MR = Mercury Reader, BH = Bedford Handbook (8th Edition)
VIP Note: All readings and e-journals are due the subsequent class day on which they are assigned.
VIP Note: All readings and the majority of handouts can be found posted on the e-journal blog. If you do not have the text for whatever reason, you must print the day’s reading so that you come to class prepared.
VIP Note: All readings and the majority of handouts can be found posted on the e-journal blog. If you do not have the text for whatever reason, you must print the day’s reading so that you come to class prepared.
Week One -- Introduction
M 8/30:
~ Introduction and discussion of course, syllabus, goals, expectations, and requirements. Introduction of our selves
e-journal #1: In ½ page, double spaces, describe one time when your beliefs/ideals were challenged. What was the experience like? How did you react? What was the outcome? Print this document and bring it to class.
e-journal #1: In ½ page, double spaces, describe one time when your beliefs/ideals were challenged. What was the experience like? How did you react? What was the outcome? Print this document and bring it to class.
W 9/1:
Reading: MR – Rowe, “Reach Out and Annoy Someone” (p.23-29)
e-journal #2: See the blog post for the following prompt: 1) How do you feel when you hear other people's cellphone conversations in public spaces? Why? 2) In your view, what is Rowe's strongest argument against cellphones? What is his weakest? Why?
e-journal #2: See the blog post for the following prompt: 1) How do you feel when you hear other people's cellphone conversations in public spaces? Why? 2) In your view, what is Rowe's strongest argument against cellphones? What is his weakest? Why?
Weeks Two – Four -- Cellphone Etiquette: A Closer Look at Reading and Rhetorical Strategy
M 9/6:
No class (Labor Day)
W 9/8:
~ Review of updated syllabus
~ Discussion of Rowe
Reading: handout – Guernsey, “Taking the Offensive Against Cell Phones”
e-journal #3: See the blog for the following prompt: Observe people in a public space such as a shopping center, a subway station or platform, a park, or a busy street. Spend one-half to one-full hour taking notes on those individuals that use cellphones. Describe the users' appearance, gestures, tones of voice, volume of speaking, and anything else that seems interesting and important about their use of their phone. I would like you to observe two (2) people during this activity, providing a paragraph-length description of each. Post your observations below and have fun with this activity.
e-journal #3: See the blog for the following prompt: Observe people in a public space such as a shopping center, a subway station or platform, a park, or a busy street. Spend one-half to one-full hour taking notes on those individuals that use cellphones. Describe the users' appearance, gestures, tones of voice, volume of speaking, and anything else that seems interesting and important about their use of their phone. I would like you to observe two (2) people during this activity, providing a paragraph-length description of each. Post your observations below and have fun with this activity.
M 9/13:
~ Strategies for thesis development and thesis building via a comparison/contrast of the Rowe and Guernsey articles
~ Handout – Essay #1 Rubric
Reading: BH, p.67-75
W 9/15:
~ Discussion of paragraph formation, strategy, and rhetorical devices
~ Demonstration of active reading techniques and an in-class word-per-minute timing
Reading: handout – Ellison, “I Have No Mouth and I Must Scream”
e-journal #4: See the blog for the following prompt: Argue for or against the use of cellphones in two paragraphs, using a different paragraph strategy/rhetorical device in each. Be sure of head each paragraph with a label that identifies which strategy/device you are employing to argue your point.
e-journal #4: See the blog for the following prompt: Argue for or against the use of cellphones in two paragraphs, using a different paragraph strategy/rhetorical device in each. Be sure of head each paragraph with a label that identifies which strategy/device you are employing to argue your point.
M 9/20:
~ Discussion of Ellison’s short story
~ Review of Rowe and Guernsey; practice outlining and summarizing a written text
~ In-class reading of handout – BH, p.90-100
Reading: BH, p.118-129
W 9/22:
~ How one must evaluate arguments by distinguishing between reasonable and fallacious argumentative tactics
~ In-class activity: BH, p.128f, Ex. 6-1
No additional reading or writing assignments… work on your paper!
M 9/27:
Essay #1 Due – bring two extra copies of your document to class to perform a peer-edit!
e-journal #5: See the blog for the following prompt: Why do you think it is important that one needs to give due credit to those whom they draw information from and reference? What are some ways that plagiarism may be avoided?
e-journal #5: See the blog for the following prompt: Why do you think it is important that one needs to give due credit to those whom they draw information from and reference? What are some ways that plagiarism may be avoided?
Weeks Five – Eight -- The Television Era — Using Quotation and Citation to Bolster One’s Argument
W 9/29:
~ Discussion of e-journal #5
~ In-class reading of BH, p.498-503
~ Correctly using summary and paraphrasing as means to avoid plagiarizing source texts
Reading: MR, Gladwell, “The Tipping Point” (p.1-10)
e-journal #6: After reading Gladwell, respond to the following prompt: Describe, with sensory detail where possible, a fashion trend that you have noticed and participated in during the past three or four years. Where did it begin (if you know), or where did you first begin to notice it? Who were the people to first wear this style? Does this particular fashion help identify a particular group? If so, who or what? Do you identify with them or it? Is there a music genre attached to this group; a set of beliefs; ideals; behaviors or rituals? Devote two paragraphs to this e-journal response, properly citing at least one quotation from Gladwell’s text to support your conclusions.
e-journal #6: After reading Gladwell, respond to the following prompt: Describe, with sensory detail where possible, a fashion trend that you have noticed and participated in during the past three or four years. Where did it begin (if you know), or where did you first begin to notice it? Who were the people to first wear this style? Does this particular fashion help identify a particular group? If so, who or what? Do you identify with them or it? Is there a music genre attached to this group; a set of beliefs; ideals; behaviors or rituals? Devote two paragraphs to this e-journal response, properly citing at least one quotation from Gladwell’s text to support your conclusions.
M 10/4:
~ Discussion of Gladwell’s article
~ Discussion of e-journal #6 and “Tipping Points” in sectors beyond popular culture (cf. MR, p.11)
W 10/6:
~ In-class reading of Winn's "TV Addition"
Reading: finish Winn's text
Reading: handout – Gore, “Introduction” from The Assault on Reason
Reading: handout – Gore, “Introduction” from The Assault on Reason
Reading: BH, p.504-516
M 10/11:
No class (Columbus Day)
~ Blog Posting – Essay #2 Rubric
~ Blog Posting – Essay #2 Rubric
W 10/13:
~ Discussion of Gore and Winn’s essay
~ Review of the integration of source material, using quotation appropriately, and important signal phrases
~ Introduction to a vital resource: MLA Documentation Style Handbook (BH, p.517-572)
~ Handout – In-Text Quotation and Parenthetical Citation
e-journal #7: In a well-developed paragraph describe the negative effects that Winn sees in habitual TV watching. Does Gore agree with her sentiments? Do you? What are some ways in which these two authors’ arguments compare and/or contrast? Use at least one example from each of these two texts in your response
e-journal #7: In a well-developed paragraph describe the negative effects that Winn sees in habitual TV watching. Does Gore agree with her sentiments? Do you? What are some ways in which these two authors’ arguments compare and/or contrast? Use at least one example from each of these two texts in your response
M 10/18:
~ Discussion of e-journal #7 (post your journal entry, but bring a hard copy to class too) and Essay #2 ideas
Reading: BH, p.35-51
e-journal #8: After reading from the Hacker text, take one of your paragraphs from e-journal #7 and revise accordingly. Then, as a second requirement, offer a draft thesis statement which you would consider using for your upcoming essay assignment. We will review these anonymously (as can be, after all) in class in order to identify key issues, lines of argumentation, and textual support.
Reading: BH, p.35-51
e-journal #8: After reading from the Hacker text, take one of your paragraphs from e-journal #7 and revise accordingly. Then, as a second requirement, offer a draft thesis statement which you would consider using for your upcoming essay assignment. We will review these anonymously (as can be, after all) in class in order to identify key issues, lines of argumentation, and textual support.
W 10/20:
~ Making global revisions, then revising sentences before proofreading
~ Further discussion of possible essay topics, developing thesis statements, and, vitally, the use of quotation and proper citation to support one's thesis
No additional reading or writing assignments… work on your paper and revision!
M 10/25:
Essay #2 Due – bring two extra copies of your document to class to perform a peer-edit!
Revision #1 Due – be sure to staple the original draft copy behind the revision copy in order to receive credit!
Weeks Nine – Eleven -- Generation “At Dot Com” — Integration of Multiple Source Texts via Research
W 10/27:
~ In-class reading of BH, p.438f, 442-458
~ Review of using library, Internet, and other online research resources
Reading: BH, p.462-475; MR, Hempel with Lehman, “The Myspace Generation” (p.12-22)
e-journal #9: Spend the weekend being a bit more aware about your social internet usage, via your computer, your phone, or otherwise. Describe in detail what you are typically doing when you visit one of these sites. How many hours a day do you spend on social sites? Are you a multi-tasker too? Do you feel that face-to-face interaction is at risk of becoming obsolete, or do you believe that social ties are becoming stronger via new, electronic mediums?
e-journal #9: Spend the weekend being a bit more aware about your social internet usage, via your computer, your phone, or otherwise. Describe in detail what you are typically doing when you visit one of these sites. How many hours a day do you spend on social sites? Are you a multi-tasker too? Do you feel that face-to-face interaction is at risk of becoming obsolete, or do you believe that social ties are becoming stronger via new, electronic mediums?
M 11/1:
~ Discussion of Hempel with Lehman’s essay
~ Review of the evaluation of print and web sources discovered through research; what makes a source scholarly?
~ Handout – Essay #3 Rubric
Reading: e-handouts, Westlake, “Friend Me if You Facebook: Generation Y and Performative Surveillance," {only pages 25-27 (stop after reading the second-to-last paragraph on p.27), 30f}, and Braden, “Is the Internet the Harbinger of Orwell’s Nightmares?”
e-journal #10: After reading Braden, consider any lines of thought presented in the following prompt when responding: Many would argue that the Internet is merely another window through which the public may be spied upon by “big government” or by secret agencies. Do you feel that Braden and Westlake share a similar argument regarding this issue? According to these authors, and in your opinion, what are the weakest points (literally, sites) of the Internet? What are some potential results of the Internet’s ability to replicate and publish information? Do you feel that you participate in citizen-surveillance? Do you contribute to content on the web? If so, what kind? What of the Internet are you most wary about? Use at least two, properly cited textual examples in your response.
e-journal #10: After reading Braden, consider any lines of thought presented in the following prompt when responding: Many would argue that the Internet is merely another window through which the public may be spied upon by “big government” or by secret agencies. Do you feel that Braden and Westlake share a similar argument regarding this issue? According to these authors, and in your opinion, what are the weakest points (literally, sites) of the Internet? What are some potential results of the Internet’s ability to replicate and publish information? Do you feel that you participate in citizen-surveillance? Do you contribute to content on the web? If so, what kind? What of the Internet are you most wary about? Use at least two, properly cited textual examples in your response.
W 11/3:
No class (classes which meet before 4pm are canceled)
M 11/8:
No class (canceled)
W 11/10:
~ Field Trip: Using the Library the Internet: Vital Academic and Scholarly Resources (Meeting Room CL205)
~ In-class reading of BH, p.482-487
~ Review of how one avoids plagiarism
~ Handout – Proper Citation in a Works Cited Page and Annotated Bibliography
~ In-class reading of BH, p.482-487
~ Review of how one avoids plagiarism
~ Handout – Proper Citation in a Works Cited Page and Annotated Bibliography
M 11/15:
~ Review of Hempel and Lehman
~ Discussion of Westlake’s article and Braden’s essay
~ Review of e-journal #10
Reading – BH, p.379-387, 392-400
~ Discussion of Westlake’s article and Braden’s essay
~ Review of e-journal #10
Reading – BH, p.379-387, 392-400
W 11/17:
~ Continuation of discussions on Westlake and Braden's texts
~ Proper usage of the semi-colon, colon, and quotation marks
~ Proper usage of the semi-colon, colon, and quotation marks
~ In-class activity: selections from BH, p.382ff, Ex. 34-1 & 34-2; p.386f, Ex. 35-1; p.398ff, Ex. 37-1 & 37-2
No additional reading or writing assignments… work on your paper and revision!M 11/22:
Essay #3 Due – bring two extra copies of your document to class to perform a peer-edit!
Revision #2 Due – be sure to staple the original draft copy behind the revision copy in order to receive credit!
Revision #2 Due – be sure to staple the original draft copy behind the revision copy in order to receive credit!
W 11/24:
~ One-on-one meetings with Prof. D – bring all previously graded work to class
~ In-class activity: fair and effective use of source material handout
~ Handout – Article #1a for Practice Exam #1
M 11/29:
~ Handout – Article #1b for Practice Exam #2
Practice Exam #1
W 12/1:
~ Peer edit of Practice Exam #1: identification of recurring issues
~ Review of essay exam expectations and general test-taking skills
~ Handout – Final Essay Exam Rubric
Revision #3 Due – be sure to staple the original draft copy behind the revision copy in order to receive credit!
M 12/6:
Practice Exam #2
e-journal #11: What are three things that you have found are most important when taking a timed, handwritten essay exam?
e-journal #11: What are three things that you have found are most important when taking a timed, handwritten essay exam?
W 12/8:
~ Last day of class
~ Peer edit of Practice Exam #2: final suggestions for improvement
Finals Week (W12/15 – T12/21) -- Exam time and location TBA
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