• Key terms
  • assumption
  • assertion
  • claim + plausible support =
  • argument
  • argument vs. persuasion
  • Logical fallacies and in your SMH 8f
• Key methods
  • summary
  • analysis
  • synthesis
  • integration — two forms: mechanical and rhetorical 

Preview: Brooks, Started at the Bottom

Advice: For most of us, college is the only time in our lives when we get to read and write and talk about ideas. Don’t squander it while you’re here.

Reading: Brooks, Started at the Bottom
In class:  Summary and analysis workshop
Due: Brooks summary, posted to Digication — here’s my example

Background:

• St. Martin’s Handbook: Reading Critically 7a

Reading: NYT as assigned; I’ll email you on Sunday
In class: Rhetorical Précis Method of Summary
Due:

• Brooks summary revised in précis format
• Précis #2: “Video Games Aren’t Addictive” 
  

Reading: NYT, continued
In class: Summary and analysis workshop
Due: Précis #3: “Border Town” (SR p. 1), but note that  the online version is titled “How Scared Should People on the Border Be?”

Reading: “Mark My Words. Maybe.”
In class: Mindful reading and other reading strategies
Due: Précis #4 — Jamison’s Mark my Words and 250-word handwritten journal entry: initial impressions of class and the NYT.

Be prepared to give us a 60-90 second overview of an article from the Sunday paper that you thought was interesting & significant, telling us why it is significant to you and why it should/could be significant to the rest us; we’ll do this in class.

Reading: NYT as assigned
In class: Previewing the Contextual Analysis Project
Due: Precis #5: What Happened to Who?

Active & Empathic Listening

Reading: NYT as assigned
Due: Inquiry questions for workshopping
In class: Identifying an issue for research

1. Tutorial: Developing a Research Question 
2. Exercise: Contextual Analysis Proposal & Map
   * Confirm that your completed proposal & map exercise is available on your Digication workspace for our library instruction session, Monday 4/24
3. Tutorial: How to Search Academic Search Complete (3:08 video)
4. Exercise: Search Academic Search Complete and locate one article relevant to your topic. * Bring the article to the library instruction session, Monday 4/24

Background: review in St. Martin’s Handbook

• 10: Preparing for a Research Project
• 11: Conducting Research
• 12: Evaluating Sources and Taking Notes
• 13: Integrating Sources into Your Writing

Reading: NYT, as assigned
In class: Workshopping Proposals
Due: Contextual Analysis Proposal & Map

Reading: NYT TBA
In class: Library Workshop — meet in Richardson Library, Room 110: focus on the hands-on searching aspect so that you can get personalized help during the session. 

Bring with you, printed out, or available on your Digication:

• One article from your Academic Search Complete search
• Contextual Analysis Proposal & Map 

Due: Journal entry on your Contextual Analysis: what part(s) are you most looking forward to and about which you feel confident? What part(s) concern or worry you? 250 words +/-

Reading: NYT TBA
In class: Writing workshop and Stasis Theory & Practice; Peer review workshop
Due: Contextual Analysis Draft #1

Review in St. Martin’s Handbook:

• 10: Preparing for a Research Project
• 11: Conducting Research
• 12: Evaluating Sources and Taking Notes
• 12c Evaluating usefulness and credibility
• 13: Integrating sources into your writing

Reading: NYT as assigned
In class: Contextual Analysis writing workshop

Review Contextual Analysis Scoring Guide

Reading: NYT TBA
In class: Peer Reviews
Due: Contextual Analysis Draft #2 —

• Mark every paragraph with a [P] [I] [E]
• Highlight your potential wolf sentence

Reading: NYT, as assigned
In class: Contextual Analysis Writing Workshop
Workshop: Proofreading

• Are sources integrated with rhetorical and mechanical sophistication?
• Are paragraphs fully developed and have transitions?
• Has the essay been proofread for clarity & correctness?
• Works cited: formatting and accuracy

Reading: NYT as assigned
Dialogic Reading journal entry: TBA
In class: Persuasive Writing Workshop

Reading: NYT TBA
In class: Persuasive Writing Workshop:

• Using stasis & common ground to make better arguments:

“A speaker persuades an audience by the use of stylistic identifications; the act of persuasion may be for the purpose of causing the audience to identify itself with the speaker’s interests; and the speaker draws on identification of interests to establish rapport between herself or himself and the audience.” — Kenneth Burke, A Rhetoric of Motives.

Identification, Burke reminds us, occurs when people share some principle in common — that is, when they establish common ground. Persuasion should not begin with absolute confrontation and separation but with the establishment of common ground, from which differences can be worked out. That is the point of our work with stasis.

• But also, how can you ask people to care?

Due: Persuasive Essay draft #1

Reading: “A good newspaper, I suppose, is a nation talking to itself.” – Arthur Miller, 1961

Due: Portfolio Draft
In class: Portfolio editing workshop

Final Exam Week

We will meet during our assigned Final Exam time for the final, official delivery of your WRD104 Reading Journals, Portfolios & Self Assessments

Wednesday June 07, 11:30 a.m.-1:45 p.m.