Due Thursday, October 4
1. Early this week after our class on 9-27, once students have posted their essays and self-evaluations, read a few. Then read the self-evaluation. Choose two that have no comments or only one comments on them, and reply with some feedback. If you come to this assignment late, look for two that have no more than one comment. Don't just praise strengths. Remember to read both the essay and then the self-evaluation. Don't tell your peers what they already know in their self-evaluation. Do they have a blind spot? Be helpful, but don't do the work for them.
2. Check to make sure you're caught up:
- Did you turn in a draft of your first essay to the drop box on 9/27?
- Did you post another copy to the appropriate discussion forum for unit 1?
- Did you post an essay 1 self evaluation as a reply to your essay post on D2L?
- Are you caught up with the Integrated Quotes exercises on D2L? (Did you do one or two in class, but not finish all the forms?)
- Did you do the Introductions exercise and post the results to D2L? (Did you do one or two in class, but not finish all the forms?)
- To end Unit 1, did you do the two unit-end activities:
a) post some thoughts to the general discussion forum for unit 1 on D2L, and
b) do the "Unit 1: What did you learn?" exercise and post the results to the appropriate unit 1 discussion forum?
3. Check your D2L discussion forum posts. Check especially the Integrated Quotations exercise, and the Introductions exercise, but also check elsewhere. See if you have comments from the instructor or your peers. Whether you do or not, look them over. If it's a discussion, consider replying. If it's an exercise, reply to your original with some edits, revisions, or general improvements.
4. The revision of essay 1 (to be graded) is due today. Use your self-evaluation as a starting point for focusing your revision energies. Check D2L to see if you have some feedback from your peers, and if so, whether it's helpful. If you feel you need excellent outside feedback, whether you're struggling or not, visit the Center for Academic Excellence in the basement of the libray.
5. Reading:
This week begins a new unit:
UNIT 2: WHO CONTROLS PUBLIC OPINION & POLICY, AND HOW?
The essay form we'll write this time is from SMGW ch. 9:
Speculate about Causes
Our focus in the first week of this unit (week 6) is
Advertising, Censorship, and Propaganda
Our reading homework this week will be two essays from BR:
(a) Gloria Steinem, "Sex, Lies and Advertising," BR 274
(b) Aldous Huxley, "Propaganda Under a Dictatorship," BR 214.
Write a brief summary and response for each, as usual. Reply to each with the appropriate self-evaluation. As you read the texts, list the main ideas to help prepare for your summaries and responses. Don't be too general in your summary or response. As usual, turn it in to the drop box before class, and after class, post them to the appropriate Unit 2 discussion forums. Include an MLA-format list of works cited at the end of your summary and your response.
Other reading in class:
(c) John Nichols, "AT&T Censors Criticism of Bush" (see "Content" section, under Unit 2, on D2L).
(d) Read quotes on under "content" regarding propaganda from L.H. Shoup and W. Minter's book, Imperial Brain Trust: The Council on Foreign Relations and United States Foreign Policy (see "Content" section, under Unit 2, on D2L).
(e) We'll skim the following very short readings and discuss them in class. What similarities do you find between these, or between these and Steinem or Huxley? Post observations on similarities to designated D2L discussion forum.
(f) Brief article: "White House Manual Details How to Deal With Protesters," by Peter Baker, Washington Post. What parts here here sound like Huxley?
(g) Review definition of Astroturf at SourceWatch.
(h) Compare two videos, one grassroots, one astroturf: Freedom's Watch and Iraq Veterans Against the War (IVAW). Link here.
(i) Article about Students for Academic Freedom (see link here),
(j) Beware of anti-Gore astroturf - at The Carpetbagger (1 page)
(k) Al Gore YouTube Spoof Not So Amateurish - ABC News (2 pages)
(l) Selected poll results: Zoogby poll and others on impeachment and 9-11 (see "Content" section, under Unit 2, on D2L).
Watch Robert Greenwald documentary, Outfoxed, if time.
Thursday, September 27, 2007
In class tonight, Thursday, September 27
Here are some things we will be doing in class tonight. If you missed class, you can participate in some of these on D2L (though not all--there will be some live class discussion).
Essay 1 self-evaluation
Go to this blog post for directions. Post tonight or tomorrow.
It's important to do this self-evaluation for the first draft, because if you wait till the final draft, the insights you'd gain from the self-evaluation will come too late. Most students find that after doing the self-evaluation, they already have some good ideas about where to focus their efforts in their revisions.
Two other activities to end unit 1:
Discuss:
1. Is there hope? The Economics of Global Warming Mitigation (What will a "cure" cost, and can we afford it?).
- For our discussion, we'll also consider the article under "content" (Global warming resources) on D2L, "Al Gore, James Hansen, & Civil Disobedience."
- To prepare for discussion, type up some thoughts and post them to the "Unit 1 general discussion" forum on D2L.
2. Write a Brief Essay Reflecting
on What You Learned from Unit 1:
Unit 1: What Did You Learn?
Click the title above, follow the directions. See if you can do this in one hour or less. Then we'll discuss the results.
Looking Ahead to Next Week and Unit 2:
Our next unit will be
UNIT 2: WHO CONTROLS PUBLIC OPINION & POLICY, AND HOW?
Essay: Speculate about Causes (SMGW ch. 9)
Read the following, and write a summary and response of each. As usual, turn them in before class to the drop box, and after, post to D2L.
- Gloria Steinem, "Sex, Lies and Advertising," BR 274
- Aldous Huxley, "Propaganda Under a Dictatorship," BR 214.
Essay 1 self-evaluation
Go to this blog post for directions. Post tonight or tomorrow.
It's important to do this self-evaluation for the first draft, because if you wait till the final draft, the insights you'd gain from the self-evaluation will come too late. Most students find that after doing the self-evaluation, they already have some good ideas about where to focus their efforts in their revisions.
Two other activities to end unit 1:
Discuss:
1. Is there hope? The Economics of Global Warming Mitigation (What will a "cure" cost, and can we afford it?).
- For our discussion, we'll also consider the article under "content" (Global warming resources) on D2L, "Al Gore, James Hansen, & Civil Disobedience."
- To prepare for discussion, type up some thoughts and post them to the "Unit 1 general discussion" forum on D2L.
2. Write a Brief Essay Reflecting
on What You Learned from Unit 1:
Unit 1: What Did You Learn?
Click the title above, follow the directions. See if you can do this in one hour or less. Then we'll discuss the results.
Looking Ahead to Next Week and Unit 2:
Our next unit will be
UNIT 2: WHO CONTROLS PUBLIC OPINION & POLICY, AND HOW?
Essay: Speculate about Causes (SMGW ch. 9)
Read the following, and write a summary and response of each. As usual, turn them in before class to the drop box, and after, post to D2L.
- Gloria Steinem, "Sex, Lies and Advertising," BR 274
- Aldous Huxley, "Propaganda Under a Dictatorship," BR 214.
Unit 1: What did you learn?
Write a brief essay (3 paragraphs or more) that explains what you learned during Unit 1.
- Don't be too brief, so that it seems you're trying to get away with the least possible work.
- Don't be too long-winded, and especially don't pad the writing to make it unnecessarily long.
- Reflect honestly on what you learned, and explain what you learned in the essay.
- Post the results to the D2L discussion forum titled, "What I learned in Unit 1.
- Focus especially on what information was new to you, what surprised or disturbed you.
What you might include:
- We studied and read about the science of global warming (in two films and in readings, including the IPCC report FAQs). What did you learn about the science that you didn't know before? Explain. Don't just say, "I learned a lot about the science of global warming."
- We watched two films: An Inconvenient Truth, and Crude Impact. The first made a case for the problem of global warming. The second showed in greater detail some of the environmental, political and economic effects of fossil fuels on population, food production, clothing, etc. It also gave a glimpse of how some oil companies, like Texaco in Equador, valued profits more than people.
- We studied the UCS report on the Exxon disinformation campaign, which was meant to create doubt in consumer's minds about global warming and its causes. This disinformation campaign has not ended yet. What did you learn? Did any of this surprise or disturb you? Explain.
- We read for this week some readings about the economics of "fixing" the effects of global warming, or "mitigation." Some writers are hopeful, but perhaps unrealistically optimistic. Some are very pessimistic, either about the economic consequences of doing anything, or about the chances of success at all. What did you learn?
- What did you learn about your assumptions regarding global warming? About your own habits related to energy consumption?
- What did you learn about your writing and study habits?
Write up a brief essay about what you learned, focusing especially on the highlights. Don't pad. Not too short, not too long. If you're really trying, and if you're being honest, you'll know how long this should be (some could do well with less than a full page; some might need more).
- Don't be too brief, so that it seems you're trying to get away with the least possible work.
- Don't be too long-winded, and especially don't pad the writing to make it unnecessarily long.
- Reflect honestly on what you learned, and explain what you learned in the essay.
- Post the results to the D2L discussion forum titled, "What I learned in Unit 1.
- Focus especially on what information was new to you, what surprised or disturbed you.
What you might include:
- We studied and read about the science of global warming (in two films and in readings, including the IPCC report FAQs). What did you learn about the science that you didn't know before? Explain. Don't just say, "I learned a lot about the science of global warming."
- We watched two films: An Inconvenient Truth, and Crude Impact. The first made a case for the problem of global warming. The second showed in greater detail some of the environmental, political and economic effects of fossil fuels on population, food production, clothing, etc. It also gave a glimpse of how some oil companies, like Texaco in Equador, valued profits more than people.
- We studied the UCS report on the Exxon disinformation campaign, which was meant to create doubt in consumer's minds about global warming and its causes. This disinformation campaign has not ended yet. What did you learn? Did any of this surprise or disturb you? Explain.
- We read for this week some readings about the economics of "fixing" the effects of global warming, or "mitigation." Some writers are hopeful, but perhaps unrealistically optimistic. Some are very pessimistic, either about the economic consequences of doing anything, or about the chances of success at all. What did you learn?
- What did you learn about your assumptions regarding global warming? About your own habits related to energy consumption?
- What did you learn about your writing and study habits?
Write up a brief essay about what you learned, focusing especially on the highlights. Don't pad. Not too short, not too long. If you're really trying, and if you're being honest, you'll know how long this should be (some could do well with less than a full page; some might need more).
Wednesday, September 26, 2007
How the White House worked to scuttle California's climate law
How the White House worked to scuttle California's climate law
http://www.sfgate.com/cgi-bin/article.cgi?file=/c/a/2007/09/25/MNTUSD603.DTL&type=printable
Good article, not about an Exxon disinformation campaign, but a White House lobbying effort to crush some California environmental legislation.
http://www.sfgate.com/cgi-bin/article.cgi?file=/c/a/2007/09/25/MNTUSD603.DTL&type=printable
Good article, not about an Exxon disinformation campaign, but a White House lobbying effort to crush some California environmental legislation.
Monday, September 24, 2007
Leaders Gather for UN Cimate Summit
USA Today article on UN climate change meeting and shrinking polar ice:
Leaders to gather for U.N. climate summit
http://www.usatoday.com/news/world/environment/2007-09-23-climatetalks_N.htm?csp=34
Leaders to gather for U.N. climate summit
http://www.usatoday.com/news/world/environment/2007-09-23-climatetalks_N.htm?csp=34
Thursday, September 20, 2007
Due Thursday, September 27
Thursday, September 27
Week 5: Enviro-Economics: Optimism, Pessimism, Realism
For the "introduction exercise" and the "integrating quotes" exercise," post the results directly to the related D2L "first things" discussion forum. For summaries, responses and essay drafts, before the class on the day they are due, turn them in to the "drop box" folder named after the assignment, and then after class, post a copy to the appropriate discussion forum.
Due:
Exercises:
If you missed class on the 20th, do these:
1. Do the Integrated Quotes exercise again (and if you didn't do it before, do it twice so you get caught up).
2. Do the Introductions exercise (the one we did in class on 9-20). See the "Where to find it" menu here on the blog for the link to the exercise.
If you were in class and did these there, you don't have to do these exercises outside of class.
Extra reading for those who were not in class on 9-20:
See the "content" section of D2L, and read the following:
- Critical thinking resources:
1. The Problem of Egocentric Thinking
2. Essential Intellectual Traits.
Write a response or summary for each of the two above.
- Global Warming Resources:
1. Al Gore, J. Hansen, & Civil Disobedience
2. Nobel Peace Prize Could Go to Climate Campaigner
Write a response or summary to each of the above.
Reading, summaries and responses for all students:
Read one from each of the first two (1,2) below, and read both listed under "3" below:
1. Enviro-Economic (over-?) Optimism:
Read one or both (a or b)
and for the one you choose, write a short summary and response:
(a) "A Global Green Deal" by M.Hertsgaard. See textbook or here:
http://www.mindfully.org/Sustainability/Global-Green-Deal.htm
(b) A New Agenda for Global Warming - by Joseph E. Stiglitz
at this URL/Web address:
http://downloads.heartland.org/19398.pdf
Note that this is published by the Heartland Institute. Check back on what you read previously about the Union of Concerned Scientist's report on Exxon's disinformation campaign, and check the tables that show the names of the spokespersons and organizations receiving funding from Exxon. How much did Heartland Institute receive? Does this call the article into question? Why or why not?
2. Global Warming and Pessimistic Economics
(mitigation as "Economic Suicide" or hopeless cause):
Read one or both (a or b)
and for the one you choose, write a short summary and response:
(a) "Greenhouse Simplicities" by Robert J. Samuelson (originally published in Newsweek as a response to the previous issue's cover story). Click the name of the article above, or use this web address/URL:
http://www.washingtonpost.com/wp-dyn/content/article/2007/08/14/AR2007081401331_pf.html
(b) "Kyoto's Anniversary: Little Reason to Celebrate" By Dana Joel Gattuso, which you can find either by clicking the title, or going to this web address/URL:
http://www.nationalcenter.org/NPA537EuropeKyoto206.html
3. Global Warming and Economic Realists?
Read both (a and b)
and for each, do a response:
(a) New Growth Climate Change Theory (originally from Salon.com):
http://www.climateark.org/shared/reader/welcome.aspx?linkid=61979
(b) Letter: “What Will Stiglitz's Global Warming Remedy Really Cost?” by Harry D. Saunders (see D2L "content" section).
Also skim:
4. CWH ch’s 51-53, MLA system and sample paper.
5. Other Environmental Issues: If you feel that work on the first draft of your first graded essay is going well, you might consider picking one or more of the essays below for more environmental topics, or do some of your own research. This assignment is optional.
- Chemicals: Rachel Carson, "The Obligation to Endure," BR 614
- Peak Oil: David R. Francis, "Why 'peak oil' may soon pique your interest," CSM (see blog for web link)
- Landfills and Recycling:
(a) Al Gore, "The Wasteland," BR 603
(b) Rathje & Murphy, "Recycling: No Panacea," BR 620
- S.T. Christensen, "Is a Tree Worth a Life?" BR p.630
- Sea-Trash and the Pacific Gyres: Kenneth R. Weiss, "Plague of Plastic Chokes the Seas" (see blog for web link)
- Other topics to research: Bleaching of choral reefs, algae blooms, over-fishing, species extinctions, and many more possibilities.
Essay 1 draft, graded or not, due today. Post to D2L and turn in a copy to the drop box.
If you plan to revise after receiving feedback,
the revision is also due next week.
We may have oral readings in class of a student essay or two, if time.
Week 5: Enviro-Economics: Optimism, Pessimism, Realism
For the "introduction exercise" and the "integrating quotes" exercise," post the results directly to the related D2L "first things" discussion forum. For summaries, responses and essay drafts, before the class on the day they are due, turn them in to the "drop box" folder named after the assignment, and then after class, post a copy to the appropriate discussion forum.
Due:
Exercises:
If you missed class on the 20th, do these:
1. Do the Integrated Quotes exercise again (and if you didn't do it before, do it twice so you get caught up).
2. Do the Introductions exercise (the one we did in class on 9-20). See the "Where to find it" menu here on the blog for the link to the exercise.
If you were in class and did these there, you don't have to do these exercises outside of class.
Extra reading for those who were not in class on 9-20:
See the "content" section of D2L, and read the following:
- Critical thinking resources:
1. The Problem of Egocentric Thinking
2. Essential Intellectual Traits.
Write a response or summary for each of the two above.
- Global Warming Resources:
1. Al Gore, J. Hansen, & Civil Disobedience
2. Nobel Peace Prize Could Go to Climate Campaigner
Write a response or summary to each of the above.
Reading, summaries and responses for all students:
Read one from each of the first two (1,2) below, and read both listed under "3" below:
1. Enviro-Economic (over-?) Optimism:
Read one or both (a or b)
and for the one you choose, write a short summary and response:
(a) "A Global Green Deal" by M.Hertsgaard. See textbook or here:
http://www.mindfully.org/Sustainability/Global-Green-Deal.htm
(b) A New Agenda for Global Warming - by Joseph E. Stiglitz
at this URL/Web address:
http://downloads.heartland.org/19398.pdf
Note that this is published by the Heartland Institute. Check back on what you read previously about the Union of Concerned Scientist's report on Exxon's disinformation campaign, and check the tables that show the names of the spokespersons and organizations receiving funding from Exxon. How much did Heartland Institute receive? Does this call the article into question? Why or why not?
2. Global Warming and Pessimistic Economics
(mitigation as "Economic Suicide" or hopeless cause):
Read one or both (a or b)
and for the one you choose, write a short summary and response:
(a) "Greenhouse Simplicities" by Robert J. Samuelson (originally published in Newsweek as a response to the previous issue's cover story). Click the name of the article above, or use this web address/URL:
http://www.washingtonpost.com/wp-dyn/content/article/2007/08/14/AR2007081401331_pf.html
(b) "Kyoto's Anniversary: Little Reason to Celebrate" By Dana Joel Gattuso, which you can find either by clicking the title, or going to this web address/URL:
http://www.nationalcenter.org/NPA537EuropeKyoto206.html
3. Global Warming and Economic Realists?
Read both (a and b)
and for each, do a response:
(a) New Growth Climate Change Theory (originally from Salon.com):
http://www.climateark.org/shared/reader/welcome.aspx?linkid=61979
(b) Letter: “What Will Stiglitz's Global Warming Remedy Really Cost?” by Harry D. Saunders (see D2L "content" section).
Also skim:
4. CWH ch’s 51-53, MLA system and sample paper.
5. Other Environmental Issues: If you feel that work on the first draft of your first graded essay is going well, you might consider picking one or more of the essays below for more environmental topics, or do some of your own research. This assignment is optional.
- Chemicals: Rachel Carson, "The Obligation to Endure," BR 614
- Peak Oil: David R. Francis, "Why 'peak oil' may soon pique your interest," CSM (see blog for web link)
- Landfills and Recycling:
(a) Al Gore, "The Wasteland," BR 603
(b) Rathje & Murphy, "Recycling: No Panacea," BR 620
- S.T. Christensen, "Is a Tree Worth a Life?" BR p.630
- Sea-Trash and the Pacific Gyres: Kenneth R. Weiss, "Plague of Plastic Chokes the Seas" (see blog for web link)
- Other topics to research: Bleaching of choral reefs, algae blooms, over-fishing, species extinctions, and many more possibilities.
Essay 1 draft, graded or not, due today. Post to D2L and turn in a copy to the drop box.
If you plan to revise after receiving feedback,
the revision is also due next week.
We may have oral readings in class of a student essay or two, if time.
Essay 1 self-evaluation
Go to the summary of Basic Features for an "Explaining a Concept" essay on pages 231-233 in SMGW 7th edition. Use this as a resource as you self-evaluate.
Directions:
Please understand that if you do not do this self-evaluation in class before you leave tonight, you need to do it very soon. Post your essay to the appropriate discussion forum for Unit 1 ("Essay 1"). Then reply to your essay post with this self-evaluation. Use the spell-check on D2L to check the spelling of your self-eval.
There are three parts to the essay 1 self-evaluation:
- The first is about basic features.
- The second is about what you learned about your writing habits.
- The third asks you to step back for the big picture.
Provide clear answers in complete sentences. Think about each area, and let your answers show that you reflected on the quality of your work.
- Hint: If your answers are one word, or only as brief as possible, then it indicates to the instructor that you're interested in doing as little work as possible, and interested in only the lowest grade needed to pass the course. If you relfect on each area, you should have something to say without being too brief, and without making up useless stuff to say for the sake of creating the illusion that you're taking the self-evaluation seriously.
1. Write a brief self-evaluation reflecting on the strengths and weaknesses of your essay in the six areas defined as basic features.
- A Focused Concept (which includes a focused thesis statement early in your essay, usually in the first paragraph. In other words, how clear and well focused was your thesis?)
- An Appeal to Reader's Interests (which includes considerations of an introduction that will draw readers in).
- A Logical Plan (This includes consideration of the strong and weak areas in your outline. Did it include strong support for your thesis, well-organized, with no main needed ideas left out? How could it be improved?)
- Clear Definitions (Consider how clear your definitions were; consider if you defined all terms that needed defining; consider if you placed the definitions in helpful places, or if you crammed them in somewhat randomly.)
- Appropriate writing strategies (How many writing strategies did you consdier to help in certain parts of your paper? Did you just write the paper without considering writing strategies? Which strategies did you use, and why?)
- Careful use of sources (How well did you integrate quotes in your paper? Paraphrase? Summary? How well did you handle citations? Did you provide citations for quotes, summary and paraphrase, or just quotes? Was your MLA List of Works Cited correctly formatted?)
2. Consider what you learned about your writing habits in the process of writing this paper:
(a) Did you get an early start on research?
(b) Did you start early with brainstorming about how you'd write the paper?
(c) Did you feel satisfied with the focus and thesis, and if not, did you revise till satisfied?
(d) Did you just write the paper without an outline, or did you organize your thoughts with some kind of list, and organize the items on the list?
(e) While drafting your paper in sentences and paragraphs, did this aspect of the work go well, or do you have trouble with writing sentences and paragraphs?
(f) Which aspects of writing the paper were easiest, and which were hardest?
(g) Did you edit carefully for grammar and spelling, using a spell-checker such as the one in MS-Word (which marks misspellings with a red underline), and a grammar checker such as that in MS-Word (which marks questionable grammar with green underline)? Or did you just hurry to finish and turn it in without checking spelling and grammar?
(h) Are there any habitual writing problems you've had in the past that you feel you still have not conquered? Examples: Comma splices, run-on sentences, general confusion about comma use and other punctuation.
3. Step back for the big picture. Cut to the chase: So what are your writing's greatest strengths in this essay? What are its greatest weaknesses? Are these mostly in your ideas, your organization/outline, your writing of sentences and paragraphs, your appeal to the reader's interest, your use of source material, your editing? Are you profound and concise? Do you ramble?
In 20 words or less, talk about your greatest writing strengths in this essay. Then, in another 20 words or less, talk about your weakesses.
Directions:
Please understand that if you do not do this self-evaluation in class before you leave tonight, you need to do it very soon. Post your essay to the appropriate discussion forum for Unit 1 ("Essay 1"). Then reply to your essay post with this self-evaluation. Use the spell-check on D2L to check the spelling of your self-eval.
There are three parts to the essay 1 self-evaluation:
- The first is about basic features.
- The second is about what you learned about your writing habits.
- The third asks you to step back for the big picture.
Provide clear answers in complete sentences. Think about each area, and let your answers show that you reflected on the quality of your work.
- Hint: If your answers are one word, or only as brief as possible, then it indicates to the instructor that you're interested in doing as little work as possible, and interested in only the lowest grade needed to pass the course. If you relfect on each area, you should have something to say without being too brief, and without making up useless stuff to say for the sake of creating the illusion that you're taking the self-evaluation seriously.
1. Write a brief self-evaluation reflecting on the strengths and weaknesses of your essay in the six areas defined as basic features.
- A Focused Concept (which includes a focused thesis statement early in your essay, usually in the first paragraph. In other words, how clear and well focused was your thesis?)
- An Appeal to Reader's Interests (which includes considerations of an introduction that will draw readers in).
- A Logical Plan (This includes consideration of the strong and weak areas in your outline. Did it include strong support for your thesis, well-organized, with no main needed ideas left out? How could it be improved?)
- Clear Definitions (Consider how clear your definitions were; consider if you defined all terms that needed defining; consider if you placed the definitions in helpful places, or if you crammed them in somewhat randomly.)
- Appropriate writing strategies (How many writing strategies did you consdier to help in certain parts of your paper? Did you just write the paper without considering writing strategies? Which strategies did you use, and why?)
- Careful use of sources (How well did you integrate quotes in your paper? Paraphrase? Summary? How well did you handle citations? Did you provide citations for quotes, summary and paraphrase, or just quotes? Was your MLA List of Works Cited correctly formatted?)
2. Consider what you learned about your writing habits in the process of writing this paper:
(a) Did you get an early start on research?
(b) Did you start early with brainstorming about how you'd write the paper?
(c) Did you feel satisfied with the focus and thesis, and if not, did you revise till satisfied?
(d) Did you just write the paper without an outline, or did you organize your thoughts with some kind of list, and organize the items on the list?
(e) While drafting your paper in sentences and paragraphs, did this aspect of the work go well, or do you have trouble with writing sentences and paragraphs?
(f) Which aspects of writing the paper were easiest, and which were hardest?
(g) Did you edit carefully for grammar and spelling, using a spell-checker such as the one in MS-Word (which marks misspellings with a red underline), and a grammar checker such as that in MS-Word (which marks questionable grammar with green underline)? Or did you just hurry to finish and turn it in without checking spelling and grammar?
(h) Are there any habitual writing problems you've had in the past that you feel you still have not conquered? Examples: Comma splices, run-on sentences, general confusion about comma use and other punctuation.
3. Step back for the big picture. Cut to the chase: So what are your writing's greatest strengths in this essay? What are its greatest weaknesses? Are these mostly in your ideas, your organization/outline, your writing of sentences and paragraphs, your appeal to the reader's interest, your use of source material, your editing? Are you profound and concise? Do you ramble?
In 20 words or less, talk about your greatest writing strengths in this essay. Then, in another 20 words or less, talk about your weakesses.
Introduction Exercise
Introduction Exercise
This exercise is meant to help students practice a variety of strategies for writing introductions to essays.
According the Diana Hacker's handbook, Rules for Writers (3rd edition), there are many strategies to consider for an essay introduction. (22) These strategies can help the writer appeal to the reader's interests.
Hacker outlines eight possibilities, and it's not an exhaustive list:
1. a startling statistic or unusual fact
2. a vivid example
3. a description
4. a paradoxical statement
5. a quotation or bit of dialogue
6. a question
7. an analogy
8. a joke or an anecdote
The goal of this exercise is for students to write eight paragraphs, one for each of the eight introduction strategies listed above. If you want to challenge yourself, you can think of other strategies list them and try those as well.
Directions:
1. Write at least five of the eight different types of introductions.
2. They must be original: This assignment is *not* about finding introductions written by other writers that fit these eight descriptions.
3. There is no set length requirement, but make a good effort: Not too short, not too long.
4. This exercise is practice for writing introductions for papers in this class, so either write introductions that would fit with the essay options for unit 1, or look ahead to other units and write them as if you were introducing an essay for a future unit in this class.
5. If we do this exercise in class, outside of a computer lab, don’t feel obligated to be perfect about startling facts or statistics, or quoting sources we’ve read. Recall them as best you can from the reading and/or documentary films we’ve watched for a given unit.
6. Post the results to D2L, to the “First Things” discussion topic called “Introduction exercise.”
7. No self-evaluation is needed for now.
You many not need examples, but here are some in case you need some to get started:
1. A startling statistic or unusual fact:
"As you read these sentences, think of time passing. If you like, glance at a clock or at your watch. How many seconds has it taken you to read this far? Now consider that millions of people die every year of hunger. Many of them are children. There are 31,536,000 seconds in a year. On average, a child dies of hunger every 5 seconds. The wealthy nations of the world have the capacity to feed them all, to prevent unnecessary deaths from starvation. But do we have the will? How many children have died since you started reading this? How many will die by the time you are finished? Read on."
2. A vivid example:
"Years ago, table saws were made with protective shields that were removeable, and before that, with none at all. My father understands this. He is seventy two, and last year, while cutting a piece of wood in the garage, he was a bit tired and not quite paying attention as he should have been. He has always warned me to use a "push stick" to push a piece of wood that gets caught, or just stops, on its way through the blade. I once stuck my right thumb in a table saw, shattered the thumnail, and made a deep cut, almost to the bone, because I was too tired and not paying attention to my work--and using no push stick. Like my father, that night. No push stick. He is right handed. As he reached for the wood with his left hand, the blade caught his left thumb near the base, and it sliced through the skin, through nerves and bone, and left my father's thumb dangling by just a thin piece of skin. These events changed his life, and, I believe, changed mine as well. Ever since then, I have been a much stronger advocate of workshop safety, and believe that in spite of the ways they are sometimes cumbersome, table saws should not be sold without safety attachments that protect users from tragic accidents."
3. A description:
"In Minnesota's Boundary Waters Canoe Area, there is a lake with an island that has a sheer cliff face. One morning on a camping trip, I woke before the rest of the group to see a windless lake covered with a think layer of mist, and the island cliffs in the distance. Something drew me on, so I got in a canoe, pushed off from shore, and quietly paddled out while the others slept. The sun would be up soon, and would burn off the mist, so there was something about that moment that made it seem the brief journey had to be made now, not later. As I pulled up to the cliffs, I noticed that there were large rocks close to the surface under the water--which would prevent us from diving into the water from those cliffs. I looked down at the rocks, and up at the top, ignoring, for a while, the cliff face that was so close to me. But then shapes caught my eye: A hand print. An arch, something like a rainbow. The shape of an animal. Human stick-figures. What was this? Had I stumbled on some pictographs, images left by ancient tribes? I moved the canoe closer to the stone face, brought my hand closer to a hand print, just to check the size of the hand-print compared to mine. A chill went down my spine. They matched. My own hand could have made the print."
4. A paradoxical statement:
"Lao-tzu described a world in which the leader or "master" would be a humble servant, and instead of enforcing a harsh rule, would give the people great freedom and trust. The master would lead by example. His readings are poetic, even in translation, and fascinating to read. But when I imagine a world in which government really acted as he had envisioned, I can only imagine a world that would turn out nothing like he intended, because the rich and powerful would abuse the freedom for personal gain. So paradoxically, does too much freedom and trust, unfortunately, tend to lead to rampant oppression and evil?
5. A quotation or bit of dialogue:
"Thomas Jefferson knew about the lengths people often go to resolve cognitive dissonance. In the 'Declaration of Independence,' one of the most famous documents Jefferson ever penned, he wrote that 'mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed.' Like an abused child who is more fearful of losing the parent to whom he or she is accustomed, Jefferson knew that many people would endure suffering, to a point, instead of taking larger measures to resolve the cognitive dissonance that results from a political system that doesn't look out for the common good, but instead, seeks to benefit only a few while the many suffer."
6. A question:
"Does too much freedom and trust, unfortunately, lead to oppression and evil? Lao-tzu described a world in which the leader or "master" would be a humble servant, and instead of enforcing a harsh rule, would give the people great freedom and trust. The master would lead by example. His readings are poetic, even in translation, and fascinating to read. But when I imagine a world in which government really acted as he had envisioned, I can only imagine a world that would turn out nothing like he intended, because the rich and powerful would abuse the freedom for personal gain."
7. An analogy:
Imagine that I own a gourmet catering company, and I decide to run for office. The local paper endorses candidates, and I'd like to receive their endorsement. I hear that the owner of the paper has a daughter who is engaged, and the family is looking for bids for the wedding reception dinner. I figure that to beat the competition, I should put in a very low bid, risk taking a smaller profit than normal, or perhaps even risk taking a loss. I put in my bid, and it's the low bid, and my catering company gets the job. Later, I get the endorsement from the newspaper. Some readers complain that the editors of the paper were unfairly kind toward me in their coverage of me and my campaign, and much more exacting in their coverage toward my opponent. Would citizens have a right to complain? Of course. In fact, most candidates would not think of getting into a lowest-bid competition, because state law prohibits candidates and from giving anything of value--money, gifts, services, discounts--which would include certain low bids--in exchange for editorial favors. Yet this is exactly what a certain Minnesota State Representative did in the 2004 race. His contracting company bid low on a major remodeling contract for a local newspaper, he got the job, and he was later endorsed by the paper. And the potential discount his company gave the paper was worth a lot more than a catering job for a wedding reception dinner.
8. A joke or an anecdote (anecdote):
"Years ago, table saws were made with protective shields that were removeable, and before that, with none at all. My father understands this. He is seventy two, and last year, while cutting a piece of wood in the garage, he was a bit tired and not quite paying attention as he should have been. He has always warned me to use a "push stick" to push a piece of wood that gets caught, or just stops, on its way through the blade. I once stuck my right thumb in a table saw, shattered the thumnail, and made a deep cut, almost to the bone, because I was too tired and not paying attention to my work--and using no push stick. Like my father, that night. No push stick. He is right handed. As he reached for the wood with his left hand, the blade caught his left thumb near the base, and it sliced through the skin, through nerves and bone, and left my father's thumb dangling by just a thin piece of skin. These events changed his life, and, I believe, changed mine as well. Ever since then, I have been a much stronger advocate of workshop safety, and believe that in spite of the ways they are sometimes cumbersome, table saws should not be sold without safety attachments that protect users from tragic accidents.
This exercise is meant to help students practice a variety of strategies for writing introductions to essays.
According the Diana Hacker's handbook, Rules for Writers (3rd edition), there are many strategies to consider for an essay introduction. (22) These strategies can help the writer appeal to the reader's interests.
Hacker outlines eight possibilities, and it's not an exhaustive list:
1. a startling statistic or unusual fact
2. a vivid example
3. a description
4. a paradoxical statement
5. a quotation or bit of dialogue
6. a question
7. an analogy
8. a joke or an anecdote
The goal of this exercise is for students to write eight paragraphs, one for each of the eight introduction strategies listed above. If you want to challenge yourself, you can think of other strategies list them and try those as well.
Directions:
1. Write at least five of the eight different types of introductions.
2. They must be original: This assignment is *not* about finding introductions written by other writers that fit these eight descriptions.
3. There is no set length requirement, but make a good effort: Not too short, not too long.
4. This exercise is practice for writing introductions for papers in this class, so either write introductions that would fit with the essay options for unit 1, or look ahead to other units and write them as if you were introducing an essay for a future unit in this class.
5. If we do this exercise in class, outside of a computer lab, don’t feel obligated to be perfect about startling facts or statistics, or quoting sources we’ve read. Recall them as best you can from the reading and/or documentary films we’ve watched for a given unit.
6. Post the results to D2L, to the “First Things” discussion topic called “Introduction exercise.”
7. No self-evaluation is needed for now.
You many not need examples, but here are some in case you need some to get started:
1. A startling statistic or unusual fact:
"As you read these sentences, think of time passing. If you like, glance at a clock or at your watch. How many seconds has it taken you to read this far? Now consider that millions of people die every year of hunger. Many of them are children. There are 31,536,000 seconds in a year. On average, a child dies of hunger every 5 seconds. The wealthy nations of the world have the capacity to feed them all, to prevent unnecessary deaths from starvation. But do we have the will? How many children have died since you started reading this? How many will die by the time you are finished? Read on."
2. A vivid example:
"Years ago, table saws were made with protective shields that were removeable, and before that, with none at all. My father understands this. He is seventy two, and last year, while cutting a piece of wood in the garage, he was a bit tired and not quite paying attention as he should have been. He has always warned me to use a "push stick" to push a piece of wood that gets caught, or just stops, on its way through the blade. I once stuck my right thumb in a table saw, shattered the thumnail, and made a deep cut, almost to the bone, because I was too tired and not paying attention to my work--and using no push stick. Like my father, that night. No push stick. He is right handed. As he reached for the wood with his left hand, the blade caught his left thumb near the base, and it sliced through the skin, through nerves and bone, and left my father's thumb dangling by just a thin piece of skin. These events changed his life, and, I believe, changed mine as well. Ever since then, I have been a much stronger advocate of workshop safety, and believe that in spite of the ways they are sometimes cumbersome, table saws should not be sold without safety attachments that protect users from tragic accidents."
3. A description:
"In Minnesota's Boundary Waters Canoe Area, there is a lake with an island that has a sheer cliff face. One morning on a camping trip, I woke before the rest of the group to see a windless lake covered with a think layer of mist, and the island cliffs in the distance. Something drew me on, so I got in a canoe, pushed off from shore, and quietly paddled out while the others slept. The sun would be up soon, and would burn off the mist, so there was something about that moment that made it seem the brief journey had to be made now, not later. As I pulled up to the cliffs, I noticed that there were large rocks close to the surface under the water--which would prevent us from diving into the water from those cliffs. I looked down at the rocks, and up at the top, ignoring, for a while, the cliff face that was so close to me. But then shapes caught my eye: A hand print. An arch, something like a rainbow. The shape of an animal. Human stick-figures. What was this? Had I stumbled on some pictographs, images left by ancient tribes? I moved the canoe closer to the stone face, brought my hand closer to a hand print, just to check the size of the hand-print compared to mine. A chill went down my spine. They matched. My own hand could have made the print."
4. A paradoxical statement:
"Lao-tzu described a world in which the leader or "master" would be a humble servant, and instead of enforcing a harsh rule, would give the people great freedom and trust. The master would lead by example. His readings are poetic, even in translation, and fascinating to read. But when I imagine a world in which government really acted as he had envisioned, I can only imagine a world that would turn out nothing like he intended, because the rich and powerful would abuse the freedom for personal gain. So paradoxically, does too much freedom and trust, unfortunately, tend to lead to rampant oppression and evil?
5. A quotation or bit of dialogue:
"Thomas Jefferson knew about the lengths people often go to resolve cognitive dissonance. In the 'Declaration of Independence,' one of the most famous documents Jefferson ever penned, he wrote that 'mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed.' Like an abused child who is more fearful of losing the parent to whom he or she is accustomed, Jefferson knew that many people would endure suffering, to a point, instead of taking larger measures to resolve the cognitive dissonance that results from a political system that doesn't look out for the common good, but instead, seeks to benefit only a few while the many suffer."
6. A question:
"Does too much freedom and trust, unfortunately, lead to oppression and evil? Lao-tzu described a world in which the leader or "master" would be a humble servant, and instead of enforcing a harsh rule, would give the people great freedom and trust. The master would lead by example. His readings are poetic, even in translation, and fascinating to read. But when I imagine a world in which government really acted as he had envisioned, I can only imagine a world that would turn out nothing like he intended, because the rich and powerful would abuse the freedom for personal gain."
7. An analogy:
Imagine that I own a gourmet catering company, and I decide to run for office. The local paper endorses candidates, and I'd like to receive their endorsement. I hear that the owner of the paper has a daughter who is engaged, and the family is looking for bids for the wedding reception dinner. I figure that to beat the competition, I should put in a very low bid, risk taking a smaller profit than normal, or perhaps even risk taking a loss. I put in my bid, and it's the low bid, and my catering company gets the job. Later, I get the endorsement from the newspaper. Some readers complain that the editors of the paper were unfairly kind toward me in their coverage of me and my campaign, and much more exacting in their coverage toward my opponent. Would citizens have a right to complain? Of course. In fact, most candidates would not think of getting into a lowest-bid competition, because state law prohibits candidates and from giving anything of value--money, gifts, services, discounts--which would include certain low bids--in exchange for editorial favors. Yet this is exactly what a certain Minnesota State Representative did in the 2004 race. His contracting company bid low on a major remodeling contract for a local newspaper, he got the job, and he was later endorsed by the paper. And the potential discount his company gave the paper was worth a lot more than a catering job for a wedding reception dinner.
8. A joke or an anecdote (anecdote):
"Years ago, table saws were made with protective shields that were removeable, and before that, with none at all. My father understands this. He is seventy two, and last year, while cutting a piece of wood in the garage, he was a bit tired and not quite paying attention as he should have been. He has always warned me to use a "push stick" to push a piece of wood that gets caught, or just stops, on its way through the blade. I once stuck my right thumb in a table saw, shattered the thumnail, and made a deep cut, almost to the bone, because I was too tired and not paying attention to my work--and using no push stick. Like my father, that night. No push stick. He is right handed. As he reached for the wood with his left hand, the blade caught his left thumb near the base, and it sliced through the skin, through nerves and bone, and left my father's thumb dangling by just a thin piece of skin. These events changed his life, and, I believe, changed mine as well. Ever since then, I have been a much stronger advocate of workshop safety, and believe that in spite of the ways they are sometimes cumbersome, table saws should not be sold without safety attachments that protect users from tragic accidents.
Thursday, September 13, 2007
Due Week 4, Thursday, September 20
Week 4: Exposing corporate-sponsored global warming denial.
Thursday, 9/20
We'll talk a bit about some critical thinking, reading and writing suggestions from CWH and elsewhere.
Due:
1. Look up “Astroturf” (pseudo grass-roots orgs):
http://www.sourcewatch.org/index.php?title=Astroturf
2. For this week's summaries and responses, include at the end of each summary or response a list of works cited that contains not only the source summarized or responded to in that particular assignment, but a full list of works cited that includes all of the sources you read for this week, alphabetized according to the last name of the author, or if no author is known, then by the title.
So for example, if you read 3.a. and a section as assigned from reading #4 listed below, your summary would include both of these sources at the end of your summaries and responses, but not at the end of your self-evaluations.
3. Read one of the following (a or b):
Either
(a) Gillian Wong, AP: "Polluters Manipulate Climate Info" (click the title to go to the article), or
(b) Sharon Begley, "The Truth about Denial" (click the title to go to the article).
For whichever one you read, write a brief summary and response.
Post them to the D2L discussion forum for unit 1 titled "Summary and response of Begley or Wong."
4. Read two sections as assigned, or more, from
UCS: "Exxon Mobil's Tobacco-like Disinformation Campaign on Global Warming Science," including appendix C, copies of leaked memo & letters (see blog for link).
Write a brief summary and a response to each of the sections assigned.
Watch for an email, or look at the "news" section of the D2L homepage for this course, for a list of the assigned sections by name.
5. Read SMGW ch.22: Use of Sources, Quoting, Integrating Quotes, Introducing Quotes. (No summary or reaction due for this SMGW reading).
In the 6th edition, this is found at p.693-701.
In 7th edition, it’s found at 747-757. Skim CWH ch.51.
6. Do Integrated Quotes Exercise. See "Where to find it" menu on this blog for details.
Talk about readings due for next week.
Thursday, 9/20
We'll talk a bit about some critical thinking, reading and writing suggestions from CWH and elsewhere.
Due:
1. Look up “Astroturf” (pseudo grass-roots orgs):
http://www.sourcewatch.org/index.php?title=Astroturf
2. For this week's summaries and responses, include at the end of each summary or response a list of works cited that contains not only the source summarized or responded to in that particular assignment, but a full list of works cited that includes all of the sources you read for this week, alphabetized according to the last name of the author, or if no author is known, then by the title.
So for example, if you read 3.a. and a section as assigned from reading #4 listed below, your summary would include both of these sources at the end of your summaries and responses, but not at the end of your self-evaluations.
3. Read one of the following (a or b):
Either
(a) Gillian Wong, AP: "Polluters Manipulate Climate Info" (click the title to go to the article), or
(b) Sharon Begley, "The Truth about Denial" (click the title to go to the article).
For whichever one you read, write a brief summary and response.
Post them to the D2L discussion forum for unit 1 titled "Summary and response of Begley or Wong."
4. Read two sections as assigned, or more, from
UCS: "Exxon Mobil's Tobacco-like Disinformation Campaign on Global Warming Science," including appendix C, copies of leaked memo & letters (see blog for link).
Write a brief summary and a response to each of the sections assigned.
Watch for an email, or look at the "news" section of the D2L homepage for this course, for a list of the assigned sections by name.
5. Read SMGW ch.22: Use of Sources, Quoting, Integrating Quotes, Introducing Quotes. (No summary or reaction due for this SMGW reading).
In the 6th edition, this is found at p.693-701.
In 7th edition, it’s found at 747-757. Skim CWH ch.51.
6. Do Integrated Quotes Exercise. See "Where to find it" menu on this blog for details.
Talk about readings due for next week.
Integrating Quotations
INTEGRATING QUOTATIONS
INTRODUCTION: Here's a sample of an exercise I've had past students try so that they can get comfortable with integrating quotations in a variety of ways. It's based on a section of a chapter called "Using Sources" (chapter 6, p.693) from the St. Martin's Guide to Writing, 6th edition (SMGW).
The section describes how writers can integrate quotations at different points in their own sentences, and in different ways:
At the Beginning (of a sentence of your own)
In the Middle (of your own sentence)
At the End (of your own sentence)
Divided by Your Own Words
Then the section describes still other ways of introducing quotations:
Introducing a Statement with a Colon
Introducing a Statement with a Comma
Introducing a Statement Using "That"
Introducing a Statement Using "as . . . said":
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
EXERCISE DIRECTIONS:
- Find one of the readings that you read recently for this class.
- Write sentences of your own in which you quote from the reading, as the student does in the sample below, quoting from various sources.
- Try them in the order listed above, which is the same as the order in the student sample.
- You can also see other samples in the SMGW textbook on pages 695-697, under the heading "Integrating Quotations."
- Read the samples below, and then experiment with using each of the forms listed. - Label each of them with labels from the list above, as the student does in the sample below.
- Post the results to the "First things" discussion forum titled "Integrating quotes."
- Your results should look like the student sample below, but of course, write sentences of your own, and use our recently assigned readings as the source of your own quotes.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
SAMPLE:
Below are examples of quotes integrated in the various forms listed above. This is based on the work of a student named Charity Zabel. She gave me permission to use her work as a sample, asking that I use her name if I did. I'm grateful to Charity for permission, and for her good work.
Notice that Charity labels each of her quotes in a way that corresponds to the different labels in the list. Charity is quoting from four sources: (1) Bruno Bettleheim's book, The Uses of Enchantment: The Meaning and Importance of Fairy Tales; (2) Lewis Hyde's book, The Gift: Imagination and the Erotic Life of Property; (3) A few Grimm's Brother's tales, including "Hanzel and Gretel" and"The Shoemaker and the Elves"; and (4) a Japanese version of the shoemaker-elves story called The Farmer and Poor God.
----------------------------
Integrated Quotations - Charity Zabel
At the Beginning:
"[A] house made of gingerbread and candy, with sugar window panes," is where the witch lived, and in part because of its deceptive appearance, the forsaken children were deceived (Grimm 276).
In the Middle:
The shoemaker's religious side was revealed when he "committed himself to heaven" after working on the leather for the shoes and before going to bed (558).
At the End:
The Brothers Grimm revealed the elves' happiness when "they hopped and danced about, jumping over chairs and tables, and at last they danced out the door" (559).
Divided by Your Own Words:
"[After] a while the family hardly ever saw him," author Wells writes of the Poor God's gradual disappearance, continuing, "It's not that he went somewhere else, it's just that after a while he wasn't there" (27).
Introducing a Statement with a Colon:
In the farmer's realization during "Shogatsu," Wells shows that being truly rich requires more than material things: "I thought I wanted to be truly rich. But there is singing in my house and laughter. I create beauty every day of my life. We are already truly rich" (25).
Introducing a Statement with a Comma:
Describing the shoemaker's optimistic personality, the author states,
"His conscience was clear
and his heart light amidst
all his troubles" (Grimm 557).
Introducing a Statement Using "That":
At midnight, the shoemaker and his wife discovered that "two naked little dwarfs" were the source of their blessings" (Grimm 557).
Introducing a Statement Using "as . . . said":
In fairy tales, supernatural events are often symbolic, for as John Silance has said, "When a character travels in a story and faces a supernatural figure (like a witch), it is sometimes a symbolic statement about a character seen earlier, or about some internal issue related to one or more of the earlier-mentioned characters". (179)
INTRODUCTION: Here's a sample of an exercise I've had past students try so that they can get comfortable with integrating quotations in a variety of ways. It's based on a section of a chapter called "Using Sources" (chapter 6, p.693) from the St. Martin's Guide to Writing, 6th edition (SMGW).
The section describes how writers can integrate quotations at different points in their own sentences, and in different ways:
At the Beginning (of a sentence of your own)
In the Middle (of your own sentence)
At the End (of your own sentence)
Divided by Your Own Words
Then the section describes still other ways of introducing quotations:
Introducing a Statement with a Colon
Introducing a Statement with a Comma
Introducing a Statement Using "That"
Introducing a Statement Using "as . . . said":
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
EXERCISE DIRECTIONS:
- Find one of the readings that you read recently for this class.
- Write sentences of your own in which you quote from the reading, as the student does in the sample below, quoting from various sources.
- Try them in the order listed above, which is the same as the order in the student sample.
- You can also see other samples in the SMGW textbook on pages 695-697, under the heading "Integrating Quotations."
- Read the samples below, and then experiment with using each of the forms listed. - Label each of them with labels from the list above, as the student does in the sample below.
- Post the results to the "First things" discussion forum titled "Integrating quotes."
- Your results should look like the student sample below, but of course, write sentences of your own, and use our recently assigned readings as the source of your own quotes.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
SAMPLE:
Below are examples of quotes integrated in the various forms listed above. This is based on the work of a student named Charity Zabel. She gave me permission to use her work as a sample, asking that I use her name if I did. I'm grateful to Charity for permission, and for her good work.
Notice that Charity labels each of her quotes in a way that corresponds to the different labels in the list. Charity is quoting from four sources: (1) Bruno Bettleheim's book, The Uses of Enchantment: The Meaning and Importance of Fairy Tales; (2) Lewis Hyde's book, The Gift: Imagination and the Erotic Life of Property; (3) A few Grimm's Brother's tales, including "Hanzel and Gretel" and"The Shoemaker and the Elves"; and (4) a Japanese version of the shoemaker-elves story called The Farmer and Poor God.
----------------------------
Integrated Quotations - Charity Zabel
At the Beginning:
"[A] house made of gingerbread and candy, with sugar window panes," is where the witch lived, and in part because of its deceptive appearance, the forsaken children were deceived (Grimm 276).
In the Middle:
The shoemaker's religious side was revealed when he "committed himself to heaven" after working on the leather for the shoes and before going to bed (558).
At the End:
The Brothers Grimm revealed the elves' happiness when "they hopped and danced about, jumping over chairs and tables, and at last they danced out the door" (559).
Divided by Your Own Words:
"[After] a while the family hardly ever saw him," author Wells writes of the Poor God's gradual disappearance, continuing, "It's not that he went somewhere else, it's just that after a while he wasn't there" (27).
Introducing a Statement with a Colon:
In the farmer's realization during "Shogatsu," Wells shows that being truly rich requires more than material things: "I thought I wanted to be truly rich. But there is singing in my house and laughter. I create beauty every day of my life. We are already truly rich" (25).
Introducing a Statement with a Comma:
Describing the shoemaker's optimistic personality, the author states,
"His conscience was clear
and his heart light amidst
all his troubles" (Grimm 557).
Introducing a Statement Using "That":
At midnight, the shoemaker and his wife discovered that "two naked little dwarfs" were the source of their blessings" (Grimm 557).
Introducing a Statement Using "as . . . said":
In fairy tales, supernatural events are often symbolic, for as John Silance has said, "When a character travels in a story and faces a supernatural figure (like a witch), it is sometimes a symbolic statement about a character seen earlier, or about some internal issue related to one or more of the earlier-mentioned characters". (179)
Overview of Unit 1
In our first unit, we have been and will be learning about global warming in a variety of its aspects:
– General information on global warming as caused, in part, by human activity and human-produced C02 emissions, and how these act as greenhouse gasses. Coal burning for generating electricity is a major factor, but so is gasoline for cars and trucks, as well as other contributing factors.
– How Exxon (and possibly other corporate coal, oil and gas interests) funded think-tanks and “research institutes” for the purpose of sowing seeds of doubt regarding the emerging scientific consensus on global warming, and how they even hired some of the same people who once led a campaign for the tobacco industry, to sow seeds of doubt in the minds of consumers regarding smoking as a cause of lung cancer. Some of these Exxon-funded scientists and commentators claim that the earth is warming simply for natural reasons, and it has nothing to do with human-caused C02. Some claim we’re headed for a new ice age, and global warming won’t happen at all. But the majority of scientists whose work is peer-reviewed seem to claim global warming is a major problem, and that industrialized humanity is creating the problem.
– How there are different economic approaches to the challenge of what to do about global warming: Some say that it would hurt the economy too much to reduce C02 emissions as much as needed, so it would be “economic suicide” to try to stop global warming. Others claim that if we do nothing, the costs to repair the damange later will be far greater than if we act early. Some claim that combating global warming can actually create jobs and save businesses and citizens money through conservation (using compact florescent bulbs, insulating buildings better, driving vehicles with greater fuel economy, etc.).
– General information on global warming as caused, in part, by human activity and human-produced C02 emissions, and how these act as greenhouse gasses. Coal burning for generating electricity is a major factor, but so is gasoline for cars and trucks, as well as other contributing factors.
– How Exxon (and possibly other corporate coal, oil and gas interests) funded think-tanks and “research institutes” for the purpose of sowing seeds of doubt regarding the emerging scientific consensus on global warming, and how they even hired some of the same people who once led a campaign for the tobacco industry, to sow seeds of doubt in the minds of consumers regarding smoking as a cause of lung cancer. Some of these Exxon-funded scientists and commentators claim that the earth is warming simply for natural reasons, and it has nothing to do with human-caused C02. Some claim we’re headed for a new ice age, and global warming won’t happen at all. But the majority of scientists whose work is peer-reviewed seem to claim global warming is a major problem, and that industrialized humanity is creating the problem.
– How there are different economic approaches to the challenge of what to do about global warming: Some say that it would hurt the economy too much to reduce C02 emissions as much as needed, so it would be “economic suicide” to try to stop global warming. Others claim that if we do nothing, the costs to repair the damange later will be far greater than if we act early. Some claim that combating global warming can actually create jobs and save businesses and citizens money through conservation (using compact florescent bulbs, insulating buildings better, driving vehicles with greater fuel economy, etc.).
Essay 1 options
English 101 - Fall 2007
Unit 1: Global Warming
Paper #1: Explaining a Concept
LENGTH: Minimum 2 full pages single-spaced, or four pages double-spaced, in 12 pt Times Roman font, with standard 1" margins, on MS-Word.
DUE DATE: 9/27 for best-effort early draft, and revision due a week later. For more details, see below.
BEST-EFFORT EARLY DRAFT AND REVISION AFTER FEEDBACK: Revise and make the first draft you post your best effort, not a lazy first draft. Post your draft on the due date.
- If you don't want to revise, you can be graded on that draft. If that's the case, add at the top of the first draft, "I'd like to be graded on this draft."
- If you plan to revise, you have to make major improvements: Not just spelling and grammar. If you are open to feedback and committed to making significant revision, the final draft is due a week later, but if you ask for feedback and make no significant revision except for grammar and spelling, your grade will go down instead of up.
WHAT TO INCLUDE: All essay options for the first paper will require that you quote and cite your sources, including some we’ve used in class (reading or film); that you summarize and paraphrase carefully, avoiding plagiarism; that you have a clear introduction and thesis statement, good transitions between ideas, a clear and effective conclusion, and a list of works cited.
CHOICES: You will have a choice of four options for your paper. Some will require more additional research than others. For all options, it will help if you consult SMGW chapter 5, especially the “Basic Features” section for the “Explaining a Concept” essay, and possibly the “guide to writing.”
Choose one of the following options for the first paper:
1. Imagine you are writing for an audience that has not seen any movies or read any articles on global warming, and they’re interested in learning some basics. A) Give an overview of the problem of global warming, and how burning coal, gas, oil and other fuels produce carbon that contributes to the greenhouse gasses, which hold heat in the atmosphere. B) Explain some of the obstacles the global warming movement faces in disinformation campaigns such as those funded by Exxon. C) Give an overview of some of the various economic positions regarding how a fight against global warming might affect national or world economies. You would rely on the movies and documentaries we’ve watched, and the readings we’ve read, for this unit, as well as many of the summaries you’ve written, which will prepare you well for this essay option. A main focus will be to synthesize materials, provide transitions between parts A, B and C, and have an effective introduction and conclusion. Consult SMGW chapter 5's “Basic Features” for the “Explaining a Concept” essay. The challenge of this option will be that you will have to grasp and deal with a large amount of material, being very clear and to-the-point, as well as synthesizing, writing a good introduction, and an effective conclusion.
2. Imagining you are writing for an audience that accepts the idea that human-caused global warming might be a problem, but doesn’t know for sure, and doesn’t know what to do about it. Focus more on the causes of global warming (especially C02 and greenhouse gasses), and what the average person can do to reduce their “carbon footprint.” Explain global warming in some detail, and explain some of the methods commonly suggested for reducing one’s carbon footprint, and how these might reduce the creation of C02 from burned coal, gasoline, oil, wood or natural gas. The challenge of this option will be that you will need to have a deeper and more thorough understanding of the science of global warming, and of the effects that certain measures to combat it might have. This will require some research beyond the sources we’ve encountered in class, but some of your primary sources, as a starting point, will be those we encountered in class (films, and text, in the Blair Reader, and online). You’ll have to do a bit of research to find at least three reputable sources, besides those we’ve read in class, regarding suggestions for reducing one’s carbon footprint.
3. Imagine you are writing for an audience that is confused about whether global warming is a real threat, because they hear many conflicting ideas on different TV and radio news programs, or read different, conflicting opinions in newspapers and magazines. Focus more on the disinformation campaign funded by Exxon, their internal memo that was leaked, and the Union of Concerned Scientists’ report regarding all the many organizations and “experts” funded to sow seeds of confusion and doubt about whether global warming is real or not. Explain how the media, perhaps in an effort to appear more “fair and balanced,” often presents conflicting opinions about global warning, when in fact there may be much more agreement among scientists. The challenge of this option will be to read and grasp the report by the Union of Concerned Scientists, and to be able to explain it clearly. It will also require some knowledge of the tobacco disinformation campaign and lawsuits, which will require some research.
4. Play the “devil’s advocate.” Research some of the literature produced by the Exxon-funded global warming skeptics, as listed in the report by the Union of Concerned Scientists. The UCS report will be a primary source. Relying on at least five major articles from five different Exxon-funded authors, argue against what seems to be the majority scientific consensus that global warming is a serious problem, and that human-produced C02 is a major cause of the problem. The challenge of this will be to do the extra research and reading, and to synthesize the resources into a convincing whole, unified by a clear, focused introduction, and a strong conclusion.
Unit 1: Global Warming
Paper #1: Explaining a Concept
LENGTH: Minimum 2 full pages single-spaced, or four pages double-spaced, in 12 pt Times Roman font, with standard 1" margins, on MS-Word.
DUE DATE: 9/27 for best-effort early draft, and revision due a week later. For more details, see below.
BEST-EFFORT EARLY DRAFT AND REVISION AFTER FEEDBACK: Revise and make the first draft you post your best effort, not a lazy first draft. Post your draft on the due date.
- If you don't want to revise, you can be graded on that draft. If that's the case, add at the top of the first draft, "I'd like to be graded on this draft."
- If you plan to revise, you have to make major improvements: Not just spelling and grammar. If you are open to feedback and committed to making significant revision, the final draft is due a week later, but if you ask for feedback and make no significant revision except for grammar and spelling, your grade will go down instead of up.
WHAT TO INCLUDE: All essay options for the first paper will require that you quote and cite your sources, including some we’ve used in class (reading or film); that you summarize and paraphrase carefully, avoiding plagiarism; that you have a clear introduction and thesis statement, good transitions between ideas, a clear and effective conclusion, and a list of works cited.
CHOICES: You will have a choice of four options for your paper. Some will require more additional research than others. For all options, it will help if you consult SMGW chapter 5, especially the “Basic Features” section for the “Explaining a Concept” essay, and possibly the “guide to writing.”
Choose one of the following options for the first paper:
1. Imagine you are writing for an audience that has not seen any movies or read any articles on global warming, and they’re interested in learning some basics. A) Give an overview of the problem of global warming, and how burning coal, gas, oil and other fuels produce carbon that contributes to the greenhouse gasses, which hold heat in the atmosphere. B) Explain some of the obstacles the global warming movement faces in disinformation campaigns such as those funded by Exxon. C) Give an overview of some of the various economic positions regarding how a fight against global warming might affect national or world economies. You would rely on the movies and documentaries we’ve watched, and the readings we’ve read, for this unit, as well as many of the summaries you’ve written, which will prepare you well for this essay option. A main focus will be to synthesize materials, provide transitions between parts A, B and C, and have an effective introduction and conclusion. Consult SMGW chapter 5's “Basic Features” for the “Explaining a Concept” essay. The challenge of this option will be that you will have to grasp and deal with a large amount of material, being very clear and to-the-point, as well as synthesizing, writing a good introduction, and an effective conclusion.
2. Imagining you are writing for an audience that accepts the idea that human-caused global warming might be a problem, but doesn’t know for sure, and doesn’t know what to do about it. Focus more on the causes of global warming (especially C02 and greenhouse gasses), and what the average person can do to reduce their “carbon footprint.” Explain global warming in some detail, and explain some of the methods commonly suggested for reducing one’s carbon footprint, and how these might reduce the creation of C02 from burned coal, gasoline, oil, wood or natural gas. The challenge of this option will be that you will need to have a deeper and more thorough understanding of the science of global warming, and of the effects that certain measures to combat it might have. This will require some research beyond the sources we’ve encountered in class, but some of your primary sources, as a starting point, will be those we encountered in class (films, and text, in the Blair Reader, and online). You’ll have to do a bit of research to find at least three reputable sources, besides those we’ve read in class, regarding suggestions for reducing one’s carbon footprint.
3. Imagine you are writing for an audience that is confused about whether global warming is a real threat, because they hear many conflicting ideas on different TV and radio news programs, or read different, conflicting opinions in newspapers and magazines. Focus more on the disinformation campaign funded by Exxon, their internal memo that was leaked, and the Union of Concerned Scientists’ report regarding all the many organizations and “experts” funded to sow seeds of confusion and doubt about whether global warming is real or not. Explain how the media, perhaps in an effort to appear more “fair and balanced,” often presents conflicting opinions about global warning, when in fact there may be much more agreement among scientists. The challenge of this option will be to read and grasp the report by the Union of Concerned Scientists, and to be able to explain it clearly. It will also require some knowledge of the tobacco disinformation campaign and lawsuits, which will require some research.
4. Play the “devil’s advocate.” Research some of the literature produced by the Exxon-funded global warming skeptics, as listed in the report by the Union of Concerned Scientists. The UCS report will be a primary source. Relying on at least five major articles from five different Exxon-funded authors, argue against what seems to be the majority scientific consensus that global warming is a serious problem, and that human-produced C02 is a major cause of the problem. The challenge of this will be to do the extra research and reading, and to synthesize the resources into a convincing whole, unified by a clear, focused introduction, and a strong conclusion.
Thursday, September 6, 2007
Due Week 3: Thursday, 9/13
Due Week 3: Thursday, 9/13
Due:
1. Read two assigned sections of the (sixth) IPCC Report FAQs - as split among students & assigned. Go to this address:
http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Print_FAQs.pdf
Look for the email with the list of names of students, each followed by two numbers that correspond to two of the sections of the FAQs at the above address. Read the two assigned to you, and read the other directions in the email.
2. Response and summary of the sections you read from #1.
In class tonight:
- We'll finish the film if we didn't last week.
Reflect on Gore’s personal anecdotes and rhetorical strategies.
- Skim CWH p.1-50: Critical Thinking: you don't have to write a summary or response, but look at it closely enough to be able to discuss the critical thinking tools, and whether you've done anything like this before in other classes.
- Discuss end-of-unit (graded) essay assignment.
- Assign sections from UCS report on Exxon Disinformation.
- If time: Film: Crude Impact. Take notes on outline and rhetorical strategies.
Due:
1. Read two assigned sections of the (sixth) IPCC Report FAQs - as split among students & assigned. Go to this address:
http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Print_FAQs.pdf
Look for the email with the list of names of students, each followed by two numbers that correspond to two of the sections of the FAQs at the above address. Read the two assigned to you, and read the other directions in the email.
2. Response and summary of the sections you read from #1.
In class tonight:
- We'll finish the film if we didn't last week.
Reflect on Gore’s personal anecdotes and rhetorical strategies.
- Skim CWH p.1-50: Critical Thinking: you don't have to write a summary or response, but look at it closely enough to be able to discuss the critical thinking tools, and whether you've done anything like this before in other classes.
- Discuss end-of-unit (graded) essay assignment.
- Assign sections from UCS report on Exxon Disinformation.
- If time: Film: Crude Impact. Take notes on outline and rhetorical strategies.
Tuesday, September 4, 2007
Response assignment resources
Response assignment
Response assignment self-evaluation
Check the section at the front of CWH for critical thinking, reading, writing and viewing strategies, which can help with the response assignment.
Also, be sure to tell the difference between the response assignment, and the self-evaluations, which you post as a "reply" to your summaries and responses.
The summary has a special self-evaluation form to follow with specific questions, and the response has it's own self-evaluation form with its own questions, and these self-evaluations are posted on D2L by clicking the "reply" button, but don't confuse the self-evaluations with the response assignment just because they both start with the letters "RE"....
Response assignment self-evaluation
Check the section at the front of CWH for critical thinking, reading, writing and viewing strategies, which can help with the response assignment.
Also, be sure to tell the difference between the response assignment, and the self-evaluations, which you post as a "reply" to your summaries and responses.
The summary has a special self-evaluation form to follow with specific questions, and the response has it's own self-evaluation form with its own questions, and these self-evaluations are posted on D2L by clicking the "reply" button, but don't confuse the self-evaluations with the response assignment just because they both start with the letters "RE"....
Web Links for College Writers
Here are some great links for college writers.
This particular set of links is all external,
or in other words, the links take you away
from this blog to other sites on the web.
Merriam-Webster Online Dictionary
Empire State College:
Summary and Paraphrase
The Research Paper Room
At Duke University:
Assembling a list of works cited
Paul Brian's
Common Errors in English Usage
UWC-Barron
Formatting Your Essays
UWC-Barron
How to Succeed (or fail) in University English
Long Island University
MLA Citation Style
OWL at Purdue:
OWL (Online Writing Lab) at Purdue
See the great categories in the right-hand sidebar menu, like
- general academic writing
- research and citation
- grammar and mechanics
(The OWL at Purdue is a goldmine web site for college writers!)
Starting the Writing Process
Works Cited, References & Bibliography
How to write parenthetical references
Quoting passages using MLA style
UW-Green Bay:
Writing Competencies
This particular set of links is all external,
or in other words, the links take you away
from this blog to other sites on the web.
Merriam-Webster Online Dictionary
Empire State College:
Summary and Paraphrase
The Research Paper Room
At Duke University:
Assembling a list of works cited
Paul Brian's
Common Errors in English Usage
UWC-Barron
Formatting Your Essays
UWC-Barron
How to Succeed (or fail) in University English
Long Island University
MLA Citation Style
OWL at Purdue:
OWL (Online Writing Lab) at Purdue
See the great categories in the right-hand sidebar menu, like
- general academic writing
- research and citation
- grammar and mechanics
(The OWL at Purdue is a goldmine web site for college writers!)
Starting the Writing Process
Works Cited, References & Bibliography
How to write parenthetical references
Quoting passages using MLA style
UW-Green Bay:
Writing Competencies
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