English 250 Fall 2013NOTE: The syllabus is subject to change and may not list all readings and shorter assignments. Readings AND Reading Journals are to be completed before the class period for which they are listed. Please bring Envision and The Everyday Writer to class EVERY DAY, and either a print or electronic copy of individual readings to class on the day for which they are assigned. **For photo essays, select 1 image to bring for discussion during class.

Env = Envision in Depth: Reading, Writing and Researching Arguments; EW = Everyday Writer

Week Dates Topic and Reading In-Class Activities and Assignments1 8/27-8/29 T - Introduction to Course

R- “Ah Wilderness”pp. 1 – 12 Env;pp. 129 – 137, Chapters 1 - 2 EW;

T - Discussion of class policies. Introduce Major Assignments. In-Class Writing.

R – Discussion of “Ah Wilderness”Summarizing McKibben excerpt from The End of Nature

2 9/3-9/5 Visual Rhetorical Analysis A#2T- Overview of A#2pp. 23-26, Ch. 2 EnvCh 5 – 10 EW

R- pp. 42-43 EnvCh. 11, 12 EWEcuadorian Amazon Photo EssayBring found ad to class

ENVIRONMENTAL JUSTICET- Introduction of Visual Rhetorical Strategies in Print Media & Film; Analysis of Arguments - Effective Visual Persuasion; Print Media v. Film PPTBRING ROUGH DRAFT OF MEMOIR TO CLASS

R- Memoir Assignment #1 DUE via EMAIL 5pmVisual Rhetorical Strategies in Print Media & FilmAnalysis of Arguments - Effective Visual Persuasion

3 9/10-9/12 T- Ch. 2 Envp. 36-44 EWVelazquez “In Search of Justice”Chavez “Wrath of Grapes Boycott Speech”

R - Ethiopian Pastoralists Photo Essay

T- Writing Presentation #1 Grammar BasicsPeggy Shepard TEDxHarlemEPA 20th Enviro Justice Video SeriesIdentifying Rhetorical Context

R- Visual analysis cont.4 9/17-9/19 T- Ch. 3, 4, 12 -14 EW

Tuvalu Photo Essay

R- p. 69-70 EnvUNICEF “Climate Change & Children”

T – Writing Presentation #2 Concise WritingIn-class analysis of SUN COME UPAnalysis of Arguments – Visual

R- Visual Rhetorical Analysis Partner Practice5 9/24-9/26 Begin Textual Rhetorical Analysis A#3

R – pp. 30-42, Ch 3 Env, ** pp. 45-50Ch 12-14 EWRich “Jungleland: The Lower Ninth Ward…”Smith “34”Hurricane Katrina Photo Essay

CONFERENCES – NO CLASS TUESDAY

R - Visual Rhetorical Presentation #1: CrudeOverview of Assignment #3 – bring rubric to classCanons of RhetoricSmith recordingsEmotional v. Logical appeals

6 10/1-10/3 T- pp. 220-221, Ch. 3 Env, ** pp. 50-55, 62-68; Ch 20-22 EWPollan excerpt from The Omnivore’s DilemmaTableTop Photo Essay

SUSTAINABILITY & FOODT – Writing Presentation #3 Use of QuotationsIdentifying Rhetorical Strategies in TextThesis!

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R- p. 151-155 EWBerlau “Our Unhealthy Future Under Environmentalism”Cloud “Eating Better Than Organic” p. 241-247Env

R - Visual Rhetorical Presentation #2: Food, Inc.Arrangement, Structure of ArgumentRebuttals, Fallacies, and Logic

7 10/8-10/10 Textual Rhetorical AnalysisT- Ch 6,8 Env;Ch. 20 – 21, 23 EW

R- Ch. 61 – 62 EWpp. 265-272 EnvBerry “Manifesto: Mad Farmer Liberation”Jackson “Outside the Solar Village: One Utopian Farm”

T – Writing Presentation #4 RevisionsPeer Review – BRING ROUGH DRAFT A#3 TO CLASSPlanning & Revision StrategiesWeak v. Strong Language

R - Visual Rhetorical Presentation #3: GaslandGenres of ArgumentVoice, Tone, and Format

8 10/15-10/17

Argumentative Essay Assignment #4T- Ch. 4-5 Env, ** pp. 74-82Ch 14-19 EWGreenburg “Tuna’s End”SteinbeckFisheries Photo Essays (1&2)

R – Ch. 6 Env ** pp. 62-68Whitty “BP Cover-Up”Brown “ND Went Boom”BP Oil Spill Photo Essay

T – Writing Presentation #5 FragmentsAssignment #3 DUE via EMAIL 5 pmPrewriting, Research Proposals, Evaluating Sources

R - Visual Rhetorical Presentation #4: The End of the LineTED TALK Garbage PatchClaim-Data-Warrant on Off-shore drilling

9 10/22-10/24

Argumentative EssayT- Ch 5, 7 Env; Ch 15 - 17 EW

R- Payton “You’re Not Welcome Here”Mountaintop Removal Photo Essay

T – LIBRARY RESEARCH DAY – Meet in front room of Parks Library

R - Visual Rhetorical Presentation #5: The Last MountainSubmit thesis statement, informal outline, annotated bibliography for Argumentative Essay. Topic may not be changed after instructor approval of your thesis statement and outline.

10 10/29 –10/31

Argumentative EssayT- Reread Payton “You’re Not Welcome Here”; write at least 3 questions for the author

R- pp. 124-128, Ch 7 Env; Ch18 – 19 EWLopez “A Presentation of Whales”Bradfield “Whalefall”Mooallem “Intro”Non-Charismatic Megafauna Photo Essay

ACTIVISM & INDIVIDUAL IMPACTT – Writing Presentation #6 Mechanics IVISITING WRITER Andrew Payton

R - Visual Rhetorical Presentation #6: Dive!Peer Review – BRING ROUGH DRAFT A#4 TO CLASSIntegration of Sources

11 11/5 –11/7

Argumentative EssayT- Ch 8 Env;Ch. 49-52 EWButterfly Hill excerpt from The Legacy of LunaStone “Diversity”Protestors Photo Essay

R- Louv “Life of the Senses”

T - Visual Rhetorical Presentation #7: If a Tree FallsAudience, POV, and Genres of Argument

R- Writing Presentation #7 Mechanics IIVisual Design, Presentation Etiquette Revisited

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12 11/12-11/14

T- Field trip to Brookside ParkRAIN/SNOW or SHINE!

CONFERENCES – NO CLASS

T- Meet at Main Shelter Area of Brookside Park

CONFERENCES – NO CLASS THURSDAY

13 11/19 –11/21

T- WRITING DAYR – WRITING DAY

T – Bring draft #2 with questions for partner/instructorR - Argumentative Essay Assignment #4 DUE via EMAIL

14 11/25 –11/29

FALL BREAK – NO CLASS FALL BREAK – NO CLASS

15 12/3 –12/5

PHOTO ESSAY PRESENTATIONS PHOTO ESSAY PRESENTATIONS

16 12/10 –12/12

Assignment #5: PortfolioT- PHOTO ESSAY PRESENTATIONSR- Final Reflective Rhetorical MemoirAssignment #5: PortfolioLopez “American Geographies”Re-read McKibben excerpt from The End of Nature

T- PHOTO ESSAY PRESENTATIONS

R- In-class reflective essay (pt. 3 of Portfolio)Discussion of elements of final reflective rhetorical memoir, revision v. editing; summarizing v. analysis.Student course evaluations completed in class.

17 12/16 –12/20

Finals Week Final Reflective Rhetorical Memoir Assignment#5 Portfolio DUE via EMAIL during final exam time designated by the university.

AssignmentsUnits and Grade DistributionUnit 1: Assignment #1: Memoir

Unit 2: Analyzing Visual Rhetorical ArgumentsAssignment#2: Group Documentary Film Presentation 15%

Unit 3: Analyzing Textual Arguments Assignment #3: Textual Rhetorical Analysis 15%

Unit 4: ResearchingAssignment #4: Argumentative Essay 15%Oral Presentation of Arg. Photo Essay 5%

OtherAssignment #5: Final Reflective Rhetorical Memoir 15%Reading Response Journals 15%Class Participation/Attendance 10%Writing Lesson Group Presentation 5%Discussion Leader 5%

All work completed outside of class should be typed, printed and stapled before class. Make sure you have a backup copy of all work before you turn it in to be graded. Keep all graded assignments for potential revisions. Major essays will be penalized one letter

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grade (e.g., from B to C) for each class period they are late. Absences during presentations will result in a zero for that assignment, unless you notify me beforehand and reschedule.

Assignment 1Personal Environmental Memoir - Description and Narrative of PlaceEnglish 250 Fall 2013Due date: Thursday 5 Sept via EMAIL 5 pm

“A world is looking over my shoulder as I write these words; my censors are bobcats and mountains. I have a place from which to tell my stories. So do you, I expect. We sing the song of our home because we are animals, and an animal is no better or wiser or safer than its habitat and its food chain. Among the greatest of all gifts is to know our place.” – Barbara Kingsolver, “Knowing Our Place,” from Small Wonder

In her essay from Small Wonder, Barbara Kingsolver describes two places she lives and writes, Appalachia and Arizona. She interacts with these two places, and while she may own land or be a part of a certain community, Kingsolver insists “these places own me” (944).

Think about the places that own you. What environment(s) have been significant to your development as a person? You may decide to write about the place you were raised, or you can choose some other environment that has impacted to you. You may want to focus your essay on a particular event in order to frame your discussion.

Planning and Drafting

Questions to ask yourself:• How do you engage with this place? • How has this place shaped and affected you?• Is this a natural or human-constructed environment? • What sorts of animal and plant life exist there? What kind of non-living material? • How does it look, sound, smell? Why is this important to you?

Some Evaluation Criteria

The essay provides specific and relevant examples or experiences that support the

stated attitude contains sensory detail

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is appropriately organized into paragraphs contains few errors in mechanics

Assignment 2Visual Rhetorical Analysis: Documentary English 250 Fall 2013Due Dates According to Presentation Schedule

Group Presentation In groups of three or four, you will watch and analyze an assigned documentary, sharing with the class your group’s interpretation of the film’s message and rhetorical strategies. Together prepare a short presentation (10-15 minutes), including the trailer of the film. VERY BRIEFLY summarize the documentary, and then explain in detail the rhetorical context (filmmaker, year of production) and how might it fit into a larger movement around the particular issue. Then identify the documentary’s argument, evaluate the oral, visual, and rhetorical (emotional, factual or ethical appeals) strategies the filmmakers used to make this argument, and explain whether or not you think they were effective in doing so. If possible, draw connections to class readings and assignments. Be prepared to answer questions from the class.

These films are available on Instant Netflix, in the ISU library, and/or the Ames Public Library. If you have any difficulty finding a film, let me know.

Group Written Analysis In a 2-4pp. written analysis of your group’s environmental documentary, write a BRIEF summary of the documentary (no more than 1 paragraph), identify the filmmaker’s purpose and argument, evaluate the oral and visual strategies the filmmakers used to make this argument, and explain whether or not you think they were effective in doing so. Both your presentation and your essay must answer the following questions:- what sources (on-camera interviews, expert opinions, graphics, newspapers, TV reports, etc.) did the filmmakers consult during the film?- how did the filmmaker use: image, sound, music, color, etc. in the documentary?- what emotional appeals did the filmmaker use? How did they do this? Were these strategies successful?

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-what logical connections did they make to scientific, technological, socio-economic or political issues? How did they do this? Were these strategies successful? Other Evaluation Criteria - source, date of production, target audience, and purpose are clearly stated- clear and interesting thesis supported by specific, concrete detail- ethical, logical, and emotional dimensions of analysis are present- primary and secondary sources are cited appropriately

DOCUMENTARY OPTIONS

Crude (2009) - This documentary explores the ongoing battle waged by 30,000 indigenous Ecuadorans against Chevron for dumping billions of gallons of toxic oil waste. In a cinéma-vérité feature from acclaimed filmmaker Joe Berlinger, Crude is the epic story of one of the largest and most controversial legal cases on the planet. An inside look at the infamous $27 billion "Amazon Chernobyl" case, it is a real-life high stakes legal drama set against a backdrop of the environmental movement, global politics, celebrity activism, human rights advocacy, the media, multinational corporate power, and rapidly-disappearing indigenous cultures. Presenting a complex situation from multiple viewpoints, the film subverts the conventions of advocacy filmmaking as it examines a complicated situation from all angles while bringing an important story of environmental peril and human suffering into focus.

Dive! (2010) -- Follow filmmaker Jeremy Seifert and his circle of friends as they dumpster dive in the back alleys and gated garbage receptacles of L.A.'s supermarkets. In the process they uncover thousands of dollars worth of good food and an ugly truth about waste in America: grocery stores know they are wasting and most refuse to do anything about it. The End of the Line (2010) -- Based on the critically acclaimed book by Charles Clover, THE END OF THE LINE charts the devastating ecological impact of overfishing by interweaving both local and global stories of sharply declining fish populations, including the imminent extinction of the bluefin tuna, and illuminates how our modern fishing capacities far outstrip the survival abilities of any ocean species. Scientists explain how this

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depletion has slipped under the public radar and outline the catastrophic future that awaits us an ocean without fish by 2048 if we do not adjust our fishing and consumption practices.

Food, Inc. (2008) - Examines the costs of putting value and convenience over nutrition and environmental impact. Director Robert Kenner explores the subject from all angles, talking to authors, advocates, farmers, and CEOs, like co-producer Eric Schlosser (Fast Food Nation), Michael Pollan (The Omnivore's Dilemma), Gary Hirschberg (Stonyfield Farms), and Barbara Kowalcyk, who has been lobbying for more rigorous standards since E. coli claimed the life of her two-year-old son. The filmmaker takes his camera into slaughterhouses and factory farms where chickens grow too fast to walk properly, cows eat feed pumped with toxic chemicals, and illegal immigrants risk life and limb to bring these products to market at an affordable cost.

Gasland (2010) -- In 2009, filmmaker Josh Fox learned his home in the Delaware River Basin was on top of the Marcellus Shale, a rock formation containing natural gas that stretches across New York, Pennsylvania and huge stretches of the Northeast. He was offered $100,000 to lease his land for a new method of drilling developed by Halliburton and soon discovered this was only a part of a 34-state drilling campaign, the largest domestic natural gas drilling boom in history. Part mystery, part travelogue, and part banjo showdown, Gasland documents Josh's cross-country odyssey to find out if the controversial process of hydraulic fracturing - or fracking - is actually safe. As he interviews people who live on or around current fracking sites, Josh learns of things gone horribly wrong, from illness to hair loss to flammable water, and his inquiries lead him ever deeper into a web of secrets, lies, conspiracy, and contamination - a web that potentially stretches to threaten the New York Watershed. Unearthing a shocking story about a practice that is understudied and inadequately regulated, Gasland races to find answer about fracking before it's far too late.

If A Tree Falls: A Story of the Earth Liberation Front (2011) – The remarkable story of the ELF rise and fall told through the transformation and radicalization of one of its members, Daniel McGowan. Academy Award-nominated filmmaker Marshall Curry weaves a chronicle of McGowan facing life in prison with a dramatic investigation of the events that led to his involvement with the ELF, creating a film that is equal parts coming-of-age tale and cops-and-robbers thriller. Using never-before-seen archival footage and intimate interviews with cell members and with the prosecutor and detective who were chasing them, If a Tree Falls asks hard questions about environmentalism, activism, and the way we define terrorism.

The Last Mountain (2010) - A spellbinding tour along the frontlines of America's most spirited battle over the environment and the economy. Set deep in the heart of Appalachian West Virginia, this consciousness-raising film captures a rowdy band of citizens as they try to stop a giant coal company from blowing up a pristine mountain for its coal. A tale of greed and courage, folly and forward-thinking, The Last Mountain is brimming with the coal hard facts and vivid testimony from the hardscrabble people

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whose lives are intertwined with coal. Featuring environmental activist and lawyer Robert Kennedy Jr. and the stunning visuals of Appalachia, The Last Mountain is an informative indictment of America's energy policy, and it points the way to a brighter, greener future.

VISUAL RHETORICAL ANALYSIS PLANNING SHEET

Title of Documentary: Year of Production:Director: Writer:Producer/Production Company: Associated Organizations, Sponsors, etc.:

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Write a BRIEF summary of the documentary.

What issue or subject is the documentary addressing?

What is the message or argument of the documentary? What is the purpose?

What sources (on-camera interviews, expert opinions, graphics, newspapers, TV reports, etc.) did the filmmakers consult DURING the documentary? Why do you think these were included?

How did the filmmakers use oral/visual elements (i.e. image, sound, music, color) in the film? Which of these elements was most effective? Which of these elements was least effective? Explain your answer.

What emotional appeals are the filmmakers using during the film? Are these successful in supporting the purpose of the documentary? Why or why not?

What logical connections does the film make to scientific, technological, socio-economic, or political ideas? Are these successful in supporting the purpose of the documentary? Why or why not?

Evaluation Criteria

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Thesis: ___/5- contains clear, focused, specific language- presentation follows and aligns with opinion stated within thesis- thesis is an analysis of the documentary, rather than the subject itself

Substance: ___/10- analysis is thorough and uses specific quotations, anecdotes and images from the film- all elements of the presentation requirements are present - every member of the group participates equally

Organization: ___/10- the presentation follows logical progression- slides are easy to read and easy to follow

Style: ___/10- students use language appropriate for academic setting- students use vocabulary relevant to the course, and to the subject matter- presentation is practiced, clean, and sufficient in length

Mechanics: ___/5- slides are free of mechanical errors, including

- functions of grammar- spelling- punctuation

TOTAL: _____/40

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Assignment 3Rhetorical Analysis of a Written TextEnglish 250 Fall 2013

Rough Draft Due: Tues 8 Oct Final Draft Due: Tues 15 Oct via EMAIL 5 pm

Essay Requirements: 3-5p; Double-spaced, stapled; 12 pt. font Times New Roman or Garamond; MLA formatted works cited/bibliography; AT LEAST 3 credible, academic sources; Catchy/Explanatory Title

A rhetorical analysis examines how a text works—how its words, its structure, its ideas connect—or don't connect—with a given audience. Your analysis will show how a text fulfills its purpose for a particular audience. Because this purpose is fairly open-ended, you’ll need to focus your analysis on specific elements the author uses to achieve his or her purpose.

To assist your readers in understanding your analysis, be sure to include a clear thesis statement and forecasting statements to guide the

readers. explain the context (historical background, original audience, etc.) and its

connection to the essay. analyze how the author’s specific writing choices help fulfill the author’s

purpose. use quotes or paraphrase portions of the essay. If you write about the

“example in the second paragraph,” the readers will not understand the reference.

Choose one of the following three texts to summarize: “Liturgy” by Natasha Trethewey “Ancient Forests of the Far West” by Gary Snyder “Lost in the Amazon” by Matthew Power

Planning and DraftingThe following sequence of steps is designed to help you plan and organize your ideas before you write. Because not all writers plan their writing in the same way, you may want to modify the sequence to suit your own way of planning an essay. All of the points in the sequence, however, will help you produce an effective communication, so all points should be considered at some stage in your planning and writing.

1. Select a text from the choices given to you.2. Select a strategy—context, substance, organization, style, delivery—that you

wish to analyze in the text.3. Review the text and questions on the handout, deciding which questions

apply to the text. Steps 1 through 3 should allow you to focus your analysis and formulate a thesis statement.

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4. Review the essay. Write what you think are the text’s purpose, audience, and context.

The following questions should help you generate this information. Context: Where and when did the essay originally appear? What

historical background is important in defining this context? What does the background tell us about reader expectations and reading conventions?

Purpose: What does the writer want the readers to be able to do, think, feel, or decide after reading the text? What does the text enable readers to do while reading—compare facts, apply information, implement an action, etc.?

Audience: Who are the intended readers? What does the text imply about readers’ knowledge or feelings about the subject? What sort of relationship

does thewriter establish with the readers?

5. Review the text and the appropriate questions on the handout. Use these guiding questions to help you generate ideas for your analysis.

6. Think about connections between the strategies you find in the text and the text’s purpose and audience. Steps 4 through 6 should enable you to generate the content for your analysis. Step 6 should help you avoid simply summarizing the essay.

7. Think about your audience (instructor and classmates) and purpose for your analysis. Create a thesis sentence that provides an overview of your entire paper. Step 7 should help you decide the detail, words, sentences, and organization you want to use in your own writing. Although Step 7 will be useful to you before writing, it will also help you later as you revise and polish your analysis.

Now that you have prewriting notes, you are ready to write a rough draft.

Evaluation Criteria

The rhetorical analysis should Contain an introduction (with a thesis) and a conclusion (with a

rephrasing of the thesis) focus on two or three of the strategies used by the writer (e.g., context,

substance, organization, style, delivery, or a more defined area within one of these categories).

analyze rather than summarize the essay/poem contain a clear, specific, concrete thesis Follow a logical progression of thought – sentence to sentence,

paragraph to paragraph – and all included information should be supporting the thesis

Transition clearly from each thought, and each paragraph have few, if any, errors in correctness.

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Questions to Help You Focus Your Rhetorical Analysis

The following questions can help you focus your rhetorical analysis.

Context1. What does selection of details tell you about the writer? What

do these details tell you about the writer's assumptions about the knowledge and experience of the readers?

2. How does the author convey the purpose of the text?

Substance1. What kinds of evidence—facts, statistics, anecdotes,

quotations)—does the author use? How does the selection of supporting evidence help fulfill the purpose of the text?

2. How does the writer use supporting evidence or examples to appeal to the audience? Are these appeals logical and rational? Emotional? A combination of the two?

Organization1. How does the organization of the text help fulfill its purpose? For

example, if the author puts the thesis in the concluding paragraph, how does that strategy help persuade readers?

2. What cueing devices, such as transitions or headings, does the author use to emphasize important points and to guide the reader through the essay?

3. Is the information clustered/segmented in a way meaningful to readers and compatible with purpose? Does the clustering of information follow established patterns (e.g., classification, description, comparison, problem/solution, others)?

Style1. How does the language of the text help the text fulfill its

purpose for the readers? How do the following uses of language influence the text?

concrete versus abstract words level of technicality (Does the writer assume readers

understand certain terms, or does the writer provide definitions of certain terms?)

formality (e.g., highly formal, use of slang, etc.)2. How does the writer use language to establish a certain tone in

the essay? Is the tone well suited to the audience and purpose?3. What kinds of sentences does the writer use? Does the writer

vary sentences for emphasis? How readable are the sentences? Does the writer use topic sentences or forecasting statements to guide readers? Does the writer include transitions to move smoothly from one sentence to the next?

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Delivery1. Are visuals (photos, cartoons, images, drawings, charts, maps,

etc.) included in the essay. How does the inclusion or omissions of visuals add to or detract from the essay?

2. Do visual cues—headings, spacing, listing—help organize the text for the reader, or emphasize (or de-emphasize) certain points?

Evaluation Criteria

Thesis: ___/5- contains clear, focused, specific language- body of the essay follows and aligns with opinion stated within thesis- thesis is related to the student’s analysis of the essay, rather than the subject of the essay itself

Substance: ___/10- analysis is thorough and uses specific quotations or specific paraphrases from within the essay- student’s analysis is well-reasoned and relevant to the thesis- student’s analysis makes up a majority of the essay, rather than majority coming from outside quotations or citations from the textual analysis subject- tangents unrelated to the thesis are avoided

Organization: ___/10- the essay follows logical progression, sentence to sentence and paragraph to paragraph- student uses transition sentences to guide reader between paragraphs- student follows an order set forth by the thesis statement - essay contains an introduction, main point/topic sentences, and a conclusion

Style: ___/5- student uses language appropriate for academic writing- student uses vocabulary relevant to the course, and to the subject matter- writing is smooth and easy to follow, having few issues with run-on sentences or choppy construction

Mechanics: ___/5- student’s writing is free of mechanical errors, including

- functions of grammar- spelling- punctuation

Sources: ___/5- student cites required number of credible/academic sources within paper- student uses background research to effectively support analytical opinions - background research provides relevant contextual information

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and/or - insight for the essay being analyzed and/or - toward the analysis of the essay itself

TOTAL: _____/40

Assignment 4Argumentative Essay and Photo Essay PresentationEnglish 250 Fall 2013 REQUIREMENTS: 5-7pp; Double-spaced 12 pt. font, Times New Roman or Garamond; MLA formatted works cited/bibliography; AT LEAST 5 credible, academic sources; Catchy/Explanatory Title

1.Thesis, Informal Outline, & Annotated Bibliography Due: Thurs 24 Oct2. Complete Rough Draft/Peer Response: Thurs 31 Oct/ Tues 3 Nov3. FINAL ESSAY: Thurs 21 Nov4. FINAL PHOTO ESSAY: Tues 3 Dec

Presentations:

PURPOSE: To research various perspectives of an environmental issue of your choice; to form an articulate, well-supported position regarding that issue; to explain both the issue and your argument in a polished written essay; to present that information in the form of a photo essay.

This assignment is not simply a report; you must make a claim and support it, taking into consideration various points of view. While the position you take on whatever issue you choose to write about will be your opinion, you must sufficiently argue that point of view using supporting evidence – quotations and paraphrases from reputable sources, statistics from scientific studies, etc.

You will NOT be graded based on whether I think you are right or not; instead, I will assess how skillfully you argue using a variety of sources. You should also address any possible refutations, giving “the other side of the argument” due consideration.

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Note: Even though this is the longest paper of the semester, you'll need to narrow your focus. Even in a 5-page paper, you simply can't address a large, complex topic. (Global Warming, for example, is probably too large a thing to tackle in a handful of pages.) Remember, the smaller your focus, the more in depth you can be.

You must use at least five sources for your essay. 1-2 of these sources can be from the readings we’ve done this semester, but the other sources must be from elsewhere. You are permitted to use visual sources (advertisements, graphs, etc.), but if you choose to do this, you should still have at least five written sources as well.

If you use sources on the Internet or from texts we have not read, you must attach a photocopy of these materials to your essay (if the source is long, just photocopy the first page). You may not use a paper or portion of a paper that you have written for another course.

PLANNING & DRAFTING

When picking a topic to write about, think of what has interested you most throughout the semester. If there was a particularly reading or discussion we had, go from there and explore a certain issue further. Here are some examples of sufficiently narrow topics to get you thinking:

- Whaling rights in native Inuit communities v. whaling rights in Japan- Health implications of CAFOs (human and/or animal)- The sustainability of the “local-vore” food movement- A major environmental body, treaty or law

-the ICCAT, the Endangered Species Act of 1973, or the Kyoto Protocol-The morality of eco-terrorism or direct environmental action- Domestic fossil fuels: tar-sand exploitation, the Keystone Pipeline, fracking, OR off-shore drilling in the Gulf of Mexico- International financial support for Climate change refugees (not in the Carteret Islands)

This assignment, more than any other this semester, requires careful planning. To a large extent, the success of your paper will depend on how thoroughly and diligently you carry out the writing process. Below are some suggestions for getting started.

1. Restrict your topic to an area of the subject that you can handle in a short paper. State your topic in the form of a question and then decide whether or not you can answer it within the limited scope of your paper. If you tightly restrict your topic, you'll find that you can construct a much more complete and satisfying paper.

2. Once you've focused your topic, collect your evidence from readings in our class and possible other sources, and formulate a preliminary

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thesis. As you write your draft or outline, test your thesis and, if necessary, modify it as you go.

As you can see, you need to complete several preliminary steps before you begin writing in earnest. Between composing your rough draft and your final paper, you'll need to keep several additional things in mind.

1. Consider your readers. How much do your readers know about your topic? Are they interested in it? Do they have strong opinions about it? Do not assume that your readers have read the sources you have read.

2. Keep in mind your purpose (e.g., to persuade your readers to accept your position and perhaps to act on it).

3. Interweave your sources into your paper to substantiate your thesis. Be careful not to rely exclusively on one source. Verify the accuracy of your information and quotations. Miscues can undermine the credibility of your thesis.

4. Consider the context of your subject. What sociopolitical elements are involved? Economic? Moral or spiritual? How does this issue change in regards to race, gender, class status, ethnicity or nationality? You do NOT have to include all of these elements in your paper – in fact, you should not – but think about them, and do some research with these facets of the issue in mind.

DOCUMENTATION

In documenting your sources use the MLA format.

Be careful not to plagiarize. If you use exact words from a source, be sure to use quotation marks, in-text citations, and a Works Cited page. Also, check to see that you haven't used too many quotations in the paper; paraphrase or summarize the information instead. If you are paraphrasing, you must cite this as well. Remember plagiarizing does not just mean using a direct quote with quotations or citations, you can plagiarize an idea.

If I determine that you have plagiarized any part of your paper (including a paraphrase without properly citing it, using a direct quotation as if it were your own, etc.) I will request an individual meeting with you, and you will receive an F for the assignment. EVALUATION CRITERIA

Since this is your last out-of-class essay (except for the revision/reflection paper for the portfolio), you will want to demonstrate that you can employ the strategies and techniques we've talked about in the course. Some of them are listed below:

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a focused topic with a thesis that goes beyond the points made in the essays we read

relevant, concrete details that support your thesis a logical pattern of organization; transitions form one idea to the next

that guide your reader through your material; paragraphs, language and tone adapted to your subject, purpose, and

audience. a variety of sentence types (not short, choppy sentences) accurate, well-documented use of sources (including paraphrasing

and quoting) few or no errors in correctness that distract the reader

English 250Oral Presentation of Argumentative Essay: Photo Essay Final Presentations 3 Dec/5 Dec/10 Dec -- ** NOTE** All presentations DUE 3 Dec

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Photo Essay Requirements: 5-8 minute PPT Presentation; 8-20 photos with short captions/explanatory titles; 1-2 page reflective defense for inclusion of selected photographs; Works Cited for included photographs;

Purpose: We have spent the semester viewing and analyzing how myriad environmental issues are presented in photographic formats. This is an opportunity for you to practice the art of the “photo essay” by translating the argumentative thesis into a visual presentation. Your subject matter and argument will be the same for this presentation as it was for the argumentative essay, but you need to support your thesis and explicate the details behind it using images as evidence and rhetorical support.

Planning:When you are looking for images to include in your presentation, refer to your essay to look for key elements of evidence, support, and detail. Each piece of your argument should be represented in visual format, including your introduction, any socio-political context, and the conclusion. Your images should contribute toward the overall argument of your essay, as well as build upon each other to craft a narrative that is easy to follow. You need to cite the sources of your images just as you would quotations from an article, so keep track of the books, magazines, and websites that you are drawing material from.

Look for photographs or other graphics that clearly illustrate the points in your argument. Each slide in your presentation should have only ONE image, and each slide should contain a caption of some kind: this can be a title or a short descriptive phrase no more than three sentences. Remember – the more text you have on the slide, the less attention your audience will pay to you and the message you are trying to articulate.

You may include other graphics beyond photos, but be careful that they are used sparingly. Limit yourself to less than 10% of the essay – 1 in 10, etc.

Reflective Defense:This is a short (1-2pp) explanation for the inclusion of the images in your presentation. This will act basically as an outline of your photo essay; use it to plan your presentation.

Presentation:Use the photo essay to present your argumentative essay – state your thesis, the supporting evidence, and any conclusions you’ve made about the issue you are discussing. Spend time with each image. You need to explain the following about each:

- context (who, what, where, when)- purpose (why is this included? how is this supporting your claim?)- audience (what emotional, logical, or ethical appeals is this photo

making?)- source (where did you find this image? How was it obtained?

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THESIS, INFORMAL OUTLINE, and ANNOTATED BIBLIOGRAPHY

Due date: IN CLASS Thurs 24 Oct

In a printed, stapled paper copy, you must submit your thesis statement, an informal (bulleted) outline of your essay, including possible body paragraphs, and an annotated bibliography that explains some of the sources you intend to use for your essay.

Thesis statement: After the library visit, you should have a few substantial ideas regarding the subject matter you would like to tackle for your essay. The thesis statement you submit should be clear, specific, and focused. Look at the “Weak v. Strong Thesis Statements” worksheet from earlier in the semester. Is your thesis making an argument? Do you include specific examples? Have you avoided general or offensive language?

Informal outline: This should include an introduction, body paragraphs, and a conclusion. What contextual information will you include? What are the specific examples you introduced in your thesis? Are they sufficiently developed in the body of the essay? What alternative arguments or rebuttals could another writer make in regards to your subject? Why is your argument still strong?

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

An annotation is a summary and/or evaluation. Therefore, an annotated bibliography includes a summary and/or evaluation of each of the sources. See Purdue OWL’s example here. Your annotations may do one or more of the following:

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

Assess: After summarizing a source, it may be helpful to evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or

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objective? What is the goal of this source? For more help, see our handouts on evaluating resources.

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

You should include at least 4 sources in your annotated bibliography, but you will still need to include more sources in your final essay.

COMPLETE ROUGH DRAFT Due Thurs 31 Oct

Bring a printed copy of your rough draft to exchange with a partner. Answer the below questions and give them to your partner so that they know how they can help you when responding to your essay.

GUIDED PEER RESPONSE

NAME: PARTNER:

Fill this out as a guide for your partner. What do you most want feedback about in your essay? What areas are you struggling with? What kind of feedback is most helpful to you? BE SPECIFIC!

1. What is your essay’s greatest strength?

2. What is your essay’s greatest weakness?

3. Which areas do you need the most help with? (Context, Substance, Organization, Style)

4. Are grammatical or mechanical corrections helpful to you?

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Assignment #4 Peer Response – DUE Tues 3 Nov

Name:________________________ Partner:________________________

Print ONE COPY for your partner and ONE COPY for the instructor

On a TYPED separate page: BE SPECIFIC in your comments. Refer to the below rubric when constructing critical comments (i.e. Organization could be improved – the transitions are weak from paragraphs 2-3 and from 3-4). Include page numbers and quotations to help guide your partner in their editing process. For each section, clearly explain WHAT was missing/underdeveloped, WHERE in your partner’s paper the issues occur, WHY these issues need to be improved, and HOW you think your partner could revise.

Context-The introduction hooks the audience- identifies the subject of the essay- states the author’s argument with clear, specific language (THESIS)- transitions well into the body of the essay

Substance- essay delivers relevant supporting information- well researched- includes specific examples that relate clearly to the thesis- identifies possible rebuttal, but maintains strength of thesis argument

Organization-organized clearly around key points that support focus- uses transitions and follows logical progression

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Style-Language choices are suited to purpose and sentences read smoothly-essay is free of spelling mistakes, sentence level grammatical errors, and other typos- quotations and citations are properly included according to MLA format

1. What do you think this paper does well?

2. Where do you think the paper was weak?

3. What other information do you want to know about this issue?

4. In your own words, what argument is your partner making about the environmental issue he/she has chosen to write about? Is the argument clear? Effective?

5. What HOLES exist in your partner’s argument? What other sources or ideas should your partner research before completing the essay?

ARGUMENTATIVE ESSAY RUBRIC _____/100 Thesis: ____/5- contains clear, focused, specific language- body of the essay follows and aligns with opinion stated within thesis

Substance: ____/20- subject matter is discussed thoroughly and uses specific quotations or specific paraphrases from sources- facets of the environmental issue relevant to argument are present- student supports opinions with facts- student avoids fallacies and generalizations - student makes fresh connections between research and personal assertions

Organization: ____/10- the essay follows logical progression, sentence to sentence and paragraph to paragraph- student uses transition sentences to guide reader between paragraphs- student follows an order set forth by the thesis statement

Style: ____/10- student uses language appropriate for academic writing- student uses vocabulary relevant to the course, and to the subject matter

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- writing is smooth and easy to follow, having few issues with run-on sentences or choppy construction- student avoids general/weak language

Mechanics: ____/5- student’s writing is free of mechanical errors, including

- functions of grammar- spelling- punctuation

Sources: ____/10- student properly cites required number of credible/academic sources within paper- background research provides relevant contextual information and/or - insight for the argument

PHOTO ESSAY PRESENTATION

Clarity of Thesis: ____/5

Selection of Images: ____/15

Continuity with Argumentative Essay: ____/5

Presentation Etiquette/Performance: ____/15

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Assignment 5Final Reflective Rhetorical Memoir: Portfolio (15%)English 250 Fall 2013

Completed Project Due during Final Exam Period (physical in my mailbox in Ross 206, or digital to my email)

GRADE BREAKDOWN: 33.33% Revision of Piece #133.33% Reflective Essay Piece #2 – 2-4pp.33.33% Reflective Essay Piece #3 – 2-4pp.

Late portfolios will NOT be accepted without major extenuating circumstance.

The portfolio will overview the semester, re-examine the work you’ve done in English 250, and assess your growth as a communicator. Select two pieces from your work in the semester to revise.

Piece #1: BOTH the original and a revision of a written assignment, edited and rewritten with consideration for original areas of weakness including: content, organization, detail, style.

NOTE: Revision here means more than editing; it means, “re-seeing” the subject. You should include additional material, delete parts that don’t work, reorganize the piece, refine your opening and closing, improve your title, etc.—in other words, you need to do a significant amount of rewriting.

Piece #2: In addition to the first two aspects of the portfolio, you will write a new reflective essay about your understanding of mechanics, substance, style, and rhetorical strategies in your own writing.

Use Pieces #1 to write Piece #2. - Compare the weaknesses of the original pieces to the improved sections of its corresponding revision. - Use examples of your strengths to explain what you will strive for in future writing assignments. - In the appropriate section, describe additions made to the piece (written, text, visuals, source material.) - Describe portions you chose to delete. Explain the benefit of those deletions. - Explain what parts you decided required no changes. Offer support for your decision. - If you reorganized or reformatted elements, explain how doing so benefits the piece.

Use examples and quotations from your own work to identify:

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- strengths (i.e. “Detail is my greatest strength as a writer, exemplified in a sentence from assignment #3 in which I use sensory information about the YSS office building to explain its homey atmosphere.”)

- weaknesses (i.e. “In my original essay for assignment #3 I struggled with organization. The essay jumped back and forth from the offices, to its programs, and back to its locations.”

- ways that you have improved (i.e. “For the revision of assignment #3, I reorganized the paragraphs so that they followed a more logical progression from the mission statement to the main activities of YSS.”).

Piece #3: Using the rough in-class reflective essay you wrote, explain how your views about one of the major environmental issues we discussed in class this semester have evolved. How did you think about this issue in the beginning of the semester? What do you think about it now? Explain both how and why your thinking about this issue has changed.

Make specific reference to information and rhetorical strategies used in applicablereadings/documentaries.

Reflective Environmental Memoir (Piece #3)

Choose ONE of the major environmental issues we have discussed in class, and explain how your views about this issue have evolved. How did you think about this issue in the beginning of the semester? What do you think about it now? Explain both how and why your thinking about this issue has changed. Look back over your reading journal entries. Make specific reference to authors, information, and rhetorical strategies from applicable readings/documentaries.

** Please do not write about the same issue you chose for your argumentative essay. **

Possible issues to choose from include:- deforestation- organic farming- mountain-top removal coal mining- fossil fuels v. renewable resources- environmental aspects of socioeconomic status- human impacts of climate change- fisheries sustainability- environmental activism- human as part of environment v. human as separate from environment

Portfolio ProposalRefer to the grading rubrics and the assignment sheets as you revise. Look to chapters 9 and 10 in The Everyday Writer (EW) for advice on revision, focus, and development. As you begin, look over earlier drafts of Piece #1 (and any accompanying process materials) as well as feedback you

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received (both from peers and instructor). Ask yourself the following questions:

- Which areas need the most improvement? - Where can I offer additional development or clarification? - Can I see a better way to arrange the ideas in my new version?- What other issues do I need to address to make this piece more

effective?

In a TYPED response, answer the following questions to outline your final portfolio. 1. What piece are you planning to use for Piece #1? What are its strengths and weaknesses? What specific changes will you make in revisions to improve the efficacy and success of the assignment?

2. What does the written piece show about your academic evolution in areas of context, substance, organization, and style?

3. In which area (context, substance, organization, style and/or delivery) have you IMPROVED the most? In which area are you still struggling?

READING RESPONSE JOURNALS (15%)Use this format to engage and respond to the texts. Bring a printed copy to class with you on the day we will be discussing the reading, and email a copy of the response to me BEFORE class. Save the .doc file as [First Initial Last Name RJ #] i.e. TSwansonRJ3, and label your email subject the same way. Throughout the semester, keep these printed copies in your ENGL 250 folder. Late responses cannot be made up. There will be 10 RJs throughout the semester.

SummaryWrite a brief (5-9 sentences) summary of the environmental essay. Include both the author’s name and the publication date.

Main IdeasFor selected readings from Envision and The Everyday Writer, determine at least three main ideas from each. Example: Envision 1. Audience and organization are important aspects of essay construction.2. 3.

Discussion QuestionsCome to class with at least 2 questions about the environmental essays you would like to discuss with the class. Refer to specific passages, and incorporate contextual information about the text/author, etc. Make connections with previous readings or thematic elements from class. If you are having trouble understanding a concept, make note of it here.

Example: Given both a) this book was written in the late 1940s, and b) it contains satirical reference to still-contemporary issues like environmental

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degradation and conflicts between socioeconomic/racial groups, could the book act as a manifesto for cultural change? If Bradbury was advocating for more sustainable, communal-oriented living, does “The Long Years” mean he was not hopeful for a shift in Western practice? Are we too short-sighted to succeed before we manifest post-apocalyptic scenes like Parkhill’s on p. 137 in “The Off Season,” or the bi-planet community in “The Watchers”?

Connections1. Synthesize the environmental readings with grammatical, mechanical, or rhetorical ideas present in those from Envision and The Everyday Writer.

2. Connect the ideas you see in the photo essay to the major thematic elements of the texts.

Example: By writing a persona poem in the voice of Hurricane Katrina victims, Patricia Smith uses pathos and other emotional appeals to make the reader sympathize with Lower Ninth Ward survivors. The intimate voice of the poem allows readers to feel personally affected by the environmental devastation of the Lower Ninth Ward through the voice of survivors, regardless of whether the reader has ever experienced environmental trauma or not.

In the 3rd photo of the woman in New Orleans, the light in the photograph makes her appear…

NotesWhile you are reading, write down observations, ideas, etc. about the passage. These do not have to be written in complete sentences! Words & phrases are just fine. Take note of page numbers so that you can refer to them later.

READING RESPONSE JOURNAL #______

Name:_______________________________Date:___________________________

Essay Title:___________________________Page(s):_________________________

Summary

Main IdeasEnvision1.

2.

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3.

The Everyday Writer 1.

2.

3.

Discussion Questions1.

2.

Connections

Notes

STUDENT SAMPLE READING JOURNALSummary

In “How to be an Alaskan Fisherman,” Corey Arnold described his experience as a fisherman. He worked over 10 years in the commercial fishing business. His experience included time spent catching crabs, halibut, and salmon, in addition to doing shipyard work. He elaborated on the dangers involved in these jobs; he mentioned a ship that had flipped over, killing all but one crew member, another incident involving himself and a bucket of engine degreaser that entered his eyes, and inhalation he experienced when using toxic paint. He included pictures of the beautiful scenery, huge waves, and the cat he adopted and brought on the boat.

Main PointsEveryday Writer:

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1. Check whether a statement can be argued and determine what counts as an argument.2. Use ethos and pathos to your advantage.3. Use sources to help your argument be more informed and more credible.Envision:1. Create a research log to keep you organized.2. Determine research questions.3. Keep your topic specific.

Discussion Questions1. In “In Salmon’s Water,” House initially makes the argument that the salmon were there first and humans are invading their space. How did readers respond to this statement? Would this claim be accepted among the general public?

2. The “Commercial Fishing and the Environment” photo essay makes it clear that there is a plethora of species harmed by commercial fishing. Why does the author choose to focus on sea turtles instead of another species?

Connections- “In Salmon’s Water” reminded me a bit of “Under Old Nell’s Skirt.” Both essays reference natives and their relationship to the land, which seems to be lost in modern times. (this connection occurred before I noticed they were on adjacent pages ☺)

- I contrasted the photos in both photo essays to the Tuvalu photo essay. In the Tuvalu essay, the water seems so passive. In the fisheries essays, the water seemed so rough and dangerous.

- The “Commercial Fishing and the Environment” photo essay used pathos with sea turtles to make readers feel bad. Sea turtles are like babies and puppies. Everyone loves them!

- In “How to be an Alaskan Fisherman,” the author invoked pathos with humor and with pictures of adorable cats.

NotesNets a few miles long? That’s insane.This sea turtle is so cute!I’m glad they’re starting to protect some ocean space.This cat is adorable! No, really, I want this cat. Awww the cat wants

crab! How cute!I think we are invading the salmons’ land; as humans, we shouldn’t

feel entitled to land (and oceans) everywhere. Some parts are very factual, and others seem much more like a narration. (interesting contrast)

DISCUSSION LEADER

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You and your partner will be responsible for guiding the class discussion about the environmental and rhetorical issues present in the assigned readings. Today, you are the expert! You should know more about the readings, the subject, and the author than the rest of the class. Read everything at least twice so that you are able to answer questions, point to specific anecdotes or quotations, and make connections with other readings throughout the semester.

Focus your efforts on the environmental essays. Use the reading journal template as a starting point – come to class able to summarize the essay and identify major themes, ideas, and rhetorical strategies inherent in the text. You should also have at least three questions for the class to discuss. Do you agree or disagree with the author’s perspective? What surprised you, made you angry, etc. about the issues in the essay(s)? What connections can you make with previous classes? If there is more than one essay for your assigned date, make sure you can talk about all of them equally. Aim for 15-20 minutes, longer when there are more readings to cover.

If your classmates are not volunteering answers, don’t be afraid to call on them yourself! Your classmates should also have discussion questions of their own, so if they don’t respond to your questions, use their thoughts to engage the discussion in a different way. And remember to be a conscientious classmate on days when you are the audience member – participation in discussions is also part of your grade.

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DISCUSSION LEADER Groups10 September- Chapter 2 Envision- pp. 36-44 The Everyday Writer- Chavez “Wrath of Grapes”- Velazquez “In Search of Justice”

_________________________ __________________________ ______________________

24 September- pp. 30-42, Ch. 3 (** pp. 45-50) Envision- Chapters 12 – 14 The Everyday Writer- Rich “Jungleland: The Lower Ninth Ward…”- Smith “34”- Trethewey “Liturgy” - Hurricane Katrina Photo Essay

_________________________ __________________________ ______________________

1 October- pp. 50-55, 62-68, 220-221; Chapter 3 Envision- Chapters 20-22 The Everyday Writer- Pollan The Omnivore’s Dilemma- Tabletop Farm Photo Essay

_________________________ __________________________ ______________________

3 October- pp. 151-155 The Everyday Writer- Berlau “Our Unhealthy Future Under Environmentalism”- Cloud “Eating Better Than Organic” (pp. 241-247 in Envision)

_________________________ __________________________ ______________________

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10 October- pp. 265-272 Envision - Chapters 61-62 The Everyday Writer- Berry “Manifesto: Mad Farmer Liberation”- Jackson “Outside the Solar Village: One Utopian Farm”

_________________________ __________________________ ______________________

15 October- Chapters 4-5 (** pp. 74-82) Envision- Chapters 14-19 The Everyday Writer- Greenburg “Tuna’s End”- Steinbeck The Log from the Sea of Cortez- Fisheries Photo Essays (1 & 2)

_________________________ __________________________ ______________________

17 October- Chapter 6 (** pp. 62-68) Envision- Brown “North Dakota Went Boom”- Whitty “BP Cover-Up”- BP Oil Spill Photo Essay

_________________________ __________________________ ______________________

24 October - Chapters 5 & 7 Envision- Chapters 15 – 17 The Everyday Writer- Payton “You’re Not Welcome Here”- Mountaintop Removal Photo Essay

_________________________ __________________________ ______________________

31 October- pp. 124-128, Chapter 7 Envision- Chapters 18-19 The Everyday Writer- Bradfield “Whalefall”- Lopez “A Presentation of Whales”

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- Mooallem “Wild Ones: An Introduction”- Non-Charismatic Non-Megafauna Photo Essay

_________________________ __________________________ ______________________

5 November- Chapter 8 Envision- Chapters 49-52 The Everyday Writer- Butterfly Hill The Legacy of Luna- Stone “Diversity”- Protestors Photo Essay

_________________________ __________________________ ______________________

VISUAL ANALYSIS A#2 DOCUMENTARY PRESENTATION

Crude – 26 Sept 2013

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Food, Inc. – 3 Oct 2013

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Gasland – 10 Oct 2013

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The End of the Line – 17 Oct 2013

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The Last Mountain – 24 Oct 2013

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Dive! – 31 Oct 2013

______________________________ _________________________________

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If a Tree Falls – 5 Nov 2013

______________________________ _________________________________

______________________________ _________________________________

WRITING LESSON Group PresentationsIn groups of three or four, you will give a small lecture/presentation on a particular aspect of writing, grammar, style, or mechanics. In this lesson, you should fully explicate your topic, give examples, and create a short activity for the class to do. You should be able to find enough information in Envision and The Everyday Writer, but you may look elsewhere to supplement your research. Email the class assignment exercise by at least 5pm the Monday before your presentation so that your classmates may look over and/or complete the exercise prior to class. Aim for 10-15 minutes.

10 Sept – Grammar Basics [ Ch. 31-35 Everyday Writer ]

______________________________ _________________________________

______________________________ _________________________________

15 Sept -- Concise Writing & Avoiding General Language [ Ch. 20-30 Everyday Writer ]

______________________________ _________________________________

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1 Oct –Use of Quotations in-text [Ch. 6 - 7 Envision, Ch. 17, 18, 49-52 Everyday Writer ]

______________________________ _________________________________

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______________________________ _________________________________

8 Oct – Revision Strategies [ Ch. 6 Envision, Ch. 10-11 Everyday Writer ]

______________________________ _________________________________

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15 Oct – Commas, Fragments, Run-ons, Commas Splices [ Ch. 36-39 Everyday Writer ]

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29 Oct – Mechanics I: Semicolons, Colons, Parentheses [ Ch. 40-44 Everyday Writer ]

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7 Nov – Mechanics II: Capitalization, Italics, Abbreviations, Numbers [ Ch. 45-48 Everyday Writer ]

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