...[pic] English 101 Assignments Unit One Rhetorical Situation Analysis Report (Graded as homework) Completing this rhetorical situation analysis “report” will help you to understand the context—the rhetorical situation—in which a text was written, identify the writer’s intended audience and rhetorical purpose, and consider how effective his or her strategies are for accomplishing that purpose. Text: “My View: Should Everyone Go to College?” by Mike Rose (Report due September 3rd) http://schoolsofthought.blogs.cnn.com/2012/10/09/my-view-should-everyone-go-to-college/ “What Value Really Means in Higher Education” by Karen R. Lawrence (Report due September 17th) http://hechingerreport.org/content/value-really-means-higher-education_15129/ Present your responses in the form of short answers to the questions below (not in essay form). Note: As you answer the questions, be guided by the information Rhetorical Choices: Analyzing and Writing Arguments provides in Chapters 3 and 4 to refresh your understanding of rhetorical situation, purpose, audience, kairos, the ethos, pathos, and logos appeals, and rhetorical analysis. 1. Where did this text originally appear? 2. What is the genre of the text? What are the common rhetorical purposes for texts in this genre? (See pp. 22-24 in Rhetorical Choices for examples) 3. What can you discern about the discourse community in which this text is operating? Who is part of the discourse community, what values...
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...Students in this introductory college-level course read and carefully analyze a broad and challenging range of nonfiction prose selections, deepening their awareness of rhetoric and how language works. Through close reading and frequent writing, students develop their ability to work with language and texts in order to establish greater awareness of purpose and strategy, while strengthening their own composing abilities. C16 Students examine rhetoric in essays, images, movies, novels, and speeches. They frequently confer about their writing by conferencing in class. C 14 Feedback is given both before and after students revise their work to help them develop logical organization, enhanced by specific techniques to increase coherence. Rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis are addressed. I comment on individual drafts, and I write memos to the class in a blog about whole-class concerns such as specificity of quotations, parallelism, and transitions. C13 Simultaneously, students review the simple, compound, complex, and compound-complex sentence classifications. We examine word order, length, and surprising constructions. Loose and periodic sentences are introduced. We examine sample sentences and discuss how change affects tone, purpose, and credibility of the author/speaker. In addition, feedback on producing sentence structure variety is focused on critical thinking skills, evaluating sources and resources, using...
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...with this course are subject to change at the instructor's discretion. Any and all changes will be communicated to students in writing. Course Description RHET 1302 will prepare you for college-level writing while helping you develop your critical thinking skills. Rhetoric is the study and practice of how people communicate messages, not only in writing and speech, but also through visual and digital mediums. In this class, you will develop skills to analyze the way rhetoric, in its various forms, addresses audiences. By paying attention to the strategies that good writers and speakers use to persuade their particular audiences, you will learn to reason better and to persuade others in your own writing, both through rhetorical appeals and through analysis of audience, purpose, and exigency that is at the heart of the study of rhetoric. For RHET 1302, you will read and reread texts and write multi-draft essays. Practically speaking, you will learn skills that you can use in your future course work regardless of your major. Student Learning Objectives • Students will be able to write in different ways for different audiences. • Students will be able to write effectively using appropriate organization, mechanics, and style. • Students will be able to construct effective written arguments. • Students will be able to gather, incorporate, and interpret source material in their writing. Required Texts Rosenwasser, David and Stephen, Jill. Writing Analytically...
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...before class has even started, but the teachers in the past they said they are making us ready for college that is there goal for us as their students, but they are just holding are hand and walking us through high school and across the stage for graduation. To say that I grew as a student does not even cover what I have gone through this semester, I have grown as a human being. I have learned you adjust too many things like new learning styles, as well as a new environment; however you have to take on a new workload, as well as having to perfect grammar for the most part. Throughout this semester at times I as a student was prepared for class with having the homework done as well as having all of my textbooks for class. But truthfully I was never has prepared as a proper student should have been. I would come in with my homework half done or not even started, I would never bring my textbooks. I came into English 111 thinking that I could do what I did in high school and be alright. Some classes I knew that I was not prepared and I would miss that class so I did not have to do that assignment. Attendance soon became an issue because some days I would just skip the class for no reason other than not feeling like not going to English that day. I though by skipping class I would be alright and I would not fall behind in class and could make up what I missed but as a student I did even try to make up the missed work. I missed class for other reasons other than not just wanting to go to...
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...weeks (54 hours) – 1 meeting per week (3 hours per class session) VI. Course Overview: Afro-Asian Literature is a survey course in reading and writing. The text focuses on selected works of Afro -Asian literature ranging from 3,000 B.C. to the present and is augmented with a wide array of novels and other supplemental materials. All literary genres will be covered. Students are expected to critically read all genres of literature and write cohesive, clear, and well-structured analyses/critiques about what they have read. Students will write a variety of rhetorical modes and for a variety of purposes including narration, information, and persuasion. Students’ papers will reflect a sophisticated level of original analysis and include references to the read text or to outside sources where appropriate. VII. Course Objectives: Students will: * develop an ability to write about problems from historical, philosophical, rhetorical and/or cross-cultural and interdisciplinary perspectives; * engage in group discussions and activities to develop critical perspectives, a clear sense of audience, and a fluent and effective style; * plan, write, and revise three to four formal essays approximately 4-6 pages in length, at...
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...Brooklynn Stilwell Dr. Redfield English 112- 20 November 2014 MLA Annotated Bibliography: Rhetorical Analysis; the Story of an Hour by Kate Chopin Chopin, Kate. “The Story of an Hour, Kate Chopin, characters, setting. “KateChopinorg. Kate Chopin International Society. N.d. web. 20 Nov. 2014. http://www.katechopin.org/the-story-of-an-hour/ This website is from the Author herself. There are many beneficially things from this website. She has a list of characters, the time and place, the themes, when this book was published, etc. It has a lot of helpful information and the story behind this story. I thought what was really neat on this website was there is a place for a question and answer box. This is a very important source because this particular website was written by the author of the short story I chose. There are many websites that can be helpful to have credible sources. But, when you have a source that is from the author herself, it is helpful and more credible. Lorcher, Trent “The Story of an Hour”: Analysis of the symbols & Irony.” Bright Hub Education. N.p., n.d. Web. 20 Nov. 2014. http://www.brighthubeducation.com/homework-help-literature/60196-the-story-of-an-hour-irony-and-symbolism/ This educational website out of the many that I read over, was informative. As many of the websites state, the symbolism in this story is not as obvious as you may assume it is. Reading this states that the initial heart condition that Mrs. Mallard has is a symbol of...
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...understanding how information is context dependent and audience specific. Students must engage with a variety of ideas and learn how to synthesize those in college level essays. Core Objectives • Critical Thinking Skills: To include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information • Communication Skills: To include effective development and expression of ideas through written, oral, and visual communication • Teamwork: To include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal • Personal Responsibility: To include the ability to connect choices, actions and consequences to ethical decision-making ENGL 1301 Expected Learning Outcomes. By the end of ENGL 1301, you should be able to demonstrate the following: Rhetorical Knowledge • Use knowledge of the rhetorical situation—author, audience, exigence, constraints—to analyze and construct texts • Compose texts in a variety of genres, expanding your repertoire beyond predictable forms • Adjust voice, tone, diction, syntax, level of formality, and structure to meet the demands of different rhetorical situations Critical Reading, Thinking, and Writing • Use writing, reading, and discussion for inquiry,...
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...3/25/2016 Online Course Syllabus WALSH ONLINE COURSE SYLLABUS COURSE: FIN 512 International Economics and Finance INSTRUCTOR: Michael A. Rinkus OFFICE HOURS: By appointment. PHONE (Cell): 3132680721call or text EMAIL ADDRESS: mrinkus@online.walshcollege.edu COURSE DESCRIPTION: This is an advanced course that focuses on the increased globalization of the world economy. Students examine how multinational corporations mitigate risk from foreign exchange movement, political and sovereign risk, cross border payment repatriation, balance sheet risk as well as, international trade policies such as trade blocs, protectionism, international debtors, cultural preferences, dumping, central banks, demographics. Students will learn to identify the impact of the N11 and BRIC countries on global business strategies in addition to the impact of foreign exchange rates, balance of payments, multinational enterprises, and direct foreign investment. Financing techniques of multinational companies will be introduced and applied; also the impact of new global regulations such as the Basel agreements and their impact on the cost of cross border financing and the challenges presented by international monetary arrangements are also analyzed to increase the ability to successfully interact in the world. PREREQUISITES: ECN 503 or MBA 503 COURSE MATERIALS: TEXTBOOK(S): Title: International Finance Author: Maurice D. Levi Publisher: Routledge Fifth Edition ...
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...Syllabus FIN 330 Ethics in Finance Fall 2011 FIN 330 Section 02 Dr. Laurence E. Blose TR 10:00 – 11:15 AM Office: 474C DEV 201 D DEV Office Hours: Email: blosel@gvsu.edu T, W,TR 1:00-2 :00 Phone: (616) 331-7436 And by appointment Web Page: http://bb.gvsu.edu Textbooks: 1. Sandel, M. J. (2009). Justice what’s the right thing to do. New York: Farrar, Straus and Giroux. 2. CFA Institute. (2010). Standards of practice handbook (10th ed.). Charlottesville. (This handbook is available in an online version at no cost. You will receive instructions in class how to download it) 3. Rachels, J., & Rachels, S. (2010). The Elements of Moral Philosophy (6th ed.). Boston: McGraw Hill. (We will only be using two chapters from this book. The two chapters are available at the library e-reserve). Readings: 1. Rich, L. L. (1996). How much of someone else’s work may I use without asking permission. Retrieved from http://library.findlaw.com/1996/Apr/1/127408.html 2. Carr, A. Z. 1968). Is business bluffing ethical? Harvard Business Review, 96, 143-153. 3. Friedman, M. (1970, September 13). The Social Responsibility of Business is to Increase its Profits. The New York Times Magazine. 4. Mackinnon, B. (2012) Ch. 4 Utilitarianism. In Ethics theory and contemporary issues 7th ed. (pp. 52-61). United States: Wadsworth Cengage Learning...
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...CHAP TER Rhetorical Modes 1. NARRATION L E A R N I N G O B J E C T I V E S 10 1. Identify the purpose and structure of narrative writing. 2. Recognize how to write a narrative essay. Rhetorical modes simply mean the ways in which we can effectively communicate through language. This chapter covers nine common rhetorical modes. As you read about these nine modes, keep in mind that the rhetorical mode a writer chooses depends on his or her purpose for writing. Sometimes writers incorporate a variety of modes in one essay. In covering the nine rhetorical modes, this chapter also emphasizes these as a set of tools that will allow you greater flexibility and effectiveness in communicating with your audience and expressing your ideas. rhetorical modes The ways in which we effectively communicate through language. 1.1 The Purpose of Narrative Writing Narration means the art of storytelling, and the purpose of narrative writing is to tell stories. Any time you tell a story to a friend or family member about an event or incident in your day, you engage in a form of narration. In addition, a narrative can be factual or fictional. A factual story is one that is based on, and tries to be faithful to, actual events as they unfolded in real life. A fictional story is a made-up, or imagined, story; the writer of a fictional story can create characters and events as he or she sees fit. However, the big distinction between factual and fictional narratives is based on a writer’s purpose...
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...down the assignment sheet *Activity 1: Individual Reflection / Class Discussion (15 min) - Students open their portfolios and journals then reflect for ~10 minutes on their experiences during the Informative Essay Unit - Discuss reflections as a class *Activity 2: Introduce Classical Argument (20 min) - Have students bring a hard copy of the assignment to class with a highlighter: a. Get into groups of 4 b. Read the sheet aloud, highlighting all the action verbs c. Discuss the sheet as a group as instructor makes rounds *Activity 3: Mini-Lecture on Assignment /Questions (15 min) - Powerpoint slides “The Features of an Academic Argument” - Allow time for student questions on the assignment and/or lecture *Homework for Next Class READ: • Chapter 8 A&B Guide to Writing. Writing a Classical Argument. • Pages 137-154 Everyday Writer: Constructing Arguments. • "The Case for (Gay) Marriage" by A.J. Chavez on pages 249-253 of Guide to Writing. • Notes on Counterarguments and Warrants. WRITTEN (Post in Moodle and bring a copy to class): Let's look...
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...Ivy Tech Community College Region 14—Bloomington Multilingual English Composition (Fall 2015) Syllabus Flag this Flag! All your college classes should have a syllabus—a schedule and list of course requirements, goals, and policies. Syllabi are like course contracts. By staying in the class, you agree to follow the “rules” of the syllabus. If you lose your syllabus, you can get another from Blackboard/Start Here. Flag this Flag! All your college classes should have a syllabus—a schedule and list of course requirements, goals, and policies. Syllabi are like course contracts. By staying in the class, you agree to follow the “rules” of the syllabus. If you lose your syllabus, you can get another from Blackboard/Start Here. Class & Section Number: ENGL 111-16N Tuesdays and Thursdays (T/R), 11:00-12:15, B209 Instructor Information NAME: Julie Kraft EMAIL: jkraft10@ivytech.edu OFFICE HOURS: By appointment SUPERVISOR INFORMATION: Annie Gray, English Department Chair, Room C118, Phone: 812-330-6038, agray@ivytech.edu Required Materials REQUIRED TEXTBOOKS: * Wilhoit, A Brief Guide to Writing from Readings, 6th edition, Pearson (Custom edition for Ivy Tech) * Hacker and Sommers, A Pocket Style Manual, 6th edition, Bedford/St. Martin’s * Ivy Tech Bloomington literary magazine, mê tis, Volume 8 ADDITIONAL MATERIALS & EXPENSES: * Printouts of Blackboard readings and items you research for essays * Electronic storage device * Folder...
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...assignment sheet *Activity 1: Individual Reflection / Class Discussion (15 min) - Students open their portfolios and journals then reflect for ~10 minutes on their experiences during the Informative Essay Unit - Discuss reflections as a class *Activity 2: Introduce Classical Argument (20 min) - Have students bring a hard copy of the assignment to class with a highlighter: a. Get into groups of 4 b. Read the sheet aloud, highlighting all the action verbs c. Discuss the sheet as a group as instructor makes rounds *Activity 3: Mini-Lecture on Assignment /Questions (15 min) - Powerpoint slides “The Features of an Academic Argument” - Allow time for student questions on the assignment and/or lecture *Homework for Next Class READ: • Chapter 8 A&B Guide to Writing. Writing a Classical Argument. • Pages 137-154 Everyday Writer: Constructing Arguments. • "The Case for (Gay) Marriage" by A.J. Chavez on pages 249-253 of Guide to Writing. • Notes on Counterarguments and Warrants. WRITTEN (Post in Moodle...
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...continuation of ENGL 101 expanded to include more critical reading, reasoned analyses, research techniques, and research paper writing using documentation format appropriate to the essay’s content. GOALS OF COURSE: By the end of the course, students will: 1. 1. Be able to investigate and analyze multiple perspectives on a variety of subjects. 2. 2. Practice a variety of research methods which includes locating and evaluating valid evidence from reliable sources. 3. 3. Produce and refine through process, audience-appropriate texts that responsibly and effectively incorporate primary and secondary sources in support of a controlling idea. 4. 4. Evaluate rhetorical situations in reading, writing, and responding to texts. 5. 5. Construct, develop, and support their own ideas presented in the form of a logical and well-reasoned analysis that responsibly and effectively incorporates multiple texts. 6. 6. Demonstrate how the relationship among...
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...the reader something valuable about a chosen topic and about the nature of searching and discovery. As opposed to the standard research paper where a writer usually assumes a detached and objective stance, the “I Search” paper allows you to relate your personal experience engaged with some aspect of a topic, to hunt for facts and opinions firsthand, and to provide a step-by-step record of the search process. It’s part research paper, part personal narrative, part reflection. • First step: choose a controversial topic broadly pertaining to digital technology, digital media, “the internet,” television, or modern computing technology that truly interests you—specifically some problem or concern you want to be more informed about (use Homework #1 as a launching point). The topic, however, has to be argumentatively rich, meaning that there have to be many different viewpoints on the issue. • Second step: rather than starting with a thesis or claim, you’re going to begin with a question or problem spurred by some personal experience or exploration. Think of yourself like an investigative journalist or social scientist: if you’re writing about online communities, immerse yourself in one; if you’re writing about internet/television/cell phone addiction, deprive yourself for a few days; if you’re investigating some activity, try engaging in that activity; etc. You’re trying to get the heart of a controversy by gaining first-hand experience. • Third step: start researching....
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