...Reflective Statement This course helps me to build up better academic skill to do the research. In the Brainstorming task, I learn how to organization my thinking. The task helps me to develop some ideas from different angle which devise my essay question. It is the foundation of my essay. When I did the Brainstorming task, the China train collision has happened. This task helps me to extend my perspective behind the accident. My research topic idea ‘Why China society is riddled with corruption and immoralities?’ is come from this accident.The peer and self-review task help me to develop critical and objective thinking via reading my partner brainstorming and my partner feedback. The source justification task helps me to assess the material appropriate or not and do the correct reference. And the Literature Review task helps me to form the final essay argument and use the sources to support my argument. In The Interpretation Analysis Task I learned how to focus on the analysis writing. Also learn how to interpret, evaluate and compile my argument. In the Collaborative Critical reading task and presentation I learn how to form an argument via analysis the advertisement. In the online activities I have made a poster and analysis the poster. In this task I learned how to use the rhetorical strategies such as three rhetorical appeals (ethos, pathos and logo). It helps me to build a pervasive argument in my essay. This course not only provides rhetorical knowledge but also the...
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...SYTHESIZING IDEAS The English Department description: The ENC 1101 capstone project focuses on analyzing and synthesizing ideas from at least two complex texts. At the end of the unit, students should * Interact with a group of texts, explore alternative perspectives, and present a new perspective of their own; * Summarize multiple complex texts indicating understanding of the authors’ arguments and rhetorical strategies; * Develop a focused thesis that indicates their analysis and synthesis of assigned readings to arrive at their own perspective; * Use textual evidence effectively to support claims; * Cite sources appropriately using MLA or other assigned style manual; * Use syntax, punctuation, and spelling effectively in service of rhetorical purpose. Assignment: Your final essay will loosely based on the structure of a ‘literature review.’ As such, it will be either a closed-form, thesis-based structure or a thesis-seeking structure. You will choose one of the following topics and at least two of the assigned articles and create a synthesis essay based on them. Your paper should do the following: 1) introduce your research question and thesis (the answer to your research question and the argument you are defending), 2) summarize the articles from the authors’ perspectives, 3) compare and contrast the themes of the articles according to your research question, and 4) analyze the articles from your perspective and come to a conclusion on your research...
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...Final Project: Reflective Essay Introduction: Now that you are nearing the completion of WRTG 101, you have reached a time when it can be useful to you to reflect and evaluate your learning experience. In a fast-paced course such as this one, you have worked hard and quickly to complete your assignments according to the instructions given to you. Now is the opportunity for you to consider the experiences you had had in writing throughout this course and how those experiences might be useful to you in future courses. This assignment asks you to reflect and consider the work you have done, how successfully you feel you have completed it, and how the skills and strategies you have learned in completing this work may help you in your future studies. Since this assignment is reflective and self-evaluating, using “I, me, my” should be acceptable as you write this essay. The Assignment: This assignment calls for you to write an essay of 800-1000 words, double spaced. The essay should have the following academic essay elements: 1) a clear introduction, body, and conclusion 2) a clearly identifiable thesis statement in the introduction 3) evidence based upon your recollections and any material from the course (whether from the texts, the online resources, the course modules, the feedback to drafts, or the conference topics) that you might find relevant to mention in your discussion Length: 800-1000 words Possible approaches for the reflective essay in WRTG 101:...
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...and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern day person who has been shunned. Provide at least two research sources for the other person. (project grade) Reading: “Sinners in the Hands of an Angry God” Jonathan Edwards Analyzing: SOAPSTONE and cannons of rhetoric Reading: Teacher Introduction Essay Writing: Students and teacher evaluate where each student’s writing is and where it needs to be by analyzing students’ introductory...
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...AIMS: English for Academic Purposes is designed to help students to critically engage with texts, research and write effective essays for academic audiences, and participate intelligently in oral and written discussions on a variety of topics, while developing an understanding of the linguistic context in which they operate in the Caribbean. OBJECTIVES: By the end of the course, learners will be able to: (USE LANGUAGE IN CONTEXT) Describe the essential characteristics and functions of language, especially in relation to the English language Define the Caribbean community and identify language-related issues that affect communication in one or more language communities in the Caribbean (READ) Distinguish academic writing from other kinds of writing Decode meaning in samples of academic writing Respond critically to a variety of texts, identifying the rhetorical context and evaluating rhetorical strategies (WRITE) Assess the needs of their audience and summarise material appropriately Engage in various stages of the writing process and write an effective documented expository essay Consult the Internet, library databases and other information sources for research and use information appropriately in assignments Use approved citation and documentation techniques to incorporate information from credible sources (SPEAK) Present ideas individually and in groups Discuss and critically evaluate oral presentations and written passages RECOMMENDED MATERIALS: (All books listed...
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...COLUMBUS STATE COMMUNITY COLLEGE English Department Summer Quarter 2012 COURSE AND NUMBER: ENGL 102–Essay and Research CREDITS: 3 CLASS HOURS PER WEEK: 3 LAB HOURS: 0 PREREQUISITES: A grade of "C" or higher in ENGL 101, Transfer Credit for 101, or Proficiency Credit CONTACT INFORMATION: English Department Phone: 614-287-2531 English Department Fax: 614-287-5375 Instructor: Bo Clary Office: Nestor Hall 325 Mailbox: Nestor Hall 420 Email:rclary@cscc.edu Office Hours: by appointment ** Students must use Columbus State email addresses when contacting their instructors. I will reply, whenever possible, within two business days to any emails that require a response. Assignments should not be submitted via email unless special permission is given by the instructor on a given assignment. All assignments are provided on your course schedules. DESCRIPTION OF THE COURSE: ENGL 102 is a continuation of ENGL 101 expanded to include more critical reading, reasoned analyses, research techniques, and research paper writing using documentation format appropriate to the essay’s content. GOALS OF COURSE: By the end of the course, students will: 1. 1. Be able to investigate and analyze multiple perspectives on a variety of subjects. 2. 2. Practice a variety of research methods which includes locating and evaluating valid evidence from reliable sources. 3. 3. Produce and refine through process, audience-appropriate texts that responsibly and effectively...
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...(9:00-9:50/EHFA 169) 31 (2:00-2:50/SCI 120) 75 (3:00-3:50/EHFA 169) 98 (10:00 - 10:50/EHFA 170) This syllabus is not a contract and is subject to change as the instructor deems appropriate. Instructor: Dr. Shannon C. Stewart sstewart@coastal.edu 349-2475 Office Hours: SAND 121 M/W 11:00-1:00 FRI 11:00-12:00 Graduate Teaching Assistant: Ronda Taylor Place Kimbel Library 201 rataylor@g.coastal.edu Time Tue & Thur 10:00-12:00 Course Information COURSE DESCRIPTION, INSTRUCTIONAL OBJECTIVES and STUDENT LEARNING OUTCOMES: In ENGL 101, students focus on the writing process, paying special attention to prewriting, writing, and revising strategies. The course also introduces elements of academic writing as well as the research process. This class prompts students to hone their critical reading and writing skills as they consider the rhetorical situations that shape all writing tasks. As a hybrid course, ENGL 101 includes a parallel online component, Coastal Composition Commons, which provides uniform and digitally delivered content reinforcing a common set of student learning outcomes. This course also follows the description, objectives, and outcomes, and provides the requisites explained in the Coastal Writers’ Reference (CWR), pages 2-6. GRADING: Your grade for the course is broken down as follows: Literacy Narrative: 15% Profile: 15% Analysis: 15% Position Paper: 15% Digital Badges (6 @ 3% each)*: 18% Writing Community Membership: 17% Final...
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...------------------------------------------------- English 101: College Writing Dr. Tinberg Office Hours: Mondays, Tuesdays, Wednesdays 12:30-1:45PM (or by appointment) Office: B210 Phone: 678-2811 ext. 2317 Email: Howard.Tinberg@bristolcc.edu Course Blog: http://bcceng101.edublogs.org/ Course Description This college-level composition course provides students an opportunity to develop their writing through various stages of composing, revising, and editing. In addition, students learn how to formulate and support a thesis using a number of rhetorical strategies, to conduct research, and to integrate a variety of sources according to the Modern Language Association guidelines. Students write in Standard English with consideration given to audience, purpose, and context. Prerequisite: Satisfactory performance on the writing skills test or “C” or better in English 090. Passing score on the College's reading placement test or concurrent enrollment in/or prior completion of RDG 10. You may have some questions . . . . What will I learn in this course? I’m hoping that by taking this course you will be better prepared to handle the writing tasks that await you in college and beyond. Specifically, I expect you to be able to * respond appropriately to an assignment or writing situation; * state your purpose clearly and stick with it; * consider your reader’s needs; * understand the genre in which you are writing; * value and demonstrate...
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...Communication Theory Nine: Two Robert T. Craig Communication Theory as a Field May 1999 Pages 119-161 This essay reconstructs communication theory as a dialogical-dialectical field according to two principles: the constitutive model of communication as a metamodel and theory as metadiscursive practice. The essay argues that all communication theories are mutually relevant when addressed to a practical lifeworld in which “communication” is already a richly meaningful term. Each tradition of communication theory derives from and appeals rhetorically to certain commonplace beliefs about communication while challenging other beliefs. The complementarities and tensions among traditions generate a theoretical metadiscourse that intersects with and potentially informs the ongoing practical metadiscourse in society. In a tentative scheme of the field, rhetorical, semiotic, phenomenological, cybernetic, sociopsychological, sociocultural, and critical traditions of communication theory are distinguished by characteristic ways of defining communication and problems of communication, metadiscursive vocabularies, and metadiscursive commonplaces that they appeal to and challenge. Topoi for argumentation across traditions are suggested and implications for theoretical work and disciplinary practice in the field are considered. Communication theory is enormously rich in the range of ideas that fall within its nominal scope, and new theoretical work on communication ...
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...Using Facebook to Teach Rhetorical Analysis Jane Mathison Fife The attraction of Facebook is a puzzle to many people over the age of thirtyfive, and that includes most college faculty. Yet students confess to spending significant amounts of time on Facebook, sometimes hours a day. If you teach in a computer classroom, you have probably observed students using Facebook when you walk in the room. Literacy practices that fall outside the realm of traditional academic writing, like Facebook, can easily be seen as a threat to print literacy by teachers, especially when they sneak into the classroom uninvited as students check their Facebook profiles instead of participating in class discussions and activities. This common reaction reflects James King and David O’Brien’s (2002: 42) characterization of the dichotomy teachers often perceive between school and nonschool literacy activities (although they are not referring to Facebook specifically): “From teachers’ perspectives, all of these presumably pleasurable experiences with multimedia detract from students’ engagement with their real work. Within the classroom economy technology work is time off task; it is classified as a sort of leisure recreational activity.” This dichotomy can be broken down, though; students’ enthusiasm for and immersion in these nonacademic literacies can be used to complement their learning of critical inquiry and traditional academic concepts like rhetorical analysis. Although they read these texts daily...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...“About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of literature and id relationships among major genres * Analyze the literary devices unique to the literature and how they support and enhance theme and main ideaReading * The student will use pre reading strategies and background knowledge of subject/content area to make and confirm complex predictions * Determine main idea and essential messageWriting * Pre write by generating ideas...
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...her teaching, her art. Watson experiences the successes and failures of a variety of teaching methods to educate and counsel students in their lives and their intellectual development. These pedagogies include current-traditional, process, and feminist pedagogies. In addition to reviewing the pedagogy tactics, identifying how they function in the film, and determining the pedagogical accomplishments, a hypothetical syllabus will further explain the tactics, strengths or weaknesses, and the characteristics of the pedagogies. Judge 2 Current-Traditional Pedagogy Current-traditional pedagogy developed in the late nineteenth and twentieth centuries and is based loosely on paragraph theory, where there is a rhetorical structure with set conventions that must be met. This pedagogy may be defined in regards to instructing composition by its emphasis on the prescripts of structure and style. Current-traditional is “the manifestation of the assembly line in education” and “the triumph of the scientific and technical world view,” as described by James A. Berlin (Alexander). However, this method has dense criticism in that it encourages the separation of form...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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