Wed. 1/11: Intro to Writing Project 1: Rhetorical CritiqueLearning Goals:

Introduce Writing Project 1: Rhetorical Critique Understand definitions of rhetoric, rhetorical context, rhetorical appeals and

analysis. Practice rhetorical analysis and critique.

Readings Due by Class Time:

Review Concept 3, A&B Guide, pp. 19-25.Be ready to explain concept in class. Review Concepts 8 and 9, A&B Guide, pp. 52-58. Be ready to explain concepts in

class. Read Assignment Sheet for WP1. Jot down any questions you have about it. Bring

(digital or hard copy) to class.

Writing Due by Class Time:

  Syllabus Q & A Forum [due Wed. 1/11 @ Class Time]   Message to Instructors [Due Wed. 1/11 @ Class Time]Class Plan:Housekeeping (5 minutes):

Address most important questions about Syllabus from forum. Collect Signature pages.

Today, we are officially starting our first writing project which asks you to write a rhetorical critique, and so the first step is to understand the assignment at hand. I asked to prepare for this class by reading the assignment sheet, as well as reviewing Concepts 3, 8 and 9 fro The A&B Guide to Writing, so I'd like to start with a short reflection exercise that will allow us to tie the readings to our goals for today's class: Prompt: In 5 minutes answer these questions:1. Imagine that you are talking to yourself in the mirror, and that you are trying to explain concepts 3, 8 and 9 to your rather confused self. Write a transcript of that monologue.2. Imagine that you received an e-mail from a classmate last night asking you to please "Cliff Note" the readings due today for him or her because they have not purchased the book yet. Write a reply e-mail where you comply with your classmate's request.(10 minutes) Class Discussion:Have a couple of students read each answer. Then ask students to think of how they made different choices and why.Tie this exercise to Concept 3. Good writers consider audience, purpose and genre.Tie it also to emotional, ethical and logical appeals. (15 minutes) Intro to WP1: Assignment Sheet for WP1: Intro: This class is designed to help learn make the best possible choices of subject-matter, structure, style and document design for different rhetorical contexts (audiences, genres and purposes). The first of such rhetorical situations is outlined in the assignment sheet for WP1. So let's take a look at that:(5 minutes) Read Assignment Sheet as a Class.

As we read, jot down questions, and we will address them later on, but it's important to read the whole thing before we address questions. Class Discussion (10 minutes):As a class, let's create a diagram of the rhetorical context for WP1 based on the assignment sheet. Part of the discussion should also focus on how the assignment sheet itself is a text with a purpose, audience and genre, and explain who I used logos, ethos, pathos to persuade.Also jot down any questions you have about the assignment on the white board.Emphasize the "best" reading practices for assignment sheets (in connection with assigned readings). For example, as you read, you need to figure out the audience, purpose and genre you will be dealing with so that you can make the "right" choices as you move forward as far as subject-matter questions, and rhetorical questions, as well as how to use rhetorical strategies to accomplish purpose for given audience and within that genre.Alternate Activity: Angle of Vision, Ethos, Pathos, LogosGroup Work (10 minutes)As a group, reach a consensus on this commercial's overall rhetorical success. Was it overall rhetorically effective? Why or why not? (10-15 minutes) Class Discussion of Group Work. This is exactly what they'll have to do with selected article. Friday, they'll start topic invention and also reflect on which of these or other concepts they have yet to learn or better understand.

 

Tania C. Lopez, InstructorWriting ProgramFlorida International UniversityBiscayne Bay CampusAC1-3583000 N.E. 151st Street North Miami, Florida 33181Direct Line: 305-919-5850

 

Wed. 1/18: Invention Workshop: How to Find a PSI Problem and a Good Article on it Learning Goals:

Discuss topic selection for WP1. Practice rhetorical critique of a sample article about a community

problem. Review best research methods to find a good article.

Assignments Due by Class Time on 1/18:

  LOOKING FORWARD: Topic Invention Forum Assignment [Part II Due Wed. 1/18 @ Class Time] Looking Forward This forum activity is designed to help you come up with some possible community problems (topics) for your writing project sequence this semester. In addition, in this forum, you will help each other with your topic selection. You may even get a possible article for your rhetorical critique.

You will first use common prewriting strategies to generate ideas (listing, brainstorming). Remember not to judge the material at this stage.

Then you will help two of your classmates as they try to figure out which of these possible ideas is worth pursuing.

Last but not least, this journal entry, will allow you to get acquainted with many of your classmates. It will allow you to enter a community of writers who like you, are struggling to find a starting point for this project.

PART I [INDIVIDUAL INVENTION] DUE FRIDAY 1/13 @ 2:00 p.m. (60% OF FORUM GRADE): 1. Write a list of (at least 3) communities that you belong to. They could be professional, interest, cultural, ethnic, religious, or geographical communities, just to name a few. If you have a hard time thinking of specific communities, take a look at your Facebook groups. Which one of those groups do you feel a strong connection to? 2. Spend another 3 minutes brainstorming a list of problems on each of those communities (from previous list) that perplex you in some way, or that you feel something about. Don't worry about repeating items from the previous list. If you have trouble, check out The Beacon, The Miami Herald or The SunSentinel; you'll quickly discover a wealth of community issues that remain to be solved. 3. Now explore possible causes of ALL the problems from the previous list by finishing the following sentence as many times as you can: This is a problem because...TIP: You may find it easier to do this exercise as a table. 

PART II [COLLABORATIVE INVENTION] DUE WEDNESDAY 1/18 @ CLASS TIME (40% OF FORUM GRADE): Read two of your classmates' entries and comment on their list problems. Which one do you think is the most problematic and significant? Which of these problems do you think are worth exploring? Which of these problems do you think invite a PRACTICAL solution? Have you read an article that you think your classmate could look into as a possible article to analyze in the rhetorical response? Try to respond to a classmate who has not received feedback yet. We want to make sure everyone gets at least two replies.Grading Criteria: Because this is an invention exercise, your response should demonstrate your willingness to 1) explore ideas in depth and 2) respond to your classmates in specific terms (avoid abstract language). Since this is your first online assignment, you should take some time to review the Scoring Guide for Short Writing Projects.   Practice Rhetorical Reading of "The Singer Solution to World Poverty" [due 1/18 in Class]  

Practice Rhetorical Reading of "The Singer Solution to World Poverty" [due 1/18 @ in Class]

1. Read Chapter 12: Reading Rhetorically, pp. 355-375 (you don't need to closely read "On Teenagers and Tattoos").

2: WRITING PROMPT: Set aside 30 minutes or so to read and annotate "The Singer Solution to World Poverty" using the strategies for "Reading like an Expert" outlined on page 362 and the Question-Asking Strategies for Writing a Rhetorical Critique outlined on page 369. In short, make extensive marginal notes on the article that demonstrate your "with and against the grain" reading of it.

IMPORTANT: Bring a hard copy of the annotated article and this post to class on Wednesday 1/18. Your annotated article will be collected in class. 

Housekeeping:  Form support groups. Ask students to bring a copy of article for every person in their group on Monday as well as a copy for the instructor. (5 minutes): Homework Feedback. TAs give general feedback on homework assignments due last Friday (perhaps share one example of a strong (anonymous) student response to topic invention forum as well as an example of a good peer response to topic invention forum. Discuss what makes them "strong" in relation to scoring guide). 3 minute warm-up (maybe we will do this in groups):

In a paragraph or so, compare and contrast your reading processes as you read Chapter 12 and "The Singer Solution to World Poverty? How were your reading strategies different or similar? Why were your reading strategies different or similar?

How was the end result different for reach reading process? 

7-10 minutes: Class Discussion of Answers to Questions (have students read them out loud. Call on specific students to read their answers). This discussion should allow us to talk about reading as a rhetorical process, which is in many ways similar to writing. Our purpose determines our reading speed, our note-taking strategies. Students should also leave this activity with some tips for reading more effectively (i.e. in less time, with a purpose in mind, and shaping their reading process to fit their purpose). Discuss then how when preparing to select an article for a rhetorical critique, they should think of the kind of reading that article should invite. For example, they should look for an article that will allow them to do the kind of rhetorical annotation they did on the Singer Solution to World Poverty. That's all we will discuss for today. The point is that an article like The Singer Solution would be a good choice for a rhetorical critique because it's ripe for rhetorical analysis. What's the community issue this article addresses? Would this be a good topic choice in the long term?  Summarize on Board:

What are the qualities of a good topic in college writing?  What are the qualities you should look for in an article for your rhetorical critique? Group Activity (Support Groups): Topic Selection & Research Methods:10 minutes:

Share your "top" community issues with your group. Help each other decide which issue you should focus on for the entire semester.

As a group, also brainstorm how each student should go about finding a good article on that community issue.

Share one community problem from your group that you think meets the criteria for a good community issue. Also explain how you would go about finding a good article on that community problem.

 

Summary: What have we learned today? How does this tie to the online assignments due Friday? 

 Mon. 1/23: Reading Workshop: How Writers Create Logical, Ethical and Emotional Appeals through Structure, Style and Document Design

Learning Goals: Learn to rhetorically analyze and critique a text. Practice reading a sample text with and against grain.

Assignments Due in Class:

Readings:

Review A&B Chapters 3 and 4. Read "Three Ways to Persuade" handout (bring digital or hard copy to class)

Writing Due by Class Time:

  THE "WRITE" STUFF: SELECTING A "GOOD" ARTICLE FOR YOUR RHETORICAL CRITIQUE [Part IV due Monday 1/23 at Class Time] file   Reading/Annotation of "Title of Your Article Here" [due Mon. 1/23 in Class]Re-read your selected article keeping in mind that your purpose in reading this text is to write a rhetorical critique of it.

As you read your chosen article carefully, paragraph by paragraph, write "does" and "says" gist statements in the margins for each paragraph (for detailed explanation of "does" and "says" gist statements see A&B Guide, pp. 377-379).

Also identify places where the article's author used structure (how information is arranged, for example in closed or open form patterns) stylistic choices (explained in Chapter 4) and document design (explained in Chapter 4) to construct AOV, ethos, logos, and pathos.

Grading Criteria: You are more than welcome to record your thoughts on any other features and

how those features create a rhetorical effect. We will be looking for evidence, in your annotated articles, of purposeful, critical

reading that will lead to a strong rhetorical analysis. Annotated copies of articles will be collected.

BRING ONE COPY OF YOUR ARTICLE (WITHOUT NOTES) FOR EACH MEMBER OF YOUR SUPPORT GROUP. Housekeeping:  

All course materials are posted in Moodle Library folder, if links don't work. As students walk in, they should get their graded annotated "Singer Solution".

TAs should keep one "strong" example for later on during class discussion. TAs will give students feedback on their annotations during class discussion of

exercise, as well as showcase the example of a strong annotated article (one that shows student engaged in rhetorical reading of text, and followed prompt).

 (5 minutes) Start class with TAs comments on what would have made a strong annotated essay for the Singer Solution. Show one example on the document camera (with student name covered).  Also give students some general comments on "The Write Stuff" forum. Me: Create link with TAs feedback. Today, we are adding an extra layer of analysis. In the Singer Solution you were only asked to think of questions about the rhetorical context (audience, purpose and genre) and identify instances of AOV, ethos, logos, pathos, but today, we are digging a little bit deeper into the texts as we try to figure out how exactly writers create them through organization patterns, stylistic strategies and document design. I know many students had questions about how to annotate their own article, so today we are going to actually work on that. We are going to go over clues that you then will have to hunt for in the text. It really is like a scavenger hunt, but before we go out hunting, we need to know what we are looking for. If you don't know what Waldo looks like, you cannot find it. Who is Waldo? Waldo is Rhetoric. Warm-up (5-8 minutes):  In your own words, define the following rhetorical concepts (concepts will be outlined in a diagram on the white board, the warm up will not be collected, but students will be asked to provide their definitions during class discussion). If any of these concepts remain confusing, write down your best guess or your questions about it:  Rhetoric Analysis Critique AudiencePurposeGenre Angle of VisionEthosPathosLogos

 OrganizationStyleDocument Design (15-20 minutes): Class Discussion/Mini-Lecture: Explain the diagram using the Singer Solution as a common text and how they should consider those elements as they annotated the article. Explain how both annotation strategies used for The Singer Solution and/or Does/Says Summary are specific reading strategies to analyze a text from a rhetorical perspective. They are ways to collect data. They are research methods when we are focusing on a text as the "object of our desire." It's all about asking the right research questions (in this case, "How does this text persuade or influence the reader?") and using the research methods that best fit our purpose. In this case, we are trying to figure out how a text persuades through its use of specific means, so that you can then take a stance on whether the text succeeded at persuading its target readers. Group Workshop (15 minutes): Revise Annotated Copies of Individually Chosen Articles:  1. (Housekeeping) Give a copy of your article to each member of your support group.  2. Then exchange your annotated article (your copy with your notes) with one of your group members and ask them to skim the first page, and annotate it to figure out how the author has used organization, style and/or document design to create AOV, ethos, logos and/or pathos. 3. Return the article with your notes to its owner. Share your thoughts with the owner on:

Your thoughts on how this article uses rhetoric to persuade (idea is to add to your peer's reading of it).

Whether this article fits the assignment at hand. If you think it does not, provide some suggestions for alternatives.

 Final Class Reflection:What have you gained from today's workshop?

 

Wed. 1/25: Planning and Drafting Workshop:

Learning Goals: Learn to collect, organize, interpret and analyze your reading data. Write a hypothesis for your rhetorical critique. Revise your hypothesis into a stronger thesis through peer-inspired

revisions. Create broad outline of your rhetorical critique.

Writing Due:  Partial Draft of Rhetorical Critique [due Wed. 1/25 in Class] Write a partial draft of your rhetorical critique the includes the following:1. Working Title.2. Introduction.3. Detailed Thesis Statement (claim and reasons to support it).

Bring two hard copies of your partial intro to class. Housekeeping (5 minutes):

Collect one copy of introductions (will be graded on a pass/fail basis). Draft Conferences next week. Instruct students how to sign up. Any other announcements from TAs? Stanley Fish lecture tonight at MMC - extra credit opportunity. Exploratory Draft (3 pages) and Writer's Memo (1 page) due Friday @

2. Summary of Last Class? Ask one or two students to summarize what we did/learned last class and how it relates to today's class. Group Activity (8 minutes):As a group, reach a consensus on 3-5 qualities of an effective working title, introduction, and thesis statement. Refer to Chapter 18 in The A&B Guide as needed. Come to the white board and Add one quality to the class criteria for effective introductions and thesis statements. A good way to frame this discussion is to use the "does" "says" framework. In other words, what is each supposed to say and do (for the whole essay?). Outline diagrams on white board to orient students as to how to go about completing assignment.  We could give different groups different topics: B58MEffective Introductions

Group 1:Logan AuerbachJill Wilson

Effective Thesis Statements

Group 6:Sara Dannon

Gabriella YachadVanesa Cardona

Group 2:Brett SilvasDillon MurrellGloria ValenciaLuis Munoz

Group 3:Schelomith Juan PepetuaAshley

Group 4:Isais SuazoAdolfo FuenteMax CalixteAmanda Keck

Group 5:Jason StairBryan AmayoNicole MarcanoChelsea Longworth

Diana GiordanoSofia HaspelEitah Rabinovich

Group 7:Johnatan JensenStephanie SilverMaissa AmanouTheodora Vaughan

Group 8:Bobby LublinAustin GrahamChangik ChoiDaniel Smart

Group 9:Urica Louveture Saddam MoiseMichele BazinChristine Charles

 B51MEffective Introductions

Group 1Roberto FigueroaMishka AhmadCharles BanksTracey-Ann Campbell

Group 2 Dathy-AndeleElizeMichelle DonaldsonDmytri PescovMitzie Pondler

Group 3Dana TerzoEmily VasquezRaneen JadallahAntonio Aquilino

Group 4Alexandra MartinezKathia Muniz RiosSofia GalianoGeorge Deeb

Effective Thesis Statements

Group 6Joshua MatzAlexa DrubiRussell ChowdhuryEileen Groll

Group 7Gianina GarciaKarla GonzalezMonica Kardos

Group 8Stephanie ZuluagaAna JonesMariana PegorettiPatricia Lordello

Group 9Vincent AllenJerry JosephDelmar MeltonKervin Emmanuel

Group 5Robyn MelvinAllison SuchoraDarlin PierreAmanda Schouten

Group 10Fufu ZhouGreg KruszynskiFrancheska PericheOlga Malioykova

 Class Discussion of Criteria (10-15 minutes):Go over lists and revise as appropriate. TAs will take photos of lists at the end of class and post them on Class Archive forum (new). Group Peer Review (15 minutes): Exchange your intro with your peers, and help each other revise your intro and thesis using the criteria outlined on the white board.  Also talk about how you envision the rest of the argument unfolding into a logical rhetorical critique. Be prepared to share one example of a "before" and "after" working title, intro and thesis from your group. 5 minutes: Wrap Up. Alternate (if we don't have a lot of time):Individual Activity: Examine your own intro, and revise it to make it "better" given the criteria we've agreed upon as a class. Could also use "Revising Title and Intro" activity in A&B Guide.  

Wed. 2/1: Thesis Workshop: Working Draft of Rhetorical Critique Due

Learning Goals: Review qualities of strong thesis statements. Revise your thesis and plan your thesis-driven structure.

Assignments Due Wed. 2/1 in Class:

  Readings Due Wed. 2/1 Assignment   Revised (Full) Working Draft of Rhetorical Critique Due 2/1 in Class Assignment   Extra-Credit: Stanley Fish Lecture Housekeeping (5 minutes):

Show students how to review feedback on Turnitin assignments. Ask one student to volunteer to show them how to do it.

Other announcements from TAs? Individual Warm-Up (3 minutes):  Respond to this Rhetorical Situation: Your best friend, who is also taking this class with you, has just sent you this e-mail and you have only 5 minutes to reply to it: Hey,  I lost my book! I think I may have left it in the classroom last week. Anyway, I see on Moodle that we are supposed to read two concepts from Chapter 2, something about thesis statements and supporting thesis hierarchically with points and particulars. Could you please give me the "Spark Notes" version of the readings? Pleeeease!! [Inconsiderate Best Friend] Collect Responses. Class Discussion (10-15 minutes): Now that you've had an opportunity to reflect on what you learned about thesis statements and thesis-based structures, let's outline on the board, a Sparks Notes version of these two concepts, so that you can then use this knowledge to help each other revise your thesis and thesis-based structures. 

Could look at one example of a thesis, discuss how it could be improved and what the intro and rest of essay may look like. Group Activity (15-20 minutes):Write down your thesis statement in the middle of a sheet of paper.Circulate your thesis among your group (see sample).Each student should get questions from at least two readers. Individual Reflection (2 minutes): What have you learned from this activity? How will you use it as you revise your own thesis and re-organize your thesis-drive, points first structure? Time permitting (3 minutes): Have a couple of students read their reflections.

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Mon. 2/6: Peer Review Workshop (Peer Reviews Due @ Class Time)

Learning Goals:

Practice providing verbal feedback to peers with focus on rhetorical appeals. Use peer feedback to enhance your own writing's persuasive power. Understand evaluation criteria for WP1, and use it to revise your draft.

Assignments Due By Class Time:

  Peer Review of Rhetorical Critique (Part II) file

  Review and Bring to Class Assignment

  Scoring Guide for WP1

 

 Housekeeping:

 

TAs: Return reading assessment and give students some general comments on it.

 

Remind students to read Annoying Ways People Use Sources for Wednesday's class. Article will not be discussed in class, but students will be expected to use the strategies outlined in the article to revise their papers in class.

 

Then get started with class right away. Let's not spend too much time on housekeeping matters. We will address the problem with paragraph development on Wednesday.

 

 

# Time Activity1. 5 Warm-up (5 minutes):

1.    What is the purpose of peer review[TCL1] ?

2.    What are the benefits of peer review[TCL2] ?

3.    What are the challenges of peer review[TCL3] ?

4.    What do you feel would make peer review more beneficial to you and your peers[TCL4] ?

I feel like students should get a review of the purpose of peer feedback and reflect on what makes the feedback good (i.e. helpful, appropriate). I want them to understand that they are doing a good job when they give "readerly" comments that are also grounded in an understanding of the rhetorical situation they are responding to, so in this case, it may be helpful to let them think of which areas their peer's draft needs work on.

2. 8 Class Discussion (8-10 minutes):

Summarize answers on the white board.

I want this discussion to inform the students' discussion of feedback. For example, if they understand that peer review is not easy but necessary, and if they understand the "purpose" of peer review as an activity meant to combine readerly response and revision suggestions, while granting the writer a sense of agency over his/her work, then they'll be able to revise their feedback before they give it back to peers.

3. 20 Peer Review Workshop (15-20 minutes) (Continued):

1. Individual Revision Activity: Peer Feedback Revision (2 minutes) Before you walk your peers over your feedback, take a few minutes to re-read your comments and revise them to make them more "helpful" or identify those that need further explanation and do that verbally during group discussion.

2. Walk your peers through the feedback you gave them online.

Take some time to explain, verbally, what you wrote for them in ways that will help your peer revise.

Discuss how each of you should revise to enhance your argument's persuasive power through the use of logos, ethos and/or pathos.

3. As a group, reach a consensus on the most recurring strengths and weaknesses in your group's feedback and explain to the rest of class how you, as writers, could capitalize on those strengths and redress those weaknesses in future peer workshops.

4. 10 Class Discussion of Item 3 (8-10 minutes).

5. 5 Individual Reflection:

Describe your overall experience with peer review so far. What did you find helpful about the peer workshop? What do you feel needs to be addressed/changed to make these peer workshops more productive?

6. 2 Collect reflections.Total 48

 [TCL1]Possible answers: give writer an idea of how someone is reading this, help with revision...

 

 [TCL2]Helps us revise. Gives us idea of how our audience is reacting, gives us strategies for revision...

 

 [TCL3]Peers don't post drafts in time...

Peers provide vague comments....

Peers are too prescriptive in comments...

 [TCL4]Do it in class. Make them less detailed...one paper, not two.

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Wed. 2/8: Revision Workshop with Focus on Integration of Sources

Learning Goals:

Practice purposefully incorporating textual examples into your own writing; Employ editing strategies appropriate to the audience and purpose of the rhetorical critique. Understand evaluation criteria for WP1, and use it to revise your draft.

Assignments Due:

  Editing Exercise with Focus on Use of Source(s) [due Wed. 2/8 in Class] Assignment

1. Read "Annoying Ways People Use Sources" by Kyle D. Stedman with the purpose of understanding the different ways in which writer's use sources in ways that are annoying to readers

2. Print out a copy of your latest draft. 3. Then highlight any IDEAS that came from someone else. In other words, highlight the other

voices in your paper. 4. Then record, for each outside VOICE, your answers to these two questions:

o Have I used this source in a way that may annoy my reader(s)? (this question refers to "Annoying Ways People Use Sources" by Kyle D. Stedman)

o Have I cited this source to avoid plagiarism?

Bring that highlighted hard copy of your draft to class. Also bring a soft or hard copy of "Annoying Ways People Use Sources" by Kyle D. Stedman.

  Review and Bring to Class Assignment

  Scoring Guide for WP1

 

As students walk in, students collect annotated drafts and grade them on pass/fail basis.

 

# Time Activity1. 10 Center for Excellence in Writing Presentation2. 5 (5 minutes) Individual Warm-Up (will be collected)

What did you learn about integration of sources from "Annoying Ways People Use Sources"?

3. 5 Class Discussion of Responses:

Outline annoying ways people use sources on the board; perhaps share an example from a student paper.

Relate this to placing points before particulars and how that decision is also reader-based.

4. 10 Group Workshop:

For Writer:

Identify one instance of an "annoying" source in your paper that you would like your

peer to help you with.

For Reader:

Help your peers integrate that source in ways that will make it less annoying to your readers and to avoid plagiarism.

As a group,

1. Get ready to share a BEFORE and AFTER example.

2. Think of two questions about the Scoring Guide you'd like to address as a class (Write them on the white board).

5. 15 Before and After Discussion.6. 5 Wrap-Up: Reminders for Friday. Overview of Online Lesson. Overview of Monday's

Lesson.Total: 50

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Feb 13, 2012

I've prepared a survey that the students will take at the beginning of class, and then we will focus on discussing the assignment sheet for WP2.

I'll have them do the diagram of the rhetorical triangle in groups and present their diagram to class.

If we have time, we may start with topic (re) invention.

Tania----------------------------------------------

Feb 15 Class Plan

Learning Goals:

Understand dialectic thinking (the essence of exploratory writing). Use dialectic thinking, using thesis, antithesis, and synthesis.

Reading:

Chapter 14, pp. 469-490.

Note: As you read the student paper, think of how the student demonstrates dialectic thinking in his writing.

Writing:

Discussion of Essay A and Essay B, pp. 470-471.

(INDIVIDUAL WRITING) PROMPT: In 100 words or so, answer the following questions (about student essays A & B in pp. 470-471 in The A&B Guide to Writing):

How would you describe the differences in thinking exhibited by the two writers? Which essay do you think professors rated higher?

Grading Criteria:An A response will clearly explain the differences in thinking exhibited by the two writers and provide evidence from the text to illustrate those differences. By the same token, an A response should demonstrate knowledge of the theoretical aspects of exploratory writing discussed in Chapter 14.

Bring a hard or soft copy of your response to class.

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 2/15 Class Plan

# Time Activity1. 3 Introduce class goals. Have students remind rest of class of what we did on Monday.

Where did we finish? Where do we start today?2. 5 Discussion of Student Essay A and Student Essay B:

How would you describe the differences in thinking exhibited by the two writers?

Which essay do you think professors rated higher? Why?

Try to touch on question of purpose. Why do we write exploratory essays?

- a way to learn to think critically.

- a way to learn to engage in rhetorical reading of sources.

-a way to delay discovery of thesis, until multiple perspectives have been thoroughly considered.

3. 10 Group Prep:

Discuss your impressions of "How do OSNs Affect Student Communication"

Select recorder and spokesperson.

As a group, answer the following question and prepare to share your answer with class:

What can we learn from this student sample about exploratory writing and dialectic thinking?

(think in terms of structure (organization) as well as style).4. 10 Discussion of Group Answers (if we run out of time, ask them to post it on Moodle by

Friday)5. Practice dialectic thinking:

Working individually, write a description of the problem that you are planning to explore (imagine you are telling a classmate about it).

Then write the first plausible answer that comes to mind for this question: How can this problem be solved?

6. 10 Class Discussion of Individual Answers. Have class offer alternative answers the same question.

7. 5 Reminders for Friday and Monday.Total: 50

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Wed. 2/22: Introduction Workshop

Learning Goals: Learn to write an effective intro for an exploratory essay. Revise your intro to

o Show problem is problematic, significant and interesting. o Engage readers with problem. o Provide cues that the purpose of your essay is to EXPLORE a question

or problem rather than argue a thesis. Plan next step(s) in your research and writing process.

Writing Due: 1st Partial Draft of Exploratory Draft (upload to Moodle Turnitin Assignment

and bring two hard copies to class. See Moodle Assignment for detailed instructions)

# Time Activity1. 5 Housekeeping:

Conference feedback.o Not a local community or one that you belong to, but

rather a community that you are interested in, but one that you have some access to...for research purposes.

o Also, consider WP3. This paper is meant, as Dathy pointed out in her e-mail, to help you discover the thesis you will argue for in your final paper (a practical solution to this problem).

o Don't worry about field research, we will worry about that during Practical Proposal unit.

This Friday, you will spend some time learning more about research methods and you'll start working on a research log.

Bring laptops to class on Monday for Research workshop. I sent out a message with outline of schedule from now until

March 9th (when final draft is due). Anything else?

2. 5 Set up Peer Review Workshop. Go over prompt. Perhaps do one intro as a class? This could help model peer review workshop.

3. 20 Peer Review Workshop (20 minutes):

Exchange drafts with two peers in your group.

As you read your peer's working title and intro paragraph(s), answer the following questions (you may supplement your answers by commenting on draft):

1. In the introduction, how has the writer tried to show that the problem is interesting, significant, and problematic? How could the writer engage you more fully with the problem?2. How does the writer provide cues that his/her purpose is to explore a question rather than argue a thesis? How could the intro be revised to make it more appropriate for an exploratory narrative?3. How might the opening section of the draft be improved?4. What do you think should be the writer's next research step(s)?

As a group, prepare to share BEFORE and AFTER example from your group. What does this mean?

TAs should walk around checking that students have materials.4. 10 Summarize strategies to do those things in introductions.5. 5 Reminders for Friday and Monday.6.7.

Total: 45  

 

Tania C. Lopez, InstructorWriting ProgramFlorida International UniversityBiscayne Bay CampusAC1-389A3000 N.E. 151st Street North Miami, Florida 33181Direct Line: 305-919-5850

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Mon. 2/27 Learning Goals:

Conduct relevant research (taking detailed notes while rhetorically locating, evaluating and analyzing sources).

Practice choosing sources purposefully and reflectively rather than randomly.

Writing Due:

Does Your Writing Process Suck? (PART II)

Research Due:

Take a few minutes to familiarize or re-familiarize yourself with our library's website. Try finding different kinds of sources using the site (i.e. books, journal articles, magazine articles, references). Figure out how to seek the help of librarians. Think about how you could use this site for different research purposes.

Bring to Class:

Laptop or tablet computer for in-class research workshop. Hard or soft copy of the research log you posted last Friday.

OPTION 2: # Time Activity

1. 5 Set context of this class within unit, course, and link to Friday's online work.Have students sit in groups. Share examples of student posts that made good points about research strategies.

2. 3 Individual Exercise (3 minutes):Start a new entry on your research log. Take a few minutes to read your previous research log entry.Then write a list of three questions you have right now, three

questions you still need to find answers to.3. 10 Socratic Circle /Usability Testing

Have a student volunteer to come to the front of the room, and show class how he/she would go about doing research using FIU Library. Encourage student to talk out loud as he/she does research.

4. 10 Class Discussion:Give student feedback on research strategies, thinking of how students could make research process more efficient.This should lead to a good discussion of how to best "locate" sources and be a good segue into evaluation of sources and other research strategies discussed in readings.

5. 15 Group Research:Spend time doing research using the FIU library.Keep detailed research notes on research log.Report back to class on research process.Seek your group's help as needed.

6. 5 Wrap Up. Reminders for Wednesday.Show students how to check grades/comments on Turnitin.Tell them about extra credit opportunity for feedback on feedback (via e-mail).

Total: 47

 

Tania C. Lopez, InstructorWriting ProgramFlorida International UniversityBiscayne Bay CampusAC1-389A3000 N.E. 151st Street North Miami, Florida 33181Direct Line: 305-919-5850

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Wed. 2/29: The Essence of Exploratory Writing: The Body Sections  Learning Goals:

Learn to use stylistic choices to demonstrate dialectic thinking and purposeful research.

Revise your essay's body to: o Show that you chose your sources purposively and reflectively rather

than randomly;

o Give your draft both open-form and closed-form features; o Show yourself wrestling with ideas.

Writing Due: Compose a 2nd Partial Draft of Exploratory Narrative with Revised Working Title and Intro At least two body sections. Works Cited page.

Post draft here on   Moodle and bring two hard copies to class.

Bottom of Form

# Time Activity1. 10 Housekeeping

- Events coming up – Extra Credit- Feedback to Feedback e-mail – Extra credit-Friday and Monday's assignments:Bring drafts with Writer's Memo to conference?- Discussion of Rhetorical Critiques: TAs will lead this part of discussion:Explain that essays are graded in teams, making sure that we are all on the same page (i.e. I've reviewed graded papers before they were released to students).Give students some general feedback (most common strengths and weaknesses).Tell students about upcoming Writing Hall of Fame (strong student samples from our class).Tell students that they can revise one paper at the end of class. Start working on it soon. Better to start early on.

2. Today's lesson is titled: The Essence of Exploratory Writing:Warm up (2 minutes)What is the essence of exploratory writing?

3. 10 Class discussion of some responses. Outline answers on board.Look at student sample like we did for previous workshop?Possible Examples:B58M: Sofia HaspelB51M: Alexandra Martinez

4. 30 Peer Review Workshop:

Peer Review Workshop

(2 minutes) At the top of your draft, write two or three questions/concerns you'd like your peers to address.

(10 minutes per draft) Exchange drafts with two peers in your group.

As you read your peer's working title, intro and body sections,

answer, on a separate sheet of paper, the questions under "Narrating the Exploration" on p. 480 (you may supplement your answers by commenting on the draft).

Also address your peer's requests for feedback.

(5-10 minutes): Read your peers' feedback and address questions about feedback.

What do we do if they cannot finish both drafts? Do it as homework for extra-credit?

5. 5 (5-10 minutes):Individual Reflection:

1.  Share with us the most "HELPFUL" and the least "HELPFUL" comment you received today.2.  Reflect on how you'll use your peers' feedback to revise.

55

 Note: I've been trying to figure out a way to collect peer review, but other than taking pictures of the answers, I cannot think of a way for us to assess the peer workshop, other than that reflection, which I plan to use then on Wednesday to start off the peer review workshop in class.

 

Tania C. Lopez, InstructorWriting ProgramFlorida International UniversityBiscayne Bay CampusAC1-389A3000 N.E. 151st Street North Miami, Florida 33181Direct Line: 305-919-5850

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Wed. 3/7: Peer Feedback Workshop Learning Goals:

Learn to revise with purpose as motivating occasion in mind. Give thoughtful peer feedback that focuses on higher order concerns first and

lower order concerns last.

Put together a revision plan based on feedback.

Assignments Due at Class Time:

1. [offline assignment]: Practice Evaluating an Exploratory Narrative Using   WP2's Grading Criteria (due in Class)

2. [forum assignment]: Revised Full Draft and Writer's Memo Addressed to Peers (upload here and bring two hard copies to class)

3. Bring to class:

2 hard copies of your Writer's Memo 2 hard copies of your revised draft. 2 hard copies of the Scoring Guide.

(5 minutes) Housekeeping:- Return drafts as students come in.- Give students general comments on draft conferences.(5 minutes)As a group,

1. Compare notes on your grading of the Kristin's paper 2. Reach a consensus on the score for each section in the Scoring Guide and the

total paper score. 3. Select a spokesperson to share 1) the group's grade consensus and 2) one

end message that you think was particularly strong and explain why. We might add this to prompt, depending on class feedback:1. What was the average grade?2. Which areas needed the least work?3. Which areas needed the most work?4. What are the most pressing questions your group has right now? (10-15 minutes) Group's Presentations/Class Discussion COLLECT HOMEWORK BEFORE WE START PEER REVIEW (10 minutes) Peer Workshop (following the exact same process you followed with Kristin's paper). One draft will be done in class and one will be reviewed online (due Friday at 2 PM) It's also possible that we won't have time for peer review at all. We'll play it by ear.  1. Grade one of your classmates' papers using the Scoring Guide. Your goal is to help your peer figure out which areas in the draft needs work. In other words, even though you are not the professor or TA, you can try to put yourself in their shoes to

help your peer revise. Give the student a score for each section (circle or highlight the score you would choose for each category, and fill in the total score at the bottom of the Scoring Guide). You may supplement your markings on the Scoring Guide with comments on the draft. For example, if the Writer's Memo does not meet some of the grading criteria, you could point your peer to where in the draft he/she needs to revise the memo to make it meet the grading criteria. 3. At the end of the draft, write a message to your peer where you explain your grading rational to her. The message should follow this template, more or less:  Dear [name of peer]:  [Summarize your overall impression of the draft.] [Sum up strengths and weaknesses. For example, if you gave it a low score for the body sections, explain why you did that and suggest ways to revise to bring the score up.] [Address writer's concerns as stated in Writer's Memo] [End salutation]  Sign your name(10 minutes): Class Discussion of Peer Workshop:1. What was the average grade?2. Which areas needed the least work?3. Which areas needed the most work?4. What are the most pressing questions your group has right now? (2-3 minutes): Wrap-up. Final Reminders?

 

 

Tania C. Lopez, InstructorWriting ProgramFlorida International UniversityBiscayne Bay CampusAC1-389A3000 N.E. 151st Street North Miami, Florida 33181Direct Line: 305-919-5850

March 14, 2012

Basically, I've prepared a survey that the students will take at the beginning of class, and then we will focus on discussing the assignment sheet for WP2.

I'll have them do the diagram of the rhetorical triangle in groups and present their diagram to class.

If we have time, we may start with topic (re) invention.

Tania

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Wed. March 21: How to Write a Practical Proposal

Learning Goals: Better understand conventions of practical proposal arguments (structure,

style, tone, document design). Identify specific rhetorical strategies you may wish to use in your own

proposal arguments.

CLASS PREPARATION:

Readings:

(Review) A&B Guide, Chapter 16, pp. 509-512. (Review) A&B Guide, Chapter 4: Thinking Rhetorically about Style and

Document Design, pp. 69-86. (Review) Three Ways to Persuade Closely read "CHILDREN IN PERIL: PREVENTING DRUG ABUSE IN

CHILDREN" (see discussion forum assignment before reading)

Writing:

Thinking Critically about "Children in Peril" (Moodle assignment)

Write a response (200-250 words) where you reflect on the rhetorical strengths and weaknesses of "Children in Peril." Here are some specific questions to consider:

What rhetorical strategies has this writer used that you may wish to use in your own proposal?

How has the writer, for example, convinced the target audience that a problem exists?

Which of the strategies discussed in the assigned readings does the writer employ to persuade the audience that his proposal is workable and that the benefits outweigh the costs?

How does the writer tie his proposal to the values and beliefs of his audience - the Superintendent of Broward County Public Schools?

If you were James F. Notter, the Superintendent of Broward County Public Schools, to whom this proposal is addressed, how effective would you find this proposal? What are its chief strengths and weaknesses?

Submission and Grading:

Submit your written response as an attachment. An "A" response will present clear points and provide particulars (evidence

from the textbook, handout, and sample student essay) to illustrate or support the writer's points.

Post your response here, and bring a hard or soft copy of your response to class.

Extra-Credit:

Moodle   Survey Notes:  This class should mirror to some extend Monday's class inasmuch as students will be analyzing a "real" practical proposal argument as writers with the purpose of better understanding the conventions of practical proposals. In addition, we want to help students identify specific strategies (mainly organizational, stylistic and design strategies) that they may wish to use in their own writing. The second part of the class can be dedicated to helping students make an inventory of strategies they'd like to use as they draft/plan their own arguments (organizational strategies should be emphasized at this point). This two-part class plan is directly related to the two class goals:

Better understand conventions of practical proposal arguments (structure, style, tone, document design).

Identify specific rhetorical strategies you may wish to use in your own proposal arguments.

 (5 minutes): Set context of class, connect to previous class. It's usually a good idea to ask students to remind you and the rest of the class of what we did/learned that class, and then make the connection with this class. For example, as move forward we want to make sure we understand the rules of the game, the conventions of practical proposal arguments, before they start playing the game (before they start planning their own proposal arguments). This Friday, they will begin exploring ideas for this project and get feedback from their peers and you on how to best move forward with writing and research.Carly, Emily, you can use the work you are returning to students to make those connections as well.If you can, please remind students to take the Moodle survey.(10-15 minutes) Group Discussion of "Children in Peril"These activity is meant to help with the two main class goals.Each should appoint a recorder and spokesperson.Then, as a group answer, they should answer in writing, the following questions (from homework assignment, they can recycle parts of their individual homework into this group report):

If you were James F. Notter, the Superintendent of Broward County Public Schools, to whom this proposal is addressed, how effective would you find this proposal?

What are its chief rhetorical strengths and weaknesses? Discuss specific choices of organization, style and document design that you think enhanced or weakened ethical, emotional and logical appeals for this specific audience.

What rhetorical strategies has this writer used that you may wish to use in your own proposal?

Each recorder could outline the group's answer on the white board while their spokesperson presents the answer to class.(15-20 minutes) Group Presentations:As lead class discussion, try to summarize and connect each presentation with the next and previous presentations; have students converse with each other. For example, if they have noted similar ideas, the groups (or you) should note those overlaps in thinking.This discussion may very well take the remaining of the class, and that's fine. Final Reflection (5 minutes): We will end today's class, with the same question we ended our previous class, but we will add one question that will force to dig deeply into the rhetorical tools you can "steal" from this paper for your own tool box:What have you learned from this student sample? Which of the rhetorical tools this student used might you try in your own writing? Why? Discussion of Individual Reflections (5 minutes): Have a couple of students read their response, just to wrap up the class and summarize the main lessons they should learn.You can collect these individual reflections with the group reports, or just collect the group reports.  

Remind students to complete exploration due this Friday: Now that they have a better idea of the rules of the game, they will start playing the game, or rather warming up for the game as they explore ideas for their own writing in the assignment due Friday.

 

Tania C. Lopez, InstructorWriting ProgramFlorida International UniversityBiscayne Bay CampusAC1-389A3000 N.E. 151st Street North Miami, Florida 33181Direct Line: 305-919-5850Hello again, 

Here's the outline for tomorrow. I'll see you all at 10:00 (I'd like to have enough time to discuss Wednesday's class and plans for tomorrow's class). 

Mon. 3/26: Planning Workshop

Learning Goals:

Prepare a tentative framework for your Practical Proposal Argument (PPA). Strengthen your proposal argument's framework through collaboration. Continue building a research plan to strengthen your PPA.

(Even though these are the goals for that class, I feel like students need to get a "wake up" call as to the high level of critical thinking they'll need to achieve for this project, so in retrospect, today's class should have focused more on the same goals that I had for Friday's online lesson, which was to practice the kind of critical thinking process involved in writing a proposal argument, so that they can plan to do purposeful research).

CLASS PREPARATION

Writing Due @ 11:00 AM: Exploring Proposal Writing (Part II: Reply to 3 Classmates)

Bring a soft or hard copy of your answers to Exploring Proposal Writing (Part I).

(5 minutes) Ask class to summarize last class. Also ask them for feedback on Friday's exercise. What did they learn from it? How does that exercise help them plan their research?

Project some responses (ask students to volunteer some they thought were strong or interesting in any way).

(10 minutes) Groups of 3-4 students.

1. As a group, decide which of your group's problems seems to be the most important, rank them in order of importance.

2. Choose your group's number one problem and do the following:

         Draft an outline for a proposal argument in which you do the following:

A.   Describe the problem and its significance.

B.   Propose your solution to the problem.

C.   Justify your proposal by showing how the benefits of adopting it outweigh the costs.

Recorders for each group should write the group's outline on the board and be prepared to present (in 3-5 minutes) the group's argument orally to the class.

Class should be prepared to give the group's feedback that will help them make their proposal stronger (alternative points of view, suggestions for research, audience suggestions, etc.).

(20-30 minutes): Groups' presentations and feedback.

(5 minutes): Wrap-up: What have you learned today about the thinking process behind proposal writing?

OR (5-10 minutes): Wrap-up: As you prepare to do research on your own project, what questions do you think you still need to get answers to?

Students must do research for next class, so they can use those questions for that.

Reminders: Research log due Wednesday by beginning of class. Bring laptops, iPads for research workshop.

Thanks, 

Tania

Wed. March 28: Research Workshop [CLICK HERE FOR DETAILS]

Goals:

Engage in "focused" research in preparation for drafting your bare-bones practical proposal.

Review best research practices and reflect on how to use them in your own research.

(time permitting)Practice constructing a bare-bones practical argument.

CLASS PREPARATION:1. Review Skills 24 and 25, A&B Guide, pp. 667-675.2. Research Log 1-Practical Proposal. Bring a soft copy of your entry to class.3. Bring your laptop or table computer so that you can do internet research during class.

 

Take a few minutes to read your research log and reflect on the following questions:

 

Class Discussion (15 minutes):

 

Take a few minutes to review this prompt and the readings references in the prompt and prepare to answer those questions during class discussion.

 

         As you attempted to find sources, do you feel like you chose your sources purposefully? Do you think you have come up with a good selection of sources so far given your persuasive aim? Why or why not?

 

From reading your research notes, which of the reading strategies listed on p. 668 do you think you used as you read your sources? Which strategies for reading your sources rhetorically do you think you might wish to use as you move forward?

 

From reading your research notes, which of the note-taking strategies listed on pap. 670-671 do you think you used as you took notes? Which strategies note-taking strategies do you think you might wish to use as you move forward?

 

Class Discussion (10 minutes):

Have students read from their responses. Discuss strategies that may help them further their persuasive aim as they plan their practical proposal.

 

Now that we've summarized some of the best research practices you should be using, let's focus on conducting research.

 

Warm-up (3-5 minutes):

 

What I know:

Write down what you know right now about your topic.

 

What I don't know: Write a list of questions about your topic. Try to use a combination of open-ended questions and yes/no answer questions.

 

Maybe look at some examples to discuss the importance of asking good questions that invite research but also focus the research on specific areas.

 

(10 minutes) Working with a partner, conduct internet research using your "What I don't know" questions as a guideline.

 

We will be walking around addressing questions. Be ready to discuss the following questions in 10 minutes or so:

 

(10 minutes):  Class Discussion:

 

What types of sources did you consult? (primary from secondary, popular vs. scholarly, internet vs. library, book vs. article, etc., discuss important of recency and reliability)

What areas did you focus on? How did your purpose dictate your research process?

How did you evaluate your sources for CRAD? (Credibility, Reliability, Angle of Vision, Degree of Advocacy).

 

(2 minutes) Wrap up: Reminders for Friday and Monday.

Tania C. Lopez, InstructorWriting ProgramFlorida International UniversityBiscayne Bay CampusAC1-389A3000 N.E. 151st Street North Miami, Florida 33181Direct Line: 305-919-5850

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Mon. April 2: Framework Workshop

Goals:

Use feedback to strengthen your proposal argument’s framework (the bare-bones).

Strengthen your credibility and internal consistency of your argument by addressing possible objections or counterarguments.

Make tentative audience selection for your practical proposal.

Class Preparation:

The Bare Bones Draft (Part II)

Part I (Drafting) Due Fri. 3/30 @ 2:00 PM (60%): Write a bare-bones draft of your proposal argument. A bare-bones draft is somewhere between an outline and a draft. This draft needs to include the main points of your argument (the skeleton). It must present the logical framework of your argument including a clear definition of the problem, the proposed solution and the justification section (arguments from principle, consequence, and/or analogy). You can also include some of the flesh (the evidence in support of your points), but the amount you include is definitely up to you.

If you get stuck, use the typical organization plan outlined in Figure 16.2, A&B Guide, p. 517.

And remember, this is nothing more than a skeleton draft (the bare bones), a template that you will continue to fill and revise, with our help, into a stronger, logical argument (the bones and the flesh).

Part II (Collaboration) Due Monday 4/2 @ 11:00 AM (20% per reply for a total of 40%): Comment on at least two of your classmates' bare bones drafts (within your peer group). The goal here is to help them strengthen the overall structure (logos) of their proposal. Help your classmate with suggestions regarding:

1. possible target audience (person or organization with power to implement proposed solution).

2. strengthening the description of the problem

3. strengthening the proposed solution.

4. strengthening the justification arguments.

Related Lesson: The Bare-Bones Draft

 

Bring a soft or hard copy of your Bare Bones Draft and the feedback you received from your classmates (if available). You'll need this to create a poster board in class.

Bring permanent markers, crayons, etc. to create a poster board of your proposal. I'll bring the paper.

 Class Notes:

 

For TAs:

As soon as you come into class, try to paste as many blank poster sheets to the side and back walls. That way students can go straight to the wall to work on their poster boards when we tell them to do so.

 

(Ask students to help you) Move chairs away from the side and back walls, so that students have plenty of room to walk around writing on posters.

 

As students work on the posters, walk around addressing questions and keeping them on task (we have to be sure they finish their posters in 10 minutes).

 

During collaborative activity, walk around writing feedback on poster boards. Make sure to give feedback to students who have not received any.

 

Try to note strengths and weakness so that we can address those during class discussion at the end.

 

Set up: 5 minutes: Go over prompts. Link to class goals and online work. Pass markers around.

 

Proposal Argument Gallery (30 minutes):

 

(10 minutes) Class Discussions of Answers to Questions. Collect reflections.

 

(5 minutes): Feedback on Exploratory Narratives. Remind students how to check feedback (we can also do this at the beginning of class, if you prefer).

Tania C. Lopez, InstructorWriting ProgramFlorida International UniversityBiscayne Bay CampusAC1-389A3000 N.E. 151st Street North Miami, Florida 33181Direct Line: 305-919-5850

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Hello everyone,

I've changed the class plan to reflect the feedback I've been getting from conferences. Any questions/thoughts?

Tania

This class has one goal: to help students understand how to write effective cover pages, introductions, solutions, and justification arguments.

 

Outline of Class Plan:

 

3 minutes: Discussion of class goal, connecting it to unit and course goals and to Friday’s assignment (students will have to upload a packet draft (with Writer’s Memo, Cover Letter, Cover Page, Proposal) to Peer Review forum and Turnitin).

 

5 minutes: Discussion of  Group Activity Prompt (below), addressing goals of exercise, questions about what makes a good title, intro; arguments of principle, consequence, etc. (fill in definitions on prompt with class).

 

(10-15 minutes):

Frameworking Exercise

(Based on exercise on A&B Guide, p. 513)

 

(15 minutes) Working in small groups (3-4 students) finish composing a detailed framework for the proposal outlined below.

 

As usual, select a note-taker (to prepare in writing the group’s cover page and framework) and a spokesperson who will present your group’s work orally to class.

 

Your target audience will be iPads for Soldiers founder Winnie Pritchet.

 

Cover Page: [Design a cover page for this proposal that follows the design conventions of cover pages (title of proposal, name and title of audience, your name as the author of the proposal].

 

Problem: [Describe the problem with this reader in mind, giving it presence]

 

Proposal: [develop the following solution statement into a step-by-step explanation of the solution you are proposing]

 

iPads for Soldiers should seek donations of [other tablet computers] in addition to iPads

 

(BECAUSE)

 

Justification Arguments (try to come up with one of each):

 

Argument from Principle:

 

Argument from Consequence:

 

Argument from Precedent:

 

Argument from Analogy:

 

(10-15 minutes): Class Discussion of Group Activity:

 

As a class, we will put together a framework incorporating each group’s outline. As we compose this outline, we will seek input from different group’s spokespersons.

 

As we put this framework together, we will also emphasize:

         Strengths and weaknesses of cover pages and each of the framework’s sections.

         Possible objections/counterarguments (where and how to address them).

 

Individual Reflection (3-5 minutes):

 

On the first page of your draft, reflect on how you will apply what you’ve learned today to your own work. How will you transfer the principles of good proposal writing we’ve discussed today as you revise compose/revise your argument’s draft to enhance your proposal’s logos, ethos and pathos?

 

(2-3 minutes):  A few students will share their response and we will summarize revision strategies as a wrap-up exercise.

 

Tania C. Lopez, InstructorWriting ProgramFlorida International UniversityBiscayne Bay CampusAC1-389A3000 N.E. 151st Street North Miami, Florida 33181Direct Line: 305-919-5850