Old 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
Discuss ideas for the digital presentation. The final digital presentation project is due 10/30. (NOTE: This is a changed date.)
Begin introduction to visual rhetoric paper.

If have time, discuss Dr. Rankin’s presentation, both in terms of informational v. conceptual age and analytically.  Make notes using Evaluating Videos.
Hwk: Digital presentation.

10/11
Visual rhetoric discussion.
Art cards. (?)
Discussion over artifacts.
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 additional 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) and handwrite notes on how you would analyze it for a paper. Bring that artifact (or an image of it) to class.

10/18
Discussion of visual rhetoric.
Organizational discussion: Discussion of how a visual rhetoric paper might be composed.
In-class writing.
HWK: Digital presentation.
If you have a computer or iPad, bring it to class.

10/23
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: Work on digital presentation. Due 11/3.

10/25
Begin evaluation paper.
Reading in Allyn & Bacon.
Evaluation paper:

  • Introduction (at least): hook, name of your commercial, and thesis of the paper
  • Must include: target audience of commercial, argument commercial makes (including how it makes the argument), and an evaluation (which is the reason for the type of essay) of the commercial’s success in reaching the target audience– making the argument of where and how it succeeds and where and how its success is limited
  • Other possibilities: unintended audience, negative responses, history of the commercial

Hwk:

Reflection: Each group member 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.

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 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.

Hwk:

Revise the digital presentation as needed. The final digital presentation project is due 11/3.

11/1

Evaluation prewriting: outline, mind map, tree.

Hwk: Evaluation prewriting as assigned.

11/3

Digital presentations. Make sure you try these on the computer before class!

Hwk: Keep thinking about your evaluation essay. If you got an email about your outline, you might want to consider revising that.

But we will be writing the paper next week, so what will you include?

Nothing is physically due except the digital presentation.

11/6

Digital presentations. Watch these in class.

Peer evaluations.

Hwk: Finish Evaluation essay. (Due 11/13.) Print and bring 3 copies.

Remember that the evaluation essay must EVALUATE the commercial. Don’t simply analyze it, though I want you to do that too. 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:
Outline first (i, ii page numbers)
Thesis sentence(s) that give a description of the paper (and the outline) in sentence form.
Works Cited: at least the commercial, also any other source(s) you used.
11/8 NO CLASS TODAY. I AM IN SAN ANTONIO FOR A CONFERENCE.
HWK:Email me a copy of your paper by Saturday evening at midnight.11/13
Evaluation essay peer review.
Hwk: Revise Evaluation essay.

11/15

Final version of evaluation essay due.

Proposing a Solution introduction.

Proposing a solution presupposes what?

Allyn & Bacon.

We will be working on a video using Xtranormal. The Proposing a Solution essay is one in which you have to argue for your choice of topic and presentation in the Xtranormal video. 

Hwk: 1. Read the Academic Integrity policy. Take notes.

You should think about which parts of the definition of plagiarism are most likely to be misunderstood. You should also think about how you would explain those parts. (Look for principle, precedent or analogy, and consequences, as discussed in the book.)

2. Make notes about another small, local problem that has a reasonable possible solution. What issues or questions might you talk about? This includes the things which you found confusing as a freshman. You need at least a half page of ideas for this. (half page = 70)

11/17

Proposing a Solution.

Xtranormal. Introduction. Beginner’s GuideOther reading. Discussion.

Hwk: Write out a scene with one or two characters in which either

  • part of the plagiarism policy is discussed and explained OR
  • you explain a part of being an ACU freshman that you found confusing and what it actually is/means/how to work with it (or whatever).
  • This should be emailed to me before class on 11/20.

11/20

Reading. Answering questions in class.

Proposing a solution sample: “A Modest Proposal”

Those who are not in class should read the essay and answer questions 1-8. Explain your answer for number 3. For number 4, copy and paste the words and phrases. Why are the math and economics used here? (Remember the introduction to the reading and Sir Isaac Newton’s job and proposal.) These answers (only for those not in class) are due on 11/27.

Hwk: Create your Xtranormal video proposing a solution. Xtranormal video due 11/27.

11/27-28 Individual conferences with Dr. Davis over your Xtranormal video. We will watch them together. I will give feedback. Then you can revise your video.

If you were not in class the 22nd, your answers to the “Modest Proposal” questions are due.

Hwk: Revise the Xtranormal video.

11/29

 

Final Xtranormal video due. Send Dr. Davis a link to your video before class begins.

Watch the Xtranormal videos.

Proposing a Solution in-class drafting.

The Proposing a Solution essay is one in which you have to argue for your choice of topic and presentation in the Xtranormal video about plagiarism. So, if you chose to have two rabbits discuss how to spell plagiarism, your paper should argue that rabbits were the perfect spokespeople because they are ubiquitous and the best way to keep students from plagiarizing is to teach them to spell the word. (I recommend against this approach, by the way.)

Hwk: Justification component of the proposing a solution composition.

Make sure you:

  • Introduce the problem.
  • Explain why you chose to deal with that problem.
  • Justify why you are a credible person to deal with this issue and propose a solution.
  • Explain the audience.
  • Justify your visual and rhetorical choices. Include discussions of grammar, color, environment/background, and character.
  • Justify why the Xtranormal movie will work as a partial solution.
  • Include a Works Cited for your movie and for the Academic Integrity policy, if you did that.

This paper should be six hundred to one thousand words (600-1000).

12/4
Justification essay component of the Proposing a Solution composition due.

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
Hwk:

READ the yellow packet with four articles. HIGHLIGHT 8 quotes. Take notes on the typed side of the pages.

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

12/11-14

Final exams.

Hwk: Enjoy your holiday. Have a great life!

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