111 F12 Cal

General Calendar

8/28
Introduction to ACU, class, teacher, other students.
Professors in the classroom. Student: teacher ratio. Writing intensive.
Writing tip of the day: As you write, so you are thought of. (Or: Politeness and good grammar go a long way.)
Poor email examples.
Email etiquette
Six-word autobiography assignment. Example.
My six-word autobiography:
Connections: God’s grace in disparate experiences (2011)
(Sample; longer sample)
Hwk:
Send a six-word autobiography, with a discussion/explanation, in an appropriate email to Dr. Davis.
shd11a@acu.edu

8/30
I Cor. 16:14 “Do everything in love.”
Discuss images for six-word autobiography.
Example from Dr. Davis.
Student example 1
Student example 2
Student example 3
In-class writing–diagnostic essay.
HWK:
Send an appropriate email to Dr. Davis with an appropriate image for your six-word autobiography and attach a link showing where you got the image. If the image is your own or a friend’s photo or art work, let me know that.
Explain how this visual representation connects to you and your six-word autobiography.

9/4
Writing tip of the day: Making metaphors work. (Using examples from the diagnostic.) Why do people use metaphors? What do they do that just stating a fact doesn’t?
Metaphor generation in pairs.
Discuss rubric for diagnostic, simple and more complex. What are the grade equivalents for these numbers?
Sample 9, 8. What is good about these?
Return diagnostic and discuss.
Rhetoric.
Integrity.
Hwk:
Read Allyn & Bacon chapters 1, 2

9/6
Writing tip of the day: Introductory paragraphs can do many things. (Discuss in terms of the diagnostic.)
Reading quiz.
Allyn & Bacon chapter 3, 10
HWK:
Write three different introductory paragraphs for the diagnostic essay.
Bring four copies to class.

9/11
Plagiarism.
Certainty and doubt— both are important?
Writing tip of the day: Seeing others’ (both well done and poorly written) work can help you improve your own. How does excellent help? How does poor help?
Peer evaluation of introductory essays.

What jobs will not be outsourced?
Discuss informational v. conceptual age. Are we seeing in our lives? On the web? In the ads?
Conceptual elements: Design, symphony (symphony=the big picture), empathy, narrative, play, meaning, innovation
How are we as Christians poised to connect with folks in/of the conceptual age?
“An essay is a communicative work of art; design your words onto the page.” What does this mean for a freshman English class?
HWK:
Examine one of your other class calendars or syllabi for conceptual elements.
If you need to refresh on what these are, you can look at the excerpt from A Whole New Mind on Oprah.com.
Write a paragraph each for how/where it does/does not use three of the elements. (Total of three paragraphs.)
Include a copy of the relevant calendar and/or syllabus.

9/13
Play/innovation (second update). How is X like Y? (This also pulls metaphors in again.)
Return introductory paragraphs, graded.
In-class writing.
Hwk: NONE

9/18
Out of class for Summit.
You can earn TWO chapel credits per attendance at the 11 am, 3 pm, and 7 pm sessions of Summit. That means that in three days, if you attended all three, you could earn 18 chapel credits!
You must attend one Summit lecture which does NOT count for chapel. (If you attend a chapel Summit, you will receive a 0 for the assignment.)
HWK:
Due 9/25
Write a short essay discussing the presence and/or absence of the conceptual elements in the Summit lecture you attended. This should be approximately three pages. (No less than 2.5 nor more than 4.)

9/20
Writing tip of the day: Choosing a topic you think is interesting to write about will almost always help you create a better paper.

Stories: Three Mile Island, Challenger, Rhiana and Chris, life in general

Definition/illustration discussion with examples: http://bit.ly/rmEQA6

All the details you might want to know about writing this paper.

Abstract v. concrete nouns: http://bit.ly/oOwKDV or http://www.scribd.com/doc/3887529/List-of-Common-Abstract-Nouns-Ig3

Using your iPhone or computer, define three abstract nouns. Brainstorm a list of possible examples for each of the three- a few words and what they might include.

You need the three nouns, definitions for each, the URLs for the definitions you found, two quotations for the one you prefer, and a list of possible examples for each of the three.

Hook/question: How can you go at this concept sideways?

How do you write a definition/illustration paper?

  • Choose an abstract noun.
  • Define it in the first paragraph.
  • Do not simply use a definition from the dictionary. Look that up, and you may use part of it, but create your own definition based on your use of the word. Make sure you cite anything you use as a source.
  • You may also include an oppositional definition. You may say that so-and-so says this word means X, but that you disagree with that because of points 1 and 2.
  • You may use quotations about the word which are relevant to your definition within the opening paragraph.
  • Remember that in the opening you want to hook the audience. You can surprise them or create tension. Try not to leave them with a “duh” feeling.
  • The next three (minimum, you may have more) paragraphs will be examples. Make sure you give concrete details. Show; don’t tell. Also, make sure the illustrations further develop your definition. Don’t just tell a story because it is cool.
  • The concluding paragraph should tie the paper’s illustrations back to your definition.
  • Many good papers take their title from the final sentence or two of the essay.
  • Works Cited: For the final page, use a hanging indent. List the article title you used, the website, the date it was published, the word Web, and the date you found it. (This is when you use a quotation or someone else’s definition.)

Hwk: (2 homeworks)

1. Using your chosen abstract noun, the definitions you have already looked up–or your own, perhaps a quotation as well, compose a definition paragraph for your paper. Bring three copies of this to class on Tuesday.

2. Also write/finish your Summit paper. This should be 2.5-4 pages long.

  • Include the speaker’s name, topic title, and time.
  • Discuss the presentation in terms of the seven Conceptual Age elements: design, symphony (big picture), empathy, narrative (story), play, meaning, innovation.
  • If the presentation consisted only of information, summarize the information and give ways that the speaker could have included at least two Conceptual Age elements.

Extra credit: You may attend a second class and write it up for extra credit. It will also be due 9/25.

9/25

Summit paper due. Definition paragraph due.

Peer review. Read a definition paragraph. Write down what you think they did well. Read another. Same thing.
Writing tip of the day: Cutting is easier than creating.
Illustrations. Work on the illustrations you are going to use.
HWK: Write the 3-5 illustrations for your abstract noun. Bring 2 copies to class on Thursday.

9/27
Return Summit papers.
Writing tip of the day: It is easier to see the speck in your neighbor’s writing.
Peer review. What did they have too much of? What would you have liked to know more about– what did they have too little of?
Write your concluding paragraph. So what?
A good idea = creating a title from your concluding sentences.
HWK: Taking peer responses into account, create your final paper. Review the information in this post to stay on track. You should print off a copy and bring it to class to turn in AND email the document to Dr. Davis.

 

10/2
Writing tip of the day: Composing a written essay and composing a digital essay have many of the same processes. That means you need to be prepared to re-write your digital essay, too.
Introduction to Evaluating Videos. Use ACU’s Promise: Innovative, Exceptional, Real video.
Discuss the digital presentation and commercials.

Hwk:

You and your group will be watching commercials. You will choose one commercial eventually. The one commercial will be analyzed and you will create a video presentation critiquing it. The finished product will be about three minutes long, may contain clips of the video (but not the whole video), and will discuss elements like: audience, authority, bias, authenticity, currency, camera angle, verbal rhetoric, etc. See Evaluating Videos for questions to think about.
The final digital presentation project is due 11/3.

  • Watch three (3) commercials.
  • You may not choose Eminem’s Detroit Chrysler commercial
  • Write a paragraph generally describing each commercial, for a total of three paragraphs.
  • Pick one of those commercials to watch with your group.
  • Email your group the address of the commercial.

10/4
Turn in the three paragraphs on the three commercials you chose from originally.

Discuss the digital presentation and commercials. (View samples from last year’s classes.)
Allyn & Bacon chapter 10.
Hwk: Begin working with your group on the digital presentation.
  • Watch the commercials the other people in your group sent you.
  • Your group should meet and talk about which of the three commercials you want to present on as a group.
  • Write up a discussion of why you chose that commercial over the others. This can be a single discussion from the entire group. However, please put all your names at the top in the name line, in alphabetical order.

Extra credit: Take good notes on chapter 10 in Allyn & Bacon’s book.

10/9

Returned definition/illustration papers. These can be revised and turned in on Thursday for a second grade.
Discuss ideas for the digital presentation. The final digital presentation project is due 10/30. (NOTE: This is a changed date.) Watched commercials and drafts from last year’s digital presentations.
Begin introduction to visual rhetoric paper with “How to Write about Art” in groups.
Hwk: Digital presentation. Revise definition/illustration paper if desired.

10/11
Visual rhetoric discussion.
Online images for: college students–yes, no? Professor; Abilene, TX. In small groups work on book cover images.
Discussion of sample artifacts. Include examples that last year’s students looked at. (Stephen’s book covers)
Hwk (2!):

1. Reflection: Each group member turns in a description of the progress to date. This should include information on who has done what to contribute thus far.
2. Bring a visual rhetoric artifact/piece of material culture to class (photograph, painting, book, art work).

10/16
Visual rhetoric.
Martian Postcard
Group discussion over student’s artifacts.

Think about:

target audience

argument of the visual rhetoric

ethos, pathos, logos–Which is preferred in this work?

color, analogous? opposites? high contrast?

easy to see or not? details clear, some clear, or not clear?

metaphor produced?

cultural associations

compare/contrast to real life (posed, faux, etc)

time period in which the work was produced– any clear evidence?

clothing styles

stance, if people are in the work

Hwk: Choose an artifact of visual rhetoric (a book cover, a painting, a stained glass window, etc). Bring that artifact (or an image of it) to class.

10/18
Discussion of visual rhetoric.
Class responses to questions. Brainstorming using the list. Note-taking. Ideas.
HWK: Digital presentation.

10/23
Organizational discussion: Discussion of how a visual rhetoric paper might be composed.
Example from Dr. Davis’ brainstorming.
Handwrite notes on how you would analyze it for a paper.
In-class writing.
Hwk: Work on digital presentation. A good first draft is due 10/30.

10/25
If you have a computer or iPad, bring it to class. Make sure you at least have paper without torn edges and a working pen.
In-class writing.

Hwk: Finish your digital presentation. You will be sharing it with another group on Tuesday. Make sure that your group brings a computer which will run your digital presentation AND the actual presentation already loaded onto the computer.

The digital presentation is due in class on Tuesday! Make it great.

10/30

All groups will watch someone else’s video. I will give you a peer review questionnaire/checklist to create comments and feedback for them. Please give individual responses so that the group will have a multiplicity of responses on their video.

Reflection: Each group member writes or emails a description of the progress to date on the digital presentation. This should include information on who has done what to contribute thus far.

Hwk:

Revise the digital presentation as needed.

10/31-11/8 We will not have class together on 11/1, 6, or 8. Instead we will have conferences and your group can meet during class time to work on and perfect your digital presentation.

Each group must make a time to meet with Dr. Davis (between 10/31 and 11/6) and show me your digital presentation. I will discuss it with you, in terms of what I see can and should be done. You should work on your digital presentation and prepare it for the conference and then finish it for the final presentation to the class on 11/13.

11/13 Final digital presentations for a grade. Peer responses to ALL digital presentations will be done in class.

11/15 Begin evaluation paper.
Reading in Allyn & Bacon.
Evaluation paper:

  • Introduction (at least): hook, name of your commercial OR title of the website and URL (depending on which I decide), and thesis of the paper
  • Body must include: target audience and argument commercial makes (including how it makes the argument and how you know they are the target audience), and an evaluation (which is the reason for the type of essay) of the commercial’s success in reaching the target audience and/or the effectiveness of the commercial’s argument– making the argument of where and how it succeeds (is effective) and where and how its success (or effectiveness) is limited
  • Other possibilities for discussion: unintended audience, negative responses, history of the commercial.
  • Conclusion: Why is this commercial significant? What does it tell us about the culture or this company?

Evaluation prewriting: outline, mind map, tree. Examples of evaluation essays.

Hwk: Evaluation prewriting as assigned.

 

11/20 Podcast available on OpenClass in Doc Sharing. Go listen to it over the break. There will be a quiz when you return.

Test-taking reading, lecture, and quiz.

A list of verbs for essay exams that might be helpful to know the most common use for:

  • analyze: give both sides
  • causes: give the reasons or causes
  • comment on: express your opinion on the subject
  • compare: focus on the similarities
  • contrast: focus on the differences
  • criticize/critique: point out the bad points of something
  • discuss: give a detailed answer with as many main points as possible
  • define: give an accurate meaning/definition
  • describe: give the major characteristics
  • diagram: make a chart/drawing
  • effects: give the results
  • enumerate: give a list
  • evaluate: give your opinion of the value of a subject- include strengths & weaknesses, good & bad
  • illustrate: make subject clear by giving examples or drawing
  • interpret: tell about the importance of a subject, explain the results or effects
  • justify: give good reasons for decisions, actions, or conclusions
  • prove: show that something is true using facts or logic
  • relate: show how things are similar or connected
  • state: give the main points in a clear and concise manner
  • summarize: give key points with no personal opinions
  • trace: tell about something in order or sequence

from a biology class at Fullerton, though website is no longer available

11/27 We will be working in class on the evaluation essay.

Hwk: Finish Evaluation essay. Print and bring 3 copies to class on 11/29.

Remember that the evaluation essay must EVALUATE. Don’t simply analyze it, though I want you to do that too. If we are doing the commercial, that was the main thrust of the group’s digital presentation. Instead, also consider how effective the commercial is. Does it reach/speak to its target audience? Do you think the argument is one that the audience will accept? Does the humor help or hurt? OR you could (either instead of or in addition to the other points) evaluate the commercial in terms of the conceptual elements. Does the commercial use/have play, meaning, the big picture/symphony, empathy, etc? In what ways are those incorporated? Do they make sense or are they connected in a rational way?

Main points to remember:

  • Thesis sentence(s) that give a description of the paper in sentence form.
  • Works Cited: at least the commercial or website, also any other source(s) you used. Use the title of the commercial in quotation marks, with a period inside the quotation marks. Then have the publisher (the company being advertized), followed by a period. Then the word Commercial, followed by a period. Next you have where you found it; if you found it on YouTube, then you write YouTube, date created. (Ex: YouTube, September 2011.) A comma follows where you found it and a period goes after the date created. Then you write Web, followed by a period. Finally you write the date you accessed it, followed by a period. (October 2012 will be fine.) ALL of this is done with Special Spacing hanging indent and double spaced.

11/29

Three copies of evaluation essay due.

Peer review of evaluation essay. These must be carried out by someone who was NOT in your digital presentation group, if we are doing the commercial.

Hwk:

Revise your evaluation essay.

READ the yellow packet with articles. HIGHLIGHT 8 quotes. Take notes on the pages.

12/4 Final version of evaluation essay due.

We will work in class on ideas for possible essay topics. Prewriting on final exam topic.
Final exam discussion.

12/6 Prewriting on final exam topic.
Final exam discussion.

12/11 at 8 a.m. for 111.13 AND 111.19

Final exams.

Hwk: Enjoy your holiday. Have a great life!

Leave a Reply

Your email address will not be published. Required fields are marked *