Mary Moreno: English 105 e-Portfolio
ReadingJournals
"I have learned"
Unit 1: Lesson 1
Lesson 1
After reading the “Lesson 1 Page” in Unit 1, I have learned the basic components of the class. The page explains the importance of attendance in face-to-face and online class meetings, teacher conferences, and submitting assignments before midnight of the posted deadlines in achieving the best grade in the class. Also, the class is composed of four units divided into lessons. Each lesson includes a formal writing assignment and the deadlines for these assignments are located in the Course Calendar.
Home
After reading the “Home Page” in Unit 1, Lesson 1, I have learned about a hybrid-in-progress course and some background information on the class instructor, Professor Barbara Gill-Mayberry. Also, I have learned that the class meets face-to-face in the MAC lab in Building 5-226 every Tuesday and online on Blackboard every Thursday. Furthermore, the page introduced me to the course management system, called “Blackboard, by stating some of the tools it offers, such as electronic discussion boards, chat rooms, and student presentation features.
Intro to English 105
After reading the “Intro to English 105 Page” in Unit 1, Lesson 1, I have learned the expectations for this course. Also, it informed me of the four major assignments to be completed in this class and the requirements in creating an editing log. Furthermore, the page gave me an idea on the number of hours to be allotted for this course outside of class, which will help me manage my time more effectively. In addition, I received some tips on how to obtain a good grade on the class, such as being organized and avoiding procrastination in any manner.
Syllabus
After reading the “Syllabus Page” in Unit 1, Lesson 1, I have learned the objectives, requirements, expectations, contact methods, and assignment due dates of the course. Moreover, it provided the methods of evaluation as to which we would be assessed and the instructions on how to calculate our course grade. In addition, the link gave me an idea of the extra credit opportunities and provided basic information of the Writing Center, which will be vital in improving my writing in this course.
Class Orientation
After reading the “Class Orientation Page” in Unit 1, Lesson 1, I have learned the details of the course. The link outlined each unit including the deadlines for each assignment and project. Also, I have learned about the requirements in completing the class essays, such as the format and length. This link was critical in my preparation for the course because it listed all the artifacts I would be doing throughout the quarter and gave me an idea of how I should manage my time effectively.
FAQs
After reading the “FAQs Page” in Unit 1, Lesson 1, I have learned the difference of this course, which is a hybrid-in-progress course, from a traditional classroom setting. The page explains the assignments in this class can be completed in Blackboard and in the student’s own convenience, but not after the posted deadlines. In addition, I learned how to address the problems I could possibly encounter throughout the course, the things I have to expect and do on class and online meetings, as well as whether a hybrid-in-progress type of class is suited for me.
First Writing Sample
After reading the “First Writing Sample Page” in Unit 1, lesson 1, I have learned how write a response to a letter of introduction. The first writing sample instructions listed in the page contains the types of information to be included in the response. Some of the required information is my name, student ID number, email address, contact number, and some personal background information. Moreover, the page taught me how to properly construct a subject line by providing the required format.
Student Directed Discussions
After reading the “Student Directed Discussion Page” in Unit 1, Lesson 1, I have learned about the student discussions that we would be conducting online. Student directed discussions are lead by “Student Directors”, which is composed of the first four students who post their questions on Blackboard. Each weekly discussion will be lead by the student directors and students, who are not directors for that week, are responsible for responding to one Student Directed message and one other student’s reply per week for full credit. In addition, the page also explains the role of the student directors and importance of our participation in the discussion. Furthermore, the page taught me how to construct discussion questions by providing sample questions.
Unit 1: Lesson 2
Lesson 2
After reading the “Lesson 2 Page” in Unit 1, I have learned about the reading activities assigned in this lesson, which would prepare me for our formal writing assignments. Reading journals should be done for each chapter of the book assigned readings. The readings develop a student’s writing skill and enable students to earn participation points in the class. Also, the page explains that student discussions begin as soon as the reading activities starts.
Reading
After reading the “Journaling Page” in Lesson 2, Unit 1, I have learned about the “Six Reading Myths”. There are 6 main ideas presented in this article. First, it is not necessary for a rhetor to read every single word of a work. Second, “Good reading is selective reading”. Third, unimportant passages are not essential in reading. Fourth, using machines does not improve reading speed. Fifth, reading too slow does not improve comprehension. Lastly, our brain prevents us from reading fast and not our eyes. Moreover, the page provides the steps that should be followed in skimming for main ideas in order to improve a rhetor’s reading skills.
Journaling
After reading the “Journaling Page” in Lesson 2, Unit 1, I have learned about the Reading Journals, Research Journals, and Personal Journals. Keeping journals of assigned readings improve writing and reading skills. Reading and Research journals should be saved in a word processor file and will be collected periodically throughout the course. In addition, the guide questions were provided in the page in order to create a critical reading journal.
Grading Criteria
After reading the “Grading Criteria Page” in Lesson 2, Unit 1, I have learned about the grading criteria and qualities of an effective expository writing. The qualities of an effective expository writing include the central idea, coherence, support, voice, diction, standard conventions, development, audience, fluency, and proofreading. Also, the differences between different letter grade papers are described in the page. These grading criteria will be used in evaluating the papers that would be submitted in the class.
Everything’s An Argument Chapter 1 – Everything’s Is an Argument
After reading Chapter 1 of Everything’s An Argument in Lesson 2, Unit 1, I have learned everything we see can be considered an argument. Before reading this chapter, I perceived the word “argument” similar to a debate, wherein two opposing sides of an issue is presented and defended by a group of people. The idea of an argument being present in almost everything we see did not even occur in my mind and I did not even try to think of it in that manner. Also, I have learned that pictures can present an argument through the use of graphic examples throughout the chapter. Throughout the chapter, the authors discussed the purposes, occasions, kinds, and audiences of an argument. In my opinion, this chapter presents vital information because it made me think of the statements and pictures I see everyday in a very different and interesting manner.
Everything’s An Argument Chapter 2 – Arguments from the Heart – Pathos
After reading Chapter 2 of Everything’s An Argument in Lesson 2, Unit 1, I have learned the different aspects of an argument that appeals to the audience based on emotions, which can also be called as Pathos. Also, I have learned the various techniques in which different kinds of emotions, such as anger, humor and sympathy, can be used in presenting an argument in a clearer manner and how it could help a speaker create a better connection with the audience. Throughout the chapter, the authors discussed the significance of emotions in sustaining and strengthening an argument. The ideas introduced in this chapter are very useful for me in developing my writing and oral skills.
Everything’s An Argument Chapter 3 – Arguments Based on Character – Ethos
After reading Chapter 3 of Everything’s An Argument in Lesson 2, Unit 1, I have learned the different aspects of an argument that appeals to its audience based on character, which can be also called as Ethos. The chapter introduced me to ideas on how different techniques in establishing a character in a speaker’s argument can invoke certain responses from the audience. Also, the chapter showed me the significance of establishing a character towards the credibility and validity of a certain argument. The ideas presented in this chapter are critical for my improvement in presenting both oral and written arguments.
The Little, Brown Handbook Chapter 8 – Using Key Computer Skills
After reading Chapter 8 of The Little, Brown Handbook in Lesson 2, Unit 1, I have learned the basic computer skills, which are vital in completing this English 105 hybrid-in-progress class. The most important and interesting skill I learned from the chapter is the usage of commentaries a word file, which is essential in revising and improving a work because it can show a commentary on a specific part of a paper. Throughout the chapter, the authors explained how to manage and utilize the tools included in a word processing program. Moreover, the chapter also explains the steps in sending an email as well as the different “netiquettes” to observe while engaging in an online discussion throughout the course.
The Little, Brown Handbook Chapter 9 – Designing Documents
After reading Chapter 9 of The Little, Brown Handbook in Lesson 2, Unit 1, I have learned the proper way of designing documents such as essays and research, flyers, newsletters, and brochures. Throughout the chapter, the authors of the book explained the different formats that a specific document should contain in order to make it more presentable, formal, and comprehensible to its readers. It also shows the types of information included in graphs and tables when presenting statistical data on certain research papers. Furthermore, the chapter provides tips on how to create an effective paper through the usage of different principles and elements of design. Moreover, the information in this chapter is very significant in developing my skills in writing for this course.
The Little, Brown Handbook Chapter 10 – Composing for the Web
After reading Chapter 10 of the The Little, Brown Handbook in Lesson 2, Unit 1, I have learned the various techniques in creating a clear, effective, and presentable document in the web. Throughout the chapter, the authors explain the steps in creating an online paper, using HTML, and creating original sites. The chapter also provides tips in creating a web page or document that is more comprehensible for its readers. Furthermore, the chapter lists some sources for graphics or videos, which could contribute to the overall message and impact my web page or document. Moreover, the information presented in this chapter is significant and helpful because it develops my knowledge, in relation to web documents, which I could utilize in improving my skills in writing throughout this hybrid course.
The Little, Brown Handbook Chapter 11 – Collaborating Online
After reading Chapter 11 of the The Little, Brown Handbook in Lesson 2, Unit 1, I have learned the vital information in collaborating with my peers online. Throughout the chapter, the authors oriented and informed me on how I can improve teamwork and productivity in my group by providing tips in enhancing a group bond, developing procedures, and assessing group dynamics. The chapter also provides tips on using online chats, emails, and web forums in participating on group discussions. Most importantly, the chapter informed me of the various “netiquettes” I need to remember in order to create a harmonious online group environment. Moreover, the information provided in this chapter is very significant and helpful in completing this hybrid course.
Unit 1: Lesson 3
Lesson 3
After reading the “Lesson 3 Page” in Unit 1, I have learned about the activities for this lesson. This lesson is composed of Assignment 1, which is the “Homepage”, which aims to introduce the class to each other. It also includes an online discussion activity that will be posted by the Student Directors for the week. Moreover, there is a mandatory extra credit opportunity for the class, which involves a written response on our experience in the Writing Center.
Assignment 1
After reading the “Assignment 1 Page” in Lesson 3, Unit 1, I have learned about the instructions on the homepage assignment. The assignment was designed for students to be familiarized with Blackboard, communicate with our peers, test our abilities in reading and following instructions and develop our writing skills. This assignment is composed of two parts, which includes an introduction in the eyes of our pet and adding a graphic that represents our personality. An example of this assignment was provided in the page.
Everything’s An Argument Chapter 4 – Arguments Based on Facts and Reason – Logos
After reading Chapter 4 of Everything’s An Argument in Lesson 3, Unit 1, I have learned the different aspects of using facts and reason in an argument, which can also be called Logos. Also, I have learned the different kinds of evidence such as facts, statistics, surveys and polls, testimonials, narratives, and interviews and how each of these evidences can be utilized in supporting an argument. Furthermore, the importance of evidence in an argument is clearly presented in this chapter. The chapter shows how evidences can create stronger and clearer argument and how it invokes a greater impact and credibility from the audience. Throughout this chapter, the authors discussed the significance of providing hard evidences, reason and common sense, and logical structures for argument.
Everything’s An Argument Chapter 5 – Thinking Rhetorically
After reading Chapter 5 of Everything’s An Argument in Lesson 3, Unit 1, I have learned the process of rhetorical thinking. Also, the chapter taught me how to examine the validity and strength of arguments in different genres, such as Ethos, Pathos, and Logos. Throughout the chapter, the authors discussed the steps in conducting a rhetorical analysis, understanding the purpose, speaker, and audience of an argument, and the significance of style and its role in visual and textual arguments. This chapter is very critical in developing my skills in writing because it teaches me how to examine an argument carefully and it also gave me an idea on how to improve the arguments I would present in my future writings.
Everything’s An Argument Chapter 6 – Structuring Arguments
After reading Chapter 6 of Everything’s An Argument in Lesson 3, Unit 1, I have learned the different aspects and characteristics of a well-structured argument. Throughout this chapter, the “Toulmin Argument” was carefully described. It discusses the different parts of an argument such as the claim, warrants, evidence and reasons. Furthermore, there are four major ideas that were implied in this chapter. First, claims should be clearly stated and carefully qualified. Second, claims should be supported by evidence and good arguments. Third, claims and reasons should be based on assumptions readers will likely accept. Lastly, effective arguments respectfully anticipate objections readers might offer. Overall, the information provided in this chapter is greatly significant in creating strong and carefully constructed arguments.
Everything’s An Argument Chapter 7 – Arguments of Fact
After reading Chapter 7 of Everything’s An Argument in Lesson 3, Unit 1, I have learned about factual arguments. The two different purposes of a factual argument are to educate and persuade the audience. Also, factual arguments are strongly based on evidences. The chapter discusses the different characteristics, process of development, and the key features of a factual argument. The chapter also provides tips on how to improve the presentation of evidences, such as statistical data presented through graphs and tables. It explains how considering design and visuals in data presentation can strengthen specific evidences for an argument. Moreover, towards the concluding part of the chapter, the authors provided a guide to writing an argument of fact as well as examples of these kinds of arguments.
Everything’s An Argument Chapter 8 – Arguments of Definition
After reading Chapter 8 of Everything’s An Argument in Lesson 3, Unit 1, I have learned about arguments of definitions. Arguments of definitions have three different kinds. First, a formal definition, which are definitions we find in the dictionaries. Second, an operational definition, which are definitions based on the function served by an object. Lastly, definitions by examples, which are definitions of classes, based its members. Furthermore, the chapter also explains the different steps in developing a definitional argument and its key features.
The Little, Brown Handbook Chapter 1 – Assessing the Writing Situation
After reading Chapter 1 of The Little, Brown Handbook in Lesson 3, Unit 1, I have learned how to analyze a writing situation. There are four steps that writers should follow in writing a successful paper. First, a writer must analyze the writing situation. Second, a writer must develop and plan the paper. Third, a writer must create a draft. Lastly, a writer must revise and edit the work. Furthermore, the process of limiting a subject and selecting an audience, and defining a purpose for writing were discussed throughout the chapter.
The Little, Brown Handbook Chapter 2 – Developing and Shaping Ideas
After reading Chapter 2 of The Little, Brown Handbook in Lesson 3, Unit 1, I have learned about the different techniques in developing a topic in writing. One important part of developing ideas is the ability to think critically, which involves analysis, interpretation, synthesis, and evaluation of a topic. I also learned about the process and techniques in developing a well-structured thesis. Furthermore, the chapter explains the importance of journals, which records the thoughts and observations relating to the topic.
The Little, Brown Handbook Chapter 3 – Drafting and Revising
After reading Chapter 3 of The Little, Brown Handbook in Lesson 3, Unit 1, I have learned about the process of drafting and revising. There are six steps in writing and developing a paper. These steps include writing the first draft, revising the first draft, editing the revised draft, preparing and proofreading the final draft, giving and receiving comments, and preparing a writing portfolio. This process supports one of the main ideas taught in the class, which is “the best writing is re-writing.” Moreover, tips and checklists on how to perform each step in the writing process are provided throughout the chapter.
The Little, Brown Handbook Chapter 4 – Writing and Revising Paragraphs
After reading Chapter 4 of The Little, Brown Handbook in Lesson 3, Unit 1, I have learned how to write and revise paragraphs. A paragraph serves four purposes. These includes introducing the main points supporting the central idea, focusing on one main point in multiple paragraphs, shifting approach, and marking a movement from one point to another. Moreover, a well-structured paragraph includes unity, development, and coherence. Furthermore, the tips and strategies in achieving these paragraph characteristics were provided throughout the chapter.
Unit 2: Lesson 4
Lesson 4
After reading the “Lesson 4 Page” in Unit 2, I have learned about the assignments that should be completed for this lesson. Students should read chapters 5-7 of The Little, Brown Handbook, chapters 18-22 and 27 of Everything’s An Argument, and the Journaling Handout. After reading the assigned materials, student directors should post their questions and respond to their fellow peers in the online Discussion Board. Furthermore, Lesson 4 requires students to share Assignment one by posting their homepage on the discussion board and voting for the best artifact. Moreover, this lesson prepares students for the second assignment for this course, which is the “Ebonics Essay”.
Assignment 2
After reading “Assignment 2: The Ebonics Debate Page” in Lesson 4, Unit 2, I have learned about the “Ebonics Essay”. Assignment 2 requires students to read “Defining Who We Are in Society” by David Troutt and “Suite for Ebony and Phonics” by John Rickford in Everything’s An Argument. In addition, students should also read articles related to the School Board Resolution provided in the links. Then, after completing the reading materials, students should write an essay depending on their stand regarding the issue. Moreover, “Assignment 2” requires students to draft the essay, discuss the draft with a tutor, revise the draft, submit the revised paper at a teacher conference by the given deadline and seek comments for revision of the second draft, and posting the final draft on the e-portfolio. I have learned about the grading criteria for this assignment as well, which was provided in the latter portion of the page.
The Little, Brown Handbook Chapter 5 – Taking a Critical Perspective
After reading Chapter 5 of The Little, Brown Handbook in Lesson 4, Unit 2, I have learned how to think, read, and write critically. Keeping a reading journal, skimming through the article, reading and rereading, summarizing, and creating a response of a material can help developing rhetors improve their skills. First, keeping a journal enables active reading wherein students can get a better understanding of the work. Second, skimming through the article before reading can provide the reader with an idea of the topic to be discussed and would make the reader more informed and engaged in the reading. Third, reading and rereading would help readers fully understand the topic, arguments presented in a work as well as its structure. Fourth, summarizing helps readers understand the content and properly identify the strength and weaknesses of a work. Lastly, creating a critical response helps readers analyze, interpret, synthesize, and evaluate a piece.
The Little, Brown Handbook Chapter 6 – Reading Arguments Critically
After reading Chapter 6 of The Little, Brown Handbook in Lesson 4, Unit 2, I have learned how to critically read arguments. First, a reader must recognize the three main elements of an argument, which are claims, evidence, and assumptions. Second, a reader should be able to test claims by distinguishing the differences between the facts, opinions, beliefs, and assumptions and looking at defined terms. Third, a reader should recognize the different kinds of evidences, such as facts, statistics, examples, expert opinions, and appeals to reader’s belief or needs, and judge the reliability of an evidence based on accuracy, relevance, representativeness, and adequacy. Fourth, a reader should discover assumptions through the claims and evidences presented, and properly evaluate if these assumptions strengthen or weaken an argument. Fifth, a reader must analyze the connotative and denotative language and certain tones utilized by a writer. Sixth, a reader must determine if an argument is reasonable and logical, based on its fairness and sincerity. Lastly, a reader should recognize the fallacies committed by a writer, such as begging the question, non sequitur, red herring, false authority, inappropriate appeals, hasty generalization, sweeping generalization, reductive fallacy, post hoc fallacy, false dilemma, and false analogy.
The Little, Brown Handbook Chapter 7 – Writing an Argument
After reading Chapter 7 of The Little, Brown Handbook in Lesson 4, Unit 2, I have learned how to write an argument. The steps in writing an argument includes finding an arguable subject, conceiving a thesis, analyzing the purpose and audience, using reason and evidence, reaching the readers, organizing, and revising an argument. In using reason in writing an argument, there are two processes of reasoning that can be used, which are inductive and deductive reasoning. In addition, reaching to the readers involves appealing to readers, through rationality, emotions, or ethics, and answering counterarguments. Moreover, I have also learned the different parts of an argument, which includes the introduction, body, response to opposing views, and conclusion.
Everything’s an Argument Chapter 18 – Intellectual Property, Academic Integrity, and Avoiding Plagiarism
After reading Chapter 18 of Everything’s An Argument in Lesson 4, Unit 2, I have learned the proper way of citing sources to avoid plagiarism. Sources, both in textual and graphical form, should be cited properly in order to avoid being accused of plagiarism. Crediting sources benefits writers in three ways. First, it establishes a writer’s Ethos towards the audience. When the readers acknowledge that the writer properly credited his sources, it creates a better impression from the readers, which might also contribute to the strength of an argument. Second, it informs readers that a writer is well informed about specific topic. Citing sources about a specific topic implies that the writer did necessary research before stating his claims, therefore, contributing to the validity of writing. Lastly, it helps a writer to think critically about the presented arguments. When writers cite sources, it prompts them to review certain articles, which would help them improve and strengthen their arguments and critique if they used their sources properly.
Everything’s an Argument Chapter 19 – Evaluating and Using Sources
After reading Chapter 19 of Everything’s An Argument in Lesson 4, Unit 2, I have learned how to evaluate and use, both textual and visual, sources in an argument. Using several sources provides better understanding about a topic. Therefore, being able to evaluate sources is necessary in presenting an argument. In evaluating printed and electronic sources, the factors that should be considered are relevance, credentials of the author, stance of the author, credentials of the publisher or sponsor, source of the publisher or sponsor, currency, level of specialization, audience, length, availability, and omissions. Furthermore, other kinds of sources, such as surveys and research, should be evaluated based on the accuracy and warranty of data, the specifics of data collection, the role of the researcher, and the consent of your sample to use the data they provided. Moreover, signal verbs are used to introduce a source in writing and portray the author or source’s viewpoint. Examples of these signal verbs include, “acknowledges”, “claims”, “emphasizes”, and “suggests.”
Everything’s an Argument Chapter 20 – Documenting Sources
After reading Chapter 20 of Everything’s An Argument in Lesson 4, Unit 2, I have learned the different ways of citing sources in MLA and APA formats. First, an in-text citation in MLA and APA format should be introduced using a signal verb and the author’s name. Second, in citing book or periodical sources, the necessary information for an MLA format is the author’s first and last name, title and subtitle of the book or article, publication information, and medium of publication, while the information required for an APA format are the author’s name, publication data, title, and publication information. Third, in citing electronic sources, the information needed for an MLA format are name of the author, title of the work, document, or posting, information for print publication, information for electronic publication, medium of publication, and date of access, while the information needed for an APA format are the name of the author, date of electronic publication or most recent update, title of the work, document, or posting, publication information, the Digital Object Identifier of the document, and the URL if a DOI is not provided. Lastly, an MLA and APA format requires a Works Cited Page and Reference Page, respectively, at the end of a paper to establish an author’s Ethos and to avoid plagiarism.
Everything’s an Argument Chapter 21 – Who’s the Fairest of Them All?
After reading Chapter 21 of Everything’s An Argument in Lesson 4, Unit 2, I have learned about presenting arguments. Arguments can be presented in textual and visual forms. An example for this is the first and second article of the chapter wherein the argument related to appearance is presented in textual form in the first article and visual form in the second article. I have also learned that arguments can be presented in different textual forms. An example would be the argument related to the effect of media to Fiji women, which can be seen in the newspaper article “The Culture of Thin Bites Fiji” by Ellen Goodman and excerpts from the academic journal “Television, Disordered Eating, and Young Women in Fiji: Negotiating Body Image and Identity During Rapid Social Change” by Anne Becker. In addition, I have learned about the different evidences, such as newspaper ads, television commercials, and graphics, to support various kinds of arguments. Furthermore, I have learned about the use of language and sentence structure in appealing to the audience through the article “When Did Skivvies Get Rated NC-17?” by Guy Trebay.
Everything’s an Argument Chapter 22 – How Does the Media Stereotype You?
After reading Chapter 22 of Everything’s An Argument in Lesson 4, Unit 2, I have learned about presenting and supporting arguments. Arguments can be presented in a written and graphic form, which was illustrated by the opening articles of the chapter, wherein the authors argued about stereotypes. Also, various evidences should support arguments. The news article “Who’s A Looter? In Storm’s Aftermath, Pictures Kick Up a Different Kind of Tempest” by Tania Ralli provides two visual evidences with different captions to portray the existing racism in the media. In addition, in the news article “On Cover’s of Many Magazines, a Full Racial Palette Is Still Rare” by David Carr, provides interviews from various people as an evidence for his argument, related to stereotypes, and as a tool to strengthen the credibility of his work. Moreover, I have learned about different kinds of arguments, such as proposal arguments, satirical arguments, and arguments to convince. Overall, this chapter developed my knowledge in creating strong arguments and utilizing various evidences, such as graphics, interviews, and statistics, to support my claims.
Everything’s an Argument Chapter 27 – What Should “Diversity on Campus” Mean?
After reading Chapter 27 of Everything’s An Argument in Lesson 4, Unit 2, I have learned about arguments and a type of fallacy in writing. Arguments can serve different purposes such as to inform, convince, explore, make decisions and meditate. Examples of arguments to convince are the articles “Making a Visual Argument: Student-Made Diversity Posters” (916-921) and “The Campus crusade for Guys” by Sarah Karnasiewicz, that discusses diversity in universities, and presents evidences and claims in visual and textual forms, respectively. Furthermore, a fallacy in writing that I learned in the chapter is “red-herring”. Red herring is a fallacy, which detrimentally affects the logic of an argument by introducing an irrelevant topic. Moreover, I have learned about the importance of diction, tone, order, and punctuation in presenting an argument. The article “Academic Bill of Rights” by David Horowitz represents a well-structured work by utilizing the styles in writing properly. Overall, this chapter informed me of the different kinds of argument, both in textual and visual form, and fallacies in writing by providing examples, which would help me develop my skills in writing.
Unit 2: Lesson 5
Lesson 5
After reading the “Lesson 5 Page” in Unit 2, I have learned about the assignments that should be completed for this lesson. Students should read the “Grading Criteria Handout”, the “Thesis Statement Handout”, the “Coherence Handout” and the “Outline Handout”. Also, watching the video tutorials is suggested to students in order to provide writing tips and broader sources in completing the Ebonics Essay. Furthermore, students are required to take “Grammar Quiz 1” and complete the online interactive exercise to develop their basic grammar and research writing skills, respectively. Overall, I have learned the main objective of this lesson which is for students to complete “Assignment 2: The Ebonics Essay.”
Interactive Exercises
After reading the “Interactive Exercises Page” in Lesson 5, Unit 2, I have learned about research papers. A research paper is an academic form of writing that involves research, critical thinking, source evaluation, organization, and composition. The two major types of research papers are argumentative research paper and analytical research paper. An argumentative research paper, which functions to persuade, includes an introduction that introduces the topic and informs the audience regarding an author’s stand towards the topic. Furthermore, an analytical research paper, which functions to explore and evaluate, often includes a questions that does not suggest a specific stand regarding a topic. Moreover, I have learned the process in writing a research paper. First, choosing a topic is one of the most important steps in writing because it is where a rhetor narrows a topic and defines a specific purpose for a paper. Also, one of the steps in writing a research paper is identifying the audience. The intended audience for a paper should not be too narrow or too broad. Lastly, writing a research paper involves drafting, revising, editing, and proofreading, which would enhance and strengthen a research paper.
Unit 3: Lesson 6
Lesson 6
After reading the “Lesson 6 Page” in Lesson 6, Unit 3, I have learned about the activities and assignments for this lesson. The objective for Lesson 6 is to develop ideas for Assignment 3, which is the Images, Media, & Privacy Essay. The reading materials for this lesson includes Chapter 9-11 of Everything’s An Argument, pages 263-265 and Chapter 28 of The Little, Brown Handbook, Development and Chat Handout, Noun Appositives Handout, and Assignment 3 Page. In addition, after completing the reading materials, Student Directors should post their question on Blackboard for discussion. Students are required to complete the Noun Appositive exercise as well. Moreover, students should begin the electronic portfolio project after receiving comments for Assignment 2. The page also suggests that students start working on Assignment 3 by completing pre-writing activities.
Assignment # 3
After reading the “Assignment 3 Page” in Lesson 6, Unit 3, I have learned the instructions and guidelines for the Media Essay. The assignment is a formal, academic, persuasive essay based on the reading materials from Everything’s An Argument and other related sources with the theme of Images and the Media. This assignment requires students to choose an appropriate audience, include quotations, arguments and counterarguments, and use a language appropriate for formal writing. In addition, the page lists 12 different topics that could be the focus of the essay. Moreover, this assignment should follow specific guidelines. First, the essay should have a well-structured thesis statement supported with evidences. Second, the paper should demonstrate good quality in terms of content, supporting points, and other writing conventions. Third, this assignment should be 3-6 pages in length written in MLA format.
Noun Appositives
After reading the “Appositive Page” in Lesson 6, Unit 3, I have learned about Appositives. An appositive is a noun or a pronoun placed beside, either before or after, another noun or pronoun to describe it. Furthermore, I have learned how to properly punctuate appositives. A comma should not separate appositives implying essential information while a comma should separate appositives implying nonessential information. Several examples were provided in the page to explain the use of punctuation in an appositive. One of this is “The popular US president John Kennedy was known for his eloquent and inspirational speeches.” In this example, a comma does not separate the appositive “John Kennedy” because it is implies essential information. On the contrary, the example “John Kennedy, the popular US president, was known for his eloquent and inspirational speeches.” uses a comma to separate the appositive because it implies nonessential information on the sentence.
Narrowing A Subject
After reading the “Narrowing A Subject Page” in Lesson 6, Unit 3, I have learned about the pre-writing process. First, a rhetor must identify the purpose and audience of a paper. Second, a rhetor must identify the approach on how to achieve that purpose. Lastly, a rhetor should brainstorm, research, and analyze several topics related to the subject of the paper. Moreover, I have also learned several strategies in writing. These involve exploring the problem, achieving a purpose, producing ideas, appealing to an audience, and developing a stasis. Furthermore, a rhetor should consider classical topics, comparison and contrasts, definitions, relationships, circumstances, and analogies in creating a well-developed stasis.
Electronic Portfolio
After reading the “Electronic Portfolio Page” in Lesson 6, Unit 3, I have learned about the requirements and criteria for the Electronic Portfolio. The online portfolio is designed to introduce, explain, and demonstrate concepts in composition. It would also illustrate the development of each rhetor in the class through the artifacts included in the portfolio. An electronic portfolio should include a heading, links for every assignment, navigation menu, an introduction, and copy of every artifact completed throughout the course. Furthermore, a portfolio should demonstrate unity and coherence in design and content. Moreover, I have learned the criteria for evaluation on this project. In order for a student to obtain the highest possible grade, the portfolio should include all the artifacts necessary, target a specific audience and use examples, follow the proper format, and demonstrate a clear purpose, well-developed content, and creative theme.
Classical Argument Structure
After reading the “Classical Argument Structure” in Lesson 6, Unit 3, I have learned about the parts of a classical argument. The classical argument has five main parts, which are the introduction, narration, confirmation, refutation and concession, and summation. First, the introduction functions to capture the audience’s interest, establish a writer’s Ethos, and present the thesis of the argument. Second, the narration establishes the context of the argument. Third, the confirmation explains the thesis of the argument by providing logical claims and evidences. Fourth, the refutation and concession shows the audience that potential oppositions to the argument were considered. Lastly, the conclusion provides the closure for the argument. Overall, the information provided in this page is vital for developing a rhetor’s writing skill.
Everything’s An Argument Chapter 9 - Evaluations
After reading Chapter 9 of Everything’s An Argument in Lesson 6, Unit 3, I have learned about evaluations. Evaluations can be arguments of everyday life, such as selecting the proper clothes for a rainy day, picking your food, and choosing which song to play, which are assessed under certain standards called criteria of evaluation. However, there are also arguments of evaluations that require more standards and evidences. Moreover, I have learned about epideictic, described as a mode of rhetoric in ancient times that is devoted to compliment or critique, which is still evident in the present. Furthermore, I have learned the two different kinds of argument of evaluation, which are quantitative evaluation and qualitative evaluation. Quantitative evaluations rely on measurable and demonstrable criteria, such as height or speed, while qualitative evaluations rely on criteria that should be explained using words, such as emotions and values. In addition, the chapter also informed me about the process of developing an evaluative argument, which includes formulating criteria, making claims, presenting evidences, and considering design and visuals. Lastly, I have learned the three basic elements in creating an evaluation, which are evaluative claim, criteria, and evidence.
Everything’s An Argument Chapter 10 – Casual Arguments
After reading Chapter 10 of Everything’s An Argument in Lesson 6, Unit 3, I have learned about casual arguments. Casual arguments, which involve a cause and effect, can be categorized in three different types. First, an argument that initially states a cause and then examines its effect. Second, an argument that initially states an effect then leads back to a certain cause. Lastly, an argument that presents a series of causes and effects. Moreover, I have also learned the process of developing a casual argument, which includes formulating a claim, developing the argument by providing reasons, warrants, and evidences; and considering design and visuals. Furthermore, I have learned the important steps a developing rhetor must follow in creating a casual argument. These includes questioning the cause-and-effect relationship carefully, providing evidences to support a claim, assessing connections between causal relationships, explaining casual chains accurately, and considering other possible cause-effect explanations.
Everything’s An Argument Chapter 11 – Proposals
After reading Chapter 11 of Everything’s An Argument in Lesson 6, Unit 3, I have learned about proposals. A proposal argument implies a necessary action to be taken and provides comprehensive reasons for taking such actions. In addition, proposal arguments can be divided into two categories. First, a proposal argument that focuses on practices, such as a proposal for a company to compensate its workers every two weeks. Second, a proposal argument that focuses on policies, such as a proposal for a company to adopt a policy assuring a “living wage” to its workers. Furthermore, an argument of proposal has three characteristics, which include a demand for response or action, focus on the future, and directed on the audience. Moreover, I have learned the process of developing an argument of proposal, which involves defining a need or problem, creating a strong and clear claim, showing that the proposal addresses the need or problem, explaining that the proposal is reasonable, using personal experience, and considering design and visuals. Lastly, I have learned the important features a developing rhetor should include in a proposal, such as a description of a problem, a claim addressing the problem, statements that relates the claim to the problem, and evidences to support the feasibility of the proposal.
The Little, Brown Handbook (page 263-265) – Noun Appositives
After reading page 263-265 of The Little, Brown Handbook in Lesson 6, Unit 3, I have learned about Appositives. Appositives are usually a noun used to rename another noun. The word appositive is derived from a Latin word that means “placed near to” or “applied to”. An example of appositive utilization in a sentence is Washoe, a female chimpanzee, was the first non-human to learn the American Sign Language. In the sample sentence, the phrase “a female chimpanzee” is a noun appositive for the subject. Moreover, I have learned how to punctuate appositives. When an appositive is vital to the meaning of the word it is referring to, the appositive is not separated by a coma in a sentence. On the contrary, when an appositive is not vital to the meaning of the word it refers to in a sentence, it is separated using a coma. In the example above, the appositive was separated by a coma because it is not essential to the meaning of the subject it is referring to.
The Little, Brown Handbook Chapter 28 – The Comma
After reading Chapter 28 of The Little, Brown Handbook in Lesson 6, Unit 3, I have learned about the use of commas. A comma is used to separate different elements in a sentence. Therefore, improper usage of commas can detrimentally affect the clarity of a sentence. The principal uses of a comma are to separate main clauses linked by a coordinating conjunction, introductory and nonessential elements of a sentence, items in a series, and coordinate adjectives. In addition, I have learned other important points on the proper usage of a comma in writing. First, a comma should be used to separate absolute or contradicting phrases. Second, a comma should be used according to convention in dates, addresses, places, and long numbers. Lastly, a comma should be used in quotations, which are often preceded or followed by signal phrases. Moreover, I have also learned the principal misuses of a comma. These include the use of comma after a subject or verb; use of comma to separate words, phrases, or subordinate clauses joined by and, or, or nor; use of comma after a conjunction; use of comma to set off essential elements; use of a comma to set off essential elements in a sentence; use of comma to set off a series; and use of comma to set off an indirect quotation or a single word that is an essential appositive.
Unit 3: Lesson 7
Lesson 7
After reading the “Lesson 7 Page” in Unit 3, I have learned about the activities and assignments for this lesson. The objective for Lesson 7 is to learn how to organize and research effectively. The reading materials for this lesson includes Chapter 44-46 of The Little, Brown Handbook, Chapter 24 of Everything’s An Argument, Adjective Clauses Handout, Credible Sources Handout, Outline Page, and Development Page. In addition, after completing the reading materials, Student Directors should post their question on Blackboard for discussion. Moreover, students should be getting a head start on the electronic portfolio project, which is a vital component of this course. Starting on the e-portfolio project would be beneficial in attaining the best possible grade in English 105.
Outlining
After reading the “Outlining Page” in Lesson 7, Unit 3, I have learned about outlining an essay. Outlining is an important part of writing because it helps a rhetor organize the ideas and evidences. In writing a paper, one must identify the intended audience and purpose, since these would be the basis of the entire writing. An intended audience should be identified in the beginning of the writing process because different audiences require different approaches or methods of persuasion. Moreover, in the outline sample provided on the page, the author demonstrated the main parts of an essay. First, the introduction includes the audience, purpose, and thesis. Second, the three body paragraphs include topic sentences, refutation, evidences, and counterarguments. Lastly, the conclusion incorporates the evidences, thesis, and refutation to establish a strong point and show the audience that the proposed solution is best for society.
Development
After reading the “Development Page” in Lesson 7, Unit 3, I have learned how to develop an argumentative paper. Starting the paper is often the difficulty faced by most writers. In order to overcome writer’s block, one could gather more information on the topic, ask for opinions from other people, and anticipate potential objections to an assertion. Understanding opposing arguments to an argument will establish a stronger and more effective assertion. Moreover, some of the steps in developing the paragraphs in an argumentative writing are stating the main claim in the opening sentence, explaining how the main claim proves the thesis, introducing the counterargument, refuting the counterargument, and explaining why the main claim is more reasonable and logical than the opposing claim.
The Little, Brown Handbook Chapter 44 – Planning a Research Project
After reading Chapter 44 of The Little, Brown Handbook in Lesson 7, Unit 3, I have learned how to plan a research project. Sources in a research can be approached in three different ways. First, sources can be reported, wherein a researcher surveys, organizes, and objectively presents the evidence. Second, sources can be interpreted, wherein a researcher studies a variety of views on a topic in order to arrive at a conclusion. Third, sources can be analyzed, wherein a researcher attempts to answer a problem by using critical thinking on scholarly works. Moreover, I have learned about the steps in conducting a research project. First, a research must plan and organize a research by preparing a schedule and keeping a research journal. Second, a researcher must choose an appropriate subject and pose a research question. Third, a researcher must develop a research strategy by assessing knowledge on a topic, determining necessary information, and evaluating sources. Lastly, a research must create a working bibliography to keep track of the location and kinds of available sources.
The Little, Brown Handbook Chapter 45 – Finding Sources
After reading Chapter 45 of The Little, Brown Handbook in Lesson 7, Unit 3, I have learned how to find sources. Research sources include reference works, general books, periodicals, the World Wide Web and other online sources, pamphlets and government publications, and own sources. First, reference works are helpful for summaries of topics and information for further research, such as encyclopedias, dictionaries, bibliographies, biographies, atlases, gazetteers, almanacs, and yearbooks. Second, general books are literary works, non-fiction surveys, in-depth studies, and other materials available for circulation. Third, periodicals include magazines, journals, and newspaper containing detailed and current information. Fourth, the World Wide Web is a network of computers providing access to libraries, publications, organizations, governments, and individuals. Other online sources include electronic mails, web forums, and newsgroups. Fifth, pamphlets and government publications contain information, such as practical advice, raw data, and reports. Lastly, a researcher can generate own sources, such as interviews and surveys.
The Little, Brown Handbook Chapter 46 – Working with Sources
After reading Chapter 46 of The Little, Brown Handbook in Lesson 7, Unit 3, I have learned about research sources. Utilizing sources involves evaluation, synthesis, interaction, and integration. First, evaluating sources requires a researcher to gain an overview on the source and judge its relevance and reliability. Second, synthesizing sources requires a researcher to respond, connect, analyze, and utilize the sources. Third, interacting with sources requires a researcher to skim, read, gather, and organize sources. Lastly, integrating sources requires a researcher to incorporate the evidences into the research by introducing the source, interpreting the source, and following discipline styles for integrating the sources. Moreover, the utilization of sources involves summarizing, paraphrasing, and quoting. Primarily, summarizing is condensing and extensive idea or argument. Furthermore, paraphrasing is restating an idea in one’s own words. Finally, quoting is utilizing a specific part of a source and providing it with proper citations.
Everything’s An Argument Chapter 24 – What’s it Like to Be Bilingual in the United States?
After reading Chapter 24 of Everything’s An Argument in Lesson 7, Unit 3, I have learned about the importance of being able to understand and speak in different languages. Bilingualism posed an argument since before the country existed. In addition, the increasing number of bilingual individuals in the United States contributes to the importance of the issue. In the article “The Gift of Language” written by Lan Cao, the writer narrates her experiences of adapting to a new environment with a different language and culture. One striking quotation in Cao’s article states, “It was, in many ways, a lesson in what was required to sustain a new identity: it all had to do with being able to adopt a different posture, to reach deep enough into the folds of the earth to relocate one’s roots and bend one’s body in a new direction, pretending at the same time that the world was the same now as it had been the day before” (769). The excerpts provided in this chapter are all vital in understanding the issue on Bilingualism in the United States.
Adjective Clause
After reading the “Adjective Clause Page” in Lesson 7, Unit 3, I have learned about relative pronouns and relative clauses. Relative pronouns connect a clause or phrase to a noun or pronoun. The most commonly used relative pronouns are whom, whoever, whose, and that. Furthermore, relative pronouns introduce relative clauses, a type of dependent clause. Relative clauses can be classified into two types, which are restrictive and non-restrictive. Restrictive relative clauses provide essential information regarding the antecedent in the main clause. An example would be “This is the house that Jenny bought.” In this example, the relative clause offers important information about the antecedent, therefore it is considered restrictive. Moreover, non-restrictive relative clauses do not provide essential information regarding the antecedent in the main clause. An example would be “The house, which Jenny bought, accommodated ten people.” In this example, the relative clause does not offer important information about the antecedent, therefore it is considered non-restrictive.
Credible Sources
After reading the “Credible Sources Page” in Lesson 7, Unit 3, I have learned about research evidence. There are two types of evidences, which are first-hand and second-hand evidences. First-hand evidences include sources generated by the researcher, such as interviews, surveys, experiments, or personal experiences. On the other hand, second-hand evidences include sources that are not generated by the researcher, such as books, reference works, periodicals, and websites. Furthermore, evidences utilized in a research must be reliable, accurate, and trustworthy. Credible evidence possesses various characteristics. First, credible evidence are written by authors respected in their field of study. Second, the date of publication of credible evidences should agree on the topic being discussed. For example, a recent topic, such as gun control, requires recent sources. Third, credible evidence does not limit the coverage of a topic to one side of a debate. Fourth, credible evidence are valued by the intended audience. Lastly, credible evidence comes from valid and reputable sources.
Unit 3: Lesson 8
Lesson 8
After reading the “Lesson 8 Page” in Unit 3, I have learned about the activities and assignments for this lesson. The objective for Lesson 8 is to complete a peer review for Assignment 3-The Media Essay. The reading materials for this lesson include Chapter 12, 13, and 23 of Everything’s An Argument, Common Sentence Level Errors Page, Recognizing Comma Splices Page, and Using Grammar Checker to Spot Comma Problems Page. In addition, after completing the reading materials, Student Directors should post their question on Blackboard for discussion. Moreover, students should post their drafts for Assignment 3 to receive suggestions from their peers. Students must provide constructive and detailed responses, which are vital in improving and revising the artifacts. Furthermore, students should be aware that they would only earn credit for responses posted to a peer, who does not yet have two editing suggestions, to ensure that all students receive feedback.
Everything’s An Argument Chapter 12 – Style in Arguments
After reading Chapter 12 of Everything’s An Argument in Lesson 8, Unit 3, I have learned about styles in arguments. Vocabulary utilized in an argument is vital in creating style. The choice of words should complement the tone the writer wants to establish as well as the purpose and topic of the argument. As an example, utilizing a formal language is necessary for most academic arguments. In addition, choices about sentence structure play an important part in establishing the style of an argument. These include varying sentence lengths and effectively starting sentences in an argument. Furthermore, punctuations also affect an arguments style because it is a key factor in developing rhythm in an argument. Moreover, utilizing figurative language contributes to the style of an argument. Figurative language or figures of speech refer to language that differs from the ordinary. These are language that calls up, or “figures”, something else. Figures of language aids the audience in understanding the argument by associating something unknown to something known and creates a lasting impact to the readers. Some examples of the figures of speech are the tropes of simile, metaphor, and analogy.
Everything’s An Argument Chapter 13 – Humor in Arguments
After reading Chapter 13 of Everything’s An Argument in Lesson 8, Unit 3, I have learned about humor in arguments. Utilizing humor in arguments is risky. In order to use humor in arguments, one must understand the eccentricities of human nature because humor often works effectively when it deals with ordinary life and day-to-day events, as well as controversies in the worlds of politics and entertainment. In addition, humor involves subtle strategies of exaggeration, amplification, repetition, understatement, and irony. Writers and speakers utilize humor because it can improve various kinds of arguments by giving heightened presence to logical, emotional, and ethical appeals. Occasionally, humor determines the structure of arguments, such as when a rhetor decides to construct an argumentative point by writing a parody or satire. Moreover, humor plays a vital role in arguments of character because it establishes a better connection between a speaker and the audience.
Everything’s An Argument Chapter 23 – Is Sports Just a Proxy for Politics?
After reading Chapter 23 of Everything’s An Argument in Lesson 8, Unit 3, I have learned about the connection between sports and politics. Throughout the chapter, the authors argue that sports is necessarily connected with bigger political issues. One of the dominant issues discussed in the chapter is the federal policy enacted in 1972 known as Title IX that states, “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.” In one of the articles in the chapter entitled “Time’s Up for Title IX Sports”, Jessica Garvora states, “The issue under Title IX isn’t the fair and equal division of resources between men and women: it’s an attempt to dictate how men and women should behave… The battle for “gender equity” is not a battle for resources; if it were, women’s groups would have the declared victory some time ago. The struggle is about power and ideals” (682). Garvora’s statement evidently demonstrates the central argument presented throughout the chapter, which is the connection between sports and the political issue of gender equality.
Common Sentence Level Errors
After reading the “Common Sentence Level Errors Page” in Lesson 8, Unit 3, I have learned about proofreading. Proofreading is primarily about searching for errors in writing, both grammatical and typographical, before presenting your artifact to an audience. Common errors are spelling, left-out and doubled words, fragment sentences, run-on sentences, comma splices, subject-verb agreement, mixed construction, parallelism, pronoun reference, and apostrophes. Some of the steps in properly proofreading a paper include reading a paper loudly, examining paragraphs, and tracking frequent errors. Moreover, the page provided tips in improving cohesion in a work, such as beginning sentences with short phrases that communicate information or build on reader’s knowledge and keeping topics short and reasonably consistent. Furthermore, the page also provided the steps for revising a paper, which include finding the main point, identifying the readers and purpose, evaluating evidence, saving the important pieces, tightening and cleaning up language, and eliminating mistakes in grammar and usage. The information provided throughout the page helps students understand the vitality of the class’ principle, which is “the best writing is re-writing.”
Recognizing Comma Splices
After reading the “Recognizing Comma Splices Page” in Lesson 8, Unit 3, I have learned the difference between a comma splice and a fused sentence. Comma splice is an error in writing wherein two main clauses are joined by a comma. For example, “My family bakes together nearly every night, we then get to enjoy everything we make together.” This sentence contains a comma splice because a comma joins two main clauses. The proper way of punctuating this sentence is “My family bakes together nearly every night, and we then get to enjoy everything we make together.” In this example, the comma splice is corrected by adding a coordinating conjunction after the comma. Moreover, a fused sentence is an error in writing wherein two main clauses are joined without any punctuation. For example, “It was close to fall the trees were losing their leaves.” This sentence demonstrates a fused sentence because two main clauses are merged into one sentence. The proper way of punctuating this sentence is “It was close to fall, so the trees were beginning to lose their leaves.” In this example, the fused sentence is corrected by linking the clauses with a comma and a coordinating conjunction.
Using Grammar Checker to Spot Comma Problems
After reading the “Using Grammar Checker to Spot Comma Problems Page” in Lesson 8, Unit 3, I have learned about the rules in comma utilization. The comma is a valuable and useful punctuation device because it separates the structural elements of sentences into segments. Commas are used in various ways in writing. First, commas are used in separating independent clauses when they are joined by coordinating conjunctions. Second, commas are used after introductory clauses, phrases, or words that come before the main clause. Third, commas are used in the middle of a sentence to set off clauses, phrases, and words that are nonessential to the meaning of the sentence. Fourth, commas are used to separate three or more words, phrases, or clauses written in a series. Fifth, commas are used near the end of a sentence to separate contrasted coordinate elements or to indicate a distinct pause or shift. Sixth, commas are used to set off phrases at the end of the sentence that refer back to the beginning or middle of the sentence. Seventh, commas are used to set off geographical names, items in dates, addresses, and titles in names. Eight, commas are used to shift between the main claim and quotation. Lastly, commas are used when necessary to prevent confusion or misreading.
Unit 3: Lesson 9
Lesson 9
After reading the “Lesson 9 Page” in Unit 3, I have learned about the activities and assignments for this lesson. The objective for Lesson 9 is to learn how to utilize paraphrasing and direct quotations in conjunction with MLA format. The reading materials for this lesson includes Chapter 47-50 and pages 260-263 of The Little, Brown Handbook, Chapter 25 of Everything’s An Argument, Common MLA Citation Page, Examples of Parenthetical Page, MLA’s 15 Steps to Writing an Online Citation Page, Examples of MLA In-Text Citations and Works Cited Entries Page, MLA Exercise, Paraphrase Assignment, and Sandwiching Quotations, Paraphrases, and Summaries Lecture. In addition, after completing the reading materials, Student Directors should post their question on Blackboard for discussion. Moreover, students should complete the interactive exercise and MLA quiz, which are vital components of the course.
The Little, Brown Handbook Chapter 47 – Avoiding Plagiarism and Documenting Sources
After reading Chapter 47 of The Little, Brown Handbook in Lesson 9, Unit 3, I have learned about plagiarism. Plagiarism is the presentation of someone else’s ideas or words as your own. The two main types of plagiarism are deliberate and accidental. Deliberate plagiarism can be demonstrated in three forms. These includes copying or downloading a phrase, a sentence, or a longer passage from a source and submitting it as your own by omitting citations and quotation marks, summarizing or paraphrasing someone else’s ideas without acknowledging the source in a citation, and handing in a work as your own which are either brought, copied, had a friend write, or accepted from another student. Moreover, accidental plagiarism can also be demonstrated in three forms. These include forgetting to place quotation marks around another writer’s words, carelessly omitting a source citation or paraphrase, and unknowingly omitting a source citation for another’s idea (680). In order to avoid plagiarism, a rhetor should document the sources utilized. Throughout the chapter, the authors provided tips and guidelines to avoid plagiarism in writing, which is vital not only in this course but also in a student’s career.
The Little, Brown Handbook Chapter 48 – Writing the Paper
After reading Chapter 48 of The Little, Brown Handbook in Lesson 9, Unit 3, I have learned how to write a research paper. The steps in writing include several steps. First, one must develop a thesis statement. In any artifact, the thesis statement is one of the most vital components in writing because it presents the central idea and perspective a writer intends to assert throughout a work. Second, one must create a structure. Structure is the manner of presenting ideas in a sensible and persuasive sequence that supports ideas at each level with sufficient evidence. Third, one must create a draft. Some of the tips in creating a draft include writing a summary of what the paper would discuss, starting with the section of a paper a writer feels most confident about, working on one principle idea at a time, centralizing each idea on a writer’s idea, integrating sources with the claims, and creating citations (695). Fourth, one must revise and edit the original draft in order to improve and strengthen a written work. Lastly, one must prepare and proofread the final draft to ensure that it follows the instructor’s dictated rubric and free of errors.
The Little, Brown Handbook Chapter 49 – Using MLA and Documentation Format
After reading Chapter 49 of The Little, Brown Handbook in Lesson 9, Unit 3, I have learned about MLA in-text citations and format. The Modern Language Association (MLA) documentation style demonstrates brief parenthetical citations within the text that lead readers to a list of works cited at the end of the text. An example of an MLA in-text citation would be (Baldwin 1), which is the author’s last name and the page number enclosed in a parentheses. Throughout the chapter, I have learned how to properly cite various types of sources, such as works with authors, two or more authors, multivolume work, an entire work with no page, and numbered paragraphs or screens instead of pages. Knowledge on properly citing sources is vital for a writer because it establishes Ethos. Citing sources properly demonstrates a writer’s authority and credibility to the audience by showing that the writer knows how to acknowledge and credit the sources utilized throughout a work.
The Little, Brown Handbook Chapter 50 – Two Research Papers in MLA Style
After reading Chapter 50 of The Little, Brown Handbook in Lesson 9, Unit 3, I have learned how to write a research paper following the MLA style format. Throughout the chapter, the authors presented two research papers from Edward Begay and Vanessa Haley in order to demonstrate the proper Modern Language Association (MLA) format in two different ways. First, Edward Begay’s work includes a title page, outline, the actual paper, notes, and works cited. The title page of a research paper contains the title, name of the writer, name of instructor, course, and date. On the other hand, Vanessa Haley’s work includes the actual paper with the works cited page at the end, which demonstrates the format utilized in the writings in this course. When the title page is omitted, the first page of a paper should contain the name of the writer, name of instructor, course, and date, respectively.
The Little, Brown Handbook pages 260-263 – Subordinate Clauses
After reading pages 260-263 of The Little, Brown Handbook in Lesson 9, Unit 3, I have learned about subordinate clauses. Subordinate clauses functions in three ways – adjectives, adverbs, and nouns. First, adjective clauses modify nouns and pronouns. They usually begin with relative pronouns, such as who, whom, which, or that. An example would be “Parents who are illiterate often have bad memories of school.” Second, adverb clauses modify verbs, adjectives, other adverbs, and whole groups of words. They usually tell how, why, when, where, under what conditions, or with what result and begin with subordinating conjunctions. An example would be “The school began teaching parents when adult illiteracy gained national attention.” Lastly, noun clauses functions as subjects, objects, and complements in sentences. They begin with that, what, whatever, who, whom, whoever, etc. Unlike the other types of subordinating clauses, noun clauses replace a noun within a clause. An example would be “Few parents were anxious about what their children would think.” Moreover, elliptical clauses are subordinate clauses that are grammatically incomplete but imply a clear meaning. An example would be “Skepticism and fear were among the feelings [that] the parents voiced.” (260-261)
Everything’s An Argument Chapter 25 – What Does Your Language Say about Your Identity?
After reading Chapter 25 of Everything’s An Argument in Lesson 9, Unit 3, I have learned the connection between language and identity. Language is not a tool for communication but also a symbol that creates an individual’s identity. The use of language determines an individual’s true self or how he wishes to be perceived. One of the most striking quotation throughout the chapter can be found in the article “Defining Who We Are in Society” by David Trout, which states, “Perhaps nothing defines us more than our linguistic skills; nothing determines as much about where we can and cannot go. How we talk may be the first – and last – clue about our intelligence and whether we’re trusted or feared, heard or ignored, admitted or excluded” (818). Trout’s statement evidently represents the central argument presented throughout the chapter, which is the connection between language and identity. In the Ebonics Argumentative Essay requirement in this course, students are able to gain sufficient knowledge on the importance of language in society and on every individual’s life.
Examples of MLA in-text citations and works-cited entries and sample student papers documented in MLA style
After reading the “Examples of MLA in-text citations and works-cited entries and sample student papers documented in MLA style Page” in Lesson 8, Unit 3, I have learned about MLA in-text citations. In Modern Language Association (MLA) style, referring to the works of others in writing is achieved by a parenthetical citation. Creating a parenthetical citation involves placing relevant source information in parentheses after a quotation or a paraphrase. The source information required in a parenthetical citation depends upon the source medium and the source’s entry on the Works Cited page. In addition, source information provided in the work must agree with the source information on the Works Cited page at the end of a paper. More specifically, the signal word or phrase provided to the audience in the text must be the first thing to appear on the left-hand margin of the corresponding entry in the Works Cited List.
Interactive Exercises
After reading the “Interactive Exercises Page” in Lesson 8, Unit 3, I have learned about parallel structure. Parallel structure is the utilization of similar word patterns to show that two or more ideas have the same level of significance. This can happen at the word, phrase, or clause level. Primarily, parallel structure can be achieved at the word level. The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or." Some of the methods that writers can utilize to achieve parallel structure are the –ing words and infinitive phrases. For example, “Mary likes hiking, swimming, and riding a bicycle” and “Mary likes to hike, swim, and ride a bicycle.” Furthermore, parallel structure can be achieved at the clause level. A parallel structure that begins with clauses must keep on with clauses. For example, “The coach told the players that they should get a lot of sleep, eat a small portion of food, and do some warm-up exercises before the game.” Changing to another pattern or changing the voice of the verb will detrimentally affect the parallelism.
Unit 3: Lesson 10
Lesson 10
After reading the “Lesson 10 Page” in Unit 3, I have learned about the activities and assignments for this lesson. The objective for Lesson 10 is to complete Assignment 3 – Images, Media, and Privacy Essay. The reading materials for this lesson include Chapter 14, 15, and 26 of Everything’s An Argument. In addition, after completing the reading materials, Student Directors should post their question on Blackboard for discussion. Moreover, students should take Grammar Quiz II to hone their grammar skills, specifically for verbs, pronouns, adjectives and adverbs. In addition, students should be aware that Grammar Quizzes are based on the highest grade, while other quizzes are based on your average scores and all quizzes may be re-taken.
Everything’s An Argument Chapter 14 – Visual Arguments
After reading Chapter 14 of Everything’s An Argument in Lesson 10, Unit 3, I have learned about visual arguments. Arguments are not only presented textually but also visually through the use of images and graphics. Images are utilized to create an argument. For example, a photograph can portray a situation in reality. However, the point of view expressed in a photograph is dependent on the photographer. The most common usage of visual arguments is during political campaigns. In the chapter, the authors identified ways in which individuals can analyze visual arguments. Some of the factors to be considered, when analyzing a visual argument, are medium, intended audience, content and purpose, and design. Moreover, visual arguments can appeal to the audience using the three ways identified by Aristotle, which are Ethos or ethical appeal, Pathos or emotional appeal, and Logos or logical appeal.
Everything’s An Argument Chapter 15 – Presenting Arguments
After reading Chapter 15 of Everything’s An Argument in Lesson 10, Unit 3, I have learned how to present arguments to an audience. Although arguments can be presented in oral, most arguments made in college are presented in print because it is an efficient way to convey abstract ideas or to provide complicated chains of reasoning. Moreover, some of the key elements to be considered when making a formal presentation are purpose, audience, and structure. When determining the purpose of a presentation, one must identify whether he intends to inform, convince or persuade, explore, or make a decision. Also, when determining the audience of a presentation, one must carefully analyze what the audience knows regarding a topic and what opinions they are likely to hold. Lastly, when determining structure, one must take special care to plan an introduction that catches the audience’s attention and a conclusion that makes an argument memorable.
Everything’s An Argument Chapter 26 – What Role Should Religion Play in Public Life?
After reading Chapter 26 of Everything’s An Argument in Lesson 10, Unit 3, I have learned the connection between Religion and an individual’s life. One distinctive feature of the United States from other countries is the complex relationship of faith with religious beliefs of the public. Throughout the chapter, the arguments presented are centralized on the idea on matters of faith and religious belief and their expression in the public arena. One striking quote in the chapter can be found in the article “God’s Justice and Ours” by Antonin Scalia, which states, “The death penalty is undoubtedly wrong unless one accords to the state a scope of moral action that goes beyond what is permitted to the individual. In my view, the major impetus behind modern aversion to the death penalty is the equation of private morality with governmental morality” (889). Scalia’s statement presents the main argument presented in the chapter, which is the connection between religion and public life, using the controversial topic of death penalty.
Unit 4: Lesson 11
Lesson 11
After reading the “Lesson 11 Page” in Unit 4, I have learned about the activities and assignments for this lesson. The objective for Lesson 11 is to learn how to organize and evaluate research materials effectively. The reading materials for this lesson include Chapter 16 and 28 of Everything’s An Argument, and Assignment 4 Page. In addition, after completing the reading materials, Student Directors should post their question on Blackboard for discussion. Moreover, students should read the introduction to the research unit on the class website, to develop ideas for their Argumentative Research Paper, and gather and evaluate sources from the library database.
Assignment # 4
After reading the “Assignment 4 Page” in Lesson 11, Unit 4, I have learned the instructions and guidelines for the Argumentative Research Paper. The assignment is a formal, academic, argumentative research essay based on the reading materials from Everything’s An Argument and other related sources. This assignment requires students to choose an appropriate audience, include quotations, arguments and counterarguments, and use a language appropriate for formal writing. In addition, the page provides students with various options for their essay topics by listing 11 different prompts. Moreover, this assignment should follow specific guidelines. First, the essay should have a well-structured thesis statement supported with evidences. Second, the paper should demonstrate good quality in terms of content, supporting points, and other writing conventions. Lastly, the writing should have a clear and creative title to grab the readers’ attention.
Everything’s An Argument Chapter 16 – What Counts as Evidence
After reading Chapter 16 of Everything’s An Argument in Lesson 11, Unit 4, I have learned about evidence. Evidence are used by writers in order to construct and support a claim. The quality of evidence is based on the manner they are collected, the person who collected the evidence, and their purpose. The two types of evidence are firsthand and secondhand evidence. Primarily, firsthand evidence are personally collected and examined data from a researcher’s own investigation and survey. This type of evidence include observations, interviews, surveys, questionnaires, experiments, and personal experiences. On the other hand, secondhand evidence comes from outside sources, such as books, articles, films, and online database. This type of evidence include library sources and online sources. Moreover, in order to utilize the evidence effectively, a writer should consider the audience, collect sufficient amount of evidence, and arrange the evidence logically in the paper. First, a writer must consider the audience because the evidence should fit the intended audience in order to establish a strong argument. Second, a writer must collect sufficient amount of evidence because this would strengthen the argument and establish better Ethos for the writer. Third, evidence should be appropriately arranged to ensure balance and attain better structure in writing an argument.
Everything’s An Argument Chapter 28 – What Do They Love Us? Why Do They Hate Us?
After reading Chapter 28 of Everything’s An Argument in Lesson 11, Unit 4, I have learned some of the various reasons America is respected and criticized globally. Throughout the chapter, the authors argued America is respected globally as evidently shown by various kinds of American music, movies, and television series acknowledged around the world. On the other hand, the authors also explained how America is despised by utilizing the September 11, 2001 terrorist attack and the illustration in the article “America: Not Their First Choice” by Hannah Fairfield (983). One of the most striking quotations throughout the chapter can be found in the article “Revolution Is U.S.”, written by Thomas L. Friedman, an award-winning author, stating, “Being the world’s sole superpower doesn’t guarantee that America will get it’s way everywhere, but it does guarantee that America will be criticized everywhere ... Gary Payton is … a great player, but he’s not Michael Jordan and he makes up for some of his shortage in skills by talking trash to his opponents, particularly to Michael Jordan … To my mind, France and Russia today are the Gary Paytons of geopolictics – the biggest trash talkers in the world, always trying to make up for their weaknesses by giving everybody a lot of lip …” (1036). Friedman’s statement demonstrates one of the reasons America is criticized by other countries by creating an analogy related to Gary Payton and Michael Jordan, players of the National Basketball Association (NBA).
Unit 4: Lesson 12
Lesson 12
After reading the “Lesson 12 Page” in Unit 4, I have learned about the activities and assignments for this lesson. The objective for Lesson 12 is to learn how to improve sentence structure. The reading materials for this lesson includes Chapter 17 of Everything’s An Argument, pages 253-257 (Verbal Phrases) of The Little, Brown Handbook, and the Practice Punctuation Page. In addition, after completing the reading materials, Student Directors should post their question on Blackboard for discussion. Furthermore, students should complete the interactive exercise and take Grammar Quiz 3 to develop their skills, particularly for sentence structure, sentence punctuation, and clarity. Moreover, students are required to upload the original draft for assignment two and three to their electronic portfolio.
Practice Punctuation Page
After reading the “Practice Punctuation Page” in Lesson 12, Unit 4, I have learned about apostrophes. The apostrophe has three main uses. First, an apostrophe is used to form possessive nouns. For example, an apostrophe followed by the letter s is added to a singular form of the word, such as in the phrase “James’s car”, to form a possessive noun. Second, an apostrophe is used to show omission of letters. For example, “shouldn’t” is a contraction for the phrase “should not”. Lastly, an apostrophe is used to indicate plurals of lowercase letters. For example, writing “the 1960s” as “the ‘60s”. Moreover, apostrophes should not be utilized with possessive pronouns, such as his, her, its, my, yours, and ours, because their already indicate possession. Furthermore, the page provided tips for proofreading apostrophes, which include checking words ending with –s or –es and checking every apostrophe utilized in writing and evaluating whether it follows the rule for using apostrophes.
Everything’s An Argument Chapter 17 – Fallacies of Argument
After reading Chapter 17 of Everything’s An Argument in Lesson 12, Unit 4, I have learned about the fallacies in writing. Fallacies, sometimes referred as flashpoints or hotspots, are arguments with faulty nature or structure. There are three classifications of fallacies, which are flashpoints of emotional argument, ethical argument, and logical argument. First, flashpoints of emotional argument involve a writing technique wherein the writer frequently appeals to the audience’s emotions rather than with accurate evidence. An example would be the statement regarding the issue of same-sex marriage by Dahlia Lithwick provided in page 497-498 of the book. Fallacies of emotional arguments include scare tactics, either-or choices, slippery slope, sentimental appeals, and bandwagon appeals. Second, flashpoints of ethical argument involve a writing technique wherein the writer’s and authority credibility is questionable. Fallacies of ethical arguments include appeals to false authority, dogmatism, moral equivalence, and ad hominem arguments. An example would be the statement from Christopher Hitchens attacking Henry Kissinger provided in page 505 of the book. Third, flashpoints of logical argument involve invalid, insufficient, or disconnected evidence, claims, or warrants. Fallacies of logical arguments include hasty generalization, faulty causality, begging the question, equivocation, non sequitur, the straw man, and faulty analogy. An example would be the statement “Because my Honda broke down, all Hondas must be junk” (505-506).
The Little, Brown Handbook page 253-257 – Verbal Phrases
After reading page 253-257 of The Little, Brown Handbook in Lesson 12, Unit 4, I have learned about verbal phrases. Verbal is a special verb form that can function as a noun or modifier. An example would be the word swimming in the sentence, “Swimming is a popular sport.” In this sentence, swimming is a verb functioning as a noun. Furthermore, a verbal cannot stand alone in a sentence without a helping verb. For example, “The child swimming” is a fragment because the verbal cannot stand alone as the predicate of the sentence. On the other hand, “The child was swimming” is a sentence because a helping verb and a verbal functions as the predicate of the sentence. Hence, verbals are considered nonfinite verbs because they cannot serve independently as a sentence predicate. Moreover, there are three kinds of verbal which are participles, gerunds, and infinitives. First, participles are verbs functioning as an adjective to modify nouns and pronouns. An example would be “Swimming pools are crowded,” where the verb “swimming” functions as an adjective to modify the noun “pool.” Second, gerunds are verbs in the –ing form functioning as nouns. An example would be “Many children learn to love swimming,” where the verb “swimming” functions as a noun and the object of the verb “love.” Lastly, infinitives are the to form of verbs functioning as adjectives, nouns, or adverbs. An example would be “A solution for stress is to swim,” where the verbal preceded by the word “to” functions as a noun.
Unit 4: Lesson 13
Lesson 13
After reading the “Lesson 13 Page” in Unit 4, I have learned about the activities and assignments for this lesson. The objective for Lesson 13 is to learn how to complete the Works Cited Page for the Argumentative Research Paper and work on mastering MLA format. Students should post their drafts for Assignment 4 Works Cited Page and seek revision suggestions. In addition, they should also identify the citation type for their sources in order to inform their peers during the online discussion. Moreover, students should review the instructor’s comments on Assignment 3, revise their essay, and continue working on their electronic portfolio. Sample videos are provided in the course website to assist students in completing the electronic portfolio.
Unit 4: Lesson 14
Lesson 14
After reading the “Lesson 14 Page” in Unit 4, I have learned about the activities and assignments for this lesson. The objective for Lesson 14 is to learn how to complete the peer review for Assignment 4 – The Argumentative Research Paper. Students should have complete steps 1 and 2 of the peer review assignment, post their drafts of the completed research paper on the online Discussion Board, and seek for revision suggestions. After posting the drafts, students should complete step 3 of the Peer Review Assignment, which is peer editing other students’ artifacts. In order to receive full credit, it is necessary to provide constructive and detailed response on at least two posts from other students. Moreover, students should complete the interactive exercise to improve their sentence skills, which is beneficial in revising the essay assignments in this class. Finally, students should prepare for final presentations and complete all artifacts for the class.
Sentence Skills
After reading the “Sentence Skills Page” in Lesson 14, Unit 4, I have learned about the strategies for variation. Variation in sentences could improve the strength and unity in writing. Having several sentences constructed in the same structure and length would be uninteresting for readers. Therefore, varying sentences is necessary. For example, a writer can utilize long sentences when integrating a great amount of information and short sentences when emphasizing a claim. Furthermore, a writer can vary sentence openings to achieve rhythm in writing. For example, using the words The, It, This, or I as the opening of several sentences can be monotonous for readers.
Unit 4: Lesson 15
Lesson 15
After reading the “Lesson 15 Page” in Unit 4, I have learned about the activities and assignments for this lesson. The objective for Lesson 15 is to complete and post the e-Portfolio for peer review. There are five steps in order to complete this lesson. First, students should post their e-Portfolio online. Second, students should review the electronic portfolios posted online and vote for the best artifact. Third, students should peer edit at least two electronic portfolio posted by another student and provide constructive and detailed suggestions on how to improve their peers’ artifacts. Fourth, students should contact their chosen teacher assistant and seek for revision suggestions for the electronic portfolio. Lastly, students should bring their reading journals in the face-to-face session to obtain participation points.
E-Portfolio Unit: Lesson 16-20
Lesson 16-20
After reading “Lesson 16-20 Page” in the e-Portfolio Unit, I have learned about the activities and assignments for this lesson. The objective for Lesson 16-20 is to complete the electronic portfolio. There are two tasks for these lessons. First, students should post their last discussion board message regarding their experience in the class and respond to at least one other student to obtain full credit. Second, students should complete and submit their final portfolio and electronic portfolio. Moreover, participation points would be updated and students would be informed of their final grade for the class. In addition, the instructions on how to calculate the class grade are provided at the concluding part of the page.