Finals
Congratulations! You did it-that is, completed the term. Now for final details: Portfolios are due no later than Friday, May 25, 2012, 12 noon.
The Portfolio and Final Essay
The portfolio includes all the WLTC assignments completed. If they were completed in the book, just include the score where appropriate. Freewrites, reading logs, essays--all graded drafts and narratives (completed/revised). The only new essay is The Tempest Tales essay which uses the Toulmin argument model.
Please include an outline with the Toulmin essay. If you'd like to get feedback on the essay prior to submission send it to me and I will read it. Monday, May 21, 2012, when I am on campus all day, is a good day to do this.
Cover page:
Include in the Portfolio Coversheet: Name, Address, Phone and Email, Course Name, Code and Semester
Narratives or Introduction to the Portfolio
Each narrative is about 250 words (you can write more) and they are the introduction to the portfolio.
Narrative or Essay 1
talks about the 18 week course: what you learned about writing and logic and thinking critically that you will carry forth into your lifelong pursuit of learning.
Using the language of argument talk about the nature of critical thinking and what you are now capable of given this academic experience. Reflect on induction and deduction, the different fallacies and the differences between the three types of arguments studied: Aristotelian or Classical, Rogerian, and Toulmin.
Also speak to the culture of the class: group work and peer critiques. How was this helpful with your own writing? I am specifically interested in the Classical argument critique from both perspectives: reader and writer.
You can talk about books and other instruction materials and the instructor.
Essay2
The second narrative also 250 words minimally will talk about your revision process and what specifically you have learned about yourself as a writer that makes you a better writer at the end of the course than you were at the start. Use one-two graded essays as evidence. Also include citations from the essay(s) and a scholarly source like Diana Hacker's Rules for Writers. I also gave students two chapters from the book Writing with a Thesis, by Skwire and Skwire. You can site from these chapters as well. I copied the chapters from the ninth edition of the book. The publisher is Wadsworth. Make sure your MLA is perfect: in-text, works cited and essay formatting such as the heading and the header.
Portfolio Guidelines for Submission and Assembly
This checklist can serve as the table of contents. Put a check next to the items to show inclusion in the portfolio. Use as the second page to the portfolio, after the cover sheet. Number the pages with a header.
Name ______________________________
Date ______________________________
Class including class code and semester ____________________
Address _______________________________________
Phone number __________________________________
Email address__________________________________
ENG 5/ENG 211 Course codes: 21763/21777, Tuesday/Thursday 11:00 AM to 12:15 PM
Class Meetings: January 24-May 17
Location: Room A-202
Final Exam & and Portfolio Due Date: Thursday, May 24, 2012, 8-10 AM (Portfolios due via e-mail by Friday, May 25, 2012, 12 noon. Students can submit the portfolios earlier to coasabirenglish5@gmail.com)
May 21 9 - 12 noon; 1-3 p.m.
Drop-in Portfolio assembly workshop in A-205 _______________
Portfolio Due Date
Portfolios due via e-mail by Friday, May 25, 2012, 12 noon. Students can submit the portfolios earlier electronically. Make sure you receive a receipt for your submission. No paper copies, no exceptions.
Narratives 1 & 2
Writing Logically, Thinking Critically
1. Writing Assignments from WLTC
2. WLTC Assignments (If they were posted on the blog, copy and paste it here. If they are in the book, do not worry about it.)
The Arguments
Rogerian
Yummy related assignments
Writing Assignment 7 & 8
Essay(s)________
Peer Reviews___
Revisions (how many?)_________
Correction Essays_______
Grade________
Related Cyber-Assignments_______
Classical
Michele Alexander Assignments
Essay________
Peer Reviews___
Revisions (how many?)_________
Correction Essays_______
Grade________
Toulmin
The Tempest Tales Assignments
Essay________
Peer Reviews___
Revisions (how many?)_________
Correction Essays_______
Grade________
Freewrites and Cyber-Assignments
Freewrites and Cyber-Assignments not connected to a text or already listed elsewhere in this portfolio. How many? ____________
Grade Justification
What grade do you think you've earned this semester? What evidence supports this conclusion? Use one of the three argument styles appropriate to your audience to prove your point. Use evidence as well. Do not forget the works cited page.
Extra Credit_________
Students can turn in a graded essay from another course if the other teacher doesn’t mind. It has to use research and MLA style documentation, so certain courses are not applicable.
Anything else? _____________________________________________
Teacher research
Can I use your work in presentations and publications? Would you like to be anonymous? If I plan on using your essays or work in a book, I will let you know and share any proceeds.
Yes, I agree.
No, do not use my work.
Grades
Portfolio checklist _____________
Portfolio Essay 1_______________
Portfolio Essay 2_______________
Portfolio Grade_________
Course Grade_________
Thursday, May 17, 2012
Final Presentation Instructions
Today in class we wrote the essay students completed outlines for Tuesday. We spoke a bit about the portfolio which I am posting the checklist for here.
The checklist can serve as a table of contents.
On Monday, May 21, 9-12 and 1-3 in A-205 I will host a portfolio workshop. Bring your work electronically and we can assemble it together.
The portfolio is due electronically by Friday, May 25, 12 noon. Our final is Thursday, 10 AM to 12 noon in A-202. Bring refreshments to share if you like. Students will present their essays. Choose the argument that reflects your best writing.
Post an abstract here by Tuesday, May 22, 2012, 12 noon, if you'd like me to make a copy for you. An abstract is a summary of your key points.
Sample Format of Heading and Body of an Abstract
Title of Project/Presentation*Joe M. Smith**Mentor/Teacher: Wanda Sabir
Abstracts must include sufficient information for reviewers to judge the nature and significance of the topic, the adequacy of the investigative strategy, the nature of the results, and the conclusions. The abstract should summarize the substantive results of the work and not merely list topics to be discussed. An abstract is an outline/brief summary of your paper and your whole project. It should have an intro, body and conclusion. It is a well-developed paragraph, should be exact in wording, and must be understandable to a wide audience. Abstracts should be no more than 250 words, formatted in Microsoft Word, and single-spaced, using size 12 Times New Roman font. It highlights major points of the content and answers why your work is important, what was your purpose, how you went about your project, what you learned, and what you concluded (http://www.sccur.uci.edu/sampleabstracts.html and http://research.berkeley.edu/ucday/abstract.html)
From OWL at Purdue: http://owl.english.purdue.edu/owl/resource/656/1/
The checklist can serve as a table of contents.
On Monday, May 21, 9-12 and 1-3 in A-205 I will host a portfolio workshop. Bring your work electronically and we can assemble it together.
The portfolio is due electronically by Friday, May 25, 12 noon. Our final is Thursday, 10 AM to 12 noon in A-202. Bring refreshments to share if you like. Students will present their essays. Choose the argument that reflects your best writing.
Post an abstract here by Tuesday, May 22, 2012, 12 noon, if you'd like me to make a copy for you. An abstract is a summary of your key points.
Sample Format of Heading and Body of an Abstract
Title of Project/Presentation*Joe M. Smith**Mentor/Teacher: Wanda Sabir
Abstracts must include sufficient information for reviewers to judge the nature and significance of the topic, the adequacy of the investigative strategy, the nature of the results, and the conclusions. The abstract should summarize the substantive results of the work and not merely list topics to be discussed. An abstract is an outline/brief summary of your paper and your whole project. It should have an intro, body and conclusion. It is a well-developed paragraph, should be exact in wording, and must be understandable to a wide audience. Abstracts should be no more than 250 words, formatted in Microsoft Word, and single-spaced, using size 12 Times New Roman font. It highlights major points of the content and answers why your work is important, what was your purpose, how you went about your project, what you learned, and what you concluded (http://www.sccur.uci.edu/sampleabstracts.html and http://research.berkeley.edu/ucday/abstract.html)
From OWL at Purdue: http://owl.english.purdue.edu/owl/resource/656/1/
Tuesday, May 15, 2012
More on Toulmin
Today students worked on an outline. I told students that they could use this outline to write their final essay, using the Toulmin form.
I want to add a bit more to the Toulmin notes:
From Practical Argument: A Text and Anthology, "One of the strengths of the Toulmin model of argument is that it emphasizes that presenting effective arguments involves more than stating ideas as absoluter facts. Unlike the classical model of argument, the Toulmin model encourages writers to make realistic and convincing points by including claims and qualifiers and by addressing opposing arguments in down-to-earth and constructive ways. In a sense, this method of constructing an argument reminds writers that arguments do not exist in a vacuum. they are aimed at real readers who may or may not agree with them.
The Toulmin argument can be organized in the following way:
INTRODUCTION
Introduces the problem
States the claim (and possibly the qualifier)
BODY
Includes a strong concluding statement that reinstates the claim
Possibly states the warrant
Presents the backing that support the claim
Presents the contradictions of rebuttal
Conclusion Included a strong concluding statement that reinforces the claim
I want to add a bit more to the Toulmin notes:
From Practical Argument: A Text and Anthology, "One of the strengths of the Toulmin model of argument is that it emphasizes that presenting effective arguments involves more than stating ideas as absoluter facts. Unlike the classical model of argument, the Toulmin model encourages writers to make realistic and convincing points by including claims and qualifiers and by addressing opposing arguments in down-to-earth and constructive ways. In a sense, this method of constructing an argument reminds writers that arguments do not exist in a vacuum. they are aimed at real readers who may or may not agree with them.
The Toulmin argument can be organized in the following way:
INTRODUCTION
Introduces the problem
States the claim (and possibly the qualifier)
BODY
Includes a strong concluding statement that reinstates the claim
Possibly states the warrant
Presents the backing that support the claim
Presents the contradictions of rebuttal
Conclusion Included a strong concluding statement that reinforces the claim
Cyber-Assignment using Toulmin "Legality vs. Morality"
English 5 Spring 2012 Final Argument Practice
Today we will write a Toulmin argument. Here is the outline. We will practice this together first aloud.
In groups of 2-5 people write a Toulmin-based argument in which you either 1. Defend or challenge the view that what happens to Tempest in heaven is no different than what happens to him in on earth.
Include a preliminary synopsis of your argument. Divided into five sections:
1. Your claim
2. A qualifier
3. Your data subdivided into hard facts and reason-based evidence. Both objective and subjective
4. Your warrant, which renders your data trustworthy
5. Your backing, which enforces and legitimizes the warrant
Outline
1. What issue am I going to investigate?
2. What is my claim?
3. What grounds (data) can I produce that would authenticate my claim [Testimonials from psychologists, convicted juveniles, law enforcement, parents, advocates; statistic, laws]
4. What backing can I give to my warrant?
5. In light of challenging views, how will I need to qualify my claim, if at all
6. What concluding reflections can I give to my argument?
7. Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader’s attentions?
Homework
1. Complete your Toulmin argument and post here.
2. Hypothetical Arguments WLTC (176-199). Read all the poetry and short prose pieces so we can complete the execises in class.
3. Revision Strategies (two handouts to read from the book Writing with a Thesis)
4. Portfolio Checklist
Today we will write a Toulmin argument. Here is the outline. We will practice this together first aloud.
In groups of 2-5 people write a Toulmin-based argument in which you either 1. Defend or challenge the view that what happens to Tempest in heaven is no different than what happens to him in on earth.
Include a preliminary synopsis of your argument. Divided into five sections:
1. Your claim
2. A qualifier
3. Your data subdivided into hard facts and reason-based evidence. Both objective and subjective
4. Your warrant, which renders your data trustworthy
5. Your backing, which enforces and legitimizes the warrant
Outline
1. What issue am I going to investigate?
2. What is my claim?
3. What grounds (data) can I produce that would authenticate my claim [Testimonials from psychologists, convicted juveniles, law enforcement, parents, advocates; statistic, laws]
4. What backing can I give to my warrant?
5. In light of challenging views, how will I need to qualify my claim, if at all
6. What concluding reflections can I give to my argument?
7. Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader’s attentions?
Homework
1. Complete your Toulmin argument and post here.
2. Hypothetical Arguments WLTC (176-199). Read all the poetry and short prose pieces so we can complete the execises in class.
3. Revision Strategies (two handouts to read from the book Writing with a Thesis)
4. Portfolio Checklist
Thursday, May 10, 2012
Cyber-Assignment
1. WLTC Class Logic pp. 168-180 (?)
2. Freewrite: When think about Tempest Landry's and Joshua Angel's lives, how would one define "faitr"?
3. Homework: Read package on toulmin. We will practice this final form next week.
2. Freewrite: When think about Tempest Landry's and Joshua Angel's lives, how would one define "faitr"?
3. Homework: Read package on toulmin. We will practice this final form next week.
Tuesday, May 8, 2012
I sent essays to students who indicated on the sign in sheet that they needed a critique. The critiques which are to take a details look at the Classical Argument per the checklist and or flow chart or outline. All three charts ask the same questions in different ways. Choose the sheet which makes the most sense to you.
Send the essay response to the writer and cc or copy me on it. Get the response to the writer no later than tomorrow late morning.
Send the essay response to the writer and cc or copy me on it. Get the response to the writer no later than tomorrow late morning.
Thursday, May 3, 2012
Freewrite
Answer the questions re: "Mechanic's Logic" (7A WLTC 160-163). Post here. Some students responded as a group.
2. Peer Reviews for Argument 2, Round 2
Reflect on the process as a reader and as a writer. Post here.
3. The Tempest Tales--Lit. Circle. Indentify 10 arguments. State whether they are inductive or deductive.
4. Homework-- Finish The Tempest Tales. Skim again "Class Logic" (168-187)
Answer the questions re: "Mechanic's Logic" (7A WLTC 160-163). Post here. Some students responded as a group.
2. Peer Reviews for Argument 2, Round 2
Reflect on the process as a reader and as a writer. Post here.
3. The Tempest Tales--Lit. Circle. Indentify 10 arguments. State whether they are inductive or deductive.
4. Homework-- Finish The Tempest Tales. Skim again "Class Logic" (168-187)
Tuesday, May 1, 2012
Today we reviewed Deduction and Induction (Chapter 8, WLTC). We completed exercises as a class and in groups. Homework is to skim the chapter and read, Mechanics Logic. The questions will be answered in a freewrite.
We will meet in A-232. It is a larger room on Thursdays (smile).
Homework is to read up to page 54 or so in Mosely's book, Tempest Tales. We will get together and talk about arguments and the text in Literature Circles at the enxt meeting.
Students were given student essays to read, comment and grade. Email me your comments and grade. Put the student's name and the type of essay graded in the subject line: Wanda Sabir's Student Graded Classical Essay Spring 2012 or something like this.
On Thursday, we will read more essays and Tuesday the balance. Students will have an opportunity to address comments in revisions if necessary.
Next week we will start the Toulmin essay. Email me at: coasabirenglish5@gmail.com Quite a few students have not turned in their Classical Arguments. Get them in. If you miss this opportunity to get the essay graded by peers, you might not be able to revise it.
I will also read the essays after looking at peer comments. I also want students to comment on the comments and how that affects your revision or composition strategy heretofore. Comment on the helpfulness of this process.
We will meet in A-232. It is a larger room on Thursdays (smile).
Homework is to read up to page 54 or so in Mosely's book, Tempest Tales. We will get together and talk about arguments and the text in Literature Circles at the enxt meeting.
Students were given student essays to read, comment and grade. Email me your comments and grade. Put the student's name and the type of essay graded in the subject line: Wanda Sabir's Student Graded Classical Essay Spring 2012 or something like this.
On Thursday, we will read more essays and Tuesday the balance. Students will have an opportunity to address comments in revisions if necessary.
Next week we will start the Toulmin essay. Email me at: coasabirenglish5@gmail.com Quite a few students have not turned in their Classical Arguments. Get them in. If you miss this opportunity to get the essay graded by peers, you might not be able to revise it.
I will also read the essays after looking at peer comments. I also want students to comment on the comments and how that affects your revision or composition strategy heretofore. Comment on the helpfulness of this process.
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