Today's Sure-Fire Sign of the Apocalypse

Sneak Peek: ‘Sarah Palin’s Alaska – Camping with Kate Gosselin

November 29, 2010: College Writing

In Class tonight, each family will be responsible for identifying 2 - 3 quotations from the novel that evince the overall thesis necessary to answer each question.

1. What happens at the end of the novel? Who is the American? Does he kill Changez? Does Changez kill him? Why does Hamid write the novel this way? How does the ending fit the overall theme and purpose of the novel? Consider this: Hamid once commented on NPR that the novel's structure serves to highlight the "conversation between the US and the Muslim world."

2. "The Reluctant Fundementalist" is a strange title, considering that Changez is not all that religous. Hamid once commented that the title is meant to have a dual meaning: Changez as a religous fundamentalist (terrorist?), but "MORE IMPORTANTLY" the fundamentals taught to him by Jim and Underwood Samson. Describe what the title means to you. Reference to novel to support your answer, and be sure to discuss the "double-meaning."

3. Nostalgia. Home. Memory. These emotions play a strong role in the novel. Erica exists as a symbol of the power of yearing for something in the past. Write a paper describing Erica as a symbol for nostalgia. How does her longing for Chris symbolize the change in Changez? Further, how does Erica and Changez's relationship foreshadow the decisions Changez will ultimately make?

4. Write a paper justifying Erica as a symbol for America. How does Erica's rise and fall parallel the rise and fall of America in Changez's heart and life? Describe his relationship with Erica as an allegory for his relationship with the United States.

5. Write a review of Hamid's articles (the one we all read and the one(s) you chose. Follow the criticism writing format discussed. What was Hamid's main point? How does he illustrate (support) his point? What insights into RF or Pakistani/American relations does the article provide?

Sliding Home: The Remainder of College Writing

Almost there, gang. Right now, it may feel like you are stuck in a barrell...others can relate. Keep moving forward, soon it will all be over...Imagine! Your first semester of college...in the books. Heavy. 

Here is the outline for the final classes.

Monday, November 22: Finish lecture on research/Review Research Assignment 

Wednesday, November 24: NO CLASS - HAPPY THANKSGIVING!

Monday, November 30: Research Paper Q & A / RF final discussion (family-led)

Wednesday, December 1: Research Proposals due/Family Meetings instead of class (Time TBD) 

Monday, December 6: Course Evaluations/Q&A on papers, etc. / Who Stays Activity 

Wednesday, December 8: Final / Portfolios & Research Papers due

3:30 Class Start Time Post-poned to 4pm

Sorry gang. This is due to an unforeseen emergency. Will be in by four!

College Writing, November 17, 2010: Journal #11

Optional re-write of Essay #3 (due Monday) 

Alternate assignment for journal #11 here.


Listen to this show from NPR news. Weigh in on your opinion and reference any of the many lessons on writing we discussed in class.

College Writing, November 8, 2010: Assignments

Assignment for Wednesday: Identify the premise, conclusion, and the premise indicators for each one. Please keep in mind that there can be multiples of each. You may mark each one on the page rather than writing them out on a piece of paper. If you chose to write them out, you may use an ellipse.

For your second to last essay, families will choose between one of two possible persuasion prompts.

WRITE: Essay to a hostile audience. Before beginning consider some words of wisdom by reading the following excerpt (coutesy of The Writing Process by Steven D. Krause, with edits and modifications by yourst truly)

Whenever you are trying to develop a clearer understanding of your writing, think about the kinds of audiences who may disagree with you. Think about the opposites and alternatives to your working thesis because these are what a hostile audience might think.



Sometimes, potential readers are hostile to a particular working thesis because of ideals, values, or affiliations they hold that are at odds with the point being advocated by the working thesis. For example, people who identify themselves as being “pro-choice” on the issue of abortion would certainly be hostile to an argument for laws that restrict access to abortion; people who identify themselves as being “pro-life” on the issue of abortion would certainly be hostile to an argument for laws that provide access to abortion.


At other times, audiences are hostile to an argument because of more crass and transparent reasons. For example, the pharmaceutical industry disagrees with the premise of the working thesis “Drug companies should not be allowed to advertise prescription drugs on TV” because they stand to lose billions of dollars in lost sales. Advertising companies and television broadcasters would also be against this working thesis because they too would lose money. You can probably easily imagine some potential hostile audience members who have similarly selfish reasons to oppose your point of view.


Of course, some audiences will oppose your working thesis based on a different interpretation of the evidence and research. This sort of difference of opinion is probably most common with research projects that are focused on more abstract and less definitive subjects. A reader might disagree with a thesis like “The Great Gatsby’s depiction of the connection between material goods and the American dream is still relevant today” based on differences about how the book depicts “the American dream,” or about whether or not the novel is still relevant, and so forth.


But there are also different opinions about evidence for topics that you might think would have potentially more concrete “right” and “wrong” interpretations. Different researchers and scholars can look at the same evidence about a subject like conservation of fisheries and arrive at very different conclusions. Some might believe that the evidence indicates that conservation is not necessary and would not be effective, while other researchers and scholars might believe the completely opposite position.


Regardless of the reasons why your audience might be hostile to the argument you are making with your working thesis, it is helpful to try to imagine your audience as clearly as you can. What sort of people are they? What other interests or biases might they have? Are there other political or social factors that you think are influencing their point of view? If you want to persuade at least some members of this hostile audience that your point of view and your interpretation of the research is correct, you need to know as much about your hostile audience as you possibly can. Of course, you’ll never be able to know everything about your hostile audience, and you certainly won’t be able to persuade all of them about your point. But the more you know, the better chance you have of convincing at least some of them.

Essay #5 A

Write the letter depicted in the following scenario:

Harry Heet is the president of Forthright Enterprises. You all work in Jacksonville, Florida, where the mean temperature in the summer is 92 degrees fahrenheit daily and the humidity is 90% or more for 89 of the 90 days of summer. Mr. Smith, a Vice President of the company, doesn't seem to mind the heat or humidity; in fact, he seems to thrive on it. Right now, his business in advertising antiperspirants, soap, and other grooming products is at a low ebb; profits are down, and contracts difficult to come by. His place of business has no air conditioning, but is instead cooled by electric fans of the overhead and desk type, and by keeping the windows open at night. You decide as a work force that you just can't stand the lack of air conditioning any more and you decide to formally propose internally to Mr. Smith that he install central air conditioning to the two-story building in which you work.

Essay #5 B:
Stockton is chosing a new mascot! It has called upon its student body to write a one page paper nominating a mascot. The administration wants a mascot that represents the pride and honor of the institution. The community wants a mascot that represents a relevant icon of the area. The students want something that kicks ass! There are expected to be thousands of submissions, so it needs to persuasive. Incorporate all three types of appeals in your answer.

READ: Begin Reading Research Section of Hacker to prepare for your final paper.

COLLEGE WRITING, CLASS CANCELED on Wednesday, November 3rd!!!

Watch the blog for a forthcoming assignment.

College Writing, November 1, 2010

WRITE: Add a divisive introduction to Essay #4.

READ: Review Hacker pgs 530 to 564

College Writing, October 18 & 20, 2010

CLASS: Questions:

1. What does the story ultimately mean?

2. What do the teeth symbolize? Why?

3. How is Helen's story one of self-discovery and identity?

4. Is this is sad story? Why or why not (please go deeper than Helen's death)?

5. In what ways is this a story about relationships? What is it specifically trying to say about them?

READ: Finish the book by Wednesday

WRITE: Revision of essay #3 -- be sure it includes the rhetorical devices discussed in class today.
Journal 10: Free-write into narrative (one per family)

Piece 1

Piece 3

Piece 2

College Writing, October 13, 2010: Up with details! Down with vagueness!

NOTE: I very badly owe you a "housekeeping day." So as to better utilize the weekend, we will forge forward today, then on Monday, we will revisit the following concepts: 

       1. will continue Evaluating Quality in discussion of articles

       2. review and discuss parrallelism quiz (not taking by 6pm, yet)

       3. revisit themes of Reluctant Fundamentalist

WRITE:

Dominant impression prep: I want you to get used to getting an overall impression from a work and then expressing that impression in one general sweep...one broad brush-stroke. To do this, study the piece thoughtfully. Consider its purpose, tone and audience. Be honest with yourself and don't try to pretend to be an art critic. Be you. Capture the fullness of your own voice. Then, simply, write one sentence that sums up the way you feel about it -- your overall impression. You will leave your single sentence as a comment under each post containing the famous art pieces in the above posts. The point of this assignment will be to get you prepared to create a strong dominant impression. And then...

Essay #3: Description. You will write a descriptive essay. Your subject will be any one of the following:

1. a room or space in your home
2. a stranger you can observe out in the world
3. a famous painting or portrait
4. a body part or small aspect of someone you know

Some ideas: a pretty girl, your boyfriend’s smile, your best friend’s eating habits, your sofas, the cafeteria lady, your brother napping in front of the TV, a particular article of clothing on your mom, a garden, etc.

The only thing it MUST be is something observable. I want you to view your subject as you write, so be sure it is available for even just a short time.

Pre-write about the sensory details you experience around the subject before you write. Use any of the pre-writing activities used in class. Consider interesting ways to protray images.
Make sure your essay contains a discernible dominant impression, usually found in the same spot as a thesis, and both objective and subjective details (most be more than one page).

Active Reading test article

Here!

IMPORTANT NOTES FOR MONDAY

I will arrive early to the designated rooms for Monday's tests. Approximately 3pm & then 5pm for each class. Please feel free to come early. (Six o'clockers, you are invited to take the test with my three thirties if you want and assuming there is adequate room). So, basically, please come early if you are interested in getting the test over with.

Also, special note for 3:30 class (thanks, Sam): I forgot to give you the article for homework. I will give it to you in class tomorrow. Otherwise study up!

College Writing: Wednesday, October 6, 2010

IMPORTANT NOTE: Monday's classes will meet in computer labs so you may type your Active Reading tests! 3:30pm will meet in F210 and 6pm will use D004.  

STUDY: Active Reading Test Monday

Journal #7: Read about this terrible tragedy out of Rutgers. React to it and the multimedia presented here from Ellen and the Governor. State your specific stance on and possible reactions to cyber-bullying in general.

Journal #8: Facebook and Indentity Part 1: React and respond to this Boston Globe article. Do you agree? Disagree? How does the new "social me dia" world need to adapt or change.

Journal #9: Read the article I gave you in class, apply the tenets of Evaluating Quality. Discuss how your assessment differs from the previous oil drill article. 

The Falcon Film Files: Journal #6: We Used to Wait Film (Arcade Fire)

The Falcon Film Files: Journal #6: We Used to Wait Film (Arcade Fire)

College Writing: October 4, 2010

Class is modified for Wednesday, check REMINDERS for updates.

STUDY: Active Reading test MONDAY

WRITE: Journal 6: Literary Analysis: Read the short story "Dentaphilia." What do you think it means? Explain what you think the teeth might symbolize? How might this story reflect themes of self-discovery and identity in a way that is similar to RF?

College Writing, September 27, 2010

The Cornell Method Link is here: http://www.uvu.edu/learningstrategies/read/cornell.html

READ: 1. The world's most famous article on annotation by Mortimer Adler.

2. There were a myriad of errors on this run of essays that call for some Hacker work. Please peruse the following sections over the next few weeks: Punctuation beginning on page 270 (especially section on comma use), Parallel Ideas on page 84, Tenses, verbs beginning on page 215.

WRITE: Optional revision of essay #1

Extra Credit: Who is the person pictured in this post. Why did I include him? What is he famous for? First correct commenters get it.

College Writing, September 22, 2010

READ:

1. RF Chapter 5

2. This is the New York Times topic page on Pakistan. It reflects the full breadth of issues that have plagued that country and focuses on its strained and varied relationship with the U.S. Use information on this page to supplement the videos also attached to this post. Don't get too bogged down in the people and details, just take away a SENSE of the issues. You never know when a current event may sneak on to a quiz. Here is today's video. Also for Monday, please view this video on reactions to Taliban in popular music.

Journal 3: React to what you watched and connect it to the things you read in the Times. What is your perspective about what is happening over there, especially in terms of the human rights angle discussed in the videos? What most affected you about the things you learned? Why? How does it alter your perception of RF? Does anything you saw today give you specific insight into your perception of Changez? Explain why or why not.

3. Revision of Formal Essay #2

College Writing: September 15, 2010 Assignments

1. Hand in revision of Essay #1. PLEASE REMEMBER -- ALWAYS -- to get credit for a revision, you MUST submit the subsequent drafts. So attach your originals. I want to see ALL drafts you write. Always put your latest, freshest draft on top.
2. Peruse hacker's "Glossary of Usage" which begins on page 565

3. Read RF chapters 3 & 4. Do Journal #2 (same as journal 1) on any of the questions provided below.

4. Don't forget about the article and the quiz -- I didn't. 


Chapter 4:

1. How does Changez’s story of how he got his scar reveal some of his biases against America? (46-47) (a couple of possible answers here)

2. How, in the pre-9/11 days in NYC, did the narrator feel riding the subways dressed in a white kurta? (48) (look up kurta if you need to)

3. Where does Erica live? What other association does Changez make with her apartment type? (49)

4. What is Erica referring to when she says, “It’s done”? (53)

5. What comparison does Changez make when he comments that alcohol is illegal in Pakistan? (53-54)

6. How does Changez reply to the American when he asks if drinking is considered a sin in Islam? What did they—at that moment—understand about each other’s cultures? (54)

7. Back to NY and dinner at Erica’s, what happens that annoys Changez? (54-55)

8. Later that evening, Changez fails to make conversation with the cap driver he knows is Pakistani. How are the two incidents related? (55-56)

9. What intimacies do we learn about Erica in chapter 4? How is there relationship changing? (55-61)

10. Back to Lahore, how does the American react to the lights going out? How does Changez react? What animal does Changez compare the American to? How is this amusing? (60-61)

College Writing: Class 2: September 13, 2010

1. Read AC Press article on writing

2. Read RF Chapter 1 & 2 / Journal #1: Choose one (or more) of the following questions from the guides to focus on for journal #1: Chapter 1: Q: 9, 17 & 21. Chapter 2: 4, 9 & 12.

College Writing: Assignments for Class One: Wednesday, September 8, 2010

1. Post my blog in your favorites. If you can, it would be awesome of you to sign-up for a g-mail account and register with Blogspot...this way you can communicate with me through the comments section.

2. Choose one of the questions posed below. Write me one full page answer. Keep in mind that this is your “coming out party” as a writer for this course. Present your best work. Show me what you are capable of mechanically. Show me how creative you can be! And remember Costal’s Crazy Ceys. Should be typed with specifications reviewed in syllabus. Labeled as Formal Essay #1.

Questions for Formal Essay #1:

A. Explain what you would like people to have learned from you.
B. Write a piece explaining some unrealistic expectations others (or you) have placed on you (or could have placed on you), OR explain how you have done the same to someone else.
C. Write about something you "know to be true," but do not face.
D. Explain the chararteristics you would most want to inherit from your parents, OR explain the characteristics you would least like to inherit from them.
E. In an ideal world, explain what you would most like to devote your life to doing.

3. Complete Learning Inventory sheets as per my instructions.

Not Good-bye, Just Smell Ya Later

Way to Go....ya'll, I mean youse, I mean...um....impetus! Welcome to college!



Last Class:

1. Questions about finals / collect portfolios
2. Finish movie / last discussion of OU
3. Costal finishes Six Flags story...a bit about writing
3A. the pledge
4. tearful good-byes from the class
5. class presents gifts for Costal and ballad they wrote about him
6. Class begs Costal not to go
7. Costal leaves anyway

The Pledge:

List three goals for the Fall (one academic, one social and one leadership/extracurricular)

For each goal, provide three steps for achieving each.

Provide one "reach goal." A reach goal is a goal that will take considerable risk and significant time and effort to achieve. It should be something that comes with great reward though the likliness of achieving it may be slight. This reach goal should be attained by you taking a risk.

How to Write a Goal Statement


Step 1: I will . . . .

Step 2: Clearly state your goal.

Step 3: List objectives and activities to reach goal.

Step 4: Specify date and timeliness to complete goals

Goal Statement:

I will lose weight.

New and improved goal statement:

I will lose 15 pounds by the end of the Fall semester.

Objectives and timeliness:

Begin a program of exercise by September 1, 2010.

* Walk/Jog 30 minutes a day @ 5 AM.

* Play tennis with Jordan every other Saturday.

* Go to the gym after class on Mondays and Wednesdays.

* Get back on the diet I had before EOF started (no more N Wing)

* Record food intake every day.
 
Now, make a promise to our class, something that you or others may worry about succumbing to. It can be simple (I promise that I will only play Xbox for an hour a day during the semester) or it can be complex and deep (I promise not to listen to the negative friends back at home).
 
After initial submissions...the last step, hold our Costal Class family to some promises. Don't call anyone out! These should not contain ANY negative aspect of the person, just something that holds them to something you know they want.
 
i.e.: DO NOT SAY: I will hold Costal to his promise to lose a few pounds, jeez.
 
SAY: I will call Costal this semester when I have time and see if he wants to go to the gym together.

Sums up Our Relationship

Some Peppy Inspiration

I listened to this song as I walked around campus this morning...eased my crabbiness (a bit)!

Finals! Finals! Finals!

Man, I am too soft...Portfolio assignment cut to 5!

HAVE NO FEAR, FRIENDS...the end is near!

Your Final:

-- OU...duh! Short answer questions about plot, character and theme
-- African nations we discussed placed on a map
-- Hacker disciplines (especially parallelism & sentence structure)

Portfolio:

You will complete two journals as we watch the film this week. That will make a grand total of 10. You must type, edit and hand in all your journals before the end of class. They should reflect your NEW writing abilities. Each one is a maximum of one page.

EOF Class #11, July 20, 2010

Lost Boys Journal #9: Chose one of the following

1. What did you learn about the boys’ culture, experiences, and values from the kinds of things they knew about life in the U.S. and the kinds of things they had to learn? Imagine that you had been sitting next to the boys on the flight to the U.S. and had an opportunity to get to know them a little bit. What kinds of things would you have had in common and what would have been the most significant differences?

2. How did it feel to hear elders admonish the boys before they left not to “act like those people who wear baggy jeans who do all the bad things in America”? Who do you think they meant and why might they have singled out that group?

3. At one point, Santino answers the question, “What stories will you tell the white people?” by saying, “I will tell them that I have left many friends here, friends I love very much, who have always stood by me.” Do you think Santino will have an opportunity to tell these stories? Why or why not?

ASSIGNMENTS:

MODULE: Rewrite of Essay #3 due to Ana by end of module.

READ: 1. OU to Chapter 21.

2. ASSIGNMENTS: Read Research Sections of Hacker, 383 - 405 & 476 - 511

Take a Breath...Get Lost in this for a few minutes

Puts what you have to do in perspective doesn't it?

EOF 10th Anniversary Class!!!!! Hoooray! July 19, 2010

WEEK 4: welcome to the WALL

MODULE: Peer edit, editting MUST be to the writer by end of module (done to the specifications we discussed)

WRITE: Revision of Essays #2 (optional for higher than a C+)

READ: OU Chapters 16 & 17

Horrifying

post from the NAACP...not to mention this Iowa billboard below.

EOF Class #9: July, July 15, 2010

You know what to do! Oh, and while you're at it, read OU through Chapter 15!

EOF Class #9, July 15, 2010

"When two elephants fight, it is the grass that will suffer most."

EOF Class #8, July 14, 2010

IMPORTANT NOTE: PLEASE BE SURE TO BE UP TO DATE WITH YOUR READING. CHAPTER 11 WILL BE VERY IMPORTANT TO TOMORROW'S CLASS!

WRITE: Formal Essay #3:

Synthesis of Outcasts United

This paper will be three - five pages long. Same format. Each family will work on the same topic (five possible topics in all). This will focus our conversation about Part I (give or take a chapter) to five areas. I am assigning it this way so that you may use your families for guidance and help. Topics will be assigned during class today. How? By a a little method I call the "Costal Circle of Death." Fear it!

Use afternoon module today to begin preparing your thesis/argument with your family members. Also, each family should be able to provide interesting oral insights for each topic. Consider resources (some are even posted to this blog) to assist you in crafting your answer. Check out websites. Read the interviews. Listen to the audio and podcasts. Watch videos. Attribute and cite these resources. Integration, relevance and attribution of sources will be graded. Use Hacker to guide your creation of an MLA works cited page (Don't worry about perfection in this area, yet, we will go over this next week). I have highlighted the pith (look it up, Skube) of each topic to keep you centered.

The Five Possible Topics:

1. Soccer. This was an interesting year to read this book, because soccer is pretty much sweeping the world. When played beautifully, as Coach Luma might say, soccer is one of the world's most fluid and graceful games. How does the nature of soccer reflect and influence the ways in which the Fugees respond to the challenges of life in Clarkston? What about the game makes it so particularly compelling for children who have endured war, violence, and displacement? This may call for some research on the game, it's importance to the international community, etc. In the most basic terms, examine the sport as an impetus (Skube) for coping with refugee life. The thesis should speak to how the game correlates to the Fugees themselves.

2. Coach Luma fits the Fugees. There is a great deal about her past that makes her the perfect Coach for the team. Her story is not EXACTLY like those of the boys, either, though she is also a Clarkston "outsider" in terms of her nationality. This topic calls for a comparison/contrast between Luma and the Fugees.  In what ways  does her experience as an immigrant compare and contrast with the stories of the Fugees? In what ways do both these similarities and differences affect the bond between the coach and her team? Research on this topic should center on Luma herself and probably the country of Jordan.

3. Chapter 3 describes a study led by Harvard political scientist Robert Putnam that states that inhabitants of the hyperdiverse communities tend to withdraw from collective life and distrust their neighbors. You are going to examine, analyze and relate these findings to OU. Discuss whether or not they surprise you. Call upon specific references from the book that support his report. Then discuss possible methods for how communities such as these can overcome such obstacles. Research for this one has a lot of possibilities. You could look up information on similar communities. You can look into Clarkston yourself. You can look for success stories on how such communities overcome such obstacles in other places. Do not be afraid to make your own decisions on potential solutions. Do not fear using your own personal reference or experiences to brainstorm potential solutions.

4. At its core, this is a book about outcasts in general. While the book has narrowed our focus on cultural outcasts, it is obvious that outcasts come from all spheres of influence. Your job will be to choose, then analyze an outcast from a place in culture that specifically interests you. Who is this person (background info)? Why is/was this person considered an outcast? What did the person do to be considered an outcast? What effect did the outcast status have on this person’s life? What conclusions can you come to about the person? Was the label outcast justified? End the paper by explaining how the label ouotcast is different than the label applied to members of the Fugees. EACH FAMILY MEMBER MUST CHOOSE A DIFFERENT PERSON!

5. In Chapter 11, Beatrice makes some interesting points about the differences in the cultural acceptance of child rearing techniques. She speaks specifically on the effectiveness of corporal punishment. Consider Beatrice's comments. Do a little research on corporal punishment for the purpose of child rearing, especially in other cultures. Do not hesitate to share personal insight on your own experiences, especially if you experienced a varied cultural view on the subject. Then, after you have analyzed Beatrice's points, take a stand on the subject yourself.  

Paper will be due at END OF MODULE Monday, so that you may have time to confer with your family for some editing before turning them in. DO NOT PLAGARIZE!

To do well on this keep Costal's Keys in mind. Focus on writing a great introduction with a focused, argumentative thesis. Watch for mechanical uses! I will be unforgiving on sentence structure. Support your family!

EOF Class #7 Assignments, July 13, 2010

MODULE: Today, you will begin working on your research project for this course. It involves the characters and conflicts explored by Warren St. John in Outcasts United. This assignment will be accomplished in families. One document will be turned in per family. All questions will be numbered. Answered in complete sentences (in your best writing) and typed to the same specifications as your formal essays. Each family should also plan on presenting their findings orally. Each numbered question should be answered in approximately three to seven sentences.  

Begin by collaborating to choose five characters from OU (must be foreign born) whom you feel are the most vital to the story. For each character do the following:

1. Summarize each character's importance to the story. What is memorable about him/her? Why did you chose him/her?

2. How has the character assimilated to life in Clarkston? What major obstacles/forces of conflict has each one faced?

3. What country was the character from? Where is that country (Please provide a printed map or visual that will provide the class with context of the country's location)? Write down what you know about the country and its surrounding areas WITHOUT any research. It is ok to make generalizations, assumptions and guesses. I am interested in what your family BELIEVES.

4. Now find out for real...Do some light research (Wikipedia is ok, because you are just doing background, not citing it). Find out what spceific problems, violence, social situation your character may have been running from. Be specific and be brief. You may need to pursue other people and terms to understand the situations, but don't go overboard. You are just creating CONTEXT for the problem, you DO NOT need to know it all. If you get stuck, The New York Times topic pages are really good places to look.

5. Now, SUMMARIZE. How has pursuing the questions above made you better understand the character? What do you predict for this character in Part 2 of the book?

This assignment will be due at 4pm tomorrow. Presentations will begin in Wednesday's module. I am giving you time in case you want to meet up with your family quickly before presenting. DO NOT forget the tenets of presentation discussed at the beginning of the course.

Use Steph and Ana as resources, but they are NOT here to hold your hands. Be brave. Be independent. Do your best. I'm giving you the LL right now for inspiration.

READ: 1. Peruse the The Basics in Hacker pgs. 529 - 563

2. Outcasts United Chapters 10 & 11.

EOF Class #6, July 12, 2010 Assignments

WRITE: 1. Revisions are due for both Essays #1 (optional) and #2 (mandatory). Don't forget how I want them handed in.

2. Journal #7: Response to today's documentary Class Dismissed. Please also do your best to compare Malala's situation with those facing some of the refuge's in the book.

READ: finish part one

EOF Class on July 12th

Notes and Resources -- EOF Class 6, July 12, 2010

NY Times Topic page on African Union.

NY Times Topic page on Uganda.

African Union official website.

July 8, 2010, Class 5 EOF assignments

MODULE: Read this article by local attorney Seth Grossman (Somers Point) here. For Journal #5, apply the tenets of evaluating quality to Grossman's article as means to either agree or disagree with his argument. Individually this time.

WRITE: Read Michael Skube article...grab it here!

Formal Writing #2: Michael Skube provides his e-mail on the bottom of his scathing rebuke of today's college student. Write a letter to him either agreeing or disagreeing with his thesis. Either way, make sure you back up your claim with specific examples from either your own life, observations you have made or statistics you have researched. Do not spend too much time worrying about how you "cite" your source(s) (this will come later), but please "attribute" it/them. The best response will be e-mailed to Skube himself! Zoinks!

READ: Read Chapters 6 - 8 of Outcasts United. Below you will find the last of study guide questions to help you. From now, you should be annotating and developing your own analysis of what's important in the text. Journal #6 can be about any
chapter(s)/question(s) you chose.
 
STUDY: Active Reading Test during regular class time on Monday (I will be back for module)!
 
Chapter 6, “Paula”


1. Who is Paula? (63-66)

2. Where is she from? (63)

3. Who is Joseph Mombutu? (65)


Chapter 7, “Coach Says It’s Not Good”

1. Who is Bienvenue (Bien for short) Ntwari?

2. What country is he from? (72)

3. What does Grace tell Bien about American kids? (74)

4. What would happen when Coach would ask her players to get in groups for passing drills? (76)

5. What reactions did opposing teams have when they played the Fugees? (78-79)

6. Explain the title of the chapter. (79-80)


Chapter 8, “They’re in America Now—Not Africa”

1. Who is Chike Chime? (81)

2. Who is Timothy Jordan? (81-82)

3. What happened between the two men? (82-83)

4. Explain the title of this chapter. (85)

July 7, 2010, EOF Class #4 Assignments

MODULE: 1. Peer edit with given partner by readinig lsowly and carefully aloud to one another.

2. As your family members become available work with them on perusing the Hacker section on Clarity (pgs. 80 - 145). Pay special attention to sections 8, 9 & 13. I have seen a need for improvement in these areas. STUDY the concepts that you are unfamilar with. Do some of the examples contained within. You will be quizzed. You have been warned.

READ: 1. Finish reading Hacker.

2. OU Chapter 5, no journal (for real this time, I promise), below find the study questions for your guidance.

3. Read and annotate the NY Times article found here.

WRITE: Submit Edit of Essay 1

Chapter 5, “The Fugees Are Born”

1. What tensions could be felt at the Clarkston Community Center? (54-56)

2. How does Luma handle the young Sudanese boy who questions her authority because she’s female? (56)

3. Who is One Shoe? (56-57)

4. Besides poverty, what “other problem” does Luma learn many of her players are experiencing? (58)

5. How did the kids on the team divide themselves? (60)

July 6, 2010, EOF Class 3 Assignments

MODULE:

1. Ana will administer a Hacker quiz. It can be completed in families. Each family need only submit one quiz. Everyone's names should be on it. Each sudent will receive a quiz.  

2. You have plenty of reading to do for homework tonight, but you will NO LONGER just READ, right? Begin some of your reading in module when you are done with the quiz. Use your family and the tutors for help. 

READ:  

1. "How to Mark a Book" by Mortimer Adler

2. "What's Wrong with Writing" by Lewis Beale

3. OU Chapter 4

WRITE:
1. Journal #4 on OU  Chapter 4. You know what to do. Use the questions to guide what you write about.
***You will be quizzed on all of tonight's readings

Chapter 4, “Alone Down South”


1. Describe Luma’s style as a coach working with the Atlanta suburban YMCA girls’ team. (46-48)

2. How does Luma “discover” Clarkston? (48-49)

3. What did Luma notice about the way the boys from Clarkston played soccer compared to the YMCA team? (51)

4. Who helped Luma set up the soccer program for the refugee kids? (52)

Outcasts United Quiz #1: You have

Answer each in complete sentences. Provide as much specific reference to the book as possible. Each answer should be approximately 3 - 6 sentences long. Be sure to answer EVERY part of the question.

1. Provide three specific ways that Luma is like her players from the Fuguees.
2. Provide two specific reasons why Luma did not wish to return home. Explain where home is, and then briefly explain how her parents reacted.
3. Describe Beatrice's policy for her children when they return home from school. Why does she do this? Is it justified?
4. Describe three specific ways that Clarkston changed due to the influx of refugees.
5. Describe the specific difficulties in placing the Somali/Bantu ethnic groups. Do you agree with the Councilwoman?
6. Is there any creedence to the complaints of the most of the "original" inhabitants of Clarkston? Explain either way.

Greater Talent Network Speakers Bureau: The Screening Room

Greater Talent Network Speakers Bureau: The Screening Room

How to Create a News Story

How To Report The News - Watch more Funny Videos

Study Guide Questions for Chapters 1 - 3

Part One: Changes



Chapter 1, “Luma”:

1. Describe Luma’s family background. (p 15-20)

2. Explain why attending Smith College was such “an awakening” for Luma. (20-21)

3. What are some of Luma’s reasons for not wanting to return to live in Jordan? (21-23)

4. How did Luma’s father react to Luma’s news that she wanted to stay in the U.S. instead of return to Jordan? (23)

5. In what way is Luma like the players on the Fugees? (25)

Chapter 2, “Beatrice and Her Boys”

1. Summarize Beatrice Ziaty’s story in Liberia before coming to America? (26-29)

2. How was Beatrice “welcomed” to America? (31)

3. What does Beatrice do to assure her sons’ safety in this new country? (32)

Chapter 3, “Small Town . . . Big Heart”

1. How did Clarkson, Georgia, begin to change in the 1970s? (34)

2. What further changes happened in the 1980s? (35)

3. And then . . . in the late 1980s? (35)

4. Where did the first refugees arrive from? (36)

5. What point does the author want to make with the story of woman walking down the street talking to devil? (37)

6. What are some of the changes Clarkston experienced due to the influx of refugees? (38-39)

7. How was the townspeople’s reaction to all the newcomers in some way “natural”? (39-40)

8. Why did the decision to relocate member of the Somali Bantu ethnic group cause such a stir? (42- 44)

9. Who did Karen Felz, Clarkston Councilwoman and anthropologist fear would suffer the most if the Somali Bantu were relocated to Clarkston? (44)

10. What happened when the community met to discuss the resettlement? (44-45)

Special on the Fugees - ESPN

Thursday, July 1, 2010, EOF Class 2 Assignments

MODULE: Costal will be in module this afternoon.

READ:

1. OU Chapters 1, 2 & 3

2. Peruse Hacker's Glossary of Usage per Costal's instructions

WRITE:

1. Instead of answering the questions explicitly this time, I am providing them to help you guide your reading. Instead you will write a journal for each chapter. (Journal #1, 2 & 3). Use the study guide questions as a guide. You may focus on one or several questions per chapter. Just be sure your journal addresses an answer (or answers) to the provided questions. Remember that journals may or may not be typed. They must be at least one page each. They may or may not be turned in on Tuesday.

2. Essay #1: So much of what's important in OU deals with a "sense of place." Clarkstown is a uniquely drawn tapestry of diversity, tension and hope. For your first essay, I want you to describe your hometown. Be specific. Use concrete details. Be vivid. Describe the people, the "feeling" as well as the physical description of your town. You may focus on one aspect if that aspect stands out to you most (for example, Jasmine may want to focus on the river, or Tim may want to focus on the "Perth"). Use sensory words that bring to life more than visuals, but also smells and sounds and tastes. Follow the parameters in the syllabus. Should be approx. 2 pages.

Why Outcasts United Resonates with Young People

Wednesday, June 30, 2010, EOF CLASS 1: Assignments

MODULE: finish questionaire, with your partner, prep short introduction presentation for tomorrow (you do not HAVE to do this during module if you would rather use the computer while you have it).

READ: Outcasts United Introduction

WRITE: Reading questions for Outcasts United, by Warren St. John. Answers should be in complete sentences and typed.


Prereading: what kind of praise did Outcasts United receive? What are the aspects of the book that appeal to different reviewers? Be specific.

Introduction:

1. Compare the reactions to the jets flying overhead that the Fugee players had to the reactions of the suburban kids (p 2).

2. What does the author mean when he says that Christian’s suffering was “rawer than most”? (p 2)

3. Why are there no fans on the Fugee side of the field? (p 3)

4. Compare the style of the opposition coach to Luma’s. (p 3-4)

5. What does Luna want the other coach to do by the end of the second half? (p 5)

6. What did the referee say to the Fugee team at the end of the game? (p 5-6)

7. The author says that what he witnesses with Zubaid and the other Fugees made him want to tell this story. Explain. (p 7-8)

8. What’s Clarkston, Georgia, like? (p 8-9)

9. Why is it hard for the author to know where to begin the story of the Fugees? (10-11)

...and this one! "Someone told me Jersey's up in here...where's Jersey at?"

Outcasts United Put me in the mood for this one!

My Response to the Column Provided Below

Dear Editor,


I am a Cape May County resident, Atlantic County educator and avid reader of your family of newspapers.

Rarely have I been as appalled by a piece of commentary as I was upon reading Seth Grossman's April 14, 2010 column entitled "There is no Good Reason not to Drill off the Coast."

Mr. Grossman said, "Will oil leaks and spills hurt tourism? No. We know from years of experience in California and the Gulf of Mexico that leaks and spills from oil wells are extremely rare and quickly contained...Even if the worst-case scenario does happen, it will pass. As a kid in the 1950s, I often stepped on tar from oil spills on the Atlantic City beach. My parents used turpentine or gasoline to wash it off my feet...The simple truth is that there are many good reasons to look for and drill for oil off the New Jersey coast, and no good reasons not to."

Mine is obviously not the first rebuttal to Mr. Grossman's egregious remarks. Fate provided a swift and pointed retort, a mere 12 days after the column appeared on your pages. This response, to the tune of 39 million gallons of crude oil, covering over 130 miles in length and 70 miles in width (and growing) leaves little to the imagination. As thousands of gallons a day careen into the Gulf, Grossman's point that spills are "extremely rare and quickly contained" has been pretty handily addressed. Yet, I am left to wondering one important thing.

Mr. Grossman, does this tragic, irreversible and seemingly unnecessary ecological disaster qualify as a "good reason why not to drill for oil" off our shores.

I think it's "good enough" for the 12,000 Louisiana residents who have already been forced out of business by the spill. It's probably "good enough" for the Audubon Society who released a report yesterday citing that over 40 different species of animals will be unalterably threatened by this spill, including the two types of pelicans that have already re-entered the endangered species list. I think it's a good enough reason for the oil drenched, dying wildlife like whales, tuna and shrimp; gray foxes and white-tailed deer; not to mention amphibians such as alligators and turtles.

Maybe BP CEO Tony Howard is like you, Mr. Grossman. Maybe he's still waiting for a "good reason" to pay up for his company's accident. You see, this weekend, as reported by CNN, over 25,000 Louisiana small business owners and employees took to the streets to rally for retribution promised them by BP. To date, they’ve only received a small portion. Tell these citizens, Mr. Grossman, to go easy on Tony. Remind them that he is one of the struggling private sector professionals you often speak of. To quote you, "right now, only people who are directly or indirectly paid with taxpayer money have jobs with good pay and benefits."

So true. According to Business Week, in 2009, Tony Howard only made a meager $1.6 million in base salary, with another $3.2 million in bonuses, not to mention the $4.7 million he received in stock options. Who could possibly support a family on nine or so million a year, let alone help a ruined community? What about the company itself, how could it possibly help? It must be in financial ruin after such a monumental misjudgment, right?

Not quite. BP posted a 134% profit increase during the financial quarter which posted after the spill. According to Green News, an environmentalism e-zine, 29 new oil drilling sites have been established since the spill began. Two of them were awarded to BP. The company made 5.5 billion dollars, as opposed to the 2.3 billion it made this quarter last year. Looks like those Louisiana fishermen and their families are plain out of luck. The money's just not there. Maybe they can consider cutting local school sports and arts programs for some quick-fix cash, just we do here in Jersey.

Don’t be sad, Mr. Grossman. If the Department of Environmental Protection's forecasts are correct, you will relive some of your fondest childhood memories. Tar balls will make a triumphant return to the Atlantic City beaches by early August. Fear not, shore community vendors, whose livlihood ebbs and flows with the tide of tourism...fear not, the millions of fish and fowl who call our coastlines their home...fear not, taxpayers whose municipalities stand to lose millions of dollars in projected revenue during an already strapped fiscal year...Mr. Grossman's will be there for you when the beaches close...with plenty of turpentine.

Maybe, as you scrub your toes clean of the tar balls, Mr. Grossman, you should also clean your conscience. Come back to the pages of South Jersey newspapers and apologize. Apologize to the public for your short-sightedness and narrow-mindedness. Apologize to those, like me, whom you called "ignorant," "brainwashed" and "weak" simply because we believe that there can be a better way to support the demands of progress without subjecting our animals and neighbors to such cataclysmic environment hazards. Download some pictures. See the anguish in the eyes of a crude encrusted pelican who, robbed of flight and sight, wallows in the muck that destroyed his home. Look into the eyes of an aging shrimp boat captain who can no longer put food on his family's table. Look at these and the thousands of other pictures like them and admit to the South Jersey public that you found not one but thousands of "good reasons NOT to drill for oil" off our coastlines.


Joe Costal
Palermo
06-05-10

The 2010 Jersey Shore Summer Beach Guide—www.njmonthly.com

The 2010 Jersey Shore Summer Beach Guide—www.njmonthly.com

The 2010 Jersey Shore Summer Beach Guide—www.njmonthly.com

The 2010 Jersey Shore Summer Beach Guide—www.njmonthly.com

Research Assignment: The complete guide

Research Essay: Craft a well-developed argument. Shape that argument into a good thesis. Back your argument with a combination of fact and opinion. Devise claims for your argument based on the different types of appeals. Make sure your sources are credible. Be sure the paper adheres to Hacker guidelines for APA style.

RESEARCH PAPER AND ARGUMENT TOPIC IDEAS

NOTE: Consult with me if you are unsure of the appropriateness of a topic for the specific assignment given. The topics listed here are suggestions, many of which could benefit from updating and narrowing. They are meant to generate ideas for additional topics. Remember, too, that you should select a topic which you care about enough to invest the necessary time and energy for thought, research, and development of the ideas.

For additional assistance, the Writing Center offers handouts and help.

1. Should pornography be restricted by law?

2. What is the impact of automation on American culture and lifestyles?

3. Should newspaper reporters be required to reveal their sources?

4. Should law or custom regarding American funeral practices be revised?

5. Should parents and other interested citizens censor textbooks and other literature for children in schools?

6. Where and how, if at all, should sex education be conducted?

7. Should the United States have mandatory military conscription? For whom?

8. Should laws regarding minimum wage (or the forty-hour work week) be revised?

9. Should mandatory (or voluntary) prayer be permitted in public schools?

10. Should the government provide child day care centers for working parents?

11. Should donors or their families be compensated for organ donations? How should people be selected to receive donor organs?

12. Should homosexuals be permitted to serve in the armed forces?

13. Should genetic engineering be controlled by law?

14. What impact on the family (or the workplace) have changes in gender roles had?

15. Have the large salaries of professional athletes had a negative impact on sports?

16. How should colleges manage their athletic programs in relation to their academic goals?

17. Do certain children's toys create social or emotional problems?

18. Should public servants (like school teachers, hospital workers, trash collectors) have the right to strike?

19. Should imports of foreign cars or other foreign products be limited or restricted by law?

20. Does society have an obligation to protect privacy as a basic individual right?

21. Should sex and violence on television or in the movies be restricted?

22. To what extent does the private life and private morality of a public figure affect his or her ability to serve the public interest?

23. Should divorce laws be changed in ways that will be more equitable or just for all the parties?

24. What place should "creationism" have in the public education system?

25. Should controversial speakers (on whatever subject) be allowed on college campuses?

26. What types of regulations of smoking in public places should the legal system impose?

27. Do "beauty" contests (Mr. America, Miss America, etc.) serve any purpose in society?

28. Should "victimless crimes" such as prostitution and other sexual activity between consenting adults be free from governmental interference?

29. Are Native Americans being treated fairly in the 1990s?

30. What prevention techniques and/or penalties should be applied to child molestation and child abuse?

31. Does the American system of justice need reform to ensure that criminals are properly punished?

32. To what extent should individuals have the protection of the law and the assistance of the medical establishment in terminating their own lives?

33. What techniques should public schools use to strengthen literacy at all grade levels?

34. Should children be required to attend school past the age of sixteen?

35. Should a rating system be required for song lyrics?

36. To what extent should advertising aimed at children be regulated by law?

37. Should the courts require that contracts and other legal documents be written in nontechnical language so that clients can understand them?

38. Should English be declared the official language of the United States?

39. To what extent should bilingual education be offered in public schools?

40. What role should the federal government take in dealing with the problem of AIDS, homelessness, or other widespread social, medical, and economical problems (pick only one problem for a focus)?

41. Should surrogate motherhood be either banned or regulated by law?

42. Should unapproved drugs be made available as a last resort to patients with conditions for which conventional treatments are known to be ineffective?

43. Should tobacco companies be held responsible for smoking-related illnesses and deaths?

44. Should bartenders be held responsible for the behavior of their patrons?

45. Is rehabilitation of felony offenders possible? Desirable?

46. Should the federal government provide health care for all citizens who cannot afford their own?

47. Should juvenile offenders be tried and punished as adults?

48.Should sex in advertising be restricted and sanctioned by the government?

Step One: Develop your research question

1. Ask research questions that will help you highlight the most important aspects (or angles) of your topic.

2. View this as preliminary research on the narrowing of your topic.

3. Based on your PRELIMINARY research, you should be able to begin refining a clear, arguable statement that will become your thesis. I will meet with each family tomorrow to view these plans and check

*The more you do on your own, the more I will be able to help you. Vice-versea.

Step Two: Research Proposal: The research proposal is a very important first step that serves as a guide for your entire project. It has several necessary components. For each numbered section, write one paragraph.

1. Research Question

• What does the student want to find out? The research question once it is answered becomes the thesis of the resulting paper. The student can formulate her question after surveying the topic (getting an overview by doing some general reading such as wikipedia or “googling”-ing some key words).

2. Research Method

• What kinds of action will the student take to find what she wants to know?
• How will information be discovered and gathered?...library research?...online research?...original research (interviews, surveys, etc.)?
• What resources are known even at the beginning of the project?

3. The Thesis

4. Informal Outline: Follow any form you feel most comfortable with (See Hacker for a variety of outlining methods if confused). The outline should give me an idea of how you plan your paper…point by point at least…example by example if you wish. There should be a bulleted component for each paragraph. Keep in mind that this is the mode by which you will also present your research.

5. Bibliography (of sources needed to prepare this proposal) Use your Hacker to guide you in APA style. I will also accept MLA. If you would like a quick tutorial of citations in general check out the following website:

http://owl.english.purdue.edu/owl/resource/664/01/


THE PAPER:

Step Four: The following outline has been provided to help you conceptualize how to put the paper together:

Intro: Include a personal introduction (1 - 3 paragraphs) It should be devisive and that explain your connection with the topic in any way you see fit. Should also hook, reader, preview tone & ...

Establish the thesis! (Your answer to the research question).

Background / Exposition: The 5Ws pertinent to your topic. Provide the necessary information to understand your points (1 - 2 pages). This is the who, what, when and where of your topic. Should be attributed and cited.

Support: Each aspect that will promote cultural understanding should be supported with a combination of fact and valid opinion from credible sources and your own experiences (3 - 6 pages). Must contain well attributed and cited sources. Must provide specific and concrete evidence to back your argument. Must contain at least two solid DQs.

Conclusion: As outlined in handouts, should be brief. It is done best when it brings up some type of lingering question or idea (1 paragraph)

Paper should be minimum of 6 pages.

• All information taken from sources needs to be cited (not just quotations)
• Use MLA/APA style for all formatting (see Hacker or Google for help)
• Use quotations sparingly. Better to summarize information in your own sentences and phrasing. Introduce all quotations with signal phrases
• Each paragraph should have a topic sentence and show unity.
• Each paragraph (except intros and conclusions) will contain at least one citation identifying where you got your information.
• This is your chance to SHINE on the fact that our multiple revisions have not been a total waste.
• Include a formal Works Cited page, following the models of APA pr MLA style sample in Hacker.

Portfolio Assignment Outline

Rhetoric & Composition Portfolio



Create a portfolio showcasing the work you’ve done (hopefully) this semester. The portfolio should represent the breadth of work you’ve accomplished by providing a retrospective of your final drafts.


Tenets of the portfolio:


A. Each copy should be a clean, fresh and newly edited version of each assignment.


B. In cases of total desperation, you may include a marked copy of an essay (will result in a point deduction, but will be less of a point deduction than not including it at all).


C. Should be created in some kind of binder or fancy folder. Can be three-hole punched, clasped, sheet protected, etc. I don’t care what you use as long as it is organized and presentable.


D. All names (mine and yours) should be removed from the tops of papers. Only assignment titles and dates should be included.


E. Your portfolio should contain some type of cover sheet or title page identifying who you are. Preferably something I can remove so that it doesn't look all ghetto when I scratch it out, or white out it, does anyone even use White Out anymore?


F. Put them in the numeric order as it appears on this blog. Formal Essays and Journals.  


G.  Write one additional piece: three paragraphs addressing the following:


1. What did you find most beneficial about the course? What most makes this course helpful or enjoyable?


2. What did you like least about the course? What parts of it did you dread?


3. What could I do to improve the course & myself for next semester?

A resource for you

RESOURCE for your USE:

1. Please use this reading to further your understanding of the cultural identity issues in BWLOW
At the Crossroads:Latinos in the New Millennium
by Rubén Martínez

It is the blessing and bane of my life as a writer that I am often called upon to explain – to others, to “my” community, to myself – just what is means to be “Latino.” Such an endeavor would be unnecessary in my mother’s El Salvador or my father’s Mexico; Salvadorans and Mexicans don’t have to explain themselves to anyone – they’re Salvadorans and Mexicans, period; they’ve got other things to worry about, like general strikes and monetary devaluations.

But I was born and raised in Los Angeles of immigrant parents and my family’s sense of place, somewhere in between the Old World and the New, has become the narrative of my life. Living in-between tacos and pupusas, rock and merengue, and Spanish and English has been an exhilarating journey. The problem is that living in-between also means that you can be misunderstood by people on either side of you.

Hollywood always had me pegged as a Mexican…a greaser…a bandit…a Latin Lover…a Ricky Ricardo. Even in polite, literary circles, my ethnicity comes before any other intellectual or cultural identifiers. There is a canon of “Western” literature in the United States, but I am not considered a Western writer. I’m not a “California” writer, either, not even an American writer. I am a Latino writer, a mantle that I embrace and reject at the same time, because I feel that I’m as influenced by Walt Whitman as I am by Pablo Neruda.

In Latin America, ironically, I am not seen as a “Latino” or Latin American at all. I am, to my Mexican and Central American colleagues, just another “American” writer. No matter that I speak Spanish, have brown skin and parents from the Old World. So I’m branded a gringo where I don’t want to be one, and where I want to be one, I’m rejected. Denied my in-between-ness by both sides, as it were.

(originally appears on PBS)
* * *

Rhetoric & Composition: Class #17 Assignments

NOTE: Journal #9 was a rough draft of the FB reaction*

ALL ASSIGNMENTS OUTLINED BELOW WILL BE DUE MONDAY, APRIL 12TH

WRITE: Use notes and activities done in class as a model. Find a print opinion piece that you disagree with. First analyze it based on the variety of appeals the author uses to create and advance his/her argument. Then, look for a thesis. Is there a single statement that encompasses the breadth of the argument? Identify it based on the parameters discussed in class. Is there a classically logical strructure employed within? Write up your analysis as Journal #10.

Then, write a rebuttal that employs similar rhetorical devices but advances your view. This will be Formal Essay #8.