Spring2010mwschedule 100110213643 Phpapp01
•Download as DOCX, PDF•
0 likes•37 views
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.
Report
Share
Report
Share
Recommended
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.
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
ABS 200 Week 3 Step One of Final Paper
ABS 200 Week 3 DQ 2 Organizations and Power
ABS 200 Week 3 DQ 1 Types of Groups
ABS 200 Week 2 DQ 2 Theories on Groups
ABS 200 Week 2 Critical Thinking Evidence Based Practice (EBP) and “Person-In-Environment” (PIE)
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
ABS 200 Entire Course
ABS 200 Week 4 DQ 1 Neighbourhoods and Communities
ABS 200 Week 4 DQ 2 Community Building
ABS 200 Week 5 DQ 1 Global Issues
ABS 200 Week 5 DQ 2 Social Advocacy and Justice
Recommended
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.
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
ABS 200 Week 3 Step One of Final Paper
ABS 200 Week 3 DQ 2 Organizations and Power
ABS 200 Week 3 DQ 1 Types of Groups
ABS 200 Week 2 DQ 2 Theories on Groups
ABS 200 Week 2 Critical Thinking Evidence Based Practice (EBP) and “Person-In-Environment” (PIE)
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
ABS 200 Entire Course
ABS 200 Week 4 DQ 1 Neighbourhoods and Communities
ABS 200 Week 4 DQ 2 Community Building
ABS 200 Week 5 DQ 1 Global Issues
ABS 200 Week 5 DQ 2 Social Advocacy and Justice
How to do an APUSH DBQ
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.
3. In class, students will discuss two sample argument essays based on the features covered - focused issue presentation, clear position, plausible reasons and support, and addressing alternative positions. They will also get into groups to
Edhe40005 Pptpowerpoint week 4
This document provides guidance and expectations for students completing independent coursework, including:
- Outlining the learning outcomes which involve researching and writing assignments using credible sources and references.
- Emphasizing the importance of developing appropriate academic skills and following formatting guidelines.
- Detailing assignment requirements like formatting, submitting on time, and obtaining extensions if needed.
- Highlighting common errors to avoid such as poor sentence structure, incorrect referencing, and subjective language.
Instructions milestone 3 purpose statementwork with your cha
This document provides instructions for completing Milestone 3 of the dissertation process, which is to develop a purpose statement. It explains that the topic and problem being analyzed can often be stated as an umbrella question, which is the overarching research question. An example umbrella question is provided: "Do transformational leaders influence the ethical values and behaviors of followers?". The document instructs that the purpose statement should be 1-2 pages and summarize the key pieces from topic refinement and problem statement development to clarify and support the purpose of the study. It should be posted to the Milestone 3 submissions area and the chair notified once submitted.
Insert title here in running head abbreviate if necessary
This document provides an annotated bibliography template for a student assignment. It includes instructions and examples for annotating six peer-reviewed journal articles - three related to a selected philosopher and three related to a selected historical topic. For each article, students are to write a 250-word summary and analysis paragraph. The document also provides templates for a 150-word synthesis paragraph for each topic area and a preliminary thesis statement. References are to be included in APA format.
Engl 202 Febr.23
This document provides an agenda and announcements for an English research writing class. It discusses finding sources for literature reviews, evaluating sources, and directions for writing literature reviews. Students are instructed to find at least six sources related to their research topics and read sample literature reviews. They are also given guidelines for evaluating sources based on authority, accuracy, comprehensiveness, and validity. The document provides directions for introducing topics, summarizing and synthesizing articles, and concluding literature reviews.
Ewrt 1 a syllabus spring 2017
This document outlines the schedule and assignments for a 12-week writing course. It includes in-class and online activities as well as homework assignments each week. Students will write four essays over the course of the semester on the topics of argumentation, narrative, concept, and problem/solution. For each essay, students complete drafting, peer review, and revision stages. They also complete regular homework such as response posts, readings, and research tasks to develop their skills in areas like outlining, integrating sources, and self-assessment. The final exam week includes an in-class writing workshop and submission of the final revised essay.
Ewrt 1 a syllabus
This document outlines the in-class and homework activities for a 14-week composition course. Each week covers a different essay assignment: The Argument, The Narrative, The Concept Essay, and The Problem Solution essay.
In-class activities include lectures, discussions, group work, and in-class writing exercises. Homework includes reading assignments, online discussion posts responding to prompts, outlining essays, drafting essays, revising based on peer feedback, and completing a final self-assessment. The goal is to guide students through each stage of the writing process for different essay types over the course of the semester.
Ewrt 1 a syllabus
This document provides an overview of the in-class and homework activities and assignments for a writing course over 9 weeks. It includes details of readings, lectures, discussions and in-class writing exercises for each week, as well as homework assignments such as outlining, drafting essays, revising, and conducting research. The course covers four essay assignments: The Argument, The Narrative, The Concept Essay, and The Problem Solution Essay. Homework includes drafting outlines, essays, and revisions. In-class work includes activities, discussions and workshops to develop skills for each essay type.
Ewrt 1 a summer 2016
This document contains a weekly schedule for an English composition class that includes four essay assignments over six weeks. It lists the in-class and homework activities for each week, including readings, writing assignments, discussions, and presentations related to the essays. The essays include The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Homework includes response posts, drafts of essay sections, and research tasks to support the essays. In-class work involves writing exercises, peer reviews, and workshops to provide feedback on drafts.
Ewrt 1 a summer 2016
This document provides a week-by-week schedule for an online writing course. It lists the weekly topics, assigned readings from The Hunger Games and The Saint Martin's Guide to Writing, in-class and online activities, and homework assignments. Some of the major assignments include four essays: The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Students are expected to post discussion responses online, participate in writing workshops, and submit drafts of their essays for peer review. The schedule culminates in a final library research project to identify topics for the last essay.
Ewrt 1 a summer 2015
This document outlines the weekly schedule and assignments for an online writing course over six weeks. It includes in-class and online activities as well as homework assignments. The course covers four essay assignments: The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Students read and analyze sample essays, complete writing exercises, give peer feedback on drafts, and revise their work based on feedback. The schedule provides detailed instructions for each week's lessons, readings, discussion topics, writing assignments, and deadlines to help students learn writing skills and complete the four essays.
Review Instructions for Essay 4--The Research Paper The ins.docx
This document provides instructions for Essay 4, the research paper assignment. It explains that students should revise and build upon their exploratory paper (Essay 2) and position paper (Essay 3) to create the introduction and body. A new conclusion focusing on a solution must also be added. The research paper must be 8-10 pages and include at least 8 academic sources cited in MLA format. It must demonstrate the ability to thoughtfully discuss a controversial issue using critical thinking and argument skills developed throughout the course.
Fall syllabus 1 a
This document provides an overview of the class schedule, assignments, and readings for an English composition course. It includes:
- An outline of the weekly class topics, assignments, and readings for the semester, including five essays and a final speech.
- Details of homework assignments such as outlining essays, drafting paragraphs, finding sources, and studying vocabulary terms.
- Instructions for weekly discussion posts responding to readings and sharing drafts and outlines.
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.
Fall syllabus 1 a
This document provides an overview of the schedule, assignments, and readings for an English composition course. It includes:
1) An outline of the weekly classes which will focus on different essay assignments, including outlining, drafting, and revising essays on various topics.
2) Homework assignments for each week, such as reading assignments from course texts, posting blog responses, completing essay drafts, and studying vocabulary.
3) Details of four major essay assignments - The Argument, The Narrative, The Concept, and The Problem/Solution essays. Students will learn skills for each type and complete multiple drafts.
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.
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 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
More Related Content
What's hot
How to do an APUSH DBQ
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.
3. In class, students will discuss two sample argument essays based on the features covered - focused issue presentation, clear position, plausible reasons and support, and addressing alternative positions. They will also get into groups to
Edhe40005 Pptpowerpoint week 4
This document provides guidance and expectations for students completing independent coursework, including:
- Outlining the learning outcomes which involve researching and writing assignments using credible sources and references.
- Emphasizing the importance of developing appropriate academic skills and following formatting guidelines.
- Detailing assignment requirements like formatting, submitting on time, and obtaining extensions if needed.
- Highlighting common errors to avoid such as poor sentence structure, incorrect referencing, and subjective language.
Instructions milestone 3 purpose statementwork with your cha
This document provides instructions for completing Milestone 3 of the dissertation process, which is to develop a purpose statement. It explains that the topic and problem being analyzed can often be stated as an umbrella question, which is the overarching research question. An example umbrella question is provided: "Do transformational leaders influence the ethical values and behaviors of followers?". The document instructs that the purpose statement should be 1-2 pages and summarize the key pieces from topic refinement and problem statement development to clarify and support the purpose of the study. It should be posted to the Milestone 3 submissions area and the chair notified once submitted.
Insert title here in running head abbreviate if necessary
This document provides an annotated bibliography template for a student assignment. It includes instructions and examples for annotating six peer-reviewed journal articles - three related to a selected philosopher and three related to a selected historical topic. For each article, students are to write a 250-word summary and analysis paragraph. The document also provides templates for a 150-word synthesis paragraph for each topic area and a preliminary thesis statement. References are to be included in APA format.
Engl 202 Febr.23
This document provides an agenda and announcements for an English research writing class. It discusses finding sources for literature reviews, evaluating sources, and directions for writing literature reviews. Students are instructed to find at least six sources related to their research topics and read sample literature reviews. They are also given guidelines for evaluating sources based on authority, accuracy, comprehensiveness, and validity. The document provides directions for introducing topics, summarizing and synthesizing articles, and concluding literature reviews.
What's hot (6)
Instructions milestone 3 purpose statementwork with your cha
Instructions milestone 3 purpose statementwork with your cha
Insert title here in running head abbreviate if necessary
Insert title here in running head abbreviate if necessary
Similar to Spring2010mwschedule 100110213643 Phpapp01
Ewrt 1 a syllabus spring 2017
This document outlines the schedule and assignments for a 12-week writing course. It includes in-class and online activities as well as homework assignments each week. Students will write four essays over the course of the semester on the topics of argumentation, narrative, concept, and problem/solution. For each essay, students complete drafting, peer review, and revision stages. They also complete regular homework such as response posts, readings, and research tasks to develop their skills in areas like outlining, integrating sources, and self-assessment. The final exam week includes an in-class writing workshop and submission of the final revised essay.
Ewrt 1 a syllabus
This document outlines the in-class and homework activities for a 14-week composition course. Each week covers a different essay assignment: The Argument, The Narrative, The Concept Essay, and The Problem Solution essay.
In-class activities include lectures, discussions, group work, and in-class writing exercises. Homework includes reading assignments, online discussion posts responding to prompts, outlining essays, drafting essays, revising based on peer feedback, and completing a final self-assessment. The goal is to guide students through each stage of the writing process for different essay types over the course of the semester.
Ewrt 1 a syllabus
This document provides an overview of the in-class and homework activities and assignments for a writing course over 9 weeks. It includes details of readings, lectures, discussions and in-class writing exercises for each week, as well as homework assignments such as outlining, drafting essays, revising, and conducting research. The course covers four essay assignments: The Argument, The Narrative, The Concept Essay, and The Problem Solution Essay. Homework includes drafting outlines, essays, and revisions. In-class work includes activities, discussions and workshops to develop skills for each essay type.
Ewrt 1 a summer 2016
This document contains a weekly schedule for an English composition class that includes four essay assignments over six weeks. It lists the in-class and homework activities for each week, including readings, writing assignments, discussions, and presentations related to the essays. The essays include The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Homework includes response posts, drafts of essay sections, and research tasks to support the essays. In-class work involves writing exercises, peer reviews, and workshops to provide feedback on drafts.
Ewrt 1 a summer 2016
This document provides a week-by-week schedule for an online writing course. It lists the weekly topics, assigned readings from The Hunger Games and The Saint Martin's Guide to Writing, in-class and online activities, and homework assignments. Some of the major assignments include four essays: The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Students are expected to post discussion responses online, participate in writing workshops, and submit drafts of their essays for peer review. The schedule culminates in a final library research project to identify topics for the last essay.
Ewrt 1 a summer 2015
This document outlines the weekly schedule and assignments for an online writing course over six weeks. It includes in-class and online activities as well as homework assignments. The course covers four essay assignments: The Argument, The Narrative, The Concept Essay, and The Problem/Solution Essay. Students read and analyze sample essays, complete writing exercises, give peer feedback on drafts, and revise their work based on feedback. The schedule provides detailed instructions for each week's lessons, readings, discussion topics, writing assignments, and deadlines to help students learn writing skills and complete the four essays.
Review Instructions for Essay 4--The Research Paper The ins.docx
This document provides instructions for Essay 4, the research paper assignment. It explains that students should revise and build upon their exploratory paper (Essay 2) and position paper (Essay 3) to create the introduction and body. A new conclusion focusing on a solution must also be added. The research paper must be 8-10 pages and include at least 8 academic sources cited in MLA format. It must demonstrate the ability to thoughtfully discuss a controversial issue using critical thinking and argument skills developed throughout the course.
Fall syllabus 1 a
This document provides an overview of the class schedule, assignments, and readings for an English composition course. It includes:
- An outline of the weekly class topics, assignments, and readings for the semester, including five essays and a final speech.
- Details of homework assignments such as outlining essays, drafting paragraphs, finding sources, and studying vocabulary terms.
- Instructions for weekly discussion posts responding to readings and sharing drafts and outlines.
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.
Fall syllabus 1 a
This document provides an overview of the schedule, assignments, and readings for an English composition course. It includes:
1) An outline of the weekly classes which will focus on different essay assignments, including outlining, drafting, and revising essays on various topics.
2) Homework assignments for each week, such as reading assignments from course texts, posting blog responses, completing essay drafts, and studying vocabulary.
3) Details of four major essay assignments - The Argument, The Narrative, The Concept, and The Problem/Solution essays. Students will learn skills for each type and complete multiple drafts.
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.
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 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
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
Similar to Spring2010mwschedule 100110213643 Phpapp01 (17)
Review Instructions for Essay 4--The Research Paper The ins.docx
Review Instructions for Essay 4--The Research Paper The ins.docx
University of Arkansas 1 #32) Rhetorical Analysi.docx
University of Arkansas 1 #32) Rhetorical Analysi.docx
Recently uploaded
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...Nguyen Thanh Tu Collection
https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylfTHE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
BPSC-105 important questions for june term end exam
BPSC-105 important questions for june term end exam
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
How to Setup Default Value for a Field in Odoo 17
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Recently uploaded (20)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
BPSC-105 important questions for june term end exam
BPSC-105 important questions for june term end exam
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
Spring2010mwschedule 100110213643 Phpapp01
- 1. WkMondayHW/ReadingsWednesdayHW/Readings11/11—Introduction to the class. Discuss class blog and individual blogs; Essay requirements.Set up individual blog at Blogger.com. Post profile. Read Beverly Faryna, “Who Am I?: Finding Identity and Voice in Composition”; Record a response to the reading on your blog as the first post.Ch 1, “Writing: A First Look,” pp. 3-11.1/13—Rhetorical Triangle; Look at an ad and discuss relationship between writer/audience/text; Introduce Illustration Essay. Find ad/essay/cartoon and compose outline for Illustration Essay. Ch. 3, “Planning and Drafting Your Paper,” pp. 45-50. Ch. 8, “Illustration: Making Yourself Clear,” pp. 127-131.21/18—No class; MLK Holiday Ch. 16, “Effective Sentences,” pp. 269-282.1/20—Thesis Statements; Review examples and tentative thesis statements (See questions on pg. 131); Work in groups on outlines.“Shitty First Drafts” (posted on the blog); Complete rough draft of Illustration Essay. Ch. 4, “Revising and Editing Your Paper,” pp. 55-76; Ch. 17, “Eliminating Flawed Diction,” pp. 301-304.31/25—Discuss “Shitty First Drafts” and review the writing process; Bring in polished draft for peer review.Revise for final draft of Illustration Essay.1/27—Illustration Essay Due; Introduce Rhetorical Appeals42/1—Visual Rhetoric; Analyze Time.com photo essaysCh. 10, “Comparison: Showing Relationships,” pp. 155-167.2/3—Introduce Comp/Cont Essay; Groupwork comp/cont two pieces of visual rhetoric“Writing the Lead and Ending” (posted on the blog); Find two pieces of visual rhetoric to comp/cont; Ch. 15, “Paragraphs,” pp. 247-268.52/8—Freewrite; Introductions and ConclusionsWork on Rough Draft of C/C Essay2/10—C/C Essay Peer ReviewCh. 11, “Cause and Effect,” pp. 169-182. Complete revisions of C/C Essay.62/15—Comparison/Contrast Essay Due; Watch Merchants of Cool; Outline the causes/effects2/17—Discuss Merchants of Cool; Cause/Effect Essay; Practice outlining and topic sentences.72/22—Group work on C/E Essay; Deciding on topics; Assigning responsibilitiesWrite a rough draft of your C/E paragraph.2/24—Group work on C/E Essay; Organizing; Writing the Introduction and Conclusion.83/1—Group work on C/E Essay; Final revisions.Ch. 13, “Argument: Convincing Others,” pp. 201-237.3/3—Draft of C/E Essay Due; Discuss Argument Assignment and Research PaperPrentice Hall Reference Guide (PHRG), “Finding a Topic,” pp. 325-331.93/8— TBAPHRG, “Searching for Information,” pp. 334-351.3/10— Information Literacy WorkshopCh. 18, “The Essay Examination”103/15—No Class; Spring Break3/17—No Class; Spring Break113/22— Rhetorical Analysis of U2; Discussion of Midterm; Strategies for writing a Timed Essay3/24—Midterm Timed EssayReview PHRG, “Documenting in MLA Style,” pp. 410-447.123/29—Review MLA guidelines3/31— Library/Research Day PHRG, “Evaluating Sources,” pp. 357-368.134/5— Evaluating research for the Research PaperFinish Argument Assignment and Annotated Bibliography.4/7—Argument Assignment and Bibliography Due; Structuring the Research PaperPHRG, “Collecting Information,” pp. 368-377. “Using Sources and Avoiding Plagiarism,” pp. 378-403.144/12—Incorporating Sources; ParaphrasingWork on First Draft of Research Paper; Reading TBA4/14—Debate; Putting Sources into ConversationReview Sample Student Papers, PHRG, pp. 447-463.154/19—Revision of Sample Student PapersComplete First Draft of Research Paper.4/21— Research Paper Peer ReviewComplete Revisions of Research Paper.164/26—Last Day of Class; Research Paper DueFinal Exam TBA: Research Presentations Class Blogs: You will be required to create and maintain a blog for this course. Blog posts will be due every week by Sunday at midnight. The topics for the posts will be announced in class/and or posted on the class blog (www.deannadixonsenglish101.blogspot.com) by no later than Tuesday. Use the blog as a tool to help you succeed in this class! Blog assignments can be completed up to two weeks late for partial credit. After the two weeks, they will not count towards your final grade. Use the blog posts, as an easy way to boost your grade, in addition to allowing you an additional for expressing your thoughts in writing. Also at the class blog, you will find copies of handouts, assignment sheets, and links to helpful resources.