Essay 3 prompt: Compare two texts
(Homework for Wednesday is below this entry.)
This essay assignment was inspired by your work! I was so impressed with the response papers you did concerning texts you like to read that I am opening up this assignment. The purpose of the assignment is to compare two texts, but you may select your own texts.
The purpose of this assignment is to consider how texts are shaped for different purposes and audiences. The meaning of a text is not just a reflection of its facts and opinions, but how the writer shapes the argument.
The prompt:
Compare two texts, both for content and for rhetorical strategies. Your thesis should characterize the most important difference to you. Your introductory paragraph should include summaries of both texts, including the author, title of the essay and where it was published. (You will need more than one sentence for all this information, so don’t try to stuff all this required information into one.)
Your first body paragraphs will develop that major difference and then you can move on to other differences. In addition, you may also discuss how the two texts are similar. Your conclusion will sum up your argument and point out why the different is important.
What’s a text?
It can be a traditional text; i.e., an article in an academic journal, newspaper or magazine article. Or it could be a book chapter—any relatively short text that you can photocopy and include with your paper.
It could also be a non-traditional “text”; i.e., a blog entry, a website article, or even a Youtube video. If you choose a video, you will have to supply me with the URL. Also one of the texts has to be words on a page, so if you choose to use a video, it can only substitute for one of the “texts.”
The two texts have to deal with the same subject matter. For example, if you choose an article about the Lakers, home prices or “chick flicks,” you’ll have find another article on the same or very similar subject. What’s “similar”? You could compare a sports article about one team to another. If you have any doubts about your texts, you can ask me.
If you are stuck for texts to use, look around you. A lot of wonderful speakers come to campus each week. Look up information about them. Or check out some news websites such as CNN or the New York Times. If you can’t find anything that interests you, you’ve got to develop some interests!
You may use the Facebook texts we are discussing in class. After all, it’s not what you choose to compare, but what you do with it.
What is content vs. rhetorical strategies?
Content includes the facts and claims of an article: What’s it about?
The rhetorical strategies are: How is the text written to convince the reader of its argument?
You can include any number of ways to analyze a text, including:
1. The appeal of the argument: logical, moral, emotional? Which is the most prominent appeal, and which are undercurrents?
2. Who is the author?
3. Who is the audience? How does the author attempt to establish common ground with the audience?
4. What is the purpose of the article? The thesis of the article is an important element.
5. What is the tone of the article? Professional? Whimsical? Other?
6. Word choices?
7. Imagery?
8. As a part of the logical appeal of the argument, does the writer acknowledge other points of view? How does the writer provide a rebuttal to a divergent view?
Other requirements:
Please follow similar guidelines to the other papers:
1. 2,000 word minimum. Please put word count at the end of the paper.
2. Follow all guidelines for MLA, including those for margins, in-text citations, and a Work Cited list. Refer to the Notes on Quotes guidelines you have, or to Hacker.
3. Include at least one direct quote from a text in each paragraph. You may want to include a quote or paraphrase from the other text to contrast. Put MLA in-text citations on direct quotes and paraphrased material.
4. A complete draft copy is due Wednesday March. 4. The final version is due Monday March 9.
5. Don’t forget an inviting title.
6. Spell-check! Spell-check! Spell-check! And grammar check if your computer does that.
I look forward to reading your papers. Teach me. Tickle me. Win me over with your argument and insights.
Monday, February 23, 2009
Facebook article for Wednesday
Homework for Wednesday, Feb. 25:
1. Look for texts to analyze in essay no. 3. These may be print, digital, even videos such as those posted on Youtube. You will need one traditional text, however; i.e. words on a page. You will turn in copies of the text with the essay, and the URLs for any videos. The essay below is somewhat non-traditional; it is a regular blog written for the New York Times. Called "The Medium," it looks at different kinds of digital content.
2. Read this third article about Facebook. We'll continue our discussion about prompt for Essay 3. I'll work on this and post later.
Mrs. Ross
February 15, 2009
THE MEDIUM
Being There
New York Times
Downloaded Feb. 18, 2009
http://www.nytimes.com/2009/02/15/magazine/15wwln-medium-t.html?_r=1&pagewanted=print
By VIRGINIA HEFFERNAN
In 2007, a college student explained to me that he preferred Facebook to MySpace because MySpace (in his view) was for emo kids who liked Death Cab for Cutie and Facebook was for clever kids who liked words. “The Facebook interface is minimalist and not stupid or smeared with fingerpaint like MySpace,” he said, if I remember right. “It leaves room for wit.”
I, too, had been put off by the fingerpaint factor on MySpace and was eager for another kind of network, so I tried Facebook, which by then was open to nonstudents. The interface was indeed more restrained, but I didn’t see much wit until I came upon the site’s status updates. Status updates are part of a Twitter-like feature that induces members to publish their answers to the question “What are you doing right now?” Responses, which are confined to 160 characters, then show up on the Facebook home pages of the updater’s friends. My Facebook page went from a solemn chronicle — a record of who had changed their profile photos or listed a new hometown — to a collaborative epic in the style of Frank O’Hara:
Micheline is off in search of sneakers. Kristin is getting that pedicure, but they didn’t have I’m Not Really a Waitress. Had to go with In the Mood. Sean 1:20 and stumbling home. Thanks 2 all that came, especially those that contributed jager or tequilla. Jenny is keeping Beelzebub at the stave’s end.
People point out that there’s a significant sleight-of-hand in every status update, because the real answer to “What are you doing right now?” is always just “Updating my status.” But the current friendliness of handheld devices to Facebook (and Twitter and MySpace) has made it more likely that when a pal — the Jägermeister-besotted Sean, say — writes that he’s stumbling home, he is stumbling home, right then, and simultaneously apprising his friends via his mobile.
My friend Lizzie, who is an actual poet, is a terrific, prolific updater. Her updates are often the kind of lyrical blast — T. S. Eliot’s “HURRY UP PLEASE IT’S TIME” was a recent post — that might get stuck in your head with no place to go. Sure enough, she has a great theory of the update, which she explained to me in a note on Facebook:
“Unlike ALL other walks of life, status updates are the appropriate places for spontaneous bursts of joy and being. You shouldn’t do it at work, you shouldn’t do it in the middle of a conversation, you shouldn’t do it on the street, you shouldn’t turn to a stranger on the bus, you shouldn’t leave it on someone’s cellphone. But on this grand constantly updating Christmas card that we are all free to access or withdraw from at any time, we FINALLY have a polite space for ‘My sponge smells like a hot dog.’ ”
Spontaneous bursts of being: perfect.
Another friend, Deborah, who is also a writer, reported (also on Facebook) that she sees the form teetering between narrative and poetry: “You take a tiny story, which seemingly concerns only you and in which you play the role of hapless, bumbling protagonist, and you turn it into a haiku version of universal truth.” Deborah suggested I friend Julie, a woman I don’t know very well, if I really wanted to learn from a master. I did.
While I waited to see if Julie would have me as a friend, and give me access to her stunning updates, I noticed a disproportionate number of food-oriented posts among my friends’ past updates:
Casey made pulled pork in the crockpot, and kind of can’t believe how delicious it is. Euan is eating the legendary annalisa rellie seville orange marmalade. Marisa is trying another focaccia recipe.
Determined to devise my own theory of updates, I decided that I knew at least this: My appreciation for food updates diminishes as the update grows stale. Of course, all Facebook status updates are fresh when they’re written, and I’m often just slow reviewing everyone’s posts; it’s my own fault when I’m stuck with day-old news about pork, bread and marmalade. Still, I prefer housekeeping updates, which seem to convey whole and persistent states of mind: “Eve is trying to get the boot off the family car” is a favorite for all it evokes with the family car, the boot-punishable transgression, the use of boots, the frustration. In the same way, “Catha is living in a house coated with sawdust” made me understand this moment in Catha’s life exactly.
“What makes a great Facebook update?” I asked, as my status update, one recent morning. I deliberately went with a question. My friend Casey, of the excellent pulled pork, had suggested that the best updates are “requests.” “I am an amateur,” she told me in an e-mail message. “But my greatest successes have come when I’ve asked questions. What’s your favorite line from ‘Tootsie’? What should I do with this white-chocolate Capitol my mom gave me?” (By contrast, Casey wrote, and I instantly agreed: “Worst and cheapest are those that are combo enigmatic and boring. Someone posts, ‘Jane is dubious,’ and people are like: Hey, dubious of what? What’s happening? And Jane rolls back in with, ‘I’m just not sure the new Papa John’s crust is all that different.’ ”)
So I went up with a request: What makes a great Facebook update? And I found only that I had not, with this question, managed to compose a great update, if greatness if measured in number of replies. One friend even wrote back, “Has it come to this?” Maybe how to create a great Facebook update is not the kind of thing you should have to ask about.
When Julie accepted my friendship, I instantly pored over her updates. Man, they were good — mostly because there were a lot of them, and they weren’t all carefully designed and straining for the lapidary. Instead, they were like notes passed in school, scribbled and dashed off. Several (even the dated ones) made me laugh. I decided that, in the absence of another contender, Julie is the best updater on Facebook. This is the one to beat: “Julie at her computer on facebook. She doesn’t see the man come up behind her with the rope. As he tightens it around her neck, he changes her status: is DEAD!”
Post a Comment at The Medium
Copyright 2009 The New York Times Company
Privacy Policy Search Corrections RSS First Look Help Contact Us Work for Us Site Map
1. Look for texts to analyze in essay no. 3. These may be print, digital, even videos such as those posted on Youtube. You will need one traditional text, however; i.e. words on a page. You will turn in copies of the text with the essay, and the URLs for any videos. The essay below is somewhat non-traditional; it is a regular blog written for the New York Times. Called "The Medium," it looks at different kinds of digital content.
2. Read this third article about Facebook. We'll continue our discussion about prompt for Essay 3. I'll work on this and post later.
Mrs. Ross
February 15, 2009
THE MEDIUM
Being There
New York Times
Downloaded Feb. 18, 2009
http://www.nytimes.com/2009/02/15/magazine/15wwln-medium-t.html?_r=1&pagewanted=print
By VIRGINIA HEFFERNAN
In 2007, a college student explained to me that he preferred Facebook to MySpace because MySpace (in his view) was for emo kids who liked Death Cab for Cutie and Facebook was for clever kids who liked words. “The Facebook interface is minimalist and not stupid or smeared with fingerpaint like MySpace,” he said, if I remember right. “It leaves room for wit.”
I, too, had been put off by the fingerpaint factor on MySpace and was eager for another kind of network, so I tried Facebook, which by then was open to nonstudents. The interface was indeed more restrained, but I didn’t see much wit until I came upon the site’s status updates. Status updates are part of a Twitter-like feature that induces members to publish their answers to the question “What are you doing right now?” Responses, which are confined to 160 characters, then show up on the Facebook home pages of the updater’s friends. My Facebook page went from a solemn chronicle — a record of who had changed their profile photos or listed a new hometown — to a collaborative epic in the style of Frank O’Hara:
Micheline is off in search of sneakers. Kristin is getting that pedicure, but they didn’t have I’m Not Really a Waitress. Had to go with In the Mood. Sean 1:20 and stumbling home. Thanks 2 all that came, especially those that contributed jager or tequilla. Jenny is keeping Beelzebub at the stave’s end.
People point out that there’s a significant sleight-of-hand in every status update, because the real answer to “What are you doing right now?” is always just “Updating my status.” But the current friendliness of handheld devices to Facebook (and Twitter and MySpace) has made it more likely that when a pal — the Jägermeister-besotted Sean, say — writes that he’s stumbling home, he is stumbling home, right then, and simultaneously apprising his friends via his mobile.
My friend Lizzie, who is an actual poet, is a terrific, prolific updater. Her updates are often the kind of lyrical blast — T. S. Eliot’s “HURRY UP PLEASE IT’S TIME” was a recent post — that might get stuck in your head with no place to go. Sure enough, she has a great theory of the update, which she explained to me in a note on Facebook:
“Unlike ALL other walks of life, status updates are the appropriate places for spontaneous bursts of joy and being. You shouldn’t do it at work, you shouldn’t do it in the middle of a conversation, you shouldn’t do it on the street, you shouldn’t turn to a stranger on the bus, you shouldn’t leave it on someone’s cellphone. But on this grand constantly updating Christmas card that we are all free to access or withdraw from at any time, we FINALLY have a polite space for ‘My sponge smells like a hot dog.’ ”
Spontaneous bursts of being: perfect.
Another friend, Deborah, who is also a writer, reported (also on Facebook) that she sees the form teetering between narrative and poetry: “You take a tiny story, which seemingly concerns only you and in which you play the role of hapless, bumbling protagonist, and you turn it into a haiku version of universal truth.” Deborah suggested I friend Julie, a woman I don’t know very well, if I really wanted to learn from a master. I did.
While I waited to see if Julie would have me as a friend, and give me access to her stunning updates, I noticed a disproportionate number of food-oriented posts among my friends’ past updates:
Casey made pulled pork in the crockpot, and kind of can’t believe how delicious it is. Euan is eating the legendary annalisa rellie seville orange marmalade. Marisa is trying another focaccia recipe.
Determined to devise my own theory of updates, I decided that I knew at least this: My appreciation for food updates diminishes as the update grows stale. Of course, all Facebook status updates are fresh when they’re written, and I’m often just slow reviewing everyone’s posts; it’s my own fault when I’m stuck with day-old news about pork, bread and marmalade. Still, I prefer housekeeping updates, which seem to convey whole and persistent states of mind: “Eve is trying to get the boot off the family car” is a favorite for all it evokes with the family car, the boot-punishable transgression, the use of boots, the frustration. In the same way, “Catha is living in a house coated with sawdust” made me understand this moment in Catha’s life exactly.
“What makes a great Facebook update?” I asked, as my status update, one recent morning. I deliberately went with a question. My friend Casey, of the excellent pulled pork, had suggested that the best updates are “requests.” “I am an amateur,” she told me in an e-mail message. “But my greatest successes have come when I’ve asked questions. What’s your favorite line from ‘Tootsie’? What should I do with this white-chocolate Capitol my mom gave me?” (By contrast, Casey wrote, and I instantly agreed: “Worst and cheapest are those that are combo enigmatic and boring. Someone posts, ‘Jane is dubious,’ and people are like: Hey, dubious of what? What’s happening? And Jane rolls back in with, ‘I’m just not sure the new Papa John’s crust is all that different.’ ”)
So I went up with a request: What makes a great Facebook update? And I found only that I had not, with this question, managed to compose a great update, if greatness if measured in number of replies. One friend even wrote back, “Has it come to this?” Maybe how to create a great Facebook update is not the kind of thing you should have to ask about.
When Julie accepted my friendship, I instantly pored over her updates. Man, they were good — mostly because there were a lot of them, and they weren’t all carefully designed and straining for the lapidary. Instead, they were like notes passed in school, scribbled and dashed off. Several (even the dated ones) made me laugh. I decided that, in the absence of another contender, Julie is the best updater on Facebook. This is the one to beat: “Julie at her computer on facebook. She doesn’t see the man come up behind her with the rope. As he tightens it around her neck, he changes her status: is DEAD!”
Post a Comment at The Medium
Copyright 2009 The New York Times Company
Privacy Policy Search Corrections RSS First Look Help Contact Us Work for Us Site Map
Wednesday, February 18, 2009
Homework for Monday Feb. 24
I didn't write it on the board, but please read the other Facebook article and write a response paper.
I also have a few Google unit papers to return. I forgot to do that before some of you got out the door. They are ready, and I'll bring them to class on Monday. Sorry about the delay.
Mrs. Ross
I also have a few Google unit papers to return. I forgot to do that before some of you got out the door. They are ready, and I'll bring them to class on Monday. Sorry about the delay.
Mrs. Ross
Wednesday, February 11, 2009
Notes, Plagiarism vs. Paraphrasing
Notes, Plagiarism vs. Paraphrasing
Hacker p. 360-361
When paraphrasing, you must write the whole section in your own words. You cannot:
1. use the exact words of the original source
2. just change a couple of words from the original source and call it your own
3. mimic the sentence construction of the original source, even with different words.
Original source:
“In earlier times, surveillance was limited to information that a supervisor could observe and record firsthand. In the computer age surveillance can be instantaneous, unblinking, cheap, and most importantly, easy.”
--Carl Botan and Mihaela Vorvoreanu, “What Do Employees Think about Electronic Surveillance at Work?” p. 126
Plagiarism:
Scholars Carl Botan and Mihaela Vorvoreanu argue that in earlier times employee monitoring was restricted to information a supervisor could observe and record firsthand.
(Repeats the words “in earlier times” and “could observe and record firsthand.”
Acceptable:
Scholars Carl Botan and Mihaela Vovoreanu claim that the nature of workplace surveillance has changed over time. Before the arrival of computers, managers could collect only small amounts of information about their employees based on what they saw or heard. Because computers are now standard workplace technology, employers can monitor employees efficiently (126).
(Note the paraphrase can be as long, or even longer, than the original text.)
Hacker p. 360-361
When paraphrasing, you must write the whole section in your own words. You cannot:
1. use the exact words of the original source
2. just change a couple of words from the original source and call it your own
3. mimic the sentence construction of the original source, even with different words.
Original source:
“In earlier times, surveillance was limited to information that a supervisor could observe and record firsthand. In the computer age surveillance can be instantaneous, unblinking, cheap, and most importantly, easy.”
--Carl Botan and Mihaela Vorvoreanu, “What Do Employees Think about Electronic Surveillance at Work?” p. 126
Plagiarism:
Scholars Carl Botan and Mihaela Vorvoreanu argue that in earlier times employee monitoring was restricted to information a supervisor could observe and record firsthand.
(Repeats the words “in earlier times” and “could observe and record firsthand.”
Acceptable:
Scholars Carl Botan and Mihaela Vovoreanu claim that the nature of workplace surveillance has changed over time. Before the arrival of computers, managers could collect only small amounts of information about their employees based on what they saw or heard. Because computers are now standard workplace technology, employers can monitor employees efficiently (126).
(Note the paraphrase can be as long, or even longer, than the original text.)
Notes, logical fallacies
Notes, Logical Fallacies
1. Generalizations; not enough evidence.
Examples include stereotypes: Men care about sports more than women.
2. Non sequitur; one thought does not logically follow another.
Example: Mary loves to eat so she will be a good chef.
3. False analogy; this is not really like that…or is it?
Example: If we can put humans on the moon, we should be able to find a cure for the common cold.
4. Either/or; but sometimes there are other possibilities.
Example: To win the war against drugs we should either turn it over to the army or legalize drugs.
5. False cause; an assumption that because B follows A, that A causes B.
Example: Since the Republicans (Democrats) took over Congress, the economy has improved.
6. Circular reasoning or begging the question; argument restates the same thing, rather than present real evidence.
Example: My client is an honest man so he does not steal. Or: I am an A student so the teacher can’t give me a C.
7. Bandwagon appeal.
Example: If Billy jumps off the cliff, we should too.
8. Attack on the person, not the idea.
Example: Anyone who believes that is an idiot.
9. Red herring; focuses on irrelevant issue to distract from real issue
Example: He can’t be a good player because he wears those goofy shoes.
10. Biased language.
Example: The politician is inept because he’s a bleeding heart liberal.
1. Generalizations; not enough evidence.
Examples include stereotypes: Men care about sports more than women.
2. Non sequitur; one thought does not logically follow another.
Example: Mary loves to eat so she will be a good chef.
3. False analogy; this is not really like that…or is it?
Example: If we can put humans on the moon, we should be able to find a cure for the common cold.
4. Either/or; but sometimes there are other possibilities.
Example: To win the war against drugs we should either turn it over to the army or legalize drugs.
5. False cause; an assumption that because B follows A, that A causes B.
Example: Since the Republicans (Democrats) took over Congress, the economy has improved.
6. Circular reasoning or begging the question; argument restates the same thing, rather than present real evidence.
Example: My client is an honest man so he does not steal. Or: I am an A student so the teacher can’t give me a C.
7. Bandwagon appeal.
Example: If Billy jumps off the cliff, we should too.
8. Attack on the person, not the idea.
Example: Anyone who believes that is an idiot.
9. Red herring; focuses on irrelevant issue to distract from real issue
Example: He can’t be a good player because he wears those goofy shoes.
10. Biased language.
Example: The politician is inept because he’s a bleeding heart liberal.
Notes, MLA citations for quotes
Notes, MLA citations for quotes
Hacker, P. 372
When to put author’s name in parentheses:
If author’s name in the introduction to the quote, you do NOT need in parenthesis. (You already know it.)
Example: Swift argues that comic television shows can have a serious message: “Comedies hold up a mirror to the world about the way we are. Sometimes it is a funhouse mirror, but it is a reflection of our cultural values” (12).
If author’s name not in the introduction, you do need in parenthesis.
Example: Some critics argue that comic television shows can have a serious message (Swift 243).
When to use block quotes: Hacker, P. 364
When your quote 4 lines or longer in your paper, it is set of with extra space from left margin and NOT set off in quote marks. Also the page reference is outside the period, a variant from regular quotes.
The paragraph begins here:
Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. (p. 12)
Hacker, P. 372
When to put author’s name in parentheses:
If author’s name in the introduction to the quote, you do NOT need in parenthesis. (You already know it.)
Example: Swift argues that comic television shows can have a serious message: “Comedies hold up a mirror to the world about the way we are. Sometimes it is a funhouse mirror, but it is a reflection of our cultural values” (12).
If author’s name not in the introduction, you do need in parenthesis.
Example: Some critics argue that comic television shows can have a serious message (Swift 243).
When to use block quotes: Hacker, P. 364
When your quote 4 lines or longer in your paper, it is set of with extra space from left margin and NOT set off in quote marks. Also the page reference is outside the period, a variant from regular quotes.
The paragraph begins here:
Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. Then the block quote goes here. (p. 12)
Notes on quotes
Notes on Quotes:
When to use quotes: P. 363
1. reflect vivid language
2. explain technical accuracy
3. allow sources to explain issues in their own words
4. use words of expert source to lend authority
5. point up the language itself as topic of discussion (literary analysis, etc.)
How to set up quotes: Sandwich method
(Quotations with effective context, p. 425 and 426)
1. Set up with introductory or signal phrase
2. Quote
3. Explanation
Fix dropped quotes: P. 424
Quotes need to be set up with introductory phrase, not be dropped alone on the page.
Incorrect: Smith knew she made wrong choices. “Fast food has a lot of calories” (12).
Correct: Smith knew she made wrong choices: “Fast food has a lot of calories” (12).
When to use quotes: P. 363
1. reflect vivid language
2. explain technical accuracy
3. allow sources to explain issues in their own words
4. use words of expert source to lend authority
5. point up the language itself as topic of discussion (literary analysis, etc.)
How to set up quotes: Sandwich method
(Quotations with effective context, p. 425 and 426)
1. Set up with introductory or signal phrase
2. Quote
3. Explanation
Fix dropped quotes: P. 424
Quotes need to be set up with introductory phrase, not be dropped alone on the page.
Incorrect: Smith knew she made wrong choices. “Fast food has a lot of calories” (12).
Correct: Smith knew she made wrong choices: “Fast food has a lot of calories” (12).
Notes, sandwich quotes
Notes, Sandwich Quotes
1. Introduction
2. quote
3. commentary, further explanation
Example:
Kim Smith argues that pop culture is more influential on young adults than their parents: “It is inevitable that young adults will feel more alienated from their parents as more media delivers more pop culture messages” (p 23). This is the central idea of Smith argument, however, it is only a half truth. Smith overstates her case when she says it is inevitable because, while it may be true for some people, it is not true for all young adults. Many families remain intact and influential forces.
1. Introduction
2. quote
3. commentary, further explanation
Example:
Kim Smith argues that pop culture is more influential on young adults than their parents: “It is inevitable that young adults will feel more alienated from their parents as more media delivers more pop culture messages” (p 23). This is the central idea of Smith argument, however, it is only a half truth. Smith overstates her case when she says it is inevitable because, while it may be true for some people, it is not true for all young adults. Many families remain intact and influential forces.
Notes, active verb list
Notes, active verb list
informs
reviews
argues
states
synthesizes
asserts
claims
answers
responds
critiques
explains
illuminates
determines
pleads
defends
rejects
verifies
announces
repudiates
marshalls
disagrees
shifts
persists
protects
insists
allows
asserts
supports
compares
distinguishes
describes
persuades
exposes
warns
tests
defies
accepts
confirms
praises
seeks
cautions
shares
convinces
convinces
declares
affirms
perceives
resolves
assaults
disputes
retorts
reconciles
complicates
urges
reads
concludes
stresses
contrasts
guides
proposes
points up
judges
reveals
condemns
confronts
hypothesizes
suggests
contradicts
highlights
considers
endorses
uncovers
denies
refutes
demands
criticizes
negates
shows
accepts
clarifies
insinuates
identifies
explains
sparks
interprets
adds
informs
reviews
argues
states
synthesizes
asserts
claims
answers
responds
critiques
explains
illuminates
determines
pleads
defends
rejects
verifies
announces
repudiates
marshalls
disagrees
shifts
persists
protects
insists
allows
asserts
supports
compares
distinguishes
describes
persuades
exposes
warns
tests
defies
accepts
confirms
praises
seeks
cautions
shares
convinces
convinces
declares
affirms
perceives
resolves
assaults
disputes
retorts
reconciles
complicates
urges
reads
concludes
stresses
contrasts
guides
proposes
points up
judges
reveals
condemns
confronts
hypothesizes
suggests
contradicts
highlights
considers
endorses
uncovers
denies
refutes
demands
criticizes
negates
shows
accepts
clarifies
insinuates
identifies
explains
sparks
interprets
adds
Monday, February 9, 2009
Homework for Wednesday, Feb. 11
1. Revise in-class essay. Type final version in usual format, using MLA citations for all direct quotes. Bring to class with any other materials to put into your portfolios.
2. Check email for PDF article about Facebook. Download, read and bring to class. Let me know if you cannot open the PDF attachment as soon as possible.
We have now completed half the writing for this class. Bravo! The other two essays should come easier now that you have some strategies for both in-class essays and longer writing.
2. Check email for PDF article about Facebook. Download, read and bring to class. Let me know if you cannot open the PDF attachment as soon as possible.
We have now completed half the writing for this class. Bravo! The other two essays should come easier now that you have some strategies for both in-class essays and longer writing.
Tuesday, February 3, 2009
Homework for Wednesday, Feb. 4 and Monday, Feb. 9
Wednesday Feb. 4
Don't forget you are meeting me in my office South Hall 1510 for personal conferences. Please bring your portfolios, including your essay and ideas for revision.
Homework Monday Feb. 9
Read Chapter 6 in "They Say, I say"
Review Hacker W2 Wordy Constructions (how to trim sentences for clarity) and W3 Active Verbs.
Bring portfolio with revised essay on top. Please mark it "revision".
Don't forget you are meeting me in my office South Hall 1510 for personal conferences. Please bring your portfolios, including your essay and ideas for revision.
Homework Monday Feb. 9
Read Chapter 6 in "They Say, I say"
Review Hacker W2 Wordy Constructions (how to trim sentences for clarity) and W3 Active Verbs.
Bring portfolio with revised essay on top. Please mark it "revision".
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