Tonight we read an essay and began planning for an argumentative essay based on that essay. During class we shared our engaging openings for these essays and then reflected on our processes.
This weekend you should be finalizing your body pargragphs and using evidence from your articles (a minimum of three) to build and support your main ideas. Bring these drafts to class on Tuesday. Thanks!
Friday, February 24, 2012
Tuesday, February 21, 2012
Color Coded Rhetorical Analysis of Letter from Birmingham Jail
Tuesday, February 21.
In an effort to begin to observe how authors use rhetorical strategies, and in this case, persuasive appeals to convince their readers and argument a point, we will begin reading A Letter from Birmingham Jail. The following website may be of help as you check your own work in analyzing Dr. King's writing.
http://faculty.deanza.fhda.edu/schultzmary/stories/storyReader$884
In an effort to begin to observe how authors use rhetorical strategies, and in this case, persuasive appeals to convince their readers and argument a point, we will begin reading A Letter from Birmingham Jail. The following website may be of help as you check your own work in analyzing Dr. King's writing.
http://faculty.deanza.fhda.edu/schultzmary/stories/storyReader$884
Thursday, February 16, 2012
Notes on Argument in class 2/16/12
Tonight we learned learned and discussed several strategies and appeals that will be important in successfully completing our Project II Argument Papers:
- Ethos
- Logos
- Pathos
- Making a Claim and a thesis statement
- Defining the terms of your argument
- Developing your argument with details and support from at least three sources.
- Counterarguments and rebuttals
- Considering your audience
- The importance of critical reading in analyzing your sources.
- Persuasive Techniques
REMINDER: Topic and Preliminary Thesis statements are due at noon on 2/21/12, to Gotprofkiefer@gmail.com
Wednesday, February 15, 2012
New Facebook Page!!!
If you enjoy Facebook--try clicking on our new Comp Facebook page. It's a dedicated space for you to update yourselves and your agendas on where you should be on assignments and post questions, or answers for your peers.
Friday, February 10, 2012
Rubric for Project II--Argument Paper due 3/8/12
Project II—Argument Paper- Rubric
Conventions of an Argument Paper
• An appropriate topic (note: arguable topics allow people to possess difference opinions on the topic though they must share at least one point of disagreement. Non-arguable topics are based on personal taste or preference, or they cannot be resolved with reasons appropriate for an academic context.)
• A clear position. In academic writing, the stance is usually laid out in a thesis, though not always.
• A set of reasons stating why the writer’s position is valid.
• Evidence used to support the reasons. The evidence should be appropriate for the audience and context.
• Awareness of opposing viewpoints. These opposing viewpoints can be responded to in multiple ways: acknowledgement, accommodation and refutation.
______ out of 50 points-- criteria for the Argument Paper, Project II:
___out of 5 for a clear statement of your position and for references from at least 3 sources with Works Cited page included;
___out of 10 for detailed, complex presentation of issues affecting your position (with specific references to the positions argued by various "sides")
___out of 10 for a series of logical claims or points to justify your position;
___ out of 10 for overt connections between claims and support;
___out of 10 for presentation and refutation of relevant counterarguments (replies to the other side's arguments);
___ out of 5 a) clear, logical organization including effective use of paragraphing,effective use of quotation and sentences relatively free from errors.
_____ out of 10 points Argument Essay Requirements:
· 1000 word minimum.
· Works Cited page attached with correct MLA citations.
· Due Thursday, March 8, 2012 at noon to Gotprofkiefer@gmail.com via .doc or .docx attachment
_____out of 40 points Kean University English Composition Grading PoliciesWriting assignments are evaluated according to
____out of 10 points clarity of focus;
____out of 10 points quality of development;
____out of 10 points effectiveness of organization;____out of 10 points correctness of mechanics (grammar, spelling, punctuation).
_____out of 100 Total Points
Conventions of an Argument Paper
• An appropriate topic (note: arguable topics allow people to possess difference opinions on the topic though they must share at least one point of disagreement. Non-arguable topics are based on personal taste or preference, or they cannot be resolved with reasons appropriate for an academic context.)
• A clear position. In academic writing, the stance is usually laid out in a thesis, though not always.
• A set of reasons stating why the writer’s position is valid.
• Evidence used to support the reasons. The evidence should be appropriate for the audience and context.
• Awareness of opposing viewpoints. These opposing viewpoints can be responded to in multiple ways: acknowledgement, accommodation and refutation.
______ out of 50 points-- criteria for the Argument Paper, Project II:
___out of 5 for a clear statement of your position and for references from at least 3 sources with Works Cited page included;
___out of 10 for detailed, complex presentation of issues affecting your position (with specific references to the positions argued by various "sides")
___out of 10 for a series of logical claims or points to justify your position;
___ out of 10 for overt connections between claims and support;
___out of 10 for presentation and refutation of relevant counterarguments (replies to the other side's arguments);
___ out of 5 a) clear, logical organization including effective use of paragraphing,effective use of quotation and sentences relatively free from errors.
_____ out of 10 points Argument Essay Requirements:
· 1000 word minimum.
· Works Cited page attached with correct MLA citations.
· Due Thursday, March 8, 2012 at noon to Gotprofkiefer@gmail.com via .doc or .docx attachment
_____out of 40 points Kean University English Composition Grading PoliciesWriting assignments are evaluated according to
____out of 10 points clarity of focus;
____out of 10 points quality of development;
____out of 10 points effectiveness of organization;____out of 10 points correctness of mechanics (grammar, spelling, punctuation).
_____out of 100 Total Points
Thursday, February 9, 2012
Argument Essay Assignment (Project II)
Argument Paper--Project 2--
English 1031/1032 Project 2:
Argument Paper Definition: Argumentative writing takes a specific position on a subject and attempts to persuade readers their position is valid.
Conventions:
• An appropriate topic (note: arguable topics allow people to possess difference opinions on the topic though they must share at least one point of disagreement. Non-arguable topics are based on personal taste or preference, or they cannot be resolved with reasons appropriate for an academic context.)
• A clear position. In academic writing, the stance is usually laid out in a thesis, though not always.
• A set of reasons stating why the writer’s position is valid.
• Evidence used to support the reasons. The evidence should be appropriate for the audience and context.
• Awareness of opposing viewpoints. These opposing viewpoints can be responded to in multiple ways: acknowledgement, accommodation and refutation.
Purpose: To strengthen practices for assessing audience and to explore and reflect on practices for developing arguments; to practice the effective integration of information from other authors/texts to support your argument; and to gain experience writing for real-world audiences.
Description of the assignment: Develop a position on a controversial issue (we will brainstorm a list of acceptable topics in class). Specifically you must take a position with respect to a specific statement on your issue put forward by government, business or some other social organization. (Optional)
In other words - your argument must similar to Dr. King's letter in that it must be a reply to and/or extend of an already stated position regarding your topic. As you develop your position, you will need to make specific references to what others have argued, and you will need to refer to appropriate authorities (facts, experts, research, etc) to support your argument. You will set forward your position as a traditional persuasive essay (similar to the writing by King).
Criteria for Essay:
1) a clear statement of your position;
2) detailed, complex presentation of issues affecting your position (with specific references to the positions argued by various "sides");
3) a series of logical claims or points to justify your position;
4) references from at least 3 sources with MLA format Works Cited page;
5) overt connections between claims and support; ;
6) presentation and refutation of relevant counterarguments (replies to the other side's arguments);
7) clear, logical organization including effective use of paragraphing;
8) effective use of paraphrasing and quotation;
9) sentences relatively free from errors.
Length and form of essay:
MLA format (no title page). Word processed. Minimum 1000 words.
Due Dates:
- Topic/ preliminary thesis statements due Tuesday 2/21/12
- "Final" Draft due to gotprofkiefer@gmail.com by noon on 3/8/12
English 1031/1032 Project 2:
Argument Paper Definition: Argumentative writing takes a specific position on a subject and attempts to persuade readers their position is valid.
Conventions:
• An appropriate topic (note: arguable topics allow people to possess difference opinions on the topic though they must share at least one point of disagreement. Non-arguable topics are based on personal taste or preference, or they cannot be resolved with reasons appropriate for an academic context.)
• A clear position. In academic writing, the stance is usually laid out in a thesis, though not always.
• A set of reasons stating why the writer’s position is valid.
• Evidence used to support the reasons. The evidence should be appropriate for the audience and context.
• Awareness of opposing viewpoints. These opposing viewpoints can be responded to in multiple ways: acknowledgement, accommodation and refutation.
Purpose: To strengthen practices for assessing audience and to explore and reflect on practices for developing arguments; to practice the effective integration of information from other authors/texts to support your argument; and to gain experience writing for real-world audiences.
Description of the assignment: Develop a position on a controversial issue (we will brainstorm a list of acceptable topics in class). Specifically you must take a position with respect to a specific statement on your issue put forward by government, business or some other social organization. (Optional)
In other words - your argument must similar to Dr. King's letter in that it must be a reply to and/or extend of an already stated position regarding your topic. As you develop your position, you will need to make specific references to what others have argued, and you will need to refer to appropriate authorities (facts, experts, research, etc) to support your argument. You will set forward your position as a traditional persuasive essay (similar to the writing by King).
Criteria for Essay:
1) a clear statement of your position;
2) detailed, complex presentation of issues affecting your position (with specific references to the positions argued by various "sides");
3) a series of logical claims or points to justify your position;
4) references from at least 3 sources with MLA format Works Cited page;
5) overt connections between claims and support; ;
6) presentation and refutation of relevant counterarguments (replies to the other side's arguments);
7) clear, logical organization including effective use of paragraphing;
8) effective use of paraphrasing and quotation;
9) sentences relatively free from errors.
Length and form of essay:
MLA format (no title page). Word processed. Minimum 1000 words.
Due Dates:
- Topics & preliminary theses to Gotprofkiefer@gmail.com— noon on 2/21/12
- DEADLINE/Final DRAFT— due by noon on 3/8/12;
Writing Workshop and Conferences 2/9/12
Tonight we
- reviewed strategies for reading classmates papers in small groups
- read our Reflective Response papers in small groups
- worked on final drafts of our Summary/Response papers (Project 1)
Tuesday, February 7, 2012
Activities/Strategies and Homework 2/7/12
Tonight we used two difference strategies for two different writings that are due in the next week:
1) We used a technique called "Glossing" to analyze and evaluate the effectiveness of our Reflective Response Papers (the assignment from the NY Times article by Gail Collins, which are due on Thursday, February 9, via email to Gotprofkiefer@gmail.com AND as two hard copies brought to class!)
2) We discussed a Summary Frame Starter handout intended to guide you through the Summary portions of your Summary/Response Papers (aka Project 1.) Reminder: These major papers are due next Tuesday, February 14 via email to Gotprofkiefer@gmail ONLY. You do NOT need to bring a hard copy of any of the Project papers to class.
1) We used a technique called "Glossing" to analyze and evaluate the effectiveness of our Reflective Response Papers (the assignment from the NY Times article by Gail Collins, which are due on Thursday, February 9, via email to Gotprofkiefer@gmail.com AND as two hard copies brought to class!)
2) We discussed a Summary Frame Starter handout intended to guide you through the Summary portions of your Summary/Response Papers (aka Project 1.) Reminder: These major papers are due next Tuesday, February 14 via email to Gotprofkiefer@gmail ONLY. You do NOT need to bring a hard copy of any of the Project papers to class.
Friday, February 3, 2012
Checklist for Summaries
This checklist may be helpful as you draft your Summary/Response papers (Project I). These are due on February 14.
For our essays the summary portion of your paper will be appriximately one, well-developed pargraph.
CHECKLIST FOR WRITING A SUMMARY
_____ Read the title and subtitle of the original: do these state its main idea?
_____ Carefully read the original, underlining and jotting notes for yourself.
_____ Determine the author’s thesis or main idea.
_____ Find the author’s main supporting points. Subheads, sentences and the first and last paragraphs of the original may help you locate key points.
_____ Now write your topic sentence, stating the author’s thesis and giving the title, source and
publication date of the original.
_____ In your own words, jot down the author’s most important supporting points, following his or her
order.
_____ Write your draft summary, skipping lines so that you have room to make corrections.
_____ Now revise your work, asking yourself, “Will my summary convey to someone who has not read
the original, the author’s main idea and key supporting points?”
_____ Proofread and type a final draft of the summary. Give a title for practice.
For our essays the summary portion of your paper will be appriximately one, well-developed pargraph.
CHECKLIST FOR WRITING A SUMMARY
_____ Read the title and subtitle of the original: do these state its main idea?
_____ Carefully read the original, underlining and jotting notes for yourself.
_____ Determine the author’s thesis or main idea.
_____ Find the author’s main supporting points. Subheads, sentences and the first and last paragraphs of the original may help you locate key points.
_____ Now write your topic sentence, stating the author’s thesis and giving the title, source and
publication date of the original.
_____ In your own words, jot down the author’s most important supporting points, following his or her
order.
_____ Write your draft summary, skipping lines so that you have room to make corrections.
_____ Now revise your work, asking yourself, “Will my summary convey to someone who has not read
the original, the author’s main idea and key supporting points?”
_____ Proofread and type a final draft of the summary. Give a title for practice.
Thursday, February 2, 2012
Groundhog Day!
A brief recap:
- We reviewed, discussed and created our own Critical Reading strategies
- Tonight we read the NY Times article by Gail Collins entitled, "Mitt Speaks."
- In a large group format, we discussed the article.
- We began writing and reflecting on the ideas at issue in this article and the Republican Presidential Primaries.
Reminders:
- TutorTrac is up and running. Please sign up. Here's the link http://131.125.2.76/TracWeb40/Default.html
- When submitting ANY paper electronically, please do so in a NEW email with your first name and the assignment in the subject line. This will keep it from getting buried in a long thread of conversations in Gmail. Thanks!
Homework:
- Keep up with HTWA reading as assigned on the syllabus.
- Work on Reflective Response paper #1 (Responding to the NY Times article.) This paper is due electronically by noon on 2/9/12. AND you must bring TWO hard copies to class that evening.
Have a good weekend of reading and writing!
NY Times reading for Reflective Response Paper #1
NY Times February 1, 2012
Mitt Speaks. Oh, No!
By GAIL COLLINS
On the morning after the Florida primary, Mitt Romney bounded out of bed, inhaled the sweet air of victory, donned his new cloak of invulnerability ...
... and went on CNN to announce that he doesn’t care about poor people.
“I’m not concerned about the very poor,” he told a slightly stunned-looking Soledad O’Brien.
Whenever the topic turns to wealth, or the lack thereof, some inner demon seems to make Romney say something that sounds ridiculous, offensive or ridiculously offensive.
If this had been post-South Carolina, we might have assumed that he was making a play for the segment of his party that believes the greatest threat to the American way of life is greedy paupers. But the nomination was in the bag! Mitt was just being Mitt and trying to present himself as the candidate of the middle class, which he defined as “the 90-95 percent of Americans who, right now, are struggling.”
Subtract the 1 percent at the top and Romney appeared to be saying that he was absolutely not going to direct his campaign at the bottom 4 percent of the American public. That certainly makes sense politically, since you are talking — according to my very rough calculations — mostly about folks who are living in households with incomes under $5,000. Not a group with terrific turnout.
Let’s deconstruct his entire remarks:
I’m in this race because I care about ... (tiniest of pauses)... Americans. I’m not concerned about the very poor. ...
I don’t think he actually meant to suggest the very poor were not Americans. But still.
We have a safety net there. If it needs repair, I’ll fix it. ...
Does anybody truly believe that Romney is planning to spend any presidential time dreaming up ways to fix the safety net for the benefit of the very poor? Be real. This is the guy who drove to Canada with the family dog strapped on the roof.
I’m not concerned about the very rich. They’re doing just fine. ...
Gee, he should know.
I’m concerned about the very heart of America, the 90-95 percent of Americans who, right now, are struggling. ...
Difficult as these times are, I don’t think 90 percent to 95 percent of Americans are struggling. If they were, the whole country would look like a scene out of “Contagion” or “The Walking Dead.”
We will hear from the Democrat Party (about) the plight of the poor. ...
Not really. If we had a dollar for every speech President Obama has given about the poor, we would ... not have a lot of money. However, it is interesting to hear a candidate directly attacking the opposition for being concerned about the destitute.
And there’s no question, it’s not good being poor. ...
Here, Mitt Romney demonstrates his capacity for empathy.
And we have a safety net to help those that are very poor. But my campaign is focused on middle-income Americans. My campaign — you can choose where to focus. You can focus on the rich. That’s not my focus. You can focus on the very poor. That’s not my focus. ...
This is the third time in less than two minutes that he’s mentioned that he does not really give a fig about the people who make under $5,000 a year.
My focus is on middle-income Americans: Retirees living on Social Security. People who can’t find work. ...
Whoa! Do you think he’s suggesting that the very poor do not have a problem finding work? That they’re too lazy to look? Or does he just figure that they’re all disabled, or children, or old people who don’t get Social Security? That would be pretty harsh. And weird, if he’s trying to say: “I only care about the elderly if they made enough money to qualify for Social Security. The rest are doing fine under government programs.”
Folks that have kids that are getting ready to go to college. These are the people who have been most badly hurt during the Obama years. We have a very ample safety net, and we can talk about whether it needs to be strengthened or whether there are holes in it. But we have food stamps. We have Medicaid. We have housing vouchers. We have programs to help the poor. ...
Romney seems obsessed with the idea that his enemies are spreading rumors that he’s going to be devoting his presidential campaign to proposing new programs to help the poor. Really, I do not think this is going to be a problem.
But the middle-income Americans, they’re the folks that are really struggling right now. And they need someone that can help get this economy going for them.
That’s the end. Rest assured that Mitt Romney is not going to be spending a single second fretting about the problems of really, really poor people. His supporters can breathe a sigh of relief. Now all they’re going to have to worry about is the fact that he’s going to keep talking like this for the next nine months.
Mitt Speaks. Oh, No!
By GAIL COLLINS
On the morning after the Florida primary, Mitt Romney bounded out of bed, inhaled the sweet air of victory, donned his new cloak of invulnerability ...
... and went on CNN to announce that he doesn’t care about poor people.
“I’m not concerned about the very poor,” he told a slightly stunned-looking Soledad O’Brien.
Whenever the topic turns to wealth, or the lack thereof, some inner demon seems to make Romney say something that sounds ridiculous, offensive or ridiculously offensive.
If this had been post-South Carolina, we might have assumed that he was making a play for the segment of his party that believes the greatest threat to the American way of life is greedy paupers. But the nomination was in the bag! Mitt was just being Mitt and trying to present himself as the candidate of the middle class, which he defined as “the 90-95 percent of Americans who, right now, are struggling.”
Subtract the 1 percent at the top and Romney appeared to be saying that he was absolutely not going to direct his campaign at the bottom 4 percent of the American public. That certainly makes sense politically, since you are talking — according to my very rough calculations — mostly about folks who are living in households with incomes under $5,000. Not a group with terrific turnout.
Let’s deconstruct his entire remarks:
I’m in this race because I care about ... (tiniest of pauses)... Americans. I’m not concerned about the very poor. ...
I don’t think he actually meant to suggest the very poor were not Americans. But still.
We have a safety net there. If it needs repair, I’ll fix it. ...
Does anybody truly believe that Romney is planning to spend any presidential time dreaming up ways to fix the safety net for the benefit of the very poor? Be real. This is the guy who drove to Canada with the family dog strapped on the roof.
I’m not concerned about the very rich. They’re doing just fine. ...
Gee, he should know.
I’m concerned about the very heart of America, the 90-95 percent of Americans who, right now, are struggling. ...
Difficult as these times are, I don’t think 90 percent to 95 percent of Americans are struggling. If they were, the whole country would look like a scene out of “Contagion” or “The Walking Dead.”
We will hear from the Democrat Party (about) the plight of the poor. ...
Not really. If we had a dollar for every speech President Obama has given about the poor, we would ... not have a lot of money. However, it is interesting to hear a candidate directly attacking the opposition for being concerned about the destitute.
And there’s no question, it’s not good being poor. ...
Here, Mitt Romney demonstrates his capacity for empathy.
And we have a safety net to help those that are very poor. But my campaign is focused on middle-income Americans. My campaign — you can choose where to focus. You can focus on the rich. That’s not my focus. You can focus on the very poor. That’s not my focus. ...
This is the third time in less than two minutes that he’s mentioned that he does not really give a fig about the people who make under $5,000 a year.
My focus is on middle-income Americans: Retirees living on Social Security. People who can’t find work. ...
Whoa! Do you think he’s suggesting that the very poor do not have a problem finding work? That they’re too lazy to look? Or does he just figure that they’re all disabled, or children, or old people who don’t get Social Security? That would be pretty harsh. And weird, if he’s trying to say: “I only care about the elderly if they made enough money to qualify for Social Security. The rest are doing fine under government programs.”
Folks that have kids that are getting ready to go to college. These are the people who have been most badly hurt during the Obama years. We have a very ample safety net, and we can talk about whether it needs to be strengthened or whether there are holes in it. But we have food stamps. We have Medicaid. We have housing vouchers. We have programs to help the poor. ...
Romney seems obsessed with the idea that his enemies are spreading rumors that he’s going to be devoting his presidential campaign to proposing new programs to help the poor. Really, I do not think this is going to be a problem.
But the middle-income Americans, they’re the folks that are really struggling right now. And they need someone that can help get this economy going for them.
That’s the end. Rest assured that Mitt Romney is not going to be spending a single second fretting about the problems of really, really poor people. His supporters can breathe a sigh of relief. Now all they’re going to have to worry about is the fact that he’s going to keep talking like this for the next nine months.
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