HW for 12/4

Due:  

• Outline and first three paragraphs of research draft
• Library Day 1 handout

1. Review the "Academic Literature" link to help you find your book at our CSM Library.

2. Fill out the Library Day 1 sheet and bring the sheet and your book to start of class on Monday, 12/4

HW for 11/29 (and remaining schedule outline)

Week 13
Mon., 11/27	Review research in progress, including sources
Wed., 11/29	Meet in class to get Library Day 1 handout (due date); individual conferences with 5 students in classroom.
Week 14
Mon., 12/4	Meet in class to get Library Day 2 handout (due date); individual conferences with 5 students in classroom. Due: Argument Based Research Essay Outline and Introduction (first three paragraphs of essay).
Wed., 12/6	Review Chapters 15, 16, and 17 Due: Argument Based Research Essay, completed essay draft, uploaded to myLearning Unit 6
Week 15
Mon., 12/11	Class Presentations of their Argument Based Research Essay Due, 12/13: Final Argument Research Essay, revised and edited
Wed., 12/13

Research Essay Presentations Guidelines

Visual Presentation (50 points):

Each of you is expected to give a 10-minute PowerPoint presentation on your cultural findings related to the book, in which you explain your main claims, provide some supporting examples of those claims, and provide visual and/or audio supplements.

You are expected:

·       to answer student questions, if asked

·       to exhibit knowledge of topics covered

·       to prepare a clear, focused, organized presentation

·       to practice the length of your presentation, as rambling past or stumbling short of the 10 minutes will affect grade for assignment

·       to cite your work using in-text MLA and include a Work Cited page as last slide

·       to have considered design elements in your PowerPoint

You are required:

·       to present for 10 minutes

·       to present 4-6 PowerPoint slides, approximately

·       to have at least three visualizations that relate to book and/or culture/topic (video clip, photos)

·       to summarize key elements (defined by your research) of the book that lead to investigating cultural subject matter

·       to present your thesis and main topical claims

·       to discuss at least one of the secondary sources and why the author’s ideas are important to your research

·       to correctly use MLA in-text citation and include Work Cited page

Here are some suggestions for the supplemental visuals to include in your PowerPoint:

·       Videos: interviews, clips of critical reviews/discussion (Think of Library Treasure Hunt 2)

·       Collage of photographs from culture, with accompanying copy

·       Audio – music, interviews, etc.

* The presentation is a performance in which quality of content and creativity of delivery is equally important. All choices made in the performance should be towards enlightening reader on your research. Warning: flash with no substance will lower ones grade dramatically.

***Submit your PowerPoint to myLearning assignment dropbox in Unit 6 by Monday, 5/8, at 10:30am, so that I can check it on the school computers. ***

·       You may visit office hours to show PowerPoint in progress, or you may e-mail me to get some very quick feedback over the week

·       Make sure you have back up copies of your file (e-mail, USB), as there is no excuse to not have presentations ready on Monday

Literary Analysis Research Examples (in myLearning Unit 6)

Our research essay projects will focus more on the culture represented within the text, but these serve as solid resources for:

• basic form/organization
• basic citation
• models for thesis and topic sentences dealing w/ literature  (What's also great about this essay: in 1020, you read about analyze literature the entire semester!)

1. Here is a literary analysis essay that is similar to ours in form.

• This one introduces criticism (secondary sources) in the introduction. Though not a 100% necessity, doing so can help you frame your own research arguments going forward. 

• The danger, of course, is going into too much depth with too many sources. Nonetheless, consider doing this if you have a "thin" introduction.

2. Here is a second paper from that same instructor, one in which the actual subject text being analyzed is not much part of the introduction paragraph.

• This essay assumes the reader knows the play; therefore, the thesis is the only time they mention Shakespeare and the play. 

• In my experience, teachers are 50/50 on whether or not you can assume information--so clarify that with them. I tend to ask you, my students, to outline your subtopics in your introductions, unlike this one. I find writing cautiously with context more effective than "leaving ideas off the page." 

3. Here is a literary analysis research essay of a story. 

• They summarize the beginning and end of the plot because their GRQ and thesis is to analyze with research the cause of the character change. 

• This analysis does not have any source material within the intro, and that can work. Notice, however, that the writer tends to use signal phrases in topic sentences to frame their own answers in context of research sources.

• With a collection of poems, you will want to list a few poems that represent the collection--poems which you explicate in the essay in order to support your research argument! 

4. Here is another example of a research paper in which the integration of secondary sources comes in the body paragraphs, through signal phrases. 

• This writer organizes sources as support for their own claims! Rather than framing the argument using sources, the researcher transitions to sources once they have outlined their own claims. This organizational method (writing behavior) connotes a lot of authority in the researcher.

5. This essay is organized a bit differently than the above, too. This one posits an argument, shifts to an example, and then uses that example in the following paragraphs to answer questions about the GRQ. 

HW for 11/27

1. "working" Work Cited page due to myLearning Unit 6 dropbox by start of class. 

• A majority of you have not done research so far, from not submitting Guiding Research Questions on topic in late October, to not submitting the class replacement assignment for 11/13. Some of you are not even looking at the due dates for those missed assignments.

• Tomorrow, a working Work Cited page is due, and the instructions--including number and types of sources--are clearly spelled out within the dropbox assignment in myLearning Unit 6.

2.  Read this link from Bowling Green State University on synthesis

• From the source, our mantra should be: "If you are breathing, you are synthesizing" (Warwick).

This reading is meant to help you with both of your current essay assignments--as the scholarly behaviors that you need to fulfill each project overlap in general

• critical thinking and reading of secondary sources
• pulling out relevant evidence
• "eating a text" and "rubbernecking" -- two concepts we will cover on Wednesday with regard to finding related subject matter and starting analytical synthesis

HW for 11/20 (and lecture on Looking for Research Sources In An Organized Fashion)

1. Upload a revised and edited Ethical Evaluation Essay (will grade the electronic version during week off!).

2. Work Cited draft due by start of class to dropbox (again, will review during Turkey Break). I will assign part of the final research essay to be due after you bet back from Thanksgiving Break.

3. Read the lecture below, as well as the three handouts in Unit 6 of myLearning: these are all meant to give you strategies for how to organize and integrate multiple sources at different content-levels:

• "Organizing Sources Synthesis Chart"
• "Student Hot Take On Framing Evidence"
• "Research Paper Outline Template"

-----

Looking for Research Sources In An Organized Fashion (Review)

1. Have your Guiding Research Question Handy

Do Pride and Prejudice's Eliza Bennet's challenges of being seen as family property in represent the typical life path for young women in Victorian England?

2. Create/Develop a Research Word Bank  (Vocabulary=Ideas=What to look for!)

Empathy

Arranged marriage

Family property

Feminism

Victorian England

Conventions/ customs

Gender roles

Bridehood (added from searching sources)

Cultural compatibility

3. When researching…some basic tips

1. Combine different terms from Work Bank   ( add ‘and’  )

2. Put quotes around compound phrases like “arranged marriage” or “cultural compatibility”

3.  Add terms from scanning the lists and “eating the texts” and apply those to new searches.

4.  Create topical goals for the search—Are you doing a lit review, history review, looking for discipline-specific analysis (sociology), looking for theory-specific analysis, etc.?

·      Again, research is all about applying organization to your thought process. 

o   Time management and ability to find sources depends on ability to focus on different areas of research at a time; you do not want to be searching for “everything” at once.

5. Use different libraries and different databases.  

Google Scholar (linked through myLearning, too)

https://scholar.google.com/scholar?q=%22arranged+marriage%22%2C+%22pride+and+prejudice%22&btnG=&hl=en&as_sdt=0%2C21&as_ylo=2000

HW for next two classes: 11/8 and 11/13

HW for 11/8

1. Review UNHCR's website, particular the "Latest News Section" (multiple stories on Syrian Refugees)

2. RefugeesUSA: US Immigration Laws, Information & Services

HW for 10/13

1. (Re)read the Proposal Argument essay prompt. Choose your subject matter. Go to the HRO website.

• Evaluate your source HRO website

• Mission
• Policies/programs
• Current issues

2. Read over Chapter 14: Proposal Arguments. This chapter will guide you through the structure, the critical thinking, and other rhetorical strategies for writing our next argument essay.

• Note down three-part structure of Proposal Arguments (306; 309-311).

• Define a Policy Proposal (306).

• Review the Toumlin Analysis Schema  (307) to set up your essay.

• Understand "The need to overcome people's natural conservatism" (308) and its role in your drafting this essay with the mindset of (hypothetically) being involved with your HRO.

• Focus on the charts on 312 and 313 for writing strong thesis and subtopic sentences. 

3. Read the Following our Class Discussion Model of the Proposal Argument Essay

Read through the Standing Rock Syllabus, which is linked here through Wordpress.  Within the syllabus, identify a few HRO's that are being cited (Amnesty International, Human Rights Watch, etc.)

• Which aspects of the larger problem are these HRO's involved within?
• How are these HRO's trying to aid the Standing Rock Collective?
• What terms within the "Key Terms" section may help you most if you were trying to do the Proposal Argument on this large contemporary problem?
• What are some of your own scholarly takeaways from looking at this material as a model for how to approach answering the prompt? 
• What are some of the things you would topically focus on?
• What are some of the ways this inspired you to make larger connections?
• What would you do next? 

• "How Greenpeace is Showing Up as an Ally in the Dakota Access Pipeline"

4. For the Final Research Argument Essay: 

• Review pages 340-347 of Chapter 15. Pay special attention to "Formulating a Research Question..." (341). 

• Read the article, which inspires and frames our mindset for the research essay, by clicking on the following excerpt:

• Literary fiction, by contrast, focuses more on the psychology of characters and their relationships. “Often those characters’ minds are depicted vaguely, without many details, and we’re forced to fill in the gaps to understand their intentions and motivations,” Kidd says. This genre prompts the reader to imagine the characters’ introspective dialogues. This psychological awareness carries over into the real world, which is full of complicated individuals whose inner lives are usually difficult to fathom. Although literary fiction tends to be more realistic than popular fiction, the characters disrupt reader expectations, undermining prejudices and stereotypes. They support and teach us values about social behavior, such as the importance of understanding those who are different from ourselves.
  The results suggest that reading fiction is a valuable socializing influence (Chiaet). 

Variety in Citation & Citing's Various Considerations

We've now had a few handouts uploaded to myLearning. You should consult these handouts for mechanical, documentation, and sentence-building context considerations.

Today, we will look at a sheet of various examples pulled together from colleges, such as:


1. High Point University  (Many students from my area end up attending this small college)

• Link provides APA, as we discussed in class
• Here is their MLA quickquide

2. Loyola Marymount University

3. Harvard  (MLA and APA examples, navigating this site, too.)

4. Gallaudet University (This site has examples that reiterate ideas we've discussed about starting sentences with strong verbs & with leading in to source material)

• Great variety of examples of verbs that denote the author's tone/position on material being cited..

5. Fitchburg State University

HW for 11/6

1. Review Ethical Evaluations pages in Chapter 13.

2. Print and read and use (!): "Sentence Variety in Citation Examples" handout on myLearning, Unit 4.

3. Upload your first Three Paragraph Draft of Ethical Evaluation Essay on Unit 4 by the start of class: 

Upload as a WORD document (.doc or .docx):

• Introduction that follows one of the outline examples:

• Summarize the moral/ethical scenario
• Outline your claims that will be body paragraph topics in individual sentences
• Make your thesis summarize all of your subclaims without including each of them within it; instead, use the thesis to focus providing your biggest position on the topic and answering the biggest BECAUSE/WHY the answer is yes or no or somewhere in between....

• Two body paragraphs:

• One that shows you arguing using a Principle-based Frame
• One that shows you arguing using a Consequence-based Frame
• Each topic sentence must have at least two large reasons and two examples to support the claim

4.  Submit* your same uploaded partial draft of Ethical Evaluation Essay to one of CSM's online tutors:  

• Smarthinking 

• ThinkingStorm

*You will need to show me your feedback once you it is provided to you. 

Developing Paragraph from Outline (Ethical Evaluation)

II. Body

A.  An act is right (wrong) because it follows (violates) principles A and B (A, A and D, etc.)-->topic sentence:

• Ex. TS 1:  America must allow for Syrian refugees because one of the most important moral obligations we have as people is to treat each other as innocent humans, first and foremost.

• Reasoning:

• Denying entrance indicts people simply for their ethnicity, not their actions.
• Judging individuals is a sin.
• America's Constitution
• We must still vet each refugee, but we must trust the process

• Examples:
• Bill of Rights
• Christian tenets
• Elian Gonzalez, the Syrian boy from Aleppo
• ...

B. An act is right (wrong) because it will lead to consequences A, B, and C (or A and B, or A, or B and C, etc.), which are good (bad).

• Ex. TS 2:  Shutting down America to those in need out of fear destroys our country's ideals of freedom and honor, giving our enemies bullets with which to gain new recruits and hate us more for our own prejudices.

• Reasoning:

• What does the Statue of Liberty symbolize and state? Give us your...
• America takes the moral high ground with its Constitution, etc., and sees itself as the leader of the free world.

• Does a leader hide from fear?
• Can we ever truly guarantee 100% safety to our citizens? Look at the terror by our own citizens of all shapes and colors and sizes....

C. TS 3:  Another major consequence of shutting out refugees, America proves that it does not trust its own government to protect it from harm.

• Reasoning:
• There is a process for vetting, as mentioned earlier.
• To deny means that there is serious doubt about processing...

HW for 10/30 (a week to look over):

Articles on the vetting process:

• State Department (Federal Government)
• "How the Refugee Vetting Process Works" (Heritage Foundation: conservative think tank)
• "Refugees Entering the U.S. Already Face a Rigorous Vetting Process" (NY Times: left-leaning)
• "Refugees are already vigorously vetted. I know because I vetted them." (Washington Post (left-center) opinion piece: former immigration officer)

Articles on terrorist acts in US:

• "America has suffered a terror attack every year under Obama" (opinion piece)

• Who is the author?
• What is his position on refugees, and how can we know besides this article?
• Notice that his timeline is filled with personal summaries of the events--what can and should you do as a reader and citizen to inform yourself on these events?

• "Where America's Terrorists Actually Come From"
• Who is the author?
• What is the author's position on refugees, on terrorist acts?
• How does the author seem to justify position while acknowledging terrorist acts in America? How do they view these acts?

Creating Your Base: Early Steps/Stages in Thinking and Writing About Ethics

1. I would like you to do a 10-minute free-write on the following question:

What are my own ground rules for how much my own individual beliefs and rights matter in comparison to other citizens? 

2. After choosing your position on the subject for the Ethical Evaluation Argument essay, you will need to brainstorm  at least two area of thinking:

• What are the principles on which  X operates?  

• Write a list of 10 (or less) Commandments on Morals and Ethics.

• What are the consequences of the act(s)?

• If yes...
• If no...
• If yes and no...

3. Use the two example sentence frames (287) to make a preliminary list of principle-based claims and consequence-based claims.

• Principle-based Frame*: An act is right (wrong) because it follows (violates) principles A and B (A, A and D, etc.)

• Consequence-based Frame*:  An act is right (wrong) because it will lead to consequences A, B, and C (or A and B, or A, or B and C, etc.), which are good (bad).

*These become your preliminary topic sentence claims, ONCE you revise them into your own original syntax and choose stronger unique synonyms.

4. Who is your audience? (291)  Before you start writing the actual body paragraphs, you have to identify and define who you want to be your target audience. In your introduction and in your language throughout essay, I want you to "give a nod" to the people you believe will most be impacted or need to listen to your ethnical argument.

• For instance:  Do you want to write to Millennials and beyond?  Do you want to write to a certain type of American you want there to be?

HW for 10/23

1. You must bring in your typed, revised***  Causal Argument Essay, due for a grade. Review source citation chapters and the Integration and Citation handout in Unit 3 on myLearning.

2. Read Chapter 13 in Writing Arguments, which introduces concepts needed for our next essay, an Ethical Evaluation essay. 

Today's Major Focus/Lesson

• Below is the third page from the "Causal Arguments Writing Strategies Models" handout you can download from Unit 3 on myLearning.

• This lesson, and the larger handout, expands upon the "Integration and Citation Notes" handout that can be found within the same unit. Review both of them and work to integrate the ideas into your own revisions. (Again, we will cover the concepts within the models, in class, as we move on, but I did want to give you some general tips on how to improve your essays from first draft, focusing on source integration).

Integration of Source Material

• Evidence should be dictated by the topic sentence claim.
• Evidence should be explained in regards to the topic sentence claim.
• Evidence should be organized by order of reasons claimed.
• Evidence should be put into context of the topic sentence claim. Use the R sentences to help set up your quotes, summaries, or paraphrases.

•  Quoted evidence should be explained in synonymous language leading in or out of quote.

o   Do not simply restate the quote’s own phrases to make a point: 

Example: When Eliot writes that the clouds are “Like a patient etherized upon a table” (line 4), he means the clouds a medical patient etherized on a table-->

 No, clarify what that image suggests to you using synonyms--> When Eliot writes that the clouds are “Like a patient etherized upon a table” (line 4), he means the thick block of clouds creates a feeling of numbness in Prufrock as he walks through the city.

Model for How to Lead Into Evidence (transitional phrases)…

The Orlando shooting massacre symbolizes the worst nightmare for any American parent, the loss of a child at the hands of a hateful person, but Smith’s “Good Bones” addresses the horrible reality with a bit of optimism that was sorely needed. As the largest mass shooting in American history, social media exploded with outrage and fear; the forty-nine adults were also somebodies’ children, as evidenced by individual stories about the victims. Among the handfuls of stories published and tweeted, … (cite).  At the same time that stories of the victims were being shared on social media, Maggie Smith’s “Good Bones” was republished, and just happened to be a poem about a parent’s desire to protect her children from the world. The poem thematically address the outrage that “Life is short,” but also ….

·       What do I need to most take away from this A-level model?

o   Look at the bolded phrases. The student writer is attempting to use transitional phrases to move between the multiple texts that he/she believes are connected. In essence, they are building each claimed causal relationships between the shooting and the poem using transitional phrases that relate to the claim.

o   Any evidence presented is made as a dependent clause with a sentence presenting the student’s own argument. Evidence is never allowed to be in its own sentence, separate from the claim.