Edwige Kouassi FINAL APPLIED LAB OUTLINE Effect of pH And Temperature on Enzymes Reaction in Foods Containing Starch I. ORGANISMS A. ENZYME-Amylase (found in saliva) B. SUBSTRATE-Hydrogen Peroxide II. METHOD OF MEASUREMENTS A. pH levels- pH test strips B. TEMPERATURE- thermometer in degrees Celsius C. TIME-minutes III. CONTROLS IN THE EXPERIMENT A. POSITIVE-potato B. NEGATIVE-pH levels of solution IV. SAMPLE SIZES A. SOLUTION- 10 ML B. ORGAINISM- ¼ TSP GRATED V. DATA PRESENTATION A. GRAPH- Line graph or bar graph depending on the outcome of the experiment. B. Conclusions and Results The Way we play The Rhetoric of Games, sports, and competition ( OUR COURSE THEME FOR WR 121 ) ( Our research will be based on critical analysis of game-centric artifacts and the deeper questions it engenders. We will study the meaning of rhetorical awareness and analytical writing in the process. By the end of this course, students will know how to identify provocative and useful artifacts, analyze them thoroughly, and synthesize the resulting data in their own writing in order to present unique opinions on prevalent topics. ) ( For some of us they’re relaxing, for others a way to converse with friends, and for others still they’re a quest for victory, but one thing is universal: we all play games. Games have been intertwined with human culture and language for millennia, from ancient Egyptian Senet to modern day sports, consoles, gambling, and board games. They can influence the way we see the world, teach us about complex topics, and speak to us in ways other media cannot because with games we are active participants; our presence makes them possible. In this course, we will examine the rhetoric of games, whether on the board, the Internet, the field/court, or elsewhere . We will analyze the way games are structured and what this tells us about our participation. We will strive to understand how games inform our social interactions, self-image, beliefs, and culture. Further, we will discuss the way we write and speak about games, and how this communication differs from other subjects. Games, however, aren’t limited to activities and pastimes; they’re a part of our language as well. What does it mean for someone to play “mind games,” “the blame game,” or “a numbers game?” What about someone who studies “game theory,” or “has an endgame?” You will have an opportunity to examine the se alternate meanings and what they represent in society today. ) WR 121 class meets: class location: CRN: email: office hours: office location: GERALD GRAFF & CATHY BIRKENSTEIN “To make a difference as a writer, you need to do more than make statements that are logical, well supported, and consistent. You must also find a way of entering a conversation with others’ views.” WR 121 is designed to help you develop skills and confidence in analytical writing, and to foster your rhetorical awareness —your ...

1. Edwige Kouassi
FINAL APPLIED LAB OUTLINE
Effect of pH And Temperature on Enzymes Reaction in Foods
Containing Starch
I. ORGANISMS
A. ENZYME-Amylase (found in saliva)
B. SUBSTRATE-Hydrogen Peroxide
II. METHOD OF MEASUREMENTS
A. pH levels- pH test strips
B. TEMPERATURE- thermometer in degrees Celsius
C. TIME-minutes
III. CONTROLS IN THE EXPERIMENT
A. POSITIVE-potato
B. NEGATIVE-pH levels of solution
IV. SAMPLE SIZES
A. SOLUTION- 10 ML
B. ORGAINISM- ¼ TSP GRATED
V. DATA PRESENTATION
A. GRAPH- Line graph or bar graph depending on the
outcome of the experiment.
B. Conclusions and Results
The Way we play
The Rhetoric of Games, sports, and competition

2. (
OUR COURSE THEME FOR WR 121
)
(
Our research will be based on critical analysis of game-centric
artifacts and the deeper questions it engenders.
We will study the meaning of rhetorical awareness and
analytical writing in the process.
By the end of this course, students will know how to identify
provocative and useful artifacts, analyze them thoroughly, and
synthesize the resulting data in their own writing in order to
present unique opinions on prevalent topics.
) (
For some of us they’re
relaxing, for others a way to converse with friends, and for
others still they’re a quest for victory, but one thing is
universal: we all play games. Games have been intertwined with
human culture and
language
for millennia, from ancient Egyptian Senet to modern day
sports, consoles,
gambling,
and board games. They can influence the way we see the world,
teach us about complex topics, and speak to us in ways other
media cannot because with games we are active participants;
our presence makes them possible.
In this course, we will examine the rhetoric of games, whether
on the board, the Internet, the field/court, or
elsewhere
. We will analyze the way games are structured and what this
tells us about our participation. We will strive to understand
how games inform our social interactions, self-image, beliefs,
and culture. Further, we will discuss the way we write and
speak about games, and how this communication differs from

3. other subjects.
Games, however, aren’t limited to activities and pastimes;
they’re a part of our language as well. What does it mean for
someone to play “mind games,” “the blame game,” or “a
numbers game?” What about someone who studies “game
theory,” or “has an endgame?” You will have an opportunity to
examine the
se alternate meanings and what they represent in society today.
)
WR
121
class meets:
class location:
CRN:
email:
office hours:
office location:
GERALD GRAFF & CATHY BIRKENSTEIN
“To make a difference as a writer, you need to do more than
make statements that
are logical, well supported, and consistent. You must also find
a way of entering
a conversation with others’ views.”

4. WR 121 is designed to help you develop skills and confidence
in analytical writing, and to foster your rhetorical
awareness —your perception of where, how, and why
persuasion is occurring. We envision this course as the
beginning of and foundation for your writing development as an
undergraduate at OSU. The skills learned in this
course, however, will also help you write effectively for
situations that extend beyond your university studies.
This course places emphasis on the process of writing,
including acts of reading, researching, analytical thinking,
freewriting, drafting, review, revision, and editing.
Complementing this approach is our focus on the final
product—quality compositions that demonstrate rhetorical
awareness and evidence of critical thinking. Writing
in WR 121, then, is approached as both process and product. It
is not only a mode of expression, but also a mode
of inquiry and exploration. Writing is an invitation to think and
a way to think. With practice and a willing, open
mind, we’re confident that you will leave this course a stronger
writer and thinker.
Habits of the Creative Mind (custom Oregon State University
WR 121 edition), by Richard Miller and Ann Jurecic,
with additional materials by Lisa Ede, Jonathan Alexander,
Elizabeth Losh, and Tim Jensen
They Say, I Say: Moves that Matter in Academic Writing, 3rd
ed., by Gerald Graff and Cathy Birkenstein
OSU Subscription to Eli Review (directions for purchase
located in Canvas)
COURSE DESCRIPTION

5. REQUIRED TEXTS
LEARNING OUTCOMES BACC CORE WR 1
At the end of this course, successful students should be able to:
• Analyze a range of rhetorical situations, audiences, and texts;
present effective claims, evidence, and appeals; demonstrate
appropriate tone, voice, and level of formality.
• Develop and reflect on flexible strategies for the writing
process,
including generating, revising, editing, and proofreading texts.
• Locate, analyze, evaluate, and synthesize appropriate print and
online primary and secondary sources.
• Demonstrate knowledge of academic genre conventions,
including
MLA citation standards.
• Articulate and integrate personal ideas with those of others
effectively and ethically through writing.
• Illustrate proficiency in syntax, grammar, and spelling.
This course fulfills OSU’s WR I
Baccalaureate Core Requirement
(3 credits), which states that after
this course, students should be able
to:
• Use multiple writing strategies
in order to explore, clarify, and

6. effectively communicate ideas
to appropriate audiences.
• Demonstrate an understanding
of language, form, and style.
• Incorporate critical thinking
at all steps in their writing
process.
ASSIGNMENTS
1 CompetenCy and Knowledge in multiple Fields – As an OSU
graduate, you will show a depth of
knowledge in one or more majors as it relates to its history,
problems, strategic thinking processes and
ways of knowing, and vocabulary. You will also show a breadth
of knowledge across the disciplines,
which include the humanities and arts, science, social science
and mathematics, from both technical
and critical orientations.
2 CritiCal thinKing – As an OSU graduate, you will evaluate
and synthesize information from multiple
sources and perspectives to make informed decisions and solve
problems; you will exhibit intellectual
curiosity, including the disposition and ability to engage in
evidence-based reasoning and critical
thinking.
3 pluralism and Cultural legaCies – As an OSU graduate, you
will acquire knowledge and appreciation
of the diversity of human cultural, historical and social
experiences, and be able to reflect on how your

7. individual life experience relates to the complex nature of
human conditions in other places and times.
4 Collaboration – As an OSU graduate, you will develop the
ability to be a positive contributor to
situations requiring shared responsibility toward achieving a
common goal.
5 soCial responsibility and sustainability – As an OSU graduate,
you will develop the capacity to
construct an engaged, contributing life, and to engage in actions
that reflect an understanding of the
values of service, citizenship, and social responsibility, and you
will demonstrate global competence by
understanding the interdependent nature of local and global
communities.
6 CommuniCation – As an OSU graduate, you will be able to
present and evaluate information, as well as
to devise and exchange ideas clearly and effectively so that you
can communicate with diverse audiences
in a variety of situations.
7 selF-awareness and liFe-long learning – As an OSU graduate,
you will develop
awareness of and appreciation for your personal strengths,
values, and challenges,
and you will cultivate the ability to use that knowledge to guide
your future learning
and development.
LEARNING GOALS FOR GRADUATES (LGGS) OF OREGON
STATE UNIVERSITY
You will have the opportunity to write in a variety of genres,
mediums, and styles this term—and for a variety of audiences.

8. Each
project is designed to target a specific set of skills needed to
become
a stronger writer, a more critical thinker, and a savvier
rhetorician.
For each project you will receive a separate prompt that will
explicate
its goals, components, and expectations.
WR 121 employs a thousand-point grading system. The Critical
Analysis Project, for example, totals 500 points, making it 50%
of
your total grade. The letter grade distribution is to the right.
Please
note that it is school policy that a final grade of “C-“ is required
in
order to pass WR 121. Evaluation rubrics and guides for grading
will
be made available via Canvas.
Your assignments, unless otherwise indicated, will be turned in
via
Canvas, and in the format prescribed. Assignments will be
marked
down 1/3 of a letter grade for each day of lateness. For
example, a B+
will become a B as a result of being one day late.
A
A-
B+
B

9. B-
C+
C
C-
LETTER GRADE DISTRIBUTION
=
=
=
=
=
=
=
=
1000 – 935
934 – 900
899 – 865
864 – 835
834 – 800

10. 799 – 765
764 – 735
734 – 700
POINT BREAKDOWN
WEEKLY DISTRIBUTION
TOTAL
Initial Writer’s Inventory
Write365
Critical Analysis Project
The Exchange
Style Project
Final Writer’s Inventory
1000 PTS.
1 2 0 P T S .
5 0 0 P T S .
2 2 5 P T S .
5 0 P T S .

11. 1 5 P T S .
1 5 P T S .
Comprised of 5 components:
1. Initial Artifact Analysis: (100)
2. Annotated Bibliography (25)
3. Initial Research Integration (100)
4. Research Conference (25)
5. Critical Analysis Essay (250)
Comprised of 3 components:
1. Workshop Review (75)
2. Editorial Review (75)
3. Exchange Manuscript (75)
365 words, three days a week, from
Week 2 through Week 7. 20 points
earned for each week where 365 is
reached a minimum of 3 days.
Instructor’s discretion
Reading Responses

12. 7 5 P T S .
EXTRA CREDIT AVAILABLE:
Earn extra credit points
equal to your longest
streak of writing days
(max of 30 pts.)
Active engagement—asking questions, participating in
discussion, contributing to group activities, respecting
classmates, arriving prepared for class, and critical listening,
for example—is central to your success in WR 121
and your development as a writer. Because engagement with
the course topics, texts, and assignments is critical,
missing more than the equivalent of 1 week of class (3 days on
a MWF schedule, 2 days on a TR schedule, or 1
evening class) will negatively impact your grade. For each
additional absence beyond a week’s worth of class—
whether caused by illness, travel delay, etc.—points will be
deducted on the following equivalency scale: 30 pts.
for MWF, 45 pts. for TR, and 90 pts. for an evening class. For
example, missing a total of three classes on a TR
schedule will result in a 45 point deduction. Three (3) tardies
equal one absence. Please also note that because of
the participatory nature of WR 121, late adds (i.e. enrolling
after the first week of the term) cannot be granted.
Excused absences are for religious observance or OSU-
sanctioned travel for inter-collegiate athletics only, and
will not affect one’s grade. In these instances, is your
responsibility to contact me as soon as possible if you

13. miss or anticipate missing class, provide proper documentation
for the absence, and consult with me on making
up missed assignments or activities. Again, other absences—
whether caused by illness, travel delay, etc.—that
extend beyond the equivalency of one week’s worth of class are
not considered excused. If you think you may
miss too many classes due to illness or personal issues, please
consult with me and with your advisor as soon as
possible, because there is no option for assigning an
“Incomplete” in WR 121.
The Student Conduct Code defines Academic Dishonesty as “an
act of deception in which a Student seeks to
claim credit for the work or effort of another person, or uses
unauthorized materials or fabricated information
in any academic work or research, either through the Student’s
own efforts or the efforts of another.” Academic
misconduct includes all forms of student academic misconduct
wherever committed; it is illustrated by, but not
limited to, cases of plagiarism. Academic misconduct is a
serious offense that will not be tolerated in any form at
Oregon State University. All instructors of WR 121 are required
to report all instances of alleged misconduct so
that the matter can be properly and thoroughly investigated.
Students found to be in breach of code will be subject
to significant disciplinary action.
As part of a Plagiarism Prevention pilot project, you may be
asked to submit one or more of your drafts to Canvas’s
Turnitin service. Your assignment content may be checked
against Internet sources, academic journal articles,
and the papers of other OSU students. A report will be
generated, allowing you to ensure all source material is
properly cited.
The classroom is a unique environment in which students and

14. faculty collaborate to promote learning and growth.
In order to foster and maintain this learning environment, it is
essential that you respect the rights of others
seeking to learn and those facilitating the course. Differences of
perspective should be expressed in terms that
are supportive of the learning process, and which help create an
environment where communication occurs
with clarity and compassion. Behavior that is disruptive to this
learning environment will not be tolerated and
may lead to disciplinary action and/or removal from the class.
Please refer to the Student Conduct Relations for
additional information. Questions regarding classroom conduct
may be directed to the Director of Writing, and/or
the Student Conduct and Community Standards Office.
Accommodations are collaborative efforts between students,
faculty and Disability Access Services (DAS). Students
with accommodations approved through DAS are responsible for
contacting the faculty member in charge of the
course prior to or during the first week of the term to discuss
accommodations. Students who believe they are
eligible for accommodations but who have not yet obtained
approval through DAS should contact DAS immediately
at 541-737-4098.
ATTENDANCE & ENGAGEMENT
ACADEMIC MISCONDUCT
STUDENT CONDUCT
DISABILITY ACCESS SERVICES
The Writing Center, located in Waldo 123 and in the Valley

15. Library on weekends, offers free help with any writing
task at any stage of the writing process and is open to all OSU
students. Trained writing assistants are available
to help with all aspects of your writing, from brainstorming and
organization to questions of grammar and usage.
To make an appointment, call 541-737-5640 or visit them
online: cwl.oregonstate.edu/making-appointment. You
may also submit drafts online for comments, though this process
may take longer.
All WR 121 students are required to visit the Writing Center at
least once during the Critical Analysis Project. I
will inform you of which stage of the project is designated for
attending. When you meet with a writing assistant,
please make sure to ask for a consultation slip or print the OWL
email reply to show me that you attended.
I will be making extensive use of Canvas, the University’s
online course management system. Please familiarize
yourself with the site if you have not already, as we will use it
for organizing our reading materials, as well as for
turning in assignments. Also, I will rely heavily on email to
communicate with you. Please be sure to check your
ONID email and our Canvas site with regularity.
THE WRITING CENTER
ONLINE COMMUNICATION & RESOURCES
Assistant Professor | Director of Writing
204B Moreland Hall
[email protected]
Assistant Director of Writing
208 Moreland Hall

16. [email protected]
TIM JENSEN, PH.D. KRISTY KELLY
Through its collaborative focus and student-centered approach,
the Academic Success Center (ASC) advocates
for students and supports them in developing their individual
strengths and negotiating the challenges they
encounter in realizing their potential as educated members of
society. The ASC fulfills this mission by offering
dynamic services including advising, course work, academic
coaching, information and referral, writing assistance,
bridge experiences, and supplemental instruction.
If you are interested in learning more about the services
provided by the Academic Success Center, I encourage
you to visit them in 102 Waldo Hall, or call 541-737-2272.
ACADEMIC SUCCESS CENTER
For questions regarding WR 121 or the Writing Program at OSU
more generally, please feel welcome to write
[email protected], or contact the administration personnel
directly:
WRITING PROGRAM ADMINISTRATION
TERM & YEAR (ALL CAPS): FALL 2016meeting time: MWF
9:00-9:50meeting location: 261 StrandCRN: 10099Instuctor
Name (ALL CAPS): RANDY MAGNUSONONID email address:
[email protected]office hours: T 3-5, W 10-11office location:
116 Moreland
COURSE calendar randy magnuson | Fall term
2016

17. Objectives & Activities
Readings Due
Assignments Due
Welcome
Week
W 9/21
F 9/23
Introduction to WR 121: overview of course objectives,
syllabus, assignment sequence, and course theme.
Legend:
HCM = Habits of the Creative Mind
TAW = The Academic Writer
UR = Understanding Rhetoric
TS/IS = They Say, I Say
CT = Course Theme Reading
—
Week 1
NOTE: Readings are due on the day they are listed.
M 9/26
On Analytical Writing: define and discuss key concepts:
analytical writing & rhetorical awareness
Introduce:Critical Analysis Project
» Introduction to WR 121 (xix–xxxvii)

18. » HCM, A Letter to Teachers (7–14), On Unlearning (16–18),
On Seeing as a Writer (179–182), On Reading as a Writer (185–
189)
» UR, Chapter 13 (340–349)
—
Sections marked Practice Session are not required
W 9/28
Fundamental Moves of Analysis: identify and practice
fundamental moves of analysis
Review:Initial Artifact Analysis &
Writer’s Inventory
» HCM, On Looking and Looking Again (41–44), On Writing to
a Question (59–61), On Learning from Failure (220–222)
» TAW, Chapter 5 (90–92, 96–100)
—
F 9/30
On Artifacts & Analysis: selecting a quality artifact and
breaking it down analytically
» CT, “Player Two” (In Class)
» HCM, On Asking Questions (55–56)
—
Week 2

19. M 10/3
On Deliberate Practice: Write365, habits of mind, and
cultivating an analytical, rhetorical perspective
Review: Initial Artifact Analysis and fundamental moves of
analysis
» HCM, On Motivation (92–95), On Creative Places (159–162),
On Solitude (170–173), On the Theater of the Mind (235–238),
On Self-Curation (192–194), Creativity at Work: Twyla Tharp
and the Paradox of Habitual Creativity (197–198)
Bring potential artifact(s) to class
Writer’s Inventory
(due by 11:59pm)
W 10/5
The Art of Rhetorical Analysis: Investigating the how of
communication through (actual) rhetorical questions
» UR, Why Rhetoric? (308–335)
» CT, TBA
—
F 10/7
On (Continuing to) Read Rhetorically:
Review: sample Initial Artifact Analyses
» Set of sample Initial Artifact Analysis essays

20. » HCM, On Structure (200–205)
» TAW, Making and Supporting Claims (130–136)
Don’t forget about Write365!
Week 3
M 10/9
Entering the Ongoing Conversations:
research (and curiosity) in WR 121 and the Critical Analysis
Project
Review: Annotated Bibliography
—
Initial Artifact
Analysis
W 10/12
Explore: OSU library resources
Review: using templates in the rhetorical précis and TS/IS
» TS/IS, Introduction (1–14)
» HCM, On Joining the Conversation (26–30), On Going Down
the Rabbit Hole (73–77), On Working with the Words of Others
(119–127)
—
F 10/14
Review: sample Annotated Bibliographies
» TS/IS, The Art of Summarizing (30–41)

21. » HCM, On a Screen of One’s Own (165–169)
Get a streak going on Write365!
Week 4
M 10/17
Review: Initial Research Integration
On Integrating Voices: evaluation, synthesis, and articulation of
secondary sources
» HCM, On the Three Most Important Words in the English
Language (99–104)
» CT, TBA
Annotated Bibliography
W 10/19
Crafting the Conversation: framing, quoting, and responding
» TS/IS, The Art of Quoting (42–50), Three Ways to Respond
(55–67)
Use Write365 to work with your sources!
F 10/21
Review: sample Initial Research Integration essays
» HCM, On Revising (208–212),
» Set of sample Initial Research Integration essays
—
Week 5
M 10/24
On Evolving Your Argument: connecting claims, evidence, and
reasoning
Review: Research Conference

22. Sign up for Research Conference times
» HCM, The Post-Draft Outline (213–217), On Argument as
Journey (228–232
» TS/IS, “Saying Why it Matters” (92–101); “Connecting the
Parts” (105–118)
—
W 10/26
Instructor Discretion (TBA)
Instructor Discretion (TBA)
Initial Research Integration
F 10/28
On Style in Academic Genres: Instructor Discretion (TBA)
Instructor Discretion (TBA)
Don’t forget to write down your Research Conference meeting
time!
Week 6
M 10/31
Research Conferences | No class
Read in preparation for

23. Research Conference:
UR, “Rethinking Revision” (386–404)
Research Conference Worksheet (bring it with you to your
Research Conference to earn points)
W 11/2
F 11/4
Week 7
M 11/7
Finishing Strong: strategies and reminders for completing a
compelling Critical Analysis Essay
—
—
W 11/9
Introduce: The Exchange
Real Audiences, Real Issues: generating topics for The

24. Exchange
OSU Student Body Infographic
(available via Canvas)
—
NOTE:
Last day to withdraw from a course by Web.
F 11/11
Veteran’s Day — No Class
—
Critical Analysis Essay
Week 8
M 11/14
Going Public: transferring analytical and rhetorical skills to
new genres
UR, “Going Public” (414–434)
» Published pieces from The Exchange
W 11/16
Better Writing through Better Reviewing: on being an author,
reviewer, and editor in The Exchange
Introduce: Eli Review
» HCM, On Writing’s Magical Powers (253–257), On Laughter
(259–264), On Playing with Conventions (267–269)
—

25. F 11/18
On Quality Reviews: expectations for Eli
Review and providing quality feedback
» HCM, On Imagining Others (87–89)
The Exchange Submission (for review)
Week 9
M 11/21
Reviewing Reviews: analyzing quality feedback and how to use
it for revising
—
The Exchange Reader Reviews
W 11/23
Instructor Discretion (TBA)
Instructor Discretion (TBA)
—
F 11/25
Thanksgiving — No Class
—
—
Week 10
M 11/28
On Style in Public Genres:
Instructor Discretion (TBA)
Instructor Discretion (TBA)

26. —
W 11/30
An Editor’s Responsibility: reading critically, with empathy
—
—
F 12/2
Analytical Writing & Rhetorical Awareness: not just for the
classroom
Where from here? transferring skills to future courses and
situations
Course Conclusion
—
The Exchange manuscript submission
Finals
Week
W 12/7
No class
—
Editorial Reviews of The Exchange
Final Writer’s Inventory