Spring 2010 MW Schedule
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This document outlines the schedule and assignments for an English composition course over the semester. It includes weekly readings, homework assignments, and due dates. The major assignments include an illustration essay, a comparison/contrast essay, a group cause/effect essay, an argument assignment and annotated bibliography, and a research paper. Students are also required to maintain an individual blog for the course where they will post responses to assigned readings and other writing assignments. The schedule provides instruction on various writing concepts and stages of the writing process to help students complete the essays and research paper.
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Spring 2010 TR Schedule
This document outlines the schedule and assignments for an English composition course over 15 weeks. It includes weekly readings, homework assignments, and due dates. The major assignments include an illustration essay, comparison/contrast essay, group cause/effect essay, argument assignment and annotated bibliography, research paper, and final exam presentations. Students are also required to maintain an individual blog on Blogger.com where they will post responses to weekly readings. The schedule provides guidance for students on the writing process and incorporates lessons on various writing techniques and styles.
Class 5 online the argument revisited
This document provides an agenda for an online class on writing an argument essay. It includes lectures on developing an introduction that presents the issue, writing a clear thesis statement, conducting research using Google, and using and citing sources. It also provides guidance on writing the argument essay assignment, which asks students to argue for the most important survival supplies and support their position using at least two sources. Students are instructed to write an introduction, thesis, and explore potential sources for their paper. They are also directed to complete readings, watch instructional videos, and take a quiz before the next class.
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Who's the historian in your classroom? Do the students get to watch (and listen) to the teacher be historian? I have spent my career developing teaching strategies and assembling resources that foster the student as historian.
This downloadable SlideShare accompanies my workshop in “Teaching with Documents.” Don't think of it as a presentation. It's a online guide to resources and includes strategy illustrations from my workshop.
That's certainly what you would have seen early in my teaching career. I was the one doing most of the reading, reflecting and synthesizing of historic material. I thought my job was to distill it all and simplify for consumption by my students. It took me a few years to realize my job was to get the students to be the historians (and economists, anthropologists, etc). Since then I have spent my career developing teaching strategies and assembling resources that foster the student as historian.
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Class 6 ftf
1. The document outlines an assignment for an argument essay on which wilderness survival supplies are most important to take. It discusses developing an argument including stating a position, listing reasons, collecting evidence, and choosing the most plausible reasons.
2. It also covers anticipating counterarguments by acknowledging, accommodating, or refuting other positions. Students are instructed to develop their argument at home by stating a tentative position, listing possible reasons, collecting supporting evidence, and choosing the most plausible reasons to convince readers.
3. The class will discuss developing arguments and addressing counterarguments from example essays. Students will work in groups to analyze the examples based on questions provided.
How to Write a DBQ
This document provides instructions for writing a DBQ (document-based question) essay. It explains that a DBQ essay requires students to analyze primary and secondary source documents, develop a thesis statement, and support it with evidence from the documents and outside research. Students are told to create an outline grouping documents by the tasks to be completed, and to structure the essay with an introduction with thesis, multiple body paragraphs with topic sentences, evidence and transitions, and a conclusion restating the thesis and main ideas. Key steps include understanding the historical context, answering questions about each document, and incorporating at least one piece of outside evidence in each body paragraph.
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This document outlines the agenda and assignments for an online EWRT 1A class. It discusses writing an argument essay, including presenting the issue, developing a clear thesis, researching using online sources, and properly citing sources. Students are instructed to write an introduction and thesis arguing which supplies are most important for wilderness survival. They are given guidance on developing the introduction, thesis, researching online, and using and citing sources. The homework includes reading, posting potential sources to a Works Cited page, and posting the introduction and thesis.
Abs 200 week 3 step one of final paper
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ABS 200 Week 3 DQ 2 Organizations and Power
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Spring 2010 TR Schedule
This document outlines the schedule and assignments for an English composition course over 15 weeks. It includes weekly readings, homework assignments, and due dates. The major assignments include an illustration essay, comparison/contrast essay, group cause/effect essay, argument assignment and annotated bibliography, research paper, and final exam presentations. Students are also required to maintain an individual blog on Blogger.com where they will post responses to weekly readings. The schedule provides guidance for students on the writing process and incorporates lessons on various writing techniques and styles.
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This document provides an agenda for an online class on writing an argument essay. It includes lectures on developing an introduction that presents the issue, writing a clear thesis statement, conducting research using Google, and using and citing sources. It also provides guidance on writing the argument essay assignment, which asks students to argue for the most important survival supplies and support their position using at least two sources. Students are instructed to write an introduction, thesis, and explore potential sources for their paper. They are also directed to complete readings, watch instructional videos, and take a quiz before the next class.
The Student As Historian - DBQ Strategies and Resources for Teaching History
Who's the historian in your classroom? Do the students get to watch (and listen) to the teacher be historian? I have spent my career developing teaching strategies and assembling resources that foster the student as historian.
This downloadable SlideShare accompanies my workshop in “Teaching with Documents.” Don't think of it as a presentation. It's a online guide to resources and includes strategy illustrations from my workshop.
That's certainly what you would have seen early in my teaching career. I was the one doing most of the reading, reflecting and synthesizing of historic material. I thought my job was to distill it all and simplify for consumption by my students. It took me a few years to realize my job was to get the students to be the historians (and economists, anthropologists, etc). Since then I have spent my career developing teaching strategies and assembling resources that foster the student as historian.
This downloadable SlideShare accompanies my workshop in “Teaching with Documents.” Don't think of it as a presentation. It's a online guide to resources and includes strategy illustrations from my workshop.
The ABC's of the DBQ
The document discusses what a DBQ (document-based question) is and how it is assessed. It explains that a DBQ requires students to analyze multiple sources on a historical topic and write an essay responding to questions and incorporating evidence from the documents. It provides details on the types of documents used, the scaffolding questions, and the five-step model for writing the DBQ essay, which includes reading the documents, analyzing them, and making connections to outside knowledge in multiple paragraphs.
Class 6 ftf
1. The document outlines an assignment for an argument essay on which wilderness survival supplies are most important to take. It discusses developing an argument including stating a position, listing reasons, collecting evidence, and choosing the most plausible reasons.
2. It also covers anticipating counterarguments by acknowledging, accommodating, or refuting other positions. Students are instructed to develop their argument at home by stating a tentative position, listing possible reasons, collecting supporting evidence, and choosing the most plausible reasons to convince readers.
3. The class will discuss developing arguments and addressing counterarguments from example essays. Students will work in groups to analyze the examples based on questions provided.
How to Write a DBQ
This document provides instructions for writing a DBQ (document-based question) essay. It explains that a DBQ essay requires students to analyze primary and secondary source documents, develop a thesis statement, and support it with evidence from the documents and outside research. Students are told to create an outline grouping documents by the tasks to be completed, and to structure the essay with an introduction with thesis, multiple body paragraphs with topic sentences, evidence and transitions, and a conclusion restating the thesis and main ideas. Key steps include understanding the historical context, answering questions about each document, and incorporating at least one piece of outside evidence in each body paragraph.
Class 5 online the argument revisited
This document outlines the agenda and assignments for an online EWRT 1A class. It discusses writing an argument essay, including presenting the issue, developing a clear thesis, researching using online sources, and properly citing sources. Students are instructed to write an introduction and thesis arguing which supplies are most important for wilderness survival. They are given guidance on developing the introduction, thesis, researching online, and using and citing sources. The homework includes reading, posting potential sources to a Works Cited page, and posting the introduction and thesis.
Abs 200 week 3 step one of final paper
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ABS 200 Week 2 DQ 1 Empowerment
ABS 200 Week 1 DQ 2 Values and Ethics Guiding Generalist Practice
ABS 200 Week 1 DQ 1 What is Applied Behavioral Science
ABS 200 Final Guide
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ABS 200 Week 5 DQ 1 Global Issues
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This document provides instructions for writing a successful DBQ (document-based question) essay. It begins by likening the essay structure to a hamburger, with an introductory paragraph acting as the top bun to establish the thesis and subtopics. The body paragraphs are the meat that uses evidence from documents and outside information to support the subtopics. The concluding paragraph is the bottom bun that restates the thesis in a broader context. It provides specific tips for each section, such as using attribution when citing documents and putting the documents in historical perspective. The goal is to write a cohesive essay that addresses the question using evidence from the provided sources.
Class 6 ftf
1. The document outlines an assignment for an argument essay on which wilderness survival supplies are most important to take. It discusses developing an argument including stating a position, listing reasons, collecting evidence, and choosing the most plausible reasons.
2. It also covers anticipating counterarguments by acknowledging, accommodating, or refuting other positions. Students are instructed to develop their argument at home by stating a tentative position, listing possible reasons, collecting supporting evidence, and choosing the most plausible reasons to convince readers.
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Fall syllabus 1 a
This document provides an overview of the class schedule and assignments for an English writing course. It includes:
- An outline of the topics and essays to be covered over the 15-week semester, including introductions to argumentative, narrative, concept, and problem-solution essays.
- Details of homework assignments such as readings from course texts, blog posts responding to readings and outlining draft essays, and submitting essay drafts and revisions.
- In-class activities like presentations, discussions, vocabulary reviews, peer workshops, and essay writing and exams.
- Due dates for submitting essay drafts and revisions as well as the final exam, which involves students presenting their speech assignments.
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- Instructions for weekly discussion posts responding to readings and sharing drafts and outlines.
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University of Arkansas 1
#32) Rhetorical Analysis
A rhetorical analysis assignment usually asks you to read two articles and write a paper that accomplishes
three things: 1) identifies the ideas each author is trying to communicate; 2) analyzes the techniques each
author uses to accomplish his or her purpose; and 3) compares and contrasts the authors’ approaches. The
assignment is based on the premise that all writing is aimed at a specific audience for a specific purpose. This
handout provides suggestions to assist you in the process.
Topic Selection and Research
Students are typically asked to select a topic and two articles that address that topic. Select a topic related to
your area of study or that you find especially interesting and brainstorm related issues. Take care not to make
your topic too broad, and then follow these steps:
Search the library databases to find a good selection of articles on your topic. Don’t waste time! Ask for
help if your searches yield no results. The research librarians provide valuable assistance.
It will be to your advantage if the articles you select come from sources with distinctly different
readerships (e.g., Forbes and The Nation; Audubon and The Washington Times).
Ideally, the writers of both articles should make clear, assertive arguments. Research reports, clinical
studies, or other informative writing will likely be less useful to you than more persuasive writing, as
the authors of the former tend to utilize fewer obvious rhetorical devices.
Avoid shorter articles, as they offer little for analysis.
Determining Each Author’s Purpose
Once you have selected your two articles, you are ready to begin your pre-writing activities. The
following suggestions should help you begin.
Audience analysis: For each article, examine the entire print or electronic publication. By scanning the other
articles, editor’s page, graphics, and ads, you will be able to make an informed judgment regarding the
demographics, values, and personal and political interests of the audience. Determining the overall aim of the
publication should help you consider what the article itself may be intended to accomplish.
Read with rhetorical awareness: First, read each article all the way through without making notes or
annotations. Ask yourself about the writer’s intentions, and how the writer’s choices affect you as a reader.
Often you can determine the rhetorical purpose of an author by gauging your intellectual and emotional
reactions to the presentation. If you are angry or upset, for example, the author has achieved an effect through
the use of particular rhetorical devices.
Identify the rhetorical tactics: Next, read the texts closely and make annotations with the aim of highlighting
examples of the authors’ rhetorical strategies. The University of British Columbia’s website has a useful list of
critical reading questions for a rhetorical a ...
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- Four major essay assignments are outlined: The Argument, The Narrative, The Concept Essay, and The Problem Solution Essay. Successive weeks provide instruction and activities to develop each essay through multiple drafts.
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- An outline of the topics and essays to be covered over the 15-week semester, including introductions to argumentative, narrative, concept, and problem-solution essays.
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This document provides an overview of the class schedule, assignments, and readings for an English composition course. It includes:
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The course will cover various types of essays including argumentative, narrative, conceptual, and problem-solution essays. Students will write outlines, drafts, and revised versions of each essay to develop their composition skills.
Summer 1014 syllabus 1 a
This document outlines the class work and homework for a 4-week writing course. It includes assignments such as outlining an essay, writing drafts, conducting research, and taking vocabulary tests. Students are expected to read assigned chapters, write blog posts responding to prompts, and bring required materials to each class. The course will cover various types of essays including argument, narrative, concept, and problem/solution essays. Class sessions include lectures, discussions, in-class writings, and peer workshops to help students improve their drafts.
Ewrt 1 a summer 2015
This document provides an overview of the weekly class schedule and assignments for a writing course. It includes the following key details:
- The course is divided into 5 weeks, with 3-4 classes each week including both in-class and online sessions.
- Each week focuses on a different essay assignment: Week 1 is on argument essays, Week 2 is narratives, Week 3 is concept essays, Week 4 is problem/solution essays.
- In-class activities include discussions, lectures, writing exercises and workshops. Homework includes reading assignments, online discussion posts, drafting essays and revising based on feedback.
- Students are expected to purchase and read the assigned textbook ("The Saint Martin's Guide to Writing
University of Arkansas 1 #32) Rhetorical Analysi.docx
University of Arkansas 1
#32) Rhetorical Analysis
A rhetorical analysis assignment usually asks you to read two articles and write a paper that accomplishes
three things: 1) identifies the ideas each author is trying to communicate; 2) analyzes the techniques each
author uses to accomplish his or her purpose; and 3) compares and contrasts the authors’ approaches. The
assignment is based on the premise that all writing is aimed at a specific audience for a specific purpose. This
handout provides suggestions to assist you in the process.
Topic Selection and Research
Students are typically asked to select a topic and two articles that address that topic. Select a topic related to
your area of study or that you find especially interesting and brainstorm related issues. Take care not to make
your topic too broad, and then follow these steps:
Search the library databases to find a good selection of articles on your topic. Don’t waste time! Ask for
help if your searches yield no results. The research librarians provide valuable assistance.
It will be to your advantage if the articles you select come from sources with distinctly different
readerships (e.g., Forbes and The Nation; Audubon and The Washington Times).
Ideally, the writers of both articles should make clear, assertive arguments. Research reports, clinical
studies, or other informative writing will likely be less useful to you than more persuasive writing, as
the authors of the former tend to utilize fewer obvious rhetorical devices.
Avoid shorter articles, as they offer little for analysis.
Determining Each Author’s Purpose
Once you have selected your two articles, you are ready to begin your pre-writing activities. The
following suggestions should help you begin.
Audience analysis: For each article, examine the entire print or electronic publication. By scanning the other
articles, editor’s page, graphics, and ads, you will be able to make an informed judgment regarding the
demographics, values, and personal and political interests of the audience. Determining the overall aim of the
publication should help you consider what the article itself may be intended to accomplish.
Read with rhetorical awareness: First, read each article all the way through without making notes or
annotations. Ask yourself about the writer’s intentions, and how the writer’s choices affect you as a reader.
Often you can determine the rhetorical purpose of an author by gauging your intellectual and emotional
reactions to the presentation. If you are angry or upset, for example, the author has achieved an effect through
the use of particular rhetorical devices.
Identify the rhetorical tactics: Next, read the texts closely and make annotations with the aim of highlighting
examples of the authors’ rhetorical strategies. The University of British Columbia’s website has a useful list of
critical reading questions for a rhetorical a ...
Ewrt 1 a syllabus winter 2016
This document outlines the in-class and homework activities and assignments for a 4-week course. Each week covers a different essay assignment: Week 1 focuses on an argumentative essay, Week 2 on a narrative essay, Week 3 on a concept essay, and Week 4 on a problem-solution essay.
For each week, the document lists the in-class activities such as lectures, discussions, and writing exercises. It also provides the related homework assignments such as required readings, response posts, and draft submissions. The homework is designed to reinforce and extend the in-class lessons. Students are expected to write multiple drafts of each essay and receive peer feedback to improve their work prior to final submission.
Ewrt 1 a syllabus
This document provides an overview of the weekly schedule and assignments for an academic writing course. It includes the following:
- Weekly breakdown of in-class activities and homework assignments over 15 weeks. In-class activities include lectures, discussions, videos, and writing exercises. Homework includes reading, posting responses online, and drafting essay assignments.
- Four major essay assignments are outlined: The Argument, The Narrative, The Concept Essay, and The Problem Solution Essay. Successive weeks provide instruction and activities to develop each essay through multiple drafts.
- Readings are primarily from The Hunger Games novel and The Saint Martin's Guide to Writing textbook. Students are expected to complete assigned readings to inform class
Fall syllabus 1 a
This document provides an overview of the class schedule, assignments, and readings for a college writing course over 12 weeks. It includes:
- An outline of the weekly class topics, homework assignments, and due dates for 4 essays and vocabulary tests.
- The course introduces different essay types including argumentative, narrative, concept, and problem/solution essays.
- Students are assigned readings from The Hunger Games novel and The Saint Martin's Guide to Writing textbook each week along with blog posts responding to prompts and outlining essay drafts.
- Classes involve lectures, discussions, in-class writings, and workshops to develop outlines, thesis statements, examples, and revisions of essay drafts. Research and
Fall syllabus 1 a
This document provides an overview of the class schedule and assignments for a college writing course over 12 weeks. It includes:
- A weekly breakdown of the class schedule, readings, homework assignments, and blog posts due. The course covers 5 essays: argumentative, narrative, concept, problem/solution, and speech.
- Details of in-class activities each week like lectures, discussions, group work, vocabulary tests, and writing exercises to develop parts of the essays.
- Readings assigned each week from The Hunger Games novel and The Saint Martin's Guide to Writing textbook.
- Instructions for blog posts due each week, which typically involve posting parts of draft essays for peer review and discussion of assigned
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This document provides the course syllabus for English Composition II (ENG 102) taught in the fall of 2010 at Greenville Technical College. The key details include:
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Fall 10 MW Syllabus
This document provides the syllabus for an English 101 course at Greenville Technical College for the fall 2010 semester. The course is an introductory composition course that meets on Mondays and Wednesdays from 11:00-12:15 in room 201-251. It is taught by instructor Deanna Dixon and carries 3 credit hours. The course focuses on developing students' writing skills through frequent assignments including essays, research techniques, and MLA documentation standards. Students must complete a minimum of 2000 words over 3 assignments and will be graded based on demonstration of the objectives which include effective writing, research, and time management skills. The syllabus outlines policies on assignments, attendance, grading, and technology use in the classroom.
Fall 10 MW Syllabus
This document provides the syllabus for an English 101 course taught at Greenville Technical College during the fall 2010 semester. The 3-credit course is an introductory composition course that meets on Mondays and Wednesdays from 11:00-12:15 in room 201-251. The syllabus outlines the course objectives, assignments including essays, blog posts, and a research project, grading policies, textbook requirements, and weekly schedule. Students will develop skills in areas such as writing, research, grammar, and rhetoric over the 15-week semester.
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This document provides the syllabus for an English 101 course at Greenville Technical College for the fall 2010 semester. The course is an introductory composition course that meets on Mondays and Wednesdays from 11:00-12:15 in room 201-251. It is taught by instructor Deanna Dixon and carries 3 credit hours. The course focuses on developing students' writing skills through frequent writing assignments, including essays, research papers, and in-class writing. Students are expected to demonstrate competency in areas like grammar, mechanics, research, and documentation. The syllabus outlines policies on attendance, late work, grading, and required textbooks and materials.
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Spring 2010 MW Schedule
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