Week 13 - November 25

Meet in Sangren 2330, the computer lab

Thoughts on this clip and news story

Vocab

Verb Tenses 

* In groups of two or three, write a short paragraph/narrative/story that uses at least 6 of these tenses.  This needs to, therefore, be at least 6 sentences long.  Don't try to get too fancy- your sentences must be grammatically correct.  Your group will share these with the class.

Workshop Second Rough Draft

* Pass your draft around to your group members.
* Read out loud a draft that is not yours. 
* Listeners: Listen carefully to the draft.  Make notes on the draft where you detect grammar errors.  Also, make note where you are confused by something.  Make notes about places where you need more information or detail.
* Once the draft has been read out loud, discuss the paper and ways it could be made stronger in a group.
* Discuss the changes that were made between the first and second draft.
* Repeat this for each group member.

APA Format

Formatting the pages

* 12 point font
* double spaced
* name
* page numbers
* title

Option 1:

Option 2:

Basic in-text citations

* Ordinarily, introduce the quotation with a signal phrase that includes the author’s last name followed by the year of publication in parentheses. Put the page number preceded by "p." (or "pp." for more than one page) in parentheses after the quotation.

Critser (2003) noted that despite growing numbers of overweight Americans, many health care providers still “remain either in ignorance or outright denial about the health danger to the poor and the young” (p. 5).

* If the author is not named in the signal phrase, place the author’s name, the year, and the page number in parentheses after the quotation: (Critser, 2003, p. 5).

* Follow this basic format for summaries and paraphrases, as well.  

* If the author is unknown, mention the work’s title in the signal phrase or give the first word or two of the title in the parenthetical citation. Titles of articles and chapters are put in quotation marks; titles of books and reports are italicized.

Children struggling to control their weight must also struggle with the pressures of television advertising that, on the one hand, encourages the consumption of junk food and, on the other, celebrates thin celebrities (“Television,” 2002).

List of References

* See the handout that I passed out weeks ago.

* Alphabetize entries in the list of references by authors’ last names; if a work has no author, alphabetize it by its title.

* The first element of each entry is important because citations in the text of the paper refer to it and readers will be looking for it in the alphabetized list.

* The date of publication appears immediately after the first element of the citation.

* In APA style, titles of books are italicized; titles of articles are neither italicized nor put in quotation marks. 



Howard, K. R. (2007). Childhood overweight: Parental perceptions and readiness for change. The Journal of School Nursing, 23, 73-79. Retrieved from http://jsn.sagepub.com/

Watson, P. (2008, October 19). Biofuel boom endangers orangutan habitat. Los Angeles Times. Retrieved from http://www.latimes.com/

What causes Alzheimer’s disease? (2008). Retrieved from http://www.memorystudy.org/alzheimers_causes.htm

Conclusions

* So what?  Why should anybody care?

Revision Plan

*What do you still need to work on for this to be a strong paper?


Looking Forward:

Monday, December 2

* Final paper due at the beginning of class.  Bring 1 printed copy of your final paper.  You will not be allowed to turn it in after the class has begun. 

* Final presentations to the class.
- First, you will need to spend some time discussing how you choose this topic.  Why did this problem interest you?  Once you have explained WHY you were initially interested in this problem, you need to actually present the situation to us.  Outline what you found to be the problem, either locally or more globally. Discuss your most relevant research.  Also, share with us your proposal and overall conclusion.
- This should be prepared, planned and rehearsed.  Know what you are going to say before you walk into our classroom.  Project - let us hear your lovely voice.
- You may use visuals, notes, drawings, song and dance...anything you would like to get your point across.
- Spend 8-10 minutes presenting and be prepared for questions and feedback from the class.

Week 12 - November 20

Meet in Sangren 2330, the computer lab.

Vocab.

Chapter 6.  Activities 8, 9, and 10

Workshop First Rough Draft
*Pass your draft around to your group members.
*Writer: Read your draft out loud.
*Listeners: Listen carefully to the draft.  Make notes on the draft where you detect grammar errors.  Also, make note where you are confused by something.  Make notes about places where you need more information or detail.
*Once the writer has finished reading the draft out loud, discuss the paper and ways it could be made stronger in a group.
*Repeat this for each group member.

Revision Plan
*What do you still need to work on for this to be a strong paper?
*Who is this paper intended for?


Looking Forward:
Friday, November 22
*2nd draft of your essay must be uploaded to ELearning dropbox or emailed if the dropbox is not working

Monday, November 25
* Meet in Sangren 2330
*Bring 3 copies of your 2nd draft to class on Monday, November 25

Monday, December 2
* Final paper due at the beginning of class.  Bring 1 printed copy of your final paper.
* Final presentations to the class.

Week 12 - November 18

Vocab

Workshop First Rough Draft
*Pass your draft around to your group members.
*Writer: Read your draft out loud. 
*Listeners: Listen carefully to the draft.  Make notes on the draft where you detect grammar errors.  Also, make note where you are confused by something.  Make notes about places where you need more information or detail.
*Once the writer has finished reading the draft out loud, discuss the paper and ways it could be made stronger in a group.
*Repeat this for each group member.

Revision Plan
*What do you still need to work on for this to be a strong paper?
*Who is this paper intended for?


Looking Forward:
Wednesday, November 20
*Meet in Sangren 2330.  Be prepared to work on your second draft.
*Read Chapter 6 in College Writing Skills.  Complete activities 8, 9, and 10
Friday, November 22
*2nd draft of your essay must be uploaded to ELearning dropbox or emailed if the dropbox is not working
*Bring 3 copies of your 2nd draft to class on Monday, November 25

Week 11 - November 13

Vocab

College Writing Skills ch 4 - activities 2, 4, 7, 8, and 9
College Writing Skills ch 22 - activities 2 and 3

Introductions
Work on first drafts

Looking Forward:
Friday, November 15 
* Post first draft to ELearning site, under the 1st Draft/Rough Draft section.  If that is difficult you must email the draft to me.  This is due by Friday.
Monday, November 18
* Bring 3 copies of your rough draft.  These must be typed out and ready to go immediately upon the beginning of class.

Week 11 - November 11

Meet in Sangren, Lab 2330
 
Review Ch 4 in College Writing Skills.  Complete activities 2,4,7,8, and 9.

 
Thesis and outline review.  
Pass your draft out to 5 people.  Read your thesis out loud and discuss how well it works.   Read through each person's thesis before you move on to the outline. 

Spend some time looking at your peers' outlines.  Make notes and comments regarding the clarity and how other areas could be improved or expanded.  Once you have silently read and written comments about each draft, open the conversation back up to the group about each letter.

Spend time writing and drafting on the computers.

Looking Forward:
Read ch 22 in College Writing Skills.  Complete activities 2 and 3.
Keep working on your rough draft.  The first draft will be uploaded to ELearning on Friday, November 15. 
 

Week 10 - November 6

Fragments

Review  ch 24, activities 1 (1,2,3), 4, 5, and 7

Review ch 3, activities 1, 2, 5, 8, 14, 18 (numbers 2,3,4) and 19.

Celebration of Knowledge - Fragments and Chapter 3. 

"Why Women Aren't Funny"  
Get in groups and discuss the structure of the arguement.  What is the thesis?  What are his reasons to support the thesis.  What specific examples and proof does he provide to support his reasons?  Create a list of these answers.  

Writing your own thesis statement:
Take a look at your idea and also the rough outline from Monday.  Write a thesis statement for the paper you are building.  Consider these characteristics:
* It states yoru topic and focus.
* It gives an overview of yoru supporting points, which are logically connected to your focus.
* It gives enough information without too much detail.
* It uses correct grammar and precise vocabularly.

Looking Forward:
Monday, November 11
*Meet in Sangren, Lab 2330
* Read Ch 4 in College Writing Skills.  Complete activities 2,4,7,8, and 9.
* Finish your outline and thesis statement.  Bring 6 copies of the thesis and outline to class. 

Week 10 - November 4

Vocab Word

Chapter 24 in College Writing Skills.  
    * Activities 1 (number 1,2,3), 4, 5, and 7

Argument Powerpoint
Effective Argumentative Outlines


Looking Forward:
Bring research to class on Wednesday.
Read chapter 3 in College Writing Skills.  Complete activities 1, 2, 5, 8, 14, 18 (numbers 2,3,4) and 19.
Read chapter 24 in College Writing Skills.  Complete activities 1 (number 1,2,3), 4, 5, and 7
Read "Why Women Aren't Funny"  
Bring research and rough outline that you began in Monday's class. 

Week 9 - October 30

Vocab Word

Celebration of Knowledge

In-Class Writing:
Exploratory Essay.  Write about your issue.
What do you believe?
What do you know (based on your research, etc)?
What is currently the situation?
What is the current problem?  What is the local problem?  Is there a bigger statewide, citywide, nationwide, global issues/problem?
What can be done about this situation?  What possible solutions are there?  Have any of these solutions worked?  How do you know?

After you have written all you can about the issue/solution at this moment, write about your next plans of action for writing the essay.
Do you need to do more research?  Where?  About what?
Do you need to interview people or create surveys?
What do you need to do before you can start writing the actual paper problem/solution paper?

This writing should be in depth, detailed and grammatically correct.  You should spend the majority of the class time completing this.

Looking Forward:
Read Chapter 24 in College Writing Skills.  Complete activities 1 (number 1,2,3), 4, 5, and 7

APA Citation Website

This website is excellent for making sure your citations are correct.

Week 9 - October 28

Meet in Sangren Hall 2320.  Bring all of your research.

Work on your Annotated Bibliographies.
College Writing Skills, Chapter 1 - activities 2, 3, 4, and 5

Looking Forward:
Annotated Bibliographies uploaded to ELearning by Midnight

Week 8 - October 23

Class Cancelled

Please keep looking for articles and additional support.  Let me know if you need assistance with research.

Looking Forward:
Monday, October 28-
Read College Writing Skills, Chapter 1.  Complete activities 2, 3, 4, and 5.
Annotated Bibliographies posted to ELearning by Midnight

Week 8 - October 21

College Writing Skills, Chapter 26.  Activities 1, 2, 3, and 4

Work on Annotated Bibliographies

Looking Forward:
Keep working on research.  Bring all work to class on Wednesday

APA Formatting

Standard APA format:

Author: Last name, first name initials. (Year). Article Title. Journal/Newspaper Title. Volume. Page    Number.  Retrieved from...

APA vs MLA

The following example uses the APA format for the journal citation.

Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51 (4), 541-554.

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

This example uses the MLA format for the journal citation. NOTE: Standard MLA practice requires double spacing within citations.

Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review 51.4 (1986): 541-554. Print.

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

Annotated Bibliography Samples

Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. New York: Henry Holt and Company.

In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a brief summary of the author's project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect on the source’s potential importance or usefulness for this person’s own research.

**

**

This is a great link to an excellent example of an APA Annotated Bib.

Evaluating Sources During Reading

Evaluation During Reading

Summary:

Evaluating sources of information is an important step in any research activity. This section provides information on evaluating bibliographic citations, aspects of evaluation, reading evaluation, print vs. Internet sources, and evaluating Internet sources.

After you have asked yourself some questions about the source and determined that it's worth your time to find and read that source, you can evaluate the material in the source as you read through it.

• Read the preface--What does the author want to accomplish? Browse through the table of contents and the index.This will give you an overview of the source. Is your topic covered in enough depth to be helpful? If you don't find your topic discussed, try searching for some synonyms in the index.
• Check for a list of references or other citations that look as if they will lead you to related material that would be good sources.
• Determine the intended audience. Are you the intended audience? Consider the tone, style, level of information, and assumptions the author makes about the reader. Are they appropriate for your needs?
• Try to determine if the content of the source is fact, opinion, or propaganda. If you think the source is offering facts, are the sources for those facts clearly indicated?
• Do you think there's enough evidence offered? Is the coverage comprehensive? (As you learn more and more about your topic, you will notice that this gets easier as you become more of an expert.)
• Is the language objective or emotional?
• Are there broad generalizations that overstate or oversimplify the matter?
• Does the author use a good mix of primary and secondary sources for information?
• If the source is opinion, does the author offer sound reasons for adopting that stance? (Consider again those questions about the author. Is this person reputable?)
• Check for accuracy.
• How timely is the source? Is the source twenty years out of date? Some information becomes dated when new research is available, but other older sources of information can be quite sound fifty or a hundred years later.
• Do some cross-checking. Can you find some of the same information given elsewhere?
• How credible is the author? If the document is anonymous, what do you know about the organization?
• Are there vague or sweeping generalizations that aren't backed up with evidence?
• Are arguments very one-sided with no acknowledgement of other viewpoints?

Pulled from Purdue OWL website. 10.20.13

Annotated Bibliographies

What is an Annotated bibliography?

A bibliography is a list of sources (books, journals, Web sites, 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 bibliographyincludes a summary and/or evaluation of each of the sources. Depending on your project or the assignment, 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.
  
  
• 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 objective? What is the goal of this source?
  
  
• 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?

• Relevant Quotes: You can include any specific quotes (with page numbers) that you think might be helpful in your actual paper. 

Why should I write an annotated bibliography?

To learn about your topic: Writing an annotated bibliography is excellent preparation for a research project. Just collecting sources for a bibliography is useful, but when you have to write annotations for each source, you're forced to read each source more carefully. You begin to read more critically instead of just collecting information. At the professional level, annotated bibliographies allow you to see what has been done in the literature and where your own research or scholarship can fit. To help you formulate a thesis: Every good research paper is an argument. The purpose of research is to state and support a thesis. So a very important part of research is developing a thesis that is debatable, interesting, and current. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. By reading and responding to a variety of sources on a topic, you'll start to see what the issues are, what people are arguing about, and you'll then be able to develop your own point of view.

To help other researchers: Extensive and scholarly annotated bibliographies are sometimes published. They provide a comprehensive overview of everything important that has been and is being said about that topic. You may not ever get your annotated bibliography published, but as a researcher, you might want to look for one that has been published about your topic.

Format

For an annotated bibliography, use standard APA format for the citations, then add a brief
abstract for each entry, including:  

• 2 to 4 sentences to summarize the main idea(s) of the item, and
• 1 or 2 sentences to relate the material to your research topic and/or to evaluate the
material.

October 16

Vocab

Evaluation Workshop


1. Give me a copy of your evaluation draft.
2. Hand out your copy to 2 of your peers.
3. Read your evaluation out loud.  Your peers should make marks as you read.  Especially mark where the writing is confusing and does not make sense.
4. Discuss your evaluation.  What makes sense?  Where is the language confusing?
5. Make sure that all of the parts to an evaluation are included (see below)
6. Repeat for each member of the group.

Work on revising your evaluation.


Parts of an evaluation:
1. Introduction of the article. This includes article title, publication title, date, author(s) and brief summary/main points.
2. What is your opinion of this article and its effectiveness?  Evaluate how this article works.  What is done well and what is done poorly.
3. How does this article work with your issue?  Will you use anything from this article in your own paper?  Were any questions raised by reading this article that could help your research?
4.  Conclusion.  Restate the main point of the article and quickly let us know if overall this article works.

Write:
1. Why do we write summaries and evaluations of other research and published articles?
2. How does that contribute to your own research and argument?


Annotated Bibliographies - start looking at different research/articles and begin figuring out who you can interview.

Looking Forward:
Friday, October 18 - Evaluation Due.  Upload to the specific Elearning dropbox
Monday, October 21 -
*College Writing Skills, Read Chapter 26.  Complete activities 1, 2, 3, and 4.
* Bring all of your research to class.  Hopefully we will be meeting in a computer lab.

Evaluation Example 3

Different Stories of One Revolution:Article Evaluation of Demystifying the Arab Spring

Perceptions are easily influenced. It can change by a report on the news, a picture, public opinion, or even friends and families opinion. The article, “Demystifying the Arab Spring” written by Lisa Anderson, President of the American University in Cairo,  published in June 2011 in HeinOnline’s Foreign Affairs, states the misconception people have on the multiple revolutions that occurred in the Arab countries, also known as the Arab Spring. She suggests that because it happened in such a close proximity and almost simultaneously that each country has an out of date leader who is filled with corruption and the poor government can’t maintain employment and education. The term Arab Spring categorizes Tunisia, Egypt, and Libya’s revolutions and makes it seem as if it was one event. Grouping these separate events would be inaccurate. In fact, Anderson’s central argument is that each country involved in the Arab Spring is unique in that they are each facing different opponents with different circumstances and different context.         

She begins by stating that inspiration via outside sources is not a new phenomenon. Tunisia early revolts in 1919 was inspired by U.S. president Woodrow Wilson’s speech Fourteen Point speech which was sent by telegraph. The important part to look at is why the countries reacted the way they did. Tunisia’s revolution was fueled by a labor movement. Their issue was that President Zine el-Albidine Ben Ali restricted free expression and political parties. Egypt’s protesters consisted of urban young people who demanded rights. Dictator Hosni Mubarak was overwhelmingly corrupt. There was high unemployment and poverty because of his economic business connected to his son. Libya’s protesters where armed rebels. They too had enough of their corrupt government but unlike Egypt, they had no unity due to prohibited private ownership and retail trade and the banning of free press. Each of the countries had unique regimes and a similar goal but they each had unique movements with unique conditions.

The article was very interesting and informative. Prior to reading Anderson’s article on the Arab Spring, my perception of the revolutions was all the same. As she stated, it is easy to categorize the uprising since they occurred almost simultaneously. After reading this piece I am now very knowledgeable on the Arab Spring. Anderson’s claims in the article are clear and strong. I like how she compares each country to each other to clarify the distinctions between each uprising. I also like that she provides clear solution in how each government can succeed. Overall, I really enjoyed reading the article because it was very knowledgeable and her ethos is excellent.

I believe Anderson’s audience consists of young students. She often used young people to make it relatable to students who are reading. A good indicator that the audience is students is the extensive vocabulary. She also ends with President Obama’s speech to the Muslim world, “… all people yearn for certain things: the ability to speak your mind and have a say in how you are governed; confidence in the rule of law and the equal administration of justice…”  (Anderson 7). I feel as if this statement is directed to young people who are going through a crucial time in life in which they are discovering their rights and speaking their minds is imperative. I believe this article is directed towards students in inform them of living standards in other parts of the world, how it was handled, so if any conditions like that a rise to the individual they know what to do.

Anderson demystifies the Arab Spring by breaking down each country; Tunisia, Egypt, and Libya. Each country had a unique circumstances and conditions but they had one common goal; dignity and rights.

Work Cited

Work Cited

Anderson, Lisa. "Demystitying the Arab Spring: Parsing the Differences Between Tunisia, Egypt, and Libya." HeinOnline 90 Foreing Affairs (2011): 2-7. Print.

Evaluation Example 2

Benjamin Franklin once said, “Those who sacrifice freedom for security deserve neither.” This quote is shown across the top of the article entitled “The PATRIOT Act” by Kristin Beischel, Jessica Metz, and Christine Rathbone. The Ethica Publishing Company published this article; therefore tying itself to the authors and, to a point, then shares an ethos with them. This article attempts to let loose the hard facts about the USA PATRIOT Act, but fails in achieving the scholarly recognition that a topic like this requires, due to structural, syntax, and spelling errors. The idea that umbrellas the entire work is thus: “The PATRIOT Act violates the personal privacy of all American citizens.” (Beischel, 1). Whether or not this work fulfills its purpose is questionable, due to the lack of appeals to ethos that the authors create.

    

To begin with, I want to present the bad news first. Primarily, there are several spelling errors contained within the piece that are a severe detriment, not only to the authors, but to the publishing agency itself. Misspelling the word “sacrifice” in the opening quote was the first thing that I noticed, and I feel that most readers would read this boldfaced quote first, and then realize the incorrect spelling. One of the biggest things that authors strive to achieve is an appeal to ethos, otherwise known as credibility. This simple spelling error is like a pin, puncturing the validity of the article; from then on, we see a steady deflation of what little credibility is left.

Moreover, the structure of the piece isn’t very cohesive or flowing, as it should be. In my opinion, I think this is due to the fact that there are three authors. I am not against the idea; I actually would promote multiple authors, because three minds working as a unit would be able to produce effective and unbiased work more effectively than that of a single person. However, these authors seem to have written works separately, and then combined them in to a cumulative work; instead of flowing from one author’s idea to the next, they appear to be fit like a puzzle. What I mean by this is that the ideas make a nice larger picture, but if you look closely you can still see the opaque outlines of each piece. For example, “It disregards many federal communication privacy laws and gives the government an unprecedented amount of surveillance power. The Act gives federal officials greater authority to track and intercept communications…”(Beischel, 1). As you can see, the ideas are similar, but the sentence structure of each is slightly different, causing an invisible break in the flow of the work. Because the structuring is different, when reading one can tell that the ideas were expressed from different authors, instead of collaborating together to best express an authors idea or ideas in the method that flows with the work.

Furthermore, there are several syntax errors, in addition to everything aforementioned. The reason I separate syntax from structure is because, when reading the article, one notices that some sentences should be adjusted and moved around to other areas of the work, in order to perform as persuasively as they can. In a larger picture, I feel that the section entitled “Argument Against The PATRIOT Act” should be combined with the introduction, and some of the introductory paragraph should be placed under the “Background Information About The Act” section. This would aid in the flow of the paper, as well as keeping ideas isolated to writing that supports them, to reduce the effect of “bouncing around” when reading.

In final consideration, there are very valid ideas and what would be effective means of persuasion locked up in this article, but due to the elementary errors that riddle the work like bullet holes, all attempts at persuasion are lost. I feel that the intended audience would be other educated persons involved in this political issue, or the politicians that have the position to change this law. With that being said, these syntax errors would be noticed instantaneously, and would, rather immediately, dampen the authors’ ethos. Without proper revision and editing in a work like this, the loss of interest by readers, and the general audience of the work, is inevitable. I say this not to be disheartening, but to point out that when I was reading the article, I did experience a loss of interest and intrigue when I had to stumble over these easily corrected mishaps.

Moreover, the ideas presented in this article do appeal to pathos, or emotional appeal; however, they do not appeal as strongly as they should with such an emotion-driven topic such as this. Specifically, the authors fail to recount any actual stories that persons abused under the Patriot Act have suffered. Including an example such as thus, they would be able to touch readers more directly and seriously. In my own writing, I would strive to have a much stronger appeal to pathos by including examples like I have just mentioned. The facts presented are valid and effective, but they are too statistical and mathematical in the authors’ expression of them. In my opinion, the format of these facts should be laced with actual accounts of these violations happening to real people, which, in turn, would be easier to connect and sympathize with as a reader.

On a final note, I wish to add that although the article is messy in nature, the ideas are what make it an effective article for me to reference when creating my final work. With my final work, I hope to be, first and foremost, error free. Moreover, I intend to appeal with more strength to pathos, because emotion is what will be the driving force behind the change that we, as in all of the people in opposition of the Patriot Act, yearn for.

Works Cited

Beischel, Kristin, Jessica Metz, and Christine Rathbone. "The PATRIOT Act." Ethica Publishing Company. Web. 22 Apr. 2012. <http://www.ethicapublishing.com/ethical/3CH7.pdf>.

Evaluation Example 1

If you’re looking for a bridge to nowhere, Apple’s new Maps app for iOS 6 might just be for
you. For the rest of us, the upgrade has been a huge headache. In an effort to untangle itself
from Google, Apple culled data from over a dozen sources to build its own maps application:
a beautiful program with spoken turn-by-turn directions, 3-D views and a classic Apple-style
elegant design. But David Pogue summarized the debacle best in his column for the New York
Times: “It’s as though you just got a $1,500 professional coffee maker and then poured moldy
beans into it.”

Beginning with a personal Maps horror story and a cheeky list of its most egregious errors,
Pogue instantly captures the reader’s interest. He runs through the frequent frustrations in
colorful language: satellite pictures consist of “stitched-together scenes from completely
different seasons, weather conditions and even years” and “photorealistic” 3-D models indicate
“the Brooklyn Bridge has melted into the river.” iPhone users who have suffered wild goose
chases at the hands of Maps can easily relate, while those who have yet to take advantage of
the upgrade are adequately warned to seek an alternative.

Pogue then transitions into answering questions on everyone’s mind: why did Apple go through
all the trouble of creating its own Maps application, how did the program go so horribly wrong,
and most importantly, when will it be fixed?! Readers will be delighted to know that his answers
are detailed and satisfying, reflecting conversations with Apple insiders who have worked on the
new Maps app and who are familiar with iPhone’s ongoing competition with Google’s Android.

As for the future usability of Apple Maps, Pogue confirms that making the application “reliable
and complete will take a very long time.” He provides a list of possible alternatives to using
the application, including bookmarking maps.google.com on the Home screen, downloading
the Waze or MapQuest apps, or waiting a few months to install Google’s maps application for
iPhone and iPad. Apparently, Apple CEO Tim Cook has a similar set of recommendations, but
you might want to check out reviews of alternate applications before you trust any of them.

Evaluations

Experts also are often asked to review the work of other professionals. Understanding the main points and arguments of the article is essential for an accurate summation. Logical evaluation of the article's main theme, supporting arguments and implications for further research is an important element of a review.

Planning:

Use your summary as a guideline, but make sure you do actually use the article as well.

Write an outline of your opinions. Review each item in the summary outline to determine whether the author was accurate and clear. Write down in outline form all instances of effective writing, new contributions to the field, as well as areas of the article that need improvement.

• Create a list of strengths and weaknesses. The strength of the article may be that it presents a clear summation of a particular issue. Its weakness may be that it does not offer any new information or solutions or is too limited. 
• Use specific examples and references. For example, the article might have incorrectly reported the facts of a popular study. Jot down this observation in your outline and look up the facts of the study to confirm your observation.

Writing:

Start your review by referring to the title of the article in the first paragraph.  Include the name of the author.

Write the opinion portion of your article review. Use your outline of opinions to write several paragraphs explaining how well the author addressed the topic. Express your opinion about whether the article was a clear, thorough and useful explanation of the subject.

• Use a topic sentence and supportive arguments for each opinion. For example, you might address a particular article strength in the first sentence of the opinion section, followed by several sentences elaborating on the significance of the point.

In a paragraph, provide your  opinions about the article's significance, accuracy and clarity.  

In the final paragraph, talk about why this article is, or is not, relevant and useful to where you think your paper is heading.  If you have any questions at all that were brought up by this article, this is a great place to include them.  These questions might lead you to look into different research sources that will strengthen your essay.  

October 14

Vocab

Evaluation

In-Class work on your Evaluation

Looking Forward:
Wednesday, October 16- bring 4 copies of the Evaluation draft to class
Friday, October 18 - Evaluations Due.  Upload to Elearning dropbox.

October 8 - Summaries

Summary Workshop

1. Give me a copy of your summary draft.
2. Hand out your copy to 2 of your peers.
3. Read your summary out loud.  Your peers should make marks as you read.  Especially mark where the writing is confusing and does not make sense.
4. Discuss your summary.  What makes sense?  Where is the language confusing?
5. Repeat for each member of the group.


Good ways to begin:

• In his/her article (or lecture) "__title of article__________,”  _____Author's name___ (year)                                                argues/claims/reports/contends/maintains/states that ____________________________.
• 
  
• In his article "Michael Dell turns the PC world inside out," Andrew E. Serwer (1997) describes how Michael Dell founded Dell Computers and claims that Dell’s low-cost, direct-sales strategy and high quality standards account for Dell’s enormous success.

• According to __Author's name____________ (year), ___________________________.

                  (main idea; S + V + C)

  
  
  
  
• _Author's name_______'s  article on _______topic _______ (year) discusses the ________main idea (noun phrase) ____________.
                                                   
• ___________ (year), in his/her article, "________________" argues that ________________.
  (author's last name)                               (title of article)                            (main idea; S + V + C)

Helpful phrases:

The author goes on to say that ...

The article (author) further states that ...

(Author's last name) also states/maintains/argues that ...

(Author's last name) also believes that ...

(Author's last name) concludes that

Examples:
News article and summary about the article.

A Summary of "National Security Justifies Censorship"

Introduction

        The article "National Security Justifies Censorship" by Elmo R. Zumwalt and James G. Zumwalt, appears in Censorship, a book in the Opposing Viewpoints Series.  The article asserts that information that is secret and vital to the security of the nation should not be released to the press.  The arguments made by Zumwalt Senior and Junior are summarized below.

Summary

        Although many journalists contend that the First Amendment guarantees unrestricted printing freedom, the authors believe the press has gained more power than the framers of the Constitution foresaw and therefore neglected to install safe guards that would protect national security.   According to the authors, the power of the media has gone far past what the constitutional framers expected; consequently, several acts since the writing of the Constitution have been implemented to deal with the lack of protection regarding national security.  The authors continue to affirm that even though significant risk exists when confidential information is released to the press, this danger has remained unresolved by the courts. 

          The authors cite an example to prove this point. The CIA during the Reagan administration recognized Muhamar Quadaffi as a known terrorist and a potential threat to national security in a classified document.  The Washington Post somehow had the document disclosed to them, and they soon published the information.  Several months after the operation had been abandoned, the CIA found Quadaffi responsible for the bombing of a West Berlin discotheque. Military action had to be taken because of the earlier release of the classified document.  The operation incurred military casualties.

        The authors then offer a two-part solution: (1) make the publication of classified information a punishable offense, and (2) incorporate a "code of ethics" into media guidelines that safeguards national security.  The paper ends by discussing how ethics are the responsibility of good journalism.

Conclusion

            Elmo R. Zumwalt and James G. Zumwalt assert that the media are overpowered and the national security is underprotected.  They believe that the government and the media must take steps to assure a disaster does not occur.

Looking Forward:

*Friday, October 11 - Summary Due.  Upload to Elearning Dropbox

*Monday, October 14

College Writing Skills.  Read chapter 19.

Bring article to class. 

October 7

Vocab

What is a summary?

Summary work on your article.

Diana Hacker's Website.  Become her best friend. 

Looking Forward:
Wednesday, October 9 - Summary Workshop.  Bring 4 copies of your summary to class.

October 2

Library Day!

Looking Forward:
Friday, October 4
Email me the link to the article you are going to use as your first piece of research. 
Monday, October 7
Bring your article to class
College Writing Skills.  Read pages 375-378

September 30

Vocab Words

College Writing Skills, Subjects and Verbs pages 610-615.  Complete activity 3 and 4

Discerning an Issue Discussion

Generating Research Questions

Sources and Evidence

Looking Forward:

For Wednesday: College Writing Skills 615-618.  Activities 5 and 7

**Wednesday - meet in Classroom B in the Lower Level of the Library.  I will meet you in the Atrium and we will walk down together.

Updated Schedule

		Updated Schedule for English 3600. 9.29.13
5	September 30 (M)	Nouns and Verbs Discerning an Issue Discussion Research Questions Sources and Evidence	College Writing Skills 610-615 Activities 3 and 4
5	October 2 (W)	Meet in the Library	College Writing Skills 615-618 Activities 5 and 7
5	October 4 (F)	Email me the link to the article you are choosing to use for the summary and evaluation
6	October 7 (M)	Bring your article to class Summary and Evaluation	College Writing Skills 375-378
6	October 9 (W)	Summary Workshop – bring 4 copies to class
6	October 11 (F)	Summary Due  - Upload to ELearning dropbox
7	October 14 (M)	Bring article to class. Evaluation work Interviewing	College Writing Skills Chapter 19.
7	October 16 (W)	Evaluation Workshop – bring 4 copies to class	College Writing Skills Chapter 26. Activities 1,2,3,4
7	October 18 (F)	Evaluation Due – Upload to ELearning dropbox
8	October 21 (M)	Annotated Bibliographies Bring all of your research Computer Lab/Library?
8	October 23 (W)	Annotated Bibliography Work Citations Bring all articles They Say I Say	College Writing Skills Chapter 1 Activities 2, 3, 4, 5
9	October 28 (M)	Problem Statement Annotated Bibliographies Due – Upload to ELearning by Midnight
9	October 30 (W)	Exploratory In-Class Essay Problem Statements Due – Upload to ELearning by Midnight Computer Lab/Library?
10	November 4 (M)	Paragraphs – They Say I Say Proposals – due at the end of day (email)
10	November 6 (W)	Thesis Statements Outlines	College Writing Skills, ch 3.  Activities 1, 2, 5, 8, 14, 18 (2, 3, 4) and 19
11	November 11 (M)	Bring 4 copies of thesis and outline to class. Workshop. Creating a more detailed outline	“Shitty First Drafts” College Writing Skills, ch 4.  Activities 2, 4, 7, 8, and 9
11	November 13 (W)	They Say I Say Introductions Conclusions Integrating Sources	College Writing Skills, ch 22. Complete activities 2 and 3 “Shitty First Drafts”
11	November 15 (F)	Rough Draft Due – Post to ELearning Dropbox
12	November 18 (M)	1st Workshop.  Bring 3 copies of draft. Why should we care? Audience analysis
12	November 20 (W)	Computer lab.	College Writing Skills, ch 6. Complete activities 8, 9 and 10
13	November 22 (F)	2nd Draft Due – Post to ELearning Dropbox
13	November 25 (M)	2nd Workshop.  Bring 3 copies of draft. Overview of final presentation
13	November 27  (W)	NO CLASS – Happy Thanksgiving
14	December 2 (M)	Final questions/work on presentations and papers
14	December 4 (W)	FINAL PRESENTATIONS IN CLASS Final Papers Due