Practice Citing Sources

Please don't forget about conferences next week. You can sign up for a conference slot using the google doc linked here. My office is LA 5 (landscape architecture). You can find it on the campus map http://www.fpm.iastate.edu/maps/ . If you go in through the doors pictured, its on your right. My desk is in the middle of the room on the right hand side.

Logical Appeals PPT

In Class Activity:
First: Cite the following sources in MLA style.

Use the Purdue owl website and your Everyday Writer as your guide:
http://owl.english.purdue.edu/owl/resource/747/01/

1) Thoreau excerpt from  Walden; or, Life in the Woods from the book American Earth: Environmental Writing Since Thoreau 
Editor: Bill McKibben
Publisher: Literary Classics of the United States
Location: New York, NY.
Date of Publication: 2008

2) Michael Chabon "The Wilderness of Childhood" from the New York Review of Books website http://www.nybooks.com/articles/archives/2009/jul/16/manhood-for-amateurs-the-wilderness-of-childhood/?pagination=false

3) Eula Biss "Is This Kansas?" from the essay collection Notes from No Man's Land: American Essays
Copywrite information available on the "Look Inside" feature on Amazon http://www.amazon.com/Notes-No-Mans-Land-American/dp/1555975186/ref=sr_1_sc_1?ie=UTF8&qid=1329943679&sr=8-1-spell

Second: Correct the following paragraph so that it includes the correct in-text citations. Copy and paste it into your word document and use track changes to make the corrections.

Use the Purdue owl website and the Everyday Writer as your guides: http://owl.english.purdue.edu/owl/resource/747/02/

Paragraph to correct:

Chabon earns the reader’s respect with his use of credible sources and through a demonstration of his own intelligence. In support of his position, he refers to the statistics released in 1999 in paragraph fourteen “According to the Justice Department, the number of abductions by strangers in the United States was 115. Such crimes have always occurred at about the same rate; being a child is exactly no more and no less dangerous than it ever was.”(Chabon) The US Department of Justice’s mission statement is “To enforce the law and defend the interests of the United States according to the law; to ensure public safety against threats foreign and domestic; to provide federal leadership in preventing and controlling crime; to seek just punishment for those guilty of unlawful behavior; and to ensure fair and impartial administration of justice for all Americans” (U.S. Department of Justice http://www.justice.gov/about/about.html). They are a credible source because they are held accountable to public scrutiny and because their intentions are to protect the people.  Chabon uses the Justice Department which builds support his own ideas, showing that parents are misguided to think they are doing the right thing by protecting their children. To emphasize the parents’ attitudes about keeping kids safe, the paragraph continues by explaining that children are seen as cult objects, too cherished to endanger. It is an unhealthy obsession, as children are seen more as possessions. This astute observation establishes the writer’s credibility as a man who is carefully considering the issue. Chabon uncovers ideas that the reader may not have considered, challenging their assumptions.  Chabon supports his claim with statistics from credible sources and observations which allow the readers to see him as a credible author. His use of expert sources and his own intelligence help him successfully convince his audience of his claim.

In Text Citation Corrections
Please share your word document with me as a Google doc.

Homework:

Week of February 27th- March 2nd: 

1 )Conferences. You will be meeting with me individually in my office instead of meeting as a whole class  this week. You will need to bring either a draft of assignment 3 or an outline to the conference, along with specific questions you have about the assignment. Your conference will count for two days of attendance that week. You will have only one chance to reschedule if you miss an appointment. To sign up for a conference, use the sign up sheet linked here.

2) Work on Assignment 3, due March 8th

March 6th: 

1) Read Everything’s an Argument p.515-533 

2) Read Michael Pollan: From  Omnivore’s Dilemma, American Earth p. 948-960 

3) Bring a draft of Assignment 3 to class for peer response

After Spring Break:

Optional Reading for Assignment 4: Everything’s and Argument chapter 8 or 12 depending on your groups chosen type of writing

Extra Credit Opportunity

The 8th Annual Symposium on Wildness, Wilderness, and the Creative Imagination is this Sunday and Monday. Talented writers will be reading their work on campus. The events are free of charge and open to the public.

Daniel Woodrell is the author of Winter’s Bone, whose film adaptation was nominated for four Academy Awards, including Best Picture. Woodrell has set most of his eight novels in the Missouri Ozarks, where he grew up and now lives. 

Rolf Potts has reported from more than sixty countries for the likes of National Geographic Traveler, The New Yorker, Slate.com and Outside. His adventures have included piloting a fishing boat 900 miles down the Laotian Mekong, hitchhiking across Eastern Europe, traversing Israel on foot, bicycling across Burma, driving a Land Rover across South America. Potts is perhaps best known for promoting the ethic of independent travel and his book on the subject, Vagabonding: An Uncommon Guide to the Art of Long-Term World Travel. His most recent book, Marco Polo Didn't Go There: Stories andRevelations from One Decade as a Postmodern Travel Writer, became the first American-authored book to win Italy's prestigious Chatwin Prize. Though he rarely stays in one place for more than a few weeks or months, Potts feels somewhat at home in Bangkok, Cairo, Pusan, New Orleans, and north-central Kansas, where he keeps a small farmhouse on thirty acres near his family. 




Poet Aimee Nezhukumatathil was born in Chicago to a Filipina mother and a father from South India. Her recently published book of poetry, Lucky Fish, moves from India to the Philippines to New York state to capture a rich life, richly lived. Her other collections include At the Drive-in Volcano, winner of the Balcones Prize, and Miracle Fruit, winner of the Tupelo Press Prize, ForeWord Magazine’s Book of the Year Award and the Global Filipino Award. Aimee Nezhukumatiathil was a Diane Middlebrook Poetry Fellow at the Wisconsin Institute for Creative Writing in Madison and is currently an associate professor of English at State University of New York-Fredonia, where she teaches creative writing and environmental literature. 




Anthony Doerr is the author of four books,The Shell Collector, About Grace, Four Seasons in Rome, and, most recently, Memory Wall, which takes place on four continents and addresses issues from Alzheimer’s in South Africa to infertility in Wyoming to fishing for endangered sturgeon in Lithuania. His writing has been recognized with numerous awards, including four O. Henry Prizes, the Barnes & Noble Discover Prize, the Rome Prize, a Guggenheim Fellowship, the National Magazine Award for Fiction, two Pushcart Prizes, and the 2010 Story Prize. Anthony Doerr also writes a regular column on science books for the Boston Globe. He lives in Boise, Idaho. 

You can check out the events schedule here:
http://engl.iastate.edu/programs/creative_writing/mfa/visiting-writers-series/8th-annual-symposium-on-wildness-wilderness-and/

This is an amazing opportunity to engage in a fun, enriching experience. To get extra credit for attending check out the extra credit opportunity prompt LINKED HERE, and posted as a new assignment in the assignments folder of Blackboard. You will submit these to Blackboard. There is an option for those of you who's schedule prevents you from attending the readings.

Throeau, Citing Sources, and Paraphrasing

Citing Sources and Paraphrasing PPT
In Class Paraphrasing Activity


Homework:

By 2/23

Read Everything’s an Argument p.69-91

Please Bring your Orange Everyday Writer to class

Week of February 27th- March 2nd: 

Conferences. You will be meeting with me individually in my office instead of meeting as a whole class  this week. You will need to bring either a draft of assignment 3 or an outline to the conference, along with specific questions you have about the assignment. Your conference will count for two days of attendance that week. You will have only one chance to reschedule if you miss an appointment. To sign up for a conference, use the sign up sheet linked here.

Establishing Credibility and Engaging with your Audience

***It might be useful to have your Everything's an Argument book today. It's still optional whether or not you bring it, however.***

Reading and Young People PPT

National Endowment for the Arts: To read or Not to Read

http://www.nea.gov/research/toread.pdf

In Class Activity:

In group, reflect on Tom Chatfield's findings:

http://www.ted.com/talks/lang/en/tom_chatfield_7_ways_games_reward_the_brain.html

I) Chatfield found that people receive rewards from the type of engagement presented by video games. He broke these rewards into three categories: Emotional, Individual, Collective rewards

II) Chatfield establishes the equation: Wanting + Liking = Engagement. He says you have to want to be engaged as well as like the process of being engaged which involves experiencing of fun, affection and delight in that process.

III) He provided an example of reward schedule and pie boxes where a 25% success rate of obtaining pie is most compelling. That rate makes the task not too easy, and not too difficult. People where most motivated when they always received some reward for their effort (even if not pie) for opening a box, with some rewards being greater than others. Chatfield also explained it’s more effective to make sure pies don’t appear too often, which keeps them valuable because they are special. How might this translate into writing an argument?

7 Ways to Engage the Brain:

1) Experience bars measuring progress- providing people with a measure of progress they can watch and own that improvement in understanding.

2) Multiple long and short term aims- lots of different tasks, that people can choose to do in their own order, and can do in parallel.

3) Reward effort- audience receives credit for trying without punishing failure

4) Rapid, frequent, and clear feedback- link consequences and action. Give people things they can manipulate and play with and understand.

5) An element of uncertainty- the uncertain reward is more motivating than the known reward

6) Windows of enhanced attention- people are more likely to remember things at certain times, and more likely to be confident and take risks in learning when dopamine levels are enhanced.

7) Other people- the reward of doing things with peers and collaborating is one of the largest rewards for people.

Also, reflect on your Everything's an Argument reading for today.

Principles for establishing ethos with the audience:

1) Authority: An effective author has the authority to speak about an issue.

2) Credibility: an effective author is trustworthy and credible concerning the issue.

3) Motive: an effective author has good motives for addressing an issue (generally considered motives that are not self serving, or motives that are truth seeking).

Tactics for establishing ethos:

1) use humor- especially self deprecating humor

2) portray a appealing image 

3) connect with personal beliefs and core principles

4) show respect for the audience

5) cite trustworthy sources

6) present ideas clearly, fairly, and with sufficient detail

7) admit limitations and make concessions to the objections readers might raise

8) establish an appropriate tone for the audience (formal or informal)

9) come clean about motives, admit where your loyalties lie

Your Task:

Apply Tom Chatfield's findings, as well as what you learned about establishing ethos from the reading to the problem of reading in today's young people. You will be creating a rubric which a writer can use to compare their writing to make their work to make it more engaging. Your task is to describe the qualities of a written text that will get a young adult audience to read non-fiction, informational or writing that presents arguments. Brainstorm as a group, or on your own, some possible rewards for an audience of a written text. 

Consider:

1) What does your audience want? What engages them? 

2) How could you apply some or all of the seven ways to engage the brain into the organization or content of a written communication? 

3) How can you apply the principles and tactics for establishing ethos to help the readers engage with written text? 

Organize your advice for writers in a document that you will share with me as a Google doc (one per group). Consider how you will design your rubric. Will you use a chart? A checklist? Will it include a scoring system? You will need to establish separate elements that comprise the criteria for effective, engaging writing, and a way for a writer to be able to understand those criteria and compare their work to those elements. Your imagination is your only limit with this assignment. Be ready to share your ideas with the class.


Homework:

By 2/21

Henry David Thoreau: From Walden; or, Life in the Woods, American Earth p. 9-25. Please bring your American Earth Reader to class.

By 2/23

Everything’s an Argument p.69-91 by 2/23

Week of February 27th- March 2nd: 

Conferences. You will be meeting with me individually in my office instead of meeting as a whole class  this week. You will need to bring either a draft of assignment 3 or an outline to the conference, along with specific questions you have about the assignment. Your conference will count for two days of attendance that week. You will have only one chance to reschedule if you miss an appointment. To sign up for a conference, use the sign up sheet linked here.

Edward Abbey and Emotional Appeal Analysis Presentations

*** Please Bring Your American Earth Readers to Class for Discussion***

Edward Abbey


Emotional Appeal Analysis Presentations

Sandwich Critique: One constructive positive statement of what the group did well, one constructive statement about how to improve, followed by another constructive statement about what the group did well.

Homework:
By 2/14

1) Read Edward Abbey: “Polemic: Industrial Tourism and the National Parks”

American Earth p.413-433. Please Bring your American Earth Readers to class for discussion.

By 2/16

1) Watch Ted Lecture on Learning Google: TED Lectures. When you reach the TED lecture homepage type into the search field Tom Chatfield: Seven Ways Games Reward the Brain

Or use the link below:

http://www.ted.com/talks/lang/en/tom_chatfield_7_ways_games_reward_the_brain.html

2) Everything’s an Argument p. 52-67 

3) Start Assignment 3, due March 8th posted to Blackboard by end of day. Come with questions about the assignment to class.

By 2/21

Henry David Thoreau: From Walden; or, Life in the Woods, American Earth p. 9-25

By 2/23

Everything’s an Argument p.69-91 by 2/23

Week of February 27th- March 2nd: 

Conferences. You will be meeting with me individually in my office instead of meeting as a whole class  this week. You will need to bring either a draft of assignment 3 or an outline to the conference, along with specific questions you have about the assignment. Your conference will count for two days of attendance that week. You will have only one chance to reschedule if you miss an appointment. To sign up for a conference, use the sign up sheet linked here.

Emotional Appeals

More grammar humor:
http://hyperboleandahalf.blogspot.com/2010/04/alot-is-better-than-you-at-everything.html



Emotional Appeals PPT
Emotional Appeals Activity:
Consider the ad or cartoon you choose for your group.

Identify the claim
As a group, develop a two minute rhetorical analysis of the visual of your choice that you will present to the class. Develop your thesis that relates to the emotional appeals it is makes. Decide what aspects of the visual you will discuss as evidence for that thesis. This is a chance to practice your presentation skills. Practice as a group, and make sure each member has something to say when it is your turn.

1)


2)
Budwiser 9/11 commercial
http://www.youtube.com/watch?v=2d17gXJp5v8

3)


4)



5) This cartoon of the eagle was posted directly after 9-11



6) VW Superbowl commercial http://www.youtube.com/watch?v=0-9EYFJ4Clo

7)



8)


10)



Homework:
Assignment 2 is NOW due Friday, February 10th posted to Blackboard by end of day, instead of February 9th.

By 2/14

1) Read Edward Abbey: “Polemic: Industrial Tourism and the National Parks”

American Earth p.413-433 

By 2/16

1) Watch Ted Lecture on Learning Google: TED Lectures. When you reach the TED lecture homepage type into the search field Tom Chatfield: Seven Ways Games Reward the Brain

Or use the link below:

http://www.ted.com/talks/lang/en/tom_chatfield_7_ways_games_reward_the_brain.html

2) Everything’s an Argument p. 52-65 

Sigurd Olson and Peer Response

Please bring a copy of Assignment 2 to class

Sigurd Olson


In Class Peer Response

Homework:
By 2/6

1) Bring an Assignment 2 draft to class in hard copy (or a copy on your laptop).

2) Read Sigurd F. Olson: Northern Lights American Earth p. 323-326. Bring reader to class and be ready to discuss

By 2/8

1) Read Everything’d s an Argument p. 38-50  

By 2/9

Assignment 2 due posted to Blackboard by end of day 

Grizzly Man Analysis

Context
http://www.youtube.com/watch?v=JBdHBOR6shU&feature=related

The last thing Herzog says in his film:

“Treadwell is gone. The argument how wrong or how right he was disappears into a distance, into a fog. What remains is his footage. And while we watch the animals in their joys of being, in their grace and ferociousness, a thought becomes more and more clear. That it is not so much a look at wild nature as it is an insight into ourselves, our nature. And that, for me, beyond his mission, gives meaning to his life and to his death.”

Coroner Clip 2:00
http://www.veoh.com/search/videos/q/grizzly+man#watch%3Dv180485687aYqp7yz 


In Class Activity


Homework:

By 2/6

1) Bring an Assignment 2 draft to class in hard copy (or a copy on your laptop).

2) Read Sigurd F. Olson: Northern Lights American Earth p. 323-326. Bring the reader to class and be ready to discuss.

By 2/8

1) Read Everything’s an Argument p. 38-50  

By 2/9

Assignment 2 due posted to Blackboard by end of day