Monday, September 30, 2013

Draft Workshop: Retrospective Outline

Compose a retrospective outline of your partner's paper. Examine the outline for coherence, repetition, overall logic and transitions, and whether you answered the prompt. Write your notes and/or suggestions below the outline.

Second, assess whether the author's primary focus at this point should be conceptual concerns, organizational concerns, or surface-level concerns. Explain your answer with evidence from the draft.

When you have completed the workshop, turn it in here:

PowerPoint: Revision

https://docs.google.com/file/d/0B11JiXOw1yx0QXluNjlwdnBaVjQ/edit?usp=sharing

Draft Workshop 1

1. Summarize, as briefly as possible, the author's main claim. Is it substantive? Could another person reasonably challenge or oppose it?

2. Which of the categories we talked about on Tuesday does the author's introduction fit into? Is it one of the more effective or less effective introductions? If it is one of the less effective introductions, suggest ways that the author might use one of the more effective introduction strategies.
3. A strong introduction should be concise; it should use one of the effective introduction strategies, then transition as quickly as possible to the thesis statement. Are there any sentences in the draft that are extraneous? Could the line between the introduction and the thesis statement be any straighter? If necessary, copy and paste the introduction paragraph below, deleting any sentences you find extraneous.
4. Scan the draft for any sentences that seem wordy or difficult to understand. Paste these sentences below and attempt to revise them, trying your best to use simple sentence forms in which a subject, strong action verb, and direct object come in that order.
5. Compose a list of TWO things that the author should do to improve his or her draft.

When you have completed the workshop, turn it in here:

https://docs.google.com/forms/d/1_Z9B5Hdi2aB-kT8n3LtY84MAzP6POAnveS-Vf-a_XEE/viewform

Turn in Unit 1 Project Draft

https://docs.google.com/forms/d/1IGzlrHfgaqhEY5pK7iHT06V1y2lZ3oVckzihNq5PvHI/viewform

Wednesday, September 25, 2013

Intro to Draft Workshop Process

Read through the following draft:

Next, discuss your answers to the following questions aloud in your groups. Write your answers collaboratively in a Google Doc.
1. Summarize, as briefly as possible, the author's main claim. Is it substantive? Could another person reasonably challenge or oppose it?
2. Which of the categories we talked about on Tuesday does the author's introduction fit into? Is it one of the more effective or less effective introductions? If it is one of the less effective introductions, suggest ways that the author might use one of the more effective introduction strategies.
3. A strong introduction should be concise; it should use one of the effective introduction strategies, then transition as quickly as possible to the thesis statement. Are there any sentences in the draft that are extraneous? Could the line between the introduction and the thesis statement be any straighter? If necessary, copy and paste the introduction paragraph below, deleting any sentences you find extraneous.
4. Scan the draft for any sentences that seem wordy or difficult to understand. Paste these sentences below and attempt to revise them, trying your best to use simple sentence forms in which a subject, strong action verb, and direct object come in that order.
5. Compose a list of TWO things that the author should do to improve his or her draft.

PowerPoint: Introductions

https://docs.google.com/file/d/0B11JiXOw1yx0MHVCd0h0a1R3b2c/edit?usp=sharing

Turn in Feeder 1.4

https://docs.google.com/forms/d/1izKqIxaON_5Qwdqv46U62YYtULxlN3Owhroh6248f9s/viewform

Monday, September 23, 2013

Activity: Claims

Read the following article from slate.com:

This article contains appeals of all three types: ethos, pathos, and logos. Work in your groups to answer the following questions in a Google Doc:
  • identity at least one of each type of appeal in the article
  • which of these appeals is most persuasive to you? Why do you think that is the case?
  • in which order does the author present these appeals? Why do you think he chose that order?

Activity: Thesis Statements

http://www.slate.com/articles/news_and_politics/politics/2010/09/the_privilege_of_prejudice.single.html

Work together with your group members to paraphrase a strong thesis statement for this article. Your thesis statement should do each of the three things a good thesis statement should do.

Turn in Feeder 1.3

https://docs.google.com/forms/d/1OWFTewX9XzFMoZtD5JcJrceZWu2TG79xqdRge4DY-4Y/viewform

Monday, September 16, 2013

Activity: Your Blog's Citation Conventions

Using the formal APA, MLA, and Chicago styles (refer to the relevant sections on the Library's Citation Tutorial (http://www.lib.unc.edu/instruct/citations/) for details), work with your group members to draft a rationale for how and why you will cite your sources on your blog. Compose a short, 2-3 paragraph essay that explains:

1. Why your group thinks that citing sources is important.
2. How citations will be implemented on your blog. This should take the form of a rough style guide like this one for MLA format: http://owl.english.purdue.edu/owl/resource/747/06/. You need only explain the format for the types of references you anticipate using most on your blog.
3. A short rationale for how and why you chose the citation style you agreed upon.
Post this essay to your blog by class time on Wednesday, September 18 (or today if you finish it in time).

Lesson: Citation Conventions

Go to the library's tutorial on citations and read the "Introduction" and "Why We Cite" sections:

STOP WHEN YOU GET TO SECTION ON APA

PowerPoint: Scholarly and Popular Sources

https://docs.google.com/file/d/0B11JiXOw1yx0NUExYnliVXZfSGs/edit?usp=sharing

Turn in Feeder 1.1

https://docs.google.com/forms/d/1MowjKw0J3RcXCuzirrUw58InYEo1nz1PmHHgx1A_jSI/viewform

Wednesday, September 11, 2013

Rubrics for Feeders and In-Class Assignments

Rubric for in-class assignments

0: The assignment was not completed or barely attempted.
1: The assignment was only partially completed; OR, the assignment was completed with only minimal effort and attention.
2: The assignment was completed satisfactorily, though the student may misunderstand one or more of the key concepts that the activity is meant to reinforce.
3: The assignment was completed satisfactorily. All tasks have been completed with thought, care, and attention to detail.
4: The assignment was completed in an exemplary fashion. The student has gone above and beyond the teacher’s expectations by devoting extraordinary time and effort to the assignment and/or producing innovative and thought-provoking work.

Rubric for workshops and feeders

0: The workshop was not completed.
2: The workshop was only partially completed; OR, the workshop was completed with only minimal effort and attention. The workshop partner has not received substantial information that will help him or her to improve the essay.
4: The workshop was completed with less than satisfactory effort. Answers to one or more draft workshop form questions are minimal or dismissive, and there is little evidence that the author has engaged seriously with the draft. The feedback provided will allow the workshop partner to make only surface-level or localized revisions.
6: The workshop was completed satisfactorily. The author has provided thoughtful answers to all draft workshop questions, and these questions should allow his or her workshop partner to make substantive and helpful revisions.
8: The workshop was completed with particular care and diligence. All answers to workshop questions are thoughtful, detailed, and well developed. Inline comments may also appear, pointing out issues not highlighted by the draft workshop form. The workshop partner can use this information to improve his or her essay substantially.
10: The workshop was completed in an exemplary fashion. All draft workshop questions have comprehensive, detailed answers that show not only attention to detail, but also a creative and innovative engagement with the workshop. Inline comments may also provide helpful feedback not related to the workshop questions. The workshop partner can use this information to drastically improve his or her essay.

Monday, September 9, 2013

Link to Thesis Statements Lecture

https://docs.google.com/file/d/0B11JiXOw1yx0V283TTdRNDZ0Z1E/edit?usp=sharing

Tutorial on Accessing Nature

Click here for instructions on how to access Nature through UNC’s Library web site:

Take a few minutes to browse the editorials in recent issues. If you find an article you might consider using for your Feeder 1.1 assignment, write down the title, author, and issue number so that you can find it again later. Feel free to discuss articles with your group members as you find them.

If you find an article that you feel confident will work for your Unit 1 Project, you can go ahead and get started with Feeder 1.1.

Note that your article must 1. pose an argument (most articles from the Editorials section do this; most news items do not) and 2. deal primarily with the natural sciences (you will occasionally find articles dealing primarily with related fields like social sciences, university politics, etc.).

Tuesday, September 3, 2013

Analysis: Slate Article on Songza

http://www.slate.com/blogs/browbeat/2013/08/28/songza_the_best_music_streaming_site_there_is.html

Work together in your groups to answer the following questions about this article:
  • What is the article's main claim?
  • What are the author's most important reasons presented in support of that claim? Identify at least 3.
  • Does the author offer any qualifications of his claim?
  • Can you identify any assumptions that a reader might disagree with?
  • Is the author's argument convincing? Why or why not?
Write your answers collaboratively in a Google Doc and share it with my gmail address. Once you have completed the assignment, have one member of your group turn it in here:

https://docs.google.com/forms/d/178EalBdqYt8YqyT6NPlCVq_erGwZMwsFxBqfRphLqu8/viewform

Lesson: Argument

Link to PowerPoint:

https://docs.google.com/file/d/0B11JiXOw1yx0eXRfSF9CMFJUREk/edit?usp=sharing

Drafting Your General Introduction

In addition to your personal introductions, your blog should also include a general introduction in which you explain the overall goals of your blog, its target audience, and its subject matter. This blog should orient your readers, much like the introduction page of a book. Work together to brainstorm what your introduction should include and start working on the first draft in the Google Doc so everyone can see and edit it.

Draft Workshop: Intro Post Assignment

Have everyone paste their drafts into the same Google Doc. This will be the working version of your intro post.

After everyone has pasted their intros successfully, read each of them and then re-read your own introduction. Ask yourself the following questions:
1. Do all of the posts follow the same format? Are they of comparable lengths? Do they employ a similar authorial voice?
2. Are all of the posts consistent with the blog identity you talked about on Tuesday? Why or why not?
3. Did you notice any grammatical, spelling, or formatting errors in your or any of your groupmates' drafts?
Based on your answers to these questions, take 5 minutes or so to revise your introduction on the Google Doc.