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  • Workshop Sheets for Portfolio 1
    of the Course Course Objectives General Overview Alternative Approaches and Assignments Possible Differences between COCC150 and CO300 What CO300 Students Are Like And You Thought Beginning with Critical Reading Opportunities for Innovation Portfolio Grading as an Option Teaching in the computer classroom Finally Classroom materials Audience awareness and rhetorical contexts Critical thinking and reading Focusing and narrowing topics Mid course group and supplemental evaluations More detailed explanation of Rogerian argument and Toulmin analysis Policy statements and syllabi Portfolio explanations checklists and postscripts Presenting evidence and organizing arguments counter arguments Research and documentation Revision Writing assignment sheets Assignments for portfolio 1 Assignments for portfolio 2 Assignments for portfolio 3 Workshopping and workshop sheets On workshopping generally Workshop sheets for portfolio 1 Workshop sheets for portfolio 2 Workshop sheets for portfolio 3 Workshop sheets for general purposes Sample materials grouped by instructor Print Friendly Page Authors Contributors Workshop Sheets for Portfolio 1 Workshop sheet for Toulmin analysis for portfolio 1 Summary short workshop Workshop sheet summary McMahon Workshop sheet for summary for portfolio 1 Workshop sheet for summary response essay for portfolio 1 Workshop sheet synthesis response McMahon C0CC300 synthesis response workshop Exploratory paper workshop Thomas Tweet HELP SITE INDEX ABOUT THIS

    Original URL path: http://writing.colostate.edu/guides/teaching/co300man/list19.cfm (2015-10-15)
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  • Workshop Sheets for Portfolio 2
    What CO300 Students Are Like And You Thought Beginning with Critical Reading Opportunities for Innovation Portfolio Grading as an Option Teaching in the computer classroom Finally Classroom materials Audience awareness and rhetorical contexts Critical thinking and reading Focusing and narrowing topics Mid course group and supplemental evaluations More detailed explanation of Rogerian argument and Toulmin analysis Policy statements and syllabi Portfolio explanations checklists and postscripts Presenting evidence and organizing arguments counter arguments Research and documentation Revision Writing assignment sheets Assignments for portfolio 1 Assignments for portfolio 2 Assignments for portfolio 3 Workshopping and workshop sheets On workshopping generally Workshop sheets for portfolio 1 Workshop sheets for portfolio 2 Workshop sheets for portfolio 3 Workshop sheets for general purposes Sample materials grouped by instructor Print Friendly Page Authors Contributors Workshop Sheets for Portfolio 2 Points to consider when commenting on annotated bibliography drafts Workshop for the annotated bibliography 1 Workshop for the annotated bibliography 2 Convincing essay worksheet Convincing workshop II Argument workshop 1 Harper Peer review checklist for draft of argument essay Worksheet for portfolio 2 Persuading essay worksheet Peer review I for the persuasive essay Peer review II for the persuasive essay Style review of drafts for portfolio 2

    Original URL path: http://writing.colostate.edu/guides/teaching/co300man/list20.cfm (2015-10-15)
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  • Workshop Sheets for Portfolio 3
    reading Focusing and narrowing topics Mid course group and supplemental evaluations More detailed explanation of Rogerian argument and Toulmin analysis Policy statements and syllabi Portfolio explanations checklists and postscripts Presenting evidence and organizing arguments counter arguments Research and documentation Revision Writing assignment sheets Assignments for portfolio 1 Assignments for portfolio 2 Assignments for portfolio 3 Workshopping and workshop sheets On workshopping generally Workshop sheets for portfolio 1 Workshop sheets for

    Original URL path: http://writing.colostate.edu/guides/teaching/co300man/list21.cfm (2015-10-15)
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  • Workshop Sheets for General Purposes
    and narrowing topics Mid course group and supplemental evaluations More detailed explanation of Rogerian argument and Toulmin analysis Policy statements and syllabi Portfolio explanations checklists and postscripts Presenting evidence and organizing arguments counter arguments Research and documentation Revision Writing assignment sheets Assignments for portfolio 1 Assignments for portfolio 2 Assignments for portfolio 3 Workshopping and workshop sheets On workshopping generally Workshop sheets for portfolio 1 Workshop sheets for portfolio 2

    Original URL path: http://writing.colostate.edu/guides/teaching/co300man/list22.cfm (2015-10-15)
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  • Sample Materials Grouped by Instructor
    Core Course Short Description of the Course Course Objectives General Overview Alternative Approaches and Assignments Possible Differences between COCC150 and CO300 What CO300 Students Are Like And You Thought Beginning with Critical Reading Opportunities for Innovation Portfolio Grading as an Option Teaching in the computer classroom Finally Classroom materials Audience awareness and rhetorical contexts Critical thinking and reading Focusing and narrowing topics Mid course group and supplemental evaluations More detailed explanation of Rogerian argument and Toulmin analysis Policy statements and syllabi Portfolio explanations checklists and postscripts Presenting evidence and organizing arguments counter arguments Research and documentation Revision Writing assignment sheets Assignments for portfolio 1 Assignments for portfolio 2 Assignments for portfolio 3 Workshopping and workshop sheets On workshopping generally Workshop sheets for portfolio 1 Workshop sheets for portfolio 2 Workshop sheets for portfolio 3 Workshop sheets for general purposes Sample materials grouped by instructor Print Friendly Page Authors Contributors Sample Materials Grouped by Instructor Here you will find the materials presented elsewhere in this guide grouped by instructor to give you a sense of how these individual teachers approach the class Becker Bruce Costello Gogela Harper Holtcamp Kiefer McMahon Thomas Tweet HELP SITE INDEX ABOUT THIS SITE CONTACT Writing CSU

    Original URL path: http://writing.colostate.edu/guides/teaching/co300man/instructorsamples.cfm (2015-10-15)
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  • Print-Friendly Page
    of paper Be sure to note the complete URL or WWW address including all the funny characters like underbars and tildes Slashes and capital letters are significant too so take care to get the address right Be absolutely sure to get the URL for any site from which you download or print not in 227 information You can t cite the source in your paper unless you have the URL V To cite your sites Look at these Web sites for information about and examples of citing Internet sources MLA http www cas usf edu english walker mla html APA http www lib usm edu userguides apa html Typically recent 1995 on citation guides in print include info on how to cite Internet sources VI Final reminder Internet searching is not a substitute for library searching You can get lots of useful information from Internet sites but you need to supplement that information with published material you can find through library databases We ll go over how to find that information in our virtual tour of Morgan on October 1 You will almost certainly need to track down print resources so leave yourself plenty of time to get materials through Interlibrary Loan or by traveling for a day on the library shuttle bus Staff at the public library downtown are also willing to help with searching and material gathering The Colorado Division of Wildlife on Prospect has its own library you can use And finally don t forget that we have experts on campus and in town who can serve as good resources for interviews and probably for some published material The Works Cited List MLA Style The parenthetical documentation in your text refers your reader to your Works Cited page Here your reader will find the complete bibliographic information of all the sources you cite in your paper Works cited lists appear at the end of a scholarly work but are begun on a new page Page numbers continue from the text The title Works Cited is centered and placed one inch from the top of the page Citations begin at the left margin if a citation is more than one line long its succeeding lines are indented five spaces The entire list is double spaced both within and between citations In general works cited lists are arranged alphabetically by the author s last name If the author is unknown entries are alphabetized by the first word in their titles note however to drop A An or The Titles of books periodicals newspapers and films are italicized Titles of articles that appear in newspapers or periodicals are placed in quotation marks Normally each entry has three main divisions author s name reversed for alphabetizing title and publication information Follow each division with a period and two spaces Below are examples of the most common types of entries you will be compiling If you need to document a type of source not in this list please refer to The MLA Style Manual 1988 Books When citing books arrange the information as follows Author s last name first name Title of Article or Part of Book Title of Book Ed or Trans Name of editor or translator Edition Number of Volumes Place of Publication Name of Publisher Date of Publication Single author Reid Stephen The Prentice Hall Guide for College Writers 2nd ed Englewood Cliffs Prentice Hall 1992 Two or three authors Cooper Sheila and Rosemary Patton Ergo Thinking Critically and Writing Logically New York HarperCollins 1993 More than three authors Donald Robert B et al Models for Clear Writing Englewood Cliffs Prentice Hall 1984 An anthology Columbo Gary Robert Cullen and Bonnie Lisle eds Rereading America Cultural Contexts for Critical Thinking and Writing 2nd ed Boston Bedford 1992 Mazur Laurie Ann ed Beyond the Numbers Population Consumption and the Environment Washington Island Press 1994 A book by a corporate author American Council on Education Annual Report 1970 Washington Amer Council on Educ 1971 Carnegie Council on Policy Studies in Higher Education Giving Youth a Better Chance Options for Education Work and Service San Francisco Jossey Bass 1980 An anonymous book Alphabetize your entry using the first word of the title other than an indefinite or definite article A Handbook of Korea for example is alphabetized under H Dictionary of Ancient Greek Civilizations London Methuen 1966 A Handbook of Korea 4th ed Seoul Korean Overseas Information Service Ministry of Culture and Information 1982 The Times Atlas of the World 5th ed New York New York Times 1975 A work in an anthology Cite the pages on which the piece appears after the year of publication a period and two spaces Oates Joyce Carol Against Nature The Contemporary Essay Ed Donald Hall 2nd ed New York Bedford 1989 358 65 Quammen David Dirty Word Clean Place Being in the World An Environmental Reader for Writers Ed Scott E Slovic and Terrel F Dixon New York Macmillan 1993 646 60 An article in a reference book If the article is signed cite the author first If it is unsigned cite the title first If the encyclopedia or dictionary alphabetizes its entries you do not need to cite volume or page numbers If the reference book is very common you need cite only the edition if given and the year of publication Graham Martha Who s Who of American Women 13th ed 1983 4 Mandarin Encyclopedia Americana 1980 ed Trainen Isaac N et al Religious Directives in Medical Ethics Encyclopedia of Bioethics Ed Warren T Reich 4 vols New York Free 1978 Articles in Periodicals The usual order of information follows Author s last name first name Title of Article Title of Periodical volume number date of publication inclusive page numbers Article in a weekly or biweekly periodical Gorman Christine Why It s So Hard to Quit Smoking TIME 30 May 1988 56 Article in a monthly or bimonthly Hanococks David Animals from All Over Down Under Animal Kingdom Nov Dec 1986 50 61 Unsigned article in a magazine Catching a Cold It s Up in the Air Science86 July Aug 1986 8 Article in a newspaper Lewandowski J Wilderness Wonderful or Wasted Fort Collins Coloradoan 28 Aug 1994 Al Schreiner Tim Future Is A Dim or B Bright Pick One USA Today 2 June 1989 3A Anonymous article in a newspaper President s News Conference on Foreign and Domestic Issues New York Times 20 Nov 1986 A12 13 Editorial Haavind Robert Artificial Intelligence Has a Bad Name Editorial High Technology Dec 1986 4 Anonymous editorial Details Accountability Key to Winning Mill Hike Editorial Fort Collins Coloradoan 29 Aug 1994 E2 Letter to the editor Schroeder Rick Save Some of the Best Areas Letter Fort Collins Coloradoan 28 Aug 1994 E3 An introduction preface foreword or afterword Acthert Walter S and Joseph Gibaldi Preface The Style Manual New York MLA 1968 Rees Judith Introduction Natural Resources Allocation Economics and Policy 2nd ed New York Routledge 1985 Government Publications If the author of the publication is unknown order your bibliographic information as follows omitting what does not apply Name of government Government agency abbreviate when possible Title of the publication Number and session of Congress House or Senate Number of the publication Publication place Publisher publication date New York State Committee on State Prisons Investigation of the New York State Prisons 1883 New York Arno 1974 United Nations Centre for National Resources State Petroleum Enterprises in Developing Countries Elmsford Pergamon 1980 Economic Commission for Africa Industrial Growth in Africa New York United Nations 1963 United States Senate Subcommittee on Constitutional Amendments of the Committee on the Judiciary Hearing on the Equal Rights Amendment 91st Cong 2nd sess S Res 61 Washington GPO 1970 If the author of a government publication is known you have two options Cite the author first followed by the title of the document or cite the government agency first followed by the title followed by By the author Washburne E B Memphis Riots and Massacres U S 39th Cong 2nd sess H Rept 101 1866 New York Arno 1969 or United States Cong House Memphis Riots and Massacres By E B Washburne 39th Cong 2nd sess H Rept 101 1866 New York Arno 1969 Unpublished Sources Film Star Trek XV The Voyage Home Dir Leonard Nimoy With William Shatner and Leonard Nimoy Paramount 1986 Television or radio program 60 Minutes CBS KMGH Denver 30 Nov 1986 Lectures speeches and addresses If no title is given use an appropriate description Lecture Address etc Ciardi John Address Opening General Sess NCTE Convention Washington Nov 1982 Ridley Florence Forget the Past Reject the Future Chaos Is Come Again Div on Teaching of Literature MLA Convention Los Angeles 28 Dec 1982 Unpublished dissertation or thesis Burnhan William A Peregrine Falcon Egg Variation Incubation and Population Recovery Strategy Diss Colorado State U 1984 Interviews Begin your citation with the name of the interviewee If the interview was published or recorded give the bibliographic information for its source If you conducted the interview give the kind of interview and the date Gordon Suzanne Interview All Things Considered Natl Public Radio WNYC New York 1 June 1983 Pei I M Personal interview 27 July 1983 Pussaint Alvin F Telephone interview 10 Dec 1980 Pamphlet Treat a pamphlet as you would a book Guide to Raptors Denver Center for Raptor Research 1990 Kilgus Robert Color Scrpsit Program Manual Fort Worth Tandy 1981 MLA check sheet mini quiz Gogela Please circle the correct answer for each of the following questions The works cited page of your essay should have the heading a Bibliography b Bibliography c Works Cited d List of Works Cited e Works Cited Entries on your works cited page should be a single spaced for each entry and double spaced between individual entries b double spaced throughout c triple spaced throughout d numbered e have to be in alphabetical order no matter what Determine whether the following are true or false Every source you used or consulted should be included in your Works Cited T F Nonwritten sources such as interviews or lectures may be omitted from your Works Cited list T F Cited journals require a volume number if they have continuous pagination T F For an encyclopedia date of the edition is sufficient publication information for this type of source material T F For a newspaper entry you have to provide author s name and title but not the page or section of the column T F Government documents specify the branch of government as well as the subsidiary body T F Please document the following sources Works Cited Form Part of a Book Try your hand below at correctly listing the following Harold Child s essay Jane Austen printed in The Cambridge History of English Literature edited by A W Ward and A R Waller For Cambridge University Press of London 1927 Volume 12 pages 23l to 244 Works Cited Form Unpublished Source Try your hand at listing the following Lecture by John Turner entitled Contemporary Mythology on October 22 1983 at University of Georgia Athens Revision Don t forget the revision checklists in Aims We include here only more general prompts for revising Other revision activities are included in the Workshop Sheets sub section Questions to Ask Yourself as you Revise Your Essay Have I studied my subject with sufficient care so that I understand what qualities in it caused my initial response and have I studied it with sufficient care so that I have deepened or otherwise changed that response Is the title of my essay at least moderately informative Is the opening paragraph interesting and by its end have I focused on the topic Do I state my main point thesis soon enough perhaps even in the title and do I keep it in view throughout my essay Is the organization reasonable Does each point lead to the next without irrelevancies Does each paragraph revolve around a topic idea a criterion that directly supports my thesis Are generalizations or assertions about personal responses supported by illustrative examples concrete evidence research etc Are the sentences concise clear and emphatic Are needless words and inflated language eliminated Is the concluding paragraph conclusive without being repetitive Are the quotations and paraphrases accurate Is credit given to sources Are photocopies of relevant sources included and crucial passages highlighted Are long quotations really necessary Can some be shortened either by ellipsis or by summarizing them without loss Has the essay been proofread Are spelling and punctuation correct If you answer no to any of the questions above revise If you have several areas that need revision which is the first thing you intend to revise Why Take five minutes to plan a revision strategy right here Revising the Title Lead In and Thesis Gogela Donald Murray recommends that in order to find a good title we have to write a lot of bad ones Hence jot down ten potential titles in the space provided below Remember the title reveals your essay s focus tone direction and limits Much like the title an effective lead in has to capture and hold the reader s attention by providing information that is pertinent as well as interesting In no more than five or six sentences write two completely different leads with a new direction and different tone Do not yet state your thesis here A B Now state your tentative working thesis and essay map Does it suffer from the infamous so what syndrome How can you avoid this Considering Introductions Becker Read the following introduction From the earliest memory up to the present age humans have always struggled to find a way to live in harmony with nature First we lived in fear of nature using fire to fend off the dark Then for a long time we lived in a kind of balance with nature not taking much from it but fulfilling our needs With the coming of the Industrial Revolution we learned to bend nature to our will Now we control nature so much that we threaten to make our world completely man made So we have to ask ourselves do other animals have as much right to live on this earth as we do Does this sound familiar We call it the from the dawn of time to the present introduction and it crops up regularly in student essays Sometimes a sweeping historical introduction to one s topic works to really get the reader s attention often it puts the reader to sleep There are lots of other options So today read the following introductions then turn off your computer screen this is called writing blind and draft at least three alternative introductions to either your mediation or your persuasive essay The nights at Shey are rigid under rigid stars the fall of a wolf pad on the frozen path might be heard up and down the canyon But a hard wind comes before the dawn to rattle the tent canvas and this morning it is clear again and colder At daybreak the White River just below is sheathed in ice with scarcely a murmur from the stream beneath Peter Matthiessen November 6 When god like Odysseus returned from the wars in Troy he hanged all on one rope a dozen slave girls of his household whom he suspected of misbehavior during his absence This hanging involved no question of propriety The girls were property The disposal of property was then as now a matter of expediency not of right and wrong Aldo Leopold The Land Ethic What is consciousness Webster s Dictionary defines it as the state of awareness of one s own existence sensations thoughts and surroundings To be conscious is to have the essence of soul and spirit it is a defining characteristic of human nature Benjamin Jun Consciousness Do non human animals have rights Should we humans feel morally bound to exercise consideration for the lives and well being of individual members of other animal species If so how much consideration and by what logic Is it permissible to torture and kill Is it permissible to kill cleanly without prolonged pain To abuse or exploit without killing For a moment don t think about whales or wolves or the California condor don t think about the cat or the golden retriever with whom you share your house Think about rats and then also think about lab frogs Think about scallops Think about mosquitoes David Quammen Animal Rights and Beyond Quick Name America s largest landowner No not the King Ranch No not the Bank of America No Exxon isn t even in the running The answer is the federal government Of America s 2 271 million acres 720 million belong to Uncle Sam Add another 966 million underwater acres of the country s continental shelf and you ve got an impressive bit of real estate there Cynthia Riggs Access to Public Lands A National Necessity When I first came West in 1948 a student at the University of New Mexico I was only twenty years old and just out of the Army I thought like most simple minded Easterners that a cowboy was a kind of mythic hero I idolized those scrawny little red nosed hired hands in their tight jeans funny boots and comical hats Edward Abbey Even the Bad Guys Wear White Hats We soon get through with Nature She excites an expectation which she cannot satisfy Thoreau Journal 1854 The writer s resistance to Nature It has no sense of humor in its beauty as in its ugliness or its neutrality there is no laughter It lacks a moral purpose It lacks a satiric dimension registers no irony Its pleasure lack resonance being accidental Joyce Carol Oates Against Nature Writing Assignment Sheets Included here are the assignment sheets for most of the major writing tasks assigned by instructors in recent semesters We include multiple samples for each essay so you can choose from a variety of prompts Under Assignments for portfolio 1 you ll find samples for summary Toulmin analysis response summary response synthesis response and the inquiry exploratory essay Under Assignments for portfolio 2 you ll find annotated bibliography convincing and persuading Under Assignments for portfolio 3 you ll find mediating negotiating and analysis assignments Several instructors did not assign specific essays during the second half of the term Rather they introduced general rhetorical strategies in a series of short activities and then had their students define their own assignments by identifying the rhetorical context within which they wished to write and choosing the most appropriate argumentative strategy for that context Just a note of comfort having taught synthesis response and the problem solving essay before you are already well acquainted with the problems most of your students will face in the COCC300 essays On the other hand we would like to push the students beyond 100 level writing In the exploratory essay the COCC300 version of synthesis response this might mean as Laura Thomas put it getting students to make the individual texts to disappear That is rather than asking students to represent discrete arguments in oppositional relation to each other instead asking students to represent the complexity of the relations among different perspectives One possible means of achieving this complexity is to ask students to consider the rhetorical context of the essays they are synthesizing and to explain how the apparent differences in perspectives might be related to the different purposes and audiences each author had in mind And a self indulgent note about the persuasive essay should you choose to assign it As Aims defines this essay students are asked to appeal not only to reason a typical expectation in the academic community but also to character style and emotion rather atypical in our world Because all appeals can be so effective in motivating people to action toward both worthy and unworthy ends I suggest that the weeks leading up to the persuasion essay offer a likely spot in the syllabus to talk about the ethics of argumentation should this topic interest you During the spring 1995 term for example I spent one well received class period on the ethical nature of persuasion Having read about audience appeals in Aims the students and I watched a series of video clips from Branagh s Henry V Martin Luther King s I Have a Dream speech Eleanor Roosevelt s appeal to the United Nations and one of Hitler s many vacuous presentations After each clip the students considered the appeals the speaker used why those appeals were effective for his or her audience and what end the speaker wished to achieve through his or her persuasion Thus without positioning myself as a morality cop the students started thinking about how their own essays fit into larger ethical systems Assignments for Portfolio 1 The Summary Becker The summary is an extreme condensation of an original work It includes the author s name the full title of the piece the main claim or thesis and the reasons or main supporting points the author uses to support the claim It may relate one or two pieces of evidence the author uses to back up a reason but only if they are needed to make the claim believable In general a summary will usually not cite the author s examples or supporting details unless they are absolutely necessary for understanding a main point A summary may use one or two concise direct quotations from the text but only if these are striking and bring the piece alive Making notes for a summary What is the main point of each paragraph Circle the three or four key words in each paragraph Do several paragraphs deal with nearly the same point Can they thus be condensed into one main point or reason that the author is making his or her claim Underline any key quotations you might want to use State the author s main claim in your own words Sometimes it helps to close the book to do this rather than trying to glean it out of the text Putting a summary together State the author s name and title in the opening sentence or very shortly thereafter Present the main points usually in the order in which the author presented them Each point in the summary should have the same proportional treatment it was given in the original Emphasize what the writer thought most important and give lesser time to his or her minor points Be as objective as possible You will have time to evaluate what you are reading later your task in the summary is to accurately and concisely represent the argument of the writer Author tags help identify the thoughts of the original author Use your own words even in stating the thesis Any material taken verbatim should be quoted properly or you will have plagiarized knowingly or not If you are unsure how to quote within the text refer to an English handbook or see me Criteria for Summaries for Portfolio 1 Kiefer Purpose The reading we do for Portfolio 1 will contribute to the arguments you write in Portfolio 2 Although you are unlikely to include detailed summaries of the articles you read in the final drafts of papers in Portfolio 2 detailed summaries help you analyze the arguments and organize details to support your own points These summaries then will help you find a topic and organize arguments for Portfolio 2 Audience Please assume that you are writing detailed summaries for readers not familiar with the original essay because your audiences for the essays in Portfolio 2 will not be limited to this class Focus Your summary cannot include all the details of the original essay but you should include a statement of the original thesis or claim the main supporting points and enough detail to make clear why the original authors held the views they did Typically summaries are no longer than 30 of the original essay s length Using your own words rather than quoting extensively is more effective when summarizing when you quote words phrases or sentences be sure to use quotation marks If the essay you re summarizing is not an argument make clear what the original author s purpose was You should also note the original audience for the essay if you can determine that Organization Summaries sometimes follow the same organization and order as the original essay sometimes summaries rearrange the original points Make your organization helpful for your readers so that they understand the main points of the original essays Development Two main points are critical here Include the original thesis and main points but also consider whether you need to explain those main points for clarity for your readers You may also want to cite particularly compelling examples or details Be objective as you summarize and synthesize Represent the author fairly as you select examples and details and as you recast the main points of the piece Coherence Your summary should clearly be a summary Clear transitions and author tags will help remind your reader that you are summarizing Include the author s and title of the piece you are summarizing near the beginning of your summary Refer to the authors by name as often as necessary to remind your readers that you are summarizing others work Use active verbs such as argues claims asserts explains with your author tags to help your summary flow smoothly Don t hesitate to synthesize points when that strategy will help the coherence of your summary Style Whenever possible capture the flavor or style or feeling of the original so that your reader knows how typical readers might have reacted emotionally to the original Choose clear precise words to avoid inserting your bias into your summary Criteria for Toulmin Analysis for Portfolio 1 Kiefer Purpose A Toulmin analysis is a systematic dissection of an argument to lay out the claim supporting reasons and evidence clearly Audience Yourself but remember that clarity is essential to an effective Toulmin analysis Organization Your analysis will follow the pattern laid out in Aims as captured in the file toulmin txt You must type the one you turn in with Portfolio 1 Development Include enough detail so that you can remember the argument fully Coherence Make sure the connections between the claim and reasons between reasons and analysis of reasons between reasons and evidence and between objections and rebuttal are clear Style You are the primary audience but I ll be reading these also so please conform to the conventions of Edited American English i e spelling counts Response Harper For the response section of the summary response essay assignment please choose one of the following tactics to help your reader understand your view on the matters in the article you ve chosen Analyzing the effectiveness of the text In this case the response analyzes the key features such as the clarity of the main idea the organization of the argument the quality of the supporting evidence and or the effectiveness of the author s style tone and voice Agreeing and or disagreeing with the ideas in the text Often responders react to the ideas or the argument of the essay In this case the responders show why they agree and or disagree with what the author text says Interpreting and reflecting on the text The responder explains key passages or examines the underlying assumptions or the implications of the ideas Often the responder reflects on how his or her own experiences attitudes and observations relate to the text Remember development for your response can come from personal experience evidence from the text and evidence from other sources Criteria for Summary Response Essay for Portfolio 1 Kiefer Purpose Unlike the summaries that focus solely on representing other writers arguments the summary response paper allows you to build on a summary with a response to it The response might analyze the logic of the original essay or it might argue for or against the position of the original essay Even if you choose to analyze the logic of the original essay in your response realize that you must make a case for your analysis in effect arguing that your analysis is a good one The purpose of this essay then is to build on a summary with an argument of your own Audience Please assume that you are writing for readers not familiar with the original essay you summarize and respond to because your audiences for the essays in Portfolio 2 will not be limited to this class If possible please specify a target audience for your s r essay Note the audience in pencil at the top of the first page of the final draft Focus The most effective s r essays like all effective arguing essays narrow the focus to a manageable size Even if the essay you are responding to cuts a wide swath through environmentalism your essay will be more effective if you focus on one or two key points in the original essay Be sure to select key points from the original essay rather than minor points In other words your focus is limited by the focus of the original essay Organization Typically these essays follow one of two patterns block or point by point The block pattern has a block of summary your thesis or claim as a bridge and then a block of response Within the response be sure the arrangement of your points is clear and easy to follow The point by point pattern has a general introduction a point of summary followed by your response on that point the next point of summary followed by your response on that point and so on Development Each of your points must be developed with examples details facts statistics quotations etc You need evidence Or you might analyze the original argument through a careful chain of reasoning Please remember though that general statements are usually unconvincing readers expect specific support Coherence Use appropriate author tags and transitions to mark the summary as a summary and continue to use clear transitions throughout your response so that your argument flows smoothly for readers Synthesis Response Essay Harper Part one For this essay you will be collecting sources on a media topic of your choice analyzing and evaluating these references for topics issues themes they have in common and writing an essay on how each one of the authors of the sources you have chosen approaches this common topic This is what is meant by synthesizing Sound simple It is Synthesis like summary is primarily objective no opinion You are reflecting as accurately as you can how each author approaches the common topic you ve chosen to focus on Here s an example Let s say you ve chosen three articles one by Rush Limbaugh the second by Gloria Steinem and the third Katie Roiphe The common point you ve decided you want to focus on is feminism All three of these authors come from a completely different angle on feminism and have their own opinions about what this multifaceted term means today You would want to introduce the topic you ll be addressing and explain that you ll be looking at how three authors view this topic Obviously you would go on to do this and at the end of your synthesis you would respond hence Part Two of the essay Part two Now you get to respond to the information ideas topic authors etc that you have synthesized Once again you can take many approaches in the response portion of this essay Most important you are taking a position in relation to the sources you have collected You may respond to one author s argument or all of them you may respond to the topic in general using personal experience and or outside sources which present yet another argument you may agree disagree with the logic and premises one or more of the authors used in defending their conclusions the list goes on The important thing to remember is that your response must be reasoned developed backed up logical coherent clear in terms of what it is exactly that you re responding to and focused no rambling padding beating around the bush touching on an idea but not developing it trying to cover everything in a short space etc Specifics Purpose To synthesize the claims of 3 5 authors articles based on a common topic showing how each of the authors relate to the common topic as well as to each other s argument or viewpoint You will also be responding using any one of the approaches we have discussed in class Audience Your choice The audience you choose will impact primarily only your response because the synthesis portion of the essay is largely objective Sources You will research and locate five articles or book chapters on a Media and American Culture topic of your choice At least three of these texts must be arguments and these three arguments will be the articles you will synthesize and respond to You may collect five arguments and use all of them in your paper but be careful synthesizing this many articles can get complicated You should consult at least three different indexes or databases in your search for sources Make sure to photocopy all your sources Key Features See handout titled Key Features Grading Guide for Synthesis and Response Length Around 4 6 pages but this is not set in stone Final Draft Format double spaced spell checked proper MLA documentation we will discuss this in class name in one of the upper corners of first page Important Dates Electronic Information Lab Orientation To be announced Sources collected by Thurs 2 16 Rough Draft and Workshop on Thurs 2 23 Annotated bibliography of your five sources also due on this date Synthesis Response or Explanatory Essay due Tues 2 28 You may turn in an Intervention Draft on this date although it is not mandatory In class writing debate assignments to be handed in w Portfolio Thurs 3 2 Portfolio 1 due Tues 3 7 All summaries should be typed and cleaned up for submission Revised summary response essay Revised synthesis response or explanatory essay All rough drafts workshop sheets homework assignments freewriting pre reading log assignments annotated articles postscripts copies of sources etc The Inquiry Essay The inquiry essay starts but only starts with the idea of a summary response It goes beyond a simple summary response though by asking you to analyze the article as well as simply summarize and respond basing your response on your analysis Here are some of the main purposes for doing such an essay To practice techniques that will allow you to analyze any written argument more deeply than you have before To learn to listen to and understand individual arguments not only in terms of what the argument basically says that CO150 material but also in terms of exactly how the argument is made and how that construction helps or hinders the argument s purpose To respond to an argument based on more than just your basic agreement or disagreement with the point This time you ll learn to respond based on the logic structure and use of appeals in an argument We ll work through the essay step by step starting with analysis and moving to summary and then analytical inquiry When we get to the Inquiry chapter in Aims we ll use the information in that chapter to generate the requirements and criteria for the essay as a class Here are the important dates for the whole first portfolio Workshop One analysis part of inquiry Mon Feb 5 Workshop Two response part of inquiry Friday Feb 9 Inquiry Intervention Draft Due Mon Feb 12 Exploratory Workshop One Mon Feb 19 Exploratory Workshop Two

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  • Contributors to this Guide
    Description of the Course Course Objectives General Overview Alternative Approaches and Assignments Possible Differences between COCC150 and CO300 What CO300 Students Are Like And You Thought Beginning with Critical Reading Opportunities for Innovation Portfolio Grading as an Option Teaching in the computer classroom Finally Classroom materials Audience awareness and rhetorical contexts Critical thinking and reading Focusing and narrowing topics Mid course group and supplemental evaluations More detailed explanation of Rogerian argument and Toulmin analysis Policy statements and syllabi Portfolio explanations checklists and postscripts Presenting evidence and organizing arguments counter arguments Research and documentation Revision Writing assignment sheets Assignments for portfolio 1 Assignments for portfolio 2 Assignments for portfolio 3 Workshopping and workshop sheets On workshopping generally Workshop sheets for portfolio 1 Workshop sheets for portfolio 2 Workshop sheets for portfolio 3 Workshop sheets for general purposes Sample materials grouped by instructor Print Friendly Page Authors Contributors Contributors to this Guide Content Development Bronwyn Becker Mark Bruce Kerri Conrad Molly Costello Anne Gogela Marisa Harper Christina Holtcamp Kate Kiefer Donna LeCourt Seanne McMahon Dan Melzer Lauren Myracle Laura Thomas Bob White HTML Coding Luann Barnes John Robinson Design and ColdFusion Programming Mike Palmquist Tweet HELP SITE INDEX ABOUT THIS SITE CONTACT

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  • Course Overview and Policy Statements
    Detail Course Objectives Core Detail Weekly Schedule Core Detail Methods of Evaluation Course Overview Thomas Policy Statement Coan Policy Statement Myers Policy Statement Thomas Syllabi Sample Weekly Outline Syllabus Coan Syllabus Thomas Portfolios Portfolio Overview Thomas Portfolio Process Requirements Thomas Portfolio Explanation Harper Portfolio Grading Holtcamp Portfolios Promises Problems Practices Kiefer Traditional And Or Portfolio Grading Gogela Defining the Humanities Collaborative Activity Myers Humanities Defined Myers Text Analysis Text Analysis Assignments Text Analysis Activities Individual Topics Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Course Overview and Policy Statements Ghe first linked item is the course description as approved by the English Department and the University curriculum committees The next five links provide more extended descriptions required for approval as a University core course these details combine for the fullest explanation of the course goals and implementation You can see the ways teachers have interpreted and developed this course description in the overviews and policy statements from individual teachers Course Description CO301 as a Core Course Core Detail Instructional Modes Core Detail Course Objectives Core Detail Weekly Schedule Core Detail Methods of Evaluation Course Overview Thomas Policy Statement Coan Policy Statement Myers Policy Statement Thomas

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