish reading and annotating Ariel Levy’s “Either/Or” (in CE). Write a Response Journal in which you a) identify Levy’s “project” b) write down 6 flashpoints that explicitly address the issue of normality and c) explore the ways that the concepts

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of sameness and difference circulate in this piece

Oct 13 In groups, we'll share our responses to the Levy essay, and we will explore the question: what does it really mean to produce, police, perform or legitimate the normal or to construct the abnormal? Each group will choose their most interesting observations about the text and then ask the “so what?” question (WA 21-23). The group will choose the strongest chain of implications to share with the class.

Write a brainstorming list of "hot spots" you might want to write about. Bring your ideas to the next class.

Week Seven Oct 16

Share out brainstorming lists. We will also practice “the method” on NY Times wedding narratives, and develop new ideas about the “normalizing” of marriage in the texts.

Read and annotate pgs 56-63 “Reformulating Binaries”), and pgs 129-131 (“Seems to be About X but is Really About Y”). Read Sherry Turkle’s “The Flight from Conversation” (pgs 529-532 in CE) and write a Response Journal to the following prompts: 1) What current cultural/social trends does Turkle comment on? 2) What kinds of behavior, trends, etc. do you see being normalized in culture as a result of technology? Try to answer the “so what?” question in relation to what you notice.

Oct. 17 We will finish working with the wedding narratives and practice making claims. We will also unpack the Turkle piece. We will continue to brainstorm topics for the unit essay.

Try to finalize your topic for the unit essay. Remember—smaller, more focused topics are actually easier/better to write about Email me your ideas by Sunday 10/23 at 12:00. Keep in mind that your essay topic must be observable—that is, something you can literally see: an image, a behavioral phenomenon, a TV or film representation, a sports event, etc.

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Oct. 18 Guidance visit – assign for HW! Read and annotate pgs 101-115 in WA — looking especially at “10 on 1” and “Pan, Track, and Zoom”).

Read and annotate the essay “Toddlers in Tiaras” by Skip Hollandsworth pgs. 490-499 from everything’s an argument.

Oct. 19 View clip “Toddlers and Tiaras” doing Notice and Focus activity. What flashpoints can you list from the homework reading? Discuss childhood norms in light of this topic.

Write a Response Journal about reading and the clip you viewed today. Part of this journal should include a practice of “Seems to be about X, but is really About Y.” Come prepared to make two claims about the reading and the video clip.

Oct. 20 We will return to all of the readings and clips to explore the ways that the writers look at their subjects: what details do they see? How do they interpret the details? How do they answer the so what question? We will also conduct a topic-vetting workshop in class, helping each other decide which topics are most appropriate for our purposes this unit. I’ll introduce the Noticings heuristic.

Go back to your essay topic and, if necessary, narrow its focus. Then, complete the Noticings heuristic. Bring the completed heuristic to class.

Week Eight Oct. 23

We will work with the data we generated on our Noticings heuristic, and practice making interpretive claims about our topics. I will introduce the Claims and Thesis heuristic.

Finish the claims/thesis heuristic and bring it to class

Oct. 24 Live Webinar with Syracuse University research librarian : John Stawarz - Using library databases.

Search for a relevant scholarly source in the library databases

Write one paragraph in your Response Journal identifying your scholarly source’s “project.”

Oct. 25 We will look at the research heuristic; research workshop: introduction to keywords, databases and scholarly vs non-scholarly sources. I’ll explain what it means to culturally and

Compose a page of your essay devoted to summarizing and culturally and historically contextualizing your "hot spot."

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historically situate your topic/subject.

Read and annotate in WA Chapter 6 pgs 147-172 (“Finding and Evolving a Thesis”)

Oct. 26 Class discussion – Drive Bys on last night’s homework; in depth unpacking of the chapter

Read and Annotate Chapter 7 pgs 181-206 (“Conversing with Sources: Writing the Researched Paper”).

Oct. 27 Class discussion – Drive Bys on last night’s homework; in depth unpacking of the chapter. Begin work on evolving your thesis. Discuss your ideas with a peer.

Write a Response Journal that reflects on three ideas each from both chapters 6 & 7 that you feel will help you complete the Unit 2 Assignment. Explain why these particular ideas or concepts will be helpful.

Week Nine Oct 30

Reading sources for claims (aka “flashpoints”). I’ll also explore further the concept of the evolving thesis [we will work with Jonah Weiner’s short essay “Does This Purple Mink Make Me Look Gay” pgs 533-535 in CE] using accompanying heuristic

Write out three to five flashpoints from your scholarly source, and then write a brief paragraph in response to each quote, making connections between what you find meaningful in the quote and what you see in your topic.

Complete the heuristic for Tracking Analytical Moves using today’s reading.

Oct 31 “Recognizing and Fixing Weak Thesis Statements”; Working with Source Materials – Convictions to Plausible Theories.

I Kleinbart Thesis Construction Heuristic & Fixing Weak Theses Heuristic

Compose an evolving thesis for your essay.

Nov 1 I’ll introduce the practice of Rhetorical Sourcing, (Source Writing; Using Quotes Organically; Citing Sources with Style) and we will rhetorically introduce and contextualize the flashpoints we generated for homework the other day.

Revise your thesis.

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Nov 2 Mini Lesson – Organizing your ideas (Writing Matters pgs 24-27)

Read and annotate Chapter 5 (Crafting and Connecting Paragraphs) Writing Matters pgs: 28-38

Nov 3 Composing Your Re-Imagining the Normal Analysis; Begin an informal outline of your project. Begin individual conferences.

Continue working on outline – finish for class tomorrow.

Week Ten Nov 7

Continue individual conferences. Share your outline with a peer and discuss your moves, thesis, and overall plan of action.

Write 3 pages toward your essay: introductory paragraphs that introduce and contextualize your topic and that logically lead you to your thesis; and two pages in which you make claims evolving your thesis and support those claims with evidence.

Nov 8 I’ll introduce the essay evaluation criteria. We will look at a couple of sample essays together.

Have your 3 pages ready for class peer review tomorrow, Nov. 9. No essay – zero participation grade.

Nov 9 *** 1st Draft of Essay

Read and respond to our classmates’ 3 page drafts.

Revise and expand your draft based on our discussion of the sample essays and feedback you received from peers. One of you will volunteer your draft for a full-class peer review session on Monday. (Make enough copies for everyone.)

Nov 10 No Class – Veteran’s Day Work on Essay!

Week Eleven Nov 13 **** 2nd Draft Essay

Peer review of one classmate’s essay – discussion of evolving thesis; notice and focus.

Continue revision work.

Nov 14 Bring a copy of your essay to class. We will use the original assignment sheet and the evaluation criteria to help us evaluate our essay drafts from a peer's perspective. Put your essay & your partner's responses side-by-side and evaluate the priorities of your essay: are you saying something about the normal that isn’t necessarily already apparent

Revision of your essay based on partner review today. You will be presenting next draft to a different partner for a different purpose tomorrow.

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to your audience? Are you making specific references to the details of your subject? Are you making explicit use of the analytics from WA?

Nov 15 Today we will be doing an editing pass on your essay. Readers will be looking for styles – especially conciseness, variety, emphasis, and word choice – they’ll be using the Style Matters heuristic. (Writing Matters pgs 277-311)

Revision of your essay based on partner edit today. You will be presenting next draft to a different partner for a different purpose tomorrow.

Nov 16 Today we will be doing another editing pass on your essay. Readers will be looking for the details – especially effective punctuation – they’ll be using the Detail Matters heuristic. (Writing Matters pgs 421-764)

Revision of your essay. This should be a final pass. Begin your reflection.

Nov 17 Work Time. See assignment directions. Make sure you cover each reflection prompt topic and explain your process fully.

Finish reflection. Compile your 3 drafts and reflection and place in 2 pocket folder or report cover. Order: Reflection, Final Draft, 1st draft, 2nd draft. Email finished essay as an attachment in a WORD doc. by 11:00am Nov. 20 to cmaxson@portvillecsd.org

Analysis Essay Draft One DUE: November 9, 2017 Analysis Essay Draft Two DUE: November 13, 2017 Analysis Essay Final Draft DUE: November 20, 2017 ARGUMENT UNIT: Arguing about Things That Matter Here & Now Week Twelve

Date: Class Agenda Homework (Due Next Class) Nov. 20 Unit 2 Analysis Paper Due today.

Introduction to Unit 3 Argument Assignment.

Read and annotate “The Cultural Resistance Reader” pgs 161-167 in CE; complete reflective heuristic on the Duncombe reading

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TED Talk – Ron Finley – The Guerilla Gardener

Nov. 21 Discuss any questions about the Unit 3 Assignment I’ll introduce the concept of “stakeholders”

Read and annotate the Oakland Gardener article heuristic – be sure you are fluent on the issue from all sides (each stakeholder) of the argument. We will conduct a group exercise exploring various perspectives and stakeholders involved in a pop culture issue. Read the Academic Argument heuristic. Read pgs. 96-103 (The Rules of Argument) in WA. Be prepared to discuss all readings when you come back!

Nov 22 No Class

None

Nov 23 No Class

None

Nov 24 No Class None Week Thirteen Nov 27

Discussion of readings. Gardener Stakeholders Exercise Debrief of this exercise – what did we learn?

Read and annotate the “Kairos” article and ArgUnitClassicalAppeals heuristic.

Nov 28 Review the classical rhetorical appeals (ethos, logos, pathos, and kairos), discussing how they might play out in textual (rather than visual) sources; i.e – advertising for example. Writing Matters handout – do drive-bys on the content and discuss the various argument models.

Referring back to today’s handout as a reference, write a one page Response journal about two or three of the concepts you learned today. Read: America’s Forever Wars Be prepared to discuss this editorial in relation to the classical rhetorical appeals. As you read, mark the rhetorical appeals that The Editorial Board is making throughout the article (“L” for logos, “P” for pathos, and “E” for ethos, and “K” for kairos). What argument model do they use?

Nov 29 Discuss the NY Times Editorial “America’s Forever Wars” https://www.nytimes.com/2017/10 /22/opinion/americas-forever-wars.html?rref=collection%2F sectioncollection%2Fopinion-editorials&action=click&conten tCollection=editorials&region= stream&module=stream_unit& version=latest&contentPlacement =10&pgtype=sectionfront

None today.

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and the appeal style and model that these authors used. Heuristic – Primaryresearchin105

Nov 30 Claims & Evidence - What Happened to Winston? A CSI Activity – Group Inquiry

Be ready to present your arguments on “What Happened to Winston?”

Dec 1 Claims & Evidence - What Happened to Winston? A CSI Activity – Group Inquiry - Sharing Out Arguments

Brainstorm a List of 10 Current Controversial Issues that Interest you. Hand in tomorrow.

Week Fourteen Dec 4

Read commentary on Colin Kaepernick from Aug 19,2017 https://www.nytimes.com/2017/08/23/ sports/football/nfl-protest-colin-kaepernick.html Do a blog post summary of the text to your Edublogs site.

Find a current New York Times editorial and read it. Print it out. Write a Response journal about this essay. What claims does the writer make? Be prepared to discuss piece through the lens of a new concept being introduced tomorrow.

Dec 5 In class reading from Informed Arguments Claims and Warrants excerpt pgs 32-35. Claims and Warrants heuristic; practice. Discuss the editorial you read in relation to claims and warrants.

Find another current New York Times editorial and read it. Print it out. Write a Response journal that identifies the claims and warrants of this piece.

Dec 6 Watch Tina Fey’s “Sheetcaking” commentary on SNL. Discuss in class.

Read the editorial: https://www.thedailybeast.com/ashley-judd-slaps-media-in-the-face-for-speculation-over-her-puffy-appearance Read article “Progress or Regress” & complete the heuristic Complicating Arguments.

Dec 7 Discuss answers on the homework heuristic. Discuss topic brainstorming. Heuristic -Crystallizing the Topic of Inquiry. Begin this in class – will be due tomorrow. Hand out folders. Response Journal Check In #2

Complete the heuristic handed out in class today. Next, come to class with a finalized list of three potential topics for your Unit 3 essay. Conduct quick and dirty research (and take notes on) each of the topics. Have your notes and/or printouts of the research you found for all three topics. Place everything in the folder you were given labelled Unit 3 Assignment.

Dec. 8 At the start of class we’ll share our experiences with our independent

Write a one page Response journal evaluating the research you did on the 3

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research, and do some troubleshooting and tip-sharing. We’ll also begin to practice evaluating our sources and practice positioning our sources both ethically and rhetorically (including those we don’t agree with!). Hueristic: Topic Proposal

topics you looked at. Which of the 3 topics are you most interested in? Why? By the finish of this journal you should arrive at your topic of the Unit 3 assignment.

Week Fifteen Dec. 11

Individual Conferences. Each student will discuss his or her topic with the instructor. Topics will be vetted and approved. While students are with the instructor, others will be locating, reading and annotating two to three more potential sources for the topic you have chosen. Be sure that you’re locating sources that express a range of different positions and arguments. (Remember, at this point we should still be analyzing the various perspectives and “listening in” on the debates.) Rhetorical Précis Heuristic

Complete today’s activity from class.

Complete a rhetorical précis paragraph for each of the three sources you intend to work with in your essay. This will be due 12/13.

Dec. 12 We will spend some time analyzing our topics in class. I will hand out and go over the proposal heuristic for your upcoming essay. This will be due on Dec. 14. I’ll introduce the mini-dialogue assignment and we’ll begin the assignment in class.

Complete your mini-dialogue – due Monday 12/18. Review pgs 103-114 (top) in WA. (You read this earlier in the semester – but be prepared to talk about it in conjunction with this unit.)

Dec. 13 Discuss the strategies presented in the homework reading. We’ll discuss and reflect on the mini-dialogue assignment as a class: how might the assignment challenge some of your ideas about how to engage with varying perspectives and sources? How can we apply some of this to the formal writing of your papers? We’ll also generate some tentative thesis claims and begin organizing our supporting and complicating evidence.

Complete the Proposal Heuristic. Write a one-page Response journal that highlights some of the topics we covered in class today.

Dec. 14 Argument Continuum Heuristic - Let’s revisit each of the readings in Unit 3 and discuss where these works fit on the continuum. Heuristic Rhetorical Outline.

Complete Rhetorical Outline heuristic for class Monday.

Maxson Fall 2017 WRT 105 /17

Dec. 15 Proposal Heuristic Due today. Discuss what you learned from doing the Rhetorical Outline. As a class analyze pgs. 114 -117 from Writing Analytically. How can these approaches to argumentative writing help you? Discussion. HW: Reading: Argument an Introduction

Tell your family and/or friends about your Unit 3 topic, persuading them to see things your way. Notice what evidence they are most convinced by, the counter-arguments they make, their responses to your various appeals. Write a list of the points they make. Imagine the shape of your essay. Form, form, form so you’ll be ready to begin your piece!

Week Sixteen Dec. 18

Due: Rhetorical Outline & Mini Dialogue Assignment. Discussion – Introduction to Argument. Heuristic – Argument Evaluation Criteria. Read and discuss the Unit 3 Essay evaluation criteria.

Read and annotate handout from Informed Arguments Fallacies pgs 35-41. Write a 1st Draft of your argument paper. You should have at least 750 words to share when you come back to class. You will need to print out one copy. Highlight your working thesis.

Dec. 19 Instructor check in. Have a partner read your draft. Give each other feedback – is the thesis good? Are there claims/warrants; what are the rhetorical appeals at this point?

Continue a 2nd drafting of your paper considering the feedback you received in class today. Try to write through to the word count minimum – 1000 to 1250 words.

Dec. 20 Review of thesis, claims/warrants; appeals

Continue writing your draft.

Dec. 21 2nd Draft Due. Peer Review! Continue writing your draft. Remember, you must reach the 1000 to 1250 word limit. Bring one printed copy of your 2nd draft to class the day after we come back. (Jan 3)

Dec. 22 No Class Work on Draft!

Week Seventeen Jan 1

No class Work on Draft!

Jan 2 Heuristic: Using Sources Effectively; Heuristic – Back to the Virtual Library! Review of MLA format – Purdue Owl.

Work on Blog – finding those “bells & whistles” to make it fantastic! Also, don’t forget you need to make a recording/podcast!

Jan 3 Schedule for our individual conferences, and I’ll distribute the Unit 3 reflection prompts. You will have time in class to continue working on your project.

Read Chapter 10 pgs 263-273 (stop at Try This) Using one of the topics in this reading – find a place in your paper where you show usage. Write a Response journal about how you showed usage of one of the reading topics.

Maxson Fall 2017 WRT 105 /18

Jan 4 Work on Blog and Podcast Read Chapter 10 pgs 273-283 (start at Seeing the Shape… Stop at Symmetry and Sense…) Using one of the topics in this reading – find a place in your paper where you show usage. Write a Response journal about how you showed usage of one of the reading topics.

Jan 5 Individual Conferences Read Chapter 10 pgs 283-293 (start at Symmetry and Sense…stop at Try This) Using one of the topics in this reading – find a place in your paper where you show usage. Begin Revising your essay! Use feedback from peers and your instructor!

Week Eighteen Jan. 8

Individual Conferences Read Chapter 10 pgs 293-303 (start at “Right” and “Wrong”…stop at top of 303) Using one of the topics in this reading – find a place in your paper where you show usage. Write a Response journal about how you showed usage of one of the reading topics.

Jan. 9 Individual Conferences Keep Working! Begin your reflection soon!

Jan. 10 Bring a copy of your essay to class. We will use the original assignment sheet and the evaluation criteria to help us evaluate our essay drafts from a peer's perspective. Put your essay & your partner's responses side-by-side and evaluate the priorities of your essay. Did you adhere to the principles and practices outlined on the assignment sheet?

Revision of your essay based on partner review today. You will be presenting next draft to a different partner for a different purpose tomorrow.

Jan. 11 Today we will be doing an editing pass on your essay. Readers will be looking for styles – especially conciseness, variety, emphasis, and word choice.

Revision of your essay based on partner edit today. You will be presenting next draft to a different partner for a different purpose next class.

Maxson Fall 2017 WRT 105 /19 Week Nineteen

Jan. 15 No Class None Jan. 16 Today we will be doing another

editing pass on your essay. Readers will be looking for the details – especially effective punctuation.

Revision of your essay. This should be a final pass. You should copy and save a third/final draft document with your final revisions in it. Write your reflection if you haven’t already started it.

Jan. 17 Project work Day Be sure you to record your essay as a podcast!

Jan. 18 Project work Day Work on your project. Jan. 19 Project work Day Be sure to work on your

reflection. Week Twenty

Jan. 22 Project work Day Be sure to add images, links, videos, or music clips that will bring your project alive!

Jan. 23 Project work Day Finalize your blog postings! Jan. 24

Final Argument project due today

No Homework

Jan. 25 Share and reflect on pieces from this semester.

No Homework

Jan. 26 No Class No Homework Peer Review Dates: Argument Essay 1st Draft DUE: December 19, 2017. Argument Essay 2nd Draft DUE: December 21, 2017. Argument Essay Final Draft DUE: January 24, 2018. NO LATE Projects will be accepted.