English 131A2

1) Epost (see link above) 50-100 word abstract of Majpap2, focusing on academic tone and style (see samples in email, and also check out reporting verbs list for word choice suggestions.

2) Bring full draft of Majpap2 to class on Wed.

3) Continue portfolio planning and revisions. Optional: Epost (see link above) papers you'd like more feedback on. Be specific about what you'd like Shawna to comment on.

From Monday, May 15:

1) Majpap2 dr1a due Sat, midnight on Esubmit (link above)
2) Epost topic/event, sources, claim, and possible stakes by Friday at midnight (see link above).
3) Portfolio- read packet and bring Planning Worksheet to conference 3) (Conference2 Signup) and attend (Reminder: No class Wednesday)

From Wednesday, May 10:

1) Major paper 2: Choose topic and complete Worksheet (paper or electronic), due 5/15. See other deadlines, and PLAN AHEAD!
2) Continue revisions, and begin choosing papers for e-portfolio (1 long, 4 short OR 2 long, 2 short)

From Monday, May 8:

1) Silberstein "Alternative Reading" (1.5-2 pgs) Examine one of the passages Silberstein analyzed, looking to challenge and/or complicate her claims (or the warrants that allow her to arrive at those claims).

(Claim starter: While Silberstein claims that ______(passage) demonstrates ____(S's claim about passage), an alternative reading reveals that _________(new claim about passage). Turn in draft 1 via E-submit by midnight on Tues.

-Summarize of Silb (1/2 pg) / Discuss passage / Discuss S's interpretation /-Offer and defend an alternative

2) Choose event ‘topic' for Majpap2 (recent or historical), and begin to locate sources.

From Monday, May 1:

1) Outfoxed Movie Review (2 pgs, PAPER): Choose a one of three ‘personas' for this assignment: Film critic, political commentator, or general educated audience. Write a movie review, in which you discuss the movie's primary claims and support, the stakes of their argument, and your response and/or critique of the film. Consider the appropriate content and style, based on your chosen persona.

From Monday, 4/24:
-Conference (reminder: NO CLASS WEDNESDAY)
-Full Draft of Majpap1 due Monday, electronically
-Begin/continue Feedback Synthesis and revisions (with dr2, dr3, etc. at end)

-PS- Epost discussion closes today.

From Wednesday, 4/19:

Epost your artifact, lens, claim, and possible stakes for Major Paper 1 and respond to 1 other person's post. Detailed outline / organizational narrative OR pp 1 & 2 of Major Paper 1 due in class on Monday.[Rhetorical Analysis dr 2 due via email or in LAN by tonight- last call!!]

From Monday, 4/17: Choose 1pg (or less) artifact to analyze for Major Paper 1. Begin to apply Berger/Gross as 'lens', and prepare for class 'share' session. (Also Epost Berger-Gross dialogue, and turn in or email draft 2 of Berger Rhetorical Analysis).

From Wednesday, 4/12- (due Mon. in electronic format):

1) Download your Rhetorical Analysis paper from the Zip file on the left, and work on a new draft, focusing on the particular revision points raised by your peers and instructor.2) Write a 2 page 'conversation' between Berger and Gross- choose genre and tone.

EXTRA CREDIT:

1) Write 1-2 pages about how this NY Times article on 'bias' extends the arguments made by Berger, Gross, and/or Silberstein. (Worth: up to 10 pts)

* Some Epost discussions have options for extra credit, as well.

From Wednesday, May 3: 1) Esubmit draft 2 of Majpap 1 by Friday at midnight. (see link above)

2) Read and take notes on Silberstein article in Stygall book (pp. 635-654). Prepare for short open-note (but not open-book) quiz on one or more of the following: "What is a manufactured narrative?" What are Silberstein's main claims, and how do the many clips/excerpts in the article support those claims? What are the stakes of Silberstein's argument? How does this relate to Outfoxed

NOTES

HEDGING:

Hedging: http://www.uefap.co.uk/writing/feature/hedge.htm: It is often believed that academic writing, particularly scientific writing, is factual, simply to convey facts and information. However it is now recognized that an important feature of academic writing is the concept of cautious language, often called "hedging" or "vague language". See list at bottom of this section.

MAJOR PAPER 1 NOTES:

Reminders about ACADEMIC writing:

No sarcasm
Few generalizations (support creates your own ethos!)
Few preachy elements (like rhetorical questions)- it's NOT a speech!
Some details matter more than others (like complete sentences, WC, S/V agreement, etc.)
Read over your paper for typos, confusion, etc. – both yourself and a friend or tutor.

Revision Troubleshooting Table:

Issue/problem	Strategy/suggestion for revision
Lack of organization- lack of purpose for paragraphs/sections	Make reverse outline Label purpose of each paragraph, and highlight transitions from one to the other
Academic tone	Get A LOT OF assistance from WC, Shawna, or peer. And Read with intention: see e.g.
Lack of claim	See WC or Shawna ASAP
Lack of stakes	Talk to peers- ask people!
Lack of support for basic info	Encyclopedia? (Wikipedia?, but use with caution)
Lack of tie-ins	Outline, and look for ‘breaks' between sections (often that's where tie-ins go). Highlight tie-ins.
Multiple issues	READ e.g. and samples (to be put on website this afternoon)

Samples of strong papers: #1 and #2

Also see "snippets" of other strong papers from this class and others ( with links to left)

Claim starters:*The author aims not only to _____ but also to ___.
*Although (we all know that) ______, (you may not have notived that) ________.
*The author uses ______ in order to _____, which ____.

Stake Tips (mmm!):
1) Broaden the application of what you're saying. How would this apply to a wider audience or another context?

2) Consider why anyone else might care about what you're saying. What common issues/problems are you addressing?

3) How would you finish this statement: My paper's not just about ___; it's really about ____.

Introductory verbs

e.g. seem, tend, look like, appear to be, think, believe, doubt, be sure, indicate, suggest

Certain lexical verbs

e.g. believe, assume, suggest

Certain modal verbs:

e.g. will, must, would, may, might, could

Adverbs of frequency

e.g. often, sometimes, usually

Modal adverbs

e.g. certainly, definitely, clearly, probably, possibly, perhaps, conceivably,

Modal adjectives

e.g. certain, definite, clear, probable, possible

Modal nouns

e.g. assumption, possibility, probability

That clauses

e.g. It could be the case that …
e.g. It might be suggested that …
e.g. There is every hope that …

To-clause + adj

e.g. It may be possible to obtain …
e.g. It is important to develop …
e.g. It is useful to study …