MONDAY, APRIL 16 Students met in groups to continue the op-ed analysis activity from Thursday. Groups rated the four op-eds from most to least effective and why. Following that, we read a short editorial about gun carry permitting in Utah and discussed its rhetorical content. On Wednesday, students will read and analyze an op-ed and write a final rhetorical analysis essay to demonstrate their knowledge and skills. A completed annotated bibliography for the common ground essay is due on Friday, April 20.
THURSDAY, APRIL 12 Students presented their analysis of the op-ed (on Utah's DUI law) that they analyzed together in partner groups in class on Tuesday. We will finish quickly on Monday, briefly share the arguments students wrote on the issue (turn in both pieces of writing), and then complete another practice rhetorical analysis to prepare for the assessment of rhetorical analysis skills on Wednesday. Meanwhile, students should be completing research of the issue, reading op-eds and recording a brief referential and rhetorical summary of each op-ed for their annotated bibliography, which is due at the beginning of class on Friday, April 20.
TUESDAY, APRIL 10 I returned Reports of Information to students and reviewed several punctuation and source documentation errors from essays. I also returned the topic proposal for the Common Ground Argument essay, which students should be researching and reading op-eds for this week. The rest of the class period was spent working in partner groups to read and annotate four op-eds (two pro and two con) on the issue of Utah's new .05 BAC legal limit law. Each group is to choose one of the op-eds to summarize (referential content) and analyze for rhetorical content in a short but "meaty" essay (of less than one page). Partners are also to write a short argument for or against the law, drawing on text from the op-eds to support their position. These are due on Thursday, at the beginning of class, and students will present their analysis and arguments to the class.
WEDNESDAY, APRIL 4 The common ground topic proposal and the student sample essay response were due today. After sharing and discussing responses and learning, students moved on to practice rhetorical analysis and writing annotated bibliography entries of op-eds, giving a referential summary and rhetorical summary, with a conclusion about the argument's soundness and effectiveness. We will continue this in-class practice during the next three classes. Meanwhile, students are to be researching for good op-eds arguing for various positions on their topic issue and reading and analyzing each side in order to find a common ground solution to the issue. Record your reading on your annotated bibliography, which is due on April 20.
TUESDAY, MARCH 27 Students compiled their report of information essay process, with a final "professional" draft, and turned in their work for evaluation. Following that, I introduced the common ground argument essay and discussed the genre of argument in which the writer "hosts" a conversation between opposing viewpoints in a search for a solution that will bring all sides together in the ground they have in common. Students spent the last third of the class period reading a student-written sample essay, comparing it to the student's report of information, and analyzing the contents and structure of the common-ground essay. The student's analysis answers are due on return to class on Wed., April 4. Also due that day is a formal topic proposal. If you were absent, be sure to download and read the instructional materials you missed, which are posted on my website.
FRIDAY, MARCH 23 A revised draft was due at the beginning of class for our second peer reviewing. Students worked extensively on essays, and the final "professional" draft is due at the beginning of class on Tuesday, March 27. Bring the entire process: Final, outline, PR 2 draft w/guide, PR 1 draft w/guide.
WEDNESDAY, MARCH 21 Today was Peer Review 1 day, and students worked in partner groups to help each other improve their reports of information, focusing on having a strong informational thesis, college-level topic information, and an organized, clearly worded, and well-developed discussion. I reviewed each essay for possible plagiarism issues and source integration and documentation and discussed problems with individual students. If you were absent, complete the peer review in the library with at least one other ENG 2010 student. Use the guide I left in the library and have Mrs. Matthews sign it. Make revisions after peer reviewing and be bring your original and revised copies to class on Friday.
MONDAY, MARCH 19 Today in class, I returned outlines for the Report of Information and reviewed an informational essay (as opposed to an argument essay), in which no position is taken. The informational report is to deliver . . . well, information, not express opinion. The report should provide readers with all the facts and background they need to understand what the issue is, why it is an issue, and what the controversy is about. The report should make it clear to the reader that the issue is important and needs a solution but doesn't argue for a particular solution.
Before writing the essay, students are to read the student-written sample essay and complete the evaluation sheet (posted on the REPT OF INFO page), and bring this to class on Wednesday. A completed report of information is due at the beginning of class on Wednesday, including a reference page, in-text source documentation, and at least one informational graphic. The essay is to submitted to Turnitin.com and revised as needed BEFORE class.