Reminder: How to use these materials - Home - Composition



Assignment 3 MaterialsReminder: How to use these materialsWhile the lesson plans explain how to implement activities, the materials are conceptualized as anything that you would project on a screen or print as a handout for students. There is one materials document for each major assignment, and each document is divided by week (Note: for TR lesson plans, some activities may appear in a previous or subsequent week due to the necessary shifting for a TR schedule). You will see links in some places to online materials, including online genre examples and Google Slides presentations. These materials are easiest to navigate via the Navigation pane, found by clicking on View -> Navigation Pane. You will also see that you will have several options for some activities in these materials so that you may choose the one that best suits your teaching style.Week 7Creating Inquiry Questions?Asking Good QuestionsPart of good inquiry is learning how to ask good questions. Share these strategies (or have the students build their own classroom-born idea of what a good question is) for asking good questions with your students:GOOD questions …Reflect GENUINE curiosityDon’t just go through the motions—ask a question that you REALLY want to know the answer to. If you already know the answer, don’t bother. Are Open-Ended and DebatableThey should invite different perspectives from different stakeholders.They should compel a person to THINK about situation Are Clearly StatedThe question itself should provide context for the reader of a question. It should provide enough information to FOCUS the responseNote the difference between the following:What does Cordain think about the typical American diet?What assumptions might Cordain be making about people’s access to high quality protein and leafy vegetables?Are Unbiased and Not “Leading” QuestionsDon’t have a pre-conceived answer in mind when you pose a question—otherwise you’ll find yourself “fishing” for the “correct” answer.Note the difference between the following:What’s a better way than lecture classes to teach?What classes are generally taught as lecture courses and how effective is that model?Inquiry Question Activity Suggestion 1: Questioning Objects or ImagesEach group will have an object or image that has some sort of story or meaning attached to it that is not readily or immediately obvious.?Each group will also have a piece of paper to record questions about the object or imageYou’ll have about 3 minutes of question brainstorming. Then, leave the object/image and paper in place, but rotate with your group to the next object/image?The new group needs to review what has already been asked and then proceed to ask new, deeper questions.?When all students have rotated through all the objects/images, we’ll debrief and explore what kinds of questions were asked.? Inquiry Question Activity Suggestion 2: The Paragraph of QuestionsThink about the three texts you read for class today.Now, write a paragraph of eight sentences regarding all the texts in which each sentence must be in the form of a question.?Each new question must respond to the questions before it by posing a new complication, doubt or possibility.? It should grow as you dig deeper and deeper.?Be prepared to read aloud your first and last questions and we will discuss the movement between the two.?Inquiry Question Activity Suggestion 3: Graphic Organizers (Two versions & HW follow-up below)What is a Theme or Subject?A broad idea or about life, society, or human nature. Our theme or subject for the class is Food-Energy-Water.Purposefully broad and wide.What is a Topic? An “slice” of a theme; an area of interest within a themeFor example, under the theme of Food you might have topics related to production, distribution, and consumption of food. A topic generates debate, discussion, discoveryWhat is an Issue?A slice of an area of the topic on which people have differing perspectives and stakesPoints of disagreement, debate, uncertainty, concern, or curiosity that are being discussed by communities of readers and writersTopics contain multitudes of issues; it’s up to us to find themTo identify, look for patterns in what you readCentral concepts repeated in textsPlaces of discrepancy or tensionWhat is inquiry?Asking narrow and refined questions to help develop knowledge and ideas about an issueBeing curiousExploring many different frames of an issue The beginning of an argumentOften good inquiry will lead you to a good research question The answer to the research question turns into your thesis statement/claim for the argument you wish to present into the conversationExample:Theme/SubjectTopicIssueInquiry QuestionGender equityWomen and Competitive Sports-Steroid use among adolescent girls involved in competitive sports-Women’s NBA lacking the funds that the NBA brings in- In which competitive sports is it more likely to see women abusing steroids and why?- To what extent are adults involved in steroid abuse in teen girls?Higher EducationCollege Admissions-impact of college admissions standards on the makeup of US colleges and universities-impact of waiving requirements in order to meet a particular “quota”- What are the current admissions policies at state universities across the nation, and how does CSU compare?-What would be the consequences if CSU made it more difficult to be admitted?Internet and Social MediaPrivacy-Social network providers sell personal information to marketing companies so as to “tailor” advertisement to meet individual users.-Every website, social network, etc. has different privacy controls and settings.-Why do different social media platforms have different privacy policies and controls?-Why might it be considered ethical or unethical for the provider of a social network, say Facebook, to periodically change the privacy rules?Food-Energy-WaterYou try one?4203700-1791335INQUIRY00INQUIRY4203700-3684270INQUIRY00INQUIRY4203700-5833745INQUIRY00INQUIRYPART II: YOUR HOMEWORK TASKSelect the three inquiry questions you like most from your GRAPHIC ORGANIZERAnswer the following questions:What is the topic?What is the issue?Now, on a separate piece of paper, rewrite each question three times, each time attempting to be more and more narrow and specific.When you reach your most specific question, create a list of potential stakeholders.Select one of these three questions as your working research question.Original question # 1RewriteRewriteRewritePotential Stakeholders Original question # 2RewriteRewriteRewritePotential Stakeholders Original question # 3RewriteRewriteRewritePotential StakeholderThe Connoisseur by Norman Rockwell Untitled by Banksi Untitled by Banksi Untitled by Banksi Image from Ethics in Higher Education by Jesse Iacovetto Homework/Extension on Inquiry: Exploring an Inquiry QuestionExploring an Inquiry QuestionFirst of all, it is extremely important that you select a question that you are interested in or care about. Evaluate questions you have come up with and see if they are debatable. Is there more than one side? List the potential different perspectives on this issue (try to come up with more than two): Digging into your current knowledge on the subject, what are some things you already know about this topic? Now try to think of people, organizations, academic areas of study, political parties, etc. that would be involved in this question or concerned about this issue in any way. Now look at what you don’t know about the issue and list areas that you need to find more information about in order to answer the question. List those areas here:Finally, begin researching to test what you have come up with as a potential issue. You may want to start generally with Google or Wikipedia but ONLY to get ideas for search terms. List at least 5 search terms below.Week 8Continuum of CredibilityThe Continuum of CredibilityCan you trust the information from a source? How skeptical should you be about the source?The CRAAP Test Sources NotesKey Questions to Ask for Source Evaluation:?Authorship:??Who is the author?? Well-known?? Credentials/bio available????Their agenda/bias (like being paid)????The less you know about them, the more questionable is their authority.? If you use such a source, indicate exactly what you know or don’t about their credentials.?Publishing Organization:???Who published this????Is the organization recognized in its field????Is the organization selling something/asking for money????If you know the source is not authoritative or has a commercial bias, indicate the organization’s identity if you quote from the site.?Point of View/Bias:???Everything has this, but some may mean that the info is not reliable or accurate.???Does the author or the organization have a commercial, political, philosophical, religious, environmental, or “scientific” agenda????When you use a source with highly selective or biased info/perspectives, indicate the author’s probable bias or agenda when you cite the piece.?Knowledge of the Literature:? Reliable sources refer to other texts available or published in that discipline or field.???Look for documents that have in-text citation or reference to other sources, a fair and reasonable appraisal of alternative points of view, and a bibliography.???Any source that has no references to other key works may simply be one writer’s opinion and/or may contain erroneous information.?Accuracy and Reliability:???Can the info in the text be verified for accuracy????Are the methods of gathering information indicated????Has this study been replicated elsewhere????If you have reason to believe the source is not reliable or accurate, find another source!?Currency:???Depending on your purpose and audience, currency may or may not be important—for this research project, it is very important!!!???Can you determine the date the text was written????Can you find the date the information was posted on the site????Are cited statistics based on recent data?? You may use information from an older study, but acknowledge that it is dated and supplement it with more recent studies??The 3?Rs?of Evaluating Sources?(even those from the databases/library):?Relevancy:? should be relevant to your subject, your purpose, and your intended audience…if research question is too general, all sources may appear relevant, but won’t be helpful?“Recency” or Currency:? look for the most current sources.? You can look for historical and primary sources, but should supplement/compliment with recent sources as well.???Reliability:? some bias is inevitable; locate and use a variety of sources representing several points of view.? If you are in doubt about an author’s point of view or credibility, consult experts in the field or check book reviews (Book Review Digest—notes reputations of authors)??Evaluating Sources Resources and LinksHarvard University Library’s guide to spotting fake news: HYPERLINK "" A Guide to Media Literacy: HYPERLINK "" Evaluating Sources ActivitiesBring in a variety of sources –a magazine like The Atlantic, an academic journal, a pop culture magazine like People, an article from a fake news website, etc.Break the students into groups and give each group a textAsk students to use the “Evaluating Sources Activity” (found in A3: Materials) and evaluate their textAsk groups to share out their findings EVALUATING YOUR SOURCES?In your groups, please attend to the following tasks:?Look at your source / text.?Assign a scribe.?Answer the following questions about it:??Who is the author??? Is he / she credible?? Why or why not???Who is the publisher?? Are they credible?? Why or why not???Is there a bias that might interfere with credibility?? If so, what is it???Does the text seem to be accurate?? Why or why not???Is the text current??? How does this affect an assessment of credibility??Week 9Annotation Notes?Annotated Bibliography Notes?What are annotations??A collect of sources that you plan to consult and make use of in your researched argument.???Usually there are three components to each annotation:Citation (in this case the citation must be written in proper MLA citation format)?Summary?Evaluation?Why should we write annotations??To learn about your topic?Excellent preparation for a research project?Forced to read every source closely and critically?Allows you to see what has been done in the literature and where your own research or scholarship can fit?To help formulate a thesis?Purpose of research is to SUPPORT a thesis?Annotations can help you gain a good perspective on what is being said about your topic. You’ll start to see what the issues are, and what people are arguing about.?Once you’re familiar with the conversation, you can find a way to contribute to that conversation with your Researched Argument paper.??To help other researchers?Extensive and scholarly annotations are sometimes published.???Provide a comprehensive overview of everything important that has been and is being said about that issue/topic.?Sharing sources is helpful as we engage in writing/research communities. Others want to “join the conversation” too and our annotations help them do just that.??How to write an annotation??Citation?At the top of each annotation, put the MLA citation. Use the MLA Guide in JTC since this is the most current version (this is also the version I’ll use to check the accuracy of your citations!). Most citation generators (EasyBib, for instance) aren’t updated to MLA 8th edition (meaning if you use them and the citations aren’t correct, then your citation is wrong!) Reminders about Citations:You must know what kind of source you have. (Book? Magazine article? Journal article? Blog entry? Other?) Pay attention to the “Articles and Other Short Works” section in JTC – this is where most of your information will come from. If you find a source using the CSU library databases, the source will often have a DOI (“digital object identifier”), a “permalink” or “stable URL.” If this is included in the article, you must include it in your citation. Use DOI if there is one; use permalink/stable URL if not. Summary?After the citation, offer a brief summary of the article. This is not a rhetorical summary; it’s a “regular” summary explaining thesis and reasons/key points/main points. Do not include rhetorical info (like audience, author affiliations, etc). Be objective in your summaryUse author tags and, if appropriate, short quotations. If you quote, be sure to cite the page number if applicable using parenthetical citations. Reminders about Summaries:Identify the author’s thesis at the beginning of your summary, then talk about he/she supports it. Don’t forget…sometimes the articles we read don’t have the thesis at the beginning, so avoid chronological summaries – do a structural summary/key-point summary like we learned at the beginning of the semester. Keep in mind the purpose of the summary is to inform an audience who hasn’t read the article about the main argument. This is actually harder than it sounds: you have to work to give enough detail to cover the “big picture” of the author’s argument but without getting bogged down in too many details. Focus on the thesis and reasons/key points, not on evidence. Analysis?Explain the reliability of the sourceConsider: How does the author demonstrate ethos? What are the author’s credentials? What types of evidence does the author use? What genre have they chosen to publish in? (Remember: always use more than one indicator when justifying reliability.)Explain what information, viewpoints, evidence, etc. might be most helpful when you’re writing your argument. Consider: Is this information potentially valuable for background/introductory material? Are there striking examples you might use for evidence? Could the author’s ideas potentially be a counterargument you’ll refute? Does the author engage his/her audience using rhetorical strategies you might also use? Explain how the source compares with other sources you’ve found and contributes to understanding the conversation on the issue. It is important to seek a range of sources with different perspectives and opinions. Don’t simply gather sources that all agree with each other. Consider: How does this information confirm, conflict with, and/or offer a new perspective on the information you’ve gathered from other sources? Be specific here and refer directly to other sources for which you’ve written annotations.Sample AnnotationBert, Fabrizio, et al. “Risks and Threats of Social Media Websites: Twitter and the Proana Movement.” Cyberpsychology, Behavior and Social Networking, vol. 19, no 4, April 2016, pp. 233-238. Academic Search Premier, doi: 10.1089/cyber.2015.0553. This article explores the several social media accounts, specifically on twitter, that are called proana sites that are accounts created to promote anorexia. The article conducts an experiment where they follow as many proana sites as possible to see the demographics of people following the accounts, as well as how often the proana posts were shared. Researchers found that each site steadily gained followers and shared shares on a daily and weekly basis. They found that some sites had up to about 2,0000 followers, and the majority of people following the sites included people between the ages of 12-28 (Bert 234). They also found that several of these sites were being shared and spread even further, reaching the computers of more and more young adults.This article will work well when answering my inquiry question because it gives significant evidence and data I can use as references. The article itself also seems very credible. By using visual aids as a way to refer back to the text it allows readers to follow the process the researchers used to reach the conclusion that they did. They also includea number of references they used when conducting their research to shot that they not only conducted their own research but also consulted others to make sure their conclusion was not far-fetched. In relation to the Talbot, et al. article, they both come to the same conclusion that social media sites and hashtags can be associated to eating disorders. Annotation Mini WorkshopWhat’s your name? ______________________________________________________Who wrote the annotation you’re reading? ___________________________________DirectionsClosely and critically read your partner’s annotation all the way through once without marking it. Then respond to the prompts below. (Please note some of the prompts ask you to respond on this page; others ask you to write directly on your peer’s annotation.)Part 1: CitationLook at the citation on the student’s annotation and compare it with the MLA guide in the textbook. Is the citation correct? (Pay attention to the details because – love it or loathe it – they matter in citations!) Pay attention especially to the following:Is it the correct citation style for the type of source used?Are all important words in the article title capitalized? If not, mark the words that need to be capitalized. Is the publication name (the journal, magazine, website, etc.) in italics? If not, underline it for your partner and remind them to do this. Is the date of publication listed at day, month, year OR month, year (e.g., 22 June 2017 or June 2017)? If not, circle it and write a note to the author. Are months abbreviated? If not, circle the month and correct it for them. Here are the abbreviations for each month (you’ll notice the only months that aren’t abbreviated are May, June, and July):Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec. Part 2: SummaryImmediately after the citation should be a summary. Does the summary immediately follow the citation? If not, put a note on the annotation explaining that the author needs to re-organize the annotation so the summary comes right after the citation. Summaries in annotations should be short (about 125 words) and should:Begin with discussing the thesis of the article. Does the author do this? Is it at the beginning of the summary? If yes, underline the thesis statement. If not, give your partner a reminder to re-organize the summary.Explain how the author supports the thesis. Does the summary explain the “because” statements? Do you, as a reader, understand what the article is about – based only on the summary in the annotation? Remember that summaries should focus on reasons/main points/key points and not get too bogged down with evidence. Give your partner some feedback on this in the space below.Remain objective. Is the summary objective and neutral? Look for words that pass judgement and cross them out (e.g., “fascinating,” “intriguing,” “helpful,” “unclear,” etc.)Use attribution. Does the writer use attribution throughout the summary (as author tags and/or citations?) If not, point out some spots where the wrier needs to do this.Part 3: AnalysisImmediately after the summary should be an analysis of the source. The analysis and the summary should not “mix together” – the writer should finish the summary and then move on to the analysis. Does the analysis immediately follow the summary? If so, move on to the next question. If not – or if the summary and analysis “mix together” – write a note to your partner explaining that summary and analysis should be distinct and shouldn’t overlap at all.Analyses should be short (about 125 words) and should:First discuss the reliability of the source. Does the author explain why the source is a good one and why it’s credible? Does the author use more than one indicator to justify reliability? Write a note about how well the writer is doing this. Then the analysis should explain what information, viewpoints, etc. might be most helpful when writing the argument. Does the author do this? Is the author specific and clear? Watch for vague discussions like “This offers a new perspective on the issue.” Statements like this need to be more specific, such as: “This article has a lot of general information and statistics that could potentially be useful for background info in an argument.” Write a note about how well the writer is doing this. Then the analysis should explain how the source compares with others on the AB and contributes to understanding the conversation. When doing his, the author should specifically refer to other sources they’ve found, by name, and should be specific and clear. (For instance, watch out for vague discussions like “This contributes to the conversation by explaining their argument.” Statements like this are too vague and should be more specific, like “This article diverges with what the Johnson and Smith source says; they argued the opposite point about the issue.” ) Write a note about how well the writer is doing this. Week 10Overview of Terms for Scholarly SourcesQuantitative Research (numerical data)Qualitative Research (descriptive data)Data collection: Survey (studying large groups), experimentData collection: Case study (studying a few individuals in-depth), observation, interviewCommon Analysis Methods:Common Analysis Methods: Correlations & regressions show relationships between variablesTextual analysis allows the researchers to find themes/patterns in texts to understand social phenomena.T-tests & ANOVAs show differences between variables Other common terms:Other common terms:Randomized – population being studied is chosen at random which makes the results more generalizableEthnography – the study of people and culturesAutoethnography – the study of one’s own cultureSingle-blind (researcher knows which subject received treatment but subject doesn’t) and double-blind (neither researcher nor subject know who received the treatment)Longitudinal – the study is conducted over a long period of timeResources for Reading Scholarly Sources Reading Workshop: Scholarly SourcesReading Workshop: Scholarly ArticlesActivity adapted from strategies in: Rosenberg, Karen. “Reading Games: Strategies for Reading Scholarly Sources.” Writing Spaces: Readings on Writing. Vol. 2. PDF. DirectionsScholarly articles (sometimes called peer reviewed, refereed, or academic articles) are a specific genre of articles meant for a specific audience of researchers. To more effectively and efficiently read scholarly articles, especially since you’re not the intended audience, it’s important to be familiar with the genre conventions of this type of source. Read and respond to each question below, basing your responses on a scholarly article you’re hoping to use for your A3 research.Basic article informationWhat is the title of the article? __________________________________________________________________________Who is/are the author(s)? ______________________________________________________________________________What’s the name of the journal it as published in? And when was it published? _______________________________________________________________________________________________________________________________________Read the titleAcademic articles often have long and detailed titles (often written as a title/subtitle combo with a colon in between, (like “A Tale of Two Sites: Twitter vs. Facebook and the Personality Predictors of Social Media Usage.”). Reading the title closely can be helpful to “key you in” about important concepts or issues that the article will discuss. What words, concepts, or ideas does the title state or imply will be hit on in the article?Read the abstractScholarly articles often start with an abstract: a paragraph at the beginning of the article that briefly encapsulates the main question the researchers were trying to answer, how they tried to answer the question, what new thing they discovered with the research, and why that discovery is important in the field. Look at the abstract to identify these items.main question the researchers were trying to answerhow they tried to answer the questionwhat new thing they discovered with the researchwhy that discovery is important in the field.Read the introductionThe intro can give you a really good idea about the content of the article (and does so with more detail than the abstract). Don’t try to rush through the intro; investing time in reading the intro thoroughly can pay off big dividends by helping you understand the “big picture” of what the researchers are trying to do. Pick out two ideas from the intro that seem as if they’re important for understanding the entire article and paraphrase them below.Key idea #1:Key idea #2:Read the section headingsMost scholarly articles have section headings that help you understand the text’s organizational pattern. Skim the article to identify the section headings and briefly skim each section to get a sense of what each section is about. Put the section names and a brief discussion in the space provided below. (Depending on how many sections are in the text, you may not use all the spaces provided.) If your article does NOT have section headings (this happens sometimes – it’s more common in some academic fields than in others), still work to identify the organizational pattern. What “chunks” is the article broken up into? What are each of these “chunks” basically talking about? Section Name:________________________Basically, this section is talking about:Section Name: ________________________Basically, this section is talking about:Section Name: ________________________Basically, this section is talking about:Section Name: ________________________Basically, this section is talking about: Read the conclusionJust like with the intro, it’s worth investing time in thoroughly reading the conclusion. Here authors will sum up their findings and talk about limitations of the study (what it doesn’t do, questions it doesn’t answer, what further research still needs to happen, etc.) Use the space below to write a brief summary of the conclusion, including any limitations the authors might discuss. Put the pieces togetherFinally, it’s important to take a step back and put the pieces together. To be published, scholars must make a case that they’re offering something new to the conversation about the issue. Ultimately, you want to be able to identify what the main argument of the text is and, once you know that, you can make decisions about which parts of the article you may want to read over closely. Look back at the work you did above and look back at the article. What is the main argument of this text? Citation Practice ActivityBegin by discussing the connection between plagiarism and the need for correct MLA citationsExplain the activity Students will be split into groupsEach group will be given text (provide a variety of texts: academic journal article, book, DVD, CD, magazine article, newspaper article, etc.)The group’s task is to write a correct MLA citation for their text using the MLA booklet or JTCR resources. Have them note that using up-to-date citation resources is key; it’s not necessary or desirable to commit citation details to memory. Use your available resources and remember that conventions change over time. The MLA Style Guide was just revised, for instance, which is why we are using a short, draft version until all the changes are incorporated into textbooks. Have students rotate the texts as many times as time will allow in order to practice with a variety of texts.Plagiarism ScenariosPlagiarism ScenariosDirectionsOften, students and teachers experience a disconnect about what does and does not constitute plagiarism. Read the scenarios closely; as you read, think about whether or not the scenario is a case of plagiarism. If it is plagiarism, decide on a scale of 1-5 about its seriousness (1 being accidental and not as serious and 5 being intentional and more serious.)#1: Adam has waited until the last minute to write his researched argument for CO150. He knows his friend, Andrew, took CO150 last semester and wrote a similar paper. Adam takes the final draft of Andrew’s paper and rewrites it. He uses the same sources and quotations as Andrew, but he makes sure that he rewrites the explanation to sound more like himself. He also adds a new introduction and conclusion, but he essentially uses Andrew’s thesis.#2: Julia has been working on her paper for her comp class and came up with a draft for workshop. She got some good ideas from workshop, but before submitting her final paper she gives the paper to her sister so she can get some help with making it sound better. Her sister helps her with grammar and punctuation, and also rewrites a few sentences to make the transitions smoother and the vocabulary more elevated. Julia then turns it in for a grade. #3: Jeremy is stumped with the assignment for his comp class. His friend, David, is also taking CO150 this semester and has done the assignment that Jeremy is currently working on. David gives Jeremy a copy of his assignment so he can see an example. Jeremy takes David’s assignment, changes some words, moves some ideas around, and turns it in as his own.#4: Jessica is researching GARDASIL and comes across the following information on the medication’s website: “GARDASIL is the only cervical cancer vaccine that helps protect against 4 types of human papillomavirus (HPV); 2 types that cause 70% of cervical cancer cases, and 2 more types that cause 90% of genital warts cases. GARDASIL is for girls and women ages 9 to 26” (“Gardasil”). She decides to paraphrase the info as such in her papers introduction: GARDASIL is the sole cervical cancer vaccine that protects against four types of HPV and herpes. GARDASIL is for females between the ages of 9 and 26 (“Gardasil”).#5: Derrick is researching graphic novels and he needs to include a definition of literature to prove that graphic novels have literary merit. He finds the following definition online: “The body of written works of a language, period, or culture. Imaginative or creative writing, esp. of recognized artistic value” (“Literature”). He decides to paraphrase the information in his paper’s introduction: Literature is anything that is creatively written and refers to anything artistic, such as graphic novels (“Literature”).#6: In Kathryn’s CO150 class, peer workshopping occurs before the final draft is due. Kathryn is usually paired with Bryan, the best writer in the class. After workshop, Kathryn goes home and expands the areas Bryan comments on. She decides it’s best to use the exact ideas, even sentences, which Bryan suggests. Also, Kathryn deletes any sentences Bryan notes as unnecessary.#7: John realizes the structure is his argument paper in CO150 is similar to the structure of his persuasive speech for his speech class. Since his CO150 class is allowing him to choose any topic he wants, he selects the legitimacy of professional video gaming as sport. He has just written and presented a speech on this very topic. While giving the speech, John records himself. Later, John plays back the speech and types it out word for word. He turns in the paper as his CO150 argument paper.#8: Elizabeth needs to add more information to her persuasive paper on the environment. She recently attended a lecture on climate change for her biology class. During the lecture, she took careful notes. She decides to use these notes to help her lengthen her paper. Since the notes are mostly her paraphrases of the material the lecturer presented, Elizabeth decides she doesn’t need to include any citations in the paper for these notes. #9: Jeff has collected several pieces of evidence about the Vietnam War for his paper. He relies on several newspaper articles written during and after the conflict. As he writes a description of the TET Offensive, he properly cites direct quotations and eye-witness accounts; however, he does not cite basic background information such as names, dates, and geographical place names. Making Sense of Research ActivityThis activity is from Critical Passages by Kristen Dombek and Scott Herndon (18)Ask students to write a line or two describing what they are writing aboutAsk them to draw a line down the page, underneath the sentenceOn the left side of the line, ask students to write everything they already think they know about their issueOn the right side of the line, ask students to write everything they don’t know about their issueSuggest that they utilize the phrase, “I wonder . . .”Suggest that students be seeking sources that answer their inquiry question, but also looking for sources that align with both sides of the table – that is, sources that agree with what they think they know and sources that answer their “I wonder” questions. Define Discussion, Debate, Dialogue, and Argumentation Useful Questions For Dialogue FacilitationThings to keep in mind when posing these questions: those receiving them may not speak English as a first language, so please keep in mind your pace of speaking, and the words you use, (for example, colloquialisms or IGR dialogue language); please be sensitive to disability issues (for example, using the words “stand” or “hear”)Exploratory Questions—Probe basic knowledgeWhat do you think about ________?How does _________ make you feel?What bothers/concerns/confuses you the most about _____________?What are some ways we might respond to ________________?Casual Questions—Open ended questions that don’t require a detailed or specific kind of responseWhat is your understanding of __________?What do you want to know about ____________?What is the first thing you think about in relation to _____________?What are some questions you have about ____________?State one image/scene/event/moment from your experience that relates to ___________?Challenge Questions—Examine assumptions, conclusions, and interpretationsWhat can we infer/conclude from _______?Does _____ remind you of anything?What principle do you see operating here?What does this help you explain?How does this relate to other experiences or things you already knew?Relational Questions—Ask for comparisons of themes, ideas, or issuesDo you see a pattern here?How do you account for ______?What was significant about ______?What connections to you see?What does ________ suggest to you?Is there a connection between what you’ve just said and what ______ was saying earlier?Cause and Effect Questions—Ask for causal relationships between ideas, actions, or eventsHow do you think _______ relates or causes _________?What are some consequences of ___________________?Where does ___________ lead?What are some pros and cons of _________________?What is likely to be the effect of _________________?Extension Questions—Expand the discussionWhat do the rest of you think?How do others feel?What did you find noteworthy about this comment?How can we move forward?Can you give some specific examples of _________________?How would you put that another way?Hypothetical Questions—Pose a change in the facts or issuesWhat if _________ were from a different _________, how would that change things?Would it make a difference if we were in a __________ society/culture?How might this dialogue be different if ____________?What might happen if we were to ____________?How might your life be different if ___________?Diagnostic Questions—Probe motives or causesWhat brings you to say that?What do you mean?What led you to that conclusion?Priority Questions—Seek to identify the most important issueFrom all that we’ve talked about, what is the most important concept you see?Considering the different ideas in the room, what do you see as the most critical issue?What do you find yourself resonating with the most?If you had to pick just one topic to continue talking about, what would it be?Process Questions—Elicits satisfaction/buy-in/interest levelsIs this where we should be going?How are people feeling about the direction of this dialogue? What perspectives are missing from this dialogue?Everyone has been ________ for awhile, why?How would you summarize this dialogue so far?How might splitting into groups/pairs affect our discussion?Analytical Questions—Seek to apply concepts or principles to new or different situationsWhat are the main arguments for _______________?What are the assumptions underlying ______________?What questions arise for you as you think about ______________?What implications does ___________ have? (for _____________?) Does this idea challenge or support what we’ve been talking about?How does this idea/contribution add to what has already been said?Summary Questions—Elicit syntheses, what themes or lessons have emerged?Where are we?If you had to pick two themes from this dialogue, what would they be?What did you learn?What benefits did we gain today?What remains unresolved? How can we better process this?Based on our dialogue, what will you be thinking about after you leave?Let me see if I understand what we’ve talked about so far… What have I missed?Ok, this is what I’ve heard so far… Does anyone have anything to correct or add? Action Questions—Call for a conclusion or actionHow can we use that information?What does this new information say about our own actions/lives?How can you adapt this information to make it applicable to you?How will you do things differently as a result of this meeting?What are our next steps?What kind of support do we need as we move forward?How does this dialogue fit into our bigger plans?Evaluative Questions—Gauge emotions, anxiety levels, what is going well or notIs there anything else you would like to talk about?How are you feeling about this now?What was a high point for you? A low point?Where were you engaged? Disengaged?What excited you? Disappointed you?LARA/I and EmpathyEffective listening is one of the most important qualities of engaging with someone with whom you disagree with. This is a skill that does not necessarily come naturally. Being an effective listener is different from everyday conversation or speaking. Effective listening includes:Setting aside your own agenda while someone else is speakingHearing what people mean, not just what they sayResponding to a speaker’s feelingsEmpathy is an important component of effective listening. Empathy versus Sympathy:Empathy: Perceiving and responding to the feelings of another person while remaining in touch with your own feelings.Sympathy: Losing touch with the feelings of the other person by reacting to your own feelings. Sympathy is something you feel.Empathy also involves Reflective Listening. You listen for a feeling, relate to that feeling, and then reflect or restate that feeling back. Reflective statements consist of three parts: the prefix, the feeling word, and the source of the feeling. ----------------------------------------------------------------------------------------------------------------------------------------------------------------1. The prefix is a phrase that communicates the listener’s impression or interpretation of what the speaker is feeling. For example:It sounds like you feel… I’m wondering if… I sense that you feel… I hear what you’re saying… What I hear you saying is…2. The feelings are usually the reason the person is approaching you. Sometimes it will not be certain what he or she is feeling, but he or she knows that it is causing them distress or anxiety. Keys to naming feelings:Be precise.Do not back away from stating a feeling.Do not use minimizers or maximizers (For example, a little angry, kind of mad). People either have feelings or they don’t.Trust your perceptions.Incorporate the word “feeling” before you state the feeling word. (“It sounds like you are feeling angry”.)3. The source completes the empathetic response. Whatever the problem may be, some part of the problem is in the source of the feeling. Always focus on the person, not a third person. For example:It seems to me that you’re feeling betrayed by your friend.It sounds like you’re feeling confused about what to do next.You sound like you’re feeling really angry about the situation with your mother.I’m hearing that you’re feeling disappointed about the situation with your brother.LARA/I is a method of nonviolent dialogue developed by the organization Love Makes a Family that has been adopted by many organizations, colleges and universities as a way to engage in conversations around difficult topics. LARA provides a tool for responding to comments or questions, especially the hostile or threatening ones. --------------------------------------------------------------------------------------------------------------LISTEN: This is where you use those empathetic listening skills to understand what beliefs and feelings lie at the core of the question or statementACKNOWLEDGE: Express the connection that you found when you listened, whether it’s a feeling, an experience, or a principal you have in common with the other person and or acknowledge that you hear what they are saying.RESPOND: We often hear debaters or politicians avoid answering the question that was asked in order to stay in control of the situation. In LARA, one answers the question and responds to the issues that the person rose. By doing this, one conveys that the other person’s question deserves to be taken seriously. ADD INFORMATION: Once the first three steps are completed, the opportunity to share additional information is open. This is a good time to state resources or to add a personal anecdote.And/Or INQUIRE: As an alternative or complement to Adding Information, ask the other person for more information about their perspective. This demonstrates that you are genuinely interested in an exchange of information, not just working to win your point. It also is the most likely way to deepen dialogue, as it sets a tone for you both to inquire together.LARA conversation example:Statement: I think it is fine for gay people to have civil unions, I just don’t see why they have to call it marriage.L: Exasperation, maybe this person feels that they are being reasonable but others are unwilling to compromise.A: I’m glad you support civil unions. Those were used in some states like Vermont prior to when same-sex marriage was legalized in June of 2015.R: My concern is that if we have civil marriages and civil unions and the only difference is the sex of the people involved, then it will make it seem like the defining characteristic of marriage is that there is a man and a woman. To me, marriage at its core is a commitment between two people to stay together and take care of each other.A: Some people have suggested that we could call all state-performed ceremonies “civil unions” and leave the word “marriage” for religious ceremonies. What are your thoughts on that?I: Could you tell me more about why you support civil unions? . . . . How did you come to that perspective? What is important about it to you?Assignment 3 MaterialsWTL – Defining ArgumentLook at the dictionary definitions (The American Heritage Dictionary?Fourth Edition) for the following words:?Argument: A discussion in which disagreement is expressed; a debate??Debate: To engage in argument by expressing opposing points?Dispute: To argue about; to debate?Quarrel: An angry dispute?Where do they overlap??Where do they differ??So…how might you synthesize these different terms to offer a comprehensive definition of the term “argument”??Follow-up Discussion: After sharing out their answers, make sure that there is some clarification that an argument needs to do the following:Be debatableMake a claimSupport the claim with reasons and evidenceClaim / Reason / Evidence TreeClaim / Reason / Evidence NotesCLAIMS / REASONS / EVIDENCE?Since the purpose of many arguments is to convince readers to agree, it’s important to have a central idea for readers to agree with.??An argument’s main idea is its?central claim or thesis statement?which is a road map for your essay??The central claim or thesis should illustrate the following:?The specific?focus?The?audience?The?purpose?To convince undecided readers to accept your thesis?To make opposing readers less resistant to your thesis??To convince readers who agree with you to take action?The thesis statement can also include the following:?Your main reasons?A nod to the alternatives?Writers build arguments off of claims by providing?reasons or key points, statements that show?why?the writer believes the claim to be true.??Since reasons often are opinions, they need?evidence?to show that they can be considered valid.???Each reason needs to be supported with evidence which can include:??Firsthand observations?Examples from personal experience?Statistics?Facts and quotations from your research?Results of field research, such as interviews,?etc?. . .???Your choices of evidence reflect your:??Purposes?Audiences?Contexts?The writer needs to provide connections, explanations, and interpretations to make the evidence meaningful.??The writer also needs to pay attention to?alternative perspectives?that are aligned to key reasons and are backed by evidence by both?acknowledging?and refuting them??Claims/Reasons/Evidence ExamplesSILLY EXAMPLE (CREATE YOUR OWN!)?Claim:??Large dog breeds have often been negatively stereotyped as violent and aggressive; in fact, many giant dog breeds, if properly raised and trained, can be loyal and dependable family pets.?Reason # 1:??Rottweilers?are wonderful companions for both children and adults?Evidence:??Statistics show that if the children in a family survive a Rottweiler’s first three years of life, the family will, 75% of the time, claim that they would welcome a Rottweiler as a family pet again?Evidence:??Cesar Milan states that “.?. .?most dogs just need a small whisper and a little “tsk” sound in their ear to get them to behave.? Sure.? A Rottweiler?? He just needs a bigger whisper? . . . okay . . . a yell.? A holler.? A resounding whoop, you could say.?? That’s all he needs to be a beloved family member”?Alternative:?Rottweilers?do not make good family pets?Evidence:??I.M.?Tiny’s? 2013 article, “Only Poodles and Abyssinians,” that appears in Volume 5, Issue 6 , of The Institute of Fake Research’s scholarly journal,?Believe Me, It’s?True,?Rottweilers?“. . . are no more than the living, nightmarish embodiment of?Hagrid’s?mythical dog, Fluffy”??IN PARAGRAPH FORM: EXAMPLE # 1?Large dog breeds have often been negatively stereotyped as violent and aggressive; in fact, many giant dog breeds, if properly raised and trained, can be loyal and dependable family pets.??Rottweilers?are wonderful companions for both children and adults.??The international scholarly journal,?It’s Only a Dog Bite: Get Over It, published an article in Volume 6, Issue 7, titled “They’re Not Rotten, They’re Just Big,” by animal rights activist?Wera?Collar, that provides statistics that if the children in a family?survive a Rottweiler’s first three years of life, the family will, 75% of the time, claim that they would welcome a Rottweiler as a family pet again.? Cesar Milan stated that “? . . . sure, most dogs just need a small whisper and a little? “tsk” sound in their ear to get them to behave.? Sure.? A Rottweiler?? He just needs a bigger whisper? . . . okay . . . a yell.? A holler.? A resounding whoop, you could say.?? That’s all he needs to be a beloved family member” (Milan)?This argument starts out with a claim.? Agree or disagree?? Why or why not??Does it explain how the pieces of evidence connect to each other or how they support the reason?? Why or why not???Is there an explained and connected alternative perspective??What’s missing???IN PARAGRAPH FORM: EXAMPLE # 2?Large dog breeds have often been negatively stereotyped as violent and aggressive; in fact, many giant dog breeds, if properly raised and trained, can be loyal and dependable family pets. It has, for example, been stated that?Rottweilers?do not make good family pets.? For instance, according to? small breed advocate and cat lover, I.M.?Tiny’s? 2013 article, “Only Poodles and Abyssinians ,” that appears in Volume 5, Issue 6 , of The Institute of Fake Research’s scholarly journal,?Believe Me, It’s True,?Rottweilers?“. . . are no more than the living, nightmarish embodiment of?Hagrid’s?mythical dog, Fluffy and are lethal to all human beings” (22).???More compelling research contradicts this belief, and provides evidence to support the idea that?Rottweilers?are wonderful companions for both children and adults.? Case in point, the international scholarly journal,?It’s Only a Dog Bite: Get Over It, published an article in Volume 6, Issue 7, titled “They’re Not Rotten, They’re Just Big,” by animal rights activist?Wera?Collar, that provides statistics that if the children in a family survive a Rottweiler’s first three years of life, the family will, 75% of the time, claim that they would welcome a Rottweiler as a family pet again. The people who have actually experienced life with a giant dog are willing to go on record with an affirmative support of the dog as a family pet.? Additionally, in a personal interview I conducted with? famous dog trainer Cesar Milan, on October 31, 2013 at a Halloween costume party, at midnight, in a dark, crowded house near? Colorado State University’s campus, Milan stated that “? . . . sure, most dogs just need a small whisper and a little? “tsk” sound in their ear to get them to behave.? Sure.? A Rottweiler?? He just needs a bigger whisper? . . . okay . . . a yell.? A holler.? A resounding whoop, you could say.?? That’s all he needs to be a beloved family member” (Milan).?? Milan’s expertise provides reassuring support for the idea that even a Rottweiler can be a good family pet.???What is different in this example??How is the evidence presented?Argument Structure: Cookies!After explaining basic argumentation structure—making sure to emphasize the myriad ways and methods of structuring (see the “Claims, Reason, Evidence Examples” and silly sample in the appendix as an example of very basic structure)—you might consider engaging in a fun, low stakes activity that helps students see the connections between claims/ reason /and evidence. Divide the class into three groups.Assign each group a type of cookie. If you have the funds, it is fun to actually provide each group with a package of said cookies. Also provide each group with a handout (see the included handout) to guide their activity process.Offer out a beginning claim: Our cookies are the best cookies because …Ask students to identify their audienceThen, ask students to formula their key reasons to support this claim Instruct students to visit TIFR (The Institute of Fake Research) to find keyAlso ask students to create an alternative key reason supported by evidence that opposes their claimAsk students to refute that alternative perspective Ask students to share out their “argument” and record it on the board. Even though there will be silliness, make sure to keep the teaching going: point out the difference between a reason and evidence; point out how the alternative needed to connect to the claim and, optimally a reason; explore how the thesis could have expanded and provided more info after the reasons and evidence were constructed, etc. JIGSAW an EditorialAn exercise adapted from Essentials of Argument by Nancy V. Wood (109-111) Break students into groups of three or four.Ask all of them to read a short editorial that you selectThen, assign each group a specific question or two (from the list below) to answer regarding the editorial.What is the claim? Is it explicitly stated, or did you have to infer it?What are the key reasons?What is the supporting evidence?What common values, beliefs, appeals, and assumptions are made in the editorial? Are you in agreement or disagreement with these ideas? Why?Are alternative perspectives explored? Are they also refuted?Is this argument convincing? Why or why not?Is there a qualifier? Is the claim stated in absolute terms? How does this connect to the text’s audience?When they are done, have each group report out their answers. Ask other students to take notes on their peers’ response and comment if they are so moved.Agree / Disagree / UndecidedStudent will need to prepare in advance for this activity (see the suggested homework for details). Students will have in hand their answers to the text they read in preparation for this exerciseExplain that there are three positions students can take—both intellectually and physically-- to the upcoming questions you will project or write on the board:AgreeDisagreeUndecidedExplain that for every statement you put up on the board, they will decide which position to take, and then actually move to that part of the room.Makes sure the statements you project are connected to the main claim and reasons of the text Explain that once the students are in their position, you will call on them randomly to support their position using evidence from the textAfter the activity, debrief and make sure to emphasize the following ideas by asking these questions:How does this activity influence how you will write your argument?What role did you as audience of a text play in the positions you took intellectually and physically?How does this affect the writing of your argument?How important was evidence to this process?How does this affect you’re the writing of your argument?Types of ClaimsTypes of Claims?(Definitions and examples are taken from?Essentials of Argument?by Nancy Wood)?In her book?Essentials of Argument, Nancy Wood shares the following regarding claims:? “Virtually all arguments can be categorized according to one of five types of claims.? You can identify each argument type by identifying the questions the argument answers.? Here are the five categories of claims, along with the main questions they answer:?Claims of fact:?Did it happen?? Does it exist??Wood offers the following as examples: ‘Women are as effective as men in combat”; ‘The ozone layer is becoming depleted’??Claims of definition: What is it? How should we define it??Wood offers the following as examples: ‘Marriage as an institution needs to be redefined to include modern variations on the traditional family’; ‘wars in the modern era can all be defined as ‘just’ rather than ‘unjust wars.’??Claims of cause:?What caused it? Or, what are its effects??Wood offers the following as examples: ‘Obesity can cause disease and early death’; inadequate funding for AIDS victims in Africa could cause a serious resurgence of the disease.’??Claims of value: Is it good or bad?? What criteria will help us decide??Wood offers the following as examples: ‘Public schools are better than private schools’; ‘The contributions of homemakers are as valuable as those of professional women.’??Guidelines for an Effective ThesisGUIDELINES FOR WRITING AN EFFECTIVE THESIS?(adapted?from Jack Dodd’s The Ready Reference Handbook, 2nd?Ed.)???Your thesis is the “guide map” for your writing that will keep you on course as you draft, so it’s important to have an effective claim in mind as you begin writing. As you write and refine your claim, keep the following in mind:???Make assertions instead of asking questions.?Write a sentence that makes a point but does?not?ask a question.?Original Question:? How does online education compare with traditional, in-person education??Revised into a claim:? Though in many cases it’s more convenient to take classes online, online education isn’t as effective as traditional, in-person education for most students because students have less ability to think on their feet and apply their knowledge to situations in the workplace. ?Write a?thesis statement instead of a?purpose?statement.?A thesis focuses on your topic and makes an argument that the writer will attempt to prove.? A purpose statement is simply a sentence that describes your topic.?Purpose Statement:? In my paper, I intend to examine benefits of online education. Thesis Statement:? Online education, though it may seem easier and less demanding than traditional, face-to-face education, can be rigorous and relevant when students commit time and effort to their studies. Therefore, potential college students considering online education should seriously consider taking all – or at least part – of their classes online.????Avoid “So?” statements.?A “So?” statement prompts readers to ask “So?? What’s the point?”? Establish debatability and exigency while considering why the issue is important. “So?” Statement:? The numbers of part-time and contingent faculty are increasing at many colleges and universities, and many of these faculty don’t have contracts. Thesis Statement:? As the numbers of part-time and contingent faculty grow at colleges and universities, many of these instructors don’t have long-term contracts at the schools they’re working for. Instructors’ uncertainty about their futures can harm student learning since faculty have little incentive to invest in their institution and its students when they don’t feel connected to or appreciated by their school. Use accurate and specific words.?Replace broad, vague words with specific words that communicate exactly what you mean.?Vague:? Exploring the history of and reasons for Colorado State University’s on-campus living requirement for first-year students provides us with a good perspective on how the school hopes to foster campus community.?Specific:? Exploring the history of and reasons for Colorado State University’s on-campus living requirement for first-year students reveals that living on campus is a way of fostering campus community, increasing student engagement with their peers and instructors, and increasing student retention. ???Match your thesis with your supporting information.?Be sure that the facts and evidence you’ve gathered actually support your thesis.? Revise your thesis and the body of your writing until they fit each other point by point.???In other words: Don’t have a beautiful, sparkling, fabulous thesis statement that isn’t proven in the body of your paper.Remember…sometimes as we write we “figure out” what we mean. Writing is a thinking process, as much as it is a writing process. If this happens to you as you write your paper, make sure that you go back and revise your thesis statement to match what you’re actually arguing in your paper. ?In her book?Essentials of Argument, Nancy Wood also reminds us that sometimes, “it is necessary to?qualify?the original claim in order to make it acceptable to more of the audience members.? Qualifying involves adding word and phrases to the claim like?‘sometimes, seems to be, may be, or possibly?to make it more acceptable to the audience” (97-98).?Claim Development This exercise is adapted from Essentials of Argument by Nancy Wood (139)Ask students to do the following task:Freewrite about your inquiry question.Freewrite in response to the claim questions:Claims of fact: Did it happen? Does it exist?Claims of definition: What is it? How should we define it?Claims of cause: What caused it? Or, what are its effects?Claims of value: Is it good or bad? What criteria will help us decide?Read what you have written and decide on a purpose for their claim. Write the claim as a sentence.Answer the following questionsWhich will be your predominant argumentation in developing the claim: fact, definition, cause, or value?What is your original slant on the issue and is it evident tin your claims?Is the claim too broad, too narrow? Elaborate.How will you define controversial words in your claim?Do you predict at this point that you may have to qualify your claim to make it acceptable to the audience? How?Letter from Birmingham Jail – Fishbowl ActivityFISHBOWL GUIDELINESWHAT IS A FISHBOWL?A fishbowl is a discussion technique that is student centered.A circle of students are in the center of the room, and the comments of those students make up the entire activity. Fishbowls provide a space and time for you to offer interpretations, connections, questions, and opinions FISHBOWL LOGISTICS5-7 students sit in a circle in the center of a room. The rest of the class sits in a larger circle around that inner circle. The inner circle is charged with discussing a specific text.The outer circle must remain quiet and attentive to the conversation, all the while taking notes and being ready to enter the conversation. Within the inner circle, there is an extra, empty seat in which someone (including the instructor) from the outer circle may sit to join the conversation with burning questions or a wish to complicate the dialogue. Participants in a fishbowl should consistently contribute to the conversation by doing a variety of the following:Using the guiding homework as a springboard for dialogueConnecting the discussion to the Writing as Conversation Model and the Rhetorical Triangle Synthesize varying ideas being discussed Asking questions Attempting to answer questions raised by others Challenging others’ ideas Supporting others’ ideasOffering textual specifics to illustrate ideas. PROCESS POINTSInner circle participants and outer circle participants both need to complete and turn in the FISHBOWL PREPARATION (see below)All participants need to complete a brief reflection after the FISHBOWL.Outer circle participants who do not fill the “empty seat” need to answer the “extra question.”FISHBOWL PREPARATIONPreparation is the key to a good fishbowl. It is not simply an easy conversation (for those in the inner circle), nor is it a day when you don’t have to participate (for those in the outer circle). EVERYONE SHOULD PREPARE FOR FISHBOWLS BY FOLLOWING THE INSTRCUTION ON THE NEXT THREE PAGES:NAME: ___________________________________________________________________________________READ “A Call to Unity” “and Letter from Birmingham Jail” by Martin Luther King. Then, BRIEFLY ANSWER the following four questions about the text: Who is King’s audience? How does this affect his word choice, key reasons, and evidence? In what ways does King use audience appeals? Why or why not are his techniques effective?Think about King as an author. What is his framework or the lens he is using? How does this affect his writing and how it is read? What sort of argument structure does King predominantly use? What characteristics of the text brought you to this decision?Think about the context of the text What is the overall context? The historical context (when it was written and what was happening in the world)? The cultural context (think about the values surrounding the text)? The social context (think about the relationships in and around the text)? How do these contexts this affect your reading?What is King’s main claim?What are his key reasons?What is his key evidence?How does King connect all the essay’s elements?How does King handle alternative perspectives? WRITE DOWN THREE QUESTIONS you have about the text. This will be an easy way to enter the FISHBOWL by temporarily taking the empty PLETE THE FOLLOWING REFLECTION AFTER THE FISHBOWL: How effective was the discussion? Explain.What were the most important points? Where did you make your most important argument? How did the contributions of other students from outside the fishbowl shape the conversation? EXTRA QUESTION FOR THOSE WHO DO NOT OCCUPY THE “EMPTY SEAT”If you had decided to occupy the empty seat, what would you have added to the conversation?Week 11Audience Appeals in A3Audience AppealsUsing Logos, Ethos, and Pathos in a Researched ArgumentAudience AppealTypes, How to developEffect on AudienceWhat it Looks like in a Researched ArgumentLogos (logic, reasoning)Types of Logos Appeals:Theories / scientific factsWell thought-out reasonsLiteral or historical analogiesDefinitionsFactual data & statisticsQuotationsCitations from experts Informed opinionsExamples (real life examples)Evokes a cognitive, rational response. With good logos, readers get a sense of, “Ok, that makes sense.” Central claim is clearly stated and appropriately qualified. It is debatable and has exigency.Reasons effectively support central claim, and concrete evidence develops reasons. Connections between claims and reasons, and between reasons and evidence, are clearly stated.The author avoids logical fallacies as he/she proves the argument.Argument is organized in a coherent, linear fashion. Background information and definition of key terms meets the needs of intended readers. Ethos (character, ethics, credibility)Ways to Develop Ethos:Using credible sourcesAppearing sincere, fair- minded, knowledgeable Conceding to opposition where appropriateSeeming morally / ethically likeableUsing appropriate language Using appropriate vocabularyUsing correct grammarHaving a professional formatHelps reader to see the author as reliable, trustworthy, competent, and credible. The reader might respect the author and his/her views.Source authority and credibility is presented explicitly and cited formally. Tone and language are fair and evenhanded and avoid alienating the reader. Writing matches the intended audience.The writer uses a variety of sources to prove each reason, showing that he/she has researched the issue thoroughly.Pathos (emotion)Types of Pathos Appeals:Emotionally loaded language Vivid descriptionsEmotional examples Anecdotes about emotional eventsFigurative languageEmotional tone (humor, sarcasm, disappointment, excitement)Evokes an emotional response (e.g., evoking fear, sympathy, empathy, or anger)The author considers the intended audience’s needs, values, and beliefs Crafts emotional appeals that are appropriate for the rhetorical situation (i.e., is appropriate for the audience, purpose, and context).Thesis Mini-Workshop #1Thesis Mini-Workshop # 1 Guidelines?Read your peer’s work, focusing on the thesis statement??Using your “Guidelines for Writing an Effective Thesis”? handout,? determine if the thesis statements do the following:??Make assertions instead of asking questions??Is a thesis statement instead of a purpose statement??Is not a “so?” statement??Uses accurate and specific words??Might it need to be “qualified”????If the guidelines are not being met, offer some suggestions.Thesis Mini-Workshop #2THESIS MINI-WORKSHOP #2 INSTRUCTIONS?Write your name and your thesis statement for your argument in the corresponding portion of the paper.??Pass your paper to the person to your left.??Read your peer’s thesis statement and then, underneath the line, answer the following questions:?Who is the audience??What is the purpose???What is the focus?? In other words, what exactly is this argument going to be about?????Fold the paper so only your answers show.??Pass the paper on to the next person on your left.??Now, with the information you have, see if you can rewrite the thesis statement.??Next, pass the paper back to its original writer.??Unfold the paper and see how close your peers came to understanding and duplicating your thesis.??THESIS MINI-WORKSHOP #2 GUIDELINES?NAME:??Writer: Write your Thesis Statement for P # 2??????Peer # 1: Answer these questions regarding your peer’s thesis statement.? Please use complete sentences that fully explain your perceptions.???Who is the audience????What is the purpose? (To convince undecided readers?? To make opposing readers less resistant? To convince readers who agree to take action?)????What is the focus?? In other words, what exactly is this argument going to be about????????When done, fold the paper so only your answers show and the original thesis statement is hidden.??Peer # 2:? From only the information above (don’t peek at the original), try to rewrite the thesis statement.?Using Evidence to Develop Reasons: Pre- and Post-Workshop ExamplesPUT UP A SLIDE WITH FIRST EXAMPLE. Ask students why it’s problematic. Example #1: Making texting while driving a primary offense would decrease traffic deaths. A 2006 study from Australia found that in just two Australian states, an estimated 45,600 people had near-misses in their cars due to cell phone use (Partell 57). That’s a striking number. The New York Times reports that when long-haul truck drivers texted in their vehicle, “their collision risk was 23 times greater than when not texting” (Johnstone 3). Furthermore, in California a law requiring hands-free devices in cars saves an estimated 300 lives per year (“Texting” 45). Clearly, making this a primary offense is a good idea. PUT UP A SLIDE WITH THE SECOND EXAMPLE. Ask them why it’s better.Example #2:One reason all US states should making texting while driving a primary offense is because such a law would decrease traffic deaths – and there is plenty of proof to support this fact. For example, a 2006 study done in Australia found that in just two Australian states an estimated 45,600 people had near-misses in their cars due to cell phone use (Partell 57). If there were a law banning texting in the car, the number of near-misses (and, logically, actual crashes) would decrease significantly, ultimately saving lives. Additionally, The New York Times reports that when long-haul truck drivers texted in their vehicle, “their collision risk was 23 times greater than when not texting” (Johnstone 3). Clearly, when truck drivers took their eyes from the road to focus on their cell phones, they put many innocent people on the road in danger. Similar logic applies to drivers of cars who, although they are not generally hauling large loads, do have several thousand pounds of metal around them. These dangers could be mitigated with stronger laws against it in the first place. If texting while driving were a primary offense in all states, then a police officer would need no other reason to pull over a texter. Furthermore, the Public Policy Institute of California estimates that a law requiring hands-free devices in that state saves an estimated 300 lives per year (“Texting” 45). If disallowing talking on the phone while in the car in California could save that many lives, imagine how many of thousands of people in the US could be saved if texting were banned, as well. Clearly, making this a primary offense is a good idea.Example #1: This paragraph is typical of CO150 writing. While it starts out with the reason and then presents evidence for the reason, it does not explain how the pieces of evidence connect to each other or how they support the reason. This paragraph asks readers to make the logical connections between the evidence and the reason. This compromises the purpose of the argument; if a reader is already skeptical to the claim, how likely is it that he/she will be willing to do the work to understand how the evidence supports the reason??Example #2: This second example is much more effective in showing how the evidence supports the reason.? The writer has done the work that the first example asks readers to do.? It directs readers to the writer’s preferred interpretation of the evidence, thus making readers much more likely to agree with the reason and with the argument as a whole.? Using Evidence to Develop Reasons: Student PracticeYou and your partner will each get a piece of paper that tells you:The claim you’re trying to support;Your audience you’re directing the argument towards;The main point (reason) you’re developing;Several pieces of evidence to use in the argument. Your job is to take the reason and evidence you’re given and develop the argument for your reader. That is, you need to “do the job of persuading” and use the evidence given to you to persuade your readers to understand how it links together and how it connects back to the claim. Write your developed reason in paragraph form. You will be turning it in at the end of class. Claim: Donuts are an excellent breakfast food for busy college students. Audience: College students.Reason: Donuts are cheap, which is ideal for a broke college student.Evidence: A recent field research trip to the grocery store indicated that a single donut at Safeway is only $0.69.Evidence: According to their website, you can get a dozen premium donuts from LaMar’s, a specialty donut shop, for just $8.99.Evidence: The Better Homes and Gardens Cookbook breaks down the cost for making donuts at home. According to this source, with ingredients and equipment you can make your own donuts for a mere $0.24 per donut – a cost that goes down with every batch as you reuse the equipment you’ve purchased. Claim: Donuts are an excellent breakfast food for busy college students. Audience: College studentsMain point: Donuts are extremely convenient, which is perfect for college students’ hectic lives. Evidence: According to Krispy Kreme’s website, a single glazed donut weighs only 1.8oz.Evidence: A survey of restaurants, bakeries, coffee shops, convenience stores, and grocery stores indicates that there are literally hundreds of places a person can buy a donut.Evidence: A recent field research trip reveals that when you buy donuts – either a single donut or more – you receive a paper sleeve, a small bag, or a box to carry your purchase.How Many Sides Can You See?This activity helps students to actively think and plan for paying attention to alternative perspectives in their own arguments. It helps also to break down “false binaries” that beginning arguers tend toward. Review the sample graph with students. Then, ask them to create their own graph and fill it in with the reasons they currently are working with and possible alternatives to explore.Finally, ask them to pair and shares, exchange charts, and see if they can make further suggestions regarding alternatives for each other.MY REASONS / POSSIBLE ALTERNATIVE PERSPECTIVES EXAMPLECLAIM: Grades should be changed to pass / fail in non-major coursesMY REASONS POSSIBLE ALTERNATIVESGrades inhibit learning by putting too much emphasis on competition.Grades actually promote learning by setting students to study as hard as possible.Pass / Fail grading encourages students to explore non major fields.If students don’t have traditional grading, they won’t take non-major courses seriouslyGrade competition with majors in the field can be discouraging. Students should be encouraged to compete with majors. They may want to change majors and need to know if they can compete.Empathy and DoubtingEMPATHY & DOUBTINGTIME FRAME:This lesson works well in conjunction with teaching audience appeals and argument structure with an emphasis on the importance of offering alternative perspectivesPURPOSE:To help students understand and practice the process of seeking out and then closely and critically reading alternative perspectives for understanding To help students understand how incorporating alternative perspectives into their writing increases their own ethos.HOMEWORK PROCESS:As homework, ask students to read three texts that all deal with the same issue, yet are all from different perspectives. (I usually go outside of the course theme as a way to assert that these processes go beyond the theme at hand and also to broaden the class a bit for those who may be getting antsy with the class theme.)Ask students to read these texts empathetically, and to make a sincere and conscious effort to understand and appreciate the author’s feelings, beliefs, and values.Based on these readings, ask students to write out a list of reasons and evidence that support each author’s viewpoints. IN-CLASS WORK:In the next class session, ask students to take out their completed homework.Ask students to pair and share their findings.Ask students to share out to the group as a whole.Ask students to focus on their sincere and conscious effort to understand and appreciate the author’s feelings, beliefs, and values.Now ask students to think about the texts they read, and this time, make a list of reasons that create doubt about each author’s text. Ask students to think about where there are gaps in information, contradictions, discomfort, and logical fallacies.Ask students to pair and share their findings.Ask students to share out to the group as a whole with this new focus.Engage in a class discussion that emphasizes the following ideas:To fully understand alternative perspectives, they must be read for understanding, even if the ideology is repugnant to us.Only after alternatives have been closely and critically read for understanding—with empathy-- can we begin to doubt any text with an alternative perspective and build evidence that supports our own ideas.We must be sure to ethically acknowledge that alternatives exist and demonstrate that we understand their ideas in order to present our own ethos as reliable and credible. POST CLASS PROCESS:Make sure to include some sort of space / focus in each successive assignment that has the students attend to the idea of alternative perspectives.NAME: _______________________________DUE: __________________________HOMEWORK: EMPATHETIC READINGEmpathetically read these three texts:Make a sincere and conscious effort to understand and appreciate each author’s feelings, beliefs, and values.Write out a list of reasons and evidence that support each author’s viewpoints.TEXT # 1TEXT # 2TEXT # 3Parodying Logical FallaciesAfter reading about fallacies in the JTC for homework, as a class, review the common types of fallacies as outlined in the JTCThen, as a fun way to apply the concept, engage in the following activity as provided by Professor Sue Doe:Choose a topic that students may feel strongly aboutPass out the graph included b.Then, ask students to pair up and write parodies demonstrating the logical fallaciesHave students share them in small groups and select one from each category to share out to the class as a wholeShare out and enjoy the hilarity. Argumentation Structure/OrganizationARGUMENTATION STRUCTURE LECTUREIn their book, The Well-Crafted Argument Across the Curriculum, White and Billings provide some straightforward explanations of two types of argument models: the Classical Model and the Rogerian Model. Understanding various types of argument can help students break out of the 5-paragraph model of writing. There are more than these types of argument (the Toulmin model, specifically), but these two should suffice for now.What follows are very brief, basic ideas regarding two complex techniques and theories. After each explanation, we can look at a flow chart provide by White and Billings that makes visible the process of each model.The Classical Model of ArgumentWhite and Billings explain that “the Classical Model dates back to ancient Greece and Rome, and it is still used” (124). They add that “. . . the Classical model presents a template, a preestablished structure for framing an argument [that] includes these elements:IntroductionLead-inOverview of the SituationBackgroundPosition statement (thesis)Appeals (ethos, pathos, logos) and evidenceAppeals: to ethics, character, authority (ethos); to emotions (pathos); to reason (logos)Evidence: citing of statistics, results, findings, examples, laws, relevant passages form authoritative textsRefutation [of challenging view] (often presented simultaneously with the evidence)Conclusion (peroration)Highlights of key points presented if appropriateRecommendations (if appropriate)Illuminating restatement of thesis (99-124).On the next page is the “Classical Model Flowchart” created by White and Billings (124)28030747501The Rogerian Model of ArgumentWhite and Billings explain that the origins of the Rogerian model of argumentation stem from the ideas of Carl Rogers(1902-1987) who believed that “the Classical model of argument and even the more flexible Toulmin model tend to divide people into two camps: proponents and opponents, “good guys” versus “bad guys” (151-152). According to White and Billings, Rogers wanted to, instead, “. . . find a common ground and start from there” (152). As such, White and Billings say that “Rogerian persuasion requires writers to work hard at developing multiple perspectives toward issues” (153). White and Billings provide this brief explanation and sample outline of how the Rogerian model could look:“The arguer first formulates the problem as a com0on problem and explains the problem as a he or she sees it.The arguer fairly considers the positions of those whose solutions differ from that of the arguer, showing how in some instances and to certain extents, those solutions may be viable, but the arguer then modifies the solution (s) to propose the solution the arguer endorses.The modified problem is then discussed in terms of a mutually satisfying solution, with points of dissent isolated and examined for their flaws in reasoning, inconsistencies, omissions, and son on” (155).“Introduction to the problemFirst scenario: a vignette that illustrates the problem, for exampleSecond scenario: Another vignette that illustrates the problem, but one with greater complexity that some solutions would not handle wellThesisAlternative views worth sharing with the target audience, and why these views are worth considering.Points of difference, along with the reflection on how to resolve themConclusion: The implications of finding a solution in light of the evidence presented that would benefit everyone, plus discussion of the great benefits derived from the solution that all audience members would most likely find to their liking” (156)On the next page is the “Rogerian Model Flowchart created by White and Billings (175)LOGICAL FALLACIES PARODIES SAMPLEWorking in pairs, write a parody of an argumentative claims for each of the following fallacies. Think creatively and take each fallacy to its extreme. Week 12Conference Preparation: Option 1SAMPLE CONFERENCE PREPARATIONName: Date:Time:All conferences will be held in my office:WHAT SHOULD I BRING?The honor of your attendance Three specific questions you want to ask meA brief explanation, in a one page, typed, double spaced narrative or explicit outline that includes the following elements: Your working thesis statementWhy this issue is of importance to you An identification of your audience that explains the values you share and do not share, plus what needs your audience has that you will address in your argumentHow you are using logos, ethos, and pathosA detailed outline of A3 formatted in the structure you have selected that includes the following: Your complete thesisYour reasonsYour evidenceYour interpretations / explanationsYour alternative perspectives (counterarguments)An identifiable structureA draft of A3 is also an option to bring. If you chose this option, please email me your draft a full 24 hours ahead of time.WHAT ELSE SHOULD I BRING?Pen and paperWhat will happen at my conference?Our conference will last fifteen minutes. I may set a timer; please do not be offended!We will begin with your three questions. That is the priority.After we explore your questions, I will probably ask some follow-up questions and make some suggestions.What should I do during my conference?Chat and take notes.Ask more questions as they arise.Take some more notes.Conference Preparation: Option 2Now that you have listened carefully to the conversation about your issue within the food, it is time to add your voice to it. This process tool asks you to present your current understanding of the issue you just researched and your plans for arguing about it. Purpose and Focus: The purpose of this homework assignment is to reflect on what you know now about your question, what you will argue about this issue (your focus), how you will argue that claim, whom you will address with your argument, and how you will appeal to that audience.Development for Audience: Your audience for this homework assignment is yourself and your instructor. By writing this, you can evaluate and revise your knowledge, understanding, and opinions about the issue as you investigate it further. You will also want to communicate to your instructor that you are using critical thinking and critical reading skills as you investigate and that you have come to your central claim about the issue thoughtfully.Requirements: Number your answers and go through each prompt in order. Write thorough paragraphs that answer each prompt, giving specific examples and well-developed analysis as support.? (Some questions will require shorter answers and others will require longer answers; however, every answer should show thoughtful reflection on the question.) Prompts:The focused issue: What is your claim for your argument right now? That is, what thesis statement will you use to establish your purpose and focus for your paper? Audience: What stakeholder will you make your audience for A3? Why is that stakeholder a “fence-sitter” for your claim? Analyze your audience. Basic demographic infoWhat is the audience’s demographic info? (Age, education level, economic status, political beliefs, etc?) How does the audience’s demographic info affect how you will approach your audience? Why?Level of information What do they know about this issue and not know about this issue? Why?How does knowing this information about your audience affect how you’ll write your argument? ValuesWhat do you think the audience values? (In other words, what do they care about? What ideas or concepts do they respect or regard highly?) Why?What will you do to appeal to that audience’s knowledge, assumptions, values, and beliefs? Exigency: Why is your argument important or urgent?Support for this argument: What are your reasons to support your thesis? (These are your “because” statements.) List at least two reasons you will use to support your thesis (you can tell me more than two, but two is the minimum requirement.) As you explain your reasons, be specific and explain how each reason will prove the claim. What counterargument(s) will you respond to? Why is this a “but” coming from the audience? How will you rebut/concede and refute the counterargument(s)? Remaining research: Describe the gaps or unanswered questions in your research so far and describe how you might address them with further research. Be specific here. What do you still need to find out in order to successfully write this paper? General assignment questions:Do you have any general questions about this assignment? If so, what are they? Tell me here so we can ensure you understand what you’re doing with this assignment. Details:Format: Type your answers. Use the numbers and prompts as subheadings in bold type. Single-space the document.I consider this homework assignment “process PLUS.” By that I mean it is a process tool for the argument, but it is weightier than other homework assignments because of the length, time it takes, and deep thought needed to successfully articulate your plans.Because of the importance of doing preparatory work for the researched argument, I will expect you to take this assignment as seriously as you would any other major assignment. I will be looking for a proposal that focuses on a claim that is debatable, narrow, specific, and relevant. Your responses should contain enough information for readers to understand the issue and its context, your plans for arguing your claim, and show that you have become well-informed on the issue. As always, pay attention to academic conventions, clear writing, etc. Reading Workshop #4: Claim/Reasons/Evidence**NOTE: This handout is intended to fill a page with a landscape orientation.**Reading Workshop: Claim, Reasons, EvidenceDirectionsTo better understand authors’ arguments, it’s often helpful to see the “building blocks” the writers use to build those arguments: their thesis (claim), reason, and evidence. Using the text your instructor has assigned, identify the “pieces and parts” of the author’s argument. Use the diagram below to help you categorize the claim, reasons, and evidence. NOTE: The chart below has space for one claim, four reasons, and two pieces of evidence under each reason. However, this is not necessarily the structure of the argument you’ll be examining. Sometimes authors may have two reasons but provide four pieces of evidence to prove each one; sometimes authors may have five reasons and offer three pieces of evidence to support each one. Use the diagram below as a guide, but keep in mind you may not need some boxes and may need to add more boxes, if necessary. Student Sample ArgumentDouglas 1Gabby DouglasHannah CaballeroCo 150.3July 30, 2016The Effect of TV Advertising on Childhood ObesityObesity in children is serious, and is increasing over the United States. Having parentstalk to their children at an early age can help them on something. Talking to your children aboutnot caring about what other people want your body to look like, or what they want them to eatcan be a positive effect to children. Time magazine says, “around 60% of mothers and fatherswith overweight teens talked to their children about their weight, but only 40% of the adolescentswho had conversations centered around healthy eating turned to unhealthy eating behaviorscompared to 64% of those whose parents focused on their weight” (Russo). Conversationsbetween parents and children is something necessary in order to prevent children from gettingobese. The amount of fast food, processed food and sugary drinks have increased withinfamilies and it has become a not normal to be obese. As Jamie Oliver a chef, who wants to teachevery child about food, said in his Ted Talk, “we the adults in the last four generations haveblessed our children with the destiny of a shorter lifespan than their own parents” (Oliver).Parents teaching their children how to eat correctly will help them live longer. Working togetherto create a healthy lifestyle is not only beneficial to your children but it is beneficial to futuregenerations!Advertising has become a very useful tool for businesses to increase their sales all overthe world. It is a way to get people of all ages to buy things, whether it is toys, technology, andDouglas 2most importantly food. Although advertising is a good thing for businesses, it is impactingchildren in a negative way. Children of all ages are being exposed to a lot of advertising thatpromotes a very unhealthy lifestyle leading to obesity. Senator Sam Brownback of Kansas, aspeaker at a Kaiser event said that “obesity in children was such a grave problem thatgovernment regulations could be required if advertising did not make noticeable changes”(Olson). Obesity in children has increased over the years and it is time for change,with the help of parents. This is a time where parents have to work together in order to find an answer to what is going on with their children. In the article, T he Impact of Food Advertising on Childhood Obesity it states, “ In very young children, research has found that for every one hourincrease in TV viewing per day, there are higher intakes of sugar sweetened beverages, fast food, red and processed meat, and overall calories (48.7 kcal/day). Excess weight can be gained by theaddition of only 150 calories a day” (The Impact). Advertising has a lot to do with unhealthydrinks and food. The more they see it on television , the more they want to consume it. Childrenthink that because it is on TV, it must be something great and are taking in all of thisinformation that is influencing them to want certain foods. The article, T he Good and BadEffects states, “it forms early impressions on what it sees, and these early impressions determinehow he sees the world and affect his grownup behavior” (The Good). This shows that not only does it effect what they think but it is a part of how they start finding the impression that theyrather eat unhealthy food. Over the years, television advertisement has significantly contributedto the increase in childhood obesity. Therefore, parents should talk to their kids about thenegative effects of unhealthy food advertisements as they are seeing that they cannot hide thisinformation since it’s being exposed with some friends or social media.Douglas 3As children remain exposed to advertising, parents should start taking the opportunity totalk to their kids about what is important. Not having good communication with their children onimportant topics like advertising is something that can change their life. As Time magazinestated, “overweight kids whose moms talked to them about healthy eating had far fewerproblems than those whose mothers did not discuss eating in a healthy way” (Russo).Communication is a big key to success, and advertisements are controlling and causing childrento become obese and have health problems. Early talks can from parents to children can helpthem have less health problems.A healthier lifestyle is beneficial for the future of their children. Talking to their childrenabout what advertising does and what its purpose is, can provide them with a mindset of howmuch they should believe advertising. The article, E xposure to Food Advertising on Television:Associations with Children's Fast Food and Soft Drink Consumption and Obesity , stated, “thesefindings suggest that children’s exposure to advertising for calorie-dense nutrient-poor food isassociated with increased overall consumption of the unhealthy food categories commonlyadvertised to children” (Andreyeva, 230). Children obesity is due to how much unhealthy food isbe consumed by each child. The problem with consuming unhealthy food is that it is becomingsomething normal. As Emma Boyland and Jason Halford, workers in the Department ofExperimental Psychology, Institute of Psychology, Health and Society through the University ofLiverpool in the United Kingdom stated, “Harnessing the power of advertising avenues in orderto encourage the uptake of healthier dietary choices may be a useful tool in the fight againstrising levels of childhood obesity across the globe” (Boyland et al, 240). If advertising were usedDouglas 4to promote a healthy lifestyle, this would help decrease the number of childhood obesity. Theawareness of a healthy lifestyle begins at home with children’s parents and with commercials itwill make a big difference.Social media and television ads have created a social norm on how children should look and children with obesity have been linked to selfimage shaming. Worrying about their bodyimage and being apart of “unhealthy weight control behaviors” is most seen in adolescents, butspecially girls (American). It is all portrayed through the judgments of others. For children, it hasbecome hard to process what media wants from them: either to go buy the advertised products orbe as skinny and beautiful as the people on television. “T here are also psychological effects:Obese children are more prone to low selfesteem, negative body image and depression”(Overweight). The way certain industries advertise to children is by portraying women asobjects, this is one way they can start hating their body, and start having eating disorder, lowselfesteem and depression. Not only are advertisements causing one sickness in their life, but itis able to cause more than one with all of these messages that are being transmitted. Not beingable to fit in because they are a certain size should not stop people from living their life. Parentswho are able to talk to their children about obesity and other sicknesses help gain a betterknowledge on what they are stepping into.In the other hand, advertising is not the only factor of why the number of obesity inchildren is increasing all over the United States. The increasing rates of obesity are createdthrough unhealthy meals at schools, lack of physical exercise, and of course their genes. Dr. JoshAxe, a certified doctor of natural medicine wrote, “A recent study found that students whoregularly ate school lunches were 29% more likely to be obese compared to those kids whoDouglas 5brought their lunches from home” (Axe). Being at school is necessary, children have to attendevery day, so this is a big factor in childhood obesity. Not only has there been a 19% increase ofchildren receiving free lunches at school from 1989 to 2013, 32% to 51% but out of those 51%of children 29% those children receiving free lunches are most likely be obese compared to thosewho bring their own ( National). This is not the only factor influencing obesity. The lack ofexercise in children also has a lot to do with these problems. Staff at the Mayo Clinic stated,“Children who don't exercise much are more likely to gain weight because they don't burn asmany calories” (Mayo Clinic Staff). Physical activity is a big part of why children are notburning the calories they intake which is causing obesity. Without the daily exercise kids are notgoing Another factor is their genetic makeup In some cases that is true. The Mayo Clinic Staffwrote, “ If your child comes from a family of overweight people, he or she may be more likely toput on weight. This is especially true in an environment where high-calorie foods are always available and physical activity isn't encouraged” (Mayo Clinic Staff). Family genetics issomething that can not be avoided but is something that does effect children. Putting all thosefactors together? family genes, an unhealthy diet, and no physical activity are key factors in therates of childhood obesity.Although, others might say that these factors are the most common for children, obesity itis not. More research has been done and researches at the University of Illinois at Chicago foundthat, “p opular culture and forms of mass media [weigh] heavily on children’s diets”. Children are an easy target for advertising businesses because they are the ones who beg their parents to buy them things. Children spend most of their time watching television or use some sort oftechnology to see advertising, this is what cause other factors for childhood obesity. In theDouglas 6article, C hildhood Obesity Risk Rising Up To 60% When Kids Watch 1 Hour Of TV shestates, “ Constant daily television watching typically requires a sedentary lifestyle, and alack of physical activity is the leading cause of obesity coupled with a couch-friendlybowl of unhealthy salty, sugary, and fatty foods” (Olsen, 2015). Overall, the reason whythey do not get any physical activity is because they are watching television. Watchingtelevision and falling into the advertising trap of unhealthy food is the primary source ofthe snowball effect leading into childhood obesity.Advertising is something that will always be apart of a child’s life and no matter what,they will always seem to convince children to buy unhealthy food. Being able to prevent childrenfrom getting obese is a major necessity because they are the ones who are going to have morehealth problems like diabetes, depression, or self esteem issues and also have a shorter life.Parents should be able to explain to their children about how advertisements on TV only makeyou want to buy unhealthy food even though they might not need it (Kids Health). With theresearch that has been done, it comes to prove that parents need to talk to their children about theadvertisement, about unhealthy food and how they should be eating healthier as it is turningmore of a problem for children and for future generations.Douglas 7Works CitedAxe, Josh. “Childhood Obesity and School Lunches.” Accessed 27 July 2016.childhoodobesityandschoollunches/Russo, Francine. “How to Talk to Your Kids About Their Eating Habits: Very Carefully”Time. 25 June 2013. healthland.2013/06/25/howtotalktoyourkidsabouttheireatinghabitsverycarefull/Andreyeva Tatiana, Kelly Rashad Inas, et al. “Exposure to food advertising on television:Associations with children's fast food and soft drink consumption and obesity” Economics & Human Biology , vol.9, no.3, July 2011, pp. 221233, science/article/pii/S1570677X11000293Boyland, Emma J., Halford, Jason C.G. “Television advertising and branding. Effects on eatingbehavior and food preferences in children” Appetite, vol. 62, May. 1, 2013. Kids Health “How TV Affects Your Child.” Kids Health. en/parents/tvaffectschild.html#Mayo Clinic Staff. “ Childhood Obesity Risk Factors.” Mayo Clinic diseasesconditions/childhoodobesity/basics/riskfactors/con20027428“National School Breakfast and Lunch Program: 70th Anniversary.” The State of Obesity.Accessed 27. July 2016 policy/schoolsandhealthyweight/ nationalschoolbreakfastandlunchprogramsandrelatedschoolnutritioninitiativesOliver, Jamie. “Teach Every Child About Food.” Feb. 2010talks/jamie_oliver?language=enOlsen, Elizabeth. “Study Says Junk Food Still Dominated Youth TV”. New York Times 29 Mar.2007. 2007/03/29/business/media/29adco.html?_r=0Olsen, Samantha. “Childhood Obesity Risk Rises Up To 60% When Kids Watch 1 Hour Of TV”27 Abr. 2015 childhoodobesityriskrises60whenkidswatch1hourtv330922“Overweight in Children.” American Heart Association. 5 July2016.HEARTORG/HealthyLiving/HealthyKids/ChildhoodObesity/OverweightinChildren_UCM_304054_Article.jsp#.V5qftpMrJV“The Good and Bad Effect of TV on Children” allages/1articles/13thegoodandbadeffectsoftvonyourkid“The impact of food advertising on childhood obesity.” . accessed 18 July 2016. Sample Argument – RogerianAssignment 3From the first time I ever heard heavy metal, I was instantly drawn to it. I fell in love with the powerful music and aggressive tone—it was like nothing I had ever heard before. I grew up in a Christian family with two loving parents that cared about me. They were quite shocked when they discovered the genre of music I had begun to listen to, and while they had showed nothing but acceptance towards me before, I felt a strong opposition from them on the subject of my music. I heard from them how it was evil, violent, disturbed, vulgar, etc.; basically, my parents drew upon all of the information about heavy metal that gets sensationalized in the news. My parents always recognized and made me feel that I was intelligent, trustworthy, and had good judgment, but I could not understand why they made me feel the opposite with all of their scrutiny and criticisms about my music. It took me years to finally converse with them on the subject, and once I had a chance to explain everything about what heavy metal is, their outlook changed drastically. I feel like it greatly helped our relationship as well as made me feel more accepted versus feeling ostracized because of my choice of expression. Parents’ concern about their children listening to heavy metal music is completely justified; however, I encourage them to open a conversation with their children instead of scrutinizing them on the issue. There is much more beneath the surface of heavy metal that teens are drawn to. Whereas parents may see heavy metal as evil, violent, shocking music, teens connect with it on a much more emotional and intellectual level. Heavy metal music is a healthy form of expression for adolescents; by educating themselves on the themes of heavy metal and its function for teens, parents will be able to communicate with their kids to gain a deeper understanding and foster a stronger, more accepting relationship.To understand heavy metal music as a form of expression, parents must first understand the lyrical content of contemporary metal. Heavy metal has always been sensationalized by the media with accusations of promoting violence, aggression, suicide, and drug abuse. At the front of the opposition to heavy metal music was the Parents’ Music Resource Center established in 1985. In Professor Robert Walser’s Running With the Devil: Power Gender and Madness in Heavy Metal Music, published in 1993, he states that the head of the PMRC, Tipper Gore, relied on a pamphlet written by professor of music Joe Stuessy (139). Walser quotes Stuessy’s “The Heavy Metal User’s Manual,” saying that metal promotes “‘…extreme rebellion, extreme violence, substance abuse, sexual promiscuity/perversion (including homosexuality, bisexuality, sadomasochism, necrophilia, etc.), Satanism’” (139). With quite a shocking list of themes, it is no wonder that there is such a backlash from parents towards heavy metal music. The fact is, however, that this is a gross misinterpretation of lyrics of heavy metal songs. As Walser points out, the majority of metal songs are not written about these themes, and when these kinds of lyrics do appear, they are often part of a much larger context with an altogether different meaning (139). During the PMRC’s congressional hearings in 1985, Twisted Sister’s lead vocalist and songwriter Dee Snider testified in defense of his songs being cited by the PMRC as having violent, sexual, sadomasochistic lyrics. The song in question was Twisted Sister’s “Under the Blade,” which, in fact, was written about the fear accompanying a surgical procedure; Snider stated that Gore had taken all of the lines out of context, out of order, and even misquoted a line from the chorus to make her claim (Snider). Snider sums up the attacks on his music by stating that, as the songwriter, “the only sadomasochism, bondage, and rape in this song is in the mind of Ms. Gore” (Snider). This, along with many other cases completely discredits claims made by organizations such as the PMRC; however, these are the themes that many popular media outlets seem to latch on to in order to fuel the negative image they associate with heavy metal.The real themes of heavy metal are often hidden under the surface of an abrasive, and quite often, aggressive presentation. In “Broken and Becoming God-Sized: Contemporary Metal Music and Masculine Individualism,” published in the journal Symbolic Interaction in 2006, author and professor of sociology Adam Rafalovich analyzes common themes in contemporary heavy metal. He states that individualism was commonly expressed across almost all contemporary bands (22). While many songs also focus on a feeling of helplessness and despair, defined by Rafalovich as “the broken self,” they are paired with songs written about “…the conquering of others and the cultivation of inner strength” (26). This is the context of metal songs which most media outlets tend to omit from their reports; the overall positive message expressed by these bands is overlooked while the spotlight is focused on the negative songs. In the paper “Music Preferences, Personality Style, and Developmental Issues of Adolescents,” published in The Journal of Youth Ministries in 2004, psychologist Kelly Schwartz analyzes how teens relate to the lyrical themes found in heavy metal music. She asserts that teens find comfort for the struggles of adolescence because metal music “tells them they are not alone in this developmental task, gives them a refuge for validating their confusions about identity, and provides a safe context for beginning to explore and organize a sense of self” (57). These are the themes that teens are able to relate with so well. It is not at all uncommon for one to face hardships or struggles, especially during adolescence. Heavy metal, overall, fosters a positive outlook and reaction towards the struggles of adolescence.Historian Leigh Harrison analyzes the birth of heavy metal in his academic paper “Factory Music: How the Industrial Geography and Working-Class Environment of Post-War Birmingham Fostered the Birth of Heavy Metal,” published in the Journal of Social History in 2010, as a reaction to the popular hippie culture in the United States in an attempt to communicate their dismal upbringings in the industrial, post-war town of Birmingham, England (148). Metal, overall, is an opposition to the mainstream; it expresses a different view and a different form of expression to those who don’t identify with popular culture. Adolescence is a time when teens are searching for different forms of expression that they can better identify with. In an interview with singer/songwriter Phil Anselmo and guitarist Darrell Abbott of prolific heavy metal band Pantera, conducted in 1992 by Teresa Roncon and published by MuchMusic, Anselmo states that “…lyrically, we’re way more in touch than the average band” (Abbott). Many of these bands focus on fostering a deep connection to their fans through their lyrics. Anselmo also stresses the goal of making music that has staying power (Abbott); this means writing songs with significant substance that listeners will be able to relate to years in the future. It is not about just writing vulgar, evil lyrics—these bands make a considerable effort for their fans to be able to connect with the subject matter in their songs. Contrary to the beliefs held by popular media outlets, heavy metal music does not promote any violent, sexual, or other self destructive behavior. In an interview conducted by Bill O’Reilly for FOX News in 2001, heavy metal songwriter/vocalist Marilyn Manson was questioned on this issue. O’Reilly asked Manson if his songs promote any kind of suicidal behavior, and he answered saying that his songs “…talk about getting through feelings like that” (Manson). Overall, the themes found in heavy metal lyrics do not promote this kind of behavior at all; the media takes these themes grossly out of context, and it undermines what these artists are saying, and also what teens who listen to this music believe.A very common misconception pervaded by the mass media is that listening to heavy metal music causes psychological harm in adolescents. Walser points out how Ozzy Osbourne was sued under the charge that his song “Suicide Solution” inspired a 19 year old to commit suicide (147). As Walser continues to point out, the song was actually written with an anti-suicide and anti-drug use message (147). The fact is, heavy metal music does not cause these thoughts or feelings; teens that may have some issues tend to identify with this kind of music. Schwartz points out how teens “…gravitate to particular kinds of music because they have particular personality characteristics, issues, and/or needs that are either re?ected in the music they choose or that the music satis?es” (48). It is a harsh reality for parents that their child may be dealing with dark, or even dangerous, thoughts and feelings. This is the time when teens need to communicate, and parents need to step up and be there for their children. Scrutinizing their music, or even taking it away, will not make their feelings subside. Without a healthy outlet like heavy metal, many teens would be much worse off. Many parents, however, are quick to find scapegoats to blame as the influence on their children, and what better than the boisterous genre of music—heavy metal. Without a doubt, the most vicious backlash on heavy metal from mainstream society was that felt by Marilyn Manson following the Columbine High School shootings in Colorado in 1999. He became the poster boy for evil in heavy metal music, and many felt his lyrics were to blame. In Michael Moore’s Bowling for Columbine, a documentary about the tragic high school shooting, which aired in 2002, he interviewed Marilyn Manson on the issue. Moore asked Manson, “If you were to talk directly to the kids at Columbine… what would you say to them, if they here right now?” (Manson). Marilyn Manson replied “I wouldn't say a single word to them. I would listen to what they have to say. And that's what no one did” (Manson). Parents’ worry about their teenagers is completely justified; however, their scrutiny is not. Adolescence is a hard enough time for kids without parents’ unjustified judgment about their forms of expression. It is nothing new for parents to be shocked at the younger generation’s forms of musical expression—it started in the jazz age, then Elvis Presley and rock and roll, The Beatles and the British Invasion, and more recently bands like Led Zeppelin and Black Sabbath, which is the music that most parents of teenagers probably grew up with. Instead of ostracizing their children for straying from mainstream culture, parents should communicate with their teens to understand what they are going through. In Moore’s interview with Manson, he talked about how “…music was the escape. It’s the only thing that had no judgments” (Manson). Teens are attracted to heavy metal music for a wide variety of reasons, but the prevailing theme is always the acceptance and understanding that heavy metal provides for adolescents’ emotions. Contrary to the beliefs of the PMRC, as expressed by Walser, that heavy metal music should be kept from youth listeners, or even be voluntarily censored by the artists (138), I believe heavy metal should be encouraged as a form of expression by parents. Through communication, parents can make sure that teens don’t misinterpret any lyrics or themes, and also create a deeper understanding of art and expression; parents may even learn a thing or two from their kids. Frank Zappa, accomplished rock musician and classical composer, stood before congress during the congressional PMRC hearings in 1985 and advocated for absolutely no restriction or censorship of music (Zappa). Senator Hawkins brought up the fact that Zappa was the father of four children and asked him whether or not he was in favor of the age appropriate stickers on children’s toys—the same types of stickers proposed by the committee to put on music albums. Zappa replied, “In a way I do, because that means that somebody in an office someplace is making a decision about how smart my child is” (Zappa). The goal should not be to suppress controversial or abrasive materials like heavy metal; it should be every parent’s goal to foster emotional and intellectual growth within their children.It is my hope that parents of teenagers will take into account all of the qualities of heavy metal as a form of expression before making their judgments about their kids. To understand what heavy metal music is all about, it is necessary to look under the abrasive, and somewhat shocking, exterior; the problem is that the popular media fails to do that and most parents of teenagers base their assumptions under the false pretenses that heavy metal is a complete negative influence on teens. With guidance from their parents to help understand the lyrical themes in heavy metal, there really isn’t anything controversial at all. This will lead to the development of enlightened children, and will prevent teenagers from taking any of the themes out of context. If a teenager is finding solace in metal music because of some sort of depression or negative feelings, the last thing they need is to feel ostracized by their parents because of their form of expression. Even if a teenager without any problems is drawn to heavy metal music, a parent’s unwarranted scrutiny can lead to unwanted strife within the family relationship. Instead of dealing with their concern on this issue by attacking, or even forbidding, this form of expression, I urge parents to approach their teenagers and have an open conversation; this may mean discussing why they like listening to it, lyrical themes they are drawn to, or anything parents are concerned about. Through communication, parents will feel more comfortable about their teens listening to heavy metal music, and overall will help the relationship with their kids.Works CitedAbbott, Darrell. Anselmo, Phil. Interview by Teresa Roncon. YouTube. MuchMusic, 1992. Web. 04 Apr. 2013.Harrison, Leigh. “Factory Music: How the Industrial Geography and Working-Class Environment of Post-War Birmingham Fostered the Birth of Heavy Metal.” Journal of Social History 44.1 (2010): 145-158. Academic Search Premier. Web. 31 March 2013.Manson, Marilyn. Interviewed by Bill O’Reilly. YouTube. FOX News, 2001. Web. 23 Apr. 2013. Manson, Marilyn. Interviewed by Michael Moore. Bowling for Columbine. Dir. Michael Moore. United Artists, 2002. DVD.Rafalovich, Adam. “Broken and Becoming God-Sized: Contemporary Metal Music and Masculine Individualism.” Symbolic Interaction 1.29 (2006): 19-32. Academic Search Premier. Web. 29 Mar. 2013.Schwartz, Kelly. “Music Preferences, Personality Style, and Developmental Issues of Adolescents.” The Journal of Youth Ministries. 3.1. (2004): 47-64. Academic Search Premier. Web. 23 Apr. 2013.Snider, Dee. “Porn Rock.” Parents’ Music Resource Center. Capitol Hill, Washington D.C. 19 Sept. 1985. Congressional Hearing.Walser, Robert. Running With the Devil: Power Gender and Madness in Heavy Metal Music. Hanover: University Press England, 1993. Print.Zappa, Frank. “Porn Rock.” Parents’ Music Resource Center. Capitol Hill, Washington D.C. 19 Sept. 1985. Congressional Hearing.Workshop Approach: Option 1The Descriptive Outline from Professor Sue Doe and Writing@CSU Activities BankGoal: To provide students with a tool for analyzing their own drafts and the drafts of peers. This outlining activity is similar to the backwards outline but the name makes more sense!Using either their own, a peer’s, or a published essay, students first number the paragraphs of the essay in the margin.Students now use a piece of notebook paper and draw a line down the middle of the sheet of paper.They count the number of paragraphs and draw enough horizontal lines to create a row for each paragraph. They write the number of the paragraph to the left of the appropriate row.In the first box of the row, students DESCRIBE the substance of the paragraph in question—for instance that the paragraph provides support for the second reason given in support of the claim.In the second box of the row, students EXPLAIN HOW the substance of the paragraph is accomplished or achieved—for instance, the first paragraph that provides support for the second reason does so through an illustration using personal evidence.The same analysis and description is followed for the length of the essay. Then students use a highlighter to draw lines between major sections of the essay. They then find descriptive words to apply to naming this section of the essay.Having thoroughly analyzed the essay, now students are ready to provide constructive feedback to themselves or their partners. They can plainly see what they’ve got so far in a paper and can often more clearly also see what is missing.A One-Paragraph ExamplePara 5Here the writer provides support for her second reason in support of her claim that schooling does more harm than good, saying it robs people of simple joys. She talks about the loss of her innocent love of storytelling. The support is in the form of an illustration. Using a personal experience from the writer’s life, she describes her love of family stories before she learned to call such stories “anthropology.” Now she finds she can’t hear a family story without thinking about what the story reflects about her culture.Workshop Approach: Option 2The Devil’s Advocate Peer Review Activity Contributed by Mike Palmquist and Writing@CSU Activities BankGoals: To help students conduct a peer review that challenges the writer’s argument, key points, and supporting evidence. Be sure, however, to appoint a recorder for each exchange if you are doing this activity in a face-to-face setting, since inexperienced writers tend to (1) forget criticisms of their essays, particularly those they disagree with, and (2) think that by explaining the problem to a reviewer they’ve solved it (even if they haven’t done anything to change their document).Today, you will present your original line of argument to a partner and get feedback from him or her. However, the feedback you get (and give) will be a bit out of the ordinary. You and your partner will take turns playing devil's advocate, that is, you'll try to think up reasonable alternatives to your partner's line of argument. To complete the exercise, you will need to find a partner. Read the instructions below and then begin the session. Half-way through the period, we will switch roles and comment on the "devil's" line of argument. At the end of class, you will save the log of your conversation and turn it in... The Role of Devil's Advocate A person playing devil's advocate can quickly become a nuisance by constantly disagreeing with what you say. While you wouldn't want to put up with this type of person for any extended period of time, responding to such an antagonist while discussing an argument you have written can often produce new and different insights for you. In addition to opening your eyes to new ideas and viewpoints, carrying on a discussion with a devil's advocate forces you to do your best at explaining and defending your position. In reviewing the log produced by the chat room after such a discussion, you may find that you have stated your position much better while discussing it than you had in what you had actually written.Playing the role of devil's advocate can be a lot of fun, and is really quite easy. In general, you want to challenge the assertions made by the writer. The writer will then have to elaborate the point, by presenting arguments and evidence to support the stated view. When the writer begins to present solutions to the problem, you would want to propose alternate solutions (possibly far-fetched ones) so that the writer will have to argue why the proposed solution is better than the ones you offer. You may also propose a solution that the writer had not considered before, and which may be quite helpful to the goals of the paper. One important point to remember: When the writer has done a good job of stating a point, concede the argument and move on to another topic. Arguing a point to a stalemate will not be helpful to the writer. Below are some sample exchanges between a writer and a devil's advocate.Writer: In my paper, I say that the administration needs to do something about the quality of students’ lives on campus.Devil: I don't think it's the job of the administration to make improvements in the quality of life for the students on campus. What makes you think that the administration can do anything about it? [State an opposing viewpoint, i.e., it's up to the students, not the administration.]Writer: Well, I think that part of the reason the quality is so bad in the first place is because the administration places so much emphasis on academics, and not enough on the other aspects of a student's life. I think the administration can help balance these things out, by emphasizing the other aspects as well.Devil: The students come here for academic training--that's what the school is here for. If they want to develop other interests, I would say it is up to the individual students to do this for themselves. [Propose alternate solutions: i.e., The solution is not to have the administration de-emphasize its role, but instead, the students should take charge of their lives and develop other areas on their own.]Writer: Well that might be true. But if the students are forced to spend so much time and energy on their studies, they don’t have any spare time in which to pursue their other interests. Devil: OK, I’ll give you that small point! (Concede to writer) Tell me what you think would improve the quality of life on campus. (Move on)Writer: Well, first I say that one problem students have is lack of spare time. As a way of addressing this smaller problem, I suggest that the Administration provide more activities on campus, so that it will be easy and quick for students to get to an event. This will also address a problem often cited by students--they can't "get" anywhere to do anything because they don't have transportation.Devil: Oh come on. I don't think that is a valid complaint for students to make. After all, there are buses or they could catch a ride with someone who does have a car. (Challenge assertions)Writer: That may work for some of them, some of the time, but what about the others? I contend that if you consider the lack of time problem for some students along with the transportation problem for some students, you will see that the end product is still a problem. And this problem can be eased, if not solved, by the administration offering more events of interest to the students on campus.Devil: OK, you win. I'll admit that more events on campus would contribute to an overall improvement in the quality of life on campus. (Concede to writer) But that seems like a rather small effort on the part of the (Move on) There are, of course, many other roles you may wish to try. For example, you might take the role of a Doubting Thomas--someone who has trouble believing anything the writer has to say. Such a person would constantly demand more proof, more evidence, more examples and more explanations of the main points, before ever being persuaded by what the writer has to say. Or you could take on the role of a child, or some average Joe off the street. When playing this role, you would act as though you just simply could not understand what the writer is saying, repeatedly asking for clarifications and further explanations. Think of a child who constantly asks "Why?", "How?” etc.Workshop Approaches: Options 3-5Below are three models from John C. Bean in his book Engaging Ideas The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom (297-298).265430133350421987594600(See Workshop Guide: Option 2 below for a handout created based on Exhibit 15.3)19050000Workshop Guide: Option 1Assignment 3: Researched Stakeholder ArgumentWorkshop Guidelines Peer Reviewer: __________________ Author: _________________Instructions: The author will begin by writing (at least) two things below that he/she hopes to receive feedback on during this session. Then, the peer reviewer will read through the key points on the back of this workshop guide and provide feedback as he/she reads the draft. Finally, the author should answer the questions at the bottom of this first page.197929535242500 List the author’s top two requests below and include your feedback here (additional points are listed on back of this page)AUTHOR’S TOP TWO REQUESTS 1.2.AFTER THE PEER REVISION, THE AUTHOR SHOULD ANSWER THESE QUESTIONS:What is the most beneficial suggestion given to you from your peer that you plan to implement? After reading others’ essays, what might you incorporate in your own writing? Below are the points to include in your feedback to the author. All of the items are taken directly from the project description and can be used to help the author focus on striving toward meeting these key objectives. In addition to the author’s top two requests, the readers should also provide input regarding the items listed below. Note: Any box with an “A:” in it requires a response to the question in bold.Is the introduction geared toward a specific stakeholder? Who is it?Does it provide a hook for that stakeholder?A: Does the introduction provide necessary history and background about the issue, using at least one source as support? Does the intro provide contextual information that the stakeholder would need in order to understand the issue?Are all important terms involved in this issue defined?What is the thesis? Is it stated clearly?What are the reasons? Are they stated clearly? Are the connections between thesis, reasons, and evidence clear?A:A:Is there a clear argumentative topic sentence for each paragraph which reflects a reason?Is there clear interpretation/analysis/explanation following each quote or paraphrase that ties the evidence to the claim and/or reason, as well as the stakeholder’s values?Is source authority and credibility presented and cited correctly with parenthetical citations and author tags (in-text citations)?Are there at least two sources to support each reason?Does the author present a counterargument & refutation/concession? What is it?Is the counterargument presented fairly and accurately with support from research? If not, explain why and how this could be improved.A:Is the essay organized so that the paper is unified and focused?Does the argument structure (classical, point-by-point, etc.) match the audience and purpose?Does the author use clear transitions to guide his/her audience through the argument?What’s the cumulative (overall) effect of the argument? Would an informed reader likely accept and/or take this thesis seriously?A:Workshop Guide: Option 2A3 Workshop: Round TwoDirections: Provide feedback for your peer on this workshop guide and in the margin of your peer’s essay.In just one or two sentences, state what position you think the writer is taking. Place stars around the sentence that you think presents the thesis.On the back of this sheet, make an outline of the essay. Are the reasons distinct and audience-based?List the types of evidence (personal experience, statistics, facts, studies, etc.) used to support the writer’s argument in one column and the audience appeal that it’s making in the other:Type of Evidence:Audience Appeal:From the list above, which pieces of evidence do you think are the strongest? Which are the weakest? Why?Highlight (in color) any passages that you had to read more than once to understand what the writer was saying.After reading the paper, do you agree or disagree with the writer’s position? Why or why not?What is the greatest overall strength of this essay?What is the area that you think your peer could focus on most for revision?** This workshop guide is based on John C. Bean’s book Engaging Ideas The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom.***Week 13A3 PostscriptAssignment #3: Researched Stakeholder Argument Postscript Questions1. What was most successful about this project? Why?2. What was your biggest challenge? Now that you are aware of this challenge, how will you address it in the next project? 3. Here is a list of the key objectives of Assignment 3. Select TWO areas to discuss. Focus on how well you think you achieved these objectives and what new things you learned to help you achieve them.Appeal to a stakeholder’s values, beliefs, expectations, and needs to convince or persuade them of your argument.Create an original claim based on sources which follows an argument structure to achieve the purpose with the audience. Create audience-based reasons to support a unique argument which adds to the conversation. Synthesize (bring together) a variety of texts to support a claim and reasons.Use MLA style citations to attribute (give credit to) sources.A3 Outcome Activity Instructor should open by asking students what they remember about outcomes and why they are important. Remind students about outcomes and why they are important if they don’t remember. Instructor could ask students to open up their notes to the A1 or A2 outcomes activities and ask a few students to read their notes. Instructor should project the course outcomes on the projector, or ask students to open their syllabi to see the outcomes. Activity Option #1WTL Task For Students:How did you meet or struggle with outcome #2 in your research and writing of A3? In your response, you might want to focus on explaining:How you met or struggled with creating ideas for A3.How you met or struggled with developing ideas for A3. For the instructor: After the WTL has finished, come back together as a class and take 5 minutes to ask students to read their WTLs. Make sure students are taking notes about what they are hearing, as they might want to use some of their classmates’ ideas at the end of the semester when they write their portfolio reflection. Remind students to take notes of the class discussion.Activity Option #2As a class, take 5 minutes and discuss what it means to “Develop Content.” Draw connections between the outcome heading, the two outcomes in this category, and A3. In the discussion, ask students to provide examples of how they met or struggled with outcome #2. Remind students to take notes of the class discussion. Course Outcomes1. Employ Rhetorical Knowledgea. Exhibit a thorough understanding of audience, purpose, genre, and context that is responsive to the situation.2. Develop Contenta. Create and develop ideas within the context of the situation and the assigned task(s).3. Apply Genre and Disciplinary Conventionsa. Apply formal and informal conventions of writing, including organization, content, presentation, formatting, and stylistic choices, in particular forms and/or fields.4. Use Sources and Evidencea. Critically read, evaluate, apply, and synthesize evidence and/or sources in support of a claim.b. Follow an appropriate documentation system.5. Control Syntax and Mechanicsa. Demonstrate proficiency with conventions, including spellings, grammar, mechanics, and word choice appropriate to the writing task. ................
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