The Credible Hulk

Here's a little bit of humor to get you through your last weekend of spring semester...hang in there!

Final Exam Essays and Prompt

Here are the articles for the final exam, as well as the prompt. 

"Is There Hope for the American Marriage?" by Caitlin Flanagan

"The Growing Backlash Against Overparenting" by Nancy Gibbs

"Watching TV Makes You Smarter" by Steven Johnson

"Does Your Social Class Determine Your Online Social Network?" by Breeanna Hare

ENG. 1010/Whitby

Final Exam Prompt

For this exam, you need to write an essay about the article you have chosen to work with. To do this, you need to read the article, formulate an argument, and be prepared to use examples from the text to support your claim. Make sure to use all the skills we have worked on this semester: your essay should have a solid intro and thesis, some summary and evaluation of the article, quotes and examples to support your argument, and a good conclusion that restates your main point. You may agree with the article, disagree with the article, or both agree and disagree with the article. There is no minimum page requirement, but it should be apparent from the length of your essay that you have written for most of the exam period.

Your essay should include:

➮ An intro and thesis statement that clearly tells the reader the main point of your essay.

➮ A brief summary of the article.

➮ Some evaluation of the article.

➮ Quotes and examples from the article to support your thesis.

➮ A conclusion that restates your main points and ties in to your thesis.

*If you type your essay on a laptop, you may email it to me at emilywhitby1@weber.edu.  Check with me before you leave to make sure I’ve received it.

"No One Wins"

What challenges does Mi face in writing an essay to an audience she knows will be opposed to her view?

Think about your own essays--who is your audience, and how will your audience affect the way you argue your thesis?

"BCS: Bonus or Bust?"

For those of you who follow college football, what did you think of Lunt's suggestion for change in the BCS? Does he make logical arguments?

"Public Health Matters"

Here is the post on Kennedy's "Public Health Matters"

Is this essay argumentative or informative? Why?

"Waste Not, Want Not"

What did you think of Crystal Lake's "Waste Not, Want Not"? Is her argument effective? What about the intro--does it fit the rest of the paper?

Anybody else feeling like this today?  Hope you're all rested and recovered from Spring Break--and don't forget to set your clocks ahead :)

See you tomorrow!

Possible Articles for Essay #2

Here are just a few persuasive articles, any of which would fit the criteria for the Essay #2 assignment.  The first article is from 1977 and contains one of the examples in our rhetorical appeals handout.  The rest are from the opinion pages of the websites I've suggested. Skim through the articles and see if they spark your interest; if not, let the articles lead you to other articles on their pages. At the end if this post I've also included websites for you to search.

"The Satisfactions of Housewifery and Motherhood" by Terry Martin Hekker

"Why I am Pro-Life" by Thomas L. Friedman

"Mugging Our Descendants" by George F. Will

"It's Time to Allow Doping in Sport" by Ellis Cashmore

"Should Doping Be Allowed?" Room for Debate Forum

"Who Says There Is No Solution to Bullying?" by Becky Cohn-Vargas

"Don't Blame the Eater" by David Zinczenko

cnn.com
nytimes.com
washingtonpost.com
motherjones.com
huffingtonpost.com
salon.com
sltrib.com
deseretnews.com
standard.net

Essay #2 Assignment, Rhetorical Appeals, Logical Fallacies

Hope you're all having a fantastic spring break! For those of you who are thinking ahead to class next Monday, here is the assignment for Essay #2, the handout on rhetorical appeals, and the handout on logical fallacies that I will give you in class on the 11th. I will also post some suggestions on persuasive articles soon.

Essay #2 Assignment
ENG. 1010/Emily Whitby
Due: ___________________
In this assignment, your task is to compose an essay in which you describe how one text attempts to persuade the reader.  You need to draw on examples from the text and evaluate the persuasive language in these examples using rhetorical appeals, advertising appeals, and logical fallacies.
Remember, this is not an essay about your opinion of the text, or whether the text is “good” or “bad.”  This is an essay in which you make an argument about how the text persuades readers, and then support your claims with examples from the text.  In order to accomplish this, you will need to discuss 1) what the author is trying to achieve, 2) how the author uses persuasive language to do it, and 3) whether the author is successful in persuading the reader and why.  You must focus on these three things in your essay in order to get credit for the essay.
Formatting:

• 3-4 pages
• Double spaced
• 12 pt. Times New Roman
• 1” margins
• Include a Works Cited page at the end of your essay (this does not count as a page of your essay)

Essay #2 Drafting Questions

• What is the author trying to make us think, feel, or believe?
• Why does the author want us to think, feel, or believe this?
• What rhetorical appeals does he or she use?
• What logical fallacies can you find in the text?
• Give specific examples of how the text tries to persuade us.
• Give specific quotations from the text that are particularly persuasive or manipulative.
• What specific words or images does the author use to persuade us?
• Does the author succeed in his or her purpose?  What makes him or her successful?
• What makes the author’s argument important or significant?
• Overall, what can be gained by considering the persuasive/manipulative language in the text?

_______________________________________________________________________________

Rhetorical Appeals

Rhetoric (n) – the art of speaking or writing effectively. According to Aristotle, rhetoric is “the ability, in each

particular case, to see the available means of persuasion.” He described three main forms of rhetoric: ethos, logos, and

pathos.

Logos_______________________________________(Greek for “word”)

Logos is an appeal based on logic or reason. Documents distributed by companies or corporations are logos-driven.

Scholarly documents are also often logos-driven. A logos appeal relies upon definitions, factual data and statistics,

quotations, citations from experts and authorities, and informed opinions to persuade readers. It evokes a cognitive,

rational response.

Examples:

“In Canada between 1985 and 2001, the prevalence of obesity more than doubled from 7 percent to 14

percent among women and to 16 percent from 6 percent among men.”

"Since 2000, America's billionaire club has gained 76 more members while the typical household has lost

income and the poverty count has grown by more than 5 million people."

"What remains unclear is the sustainability of the flat tax. Structurally, the flat taxes that have been adopted

do not provide a coherent framework for dealing with the difficulties that almost all countries now perceive

in taxing internationally mobile capital income."

Ethos____________________________________(Greek for “character”)

Ethos is an appeal based on the character or authority of the speaker; it also refers to the reputation and trustworthiness

of the speaker or writer. An ethos appeal gives a sincere, fair-minded presentation of the issue. It can also be affected

by the writer's reputation as it exists independently from the message--his or her expertise in the field, his or her

previous record or integrity, and so forth. Ethos is an effective persuasive strategy because when we believe that the

speaker has the knowledge or authority to speak on an issue, we are more willing to listen to what he or she has to say.

Examples:

“John H. Banzhaf III, a practitioner of public interest law and a professor at the law school at George

Washington University, believes that the most powerful weapon against obesity is legal action against fast

food corporations.”

“'As an African American child growing up in America, I had to learn about my heritage by myself. Today

I can help children grow up aware of the contributions African Americans have made to the development of

our great country,' said Robert Kersey, creator of the Black Heritage Trivia game."

“David Hofmann of the US National Oceanic and Atmospheric Administration (Noaa), which published the

figures, said: 'Over this last decade the growth rates in carbon dioxide have been higher. I don't think we can

plausibly say what's causing it. It's something we're going to look at.”

Pathos_____________________(Greek for “suffering” or “experience”)

Pathos is an appeal which evokes an emotional response. Advertisements, political rhetoric, and arguments in the

popular press are often dependent upon pathos appeals. A pathos appeal uses emotionally loaded language, connotative

meanings, emotional examples, vivid descriptions, narratives of emotional events, emotional tone, and figurative

language.

Examples:

“Women suffering from the problem of compulsive eating endure double anguish: feeling out of step with the

rest of society, and believing that it is all their own fault.”

“I have ceased thinking of myself as obsolete and begun to see myself as I really am--an endangered species.

Like the whooping crane and the snow leopard, I deserve attentive nurturing and perhaps a distinctive metal

tag on my foot. Because I'm one of the last of the dying breed of human females designated, 'Occupation:

Housewife.”

______________________________________________________________________________________________________

Logical Fallacies_________________________________

Fallacies are common errors in reasoning that will undermine the logic of your argument. Fallacies can be either illegitimate arguments or irrelevant points, and are often identified because they lack evidence that supports their claim. Avoid these common fallacies in your own arguments and watch for them in the arguments of others.

Slippery slope: This is a conclusion based on the premise that if A happens, then eventually through a series of small steps, through B, C,..., X, Y, Z will happen, too, basically equating A and Z. So, if we don't want Z to occur, A must not be allowed to occur either. Example:

If we ban Hummers because they are bad for the environment eventually the government will ban all cars, so we should not ban Hummers.

In this example the author is equating banning Hummers with banning all cars, which is not the same thing.

Hasty Generalization: This is a conclusion based on insufficient or biased evidence. In other words, you are rushing to a conclusion before you have all the relevant facts. Example:

Even though it's only the first day, I can tell this is going to be a boring course.

In this example the author is basing their evaluation of the entire course on only one class, and on the first day which is notoriously boring and full of housekeeping tasks for most courses. To make a fair and reasonable evaluation the author must attend several classes, and possibly even examine the textbook, talk to the professor, or talk to others who have previously finished the course in order to have sufficient evidence to base a conclusion on.

Post hoc ergo propter hoc: This is a conclusion that assumes that if 'A' occurred after 'B' then 'B' must have caused 'A.' Example:

I drank bottled water and now I am sick, so the water must have made me sick.

In this example the author assumes that if one event chronologically follows another the first event must have caused the second. But the illness could have been caused by the burrito the night before, a flu bug that had been working on the body for days, or a chemical spill across campus. There is no reason, without more evidence, to assume the water caused the person to be sick.

Genetic Fallacy: A conclusion is based on an argument that the origins of a person, idea, institute, or theory determine its character, nature, or worth. Example:

The Volkswagen Beetle is an evil car because it was originally designed by Hitler's army.

In this example the author is equating the character of a car with the character of the people who built the car. However, the two are not inherently related.

Begging the Claim: The conclusion that the writer should prove is validated within the claim. Example:

Filthy and polluting coal should be banned.

Arguing that coal pollutes the earth and thus should be banned would be logical. But the very conclusion that should be proved, that coal causes enough pollution to warrant banning its use, is already assumed in the claim by referring to it as "filthy and polluting."

Circular Argument: This restates the argument rather than actually proving it. Example:

George Bush is a good communicator because he speaks effectively.

In this example the conclusion that Bush is a "good communicator" and the evidence used to prove it "he speaks effectively" are basically the same idea. Specific evidence such as using everyday language, breaking down complex problems, or illustrating his points with humorous stories would be needed to prove either half of the sentence.

Either/or: This is a conclusion that oversimplifies the argument by reducing it to only two sides or choices. Example:

We can either stop using cars or destroy the earth.

In this example where two choices are presented as the only options, yet the author ignores a range of choices in between such as developing cleaner technology, car sharing systems for necessities and emergencies, or better community planning to discourage daily driving.

Ad hominem: This is an attack on the character of a person rather than her/his opinions or arguments. Example:

Green Peace's strategies aren't effective because they are all dirty, lazy hippies.

In this example the author doesn't even name particular strategies Green Peace has suggested, much less evaluate those strategies on their merits. Instead, the author attacks the characters of the individuals in the group.

Ad populum: This is an emotional appeal that speaks to positive (such as patriotism, religion, democracy) or negative (such as terrorism or fascism) concepts rather than the real issue at hand. Example:

If you were a true American you would support the rights of people to choose whatever vehicle they want.

In this example the author equates being a "true American," a concept that people want to be associated with, particularly in a time of war, with allowing people to buy any vehicle they want even though there is no inherent connection between the two.

Red Herring: This is a diversionary tactic that avoids the key issues, often by avoiding opposing arguments rather than addressing them. Example:

The level of mercury in seafood may be unsafe, but what will fishers do to support their families?

In this example the author switches the discussion away from the safety of the food and talks instead about an economic issue, the livelihood of those catching fish. While one issue may affect the other it does not mean we should ignore possible safety issues because of possible economic consequences to a few individuals.

Straw Man: This move oversimplifies an opponent's viewpoint and then attacks that hollow argument.

People who don't support the proposed state minimum wage increase hate the poor.

In this example the author attributes the worst possible motive to an opponent's position. In reality, however, the opposition probably has more complex and sympathetic arguments to support their point. By not addressing those arguments, the author is not treating the opposition with respect or refuting their position.

Moral Equivalence: This fallacy compares minor misdeeds with major atrocities.

That parking attendant who gave me a ticket is as bad as Hitler.

In this example the author is comparing the relatively harmless actions of a person doing their job with the horrific actions of Hitler. This comparison is unfair and inaccurate.

______________________________________________________________________________

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Wordiness

Here's a little Calvin and Hobbes to follow up on our wordiness discussion :)

"A Portfolio of TV Advertisements"

Volkswagon: Snowplow
Union Carbide: Chick
Alka Seltzer: Spicy Meatball
Quaker Oats: Mikey
Coca-Cola: Mean Joe Green
Federal Express: Fast Talker
Pepsi Cola: Archaeology
Levi's: Launderette
Jeep: Snow Covered
Energizer: Darth Vader
Got Milk?: Aaron Burr
The Gap: Pardon Our Dust
Honda: Physics
Sony Bravia: Bunnies
Dove: Onslaught
Tide to Go: Interview
Planters Peanuts: Perfume

"Selling Happiness: Two Pitches from Mad Men"

The following links will take you to YouTube clips of the popular AMC series, Mad Men.

The first clip   is from the very first episode of the series, and shows Don Draper making a pitch for Lucky Strike Cigarettes: "Mad Men: It's Toasted."

The second shows a pitch for the Kodak Carousel: "Mad Men: Carousel."

As you watch the clips, consider how the use of a single word, or the choice of one word over another, can increase the persuasive appeal of an advertisement.

"Advertising's 15 Basic Appeals" by Jib Fowles

Here is the link to a PDF of Jib Fowles' article, "Advertising's 15 Basic Appeals." Although the advertisements he uses as examples are pretty old, the appeals are still applicable to todays ads. Can you think of current ads that fit the appeals that Fowles lists? Do you think there are any appeals that he missed or that should be included in the list?

A Portfolio of Advertisements

Portfolio of Advertisements

Read through these advertisements from the past 60 years and be prepared to discuss them on Friday.

Suggested Articles

Here are a few possible articles for use in Essay #1.

"Reading Study Shows Remarkable Decline in U.S." (This is the transcript of an interview conducted on NPR. You can either listen to or read the interview.)

"Fiction Reading Increases for Adults"

"Decline of American Reading Culture: Literature’s Struggle in Face of Pop Culture"

"Young Adult Lit Comes of Age"

"Adults Are Devouring Kids' Books For Good Reason"

"The Real Effects of Technology on Your Health"

"Despite Risks, Internet Creeps Onto Car Dashboards"

"How Green is My iPad?"

"Technology Changing How Students Learn, Teachers Say"

"Set Students Free With Technology in Schools"

"The Problem With Technology in Schools"

Essay #1 Assignment

ESSAY #1
English 1010
Due: Feb. 15, 2013

So far this semester, we’ve been discussing reading and technology, and their effect on the human brain.  Your assignment is to compose an essay using one of the texts we’ve read and an outside text on reading, technology, and the brain.  Your essay should discuss 1) how one essay’s argument is incomplete, 2) how the second essay helps complete the picture, and 3) how reading these two texts together gives us a better perspective on the issue.

In order to accomplish this, you will need to:

• Discuss what both texts argue
• Explain how one of the texts’ arguments is inadequate or incomplete
• Describe how the other text helps complete the picture
• Explain why considering both texts together is superior to simply considering one of them

A couple of things to note:

• Please avoid personal feelings and beliefs into the essay.  Make sure your opinions are stated as arguments that can be supported by explanations, examples, and quotes from the text.

Formatting considerations:

• Page length: 3-4 pages, double-spaced, 12-point Times New Roman font, 1” margins.
• Name, course number, instructor’s name, and date should appear flush left at the top of the page.
• Title should be centered on the next line below the date.
• Essay should begin on the next line below the title.
• Use MLA format for in-text citations, as discussed in class.

Extra credit options:

• You may take your essay to the Writing Center for an additional 5 points on your essay. You must ask your tutor for a signed slip of paper to verify your tutoring session.
• You may also rewrite your essay for up to 5 extra credit points.  Your rewrite is due one week after you receive your graded essay back from me.

"Can You Hear Me Now?"

And....drum roll please...the last reading for our discussion on reading, the brain, and technology: "Can You Hear Me Now?" by Sherry Turkle. Whether or not we agree with Turkle's assessment of the problems with technology, I think she raises some important issues and questions that we need to ask ourselves as we move ahead. What are some of the most significant questions that you think have been raised as we've discussed articles this semester? Have your ideas or habits changed as a result?

"What's the Matter With Kids Today?"

Okay, so I'm playing catch-up with the blog: here is the post for your comments on Amy Goldwasser's "What's the Matter With Kids Today?"

We tend to focus sometimes on the negative effects of technology on kids. What are some positive uses of technology that teens (or young adults) engage in?

Here is the second article of Matt Richtel's that we will be reading, "Growing up Digital, Wired for Distraction." How does this article compare to or complement the other article by Richtel that we read for Friday?

Also, just for fun, here is an ecard for Joel Stein, the author who argued that adults shouldn't read young adult books like The Hunger Games. Ha.

"Mind Over Mass Media" and "Outdoors and Out of Reach"

Here is Steven Pinker's op-ed article from The New York Times, "Mind Over Mass Media," and here is the link to Matt Richtel's "Outdoors and Out of Reach." These two articles seem to be written from opposing viewpoints. Which one, in your opinion, builds the strongest case in its discussion of technology and the brain?

Books vs. E-books

Just for fun, and to supplement our discussion on books vs. e-books, here is a New York Times article that compares the environmental impact of books vs. E-readers:
"How Green is My iPad?" by Daniel Coleman and Gregory Norris

And finally, this graphic sums up how I feel about real books! Is anyone else as nerdy as I am??

"The ABCs of E-Reading"

Here is the link for "The ABCs of E-Reading" by Fowler and Baca.  How many of you own Kindles or read e-books on your iPod or tablet? How do you prefer to experience books, now that so many options are available?

"The Power of Young Adult Fiction"

Here is the link for "The Power of Young Adult Fiction." My question for you is, do you agree with Joel Stein that adults need to grow up and read only adult fiction? Is there any value to young adult fiction to readers who are not children or teens?

"Your Brain on Fiction"

Here is the link to Annie Murphy Paul's "The Neuroscience of Your Brain on Fiction." What did you think of this article? If fiction has such an impact on our brains, does that make the decline in reading even more significant?

"Twilight of the Books"

Welcome to the first reading of the semester, "Twilight of the Books" by Caleb Crain. Below this post, you can comment or ask questions about the article. Just make sure to include your name in the post if you post anonymously.

I look forward to hearing what you think about Crain's article!

Syllabus

Here is the syllabus for Spring Semester, 2013:


English 1010: Introductory Writing

Instructor: Emily Whitby/ email: emilywhitby1@weber.edu

Office Hours: MWF 10:30-11:30 (by appointment)

Office: EH226

Course:			First semester freshman composition is a course dedicated to  reading and writing, and this semester we will do a great deal  of both.  The chief objective of this course is to introduce students  to strategies of reading and writing that will benefit them as they  move through college (and beyond).  Freshman composition is also  a course sequence aimed at providing students with the skills  necessary to critically approach the world around them and the  texts they encounter in it, and to construct and articulate arguments  about that world.
Texts:			Writing Matters WSU Custom  Weber Writes 2012 Composition notebook (non-spiral bound) Other suggested materials:  Wildcard (for printing on campus), flash drive (for saving  and transferring documents), mini stapler (available for $2-$3 at bookstore)
Assignments:			Readings: You are to come to class every day prepared to discuss and write  about the assigned reading. You will need to bring a copy of the  assigned reading with you to class, either a hard copy or an electronic  copy on a laptop or tablet. Writing Journal: Each day, I will give you questions to write about in class.  These  questions will deal with the assigned reading for the day, and will  often be geared toward preparation for an upcoming essay.  You  will need to respond to these questions in a “Writing Journal” that  you will turn in at the end of the semester for grading. Discussion Questions/Responses: Over the course of the semester, you will write at least 10 discussion  questions based on your readings, and at least 10 responses to other  students’ questions, and submit them to the class blog. http://whitbyenglishsp2013.blogspot.com (11:30 class)   Reading Responses: You will need to write 5 Reading Responses this semester and turn  them in on Fridays as indicated. These are to be two full pages in  length, typed, and double spaced; they should include 1) a Summary   of the text’s argument, 2) a Comparison with other texts we have  read, and 3) an Evaluation of the text’s argument.  You must include  all three sections and meet the minimum page requirement in order to  receive full credit. Essays: You will compose 3 essays of graduated length, complexity, and grade   weight.  I will give you detailed descriptions of the essay assignments  as we begin to draft them. Presentations: Each week, a group of students will give a presentation on an assigned  topic.  Presentations should last 5-10 minutes, and should include a  handout for the class.
Percentages:			Essay 1 — 15%                                         Grade Scale: Essay 2 — 20%                                         A   94-100%   A-  90-93% Essay 3 — 25%                                         B+ 87-89%    B 83-86%     B- 80-82% Reading Responses — 10%                   C+ 77-79%   C 73-76%   C- 70-72%   Writing Journal — 10%                          D+ 67-69%   D 63-66%   D- 60-62% Presentation – 5%                                    E 61% and below        Discussion Questions — 10%             UW   Unofficial Withdrawal Final Exam — 5%
Policies:			Attendance is mandatory.  I will take roll every day.  You may miss this class three  times without penalty.  Each absence after that will affect your final grade. Assignments are due at the beginning of class.  Unless prior arrangements are made,  if you are not on time and prepared with your assignment in hand, it will be considered  late.  Late work will be penalized for each day it is overdue.  Emailed assignments: You may occasionally email assignments to me if necessary.  You will receive credit for turning the assignment in as soon as I receive the emailed  copy; however, I will not grade and respond to assignments until I receive a hard copy. I expect you to behave civilly and respectfully at all times (both to me and to your  peers).  Should you behave inappropriately (chatting, texting, reading the newspaper,  doing other work in my class, using laptops for anything other than 1010 classwork,  etc.) you will either be counted absent for the day or be asked to leave the class and   then counted absent.  In short, behave appropriately and respectfully. I reserve the right to make changes to the syllabus to accommodate the dynamics  of the class. Plagiarism is the attempt to claim another’s work as your own. The WSU Student Code  defines plagiarism as “the unacknowledged (uncited) use of any other person or group’s  ideas or work” (Section 6-22, part IV, subsection D). Any attempt to claim credit another’s  work, in whole or in part, is a violation of this policy and is regarded by the Composition   Program as a serious offense, and plagiarism may result in failure of the courses.
Outcome Goals:			English 1010 introduces students to the habits and practices necessary for writing well at  the college level by providing them opportunities to write in a variety of styles and genres.  Although individual pedagogy may vary from section to section, the course emphasizes  invention, organization, cohesion, focus, and grammatical and mechanical correctness.  Because the relationship between writing and reading is a reciprocal one, English 1010  also emphasizes students reading texts that are consistent with the kinds of reading  assignments they will be asked to do in other university courses.
Accommodations:			Any student requiring accommodations or services due to a disability should contact  Services for Students with Disabilities (SSD) in room 181 of the Student Service Center.  SSD can also arrange to provide course materials (including this syllabus) in alternative  formats if necessary. Weber State University recognizes that there are times when course content may differ  from a student's core beliefs.  Faculty, however, have a responsibility to teach content  that is related to the discipline and that has a reasonable relationship to pedagogical  goals.  If you, as a student, believe that the content of the course conflicts with your  ability to pursue a topic, you may request a resolution from the instructor.  Please see  WSU policy 6-22 for further clarification on this policy.
Contingency Plan:			In the event of an extended campus closure, you will continue to submit assignments  to me via e-mail and discuss the text on the class blog.  Please ensure that I have a valid   e-mail address for you that you access on a regular basis.  I will e-mail you with further   instructions if a campus closure occurs.
Week:	Reading:			Due:
Week One	M 1/7	Syllabus & Introductions
	W 1/9	Syllabus & Introductions
	F 1/11	Crain, “Twilight of the Books” (http://www.newyorker.com/arts/critics/atlarge/2007/12/24/071224crat_atlarge_crain)
Week Two	M 1/14	Paul, “The Neuroscience of Your Brain on Fiction” (www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html)
	W 1/16	Room for Debate, “The Power of Young Adult Fiction” (http://www.nytimes.com/roomfordebate/2012/03/28/the-power-of-young-adult-fiction)
	F 1/18	Fowler and Baca, “The ABCs of E-Reading” (http://online.wsj.com/article/SB10001424052748703846604575448093175758872.html)		Reading Response #1
Week Three	M 1/21	Martin Luther King, Jr. Day—NO CLASS
	W 1/23	Writing Matters, “Avoiding Sentence Fragments” (WM 344-350).		Presentation: Sentence Fragments
	F 1/25	Pinker, “Mind Over Mass Media” (http://www.nytimes.com/2010/06/11/opinion/11Pinker.html); Richtel, “Outdoors and Out of Reach, Studying the Brain.” (http://www.nytimes.com/2010/08/16/technology/16brain.html?pagewanted=all)
Week Four	M 1/28	Writing Matters, “Avoiding Comma Splices and Fused Sentences” (WM 350-355). Richtel, “Growing Up Digital,Wired for Distraction” (http://www.nytimes.com/2010/11/21/technology/21brain.html?pagewanted=all)		Presentation: Comma Splices
	W 1/30	Goldwasser, “What’s the Matter with Kids Today?” http://www.salon.com/2008/03/14/kids_and_internet
	F 2/1	Turkle, “Can You Hear Me Now?” http://www.forbes.com/forbes/2007/0507/176.html		Reading Response #2
Week Five	M 2/4	Semicolons (WM 444).		Presentation: Semicolons
	W 2/6	Drafting, Essay #1
	F 2/8	Drafting, Essay #1
Week Six	M 2/11	Workshopping, Essay #1		First Draft Due
	W 2/13	Peer Review, Essay #1		Second Draft Due
	F 2/15	“A Portfolio of Advertisements” (Blog).		Essay #1 Due
Week Seven	M 2/18	President’s Day—NO CLASS
	W 2/20	Fowles, “Advertising’s Fifteen Basic Appeals” (Blog); Apostrophes (WM 447)		Presentation: Apostrophes
	F 2/22	“Selling Happiness: Two Pitches from Mad Men” (Youtube).
Week Eight	M 2/25	Writing Concisely (WM 283).		Presentation: Wordiness
	W 2/27	“A Portfolio of TV Commercials” (Youtube);
	F 3/1	Drafting, Essay #2		Reading Response #3
Week Nine	M 3/4	Spring Break—NO CLASS
	W 3/6	Spring Beak—NO CLASS
	F 3/8	Spring Beak—NO CLASS
Week Ten	M 3/11	Workshopping, Essay #2
	W 3/13	Peer Review, Essay #2
	F 3/15	TBA		Essay #2 Due
Week Eleven	M 3/18	Braithwaite, “Obamacare and the Constitution” (WW 5).		Presentation: Passive and Active Voice
	W 3/20	Isaacson, “Drug Representatives” (WW 13).
	F 3/22	Kennedy, “Public Health Matters” (WW 26).
Week Twelve	M 3/25	Lake, “Waste Not, Want Not” (WW 34).
	W 3/27	Lunt, “BCS: Bonus or Bust?” (WW 46).		Reading Response #4
	F 3/29	EH Closed--NO CLASS
Week Thirteen	M 4/1	Ondrusek, “Star Wars: Timeless Work of Art or George Lucas’ Tinker Toy?” (WW 66).
	W 4/3	Pace, “I See the Moon, the Moon Sees Me” (WW 79).
	F 4/5	Mi, “No One Wins” (WW 56)
Week Fourteen	M 4/8	Park, “The Cycle of Writing: A Self-Portrait” (WW 86).
	W 4/10	Workman, “A Growing Sensation” (WW 91).
	F 4/12	Drafting, Essay #3		Reading Response #5
Week Fifteen	M 4/15	Drafting, Essay #3
	W 4/17	Workshopping, Essay #3		Writing Journal Due
	F 4/18	Peer Review, Essay #3
Week Sixteen	M 4/21	Final Exam		Essay #3 Due