Wednesday, May 28, 2014

Final Essay

Hello Class,

Some updates:

Remember to do your response note for this week (prompt below).

Get your rough draft- thesis into me by Friday at noon or it will be considered late. Remember, as the syllabus says, you should have AT THE VERY LEAST, 500 words, an introduction, a thesis, and an outline of the essay. The more completed the rough draft, the easier it'll be for me to comment and for you to write the final draft.

The Final draft should be e-mailed to me by Monday at 5:40 p.m.-- after that time, it will be considered late. With your final essay e-mail, remember to include the name of the person who peer-reviewed you, along with a "grade" as to how good/helpful they were. Also provide a couple of sentences to explain why you gave your peer that grade. Did the reviewer not really provide feedback? Did the reviewer help you realize that your organization needed work, or your thesis?

Did your reviewer merely say everything was great? The review counts towards class participation. For those of you who missed class today, you over all participation grade will suffer.

Monday, May 26, 2014

Response Note 5 and 6

This response note will be worth TWO, so you should REALLY do it. Or you can skip it and it will be the two you can skip.

This response, worth two, means that you should write 400 words. The prompt can be found in your book on page 21. Answer FOUR of the questions IN DETAIL-- that means your answer should go beyond merely stating "yes" or "no" and should explain with elaboration and exposition.



Wednesday, May 21, 2014


Read: Models for Writers pgs. 21-31.

And Links below.

Write at least 800 words-- a complete rough draft of your essay and bring TWO copies of it to class on Wednesday, May 28th.

This draft will be collected and graded, as part of the "thesis/ outline" assignment as stated in the syllabus.

DUE: May 28th as you walk in to class. If you show up 25 minutes late (or later) to class, then your paper is late too.

MLA Formatting

Here is a tutorial on how to format your paper. We went over this stuff in class:

Response Note- Number 4

Summarizes the reading you have done for this class. Include points made by the book, as well as the web-sites posted on this page.

Tuesday, May 20, 2014

Response Note #3

For this response, pick two or three of these appeals and analyze them in your ad; for instance, the Terry Crewes Old Spice ad using number 7 and 9-- the ad tells its audience that you need to be aggressive, to dominate others, especially if they don't believe you. And it lets its viewer know that you should get the right kind of attention by not smelling bad.

Write 200 words exploring your ad from two of these basic appeals. The more appeals you can outline, the better chance you'll have of coming up with an intriguing, original ad. DUE FRIDAY, MAY 23. (Also, don't forget to get caught up with the other two RNs by Friday).

“Advertising: 15 Basic Appeals”
by Jib Fowles
(from "Mass Advertising As Social Forecast")

1.              Need for sex- surprisingly, Fowles found that only 2 percent of the television ads, he surveyed used this appeal. It may be too blatant, he concluded, and often detracts from the product.

2.              Need for affiliation- the largest number of ads use this approach: you are looking for friendship? Advertisers can also use this negatively, to make you worry that you'll lose friends if you don't use a certain product.

3.              Need to nurture- every time you see a puppy or a kitten or a child, the appeal is to your paternal or maternal instincts.

4.              Need for guidance- a father or mother figure can appeal to your desire for someone to care for you, s you won't have to worry. Betty Crocker is a good example.

5.              Need to aggress- we all have had a desire to get even, and some ads give you this satisfaction.

6.              Need to achieve- the ability to accomplish something difficult and succeed identifies the product with winning. Sports figures as spokespersons project this image.

7.              Need to dominate- the power we lack is what we can look for in a commercial "master the possibilities."

8.              Need for prominence- we want to be admired and respected; to have high social status. Tasteful china and classic diamonds offer this potential.

9.              Need for attention- we want people to notice us; we want to be looked at. Cosmetics are a natural for this approach.

10.            Need for autonomy- within a crowded environment, we want to be singled out, to be a "breed apart." This can also be used negatively: you may be left out if you don't use a particular product.

11.            Need to escape- flight is very appealing; you can imagine adventures you cannot have; the idea of escape is pleasurable.

12.            Need to feel safe- to be free from threats, to be secure is the appeal of many insurance and bank ads.

13.            Need for aesthetic sensations-beauty attracts us, and classic art or dance makes us feel creative, enhanced.

14.            Need to satisfy curiosity-facts support our belief that information is quantifiable and numbers and diagrams make our choices seem scientific.

15.             Psychological needs- Fowles defines sex (item no.1) as a biological need, and so he classifies our need to sleep, eat, and drink in this category. Advertisers for juicy pizza are especially appealing late at night.

Source: Media Impact Introduction to Mass Media (4th Ed) Author: Shirley Biagi,  Wadsworth 


I just e-mailed everyone, so if you did not get an e-mail from me, I don't I have your e-mail.

Monday, May 19, 2014

Ad Analysis Example

Here's a nice example.

While the vocabulary (diction and tone) is not "academic" or professional, the essay does make an argument:

"This new campaign from Ketel One doesn't, on its face, make any reference to the economic downturn. But I'd argue it's an effective and fully internalized response to the crisis. It seems to signal the next, more evolved step in recession marketing."

The article itself, fails to address many of the skills that this essay assignment asks you to develop, but the article does give a nice example of an innovative, original thesis. 

Analysis Questions

1) What detail(s) is your eye first drawn to? Why is your attention drawn to that spot, and what effect does this attention-getting devices have on your response to the ad?
2) What is in the foreground, and what is in the background? What effects do these choices have on the argument?

3) Does the ad display any text? Are there any colors that stand out? What effects does the placement of the text and choice of color have on the ad? What is the relationship between the text and colors and ad overall?

4) What cultural, sexual, ethnic, or social context informs the ad? What do they tell you about the audience the ad is meant for?

5) What ethical, emotional, and logical appeals is the ad using?

6) How (or does) the ad play up to stereotypes? Where did you find the ad? What does the ads placement tell you about the intended audience of the ad?

7) How is gender represented and/or constructed? How are femininity and/or masculinity being defined in the advertisement? What roles, values, and/or responsibilities are being designated based on gender?

8) How is sexuality represented and/or constructed? (i.e., promiscuity, heterosexuality, homosexuality, bisexuality, etc.) What norms or values are being argued with regards to sexual preference and/or activity?

9) How are individuals objectified in the advertisement? Who is being objectified? What is the effect of the objectification?

10) Who is looking in on the advertisement? (i.e., Who is the intended audience? Who is the “voyeur?”) What is the object of the gaze? Who is doing what types of the looking in the advertisement and what are the objects of the gaze?

More Thesis Help

We went over this essay in class-- here is the link:

Here, again, is an essay on ad analysis:

Here is the worksheet we did in class:

Friday, May 16, 2014

Homework Reminder May 16

Do the response (reflection) notes. You have two prompts posted below. Simply hit the comment link and then respond and make sure you identify yourself.

Read: Models for Writers  pages: 12, 18-20, 43-48.

Write Four working thesis and bring them to class.

Read the sample essays posted below-- we will discuss their merits and deficiencies in class.

Response Note #2- Due Monday before class.

Hello Class,

I realize I am posting this late, so let's say you HAVE to do one response by Friday (reflection one).

You don't have to do this one until you walk in to class Monday:

The prompt: You are telling a friend about this essay, and then you tell them the ad you are analyzing. Your friend ask "How are you going to analyze it? What will your focus be?"

In other words, write a 200 word response that outlines your thesis and that explains why the thesis (the analysis) is worthwhile and answers the "so what" question of the thesis. Remember, you need to answer the "so what" question, and that you are looking at the HOW the ad creates meaning (not the what it means).

Helpful links and examples:
Here's an example of an ad analysis: listen to the language used and pay attention to the details (audience, placement, and language)

Here's a sample essay (while this essay does not specifically point out the rhetorical appeals, the essay does analyze them, without using the vocabulary). Now that you know all about ethos, logos, pathos, and kiaros, you can imagine where that language would go.

This essay is what a 'B' (B-minus) paper looks like. We'll discuss why it is not an A in class. Here's a C-plus, C- ish paper

Tuesday, May 13, 2014


For this response, simply say something, to someone, about something, in some interesting manner.

How you interpret that "prompt" is part of the assignment. You have until Friday, May 16 to complete this response.

Visual Rhetoric- Essay One

The Visual Analysis: Unit Overview/Assignment Sheet

Everyday you are bombarded with visual messages that try to convince you to form certain opinions.  The media knows the power of images in changing your mind, but are you aware of how these messages function?  Do you know how images are constructed to cause positive consumer response?  Can you see the “hidden agenda” in the form, style, and layout? One purpose of this unit is to increase your “visual literacy,” that is, your ability to “analyze images in order to understand their persuasive power” (Ramage et al. 203).  By learning how to read the construction of an image, you will be better prepared to analyze how people construct arguments in all formats.

Additionally, you will learn how to employ analytical and compositional strategies in your own texts to create persuasive arguments by writing rhetorically, developing a clear and defensible thesis, supplying strong supporting details, and employing effective appeals (e.g., logos, pathos, and ethos).  Thus, you will have the chance not only to analyze the elements of effective visual arguments, but also to strengthen your own writing by learning the key elements of convincing analysis and argumentation.  The capstone project of this unit will be to write a top-down thesis-driven, argumentative paper that analyzes a particular product’s advertisement scheme. (Do not take a position, just present the strategies in place for each ad.)

Unit Objectives:

-                 Students will be able to identify compositional techniques used to evoke desired responses from viewers (camera angles, distances, text layout, color, etc.)
-                 Students will be able to analyze visual messages to determine the rhetorical purposes of the message
-                 Students will gain an awareness of the various value systems that are “hidden” in visual messages
-                 Students will be able to differentiate between topic-driven and thesis-driven writing
-                 Students will learn about the relationship between analysis and argument in academic writing
-                 Students will be able to produce a thesis-driven, argumentative essay analyzing an ad
-                 Students will be able to develop a clear, defensible thesis and provide details supporting their analysis
-                 Students will be able to identify and employ effective appeals to logos, pathos, and ethos (chapter four)
-                 Students will be able to write and revise their own work, as well as respond critically in peer reviews

Assignment:           You will select an advertisement or speech and perform a detailed analysis.  The advertisements may be selected from newspapers, magazines, or any other print or on-line source.  You may want to select an advertisement that is provocative and evokes a number of questions in your mind about its aim and assumptions.

Through your critical analysis of the advertisement, you will develop a thesis-driven, argumentative essay.  This essay is not solely a description of the advertisement and the techniques used to create it; it is also an analysis of the advertisement—the ad’s purpose—and your ability to support your claims.  (You’re going beyond the superficial—beyond the pretty pictures and colors, although they too play a role.  Think of the cultural implications of the ad—especially the older ones.  What stereotypes are being perpetuated?  Are the ads creating/recreating a role of a particular gender or people?) There are a number of sources that will be helpful to you in completing this assignment successfully including:

§  The criteria for grading which follow

 Criteria for Grading:         Your final analysis will be graded with the following questions in mind:

-                 Does the author develop a clear, central thesis statement?
-                 Is the essay driven by the thesis rather than the topic?
-                 Does the author provide adequate evidence to support his or her argument?
-                 Is the author’s argument persuasive and show attempts to appeal to logos, pathos and ethos?
-                 Does the author show awareness of the rhetorical aim of the ad?
-                 Does the author use Standard Written English (mechanics/usage/MLA formatting)?

Length/Format: The essay must be 1,000-1,2000 words in length, double-spaced, 12-point font, with one-inch margins around.  The format should follow all MLA writing conventions for paragraphing, citations, etc.  The final paper will be turned in on-line. 


Description: Miami-Dade College Logo
ENC 1101 - English Composition 1 Syllabus
ENC 1101       Ref#    822008                        Schedule: Mon. & Wed. 5:40-9:00 pm
3 Credits         Summer A 2014 Semester

Instructor: Jose A. Aparicio                                      
Office location and hours: by appointment                   Location: F 202                  

Course Description
This is the second required general core course in college-level writing. Observing the
conventions of Standard American English, students will compose informative and persuasive
essays, write responses to a variety of literary genres and/or non-fiction, and produce a
documented paper based on research. This course fulfills 8,000 words of the Gordon Rule
requirement. Note: This course must be completed with a grade of “C” or better. Prerequisites: ENC 1101 or equivalent with a grade of “C” or better.

Course Textbooks
Rosa, Alfred, and Paul Escholz, eds. Models for Writers: Short Essays for Composition. 11th ed.
S.l.: Bedford Freeman & Worth Pub., 2012. Print.

Learning Outcomes
By the end of ENC 1102, students will:
  • Write to achieve varying purposes and to engage different audiences;
  • Understand the structure of closed-form arguments (including claim, reasons, evidence, counter-argument, and underlying assumptions);
  • Employ effective persuasive appeals;
  • Analyze rhetorical strategies and literary elements in professional  texts and show an understanding of how authors write within their historical/cultural context;
  • Generate research questions that lead to meaningful inquiry;
  • Show knowledge of conventions of academic research, including the ability to locate, evaluate, and document sources and to incorporate sources effectively into their work;
  • Further their vocabulary for understanding and talking about composition and rhetoric.

Catalog Description: This is the first required general core course in college-level writing. Students will compose essays and other works using various methods of development. This course fulfills 8,000 words of the Gordon Rule requirement.

Note: This course must be completed with a grade of “C” or better.            3 Credits

Prerequisites: Scholastic Assessment Test (SAT) score of 440 or more on the verbal subtest; American College Testing (ACT) score of 17 or more on the English subtest; Computerized Placement Test (CPT) score of 83 or more on the English subtest; or ENC 0021 with a grade of “S.”

Course Competencies:

Competency 1: The student will produce writing by

a.         choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose and audience.
b.         developing and refining pre-writing and planning skills.
c.         formulating the main point to reflect the subject and purpose of the writing.
d.         supporting the main point with specific details and arranging them logically.
e.         using appropriate transitional devices.
f.          writing an effective conclusion.

Competency 2: The student will write well-developed essays by

a.         writing an introductory paragraph.
b.         constructing a thesis statement.
c.         developing the thesis by:
d.         providing adequate support that reflects the ability to distinguish between generalized and concrete evidence.
e.         arranging the ideas and supporting details in a logical pattern appropriate to the purpose and focus. Patterns may include descriptive, narrative, and evaluative writing, process analysis, comparison and contrast, cause and effect, exemplification, and others.

Competency 3: The student will proofread, edit, and revise by

a.         writing unified prose in which all supporting material is relevant to the thesis.
b.         writing coherent prose and providing effective transitional devices.
c.         writing a concluding paragraph.
d.         recognizing and correcting errors in clarity.
e.         recognizing and correcting errors in unity and coherence.
f.          using conventional sentence structure and correcting sentence errors such as fragments,
run-ons, comma splices, misplaced modifiers, and faulty parallelism.

More stuff you will learn:
d.         recognize and correct errors in utilizing the conventions of Standard American
English including:
e.         use standard verb forms and consistent tense.
f.   maintain agreement between subject and verb, and between pronoun and
g.   use correct subjective, objective, and possessive case pronouns.
h.   maintain consistency in point of view.
i.   use standard spelling, punctuation, and capitalization.
And other stuff…

Grading Policy
You will be graded on a point system where you earn points towards your grade. At the end of the term, all points in the course (1,000 points total) will be added up and grades will be distributed as follows: A+ (960-1000), A (930-959), A- (900-929), B+ (860-899), B (830-859), B- (800-829), C+ (760- 799), C (730-759), C- (700-729), D+ (660-699), D (630-659), D- (600-629), F (599 and below).

Participation/class work………………………….…200 points
Reflections (10 reflections x 20 points each)……….200 points
Thesis Draft (2 thesis x 100 points each)…………...200 point
Essay One (Analysis) … …..………………………..200 points
Essay Two (Argument)………………………………200 points
Total………………………………………………...1000 points

Expect the following grading scale to apply to your written essays:

A – An A paper is extraordinary work that more than fulfills the requirements of the assignment.
B – A B paper is clearly above-average and more than meets the requirements of the assignment.
C – A C paper is average work that solidly meets the requirements of the assignment.
D – A D paper is below average work that demonstrates a serious attempt to fulfill the assignment          and shows some promise but does not fully meet the requirements of the assignment.
F – An F paper is substantially below average for the assignment.

Participation (200 points)
This class is yours, and your class will grow out of your own experiences; therefore, this class requires that you participate in sharing your thoughts and ideas. If everyone is prepared for class, then we can have a classroom environment in which all students feel totally free to say what they think, ask questions, object, criticize, request clarification, return to previous subject matter, respond to someone else's response, etc. In order to foster this safe and encouraging space for all of us to discuss the stories we read, I ask that everyone put his/her phone on silent and away and not fiddle with it during class. Note that attendance/ participation means that you are actively engaged in class, so if you are on your phone, doing work for another class, or generally not paying attention, you will get a zero in participation for that day, which will lower your over all participation grade 50 points (out of 200).

Students who are clinically shy, or those whose best, most pressing questions and comments occur to them only in private or outside of class, should do their discussing with me outside of class during office hours or set up an appointment. Your ideas are good. Don’t be afraid to voice them or to use class discussion to think out ideas. Don’t be afraid to ask the class questions—questions are always welcomed since they usually spark great discussions.

Here is a very general idea of a range of performance evaluations that I will use to grade participation:
C-/C: Student contributes (rarely), but comments show weak or no preparation or understanding of topic
C+/B-/B: Comments show satisfactory or adequate preparation and understanding
B+/A-: Comments show above-average ability to prepare, comprehend; comments are critical or informative; comments are pertinent to the topic or advance the topic
A/A+: Comments significantly enhance or advance the topic of discussion

• Don't hold back if you have something to offer or ask; active participation is desirable.
• Good or excellent contributions are clear, pertinent, coherent, well-phrased, interesting, informative, or connect or advance ideas expressed by others, or pose thoughtful or insightful questions. 
• Good contributions usually reveal that the student is engaged in the subject (beyond basically reading the assignment) and has devoted some reflection or even investigation prior to the class discussion. 
• Showing appreciation and respect for peers is part of participating well and contributing to a supportive academic setting.
• Improvement: students showing marked change in performance will see that reflected in the final grade.
• Thus, careful preparation, regular attendance, and participation are essential to success in this course.  Attendance/participation not only counts for 15% of your final grade, but also enhances all other grade components.

Reflections are based on prompts posted on
This site will be the class’s supplement. On it, I will post a prompt every week (12 total), and in the comment section, you will post a response to AT LEAST 10 (TEN) of these prompts. I expect your responses to be thought out and well written. Responses should be AT LEAST 200 words.
All answers must be posted in the comment section by Friday at midnight.  

The thesis draft will be due a week before major essays. The assignment is meant to get you thinking about the essays and establishing a thesis that will guide the paper. At minimum, each thesis should have a rough draft of an introduction to your essay and a working thesis with a general outline and plan for the essay. This assignment should be 500 words.

Essay One and Two:
Details for essay one will be posted on the web-site: by Monday May 16, 2014. The site will provide a detailed assignment sheet with criteria.

The first essay will be a rhetorical analysis of visual content. All essay should be 1,000-1,200 words long and follow proper MLA conventions, as seen here, here, and here. (more to follow as we move along). 

Willful plagiarism is unethical and fails to help your development as a student. Disciplinary sanctions can result from academic misconduct. I will be monitoring all work for plagiarism. Know that the act of plagiarism is not always willful and deliberate. A student is guilty of plagiarism by simply presenting another author’s work, ideas, expressions, language, or materials as her/his own original work. If I find that an assignment is plagiarized, I will give that assignment a zero. Depending on the severity of the infraction, plagiarism can lead to failure of the course and expulsion from school.   

Attendance Policy
Attendance is mandatory. This class will not rely on lectures. Furthermore, you are required to be present a minimum of 80% of the time, for this class means you are allowed 3 absences before you will be unable to pass the class (THREE tardies—25 minutes late or more—will equal one absence). I cannot stress this enough: YOU WILL FAIL THE COURSE IF YOU MISS 4 (FOUR) DAYS.

You will be responsible for making up work; I will not e-mail you to remind you, or see to it that you make up whatever you missed. You are responsible for following the schedule and making up whatever you miss in class, and you will have to let me know (through e-mail) that you have made up the late assignment.

Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second-class meeting. Should an examination or the due date for an assignment fall on one of these dates, YOU will make arrangements with me for a make-up exam or an alternate date for submission of written work. Aside from these extenuating circumstances, I do not make a distinction between excused and unexcused absences. You are allowed to miss two days for whatever reason you want without having to explain it to me, but if you are not here, then you are not learning.

Late Work:
Late work will be accepted but will suffer a 25-point deduction for every class period that it is late. Responses that are late will suffer lose 3 points for each DAY that it is late.

If you are not clear about an assignment or have any concerns about the class, please feel free to contact me. The best way to do so is through e-mail or during office hours. You should make an appointment. Come see me and I will help you in any way I can or direct you to someone who can help. Also, you don’t have to have a “problem” to drop by. We can discuss the stuff we are reading, your paper, or anything else you feel will be helpful. Saying “I didn’t understand the assignment” or other such excuses will not be accepted. If you are confused about absolutely anything, if you are not sure you are completing an assignment correctly, then e-mail me and come see me.

Also, remember that if you would like some extra help, not only am I available but you can also go to the Writing Center.

A Note on Grading:
This class is set up on a point system. You have 1,000 points that you earn. You don’t start off with 1,000 points and then I take points away—rather, you start off with zero points and earn points with each assignment. Some years I hear about how “hard” a student worked on an aspect of the class and how that “hard” work deserves a better grade than the one assigned. Unfortunately, hard work is only one aspect of the grade. If you are unable to translate that hard work into the final product, then you will not earn all possible points. I will provide rubrics that outline how major assignments are graded. You will have opportunities to revise the major essays for a better grade, and I will provide some extra credit chances. (Starting right now: if we go the ENTIRE semester without ANYONE e-mailing me asking a question that is on the syllabus, then everyone gets an extra five points at the end—if you ask me a question about the syllabus during office hours, then that’s a different story and will not count against you). Therefore, I will outright ignore grade grubbing e-mails at the end of the semester. If your grade meant that much to you, you should have gone to the writing center, revised your essays, done ALL of your work on time, and come to my office hours for help in areas of the class you struggled in (Of course, all this hard work still does not guarantee the elusive A+ everyone wants, but it sure helps). The end of the semester is not the time to simply ask for a better grade. I do not GIVE grades—YOU earn them. Believe me, I want everyone in the class to pass with high marks, so I will answer e-mails as soon as I can, I will read rough drafts during office hours, and I will discuss any difficulties you are having in class in order to help you succeed, but I will not allow students who slacked to receive the same grades as students who actually did all of the work. 

Read the following before sending me an e-mail, please: