To remind you, you've got three important things coming up in this course.
First and most importantly, your midterm is happening next week, on Monday, 3/2. If you know you can't make it, for a very urgent and important reason, let me know as soon as humanly possible. I'd like to make sure that everyone has taken the midterm, even people who have to make it up and take an alternate exam, before Spring Break.
Now, if you want to know how to prepare for your midterm, I'll give you a simple answer. What you have to do is to review the communication and rhetoric ideas we discussed in class, then see if you can read different articles online or in newspapers or magazines and identify these ideas. That's pretty much it. But as you read the articles you find, think especially of spotting specific phrases, maybe even complete sentences, that use these ideas directly. Imagine how you might copy these pieces down and include them in your own sentences, as part of your own discussion. The more you practice spotting these cues and using them in your own writing, the more prepared you'll be.
Second, we're already into our third essay, Essay 3. Your first draft for this essay is due on Wednesday, 3/4. I have to say: There's been quite a mess with some members of the class being unable to submit their first drafts or to get them to their classmates to write critiques for. Let's all try to avoid this mess. Try your best to be there, even if you're not feeling well and you just show up to exchange drafts with someone in the class and then go home to rest.
Third, by this time, most of you should have one major essay graded and commented upon and another handed in and hopefully ready to be returned to you next week. The thing you should think about now with regards to these essays is your next draft, your revised draft. Remember that revising your second draft for each of these essays is all about getting back points you've lost. So focus on the comments that I give you in each section, and weigh these comments against the number of points you got on that section. Don't find yourself making the mistake of, for example, simply correcting grammar if most of the points you've lost are in other sections. Sure, correcting grammar will get you points back, but not Content or Organization points.
So, with all that in mind, you've got a reasonable amount of things to work on. As a result, I've decided that your only homework due next week would be these three things: Prepare for your midterm, work on your Essay 3 first draft, and revise your Essay 1 (and consider how you might start revising your Essay 2, too).
As always, if you've got questions, email me right away.
Wednesday, February 25, 2015
Essay 3
Here's your link to your Essay 3 assignment and rubric:
https://drive.google.com/file/d/0B59oU02C12STZ2Q2YXNsR1hWVXc/view?usp=sharing.
https://drive.google.com/file/d/0B59oU02C12STZ2Q2YXNsR1hWVXc/view?usp=sharing.
Monday, February 23, 2015
Reminder: Essay 2 Second Draft (and other pieces) Due Wednesday, 2/25
This is just to remind you: Your whole packet for Essay 2, with your first draft on the bottom, then your partner's critique on top of that, then your second draft on top of the critique, and the rubric for the assignment at the very top -- all of that is due by the start of class Wednesday, 2/25.
Remember, though: This time, it might be important that you come to class on time, because once people come in and hand in their essays, well... Remember what we agreed that we'll do on Wednesday, 2/25? Get the hint? So make sure you're there at the start of class; that's all I'm saying.
Remember, though: This time, it might be important that you come to class on time, because once people come in and hand in their essays, well... Remember what we agreed that we'll do on Wednesday, 2/25? Get the hint? So make sure you're there at the start of class; that's all I'm saying.
Wednesday, February 18, 2015
Week 6 Homework
Your homework for this week is to read the next chapter in They Say / I Say, a chapter dedicated to one basic question: Graff and Birkenstein give us a lot of moves to pull off, but how do we tie them all together in an essay, or even in a paragraph or just a couple of sentences? Well, hopefully this chapter will give you a few simple answers to your question.
Other than this chapter in They Say / I Say, I also want you to read the following articles:
1) "The Return of the Protest Song," by Salamishah Tillet, published recently in the magazine, The Atlantic:
http://www.theatlantic.com/entertainment/archive/2015/01/the-return-of-the-protest-song/384631/.
2) "America's 'Prince' problem: How Black people -- and art -- became 'devalued,'" by Brittney Cooper:
http://www.salon.com/2015/02/11/americas_prince_problem_how_black_people_and_art_became_devalued/.
As you read these two articles, notice how one is a response to the other. Notice especially how these articles are tailored for online publication. What do the writers have to say in an online article? And what do they not have to say at all, because they can simply provide a clickable link? Is there anything else that distinguishes online articles from articles that you would imagine reading in a physical magazine or a hardcopy newspaper?
=-=-=-=-=
Next, in your writing homework, I want you to take on one specific idea that gets mentioned in the articles above: The recent #BlackLivesMatter movement. In your writing assignment, I want you to think about this movement, to use what you see about it, and to respond with your own ideas.
Here's what I want you to do:
-- Write a casual summary-and-response write-up about #BlackLivesMatter, meaning a casual essay of at least 350 words, in which you summarize what this movement seems to be saying, then respond to the movement with your own ideas.
-- To summarize #BlackLivesMatter, I'd like you to use social media as much as you can. Try to avoid finding an "official" explanation of #BlackLivesMatter. Instead, try to gather for yourself what average people, especially people who simply seem to feel strongly about this movement, seem to be saying through it. And as you summarize these ideas, think closely about how you should credit the ideas you find. Do you even need to credit these average people at all?
-- In your response to #BlackLivesMatter, think in simple terms, but stay smart. As I always say, it's easy to simply agree. So don't simply agree; be sure to explain what your unique perspective adds to the original idea. And if you're not sure you agree at all, but you don't want to disagree with such a popular movement, keep in mind that you don't have to disagree with the whole movement, just the one or two things you find questionable. And if you're undecided, remember: That's a response, too! Just be sure to say what makes you unable to decide, or what the movement does that prevents someone like you from responding.
=-=-=-=-=
And that's it for regular homework. Don't forget that your Essay 2 second draft is due next Wednesday, 2/25, by the start of class -- and that means the whole packet: First draft, critique, second draft, and rubric.
Be sure to email me if you have questions. See you again soon.
Other than this chapter in They Say / I Say, I also want you to read the following articles:
1) "The Return of the Protest Song," by Salamishah Tillet, published recently in the magazine, The Atlantic:
http://www.theatlantic.com/entertainment/archive/2015/01/the-return-of-the-protest-song/384631/.
2) "America's 'Prince' problem: How Black people -- and art -- became 'devalued,'" by Brittney Cooper:
http://www.salon.com/2015/02/11/americas_prince_problem_how_black_people_and_art_became_devalued/.
As you read these two articles, notice how one is a response to the other. Notice especially how these articles are tailored for online publication. What do the writers have to say in an online article? And what do they not have to say at all, because they can simply provide a clickable link? Is there anything else that distinguishes online articles from articles that you would imagine reading in a physical magazine or a hardcopy newspaper?
=-=-=-=-=
Next, in your writing homework, I want you to take on one specific idea that gets mentioned in the articles above: The recent #BlackLivesMatter movement. In your writing assignment, I want you to think about this movement, to use what you see about it, and to respond with your own ideas.
Here's what I want you to do:
-- Write a casual summary-and-response write-up about #BlackLivesMatter, meaning a casual essay of at least 350 words, in which you summarize what this movement seems to be saying, then respond to the movement with your own ideas.
-- To summarize #BlackLivesMatter, I'd like you to use social media as much as you can. Try to avoid finding an "official" explanation of #BlackLivesMatter. Instead, try to gather for yourself what average people, especially people who simply seem to feel strongly about this movement, seem to be saying through it. And as you summarize these ideas, think closely about how you should credit the ideas you find. Do you even need to credit these average people at all?
-- In your response to #BlackLivesMatter, think in simple terms, but stay smart. As I always say, it's easy to simply agree. So don't simply agree; be sure to explain what your unique perspective adds to the original idea. And if you're not sure you agree at all, but you don't want to disagree with such a popular movement, keep in mind that you don't have to disagree with the whole movement, just the one or two things you find questionable. And if you're undecided, remember: That's a response, too! Just be sure to say what makes you unable to decide, or what the movement does that prevents someone like you from responding.
=-=-=-=-=
And that's it for regular homework. Don't forget that your Essay 2 second draft is due next Wednesday, 2/25, by the start of class -- and that means the whole packet: First draft, critique, second draft, and rubric.
Be sure to email me if you have questions. See you again soon.
Monday, February 16, 2015
Reminder: Essay 2 Critiques Due Wednesday, 2/18
Don't forget that your critique of another classmate's Essay 2 first draft is due this Wednesday, 2/18. To remind you, the way I graded critiques for Essay 1 first drafts was simple: I gave you full credit for a reasonably complete critique, and that was that. This time, however, I will be more strict. So please make sure to write a thorough critique.
Now, to write a good critique, you don't necessarily have to rip your partner's draft to shreds in your comments, but you can definitely be thorough and incisive. For example, if you can't describe something specific that's going wrong, think instead of questions to ask your critique partner, to get him or her to consider some of their ideas more closely. Or point out an idea that can be interesting and, very simply, suggest that there's more that can be said, or that something specific is missing. Of course, you might want to go a bit further and make a few suggestions, too.
And there's always one incredibly helpful thing: Tell your partner what they seem to you to be saying at the most important places in the essay. Reflecting a writer's argument back to him or her lets the writer know if his or her ideas got through, and just how they got through. And it gives you a great place to say, "But..." and then criticize a bit.
At any rate, though, the more you say and ask, the more I'll be likely to give you full credit for your critique.
Oh, and I have one more request: In your critique, don't bother with grammar. I'm finding that a lot of people simply tend to tell their critique partners, "Your essay isn't as good as it can be because it has grammar errors." But nobody so far has bothered to describe the grammar issues they see. And that's not helpful at all. So please, don't mention grammar in your critiques. Leave that to me.
Thursday, February 12, 2015
Correction for Monday, 2/16
Folks,
My urgent event on Monday got cancelled, and I'll be coming to campus after all. Don't get me wrong; I've made my announcement, so I'm still canceling Monday's class, and I'm not requiring you to suddenly come in again. Instead, I'll be offering my time to you in the form of one-on-one conferences.
Here's the deal: I'll be at the usual classroom, at the usual time, from 11:00am to 12:15pm. But instead of a lecture and group assignment, I'll be available to meet with you, one-on-one, to take a look at any writing assignment you're concerned about. For instance, if you need help with your Essay 1 revisions, I'll be there to offer that help to you. If you'd like me to have a quick second glance over your Essay 2 first draft or critique, I can do that, too. Just please email me ahead of time and let me know you'd like to come in. That way, in case a lot of students come in, you will reserve your place, and you won't have to stand in line.
Finally, be aware: I am definitely not canceling the homework that's due Monday. All of your homework is still on. So be sure to scroll down and take a look at "Week 5 Homework" below and make sure that you do your homework. (Remember: Your homework for Monday is due by email, sent to me. Not sure what I'm talking about? Scroll down and read.)
See you again soon.
-- ib
Wednesday, February 11, 2015
Week 5 Homework (and a reminder)
You guys know how this works by now, right? You've got homework to do.
First, you've got some reading assignments in They Say / I Say, starting with two chapters about one of the most basic moves in academic writing, the "Who cares? So what?" move, and another move, the move that Gerald Graff and Cathy Birkenstein and many others like them believe is the strongest move in any kind of persuasive writing, the naysayer move.
But you've also got other readings to do. One of these readings is another one of the essays that appear in the back of They Say / I Say, and that's the essay titled, "Hidden Intellectualism," written by Gerald Graff (one of the authors of the book). I want you to read this essay closely and think about not only the specific statements, but also the moves Graff is making.
Now, I also want you to skim one more piece of writing...
Here's a link to an excerpt from Aristotle's writing about argument and rhetoric that I want you to skim as part of your reading assignment for next week:
https://drive.google.com/file/d/0B59oU02C12STSzJZNU9nQWZKbXM/view?usp=sharing.
Remember: I'm just asking you to skim Aristotle's writing -- unless you totally love it, in which case, go for it and read as much of it as you want.
That's it for reading assignments due next week.
=-=-=-=-=
For your written homework, I want you to do the following:
-- Write a short paragraph discussing who you think is likely to disagree with your ideas in your Essay 2. If it's not obvious who would disagree with you, try to think in terms of qualities or background or beliefs: What would your most disagreeable readers probably be like? And on what basis would they disagree with you, or at least not believe you and refuse to accept your points?
-- Do the following exercises in They Say / I Say: Exercise 1 at the end of Chapter 4, and exercise 1 at the end of Chapter 5. All I want you to do is to list the templates that you come up with, one by one. A bullet-point list would be just fine for either of these exercises.
And since we're not meeting next Monday, 2/16, don't write these out on notebook paper or print them out. Instead, please type them up in a Word document, and email that document to me by the time we'd normally start class on Monday, 2/16. (Be aware: I will not accept assignments submitted later than 11:05am.)
=-=-=-=-=
So don't forget (this is your reminder): We're not meeting on Monday, 2/16. Your other classes are not cancelled, just my class. All you have to do is submit your homework to me via email, then you're done.
=-=-=-=-=
And that's it for minor homework assignments. Just don't forget that you've got a critique due on Wednesday, 2/18. We'll definitely meet on that day. As usual, though, if you're behind for whatever reason, let me know, and we can negotiate an alternative.
See you all next Wednesday!
First, you've got some reading assignments in They Say / I Say, starting with two chapters about one of the most basic moves in academic writing, the "Who cares? So what?" move, and another move, the move that Gerald Graff and Cathy Birkenstein and many others like them believe is the strongest move in any kind of persuasive writing, the naysayer move.
But you've also got other readings to do. One of these readings is another one of the essays that appear in the back of They Say / I Say, and that's the essay titled, "Hidden Intellectualism," written by Gerald Graff (one of the authors of the book). I want you to read this essay closely and think about not only the specific statements, but also the moves Graff is making.
Now, I also want you to skim one more piece of writing...
Here's a link to an excerpt from Aristotle's writing about argument and rhetoric that I want you to skim as part of your reading assignment for next week:
https://drive.google.com/file/d/0B59oU02C12STSzJZNU9nQWZKbXM/view?usp=sharing.
Remember: I'm just asking you to skim Aristotle's writing -- unless you totally love it, in which case, go for it and read as much of it as you want.
That's it for reading assignments due next week.
=-=-=-=-=
For your written homework, I want you to do the following:
-- Write a short paragraph discussing who you think is likely to disagree with your ideas in your Essay 2. If it's not obvious who would disagree with you, try to think in terms of qualities or background or beliefs: What would your most disagreeable readers probably be like? And on what basis would they disagree with you, or at least not believe you and refuse to accept your points?
-- Do the following exercises in They Say / I Say: Exercise 1 at the end of Chapter 4, and exercise 1 at the end of Chapter 5. All I want you to do is to list the templates that you come up with, one by one. A bullet-point list would be just fine for either of these exercises.
And since we're not meeting next Monday, 2/16, don't write these out on notebook paper or print them out. Instead, please type them up in a Word document, and email that document to me by the time we'd normally start class on Monday, 2/16. (Be aware: I will not accept assignments submitted later than 11:05am.)
=-=-=-=-=
So don't forget (this is your reminder): We're not meeting on Monday, 2/16. Your other classes are not cancelled, just my class. All you have to do is submit your homework to me via email, then you're done.
=-=-=-=-=
And that's it for minor homework assignments. Just don't forget that you've got a critique due on Wednesday, 2/18. We'll definitely meet on that day. As usual, though, if you're behind for whatever reason, let me know, and we can negotiate an alternative.
See you all next Wednesday!
Monday, February 9, 2015
Reminder for Wednesday, 2/11
Just to remind you: Your Essay 2 first drafts are due by the start of class on Wednesday, 2/11. I'll be sure to go around and give you credit for doing your work. But be aware: I'll be assigning critique partners on a first-come-first-serve basis. So those of you who get to class on time, with your drafts printed out, stapled, and ready, will likely get someone diligent and punctual to write your critique.
Also, let me make one other request: As you work on your Essay 2 first draft, please try to write as complete an essay as you can. Remember that, to my mind, a finished bad draft is better than an unfinished good draft. (Well, to my mind a finished draft is already a good draft, but we could go on forever debating what "good" really means.) Also, a finished draft gives more for your critique partners to say in their critique for your essay, then they can write a full and finished critique, too.
Also, let me make one other request: As you work on your Essay 2 first draft, please try to write as complete an essay as you can. Remember that, to my mind, a finished bad draft is better than an unfinished good draft. (Well, to my mind a finished draft is already a good draft, but we could go on forever debating what "good" really means.) Also, a finished draft gives more for your critique partners to say in their critique for your essay, then they can write a full and finished critique, too.
Wednesday, February 4, 2015
Week 4 Homework
Your homework for next week is to go on with Graff and Birkenstein's They Say / I Say, to move into the "I Say" section of the book. The main question for the "I Say" part of an argument is: How do you, the writer, come into the conversation of your essay? To remind you of Graff and Birkenstein's point: Just jumping in and stating your opinion right away doesn't work so well; you've got to start with a strong "They Say" move and keep track of the voices you'd like to argue with. But then, if you start with others' ideas, how does your actual argument begin?
So make sure that you follow with the assigned readings for next week. I'm not saying anything definite, but maybe I'll be in the mood to quiz you on what's been going on in They Say / I Say. I won't be too hard on you, but I'll try to test your knowledge and reading on your own.
Notice again that, in addition to the chapters out of They Say / I Say, you've got another online essay to read, "On Plagiarism," by Richard A. Posner. (Just saying: I might quiz you on this one, too.) Well, here's a link to Posner's essay, published on The Atlantic:
http://www.theatlantic.com/magazine/archive/2002/04/on-plagiarism/302469/.
=-=-=-=-=
Next, I'd like to give you some written homework, too. What I'd like you to do is rather simple and brief, but I also want you to approach this homework assignment with an open mind, and to be as objective as you can when you write:
-- Take an article that you think you might use for your Essay 2 first draft, and write two paragraphs about it.
Makes sense? If not, be sure to email me with questions. I'll collect this paragraph next Monday, 2/9.
=-=-=-=-=
Finally, remember that your Essay 2 first draft is due on Wednesday, 2/11. Please try to write a complete draft, as complete as you can make it. And be sure to go longer than 500 words. As an English teacher, my tendency is to say "More is more." So if you write more, and parts of it are bad, that's better to my mind than writing an essay that's too short. Also, keep in mind that with Essay 1, a lot of people wanted to write deep critiques, but they couldn't because their partners didn't write finished essays. Help your critique partners out. Write more.
And, as usual, if you're having trouble getting your work done on time, let me know ASAP, and we'll try to negotiate an alternative for you.
So make sure that you follow with the assigned readings for next week. I'm not saying anything definite, but maybe I'll be in the mood to quiz you on what's been going on in They Say / I Say. I won't be too hard on you, but I'll try to test your knowledge and reading on your own.
Notice again that, in addition to the chapters out of They Say / I Say, you've got another online essay to read, "On Plagiarism," by Richard A. Posner. (Just saying: I might quiz you on this one, too.) Well, here's a link to Posner's essay, published on The Atlantic:
http://www.theatlantic.com/magazine/archive/2002/04/on-plagiarism/302469/.
=-=-=-=-=
Next, I'd like to give you some written homework, too. What I'd like you to do is rather simple and brief, but I also want you to approach this homework assignment with an open mind, and to be as objective as you can when you write:
-- Take an article that you think you might use for your Essay 2 first draft, and write two paragraphs about it.
- In your first paragraph, describe the ways the author of this article seems to argue his or her point. Notice: Even if the author tries to be informative a lot of the time, that could be part of a tactic to try to convince his or her readers of something. So, really, this assignment can be restated in this way: Write a paragraph in which you describe both the overall strategy the author uses and the specific tactics that he or she takes in his or her article to persuade his or her readers of his or her ideas.
- In your second paragraph, describe the intended audience for this article. In other words, who is the author really writing to? You can think of a very specific group of people, if you want. But it might be best to discuss the qualities this audience has that makes them ideal for this writer to try to convince. For example, if you think they're old, what is it about an old audience that makes them likely to listen to this writer's ideas? Try to think of several other possible qualities on your own: How educated the audience is, what they generally care about in life, how much time and focus they have to read this article, and so on.
Makes sense? If not, be sure to email me with questions. I'll collect this paragraph next Monday, 2/9.
=-=-=-=-=
Finally, remember that your Essay 2 first draft is due on Wednesday, 2/11. Please try to write a complete draft, as complete as you can make it. And be sure to go longer than 500 words. As an English teacher, my tendency is to say "More is more." So if you write more, and parts of it are bad, that's better to my mind than writing an essay that's too short. Also, keep in mind that with Essay 1, a lot of people wanted to write deep critiques, but they couldn't because their partners didn't write finished essays. Help your critique partners out. Write more.
And, as usual, if you're having trouble getting your work done on time, let me know ASAP, and we'll try to negotiate an alternative for you.
Monday, February 2, 2015
Two Quick Reminders for Wednesday, 2/4
Don't forget these two things for our next class meeting, Wednesday, 2/4:
1) We'll be meeting in the lobby of the library (by the main entrance to the library, on the second floor, inside the library). I won't be in our usual classroom, so don't look for me there. Just come to the lobby of the library first. We'll start class right there.
2) Your Essay 1 second draft. with complete packet, is due at the start of class. In your packet, be sure to put your first draft on the bottom, then your critique partner's critique for you on top of that, then your second draft on top of the critique, and a fresh, clean rubric (with your name on it) on the very top, then staple it all together. That's your packet right there. That's what I want you to hand in.
Got questions or concerns? Email me ASAP.
1) We'll be meeting in the lobby of the library (by the main entrance to the library, on the second floor, inside the library). I won't be in our usual classroom, so don't look for me there. Just come to the lobby of the library first. We'll start class right there.
2) Your Essay 1 second draft. with complete packet, is due at the start of class. In your packet, be sure to put your first draft on the bottom, then your critique partner's critique for you on top of that, then your second draft on top of the critique, and a fresh, clean rubric (with your name on it) on the very top, then staple it all together. That's your packet right there. That's what I want you to hand in.
Got questions or concerns? Email me ASAP.
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