3/27/12
This evening we created Google Sites for our portfolios, the directions for which are posted in a previous blog post. In addition, we worked on Analysis papers.
There will be no A-Team on Wednesday or Thursday (3/28 or 3/29) this week, and NO CLASS on Thursday 3/29 since I will be attending a conference out of state.
Please bring drafts of your Analysis essay to our next class on Tuesday, 4/3.
Tuesday, March 27, 2012
Friday, March 23, 2012
Announcements for 3/27 Class and A-Team Session II deadline
Two reminders:
1) Please bring your most recent draft of your Project III/Argument paper to class on Tuesday 3/27. In addition bring the completed notes from the worksheet that I distributed on the Thursday before break. This can be found on the blog as well.
2) A-Team Session II (2/24-3/27) ends THIS Tuesday 3/27(remember there is no A-Team that day.). If the Monday 4:00-5:00 times fill, and you still need an appointment, feel free to email me with your interest in a 5-6 or 6-7 o'clock appointment for Monday March 26. I will then request that the time be logged in to Tutortrac.
IMPORTANT: There will be no A-Team appoinments this Wednesday 3/28 and Thursday 3/29 since I will be at a conference. As of now there WILL be class on Thursday 3/29.
1) Please bring your most recent draft of your Project III/Argument paper to class on Tuesday 3/27. In addition bring the completed notes from the worksheet that I distributed on the Thursday before break. This can be found on the blog as well.
2) A-Team Session II (2/24-3/27) ends THIS Tuesday 3/27(remember there is no A-Team that day.). If the Monday 4:00-5:00 times fill, and you still need an appointment, feel free to email me with your interest in a 5-6 or 6-7 o'clock appointment for Monday March 26. I will then request that the time be logged in to Tutortrac.
IMPORTANT: There will be no A-Team appoinments this Wednesday 3/28 and Thursday 3/29 since I will be at a conference. As of now there WILL be class on Thursday 3/29.
Thursday, March 15, 2012
Helpful Tips for Beginning Project III/Analysis Paper
General Guidelines and Activities to Begin Analysis Paper
• Examine the situation prompting the author to write the article, often referred to as the rhetorical context. Try to determine why the article was written.
Is there an ongoing debate in other articles about the topic which has prompted this author to write the article?
Is the article directed toward a specifically identifiable audience?
What characteristics, interests, and/or experiences would the people in this audience have in common? Would they be likely to have any biases concerning the topic?
What does the author hope to achieve by writing this article?
• Identify the author.
What is his or her occupation?
Personal background?
Political leanings?
Sometimes you will need to consult other sources to find information about the author, such as
the Internet or biographical dictionaries.
• Look at the title.
What does it tell you about the argument the author will be developing in the article?
• Look over the format of the article.
Are there subdivisions that might give you some idea of the structure of the argument?
• Determine whether the article is a primary or secondary source of information. Primary sources are original sources: documents, speeches, laboratory studies, field research reports, eyewitness accounts, observations based on personal experience. In secondary sources writers make comments about their observations of what others have said or done.
• Summarize the main claim, or thesis, of the article.
What is the main point the author is seeking to make? The author may or may not state this directly, but you should always state your idea of his or her main claim in your analysis as a complete sentence.
What are the qualifiers (exceptions) the author includes about the claim?
(What words or phrases does the author include to indicate the claim might not hold true in every situation or circumstance?
What are the circumstances under which the claim is true? Look for phrases such as “on the whole,” “typically,” “usually,” or “most of the time.”)
• Determine what underlying assumptions the author might have.
What ideas, beliefs, philosophies, does the author seem to accept as mutually understood between himself or herself and the audience?
Are these assumptions valid?
• Identify and evaluate the reasons the author gives for making the main claim.
Are they really good reasons?
Are they relevant to the main claim? Sometimes authors present only one or two
reasons, often spending much time developing and supporting just one reason.
• Identify, analyze, and evaluate the evidence given in support of the reasons.
What kinds of evidence are given (data, anecdotes, case studies, citations from authorities, research studies)?
Is the evidence good (sufficient, accurate, relevant, credible)? Question evidence in terms of both
quality and quantity.
• Note refutations.
These are efforts the author makes to anticipate objections and answer them in
advance. Try to determine whether or not the author demonstrates clearly why these objections,
or counterclaims, do not undermine the basic argument the author is trying to make.
• Note key terms. Define any words that are unclear to you!
Does the author define these adequately?
Would most readers agree with these definitions?
What clarifications might be needed?
• Note analogies and comparisons.
What connections does the author make between ideas and concrete examples?
Are these appropriate?
Are the things being compared truly similar?
NOTE: A critical analysis paper contains some summary of the article being analyzed, but the summary should be secondary to the analysis you make of the argument being developed in the article. Remember to structure your critical analysis paper in good writing format, with an introduction clearly identifying the topic, the article, the author’s main claim, and, briefly, your assessment of the argument; body paragraphs in which you present your detailed analysis of the argument; and a conclusion summarizing your evaluation of the author’s argument.
• Examine the situation prompting the author to write the article, often referred to as the rhetorical context. Try to determine why the article was written.
Is there an ongoing debate in other articles about the topic which has prompted this author to write the article?
Is the article directed toward a specifically identifiable audience?
What characteristics, interests, and/or experiences would the people in this audience have in common? Would they be likely to have any biases concerning the topic?
What does the author hope to achieve by writing this article?
• Identify the author.
What is his or her occupation?
Personal background?
Political leanings?
Sometimes you will need to consult other sources to find information about the author, such as
the Internet or biographical dictionaries.
• Look at the title.
What does it tell you about the argument the author will be developing in the article?
• Look over the format of the article.
Are there subdivisions that might give you some idea of the structure of the argument?
• Determine whether the article is a primary or secondary source of information. Primary sources are original sources: documents, speeches, laboratory studies, field research reports, eyewitness accounts, observations based on personal experience. In secondary sources writers make comments about their observations of what others have said or done.
• Summarize the main claim, or thesis, of the article.
What is the main point the author is seeking to make? The author may or may not state this directly, but you should always state your idea of his or her main claim in your analysis as a complete sentence.
What are the qualifiers (exceptions) the author includes about the claim?
(What words or phrases does the author include to indicate the claim might not hold true in every situation or circumstance?
What are the circumstances under which the claim is true? Look for phrases such as “on the whole,” “typically,” “usually,” or “most of the time.”)
• Determine what underlying assumptions the author might have.
What ideas, beliefs, philosophies, does the author seem to accept as mutually understood between himself or herself and the audience?
Are these assumptions valid?
• Identify and evaluate the reasons the author gives for making the main claim.
Are they really good reasons?
Are they relevant to the main claim? Sometimes authors present only one or two
reasons, often spending much time developing and supporting just one reason.
• Identify, analyze, and evaluate the evidence given in support of the reasons.
What kinds of evidence are given (data, anecdotes, case studies, citations from authorities, research studies)?
Is the evidence good (sufficient, accurate, relevant, credible)? Question evidence in terms of both
quality and quantity.
• Note refutations.
These are efforts the author makes to anticipate objections and answer them in
advance. Try to determine whether or not the author demonstrates clearly why these objections,
or counterclaims, do not undermine the basic argument the author is trying to make.
• Note key terms. Define any words that are unclear to you!
Does the author define these adequately?
Would most readers agree with these definitions?
What clarifications might be needed?
• Note analogies and comparisons.
What connections does the author make between ideas and concrete examples?
Are these appropriate?
Are the things being compared truly similar?
NOTE: A critical analysis paper contains some summary of the article being analyzed, but the summary should be secondary to the analysis you make of the argument being developed in the article. Remember to structure your critical analysis paper in good writing format, with an introduction clearly identifying the topic, the article, the author’s main claim, and, briefly, your assessment of the argument; body paragraphs in which you present your detailed analysis of the argument; and a conclusion summarizing your evaluation of the author’s argument.
Tuesday, March 13, 2012
Class Activities and Assignments on 3/13/12
Tonight
- We read and reviewed the Project III/Analytical Paper assignment sheet (also on blog.)
- We reviewed the strategies we will need to effectively complete the analysis of the two articles in our Project III papers: evaluation based on diction, tone, organization, eveidence, writing style, and argument.
- We reviewed the persuasive appeals: ethos, logos, pathos. We discussed the strategies we will use to incorporate their evaluation in our Analysis papers.
- We practiced sample writing using a variety of types of diction.
It is ESSENTIAL that all student be in class on Tuesday March 27. We are creating our Google Portfolio sites.
Due in class, Thursday, March 15:
- Proposal for Analysis paper: Title, author, subject, main idea of your Analysis Paper.
- Bring hard copies of your two editorials from USA Today to class.
Directions for Sharing your Electronic Portfolio
College Composition Student Instructions for Sharing Your Electronic Portfolio
You must allow me AND the College Composition program’s email account to view your work.
To share the site:
1. Look on the upper-right hand corner of any page.
2. Click the button labeled “Share.” The screen will change.
3. Click the text box next to “Add people.” A cursor will appear.
4. Enter the addresses to which you want to give access to the site. You must share your site with the following addresses: gotprofkiefer@gmail.com and collcomp@kean.edu.
5. Click the button labeled “Can edit.” A pull-down menu will appear.
6. Select “can view.” Note: The other options will allow other people to edit your site. Do NOT select them. Only you should have the authority to change your site.
7. Click on the large textbox underneath where you entered the addresses. A cursor should appear.
8. Type your course and section number in the box.
9. Click “Share and Save.”
You must allow me AND the College Composition program’s email account to view your work.
To share the site:
1. Look on the upper-right hand corner of any page.
2. Click the button labeled “Share.” The screen will change.
3. Click the text box next to “Add people.” A cursor will appear.
4. Enter the addresses to which you want to give access to the site. You must share your site with the following addresses: gotprofkiefer@gmail.com and collcomp@kean.edu.
5. Click the button labeled “Can edit.” A pull-down menu will appear.
6. Select “can view.” Note: The other options will allow other people to edit your site. Do NOT select them. Only you should have the authority to change your site.
7. Click on the large textbox underneath where you entered the addresses. A cursor should appear.
8. Type your course and section number in the box.
9. Click “Share and Save.”
Directions for Creating and Editing your Google Site Portfolio
College Composition Student Instructions for Using Google Sites
(revised Spring 2012)
All College Composition students will create an electronic portfolio using Google Sites. These instructions will help you set up yours.
Note: You must use the version of Google Sites available through your Kean email account.
Creating a Site
To create your portfolio site:
1. Log onto your Kean email account.
2. Select “Sites” from the menu at the top of the screen. A new window or tab will appear.
3. Click “Create.”
4. Type in a name for your site using the following format: your Kean email login and the word portfolio. Everyone must use this format for naming their site.
· For example, a student named John Southton with the email address southtoj@kean.edu would name his portfolio “southtojportfolio.”
5. Click “Select a theme.” Thumbnails of possible background designs for your portfolio will appear.
6. Select your site’s theme by clicking on it. Your professor may require a specific theme, or you may be able to select your own. Ask your professor to be sure.
7. Click “More Options.”
8. Click on the textbox next to “Site Categories.” A cursor should appear in it.
9. Type “College Composition Portfolio.”
10. Scroll down until you see “Collaborate With.”
11. Click the radio button next to “Only people I specify can view this site.”
12. Click “Create.” The main page of your site, on which you will put your reflective introduction, will appear.
Adding Pages to Your Site
When first created, your site will only contain one page. You will put your reflective introduction on it. You must add additional pages for your other work. Each document placed in the portfolio must go on its own page.
To create a new page:
1. Look on the upper-right hand corner of any page for a button with a paper icon on it. If you hold your cursor over it, the words “Create Page” should appear.
2. Click the button.
3. Enter the page name in the box labeled “Name.” You must name each page with the genre of the assignment (summary/response, argument, analysis, endpoint) and draft (planning, rough, final).
4. Make sure “web page” appears on the button next to “select your template.” You must use the web page template.
5. Select the level on the website the page will occupy. This will determine how it is connected to other pages in the site:
· “Put page on the top level” will make the page separate from other pages on the site. Its title will appear in the sidebar, allowing readers of your site to go directly to it by clicking on the link in the side menu.
· “Put page under. . .” will set up a sub-page that is linked to another page. The reader clicks on the page above it in order to reach this page, unless you create a link to it. You can use this choice to create interconnected pages that all deal with the same assignment.
6. Click “Create.” The new page will appear.
Note: To change the format of a page after it is created, select “Page Settings” using the “More” button. This section allows you to add or remove the page title and links to sub-pages, as well as allow or disallow attachments or comments.
Adding Your Writing to a Page
Each document you put in the portfolio must go on its own page. For example, the planning work for an essay goes on one page, the rough draft on a second page, and the final draft on a third.
To add material to a page, click the button on the top right labeled with a pencil icon. The screen will change, with textboxes appearing over the page title and the body of the page.
You can type material directly into the textboxes. Use the menu to select font styles, highlighting, and other functions. You can also paste material from another program, such as Word. I recommend you work in another program before pasting your work into the site.
Copying and pasting into a web page works just like it does in Microsoft Word. If you’re working in the campus labs, you may need to use the following shortcut keys:
· CTRL+A: to highlight your entire document
· CTRL+C: to copy
· CTRL+V: to paste
Sometimes the formatting of your work will change when it is copied from Word to the site, and you will need to correct it. To minimize the possibility of this happening:
· Single space the text, putting a double-space (or blank line) between paragraphs.
· Remove any paragraph indents or tabs.
After adding material to the page, click “Save.” The screen will show your work as part of a web page.
Note: You only need to include your name, and the course and section number on the main page, with the reflective introduction. Leave this material off of the other pages of the site.
Note: While you may choose to attach files containing your writing, you must also paste it into the site itself. Software can change, and Kean’s faculty may not always be able to open an attached file. We will always be able to use a web browser.
Creating Links Among Pages
Your portfolio is a website, with the individual pages linked together. These links could be embedded in multiple ways, affecting how readers experience your work.
Note: Creating your site will be easier if you plan how to link pages and create the individual pages before adding links.
To create links:
1. Highlight the text that will become a link.
2. Click the button on the tool bar with a chain icon on it. A window will appear.
3. Choose “Existing Page.” A list of pages on the site will appear.
4. Select the page to which you want to link. A check mark will appear next to it.
5. Click “OK.”
You can also create a link to a page outside your portfolio, such as to a source you used for a research project. To do this, choose “Web Address” instead of “Existing Page” in step 3. Then enter the address in the box labeled “Link to this URL” and click “OK.”
Moving Pages
Except for the homepage, you can change which pages are subordinate (or sub-pages) to others. For example, you could put your planning and rough draft work subordinate to the final draft of an essay.
To move pages:
1. Go to the page you want to move.
2. Click “More Actions.”
3. Select “Move Page.” A new window will appear, listing all of the pages on your site.
4. Click on the page you want to make above the page you are moving. A green check will appear.
5. Click “Move.”
Modifying the Site’s Appearance
You may want to change the site’s appearance after creating it. To do so:
1. Click on “More Actions.” A menu will appear.
2. Select “Manage Site.” The screen will change to include a menu on the left-hand side.
3. Scroll down on the left-hand frame until you see one of these links. Select the one you want:
· “Site Layout” will allow you to change the position of the objects on the screen and edit the sidebar.
· “Colors and Fonts” will allow you to change the colors on the page and the default font style.
· “Themes” will allow you to change the background.
Changing the Sidebar
The sidebar contains links to your site’s main pages. By default, those links are presented in alphabetical order. They can be changed.
To change the order of the material in the sidebar:
1. Click “Edit Sidebar.” The site layout menu will appear.
2. Look for a box labeled “Navigation.” It should be inside a box labeled “Sidebar.”
3. Click “Edit.” A new window will appear.
4. See if a checkmark appears next to “Automatically organize my navigation.”
5. Remove the checkmark by clicking on it. A new text box will appear that will allow you to edit the sidebar:
o To add a page to the sidebar, click on “Add page.” A new window will appear, listing all of the pages on your site. Select the page name you want by clicking on it. Then click the “OK” button.
o To move links in the sidebar, click on the link. Then, use the arrow-shaped icons on the right to change the order.
o To remove a link from the sidebar, click on the link. Then click the icon of a box containing an X.
5. When you have made all the changes you want, click “OK.”
Deleting Pages
If you no longer want to include a page in your portfolio, you can delete it. Deleted pages CANNOT be recovered.
To delete a page:
1. Go to the page you want to delete.
2. Click “More Actions.”
3. Click “Delete Page.” A warning window will appear.
4. Click “Delete.”
(revised Spring 2012)
All College Composition students will create an electronic portfolio using Google Sites. These instructions will help you set up yours.
Note: You must use the version of Google Sites available through your Kean email account.
Creating a Site
To create your portfolio site:
1. Log onto your Kean email account.
2. Select “Sites” from the menu at the top of the screen. A new window or tab will appear.
3. Click “Create.”
4. Type in a name for your site using the following format: your Kean email login and the word portfolio. Everyone must use this format for naming their site.
· For example, a student named John Southton with the email address southtoj@kean.edu would name his portfolio “southtojportfolio.”
5. Click “Select a theme.” Thumbnails of possible background designs for your portfolio will appear.
6. Select your site’s theme by clicking on it. Your professor may require a specific theme, or you may be able to select your own. Ask your professor to be sure.
7. Click “More Options.”
8. Click on the textbox next to “Site Categories.” A cursor should appear in it.
9. Type “College Composition Portfolio.”
10. Scroll down until you see “Collaborate With.”
11. Click the radio button next to “Only people I specify can view this site.”
12. Click “Create.” The main page of your site, on which you will put your reflective introduction, will appear.
Adding Pages to Your Site
When first created, your site will only contain one page. You will put your reflective introduction on it. You must add additional pages for your other work. Each document placed in the portfolio must go on its own page.
To create a new page:
1. Look on the upper-right hand corner of any page for a button with a paper icon on it. If you hold your cursor over it, the words “Create Page” should appear.
2. Click the button.
3. Enter the page name in the box labeled “Name.” You must name each page with the genre of the assignment (summary/response, argument, analysis, endpoint) and draft (planning, rough, final).
4. Make sure “web page” appears on the button next to “select your template.” You must use the web page template.
5. Select the level on the website the page will occupy. This will determine how it is connected to other pages in the site:
· “Put page on the top level” will make the page separate from other pages on the site. Its title will appear in the sidebar, allowing readers of your site to go directly to it by clicking on the link in the side menu.
· “Put page under. . .” will set up a sub-page that is linked to another page. The reader clicks on the page above it in order to reach this page, unless you create a link to it. You can use this choice to create interconnected pages that all deal with the same assignment.
6. Click “Create.” The new page will appear.
Note: To change the format of a page after it is created, select “Page Settings” using the “More” button. This section allows you to add or remove the page title and links to sub-pages, as well as allow or disallow attachments or comments.
Adding Your Writing to a Page
Each document you put in the portfolio must go on its own page. For example, the planning work for an essay goes on one page, the rough draft on a second page, and the final draft on a third.
To add material to a page, click the button on the top right labeled with a pencil icon. The screen will change, with textboxes appearing over the page title and the body of the page.
You can type material directly into the textboxes. Use the menu to select font styles, highlighting, and other functions. You can also paste material from another program, such as Word. I recommend you work in another program before pasting your work into the site.
Copying and pasting into a web page works just like it does in Microsoft Word. If you’re working in the campus labs, you may need to use the following shortcut keys:
· CTRL+A: to highlight your entire document
· CTRL+C: to copy
· CTRL+V: to paste
Sometimes the formatting of your work will change when it is copied from Word to the site, and you will need to correct it. To minimize the possibility of this happening:
· Single space the text, putting a double-space (or blank line) between paragraphs.
· Remove any paragraph indents or tabs.
After adding material to the page, click “Save.” The screen will show your work as part of a web page.
Note: You only need to include your name, and the course and section number on the main page, with the reflective introduction. Leave this material off of the other pages of the site.
Note: While you may choose to attach files containing your writing, you must also paste it into the site itself. Software can change, and Kean’s faculty may not always be able to open an attached file. We will always be able to use a web browser.
Creating Links Among Pages
Your portfolio is a website, with the individual pages linked together. These links could be embedded in multiple ways, affecting how readers experience your work.
Note: Creating your site will be easier if you plan how to link pages and create the individual pages before adding links.
To create links:
1. Highlight the text that will become a link.
2. Click the button on the tool bar with a chain icon on it. A window will appear.
3. Choose “Existing Page.” A list of pages on the site will appear.
4. Select the page to which you want to link. A check mark will appear next to it.
5. Click “OK.”
You can also create a link to a page outside your portfolio, such as to a source you used for a research project. To do this, choose “Web Address” instead of “Existing Page” in step 3. Then enter the address in the box labeled “Link to this URL” and click “OK.”
Moving Pages
Except for the homepage, you can change which pages are subordinate (or sub-pages) to others. For example, you could put your planning and rough draft work subordinate to the final draft of an essay.
To move pages:
1. Go to the page you want to move.
2. Click “More Actions.”
3. Select “Move Page.” A new window will appear, listing all of the pages on your site.
4. Click on the page you want to make above the page you are moving. A green check will appear.
5. Click “Move.”
Modifying the Site’s Appearance
You may want to change the site’s appearance after creating it. To do so:
1. Click on “More Actions.” A menu will appear.
2. Select “Manage Site.” The screen will change to include a menu on the left-hand side.
3. Scroll down on the left-hand frame until you see one of these links. Select the one you want:
· “Site Layout” will allow you to change the position of the objects on the screen and edit the sidebar.
· “Colors and Fonts” will allow you to change the colors on the page and the default font style.
· “Themes” will allow you to change the background.
Changing the Sidebar
The sidebar contains links to your site’s main pages. By default, those links are presented in alphabetical order. They can be changed.
To change the order of the material in the sidebar:
1. Click “Edit Sidebar.” The site layout menu will appear.
2. Look for a box labeled “Navigation.” It should be inside a box labeled “Sidebar.”
3. Click “Edit.” A new window will appear.
4. See if a checkmark appears next to “Automatically organize my navigation.”
5. Remove the checkmark by clicking on it. A new text box will appear that will allow you to edit the sidebar:
o To add a page to the sidebar, click on “Add page.” A new window will appear, listing all of the pages on your site. Select the page name you want by clicking on it. Then click the “OK” button.
o To move links in the sidebar, click on the link. Then, use the arrow-shaped icons on the right to change the order.
o To remove a link from the sidebar, click on the link. Then click the icon of a box containing an X.
5. When you have made all the changes you want, click “OK.”
Deleting Pages
If you no longer want to include a page in your portfolio, you can delete it. Deleted pages CANNOT be recovered.
To delete a page:
1. Go to the page you want to delete.
2. Click “More Actions.”
3. Click “Delete Page.” A warning window will appear.
4. Click “Delete.”
Monday, March 12, 2012
Project 3 Assignment--Analysis Paper
Please CAREFULLY review, and note, the due dates listed for this assignment.
Project III--Analyzing Opinion Pieces
A definition of analysis:Analytic writing identifies the elements within a text and describes the relationships among those elements. Text, here is broadly defined to include any aspect of culture that can be interpreted. Analysis focuses on structural elements over meaning. Examining meaning or theme is the focus of the explication.
Conventions of analytic writing:
• establishes a frame for analysis. For example and editorial can be analyzed in terms of the three classical appeals (ethos, logos, pathos), the author’s voice, larger cultural discourses, etc.
• a brief summary or description of the text.
• a clear statement of what the analysis shows, usually defined in a thesis statement.
• an exploration of the role each significant elements serve in the text.
• specific evidence, taken from the text, that supports the writer’s claims about what the analysis shows.
An introduction to our assignment:
Our society debates multiple issues: the limits of free speech, the definition of life, health care, the most responsible plan for the economy, and numerous others. Few of these debates have only two sides. Most of them, however, affect how we live, which makes them interesting and important. Many of these debates occur through writing, particularly via opinion pieces published in newspapers, magazines, and blogs. In order to be active, responsible citizens, people must be able to navigate these debates, figuring out where different writers stand and determining the major elements of their arguments. This assignment will help you gain this critical skill.
Task:
Below are examples of the type of topics in “Today’s Debate” column in USA Today. “Today’s Debate” is a section of the editorial page that presents two columns arguing different positions on the same issue.
• Teacher tests separation of church and state. Opposing view: Government shouldn’t pick ministers
• What debit card fee critics miss on capitalism Opposing view: Investigate “unfair and abusive” bank fees
• Feeling poorer? You have plenty of company Opposing view: Concerted action is needed to create jobs.
• No excuse for US infant mortality ranking Opposing view: Misleading neonatal data distort rankings.
Use the link http://www.usatoday.com/news/opinion/editorials/index.htm ,also on the class blog, to select one pair of articles.
Write an essay that compares and/or contrasts the strategies the authors use to construct their arguments, focusing on their use of logos, pathos, and ethos. You do not have to discuss all three strategies in your essay, but you will need to focus on a point of similarity and/or contrast between the articles. Assume you are writing for the same audience as your response essays: an Honors high-school English class focusing on popular culture.
Purposes:
This assignment builds on the analytical, critical reading, and critical thinking skills we practiced with the last response and argument essays, applying them to written texts. This essay will also introduce you to some of the common moves used to construct persuasive arguments, moves you can apply in your other academic courses.
Hints:
This assignment is intended to help you learn how to break the articles apart, identify the strategies used to create them, and determine how those strategies further the writer’s purpose for his or her chosen audience. Use the same strategies for analysis that we practiced in class. For this assignment, I want your analysis to emphasize the three major appeals: ethos, pathos, and logos. You must use one or all of these terms correctly in your essay. Assume that your audience has read the articles. As a result, you do not have to spend much time or detail summarizing them. A sentence or two giving the main points should be enough. However, you must draw on specific evidence from the articles to support your points. This means you should paraphrase and quote selectively. I am willing to let you write about another set of articles that are not included in our textbook or USA Today. However, you must provide me the copy of the articles, and I must give you written permission. If you do not meet either of these criteria, your essay will not be accepted, and you will lose points from your portfolio.
Length: 1000 words. Your essay may go over the requirement.
Evaluation Criteria:
I will use the conventions listed above and the criteria on the College Composition Student Information Sheet to evaluate your essay. You will earn a deadline draft grade for this assignment. It will be a required piece in your portfolio.
Assignment Steps (dates are subject to change):
• March 13: Assignment distributed. Select articles.
• March 15: Project III proposal due to Gotprofkiefer@gamil.com by noon. Whole-class and group practice on text analysis. Bring hard copies of articles to class.
• March 27: First draft due. Bring it to class as two a printed, hard copies.
• March 29: Catch-up/review as needed. Time to draft. Conferences: bring your draft for feedback.
• April 10: Revision work on second drafts. Bring second draft in two hard copies.
• April 24: Deadline draft due by noon today. Email to Gotprofkiefer@gmail.com
Project III--Analyzing Opinion Pieces
A definition of analysis:Analytic writing identifies the elements within a text and describes the relationships among those elements. Text, here is broadly defined to include any aspect of culture that can be interpreted. Analysis focuses on structural elements over meaning. Examining meaning or theme is the focus of the explication.
Conventions of analytic writing:
• establishes a frame for analysis. For example and editorial can be analyzed in terms of the three classical appeals (ethos, logos, pathos), the author’s voice, larger cultural discourses, etc.
• a brief summary or description of the text.
• a clear statement of what the analysis shows, usually defined in a thesis statement.
• an exploration of the role each significant elements serve in the text.
• specific evidence, taken from the text, that supports the writer’s claims about what the analysis shows.
An introduction to our assignment:
Our society debates multiple issues: the limits of free speech, the definition of life, health care, the most responsible plan for the economy, and numerous others. Few of these debates have only two sides. Most of them, however, affect how we live, which makes them interesting and important. Many of these debates occur through writing, particularly via opinion pieces published in newspapers, magazines, and blogs. In order to be active, responsible citizens, people must be able to navigate these debates, figuring out where different writers stand and determining the major elements of their arguments. This assignment will help you gain this critical skill.
Task:
Below are examples of the type of topics in “Today’s Debate” column in USA Today. “Today’s Debate” is a section of the editorial page that presents two columns arguing different positions on the same issue.
• Teacher tests separation of church and state. Opposing view: Government shouldn’t pick ministers
• What debit card fee critics miss on capitalism Opposing view: Investigate “unfair and abusive” bank fees
• Feeling poorer? You have plenty of company Opposing view: Concerted action is needed to create jobs.
• No excuse for US infant mortality ranking Opposing view: Misleading neonatal data distort rankings.
Use the link http://www.usatoday.com/news/opinion/editorials/index.htm ,also on the class blog, to select one pair of articles.
Write an essay that compares and/or contrasts the strategies the authors use to construct their arguments, focusing on their use of logos, pathos, and ethos. You do not have to discuss all three strategies in your essay, but you will need to focus on a point of similarity and/or contrast between the articles. Assume you are writing for the same audience as your response essays: an Honors high-school English class focusing on popular culture.
Purposes:
This assignment builds on the analytical, critical reading, and critical thinking skills we practiced with the last response and argument essays, applying them to written texts. This essay will also introduce you to some of the common moves used to construct persuasive arguments, moves you can apply in your other academic courses.
Hints:
This assignment is intended to help you learn how to break the articles apart, identify the strategies used to create them, and determine how those strategies further the writer’s purpose for his or her chosen audience. Use the same strategies for analysis that we practiced in class. For this assignment, I want your analysis to emphasize the three major appeals: ethos, pathos, and logos. You must use one or all of these terms correctly in your essay. Assume that your audience has read the articles. As a result, you do not have to spend much time or detail summarizing them. A sentence or two giving the main points should be enough. However, you must draw on specific evidence from the articles to support your points. This means you should paraphrase and quote selectively. I am willing to let you write about another set of articles that are not included in our textbook or USA Today. However, you must provide me the copy of the articles, and I must give you written permission. If you do not meet either of these criteria, your essay will not be accepted, and you will lose points from your portfolio.
Length: 1000 words. Your essay may go over the requirement.
Evaluation Criteria:
I will use the conventions listed above and the criteria on the College Composition Student Information Sheet to evaluate your essay. You will earn a deadline draft grade for this assignment. It will be a required piece in your portfolio.
Assignment Steps (dates are subject to change):
• March 13: Assignment distributed. Select articles.
• March 15: Project III proposal due to Gotprofkiefer@gamil.com by noon. Whole-class and group practice on text analysis. Bring hard copies of articles to class.
• March 27: First draft due. Bring it to class as two a printed, hard copies.
• March 29: Catch-up/review as needed. Time to draft. Conferences: bring your draft for feedback.
• April 10: Revision work on second drafts. Bring second draft in two hard copies.
• April 24: Deadline draft due by noon today. Email to Gotprofkiefer@gmail.com
Friday, March 2, 2012
Important Announcements and Reminders
Dear Comp Students:
A few important announcements for the coming week:
1) Argument papers are due to Gotprofkiefer@gmail.com by NOON on Thursday, 3/8/12.
2) There are still Wednesday, 3/7, A-Team sessions available for help on this paper at 6, 7 and 8. Please take advantage of the opportunity to improve your paper (and grade!)
3) A-Team for this Thursday, 3/8/12 is CANCELLED.
4) If you cannot make an A-Team appointment, please be considerate and send me an email to Gotprofkiefer@gmail.com. This keeps me from coming to Kean unnecessarily, or waiting 45 minutes for you assuming you are stuck in traffic.
5) Please plan ahead so that you can arrive to class on time. The policy for tardiness is in the syllabus.
6) **A reminder ONLY for students with multiple absences and missing assignments: The last day to withdraw from the class with a "W" is March 18.
Thanks so much and have a good weekend.
Happy Writing,
Prof. K.
A few important announcements for the coming week:
1) Argument papers are due to Gotprofkiefer@gmail.com by NOON on Thursday, 3/8/12.
2) There are still Wednesday, 3/7, A-Team sessions available for help on this paper at 6, 7 and 8. Please take advantage of the opportunity to improve your paper (and grade!)
3) A-Team for this Thursday, 3/8/12 is CANCELLED.
4) If you cannot make an A-Team appointment, please be considerate and send me an email to Gotprofkiefer@gmail.com. This keeps me from coming to Kean unnecessarily, or waiting 45 minutes for you assuming you are stuck in traffic.
5) Please plan ahead so that you can arrive to class on time. The policy for tardiness is in the syllabus.
6) **A reminder ONLY for students with multiple absences and missing assignments: The last day to withdraw from the class with a "W" is March 18.
Thanks so much and have a good weekend.
Happy Writing,
Prof. K.
Thursday, March 1, 2012
Tonight Thursday March 1
We made it to March! Only 19 more days until Spring!
Tonight we will celebrate the new month with a distribution of updated grade sheets that include Project I grades and Attendance grades for the first six weeks of class.
In addtion we will learn, discuss and review everything you wanted to know but were afraid to ask about ....Documentation: How to create a Works Cited page and in text citations!
Tonight we will celebrate the new month with a distribution of updated grade sheets that include Project I grades and Attendance grades for the first six weeks of class.
In addtion we will learn, discuss and review everything you wanted to know but were afraid to ask about ....Documentation: How to create a Works Cited page and in text citations!
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