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Digication Preparation

Why people don’t change their minds

Academic/scholarly/peer reviewed:

Civil Discourse

  • undertake a serious exchange of views;
  • focus on the issues rather than on the individual(s) espousing them;
  • defend their interpretations using verified information;
  • thoughtfully listen to what others say;
  • seek the sources of disagreements and points of common purpose;
  • embody open-mindedness and a willingness change their minds;
  • assume they will need to compromise and are willing to do so;
  • treat the ideas of others with respect;
  • avoid violence (physical, emotional, and verbal).

Leske, A Plea for Civil Discourse: Needed, the Academy’s Leadership

MLK Day

Martin Luther King in the NYT

New York Times Resources

 

Analysis vs. Opinion

Kristof quoting Hemingway

“What moment in history would you prefer to live in?”

“F. Scott Fitzgerald said ‘the test of a first-rate intelligence is the ability to hold two contradictory thoughts at the same time.’ I suggest these: The world is registering important progress, but it also faces mortal threats. The first belief should empower us to act on the second.”

The rest of the Hemingway quote: “the test of a first-rate intelligence is the ability to hold two contradictory thoughts at the same time and still retain the ability to function.”

Kristof: Why 2017 Was the Best Year in Human History

“Kids These Days & Paper Textbooks”

How can we assess, weigh, contextualize these claims?

What is the relationship between the argument and the support?

Via Brandon Keim

News: A User’s Manual

Preface

1.

IT DOESN’T COME with any instructions, because it’s meant to be the most normal, easy, obvious and unremarkable activity in the world, like breathing or blinking.
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Data & Demographics

“Hearing From Trump Voters,” by Thursday at 10 a.m., Eastern time

And then, serendipitously — you’re welcome to attend!:

Information / Knowledge

John Naisbitt

Moral Politics: How Liberals and Conservatives Think

From George Lakoff, Moral Politics: How Liberals and Conservatives Think (U of Chicago Press)

Here are some words and phrases used over and over in conservative discourse: character, virtue, discipline, tough it out, get tough, tough love, strong, self-reliance, individual responsibility, backbone, standards, authority, heritage, competition, earn, hard work, enterprise, property rights, reward, freedom, intrusion, interference, meddling, punishment, human nature, traditional, common sense, dependency, self-indulgent, elite, quotas, breakdown, corrupt, decay, rot, degenerate, deviant, lifestyle.

The same, of course, is true of the liberal worldview. Liberals, in their speeches and writings, choose different topics, different words, and different modes of inference than conservatives. Liberals talk about: social forces, social responsibility, free expression, human rights, equal rights, concern, care, help, health, safety, nutrition, basic human dignity, oppression, diversity, deprivation, alienation, big corporations, corporate welfare, ecology, ecosystem, biodiversity, pollution, and so on. Conservatives tend not to dwell on these topics, or to use these words as part of their normal political discourse. A description of the liberal and conservative worldviews should explain why.

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Print & Digital again: Day Planners


The Case for Using a Paper Planner”

Letters to the Editor in response to Brooks’s “The Retreat to Tribalism”

For Thursday: “A Note from the Publisher”

January 1, 2018: “A Note from the Publisher” and PDF

Guiding questions, prompts, and sample rhetorical analysis: SMH, especially 8e.

Welcome to WRD 104: Composition & Rhetoric II

“We are what we find, not what we search for.”
– Piero Scaruffi

Winter Quarter, 2018

In WRD 104 we focus on the kinds of academic and public writing that uses materials drawn from research to shape defensible arguments and plausible conclusions. As the second part of the two-course sequence in First Year Writing, WRD 104 continues to explore relationships between writers, readers, and texts in a variety of technological formats and across disciplines:

  • How does specific text content gain acceptance and prominence?
  • What counts as “true” within the discipline, and who makes that determination? Why?
  • How do particular text genres gain acceptance and prominence?
  • What are considered “legitimate” modes of inquiry within the discipline?
  • How do the content, genres, and modes of inquiry within a discipline affect the social relations of participants in the disciplinary community?

You’ll be happy to note, I hope, that we build on your previous knowledge and experiences; that is, we don’t assume that you show up here a blank slate. We assume that you have encountered interesting people, have engaging ideas, and have something to say. A good writing course should prepare you to take those productive ideas into other courses and out into the world, where they belong, and where you can defend them and advocate for them.

If you have a project from another course that you would like to continue, or a community project that would benefit from rigorous research, or a professional aspiration that needs research-based support, this is the course for you.

Writing Center 

It’s no secret around here that students who take early and regular advantage of DePaul’s Center for Writing-based Learning not only do better in their classes, but also benefit from the interactions with the tutors and staff in the Center.

Habits of Mind that Lead to Success in Writing, in College & in Life

Habits of mind refers to ways of approaching learning that are both intellectual and practical and that will support your success in a variety of fields and disciplines. The framework identifies eight habits of mind essential for success in college writing

  • Curiosity: the desire to know more about the world. In our class, that might mean challenging yourself and stretching yourself intellectually to think beyond the obvious and inquire into issues and contexts to which you might be blind .
  • Openness: the willingness to consider new ways of being and thinking in the world, rather than merely clinging to what you already believe to be true or not true; in our class, that includes critical thinking
  • Engagement: a sense of investment and involvement in learning; in our class, that includes focused reading of the New York Times and your contributions to the intellectual life of our class
  • Creativity: the ability to use novel approaches for generating, investigating, and representing ideas; in our class, that includes brainstorming, problem-solving, and critical thinking.
  • Persistence: the ability to sustain interest in and attention to short- and long-term projects; developing mental discipline and rising up to challenges, rather than backing away from them. 
  • Responsibility: the ability to take ownership of one’s actions and understand the consequences of those actions for oneself and others; in our class, that includes practicing good time management, and identifying and using resources available to you — office hours, the Writing Center, each other.
  • Flexibility: the ability to adapt to situations, expectations, or demands.
  • Metacognition: the ability to reflect on one’s own thinking as well as on the individual and cultural processes used to structure knowledge: thinking about thinking and writing about writing.