You should have gotten an email from me about optional conferences replacing a class meeting tomorrow. The conference window for my first class is 11:45-1:00; the window for my second class is 1:30-2:40. If you like, please stop by my office.
In the meantime, check out this video on the I-Search project, the project we are about to embark on:
Read Postman and Weingartner’s “What’s Worth Knowing” (linked here) and Macrorie’s “I-Search” (on Content page in Blackboard, in Readings folder); review the Project 2 description on the Projects page.
In Post 5, write a paragraph explaining your understanding of the arguments of both authors. In a second paragraph, brainstorm ideas for Project 2.
-Include relevant background information on the topic in the introduction
-Define key terms or abbreviations the reader needs to understand to read the rest of the text
-Give contextual information about the article being analyzed (author, title, topic, purpose, etc.) [introducing the author before we reference the author helps us just use the last name or pronouns later in the text]
-Introduce quotes and explain and analyze quotes
-Include specific examples of rhetorical appeals in the body of the essay and explain why these appeals work the way they do
What else can we add to this list from looking at drafts on Tuesday?
I’m attaching two documents here for your reference while you work on your outlines for class tomorrow.
One is the student sample essay that’s also included on the Project 1 page. I have annotated the introduction so you can see how the student includes all of the ideas presented in the P1 suggested outline sections I and II, but in a slightly different order. You’ll need to think about how best to present that material, whether it should go in one or two paragraphs, etc.
The other is an outline for Project 1 written by one of my online students, and it includes my feedback to her. She has been gracious enough to let me share it with you. This is a fairly well-developed outline, and though there are some areas she needs to keep thinking about (as you’ll see in the notes), she’s well-positioned to move from her outline to a draft of her essay.
We can talk further about these documents on Thursday if it’s helpful.
A quick one to keep you moving on Project 1:
- Compose one sentence that explains the purpose of the article you are analyzing.
- Review Post 3 and see if you have any additional questions or knowledge about the project to add (I’ll finish reviewing those today).
As I have reviewed materials for today and summary blog posts on “College Calculus,” a few questions have come to mind. Choose one of these three questions to spend five to seven minutes at the start of class thinking and writing about:
- A review of summaries of “College Calculus” shows few or no references to Capelli’s book, which Cassidy references heavily in his article. To what degree is Cassidy’s discussion of Capelli’s book important to his argument? How might a reference to that discussion appear in your summary? What was your response to the ideas from that book referenced in the article?
- For class today, you reviewed a link on “Enthymemes”. How might understanding where unstated premises exist in a text help you work through analyzing and critiquing the rhetoric of that text? Do you see any examples of enthymemes in “College Calculus”?
- Review two of your classmates’ summaries. What do they point out about “College Calculus” in their summaries that you do not? How might thinking about those ideas help you revise your summary?
To prepare for this blog post, assess your knowledge about the following rhetorical elements of your project, and consider what you still need to discover to keep working on your project. Write a 200-300 word post in which you explore both your prior knowledge about the rhetorical situation of your project as well as your remaining questions:
What learning outcomes does this writing task address? What do I hope to learn or gain personally through working on this assignment?
Topic: What am I writing about? What is my personal motivation for selecting this topic? How does this topic fit the scope of the assignment?
Audience: Who will read or hear what I write? Why will they want to know about my topic? What do I need to know about this audience? What information does this audience expect me to share in my writing? How is this kind of information typically communicated to an audience, and why?
Genre: What writing style is expected in this task? What are the moves that are valuable in this genre and will help me achieve my purpose? How do I expect my audience to use, read, or navigate this text?
Context: How long do I have to write this? How should I structure my time to support my writing process? What are the submission expectations for this writing task?
Once I have reviewed and responded to the questions above, what do I see I still need to know?