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Opening Conversations: A Writer's Reader (Introduction)

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Opening Conversations: A Writer's Reader (Introduction)

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In small groups you will read your assigned section silently, discuss section, and share out with group.

Group 1:
Writing as Conversation: What does it mean to write well in this brave new world? Write down key components to share with the class.

Group 2:
The Rhetorical Situation: What is the rhetorical situation? How does the rhetorical situation affect the decisions that writers make? Write down key components to share with the class

Group 3:
A Writer's Context: What is a writer's context? Give examples of possible writer's contexts. Write down key components to share with the class

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Thank you for a great class! Enjoy your break. 

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Thank you for a great class! Enjoy your break. 

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Due to google classroom by 12pm Friday May 2nd.

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Unit Portfolios, 1-4 80%
Unit 5: Writer’s Statement essay 10%
Writing Community Membership 10%
Total 100%

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https://owl3.oit.umass.edu/owlj/servlet/OwlPreLogin?Server=owl-umacontedonlinecourseeval&datasrc=OwlUMAContEdOnlineCourseEval&fxn=cevallogin&showloginpage=true&callsrc=email

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Last Class!

1. Make all class google doc of what we did in each Unit.

What activities, objectives, and skills did we learn? Refer to assignment sheets and syllabus. (15 minutes)

2. Course Evaluations, with laptop (20 minutes)

3. Share out "what did you learn?" One piece of writing. (15 minutes)

4. Final questions on Unit 5/grades- Peak SWA Unit 5 essays.

5. Meme slide show (5 minutes)

Have a happy and healthy break!!

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1. Complete Unit 4 reflection (below). Portfolios are due via google classroom Friday 4/26 by 12 pm.

2. Look back at "Who are you as a writer?" reflection from week one. Reflect on how you have changed in a free write.

3. Re-read class syllabus, all final drafts, and reflections.
Select a few sentences from one of your final papers that you are proud of (you can also summarize another aspect of your paper). How does this selection fit into course goals/assignment goals? What did you get out of writing it? We will be sharing these as a class.

4. Bring laptop for course evals and please be on time.
Bring SWA.

5. Send in memes in by midnight Sunday!

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Make an original English 112 meme and  a freshmen fall semester meme. Must be PG rated. 

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Make an original English 112 meme and  a freshmen fall semester meme. Must be PG rated. 

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Meme generators or make your own!
Email me the meme or memes by 2pm 4/26/18
1. https://imgflip.com/memegenerator
2. https://makeameme.org/

Please EMAIL me this by midnight Sunday 4/28.

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Unit 4: Creative Project Portfolio Expectations

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Unit 4: Creative Project Portfolio Expectations

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Please complete portfolio and reflection AFTER you give your presentation.
Portfolios are due via google classroom Friday 4/26 by 12 pm.

Portfolio should include:

- A summary of your project proposal - This can be cut and pasted from the April 12th assignment or restated in your own words.

- A summary of your project - 500 words. In your own words what was your project? How was it delivered? Why was it important to you? You do not need to send me your tech materials, just a summary of what you did for your project and how it was delivered.

- A reflection on the process of bringing your project to completion - 500 words minimum. Touch on the following questions. How do you see the Writing Process working to help you create this project? How do exigence, context, audience, and rhetoric come in to play? How did you think your project came out? What was your process? If you had more time what would you work on? What did you like/dislike about this Unit? What was helpful in terms of feedback? Give suggestions for how to make this Unit better.

ASSESSMENT:

-  Clearly define and communicate a creative vision (20 pts.)
-  Present information, opinion, and specialized knowledge using the strategies of composition and rhetoric (what we’ve been doing all semester) (30 pts.)
-  Develop a voice that is particular to you (20 pts.)
-  Hone that voice for a particular audience (20 pts.)

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Presentation Day 2!

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Presentation week! Sign-up on google drive

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Presentation week! Sign-up on google drive

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Tuesday 4/23 and Thursday 4/25

Attendance: Please be prepared and on time for both presentation days. Have your presentation uploaded to the google drive folder before your presentation day.

Remember Community Guidelines - Give your respect and attention to your peers. Be a good audience! No phones and laptops down please.

Content Warning - Presentations deal with a variety of subject matter. To maintain a safe space, if you feel uncomfortable with a presentation's content please quietly leave the room for those five minutes and then return. You will not be asked to explain why.

A few general public speaking tips: Be prepared, practice, take your time, make eye contact, don't try to cram every thought in (sometimes less is more!) and have fun! We are here to support and learn from each other.

If you cannot follow these guidelines you may be asked to leave and receive an absence for that day as well as points off your Unit 4 portfolio.

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1. Send in project proposal by 12 pm Friday April 12th. I need to approve your project and will do so by 12 pm Saturday April 13th. Cut and paste the following and into google classroom.

i. The medium in which your project will be presented

ii. Your project’s area of interest

iii. The intended audience for your project

iv. How your project is informed by, and comments on, your identity

v. The ideal publication for the public distribution of your project

vi. Elevator pitch; aka a brief, catchy summary of your project

2. Bring a developed project mock-up to our conference on either 4/16 or 4/18.

Please be on time for your conference.

My office is 1234 Du Bois. Often there is elevator traffic, please plan accordingly. If you are late or absent from your conference you will not receive feedback from me. Please bring whatever format you choose to workshop with me.

3. All presentations due Tuesday 4/23, please be on time and prepared to present/be a respectful audience for your peers. You can upload your proposal, mock-up, and reflection to google classroom as a portfolio.

* If your project requires tech or other accommodations please make me aware of that before the class begins.

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Assignment sheet

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Unit 3: Adding to the Conversation Reflection 

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Unit 3: Adding to the Conversation Reflection 

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1. As a class, review the process went through to develop Unit 3. (Look at Padlet, notebooks, homework) Partner share and share out. (10 minutes)
2. Unit 3 Reflection. Upload to portfolio. (25 minutes)
3. Introduce Unit 4. Creative Project. Introduce assignment and free write ideas.
(5 minutes)
Discuss audience selected, refer to Rhetorical Triangle.
4. Small groups or partners share and give each other ideas. Break out into groups and come back with one area you will research for homework. (15 minutes)
5. Large group share out and conference sign up.

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1. Finalize/Copy-edit/Format and upload Unit 3: Adding to the Conversation portfolio to the google classroom.
Portfolio includes:
-Free write: what did you do yesterday list
-Annotated bib initial
-Initial draft
-1st revised draft
-Final draft w/final annotated bib
-Reflection (done in class on 4/11)

2. Bring in laptop on 4/11 if possible for Unit 3 reflection.

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*No class meeting next class 4/4/19, this will be used as an independent research day.

1. Revise your initial draft based off feedback from class.
2. Re-read Reading to respond handout.
3. Add 2-3 more sources to your annotated bib.
4. Refer to SWA essays for outlining strategies.
5. Watch conclusions video and use prompts to write conclusion.

Revised Draft and annotated bib due 4/9 to google classroom as well as 1 hard copy for class.

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What is this source about? Would it help me to summarize a part of the text?
- What were my first reactions to the text? Any emotional or cognitive responses?
- What is the author’s purpose—to argue, explore, reflect, discuss?
- Is this source useful? Why or why not? This can include, perhaps, only one aspect of the text
that might be useful where the rest might be irrelevant.
- Do you think you will want to use this source for your project?
- How does this source relate to your project?

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1. Discuss SWA essays.

*How does the author add to the conversation?
*How do they offer a solution?
*What outlining strategies do you see?

2. Peer review:
1. Summarize the draft. What conversation is this piece entering into? What is the writer's position within the conversation?

2. What is the writer's context/perspective? How do you know? If not included does this seem like useful information to you as the reader?

3. What is the overall point the writer is making? What questions do you have about the conversation being discussed?

4. Summarizing, quoting, paraphrasing- pick one. How does the quote connect, extend, and/or add to the conversation? Does the writer give an original response to multiple viewpoints? What point is the writer making that the quote is not?

5. Annotated Bibliography. Check the sources. Does the source seem valid? Reliable? Appropriate for the purpose and audience? Do the annotations summarize, analysis, and evaluate the source effectively?

Return papers. Compare responses on intent and purpose. Do reflective free writer. Does the reader understand your point? Where do you need to further develop and /strengthen your overall point/purpose? Select one of the questions the reader asks.

3. Meet with me for 5 minutes to check in about research, thesis, and structure.

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1. Read Easy Writer pg. 86-100. Pay close attention to Synthesizing sources, quoting, and avoiding plagiarism. Read Umass Amherst Academic Honesty policy.
2. Read all of the SWA Unit 3:Adding to the conversation essays p. 90-108. Take notes on outline strategies, specifically how paragraphs progress ideas rather than repeat them.
3. Write initial draft using summarizing, paraphrasing, and quotes from your research. Bring in TWO  hard copies  for Tuesday. (700 words)
4. Add 2 more sources to AB. Could be an opposition to your topic. Bring in two hard copies for Tuesday.

*Please note that I will be meeting with you briefly during class to discuss your paper so come with any questions you have on your paper, the research, annotated bib, ect. You may want to read the assignment sheet for essay expectations you are confused about.

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1. Review annotated bibliography guidelines. Plagiarism video.
Peer feedback 1, partners (10 minutes)
1. Are the sources credible and useful?
2. What content in the annotation will be useful as background information, and what content deserves elaboration and analysis?
3. Give suggestions for additional sources your partner should seek.
4. Based on this AB what do you think the research question is?

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Goals:
1. To feel more comfortable with text-wrestling for your research.
2. To begin to learn fundamentals of analyzing, critiquing, interpretation, and reactionary writing.
3. To see text in ulterior ways; song, video, art, ect.

Write while listening to the lyrics and the music.
Think about how the music and lyrics work well or don't work well together:

● Does the song evoke a memory?

● How does it make you feel?

Break up into groups and discuss thoughts on songs.

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Pass around topics and have peers write questions they have on that topic (5). Look at questions and decide if any of these fit into your concerns, or if they give you new ideas.
Consider that your topic and angle is shaped not only by your interest, but your audience's knowledge and desire for it, and by the resources available to you.

- When it comes to research topics, what might you conclude about the value of lots of feedback early on in the process of writing? -
-  Did anyone get any questions they hadn't thought of?
- You can get insight about what others already know from the questions listed on your page, as well as insight into what might interest an audience, what their questions might be as you go about researching this topic.
-You get insight about what your audience knows or doesn't know, what it might be safe to assume and what you will have to explain.

Form five focusing questions about their topic, these should help guide (not limit your research) (10 minutes)

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Assignment sheet

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1. Go over Unit 3 portfolio expectations. Due 4/11 by class time on Google classroom.
-Free write: what did you do yesterday list
-Annotated bib initial
-Initial draft
-1st revised draft
-Final draft w/final annotated bib
-Reflection (done in class on 11/27)
Look at assignment sheet and rubric. (10 minutes)
2. Activity: Audience. Character sketch of intended audience. Describe audience in as much detail as possible. Who is your audience? What is their position on your conversation? What is their context? Why do they believe what they do?

Exchange with paper and sketch with partner.

Partner responds as intended audience.
Pick one guide:
-"Here is what I think you are saying about this conversation..."
-"I see what you are saying about this conversation. However, as a member of this audience this is what I think..."
-"In order to convince me of your point you will need to include (more research, develop your own point more, etc.)"
-"Here is what you have not considered about me..."

Writer develops a revision plan. What further research needs to be done? What needs to be included to further convince audience of purpose/point? (25 minutes)

4. Top Twenty grab bag and video resources.  In small groups, proof read each others essays for errors. (20 minutes)

5. Closing recommendations, homework and dismiss. (5 minutes)

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1. Emoji activity. Discuss Texting and Language (10 minutes).
How is research used?
What is the research question?
How does the author add to the conversation?

2. Free write on own paper:

What is the purpose of this paper?

▪ Analysis: convincing readers (issues, stakes)

▪ Review: scholarly thoughts matter

▪ Survey: opinions matter

▪ Argument: assembling evidence

What context is informing your perspective?

What kind of relationship do you want to build with the reader? Who is your ideal audience?

o Recognize: draw attention to a problem

o Relationship: inform, provoke thought, change mindset

o Response: working with old notions (10 minutes)

3. Focusing questions (10 minutes)

4. Annotated bibliography peer review. (10 minutes)

5. Homework and plagiarism policy. (5 minutes)

6. Music appreciation. (20 minutes)

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1. Rough Annotated Bibliography (3 sources) due 3/28! Please bring in paper copy.

*Minimum 2 sources from UMass library system

*Each annotation should be 200250 words minimum and include a summary and reflection for each source. See Purdue OWL Annotated Bibliography page for clarification

2. Read Texting and Language by Emily Smith in SWA p. 109-113.

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What is this source about? Would it help me to summarize a part of the text?
- What were my first reactions to the text? Any emotional or cognitive responses?
- What is the author’s purpose—to argue, explore, reflect, discuss?
- Is this source useful? Why or why not? This can include, perhaps, only one aspect of the text
that might be useful where the rest might be irrelevant.
- Do you think you will want to use this source for your project?
- How does this source relate to your project?

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Freewrite: The goal for Unit 3 is to bridge the gap between our personal lives and academic conversations. Your task is to find offer a “critical intervention” into a conversation that interests you. 

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Freewrite: The goal for Unit 3 is to bridge the gap between our personal lives and academic conversations. Your task is to find offer a “critical intervention” into a conversation that interests you. 

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·      What is the conversation you want to enter?

·      Why are you interested in this conversation?

·      List 3 keywords to narrow your research

·      What is your central research question/problem?

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Winona State University - Research Questions

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https://www.library.umass.edu/

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How to find a book at 1:25

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Info on Annotated Bibliographies:

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Suggested Resources
Style Guide Overview MLA Guide APA Guide Chicago Guide OWL Exercises

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Summary:
This handout provides information about annotated bibliographies in MLA, APA, and CMS.

Definitions

A bibliography is a list of sources (books, journals, Web sites, periodicals, etc.) one has used for researching a topic. Bibliographies are sometimes called "References" or "Works Cited" depending on the style format you are using. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).

An annotation is a summary and/or evaluation. Therefore, an annotated bibliography includes a summary and/or evaluation of each of the sources. Depending on your project or the assignment, your annotations may do one or more of the following.

Summarize: Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.
For more help, see our handout on paraphrasing sources.

Assess: After summarizing a source, it may be helpful to evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or objective? What is the goal of this source?
For more help, see our handouts on evaluating resources.

Reflect: Once you've summarized and assessed a source, you need to ask how it fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?

Your annotated bibliography may include some of these, all of these, or even others. If you're doing this for a class, you should get specific guidelines from your instructor.

Why should I write an annotated bibliography?

To learn about your topic: Writing an annotated bibliography is excellent preparation for a research project. Just collecting sources for a bibliography is useful, but when you have to write annotations for each source, you're forced to read each source more carefully. You begin to read more critically instead of just collecting information. At the professional level, annotated bibliographies allow you to see what has been done in the literature and where your own research or scholarship can fit. To help you formulate a thesis: Every good research paper is an argument. The purpose of research is to state and support a thesis. So, a very important part of research is developing a thesis that is debatable, interesting, and current. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. By reading and responding to a variety of sources on a topic, you'll start to see what the issues are, what people are arguing about, and you'll then be able to develop your own point of view.

To help other researchers: Extensive and scholarly annotated bibliographies are sometimes published. They provide a comprehensive overview of everything important that has been and is being said about that topic. You may not ever get your annotated bibliography published, but as a researcher, you might want to look for one that has been published about your topic.

Format

The format of an annotated bibliography can vary, so if you're doing one for a class, it's important to ask for specific guidelines.

The bibliographic information: Generally, though, the bibliographic information of the source (the title, author, publisher, date, etc.) is written in either MLA or APA format. For more help with formatting, see our MLA handout. For APA, go here: APA handout.

The annotations: The annotations for each source are written in paragraph form. The lengths of the annotations can vary significantly from a couple of sentences to a couple of pages. The length will depend on the purpose. If you're just writing summaries of your sources, the annotations may not be very long. However, if you are writing an extensive analysis of each source, you'll need more space.

You can focus your annotations for your own needs. A few sentences of general summary followed by several sentences of how you can fit the work into your larger paper or project can serve you well when you go to draft.

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Summary:
This handout provides information about annotated bibliographies in MLA, APA, and CMS.

Definitions

A bibliography is a list of sources (books, journals, Web sites, periodicals, etc.) one has used for researching a topic. Bibliographies are sometimes called "References" or "Works Cited" depending on the style format you are using. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).

An annotation is a summary and/or evaluation. Therefore, an annotated bibliography includes a summary and/or evaluation of each of the sources. Depending on your project or the assignment, your annotations may do one or more of the following.

Summarize: Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.
For more help, see our handout on paraphrasing sources.

Assess: After summarizing a source, it may be helpful to evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or objective? What is the goal of this source?
For more help, see our handouts on evaluating resources.

Reflect: Once you've summarized and assessed a source, you need to ask how it fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?

Your annotated bibliography may include some of these, all of these, or even others. If you're doing this for a class, you should get specific guidelines from your instructor.

Why should I write an annotated bibliography?

To learn about your topic: Writing an annotated bibliography is excellent preparation for a research project. Just collecting sources for a bibliography is useful, but when you have to write annotations for each source, you're forced to read each source more carefully. You begin to read more critically instead of just collecting information. At the professional level, annotated bibliographies allow you to see what has been done in the literature and where your own research or scholarship can fit. To help you formulate a thesis: Every good research paper is an argument. The purpose of research is to state and support a thesis. So, a very important part of research is developing a thesis that is debatable, interesting, and current. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. By reading and responding to a variety of sources on a topic, you'll start to see what the issues are, what people are arguing about, and you'll then be able to develop your own point of view.

To help other researchers: Extensive and scholarly annotated bibliographies are sometimes published. They provide a comprehensive overview of everything important that has been and is being said about that topic. You may not ever get your annotated bibliography published, but as a researcher, you might want to look for one that has been published about your topic.

Format

The format of an annotated bibliography can vary, so if you're doing one for a class, it's important to ask for specific guidelines.

The bibliographic information: Generally, though, the bibliographic information of the source (the title, author, publisher, date, etc.) is written in either MLA or APA format. For more help with formatting, see our MLA handout. For APA, go here: APA handout.

The annotations: The annotations for each source are written in paragraph form. The lengths of the annotations can vary significantly from a couple of sentences to a couple of pages. The length will depend on the purpose. If you're just writing summaries of your sources, the annotations may not be very long. However, if you are writing an extensive analysis of each source, you'll need more space.

You can focus your annotations for your own needs. A few sentences of general summary followed by several sentences of how you can fit the work into your larger paper or project can serve you well when you go to draft.

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Style Guide Overview MLA Guide APA Guide Chicago Guide OWL Exercises This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved.

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1. Discuss use of research in Bliss essay. Reading circle.
What kind of sources does Bliss include?

How is research used?

(10 minutes)

2. Intro Annotated Bibliography and expectations/When to cite video/CRAAP test. (10 minutes)

3. Project proposal peer share out and homework.

4. Demo UMass Library research (10 minutes)

5. Class playlist (20 minutes)

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1. Read OC essay From On Immunity: An Inoculation by Eula Biss (p. 46-58) in OC. Make a mark next to each time the author incorporates research (or use post it). Please answer these questions regarding the essay.

Purpose: What is the author’s position on the issue? What is she trying to communicate? For what purpose?

Assumption/Beliefs: Do you know why it is important for this author to express the views that are voiced in this text?

What is at stake for this author? What assumptions does she bring to the text that seem to be unquestioned?

Audience: Who does the author seem to be addressing with the text? What does the author seem to think this audience believes/assumes about the topic?

Context: What other positions does the essay refer to and/or imply are “out there” about this issue? What other solutions to the problems? What might other groups not included in the audience think?

Post assignment on google classroom.

2. Upload your song to 112 playlist in google classroom in COMMENTS section. Please choose a community friendly song. We will only listen to the first 20 seconds or so.

3. Draft 3 research questions from the show and tell activity/concept map. Use EW research question framework, Watch research question video.

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Concept Mapping: How to Start Your Term Paper Research

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Topic:
Narrowed Topic:
Issue:
Research Question:
Hypothesis:

Example:
Topic: Farming
Narrowed Topic: Small family farms in the United States
Issue: Making a living from a small family farm
Research question: How can small family farms in the United States successfully compete with big agriculture?
Hypothesis: Small family farmers can succeed by growing specialty products that consumers want and by participating in farmer's markets and community-supported agriculture programs that forge relationships with customers.

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Goals:
-To work collaboratively in brainstorming research topics for Unit 3: Adding to the Conversation.
-To reflect and utilize the rhetorical triangle.

Essential question:
How can one broad topic stem into new ideas for academic discourse?

Agenda:
1. How does the Rhetorical Triangle come in to Unit 3?
Read OC introduction part 3. Show research question example (5 minutes)

2. Conversation warm-up. How do we keep conversations going? What conversations our we interested in entering? How can one broad topic stem into new ideas for academic discourse?

In small groups simply state your imagined topic and give each other feedback on what you know and what you want know about their topic, see if you can keep the conversation until the timer runs out (1 minute per student). (5 minutes)

3. Community guidelines review

In our efforts to think collectively and support each other we must: listen/respond/be kind/be respectful/be generous/ask questions instead of criticism

-All presentations must be appropriate for all students in the course and of a professional and academic discourse. If you feel your item is not respectful of an academic community please do not present.

Set Up:
Presenter has the floor and class attention for 1 minute or so
Class responds and presenter takes notes

How to give feedback:

Where could you see this topic going? What research areas do you see it fitting into? Sports/health/philosophical/technology/environmental? Be creative!

What do you know about this topic already? How could this knowledge stem into more succinct areas of research?

What issue or tension does this topic create?

Are there opposing arguments to this topic your peer should consider?

How does gender play a role in your peer's topic?

How does race play a role in your peer's topic?

How does class play a role in your peer's topic?

How does sexuality play a role in your peer's topic?

How does geography play a role in your peer's topic?

How do political systems play a role in your peer's topic?

How does culture or linguistic identity play a role in your peer's topic?

Are there other contexts your peer should consider when narrowing down their topic?

If stuck, what major or subject at UMass do you see your peer working within?

Can you already see specific audiences that should hear more about your peer's topic?

(50 minutes)

3. Concept mapping video. This video shows how one broad topic such as sleep can be extracted into a meaningful research question. (5 minutes)

4. Concept map on possible ways of framing your question, use EW prompt and come up with 3-5 ways to enter this conversation.  (5 minutes)

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Show and Tell
1. Students bring in a text or item that interests them, anything that they are obsessing over or care about (a book they are reading, an article they encountered, a piece of artwork, a famous photograph, a song, song lyrics, a movie clip). You are also free to just talk about your item if you cannot bring it in.

2. Prepare 1minute presentation on item and how its subject could prompt an academic conversation. Peers will give feedback after presentation.

3. Watch Concept Mapping video (below)

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Concept Mapping: How to Start Your Term Paper Research

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Please copy and paste into your google classroom portfolios.

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1. Unit 2: Free write and discussion.
Review the process worked through for this Unit. What essays/texts were discussed? What kinds of generative writing was done? Revision activities? Peer response/group activities? (10 minutes)
2. Unit 2 Reflection on google classroom (cut and paste into portfolio.) (20 minutes). If finished review The Rhetorical Situation on page viii of OC (15 minutes)
3. Discuss Unit 3: Adding to a Conversation. Read Entering a Conversation on page xiii of OC as class. Ask about SWA  Preface and essays, what do you think was the author's exigence or purpose to write? Share with partner. All share out. (15 minutes)
4. Generative writing exercise: Make a list of everything you did yesterday. How can an every day activity become a larger conversation from various perspectives?  List topics that truly interest you.
List possible audiences you would like to speak to about these topics. Discus with group how each audience might affect the writer's purpose. (10 minutes)
5. Partner share (5 minutes) Concept mapping.
6. Discuss homework

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Tuesday 3/19/19

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1. Unit 2 Final Draft due  and entire portfolio due Tuesday 3/19 by 10:00 am to google classroom.

Unit 2 Portfolio should include:
Summary and response Almond
Summary and response Anzaldua
Initial draft
1st revised draft
Final draft
Unit 2 Reflection (to be done in class, please bring your laptop).

*Make sure your essay is in MLA Format
*Revise using peer response feedback
*Copy edit using Easy Writer and errors highlighted below
*Review Unit 2 Student Anthology Essays

Have a wonderful Spring Break!!

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Resource for MLA format - Purdue OWL Online Writing Lab

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Resource for MLA format - Purdue OWL Online Writing Lab

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https://owl.english.purdue.edu/owl/

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Resource Easy Writer p. 216

Last name, First name. "Title of Essay." Title of Collection, edited by Editor's Name(s), Publisher, Year, Page range of entry.

Some examples:

Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One, edited by Ben Rafoth, Heinemann, 2000, pp. 24-34.

Swanson, Gunnar. "Graphic Design Education as a Liberal Art: Design and Knowledge in the University and The 'Real World.'" The Education of a Graphic Designer, edited by Steven Heller, Allworth Press, 1998, pp. 13-24.

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1. What is an interesting way, original way to restate my main points?
2. What is important or interesting about the points I've made?
3. What can readers take away from my essay that is useful, or that  might shed light on their own lives or the world around them?
4. If I'm describing a problem in my paper, what might be a possible solution? 

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Examine your paper for these common errors. 

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Examine your paper for these common errors. 

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● Affect, effect : Affect is an active verb, and effect is a noun. Think of affect with an a for action and effect with an e for the end result. Effect can be used as a verb with to, as in “to effect change,” but that is not a common use.

○ Example: "Failing your style tests will affect your grade, but the effect on your writing will be more serious."

●  A lot, a lot : Two words, please. Always. If you can’t remember, use many instead of "a lot."

●  Alright : Use two words, all right, to mean OK.

●  Comma: Use a comma between two independent clauses joined by a conjunction –

and, but, yet, for, or, nor – unless the clauses are short. Use a comma after an introductory clause unless it is short. Always put commas inside the quotation marks in a direct quote.

○ Example: “When a sentence includes a direct quote (that’s an introductory clause), the comma always goes inside the quotation marks,” the professor said. “So does the period.”

●  Dangling modifier: A phrase or a participle (an adjective made from a verb ending in ing) is said to dangle if it is not placed directly before the noun or pronoun it modifies. Example:

○  Dangling modifier: "After studying for three hours, the test was canceled." (The test did not study for three hours. The student did.)

○  Correct: "After studying for three hours, the student learned that the test was canceled."

●  Farther, further : Farther is distance; further involves length of time, quantity, or intensity.

○  Example: "How much farther do we have to drive?"

○  Example: "I’ll give this further thought."

●  Fragment: An incomplete sentence, sometimes just a word or a phrase. (That is a

fragment.) Fragments can be effective as a writing technique, but should be used

cautiously and rarely.

●  Goes without saying : If it does go without saying, then why say it?

●  It’s, its: It’s is a contraction for it is; its is a possessive word meaning belonging to it.

○ Example: It’s going to cost more to attend college next year, because the university raised its tuition.

○ Needless to say : If it’s needless to say, don’t say it.

●  Should have, not should of : Of should never be used as a verb. Also wrong: could of

and would of in place of could have and would have.

●  Than, then : Than is used for comparison; then is used for time.

●  Their, there, they’re : Their means “belonging to them”; there means “where” or

indicates a place or is sometimes used to begin a sentence; they’re is a contraction for they are.

○ Example: "Students who did not qualify for their loans this year said they’re going to file new applications while there is still time."

● Your, you’re : Your is possessive, meaning “belonging to you,” and you’re is a contraction for you are.

○ Example: "Now you’re ready to test your skill by editing your essays."

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Unit 2: Interacting with Texts assignment sheet REVISE 

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Unit 2: Interacting with Texts assignment sheet REVISE 

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Initial Draft due: Thursday 2/28 and Tuesday 3/5 at conference (classes will not meet this week, conferences are in 1234 Du Bois.)

1 st Revised Draft due: Thursday 3/7

Final Draft and portfolio due: Tuesday 3/19 (after Spring Break)

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1. Google Slides: MLA Format, In-Text Citations & Sample Works Cited
2. Recap Quote Sandwich/ Argumentative Essay Outline
3. Peer Review: Unit 2 Revision Worksheet (small groups)
4. Review common errors

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*Optional* Anzaldua and Almond video resources.

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*Optional* Anzaldua and Almond video resources.

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These videos may help you frame the author in deeper context to who they are and their work.

Anzaldua: https://www.youtube.com/watch?v=f2MaBZ6e6vo

Almond: https://www.youtube.com/watch?v=8JdM4UNI3jY

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Community guidelines review. Inclusive and respectful community. (5 minutes)

1.  Discuss Anzaldua, reading circle. Go around and share one resonate moment from the text. Can be a few sentences on why or a quote. (15 minutes)

2. Small group (3 per group) discussion:

What contexts does Anzaldua belong to? How does language/linguistic identity create purpose in Anzaldua's text?

Discuss your own linguistic identity within your group. Have you experienced privileges or prejudices based on your linguistic identity? How so?

What do you think Anzaldua is critiquing and challenging in this text? What is the exigence of the text? Why write it? Who might the audience be?

In what ways do you see her points working to dismantle oppression/prejudice? Are these critiques new to you as a learner? Why or why not do you think this is? Reflect on your context and discuss with the group.

What stylistic approaches does Anzaldua use to further illustrate her purpose? Do you think these were impactful? Compare and contrast the stylistic choices of Almond and Anzaldua briefly with your group. Consider ethos/logos/and pathos in your discussion.

Answer questions first and then note taker will write one paragraph or list of what the group will share. (25 minutes)

3. Free write: Based on our class discussion what are you now considering about the ideas raised in this essay? Before class what points/issues did you not consider? What you now re-thinking? Why? (5 minutes)

4. Read both free writes (what are you considering) on Almond and Anzaldua. Turn and talk about which essay you will choose to focus on.

Free write: Why do you want to write about this specific essay? What is it you want to say? What question would you like to ask the author?
Take out Ways of Responding and sheet and think of few ways you may want respond or interact with this text. Read over your responding to quotes responses for ideas. (10 minutes)

5. Conference info and sign up. Homework. (5 minutes)

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1. Read Anzaldua, How to Tame a Wild Tongue in Opening Conversations. p. 34. -46. Complete Reading to Respond activity (same as Almond Essay/3 quotes) and upload to google classroom.
2. Write 300 word summary and 500 word response and upload to google classroom.
3. Read Unit 2: Preface p. 64. Analizar Anzaldua/Analyzing Anzaldua by Louise Monroe in SWA. p. 75-79. Answer question below in notebook.
What's effective about this "interaction with text"? Refer to Unit 2 assignment sheet.
4. Read Umass Plagiarism Policy

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Reading to Respond *Please read before you read OC essay*

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Reading to Respond *Please read before you read OC essay*

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Three quotes. This can assignment can be turned in on google classroom.

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1. Group One: How does Almond bring in his own context? What are his writer's contexts? Why is this important? Where do you see this in the text? Where do you see Almond using Ethos as a rhetorical device? Give examples.

2. Group Two: What is Almond's exigence? Why write this? What does this writing aim to do in the world? Where do you see Almond using Pathos as a rhetorical device? Give examples.

3. For what audiences do you see this text aimed for? What language in the text makes you think this? How is research used? Where do you see Almond using Logos as rhetorical device? Give examples.

All groups: Is Almond against football? What other larger external contexts does Almond bring in? Where do you see him complicating his views as opposed to just pro/against?

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In high school, the ELA Common Core State Standards require students to develop formal writing skills, creating essays and arguments that are well-thought-out and syntactically varied. They also require students to effectively use persuasive writing strategies to defend a claim or point of view.

A great way to enhance students' understanding of effective arguments is to teach the Aristotelian concepts of Ethos, Pathos, and Logos. This requires a basic working knowledge of rhetoric. A key to strong persuasive writing is the ability to dissect and validate, or debunk, the rhetoric of other arguments.

The Rhetorical Triangle: Ethos, Pathos, Logos

Ethos

Ethos is the credibility of the speaker or writer. To engage an audience on a particular topic, the person presenting the information must first establish themselves as someone who can be trusted, or as someone who has a lot of experience with the topic. This is also known as ethics.

Ethos appeals to:

Intelligence

Virtue

Morals

Perception of trustworthiness

Pathos

Pathos accesses the emotions and deeply held beliefs of the audience to draw them into the subject matter. Pathos often makes audiences feel like they have a personal stake in the provided information and is often the catalyst to drive them into action.
Pathos appeals to:

Emotions and feelings

Biases and prejudices

Senses

Motivations

Logos

Logos uses logic, reasoning, evidence, and facts to support an argument. Logos appeals to the more rational side of the audience's minds, and provides support for the subject matter. Logos strategies can often strengthen the impact pathos has on the audience.
Logos utilizes:

Rhetorical Strategies and Devices

The successful implementation of ethos, pathos, and logos in writing or speech depends on the effectiveness of different rhetorical strategies. There are many different rhetorical strategies (and rhetorical fallacies!) that can strengthen or weaken an argument. A few of the more familiar strategies to students include:

Rhetorical Questions

encourages audience to think about an obvious answer

Analogy

establishes a more familiar concept to explain a more complicated or remote subject

Rebuttal

disproves or refuses an assertion

Antithesis

uses strongly contrasting words, images, or ideas

Parallelism

repeats a grammatical structure to emphasize an important idea

Repetition

repeats a specific word or phrase to ensure that the audience pays attention

Loaded Words

uses the connotations of words to play on the audience's emotions

Restatement

expresses the same idea but in different words to clarify or emphasize

Understatement or Overstatement

use to be ironic, call attention to an idea, or to emphasize an idea through exaggeration

Rhetorical Strategies in Action

By recognizing the tactics of a persuasive argument, students learn to use it themselves and recognize these tactics in daily life. One excellent way to teach and review the concepts of ethos, pathos, and pathos is through a storyboard.

In the following example storyboard, each concept is briefly explained and then shown in action. When students create a definition or example board like this, classroom concepts are reinforced, and students have the chance to demonstrate them creatively.

By incorporating the visual elements of a storyboard as well as text, even students who struggle creating organized written thoughts can demonstrate mastery of the subject. Additionally, teachers can immediately see and respond to inaccuracies, allowing them to use class time to assess and correct, rather than handing back graded work a day or two later.

Using Storyboards In Your Classroom

Use storyboards to create advertisements for products using Ethos, Pathos, or Logos to convince potential buyers.

Use a storyboard to create an "argument diagram" of a famous speech. Students can break the speech up into tactics, then show an example of those tactics in each cell.

Ask students to create a persuasive storyboard about a topic that is important to them. Require them to use one, or all, of the tactics in the rhetorical triangle.

Have students collaborate and promote an unpopular school rule, consequence, homework, or even cafeteria food. Have them utilize rhetorical tactics and strategies in their promotion. Having to flip a negative idea into a positive one is also a great way to teach propaganda.

Give students an empty storyboard as part of an assessment and ask them to explain and give an example of each: ethos, pathos, logos.

More Ethos Examples and Activities

Use the following activities in your own classroom with the examples below! Use the template with your students, and assess their progress with Quick Rubric!

The elements of ethos, pathos, and logos are correctly identified and depicted, and an appropriate quote or summary is provided. There are at least 2 examples provided for each rhetorical element.

Most of the elements of ethos, pathos, and logos are correctly identified and depicted, and an appropriate quote or summary is provided. There are at least 2 examples provided for each rhetorical element.

The elements of ethos, pathos, and logos are incorrectly identified and depicted. Quotes and summaries may be missing or too limited. Only one example may have been provided for each rhetorical element.

The art chosen to depict the scenes are accurate to the work of literature. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative.

The art chosen to depict the scenes should be accurate, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations.

The art chosen to depict the scenes is inappropriate. Scene constructions are messy and may create some confusion, or may be too limited.

Ideas are organized. There are few or no grammatical, mechanical, or spelling errors.

Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors.

Ideas may be disorganized or misplaced. Lack of control over grammar, mechanics, and spelling reflect a lack of proofreading.

Related Activities

Check out these ethos, pathos, logos activities from our guides on Narrative of the Life of Frederick Douglass, The Tragedy of Julius Caesar, and "Letter from Birmingham Jail".

How to Incorporate Ethos, Pathos, and Logos in Group Discussions and Debates in the Classroom

1 INTRODUCTION AND EXPLANATION

Begin by introducing ethos, pathos, and logos as rhetorical strategies used to persuade an audience. Explain that incorporating these strategies in group discussions and debates can enhance the effectiveness of arguments and promote critical thinking.

2 TEACH THE CONCEPTS

Provide clear definitions and examples of ethos, pathos, and logos. Illustrate how each strategy appeals to different aspects of persuasion: ethos focuses on credibility, pathos appeals to emotions, and logos emphasizes logical reasoning.

3 ANALYZE REAL-WORLD EXAMPLES

Engage students in analyzing real-world examples of group discussions, debates, or persuasive speeches. Encourage them to identify instances of ethos, pathos, and logos used by the speakers to support their arguments.

4 PRACTICE IDENTIFYING ETHOS, PATHOS, AND LOGOS

Assign group activities or provide sample texts where students can identify and analyze the use of ethos, pathos, and logos. Guide discussions on how the application of these strategies influences the effectiveness and persuasiveness of the arguments presented.

5 STRUCTURED DEBATE OR DISCUSSION

Divide students into groups and assign a debate or discussion topic relevant to the curriculum or current events. Instruct each group to incorporate ethos, pathos, and logos into their arguments and encourage them to support their viewpoints with evidence and logical reasoning.

6 REFLECTION AND FEEDBACK

After the debate or discussion, facilitate a reflection session where groups can evaluate their use of ethos, pathos, and logos. Provide constructive feedback on their application of these strategies and encourage students to reflect on how they can improve their persuasive skills in future discussions or debates.

Frequently Asked Questions about The Rhetorical Triangle: Ethos, Pathos, Logos

What is the Rhetorical Triangle?

The Rhetorical Triangle is a framework developed by Aristotle to analyze the elements of persuasive writing and speaking. It consists of three key elements: Ethos, Pathos, and Logos. Ethos refers to the credibility of the speaker or writer, Pathos appeals to emotions, and Logos appeals to logic.

Why is it important to understand the Rhetorical Triangle?

Understanding the Rhetorical Triangle is essential for effective communication, particularly in persuasive writing and speaking. By analyzing the use of Ethos, Pathos, and Logos in an argument, one can identify the strengths and weaknesses of the argument and ultimately develop stronger persuasive writing and speaking skills.

How can the Rhetorical Triangle be applied in the classroom?

The Rhetorical Triangle can be applied in the classroom to teach students how to develop persuasive writing and speaking skills. Teachers can introduce students to the concepts of Ethos, Pathos, and Logos and provide examples of each. Students can then practice identifying these elements in various texts and speeches and apply them in their own writing and speaking.

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Ethos Pathos Logos Activities & Examples - Rhetorical Triangle | StoryboardThat

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Teach the Rhetorical Triangle of Ethos, Pathos, Logos with fun & easy to understand storyboards at ❰StoryboardThat❱ ✩ Ethos, Pathos, & Logos are vital skills for speaking & persuasive writing.

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How to Identify Ethos, Logos and Pathos by Shmoop

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1. Intro to Ethos/Pathos/Logos activity. Videos and prompt/share (10 minutes)
2. Group work: discuss essay with questions. Groups should write answers on the  google classroom and be prepared to share. (20 minutes)
2. Take out Reading to Respond sheet. Peer share response only.  What ways to respond do you see your peer using? Share out some quote responses. (10 minutes)
3. Free write: based on our conversation what ideas are you now considering about the ideas raised in the essay? Before class what points/issues did you not consider? What are you now re-considering? Re-thining? Why? What questions do you have now? (5 minutes)
4. Academic Honesty Policy and Academic Audience. What is plagiarism? (5 minutes)
5. Free write: Your linguistic identity. What made for good/bad experiences? How was context (race/class/gender/ect.) a factor or not? How was linguistic identity a factor? Are culture and language linked? Share (15 minutes.)
6. Introduce Anzaldua. (video and description.) 5 minutes)

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Homework 2/14/19 due 2/21/19 *We will not be meeting on 2/19 as it is a Monday schedule.*

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Homework 2/14/19 due 2/21/19 *We will not be meeting on 2/19 as it is a Monday schedule.*

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1. Read Easy Writer Analyzing and Reading Critically p. 42-45

2. Read Easy Writer Reading and Building Arguments p. 48 - 54

3. Read and complete the Reading to Respond activity (PDF below) while reading Opening Conversations: You Knock My Brains Out This Sunday and I Knock Your Brains Out the Next Time We Meet by Steve Almond. p. 19-33.
Upload reading to respond activity to google classroom (3 quotes).

4. Write a 300 word summary and 500 word response (refer to possible ways of responding to a text for ideas) to the Almond essay. Bring in a hard or digital copy for 2/21.

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1. Discuss Hooks response. Is there summary? Analysis? Response? Go over readings and activity. Everyone shares one quote and analysis.  (10 minutes)
2. Watch Lemonade (40 minutes)
3. Free write on football. What thoughts come to mind when you think of football? How do you feel about football? Why do you think this is? What contexts have helped shape your perceptions on the sport? (5 minutes)
4. Introduce Almond essay p. 19 OC. (5 minutes)
5. Hand out ways to respond handout and read over.

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1. If not read in class read summary of Lemonade. http://www.factmag.com/2016/04/27/lemonade-beyonce-meaning-visual-album/
2. Read Bell Hooks critical response essay : http://www.bellhooksinstitute.com/blog/2016/5/9/moving-beyond-pain
3. Complete responding to quotes (PDF) in notebook or on computer. I will be collecting these on the google drive doc labeled Responding to Quotes, Hooks.
4. If not finished in class complete Unit One Reflection and put in portfolio.

*Additional optional readings on Lemonade
https://www.vox.com/2016/5/4/11573402/beyonce-lemonade-review-angry-black-woman

https://www.rollingstone.com/music/music-news/beyonces-lemonade-everything-you-need-to-know-about-video-album-186039/

https://noisey.vice.com/en_us/article/rmjdz4/beyonce-jay-z-lemonade-music-video-track-review-2016

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This a video album about infidelity and redemption, but also has other major themes/motifs. There is an overt celebration of womanhood and the female body--of all shapes and sizes (a good instance is Serena Williams' presence, who is criticized for being "too masculine" by the media); this celebration lives in part with the criticism of our culture's disrespect of the female body--and the black female body, specifically. Also, there are overt nods to the South throughout--and in one specific chapter--police brutality, which we can see as potentially linking systemic oppression of African Americans.

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Unit 2: Interacting with Text Assignment sheet

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Unit 2: Interacting with Text Assignment sheet

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KEY TERMS FOR WEEK ONE:
TEXT
SUMMARY OF TEXT
ANALYSIS OF TEXT
RESPONSE TO TEXT

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1. Unit One Reflection. Do independently and turn into the google classroom portfolio (in your document/folder). Discuss the role of reflection in the writing process. How does reflection work to make visible to writers the process and choices they have made? (20 minutes)
2. If done with reflection, Review OC Introduction and read Listening to Others: Critical Inquiry and Response. (5 minutes)
3. Introduce Unit 2: Interacting with Texts assignment sheet and rubric. Focus shifts from writer's context to "academic audience". Topic is an essay from OC.
(10 minutes)
4. Free write: Reading. What texts do we read? How do we read? How do we read specifically for an academic community? (5 minutes)
5. Read definition of Summary can include what the text says (topic), why the writer says that (purpose) and how the writer develops the what (example, reasoning, organization.) Go over Unit 2 PDF (10 minutes)
6. Read Response and discuss. (5 minutes)
7. Read Lemonade summary as class. http://www.factmag.com/2016/04/27/lemonade-beyonce-meaning-visual-album/ (5 minutes)
8. Explain homework. (5 minutes)

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1. Re-read Unit One assignment sheet. Revise final essay and conclusion using free write and peer review from class.
2. Read Easy Writer Top Twenty p. 1-11. Write down three errors that are common for you and check your paper for them. Copy edit final paper and put in MLA format.
3.  Upload ENTIRE portfolio to google classroom in the Unit One Portfolio folder.
Please LABEL all your drafts.

Portfolio should include:
1. Generative writing (the free write we did in class on our pivotal place memory)
2. Initial draft
3. 1st revised draft
5. Final paper (copyedited and MLA format) Please include a title.
6. Unit One reflection (to be done in class on 2/12/19 please bring laptop)

You can put your portfolio in a folder with your name and unit 1 OR you can put your entire portfolio in one document. Please remember to label everything.

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Resource for MLA format - Purdue OWL Online Writing Lab

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Resource for MLA format - Purdue OWL Online Writing Lab

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https://owl.english.purdue.edu/owl/