Quia - Class Page

Enroll in the "Engl 103" class on turnitin.com by using the following information:
class ID: 5928017
enrollment password: MSJC

* Hey! Check out this really cool legend for annotation (list of symbols with explanations of how to use the symbols). Try it!

Work in Class for the Week of 5/20/13 -
Monday -
* Your first draft was due at the beginning of class. Given our schedule, there is very little chance for formal feedback on your draft, either from me or from your peers. GET FEEDBACK FROM YOUR PEERS PRIVATELY! We will be able to give a little feedback to your oral report
Oral report format:
state your topic with a VERY BRIEF bit of background;
state your position clearly;
lay out VERY BRIEFLY a forecast of your evidence;
and finally, ask us a simple question you have about your paper.

Tuesday - yearbooks arrived and we had to switch days. This is what we did.
* If you have not done so, you must hand in the question 3 on page 572. Also consider: this piece was written in 2002 (middle of George HW Bush's two terms); Have politics changed in the last ten or so years? How? along with questions: page 581 #3; page 588 #2; page 595 #5.
* Read: Sascha de Gersdorff's "Fresh Faces" (TIA 283), answer questions 2-5 on page 286; Anna Quindlen's "The Good Enough Mother" (TIA 432), answer questions 2-5 on page 434. Hand in.

Thursday -
* Work on your final paper!!
* Homework - print, read, and bring in a copy of the following article from The Atlantic "The Gay Guide to Wedded Bliss". Here is the link if you are having trouble: http://www.theatlantic.com/magazine/archive/2013/06/the-gay-guide-to-wedded-bliss/309317/?single_page=true

Friday -
* The final draft of your research paper is due on Tuesday May 28. Submit to turnitin.com only. Your final is the same day, but will only take one hour. The final will cover the concept(s) of culture and identity.
* Answer questions on the article assigned for homework:
Questions for “The Gay Guide to Wedded Bliss”
1. How does the author frame the argument on same-sex marriage? In other words, what is the unique approach this offer takes? How does this approach differ from other arguments you have heard or read?

2. In the section with the heading “Rule 1: Negotiate…” the author cites studies that have found that quote "same-sex couples are more egalitarian." What evidence is presented to support this claim? Why do you think that it might be the case that relationships between same-sex couples are more egalitarian?

3. According to the author, what is "traditional" marriage? [See the last page.] Could you confirm the claims made by the author about historical types of marriage? How would you go about finding information to confirm or refute the claims?

4. And the big question: how do the ideas presented in this article reflect the ideas of identity and of culture as we have discussed them? Try to be as specific as possible.

Hand in the paper at the end of the class.

Tuesday -
In small group discussion, then class discussion of "A Patriotic Left" (TIA 582) and "Class Warfare" (TIA 589).
Tomorrow you must bring TWO HARD COPIES OF: 1. the first page of your paper; 2. a working bibliography (properly formatted list of sources you are currently working with); 3-6. proof of research for each of the four sources( a single page that has ALL the identifying info for the source). I hope you will print these double sided so as to save paper.
Tomorrow you will work with each other’s citations, checking them for accuracy. BRING YOUR MLA HANDBOOK. You will meet with me individually (BRIEFLY) to discuss your topic/position/angle of approach.

Wednesday -
Give one copy of your packet to me, and one copy of your packet to

Thursday -
Work in computer commons - Continue work on your research paper. Oral report and first draft due MONDAY!!!

Friday -
* Read McElroy's "Victims at Birth." * "culture" see handout. on a separate piece of paper, place the definitions in conversation with one another, that is to say, identify their commonalities l, their differences, and perhaps, what is not said, and how what is not said can be important.
Possible: "distinct group of people with shared activities, values or beliefs. Another way of saying it is they share a common interest which leads to a common goal. This group often shares unique community-specific language and textual genres."
* Answer question 2 on page 431, regarding McElroy's "Victims at Birth." Add the question "Do you believe that deafness is a culture?
First draft (80%of final page length) to turnitin.com and oral report are due Monday - oral report should be brief, and not read from your paper, please.

Tuesday -
FINAL COLLECTION OF NEXUS STUFF - Photo releases, letters for donors choose, photos uploaded to the site.
COLLEGE! you should definitely go!
http://economix.blogs.nytimes.com/2013/05/03/life-is-o-k-if-you-went-to-college/
http://www.nytimes.com/2013/05/04/business/college-graduates-fare-well-in-jobs-market-even-through-recession.html?smid=fb-share&_r=0
The final portion of the class. There is still 30% of your grade!
Identity - national identity
Read TIA 568-69. Focus on JFK's inaugural speech excerpt
Read TIA sidebar 575 "Making Patriots" by Walter Berns
DISCUSS
Homework for Thursday/Friday
Read TIA John Balzar, "Needed: Informed Voters" page 570-71. Answer question 3 on page 572. Also consider: this piece was written in 2002 (middle of George HW Bush's two terms); Have politics changed in the last ten or so years? How?
Read TIA Cluster 2 Chapter 12 "What Does It Mean to Be a Good American Citizen?" (pages 573-97).
Questions: page 581 #3; page 588 #2; page 595 #5.

Wednesday -
Work day
Hand out ENGL103 S2013 Research Paper assignment and
ENGL 103 S2013 Research Paper rubric

Dates for the end of the semester: four possible sources and the first page of your final paper is due 15 May, 2013; rough draft and the oral report (no big deal, just a short overview) due 20 May, 2013; final draft of final paper is due 28 May, 2013; the final exam is also on the 28 May, 2013.

Thursday -
Work in computer commons - research your topic for the research paper!!!

Friday -
Small group discussion, then class discussion of national identity: "America, Idea or Nation" (TIA 573) and "Needed, Informed Voters" Balzar (TIA 570).

Work in Class for the Week of 4/22/13 - STAR TEST - we only meet MWTh
Monday -

Work in Class for the Week of 4/15/13
Monday -
Read the poem from Triquarterly??? Not sure...ahem

Thursday -
Went over the schedule: things that will need to be done and the people we will need to do them.
Read and vote on Nexus other 2 selections
Also, list the top three positions you would like to be considered for in working on NEXUS (from today's discussion).

Friday -
The top eleven vote getters from the first round are not part of this round.
Read the NEXUS Round 2 pieces to vote on. Vote on a scale of one to ten on each (I sent an invitation to join the shared Google spreadsheet document again). Make sure you fill in the score next to the correct number, please!!
Your votes will be a big part of the process to decide the remaining pieces. Please vote carefully. In addition to your votes, a faculty committee will vote.

Tuesday -
Housekeeping - KEEP READING! (Not just in your genre.) Follow the links I put online and borrow the journals from those who have them. Reading makes your writing better!
You should be revising all the time; what his means is that the version you have today should not be the same as the version you would have tomorrow (or the same as the next day, etc.).
Tomorrow, you must bring enough copies of your revised work for all the members in your genre group.
In your genre groups, each person should share an insight for writing in the genre; this can be a "rule" or a method you think works particularly well.
Write. Revise. Fix. Try something Brave. Take a risk. 15-? minutes.
In your genre groups, workshop. [At least half of the poets must read; one fiction person reads - Glory, who did not read before; in creative nonfiction, Ashra and Khali read.]
This workshop should be once around the group starting with only positive things to say.
Genre members:
Fiction - Glory, Bridget, Bryan, Paolo,Carissa.
CNF - Nathan, Cindy, Khali, Garret, Haley, Ashra, Austin A., Nadia.
Divide poetry group into two - Jake, Austin K., Kaitlyn, Zach, Chris, Nakoda, Edgar, Sam, Eion.
Bring enough copies of your work for each member of the group

Wednesday - Late start
Housekeeping - workshopping is hard. you must be helpful and critical but you must also realize you are trying to help, not hurt. This is the challenging workshop day. You must go once around saying only nice things. Then, you will bring up concerns. Do this in the most gentle way possible and by referring to the writer [not "you"]. Do not make suggestions for fixes.

Thursday -
Everyone (except about three) read aloud. Ducat gives brief comments.
Bring twenty four hard copies tomorrow and submit to bhsnexus.wordpress.com by 2 p.m.

Friday -
Hand out copies of your work to everyone. Each operson will vote on ewach selection on a scale of 1-5, with 5 being best. Vote 5 for yourself. I will compile these results. Although I occasionally override a decision on a piece, you are making the decisions about these pieces yourself.
I need someone to volunteer to compile all the submitted pieces into one document by Sunday night.

Tuesday -
Housekeeping - today we will do a mini workshop. Mini, because you will only say noc things to each other. you MUST be gentle. Also, mini, because not all of you have something written to share.
Genre group mini workshop - everyone must speak, but you may only be able to speak briefly because you don't have anything written. This is okay.
If you do read, everyone in the group must respond to you and say ONLY positive things. do not lie, but do not criticize, not even a little.
I share/read a draft of my poem "The Persistence of immortality," To show I am willing to do what I ask of you. I am just not willing to post that draft on here. :)
Some more creative writing notes (super simplistic, but ...)
Syntax: short line/sentences speed things up, long lines slow them down ( which can create suspense or exhaustion, depending how it is used.) You needn't use anything BUT "ordinary syntax is fine.
Where to start/finish: Your poem/story, whether it narrates events or attempts to capture an emotion or feeling, will start at a point and end at a point. It is highly likely that your early drafts will both "start too soon" (we call this clearing your throat) or end too late (as you attempt to force meaning onto what you wrote). Try to avoid starting too early or ending too late and if you should, be willing to repair it by removing parts.
Spoken word poetry!! I forgot this...my spoken word poet friends would kill me (and thank you Maddy Nichols for reminding me that I had forgotten).
Kate Makkai "Pretty" http://www.youtube.com/watch?v=M6wJl37N9C0. lyrics are found here: http://www.poemhunter.com/poem/pretty-19/
Sarah Kay "If I Should Have a Daughter" http://www.youtube.com/watch?v=JQgz2AhHaQg
Five-seven minutes of writing "on your own"
We will be following the same basic class format (workshop new stuff; watch/listen/read; write) these next few days.

Friday -
Draft. Not handed in, just read in front of the class.
Homework - check these out!
http://www.writingclasses.com/InformationPages/index.php/PageID/538 Vonnegut's 8 basics of creative writing.
http://www.writingclasses.com/InformationPages/index.php/PageID/304 Elmore Leonard's 10 rules for good writing.

Wednesday - Late start
We discuss literary devices.
I show literary-devices.com. There are dozens of literary devices,and while it is good to familiarize yourself with them, the most important thing is to understand how they work.
Review of how literary devices work.
* Generally, they create an image or sensation that adds to the experience of the text.
* In order to work with them, use three steps:
1. Identify the device (quotation) and name it
2. Understand what the device does in general (i.e., repetition creates emphasis)
3. Explain what the device does in the example you quoted
* Lots of 'splainin' and examples and stuff. ;-)
* Listen to and read "Imagine" by John Lennon, then identify the literary devices. Note there are not many (mostly imagery and repetition), and then also note that this is a marvelous piece of persuasion, complete with counterargument, rebuttal, and call to action!"
* Read Philip Levine's "What Work Is," twice, then try to use the basic questions for literature: what does it seem to be about (plot, if there is any)? What might it mean? And, how is the author making/enhancing meaning, in this case, especially through informal diction and the use of pronouns (the "we" switched to you, the "forget you," etc.).
* Homework - read the three sections from Nexus I, along with "Tino and Papi," by Norma Elia Cantu and bring in all the selections from last week that you can, except the "Show, Don't Tell" blog post and the google books selections.

Thursday -
* Housekeeping - CSUSB High School Poetry contest. The deadline for the contest is April 5th, 2013. Students can submit up to 3 poems each. Barnes and Noble gift cards will be awarded to the authors of the top three poetry submissions. The top twenty finalists will be invited to attend a reading at CSUSB and will receive a copy of "The Pacific Review" upon publication.
* Look at Richard Gilbert's blog post "Make a Scene". Make sure you reread this. The main idea here is: scene uses specific concrete details that unfold in real time or slower, and those details evoke images and emotions/sensations. Summary or interior thoughts may contain the words that associate to emotion and will generally compress time. Summary/interior thoughts are not "bad," but scene should outweigh summary for the most impact.
* "Lights" by Stuart Dybek - setting (how do you know? Notice he uses a small number of words, but those words evoke a sense of place) and overall sensation.
* "Around the Corner" by Sharon Bryan - in pairs, find the scene and summary. Notice when the author moves between the exterior world and interior thought.
* Try to identify the "so what?" in this piece, other than, as one writer puts it, "This happened to me." This is a larger idea, a theme, if you must, that each successful work will have. In this case it comes in the form of a "turn," a rap[id shift at the end. Interestingly, that turn at the end (expressing the narrator's sense of guilt for having altered her mother's possibly exotic life, combined with the sense of joy for having had a traditional mother.)
* Homework - I LIED! I do not want you to bring "Instincts"!!! The only ones to print and bring are (but you better have them):
++ Leslie Ann Salley's "Holes",
++ Johnson's "Aftermath"
++ Diane Sherlock's "The Green Bench"

Friday -
You will have to hand in a first draft of your creative writing on April 5th. Creative nonfiction and fiction must be minimum 350 words, max 550. Poetry must be minimum 100 words, max 35 lines.
Work with creative nonfiction:,br> "The Green Bench" - in groups of three, try to figure what is happening (plot, if there is any) and then identify the most remarkable literary element in use [second person, "command" voice]. Discuss what second person does in general [readers may feel as if the writer is speaking directly to them]; then what it is doing in this case [perhaps it is narrator speaking to him-/herself, trying to muster the strength to continue].
Aftermath" - in the same groups: identify the main literary device at work [anaphora]; explain what the device does generally [creates emphasis]; and then explain what it is doing in this case [creating suspense "what comes after"?; creating a sense of fear and insistence].

you will read and discuss creative nonfiction, fiction, and poetry;
you will write, revise, and polish one short piece of creative non-fiction, fiction, or poetry (not more than 500 words);
you will facilitate the implementation of a school-wide call for submissions (of creative nonfiction, fiction and poetry of not more than 500 words) to be featured in a chapbook of approximately 32 pages;
you will serve as editorial committee and production staff for the chapbook;
and you will coordinate the reading that will take place in the theater on May 2.

Tuesday CAHSEE - Ducat Proctoring
* EAP administration in the theater for juniors. Seniors go to the gym.

Thursday
* The midterm is on Monday, during the BHS benchmark block (9:45-11:35). I will give you a text and a prompt, you will write about the prompt.
* Quick over view of the site/blog. Thank you to Bridget for volunteering to be web guru and for doing a lot of work on this already. http://bhsnexus.wordpress.com/
* Revision and its benefits.
++++ I did these 1000 or so words yesterday and Bridget kindly uploaded them. Once I saw them in the context of the web page I realized I needed to make changes, and revised it last night. Let's compare. [open the word doc "NEXUS information"]. I would have asked for input on this, but the truth is, we didn't have the time, and since I am very familiar with what we need, I just did it. SO! my 1000 words are done for this project. ;-)
* Review of the NEXUS details.
* Request for a small handful students to commit to reviewing and transferring submissions between bhs.submittable.com and bhnexus.wordpress.com
HOMEWORK - Read:
++ Richard Gilbert's blog post "Make a Scene". How does he distinguish showing (scene) from telling (summary)? Be prepared to discuss.
++ from the book In Short:
Terry Tempest Williams's "An Unspoken Hunger" is on page 44;
Stuart Dybek's "Lights" is on page 31;
Sharon Bryan's "Around the Corner" is on page 37;
Norma Elia Cantú's "Tino and Papi" is on page 55.
++ Johnson's "Aftermath"
++ Diane Sherlock's "The Green Bench"

Tuesday - several students at Indian Wells for tennis tourney
* Intelligence Squared Debate: "Too Many Kids Go to College"
* Here is something:
++ LA Times, "UC Berkeley and UCLA Are in the Top Ten Worldwide". Which says this: "Other California schools in the top 100: Caltech placed No. 11, UC San Diego 34, UC San Francisco 40, UC Davis 48, UC Santa Barbara in the general grouping between 51 and 60, and USC in the grouping between 61 and 70."

* Another supplemental to consider, regarding student loans:
++ "Grading Student Loans" from the Federal Reserve Bank of New York. Here is a quote: "The average outstanding student loan balance per borrower is $23,300. Again, there is substantial heterogeneity in balances of individual borrowers. The median balance of $12,800 is roughly half the average level, which indicates that a small fraction of people have balances significantly higher than the median."

Thursday
* Writing in computer lab? Discussion might be more productive. We discussed the supplementals.

Friday
* Work in computer commons. First draft due to turnitin plus two hard copies on Monday.

AND - Considering the reading, and then prepare your thoughts in response to the question "What kind of an undergraduate education makes more sense for a democratic society - liberal arts or specialization - and why?"

Here are some reading/writing resources for the creative writing project...
http://therumpus.net/ (non-fiction primarily)
http://www.mcsweeneys.net/tendency (humorous fiction)
http://brevitymag.com/ ("concise literary non-fiction")
http://versedaily.com/ (a poem just about every day)
http://www.poetryfoundation.org/ (a huge resource for reading/learning about poets, both contemporary and older)

Thursday
* Journal - cluster 2, essay 2 (Singham, "Moving Away from the Authoritarian Classroom," 475): consider the stated counterargument; is it valid? are there unstated counterarguments (consider what others might say,or what you would say)? What are those counterarguments?

* Discussion
* Journal - write about "The Art of Teaching Science" - to what extent do you agree with Thomas that the teaching of science should include teaching uncertainty and the notion of changing facts - the "provisional and tentative" nature of science (TIA 490) - versus teaching an accumulation of facts?

* Homework - read:

++ Clay Shirkey in The Awl, "How to Save College"

++ Bog post - "Yet Another Big Danger in For-Profit Education"

++ NY Times article, "University of Phoenix to Close 115 Locations"

++ Reuters column - "Running the Numbers on Your College Education ROI"

++ about the gainful employment rule, which was referenced in College, Inc. google search - "Gainful Employment Rule"

++ this article about student loan debt: Washington Post article "Student Loans Saddle Both Kinds of Seniors Graduates and Grandparents."

++ this pdf about California college completion rates Notice the rates for some colleges we know.
[If you cannot view the document, you may to download Adobe Reader. It is available to download for free at www.adobe.com.]

++ this article by Goldie Blumenstyk. "Loan-Default Rate at For-Profit Colleges Would Double Under New Formula" The Chronicle of Higher Education

++ this article by Robin Wilson. "For-Profit Colleges Change Higher Education's Landscape." The Chronicle of Higher Education, 7 Feb 2010 accessed 3 Feb 2011.

++ from Inside Higher Ed: "Behind the Billboards"

Friday
* Individually, then in groups, write a rhetorical precis for "Lost in the Life of the Mind" (TIA 471).
* Share
Complete College America/ is sponsored by some very wealthy foundations: Bill & Melinda Gates Foundation; Carnegie Corporation of New York; Ford Foundation; Lumina Foundation for Education; W.K. Kellogg Foundation; USA Funds. It has a lot on information. Let's take a walk through some of it, shall we?
* Homework - yes, there is work over break. Read Chapter 11, Cluster 3.

Wednesday
Chapter 11 TIA Katz "Liberal Education on the Ropes" discussion through paragraph 22.
Homework - read on from paragraph 22

Thursday
* Quiz on Katz's "three streams" of liberal education.
* Direct instruction in re: the outcome of posting to social media without adequate thought to audience: how social media replicates the mechanism of private communication, but is very public ( and permanent).
* Attempt to watch more "Justice: What Is a Fair Start?" = fail
* Check out China's pollution problem - compare to America's?
http://www.theatlantic.com/infocus/2013/01/chinas-toxic-sky/100449/

Friday
http://www.politifact.com/truth-o-meter/statements/2013/jan/18/mark-shields/pbs-commentator-mark-shields-says-more-killed-guns/
* https://itunes.apple.com/us/course/whats-fair-start-what-do-we/id566636297?i=121691598&mt=2
* Homework - read all of Chapter 11, Cluster 2, carefully.

Composition
1. Of what elements is the visual composed?
2. What is the focal point—that is, the place your eyes are drawn to?
3. From what perspective do you view the focal point? Are you looking straight ahead at it, down at it, or up at it? If the visual is a photograph, what angle was the image shot from—straight ahead, looking down or up?
4. What colors are used? Are there obvious special effects employed? Is there a frame, or are there any additional graphical elements? If so, what do these elements contribute to your “reading” of the visual?
People/Other Main Figures
1. If people are depicted, how would you describe their age, gender, subculture, ethnicity, profession, level of attractiveness, and socioeconomic class? How do these factors relate to other elements of the image?
2. Who is looking at whom? Do the people represented seem conscious of the viewer’s gaze?
3. What do the facial expressions and body language tell you about power relationships (equal, subordinate, in charge) and attitudes (self-confident, vulnerable, anxious, subservient, angry, aggressive, sad)?
Scene
1. If a recognizable scene is depicted, what is its setting? What is in the background and the foreground?
2. What has happened just before the image was “shot”? What will happen in the next scene?
3. What, if anything, is happening just outside of the visual frame?
Words
1. If text is combined with the visual, what role does the text play? Is it a slogan? A famous quote? Lyrics from a well-known song?
2. Does the text help you interpret the visual’s overall meaning? What interpretive clues does it provide?
3. What is the tone of the text? Humorous? Elegiac? Ironic?
Tone
1. What tone, or mood, does the visual convey? Is it light-hearted, somber, frightening, shocking, joyful? What elements in the visual (color, composition, words, people, setting, etc.) convey this tone?

NOW PREPARE TO PRESENT ANSWERS TO THE FOLLOWING QUESTIONS TO THE CLASS
Rhetorical Context
1. What is its main purpose? Are we being asked to buy a product? Form an opinion or judgment about something? Support a political party’s candidate? Take some other kind of action?
2. Who is its target audience? Children? Men? Women? Some sub-or super-set of these groups (e.g., African American men; “tweens”; seniors)?
3. Who is the author? Who sponsored its publication? What background/associations do the author and the sponsoring publication have? What other works have they produced?
4. Where was it published, and in what form? Online? On television? In print? In a commercial publication (e.g., a sales brochure, billboard, ad) or an informational one (newspaper, magazine)?
5. If the visual is embedded within a document that is primarily written text, how do the written text and the visual relate to one another? Do they convey the same message, or are they at odds in any way? Does the image seem subordinate to the written text, or is it the other way around?
6. Social Context. What is the immediate social and cultural context within which the visual is operating? If we are being asked to support a certain candidate, for example, how does the visual reinforce or counter what we already know about this candidate? What other social/cultural knowledge does the visual assume its audience already has?
7. Historical Context. What historical knowledge does it assume the audience already possesses? Does the visual refer to other historical images, figures, events, or stories that the audience would recognize? How do these historical references relate to the visual’s audience and purpose?
8. Intertextuality. How does the visual connect, relate to, or contrast with any other significant texts, visual or otherwise, that you are aware of? How do such considerations inform your ideas about this particular visual?

Tuesday
* I hand out copies of The Iowa Review and assign two stories. Will give Salamander readings later to the six who subscribed.
* The share takes the whole period...:)

Wednesday
* Yep, we share some more, then we...
* go over the "sentence starters/sentence frames"handout from They Say,I Say

Thursday
* Your final draft is due tomorrow- you must hand in an electronic version of your paper to turnitin.com and bring two hard copies.
* The packet must also contain one page proof of research for each of your sources, and the draft with my notes and the draft with peer review.

Friday
* Reflection - What went according to plan? What surprised you? 5-7 minutes.
* Hand in packet, including reflection.
* Here is the link to the explanation of "the original position" and "the veil of ignorance" according to John Rawls, http://plato.stanford.edu/entries/original-position/
Watch first twelve minutes of "Justice with Michael Sendal" episode 8 - "What's a Fair Start?" / "What Do We Deserve?". We stop frequently to explicate...

Work in Class for the Week of 1/21/13
Monday - MLK Day
Tuesday
* Rhetorical Precis review, including modifications Ducat would like you to use, as below:
1. [Author first-name last-name], in his/her [genre] [title (publication date)], [rhetorically accurate verb] that [thesis statement].
2. How the author develops this main point.
3. [Author's development and/or support] in order to [intended effect on audience]
4. Description of the intended audience.
Rhetorically accurate verb choices: implies, suggests, claims, asserts, or argues
1. ___________ ___________, in his/her ___________ ___________ (______), ___________ that _________________________________.
2. ___________ develops his/her main point by _________________________________.
3. ______________________ in order to _________________________________.
4. The audience of this piece is ___________ and I know because ___________, ___________, and ___________.
* Make an RP for your source. You will hand this in with the rest of your journal ^TM.

Wednesday
* Work Day - I strongly suggest you use today for extensive pre-writing. (And perhaps drafting if you make it that far)

Thursday
* Your draft is due tomorrow- you must hand in an electronic version of your paper to turnitin.com and bring two hard copies.
* Work in computer commons.
Friday
* First draft position paper due to turnitin.com and hard copy in class.
* Peer review (general).
* Hand in one copy to me; staple two sided peer review to the front of your paper and hand the whole thing to your 4 o'clock appointment.
* Homework - Chapter 3 for Monday. All of Chapter 11 "Education" cluster 1 for Tuesday and the rest of the week.

Tuesday -
* Fallacy - finish. This exercise is intended to deepen your understanding of, and engagement with, the process of thinking critically about argument.

Thursday
* Universal concerns/ideas. Chapter 5, page 112: "the rhetorical situation," "the goals for argument," "the medium." Page 113 "...the Relationship between Writing and Thinking."
Writing process - It is important to realize that the guidelines, concepts, and methods from this class can (and should) inform your writing in other classes.
++ pre-writing - any version that works for you including outline, freewrite, mapping, lists, etc.
++ drafting -
++ revision - wholesale change to structure, topic, development. Move stuff around to achieve unity (not drifting off-topic) and cohesion (evidence flowing in a logical way), as well as to achieve balance of subject matter with evidence.
++ publishing - THIS is the place for sentence level work: fixing mechanical issues.
It is recursive. Repeat as necessary...! -

Go over Position assignment handout in detail. This is an argument to assert - "pie on windowsill," not "You should have some pie." :-)
Research (credibility and proof) - you must use highly credible sources; you must deliver "proof" (single page with ID information.
You may be uncomfortable with how to select a topic...soooooooo
* Brainstorm for five minutes. Write as many ideas for this paper as you can.
* Look at your list/brainstorm/web/map and choose your two favorite ideas..
* Get into a group no larger than three people. Tell your two favorite ideas and give feedback on what you hear.
"It is not 'difference' that is the problem. It is dominance justified by appeals to constructed differences that is the problem." - Gerda Lerner (April 30, 1920 – January 2, 2013)
* Homework - Make sure you have read Chapters 4 and 5 CAREFULLY for tomorrow.
Sign up for JOTM or we will not be able to have the journals.

Friday -
* Housekeeping - your "position paper" due next Friday will be an argument to assert (not to prevail!) You will be able to choose your own topic. PLEASE make it fresh and original as expected in this class.
*Today is the last day to sign up for JOTM. Please?
* Chapter 4
* Inductive versus deductive reasoning. Deductive depends upon values, assumptions, and beliefs (which you may need to prove, depending upon the rhetorical situation and your audience).
* Syllogism and enthymeme. Syllogism is major premise, minor premise, conclusion, whereas an enthymeme may omit the major premise, presuming it to be understood. This can lead to faulty reasoning.
* Faulty enthymeme: "if the missing information is highly debatable and the advocate does not state the assumption the audience can not question/reject it" [via http://flashcarddb.com/cardset/141552-fallacies-flashcards].
http://legacy.owensboro.kctcs.edu/crunyon/E102/TS/meesy%20ts.htm
If you were to take a course in formal logic, you would study various kinds of syllogisms as well as valid and invalid ways of structuring them. In a writing course, however, the purpose of studying syllogisms is simply to see that a claim‑with‑reason depends for logical completeness on an unstated assumption‑-usually the major premise‑-that often needs to be supported in your argument. Formulating the major premise of each claim‑with‑reason is a way of reminding yourself of the assumptions your audience must grant if your argument is to be persuasive.
* Toulmin method: claim (corresponds to conclusion in syllogism), data (minor premise), warrant ( major premise). One of the most important elements of the Toulmin method is that it allows for probability of claim rather than certainty of conclusion. This means you can use qualifiers such as "'probably,' 'presumably,' 'generally'" (88) and others such as "it seems" or "may be." BE VERY CAREFUL OF ABSOLUTES!!
* (20 min) In your journal, summarize the four types of evidence presented on TIA pages 80-85: Facts as Evidence, Personal Experience as Evidence, Authority as Evidence, and Values as Evidence. Hand it in. This exercise is intended both for you to demonstrate to me that you understand the types of evidence I will expect you to use, but also to give you a reference sheet while you are writing.
* Homework - Find and bring ONE of the sources you have found for your paper. Bring the whole source in whatever form you can (electronic, copied, printed, etc.); you will be working with it.
* Bring Margaret Woodworth's "The Rhetorical Precis". Review pages 156-59.

Tuesday -
* Syllabus review - you are responsible for what is in there...please make sure you read it!
* The 'Identity paper" is now the creative non-fiction/fiction/poetry/art project.
* In your Journal^tm, labeled "Miller's Four Types of Argument," freewrite about each: argument to assert; argument to prevail; argument to inquire; argument to reconcile
* The Rhetorical Triangle ppt review!!! REALLY QUICKLY - Notice how much easier it is to understand this time around...
* Listen to Radiolab's "Solid as a Rock". Mind = blown.
* Keep your SMG through next week, please...we will be working with it one more time.

Wednesday -
* Housekeeping - further explanation of the Nexusproject. I cannot and will not require you to purchase a four month subscription to the Journal of the Month, but you can positively impact the the quality of this chapbook by doing so. Registration instructions forthcoming (hopefully within the next day or so).
* We had a DonorsChoose.org project funded,which will provide, free of charge, the materials - paper, cover stock and twine - to fabricate the chapbook. Thank you DonorsChoose. I will be asking you to write thank you letters to the donor(s). [We received the materials today.]
* Work day.
*Bring the SMG and TIA tomorrow!!

Friday -
* Housekeeping - When I am absent, you do not lose any time, in other words, you still have next Wed as a work day.
* To sign up for Journal of the Month: