tag:blogger.com,1999:blog-11294308217811042642024-02-19T00:07:14.718-08:00instructorknappUnknownnoreply@blogger.comBlogger39125tag:blogger.com,1999:blog-1129430821781104264.post-49742899423841381372019-09-16T07:54:00.005-07:002019-09-16T07:58:21.488-07:00Rhetoric and the Art of Persuasion<br />
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<span style="color: #0b5394;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Watch this video learn more about how the elements of persuasion work in writing:</span></span></h3>
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<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/KLVS95Z05AY" width="560"></iframe>
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<br /><span style="color: #0b5394; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Watch this video to see Ethos, Logos and Pathos in Action:
</span><iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/8Thwi6VhIoQ" width="560"></iframe></h3>
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<span style="color: #0b5394; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Following a logical framework can help outline a sound argument. </span></h3>
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<span style="color: #0b5394; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Use a syllogism framework to write out your central claim.</span></h3>
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syl·lo·gism (sl-jzm)</div>
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1. Logic. A form of deductive reasoning consisting of a major premise, a minor premise, and a conclusion; for example, All humans are mortal, the major premise, I am a human, the minor premise, therefore, I am mortal, the conclusion.</div>
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2. Reasoning from the general to the specific; deduction.</div>
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3. A subtle or specious piece of reasoning.</div>
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Source: thefreedictionary.com</div>
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<span style="color: #0b5394; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Take a trip to the Purdue Owl Writing lab to check out more strategies for building logos appeal in your writing:</span></h3>
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<span style="color: #0b5394;"><a href="https://owl.purdue.edu/owl/general_writing/academic_writing/logic_in_argumentative_writing/using_logic.html">Click Here</a> to read more</span></h3>
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<span style="color: #0b5394; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">There's sound logic and then there is unsound logic. Or logic that doesn't make logical sense. You can see example of unsound logical reasoning all the time in the media. In fact, constructing what are called "Logical Fallacies" can be a trickster's way of getting what they want.</span></h3>
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<span style="color: #0b5394; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /><a href="https://owl.purdue.edu/owl/general_writing/academic_writing/establishing_arguments/rhetorical_strategies.html">Click here</a> to see some classic examples of logical trickery</span></h3>
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<span style="color: #0b5394; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Logic quiz discussion question:</span></h3>
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<span style="font-size: large;">If there are no chance factors in chess, then chess is a game of pure skill. There are no chance factors in chess. Therefore, chess is a game of pure skill.</span><br />
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<span style="font-size: large;">What type of reasoning is this? Inductive or Deductive?</span></div>
Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-22802336188243939542018-03-20T08:48:00.000-07:002018-03-23T09:13:28.493-07:00Parallel Structure Improves Clarity<h3>
<span style="color: #0b5394; font-family: "trebuchet ms" , sans-serif;">Tool Number 5: Use PARALLELISM</span></h3>
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<span style="color: #444444; font-family: "times" , "times new roman" , serif;">Writing in parallel structure helps </span></h3>
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<span style="color: #444444; font-family: "times" , "times new roman" , serif;">keep your reader stay on track with your points. </span></h3>
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<span style="color: #444444; font-family: "times" , "times new roman" , serif;">You don't want to lose your reader </span></h3>
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<span style="color: #444444; font-family: "times" , "times new roman" , serif;">by confusing them with inconsistent verb forms. </span></h3>
<span style="color: #444444; font-family: "times" , "times new roman" , serif;"><br /></span><span style="color: #444444; font-family: "times" , "times new roman" , serif;">As you build more complex sentences and experiment with sentence variety in your writing, you will inevitably come across questions of parallelism. </span><span style="color: #444444; font-family: "times" , "times new roman" , serif;">In their book, <i>Harbrace Essentials</i>,</span><span style="color: #444444; font-family: "times" , "times new roman" , serif;"> a</span><span style="color: #444444; font-family: "times" , "times new roman" , serif;">uthors Cheryl Glenn and Loretta Gray define parallelism as "the use of grammatically equivalent structures to clarify meaning and emphasize ideas" (103). </span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;"><br /></span>
<span style="color: #444444; font-family: "times" , "times new roman" , serif;"><a href="https://www.youtube.com/watch?v=qvDNvS2M3QA">Watch this Video</a> for Parallelism information.</span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;"><br /></span><span style="color: #0b5394;"><span style="font-family: "times" , "times new roman" , serif;">During revision always make sure verbs are parallel in form. Always check for parallelism in sentences joined with:</span><span style="background-color: white; font-family: "times" , "times new roman" , serif;"> and, but, or </span></span><br />
<span style="color: #0b5394;"><span style="background-color: white; font-family: "times" , "times new roman" , serif;"><br /></span></span><span style="color: #444444; font-family: "times" , "times new roman" , serif;">For example,</span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;"><b>Not Parallel:</b> Whether <b>mortgage rates</b> or the b<b>uilding codes are changed,</b> the real estate market should remain strong this spring.</span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;"><br /></span><span style="color: #444444; font-family: "times" , "times new roman" , serif;">Parallel: Whether <b>mortgage rates</b> or <b>building codes</b> change, the real estate market should remain strong this spring. </span><br />
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<span style="color: #0b5394; font-family: "times" , "times new roman" , serif;">Always check to make sure Verb form and tense are consistent:</span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;">Not Parallel: People all around me are buying, just remodeled or want to sell their houses.</span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;">Parallel: People all around me are buying, remodeling, or selling their houses.</span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;"><br /></span>
<span style="color: #0b5394; font-family: "times" , "times new roman" , serif;">The authors explain that "parallel elements make your writing easy to read" (105). But they suggest that the occasional break from the parallel pattern can be used to emphasize a point.</span><br />
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<span style="color: #444444; font-family: "times" , "times new roman" , serif;">For example:</span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;">"My friend Allison is kind, modest and the smartest mathematician in the the state."</span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;">Rather than "My friend Allison is kind, modest and good at math."</span><br />
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<span style="color: #444444; font-family: "times" , "times new roman" , serif;"><br /></span>
<span style="color: #444444; font-family: "times" , "times new roman" , serif;"><br /></span><span style="color: #444444; font-family: "times" , "times new roman" , serif;"><a href="https://sites.google.com/site/1asjcc/clients/course-lessons/sentence-combining-1">Link to Obama Op-Ed.</a> Notice how this famous writer puts all of these tools into play in order to explain and develop his argument.</span><br />
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<span style="color: #444444; font-family: "times" , "times new roman" , serif;">Written Quiz:</span><br />
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<span style="color: #444444; font-family: "times" , "times new roman" , serif;">How would you make these sentences parallel? </span><br />
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<li><span style="color: #0b5394; font-family: "times" , "times new roman" , serif;">When she hired new employees for her department, she looked for applicants who were intelligent, able to stay focused, and able to speak clearly. </span></li>
<li><span style="color: #0b5394; font-family: "times" , "times new roman" , serif;">In her report, she wrote that her most important achievements were attracting new clients and revenues were higher.</span></li>
<li><span style="color: #0b5394; font-family: "times" , "times new roman" , serif;">At meetings she was always prepared, participating actively yet politely, and generated innovative responses to department concerns.</span></li>
<li><span style="color: #0b5394; font-family: "times" , "times new roman" , serif;">Helen was praised by the vice president and her assistant admired her.</span></li>
<li><span style="color: #0b5394; font-family: "times" , "times new roman" , serif;">When asked about her leadership style, she said that she preferred collaborating with others rather than to work alone in her office. </span></li>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-75634862404917765972017-03-19T08:21:00.000-07:002017-03-25T09:37:32.535-07:00Sustainability: Fuel Cell Research <div style="line-height: 20px; margin-bottom: 10px;">
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7B9ZF-mjNY3btJN4e4ZW-hxzSeSlo5VJ_U9F_DGExgS9p6dkpVYwjAUStsm7UBvJO-8HlT6O53LyKVOUy2TauFT24_MorOjBmSSxdVrBAEceb0MEnvHQj3HAYBQ-heumz0TUhM95X9U0/s1600/201002press.gif" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7B9ZF-mjNY3btJN4e4ZW-hxzSeSlo5VJ_U9F_DGExgS9p6dkpVYwjAUStsm7UBvJO-8HlT6O53LyKVOUy2TauFT24_MorOjBmSSxdVrBAEceb0MEnvHQj3HAYBQ-heumz0TUhM95X9U0/s400/201002press.gif" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Source: <a href="http://phys.org/news/2010-05-metal-lithium-fuel-cells.html">Physics.org</a><br />
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Removing Fossil Fuels from the Transportation Equation. </div>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 9"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
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<div class="MsoNormal" style="background: white; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">
<b><span style="color: #333333; font-family: "times new roman"; font-size: 13.5pt;">Evolution of Transportation<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "times"; font-size: 13.5pt;">How the transportation sector will evolve given
recent advances in technology and recent setbacks in policy remains to be seen,
but the U.S. transportation sector’s current impact on climate change is clear.
According to the</span><span style="background: white; color: #333333; font-family: "serif" , "serif"; font-size: 13.5pt;"> </span><span style="font-family: "times"; font-size: 13.5pt;"><a href="https://www.nytimes.com/2017/03/11/business/energy-environment/electric-cars-hybrid-tax-credits.html?smprod=nytcore-ipad&smid=nytcore-ipad-share&_r=0"><i><span style="background: white; color: #333333; font-family: "times new roman";">New York
Times</span></i><span style="background: white; color: #333333; font-family: "times new roman";"> article by Hiroko Tabuchi</span></a></span><span style="background: white; color: #333333; font-family: "serif" , "serif"; font-size: 13.5pt;"> (2016): </span><span style="font-family: "times"; font-size: 13.5pt;">"Transportation now regularly emits more earth-warming gases
into the atmosphere than any other sector</span><span style="background: white; color: #333333; font-family: "serif" , "serif"; font-size: 13.5pt;">, </span><span style="font-family: "times"; font-size: 13.5pt;"><a href="https://www.eia.gov/todayinenergy/detail.php?id=29612"><span style="background: white; color: #326891; font-family: "times new roman";">according
to the federal Energy Information Administration</span></a></span><span style="background: white; color: #333333; font-family: "serif" , "serif"; font-size: 13.5pt;">. </span><span style="font-family: "times"; font-size: 13.5pt;">Last
year, it overtook the electric power sector for the first time since the late
1970s." <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times"; font-size: 13.5pt;">Despite transportations move into this most
dubious category, the federal government plans to remove the stringent emission
guidelines put in place by the Obama Administration, and states are
increasingly removing tax credits for electric vehicle buyers. Because</span><span style="background: white; color: #333333; font-family: "serif" , "serif"; font-size: 13.5pt;"> </span><span style="font-family: "times"; font-size: 13.5pt;"><a href="https://www.theguardian.com/environment/2017/feb/22/scott-pruitt-emails-oklahoma-fossil-fuels-koch-brothers"><span style="background: white; color: #333333; font-family: "times new roman";">Scott
Pruitt's ties to the fossil fuel industry</span></a></span><span style="background: white; color: #333333; font-family: "serif" , "serif"; font-size: 13.5pt;"> </span><span style="font-family: "times"; font-size: 13.5pt;">are
clear, as the newly appointed head of the Environmental Protection Agency, Mr.
Pruitt will certainly be scrutinizing EPA "regulation" that
incentivizes renewables and the electric transportation sector and eliminating
emissions "regulation" that directly impacts the profits of fossil
fuel industries—a double-whammy for the fast-warming planet.</span><br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: "times"; font-size: 13.5pt;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil9zGi74Kq7HfJXdqjxZ2esS5O3Hzvz0Rp2OzCEYOK3k8nfck80UqUGlocquzHOSIcaIJ4WPLdaILma93iAhugsXaH7sTeepTYvxO6PABH2eyQLZ9k1QjF7fupyl2NMsvYWtVzfGZk4w4/s1600/globe-907709_960_720.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil9zGi74Kq7HfJXdqjxZ2esS5O3Hzvz0Rp2OzCEYOK3k8nfck80UqUGlocquzHOSIcaIJ4WPLdaILma93iAhugsXaH7sTeepTYvxO6PABH2eyQLZ9k1QjF7fupyl2NMsvYWtVzfGZk4w4/s320/globe-907709_960_720.jpg" width="320" /></a></span></div>
<span style="font-family: "times"; font-size: 13.5pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times"; font-size: 13.5pt;">Still in its growth infancy, the U.S.
alternative energy and electric vehicle sectors depend on government incentives
to compete with the long-incentivized fossil fuel titans. However, these
economic incentives provide direct competition to fossil fuel industry profits
and have triggered many NGOS, such as</span><span style="background: white; color: #333333; font-family: "serif" , "serif"; font-size: 13.5pt;"> </span><span style="font-family: "times"; font-size: 13.5pt;"><a href="https://americansforprosperity.org/afp-stalls-green-energy-handouts-runway-2/"><span style="background: white; color: #333333; font-family: "times new roman";">Americans
for Prosperity</span></a></span><span style="background: white; color: #333333; font-family: "serif" , "serif"; font-size: 13.5pt;">, </span><span style="font-family: "times"; font-size: 13.5pt;">to lobby hard in Washington to reverse the incentives-driven
momentum that has propelled renewables and electric vehicle markets during the last few years. Ironically, The Americans for Prosperity website calls on eliminating government handouts to the renewable energy sector and promises to "eliminate
special carve-outs, loopholes and giveaways that funnel benefits to a handful
of politically-connected industries and companies at the expense of hardworking
taxpayers" even as it supports the mission of the fossil fuel industry,
which remains and has historically been, the beneficiary of billions of federal
tax dollars. Founded by the</span><span style="background: white; color: #333333; font-family: "serif" , "serif"; font-size: 13.5pt;"> </span><span style="font-family: "times"; font-size: 13.5pt;"><a href="https://www.forbes.com/sites/lauriebennett/2012/03/31/tracking-koch-money-and-americans-for-prosperity/#43756c0d6c46"><span style="background: white; color: #333333; font-family: "times new roman";">Koch Brothers</span></a></span><span style="background: white; color: #333333; font-family: "serif" , "serif"; font-size: 13.5pt;">, </span><span style="font-family: "times"; font-size: 13.5pt;">The
Americans For Prosperity members don't seem to mind this double-standard. Indeed, the
double-standard is the policy: support fossil fuels, but don't support
renewables and electrifying transportation. But why? Tabuchi’s article makes
this connection explicitly clear, "Electric vehicles alone could reduce
oil demand by two million barrels a day by 2025, the study forecasts. That
would be about the same dip that caused the oil price collapse in 2014 and
2015." Fossil fuel-based power has already taken a hit due to solar and
wind power—hence transportations rise to the top of the emissions chart. A fossil
fuel dip fueled by the electrification of the transportation sector could equate to billions
of dollars of losses in annual profit.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times"; font-size: 13.5pt;">In regards to the reaction from U. S. automakers about the removal of incentives for electric vehicles, at least one CEO was not silent. Tabuchi writes, "A Tesla spokesman declined
to comment. But its chief executive, Elon Musk, has said that he supports
getting rid of incentives, but only if other subsidies are repealed, including
support for fossil fuel industries." That s</span><span style="font-family: "times"; font-size: 18px;">eems like a fair proposal. </span></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times"; font-size: 13.5pt;">Click here for information on fuel and energy incentives</span><span style="background: white; color: #333333; font-family: "serif" , "serif"; font-size: 13.5pt;"> by the </span><span style="font-family: "times"; font-size: 13.5pt;"><a href="https://www.cbo.gov/publication/43040"><span style="background: white; color: #333333; font-family: "times new roman";">U.S. Government</span></a></span><span style="background: white; color: #333333; font-family: "serif" , "serif"; font-size: 13.5pt;">, </span><span style="font-family: "times"; font-size: 13.5pt;">according to the U.S. Congressional Budget Office. Although President Obama's administration distinctly changed the historic record by decreasing incentives for the fossil fuel industry and increasing incentives for renewable sources, the record clearly shows billions of dollars have been channeled over decades to support the fossil fuel industry.</span><br />
<span style="font-family: "times"; font-size: 13.5pt;"><br /></span>
<span style="font-family: "times"; font-size: 13.5pt;">The spike in
growth for renewable energy sources and the electric vehicle transportation
industry is very recent, and a direct result of the Emergency Economic
Stabilization Act of 2008 and the American Recovery and Reinvestment Act of
2009. These incentives, coupled with improved engineering, boosted the competition
between traditional—fossil-fuel based— and renewable— non-fossil fuel-based—power
sources and vehicles for the first time in history. Surprising most, these
sectors experienced exponential growth. After years of slothlike growth, this
bump in productivity came as encouraging news to anyone educated on the realities
of fossil-fuel linked climate change, but contributed to declines in the petroleum sector, which was terrible
news to anyone with a fossil fuel dense stock portfolio.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "times"; font-size: 13.5pt;">Tabuchi's article also notes that <a href="https://www.iea.org/publications/freepublications/publication/Global_EV_Outlook_2016.pdf"><span style="background: white; color: #333333; font-family: "times new roman";">other
studies</span></a></span><span style="background: white; color: #333333; font-family: "serif" , "serif"; font-size: 13.5pt;"> </span><span style="font-family: "times"; font-size: 13.5pt;">have much less optimism for the impact that electric vehicles will
have, if there is no "global action to curb fossil fuel use." How the
de-coupling of emissions regulations and economic incentives will impact
consumer patterns is unknown—although the equation ‘how much money will this
vehicle cost me’ ultimately shapes this pattern. The answer to this same
question plagued the solar energy industry for three decades, and the equation changed only recently when
governmental policy ensured an economic incentive to go solar.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAvDeY-0M8SfD53OLGAD4ZuicqgiT7FC4Ll5y4H9kl-WmFz6qpHCPEFhlPM2SzSSoNJX9LdZNvQfquRgBSun0V2YKnQbRGwnVCqD82fT0nrZ2RgJue1kKvddOqvbi-n7mDXhI-Q8r1jP0/s1600/98688629oil-money-380x180.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="151" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAvDeY-0M8SfD53OLGAD4ZuicqgiT7FC4Ll5y4H9kl-WmFz6qpHCPEFhlPM2SzSSoNJX9LdZNvQfquRgBSun0V2YKnQbRGwnVCqD82fT0nrZ2RgJue1kKvddOqvbi-n7mDXhI-Q8r1jP0/s320/98688629oil-money-380x180.jpg" width="320" /></a></div>
<span style="font-family: "times"; font-size: 13.5pt;">"In general," Tabuchi explains,
"the projections underscore the threat that electric vehicles pose to the
oil and gas industries — and those with big investments in those areas — and
those who back a rapid shift away." But those who care about climate
change, and that group should include everyone living on the planet, may start
paying more attention to this shift back to fossil fuels because there is a
point where the ‘rubber meets the road’ so to speak. A rapidly heating
planet, with increasingly violent storm cycles, dramatic rises in sea levels </span><span style="font-family: "times"; font-size: 18px;">—and the consequential societal and economic losses associated with these natural disasters —</span><span style="font-family: "times"; font-size: 18px;">may garner more public attention </span><span style="font-family: "times"; font-size: 13.5pt;">than current federal policy makers can effectively control.</span><br />
<br />
<span style="font-family: "times";"><span style="font-size: 18px;">And federal regulators have those pesky<a href="https://www.nytimes.com/2017/03/24/business/energy-environment/california-upholds-emissions-standards-setting-up-face-off-with-trump.html?hp&action=click&pgtype=Homepage&clickSource=story-heading&module=first-column-region&region=top-news&WT.nav=top-news&_r=0"> California state policy makers </a>to contend with as the Golden State moves forward with stringent emissions regulations forcing innovation in the automotive sector—a position that not to long ago was supported by U.S. automotive manufacturers, in <a href="https://www.epa.gov/sites/production/files/2016-10/documents/gm-commitment-ltr.pdf">open letters </a>such as this one. As the state with the largest population, more than 38 million, California's emissions regulation standards will impact the transportation sector, if they want a slice of California's market. <a href="https://www.fhwa.dot.gov/policyinformation/statistics/2012/mv1.cfm">With nearly 13 million</a> cars and trucks on the road in California—almost double the number of cars and trucks registered in the second most populous state (Texas), automakers aren't likely to back out of California any time soon. </span></span></div>
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_________________________________________________</div>
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<div style="background-color: white; color: #333333; font-family: "helvetica neue", helvetica, arial, sans-serif; font-size: 13px;">
Today get ready to hear about some cutting edge science in the field of renewable energy. Hydrogen fuel cells from natural gas can power cars, we already heard about that, but did you know that researchers are now working on <a href="http://future-cars.honda.com/honda-fcv/">harvesting hydrogen from water</a>? </div>
<div style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 13px; line-height: 20px; margin-bottom: 10px;">
<br /></div>
<div style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 13px; line-height: 20px; margin-bottom: 10px;">
Context: In March, you wrote about the <a href="https://youtu.be/53jO0wE8hVw">advancements that California has made regarding hydrogen fuel cell stations</a> and current developments of fuel cell vehicles in the transportation sector. You also read Chapter 13 in your <a href="http://connect.customer.mheducation.com/products/connect-for-cunningham-environmental-science-12e/">Environmental Science textbook</a> on Energy and learned about fuel cell technology in section 13.8. One key fact was that even though current hydrogen vehicle technology relies on natural gas—which is a fossil fuel—these fuel cells provide energy with a substantial reduction in carbon dioxide emissions over coal and oil. According to Cunningham (2017), "Fossil Fuels...now supply about 88 percent of all commercial energy in the world." If we are going to reverse the current trend of global warming, then we are going to need to convert more energy supply to renewables and reduce our dependence on oil and coal. So think of natural gas as the methadone for a heroin addict. If it helps us get off the 'junk' of oil and coal, and in doing so greatly reduces carbon emissions—then we need to continue to support its use as an alternative energy and fuel source. But a more sustainable future means finding new ways of creating energy without fossil fuels. </div>
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<br /></div>
<div style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 13px; line-height: 20px; margin-bottom: 10px;">
The good news is that hydrogen fuel cell technology, using natural gas as the source for hydrogen, has progressed to the point that several <a href="https://ssl.toyota.com/mirai/fuel.html">major auto manufacturers</a> are road-testing new models. Another positive is that the majority of natural gas comes from the good 'ol USA and other North American sources. Unfortunately, while natural gas burns "cleaner," with less carbon dioxide emissions than coal and oil (Cunningham, 2014, p. 310), the environmental controversy over fracking, which is the process used to extract natural gas, is the subject of <a class="external" href="http://www.nytimes.com/2016/04/05/us/politics/hillary-clinton-bernie-sanders-climate-change.html?_r=0" rel="noreferrer" style="color: #0081bd; text-decoration: none;" target="_blank">much debate.</a><a class="external" href="http://www.nytimes.com/2016/04/05/us/politics/hillary-clinton-bernie-sanders-climate-change.html?_r=0" rel="noreferrer" style="color: #0081bd; text-decoration: none;" target="_blank"><span class="ui-icon ui-icon-extlink ui-icon-inline" style="background-image: url("/dist/images/jqueryui/ui-icons_222222_256x240-a2c05c5e96.png"); background-position: -32px -80px; background-repeat: no-repeat; display: inline-block; height: 16px; overflow: hidden; padding: 0px; text-indent: -99999px; vertical-align: middle; width: 16px;" title="Links to an external site."></span></a><br />
<span style="color: #333333;"><br /></span>
<span style="color: #333333;">Therefore, hydrogen fuel cell powered vehicles and energy production research are currently plagued by the environmental woes associated with fracking, including methane leaks that contribute to global warming. Policy, including important public safety regulations, can slow innovation to the point of death.</span><span class="ui-icon ui-icon-extlink ui-icon-inline" style="background-image: url("/dist/images/jqueryui/ui-icons_222222_256x240-a2c05c5e96.png"); background-position: -32px -80px; background-repeat: no-repeat; display: inline-block; height: 16px; overflow: hidden; padding: 0px; text-indent: -99999px; vertical-align: middle; width: 16px;" title="Links to an external site."></span><br />
<br />
So what's next? Fuel cell generated power without fossil fuels. Enter: Sunlight and Water and some very craftily engineered nanoparticles that could take photovoltaic to the next level. </div>
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First watch this .<a class="external" href="http://solarfuelshub.org/a-solar-fuel-proto" rel="noreferrer" style="color: #0081bd; text-decoration: none;" target="_blank">25 second video </a><a class="external" href="http://solarfuelshub.org/a-solar-fuel-proto" rel="noreferrer" style="color: #0081bd; text-decoration: none;" target="_blank"><span class="ui-icon ui-icon-extlink ui-icon-inline" style="background-image: url("/dist/images/jqueryui/ui-icons_222222_256x240-a2c05c5e96.png"); background-position: -32px -80px; background-repeat: no-repeat; display: inline-block; height: 16px; overflow: hidden; padding: 0px; text-indent: -99999px; vertical-align: middle; width: 16px;" title="Links to an external site."></span></a><span style="color: #333333;">that shows an actual prototype currently under development to create fuel cell energy without fossil fuels. I like this video because it merges the science that you will hear about in the GreenTalk with mechanical engineering required to create the energy. There is also a link to the scientific journal that can be perused for more background information in the references section of the video, if needed.</span><span class="ui-icon ui-icon-extlink ui-icon-inline" style="background-image: url("/dist/images/jqueryui/ui-icons_222222_256x240-a2c05c5e96.png"); background-position: -32px -80px; background-repeat: no-repeat; display: inline-block; height: 16px; overflow: hidden; padding: 0px; text-indent: -99999px; vertical-align: middle; width: 16px;" title="Links to an external site."></span></div>
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Next, watch the GreenTalk to hear about cutting edge research on developing viable fuel cell-based energy with only sun and water—no fossil fuels needed.</div>
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Perovskite Solar Cells and Energy Generation and Storage - Dr. Abraham Wolcott, San Jose State University, presents and the College of Engineering GreenTalk, April 2016.</div>
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<a class="external youtubed" href="https://youtu.be/WI9_lnjcYmM" rel="noreferrer" style="color: #0081bd; display: block; text-decoration: none;" target="_blank">https://youtu.be/WI9_lnjcYmM <span class="screenreader-only" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; transform: translateZ(0px); width: 1px;"> (Links to an external site.)</span><span class="ui-icon ui-icon-extlink ui-icon-inline" style="background-image: url("/dist/images/jqueryui/ui-icons_222222_256x240-a2c05c5e96.png"); background-position: -32px -80px; background-repeat: no-repeat; display: inline-block; height: 16px; overflow: hidden; padding: 0px; text-indent: -99999px; vertical-align: middle; width: 16px;" title="Links to an external site."></span></a><a class="youtubed instructure_inline_media_comment" href="https://youtu.be/WI9_lnjcYmM" style="color: #0081bd; display: block; text-decoration: none;"><img alt="" class="media_comment_thumbnail" src="https://sjsu.instructure.com/images/play_overlay.png" style="background: url("/dist/images/blank-7bf2b2cd6a.png") 50% 50% no-repeat rgb(34, 34, 34); border: 0px solid rgb(0, 0, 0); display: block; height: 100px; margin: 3px 5px; max-width: 678.4px; padding: 2px; vertical-align: middle; width: 140px;" /></a></div>
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Here is the link to the website mentioned by Dr. Wolcott, <a class="external" href="http://solarfuelshub.org/who-we-are/overview/" rel="noreferrer" style="color: #0081bd; text-decoration: none;" target="_blank">JTAP website<span style="color: #333333;">, which is certainly worth checking out as it provides an exciting possibility for the future of power and fuel generation. </span><span class="ui-icon ui-icon-extlink ui-icon-inline" style="background-image: url("/dist/images/jqueryui/ui-icons_222222_256x240-a2c05c5e96.png"); background-position: -32px -80px; background-repeat: no-repeat; display: inline-block; height: 16px; overflow: hidden; padding: 0px; text-indent: -99999px; vertical-align: middle; width: 16px;" title="Links to an external site."></span></a></div>
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TODAY'S GREENTALK PORTFOLIO WRITING ASSIGNMENT:</div>
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Background: Your company is looking for future design-build opportunities in the energy and/or transportation sector.</div>
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Write a memorandum to your boss, Joe Engineer, providing an overview of what you have learned about fuel cells and the transportation sector and/or the successes and/or challenges facing current fuel cell energy research. Include a background paragraph (TEA1) in your discussion that makes clear why research in alternative, renewable energy sources for both electricity and transportation is a must for a sustainable future. Use bullet points to outline key attributes of Dr. Wolcott's solar fuel cell research. When you are formatting your bullet points, use the indent tool so that they are inset from your TEA 1 and TEA 3 in the memo. Include information about funding sources for R & D in this field (mentioned in GreenTalk) in the final paragraph (TEA3) of your discussion.</div>
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Consider using information from Cunningham Chapter 13 to support your ideas, but incorporate the facts from the GreenTalk in your bullet points, and summary overview section.<br />
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References</h2>
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<span style="color: #222222; font-family: "avenir next regular"; font-size: 12pt;">Cunningham, W. P. & Cunningham, M. A.
(2017). Principles of environmental science: Inquiry & application (8th ed.). New York, NY:
McGraw-Hill Education.</span></h3>
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Study Guide for Students of Engineering 100w. Engineering students: You do not need to purchase the print copy as we will only be utilizing the digital version in our computer lab. Feel free to download the PDF to read on your desktop (it's easier to navigate). However, I update the study guide… </div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-89382580932248603712013-12-10T09:38:00.001-08:002017-04-03T12:50:02.737-07:00Digital Guides<div class="separator" style="clear: both; text-align: center;">
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Study Guide for Students of Engineering 100w. Engineering students: You do not need to purchase the print copy as we will only be utilizing the digital version in our computer lab. Feel free to download the PDF to read on your desktop (it's easier to navigate). However, I update the study guide… </div>
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By <a class="test_navToUserHome" href="http://www.magcloud.com/user/instructorknapp" style="color: #0e467d; text-decoration: none;">Stacey Knapp</a> in <a class="test_navToUserHome" href="http://www.magcloud.com/browse/magazine/607720" style="color: #0e467d; text-decoration: none;">Instructor Knapp</a> </div>
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38 pages, published 8/15/2013 </div>
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Complete interactive, multi-media course reader includes research-based lessons, key strategies, external reading links and assignments that prepare students for college-level reading and writing. Supports implementation of Common Core Language Arts Standards. Literature provided, but an informational text can be selected by instructor, or chosen through student interest in topic areas. Culminates in student run book club projects and… </div>
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By <a class="test_navToUserHome" href="http://www.magcloud.com/user/instructorknapp" style="color: #0e467d; text-decoration: none;">Stacey Knapp</a> in <a class="test_navToUserHome" href="http://www.magcloud.com/browse/magazine/607720" style="color: #0e467d; text-decoration: none;">Instructor Knapp</a> </div>
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16 pages, published 8/8/2013 </div>
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This course reader includes materials and lessons for an advanced composition course. Online links to reading and lessons can be utilized as classroom lectures via a projector or assigned as homework. Includes an overview of the essentials of rhetoric and composition, three complete customizable essay assignments with corresponding peer review cover sheets, and related lessons, links and directions scaffolded to build rhetorical knowledge.… </div>
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College Reading 2 has the same critical reading support as College Reading only without the fiction components making it an ideal supplement to support reading in any content course. College Reading 2 builds reading knowledge and works in conjunction with assigned informational texts. Includes… </div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-25672809153819966942013-08-01T15:33:00.000-07:002013-08-06T23:31:54.602-07:00Welcome to Fall 2013!<div style="-moz-border-radius: 4px; -webkit-border-radius: 4px; background: #F6F6F6; border: 7px solid #F6F6F6; color: #383131; font-family: 'Trebuchet MS', Trebuchet, Sans-Serif; width: 615px;">
<span style="color: black; font-family: Times;">Dear SJSU 100a Students,</span><br />
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I am looking forward to helping you achieve your goals this semester! Please note that I use this blog and my website for all of my college courses, so there is no need to read through any other posts here (Of course, feel free to browse all you want!).<br />
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What I do need you to do is to download your course syllabus and order the Course Reader.<br />
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Please purchase the 100a Reader at the link below TODAY. <u>You should buy the print version, which comes with a free digital version.</u> You will need both the print (to bring with you to class) and the digital (to complete online homework assignments). Order the print version today to insure that you have the Reader when we begin using it in class. </div>
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I have posted a copy of the English 100a course syllabus for this semester at the following link. If you lose your copy during the semester, then please download and print another copy. Please <a href="https://sites.google.com/site/1asjcc/clients/class-schedules-and-syllabi">click this link</a> and scroll down to the attachments (at the bottom of the page) to download your class fall 2013 course syllabus. All students are required to print and bring a copy of the course syllabus to the first day of class and to each subsequent meeting. </div>
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Together, we will make this a great semester!</div>
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40 pages, published 8/1/2013 </div>
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Complete Reader for students of English 100a. This reader includes an overview of rhetoric and includes instructions for all three essay assignments, peer review cover sheets, student model papers and associated learning links and lessons. Essay assignments include: Rhetorical Analysis Essay, Discipline Investigation Essay and Critical Reading Reflection Essay for Mike Rose's Lives on the Boundary. Students should buy the print and download the… </div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-35797451320580388352013-06-26T19:23:00.001-07:002013-06-26T19:45:03.627-07:00Summer Reading<iframe width="560" height="315" src="//www.youtube.com/embed/cTF1ytiR9gE" frameborder="0" allowfullscreen></iframe><br />
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Where I will be this summer and what I will be reading: <a href="http://www.squawvalleywriters.org/writers_ws.htm#">Squaw Valley Community of Writers</a><br />
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<a href="http://teach.com/education-technology/summer-reading-flowchart" target="_blank"><img alt="Summer Reading Flowchart" class="alignnone size-full wp-image-2196" height="8222" src="http://teach.com/wp-content/uploads/2012/06/Teach.com-IG-Summer-Reading-Flow-Chart-Final-Draft-Not-Max.jpg" title="Summer Reading Flowchart" width="598" /></a><br />
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Via <a href="http://teach.com/" target="_blank">Teach.com</a> and <a href="http://rossieronline.usc.edu/">USC Rossier Online</a></div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-11164186972651006892013-05-14T06:06:00.001-07:002013-05-14T06:07:03.294-07:00Welcome to Composition 1a<br />
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<a href="http://instructorknapp.blogspot.com/2013/02/keys-to-successful-college-writing.html" style="color: #777777; text-decoration: none;">Keys to Successful College Writing</a></h3>
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Here are eight habits of mind essential for success in college writing:</div>
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* Curiosity – the desire to know more about the world.</div>
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* Openness – the willingness to consider new ways of being and thinking in the world.</div>
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* Engagement – a sense of investment and involvement in learning.</div>
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* Creativity – the ability to use novel approaches for generating, investigating, and representing ideas.</div>
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* Persistence – the ability to sustain interest in and attention to short- and long-term projects.</div>
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* Responsibility – the ability to take ownership of one’s actions and understand the consequences of those actions for oneself and others.</div>
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* Flexibility – the ability to adapt to situations, expectations, or demands.</div>
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* Metacognition – the ability to reflect on one’s own thinking as well as on the individual and cultural processes used to structure knowledge.</div>
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Source: Framework for Success in Postsecondary Writing Council of Writing Program Administrators</div>
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<span style="color: #6aa84f;"><a href="http://canvas11.blogspot.com/" style="color: #777777; text-decoration: none;">Link to 1A Blogosphere</a> Spring 2013</span><br />
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<a href="https://sites.google.com/site/1asjcc/" style="background-color: white; color: #33aaff; text-decoration: none;"> Instructor Knapp Website</a></div>
Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-28781785375127502122013-04-20T08:37:00.001-07:002013-04-20T08:42:12.064-07:00Homework Update: For the Post Due Sunday, April 21 <br />
Since we were not able to practice the RA in class using the Rereading America articles on Thursday as planned, I would like to give you a different option for Sunday's post.<br />
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If you feel comfortable analyzing one of the articles rhetorically (which means identifying the purpose, audience, and identifying the modes the author used to convey his/her message using the handout that I gave you), then by all means go ahead and post a RA, but if this sounds daunting, then, alternatively, please respond to the following prompt in your post:<br />
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<span style="color: #0b5394;"><br /></span><span style="color: #0b5394; font-family: Trebuchet MS, sans-serif;">If I could change anything in my society/community, I would change...</span></h3>
Writing on this prompt will hopefully lead you toward the topic of your Final Formal paper, in which you will argue persuasively for or against something. Please read the assignment description handout for more information on this project.<br />
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In class, we will continue discussing the themes of gender, violence, family and culture, only this time we will critically examine American culture, so you might want to think about these topic areas when you write on Sunday.<br />
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Also, I have created a wall that I would like ALL of you to 'graffiti' by adding a brief response to the above prompt. To graffiti the wall, all you do is click on the wall and enter your name and writing in the box that appears.<br />
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Here is the link to the <a href="http://padlet.com/wall/eevsd0q4k3">Composition1a Wall</a><br />
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<br />Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-61692389586472927062013-04-19T07:47:00.002-07:002013-06-21T08:00:45.899-07:00Don't Forget to Be Happy Today!<br />
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<span class="" id="parent-fieldname-title-bdeb6245374e4dd92c204db4ca1bca9b">You Happy</span></h1>
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by <a class="articleAuthor" href="http://www.yesmagazine.org/@@also-by?author=Jen+Angel" style="background-image: none; border-bottom-width: 0px !important; color: #232f4a; font-weight: bold; height: 14px; padding-left: 0px; text-decoration: none;">Jen Angel</a></div>
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posted Oct 31, 2008</div>
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<a href="http://www.yesmagazine.org/article.asp?ID=3199" style="background-image: none; border-bottom-width: 0px !important; color: #8e241b; font-family: Helvetica, Verdana, Lucida, Arial, 'Lucida Grande', sans-serif; font-size: 12px; padding-left: 0px; text-decoration: none;"><img align="right" alt="Read this article in Spanish. Lea este artículo en español" src="http://www.yesmagazine.org/images/articles/espanol.gif" style="border: none; vertical-align: middle;" /></a><span style="background-color: white; font-family: Helvetica, Verdana, Lucida, Arial, 'Lucida Grande', sans-serif; font-size: 12px;"></span><br />
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<a href="http://www.yesmagazine.org/">Excerpted from Yes Magazine</a></div>
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<tr><td style="vertical-align: top;"><span class="bodysubtoc" style="font-weight: bold;">Scientists can tell us how to be happy. Really. Here are 10 ways, with the research to prove it.</span><br />
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<span class="bodytextsmall" style="font-size: 10px;">Click on each number to see the 10 Things Science Says Will Make You Happy.</span></div>
</td><td style="vertical-align: top;"><img alt="" height="1" src="http://www.yesmagazine.org/images/content/1x1trans.gif" style="border: none; vertical-align: middle;" width="25" /></td><td align="right" style="vertical-align: top;"><span class="bodytextsmall" style="font-size: 10px;"><a href="http://www.yesmagazine.org/newsletter" style="background-image: none; border-bottom-width: 0px !important; color: #8e241b; padding-left: 0px; text-decoration: none;"><br /></a></span></td></tr>
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<tr><td colspan="3" style="vertical-align: top;" valign="top"><a href="http://www.blogger.com/blogger.g?blogID=1129430821781104264" id="top" name="top" style="border-bottom-width: 0px !important; color: #8e241b;"></a></td></tr>
<tr><td colspan="3" style="vertical-align: top;" valign="top"><img alt="10 Things Science Says Will Make You Happy" height="468" id="10things" name="10 Things Science Says Will Make You Happy" src="http://www.yesmagazine.org/images/issues/96/4810Things_title.jpg" style="border: none; vertical-align: middle;" usemap="#Map" width="555" /><map id="Map" name="Map"></map></td></tr>
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YES! MAGAZINE INTERACTIVE GRAPHIC, 2008. Photo by Niko Guido, istock.</div>
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In the last few years, psychologists and researchers have been digging up hard data on a question previously left to philosophers: What makes us happy? Researchers like the father-son team Ed Diener and Robert Biswas-Diener, Stanford psychologist Sonja Lyubomirsky, and ethicist Stephen Post have studied people all over the world to find out how things like money, attitude, culture, memory, health, altruism, and our day-to-day habits affect our well-being. The emerging field of positive psychology is bursting with new findings that suggest your actions can have a significant effect on your happiness and satisfaction with life. Here are 10 scientifically proven strategies for getting happy.</div>
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<a href="http://www.blogger.com/blogger.g?blogID=1129430821781104264" id="1" name="1" style="background-color: rgb(255, 221, 119) !important; border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #8e241b;"></a></div>
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<tr><td colspan="3" style="vertical-align: top;"><img alt="" height="24" src="http://www.yesmagazine.org/images/issues/96/4810Things_line.jpg" style="border: none; vertical-align: middle;" width="555" /></td></tr>
<tr><td colspan="3" style="vertical-align: top;"><img alt="" height="14" src="http://www.yesmagazine.org/images/1x1trans.gif" style="border: none; vertical-align: middle;" width="555" /></td></tr>
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<img alt="" height="78" src="http://www.yesmagazine.org/images/issues/96/4810Things_number1.jpg" style="border: none; vertical-align: middle;" width="54" /></div>
</td><td style="vertical-align: top;"><img alt="" height="1" src="http://www.yesmagazine.org/images/1x1trans.gif" style="border: none; vertical-align: middle;" width="10" /></td><td style="vertical-align: top;"><span class="lefttitle" style="color: #333333; font-family: 'Lucida Grande', 'Lucida Sans', Verdana, Lucida, Helvetica, Arial, sans-serif; font-size: 18px; font-weight: bold;">Savor Everyday Moments</span><br />
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Pause now and then to smell a rose or watch children at play. Study participants who took time to “savor” ordinary events that they normally hurried through, or to think back on pleasant moments from their day, “showed significant increases in happiness and reductions in depression,” says psychologist Sonja Lyubomirsky.</div>
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<a href="http://www.yesmagazine.org/issues/sustainable-happiness/10-things-science-says-will-make-you/#top" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #b4463c; text-decoration: none;">top</a></div>
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<a href="http://www.blogger.com/blogger.g?blogID=1129430821781104264" id="2" name="2" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #8e241b;"></a></div>
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<tr><td colspan="3" style="vertical-align: top;"><img alt="" height="24" src="http://www.yesmagazine.org/images/issues/96/4810Things_line.jpg" style="border: none; vertical-align: middle;" width="555" /></td></tr>
<tr><td colspan="3" style="vertical-align: top;"><img alt="" height="14" src="http://www.yesmagazine.org/images/1x1trans.gif" style="border: none; vertical-align: middle;" width="555" /></td></tr>
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<img alt="" height="78" src="http://www.yesmagazine.org/images/issues/96/4810Things_number2.jpg" style="border: none; vertical-align: middle;" width="59" /></div>
</td><td style="vertical-align: top;"><img alt="" height="1" src="http://www.yesmagazine.org/images/1x1trans.gif" style="border: none; vertical-align: middle;" width="10" /></td><td style="vertical-align: top;"><span class="lefttitle" style="color: #333333; font-family: 'Lucida Grande', 'Lucida Sans', Verdana, Lucida, Helvetica, Arial, sans-serif; font-size: 18px; font-weight: bold;">Avoid Comparisons</span><br />
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While keeping up with the Joneses is part of American culture, comparing ourselves with others can be damaging to happiness and self-esteem. Instead of comparing ourselves to others, focusing on our own personal achievement leads to greater satisfaction, according to Lyubomirsky.</div>
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<a href="http://www.yesmagazine.org/issues/sustainable-happiness/10-things-science-says-will-make-you/#top" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #b4463c; text-decoration: none;">top</a></div>
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<a href="http://www.blogger.com/blogger.g?blogID=1129430821781104264" id="3" name="3" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #8e241b;"></a></div>
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<tr><td colspan="3" style="vertical-align: top;"><img alt="" height="24" src="http://www.yesmagazine.org/images/issues/96/4810Things_line.jpg" style="border: none; vertical-align: middle;" width="555" /></td></tr>
<tr><td colspan="3" style="vertical-align: top;"><img alt="" height="14" src="http://www.yesmagazine.org/images/1x1trans.gif" style="border: none; vertical-align: middle;" width="555" /></td></tr>
<tr><td style="vertical-align: top;"><div align="left">
<img alt="" height="78" src="http://www.yesmagazine.org/images/issues/96/4810Things_number3.jpg" style="border: none; vertical-align: middle;" width="73" /></div>
</td><td style="vertical-align: top;"><img alt="" height="1" src="http://www.yesmagazine.org/images/1x1trans.gif" style="border: none; vertical-align: middle;" width="10" /></td><td style="vertical-align: top;"><span class="lefttitle" style="color: #333333; font-family: 'Lucida Grande', 'Lucida Sans', Verdana, Lucida, Helvetica, Arial, sans-serif; font-size: 18px; font-weight: bold;">Put Money Low on the List</span><br />
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People who put money high on their priority list are more at risk for depression, anxiety, and low self-esteem, according to researchers Tim Kasser and Richard Ryan. Their findings hold true across nations and cultures. “The more we seek satisfactions in material goods, the less we find them there,” Ryan says. “The satisfaction has a short half-life—it’s very fleeting.” Money-seekers also score lower on tests of vitality and self-actualization.</div>
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<a href="http://www.yesmagazine.org/issues/sustainable-happiness/10-things-science-says-will-make-you/#top" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #b4463c; text-decoration: none;">top</a></div>
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<a href="http://www.blogger.com/blogger.g?blogID=1129430821781104264" id="4" name="4" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #8e241b;"></a></div>
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<tr><td colspan="3" style="vertical-align: top;"><img alt="" height="24" src="http://www.yesmagazine.org/images/issues/96/4810Things_line.jpg" style="border: none; vertical-align: middle;" width="555" /></td></tr>
<tr><td colspan="3" style="vertical-align: top;"><img alt="" height="14" src="http://www.yesmagazine.org/images/1x1trans.gif" style="border: none; vertical-align: middle;" width="555" /></td></tr>
<tr><td style="vertical-align: top;"><img alt="" height="75" src="http://www.yesmagazine.org/images/issues/96/4810Things_number4.jpg" style="border: none; vertical-align: middle;" width="71" /></td><td style="vertical-align: top;"><img alt="" height="1" src="http://www.yesmagazine.org/images/1x1trans.gif" style="border: none; vertical-align: middle;" width="10" /></td><td style="vertical-align: top;"><span class="lefttitle" style="color: #333333; font-family: 'Lucida Grande', 'Lucida Sans', Verdana, Lucida, Helvetica, Arial, sans-serif; font-size: 18px; font-weight: bold;">Have Meaningful Goals</span><br />
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“People who strive for something significant, whether it’s learning a new craft or raising moral children, are far happier than those who don’t have strong dreams or aspirations,” say Ed Diener and Robert Biswas-Diener. “As humans, we actually require a sense of meaning to thrive.” Harvard’s resident happiness professor, Tal Ben-Shahar, agrees, “Happiness lies at the intersection between pleasure and meaning. Whether at work or at home, the goal is to engage in activities that are both personally significant and enjoyable.”</div>
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<a href="http://www.yesmagazine.org/issues/sustainable-happiness/10-things-science-says-will-make-you/#top" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #b4463c; text-decoration: none;">top</a></div>
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<a href="http://www.blogger.com/blogger.g?blogID=1129430821781104264" id="5" name="5" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #8e241b;"></a></div>
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<tr><td style="vertical-align: top;"><img alt="" height="85" src="http://www.yesmagazine.org/images/issues/96/4810Things_number5.jpg" style="border: none; vertical-align: middle;" width="70" /></td><td style="vertical-align: top;"><img alt="" height="1" src="http://www.yesmagazine.org/images/1x1trans.gif" style="border: none; vertical-align: middle;" width="10" /></td><td style="vertical-align: top;"><span class="lefttitle" style="color: #333333; font-family: 'Lucida Grande', 'Lucida Sans', Verdana, Lucida, Helvetica, Arial, sans-serif; font-size: 18px; font-weight: bold;">Take Initiative at Work</span><br />
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How happy you are at work depends in part on how much initiative you take. Researcher Amy Wrzesniewski says that when we express creativity, help others, suggest improvements, or do additional tasks on the job, we make our work more rewarding and feel more in control.</div>
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<a href="http://www.yesmagazine.org/issues/sustainable-happiness/10-things-science-says-will-make-you/#top" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #b4463c; text-decoration: none;">top</a></div>
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<tr><td style="vertical-align: top;"><img alt="" height="95" src="http://www.yesmagazine.org/images/issues/96/4810Things_number6.jpg" style="border: none; vertical-align: middle;" width="69" /></td><td style="vertical-align: top;"><img alt="" height="1" src="http://www.yesmagazine.org/images/1x1trans.gif" style="border: none; vertical-align: middle;" width="10" /></td><td style="vertical-align: top;"><span class="lefttitle" style="color: #333333; font-family: 'Lucida Grande', 'Lucida Sans', Verdana, Lucida, Helvetica, Arial, sans-serif; font-size: 18px; font-weight: bold;">Make Friends, Treasure Family</span><br />
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Happier people tend to have good families, friends, and supportive relationships, say Diener and Biswas-Diener. But it’s not enough to be the life of the party if you’re surrounded by shallow acquaintances. “We don’t just need relationships, we need close ones” that involve understanding and caring.</div>
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<a href="http://www.yesmagazine.org/issues/sustainable-happiness/10-things-science-says-will-make-you/#top" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #b4463c; text-decoration: none;">top</a></div>
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<tr><td style="vertical-align: top;"><img alt="" height="95" src="http://www.yesmagazine.org/images/issues/96/4810Things_number7.jpg" style="border: none; vertical-align: middle;" width="75" /></td><td style="vertical-align: top;"><img alt="" height="1" src="http://www.yesmagazine.org/images/1x1trans.gif" style="border: none; vertical-align: middle;" width="10" /></td><td style="vertical-align: top;"><span class="lefttitle" style="color: #333333; font-family: 'Lucida Grande', 'Lucida Sans', Verdana, Lucida, Helvetica, Arial, sans-serif; font-size: 18px; font-weight: bold;">Smile Even When You Don’t Feel Like It</span><br />
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It sounds simple, but it works. “Happy people…see possibilities, opportunities, and success. When they think of the future, they are optimistic, and when they review the past, they tend to savor the high points,” say Diener and Biswas-Diener. Even if you weren’t born looking at the glass as half-full, with practice, a positive outlook can become a habit.</div>
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<a href="http://www.yesmagazine.org/issues/sustainable-happiness/10-things-science-says-will-make-you/#top" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #b4463c; text-decoration: none;">top</a></div>
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<tr><td style="vertical-align: top;"><img alt="" height="95" src="http://www.yesmagazine.org/images/issues/96/4810Things_number8.jpg" style="border: none; vertical-align: middle;" width="85" /></td><td style="vertical-align: top;"><img alt="" height="1" src="http://www.yesmagazine.org/images/1x1trans.gif" style="border: none; vertical-align: middle;" width="10" /></td><td style="vertical-align: top;"><span class="lefttitle" style="color: #333333; font-family: 'Lucida Grande', 'Lucida Sans', Verdana, Lucida, Helvetica, Arial, sans-serif; font-size: 18px; font-weight: bold;">Say Thank You Like You Mean It</span><br />
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People who keep gratitude journals on a weekly basis are healthier, more optimistic, and more likely to make progress toward achieving personal goals, according to author Robert Emmons. Research by Martin Seligman, founder of positive psychology, revealed that people who write “gratitude letters” to someone who made a difference in their lives score higher on happiness, and lower on depression—and the effect lasts for weeks.</div>
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<a href="http://www.yesmagazine.org/issues/sustainable-happiness/10-things-science-says-will-make-you/#top" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #b4463c; text-decoration: none;">top</a></div>
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<tr><td style="vertical-align: top;"><img alt="" height="95" src="http://www.yesmagazine.org/images/issues/96/4810Things_number9.jpg" style="border: none; vertical-align: middle;" width="85" /></td><td style="vertical-align: top;"><img alt="" height="1" src="http://www.yesmagazine.org/images/1x1trans.gif" style="border: none; vertical-align: middle;" width="10" /></td><td style="vertical-align: top;"><span class="lefttitle" style="color: #333333; font-family: 'Lucida Grande', 'Lucida Sans', Verdana, Lucida, Helvetica, Arial, sans-serif; font-size: 18px; font-weight: bold;">Get Out and Exercise</span><br />
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A Duke University study shows that exercise may be just as effective as drugs in treating depression, without all the side effects and expense. Other research shows that in addition to health benefits, regular exercise offers a sense of accomplishment and opportunity for social interaction, releases feel-good endorphins, and boosts self-esteem.</div>
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<a href="http://www.yesmagazine.org/issues/sustainable-happiness/10-things-science-says-will-make-you/#top" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #b4463c; text-decoration: none;">top</a></div>
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<tr><td style="vertical-align: top;"><img alt="" height="94" src="http://www.yesmagazine.org/images/issues/96/4810Things_number10.jpg" style="border: none; vertical-align: middle;" width="85" /></td><td style="vertical-align: top;"><img alt="" height="1" src="http://www.yesmagazine.org/images/1x1trans.gif" style="border: none; vertical-align: middle;" width="10" /></td><td style="vertical-align: top;"><span class="lefttitle" style="color: #333333; font-family: 'Lucida Grande', 'Lucida Sans', Verdana, Lucida, Helvetica, Arial, sans-serif; font-size: 18px; font-weight: bold;">Give It Away, Give It Away Now!</span><br />
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Make altruism and giving part of your life, and be purposeful about it. Researcher Stephen Post says helping a neighbor, volunteering, or donating goods and services results in a “helper’s high,” and you get more health benefits than you would from exercise or quitting smoking. Listening to a friend, passing on your skills, celebrating others’ successes, and forgiveness also contribute to happiness, he says. Researcher Elizabeth Dunn found that those who spend money on others reported much greater happiness than those who spend it on themselves.</div>
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<a href="http://www.yesmagazine.org/issues/sustainable-happiness/10-things-science-says-will-make-you/#top" style="border-bottom-color: rgb(204, 204, 204); border-bottom-style: solid; border-bottom-width: 1px; color: #b4463c; text-decoration: none;">top</a></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-3750339833853311982013-02-21T06:56:00.003-08:002013-03-28T09:50:48.693-07:00Keys to Successful College Writing<br />
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Here are eight habits of mind essential for success in college writing:</div>
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* Curiosity – the desire to know more about the world.</div>
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* Openness – the willingness to consider new ways of being and thinking in the world.</div>
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* Engagement – a sense of investment and involvement in learning.</div>
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* Creativity – the ability to use novel approaches for generating, investigating, and representing ideas.</div>
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* Persistence – the ability to sustain interest in and attention to short- and long-term projects.</div>
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* Responsibility – the ability to take ownership of one’s actions and understand the consequences of those actions for oneself and others.</div>
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* Flexibility – the ability to adapt to situations, expectations, or demands.</div>
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* Metacognition – the ability to reflect on one’s own thinking as well as on the individual and cultural processes used to structure knowledge.</div>
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Source: Framework for Success in Postsecondary Writing Council of Writing Program Administrators</div>
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<span style="color: #6aa84f;"><a href="http://canvas11.blogspot.com/">Link to 1A Blogosphere</a> Spring 2013</span><br />
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<a href="https://sites.google.com/site/1asjcc/" style="background-color: white; color: #33aaff; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> Instructor Knapp Website</a><br />
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<b><u>Homework: Due by midnight Sunday April 7th</u></b><br />
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Step One: Read the information at the following links:<br />
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<a href="http://www.lib.unc.edu/instruct/citations/?page=mla_sample">Click here </a>for a Tutorial on MLA citations.<br />
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<a href="http://instructorknapp.blogspot.com/2010/09/using-quotations.html">Click here</a> for Instructor Knapp's attribution information:<br />
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Step Two: Create a new post titled: MLA Information<br />
Define the type of sources you used for your Iran Topic Report.<br />
For example: online newspaper, online website with no author, print article, the bible, online web page with multiple authors, or I quoted a source that was quoted in my source.<br />
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Step Three: Next, copy and paste the information from either the library tutorial or Instructor Knapp's attribution information that explains how to cite your source. Use a signal phrase to attribute this copied information. For example, according to Instructor Knapp's blog or According to the University Library website<br />
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Step Four: Briefly explain if this information helped you to better understand how to document and/or incorporate outside research. Comment on how this information compares/compliments/supports the work you are doing in Library 10. Offer your feedback on the efficacy of the Library 10 course (and the handbook) for providing this basic documentation information.<br />
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Step Five: Go back to your Iran Topic report post and correct your attribution, including any errors on your Works Cited. I understand that the Blogger software makes the reverse indent on the Works Cited tricky, but every other aspect of the Works Cited should be corrected.<br />
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This work will contribute greatly to your second quarter blog grade. I will post your second quarter blog scores in the comment box for this post after my review beginning on April 8th.<br />
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Note: in order to pass English 1a, students must demonstrate their knowledge of properly documented research. This is a mandatory Student Learning Outcome for all English 1a courses at Cabrillo. If you were required to revise your Topic report for a grade, then please bring me a hard copy on April 10th.<br />
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Thank you!<br />
<br />Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-34355941822183278902012-08-06T17:33:00.000-07:002013-08-06T08:30:34.467-07:00Welcome to Spring 2013!Dear Students,<br />
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I am looking forward to helping you achieve your goals this semester!
I use this site for all of my classes, so feel free to ask me about which page I displayed in your class if you are interested in reviewing the information again.<br />
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Or, if you are absent, please ask me for the course lesson number and I will direct you accordingly. Remember, the real learning occurs during our classroom activities and the lesson is only a launching off point, so you will need to discuss with your classmates what else you missed or come and see me during my office hours.<br />
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I have posted a copy of all of my course syllabi for this semester at the following link. You will need to make sure you check the title of the syllabus and download the appropriate syllabus. If you lose your copy during the semester, then please download and print another copy.<br />
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Please <a href="https://sites.google.com/site/1asjcc/clients/class-schedules-and-syllabi">click this link</a> and scroll down to the attachments (at the bottom of the page) to download your class syllabus.
All students are required to bring a copy of the course syllabus to each class meeting.<br />
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Together, we will make this a great semester!<br />
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<a href="http://owl.english.purdue.edu/owl/resource/566/01/">Punctuation Resource</a><br />
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<a href="http://owl.english.purdue.edu/owl/resource/747/01/">Grammar Resource</a><br />
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Click here to go to<a href="https://sites.google.com/site/1asjcc/"> Instructor Knapp Website</a><br />
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Fall 2012<br />
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<a href="http://cabrillo9.blogspot.com/">English 2 Blogosphere</a></div>
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<a href="http://1acanvas7.blogspot.com/">English 1Blogosphere</a></div>
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<a href="http://www.stanforddaily.com/2012/09/03/op-ed-laboring-for-your-future/">Great Op-Ed on Education</a></div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-26483237175169587662012-06-15T08:35:00.001-07:002013-06-21T08:01:45.237-07:00Summer Reading Flow ChartWhere I will be this summer and what I will be reading: <a href="http://www.squawvalleywriters.org/writers_ws.htm#">Squaw Valley Community of Writers</a><br />
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<a href="http://teach.com/education-technology/summer-reading-flowchart" target="_blank"><img alt="Summer Reading Flowchart" class="alignnone size-full wp-image-2196" height="8222" src="http://teach.com/wp-content/uploads/2012/06/Teach.com-IG-Summer-Reading-Flow-Chart-Final-Draft-Not-Max.jpg" title="Summer Reading Flowchart" width="598" /></a>
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Via <a href="http://teach.com/" target="_blank">Teach.com</a> and <a href="http://rossieronline.usc.edu/">USC Rossier Online</a></div>
Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-81147335771263598682012-05-31T10:02:00.003-07:002012-09-12T18:30:41.458-07:00Commencement 2012<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/cTF1ytiR9gE" width="560"></iframe><br />
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<a href="http://www.nytimes.com/2012/06/03/us/earl-shorris-who-fought-poverty-with-knowledge-dies-at-75.html?src=recg">Earl Shorris, author and educator, dies</a>. A reflection on the <a href="http://clementecourse.org/">power of reflection and the importance of the Humanities.</a><br />
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<a href="https://sites.google.com/site/1asjcc/home/projects/shorris">Power of Humanities, by Earl Shorris</a><br />
<br />Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-3144253876116785842011-10-21T13:33:00.000-07:002012-05-31T10:01:33.838-07:00Instructor KnappWelcome to Instructor Knapp's Blog!<br />
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All work here is licensed under the<br />
Creative Commons agreement:<br />
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</div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-30912583671134655592011-08-27T08:40:00.001-07:002012-10-22T13:50:02.039-07:00Sacred Territory: Studying Fiction by Sherman Alexie and Marjane Satrapi<div class="separator" style="clear: both; text-align: center;">
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In an interview with K.E. Semmel, published in the Writer's Chronicle (June 2011), Sherman Alexie explains that most of his fiction taps into his own life experience, but there is one area he considers too sacred to fictionalize.<br />
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"...there are certain ceremonies and sacred moments in my tribe life that I don't write about at all," Alexie states. "Most of that is religious. Religious feeling I certainly write about, but specific ceremonies and songs I don't go near...I've written things about other people, fictionalized, that I've come to regret. So I'm very careful about that now."<br />
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Rather than explain this complex statement, Alexie moves onto how a writer can take actual events that occurred, like writing about a father dying when his own father was dying, but during the process of fitting this event into a narrative, the emotional states are changed and that change strips away the autobiographical nature of the event. In creating story, the fiction takes over. While this perspective is very interesting, especially to readers and writers of fiction, I find his reverence for "sacred moments" even more intriguing. The phrase, "...I've come to regret" reveals an ongoing tension that Alexie feels between the sacredness of his tribal roots and his fame as a Great American Novelist.<br />
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Each student will conduct an interview this semester as we build our collaborative ethnography. If I had been interviewing Alexie, I would have asked him to explain this statement by asking him more questions to try and get him to move from the general to the specific. During your interviews, try not to overlook opportunities where a general statement can be explored in a more specific way. Journalists often rely on questions that start with: Who, What, How, Where, Why?<br />
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<span style="font-size: large;">Culture and Identity</span></div>
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The theme of our course asks us to look at the bonds between our upbringing—the who, where, when of our youth—and our identity. We will examine pop culture for connections between what we see and hear and how we live. Our literature will help us take a deeper look into how ethnicity, gender and religion shape our lives. Marjane Satrapi reveals 1980s Iran from the perspective of a childhood and Sherman Alexie's character navigates the rutted road between his life on a Washington reservation and becoming the first student to attend high school outside the tribe.<br />
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Through these fictional worlds, we will experience how growing up outside the mainstream has its challenges. Everyone walks the line of 'fitting in,' but for those who are bridging two radically different worlds, this process can feel a bit like walking a tight rope. Forming identity along this continuum can be a liberating and empowering experience for some; for others this journey can feel extremely difficult, and even dangerous, to navigate.<br />
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This tension is among those that we will explore as we read. As we build the context (and our knowledge) around these novels, we will also read newspaper articles on Arab Spring and current events in Libya and Iran. During our second unit groups will read and report on a variety of non-fiction, including <i>The Ohlone Way</i>, by Malcolm Margolin, <i>Ishi In Two Worlds</i>, by Theodora Kroeber, <i>Woman Native Other</i>, by Trinh T. Minh-ha and the anthology, Native American Voices, as well as current writings from Native Americans published in <a href="http://indiancountrytodaymedianetwork.com/?gclid=CPjRtrnm76oCFRlsgwodtk3KQg">Indian Country Magazine</a> and through <a href="http://www.ya-native.com/">Social Media.</a><br />
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I will collect articles in <a href="http://www.reddit.com/user/instructork/">my account </a>on Reddit.com and I suggest you do the same and link them to your blogs, so we can build our knowledge on this important topic.<br />
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<a href="http://creativecommons.org/licenses/by-nd/3.0/us/">Creative Commons Copyright</a><br />
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<a href="http://www.nmai.si.edu/subpage.cfm?subpage=collections&second=film">National Museum of the American Indian </a><br />
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<a href="http://www.cr.nps.gov/history/online_books/jotr/historyt.htm">Native American Ethnography</a>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-17174216941941385652011-02-09T12:37:00.000-08:002011-11-29T11:03:36.422-08:00Projects<h3 class="post-title entry-title"><a href="http://1bcanvas2.blogspot.com/2011/02/keys-to-successful-college-writing.html">Keys to Successful College Writing</a> </h3><div class="post-header"></div>Here are eight habits of mind essential for success in college writing:<br />
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* Curiosity – the desire to know more about the world.<br />
* Openness – the willingness to consider new ways of being and thinking in the world.<br />
* Engagement – a sense of investment and involvement in learning.<br />
* Creativity – the ability to use novel approaches for generating, investigating, and representing ideas.<br />
* Persistence – the ability to sustain interest in and attention to short- and long-term projects.<br />
* Responsibility – the ability to take ownership of one’s actions and understand the consequences of those actions for oneself and others.<br />
* Flexibility – the ability to adapt to situations, expectations, or demands.<br />
* Metacognition – the ability to reflect on one’s own thinking as well as on the individual and cultural processes used to structure knowledge.<br />
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Source: Framework for Success in Postsecondary Writing Council of Writing Program Administrators <br />
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READER RESPONSE THEORY PRACTICE AND DISCUSSION GROUPS<br />
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Please assign roles of Facilitator (in charge of time, facilitating project completion, including soliciting input, and maintaining team focus), Scribe (in charge of recording the collaborative writing), Editors (in charge of making sure errors are corrected and the copy is ready for presentation), Spokesperson (read finished project to the class and assist in fielding questions). <br />
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</b></span></div><div style="color: #3d85c6;"><span style="font-size: large;"><b>Projects for Marjane Satrapi's <i>Persepolis</i></b></span></div>___________________________________<br />
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Team 1 <a href="http://instructorknapp.blogspot.com/2010/09/critical-theories.html">(Formalists)</a><br />
Please write one-two fully developed paragraphs in which you compare and contrast the graphic novel form with a traditional novel. Take a poll on the number of students who think the graphic novel represents the future of literature. What adjustments, as readers, did your team make to comprehend the text? Please identify several specific examples of where these adjustments occurred and how, as readers, you processed the information differently from a traditional novel. Open up the discussion by having everyone share at least one page or scene in which the visual/graphic aspect of the texts changed or added to their understanding of the events. Your project should make a claim about the experience of reading a graphic novel and how that experience is different from reading a traditional novel. Please support that claim with examples from the text and analysis. <br />
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Team 2, 3 and 4<br />
Each group member should take a few minutes to write what they <b>K</b>now about the setting of this novel and write down a couple of questions that pertain to the first 50 pages about what they <b>W</b>ant to know. Share the K/W responses. After your discussion, please assign one question to each group member and use the computers to research the answer to this question. Each student should create a new post titled: Setting Research and each answer should be attributed properly, including connecting the link to the source where you found the answer. (Collaborative and Individual)<br />
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Team 5 <a href="http://instructorknapp.blogspot.com/2010/09/critical-theories.html">(Reader Response)</a><br />
Write a TEA paragraph describing how Marjane's family is depicted, including how the story of her grandfather changes Marjane's own sense of identity. Your project should make a claim about this topic that is supported with examples from the text and your analysis.(Collaborative). If you have time, I'd like your group to also discuss how Mehri fits into this family. <br />
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Team 6<br />
Using the Wall Street Journal as your source material, please post a summary of at least one article that references the Middle East or "Arab Spring." Please work to include at least one quotation that you found interesting. (Individual Activity)<br />
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Team 7 <br />
In the narrative there is a character that represents "Uncle Sam." Please write a TEA paragraph in which you make a claim about the significance of this character. Incorporate evidence in support of this claim and then provide some analysis as to why this character is important to the story. (Collaborative)<br />
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<u>Comprehension Quiz/Persepolis</u><br />
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1. What happens to Marjane and her family at the end of the novel?<br />
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2. Please list three external conflicts in the story.<br />
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3. What does the main character learn about her family and her connection to the country's leadership?<br />
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4. What event inspires the "biggest celebration" (42) in this country's history?<br />
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5. Why does the family's maid get upset and cry? <br />
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<span style="color: #3d85c6;">Reader Response:</span> Marjane is a rebel and in the end her parent's decide that Iran is no longer a safe place for her. Be sure to examine the specific reasons why her parents opted to send her away and weigh the cause and effect of these situations. What exactly was Marjane rebelling against? School? Religion? Government? Her parents? How can you relate to this rebellious nature. What do you rebel against and why? <br />
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<span style="color: #3d85c6;">Formalist: </span>A Formalist is interested in "just the text." Nothing outside the text matters. No history. No personal opinion. No author intention. Just the text. They are also interested in identifying tension, ambiguity, irony and paradox. If a paradox is a statement that on the surface seems implausible, but underneath makes sense: what paradox would a formalist point out in this novel? You might want to discuss Marjane's declaration that she is religious and then, later, how she justifies fighting against religious law. You might also want to think about how her parent's religious views are left out. Why did the author decide on ambiguity when religion is a central theme? How about the paradox of the revolution itself? If the people were fighting against tyranny and for freedom, why did they allow a theocracy to take over? Remember, a formalist pays very close attention to evidence in the text. Notice how it isn't until after the war with Iraq begins (80) that the author begins including the veiled women in all of the drawings. What connections can you make from this evidence about the chaos and fear associated with war and the people's acceptance of mandatory veiling?<br />
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<span style="color: #3d85c6;">Feminist: <span style="color: black;">A feminist is interested in identifying patriarchy and pointing out power structures that undermine gender equality. What would a feminist have to say about the impact that the Islamic Revolution had on women in Iran? Marjane's mother considers leaving (64), but her father's response shows that his decision carries the weight. Imagine how Marjane's life be different if she lived in a matriarchy.</span></span><br />
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<span style="color: #3d85c6;"><span style="color: black;"><span style="color: #0b5394;">Marxist: <span style="color: black;">A Marxist theorist is interested in identifying the underlying economic power structures in a a society. What are the economics supporting the structure of government in Iran after the revolution. Who has the economic power? Who has no economic power? And how does the political system enforce this power structure? If Marjane and her family were so influenced by Marxist theory (62) then why does Marjane's father 'report' on Mehri to the neighbor? If they 'took in' Mehri as a child, then why do they not allow her to eat with them at the table? How would this behavior change in a democracy? Is Marjane the only true Marxist in the family?</span></span> </span></span><br />
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<span style="color: #3d85c6; font-size: large;">Discussion Questions on </span><span style="font-size: large;"><span style="color: #3d85c6;">The Glass Menagerie</span></span><br />
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Symbolism: Please write a Quote Sandwich paragraph analyzing the symbolism of the glass animals (the menagerie) in the story. In particular, the unicorn. How does Laura's adoration for these animals help us to understand her character? You might want to start your discussion by brainstorming what you know about Laura and then discuss why you think she is so captivated by the figurines. Also, think about how and when the unicorn is broken. How does this symbol parallel the internal conflict in the story? How does the mother contribute to this conflict?<br />
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Setting: Please write a Quote Sandwich paragraph analyzing the setting of the play from a New Historicist perspective. Think about the historical situation surrounding this play and discuss how the external conflicts are shaping the characters' lives. How does the economic setting influence the character's behavior? How do the traditional gender roles of the 30s and 40s contribute to the tension in the novel?<br />
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New Historicist: This play is called a memory play and is also semi-autobiographical. Please write a Quote Sandwich in which you consider how the pressures of being a gay playwright in the 1930s impacted the story. Incorporate specific language into your paragraph and explain how the historical situation influenced the writer's depiction of events in his own life and the actions by Tom in the play. <br />
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Ambiguity: Why does Tom go to the movies? What does he dream of doing? What holds him back? Why are the details of his adventures outside the home ambiguous (left out). Why does this behavior unnerve his mother? Please analyze the narrative gaps in the play and write a paragraph using the Quote Sandwich format.<br />
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Gender: The portrait of Tom's father dominates the living room and yet he has chosen to abandon his family. What constraints are put on Tom because he is the male head-of household? How does gender affect all of the character's lives. <br />
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</span></b></div><div style="color: #3d85c6;"><span style="font-size: large;"><b>Projects for Dagoberto Gilb's, </b><i><b>The Flower</b>s</i></span></div><div></div>_________________________________________<br />
<div></div>Directions: The goal here is to work collaboratively to solve the problems. You will use discussion as your main tool for figuring out the answer to your problem, but your discussion should be grounded by specific sections of the text (evidence) and you should work hard to make sure everyone in your group expresses ideas. For each problem, write a TEA paragraph in THIRD PERSON (no second person) and be ready to share this paragraph with the group. Please be sure to turn in your TEA paragraph with each member of your group listed at the top at the end of the class period.<br />
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<div></div><br />
<div></div>1. Writing Problem on the topic of Family<br />
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<div></div>Discuss what we know and what don’t we know about Sonny’s family? Who are his extended family members (non-blood relations) and what impact do they have on his life? Please pick one or two significant characters in Sonny’s life and explain how they influence (or don’t influence) Sonny. (Note: Dogs can be considered family members) Is family an important theme in this novel?<br />
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<div></div><br />
<div></div>2. Writing Problem on the topic of Education<br />
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<div></div>Discuss if Sonny’s experience with school is a significant part of this novel. Is this novel centered on a different kind of education? <br />
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<div></div>Examine how Sonny describes his school friends, “the twins,” in relation to education and what his attitude is toward them in this regard. Why does Sonny want to teach himself French? What motivates this decision and how does this help us to better understand Sonny?<br />
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<div></div><br />
<div></div>3. Writing Problem on the topic of Violence <br />
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<div></div>Discuss the violence that Sonny experiences in the novel. Identify the type of violence and which violence most impacts him. How does violence change Sonny?<br />
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<div></div><br />
<div></div>4. Writing Problem on the Topic of Work<br />
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<div></div>How does work impact the characters in the novel? You might discuss who works, who doesn’t work and why. What is Sonny’s relationship to work in the novel? Does he like working? Does he dislike working? Why or why not? <br />
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<div></div><br />
<div></div>5. Writing Problem on the Topic of Your Choice<br />
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<div></div>Pick an aspect of the first 50 pages that intrigued your group. You might want to brainstorm this first, and then narrow down your choice before writing. <br />
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<div></div><br />
<div></div><br />
<div></div>Guidance for All Three Options <br />
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<div></div><ul><li>Write for an audience who is NOT in our class. </li>
<li>I’d like you to include details, examples, quotes from the reading to help you develop your response to the question. </li>
<li>Talk about complexities </li>
<li>Take the time to proofread after you’ve written your paragraph. </li>
<li>Make sure your reader can ‘read’ the words clearly</li>
</ul><u> </u><br />
<u> </u><br />
<u> </u><br />
Retrieval Practice<br />
Exam 1 <br />
<br />
<br />
1. What is plagiarism?<br />
2. What terms or phrases are associated with Formalist Theory? (hint: there are three)<br />
3. Which literary term coined by Formalists continues to hold importance in today's critical discussions of literature? (hint: you may list more than one)<br />
4. What is the difference between Reader Response Theory and Formalist Theory? <br />
5. Quote Analysis: <br />
"I felt space all around me. Him gone was more like air that came in and I was being lifted up. I heard him from his office and he shouted out a word I didn't even recognize...Then my mom got in...He was yelling so furious there was no making out words, and his sounds were jagged..." (150).<br />
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Who is the narrator in this scene?<br />
Who is doing the shouting?<br />
Explain one aspect of the text from the formalist perspective.<br />
Why was this character shouting?<br />
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___________________________________________________________________<br />
Questions for Discussion (Feminist Theory):<br />
<br />
Exploring the Theme of Gender<br />
<br />
Feminist literary critics are interested in pointing out ideologies of oppression that are linked to gender. However, since patriarchy has long dominated society, feminists are primarily interested in how women are oppressed by men. Feminists argue that social mores reinforce hierarchies of male power and that these mores are often so entrenched in both the reader's and the author's psyche that, without a critical examination, female oppression may be hard to identify and easy to overlook. Moreover, feminist critics are wary of classifying all women together. Feminism is therefore complicated by circumstances such as family, work, popular culture, race, class, religion, geography and historical context.<br />
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With this in mind, each group will examine and discuss The Flowers from the Feminist critical perspective and craft a TEA paragraph that makes and supports a claim on the theme of gender in the novel.<br />
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____________________________________________________________<br />
Questions for Discussion (Formalist Theory)<br />
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Exploring structure and form in The Flowers<br />
Stealing:<br />
"I never took nothing, nothing much if I did, because I didn't want to" (1).<br />
Examine page 48-49 <br />
Examine page 85<br />
Examine page 98 <br />
Write a tightly focused TEA paragraph from the Formalist perspective identifying a theme symbolized by the representation of money in this novel.<br />
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Discussion points (pick one to write about):<br />
1)Does Sonny contradict himself on the topic of stealing? Why does he say he doesn't steal and then, later, admit he does? How does this narrative progression effect the meaning of the novel? What does the aspect of form tell us about the narrator or the point of view?<br />
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2) Staying closely linked to the chain of events in the novel, please explain from a Formalist perspective why Sonny steals money and why he doesn't. Be sure to link your conclusions to the "text only." What do these choices say about Sonny's character?<br />
<br />
<ul><li>Write for an audience who is NOT in our class. </li>
<li>I’d like you to include details, examples, quotes from the reading to help you develop your response to the question. </li>
<li>Talk about complexities </li>
<li>Take the time to proofread after you’ve written your paragraph. </li>
<li>Make sure your reader can ‘read’ the words clearly</li>
</ul><br />
_____________________________________________________________________________<br />
Sociological Discussion Questions:<br />
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Symbolism: Please write a Quote Sandwich paragraph analyzing the symbolism of the animals in the story. In particular, the owl. What do you think the dead animals adorning Cloyd's house symbolize? <br />
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Setting: Please write a Quote Sandwich paragraph analyzing the description of the setting. Incorporate specific language into your paragraph and explain how the setting effects Sonny.<br />
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Setting 2: Please write a Quote Sandwich paragraph analyzing the description of the setting. Incorporate specific language into your paragraph and explain how the setting effects Sonny.<br />
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Tension: Please address the controversy surrounding Pink. Why are Cloyd and Bud upset about the man in his apartment? Write a Quote Sandwich paragraph explaining this situation.<br />
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Ambiguity: Why does Sylvia go shopping? What is she shopping for? Where does she go? Please discuss the irony of Sylvia's "shopping" trips using the Quote Sandwich format.<br />
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______________________________________________________<br />
These TEA paragraphs will work to explain your understanding of how these devices contribute to the meaning of the work<br />
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Plot Group:<br />
Summarize the plot, indicating rising action and epiphany. Please also indicate where the story includes foreshadow or flashback and explain how this device contributes to the story.<br />
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Symbol Group:<br />
Please identify symbolism that you think is important to the meaning of the literary work. Explain the importance of the symbolism and how it helps convey the meaning and/or theme.<br />
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Setting Group:<br />
Please explain how the setting contributes to the meaning of the story?<br />
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Diction Group:<br />
Explain how the diction of the story deepens our understanding of character and theme?<br />
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Point of View:<br />
Explain the point of view and how this point of view affects the meaning of the story. <br />
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___________________________________________________________<br />
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Discussion Groups<br />
on <i>The Scarlet Letter</i><br />
As a Group, please examine and discuss your assigned pages with the purpose of determining what aspects of the text are important for understanding the novel's central conflict. In other words, what passages help you better understand the <a href="http://www.dowlingcentral.com/MrsD/area/literature/Terms/conflict.html">internal and external conflicts</a> and/or <a href="http://bcs.bedfordstmartins.com/litgloss/">characterization</a> in the Scarlet Letter. You should spend some time discussing what you Know (KWL+) about your assigned character and also discuss, what you don't know or what to know.<br />
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__________________________<br />
Discussion Groups/Absolutely True Diary of a Part-Time Indian<br />
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Please write a TEA and or Quote Sandwich paragraph in response to your groups’ question. <br />
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1. Junior says, “You can’t just betray your tribe and then change your mind” (55). Why would going to Reardon High School be a betrayal of his tribe? Please explain this central conflict in the novel and incorporate this quote in your response.<br />
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2. Mr. P says that when he started teaching all of the teachers were instructed to “Kill the Indian and save the child” (35). What does this mean and how does Mr. P feel about this saying now?<br />
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3. Mr. P tells Junior that he must leave the reservation because “The only thing you kids are being taught is how to give up” (42). Do you agree or disagree with Mr. P’s argument. Please make a claim in your topic sentence, provide details that support the claim and analysis that explain this situation. <br />
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4. Junior says that “Penelope and I became a hot topic because we were defying the great and powerful Earl” (110). Please write a TEA paragraph in which you explain what this means. In your A (Analysis) make sure you make clear why this topic is a central conflict in the novel.<br />
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5. Using your knowledge of Native American culture, write a TEA paragraph in which you describe why Rowdy is so angry at Junior for leaving the tribe.<br />
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<a href="http://www.blogger.com/goog_274440475">____________________</a><br />
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1. Junior says, "...we were sending each other some serious hate signal" (190) before the basket ball. Why is Junior glaring at Rowdy?<br />
2. After Junior takes the ball from Rowdy, he states, "I wanted to absolutely demoralize him." What does demoralize mean in this context?<br />
3. What realization does Junior have after the game?<br />
4. In reflecting on the scene how does Junior's inner conflict between tribal culture and white culture play out? <br />
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<br />
<u>In-Class Exam</u><br />
Please write a well-developed essay in which you agree or disagree with Junior's decision to change schools. You may draw on personal experience in your essay, but please use ample textual evidence in support of your ideas. <br />
________________________<br />
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Process Essay<br />
1. Clarity-- Are the sentences free of errors that impede the reader's understanding? Does the organization guide the reader using transitional language through the writer's ideas in a logical way?<br />
2. Content--Does the essay use concrete details, description, personal examples and explanation to fully develop each paragraph? Does each paragraph have a topic sentence that makes a claim and provide focus? Does the essay make clear why this topic matters? Does the essay have an engaging title?<br />
3. Organization--Does the last sentence in the introduction give the reader a clear idea of what the essay is about? Are the body paragraphs TEA's that focus on one topic per paragraph? Does the conclusion sum up the ideas and leave the reader with something to think about?<br />
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Write a summary assessing your strengths and weaknesses in these three areas. Give yourself a score for each category. 4-A 3-B 2-C 1-D.<br />
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<a href="https://sites.google.com/site/litintro/file-cabinet">Student Files</a><br />
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<div></div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-74672396818677823292011-02-06T10:08:00.000-08:002011-02-06T10:10:01.904-08:00Art and Literature LinksI am just beginning to compile these links. If you have suggestions, please comment! Thanks!<br />
<br />
<ul><li><a href="http://literature.ucsc.edu/news-events/news/index.html">UC Santa Cruz Art and Literature Series News</a></li>
<li><a href="http://www.litart.org/">Center for Literary Art </a>(San Jose State University)</li>
<li><a href="http://www.squawvalleywriters.org/">Squaw Valley Community of Writers </a>(Summer Writing Workshops)</li>
</ul>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-70223336443648605222011-01-31T12:41:00.001-08:002011-02-06T09:52:17.427-08:00Writing Center and Turnitin.com<div class="MsoNormal"><span style="font-family: Times;"><b>Role of the Writing Center:</b></span><span style="font-family: Times;"></span></div><div class="MsoNormal"><span style="font-family: Times;">The Writing Center, which is in the library building, room 120, <span style="color: black;">serves the campus community by fostering, celebrating and encouraging writers and the varied and multiple purposes and audiences that writing serves.</span></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: Times;"> </span><span style="font-family: Times;">Specially trained student Writing Assistants offer free one-on-one consultations about all kinds of writing assignments (including the essays you’ll write for this class) on a drop-in and by appointment basis. In the center you can also find computers and free printing.</span></div><div class="MsoNormal"><span style="font-family: Times;"> </span>The center is open Monday, Tuesdays and Thursdays from 8 a.m.-5 p.m., Wednesdays 8-6 p.m. and Fridays 8 a.m.-1 p.m. (closed Mondays 2:30-4:30 p.m.)<br />
<br />
<span style="font-family: Times;"><b>Turnitin.com</b></span><br />
<span style="font-family: Times;"><b>All Formal Papers will be turned in via Gavilan's Turnitin.com account. I will provide you with directions and account access information. We will be covering Plagiarism extensively in the first unit of the course, but if you ever have any questions about properly citing your sources, please don't hesitate to ask. It is better to be safe than sorry! </b></span> </div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-70308383820977309832010-11-15T12:34:00.000-08:002014-05-11T10:58:52.448-07:00Annotated Bibliography and MLA CitationsOnce you have read the text, then you will need to begin your exploration of the criticism provided in the Norton Anthology. First you should brainstorm what aspect of the text you found most interesting and what you most want to read more about. Read through the table of contents carefully and decide which of the essays best fits what you want to learn more about. Next you will need to read the essay and annotate (make notes in the margin) about key ideas that connect to the topic you are interested in. Remember, all of the work on your blog, including this assignment, is designed to help you develop your ideas for your Research Paper.<br />
<br />
Review the description of Annotated Bibliography (that we discussed in class) here: What is an <a href="http://olinuris.library.cornell.edu/ref/research/skill28.htm">Annotated Bibliography?</a><br />
<br />
Title your blog post Annotated Bibliography. At top put the citation that you will later list on your Works Cited page. This will both save you time later and help you to organize your citation information. Next, Paraphrase the section of the essay you found most applicable to your topic. After your Paraphrase, include quotations that you might consider using in your paper. Include the proper MLA citation after each of the excerpts.<br />
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If you want help with the formatting of the citation, feel free to use the Easy Bib link below to create the properly formatted (make sure to click on MLA) citation. The program will allow you to save this information in a list and you can also cut and paste the properly formatted citation into your Annotated Bibliography post. <a href="http://easybib.com/">Easy Bib </a><br />
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All Research Papers must be accompanied by a properly formatted Works Cited page that includes at least two scholarly articles in addition to the Scarlet Letter. Your paper should incorporate evidence and in-text citations that reference at least one of these articles.<br />
<br />
<a href="http://www.library.cornell.edu/resrch/citmanage/mla">MLA Information </a><br />
<a href="http://www.lib.unc.edu/instruct/citations/mla/in_text.html">More MLA examples</a><br />
<span style="font-family: Times;"><a href="http://owl.english.purdue.edu/owl/resource/747/01/">MLA Citations </a></span>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-91333885522534732742010-11-10T12:01:00.001-08:002019-08-09T08:51:15.598-07:00The Scarlet Letter and Persepolis<div class="separator" style="clear: both; text-align: left;">
<a href="http://www.watertown.k12.ma.us/cunniff/americanhistorycentral/05europeansinnamerica/The_Massachuse.html">Puritan America</a></div>
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<a href="http://staceyknapp.glogster.com/Glog/">Dimmesdale's Dilemma</a></div>
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<a href="http://staceyknapp.glogster.com/Glog-394/">Pearl: The Next Generation </a> </div>
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<span style="color: #073763; font-family: "trebuchet ms" , sans-serif; font-size: large;">Nathaniel Hawthorne's Friends</span></div>
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<a href="http://en.wikipedia.org/wiki/Ralph_Waldo_Emerson">Ralph Waldo Emerson</a><br />
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"Trust Thy Self," Emerson wrote in his essay <i>Self Reliance</i>."Nothing can bring you peace but yourself. Nothing can bring you peace but the triumph of principles."</div>
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—Ralph Waldo Emerson, 1841</div>
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<a href="http://en.wikipedia.org/wiki/Margaret_Fuller">Margaret Fuller</a></div>
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<i><span style="font-size: small;">"</span></i><span style="font-size: small;">Yet then and only then, will mankind be ripe for this, when inward and outward freedom for woman as much for man shall be acknowledged as a right, not yielded as a concession."</span><br />
<span style="font-size: small;">"...let them be sea captains..." </span></div>
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<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">—Margaret Fuller, 1845</span><br />
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<a href="http://dpaul1968.glogster.com/scarletletter/">Plot</a><br />
<a href="http://cyldha13.glogster.com/scarletletter-Shelby/">Symbols</a><br />
<a href="http://staceyknapp.glogster.com/GlogScarletletter"><span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Central Conflict</span></a><br />
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<u><span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Binaries</span></u><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Guilt/Pleasure</span><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Mercy/Justice </span><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Sunlight/Darkness</span><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Black/Red</span><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Faith/Love</span><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Domestic</span><span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">/Wild</span><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Good/Evil</span><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Man</span><span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">/Woman</span><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">God/Satan</span><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Puritan/</span><span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Antinomian</span><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Religion</span><span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">/Scholar</span><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Sin/Crime</span><span style="font-family: "trebuchet ms" , sans-serif; font-size: small;"> </span><br />
<a href="http://staceyknapp.glogster.com/glog-3912/"><span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Society/</span><span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Individual</span></a><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Woman</span><span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">/Witch</span><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Angel</span><span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">/Fiend</span><br />
<span style="font-family: "trebuchet ms" , sans-serif; font-size: small;">Nature/Law </span><br />
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<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjBskxRZoBfvdqeV4GnLdLj8i_ExjHL1EHUXng1cONy3An-J4EiIO5o2Gw6zPfX8PRpcb6zWDiSpLZJHGSl47op8ETu8FPoIv4dvbNMgRgaqIHBypxHQHr7WLa1crMbkEU8JbkEMQ6GYI/s1600/images-1.jpg" style="margin-left: auto; margin-right: auto;" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">24 people were hung as a result of the Salem Witch Trials. Nathaniel Hawthorne's great-great grandfather was a judge in the trial—a fact that is referenced in The Custom House.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiphe_hanAcCkYNLflldobYiAs9ywBvAQe8G9x52CZFhiS-2_LoX5qHvz4t5G9lhKBVuGfgJcas_Fx4OsDaySLEz6kasHIEK_UmGfUTsAhaYa-E4eg8y0da23uJT9WOi6EB1s-u-DGKPqk/s1600/ygb-witch.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiphe_hanAcCkYNLflldobYiAs9ywBvAQe8G9x52CZFhiS-2_LoX5qHvz4t5G9lhKBVuGfgJcas_Fx4OsDaySLEz6kasHIEK_UmGfUTsAhaYa-E4eg8y0da23uJT9WOi6EB1s-u-DGKPqk/s1600/ygb-witch.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKem2QmayHycsHo2KHJ-jcaUolKQs2RX42VgFKeWfPzVw3s_dit3yH0macN1t0vaYKSzmOAi4sadm9kGRCpKpm5elqS_bD96A77aRDBvZLu-S4DR0ldZmDm7s1YeySwrxgxzksSWrH2OU/s1600/images.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKem2QmayHycsHo2KHJ-jcaUolKQs2RX42VgFKeWfPzVw3s_dit3yH0macN1t0vaYKSzmOAi4sadm9kGRCpKpm5elqS_bD96A77aRDBvZLu-S4DR0ldZmDm7s1YeySwrxgxzksSWrH2OU/s1600/images.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">19th Century Painting Depicting Salem Witch Trial</td></tr>
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The early American Puritans were essentially Calvinists and believed in pre-determination, which means that God determined whether or not you were 'good' or 'evil' and there was nothing you could do to change that—your fate is sealed at birth. God was also removed from human kind, in other words, you could not, through prayer, etc., send or receive messages from God. There was no hope of salvation if you were damned and there was no hope of forgiveness for your sins. If you were evil, you would burn in hell for all eternity. </div>
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Since politics and religion were essentially one in the same during this time, the Puritan belief system instilled a sense of fear in the inhabitants of Salem. Citizens were well aware of the risk of losing land rights and/or trading rights, if they were accused of wrong doing. Judges adhered to Puritan religious beliefs in their decisions as the law and religion were unified in this society. Evidence could include work of the devil including curses and specters (visions) and many other intangibles. </div>
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Your future was best served if you convinced everyone around you that you were one of God's chosen few. Dissension against the status quo, could be interpreted as a sign of the devil, especially for women. Salem citizens could either conform, or risk being cast out of society, or worse. </div>
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This belief that the devil resided every where and was potential of clever disguises and trickery (such as what we observe in Young Goodman Brown) cultivated a society ripe for the hysteria that led up to the Salem Witch trials. If there was suspicion cast upon you, then the safest method of refuting these accusations was to point the finger at someone else. </div>
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Puritans were also a patriarchal society. They did not subscribe to the biblical interpretation that the wife was a "helpmate," but rather that the wife was owned or "possessed" by her husband. Women had no rights to property and were given no say in the political decisions of the day. In fact, many women who had become widowed and therefore became land owners were the subject of not only public scrutiny, but also scorn. Since women were not supposed to own land, the unfortunate death of their husband could put them at great risk. Some were even accused of being witches, others were executed. We will discuss the story of Mistress Hibbons in class. </div>
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The philosophy that each one of us holds an inner-light and/or that "God lives inside all of us" did not agree with the Puritan religion, so the Quakers were considered their enemy. Antinomian, which means "against moral law," was a term used to describe anyone who spoke out or acted against the Puritan belief system. Understanding the term Antimomian, the history of Anne Hutchinson and the symbolism used throughout the novel to explore this concept will be crucial for your analysis of the themes in The Scarlet Letter. We will discuss religious intolerance, Anne Hutchinson, and Hawthorne's symbolism for Antinomianism during our class discussions. </div>
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Your Norton Critical Edition is an excellent source for your Research Project. Here is another source that I think is a great reference for the background information on the Pilgrims and the differences between Pilgrims and <a href="http://xroads.virginia.edu/~cap/puritan/purhist.html">Puritans</a>. </div>
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I realize this is the 21 Century and many of you prefer online sources to those that you have already purchased as the required text for this class, however, I encourage you to limit your time looking for quick "answers" on the internet. As college students we are counting on you not to recycle and distribute inaccurate information. I encourage you instead to work through the primary source using a dictionary and by applying the college skills of annotation and close reading of The Scarlet Letter. Your assignments require you to write about specific difficulties you encounter with this reading on your blog posts. By incorporating passages from the text and trying to make meaning of these passages, you will better synthesize the information and build a solid foundation from which to build your Formal Essay. After completing The Scarlet Letter, use the Norton Critical Edition source material to deepen your understanding of the many complexities in this novel. Your Annotated Bibliography posts will help you sort and process the information that you find most compelling. In completing these steps you will be in a good position to begin writing. </div>
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Despite all of these assignments, our discussions and source material that you already have in your possession, I expect many of you to fall back on the habits cultivated by our society that practically demands instant gratification—namely the online version of Cliff Notes, Spark Notes, or eNotes websites. And for those of you readers who have not been, for whatever reason, flexing the 'reading' muscles on a regular basis, these aids, may indeed be very helpful to you. Like everything else in life, the more you 'practice' reading, the more proficient you become and if you are out of practice, this text will be even more challenging to you. That said, using these tools as a secondary or reference source to your reading is acceptable, but simply reading the summaries instead of reading the novels is not. One of my concerns with this method of 'figuring' out a text is that you are simply a consumer of someone else's ideas. College is one of the few non-consumer based bastions in our American life. Do not simply consume the ideas presented on these sites, rather, consider them for what they are: someone else's ideas. Think about them critically and then go back to the text and make your own meaning. I am interested in reading the meaning that YOU make from this text, not reading the meaning that eNotes makes of the text.</div>
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Remember, one of the themes in this text is the individual's ability to choose between right and wrong and the freedom to make this choice despite the constraints and influences of society.</div>
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What about our contemporary culture? How does our society respond to adultery? Would we ever consider brandishing someone with a badge of dishonor? </div>
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Well, what about impeaching a president over a sexual act? Does the name <a href="http://en.wikipedia.org/wiki/Lewinsky_scandal">Monica Lewinksy</a> ring any bells? What about Bill Clinton?</div>
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<a href="http://www.google.com/search?um=1&hl=en&client=firefox-a&rls=org.mozilla:en-US:official&biw=866&bih=638&q=nike+drops+tiger+woods&ie=UTF-8&sa=N&tab=iw">How about Tiger Woods? </a>Rather than gaining a badge of dishonor, Woods—the first golfer ever to hold all four professional major championships at the same time—lost his badges of honor when the majority of his sponsors dropped him and he was forced to step away from golf in December of 2009. </div>
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The fact that he has enjoyed more victories (and made more money) than any other U.S. golfer, could not save him when his adultery was made public. </div>
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<a href="http://www.washingtonpost.com/wp-dyn/content/article/2010/04/08/AR2010040803525.html">Woods Forgiven? </a></div>
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These examples make clear that adultery continues to be a heated issue in the U.S., yet there is no denying that the public scorn for both Clinton and Woods, albeit humiliating, was not a matter of life or death for either man. It is interesting that, outside the tabloids, we have no female equivalent to compare public reactions to on this topic. I wonder if society would be so forgiving toward a woman? </div>
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From our humble roots in the Massachusett's Bay Colonies we have progressed as a nation and no longer do our laws tolerate persecution based on religious beliefs. Still, we should never forget the Antinomian rebels in our history whose actions went against the moral law of the land and opened up the possibility for a different interpretation of good and evil. </div>
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Sadly, the world has not changed for everyone...</div>
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The U.S. response to adultery is mild-mannered compared to the brutal realities that continue to exist in other countries. Today a 43-year-old mother of two children, Sakineh Mohammadi Ashtiani, is facing execution for committing adultery in Iran. She was scheduled for death by stoning last summer, but her attorney fled the country and leaked her story to the BBC. He is now seeking asylum in Norway and, due to the International outcry that resulted, the execution continues to be delayed.</div>
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<a href="http://www.guardian.co.uk/world/2011/dec/26/sakineh-mohammadi-ashtiani-hang-iran">December 2011 Update</a></div>
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<a href="http://www.bbc.co.uk/news/10579121">BBC News</a></div>
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<a href="http://www.nytimes.com/2010/09/09/world/middleeast/09stoning.html">New York Times Update </a></div>
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<span id="goog_1396289760"></span><span id="goog_1396289761"></span><a href="http://thelede.blogs.nytimes.com/?s=news+video+Iran+Sakineh+Ashtiani">The Lede Blog</a></div>
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<a href="http://www.nytimes.com/2010/11/08/world/asia/08burn.html?_r=1&scp=1&sq=Afghanistan%20women%20suicide&st=cse">Afghanistan Women</a>, New York Times</div>
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<a href="http://www.nytimes.com/2011/10/16/world/africa/movement-to-end-genital-cutting-spreads-in-senegal.html?scp=1&sq=Africa%20female%20genital%20mutilation&st=cse">Women in Africa </a>New York Times</div>
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<span style="font-size: 14pt;">Research Paper Guidelines</span></div>
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Write a 5-7 page <b>literary analysis of <u>The Scarlet Letter</u></b><span style="font-weight: normal;">, incorporating research from a minimum of three sources to enhance your ideas (the book itself can be one of your sources). The research done for your annotated bibliography will provide a good foundation for writing this essay, giving you a strong background on the author and/or the text. Your research might focus on what literary critics have said about this author’s work, biographical or autobiographical material that might help readers better understand the text, or you may chose to write from the perspective of one of the critical theories we have discussed. </span><span style="font-size: 13.5pt;"><b>The focus of your essay must be an interpretation of the literature itself</b></span><span style="font-size: 13.5pt;">,</span> using the research as enhancement but not as the main emphasis of your essay. For example, if your research focuses on biographical information, use it to <i>help interpret</i><span style="font-style: normal;"> a theme, character, or other aspect of the text. </span></div>
A strong essay will have a <b>clear controlling idea</b><span style="font-weight: normal;"> and well-developed TEA paragraphs that </span><b>support your claim. You should incorporate (either through paraphrase or quotations) examples from The Scarlet Letter as well as </b><span style="font-weight: normal;">refer specifically to your </span><b>research sources</b><span style="font-weight: normal;">. Use </span><b>MLA format</b><span style="font-weight: normal;"> for parenthetical </span><b>citations </b><span style="font-weight: normal;">and your </span><b>works cited</b><span style="font-weight: normal;"> page. </span><br />
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<li class="MsoNormal"><span style="font-family: "times"; font-size: 10pt;">Participation in <b><i><u>Rough Draft Peer Review is Mandatory</u></i></b></span><span style="font-family: "times"; font-size: 10pt;">. You will receive 15 points for peer-review and 15 points for bringing your rough draft to PEER REVIEW DAY. No late papers will be reviewed. Come to class and bring a hard copy or your Research Paper grade will be affected.</span></li>
<li class="MsoNormal">All drafts will be workshopped during class and collected by the instructor for feedback. <b style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;"><span style="font-size: 10pt;">See schedule for important dates.</span></b></li>
<li class="MsoNormal"><span style="font-family: "times"; font-size: 10pt;"> </span>Each of you should have a copy of the grading rubric. By now you know that sentence-level errors need to be kept to a minimum on the final draft. See me and/or a writing assistant at the <a href="http://www.blogger.com/post-edit.g?blogID=1129430821781104264&postID=9133388552253473274">Gavilan Writing Center</a> for help with this paper if you need it. </li>
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<span style="font-family: "times"; font-size: 13.5pt;"><b>Class Discussions will produce many paper ideas. Please come to class, take notes and be thinking about what interests you about this text. <u>You should write your Research Paper on the aspect of the text that you find most interesting. I will meet with students for an individual conference to discuss your drafts.</u></b></span></div>
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<span style="font-family: "times";">Paper Topics (These are suggestions only):</span></div>
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<span style="font-family: "times";">What would a feminist have to say about the characters in the Scarlet Letter? Is Hester a feminist? How does Pearl fit into the story? What is Hester’s response to the Patriarchy around her? Is Hester in love? Is Chillingsworth a feminist? How does the ending impact our understanding of Hester’s character and Hawthorne’s views about women? Why does Hawthorne connect Hester with Mistress Hibbons and Anne Hutchinson?</span></div>
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<span style="font-family: "times";">How would a New Historicist analyze The Scarlet Letter? What do the three contexts (or historical periods) in the novel tell us about the meaning of this text? How does our contemporary view skew the reading? How did Hawthorne’s 19<sup>th</sup> century values contribute to the characterizations in the novel? What would a reader in the 1600s have to say about Hawthorne’s depiction of Puritanism? How was the novel received (by the public) in the 19<sup>th</sup> century? What were the reviewers’ reactions? What does this say about the audience at the time of publication?</span></div>
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<span style="font-family: "times";">A sociologist and/or Marxist theorist would have much to say about the Puritan society depicted in this novel. How did the Puritan belief system enforce patriarchy? How did patriarchy and Puritanism support the economic system? What was the role of the townspeople in Salem and how did they contribute to this system? How did Chillingsworth and Hester stand apart from the rest of the society? How does Hawthorne’s story give us insight into the hysteria that led to the Salem Witch Trials?</span></div>
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<span style="font-family: "times";">A formalist would be very interested in the word “possessed” in this novel. How many times is the word used? Why is it used? What is the effect on the reader? How does the structure of the novel contribute to the novel’s tension and ambiguity? What symbols are used in this novel and how do they affect the meaning? What does the A stand for? How does the meaning change of this symbol change throughout the novel? </span></div>
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<span style="font-family: "times";">A reader response critic would be very interested in how the themes in the novel impact his/her own ideas about culture, social values as well as the concept of good and evil. What is good and what is evil in your mind and how does the novel help you to define this distinction? What character do you admire most and why? Which character (s) do you dislike and why? Can you relate to the traits or experiences of these characters? </span></div>
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<span style="font-family: "times";">A biographical critic would be very interested in how Hawthorne’s life shaped this novel. What characteristics of Hawthorne’s family informed the characters and events in the novel? What aspects of Hawthorne’s personality are revealed and how does the 19<sup>th</sup> Century (the 1800s) influence how he portrays the characters and events in this novel? What other books did Hawthorne read and how did this influence his work?</span></div>
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<span style="font-family: "times"; font-size: 13.5pt;"><b>Process suggestions: </b></span><span style="font-family: "times"; font-size: 10pt;"></span></div>
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<span style="font-family: "times";">1.<span style="font-family: "times new roman"; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span style="font-family: "times";"><b>Review </b></span><span style="font-family: "times";">your lectures notes and information posted on Instructor Knapp’s blog. In particular, review the Key Terms post, Critical Theories Overview, Combining Sentences, Constructing an Argument, Popular Student Errors, Using Quotations, and The Scarlet Letter.</span></div>
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<span style="font-family: "times";">2.<span style="font-family: "times new roman"; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span style="font-family: "times";"><b>Look back </b></span><span style="font-family: "times";">at your own blog posts to get ideas about a possible theme to explore or an approach to this essay. You should also read some of your peers blogs to expand your ideas on the text.</span></div>
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<span style="font-family: "times";">3.<span style="font-family: "times new roman"; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span style="font-family: "times";"><b>Brainstorm</b></span><span style="font-family: "times";"> ideas for research and writing by doing a cluster, list, or freewrite.</span></div>
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<span style="font-family: "times";">4.<span style="font-family: "times new roman"; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span style="font-family: "times";"><b>Begin your research process by formulating questions</b></span><span style="font-family: "times";"> about your chosen text. Your research may be more fertile if you direct the search somewhat. Locate Critical Essays in our Norton Critical Edition that connect to your questions. </span></div>
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<span style="font-family: "times";">5.<span style="font-family: "times new roman"; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span style="font-family: "times";"><b>Skim several of</b></span><span style="font-family: "times";"> the essays included in our anthology, additional writings by the author, or biographical information to help you develop your interpretation.</span></div>
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<span style="font-family: "times";">6.<span style="font-family: "times new roman"; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span style="font-family: "times";"><b>Discuss </b></span><span style="font-family: "times";">your questions, ideas, and responses with a classmate, instructor or another person.</span></div>
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<span style="font-family: "times";">7.<span style="font-family: "times new roman"; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span style="font-family: "times";"><b>In your first draft</b></span><span style="font-family: "times";">, draw plenty of examples from the text. Include references to your research. Don’t be afraid to argue with the literary critics you’ve read. Let this draft be your chance to enter the literary conversation and don’t “censor” your ideas—it’s better to overwrite on your draft to allow for insights that you gain during the process of writing to emerge. Later you can edit, select, or throw out what doesn’t fit.</span></div>
<div class="MsoNormal" style="margin-left: 0.75in; text-indent: -0.25in;">
<span style="font-family: "times";">8.<span style="font-family: "times new roman"; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span style="font-family: "times";"><b>When revising, </b></span><span style="font-family: "times";">return to your introduction to ensure that you have a clear, strong (narrow) thesis. Remember to name the author and text in your introduction. The title of your essay should reflect the theme of the essay (do not use the title of the book as the title of your essay). The body of your essay should include plenty of support for your ideas, including examples and quotes from the book. Use specific references to your research to enhance your interpretation of the text. Generally, the most effective way to use quotes is to use them to support a point you’re making; then follow up the quote with interpretation (Remember the TEA paragraph and the Quote Sandwich). Review MLA format for citations if you need to.</span></div>
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<span style="font-family: "times";">9.<span style="font-family: "times new roman"; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><span style="font-family: "times";"><b>Share </b></span><span style="font-family: "times";">your rough draft with your peer response group. Ask for specific feedback on the parts of the essay you’re unsure about. You may also contact me for help or submit your rough drafts to the campus <a href="http://www.blogger.com/post-edit.g?blogID=1129430821781104264&postID=9133388552253473274">Writing Center</a> for help. </span><br />
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_______________________<br />
<div style="color: #0b5394;">
<span style="font-size: large;">Persepolis</span></div>
<br />
<br />
Guiding Question for Research Paper number one:<br />
Should the U.S. take military action over Iran's Nuclear Program?<br />
<br />
<a href="http://www.nytimes.com/2013/02/08/world/middleeast/irans-supreme-leader-ayatollah-ali-khameini-rejects-direct-talks-with-us.html?_r=0">Diplomacy? Iranian Supreme Leader says, No Thanks.</a><br />
<br />
<a href="http://www.nytimes.com/2013/02/07/world/middleeast/us-ratchets-up-an-economic-war-against-tehran.html">Economic Sanctions </a><br />
<br />
<a href="http://itunes.apple.com/us/itunes-u/ucla-center-for-middle-east/id434137463">UCLA Middle Eastern Studies</a> "Arab Spring" <br />
<br />
<a href="http://www.project-syndicate.org/search?query=iran">Current Op-Eds on Iran</a><br />
<br />
B<a href="http://www.rahnkim.com/2011/review-persepolis/">log Review of Persepolis</a><br />
<a href="http://itunes.apple.com/us/itunes-u/ucla-center-for-middle-east/id434137463"><br />
</a><br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<a href="http://rasparadise.com/lang/en/archives/812">Zahra's Paradise</a><br />
<br />
<a href="http://www.amazon.com/Young-Defiant-Tehran-Contemporary-Ethnography/dp/0812220684">Young and Defiant in Iran</a><br />
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<a href="http://www.youtube.com/watch?v=4BxZJbGDF5o&list=PLFC528CCC10F681F9">Making the Film</a><br />
<br />
<span style="font-family: "times";"><a href="http://www.youtube.com/watch?v=v9onZpQix_w">Interview with Marjane Satrapi</a></span><br />
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<a href="http://www.wired.com/wired/archive/15.05/greatescape.pdf">Escape from Iran, Wired Magazine</a></div>
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<a href="http://www.youtube.com/watch?feature=endscreen&v=C7RaUQqP_E8&NR=1">Historical Timeline Iran/US 1950-1980</a></div>
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<br />
<a href="http://www.nytimes.com/2011/09/26/world/middleeast/women-to-vote-in-saudi-arabia-king-says.html?ref=todayspaper">Female Voting Rights Granted in Saudi Arabia</a><br />
<a href="http://www.worldatlas.com/webimage/countrys/asia/ir.htm">Map of Iran</a><br />
<br />
<a href="http://www.mideastweb.org/iranhistory.htm">Iran History</a><br />
<br />
<a href="http://thelede.blogs.nytimes.com/2011/08/12/iran-opens-new-front-in-war-on-fun/">Ban on Fun with Squirt Guns in Iran</a><br />
<br />
<a href="http://bits.blogs.nytimes.com/2011/09/10/google-warns-users-in-iran-about-security-issue/?scp=1-b&sq=iran&st=nyt">Google Warns Iranian Users</a><br />
<br />
<a href="http://topics.nytimes.com/top/news/international/countriesandterritories/iran/index.html?8qa&scp=1-spot&sq=iran&st=nyt">Iran Overview NYT</a><br />
<br />
<a href="http://www.nytimes.com/2003/04/15/books/books-of-the-times-book-study-as-insubordination-under-the-mullahs.html?scp=7&sq=reading+lolita&st=nyt">Reading Lolita in Tehran</a><br />
<br />
<a href="http://www.nytimes.com/2011/03/06/opinion/06sadjapour.html?pagewanted=2&sq=tehran&st=Search&scp=1">Op-Ed NYT</a><br />
<br />
<a href="http://query.nytimes.com/search/query?ppds=per&v1=AHMADINEJAD%2C+MAHMOUD&fdq=19960101&td=sysdate&sort=newest&ac=AHMADINEJAD%2C+MAHMOUD&rt=1%2Cdes%2Corg%2Cper%2Cgeo">NYT Search 1</a><br />
<br />
<a href="http://www.nytimes.com/2007/09/30/opinion/30parker.html?scp=4&sq=tehran&st=Search">NYT Search 2</a><br />
<br />
<a href="http://scholar.google.com/scholar?hl=en&as_sdt=0,5&as_vis=1&q=Muslim+women+and+Veil">The Veil</a><br />
<br />
<a href="http://www.bodyoutlaws.com/read_haydar.html">Maysan Haydar "Veiled Intentions" </a><br />
<br />
<div class="separator" style="clear: both; text-align: left;">
Are veiled women feminists? If they choose to veil for reasons of reverence, then who is the most liberated?</div>
<br />
"At the heart of my veiling is a personal freedom…I dress this way because it made it easier to get through adolescent phases and New York City streets with no self-loathing, body hang-ups, or sexual harassment. I wish more women emerged unscathed; no one should suffer for what they look like or what they wear." —Maysan Haydar <br />
<br />
"America is an image-obsessed society," Maysan Haydar writes,"Ironically, the population that spends millions on beauty products, plastic surgery, and self-help guides is the same one that takes pity on me for being so "helpless" and "oppressed."<br />
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<div style="display: block; text-align: left;">
<a href="https://sites.google.com/site/1asjcc/home/313943_214404098622137_111189025610312_627655_1183474067_n.jpg?attredirects=0"><img border="0" src="https://sites.google.com/site/1asjcc/home/313943_214404098622137_111189025610312_627655_1183474067_n.jpg" /></a><br />
<br />
<br />
<br />
<a href="http://www.youtube.com/watch?v=RI3QP1N0Kt0">Hajib Monologues</a></div>
Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-36599628711568039252010-11-08T11:23:00.000-08:002011-10-19T09:08:24.903-07:00Exam Feedback<style>
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</style> Great TEA analysis. I asked: What message is this student sending? Am I convinced of the message? Or am I left asking questions. Questions that extend beyond the present analysis are great, but if I’m asking questions about the credibility of the message or the logic of the message or the message itself, then more clarity needs to occur. The message is blurred, or vague. <br />
<br />
<br />
<br />
<br />
Great incorporation of evidence: Here’s what you do when you don’t have any idea what the question is asking? Incorporate the language from the prompt in an explanatory way and lead your reader to your brief analysis. If you’re guiding me through the prompt and explaining clearly as you go—great. You do need to make your claim: what does this mean, but I’m less likely to argue with you if you have prepared me well. <br />
<br />
Page numbers! Why just the author’s name here?<br />
<br />
Wow! Great work on the lists. I will read a couple of these in class. <br />
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<br />
<br />
______________________________________<br />
<div class="MsoNormal"></div><div class="MsoNormal">The assessment on the exam was divided into two parts. Part 1 assessed whether or not you could apply critical terms to fiction. Part 11 asked you to interpret literature, specifically “Diving Into the Wreck.”</div><ol><li>I was very pleased with the success rate on this exam!</li>
<li class="MsoNormal">You were all able to identify the parts of the story. There were a couple of students who struggled with one or two terms. The epiphany troubled both of these students—this is the most difficult aspect of literature. Also, if you missed class when we worked on these terms….well you might not have had all of the information. </li>
<li>Many students went ahead and applied these terms to their analysis of the story…they went above and beyond the basic requirements of the exam and interpreted the stories—I saw some excellent efforts by these students! We will read one of those papers today on The Yellow Wallpaper and one more on Young Goodman Brown when we begin our discussion of The Scarlet Letter. </li>
<li> Everyone did a good job of interpreting "Diving Into the Wreck." It was very interesting to read so many different interpretations of this highly symbolic text. This is a testament to the power of language and symbol and the connection between language, culture and meaning. If you continue on in the Humanities, this is a subject you will discuss often.</li>
<li> Everyone used specific examples to support their ideas and looped from the text to their interpretation and back to the text. You will need this skill for your next paper and this exam gave you a great opportunity to practice on the small scale. </li>
<li>Everyone worked to create meaning and articulated this meaning coherently. You had a week to do this, so I expected few errors, for the most part I was pleased with this aspect of you writing. But for those of you who continue to be plagued by errors, you will need to build extra time into your writing process. Frequent grammar errors need to stop at English 1B—especially, if they impede meaning. These errors impact your credibility and they need to be taken seriously. Work with a tutor one-on-one in the Writing Center or see me.</li>
<li>One area I’d like to see improve is on taking the time to introduce your ideas. Some just rushed into what you thought the symbols meant without acknowledging that the poem was about a diver going into the water. The best papers acknowledged this and explained that the diving or the water or the diver was a metaphor for something else. Taking the time to spell out (what might seem obvious to you) is very important to your reader. Using transitional language coordination and subordination helps. Using the term metaphor or symbol really helped students to connect their ideas. Practice using the terms in your blog, many of you are already doing this.</li>
</ol><br />
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<br />
<div class="MsoNormal"><br />
</div><div class="MsoNormal">Here is an example of one student who went the extra mile and interpreted the story.</div><div class="MsoNormal"><a href="http://kim-dumbledoredies.blogspot.com/2010/10/exam.html">Read This</a>—Explanation of the Yellow Wallpaper.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">We seem to be in agreement here that things have really changed for women, but I think it’s important to remember this change came only after years of battling and much suffering. Something we will, hopefully, learn from our Reading of the Scarlet Letter.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">But in some places this battle has not yet begun. <a href="http://www.nytimes.com/2010/11/08/world/asia/08burn.html?_r=1&ref=todayspaper">Front Page of Today's NYTs</a>. </div><div class="MsoNormal"><br />
<a href="http://www.nytimes.com/2011/10/16/world/africa/movement-to-end-genital-cutting-spreads-in-senegal.html?scp=1&sq=Africa%20female%20genital%20mutilation&st=cse">Senegal (FGM)</a><br />
<br />
</div><div class="MsoNormal">You should each have a copy of the Discussion Schedule. Attendance will be important in our lead up to the Final Paper. </div><span style="font-family: 'Times New Roman'; font-size: 12pt;"></span>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-38894253432138500982010-11-01T12:28:00.006-07:002018-03-23T09:13:19.684-07:00Combining Sentences<br />
<h3>
<span style="color: #3d85c6;">
Tool Number 1:</span></h3>
Effective transitions work to guide your reader through your points. Think of these important tools as the connection between your points. Proper usage of transitional language better aligns your audience with the purpose of your message.<br />
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<div style="text-align: center;">
<span style="color: #38761d; font-family: "verdana" , sans-serif; font-size: large;">Transitional language, subordination, coordination and pronouns act like stepping stones—they guide your reader through your points and help to clarify your message.</span></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtFNFKvGnrpZL_gdekMclNuCGU5KoxpnasNMmH_DHZjY4ifbNOg9Q5HLzcayAJJ-6MRrJTOQICbYm-JdgPM4T0z1dnZoMlH7bOkRQBweE8RsQoypyHg-rAwa1Zo5GfWAk333xw-jm6UQo/s1600/Stepping-stones.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="236" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtFNFKvGnrpZL_gdekMclNuCGU5KoxpnasNMmH_DHZjY4ifbNOg9Q5HLzcayAJJ-6MRrJTOQICbYm-JdgPM4T0z1dnZoMlH7bOkRQBweE8RsQoypyHg-rAwa1Zo5GfWAk333xw-jm6UQo/s400/Stepping-stones.jpeg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Understanding how and when to use academic transitions comes with practice.</td></tr>
</tbody></table>
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<span style="color: #073763; font-family: "trebuchet ms" , sans-serif;">Below I have listed the most frequently used transitions and classified them by the job they do best. </span><br />
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To show <b><span style="color: #0b5394;">Contrast:</span></b> however, nevertheless, yet, although<br />
To add <span style="color: #0b5394;"><b>More Information</b></span>: moreover, furthermore, in addition to<br />
To <span style="color: #0b5394;"><b>Emphasize</b></span>: certainly, indeed, in fact, of course<br />
To add <span style="color: #0b5394;"><b>Evidence</b></span>: for example, for instance, thus, specifically<br />
To <span style="color: #0b5394;"><b>Summarize</b></span>: therefore<br />
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<b><span style="color: #073763; font-family: "trebuchet ms" , sans-serif;">Use transitions to introduce examples</span></b><span style="color: #3d85c6;">: (NOTICE THESE PHRASES REQUIRE A COMMA!)</span></div>
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For example,<br />
Specifically,<br />
For instance,<br />
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<span style="color: #073763; font-family: "trebuchet ms" , sans-serif;"><b>To elaborate or clarify your points: </b></span><br />
After all,<br />
In other words,<br />
Ultimately,<br />
Actually, <br />
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<span style="background-color: white; color: #073763; font-family: "trebuchet ms" , sans-serif;"><b>Click the link below to read more about using these important terms:</b></span><br />
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<div style="color: #3d85c6;">
M<a href="http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv206.shtml">oreover, However, Nevertheless</a></div>
<br />
<a href="http://grammar.ccc.commnet.edu/grammar/transitions.htm">More than You'd ever Want to Know about Transitions</a><br />
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<br />
Tricky Punctuation:<br />
<span style="background-color: yellow; color: #333333; font-family: "arial" , "verdana" , sans-serif; font-size: 12.800000190734863px; text-indent: 48px;">What is the difference in punctuation in regards to the word, "however," in each sentence?</span><br />
<div style="color: #333333; font-family: Arial, Verdana, sans-serif; font-size: 13px; text-indent: 0.5in;">
<br class="Apple-interchange-newline" />
1) Traditionally the educational system tends to be the gate way of succes<span style="background-color: yellow;">s; however, analyzing</span> this system will reveal a deeper meaning. <u>Lives on The Boundary</u>, by Mike Rose, is a book to help explain how individuals, who have difficulties in reading and writing, struggle in the American education system. Rose, who teaches English class in UCLA, wrote this book to inform students, educators, policymakers and parents about how struggle affects outcomes in literature, reading, and writing, especially for those with language barriers.</div>
<div style="color: #333333; font-family: Arial, Verdana, sans-serif; font-size: 13px; text-indent: 0.5in;">
<span style="background-color: yellow;"><br /></span></div>
<div style="color: #333333; font-family: Arial, Verdana, sans-serif; font-size: 13px; text-indent: 0.5in;">
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<div style="color: #333333; font-family: Arial, Verdana, sans-serif; font-size: 13px; text-indent: 0.5in;">
<span style="background-color: yellow;"><span style="background-color: white; color: black; font-family: "georgia"; font-size: 15.199999809265137px; text-indent: 0px;"><i>2) New York Times</i>, September 11, 2013: "One concern about how to implement the deal, however, involves how to protect international inspectors who come to Syria."</span></span><br />
<span style="background-color: yellow;"><span style="background-color: white; color: black; font-family: "georgia"; font-size: 15.199999809265137px; text-indent: 0px;"><br /></span></span><span style="background-color: yellow;"><span style="background-color: white; color: black; font-family: "georgia"; font-size: 15.199999809265137px; text-indent: 0px;">Notice the punctuation. What changed? Why?</span></span><br />
<span style="background-color: yellow;"><span style="background-color: white; color: black; font-family: "georgia"; font-size: 15.199999809265137px; text-indent: 0px;"><br /></span></span>
<span style="background-color: yellow;"><a href="http://owl.english.purdue.edu/owl/resource/566/01/" style="font-family: Times; font-size: medium; text-indent: 0px;">Review of the Semi-Colon and Dependent and Independent Clauses</a></span></div>
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<h3>
<span style="color: #073763;">_________________________</span></h3>
<h3>
<span style="color: #3d85c6;">Tool Number 2: </span></h3>
<h3>
<span style="color: #073763;">Combining Sentences Using FANBOYS</span></h3>
<div>
<b><span style="color: #073763; font-family: "trebuchet ms" , sans-serif;">During revision, one of the most important tasks for a writer to accomplish is to get rid of redundancy and streamline points using a variety of sentence structure and punctuation tools.</span></b></div>
</div>
<div>
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<div style="color: #3d85c6;">
<br /></div>
<span style="color: #073763; font-family: "trebuchet ms" , sans-serif;">One of the most common ways to combine ideas into one sentence is to use FANBOYS.</span><br />
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FANBOYS is an acronym for Coordinating Conjunctions:<br />
For<br />
And<br />
Nor<br />
But<br />
Or<br />
Yet<br />
So<br />
<br />
Coordinators join two independent clauses that are equally important. Coordinators require a comma in most cases. Short sentences offer the only exception to this rule.<br />
<br />
If you need to correct comma splice errors or run-on sentences, consider using a FANBOY. Watch this: <a href="https://www.youtube.com/watch?v=mQfJdhyeQfU">What is a Comma Splice error? </a><br />
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<span style="color: #073763; font-family: "trebuchet ms" , sans-serif;">FANBOYS classified by how they are used in a sentence:</span><br />
<br />
But and Yet show contrast and concession.<br />
For shows cause or reason<br />
So is a result<br />
or, nor, either...or...neither...nor shows a choice or option.<br />
<br />
<h3>
<span style="color: #3d85c6;">Tool Number 3:</span><span style="color: #073763;"> Use Subordinators to create cohesion in your writing.</span></h3>
<div>
<span style="color: #073763; font-family: "trebuchet ms" , sans-serif;">Another way to combine sentences is to use subordination</span></div>
<div>
<span style="color: #073763;"><br /></span></div>
<div style="text-align: center;">
<span style="color: #444444; font-size: large;">A subordinator joins two elements to form one sentence. One element (the dependent clause) requires another element (the independent clause) to complete its meaning.</span></div>
<div style="text-align: center;">
<br /></div>
A subordinator doesn't have to come between two clauses; it may introduce a clause at the beginning of the sentence.<br />
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Be careful: Subordinators are common causes of fragments. <a href="https://www.youtube.com/watch?v=r-Wcr4Wgf7U">Watch this Video</a> to learn about fragments.<br />
When you use a subordinator you are linking a dependent clause to a related independent clause.<br />
<br />
<b><u>Shows Contrast and Concession:</u></b><br />
Although<br />
Though<br />
In spite of the fact<br />
Despite the fact that<br />
Even though<br />
Whereas<br />
While<br />
<br />
Examples:<br />
I asked students to read all three essays <span style="color: #073763;"><b>even though</b></span> they are only required to write about one essay.<br />
<br />
Which is the dependent clause? Which is the independent clause?<br />
<br />
Notice that you can switch this sentence around:<br />
<br />
<span style="color: #073763;"><b>Even though</b></span> they were only required to write about one essay, I asked students to read all three essays.<br />
<br />
Which is the dependent clause? Which is the independent clause?<br />
<br />
Notice: When the dependent clause comes at the beginning, use a comma. However, you don't need a comma <span style="color: #073763;"><b>when </b></span>the dependent clause comes at the end.<br />
<br />
Whereas Rich points out that women have had to overcome many obstacles, Malcolm X explains that African Americans have faced even more overwhelming oppression, suffering and pain.<br />
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Shows cause/reason:<br />
Because<br />
Since<br />
As<br />
In that<br />
Now That<br />
<br />
Examples:<br />
<b><span style="color: #073763;">Because</span></b> I read Anne Lamott's essay on the importance of rough drafts, I'm no longer able to justify writing only one draft of my paper.<br />
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<b><span style="color: #073763;">Since </span></b>they read Donald Murray's article on how important it is to look critically at your own writing, many students have experimented with deleting sentences and rearranging information. <br />
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<u><b>Shows Condition:</b></u><br />
Unless<br />
If<br />
Even if<br />
Whenever<br />
Until<br />
As<br />
As long as<br />
In the event that<br />
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Examples:<br />
<span style="color: #073763;"><b>If</b> </span>a student only reads part of one essay, then he may miss out on an idea that could empower him for the rest of his life.<br />
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Many students believe they are in for a lifetime of manual labor <span style="color: #073763;"><b>unless</b></span> they focus on education.<br />
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<u><b>Time Sequence and purpose:</b></u><br />
As soon as<br />
So that<br />
In order that<br />
In that<br />
Provided that<br />
Before<br />
After<br />
When<br />
While<br />
Now that<br />
Since<br />
Until<br />
Whenever<br />
Once<br />
As<br />
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Examples:<br />
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<b><span style="color: #073763;">Many</span></b> writers procrastinate on assignments so that they will have a built-in excuse for accomplishing less than their best work.<br />
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<b><span style="color: #073763;">After </span></b>the semester started, many students found that the pace of the course was difficult.<br />
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<b><span style="color: #073763;">As</span></b> assignments start piling up, the number of students who are stressed out increases dramatically.<br />
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<span style="color: #3d85c6; font-family: "times" , "times new roman" , serif;">Tool Number 4:</span><span style="color: #0b5394; font-family: "times" , "times new roman" , serif;"> </span><span style="color: #3d85c6; font-family: "times" , "times new roman" , serif;">Repetition of Key Words and Phrases</span></h3>
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<span style="font-family: "times" , "times new roman" , serif;">In Technical Writing, key terms help to focus your reader on the point. For example, if you are writing about sustainability, using the term more than once keeps the reader focused on this concept throughout your document—which is a good thing. Although many of these tools build sentence variety, and you have learned that you want to eliminate redundancy in your writing, don't overlook the power of repeating key terms throughout a technical document or report in order to re-connect the audience with your focus. </span></div>
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<span style="color: #0b5394;"><u><span style="font-family: "times" , "times new roman" , serif;">Repeating words and phrases can also work to</span><span style="font-family: "times" , "times new roman" , serif;"> </span><span style="font-family: "times" , "times new roman" , serif;">emphasize a point.</span></u></span><br />
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<span style="color: #444444; font-family: "times" , "times new roman" , serif;"> For example:</span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;"> My embarrassment stemmed not<b> from the</b> money lost but <b>from the</b> notoriety gained.</span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;"> She wanted her audience <b>to remember</b> the protest song and <b>to understand </b>its origin.</span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;"> The team vowed <b>that they would</b> support each other, <b>that they would </b>play their best, and <b>that they would </b>win the tournament.</span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;"> </span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;">"<b>If I have said anything </b>in this letter that overstates the truth and indicates an unreasonable impatience, <b>I beg you to forgive me.</b> <b>If I have said anything</b> that understates the truth and indicates my having a patience that allows me to settle for anything less than brotherhood, <b>I beg God to forgive me</b>."</span><br />
<span style="color: #444444; font-family: "times" , "times new roman" , serif;"> — Martin Luther King, Jr. "Letter from Birmingham Jail."</span><br />
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<span style="color: #0b5394; font-family: "trebuchet ms" , sans-serif;">Next Lesson....<a href="https://instructorknapp.blogspot.com/2018/03/parallel-structure-improves-clarity.html">click here</a></span></h3>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-45857517944813040222010-10-31T15:46:00.000-07:002013-05-14T08:46:16.613-07:00The Glass Menagerie<style>
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As we have learned in our study of the novel and short story, conflict, epiphanies and the resolution are essential components to fiction, but in the dramatic form conflict drives every scene. Where a fiction writer can layer tension, narrative, description, and dialogue over the course of a narrative arc that may span many pages, each of which build toward a climax—drama has no such luxury. </div>
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Pared down to stage, costume and dialogue, theater pulls us along not so much with the layering on of more and more tension, but rather by the fact that each scene is conflict-based. In the dramatic form, events don't build up and then happen. Events happen. We are immersed almost immediately in conflict as we move from scene to scene. </div>
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Although we have several monologues that stand out from the conflicts in this play, <i>The Glass Menagerie</i> is no different. In fact, the monologues offer us key insights into the main character's internal thoughts (and conflicts) and in doing really work to extend the conflict in the surrounding scenes. </div>
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Critics have described the relationship between the characters as “frustrated” because of their seeming lack of ability to communicate honestly to each other. Both internal and external conflicts contribute to this frustration. By zeroing in on three members in a dysfunctional family the audience can relate to each character’s plight and to many of the same internal and external conflicts that inevitably shape family.</div>
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Today we will look at each of the three characters and discuss internal and external conflicts that contribute to the meaning of the story.</div>
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Using the triple-entry journal format groups will examine specific scenes and explain how these scenes are conflicted by both internal and external forces.</div>
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The triple-entry journal is a great tool for you to use when you are gathering research for your upcoming research paper. I will go over the basics in class, each group will create a triple-entry journal and we will share our findings as a class. </div>
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As you are reading and discussing, please begin to think about what role you will play in our class productions. Will you be the Director, working to shape and control the written content from behind the scenes? Will you be the Writer, the tortured artist (or group of artists) responsible for breathing life into characters? Will you be an Actor, willing to embody the lives of imaginary characters? Costume Director? Set Design? What aspect of the dramatic form most inspires you?<br />
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Our mission will be to write a contemporary version of one scene from T<i>he Glass Menagerie.</i> Groups will be responsible for writing, directing, editing and designing the in-class productions. Today in class I will have you pick your first and second choice for the following production roles:<br />
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Central Character (actor)<br />
Writer<br />
Director<br />
Editor<br />
Set/Costume Designer<br />
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Since we are focusing on New Historicism, we will go over the following historical context in class on Monday in addition to reading and responding to excerpts from <i>Tom, The Unknown Tennessee Williams, by Lyle Leverich</i>.<br />
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<a href="http://kclibrary.lonestar.edu/decade30.html">Historical Timeline</a><br />
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<a href="http://www.pbs.org/wnet/americanmasters/episodes/tennessee-williams/about-tennessee-williams/737/">Biography</a><br />
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<u>The Cast </u><br />
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<a href="http://pagerankstudio.com/Blog/2010/08/film-director-and-television-director-job-description-education-and-training-requirements-career-salary-employment-%E2%80%93-definition-and-nature-work/">What is a Director?</a><br />
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<a href="http://www.jobprofiles.org/artactor.htm">What is an actor?</a><br />
<a href="http://www.blogger.com/goog_1115998506"><br />
</a><br />
<a href="http://www.wisegeek.com/what-is-a-copy-editor.htm">What is a copy editor?</a><br />
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<a href="http://www.aact.org/people/setdesigner.html">What does a set/costume designer do? </a><br />
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What are the writer's main responsibilities?<br />
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Create:<br />
<ol>
<li>Immediate Conflict—The heart of drama; someone wants something and people and things keep getting in the way of them achieving the goal. At times, the obstacles can be common to both the hero and villain, and the ultimate goal a laudable one for both parties (Scripped.com). Conflict can be external— what is happening around the characters, or internal—emotional conflict. The screenwriter must make sure both internal and external conflict both utilized to maximize conflict in the scene. </li>
<li>A Believable Scene—The characters need to be faced with a "real" problem, one that the audience can relate to and care about. </li>
<li>Lively and Realistic Dialogue—the writer must think about the language that each character would use, what they would say and what they would not say are equally important. </li>
<li>Rising Action, Epiphany and Resolution </li>
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Topic Teams:<br />
Violence (Note: Violence can include any act of oppression), Family, Culture, Gender<br />
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-33414358858764934982010-10-04T10:32:00.025-07:002014-05-11T10:58:04.094-07:00Constructing an Argument<div>
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<span style="font-size: medium;"><i><b>What is the job of the Introduction?</b></i></span></div>
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<span style="font-size: medium;">The academic introduction is often the most difficult aspect of the paper to craft because the writer needs to first 'hook' the reader and then work to connect the reader to the purpose of the paper as well as make clear why all of this matters. A traditional academic paper includes a thesis statement at the end of the introductory paragraph. The thesis is defined as, "The central idea of an essay," according to <a href="http://bcs.bedfordstmartins.com/litgloss/">Bedford's Glossary of Literary Terms</a>. "The thesis is a complete sentence (although sometimes it may require more than one sentence)that establishes the topic of the essay in clear, unambiguous language."</span><br />
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<span style="font-size: medium;">There are many ways to construct an introduction, but often writers will open with a general statement or idea that the reader can relate too and/or an idea that connects the topic of the paper to the context (the world around the idea that helps the reader better understand the issue). The writer then moves the reader from this general idea to the specific focus of the paper by crafting a thesis statement. More than just identifying the topic of the paper, the thesis makes an active claim that clearly indicates the point (or argument) made in the essay. Each of the following paragraphs in the essay should then directly support this claim. The thesis should point the reader in the right direction, make the path clear, but also be provocative enough to motivate the reader to embark on the journey. </span><br />
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<span style="font-size: medium;">As writers are still gaining clarity on their ideas through the process of writing their rough drafts, they employ a device called the <span style="color: #0b5394;">Working Thesis</span>. </span><span style="font-size: medium;">The <span style="color: #0b5394;">Working Thesis</span> may even be a question that the writer attempts to answer which helps to guide the direction of research and analysis. The thought process that goes into stringing together supporting paragraphs is the equivalent of the scientist testing the hypothesis. Factual evidence and logical analysis inform the writer's ideas about a topic even as these supporting paragraphs are being written, which is why it is very common for many writers to come up with an effective thesis only after they have written a complete draft. I often come up with my thesis after several revisions when I'm attempting to write my conclusion. </span><br />
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<span style="font-size: medium;">The trick is identifying the thesis whenever and wherever it may first be written and then tweaking it to fulfill its job at the end of the introduction. </span><br />
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<span style="font-size: medium;">Always revise the working thesis during revision by reflecting on the information integrated into the supporting paragraphs and why it matters. In an academic essay, the Thesis Statement is <b>the most important</b> sentence because it sets the tone and direction of the essay, and provides the reader with the controlling idea that holds the rest of the writing together.</span><br />
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<span style="font-size: medium;"><i><span style="color: #073763;">One common mistake: not enough analysis.</span> </i>When writing about a topic they have recently learned about, students often work hard to explain this topic and can effectively support their ideas with evidence, but many have a hard time connecting their ideas to why their exploration matters. Not only does the reader need to know—right up front—where they are headed, but they also need to know <span style="color: #0b5394;">why this topic matters</span>.</span><span style="font-size: medium;"> How does this topic help the reader to better understand the meaning of the topic; moreover, how does this topic help the reader better understand the bigger problem associated with this topic and/or the world around us?</span><br />
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<span style="font-size: medium;"><i><span style="color: #073763;">Another common mistake: inconsistent point of view.</span></i></span><span style="font-size: medium;"> For academic essays <span style="color: #0b5394;">point of view </span>matters. The standard point of view is third person unless the paper is a personal narrative, which requires first person (I) narration. In an effort to 'hook' readers, students often resort to using the second person (you, we, our), but this is usually a less then effective device, especially in an academic essay. Readers don't necessarily like to be addressed by the writer, and the familiar use of "you" tends to downplay the credibility of the writer, especially if the reader is not yet convinced by what the writer has to say. If I'm reading an essay and I come across a You, We, Our statement, then I sometimes feel a bit annoyed with the writer because at this point in the paper, the writer has switched from focusing on making a point and moved into an assumption that I am already on board with the argument—which may not be the case. Don't distract your readers with this reaction to your ideas—stick to a consistent third-person point of view. Very rarely, can a writer justify addressing the reader directly.</span><br />
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<span style="font-size: medium;"><i><span style="color: #073763;">One more common mistake: not enough time reserved for revision. </span></i></span><span style="font-size: medium;">After the draft is written, the writer has a much clearer idea of the focus of the paper, but the writer is no where near done with the job of writing. Beginning writers often think the challenge of writing is found in getting to the end of the paper, but professional writers understand that this is only the tip of the iceberg. </span><br />
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<span style="font-size: medium;">After the draft is complete, the writer should step away from the paper for a period of time, which necessitates careful planning and not procrastinating. The process of revision often begins with the writer reading back through the paper, only this time instead of reading it as a writer, they review the paper as a reader.</span><br />
<br />
<span style="font-size: medium;"><i><span style="color: #073763;">But what does revision mean?</span></i></span><br />
<span style="font-size: medium;">One of the first tasks is to make sure each paragraph stays tightly focused on the controlling idea. </span><span style="font-size: medium;">If a paragraphs drift off the topic, then the writer needs to decide if this new information is worth developing, or not. Often, what a writer decides to leave out is as important as what they decide to leave in the paper. Many times, inexperienced writers don't want to 'cut,' because they are too attached to their own writing. After all, that paragraph took valuable time to write! But what a professional writer knows is that often it takes many badly crafted paragraphs to get to a good paragraph. Professional writers develop a very critical eye as they read through their own work and mercilessly hack away or reconstruct less than effective sentences and paragraphs. One way I trick myself into 'letting go' of my own writing, especially when I decide that an entire paragraph or section is off topic, is to open a new Word document and title it Cuts. As I read through my paper, I will cut sentences and sometimes entire sections of my paper and place them in this new document. I may decide to incorporate the information, or parts of the information, later in the process of revision. After all, that one sentence that stood out, might later provide the perfect transition into a new idea. Never just throw away this information because you never know when you might need it! But equally important is to not let badly crafted or confusing sentences pass on into your final draft. This process of writing and re-reading your paper is why you need a rough draft and TIME to refine your ideas.</span><br />
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<span style="font-size: large;">The Body of the Essay</span></div>
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Don't forget your TEA paragraphs and Quote Sandwiches! Using the topic, evidence and analysis format helps you to focus your ideas, connect your ideas to the text and link textual evidence with your analysis. The TEA paragraph doesn't always utilize a quotation as evidence, but rather the TEA format does work to develop a topic (T) and provide an example, explanation, facts and/or anecdote (E) that serves to develop the topic as well as analysis (A) that tells us why this T / E matters.<br />
<br />
The quote sandwich does incorporate either direct or indirect quotations which means that signal phrases need to be used in order to introduce and attribute the quotation. Both the TEA and Quote Sandwich paragraphs should incorporate a MLA Citation whenever the information incorporated comes from an outside source. See the Annotated Bibliography page for a link to an online reference site (on Instructor Knapp's Blog) or use your Pocket Reference book for proper citation information and examples.<br />
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<span style="color: #0b5394; font-size: large;"><a href="https://play.google.com/books/reader?id=FtRN5QKMBnEC&printsec=frontcover&output=reader&authuser=0&hl=en&pg=GBS.PP1">Argument: The Basics</a> </span></div>
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<span style="color: #0b5394; font-size: large;">Essential Elements of Rhetoric for Writers</span></div>
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Understanding the Rhetorical Triangle helps writers to better formulate their ideas to suit their audience and achieve their purpose. Rhetoric can be defined as any purposeful communication that involves an audience, author and text; however, text cannot be narrowly defined to words on the page because any communication—speeches, sculptures, and television advertisements—inherently sends a message and therefore should be considered 'rhetoric.' Rhetoricians point out that before human populations conversed in writing, rhetoric existed. Cicero, the ancient Roman orator and writer, described rhetoric as ‘the art by which discourse is adapted to its end.’ Linguists link the word to ancient Greece where a <i>rhetor</i> was an orator or speaker.<br />
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<span style="color: #0b5394; font-size: large;">If you understand the basics of rhetoric, then you can more effectively communicate your purpose to the audience.</span></div>
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<li><span style="color: #0b5394;">Figuring out the purpose of your message becomes central to successful communication. </span></li>
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As a student the Rhetorical Triangle comes into play on every assignment. Questions you need to answer before writing include: What is the purpose of my writing? Who is the audience? How will I best shape my language and text to get my point across to this audience? </div>
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The Rhetorical Triangle</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPeJS6NmNEC0cwhiGbhsFFkQjd8NxZKCfEz267PbkpcYPezCxIZSfcw_2Y7llqYbyE4STUXpCGNQh99QbQd_Tvur10ILFJZWleuH01Ti3PDZo2TMGHSggHLQ3M9uaNmdH6M57idIma324/s1600/rhetorical_triangle.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPeJS6NmNEC0cwhiGbhsFFkQjd8NxZKCfEz267PbkpcYPezCxIZSfcw_2Y7llqYbyE4STUXpCGNQh99QbQd_Tvur10ILFJZWleuH01Ti3PDZo2TMGHSggHLQ3M9uaNmdH6M57idIma324/s320/rhetorical_triangle.png" height="320" width="300" /></a></div>
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Understanding the dynamic between author, audience and text/message helps writers to shape their work appropriately; however, there are other methodologies that improve the quality and increase the impact of the message. <a href="http://www.iep.utm.edu/aristotl/"> Aristotle</a>, a Greek philosopher and teacher who lived from 384-322 BCE, determined that emotional appeals greatly improved the author's ability to get a point across. Human beings are emotional creatures, so it only makes sense that appealing to the emotions of the audience would increase the potency of a message. Aristotle classified these appeals to emotion into three primary categories:<br />
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<a href="http://instructorknapp.edu.glogster.com/aristotle/">Rhetoric Glog</a></div>
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<span class="s1"><span style="color: #0b5394;"><b>Logos: Rational or Logical Appeals</b>.</span> Appeal to logical reasoning ability of the audience through use of facts, case studies, statistics, experiments, logical reasoning, analogies, anecdotes, authority voices, etc. Are writer’s claims reasonable? Is there sufficient evidence to support those claims? Does the speaker make logical conclusions? Does he/she talk about counter-arguments, other opinions or points of view?</span><br />
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<span class="s1"><b><span style="color: #0b5394;">Pathos: Emotional Appeals.</span> </b>Appeal to beliefs/feelings of the audience. An appeal of pathos can move an audience to anger or tears as a means of persuasion. May attempt to invoke particular emotions such as fear, envy, patriotism, lust, etc. Or, an appeal of pathos may stem from shared values between the author and the audience, or from an argument that caters to an audience’s beliefs. </span><br />
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<span class="s1"><b><span style="color: #0b5394;">Ethos: Ethical Appeals. </span></b> Appeal based on the character, persona, and/or position of the speaker. This kind of appeals give the audience a sense of the author as competent/fair/an authority figure. Such an appeal may highlight the author’s trustworthiness, credibility, reliability, expert testimony, reliable sources, fairness, celebrity, etc.</span></div>
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<span class="s1"><span class="s1">Examples of Rhetorical Strategies Classified by Appeal:</span></span></div>
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<span class="s1"><span style="color: #134f5c;"><b>Pathos:</b></span> startling facts and/or situations, personal experience, narrative, description, cause and effect</span></div>
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<span class="s1"><span style="color: #134f5c;"><b>Logos:</b></span> explanation, definition, quotations, evidence, citations, expert testimony, research, interviews, statistics, facts, exemplification (examples), process, classification.</span></div>
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<span class="s1"><b style="color: #134f5c;">Ethos: </b>personal experience, research (quality of), education, background, career, diction (appropriate language), correct punctuation, grammar, spelling, attention to form.</span></div>
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<span style="font-size: medium;"><b>Argumentative Thesis Statements</b><br /><br />In an argumentative paper, you are making a claim about a topic and justifying this claim with reasons and evidence. According to the editors at Purdue University's <a href="http://owl.english.purdue.edu/">Online Writing Lab</a>, "This claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation." However, this claim should be a statement that people could possibly disagree with because the goal of your paper is to convince your audience that your claim is true based on your presentation of your reasons and evidence. In an analysis paper an argumentative thesis statement and effective introductory paragraph will include: </span></div>
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<li><span style="font-size: medium;">a connection to the general or big picture issue that your paper addresses. Often this connection serves as the opening statement as is designed to "hook" in the reader</span></li>
<li><span style="font-size: medium;">a brief/summary/description of the<a href="http://www.merriam-webster.com/dictionary/context"> context</a> (and/or issues or counterpoints) surrounding the topic of your paper </span><span style="font-size: medium;">(often this is decided by your knowledge of this subject and how it fits into the discourse community surrounding this subject)w</span></li>
<li><span style="font-size: medium;">a clear purpose that conveys to the reader why this topic matters</span><span style="font-size: medium;"></span></li>
<li><span style="font-size: medium;">the claim you are making</span><span style="font-size: medium;"> (including the critical perspective or stance that you are taking in your paper)</span></li>
<li><span style="font-size: medium;">often the introduction will also include an indication of the evidence that will be used to support this claim</span><span style="font-size: medium;">. However, the introduction is not typically the place for supporting details, but rather identification of topics that will be addressed (developed) in support of the claim (Although a detailed scene or scenario are effective means of hooking the reader and "showing" why the topic matters)</span></li>
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<span class="Apple-style-span" style="color: #073763; font-size: medium;"><br /></span><span class="Apple-style-span" style="color: #073763; font-size: medium;">Sample Op-Ed</span><br />
<span class="Apple-style-span" style="color: #073763; font-size: medium;"><a href="http://www.stanforddaily.com/2010/05/18/op-ed-cuts-to-education/">Stanford Daily</a></span><br />
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<span style="font-size: medium;"><b>Verbs for Making a Claim:<br />shows</b></span></div>
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<b><span style="font-size: medium;">illustrates</span></b></div>
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<b><span style="font-size: medium;">exemplifies</span></b></div>
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<span style="font-size: medium;"><b>argues<br />asserts<br />believes<br />claims<br />emphasizes<br />insists<br />observes<br />reminds us<br />reports<br /><br /><br />Verbs for Expressing Agreement:<br />acknowledge<br />admire<br />agree<br />endorse<br />extol<br />praise<br />support<br />sympathize with<br /><br />Verbs for Disagreeing:<br />contend<br />contradict<br />deny<br />refute<br />reject<br />renounce<br />repudiate</b></span></div>
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<span style="font-size: medium;"><i><b>What is an academic Thesis Statement?</b></i><br /><br />A thesis statement is a sentence (or sentences) that expresses the main ideas of your paper, the main message you intend to convey.<br /><br /><b>General Thesis Statement Tips</b></span></div>
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<li><span style="font-size: medium;">A thesis statement generally consists of two parts: your topic, and then the analysis, explanation or claim (assertion) that you're making on the topic</span></li>
<li><span style="font-size: medium;">A thesis statement focuses your discussion of your topic—it should cover only what you want to discuss in your paper, and then be supported throughout the paper with specific evidence</span></li>
<li><span style="font-size: medium;">Generally, a thesis statement appears at the end of the first paragraph of an essay, so that readers will have a clear idea of what to expect as they read</span></li>
<li><span style="font-size: medium;">You can think of your thesis as a map or a guide both for yourself and your audience</span></li>
<li><span style="font-size: medium;">As you write and revise your paper, it's okay to change your thesis statement—sometimes you don't discover what you really want to say about a topic until you've started (or finished) writing! Just make sure that your "final" thesis statement accurately shows what will happen in your paper.</span></li>
<li><span style="font-size: medium;">Be sure to address the "so what" aspect of your argument/thesis. The "so what?" question asks you to link your argument to some larger matter that readers already deem important. A good test to see if you have taken care of this very important aspect of the thesis is to ask yourself: why does this topic matter? Your thesis needs to answer this question and make clear to the reader that you, the writer, thinks this issue matters. <i><b>Hint: The writer needs to really believe that this topic matters in order to write a paper that convinces the reader that the topic matters. If your topic doesn't matter to you, then pick another topic.</b></i></span></li>
<li><span style="font-size: medium;">Because is a powerful word to use in your thesis statement, especially if you are unfamiliar with writing arguments. The format would be: <u>Insert topic of your paper</u> is important because____________________.</span></li>
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<span style="font-size: medium;">According to "They Say, I Say," by Gerald Graff and Cathy Birkenstein, writers don't just make isolated "claims" about a topic, rather they acknowledge the ongoing discussion about the topic and acknowledge that they are not the first to consider this idea. The authors write, "Effective persuasive writers do more than make well-supported claims... they also map those claims relative to the claims of others..." (Graff and Birkenstein xix). If you are new to argument and/or academic writing, templates can really help you set up your controlling idea.</span></div>
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<span style="font-size: medium;">Here are a few examples of connecting your topic to the ongoing discussion and showing why this matters:</span></div>
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<span style="font-size: medium;"><br />In discussions of C, one controversial issue has been ____________________. On the other hand, ____________________argues _____________________. On the other hand, _____________contends ________________. Others even maintain________________. There are aspects of all three arguments that I agree with, but I also disagree with the idea that _____________________. </span></div>
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<span style="font-size: medium;">When it comes to the topic of ________, most of us will readily agree that ____________. Where this agreement usually ends, however, is on the question of _______________. Whereas some are convinced that _____________, others maintain that____________.</span></div>
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<span style="font-size: medium;">Although X may seem trivial, it is in fact crucial in terms of today's concern over________________.</span></div>
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<span style="font-size: medium;"><br />Ultimately, what is at stake here is______________________.</span></div>
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<span style="font-size: medium;"><br />These findings have important implications for the broader issue of________________.<br /> </span></div>
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<span style="font-size: medium;">If X is right about__________________, then major consequences follow for_________________.</span></div>
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<span style="font-size: medium;"><br />Although X may seem of concern to only a small group of_________________, it should in fact concern anyone who cares about____________________.</span><span style="font-size: medium;"> </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYJo4YqfDG1IMMlCSWyKmx51ItfPqoCvE95vhMpXIe2Xx3JAg62k-yT8KtWSm7umJWtsL-fd5oeEO6iGWLFfdr0eTnBoPDGvayYZ_YsKtST2cDU9AwcPdv7RhkaUZ899GW-KTLNOM0fho/s1600/ct-xxlf-large-tools.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYJo4YqfDG1IMMlCSWyKmx51ItfPqoCvE95vhMpXIe2Xx3JAg62k-yT8KtWSm7umJWtsL-fd5oeEO6iGWLFfdr0eTnBoPDGvayYZ_YsKtST2cDU9AwcPdv7RhkaUZ899GW-KTLNOM0fho/s320/ct-xxlf-large-tools.jpeg" height="251" width="320" /></a><span style="color: blue;">Rhetorical Strategies: a writer's tool bag.</span></div>
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Rhetorical Strategies help writer's achieve their goals. If my goal is to teach you about Rhetorical Strategies, for example, then I most likely will use the strategy of definition. What is a Rhetorical Strategy? A rhetorical strategy is a <a href="https://sites.google.com/site/1asjcc/clients/course-lessons/freewrites">pattern of writing</a> used to convey a message. Rhetorical Strategies are the ways in which an author conveys his or her ideas.</div>
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<span style="color: #134f5c; font-size: large;"><b>Rhetorical Strategies are the patterns or modes of writing. </b></span></div>
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Some of the more common Rhetorical Strategies are: definition, description, narration, process, cause and effect, classification and division. An argument is also a Rhetorical Strategy, but it is a more complex strategy and every sound argument will inevitably include a wide variety of individual strategies.</div>
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Exemplification is a very effective strategy. In fact, let me give you an example.</div>
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A plumber brings a supply of tools to every job because having a variety of tools increases the plumber's ability to fix the problem. In the same way, a writer needs to have a variety of tools readily available to convey his or her message. Rhetorical Strategies are a writer's tools. Some jobs require a writer to use one or two 'tools.' Other jobs (like creating an effective argument), require a whole tool box full of tools.</div>
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<b style="background-color: white;"><span style="color: #134f5c;">Aristotle's Appeals and Rhetorical Strategies only help you to improve your writing <span style="font-size: large;">if</span> you understand the fundamentals of the Rhetorical Triangle; keeping your audience and purpose in mind as you write will help you to craft a highly effective message. </span></b></div>
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<span style="color: #134f5c;"><b>While ethos, pathos and logos provide a solid framework for understanding the fundamental principals of persuasion, in order to write an effective argument writers </b></span><br />
<span style="color: #134f5c;"><b>must work hard to develop their ideas using a variety of writing modes. </b></span><br />
<span style="color: #134f5c;"><b>The following modes, or patterns of writing, are a writer's most useful tools:</b></span><br />
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<span style="color: #134f5c;"><b><a href="https://sites.google.com/site/1asjcc/clients/course-lessons/freewrites">Modes of Writing</a></b></span><br />
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<a href="http://owl.english.purdue.edu/owl/resource/693/1/">Argument Power Point </a></div>
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<span style="font-size: medium;"><i><b><a href="http://grammar.about.com/od/e/g/exigenceterm.htm">Key Terms Used in Argumentation</a></b></i></span><br />
<span style="font-size: medium;"><i><b><br /></b></i></span><span style="font-size: medium;"><i><b>What is the difference between <a href="http://www.socialresearchmethods.net/kb/dedind.php">inductive reasoning and deductive reasoning</a>?</b></i></span></div>
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<span style="color: blue;"><span style="color: #0b5394;">In their book <i>Inventing Arguments</i>, Mark Mauk and John Metz define rhetoric as "a process of recognizing and using the most effective strategies for influencing thought" (530). They attribute the earliest definition of rhetoric to Aristotle who first associated the term with persuasion: "Aristotle defined rhetoric as the ability in each particular case to see the available means of persuasion" (Mauk and Metz 530). Moreover, they explain that rhetoric is not only "</span><span style="color: #0b5394;">a tool for changing people's minds," but also the study of: </span></span></div>
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<li style="text-align: left;">belief and persuasion </li>
<li style="text-align: left;">the relationship between language and belief</li>
<li style="text-align: left;">how cultural traditions shape everyday language</li>
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<span style="color: #0b5394;">Teaching the basics of rhetoric offers students a sound framework for thinking critically because they begin to see writing and communication as active interplay between reader and writer that can be influenced by time, place, audience and purpose. Once they understand that the writer's job is to send a message and the reader's job is to make meaning of this message, then they begin to see how a text is not a static object, but rather a text is 'situated' between reader and writer and that situation is highly dependent on a set of variables that are re-defined by the circumstances surrounding each reading. </span></div>
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<span style="font-size: medium;"><span style="color: #073763; font-size: large;">Looping not launching</span><br />
Often students get side-tracked by their own ideas or personal examples and launch off into a topic that takes the reader too far away from the text being analyzed. When responding to a prompt or writing a critical analysis of a text, writers need to make sure they continually loop from their ideas back to the ideas presented in the prompt and/or text. </span><br />
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<span style="font-size: medium;"><span style="color: #073763; font-size: large;">Think of the text as your friend.</span> </span><br />
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<span style="font-size: medium;">Think about how you talk to a friend or a family member about a problem they are having. You listen to what that person wants to talk about and connect with them in a way that makes clear you understand and care about what they are saying. In order to do this, you might even explain an event or problem in your own life, or in the world, that is similar to the ideas and/or problems that your friend is talking about so that they know you really do understand. What you don't do is to ignore their problem and launch into your own issues without even acknowledging what they wanted to talk about—at least not if you are a good friend. </span><br />
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<span style="font-size: medium;">So, in order to be a good friend you must: (1) comprehend what they are saying (2) connect their ideas with experiences that relate to your own life and/or your own observations about the world, or even facts you may know on the topic, all the while making sure they know you understand that what they are saying is important. </span><span style="font-size: medium;">The key to being a good friend is that you don't launch off into your own ideas and forget all about your friend and the issues at the heart of the discussion when you do this.</span><br />
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<span style="font-size: medium;">The same is true when writing an academic essay in response to a prompt or text. Your job is to connect to the prompt/text in a meaningful way. Just like when you are talking with your friend, the trick is to find the proper balance between </span><span style="font-size: medium;">the ideas presented in the prompt</span><span style="font-size: medium;"> and </span><span style="font-size: medium;">your analysis and personal experience all the while making sure that your reader knows that you understand and value the topic.</span><br />
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<span style="font-size: medium;">To keep this balance, think of the prompt not as simply a launching off point for your own ideas</span><span style="font-size: medium;">, but rather think of your response as a process of </span><span style="color: #0b5394; font-size: large;">looping</span><span style="color: #0b5394; font-size: medium;"> </span><span style="font-size: medium;">from the topic of the text (or prompt) out to your analysis, and then back to the topic.</span><br />
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<span style="font-size: medium;">Just to clarify: after acknowledging the ideas in the prompt, it is okay to launch off into your personal connections with this topic—because making personal connections is one of the most effective ways of showing that you understand and care about a topic— but after reflecting personally always be careful to loop back to the topic addressed in the prompt—don't launch so far off the topic into your own reflection that your reader feels like you forgot about the prompt all together. </span><br />
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<span style="font-size: medium;">Loop back to the prompt by making concrete connections to the topic introduced in the prompt throughout your essay. One way to do this is to reconnect through attribution using the author's name. For example, "Rose's point makes clear that..." or "Rose explains the importance of...." You can also use the language from the prompt throughout your essay to make sure you stay on track. You can also establish a pattern of reconnecting to the main idea expressed in the prompt in your topic and/or transitional sentences. Whatever method you use to support your claim, always make sure you don't forget to "listen" to your friend (the prompt) and continually looping back as you further develop your ideas. </span><br />
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Project: To complete a Rhetorical Analysis, you must examine how a piece of writing is constructed. Rather than exploring the content, a rhetorical analysis asks you to examine how the writer uses strategies to convey his/her message to the audience. By deconstructing a text in this way, students can better understand how the 'moves' a writer makes are connected to the purpose and the audience. Exploring how professional writers get their point across can help student writers gain more awareness of their own writing and, especially, how each paragraph works hard to convey meaning given a certain set of circumstances. These circumstances, or the rhetorical situation, play a major role in shaping both the message and the meaning. However, deconstructing a text in this way can also help READERS think more critically about what they have read. Since college writers must analyze, not just summarize, rhetorical analysis can be a great pre-writing activity for any essay that ask for critical reflection on a reading. </div>
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In their textbook, <i>Everything's an Argument</i>, Andrea Lunsford and John J. Ruszkiewicz provide a great list of questions for conducting a Rhetorical Analysis. The following list of questions was adapted from their work:</div>
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<li>What is the purpose of the argument? What does it hope to achieve?</li>
<li>Who is the audience of the argument?</li>
<li>What appeals does this argument use—emotional, logical, ethical?</li>
<li>What type or genre of argument is it?And how does the genre affect the argument?</li>
<li>Who is making the argument? What ethos does it create, and exactly how does it do so? What values attach to the ethos? How does it try to make the writer or creator seem trustworthy and/or credible?</li>
<li>What authorities and/or sources does the argument rely on?</li>
<li>What facts are used in the argument? What logic? What evidence? How is the evidence arranged and presented?</li>
<li>What claims are advanced in the argument? What issues are raised, and which one are ignored, or, perhaps, evaded?</li>
<li>What are the contexts—social, political, historical, cultural—for this argument? Whose interests does it serve? Who gains or loses by it?</li>
<li>What shape does the argument take?How is the argument organized or arranged? What media does the argument use?</li>
<li>How does the language or style of the argument work to persuade an audience?</li>
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Remember, every argument is unique and not all of the above question will apply to each situation. Discuss and log the most effective methodologies employed by the author. Were you persuaded? Why or why not? </div>
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<a href="http://www.blogger.com/post-edit.g?blogID=1129430821781104264&postID=3341435885876493498" name="2" rel="nofollow"><span style="font-family: 'Bookman Old Style'; font-size: 18pt;"><b>About conclusions</b></span></a><span style="font-family: 'Bookman Old Style'; font-size: 18pt;"></span><br />
<span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Introductions and conclusions can be the most difficult parts of papers to write. While the body is often easier to write, it needs a frame around it. An introduction and conclusion frame your thoughts and bridge your ideas for the reader.</span><br />
<span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Just as your introduction acts as a bridge that transports your readers from their own lives into the "place" of your analysis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. Such a conclusion will help them see why all your analysis and information should matter to them after they put the paper down.</span><br />
<span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Your conclusion is your chance to have the last word on the subject. The conclusion allows you to have the final say on the issues you have raised in your paper, to summarize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note.</span><br />
<span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond the boundaries of the prompt and allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.</span><br />
<span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Your conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways. It can suggest broader implications that will not only interest your reader, but also enrich your reader's life in some way. It is your gift to the reader.</span><br />
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<a href="http://www.blogger.com/post-edit.g?blogID=1129430821781104264&postID=3341435885876493498" name="4" rel="nofollow"><span style="font-family: 'Bookman Old Style'; font-size: 18pt;"><b>Strategies for writing an effective conclusion</b></span></a><span style="font-family: 'Bookman Old Style'; font-size: 18pt;"></span><br />
<span style="font-family: 'Bookman Old Style'; font-size: 10pt;">One or more of the following strategies may help you write an effective conclusion.</span><br />
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<li><span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Play the "So What" Game. If you're stuck and feel like your conclusion isn't saying anything new or interesting, ask a friend to read it with you. Whenever you make a statement from your conclusion, ask the friend to say, "So what?" or "Why should anybody care?" Then ponder that question and answer it. Here's how it might go:</span></li>
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<span style="font-family: 'Bookman Old Style'; font-size: 10pt;">You: <i>Basically, I'm just saying that education was important to Douglass.</i></span><span style="font-family: 'Bookman Old Style'; font-size: 10pt;"></span></div>
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<span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Friend: <i>So what?</i></span><span style="font-family: 'Bookman Old Style'; font-size: 10pt;"></span></div>
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<span style="font-family: 'Bookman Old Style'; font-size: 10pt;">You: <i>Well, it was important because it was a key to him feeling like a free and equal citizen.</i></span><span style="font-family: 'Bookman Old Style'; font-size: 10pt;"></span></div>
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<span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Friend: <i>Why should anybody care?</i></span><span style="font-family: 'Bookman Old Style'; font-size: 10pt;"></span></div>
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<span style="font-family: 'Bookman Old Style'; font-size: 10pt;">You: <i>That's important because plantation owners tried to keep slaves from being educated so that they could maintain control. When Douglass obtained an education, he undermined that control personally.</i></span><span style="font-family: 'Bookman Old Style'; font-size: 10pt;"></span></div>
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<span style="font-family: 'Bookman Old Style'; font-size: 10pt;">You can also use this strategy on your own, asking yourself "So What?" as you develop your ideas or your draft.</span><br />
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<span style="font-family: 'Bookman Old Style'; font-size: 10pt;">More Tips:</span></div>
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<li><span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Return to the theme or themes in the introduction. This strategy brings the reader full circle. For example, if you begin by describing a scenario, you can end with the same scenario as proof that your essay is helpful in creating a new understanding. You may also refer to the introductory paragraph by using key words or parallel concepts and images that you also used in the introduction.</span></li>
<li><span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Synthesize, don't summarize: Include a brief summary of the paper's main points, but <b>don't simply repeat things that were in your paper.</b> Instead, show your reader how the points you made and the support and examples you used fit together. Pull it all together.</span></li>
<li><span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Include a provocative insight or quotation from the research or reading you did for your paper.</span></li>
<li><span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Propose a course of action, a solution to an issue, or questions for further study. This can redirect your reader's thought process and help her to apply your info and ideas to her own life or to see the broader implications.</span></li>
<li><span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Point to broader implications. For example, if your paper examines the Greensboro sit-ins or another event in the Civil Rights Movement, you could point out its impact on the Civil Rights Movement as a whole. A paper about the style of writer Virginia Woolf could point to her influence on other writers or on later feminists.</span></li>
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<a href="http://www.blogger.com/post-edit.g?blogID=1129430821781104264&postID=3341435885876493498" name="5" rel="nofollow"><span style="font-family: 'Bookman Old Style'; font-size: 18pt;"><b>Strategies to avoid</b></span></a><span style="font-family: 'Bookman Old Style'; font-size: 18pt;"></span><br />
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<li><span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Beginning with an unnecessary, overused phrase such as "in conclusion," "in summary," or "in closing." Although these phrases can work in speeches, they come across as wooden and trite (Ms. Knapp says not trite, platitudinous!) in writing.</span></li>
<li><span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Stating the thesis for the very first time in the conclusion.</span></li>
<li><span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Introducing a new idea or subtopic in your conclusion.</span></li>
<li><span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Ending with a rephrased thesis statement without any substantive changes.</span></li>
<li><span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Making sentimental, emotional appeals that are out of character with the rest of an analytical paper.</span></li>
<li><span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Including evidence (quotations, statistics, etc.) that should be in the body of the paper.</span></li>
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<span style="font-family: 'Bookman Old Style'; font-size: 10pt;">Source: University of North Carolina at Chapel Hill, The Writing Center http://www.unc.edu/depts/wcweb/handouts/conclusions.html</span><br />
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<span style="font-family: 'Bookman Old Style'; font-size: 10pt;"><span style="font-size: large;"><span style="color: #073763;">Literary Interviews</span></span></span><br />
<span style="font-family: 'Bookman Old Style'; font-size: 10pt;"><span style="font-size: large;"><span style="color: #073763;"><span style="font-size: small;"><span style="font-family: 'Trebuchet MS', sans-serif;">Today you will conduct in-class literary interviews with a peer partner. Please record the answers to the interview on a separate sheet of paper with your name at the top. Title the paper Literary Interview. These papers will be collected for participation points and returned on Thursday. </span></span></span></span></span><br />
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<span style="font-family: 'Bookman Old Style'; font-size: 10pt;"><span style="font-size: large;"><span style="color: #073763;"><span style="font-size: small;"><span style="font-family: 'Trebuchet MS', sans-serif;"><i>Directions: Working in pairs you will take turns interviewing each other about your research paper. </i></span></span></span></span></span><br />
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<li><span style="font-size: medium;">What have you decided to write about in your Formal Paper?</span></li>
<li><span style="font-size: medium;">Why did you pick this topic? What aspect of this topic connects with your world or the world in general? <br />
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<li><span style="font-size: medium;">What claim do you work to support in your paper? (Remember a claim should be debatable/arguable)</span></li>
<li><span style="font-size: medium;">Why does this topic matter?</span><span style="font-size: medium;"> </span></li>
<li><span style="font-size: medium;">Who do you know in your life who should read this paper? Why?</span></li>
<li><span style="font-size: medium;">Who is the audience for this paper? Try to target a specific audience.</span></li>
<li><span style="font-size: medium;">What research did you read and what support were you able to incorporate from this reaearch? What research do you still need to find that would help you to support your claim?</span></li>
<li><span style="font-size: medium;">What one action would you get your audience to take if you could? Why would this make a difference?</span></li>
<li><span style="font-size: medium;">What part of the writing process do you find most challenging? Why?</span></li>
<li><span style="font-size: medium;">What do you still need to work on in the paper and/or what aspect do you need to spend more time researching? </span></li>
<li><span style="font-size: medium;">Interviewer, please ask a question of your choosing about the topic of the paper.</span></li>
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<span style="font-family: 'Bookman Old Style'; font-size: 10pt;"><span style="font-size: large;"><span style="color: #073763;"><span style="font-size: small;"><span style="font-family: 'Trebuchet MS', sans-serif;"> </span></span> </span></span></span>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-1129430821781104264.post-15637192860331330432010-10-04T10:12:00.000-07:002011-03-09T15:18:23.530-08:00Popular Student Errors1. SPELL CHECK! Capitalization and misspellings continue to be the number one problem in my composition classes.<br />
2. In addition to spell-checking your Word documents (under Tools), please also read every paper you write OUT LOUD. These two tools combined are THE MOST IMPORTANT tools I have as a professional writer. Time is an equally important tool. If you allow yourself a day or two (or at least a few hours) to step away from the writing, then it will be much easier for you to 'hear' and 'see' the errors in your own writing. NEVER TURN IN A PAPER without completing these steps.<br />
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2. Fragments are incomplete sentences. Usually, fragments are pieces of sentences that have become disconnected from the main clause. One of the easiest ways to correct them is to remove the period between the fragment and the main clause. Other kinds of punctuation may be needed for the newly combined sentence.<br />
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This information is from our Friends at the OWL Purdue Online <a href="http://owl.english.purdue.edu/owl/section/1/5/">Grammar</a> and <a href="http://owl.english.purdue.edu/owl/section/1/6/">Punctuation</a> Guide<br />
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Below are some examples with the fragments. Notice that the fragment is frequently a dependent clause or long phrase that follows the main clause.<br />
<ul><li> <b><i>Fragment</i></b>:Purdue offers many majors in engineering. Such as electrical, chemical, and industrial engineering. <br />
<b><i>Possible Revision</i></b>: Purdue offers many majors in engineering<b>, s</b>uch as electrical, chemical, and industrial engineering. </li>
<li> <b><i>Fragment</i></b>: Coach Dietz exemplified this behavior by walking off the field in the middle of a game. Leaving her team at a time when we needed her. <br />
<b><i>Possible Revision</i></b>: Coach Dietz exemplified this behavior by walking off the field in the middle of a game<b>, l</b>eaving her team at a time when we needed her. </li>
<li> <b><i>Fragment</i></b>: I need to find a new roommate. Because the one I have now isn't working out too well. <br />
<b><i>Possible Revision</i></b>: I need to find a new roommate <b>b</b>ecause the one I have now isn't working out too well. </li>
<li> <b><i>Fragment</i></b>: The current city policy on housing is incomplete as it stands. Which is why we believe the proposed amendments should be passed. <br />
<b><i>Possible Revision</i></b>: <b>Because t</b>he current city policy on housing is incomplete as it stands, we believe the proposed ammendments should be passed. </li>
</ul>3. Why do I keep seeing this: im<br />
Apostrophes! Yikes!<br />
I + am = I'm NOT Im or, worse, im<br />
Is this a habit related to 'texting'? Hmmm, I wonder. Whatever the reason, it's an easy one to fix. <br />
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This information is from our Friends at the <a href="http://owl.english.purdue.edu/owl/resource" rel="nofollow">OWL Purdue Online Writing Guide</a><br />
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The apostrophe has three uses:<br />
<ol><li> to form possessives of nouns </li>
<li> to show the omission of letters </li>
<li> to indicate certain plurals of lowercase letters </li>
</ol><h4>Forming Possessives of Nouns</h4>To see if you need to make a possessive, turn the phrase around and make it an "of the..." phrase. For example:<br />
<blockquote>the boy's hat = the hat of the boy <br />
three days' journey = journey of three days</blockquote>If the noun after "of" is a building, an object, or a piece of furniture, then <b>no</b> apostrophe is needed!<br />
<blockquote>room of the hotel = hotel room <br />
door of the car = car door <br />
leg of the table = table leg</blockquote>Once you've determined whether you need to make a possessive, follow these rules to create one.<br />
<ul><li> <b> add 's to the singular form of the word (even if it ends in -s): </b> <br />
<blockquote>the owner's car <br />
James's hat (James' hat is also acceptable. For plural, proper nouns that are possessive, use an apostrophe after the 's': "The Eggles' presentation was good." The Eggles are a husband and wife consultant team.)</blockquote></li>
<li> <b> add 's to the plural forms that do not end in -s: </b> <br />
<blockquote>the children's game <br />
the geese's honking</blockquote></li>
<li> <b> add ' to the end of plural nouns that end in -s: </b> <br />
<blockquote>houses' roofs <br />
three friends' letters</blockquote></li>
<li> <b> add 's to the end of compound words: </b> <br />
<blockquote>my brother-in-law's money</blockquote></li>
<li> <b> add 's to the last noun to show joint possession of an object: </b> <br />
<blockquote>Todd and Anne's apartment</blockquote></li>
</ul><h4>Showing omission of letters</h4>Apostrophes are used in contractions. A contraction is a word (or set of numbers) in which one or more letters (or numbers) have been omitted. The apostrophe shows this omission. Contractions are common in speaking and in informal writing. To use an apostrophe to create a contraction, place an apostrophe where the omitted letter(s) would go. Here are some examples:<br />
<blockquote><b> don't = do not <br />
I'm = I am <br />
he'll = he will <br />
who's = who is <br />
shouldn't = should not <br />
didn't = did not <br />
could've= could have (NOT "could of"!) <br />
'60 = 1960 </b></blockquote><h4>Forming plurals of lowercase letters</h4>Apostrophes are used to form plurals of letters that appear in lowercase; here the rule appears to be more typographical than grammatical, e.g. "three ps" versus "three p's." To form the plural of a lowercase letter, place 's after the letter. There is no need for apostrophes indicating a plural on capitalized letters, numbers, and symbols (though keep in mind that some editors, teachers, and professors still prefer them). Here are some examples:<br />
<b> p's and q's</b> = a phrase taken from the early days of the printing press when letters were set in presses backwards so they would appear on the printed page correctly. The expression was used commonly to mean, "Be careful, don't make a mistake." Today, the term also indicates maintaining politeness, possibly from "mind your pleases and thank-yous."<br />
<blockquote>Nita's mother constantly stressed minding one's p's and q's.</blockquote><b> three Macintosh G4s = three of the Macintosh model G4 </b><br />
<blockquote>There are two G4s currently used in the writing classroom.</blockquote><b> many & s = many ampersands </b><br />
<blockquote>That printed page has too many & s on it.</blockquote><b> the 1960s = the years in decade from 1960 to 1969 </b><br />
<blockquote>The 1960s were a time of great social unrest.</blockquote><h4>Don't use apostrophes for possessive pronouns or for noun plurals.</h4>Apostrophes should not be used with possessive pronouns because possessive pronouns already show possession — they don't need an apostrophe. His, her, its, my, yours, ours are all possessive pronouns. Here are some examples:<br />
<blockquote><b>wrong</b>: his' book <br />
<b>correct</b>: his book<br />
<b>wrong</b>: The group made it's decision. <br />
<b>correct</b>: The group made its decision.</blockquote>(Note: Its and it's are not the same thing. It's is a contraction for "it is" and its is a possessive pronoun meaning "belonging to it." It's raining out= it is raining out. A simple way to remember this rule is the fact that you don't use an apostrophe for the possessive his or hers, so don't do it with its!)<br />
<blockquote><b>wrong</b>: a friend of yours' <br />
<b>correct</b>: a friend of yours<br />
<b>wrong</b>: She waited for three hours' to get her ticket. <br />
<b>correct</b>: She waited for three hours to get her ticket.</blockquote><h4>Proofreading for apostrophes</h4>A good time to proofread is when you have finished writing the paper. Try the following strategies to proofread for apostrophes:<br />
<ul><li> If you tend to leave out apostrophes, check every word that ends in -s or -es to see if it needs an apostrophe. </li>
<li> If you put in too many apostrophes, check every apostrophe to see if you can justify it with a rule for using apostrophes. </li>
</ul>Unknownnoreply@blogger.com