Day 10 last post

Please post your completed chapbook, or you may email it to me instead.

Day 9 post 2

With the intensification of globalization and growth in technological sophistication and access, who do you think are the winners and who are the losers in the global economy?

Day 9 post 1

Please read the article at the following link, summarize it here, and then comment upon its contents. Your first paragraph should be a summary; your second paragraph should be your critique/comments.http://blog.aflcio.org/2008/04/09/
gap-between-americas-rich-and-poor-worsened-in-past-two-decades/

Day 8 post 2

Please publish 3/4 of your completed chapbook. The rest is due on Thursday, September 9 by 1 pm.

Day 8 post 1

Day 8 post 1:
Please define or clarify what constitutes the following:
MLA/APA format
The five steps of the writing process
Rhetorical modes: narration, description, comparison/contrast, process analysis, illustration, definition, classification, causal analysis, and argument
primary sources
secondary sources
editorials,
summary
essays
reviews
critiques
synthesis
analysis
abstract
methodology
independent variable
dependent vaiable
logos
ethos
pathos
annotated bibliography
literature review

http://www.foreignaffairs.org/20080901faessay87501/richard-holbrooke/the-next-president.html

Day 7 post 2

Everywhere we turn, someone is trying to persuade us--to buy a product, to vote for a candidate, to adopt a policy, to agree with certaint opinions. An attempt to do this on an organized or large scale, aiming atlarge numbers of people, is called propaganda. When we see the harmful effects of propaganda, we become fearful of it, but it is not always harmful.Advertising is one form of propaganda; writing our opinions to newspapers is another. So too, oftentimes, are political maneuvers. Propaganda is harmful when unscrupulous persuaders try to take advantage of people who are not equipped to "see through" the techniques being used, who are not being careful to distinguish factual evidence from opinion, or to question the source and reliability of the facts.

Now we will try to become more aware of the ways we are being appealed to, the ways LOGICAL FALLACIES (that is, faults in logic) are used by those who wish to cloud our logical thinking processes. To be aware of these commonly used techniques is to be
armed against them.

Please assemble a group of two to four members. Then each member will read the short story at the following link:
http://studentweb.hunter.cuny.edu/~murrayj/humor/loveisfallacy.html

PS the ending cut off/ Here it is:
Heartened by the knowledge that Polly was not altogether a cretin, I began a long, patient review of all I had told her. Over and over and over again I cited instances, pointed out flaws, kept hammering away without letup. It was like digging a tunnel. At first everything was work, sweat, and darkness. I had no idea when I would reach the light, or even if I would. But I persisted. I pounded and clawed and scraped, and finally I was rewarded. I saw a chink of light. And then the chink got bigger and the sun came pouring in and all was bright.
Five grueling nights this took, but it was worth it. I had made a logician out of Polly; I had taught her to think. My job was done. She was worthy of me at last. She was a fit wife for me, a proper hostess for my many mansions, a suitable mother for my well-heeled children.
It must not be thought that I was without love for this girl. Quite the contrary. Just as Pygmalion loved the perfect woman he had fashioned, so I loved mine. The time had come to change our relationship from academic to romantic.
"Polly," I said when we next sat beneath our oak, "tonight we will not discuss fallacies."
"Aw, gee," she said, disappointed.
"My dear," I said, favoring her with a smile, "we have now spent five evenings together. We have gotten along splendidly. It is clear that we are well matched."
"Hasty Generalization," said Polly brightly.
"I beg your pardon," said I.
"Hasty Generalization," she repeated. "How can you say that we are well matched on the basis of only five dates?"
I chuckled with amusement. The dear child had learned her lessons well. "My dear," I said, patting her head in a tolerant manner, "five dates is plenty. After all, you don't have to eat a whole cake to know that it's good."
"False Analogy," said Polly promptly. "I'm not a cake. I'm a girl."
I chuckled with somewhat less amusement. The dear child had learned her lesson perhaps too well. I decided to change tactics. Obviously the best approach was a simple, strong, direct declaration of love. I paused for a moment while my massive brain chose the proper words. Then I began:
"Polly, I love you. You are the whole world to me, and the moon and the stars and the constellations of outer space. Please, my darling, say that you will go steady with me, for if you will not, life will be meaningless. I will languish. I will refuse my meals. I will wander the face of the earth, a shambling, hollow-eyed hulk."
There, I thought, folding my arms, that ought to do it.
"Ad Misericordiam," said Polly.
I ground my teeth. I was not Pygmalion; I was Frankenstein, and my monster had me by the throat. Frantically I fought back the tide of panic surging through me. At all costs I had to keep cool.
"Well, Polly," I said, forcing a smile, "you certainly have learned your fallacies."
"You're darn right," she said with a vigorous nod.
"And who taught them to you, Polly?"
"You did."
"That's right. So you do owe me something, don't you, my dear? If I hadn't come along you would never have learned about fallacies."
"Hypothesis Contrary to Fact," she said instantly.
I dashed perspiration from my brow. "Polly," I croaked, "You mustn't take all these things so literally. I mean this is just classroom stuff. You know that the things you learn in school don't have anything to do with life."
"Dicto Simpliciter," she said, wagging her finger at me playfully.
That did it. I leaped to my feet, bellowing like a bull. "Will you or will you not go steady with me?"
"I will not," she replied.
"Why not?" I demanded.
"Because this afternoon I promised Petey Bellows that I would go steady with him."
I reeled back, overcome with the infamy of it. After he promised, after he made a deal, after he shook my hand! "That rat!" I shrieked, kicking up great chuncks of turf. "You can't go with him, Polly. He's a liar. He's a cheat. He's a rat."
"Poisoning the Well," said Polly, "and stop shouting. I think shouting must be a fallacy too."
With an immense effort of will, I modulated my voice. "All right," I said. "You're a logician. Let's look at this thing logically. How could you choose Petey Bellows over me? Look at me--a brilliant student, a tremendous intellectual, a man with an assured future. Look at Petey--a knot-head, a jitterbug, a guy who'll never know where his next meal is coming from. Can you give me one logical reason why you should go steady with Petey Bellows?"
"I certainly can," declared Polly. "He's got a racoon coat."

Or you can read the full version (ending is not cut off) at
http://www.accd.edu/sac/english/gburton/love%20is%20a%20fallacy.htm

Next, discuss the story with your group and have one member write up a well-developed paragraph addressing the following questions:
1. What amusing lesson or lessons do readers learn from reading the story?
2. Do you think love is in fact a fallacy?

Only one group member need post the paragraph, but be sure to include all group member's names in it.

Day 7 post 1

Please write an abstract of the article at the following link and post here.

http://www.foreignaffairs.org/20080901faessay87501/richard-holbrooke/the-next-president.html

Day 6 post 2

Please define and provide one example each for the following logical fallacies. Please do not cut and paste your definitions. Instead, put them into your own words.
Ad Hominem
Ad Hominem Tu Quoque
Appeal to Authority
Appeal to Belief
Appeal to Common Practice
Appeal to Consequences of a Belief
Appeal to Emotion
Appeal to Fear
Appeal to Flattery
Appeal to Novelty
Appeal to Pity
Appeal to Popularity
Appeal to Ridicule
Appeal to Spite
Appeal to Tradition
Bandwagon
Begging the Question
Biased Sample
Burden of Proof
Circumstantial Ad Hominem
Composition
Confusing Cause and Effect
Division
False Dilemma
Gambler's Fallacy
Genetic Fallacy
Guilt By Association
Hasty Generalization
Ignoring A Common Cause
Middle Ground
Misleading Vividness
Personal Attack
Poisoning the Well
Post Hoc
Questionable Cause
Red Herring
Relativist Fallacy
Slippery Slope
Special Pleading
Spotlight
Straw Man

Day 6 post 1

Before our next class, on Tuesday, September 2, please post the first half (or more) of your chapbook here.

Day 5 post 2

from the blog of Bennett Parker Graff:

"So why do we teach students how to write literary criticism? Make no mistake, it is a form of writing that can approach art in the right hands. But even for beginners it is a far more difficult mode of nonfiction writing--in my humble view--than the standard nonfiction forms of narration, description, and argumentation. Technically, literary criticism is a subdivision of the last, but it remains one of the hardest to do well. I attribute this difficulty not only to the inability of [some] students to read well but also to the inherent complications of trying to formulate an argument about something as slippery as a finely crafted story or poem."

So I would like you all to try. Please select one of the following poems and devise an detailed outline for a literary analysis on it. Include at the top your thesis.
Poems to choose from--
"Porphyria's Lover" by Robert Browning
"Keeping Things Whole" by Mark Strand

Day 5 post 1

Please look at Forbes' list of the world's richest people and click on some of their names to learn more about them. Then, in a well-developed paragraph, discuss some trends, demographic or otherwise, that you notice among these super-elite. What about today's world makes it possible for these individuals to be so enormously wealthy?
http://www.forbes.com/lists/2008/10/billionaires08_The-Worlds-Billionaires_Rank.html

Blog for Day 4 post 2

For Day 4's second blog, please review Foreign Policy magazine's 2008 list of the "Top 100 Public Intellectuals" who are "some of the world’s most introspective philosophers and rabble-rousing clerics. A few write searing works of fiction and uncover the mysteries of the human mind. Others are at the forefront of modern finance, politics, and human rights...we reveal the thinkers who are shaping the tenor of our time" (Foreign Policy).


http://www.foreignpolicy.com/story/cms.php?story_id=4314#bios

Familiarize yourself with three by googling them. In the blog today, list your three and share a few surprising, interesting, or remarkable findings about each. Next, is there a person or people not on the list that you think should be? Tell why.

Day 4 post 1

Please post at least six more pages of your chapbbok by Tuesday (before our next class meeting). You can do it!

Day 3, post 2

Please refer to the link below and then, using what you learned, write a paragraph introducing yourself and your capabilities to a future employer or client. Please be detailed, nuanced, and specific.
http://www.uoregon.edu/~sschuman/tentips98.html

Day 3, post 1

Please read the chapbook on better writing at the link below and write a summary/critique of it, about one page double spaced if typed in Word. Then post here.
http://www.hu.mtu.edu/~cwaddell/Basic_Prose_Style.html

Eng 120 daily schedule

Course Schedule—subject to amending depending on the class’ progress
Week 1
Day 1
1. Introductions
2. Day 1 postings 1 and 2
3. Discuss chapbooks
4. Pretest and Exercise Central activities (at least two)

Day 2
1. Day 2 postings 1 and 2
2. Review pre-tests and do Exercise Central activities (at least two)

Week 2
Day 1
1. Day 3 postings 1 and 2.
2. Discuss argument writing and research—performing it and integrating it
3. Better vocabulary and more sophisticated writing
4. Commas, colons, and semicolons; Exercise Central activities (at least two)


Day 2
1. Day 4 postings 1 and 2.
2. Conferences (chapbooks)
3. hyphens, dashes, parentheses, brackets; Exercise Central activities (at least two)

Week 3
Day 1
1. Day 5 postings 1 and 2
2. Exercise Central activities (at least two)
3. Read samples of masterful writing; writing literary analyses

Day 2
1. Day 6 postings 1 and 2
2. Exercise Central activities (at least two)
3. Editing practice

Week 4
Day 1
1. Day 7 postings 1 and 2
2. Exercise Central activities (at least two)
3. Group work
4. Editing Practice

Day 2
1. Day 8 postings 1 and 2
2. Exercise Central activities (at least two)

Week 5
Day 1
1. Take post-tests
2. Day 9 postings 1 and 2
3. Discuss chapbooks; each student shares experiences
4. Exercise Central activities (at least two)

Day 2
1. Chapbooks due
2. No blog postings or Exercise Central activities required

What is a Chapbook?

A chapbook is an informal self-published book, useful for personal collections of stories, sometimes including poetry, lyrics, and art. "Chapbook" is also a term currently used to denote low-cost hard copy production, particularly of personal writing. The genre has been revitalized in the past 20 years by the widespread of low-cost copy centers and the cultural revolutions spurred by both zines and slam poetry, the latter generating hundreds upon hundreds of self-published chapbooks that are used to fund tours across the United States and, in fact, the world.

Growing out of an earlier tradition of inexpensive ballad literature, eighteenth- and nineteenth-century chapbooks were small publications that contained songs, poems, political treatises, folk stories, religious tracts, and all manner of short texts.

Day 2 post 2

Please post here the equivalent of four pages of freewriting for your chapbook. It can be for the introduction or the body of your text. Aslo, please save in a word document in rich text format.

Day 2 post 1

For today's blog, please read the following and then share your thoughts on Lanzbaum's position.

On Writing
by Leon Lanzbaum

All writing is a form of prayer.
-- John Keats

Graduate school: "We must write for our audience," says my rhetoric-and-writing professor. "We do not write for ourselves," he says. On this point, he is adamant, a rock. And on this same point, an ineffable tumult stirs within me as I sense most writers in academe submit to this professor's prescription, a prescription I'm not ready to swallow. As a student of the self-satisfied writers--Faulkner, Didion, White etc.--I learned the writer comes first. Not that writers shouldn't visualize their readers, but when purpose yields to audience, words lose their innocence. The writer holds back, does not give his or her all, or even worse, gives too much, and that's dishonest writing.

So what do we do as academic writers? Should we write for ourselves or write for an audience? I'll admit, I played the game. During my rhetoric-and-writing stint, I gave my professor what he wanted. I wrote for him! And my essays were the most antiseptic, fallow pieces I have ever written. But such is the nature of academic writing. It marks scholarly territory, territory devoid of the first person singular, territory that, for the most part, forces the writer to kill, or at least, hide his or her identity.

As someone who cares about writing, I loathe the writing of most rhetoric-and-writing departments. I abhore passive sentences and colorless verbs and narcoleptic nouns. I'm allergic to textbook writing and the convoluted, meandering language of lawyers and literary theorists. Writing is communication, the inside of one person speaking to another person. Writing is not a contest in whose word is bigger! I say that if we satisfy ourselves, an audience will find us. Read the words of Henry David Thoreau or Ernest Hemingway or Sandra Cisneros and you'll find writers who write for themselves yet still speak to the world.

But let’s face it, whether you're in English 101 or you write for a national magazine, you do write for some sort of audience--maybe your editor, maybe your readers, maybe your rhetoric-and-writing professor.

The Key: Respect the man or woman at the upper end of the keyboard, you!

Don't lose who you are. Lose yourself and you lose a unique voice, a voice that will never pass this way again.

So let's see what you can do to keep your unique voice, to write for yourself, yet still write for an audience.

Eng 120 syllabus

SYLLABUS
For
ENG120 Advanced Composition

Instructor Information Class Session Information
Name: Dr. Kerry Hofheimer Meeting Dates: 2/11/08 - 3/12/08
Office: 406 Meeting Times: T/R 8:00 a.m.- 1 p.m.
Phone: 757-285-3129
E-Mail: khofheimer@ecpi.edu

Course Information

I. Course Credits: 3 Hours

II. Course Prerequisites: College Composition (ENG110 or ENG105)

III. Textbook: Pearson Custom Text: The Longman Writer: Rhetoric, Reader, and Handbook . Nadell, Langan, and Comodros; 2005.


IV. Course Description:
This course helps writers further develop skills in expository and persuasive writing. Using classical and modern rhetorical techniques, students hone critical thinking skills and critically evaluate the quality and sufficiency of evidence and other forms of support for an argument. Students will use writing processes to develop logical and ethical arguments and observe appropriate writing and documentation conventions. In addition, the course includes strategies for identifying main ideas and ethically assessing similarities and differences in points of view. Assignments and activities will include practice in locating primary and secondary sources in a variety of media, evaluating and analyzing those sources for validity, credibility, and applicability, and choosing which sources are most appropriate in meeting the rhetorical objectives of a given writing task. Plagiarism will also be addressed, and students will gain practice in paraphrasing, summarizing, quoting, and documentation conventions to avoid plagiarism. Although the course presumes a basic knowledge of grammar, mechanical principles will be reviewed throughout the course as needed.

V. Degree Program Student Outcomes Supported by This Course:
Communications and Information Literacy: At the end of the program, the student will be able to
• Use writing processes to explore, think, and learn critically, and to write and speak appropriately for various tasks and audiences
• Develop logical and ethical arguments, and observe appropriate writing conventions
• Show ability to identify main ideas and evaluate, analyze, and synthesize primary and secondary sources

Analytical Reasoning: At the end of the program, the student will be able to
• Critically evaluate the quality and sufficiency of evidence and other forms of support for an argument
• Ethically and objectively assess similarities and differences in points of view


VI. Learning Objectives:
1. Analyze the structure of arguments by locating contradictions and biased assumptions, identifying main ideas and competing claims, and anticipating opposing views.

2. Critically evaluate the quality and sufficiency of evidence and other forms of support for an argument.

3. Compose various types of persuasive, researched essays that address specific audiences for clearly articulated purposes.

4. Effectively apply conventions of MLA and/or APA documentation and formatting into essays.

5. Locate, evaluate, and analyze a variety of relevant print and electronic library resources, including electronic databases, as well as credible online resources to develop a topic and support a thesis.

6. Effectively incorporate sources to avoid plagiarism throughout the research, writing and revision processes.

7. Paraphrase sources in a language that is distinctly their own and quote sources accurately to avoid plagiarism.

8. Summarize sources to reflect the central idea, most significant supporting details, order, and emphasis of original work.

9. Synthesize material from various sources and integrate their own opinions to support a focused thesis statement.

10. Recognize and correct problems with grammar, mechanics, usage, and punctuation as part of the editing process.

VII. Course Grading:
Grading Scale:
90 – 100 A 65 - 69.9 D
80 – 89.9 B Below 65 F
70 – 79.9 C

*Grading Criteria:
Assessments:

Chapbook: 80%

Post-test: 5%

Grammar exercises, blogs, and class participation: 15%

Total 100%

* All coursework will be tied to specific Learning Outcomes

________________________________________________________________________
School Policies

VIII. Late Assignments:
Assignments turned in late due to a documented excused absence will be graded as initially assigned. Late assignments due to unexcused absence will have 10 points subtracted from the final grade for each late day.

IX. Attendance:
Students are expected to attend all regularly scheduled class meetings. Students are encouraged to tell their instructor in advance or to call the administrative office if they will be absent.

Instructors may request a review board for students whose absences from class interfere with their ability to meet course objectives. Action may include being dropped from the course, probation, or suspension. If a pattern of excessive absences is noticed throughout the student’s program, a review board may be held as well.

Whenever a student believes his/her attendance record is in error, a written request challenging the error may be submitted to the Academic Dean within three weeks of the end of the course.


X. Electronic Communication/Recording Devices:
To minimize classroom disruptions and protect the integrity of test-taking situations, activated electronic communication devices such as pagers, cellular telephones, and recording devices are not permitted in classrooms at the College unless you have the specific written permission of the instructor. The only exception to this policy will be for on-call emergency personnel (police, fire, EMS), who will be required to notify their instructor of their need for such devices at the beginning of the term and provide documentation verifying their occupation. However, on-call emergency personnel may not leave a testing situation, communicate by electronic means and return to complete an examination. In these cases, instructors should make arrangements for retesting. Use of personal laptop computers is acceptable during class.

XI. Students with Disabilities:
Students who have documented disabilities that require accommodations in compliance with the Americans with Disabilities Act should contact the Vice President for Academic Affairs as well as the instructor of the course in order to insure that together we create an optimal environment for educational achievement.

XII. ECPI Plagiarism Policy:

1. Purpose and Scope

The purpose of ECPI’s plagiarism policy is to promote awareness and adherence to copyright and intellectual property law. Refer to http://www.copyright.gov/laws/ for information on U.S. copyright law.

This policy applies to all students, faculty and staff of ECPI and all intellectual property including but not limited to all written and electronic publications, ideas and inventions, verbiage and phrasing. Refer to ECPI’s college catalog for a description of intellectual property.

2. Definitions
A. The Writer
The Writer is defined as any student, faculty, or staff to whom this policy applies. However, plagiarism is not limited to writers, per the definition of plagiarism and the scope of this policy. Examples of plagiarism other than through writing include but are not limited to creators of software programs, hardware designs, schematics, multimedia, charts, graphs, tools and other inventions.
B. Plagiarism
Plagiarism is defined as n 1: a piece of writing that has been copied from someone else and is presented as being your own work 2: the act of plagiarizing; taking someone's words or ideas as if they were your own (www.dictionary.com, 2005).

3. Plagiarism can be intentional or unintentional.

A. Intentional Plagiarism

Plagiarism is intentional when one or more of the following conditions apply:
• the writer uses exact words from a source but neglects to include quotation marks;
• the writer paraphrases ideas from a source but neglects to cite the source using an acceptable documentation style such as MLA or APA;
• the writer copies someone else’s work and presents it as his/her own;
• the writer purchases documents, ideas, and/or verbiage and presents it as his/her own;
• the writer fails to give credit to co-authors, team members, and/or editors of the writer’s original work;
• the writer uses previously published work protected under copyright and presents the work as original and not copyrighted elsewhere;
• repeated violation of unintentional plagiarism rules is considered intentional plagiarism.

B. Unintentional Plagiarism

Plagiarism is unintentional when one or more of the following conditions apply:
• the writer demonstrates ignorance of copyright law and plagiarism policy;
• the writer fails to quote or paraphrase accurately but attributes the words and/or ideas to a source;
• the writer attempts to document the source but does so incorrectly;
• the writer attempts to give credit to an original source but does not use acceptable documentation methods;
• the writer uses ideas, text and/or verbiage without giving credit to the original source because the writer incorrectly believes the information is common knowledge;
• the writer inadvertently fails to give credit to co-authors, team members, and/or editors of the writer’s original work;
• the writer inadvertently breaks copyright agreement of his/her own copyrighted work.

4. Consequences of Violating Policies

Violation of the college’s plagiarism policy, whether the plagiarism is intentional or unintentional, may result in disciplinary action up to and including suspension and expulsion from the college.

Disciplinary action may include initiation of a Judicial Review Board. For more information on ECPI’s general disciplinary actions, see the sections entitled, “Termination Policy” and “Academic, Judicial and Financial Review Boards” in the College catalog.

5. Resources and Prevention

The College offers several resources, which vary by campus, for students, faculty and staff who require information on plagiarism and documentation. These resources include:
• seminars and training on documentation methods;
• Writing Assistance Center handouts and workshops on avoidance of plagiarism;
• classroom instruction on documentation of sources.

Day 1 Chapbook Plans

Please write an informal outline for and description of your Chapbook plans here. A Chapbook is a personal book containing creative and meaningful material. Yours will probably emerge as you go along, but at least try to envision here what you would like for it to become. The more details you provide here, the easier it will likely be for you to get started.

Day 1 posting 1

Please write a one-to-two-page essay entitles "This I Believe" about how you arrived at a belief you feel strongly about. You might want to read some sample essays at http://www.thisibelieve.org/ first.