Going Public?

Not easy, but you can do it!

Before we begin Stage V, I'd like to pause for a moment and reflect on writing. What does it mean to be "rhetorically smart?"

Let's take a look at some video examples. Do you think these are rhetorically smart videos?

http://www.commoncraft.com/video/plagiarism

http://youtu.be/m6ZKVdKTWww

http://www.dailymail.co.uk/news/article-2220675/Gangnam-style-Georgia-congressman-John-Lewis-stars-latest-parody.html 
http://youtu.be/o6G3nwhPuR4

http://www.commoncraft.com/video/zombies

Your assignment:

Find an example of a public document with an audience similar to your own and write an analysis of it. How might you use what you learned from this analysis in your own plans for Stage V?

If you need some more direction, feel free to address the following questions:

• What made you choose this particular document?
• Who was the intended audience and how could you tell?
• What was the purpose of the document? How successful do you think the document was in reaching its purpose?
• What does it get "rhetorically right?"
•  How does it fail?
• What can YOU take away from this document when creating your own?

Your analysis should be about one page, typed, double spaced. Please also bring a copy, link, or picture of the public document you've decided to analyze.

Due Wednesday, April 3rd

Conference Days



Don't stand me up! >:O

From Friday, March 22nd -- Friday March 29th, we will be having one-to-one conference meetings in my office during classtime. During this meeting, you'll be receiving feedback on your Stage IV. It's also a great opportunity to ask questions!

The good news? You're only responsible to come during your appointment. Because these meetings will take place during classtime, we will not be meeting formally as a group. Use this time to make revisions on your papers and continue your research.

Please make your appointment and come on time (early is better, even!). You will be receiving a grade for our conference meeting, and because of the volume of students I have, it is NOT possible to reschedule if you miss your appointment. If, BEFORE YOUR APPOINTMENT, you need to change times or expect you might be late, EMAIL ME BEFOREHAND to see if it's POSSIBLE to make adjustments to our schedule. Because these meetings are during regularly scheduled class time, you should be able to make it. DON'T STAND ME UP!

Location: COAS (ARHU) 270A. My office is near the elevators on the 2nd floor, and my name is on my door.

8:45

Friday, March 22nd

8:35 -- AVAILABLE
8:45 -- Irving
8:55 -- Josselyn A
9:05 -- Xavier
9:15 -- Alex
9:25 -- Gloria

Monday, March 25th

8:35 -- Vanessa
8:45 -- Merly
8:55 -- Jocelyn H
9:05 -- Linda
9:15 -- Eli
9:25 -- Michael


Wednesday, March 27th

8:35 --  Liani
8:45 -- Sara
8:55 -- Victoria
9:05 -- Julio
9:15 -- Angelica
9:25 -- Rigo
9:35 --Courtney

9:45

Friday, March 22nd

9:45 -- Josie
9:55 --  Nayibe
10:05 --  Yolitza
10:15 --  Manuel
10:25 -- Orestes
10:40 -- Jorge
10:50 -- Juan M.
11:00 -- Erick

Monday, March 25th

9:35 -- Alan S.
9:45 -- Ana
9:55 --  Stephanie
10:05 -- Michael
10:15 -- Sarah
10:25 -- Victor
10:35 --Carlos

Wednesday, March 27th

9:35 -- Eduardo
9:45 -- Brenda
9:55 -- Pedro
10:05 -- Juan I
10:15 -- Samantha
10:25 -- Kimberly
10:35 -- Melissa

Stage IV Peer Review Questions

Not a good example of the feedback you'll be giving/receiving

These are the same questions I'll be asking myself when I'm grading your papers. So here are some places to begin with your peer review discussions!

1. What question is the author setting out to answer? How does the author tie their question back to the discussions we've been having in this class (discourse)? Are those connections apparent?

2. What type of inquiry does the author engage in? Does the author clearly illustrate this? How does the author tie their inquiry back to their question? Do they analyze, or just paraphrase? How might this be improved?

3. What claim does the author make, in relation to their question? Is the claim original? How does the author support their claims? How does the author articulate the importance and significance of their claim? In other words, so what?

4. How does the author give formal credit to their sources? Check for parenthetical citations and a works cited page.

Good Research?

Are you really now?

• Don't get distracted
• Read rhetorically
• Use "good" sources (scholarly reviewed)
• Use sources from both "sides"
• Don't procrastinate -- it leads to patch writing/plagiarism
• Cite and paraphrase properly
• Research something that interests you!
• Try to avoid bias.
• Be open minded, consider other points of view
• Know what you're looking for. Have a topic in mind, but don't be too narrow.
• If you need help, ask (your professors, tutors, peers, librarians).

Kantz Reflective Assignment

Hopefully after reading Kantz, you no longer feel like this about research!

Well kiddos, once you we get through Kantz this week, we're done with our readings for the semester. How does THAT feel?

This is a good time to stop and pause for reflection. While reading Kantz (or, after, if you've already gotten through it) I want you to think about your own writing and research process and write a one page reflection on it. Use Kantz as a context.

If you need a little more direction, here's a "prompt" :

Write about your experiences with the stage assignments using Kantz as your context. Are YOU writing/reading/researching rhetorically? Use textual evidence and personal examples to support your claim.

Your reflection will be a minimum of one page, double spaced, typed.

Due:

Friday March 8th (yay! day before spring break!)

Adding in:

Just in case you need some more direction! Here's some more explanation; take it if you need it, leave if you don't ;)

For Friday you're to write a personal reflection on your research process. Are you encountering similar problems to Shirley? How does your research process relate to Kantz's theories of rhetorical reading and developing a claim? You'll write about your own experiences, but use Kantz as context. For example, perhaps you're having trouble finding those "gaps" Kantz talks about in your sources. Explain what that is, what you're doing, and the difficulty you're encountering. That's just one way to tackle it. It's a pretty open ended assignment. Basically -- I just want to see you relating your experiences to Kantz's theories and reflecting on them.

Interesting Things

This makes me -_-

Ever surf the web and find something interesting?

It happens to the best of us. Here's an article I found that might be relevant to some of your research Qs. It's also pretty interesting (in case, you know, you've ever wanted to rationalize an irrational love for video games, like... errr... me).

Ten Surprising Truths

If you happen to stumble upon an article you'd like to share, you're welcome to post it here in the comments section. Perhaps it can help someone with their research. In celebration of mindless surfing! /prof. hoerth

Research?

8:45

Fact -- Something that can be proven
Something that people agree on
Set in stone? But can be disproven

Opinion -- Something that you believe in (a theory)
A person's thought in regards to an object, place or idea

Claim -- Something that you declare without evidence or proof (research)

Argument -- The opposing of a supposed fact
The reasons why you think someone might be wrong
A disagreement

Research -- Looking in depth of information
Some type of revelation, the expansion of an idea
Finding something out (an investigation)



9:45

Fact -- Something that you can prove
Something known and proven to be true, supported by evidence
A proven statement

Opinion -- Ones own idea or thought
A theory of ones own interpretation
A belief you can't prove

Claim -- Statement made from a combination of factual and questionable ideas
Your own opinion but with facts to back it up

Argument -- Two opposing ideas
A debate between two claims
Includes a premise and a conclusion
Discussion that has differing opinions

Research -- The gathering of evidence to support a claim