Monday, November 29th 2010

In Class:

Monday in class we went over what is to be included in our final portfolios. We recieved a handout that details how we go about putting the portfolio together.

Grading criteria for the portfolio is located in the JAC on page XVii.

Homework:
Bring 1 copy of any major paper for a revision exercise!

Monday November 8th 2010

Homework: Make an outline or 3 body paragraphs due wendsday

In Class:

-We recieved our annotated bibs back today with the teachers corrections.

-We got into our groups and went over them and discussed our thesis.

-If you had any questions about your thesis you were to discuss it with your peers or ask the teacher.

-We were let out a little bit earlier today.

-Thats about it! :)

November 3rd English 102 Sec. 25

Homework

-Continue working on “Final for Now”

(Due November 19^th By Email To Lindsey Joyce)

-No class on the 17^th and 19^th

In Class

-Talked about different ways to organize your paper to better suit your thesis We discussed ten different orders:

-Chronological Order

-Reverse Chronological Order

-Cause & Effect Order

-Problem and Solution Order

-Climactic Order

-Anti-Climactic Order

-Process Order

-Classification

-Compare & Contrast

A) Block

B) Point by Point

-Spacial

*It is likely that you will use more than one of these different throughout your paper. For example, you may use Problem and Solution Order AND the Climactic Order. You would start with the least important or easiest problem and solution, and work your way towards the most important (Climax) of your topic.

-Did an exercise in class to choose what claims and arguments are most important for your thesis. Usually when brainstorming, the first claims that come to mind are usually the most important. Joyce suggests that you write down the first claims and arguments that come to your mind and from there craft an outline possibly. Yet that is just a suggestion for those having trouble.

GOOD LUCK!!!

Wednesday, October 27-Brittany Warnick

Homework: 1. NO Class Friday!!!! : )
-Optional Conferences (office hours 9-3)
- "Research Day"

2. Final for Now Annotated Bibliography due Monday!!!
a. 300 word intro
b. 8-10 annotated sources (in prose)
i. Full MLA Citation in BOLD
ii. Quote/ Summary/Paraphrase important information
iii. Rhetorical Analysis
iv. How you will use this source in your paper.

In Class: 1. Returned shortwrite F
2. Writing exercise: different writing styles for tone/audience. (turned in)

Have a great Halloween!

Oct 25 - written by Mercedes Lewis

Homework: Continue to work on annotated bibliography- due this Monday.

-300 word intro.

-Annotate.

-8-10 Sources.

- Summary/ Paraphrase/ Quote ideas pertinent to your argument.

- Pull out what information is most important to use within your paper.

- Rhetorical analysis- How will you use the data gathered in your paper? Make sure to be specific within your paper.

- The key word is HOW will you use this data.

*Make sure to your MLA citation in bold and to use page numbers as well.

Today in class we went over a power point on "They Say/ I Say" in practice.

-We examined this article and broke down the key points within it.

- We learned that when you say what your source has said you must analyze it some how.

Intro- Within the intro paragraph you are allowed to make claims without evidence.

Conclusion- You do not need to end your conclusion with your thesis.

- Make sure to lay out the outline for the reader.

Evidence- Make sure to search for key vocab within your evidence.

Summary and Paraphrase- Make sure you keep the central idea of the source.

Fun facts:

What does the reader know when you start with a quote in your paragraph?

-They will know that this is all you're going to discuss in this paragraph.

*Do not use a quote as a transition and NEVER end a paragraph with a quote.

*Do not say that this is "good data" - explain how you will use it.*

- For example, stem cell research should be allowed," but why?

*Be specific when arguing and try to strait your argument from the very beginning of your paper!!!

JAC pg. 14-16

-If you are curious on how to structure an argument in an essay refer to JAC.

- It explains how to and gives you strategies.

Do NOT pay attention to pg. 17 in JAC because it is asking you to give your evidence, but it does not ask you to analyze it.

Thank you and have a great day :)

English 102 Section 25 Fall 2010: October 20, 2010 Homework: Short write E -- A) S...

English 102 Section 25 Fall 2010: October 20, 20

In class Activity:
Wrote down everything we knew about the subject we were going to research.
Did this to organize the information that we knew and identify our own biases.
Then read source of information to identify new information about our subject.
Did this to identify what we didn't know

Lecture:
Discussed what makes a good source of information.
If the article has good organization
If the article supports it's claims
If the article has good transitional worlds such as despite, however, therefore

Homework:
Answer questions in JAC page 50 in pros

October 20, 2010

Homework:
Short write E -- A) Summary/paraphrase/quote data relevant to your argument. B) Analyze source(rhetorical analysis). C) How you intend to use the data to support your argument(how will it be used in the paper).

Don't procrastinate :)

Discussed the audience and which one(s) is/are appropriate for your paper.

3 ways to look at audience:

1. lay- no prior knowledge other than interest; the average reader and most causal; argument to inform.
2. managerial- have some prior knowledge but might need a 'refresher' by means of a summary; can be used to convince and persuade.
3. expert- scholars; they know everything about the subject already; used to show them a different point-of-view of the subject; hardest group to talk to.

Important points:

Invoke- when you decide to write to one of the above audiences. It will tell the reader the type of audience.
Addressed- this is who will actually reads the paper. example-> Managerial tone but to a lay audience.

Did an in-class activity finding the audience with books and magazines provided by Lindsey.


Optional assignment....
For Friday that's actually due Monday. Short write F- pg. 50 in JAC

Oct 15

Homework:

1)  No class Monday (conferences)

2) Continue research

Today in Class:

Got back portfolios.

Went over how to write annotated bibliography-due Nov 1

Final For Now-Research Paper due Nov 19

Annotated Bibliography

I)  Intro-could be copy and paste of proposal in different tone.

II)  8-10 Annotated sources

A) source material

B) rhetorical analysis

C) how it applies to argument

no set length for annotations-longer means the source will be used more

October 4, 2010

Today in Class:

1. Talked about the issues surrounding writing: plagiarism.
2. Discussed similarities and differences about downloading music illegally and plagiarizing someone else's work.
3. Also discussed about copyright laws and creative common laws.

Homework:

1. Keep working on midterm memo and editorial, which is all due on Friday, October 8.
2. Bring the textbook "Everythings an Argument" to class on Wednesday.
3. After midterms, we are going to start working on proposals, where we propose a topic for the rest of the semester, so start researching topics.

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.

September 24, 2010

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.

Sep 22

TODAY IN CLASS:

A few housekeeping things...

1. We do not have class on Monday due to our conferences for our editorial analysis paper.

2. If you have not yet given your availability for Monday for your conference, email her by tonight!

3. We will be going over our midterm portfolio on Friday, which is going to be due Friday October 1st.

During class we talked about intergrading secondary sources which for our paper we should have at least 2 of them. These sources should provide us with more information on the given topic of your editorial. It should help you see if your editorial topic is positively or negatively argued. These should primarily be longer than your actual editorial.

Lindsey shared with us an outline of how our papers should flow.

Paragraphs:

1.) Should introduce the issue.

2.) Should introduce the editorial, provide a summary, and state your thesis.

3.) Claim should be tied to your thesis. - Editorial is successful or not because______.

A.) Evidence for editorial (Quote, paraphrase, summary) Will need to use Citations!

B.) Analyze evidence to show HOW it does what you say it does.

(This is where your secondary sources will come in)

i.) Evidence from secondary source to support your analysis.

ii.) Analysis of secondary source to show how it supports overall claim.

*ALWAYS END PARAGRAPH WITH YOUR OWN VOICE!*

Some examples of transitionary sentences that can be used to bring in your secondary sources.

- "X" matters/is important because____.

- Although "X" may seem trivial, it is in fact crucial in terms of today's concern over _____.

- Ultimately what is at stake here is _____.

- These findings have important consequences for the broader claim of ____.

- Although "X" may seem of concern only to a small group of _____, it should in fact concern anyone who cares about _____.

We also went over some MLA and a few things to keep in mind, and also received a worksheet:

1.) Make sure your works cited is in alphabetical order by last name, or which ever should come first.

2.) NO website links! *Keep track of the date that you accessed the website to cover you in case it has been edited after you were there.

3.) Examples and help in Easy Writer starting on page 222.

HOMEWORK:

- Continue to work on editorial analysis. Print enough copies for your group for Friday. It should be about 3 to 4 pages long.

- Complete MLA handout to go over in class on Friday.

Sept 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).

Friday, September 17th 2010

Hey guys!

Homework for Monday September 20th 2010

• Read EA Ch. 10
• Short Write D (different than the one on the syllabus!) Worksheet on Logical Fallicies. (If you weren't in class you will be getting the worksheet emailed to you, so check your Mix.)
• Write the first 3 paragraphs of your editorial analysis (as outlined on Pg. 156 of JAC). Print one copy and bring it to class on Monday for writing workshop. (If you don't bring a copy with you then you will be asked to leave class and be marked ABSENT as there is no point in you partaking in the workshop without your paragraphs!!!!)

In Class:

• Today we got together in groups and had to come up with an advertisment for any product that we wanted to sell Professor Joyce, using as many fallicies as possible!

Other notes:

• News Analysis papers will be handed back on Monday in class!
• Also, homework that was due today wasn't collected, so you're in luck! Bring it to class on Monday!

Have a great weekend! Lets go Mountaineers!! :)

Wednesday September 15

Homework for Friday, 17 September:

Read JAC 102-106 (on finding secondary sources)

Read Chapter 2 E.A

Find 2 secondary sources and create a works cited for those 2 sources to turn in friday

Today in class:

Read an example of an Editorial paper called " Ride to Live, Live to Ride"

Went over the thesis of the paper, the secondary sources, the claim, evidence and analysis.

Went over a handout where we put citations where necessary.

Homework for Wed. 15 Sept.

Either use the editorial you used for short write C or find a new editorial (at least 1.5 pages) and underline all logical fallacies. In the margin, label which type of fallacy it is.

Logical Fallacies :
explanation and examples of fallacies are found on pg. 43-44 of JAC

Today In Class

We looked at warrants. A warrant is an unspoken logic that supports the claim. It's a 'read between the lines' kind of thing.
Examples:
Mrs. Smith is a bad teacher; she's having an affair with the principal.
The Claim: Mrs. Smith is a bad teacher.
Support: She's having an affair with principal
Warrant: Good teachers don't have affairs.

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)

Sep 8

Cross-posted via a student in another section:

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.

September 1st
At the beggining of class Prof. Joyce handed back any Short Write A, Letter of Introduction, and Short Write B that were not yet collected. Then, to go along with the email we received from her before class we got into our groups for our English Conferences that are going to be happening Thursday and Friday. We needed the number of copies of our DRAFT #1 of the News Analysis Article that she told us in the email to give to each member of our group and one for Prof Joyce for tonights peer review. After that we went into our groups, and exchanged papers to talk about any specific problems we had that we needed our partners to "look out for" while reading.
For the remainder of the class we talked about MLA that was necessary for our papers. In the Easy Writer book the information we went over today can be found on page 232.

Just a quick note from today:
3 required in text citation
1-Direct Quotation
2-Summary
3-Paraphrase

Homework for tonight:READ Chapter 5 in EA, and pages 131-137 in the JAC.Also, use page 163 while reviewing and editting your partners papers and fill it out to bring to your assigned conference on either Thursday or Friday of this week.

Final Note:
No Class this Friday because of conferences, and....
NO Class this Monday because of Labor Day Weekend!

Aug 30

At the start of class today Prof. Joyce handed back Short Write A and then asked us to to write down our availability this Thursday and Friday (between 8:30-5:00) so that she can put us into groups for our conferences.

After that, we got back into our groups from Friday. The groups who didn't present Friday talked about Purpose, Occasion, and Kind in their group's essay. Then each group also decided whether their essay contained more Ethos, Pathos, Logos, or an equal measure of appeals.

Following the group exercise, we went over five ways of looking at a thesis. These are:
1. A thesis says something a little strange
2. A thesis makes a lot of information irrelevant
3. A thesis deals with exclusive and specific texts
4. A thesis guides the readers from one point to another and gives the paper direction (the thesis is like a mini outline)
5. The Magic Thesis Sentence: By looking at ______, we can see _______, which most readers don't see; this is important because ________. (When it doubt, use the MTS first, and then go back and reword for a better more original thesis later)


Homework:
1. Read chapter 4 in EA
2. Draft 2.5-3 pages of the News Analysis
3. Bring 3 copies of your draft to class Wednesday

Wednesday we'll be going over MLA citation, so it's okay if your MLA citations aren't perfect in the New Analysis draft.

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 Class

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.