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  • Devil's Advocate Peer Review Activity
    a discussion with a devil s advocate forces you to do your best at explaining and defending your position In reviewing the log produced by the chat room after such a discussion you may find that you have stated your position much better while discussing it than you had in what you had actually written Playing the role of devil s advocate can be a lot of fun and is really quite easy In general you want to challenge the assertions made by the writer The writer will then have to elaborate the point by presenting arguments and evidence to support the stated view When the writer begins to present solutions to the problem you would want to propose alternate solutions possibly far fetched ones so that the writer will have to argue why the proposed solution is better than the ones you offer You may also propose a solution that the writer had not considered before and which may be quite helpful to the goals of the paper One important point to remember When the writer has done a good job of stating a point concede the argument and move on to another topic Arguing a point to a stalemate will not be helpful to the writer Below are some sample exchanges between a writer and a devil s advocate Writer In my paper I say that the administration needs to do something about the quality of student s lives on campus Devil I don t think it s the job of the administration to make improvements in the quality of life for the students on campus What makes you think that the administration can do anything about it State an opposing viewpoint i e it s up to the students not the administration Writer Well I think that part of the reason the quality is so bad in the first place is because the administration places so much emphasis on academics and not enough on the other aspects of a student s life I think the administration can help balance these things out by emphasizing the other aspects as well Devil The students come here for academic training that s what the school is here for If they want to develop other interests I would say it is up to the individual students to do this for themselves Propose alternate solutions i e The solution is not to have the administration de emphasize its role but instead the students should take charge of their lives and develop other areas on their own Writer Well that might be true But if the students are forced to spend so much time and energy on their studies they don t have any spare time in which to pursue their other interests Devil OK I ll give you that small point Concede to writer Tell me what you think would improve the quality of life on campus Move on Writer Well first I say that one problem students have is lack of

    Original URL path: http://writing.colostate.edu/guides/teaching/activities/devils_advocate_palmquist.htm (2015-10-15)
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  • Peer Review Workshop: Evaluating the Structure of Arguing Essays
    in the introduction If so suggest ways in which the essay map in the introduction could be improved 3 Suggest ways to make the framing of the issue review of alternative approaches and the main point advanced by the writer more consistent with each other 4 Identify areas in the paper where brief overviews would make the argument easier to follow 5 Identify arguments that would run counter to the

    Original URL path: http://writing.colostate.edu/guides/teaching/activities/peerreview_argument_palmquist.htm (2015-10-15)
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  • The Descriptive Outline
    sheet of paper They count the number of paragraphs and draw enough horizontal lines to create a row for each paragraph They write the number of the paragraph to the left of the appropriate row In the first box of the row students DESCRIBE the substance of the paragraph in question for instance that the paragraph provides support for the second reason given in support of the claim In the second box of the row students EXPLAIN HOW the substance of the paragraph is accomplished or achieved for instance the first paragraph that provides support for the second reason does so through an illustration using personal evidence The same analysis and description is followed for the length of the essay Then students use a highlighter to draw lines between major sections of the essay They then find descriptive words to apply to naming this section of the essay Having thoroughly analyzed the essay now students are ready to provide constructive feedback to themselves or their partners They can plainly see what they ve got so far in a paper and can often more clearly also see what is missing A One Paragraph Example Para 5 Here the writer provides support

    Original URL path: http://writing.colostate.edu/guides/teaching/activities/descriptive_outline_doe.htm (2015-10-15)
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  • The Writer's Triad
    on a second reading making notes in the margins and consulting the workshop sheet for items to focus on for this paper and workshop The triad changes the normal dynamic of a workshop at the conclusion of the silent reading and marginal commenting period At that point students take turns playing the following roles When the reader is providing feedback to the writer whose paper s he just read the third person become the observer recorder clarifying and keeping track of the feedback the writer is receiving Writer and reader are thus freed to engage in dialogue about the paper to look at it together while the recorder takes notes and clarifies points being made This is a workshop approach that turns noisy in a big hurry It is therefore an animated form of workshopping Roles Writer This is the person whose paper is currently being discussed The writer takes an active role in posing questions and listening and looking carefully as the reader speaks Reader This is the person who is providing feedback at the time The reader provides answers to the workshop sheet questions focusing on the most important feedback he or she believes the writer needs to

    Original URL path: http://writing.colostate.edu/guides/teaching/activities/triad_doe.htm (2015-10-15)
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  • New York Time Activity
    several potential ideas for their Portfolios 2 and 3 During this portfolio aim to I Introduce the Times 1 Introduce the layout of the Times its differing features on specified days for instance the Science Times on Tuesdays and reasons for reading a national newspaper 2 show ways to read it 3 familiarize students with basic journalistic principles such as the inverted pyramid for story development and the inverted six

    Original URL path: http://writing.colostate.edu/guides/teaching/activities/nyt1_doe.htm (2015-10-15)
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  • New York Time Activity
    their classmates take 2 examining their own and others reactions and reasons for reactions values beliefs attitudes affiliations backgrounds in order to understand the multiplicity of perspectives out there II Striving to see connections and dilemmas inherent to issue discussions 1 Why do issues matter to people 2 How might the news be different in another city region country or culture 3 Why are values beliefs attitudes shared perspectives important to the discussion of specific issues 4 What are the differing perspectives of varied parts of the U S population on this issue and why 5 How might differing countries or cultures view this issue 6 Are there issues for which there are no answers only better and lesser solutions 7 Why do issues embroil some people in debate while having no meaning or resonance to others Name some examples III Working to see the assumptions and implications of policies on issues 1 What are the assumptions that form a foundation for views on topics 1 Where do these policies take us What are the possible outcomes as identified by shared perspectives How might a perspective become policy and what are the possible ramifications of such policies 2 What is

    Original URL path: http://writing.colostate.edu/guides/teaching/activities/nyt2_doe.htm (2015-10-15)
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  • New York Time Activity
    the ways that graphics and visuals are used in the newspaper Simultaneously they are learning about the visual argumentative options available to them For this portfolio students should 1 Take issue with the issues 2 Stake a claim and carve some new ground 3 Study the ways that arguments are constructed both rhetorically and visually The newspaper can be used to demonstrate any of these aspects of argument Standard forms of written argument abound in the Editorial and Op Ed pages but in addition students might keep their eyes open for graphics photos etc that they find especially convincing persuasive The question with photographs and other visual arguments of course is whether an audience can agree on what it s arguing For instance prior to the war with Iraq the Times published a photograph of a grass hut and canoeing tribe that just a few years ago lived in the swampy estuary waters at the mouth of the Tigris and Euphrates Rivers entrance into the Persian Gulf and property of Iraq but was eradicated by Saddam Hussein s regime The photo caption explained that this indigenous culture is gone all its members either dead or assimilated as the water was

    Original URL path: http://writing.colostate.edu/guides/teaching/activities/nyt3_doe.htm (2015-10-15)
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  • Annotated Bibliography Example
    group may not have read all the sources that their group has identified as being relevant to an issue Your bibliography should be arranged alphabetically and you should use the MLA format Modern Language Association If you are unfamiliar with this format you should consult pages 561 to 565 in the Prentice Hall Guide for College Writers Example entry in an annotated bibliography Cazden Courtney B Classroom discourse Handbook of

    Original URL path: http://writing.colostate.edu/guides/teaching/activities/annotated_bib_palmquist.htm (2015-10-15)
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