Final Essay is due: Wednesday, June 18 by 5:40 p.m.
Response notes 11 and 12 are due by Thursday, June 19 by Noon.
Monday, June 16, 2014
Fixing "to-be" Verbs
Problem-Solving Strategies to Eliminate the “To-Be” Verb
1. Substitute-Sometimes a good replacement just pops into your brain. For example, instead of “That cherry pie sure is good,” substitute the “to-be” verb is with tastes as in “That cherry pie sure tastes good.”
2. Rearrange-Start the sentence differently to see if this helps eliminate a “to-be” verb. For example, instead of “The monster was in the dark tunnel creeping,” rearrange as “Down the dark tunnel crept the monster.”
3. Change another word in the sentence into a verb-For example, instead of “Charles Schulz was the creator of the Peanuts cartoon strip,” change the common noun creator to the verb createdas in “Charles Schulz created the Peanuts cartoon strip.”
4. Combine sentences-Look at the sentences before and after the one with the “to-be” verb to see if one of them can combine with the “to-be” verb sentence and so eliminate the “to-be” verb. For example, instead of “The child was sad. The sensitive young person was feeling that way because of the news story about the death of the homeless man,” combine as “The news story about the death of the homeless man saddened the sensitive child.”
Strategies taken from: http://penningtonpublishing.com/blog/grammar_mechanics/how-to-eliminate-to-be-verbs-in-writing/
Article with some help on "to be" verbs: http://writingcommons.org/open-text/collaboration/140-common-comments/grammar-/519-avoid-unnecessary-to-be-verbs
Friday, June 13, 2014
Revision Guidelines --Again (reminder)
You can revise your first essay for a better grade, but in order to get credit you need to adhere to the following:
Revision Guidelines
You are allowed to revise your first essays. You are not allowed to submit an essay that was not previously submitted – this assignment is not a make-up for missed work.
All revisions are due on Monday, June 16, 2014. You are responsible for scheduling a conferencing appointment, or seeing me during office hours if you want to discuss your revisions.
Objective:
Revision, real revision, is perhaps the most important aspect of becoming a better writer. To improve as a writer, you must be willing to write in ways you have not written before, be willing to try new things, to take risks. Successful writers revise their work several times before they are comfortable that what they have written is the best work they can produce. The goal is to achieve the best possible written work you are capable of producing.
What is revision?
To be a revision, an essay must demonstrate significant change in global issues such as focus (what the paper is trying to accomplish), arrangement (how the paper is organized), or development (amount and relevance of detail and/or support for generalizations). If you haven’t actually changed the original essay, I will simply hand it back to you without other comments. Note: Simply correcting errors in spelling, punctuation, usage or grammar (though expected in a revision) does not count as revision because such corrections do not meet the above criteria.
Revising
To receive credit for revising an essay, you must do all of the following:
• highlight and explain any additions and/or changes that you made to your draft
• write a Reflective essay explaining your revisions; for example, you need to explain why and how you changed the essay’s focus. Why you rearranged, or added more information. Etc.
• submit only the original graded draft, the revised draft, a reflection essay, and everything should be printed up and handed in as you walk in to class on Monday.
Revision Guidelines
You are allowed to revise your first essays. You are not allowed to submit an essay that was not previously submitted – this assignment is not a make-up for missed work.
All revisions are due on Monday, June 16, 2014. You are responsible for scheduling a conferencing appointment, or seeing me during office hours if you want to discuss your revisions.
Objective:
Revision, real revision, is perhaps the most important aspect of becoming a better writer. To improve as a writer, you must be willing to write in ways you have not written before, be willing to try new things, to take risks. Successful writers revise their work several times before they are comfortable that what they have written is the best work they can produce. The goal is to achieve the best possible written work you are capable of producing.
What is revision?
To be a revision, an essay must demonstrate significant change in global issues such as focus (what the paper is trying to accomplish), arrangement (how the paper is organized), or development (amount and relevance of detail and/or support for generalizations). If you haven’t actually changed the original essay, I will simply hand it back to you without other comments. Note: Simply correcting errors in spelling, punctuation, usage or grammar (though expected in a revision) does not count as revision because such corrections do not meet the above criteria.
Revising
To receive credit for revising an essay, you must do all of the following:
• highlight and explain any additions and/or changes that you made to your draft
• write a Reflective essay explaining your revisions; for example, you need to explain why and how you changed the essay’s focus. Why you rearranged, or added more information. Etc.
• submit only the original graded draft, the revised draft, a reflection essay, and everything should be printed up and handed in as you walk in to class on Monday.
If you simply change sentences and grammar without addressing the bigger issues, I will not change the grade. If you do not highlight and explain changes, I will not change the grade. If you do not write a reflective essay, I will not change the grade.
Also, the grade for revision will only change if a significant change was made to the essay along with a deeply reflective essay accompanying it.
Research-- Sources--and Response Notes
Hello Class,
As I read through your response notes that ask you to annotate a source, I am noticing a lot of mistakes and poor choice of sources.
Citing “an article” is NOT the proper way to cite a source. Citing “web blog” that provides no name for the blog, no name for the author, and no other information is NOT a valid source.
A tweet is NOT a source.
Remember, you can use easybib.com to make citing the sources easier. Also, recall that you need to cite VALID sources.
Please, review this link
As well as this link
ALL sources, whether print or internet, should have an author, a title of the publication (as well as title of the article), and a date of publication - AT THE VERY LEAST.
Your textbook has information on using sources as well. Read it. If anyone has any questions, just e-mail me. If you want me to comment on your essays, I will need time to read them, so get them to me by Sunday before noon.
As I read through your response notes that ask you to annotate a source, I am noticing a lot of mistakes and poor choice of sources.
Citing “an article” is NOT the proper way to cite a source. Citing “web blog” that provides no name for the blog, no name for the author, and no other information is NOT a valid source.
A tweet is NOT a source.
Remember, you can use easybib.com to make citing the sources easier. Also, recall that you need to cite VALID sources.
Please, review this link
As well as this link
ALL sources, whether print or internet, should have an author, a title of the publication (as well as title of the article), and a date of publication - AT THE VERY LEAST.
Your textbook has information on using sources as well. Read it. If anyone has any questions, just e-mail me. If you want me to comment on your essays, I will need time to read them, so get them to me by Sunday before noon.
Wednesday, June 11, 2014
Wednesday, June 11
In-Class:
Reading Quiz for up to 4-points of extra credit.
Review of sample Rogerian Essays (and discussion)
Homework:
Write your thesis-rough draft (see instruction on the syllabus). DUE: Monday, June 16 by class time.
Bring in a typed up, hard copy of your essay for peer review.
the FINAL ESSAY will be due Wednesday, June 18, through e-mail (japar003@fiu.edu) no later than 5:00 p.m.
Reading Quiz for up to 4-points of extra credit.
Review of sample Rogerian Essays (and discussion)
Homework:
Write your thesis-rough draft (see instruction on the syllabus). DUE: Monday, June 16 by class time.
Bring in a typed up, hard copy of your essay for peer review.
the FINAL ESSAY will be due Wednesday, June 18, through e-mail (japar003@fiu.edu) no later than 5:00 p.m.
Tuesday, June 10, 2014
Response note 12
After watching these empathy videos, empathize with the opposing view of your argument
RSA Video
Ted Talk Video
In other words, write two hundred words (at least), that presents an argument you don’t agree with, but that you can empathize with.
RSA Video
Ted Talk Video
In other words, write two hundred words (at least), that presents an argument you don’t agree with, but that you can empathize with.
Monday, June 9, 2014
Response Note 9
Annotate another source.
Keep in mind that you should be summarizing the main points that the source is making and then briefly addressing those points and discussing how those main points shape your paper.
Keep in mind that you should be summarizing the main points that the source is making and then briefly addressing those points and discussing how those main points shape your paper.
Monday, June 9
Monday, June 9:
In-class:
-Review Rogerian Argument Organization.
-Review sources and topics: -10 minute of group discussion
mock arguments—play devil’s advocate in order to help your
peer.
-Discuss role of empathy in Rogerian argument: How empathic
are you: https://www.youtube.com/watch?v=jYc6PmHI_Y8
The role of empathy, globally: https://www.youtube.com/watch?v=l7AWnfFRc7g
A radical idea about empathy: https://www.youtube.com/watch?v=kUEGHdQO7WA
Review sources and how to deal with sources: Read MWF: pgs.
238-242 on summary.
Group work: Take five minutes to write down the argument you
want to make.
Share that argument with your peer. Then write a summary of
your peer’s argument and discuss if your summary is correct. In your
discussion, look for strategies in outlining your Rogerian arguments using
summary skills.
Discuss—repeat exercise with paraphrasing and quotations.
Homework:
Read Models for Writers. Pgs. 238-254.
Writing sentences- pgs. 228-232
Wednesday, June 4, 2014
Wednesday, June 4
Wednesday, June 4:
In- Class:
-Short review of Homework (textbook) readings
- Review of Logic: http://philosophy.hku.hk/think/logic/statements.php
- Identifying arguments: http://philosophy.hku.hk/think/arg/arg.php
- Argument Handout: http://writingcenter.unc.edu/handouts/argument/
-How to support an argument: http://www.lincoln.edu/mhs/owl/argue.html
Homework:
Read Models for Writers pgs. 261-266-- we will begin next class discussing this reading and doing the exercises.
Response Note 8 (Eight)
List 5 (FIVE) possible resources you might use; annotate one of the sources.
Here is a link on how to annotate a source: https://owl.english.purdue.edu/owl/resource/614/01/
Additionally, you can read the Models for Writers book pages 651-657.
Response Note # 7 (seven)
For this response note, write 200 words about your topic. Why did you pick the topic you picked? What are the varying angles of your topic? What do you know about the topic? Etc.
Monday, June 2, 2014
June 2- Monday
June 2 (Monday):
In-Class:
-Review
Rogerian Argument
-Read
web-text on Rogerian argument: http://writingcommons.org/open-text/genres/academic-writing/arguments/318-rogerian-argument
- Review
Handout on Rogerian Argument structure.
- Review
Annotated bibliography
- Review
Research Methods—Start big and narrow down.
Homework:
- Read: Models for Writers pgs. 539-546 “Argument”
- Read: Examples of RA: http://fyc.usf.edu/Sample%20Student%20Texts%20Rogerian%20Argument/Forms/AllItems.aspx
- Quoting and Paraphrasing Handout: http://writing.wisc.edu/Handbook/QuotingSources.html
- Another handout: http://www.laspositascollege.edu/library/documents/LPCplagiarism_examples.pdf
- Quoting and Paraphrasing Handout: http://writing.wisc.edu/Handbook/QuotingSources.html
- Another handout: http://www.laspositascollege.edu/library/documents/LPCplagiarism_examples.pdf
Essay Number 2
Rogerian Argument
Learning Outcomes
• Accurately reconstructs opposing arguments on an issue
• Employs appropriate tone and diction as to not alienate
the reader
• Successfully researches and integrates sources from
multiple perspectives on an issue
• Employs the Rogerian style of argument
• Use academic conventions such as MLA
• Use the writing process, including invention, drafting,
revising, peer review, and editing strategies
- Addresses the core
competency of MDC
Genre Conventions
• Audience:
primary: opponent; secondary: instructor and peers
• Purpose:
present a Rogerian argument on a divisive current, social issue
• Format:
MLA
Thesis or Focus
What are the two sides of the contentious issue? How can you
move both sides closer by using understanding, compromise, and critical
thinking? The genre of this project is an analytical essay that prepares for
social action by identifying the strategies used by those with differing
points-of-view.
Background
For this project, you will construct a Rogerian argumentation,
named after psychologist Carl Rogers. Your Rogerian argument will convince
someone who disagrees with you about a contentious social issue to see your
side of the debate.
This project challenges students to explore, analyze, and
engage arguments based on Rogerian argumentation. Students enhance their
knowledge of the conventions of academic discourse by developing an annotated
bibliography and integrating research into their argument. Additionally,
students enhance their writing abilities by receiving feedback from peers and
your instructor.
Rogerian arguments emphasize compromise, mutual respect, and
empathy. A Rogerian argument persuades by showing readers how their own points
of view are compatible with the writer's perspective. In other words, Rogerian
arguments are more like negotiations than arguments, as the writer needs to go
to special lengths to demonstrate a full understanding of the opposing point of
view.
Your topic should reflect a currently debated topic that
interests you. The essay should find a common ground with the opposing position
and then advance why you have a compromised solution. You must employ neutral language
so that your essay remains neutral and considers the opposing viewpoint.
Assignment
Write a 1,200 – 1,500-word Rogerian argument about a social
problem about which reasonable people disagree. You will argue for your own
perspective on how to resolve this problem.
Organize your essay following the standard Rogerian argument
organization, which follows a particular and non-classical paper order. For
instance, your thesis almost always
comes at the end of a Rogerian argument. Follow this order as you write
your paper by heeding the advice of this
handout* and by following the other
links placed on the web page.
You must use and document at least four outside sources in your essay. These might be
informative sources that describe the details of your chosen issue, or they
might be opinionated sources from both sides. (After all, to show your audience
that you understand opposing viewpoints, it makes a lot of sense to show that
you've read and understood writers who disagree with you!)
Role of Research
Students will research the best arguments for both sides of
whichever topic they choose in order to
compare and contrast the major, reliable claims of either side in the most
responsible way possible.
Project Tips
The key to Rogerian argumentation—and to this assignment—is
strategic empathy. First, this means
that you need to be fair to those with other points-of-view by explaining their
claims, priorities, and values and then recognizing their importance. Second,
you should persuade your readers that their priorities and values can be
reconciled with your own argument about the social issue, even if they seem too
different.
For instance, if your topic was the possibility of a carbon
tax to counteract global warming and you were arguing in favor of such a tax,
you would need to recognize the legitimate objections others might have to your
plan. For instance, such a tax would do little good if not applied in other
countries; it would punish small businesses too much, and it would not motivate
people to change their consumption habits. After recognizing these objections,
you might show how they can be met by your proposal for a carbon tax: a carbon
tax will eventually bring down energy prices and thus offset any burden to
small businesses; and by America taking the lead, other countries will be
encouraged to initiate a carbon tax as well. Ultimately you’re still arguing
for your own point-of-view, but rather than persuading others to change their
minds you are focusing on compromise and connecting arguments together.
Similarly if your topic was on the legal drinking age, and you were arguing in
favor of lowering it, then you might concede that alcohol is a very powerful
drug that should not be used irresponsibly.
You might also find yourself with these issues:
1. “I feel uncomfortable making someone else’s argument.”
Part of the challenge of this paper is exploring different points-of-view, even
if you find them objectionable. Effective writers try to work past what
psychologists and sociologists call “confirmation bias,” a tendency to only
interact with people and ideas that confirm our already-held beliefs. By
demonstrating an attempt at compromise, your readers will be encouraged to
reach past their biases and consider your position as well. Remember that you
are persuading your readers of your own point-of-view by showing how it is—at
least in some ways—compatible with their own viewpoints.
2. “Why bother researching another person’s point-of-view?”
The goal of this assignment is not to change your own opinions but rather to
help you make the strongest argument possible about your position on a selected
social issue. Oddly enough, by recognizing the validity of opposing claims, you
can help to make your own argument stronger. This can happen for several
different reasons: First, in order to understand an issue, a writer must
understand how that issue impacts all interested parties, and that means looking
at things from their points-of-view. Understanding a different perspective
might not change your own opinion, but it can help to complicate it in a
constructive way.
Adopted from: The University of South Florida (http://fyc.usf.edu/SitePages/1102_Proj2.aspx)
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