If you miss RR in class, you absolutely must make it up with two people outside of class. They must write down responses to these questions, which you must include in your packet.
Reviewers Name:
Answer their three questions here:
How well have they created the five genres? Do they fit the conventions, or when they don't, is there a reason?
How well does the tie-in work with the five genres? How well does it work with the audience?
How effective is the essay as persuasion? Does it work to persuade the intended audience? Could you clearly tell what the thesis and audience were?
Additional Comments?
Thursday, July 28, 2011
LE3 Checklist
The following is a checklist enumerating what exactly you must turn in to me. You are responsible for this information. Any lack on your part will lead to the loss of credit. You must have every component in your packet. You will turn all of these components into me in a 2-pocket paper folder, with nothing else in it (such as, nothing from LE1 or LE2). The only exception, obviously, is if you cannot put your Long Essay itself in the folder. Make sure everything is typed (if writing), and that you clearly indicate what each item is. Refer to handout about formatting. Also, make sure everything is in the order listed here. Any deviation from this will lead to the loss of credit.
o Your newly revised Long Essay. This will be complete and compiled in the way you chose.
o Your complete and updated Chronicles of Evidence for your LE3.
o The copy of your paper that was used for Reader Review, including your cover letter, and any comments from your reviewer.
o Rough Draft of Genre 1 with my comments
o Rough Draft of Genre 2 with my comments
o Rough Draft of Genre 3 with my comments
o Rough Draft of Genre 4 with my comments
o Rough Draft of Genre 5 with my comments
If you end up using a rough draft in the final (and thus cannot include it at the end), you must put a note where the rough draft belongs. Otherwise, you will be docked for it.
Remember, everything must be in your packet or else you will lose credit. If you did not get something in on time you must still complete it for your Long Essay Submission Packet. Otherwise, the submission packet is not complete and will be docked points.
o Your newly revised Long Essay. This will be complete and compiled in the way you chose.
o Your complete and updated Chronicles of Evidence for your LE3.
o The copy of your paper that was used for Reader Review, including your cover letter, and any comments from your reviewer.
o Rough Draft of Genre 1 with my comments
o Rough Draft of Genre 2 with my comments
o Rough Draft of Genre 3 with my comments
o Rough Draft of Genre 4 with my comments
o Rough Draft of Genre 5 with my comments
If you end up using a rough draft in the final (and thus cannot include it at the end), you must put a note where the rough draft belongs. Otherwise, you will be docked for it.
Remember, everything must be in your packet or else you will lose credit. If you did not get something in on time you must still complete it for your Long Essay Submission Packet. Otherwise, the submission packet is not complete and will be docked points.
Tuesday, July 19, 2011
Logical Fallacies
Determine which fallacy each of these claims is guilty of.
1. You have to support our Governor because the majority of people elected him.
2. If we don't fix health care right now, everyone will die.
3. Proactive must work because that delightful Katy Perry endorses it.
4. How can you talk about campaign finance reform when we're at war?!
5. Don't listen to Rush Limbaugh: he's a drug addict!
6. My uncle lost his job three months after Pat Quinn became Governor, so Quinn can't be doing a good job.
7. Our baseball team can't give up just because we're 10 games behind with 2 games to go: our Founding Fathers fought back and won the war against nearly impossible odds. We can still win this year!
8. Because that Senator died, we should pass the legislation he would have wanted.
1. You have to support our Governor because the majority of people elected him.
2. If we don't fix health care right now, everyone will die.
3. Proactive must work because that delightful Katy Perry endorses it.
4. How can you talk about campaign finance reform when we're at war?!
5. Don't listen to Rush Limbaugh: he's a drug addict!
6. My uncle lost his job three months after Pat Quinn became Governor, so Quinn can't be doing a good job.
7. Our baseball team can't give up just because we're 10 games behind with 2 games to go: our Founding Fathers fought back and won the war against nearly impossible odds. We can still win this year!
8. Because that Senator died, we should pass the legislation he would have wanted.
LE2 Checklist
The following is a checklist enumerating what exactly you must turn in to me for LE2. You are responsible for this information. Any lack on your part will lead to the loss of credit.
You must have every component in your packet.
You will turn all of these components into me in a 2-pocket paper folder, with nothing else in it (such as, nothing from LE1).
Make sure everything is typed, and that the title clearly indicates what each item is.
Refer to handout about formatting, and have everything stapled separately. Also, make sure everything is in the order listed here. Any deviation from this will lead to the loss of credit.
o Your newly revised Long Essay typed and stapled. This must include every component of the Long Essay. This will also include a works cited page (not the annotated bibliography: just the works cited in standard format). This will be 4-5 full pages, not including the Works Cited page. Remember: you must have two library sources and two interviews cited in your paper. (Note: this is not 4 CRJs stapled together: it is an essay bringing that information together).
o The copy of your paper that was used for Reader Review, including your cover letter, and the comment sheets from your reviewers.
o 4 CRJ's
o Annotated Bibliography with 2 entries
Remember, everything must be in your packet or else you will lose credit.
If you did not get something in on time (such as a CRJ) you must still complete it for your Long Essay Submission Packet. Otherwise, the submission packet is not complete and will be docked points.
You must have every component in your packet.
You will turn all of these components into me in a 2-pocket paper folder, with nothing else in it (such as, nothing from LE1).
Make sure everything is typed, and that the title clearly indicates what each item is.
Refer to handout about formatting, and have everything stapled separately. Also, make sure everything is in the order listed here. Any deviation from this will lead to the loss of credit.
o Your newly revised Long Essay typed and stapled. This must include every component of the Long Essay. This will also include a works cited page (not the annotated bibliography: just the works cited in standard format). This will be 4-5 full pages, not including the Works Cited page. Remember: you must have two library sources and two interviews cited in your paper. (Note: this is not 4 CRJs stapled together: it is an essay bringing that information together).
o The copy of your paper that was used for Reader Review, including your cover letter, and the comment sheets from your reviewers.
o 4 CRJ's
o Annotated Bibliography with 2 entries
Remember, everything must be in your packet or else you will lose credit.
If you did not get something in on time (such as a CRJ) you must still complete it for your Long Essay Submission Packet. Otherwise, the submission packet is not complete and will be docked points.
Monday, July 18, 2011
LE2 Planning Questions
Fill out the following questions to guide you towards the LE2 draft.
*************************
Briefly introduce your community to a reader unfamiliar with your research (to go in introduction):
Introduce your topic to your reader and explain significance of topic to the community and society (if any):
Discuss any subjectivity or biases you had before this unit or have currently with this topic:
Write out your final research question for the essay (will go in introduction paragraph):
Come up with a good attention getter for your essay:
For first library source, list the specific pieces of evidence you will cite and explain in the essay (at least one):
For second library source, list the specific pieces of evidence you will cite and explain in the essay (at least one):
For first interview, list the specific pieces of evidence you will cite and explain in the essay (at least one):
For second interview, list the specific pieces of evidence you will cite and explain in the essay (at least one):
Finish the entries for your Works Cited page in correct MLA format (reference annotated bibliography):
*************************
Briefly introduce your community to a reader unfamiliar with your research (to go in introduction):
Introduce your topic to your reader and explain significance of topic to the community and society (if any):
Discuss any subjectivity or biases you had before this unit or have currently with this topic:
Write out your final research question for the essay (will go in introduction paragraph):
Come up with a good attention getter for your essay:
For first library source, list the specific pieces of evidence you will cite and explain in the essay (at least one):
For second library source, list the specific pieces of evidence you will cite and explain in the essay (at least one):
For first interview, list the specific pieces of evidence you will cite and explain in the essay (at least one):
For second interview, list the specific pieces of evidence you will cite and explain in the essay (at least one):
Finish the entries for your Works Cited page in correct MLA format (reference annotated bibliography):
Thursday, July 14, 2011
Research Questions
Finding the Questions
(Adapted from The Curious Researcher by Bruce Ballenger)
• At the top of a word document, write the community and topic you are investigating.
• In a paragraph, describe why you chose that topic.
• In a paragraph or so, list what you know about your topic already, such as interesting or surprising facts or statistics, key people or institutions, problems faced by society, problems faced by the community, common misconceptions, observations you’ve made, major controversies, etc….
• Brainstorm a list of questions you’d like to answer through your research. Make this list as long as you can. Try to see your community and topic in as many ways as possible.
***********************************************
• Once you’ve completed this, and when I say so, move around the room looking at other classmates’ lists. For each list, ask one question you would like answered about that topic that is not on the list, and put an X by the question on the list that you think would be the most interesting to have answered. Put your initials after the question you contribute.
(Adapted from The Curious Researcher by Bruce Ballenger)
• At the top of a word document, write the community and topic you are investigating.
• In a paragraph, describe why you chose that topic.
• In a paragraph or so, list what you know about your topic already, such as interesting or surprising facts or statistics, key people or institutions, problems faced by society, problems faced by the community, common misconceptions, observations you’ve made, major controversies, etc….
• Brainstorm a list of questions you’d like to answer through your research. Make this list as long as you can. Try to see your community and topic in as many ways as possible.
***********************************************
• Once you’ve completed this, and when I say so, move around the room looking at other classmates’ lists. For each list, ask one question you would like answered about that topic that is not on the list, and put an X by the question on the list that you think would be the most interesting to have answered. Put your initials after the question you contribute.
Annotated Bibliography
Annotated Bibliography
To annotate something means to write notes on or about it. A bibliography is a collection of the sources you will be using in a paper.
An annotated bibliography, then, is a list of your sources with notes on how they fit into your research.
An annotated bibliography is a way for you to bring all your research together and map out how it relates. By creating the annotated bibliography, you will be able to return to your research later without being completely lost as to the significance the sources once held for you.
The annotated bibliography is formatted almost exactly like a works cited page, with one addition. Under each source citation, you will give a short summary and analysis of the entry so that you can return to it with ease. This will also allow you to see how your research relates.
For this Long Essay, you will need to have at least 2 credible library sources (books or articles). You will most likely read through more sources while researching, but you must end up using at least two for your paper. You can use more if you like, and that might be a good idea, since you will need to find more research when doing LE3. But, at the very least, you must find two sources for LE2.
Process:
For each source on the annotated bibliography, you will first cite the source as you would on the work cited page according to MLA citation style.
Then, underneath the source, you will do a couple things. First, briefly summarize the source (what is it about, what is the purpose, what is the main argument of the source? Be specific!). This should be about 3-4 sentences. Then, in about 2-4 sentences, analyze the source (how is it appropriate for your research? Why? Is the source reliable? How do you know? What did you learn from this source?).
You will do one of these entries for each source you use for you paper, but you will still use a traditional works cited page for the actual essay you turn into me.
Keep in mind that this is for you, not me. Spend time on these entries because it will help you later on when compiling your essay. The following is a sample of what an entry might look like. It is a sample from my own research; even though I am further along the path of research, more experienced researchers still use this technique to organize and make sense of their research.
Bettelheim, Bruno. The Uses of Enchantment: The Meaning and
Importance of Fairy Tales. New York: Vintage Books, 1989. Print.
This work is a highly contested work of interpretation of fairy tales for children, and thus needs to be used cautiously. Will not be focusing on psychoanalytic approach in this work, but Bettelheim does provide a great point in his introduction. He acknowledges that many adults complain about the lack of moral guidance in tales such as Jacobs’s version of “Jack and the Beanstalk.” His response is that tales such as these (and “Puss in Boots” and other such trickster tales of a small character overcoming an ogre) do not serve the purpose of traditional moral education (there are plenty of tales for that). Rather, these trickster tales provide psychic hope for a child who in general feels small and powerless and allows the child to feel it is possible to overcome oppressive forces in life. This ties into the progressive ideological bent of Jacobs’s version, which not only has faith in children being able to not accept theft in general as good (as Jacobs’s says elsewhere), but also promotes ideas that the weak can overcome the strong.
To annotate something means to write notes on or about it. A bibliography is a collection of the sources you will be using in a paper.
An annotated bibliography, then, is a list of your sources with notes on how they fit into your research.
An annotated bibliography is a way for you to bring all your research together and map out how it relates. By creating the annotated bibliography, you will be able to return to your research later without being completely lost as to the significance the sources once held for you.
The annotated bibliography is formatted almost exactly like a works cited page, with one addition. Under each source citation, you will give a short summary and analysis of the entry so that you can return to it with ease. This will also allow you to see how your research relates.
For this Long Essay, you will need to have at least 2 credible library sources (books or articles). You will most likely read through more sources while researching, but you must end up using at least two for your paper. You can use more if you like, and that might be a good idea, since you will need to find more research when doing LE3. But, at the very least, you must find two sources for LE2.
Process:
For each source on the annotated bibliography, you will first cite the source as you would on the work cited page according to MLA citation style.
Then, underneath the source, you will do a couple things. First, briefly summarize the source (what is it about, what is the purpose, what is the main argument of the source? Be specific!). This should be about 3-4 sentences. Then, in about 2-4 sentences, analyze the source (how is it appropriate for your research? Why? Is the source reliable? How do you know? What did you learn from this source?).
You will do one of these entries for each source you use for you paper, but you will still use a traditional works cited page for the actual essay you turn into me.
Keep in mind that this is for you, not me. Spend time on these entries because it will help you later on when compiling your essay. The following is a sample of what an entry might look like. It is a sample from my own research; even though I am further along the path of research, more experienced researchers still use this technique to organize and make sense of their research.
Bettelheim, Bruno. The Uses of Enchantment: The Meaning and
Importance of Fairy Tales. New York: Vintage Books, 1989. Print.
This work is a highly contested work of interpretation of fairy tales for children, and thus needs to be used cautiously. Will not be focusing on psychoanalytic approach in this work, but Bettelheim does provide a great point in his introduction. He acknowledges that many adults complain about the lack of moral guidance in tales such as Jacobs’s version of “Jack and the Beanstalk.” His response is that tales such as these (and “Puss in Boots” and other such trickster tales of a small character overcoming an ogre) do not serve the purpose of traditional moral education (there are plenty of tales for that). Rather, these trickster tales provide psychic hope for a child who in general feels small and powerless and allows the child to feel it is possible to overcome oppressive forces in life. This ties into the progressive ideological bent of Jacobs’s version, which not only has faith in children being able to not accept theft in general as good (as Jacobs’s says elsewhere), but also promotes ideas that the weak can overcome the strong.
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