#writ1122

DUE by Friday, February 2, 2018 to your Tumblr -- Part 2 of your “attendance” for class on Thursday! 

(1) Take a selfie with your group members and post it along with your response to the questions. 

(2) Please take the time to read aloud what you have for a working draft -- it should be/must be more developed than what you had in class on Tuesday. Once you have listened to the working draft, please respond to the following  questions about *each* group member’s draft: 

(a) What is the central claim? Write it out. How does the writer respond to the rhetorical situation asked of them? 

(b) How/where is/will the central claim supported? What direct evidence will be used? How does this help establish ethos (credibility)? 

(c Give 2 specific reasons why this IS appropriate for an adolescent  audience. 

(d) How does the writer develop pathos (emotions)? Logos (logic and organization)? Are they clearly established? How so? 

(e) List 2 things that you think are working really well; list 2 things that aren’t working so well and need worked on.

(3) After reading to each group member’s draft, please do this quick post-review reflection to be completed by each individual writer in response to the review: 

(f a)fter hearing feedback from your peers, what steps do you need to take in order to effectively move towards the second draft (be very specific)? 

Please sign up for a conference time for Thursday, February 1, 2018. This will serve as Check Point #1: we will check in on the course itself, your writing, and draft #1 of Argument #1 – so lots to do!

They will be 20 minutes and will serve as Part 1 of Attendance for Thursday. Part 2 will be explained tomorrow.

In this post, you are going to create where your good ideas come from much like Johnson discusses in his introduction and very similar to how he draws it in his video (see video link below). You need to create a collage (so not individual images) of where your good ideas come from and then connect this to writing (i.e. where do your good ideas for writing come from? This is not the same as your writing “process”). To do this, you can draw; you can paint; you can cut out things; you can use digital programs -- however you see this coming together, so long as it represents where *your* good ideas come from. Please also include a reflection on why you did what you did with DIRECT evidence from Johnson's introduction (so NOT the video -- the reading).

You can’t respond to this prompt until you’ve both read the reading and watched the video!

So ... two parts to this homework post: 

Part 1: The College of (Your) Good Ideas 

Part 2: The Reflection  

Response to peers: please pick 2 new peers and have a conversation with them response to their "where good ideas come from" pulling on how you believe it connects to Johnson (the reading) and Johnson (the video). 

Today’s, Music Monday is brought to you by a band made famous in the early 2000s. This comes from an album they released just last year -- the song, “Imperfection,” connects to what we’ve been reading in Mark Manson’s book. 

The more you try to fight it The more you try to hide it The more infected, rejected, you feel alone inside it You know you can't deny it The world's a little more f*ed up everyday

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Don't you dare surrender Don't leave me here without you Cause I would never Replace your perfect imperfection

We need to embrace our own “imperfections” -- or what we perceive to be imperfections -- so that we may be happier. 

Enjoy the song!

After reading through Crowley and Hawhee, please use these questions to help guide your exploration of rhetoric. No matter what your response looks like, you must ground your thinking using the reading AND try to make connections to the class, to other course readings, to each other, and to yourself as a writer in other words you will begin to synthesize (this means taking your thinking past a simple summary). 

What is rhetoric? How has the understanding/definition of rhetoric progressed since ancient Greece? Why it is important to know and understand? How does it connect to writing; how does it connect to the other readings in the course; how does it connect with the key rhetorical terms we've already discussed? What does it mean to you in the class and perhaps in your major?

In response to your peers, please pick 2 new people to respond to in other words 2 people you have not responded to yet (if you need to know people’s names remember that you have the master class list in your email!): agree or disagree with their thinking about rhetoric. Ground your response in at least one reading from the course. 

ALL Due by class time on Tuesday, January 23, 2018.