Palmer Spring 2018 eng 102 schedule 3
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This document provides the schedule for a Spring 2018 semester class. It is divided into 17 weeks. Week 1 introduces the syllabus and covers personality styles and rhetorical analysis. Week 2 focuses on a personal essay assignment. Week 3 covers rhetorical appeals and analyzing texts. Week 4 is for catching up on readings and submitting a draft. Later weeks cover different text types like letters and addresses, conducting library research, and completing a research paper with drafts and peer reviews. Readings are primarily from the textbook "Becoming Rhetorical" and include analyzing, defining, and evaluating arguments. Class meetings involve discussion, exercises, and presentations to prepare for assignments.
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Spring 2018 eng 102 schedule mar
This document provides the schedule for a spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Week 1 introduces personality styles and rhetorical analysis. Weeks 2-4 focus on a personal essay assignment. Weeks 5-6 cover letters and direct addresses. Weeks 7-9 address argument and classification. Weeks 10-11 are dedicated to a research paper. Weeks 12-14 cover research methods and source evaluation. Week 15 includes a research paper draft. Weeks 16-17 conclude with presentations and final project work. Readings are primarily from the text "Becoming Rhetorical" and additional materials on the learning platform.
Spring 2018 eng 102 schedule mar (1)
This document provides the schedule for a spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Each week covers specific chapters from the textbook "Becoming Rhetorical" and additional readings on Blackboard. Students will write a personal essay, letter, and research paper. They will engage in activities like double entry journals, source evaluation, and peer reviewing. The schedule includes no class days for holidays and conferences with the instructor to discuss drafts.
CPalmer Spring 2018 eng 102 schedule
This document provides a semester schedule for a spring 2018 class. It is broken into 17 weeks with readings and assignments due each week. Week 1 introduces personality styles and rhetorical analysis. Week 2 focuses on a personal essay assignment. Week 3 covers rhetorical appeals and writing summaries. Week 4's assignment is a final draft of the personal essay. Week 5 introduces letters and direct addresses. Week 6 includes a library workshop. Week 7 has no class for a holiday. Weeks 8-10 cover research methods and there is no class for spring break in week 10. Weeks 11-12 include conferences and readings on explaining and defining. Weeks 13-14 cover source types, images, and research papers. Week 15's assignment is a draft
Spring 2018 eng 102 schedule
This document outlines the schedule for a spring 2018 semester. It includes the following:
- Weekly readings and assignments from the textbook "Becoming Rhetorical" as well as other sources.
- In-class activities focused on rhetorical analysis, research methods, source evaluation, and presentations.
- Major assignments include a personal essay, research paper with annotated bibliography, and final draft of the research paper.
- Key weeks include library research, conferences, and presentations toward the end of the semester.
Palmer Spring 2018 eng 102 schedule
This document provides the schedule for a Spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Week 1 introduces the syllabus and discusses personality styles and rhetorical analysis. Students read the first few chapters of Becoming Rhetorical. Week 2 focuses on a personal essay assignment and has students read The Glass Castle. Later weeks cover additional essay types like letters and research papers. Students read related chapters in Becoming Rhetorical and complete drafts, presentations, and a final research paper. Library research is conducted in Week 8. Conferences are held in Week 11 and presentations in the final weeks of class.
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Sophie Lyne is proposing a new rock/indie and alternative music magazine called "Record". The 32-page monthly magazine would have a black and white design with some elements in red. It would feature articles on bands and artists, album and concert reviews, and photos. The target audience is 15-35 year olds, mainly male, from socio-economic classes C1, C2, and E, with a diverse ethnicity. The magazine would retail for £3.99 and compete with publications like Q, NME, and XXL magazine.
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The document provides an overview of research tasks related to different sections in a music magazine, including interviews, reviews, and articles on various music-related topics. It lists 58 potential sections or articles that could be included in the magazine, covering a wide range of music genres and topics from interviews to reviews to charts.
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This document outlines a photo shoot plan for a music magazine focusing on rock and alternative genres. It discusses using long and mid shots of artists to clearly show who they are while giving an authoritative look. For the cover, high key lighting will be used to ensure visibility, while low key lighting on interior spreads can reflect the darker nature of rock. Post-production in Photoshop will integrate text and imagery to give a professional layout, reflecting the genres. Models should have an edgy look to represent rock and alternative without being too glamorous or grunge. Casual clothing like jeans and jackets will reflect the lack of formality in rock. Hair should look messy with volume, and makeup will be darker for females
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Spring 2018 eng 102 schedule mar
This document provides the schedule for a spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Week 1 introduces personality styles and rhetorical analysis. Weeks 2-4 focus on a personal essay assignment. Weeks 5-6 cover letters and direct addresses. Weeks 7-9 address argument and classification. Weeks 10-11 are dedicated to a research paper. Weeks 12-14 cover research methods and source evaluation. Week 15 includes a research paper draft. Weeks 16-17 conclude with presentations and final project work. Readings are primarily from the text "Becoming Rhetorical" and additional materials on the learning platform.
Spring 2018 eng 102 schedule mar (1)
This document provides the schedule for a spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Each week covers specific chapters from the textbook "Becoming Rhetorical" and additional readings on Blackboard. Students will write a personal essay, letter, and research paper. They will engage in activities like double entry journals, source evaluation, and peer reviewing. The schedule includes no class days for holidays and conferences with the instructor to discuss drafts.
CPalmer Spring 2018 eng 102 schedule
This document provides a semester schedule for a spring 2018 class. It is broken into 17 weeks with readings and assignments due each week. Week 1 introduces personality styles and rhetorical analysis. Week 2 focuses on a personal essay assignment. Week 3 covers rhetorical appeals and writing summaries. Week 4's assignment is a final draft of the personal essay. Week 5 introduces letters and direct addresses. Week 6 includes a library workshop. Week 7 has no class for a holiday. Weeks 8-10 cover research methods and there is no class for spring break in week 10. Weeks 11-12 include conferences and readings on explaining and defining. Weeks 13-14 cover source types, images, and research papers. Week 15's assignment is a draft
Spring 2018 eng 102 schedule
This document outlines the schedule for a spring 2018 semester. It includes the following:
- Weekly readings and assignments from the textbook "Becoming Rhetorical" as well as other sources.
- In-class activities focused on rhetorical analysis, research methods, source evaluation, and presentations.
- Major assignments include a personal essay, research paper with annotated bibliography, and final draft of the research paper.
- Key weeks include library research, conferences, and presentations toward the end of the semester.
Palmer Spring 2018 eng 102 schedule
This document provides the schedule for a Spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Week 1 introduces the syllabus and discusses personality styles and rhetorical analysis. Students read the first few chapters of Becoming Rhetorical. Week 2 focuses on a personal essay assignment and has students read The Glass Castle. Later weeks cover additional essay types like letters and research papers. Students read related chapters in Becoming Rhetorical and complete drafts, presentations, and a final research paper. Library research is conducted in Week 8. Conferences are held in Week 11 and presentations in the final weeks of class.
Lo3 Proposal 2
Sophie Lyne is proposing a new rock/indie and alternative music magazine called "Record". The 32-page monthly magazine would have a black and white design with some elements in red. It would feature articles on bands and artists, album and concert reviews, and photos. The target audience is 15-35 year olds, mainly male, from socio-economic classes C1, C2, and E, with a diverse ethnicity. The magazine would retail for £3.99 and compete with publications like Q, NME, and XXL magazine.
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The document provides an overview of research tasks related to different sections in a music magazine, including interviews, reviews, and articles on various music-related topics. It lists 58 potential sections or articles that could be included in the magazine, covering a wide range of music genres and topics from interviews to reviews to charts.
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This document outlines a photo shoot plan for a music magazine focusing on rock and alternative genres. It discusses using long and mid shots of artists to clearly show who they are while giving an authoritative look. For the cover, high key lighting will be used to ensure visibility, while low key lighting on interior spreads can reflect the darker nature of rock. Post-production in Photoshop will integrate text and imagery to give a professional layout, reflecting the genres. Models should have an edgy look to represent rock and alternative without being too glamorous or grunge. Casual clothing like jeans and jackets will reflect the lack of formality in rock. Hair should look messy with volume, and makeup will be darker for females
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This document outlines the schedule for a spring 2017 semester class. It includes 18 weeks of classes divided into topics such as "Why Write?" and "Beyond the Page". Each week contains assigned readings from textbooks and online sources as well as writing assignments and in-class activities. Students will write essays, research papers, and present their findings at the end of the semester.
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This document outlines the 17-week schedule for a spring semester writing course. It includes the following:
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This document provides the class agenda, homework assignments, and reading assignments for an identity and passing literature course over 11 weeks. It includes the following:
- An outline of the weekly classes which will include presentations on course concepts, discussions of assigned readings, author lectures, and in-class writing exercises.
- Homework assignments that involve posting responses to assigned readings to the class website, completing short writing assignments, and drafting and revising essay assignments.
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- Details of four major essay assignments that will be drafted, workshopped, and revised throughout the course requiring analysis of themes in the
Ewrt 1 b t th syllabus winter 2015
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- The course will focus on exploring concepts of identity and passing through readings, discussions, and essays. Readings include works by Larsen, Hughes, Morrison, and Feinberg.
- Students are required to complete 4 essays over the course analyzing themes of passing in assigned texts, as well as weekly reading responses and self-assessments. Essays include a personal narrative, an argument essay, a response to literature, and a research paper.
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This document contains the class agenda, homework assignments, and reading schedule for an identity and passing literature course taught over 12 weeks. Some of the key activities and assignments included are:
1. Students will write 4 essays analyzing themes of identity and passing in assigned texts. They will also complete regular discussion posts and reading responses.
2. Readings include works by Larsen, Hughes, Far, Morrison, Feinberg, and Chesnutt that explore themes of racial, gender, and sexual passing.
3. Class time will include lectures, discussions of the readings, writing workshops, and in-class writing assignments. Students will peer review drafts of their essays.
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Ewrt 1 b t th syllabus winter 2015
This document provides the class agenda, assignments, and reading schedule for an identity and passing literature course. It summarizes the weekly plans over 11 weeks. The course introduces concepts of identity and passing through discussions of assigned texts. Students complete response posts and 4 essays on these topics. Essays include a personal narrative, an argument, a response to the novel Stone Butch Blues, and a research paper comparing characters as trickster figures. Class time involves presentations, discussions, lectures, and in-class writing to develop the essays.
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This document outlines the class agenda, assignments, and readings for an identity and passing literature course over 11 weeks. It includes discussion of assigned texts, lectures on writing strategies, in-class writing exercises, and the development of four essays on topics of personal and racial passing. Students are expected to complete close reading questions and responses (QHQ), outlining, drafting, and revising multiple essays. They will also participate in a library research workshop to prepare for a final research paper on trickster characters. The class meets twice weekly and incorporates exams, film screenings, and peer review sessions to support the writing assignments.
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- The course will cover topics of identity, passing, and tricksters through close readings of texts like Passing, Stone Butch Blues, and "The Passing of Grandison."
- Students will complete 4 essays over the course analyzing themes of passing in different contexts. They will also complete weekly reading responses and vocabulary exams.
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- The schedule provides the reading and homework assignments due for each week, including drafts of essays
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This document contains the class agenda, homework assignments, and reading assignments for a college literature course on identity and passing. The course meets twice a week for 3-hour sessions over 11 weeks. It covers topics like racial, gender, and sexual orientation passing through readings such as novels, short stories, poems and scholarly articles. Students are assigned regular reading, weekly blog posts responding to the texts, and 4 essays over the course of the semester. The document outlines the topics, assignments, and deadlines for each class session.
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The document provides an assignment asking students to write an 800-1000 word "apologia", which is a Greek term for a defense or justification of an issue. Students are asked to take a complex real-world problem, define it from multiple perspectives, summarize the key point of conflict or "stasis point", and propose a potential solution or next step. The apologia should incorporate research from two outside sources and aim to clearly and concisely present an argument while addressing an opposing viewpoint with the goal of moving the issue forward.
Palmer 102 Personal Essay
This personal essay prompts the writer to tell a story about themselves using the themes of knowledge, experience, and familiarity. The essay should be 3-4 pages and focus on something the writer knows to be true about themselves based on their unique experiences. The essay should have 3 parts: setting the scene by describing a situation, developing the situation by providing context, and resolving the situation while reflecting on how it affected the writer then and now. Elements like coming back to an initial item or image at the end and using specific details in their own voice are encouraged.
Spring 2018 102 syllabus
This document provides the syllabus for an English 102 college writing course. The course will focus on developing skills in persuasive and expository writing through assignments such as a personal essay, letter, and research paper. Students will analyze the perspectives and writing styles of diverse authors. The goals of the course are to improve students' abilities to write for different audiences, analyze and synthesize sources, conduct research, and provide constructive peer feedback. The syllabus outlines assignments, deadlines, required materials, attendance policies, and course expectations.
“The pitch” due wed, dec 6
The document provides instructions for a one to two minute presentation to pitch a research paper. It outlines the components that should be included in the presentation: an image, explanation of the image, facts the audience already knows ("set-up"), something new revealed in research ("closer look"), and why the topic matters ("So What?"). Transitions should tie each piece of information together, moving from the image to set-up, set-up to closer look, and closer look to why it matters. An example presentation is provided that discusses independent films, revealing they have higher representation of women and minorities than blockbuster films, and concluding audiences would be missing important voices if they did not investigate these films.
Notes on the conclusion
The document provides guidance for reflecting on key aspects of the research process in the conclusion of a research paper, including the research process itself, sources used, concepts explored, and a single source. It emphasizes using specific examples and details rather than vague statements. For reflecting on the research process, it advises addressing whether the original question was answered or proved more complicated, and suggesting avenues for further research. When discussing sources, it recommends describing the range of perspectives incorporated. In reflecting on concepts, it prompts naming concepts that were not covered but could be. And for analyzing a source, it says to discuss how its style and format contributed to its message and credibility.
Book review ( 750 words, 2
This document provides options and guidelines for two rhetorical analysis assignments: a book review or visual analysis. For the book review, students will write a 750-word review of a short story, discussing how the author creates narrative empathy for characters through details, plot, and tension. For the visual analysis, students will analyze a photo or film clip using concepts from the textbook such as emphasis, framing, and lighting to discuss how formal elements convey mood and atmosphere. Both assignments require close analysis and should demonstrate an understanding of rhetorical techniques.
Steps for research CP
This document provides steps for conducting research for an English 102 class. It outlines strategies for developing a thesis question such as combining a topic with additional keywords. Some key steps include asking librarians, classmates, or experts about sources; Googling examples to find related articles and keywords; checking citations on Wikipedia pages; and following sources in other articles' citation sections. The document also recommends finding stories related to the thesis angle, researching how different groups are affected by the topic, using anecdotes, and including relevant statistics.
Research paper ( 2500 words or 8 pages)
This document outlines the requirements for a research paper that will analyze how a message is presented to different audiences. Students must pick a message and examine how its form varies based on the intended audience. They are asked to consider questions like which forms are most effective and how understanding message forms will impact how they consume information in the future. The paper should include an introduction discussing the student's perspective on the topic, 3-4 representative research sources, 1-2 opposing sources, and a conclusion reflecting on what was learned. Sources must incorporate analyzing an image, data, and an unconventional source like art.
Questions to ask about “style” and “medium”
This document provides questions to consider when analyzing the style and medium of a creative work. For style, it suggests considering the tone of the author, how they establish credibility, any images used, and whether they aim to create an emotional impact or logical argument. For medium, it recommends examining the type of work, its length, visual layout, intended purpose, target audience, and how it is meant to be consumed. Analyzing these elements can provide insight into how the work was created and intended to be interpreted.
Peer review guidelines
The document provides peer review guidelines for revising an essay. It lists 7 areas of focus for revision: 1) word choice and style, 2) visualization, 3) describing two forms of the message's medium, 4) avoiding cliches, 5) including a moment of tension, 6) properly introducing quotes, and 7) meeting formatting requirements. Reviewers are instructed to provide specific examples and suggestions for improvement in each area and submit their review as a typed response.
Paraphrasing and quoting
The document provides guidance on paraphrasing and quoting sources. It discusses paraphrasing by describing the content and function of information in a source. It also discusses when to quote, summarize, or paraphrase based on factors like impactful language, authority, or statistics. The document advises introducing quotes with attribution and context, and integrating them grammatically into own sentences. It also offers punctuation choices for quoting and a two-step process for summarizing and quoting.
Personal narrative 750 words or 2 (1)
This document provides instructions for a personal narrative assignment requiring students to analyze a message that has resonated with them. It instructs students to describe the content of the message, analyze the medium through which they received the message multiple times, and reflect on how analyzing the message has changed their perspective. The narrative should be structured like a story, using the analysis of the message to reveal aspects of the student's identity, influences, relationships, and experiences as a consumer in their generation and culture.
Fall 2017 102 syllabus
This document provides the syllabus for an English 102 college writing course taught by Caitlin Palmer in fall 2017. The course will examine how messages are perceived based on their medium or genre, including digital media, visual, print, and academic forms. Students will complete writing assignments such as a personal narrative, critical analysis essay, group visual project, book review, research paper, and multimodal remediation. The course aims to improve students' skills in persuasive and expository writing, and develop their ability to comprehend and analyze various types of prose. Major assignments are outlined, along with participation expectations, attendance policies, textbook information, and the instructor's contact details.
Updated assignment4researchpaper (1)
This document outlines the requirements for Assignment 4 Research Paper. It asks students to research one issue in depth by developing their own claim and answering an initial question. The paper should have three sections - an introduction explaining the student's perspective on the issue; a research section analyzing at least three representative sources, one to two alternative sources, and one to two supporting sources; and a conclusion reflecting on what was learned and how the research broadened or focused the issue. Students are asked to consider their background and how it shapes their view of the issue. The research section should incorporate different source types and address images, studies, and an unconventional source.
Updated assignment4researchpaper
This document outlines the requirements for Assignment 4 Research Paper. Students are asked to choose one issue to research in depth. The paper should be divided into three sections - an introduction, research body, and conclusion.
In the introduction (1-1.5 pages), students should provide their perspective on the issue, background knowledge, questions, and how learning about the issue may benefit them.
The research body (4.5-6 pages total) should incorporate three representative sources, one to two alternative/opposing sources, and one to two supporting sources on a similar theme.
The conclusion (1-1.5 pages) should synthesize what was learned and its importance. Students should reflect on the research
Copyof assignment4researchpaper
This document outlines the requirements for Assignment 4, a research paper. Students are asked to pick one issue they find intriguing and research it from multiple perspectives. They will examine their initial assumptions about the issue and how their background affects their view. The bulk of the paper involves researching the "dominant discourse" around the issue, including the rhetoric and language used by supporting and opposing groups. Students should look at words, images, concepts valued by each group. Finally, students will reflect on what they learned, how their understanding changed, and the importance of gaining different perspectives on issues. The paper requires sources from books, scholarly articles, pop culture, websites, and one image, research study, or unconventional source.
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Palmer Spring 2018 eng 102 schedule 3
- 1. Spring 2018 Semester Schedule Week One: M W F “Different Voices, Different Rooms” No Class: In Class: Personality Styles, Syllabus Reading Due: Becoming Rhetorical: Ch 1 -“Why Rhetorical Analysis”, p 4 - 6; - “Ethos from the Message” p 10 - 11; - (Read only) Questions 2 &5, p 19-20 Jan 8,10,12 In Class: Notes Week Two: M W F Personal Essay/ Memoir No Class: MLK Jr Day Reading Due Becoming Rhetorical, Ch 2 “Exigence” & “The Communicators,” p 6-8 - Ch 3, “Analyzing Textual Rhetoric,” p 50 - 54 BbLearn: The Glass Castle Reading Due: Becoming Rhetorical: XXX Brainstorming BbLearn: Rest of Week 2 Reading -New York Times tips In Class: Knowledge, Experience, Themes Jan 15,17,19 Week Three: M W F Reading Due: Becoming Rhetorical, Ch 1 “Appealing to Audience - Logos” p 14, 18 - 21 -Ch 8 “Booming Business of Explanations,” p 186 - 187, 189 Reading Due: Becoming Rhetorical, Ch 6 -“Identify Stakeholders,” 131 -”Describe the Problem,” p 133 - 135 - Ch 3 “Writing Summaries” p 58 - 59 In Class: Double entry journal method Jan 22,24,26 Week Four: M W F
- 2. In Class: Reading catch-up Reading Due: BbLearn, Week 4 Reading (Check Schedule) WRITING DUE: Final Draft Personal Essay, BbLearn by midnight Jan 29,31, Feb 2 (yes, we have class) (yes, we have class) Week Five: M W F Letter/ Direct Address/ Apologia Reading Due BbLearn: Week Five Readings - Dear Sugar Letters Reading Due: Week Five Readings - “Why I Make Less than My Male Co-stars” Reading Due: Becoming Rhetorical -Ch 7, “Arguments as Inquiry” p 147 -Ch 9 “Definitions within Communities” p 206 - 210 Feb 5,7,9 Week Six: M W F Library Week Meet in Library Lobby Meet in Library Second Floor Classroom Meet in Library Second Floor Classroom Feb 12,14,16 Week Seven: M W F No Class - President’s Day Reading Due: Becoming Rhetorical, Ch 9 “Arguments about Classification” p 216, 219, Reading Due: BbLearn, “Between the World and Me” Feb 19,21,23 Week Eight: M W F Conferences in 106 Brink Writing Due: Rough Draft due BbLearn by Noon Conferences in 106 Brink Conferences in 106 Brink Feb 26,28, Mar 2 Week Nine: M W F
- 3. Reading Due: Becoming Rhetorical Ch 10 “Evaluating” NO Class: Instructor at Conference NO Class: Instructor at Conference Mar 5,7,9 Week Ten: M W F No Class - Spring Break Mar 12,14,16 Week Eleven: M W F Catch up day Reading Due: BbLearn pdf, Becoming Rhetorical Ch 7, p 2 (H1) - 6 (not Assignment/ Discussion sections) Mar 19,21,23 Week Twelve: M W F Reading Due:BbLearn pdf, Becoming Rhetorical Ch 8 “Explaining” p 3 - 5, 7 - 9 Reading Due:BbLearn pdf, Becoming Rhetorical Ch 9 “Defining” p 1-5, Reading Due:BbLearn pdf, Becoming Rhetorical Ch 9 “Defining” p 7 (Arguments about…) - 10 Mar 26,28,30 Week Thirteen: M W F In Class: Source Types Library Follow-up In Class: Using Images Apr 2,4,6 l l l l Week Fourteen: M W F Reading Due: Becoming Rhetorical Ch 12, bottom of 6 - top of 7; bottom of 15 to top of 17 Reading Due: Becoming Rhetorical Ch 12, p 9 - 13; bottom of p 18 Reading Due: Becoming Rhetorical Ch 13, p 1 - 3 In Class: Information on Presentations Apr 9,11,13 Writing Due: 4 double column journal entries (6 total), selected image Week Fifteen: M W F Writing Due: Research Paper First Draft (Body only) bring two hard copies Reading Due: Becoming Rhetorical Ch 13, bottom of 3 - top of 5 Apr 16,18,20
- 4. Week Sixteen: M W F Reading Due: Becoming Rhetorical Ch 13, p 11 - 14 Reading Due: Becoming Rhetorical Ch 13, p 17 - 20 Apr 23,25,27 Reading Due: Becoming Rhetorical Ch 13, p 27 - top of 29; bottom of 29 - 30 Week Seventeen: M W F Apr 30, May 2,4