...ANALYZING AND 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...
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...Sean Walker Anders Enc 1101 15 August 2013 Counter-acting the “Looks” Discrimination In the essay “Why Looks are the Last Bastion of Discrimination” Rhodes makes the argument that while discrimination against individuals based on race, religion, sexual orientation, etc. have been addressed, discrimination based upon one’s physical appearance has largely been ignored until recently. She gives several examples of specific cases where individuals were terminated from or passed over for employment based on issues of weight. Though some of these cases have much validity it is important to remember that there are certain professors where a major qualification is appearance. Certainly we will never see the day where fashion models are hired solely on their ability to walk down a runway. The key to eliminating “looks” discrimination is to focus on situations where said discrimination is actually non-essential to the job. In “Why Looks are the Last Bastion of Discrimination”, the author notes a particular case of discrimination, “In Michigan, for example, a Hooters waitress sued the chain after she was told to lose weight and improve her looks. Lawyers For hooters argued that employees at the restaurant – who wear tank tops and tight shorts – are entertainers as much as servers,” Rhodes, Debra L. 246. This passage denotes a situation in which attractiveness is directly related to the job. The women working at Hooters are not only needed to be effective waitresses but to also be...
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...Argument Essay Unit: Lesson Plan and Class Activities Global Learning Outcomes for this Unit *In the course of completing the assignment students will: • Learn to compose an argumentation-oriented thesis • Defend their thesis with academic-quality research that is properly sourced and cited as per the standard of university level writing • Anticipate and respond to counterarguments • Learn to critically engage the revision process through draft writing, instructor conferencing, and peer commentary • Respond the work of their peers as peer reviewers while providing relevant, productive feedback Class 1 – Introducing the Classical Argument Essay *Daily Learning Outcomes: • Reflect on Informative Essay • Introduce Classical Argument Essay • Break down the assignment sheet *Activity 1: Individual Reflection / Class Discussion (15 min) - Students open their portfolios and journals then reflect for ~10 minutes on their experiences during the Informative Essay Unit - Discuss reflections as a class *Activity 2: Introduce Classical Argument (20 min) - Have students bring a hard copy of the assignment to class with a highlighter: a. Get into groups of 4 b. Read the sheet aloud, highlighting all the action verbs c. Discuss the sheet as a group as instructor makes rounds *Activity 3: Mini-Lecture on Assignment /Questions (15 min) - Powerpoint slides “The Features of an Academic Argument” - Allow time for student questions...
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...Argument Essay Unit: Lesson Plan and Class Activities Global Learning Outcomes for this Unit *In the course of completing the assignment students will: • Learn to compose an argumentation-oriented thesis • Defend their thesis with academic-quality research that is properly sourced and cited as per the standard of university level writing • Anticipate and respond to counterarguments • Learn to critically engage the revision process through draft writing, instructor conferencing, and peer commentary • Respond the work of their peers as peer reviewers while providing relevant, productive feedback Class 1 – Introducing the Classical Argument Essay *Daily Learning Outcomes: • Reflect on Informative Essay • Introduce Classical Argument Essay • Break down the assignment sheet *Activity 1: Individual Reflection / Class Discussion (15 min) - Students open their portfolios and journals then reflect for ~10 minutes on their experiences during the Informative Essay Unit - Discuss reflections as a class *Activity 2: Introduce Classical Argument (20 min) - Have students bring a hard copy of the assignment to class with a highlighter: a. Get into groups of 4 b. Read the sheet aloud, highlighting all the action verbs c. Discuss the sheet as a group as instructor makes rounds *Activity 3: Mini-Lecture on Assignment /Questions (15 min) - Powerpoint slides “The Features of an Academic Argument” - Allow...
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