Mr. Costal vs. The Accuplacer Computer

Mr. Costal's MUST DO for Writeplacer: 

1. TIME: it's on your side. Edit. Edit. Edit. 

And if you don't believe that makes a difference...what if the computer is designed to consider the time it takes you to complete the essay into your final score?

2. STRUCTURE: At least four paragraphs, each one MUST have at least five sentences. 

DO NOT CLICK SUBMIT UNDER 500 words. 

Except intro, keep intro short. 

Use a quotation instead of rhetorical question?

Play the TWO QUOTATIONS game. 

3. THESIS: Use this: 

While _______ (other side of argument), _______________ (your side of argument)

EX: While luck is nice, my family's background and American history has taught me that true financial and emotional success can only come from hard work. 

Let's try this theory out. 

4. USE SIGNALS: "First" to open second paragraph. 

"Next" to open third paragraph

Write at least one sentence that does this:  "People spend a lot of time and money trying to build luck; however they would be better served by organizing a strategy for working toward their desires." 

5. USE THE ADJECTIVE CHEAT. 

What do I do....cause I forgot as soon as I left B101

1. Send informals (#1 - #7) TO JCOSTAL@GEHRHSD.NET in ONE document BY Dec14th 11:59pm MINUS FREE ONE = SIX

2. Place my final paper in my e-portfolio at stockton.digication.com (I will place it in the "tab thing" called Communication - Writing Skills)

3. IN the e-portfolio, I will check other tab things to make sure I did what was due waaaaaaaaay before right now. I should write a reflection in the Teamwork Collaboration tab thing. And, I should write about myself in the Welcome page. Costal said it should be approx 350 words. Questions for this are on the November 30th blog post.

4. Happy Holidays to me!

5. Build a snowman.

6. Kiss my parents or guardians.

7. Write nice things about Costal on secret Stockton Crushes Twitter feed.

Class #23A NOTE: Monday, November 30: Class held in D27

I'd like to have the literary analysis papers emailed to me at jcostal@gehrhsd.net by 11:59pm, Monday, November 30th.

It's IDEA time, I will providing the first  ten or so minutes of class to allow you time to fill out the IDEA for the course.

6pm students link here. 

8pm students link here. 

Goals for tonight's class: 

1. Answer questions about Skube paper from those of you who already received my feedback.

2. Discuss questions/issues with literary analysis paper, now that you have had some extra time to submit.

Class #22: Monday, November 23, 2016: Lit Analysis Paper & Plagarism activity

*If possible, bring a copy of A Good Man... to class. 

You will be given a 5 minute story review and prep prior to today's lecture. The idea is to maximize the effectiveness of my lecture in preparing you to write your paper over this week/weekend.

1. What might become the thesis of your LA paper? 
2. What basic components of the story or key concepts does your paper plan to explore? 
3. Write down two or three quotations from the story that your family has annotated. Why? Could you use this for your paper? Why or why not? 
4. Do a quick resource review. In other words, what 3rd party sources or research do you plan (or have you) used to write this paper? 

Formal Writing #7: Lit Analysis on "A Good Man is Hard to Find." Three to five pages. APA formatted sources. ALL CREDIBLE SOURCES/TRY to have ALL academic sources. Put writing number in the header. Due next Monday.

LECTURE NOTES: 

The overall goals of O'Connor's work:

1. To define the grotesque both as a literary device and a way to emphasize a spirituality vision; to recognize how the grotesque relates to realism, even humor. 

2. To develop genre known as "Southern Gothic,"  in order to explore its dark history and "grotesqueness" of old customs.


3. To juxtapose and parallel her characters and situations until a thematic importance surfaces.  

4. To challenge, even interrogate, Christianity in search of the idea of grace. "In my stories I have found that violence is strangely capable of turning 

Notes from class can be found here. 

And don't forget about that literary thesis writing handout from a while back. 

Class #21: CLASS CANCELED TODAY: NOVEMBER 18, 2015

That hearty cough I had Monday night has turned into full-on illin' for me.

No class tonight....BUT...please email me your final Skube papers to jcostal@gehrhsd.net by 11:59pm this evening.

Why not take your new-found "time" to edit that bad boy one more time?

Also, I have mapped out the remainder of class, and will be adding it as a sidebar on the blog shortly. Thanks for your attention. See you Monday.

Class #20: Monday, November 16, 2015

CLASS WILL MEET IN D18! YOU NEED ONLY HAVE A DIGITAL COPY OF SKUBE LETTER PAPER.

Class #17: NOTE: WEDNESDAY CLASS MOVED TO F222

Mini-Lesson: Thesis Work: 

The Beatles are the best rock and roll band of all time.

The Beatles are the greatest rock and roll band of all time because they wrote great songs, produced great albums and defined 60s culture.

Despite the cultural relevance of "Beatlemania," the band's importance in the canon of rock and roll grows as a result of their classic song-writing and transcendent album production.

IN-CLASS FAMILY ASSIGNMENT: 

1. Gather up ye' olde families.

2. Trade papers and do a contextual read.

3. One family member should open a Google Doc and share it with my email (jcostal@gehrhsd.net) and the email of their counterpart family. Be sure to also put the names of each family member present in class on the doc.

4. Under each thesis, add a credible piece of evidence (from a 3rd party source) that supports the thesis. Be sure to attribute the evidence (one to three sentences).

5. Feel free to edit one another's submissions.

6. After you have shared your sheet, open the sheet of your counterparts. If it's done, take out the thesis rubric I gave you. Apply each of your partner family's theses to the rubrics. Give each thesis a score based on the number of "Y"s it receives from the rubric.

7. We will come together as a class to discuss these, and I do not plan on doing the talking. The family is responsible for assessing one another's these.

8. You will receive a grade for the your family's theses quality. You will receive a grade for your analysis and presentation as well.

ASSIGNMENTS

RESOURCE: The most comprehensive website for everything about formatting anything in APA style can be found here. 

READ: Read "A Good Man is Hard to Find" by Flannery O'Connor. Annotate the story. Do a solid read focusing on level two and three. You will be writing your literary analysis paper on this piece, so the more thoroughly you work now, the better off you will be later. I am interested in your analysis of how O'Connor uses specific devices and concepts. If you're stuck, specifically consider terms of character development.

REMEMBER the annotation should show how the article effectively (or ineffectively) ties EVIDENCE to the CLAIM. 

Use the same claim, reason and questions posed above for this assignment.

Class #16: NOTE: Class in Monday in D18

Be sure to have with you...digital copy of essay due today. 

We will do some peer editing. The link to the presentation is on Twitter.

We are struggling with abstraction. Let's start here. 

Attribution vs. Citation discussion continues here. 

Class #15: Post 2 of 2: Wednesday, October 28, 2015: Formal Essay #3 Draft due Monday

Formal Essay #5: Argumentative Essay DUE MONDAY for both classes

Your next formal writing will focus on creating an argumentative essay based on The Atlantic article about teens and sexting.

First, let's familiarize ourselves with the basic components of good argumentative writing:

• The claim (that typically answers the question: “What do I think?”)
• The reasons (that typically answer the question: “Why do I think this?”)
• The evidence (that typically answers the question: “How do I know this is the case?”).

I encourage you to describe your own personal experiences and positions on the subject (please do not feel the need to expound personal truths that would sacrifice your privacy), but as opposed to the author of the article, your claim should reflect your unique perspective as a young person or a student. 

Also feel free to focus on what the writer got wrong about your generation. Is this an over-reaction? An under-reaction? Do you agree sexting is more prevalent than ever? Why or why not? Or is this notion the over-reaction of older people? Specifically cite this article as well as least one or two other sources you find on your own.


Assignment will be at least three typed pages. It must contain a works cited page in APA format.

Develop a claim based that advances a particular stance about, solution for or reason why sexting has become such an epidemic. 

Then back that claim with good evidence as discussed in class and in the videos we viewed this week.

HAPPY HALLOWEEN! Be safe! 

Class #15: POST 1 of 2: Wednesday, October 28, 2015: 6PM Class will meet as scheduled; 8PM class is canceled

In-Class: 1. Fallacy presentations 2. Talk CRAAP & activities

Assignments (My expectation is that BOTH sections will have these assignments ready for Monday): 

READ the attached oil drilling article (above) and apply the techniques for credibility evaluation discussed in the video found in the previous class post. WRITE notes that speak to verifying the article's credibility (or lack thereof).

READ through the Parallelism section of Hacker for a coming quiz.

WATCH & ANNOTATE this presentation on Writing Annotated Bibliographies. Also, in preparation for Monday's class, take a look at the Purdue Owl information on Annotated Bibliographies (you will be writing one soon).

Class #13, IN-CLASS: October, 21, 2015 CLASS IN D18

We will begin tonight's class by playing with the RSC digital portfolios. I will give you the first 15 minutes of computer lab time to:

1. Access your portfolio.

2. Watch the video associated with the portfolio.


Then...we will work on a research-based family assignment.

We begin with this link and information.

Each family will be responsible for giving me an email, so that each can be invited to our Google Doc.

On the doc, each family, under the family name, will be responsible for providing the following:

1. A claim (restate the question in the form a thesis that explores a single reason) EX: Affirmative consent will not work because it doesn't address the core causes of sexual assault.
2. Direct evidence from the provided text
3. Extrapolation of direct evidence provided
4. A second, scholarly or peer-reviewed source from a Stockton database that evinces your point.
5. A citation for said source.
6. ANY AND ALL Questions that arise from the pursuit of this assignment.

ASSIGNMENTS: 

1. Make sure that your "welcome page" on your portfolio is set-up with the initial "about me" and info.  

2. Finish the family assignment on the Google Doc. 

Class #12: October, 19, 2015: Family Punctuation Challenge Class

Family Punctuation Challenge!!

CLASS TONIGHT (October 19) In our regular room...

...B101. In computer lab on Wednesday.

CLASS TONIGHT (Oct 14) in B101...

...unless I can find a computer lab. Check back here for more info.

Class #11: Wednesday, October 14, 2015: RESOURCES FOR LIT ANALYSIS PAPER

Rhet Comp Canceled Today October 12, 2015

Class Canceled Today -- Costal's 6pm & 8pm -- originally set to meet in D18, will be canceled today. Please check the blog regularly, as assignments and announcements for Wednesday will be forthcoming. Please feel free to communicate this on Twitter with #costrhet

Class #10: Wednesday. October 7, 2015

Formal Essay #4: Literary Analysis (STEP ONE)

“Discuss the role of women OR femininity OR sexual identity OR gender difference OR "the predator" as it appears in Heels and The Rhett Butlers.”

All of the examples above serve as first steps to the larger world of literary theory and criticism. Writing prompts like this ask you to examine a work from a particular perspective. You may not be comfortable with this new perspective. 

1. Categorize the individual characters in the piece. How does their gender or identity come through in the most general, stereotypical way? How are the characters the same? How are they different?
2. How are these differences manifest in the story?
3. Examine the ways in which the characters you’ve categorized fit or don’t fit into the boxes you’ve assigned them. Do they support or undermine the categories, and what do others (including the author) say about them and their place in the world?
4. Mine your own personal ideas about these roles. What do you know to be true of concepts such as femininity/sexual identity/gender roles. Then do some preliminary research on the topic. Don't be afraid to marry your preliminary research to the ideas you are exploring

Consider the following to help you develop the evidence for your paper: 

      A. What can you infer about the narrators? What evidence from the story makes these inferences viable? What do they reveal about their character?

      B. What final conclusion(s) are drawn by the authors? Don't think of this only in terms of "what happened;" think of it in terms of what that means for the narrators. Consider your "horizon of expectation."

      C. Consider the "truths" of the stories. What is the truth revealed by the actions of the story. They are greater than the basic struggle and tragedy unfolding, right? Why? How? Who is to blame for what takes place...think further than the heinous, threatening men. 

      D. Consider the exemplary moment of either work. Identify it and expound upon it. How do the moments reveal a greater purpose in the writing?

READ: Read through the Parallelism section of Hacker for a coming quiz.

Next week, class will be in D18: Please bring: an electronic copy of your narrative and an electronic copy of Formal #4. 

Class #7: Monday, September 28, 2015

CLASS: reading lecture (30), NPR reading (15)

ASSIGNMENTS: 

For Informal Writing #4: Choose one of the following activities to explore in writing.

A. Explain the idea of metaphor. How does the poem take unique look at the idea of "metaphor?" What is the main metaphor of the poem? What is its significance?

B. Discuss the literal use of the word water. In other words, how does "water" in its literal form, add to the theme of the poem? Provide specific examples.

C.   Discuss the abstract use of water. In other words, how does "water" as an idea or abstraction add to the theme of the poem? Provide specific examples.

D. What is a motif? Is there a motif in this poem? If so, what is it? How do you know? Why is it important? Provide specific examples.

E. What is a simile? How is it different than a metaphor? Are there similes in the poem? What are some? How do they contribute to theme? Provide specific examples.

F> Discuss the poet's use of punctuation, line breaks and formatting. What is the point? Why? Give at least one specific example.

Extra credit to anyone who engages the author @lukejohnsonpoet (use our common hash tag).



Informal Writing #5: Listen to Susan Cain's TED Talk presentation and then respond using a combination of your own educational experiences and "exemplary moments" from her presentation. A transcript is provided on the website. Make sure your writing contains at least one direct quotation from her presentation. 

Class #6: Wednesday, September 23, 2015

1. MIZPAH /finish writing keys  (20) 1A. Conversation about themes and clarifying Ausubel stories 2. Aloud edit of narratives/literary analysis (30) 3. Johnson poem group assignment review & prep time (20) 4. A. NPR piece (15)

ASSIGNMENTS: 

DO:  WE ARE NOT DOING THIS!!!!
FAMILY ASSIGNMENT:

Each family will create a short presentation that answers the following questions:


A. Explain the idea of metaphor. How does the poem take unique look at the idea of "metaphor?" What is the main metaphor of the poem? What is its significance?

B. Discuss the literal use of the word water. In other words, how does "water" in its literal form, add to the theme of the poem? Provide specific examples.

C.   Discuss the abstract use of water. In other words, how does "water" as an idea or abstraction add to the theme of the poem? Provide specific examples.

D. What is a motif? Is there a motif in this poem? If so, what is it? How do you know? Why is it important? Provide specific examples.

E. What is a simile? How is it different than a metaphor? Are there similes in the poem? What are some? How do they contribute to theme? Provide specific examples.

F> Discuss the poet's use of punctuation, line breaks and formatting. What is the point? Why? Give at least one specific example.

You will have the first ten minutes of class Monday to make your mini-presentation. They will be approx. two to three minutes. Be ready for questions. Every member of the family should contribute. The only rubric is that you completely answer the question. Extra credit to any family who engages the author @lukejohnsonpoet (use our common hash tag).

READ: 
This excellent piece from the University of Michigan (wow...holy theme) writing department on expanding analysis of literature (or other text). Apply this to either IW #1 or IW#2 and resubmit a new paper (along with today's oral edits). Questions about the reading. Hit me with them Monday!

WRITE: 
1. Revisions of Narrative & Formal Writing #3 (with expansion as well as oral edits) Should be minimum of two full, typed pages.

WRITE: Watch this video from Cage the Elephant. See how the video's director (Issac Rentz) uses visual language to communicate theme. In many ways, "visual rhetoric" works the same as "compositional rhetoric." Discuss how in Informal Writing #3. First, begin by analyzing the theme or central idea of the piece. How is this communicated in both broad and subtle ways? How, specifically, is metaphor used? How do the visuals work with the song itself (lyrics available online).

Class #4: ASSIGNMENTS: Wednesday, September 16, 2015

READ: Hacker Usage Glossary (does not demand a linear read, instead go through and check the rules you do or do not know).

Read & annotate "You Can Find Love Now" by Ramona Ausubel. Respond to the short story in writing as Informal Writing #2. In your essay, be sure to discuss rhetorical devices employed by the writer. Focus on one or more of the following questions:

1. If you read The Odyssey in high school, how did this story accentuate or otherwise widen your view of the original piece? 

2. Did the format of the piece (the back and forth between the voice of the Cyclops and the voice of the computer program) accentuate how you related to the theme? If so, how specifically? 

3. Do you think that the Cyclops will be successful in luring love back to his cave? Why or why not? 

4. We will return to a deceptively simple question we explored with the Luke Johnson poem: Was this a hopeful story or a sad story? Discuss why you feel that way. 

Be ready to discuss on Monday. 

WRITE: Revision of Essay #1

Class #3: ASSIGNMENT: Monday, September 14, 2015

READ & WRITE: This assignment is to be completed in conjunction with a reading of Ramona Ausubel's Safe Passage (hard copies handed out in class). 

Students should also read this New York Times article as an added resource. As well, as this pull quotation from the author:

Ausubel: Death and what happens to us after we’re gone is the biggest question there is. Biggest by many, many powers. Maybe we simply disappear and maybe we go to a fluffy white cloud place, where all our childhood dogs are waiting along with everyone we’ve ever loved (and they all somehow get along), or maybe we come back as stinkbugs or sparrows. Until each of us gets there, the answer to the questions is None/All of the Above. When I was writing “Safe Passage,” I had the sense that Alice, the main character, found a kind of peace in her strange surroundings, and that she walked out into that peace (or swam, in this case) and there was something there, as opposed to nothing. As long as there is something, as long as there is matter, there is no ending. Birth into what, we don’t know, but, at least in the world of this story, death is a rebirth.

Informal Essay #1: Identify the juxtaposition apparent in Ausbel's story. Use this OneStory interview and the pull quote attached below for help. How does the author use imagery that creates comparison by highlighting very contrasting ideas? How does that effect create a unique and emotional image of death? What is your impression of this image? How does the Times article do the exact same thing? Is this a good thing? A bad thing? Feel free to explore your own take on death and the after life while pursuing answers to these questions.  

Narrative revisions due Wednesday. 

Class #3: IN-CLASS ACTIVITY: Monday, September 14, 2015

Monday, February 2, 2015, 
IN-CLASS ACTIVITY: Learning Inventory  

Take five minutes to do the following at the beginning of class. 

1. Review your completed LIC paperwork.

2. Read the given sheet that outlines the meaning of each category.

3. On the back of your worksheet, write a few sentences explaining if, after reading the handout, you think you belong in a different group. Identify the group and briefly explain why.

4. Then, on another piece of paper write a few sentences in response to the following questions.

Consider your own personal educational experiences when answering:
      A. Considering the strengths and weaknesses of your learning style, and considering the way public education is structured, what has been one of the most challenging parts of being a student? In other words, what causes you to struggle? What do you have the hardest time dealing with?

      B. Considering the strengths and weaknesses of your learning style, and considering the way public education is structured, what is something you excel at that many of your peers struggle with? In other words, what comes easy to you as a student?

     C. Everyone is going to be put into a family. If you had a chance to interview for a spot in your family, how would you sell yourself? In other words, why would I want you (or someone like you) in MY family?

5. Make-sure you hand these papers in before you leave class today.

Class #24: Monday, April 26th: The Research Proposal & Family Conferences -- THE ROAD TO YOUR FINAL PAPER

Conference Assignment: Please have the following information ready for submission during our conferences. All components must be typed and professionally presented:

1. Working Outline
2. Working Thesis
3. Annotated Bibliography 

1. The working outline is a very important first step that serves as a guide for your entire paper. 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 bullet-ed component for each paragraph. Keep in mind that this is the mode by which you will also present your research. Remember that good development "systematically fulfills the reader's expectation."

2. Student will present a working thesis. The expectation is that this will allow us to work together in making sure the paper is on the right track. Thesis should evince the components of thesis writing discussed in class today.

The thesis for this paper should be both complex and clear.

Make sure to move through a logical progression with your ideas.

SEE CLASS LECTURE NOTES 

3. Annotated Bibliography: Should provide insight on the sources you plan to use. Where does information exist? What types of sources have been prevalent? Why would you use (or not use) the sources you've collected. To jog your memory...Here are some examples.


Here is a friendly sample of what organization COULD or MIGHT look like for this paper.

Intro: Include a personal introduction (about a 1/2 page or so...something personal, anecdotal or use one of the introduction types discussed in class or on the blog). It explains your connection to this topic and introduces your essay.

NOTICE: ASSIGNMENTS for MONDAY, APRIL 20, 2015

Hey Gang! Don't forget the following assignments for Monday, when we are back in B003.

Final Lit Analysis Papers are due

Annotations from Hunting Ground are due

If you didi not hand in a draft Skube…hand it in Monday (late, but better than never)

Slut Walk Announcement

SLUT WALK: A MARCH TO END RAPE CULTURE

Wednesday, April 15th @ 4:30pm

Starting at Arts and Sciences Building

Wear whatever you like! Bring your friends!

What is a Slut Walk?

A Slut Walk is a protest against explanations or excuses for rape and sexual assault.  The goal of the March is to challenge rape myths, including the idea that rape is a response to women’s attire or appearance.  It is a call to end the rape culture that permits, excuses, and condones sexual assault.  

The protest takes the form of a march where some individuals are dressed in “slutty” or provocative attire.  Participants typically hold signs that challenge rape myths (e.g. of a rape myth: "women who wear short skirts are asking for it") and promote ideas of sexual consent (e.g., "no means no” or, even better, “yes means yes”).  The goal is to raise awareness and challenge ideologies that permit sexual assault, victim blaming, and slut shaming.  

Questions?  Want to get involved?  Feel free to contact Emily Van Duyne (emily.vanduyne@stockton.edu), Deeanna Button  (deeanna.button@stockton.edu),or Erin O’Hanlon (erin.o’hanlon@stokcton.edu). 

IDEA links for Costal's Class

Here. 

Please and thank you very, very much!

Class #19: Monday, April 13, 2015: WRITING WORKSHOP/SCHEDULE/ASSIGNMENTS

REMAINING CLASS SCHEDULE: 

Today: Writing Workshop/Work on Lit Analysis Papers

Wednesday, April 15, 2015: 



THE HUNTING GROUND
An Expose of Sexual Assault on College Campuses, 6-8:30pm in L-112, Light Refreshments will be served, Q&A after the film, ULTRA CREDIT AVAILABLE

Monday, April 20: B003: Final paper review and assignment/Discussion: The Hunting Ground

Class #19: Monday, April 13, 2015: SPECIAL ANNOUNCEMENT

Class has been moved to MCC-103. Ask someone. It's by the elevator in C Wing. 

Make sure you also have a digital copy of both your lit analysis and Skube papers available. 

Thank you. See you at 6pm!

No comments on Mets/Phils , plzzzzz : )

Class #18: IN-CLASS: Wednesday, April 8, 2015

Class #17: Monday, April 6, 2015: ASSIGNMENT POST: In-formal Writing #7

INFORMAL WRITING #7: Read the attached articles (Please consider following the links embedded within each article as these subsequent articles will only serve to heighten your understanding of this complicated issue). Then, in a structured argument, answer all or some of the following questions:


Do you agree or disagree with the rules of sexual conduct, as outlined in Salon through California State legislation, and further expounded in the editorial about Philly colleges in Philadelphia Magazine article, that are being changed by college campuses?

Do you think such changes to interpretations of law will help curb sexual crime? Are students, especially women, in need of such slanted laws in order to protect them? Is this interpretation biased, unfair and legally dangerous for men?

What role(s) do(es) drinking play in this? Are campuses ignoring the root of the problem in terms of addressing drinking/parties? How does this relate to the points raised by the blogger from The Nation? Please feel free to provide some personal evidence using Stockton as your basis.

Synthesis on these articles should culminate in a specific claim about sex, law, rape, gender and college campuses. In other words, you should take a side(s) on one of the concepts discussed and turn it into a thesis. 

Please provide exemplary moments from both works. Your paper should have a works cited page that incorporates at least two of the articles. At least one of the articles must be directly quoted. Also, feel free to integrate evidence from ANOTHER SOURCE not mentioned here to provide insight on your argument.  

Salon.com article

The Nation article

The New Rules of College Sex - Philadelphia Magazine - phillymag.com

Be prepared to discuss and review this assignment in class on Wednesday. 

Class #16: Lit Analysis Peer Workshop: Monday, March 30, 2015

Lit Analysis Workshop: Attached paper

Tiny tasty tidbits to remember: 

1. Cite AND Attribute.

2. Discuss lit in present tense.

3. Thesis stronger when specific. MUST be ARGUMENTATIVE.

4. DQ choices & DQ length = proportion.

5. Research should be integrated, not an afterthought.

REVISED LIT ANALYSIS DUE MONDAY

Class #14: Monday, March 23, 2015, Credibility & Evaluating Sources Day 3, Literary Analysis Paper Prep Day 1

CLASS: 

1. Presentation on Thesis writing (focused on literary analysis paper). 

2. Differences between primary & secondary sources (historical & research)

3. A DON'T CHOKE Activity with NO PRE-DISCUSSION...just intelligent comments on the final drilling article. 

                  The Millers: will speak to the source credibility (of the article itself, where is it from, how is it credible, or not? AND of any sources cited within the piece)

                  # Family Reunion: will speak to relevance and timliness

                  Femme Fatales: will speak to credibility of author's use and verification of facts

                  The Posse that once belonged to Pat: will speak to the difference between the author's implicit and explicit credibility

                  La Familia: will speak to the logic or illogical nature of the argument (is there fallacy?)

                  Rhetoricless: will speak to the overall quality of the source & whether it is suitable for use as a primary or secondary source in a collegiate term paper. 

You can't watch the Super Bowl just anywhere. So SI went - 02.07.05 - SI Vault

You can't watch the Super Bowl just anywhere. So SI went - 02.07.05 - SI Vault

CANCELED CLASS #2: Monday, January 26, 2015

Since we have hit the unprecedented mark of the first TWO classes of the year being canceled due to weather...here is your guide to making doubly sure you are prepared for class on WEDNESDAY: 

1. Read and prepare questions on the SYLLABUS. The syllabus is an important document for our class. Usually, I review it's most important features. But we will not be able to devote class time to this, so please be vigilant. Read the syllabus and be sure to ask questions about class if you have them. The syllabus is linked on the right-hand column of the blog under "live blog." 

2. Make sure you have answered, and recorded on paper, your answers to ALL the questions on the questionnaire. The questionnaire can be accessed right below the syllabus.

3. Expand one of the questions into Formal Writing #1. These directions are available on the previous post.

Otherwise, be safe and use good judgement.