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Homework

Page history last edited by Chris Werry 3 weeks ago


 

Notes on how Homework is Organized

All homework is due the night before the dates listed below. 

 

Before the First Class

  1. Go to Canvas, download and read the syllabus and assignments. Note any questions you have and be prepared to share them in class.
  2. Go to the Canvas Discussion Board and click on the "Introduce Yourself" thread. Create a post saying a bit about yourself and your
    interests, and upload a photo (whatever you feel comfortable with - it doesn't have to be a photo of you). Share a few highlights/lowlights
    from your summer.
  3. Edit your "profile" setting in Canvas. You can add a photo, say a little about yourself, or customize the space. 

 

Week 1: Thursday 08/27  

Post answers to the following on the discussion board.  

  1. In the last 6 months we have experienced a wave of crises. These crises have sparked conversations about topics such 
    as the pandemic, racial justice, protest, police reform, healthcare reform, free speech, the future of education, etc. Describe an 
    issue or problem that you've been thinking about or talking with friends about.
  2. Read pages 4-14 of RWEA (Reading, Writing, and Evaluating Argument) and the short, 1-page texts by Snape and Kristof. (There will be a quiz on this) 
  3. Pages 4-5 of RWEA define major elements of an argument. Read the definitions, then read Snape, looking for examples
    of each element in the Snape text. List where you see examples of the following in Snape (you can copy and paste from the text): the
    overall argument, a claim, a piece of evidence, an appeal to pathos, a rebuttal, and a qualifier. 
  4. Page 7 of RWEA lists common forms of argument (explicit/implicit, common ground and adversarial, etc.) Which 
    best describes the Snape text? (i.e. explicit or implicit argument, common ground or adversarial argument, etc.) 
  5. Page 12 of RWEA provides rules of thumb for identifying claims. Use these rules of thumb to briefly describe some of
    the main claims in Kristof (you can use the template for describing claims on page 44 of RWEA.) 
  6. LIst the paragraph numbers in Kristof where you see rebuttals. Are Kristof's rebuttals different from Snapes? How?   

 

Week 2: Tuesday 09/01 

Post answers to the following on the discussion board.

  1. Read pages 14-19, 22-23 of RWEA, then read Kristof ("Animal Cruelty or the Price of Dinner?"; Rifkin, "A Change of Heart about
    Animals" and Smith-Holt, “I Had to Bury my 26-Year Old Son. (Watch the 4 minute NYTimes video, "We Buy Insulin or We Die" for
    background information on Smith-Holt) 
  2. Compose a paragraph each for Kristof and Rifkin summarizing a) the overall argument, and b) two major claims. Use this guide from Mills'
    How Arguments Work, and also the template for describing claims on page 44 of RWEA, to build each paragraph. 
  3. Use the description of evidence types on page 15-19 of RWEA to identify two types of evidence used by Kristof
    and Rifkin, and say a little about how you think this evidence might help persuade an audience. (One paragraph each for Kristof and Rifkin). 
  4. Describe an example of ways each author tries to connect to our emotions (pathos).
  5. Smith Holt (“I Had to Bury my 26-Year Old Son and the video, "We Buy Insulin or We Die" seem to be targeting different audiences.
    Which audiences do you think the texts would appeal most to? Write a brief reaction to one of the texts - note an element you
    thought interesting, or that connected to your own experience in some way.
  6. Reply to the posts of two of your classmates. (See guidelines for replying to posts.) 
  7. Install the Chrome web browser and add the hypothesis web extension to your Chrome browser, so we can highlight, annotate
    and comment on texts together.  

 

Week 2: Thursday 09/03

Post answers to the following on the Canvas discussion board 

  1. Read pages 26 - 35 of RWEA. This section helps us consider what a text is "doing" as well as saying, and gives examples of 

    the "moves" authors make to build an argument and persuade audiences.  Focusing on moves can help us identify the persuasive

    choices authors make, and begin an analysis of the text. 

    Use hypothesis to annotate these pages from the RWEA. Is there anything you find interesting, strange, useful? Do you have any
    questions? (You can reply to comments others make). Watch the two short videos on pages 28-29 in RWEA, "So Obnoxious" and "SubText."
    What did you make of these examples - did they help you understand the idea of "moves"? 

  2. Read May's 2-page text “The Stories We Tell Ourselves.” May suggests everyday stories are infused with values, make claims, and
    establish character. In short, they are rhetorical. He claims our everyday stories are intended to persuade others to see us in
    certain way - to make us seem funny, honest, adventurous, strong, etc. They "perform" identity, they create a perspective, 
    they draw on familiar, pre-existing narratives. He also notes that stories
    can sometimes trap us. Write a brief summary of May’s text.
    Then describe a story that you or someone you know tells (it can be a personal story or a "cultural narrative" you've heard 
    poeple repeat). 

    Discuss how the story persuades, creates a perspective, and builds a persona.
    Post to discussion board, and comment on two classmates' posts.

  3. Meet with your group to prepare a short presentation on Tuesday, 09/08. You will be assigned one of the 4 texts that 
    discuss the recent protests. Use Google docs to organize your group's work. Prepare to present on one of the following: claims,
    ethos, pathos, analogies, stories, strategies.

  4. Extra credit opportunity - read Tufecki's “The Real Reason Fans Hate the Last Season of Game of Thrones.” Tufecki argues that 
    the way stories are told in popular culture shapes how we see important issues. Describe her main claims. What kind of storytelling 
    does she say we need, and why? What do you think of her argument? (200-300 words)

 

Week 3: Tuesday 09/08

Post answers to the following on the Canvas discussion board  

  1. Read the following short texts that respond to the killing of George Floyd and the mass protests that followed: rapper Killer Mike’s speech
    (and video) at the Atlanta mayor’s press conference, 
    president Bush’s: “Statement by President George W Bush,” president
    Obama’s “How to Make this Moment the Turning Point for Real Change,” 
    and Renkl, "An Open Letter to my Fellow White Christians" 

  2. Use hypothesis to annotate two of the texts (these will be assigned). Share your thoughts on the text, and note what major sections of the
    text are "doing." 

  3. Your group will present on one of the four texts. Your group will summarize the main claims, then explain how your author positions him/herself
    in the debate, constructs a persona, establishes credibility, appeals to the audience's emotions. Note places where the author seems to connect
    to the audience, anticipate objections, and work to persuade the audience.  

 

Week 3: Thursday 09/10

Use Hypothesis to comment on Stevenson, then post a discussion board post.

  1. Read prompt for paper 1. If you have questions post them to the "Questions" forum on the discussion board.  

  2. Read Stevenson, make notes on Hypothesis. Watch the video of Bryan Stevenson’s TED talk “We Need to Talk about an Injustice.” Then
    read the transcript and make notes using Hypothesis. Note and comment  on parts of the text that seem most important, interesting,
    or provocative, and reply to the comments of others. If a reference or name is unfamiliar, note this (or better yet look it up and use your note
    to explain the reference). Note claims, evidence, appeals to emotion, efforts to build credibility. Where do you see the author
    addressing or thinking about his audience?

  3. Post to discussion board, and comment on the posts of two classmates: In your post, write a paragraph explaining to me the situation - who 
    Stevenson is, what TED is, the title of the talk and when it was given, what you think Stevenson's purpose is, and the overall argument. 
    Then compose a paragraph describing two of his main claims, and the evidence he uses to support these claims. 
    Write one paragraph describing how Stevenson uses a story to persuade the audience. Why does he tell this story, How does this advance his
    argument, and what effect do you think he hopes to have on the audience?
    (~350 words)

 

Week 4: Tuesday 09/15

Post answers to the following on the discussion board.

 Compose draft introduction and body paragraphs, and post to discussion board. Prepare group work

  1. Read They Say/I Say sections on "The Art of Summarizing" and "The Art of Quoting" (see also RWEA pages 44-50). 

  2. Write a brief introduction and draft two body paragraphs that each analyze a major claim and the evidence Stevenson uses to 
    support it. Provide a detailed account, and use multiple quotations to illustrate the claim and the evidence. Review page 13 of RWEA (types
    of claim) to help you talk about the nature of Stevenson's claim, and review page 15 - 19 to help discuss evidence.  Mills' guide to
    "describing the reasoning" may also be useful.  Post this to discussion board.

 

Week 4: Thursday 09/17

Post answers to the following on the discussion board.

  1. Read the handouts on introduction sections, body sections, conclusions, and the sample student papers. Read the section on metadiscourse
    in RWEA  (page 66-68).
  2. Brainstorm conclusion ideas that respond to Stevenson in some way. Some ideas: "yes, and"; "I agree and would like to illustate or 
    extend a point Stevenson makes"; "yes, but, and here's why"; "while I agree with X, I take issue with Y"; "I believe Stevenson's argument
    is relevant now because"; "I disagree with claim X, and here's why."

 

Week 5: Tuesday 09/22

Post to Google drive.

  1. Post your draft paper to your Google drive folder. Make sure the file is named yourlastname-paper1draft-date.
    Contact the two other people in your peer workshop group and exchange links to your paper (you will need to give them access
    by access). Read the peer review form, and read your peer's draft without making comments. Then re-read the draft and use the peer
    review form to guide your feedback. Repeat this process with your other peer.  If you wish to meet on Zoom to explain some of the
    comments you can arrange this with your peer. 

 

Week 5: Thursday 09/24

Post to Google drive.

  1. In preparation for a meeting (conference) with your instructor, review your draft, and your peers' comments. Note some areas you would most
    like help with, the parts of the paper you think are going well, and any questions you have. Name this yourlastname-paper1conferencereview,
    and post to your Google drive folder.
  2. After you have met with peers and your instructor and received feedback from both, write a "revision plan" that explains how you
    plan to revise your draft. Name this yourlastname-paper1revisionplan and post to Google drive.
     

 

Week 6: Tuesday 09/29

Post to Google drive.

  1. Compose a revision plan based on the feedback you received from peers and your instructor. Post to Google docs folder.

 

Week 6: Thursday 10/01

Post to Google drive.

  1. Post your final, revised paper to your Google drive folder. Make sure the file is named yourlastname-paper1final-date.
  2. Post a reflection describing how you feel about your paper, and the process of writing it. You can describe aspects of
    the paper you think work well, any areas you struggled with. You can discuss elements of your writing you feel good about,
    and any you would like help with. (100-200 words).

 

Week 7: Tuesday 10/06

Post answers to the following on the discussion board.

  1. Read prompt for paper 2. If you have questions post them to the "Questions" forum on the discussion board.   
  2. Read RWEA pp. 60-75 and 39-46, and short texts (Miller, Shieh, Crichton). 
  3. Miller and Shieh argue for a similar position (relaxing rules on campus smoking) but use different strategies. What are some
    of the main strategies they use? How do they use strategies differently - you could consider ethos, pathos, word choice, 
    metaphor, rebuttals, analogies, framing and agency, and how readers are addressed). This should be 250-300 words.
  4. Read the Crichton excerpt. Crichton claims research on climate change is flawed and those suggesting we take action
    are misguided. identify one strategy he uses, and discuss a strength or weakness of his argument. (100 words) 

 

Week 7: Thursday 10/08

Post answers to the following on the discussion board.

  1. Read RWEA pp. 76-94, and two short texts on confederate monuments (Landrieu, Kuznar). 
  2. Discuss three strategies in each text. You could consider ethos, pathos, word choice, metaphor, rebuttals, analogies, framing
    and agency, and how readers are addressed. (250-300 words).
  3. Discuss an assumption each author makes (50-100 words)
  4. Discuss a particular strength or weakness in one of the texts (50-100 words). 

 

Week 8: Tuesday 10/13

Post answers to the following on the discussion board.

  1. Read Hannah-Jones, watch short videos of Hannah-Jones. Use hypothesis to annotate Hannah-Jones' text. Comment on
    passages that seem most important, interesting, 
    or provocative. If a reference or name is unfamiliar, note this (or better yet look
    it up and use your note to explain the reference).
  2. Write a brief response to Hannah-Jones. What did you think of the argument? (100 words, posted to discussion board)
  3. Describe two of Hannah-Jones main claims, the evidence she uses to support these claims, and discuss one strategy (250-300 words,
    posted to the discussion board).

 

Week 8: Thursday 10/15

Post answers to the following on the discussion board.

  1. Examine two strategies used by Hannah-Jones. You should a) identify the strategy, b) explain how and why it might
    persuade her audience. Support your analysis with quotations that provide evidence for your interpretation (250-300 words). 
    You could consider ethos, pathos, word choice, metaphor, analogies, story, framing and agency, or how readers are addressed. 
    Post to the discussion board, and reply to two posts by other students.

 

Week 9: Tuesday 10/20

Post answers to the following on the discussion board.

  1. Re-read Landrieu. What are some similarities and differences between Landrieu and Hannah-Jones? (You can
    discuss any element of the texts - ethos, pathos, claims, style, tone, rebuttals, qualifiers, how they address
    their audience, etc.) 80-100 words 
  2. Describe one strategy used by both writers, noting similarities or differences in the way they use the strategy to 
    persuade their audiences. (~100 words)
  3. Discuss an assumption each author makes about their audience (~80 words) 
  4. Both authors invite us to rethink our history, who we are, and what it is to be American. Discuss one way they do this
    (~100 words)

 

Week 9: Thursday 10/22

Post to your Google folder.

  1. Read sample student strategies papers and handouts to help draft paper 2. 
  2. Compose a plan for paper 2, a draft introduction, and two body paragraphs.  

 

Week 10: Tuesday 10/27

Post to your Google folder.

  1. Post your paper 2 draft to your Google drive folder. Make sure the file is named yourlastname-paper2draft-date.
    Contact the two other people in your peer workshop group and exchange links to your paper (you will need to give them access
    by access). Read the peer review form, and read your peer's draft without making comments. Then re-read the draft and use the peer 
    review form to guide your feedback. Repeat this process with your other peer.  

 

Week 10: Thursday 10/29

Post to your Google folder.

  1. In preparation for a meeting (conference) with your instructor, review your draft, and your peers' comments. Note areas you would most 
    like help with, the parts of the paper you think are going well, and any questions you have. Name this yourlastname-paper2conferencereview
    and post to Google drive.
  2. After you have met with peers and your instructor and received feedback from both, write a "revision plan" that explains how you 
    plan to revise your draft. Name this yourlastname-paper3revisionplan and post to Google drive.

 

Week 11: Tuesday 11/03

Post to your Google folder.

  1. Post your final, revised paper to your Google drive folder. Make sure the file is named yourlastname-paper2final-date
  2. Post a reflection describing how you feel about paper 2, and the process of writing it. You can describe aspects of 
    the paper you think work well, any areas you struggled with. You can discuss elements of your writing you feel good about,
    and any you would like help with. (100-200 words).

 

Week 11: Thursday 11/05

Post answers to the following on the discussion board.

Read prompt for paper 3If you have questions post them to the "Questions" forum on the discussion board.  
Read the "sampler" pack of short texts on topics for final paper. Read They Say “I Take Your Point,” and “So What? Who Cares?” 

We have recently experienced multiple crises, and many calls for change.  What changes are needed? How should we understand the crises
around us? 
Describe a problem, issue, question or text that interests you. Explain why you think it is important, and why it matters to you.  
What are some 
positions you can imagine people taking on this problem, issue or question? (250-300 words)


Possible topics to research: a) the pandemic, b) police reform, c) race and racial justice, d) persuasive strategies in election advertisements,
e) confederate statues, f) select your own topic (in consultation with instructor).

Week 12: Tuesday 11/10

Post answers to the following on the discussion board. 

Read: RWEA 55-56; They Say, “Yes/No/Okay, But,” and “And Yet.” 

  1. Draft an introduction that "introduces the conversation." (They Say page 11, which describes "The Template of Templates," is a useful place
    to start this work). Introduce the issue/problem, establish that it exists and matters (give examples, provide quotations), persuade the reader
    they should care.
  2. Draft a paragraph that summarizes two or more different positions on the issue/problem. Contrast the texts' positions. Explain your own
    position - is it closer to one of these texts? Do you plan to extend, illustrate, challenge, or complicate one of the texts? 

  

Week 12: Thursday  11/12

Post answers to the following on the discussion board.

  1. Read They Say, “Skeptics May Object”
  2. Compose a preliminary draft for paper 3. Building on your introduction, and your account of the conversation, compose two paragraphs
    that outline your main claims and evidence, and the position you take in the "conversation" (are you agreeing, illustrating, extending, challenging,
    complicating, or disagreeing with other authors?) Provide a rebuttal to those you disagree with (or to objections a skeptical reader might have). 
  3. Respond to the drafts of two peers, playing the “doubting/believing” game. That is, provide a response in which you think "with" the draft, extending,
    supporting, and putting your self in the mindset of a strong supporter of the case being made. Then, play devil's advocate, imagining yourself a skeptic,
    someone who is looking for potential objections and weaknesses in the case.

 

 

Week 13: Tuesday 11/17

Post to your Google folder.

  1. Post your paper 3 draft to your Google drive folder. Make sure the file is named yourlastname-paper3draft-date.
    Contact the two other people in your peer workshop group and exchange links to your paper (you will need to give them access
    by access). Read the peer review form, and read your peer's draft without making comments. Then re-read the draft and use the peer 
    review form to guide your feedback. Repeat this process with your other peer.  

 

Week 13: Thursday 11/19

Post to your Google folder.

  1. In preparation for a meeting (conference) with your instructor, review your draft, and your peers' comments. Note areas you would most 
    like help with, the parts of the paper you think are going well, and any questions you have. Name this yourlastname-paper3conferencereview
    and post to your Google drive folder. 

 

Week 14: THANKSGIVING BREAK

 

Week 15: Tuesday 12/01

Post to your Google folder.

  1. Write a "revision plan" that explains how you plan to revise your draft. Post to your Google drive folder. Name this 
    yourlastname-paper3revisionplan
  2. Work on group presentation 

 

Week 15: Thursday 12/03

  1. Revise your paper 3 draft and continue work on group presentation 

 

 

Week 16: Tuesday 12/08

  • Group presentations

 

Week 16: Thursday 12/10

  • Group presentations
  • Post your final, revised paper to your Google drive folder. Named it yourlastname-paper3final-date.  

 

 

 

 

 

Read RWEA pp. 39-46, 60-75 and short texts (Miller, Shieh, Crichton, Abdul-Jabbar)
Homework: examine strategies and appeals in short texts.

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