Daybook Post 1

Final Reflection

I am talking about something I want to link to!

April 23

Today, we graded ourselves on participation.  Then, we got into our blog groups and workshopped our papers using the method we used for the last workshop.  For each group member, the paper was discussed for 15 minutes.

Homework:

• On your blog, answer the questions on the "Workshop Reflection for Your Blog" handout before class on Thursday.
• On your blog, answer the questions on the "Self Assessment Reflection" handout before class on Thursday.
• Post your second draft to the blog (copy and paste) and to Blackboard (a Word file) before class on Thursday.  You will post your paper in Discussions under "Post Your Argumentative Essay Here."

Note: Valerie Bright will be a sub for Megan on Thurday.  Colleen, Brett, Lila and Christa have been given the authority to ask people to quiet down and get back to work.

April 18

To begin the day, we started with red tape.  The class decided to change the schedule to the following:

• April 23 - Workshop Argumentative Essay
• April 25 - Work Day
• April 30 - Work Day
• May 2 and May 9 - Presentations

For writing into the day, we wrote a poem about our experiences this semester.  Then, we finished the discussion about the final reflection letter by answering the following questions:

1. If you described the final reflection to someone outside of this class, what would you say?

• Flowing conversation - talking to someone about what you have learned
• The meaningful connections you have made to something you have learned

2. What might you use as the topic of your reflection?

• What you've learned - stuff around us
• Identity as a student
• How this class affected you outside the classroom
• Identity as a researcher

We talked about the logistics of how to turn the dialogue into an academic paper by answering the four questions in the PowerPoint.  We came up with the following answers:

1. What do you need to add?

• Introduction
• More of your own words
• Intext citation
• Works cited
• Closing argument

2. What do you need to keep the same?

• Direct quotes
• Structure (Rogerian or Toulmin)

3. What do you need to take out?

• Script elements
• Cast list
• Setting

4. What did you need to keep, but change a little?

• Paraphrase the direct quotes
• Introduction and the conclusion (now what), but work on the flow

We talked about writing more simply (instead of writing to "sound smarter") by using two example sentences about bilingual education (see the Power Point).

Then, we wrote the introduction of our papers by using the reading from Swales.  In your introduction, include these four things:

1. Pick one of the steps from Move 1
2. If you are writing the Toulmin, write out how you introduced the problem.  If you are writing the Rogerian, write out how you introduced the issue.
3. If you are writing the Toulmin, write out how your solution (claim, reason and warrants).  If you are writing the Rogerian, write out your buy-in.
4. Write out the organization of your paper starting with the words "In this paper, I will..." 

We read page 254-255 in Practical Argument about quoting sources.  We took some time to decide which direct quotes to use by using the blue box on page 254.

Things to remember:

• Use inline citation with paraphrases and direct quotes
• Your conclusion should be the "now what"
• Use the blue box on page 257 for example words to use when introducing quotes
• If you are writing the Rogerian, make sure you use objective language and acknowledge that both sides have valid arguments.
• If you are writing the Toulmin, make sure you are consisently supporting your thesis (claim and reason). For example, if your thesis is "I believe standardized testing should be eliminated because they are decreasing student creativity" your whole paper should show how tests are descreasing creativity.  A paragraph about how tests cost the school a particular amount of money would, therefore, be off topic.

Homework

• Post your first draft of your Argumentative Essay on your blog.
• Bring in hard copies of your first draft for your blog group.

April 16

For writing into the day, we responded to the question: In relation to an English class, what do you think of when you hear the word "reflection"?

The class responded with the following:

• Tracking your progress - how you got from points A to point B
• Drawing on personal experiences and analyzing them
• Looking at your writing process and figuring out how you can improving and what you're confident about
• Looking at what worked and what went wrong

Megan then gave the following a working definition for this class:

Merriam-Webster Dictionary defines reflection as: “(1) the action of bending or folding back [and] (2) consideration of some subject matter, idea, or purpose¹.” Reflecting in a writing classroom combines these two definitions.

“Reflection is thinking for an extended period by linking recent experiences to earlier ones…The thinking involves looking for commonalities, differences, and interrelations beyond their superficial elements.²” “The act of reflection, therefore, becomes crucial to [students’] education. It serves as the bridge between experiences and learning.^3”

“Meaningful reflection considers three questions:

1. What—what happened?
2. So what—what does it mean? 
3. Now what—what is the next step?⁴” 

We talked about the Final Presentation and Final Reflection assignments.  On the last day of class, you will need to put the on your blog:

• In one post, you will embed the final drafts of the major assignments (see the document "Using Scribd to Post to Your Blog" for how you should do this)
• In another post, you will write the final reflection letter

Finally, we used Megan's SI Reflection (http://megansreflection.blogspot.com) as a model for the final reflection and discussed it.

What types of things might you link to or use as examples in your final reflection?

• Comments from blog group
• Pictures -  visual analysis pictures, quotes on papers, pictures of writing process, print source
• Drafts
• Daybook entires
• Textbook
• Vidoes - TedTalks
• Handouts
• PowerPoint slides
• Reading Responses
• Reflections
• Blog group posts

Homework:

• Decide whether you want to use the Rogerian or the Toulmin structure for your argumentative essay.

Note: All drafts for extra feedback must be email to Megan by midnight on April 18.

April 11

Today, we wrote into the day creating goals for today and for the rest of the semester.  Then, we brainstormed for the Toulmin dialogue by pulling information from our sources to find the backing, the grounds and the rebuttals.  We also wrote a "now what."  We use the slide on the PowerPoint on BlackBoard for this brainstorming.  In the last 15 minutes, we drafted for the dialogue.

Homework:

• Post your Toulmin dialogue to your blog and to BlackBoard before class.
• Post the "Self Assessment Reflection" for the Toulmin dialogue on your blog before class.

April 9

Today we responded to a comic about argument for writing into the day.  Next, we talked about the following red tape:

• If you want 10 points extra credit on your Annotated Bibliography second draft, revise it thoughtfully and turn it back into BlackBoard by Friday at midnight.

• If you do not turn a draft into BlackBoard, you will receive a zero on the entire assignment (all drafts, workshop and reflections).  This is in the syllabus and has been discussed in class before.

• The last day to turn in drafts for feedback from Megan is April 18.  Email these drafts to Megan.  (This is NOT the due date for final drafts.  This is only for extra feedback.)

Then, we read about the structure of the Toulmin argument on pages 153-156 of Practical Argument.  In groups, we read the example essay that begins on page 157 and discussed the five questions at the end of the essay.
We discussed the organization of the Toulmin dialogue, which is as follows:

• Cast list (including yourself)
• Describe scene.
• You: Introduce the problem.  Then, state the argument (a solution to the problem) by explaining the claim, reason and warrant.  (i.e. What are you arguing? Why are you arguing it?  What is/are the unstated assumption(s) behind that argument?)
• Sources in support of claim: Present their supporting arguments for the claim and reason. Be sure to include any important qualifiers.
• Sources of both sides: The sources that are against the claim will offer their arguments.  The sources in support of the claim will rebuttal each argument.  (This will be back and forth communication.).
• You: Explain the “now what.”  This will state steps that can be taken in support of the claim.  (i.e. Meetings between certain groups, advertising in particular places, talking to particular government officials, etc.)

Finally, we began brainstorming by writing out the claim, reason and warrant of our papers.  Then, we began writing out the backing for the claim.

No homework due Thursday.

Homework due Friday at midnight:

• On your blog, respond to the four questions in Megan's email about her comments on the Annotated Bibliography.

* Next class, bring laptop, sources and any relevant papers.  We will be brainstorming and having work time for the Toulmin dialogue.

April 4

For writing into the day, we responded to a quote about compromise and related it to Rogerian argument.  Then, as a brainstorming activity, we responded to each of the following sets of questions for 10 minutes each:

• Set the scene.  Where are you and the authors of your sources? What is around you?  What is happening?  Why are all of you there?

         Write down how you will introduce the issue.  How are the supporters of each side affected by      

         this issue?

• Look at your sources/annotated bibliography.  Find quotes you want to use to support one of the sides of the issue.  Write down the direct quote or write the paraphrase you will use in your dialogue.  Make sure to write down who is saying which quote or paraphrase. 

          Start writing the conversation.  Who will start talking?  Who will respond?  How will each author         

          respond to the others?

• Look at your sources/annotated bibliography.  Find quotes you want to use to support one of the sides of the issue (if you have already written about one side, write about the other side).  Write down the direct quote or write the paraphrase you will use in your dialogue.  Make sure to write down who is saying which quote or paraphrase.

          Start writing the conversation.  Who will start talking?  Who will respond?  How will each author   

          respond to the others?

• Explain how one side might benefit from considering the other.  Write out how you will explain the compromises. Will you have your sources react to the compromises or will they stay quiet?  If they will react, what will they say?

          Explain the “now what.”  What steps should be taken now that you have 

          discussed compromises?

For the last 20 minutes, we continued to draft the dialogue individually.

April 2

For writing into the day, we responded to one of three quotes about argument.  

1. —“Don't raise your voice, improve your argument." Desmond Tutu
2. —“That's the beauty of argument, if you argue correctly, you're never wrong.” Christopher Buckley
3. —“It does take great maturity to understand that the opinion we are arguing for is merely the hypothesis we favor, necessarily imperfect, probably transitory, which only very limited minds can declare to be a certainty or a truth.” Milan Kundera

Then, we read pages 146-148 in Practical Argument to learn about the structure of Rogerian argument.  In groups, we read and discussed the structure of the example essay on page 150-152.  Remember that Rogerian dialogue is not about proving one side wrong.  It is about explaining the valid opinions of each side and finding a compromise.  

We then talked about the organization of the Rogerian dialogue, which is as follows:

• Describe scene.

• You: Introduce the topic, explaining the issue and how supporters of both sides of topic are affected.  This tells your readers why they should care about this issue regardless of which side they support.

• Sources: Present one side of the issue and the arguments for it.

• Sources: Present the other side of the issue and the arguments for it.

• Sources: Explain why the second side would benefit from moving toward the first side’s position.

• You: Lay out possible compromises.

• You: Explain the “now what.”  This will state steps that can be taken once compromises are agreed on.  (i.e. Meetings between certain groups, advertising in particular places, talking to particular government officials, etc.)

Finally, we got into our blog groups and talked about possible compromises for each person's topic.

Homework:

• Post the second draft of your Annotated Bibliography to Blackboard and the blog.
• Post the answers to the Self Assessment questions to your blog.

Note: Bring your annotated bibliography and sources to class on Thursday.  We will be doing brainstorming and drafting for the Rogerian dialogue in class.

March 28

Today, we wrote into the day about our writing processes for the Annotated Bibliography.  Then, we got into our blog groups and workshopped our papers using the method we used for the last workshop.  For each group member, the paper was discussed for 15 minutes.

Homework:

• On your blog, answer the questions on the "Workshop Reflection for Your Blog" handout before class on Tuesday.
• Post your second draft to the blog (copy and paste) and to Blackboard (a Word file) before class on Thursday.  You will post your paper in Discussions under "Post Your Annotated Bibliography Draft 2 Here."

After this week, we will no longer have required comments for the blog.

March 26

Today, we wrote down our current definition of plagiarism for writing into the day.  Then, in groups, we read page 282-284 in Practical Argument and wrote down another definition of plagiarism as a group.  Generally, the class wrote definitions like, "Using someone's thoughts, statements, ideas or data without giving credit or documenting properly."

For 30 minutes, we talked about complexity of plagiarism by discussing the following questions:

• How do you figure out whether you need to cite an idea?
• If someone else's article gives you an idea, do you have to cite the original source?
• If you have an idea and then find out that an article was published five years earlier about that same idea, do you have to cite that source?
• Can you plagiarize yourself?
• How do you decide what counts as "common knowledge"?

Each person had different opinions ranging from the assertion that you only should cite directly quoted words to having to cite even vague ideas from a source.  In academia, you are required to cite a source if you directly quote, paraphrase or summarize from that source.  Also, in academia, if you turn in a paper you had written for another class, it is consider academic dishonesty.

Then, we talked about paraphrasing using the PowerPoint on BlackBoard under the coursework section (called "Paraphrasing and MLA PowerPoint").  After talking about the examples in the PowerPoint, we got into partners and wrote a paraphrase of the paragraph on the bottom of page 282 and the top of page 283 in Practical Argument.

Finally, we talked about how to format an MLA paper.  

• Times New Roman 12 pt font
• 1 inch margins
• Double space the entire document (make sure you check the box to not add space between paragraphs of the same style)
• Your last name and the page number need to go in the right side of the header of each page
• On the left side at the top of your first page, you need the following heading:
• Name
• Instructor's Name (Megan Keaton)
• Course (ENG 112)
• Date - day month year (Example: 10 December 2012)
• Your title should be only one double spaced line below your heading.  The title should be in Times New Roman 12 pt font (no bold, underline or italics) and centered.
• Start your paper only one double spaced line below the title.

Homework:

• Finish the Annotated Bibliography for your first three sources.
• Post the first draft to your blog.
• Bring hard copies to class for your workshop group.

March 21

Today, we responded to a quote by Kenneth Burke for writing into the day.  (This quote can be found at the beginning of the Joining the Conversation assignment description.)  Then, we talked about the Joining the Conversation assignment.  The due dates are as follows:

• April 9 - Rogerian Dialogue first draft due on Blackboard and the blog
• April 16 - Toulmin Dialogue first draft due on Blackboard and the blog
• April 25 - Argumentative first draft due on the blog; workshop in class
• April 30 - Argumentative second draft draft due on Blackboard and the blog

We reviewed the organization and expectation of the Annotated Bibliography and analyzed the example Annotated Bibliography that was sent in an email earlier today.  Finally, we spent the last 25 minutes of class working on our Annotated Bibliographies.

Homework:

• Read "The Truth about Plagiarism" in Practical Argument on pages 302-304.
• Post a reading response.
• Work on the Annotated Bibliography.  Workshop for the first draft is March 28.

March 19

For writing into the day, we answered the following questions:
1. In academic writing, you shouldn't use second person (you, your).  Why do you think this is?
2. Why do you have to write formally for academic writing?

While discussing these questions, we said:

• You shouldn't use "you" because it will feel antagonist to the reader.
• "You" makes the writing more opinionated.  It make it more full of commands.
• "You" suggests that you are telling the reader how to feel and what to think.
• You should write formally because you need to sound like you know what you are talking about.
• It's professional.  That's the way you will need to write in the future.
• Informal writing suggests that you are uneducated. 
• Why does informal writing get linked with a lack of education?
• Because we were taught these rules in a classroom.  We learned it in school so it is linked with education.
• Small children don't know the rules so if you don't know them, you seem like a child, who is uneducated.

We got into six small groups and read pages 76-79 in Practical Arugment.  Then, we applied the reading to essays in Practical Argument by finding the organization, the thesis, the evidence, and the stylistic techniques and assesssing the argument.  Half the class read "There's a Reason They Choose Schools" (pages 508-510) and the other half read "Is College for Everyone?" (pages 635-636).  After each group analyzed the essay, the small groups that read the same essay joined together (creating two big groups) and compared answers.  The goal was to come up with a big group consensus.

Homework:

• There is an extra credit opportunity.  If you revise your Visual Analysis and post it to Blackboard before Friday at midnight, you will recieve 10 points extra credit.
• Choose another article that you will be using for your Annotated Bibliography.  On you blog, analyze the rhetorical strategies of the article (thesis, organization, evidence, and stylistic techniquies) and assess the argument.

Bring two article for your Annotated Bibliography to class on Thursday.  These articels should be articles you've already read and know you are using for the Annotated Bibliography.

March 7

I have had something come up today and had to cancel class.  We will cover the same things we were going to do in class by completing the reading and answering questions in one big post on the blog. Completing this assignment will count for your attendance and participation for today.  I will read your posts and clarify any questions or confusions you have.

Today, the goal is to learn another way to analyze the articles you will be finding, reading and using for your annotated bibliography. Here is what I want you to do before tomorrow night at 10 PM:

 1.  Complete the writing into the day on your blog by answering these questions:

o   Is Wikipedia a credible source?  Why/why not?

o   Do you think Wikipedia should be used in academic papers? Why/why not?

o   When you do research for school, how can you use Wikipedia to your advantage while maintaining the credibility of your sources and your paper?

2.  Read the following in Practical Argument:

o   The two paragraphs at the top of page 68

o   The entire section of Considering the Rhetorical Situation (the paragraph and the blue box) on page 70

o   The first paragraph and the blue box of each of the five elements on pages 70-74 (You will be skipping the explanations of MKL Jr.’s work.)

o   The paragraph under Considering the Means of Persuasion on page 75

3.  Read “Higher Education for All” on pages 99-102.

4.  Answer the following questions on your blog about “Higher Education for All”:

o   How would your understanding and opinions of this article change if you knew it was written by a college professor of 20 years?

o   How would your understanding and opinions of this article change if you knew it was written by a high school senior for a history class?

o   Answer all the questions in the blue boxes for the writer’s purpose, the writer’s audience, the topic and the context.

o   What appeal(s) did the author use?  How do you know?

5.  In a paragraph on your blog, explain why each of the five elements is important when reading, understanding and analyzing an article.  (A single paragraph, not a paragraph for each element.)

6.  On your blog, write out any questions, confusions or anything you are unsure about.

Homework:

• Before class on March 19, find an article you might want to use for your annotated bibliography.  In a post on your blog, answer the “Preparing to Write a Rhetorical Analysis” questions on page 80 in Practical Argument.
• Complete your two comments for this week.  You do not need to do comments or posts for the week of Spring Break beyond the above assignment.

Have a great Spring Break.

March 5

Today we went to the library for instruction in research.  Amy Burns, the librarian, helped us think about how to think about what search terms to use and taught us about online resources we can use for this paper.  Here are her talking points:

• There are three steps to writing a research paper: (1) focusing; (2) gathering; (3) writing.
• You can't use search terms like you would in Google.  When using academic or library search engines, you have to think about the terms that are being used by experts in the field.
• When searching your topic, use synonyms for all of your important key terms.
• Research is not about what you already know.  It's about what you find through the articles, books and websites.
• The link to the library website is http://www.cpcc.edu/library
• The multi-search tool on the library site will search databases, books and all other library resources. 
• If you find an article that might work, make sure to save it.  There is no guarantee that you will be able to find it later even if you use the same search terms.  You can always delete it later if you don't end up using it.
• Use the MLA citations in EBSCOhost, but make sure that it is right.

Amy has put together a research guide for us; the link is http://researchguides.cpcc.edu/eng112keaton.  On it, she has listed her email and several databases and websites that would be helpful for this paper.  During class, she showed us:

• National Center for Education Services (works best in Firefox)
• Pew Research CEnter
• Opposing Viewpoints
• CQ Researcher
• EBSCOhost
• The "education" topic in "Research Databases" on the library website.

Homework:

• Read "Wikiphobia: The Latest Open Source" in Practical Argument pgs. 341-342.
• Post a reading response on your blog.

Check your email for information about conferences after Spring Break. 

February 28

Today, we responded to a quote about research on the Web for writing into the day.  Then, we discussed the Annotated Bibliography assignment.  After discussing the Annotated Bibliography, we read the pages 220-225 and the blue box at the top of page 235 in Practical Argument.  In groups, we designed "cheat sheets" for sections we read and presented them to the class.

Finally, we watched a video about the Primerica Scam and discussed whether it was credible:

How is the video credible?

• They listed their own experiences.
• They listed facts.
• They showed actual employees.
• They have been in business for 36 years.
• They showed what the people against them said.
• They gave you a choice - you can believe them or not.
• The video quality was good.

How could they make the video more credible?

• Go into more detail.
• Explain what the company does.
• Show employee backgrounds.
• How long have they worked there?
• What are their names?
• What are their positions?
• Have more empathy for those who aren't making money.
• Show support for the fact they showed.  Where did they get those facts?

Homework:

• Post the answers to the "Self Assessment Reflection" handout on your blog before class on Tuesday.
• Post your second draft of your Visual Analysis to your blog before class on Tuesday.
• Post your second draft of your Visual Analysis to Blackboard before class on Tuesday.  Post it in the discussion forum called "POST YOUR VISUAL ANALYSIS DRAFT HERE." If you do not turn in the essay on Blackboard before class on Tuesday, you will receive a zero for this assignment.

Note: On Tuesday, we will meet in Room 3120 in the library.