A Sense of Doubt blog post #2121 - The Final Lessons of English 101 - Fall 2020 edition
Hey... I made a video for English composition lessons at college.
Here ya go, with more or less the script.
PART ONE
PART TWO
Hello writers,
“This is the end
Beautiful friend...
This is the end
My only friend, the end”
~ Jim Morrison and the Doors, iconic - "The End"
What a long strange trip it has been. Here we
are. This is the end of the quarter. Time to pay the piper his due, that piper
there, at the gates of dawn. That reminds me of PINK FLOYD!
So many pop culture references, so little
time.
"Have a Cigar" by Pink Floyd from Wish You Were Here
“Come in here, dear boy, have a cigar
You're gonna go far... The band is just
fantastic
That is really what I think
Oh by the way, which one's pink?
And did we tell you the name of the game, boy
We call it 'riding the gravy train”
THE FULL THING -
“Come in here, dear boy, have a cigar
You're gonna go far, you're gonna fly
You're never gonna die
You're gonna make it if you try
They're gonna love you
Well I've always had a deep respect
And I mean that most sincere
The band is just fantastic
That is really what I think
Oh by the way, which one's pink?
And did we tell you the name of the game, boy
We call it 'riding the gravy train”
When we swear our English professor oaths and
receive our Ready Ranger Ray Guns, our Silver Badges of Mischievous
Interlocutor, and the ceremonial Staff of All Sagacious Syntax, we have to
promise or be forever skipped by Santa Claus to teach the outcomes for the
English courses we teach as set forth by the Sacred Tribunal of Nomenclature
Validation.
And so, we sneak them up on you.
I am teaching them all along. But in
conference two, I ask you to choose just half of them (three of six) that you
feel are most important as you learn, improve, and grow as an academic writer.
Then we bring them back for a status update
in conference four and ask you to structure them into your final draft of essay
one as a report on how well you feel you have achieved the work.
Allow me to refresh your memory.
And now I read from the good book.
Well, it’s not THE good book, but it’s not a
bad book either.
Here are the fancy pedagogical goals, known
as:
THE ENGLISH 101 COURSE
OUTCOMES - LCC
- Support an assertive thesis statement with
adequate and relevant sub-points, source information, analysis, logical
reasoning and explanations, and/or other appropriate evidence.
- Construct an easy-to-follow, logical
progression of ideas and information.
- Synthesize source ideas with original
ideas, in writing, effectively and ethically.
- Examine the writing situation to make
rhetorical decisions appropriate for the intended audience and context.
- Write sentences demonstrating correct use
of grammar and mechanics appropriate for the audience and context.
- Apply a writing process that includes
generating original ideas, drafting and revising for appropriate audience and
context, and editing for correctness and style.
Now, what do the words of this text tell us?
Okay, not going to do you like that.
I want to focus some final lessons on each
outcome. Some takeaways, as the hip business folks like to say, as if you get a
parting gift to take home even if you did not win the big jackpot or the
Showcase Showdown.
Think of this assignment and its lessons as a
guided instruction that functions as a kind of final exam and yet one you only
have to study once rather than study for to take.
Okay, here we go?
The first outcome may be packed with the most
parts and its in some ways nearly all the items in the English 101 rubric.
- Support an assertive
thesis statement with adequate and relevant sub-points, source information,
analysis, logical reasoning and explanations, and/or other appropriate
evidence.
We have a lot to unpack in this first one.
There’s thesis, which is assertive, though not always “persuasive”; there’s
sub-points that are relevant and accurate, which connects with source
credibility and evaluation and the next item, which is “source information,”
how a writer conveys credentials; but then the outcome also envelops analysis,
logical reasoning, explanation, and other “appropriate” evidence not yet
covered by the other descriptions.
The entire outcome mirrors the function of
the Force. The argument a paper makes to persuade an intended and specific
audience is much like the Force. It flows through all elements of the essay. It
binds it together. It enriches it with sustaining energy and life. It imbues
all with purpose and agency. And yet, like the Force, there is a dark side
(counter claims). The essay’s argument has a life of its own because once it is
free of your labor, a reader translates and interpolates it. Reader make
decision based on conclusions drawn from the words you use and how you use
them.
As a writer, you make many rhetorical
decisions to make meaning.
And every decision you make should serve your
argument. You express this argument in your thesis, which is typically situated
at the end of your introduction as a single sentence; however, I have been
urging many of you to expand to a two-paragraph introduction as long as you end
the first paragraph with a sentence that could not be confused for a thesis.
Different types of essays will take on different thesis statements.
The type of essay we care most about is the
persuasive essay in an academic situation.
Most persuasive arguments can be expressed as
a call to action for an audience that solves a problem, prompting the audience
to action.
Want to deal with carbon emissions and gas
guzzling hogs, how about this:
Because of the global oil
crisis and the potential to use up this resource in as little as 25 years at
our current rate of usage, the US Government should create a law to require all
personal, pick-up truck owners to obtain a license proving need of the vehicle.
Solve global warming?
Because global warming is a
planet threatening problem caused by excessive amounts of carbon dioxide in the
atmosphere, world governments should band together and create a network of CO2
filter systems that extract the substance from the atmosphere and bring it to
tolerable levels.
Solve the problem of students not ready for
college at eighteen years of age?
College admission should be
dependent on prospective students providing a year of government-funded service
in needful communities at home or abroad for which eighteen-year-olds would
gain valuable life experience and the value of hard work while giving back to
their country or their planet in program that could make a powerful impact on
the fight against poverty, climate change, food insecurity, and lack of
healthcare and education among many other profound problems from which people
suffer.
Notice that all of these thesis statements
have multiple elements in common.
They are all bold and controversial. They
will surely generate some easy and obvious counter claims, and yet they are all
defendable. They all contain essay maps. They are all structured as solutions
to complex problems. And yet they are all first drafts of thesis statements in
progress. They can all benefit from revisions.
Writing thesis statements is a vital and core
skill to master in this course. Being able to write a clear yet complex thesis
that conveys a strong argument forms a skill that will serve you well in all
future classes as well as beyond the halls of education as it foments incisive
and on point critical thinking about complicated issues.
A thesis provides a blueprint, a map, of the
essay, which the writer than executes in a series of claim-driven paragraphs
that provide support as reasoning, analysis, and evidence. Writers consider the
best types of support to make arguments, to counter rebuttals, and to advance a
convincing and persuasive position.
As such, this outcome can be regarded as a
deal-breaker. It is the single most important of the six outcomes in that if a
student has not learned and grown and has some facility with the skills
expressed in this outcome, then the student is definitely not ready to move on
from English 101. Deal broken. Rinse and repeat.
- Construct an easy-to-follow,
logical progression of ideas and information.
Make the case.
The court of law analogy works well with a
persuasive essay.
The persuasive essay is not a whodunit, one
for which the writer withholds the murderer (in this case the thesis argument)
until the end of the paper.
A good, academic, persuasive essay functions
like a court case, one in which the lawyer starts from the opening statement by
claiming that the client is not guilty for reasons that will be demonstrated in
the case.
And then, each idea builds on the next in a
logical way, in which the strongest argument is usually made first.
One cannot define a single most efficacious
arrangement for a persuasive argument.
Often the layout of problems and proof of the
severity of the problem and need for change comes first followed by a detailed
argument and call to action for the solution, showing the audience how action
will improve or solve the problems presented.
Other times, a writer describes how the
solution fixes the problem from the start, one element of the problem at a
time. In some cases the solution is very complicated and needs a great deal of
text devoted to it. In these cases, a problem can be explained rather simply
and the solution comprises the majority of the essay. In other cases, the
audience resists agreeing that the problem is actually a problem, such as the
push back against the scientific legitimacy of climate change and global
warming or the scientific proof that face masks reduce transmission and
contraction of viruses.
A persuasive essay is like a good debate, in
which arguments are debated and then analyzed under scrutiny, under a critical
eye. If the arguments do not hold up to a critical eye or if the writer does
not have enough content to avoid repeating the same flimsy and unsupported
point, then the argument falls apart.
And after all, what are court cases but live
debates between two opposing sides?
- Synthesize source ideas
with original ideas, in writing, effectively and ethically.
Source materials need to be woven into the
tapestry of the writing in a seamless way that informs the reader without over
use and also without under use.
Writers need to present many of their own
original ideas to argue points and construct reasoning to prove the threat of
the problem and/or the effectiveness of the solution.
Writers conduct themselves ethically, using
credible sources, sharing credentials and context, and giving credit for all
ideas that originated in sources whether in the original author’s exact words
or summarized by the writer of the essay.
Without a good balance that leans toward the
original ideas of the writer, an essay can seem like more of a collage than a
written work, or it can lack personality and read like a court case brief
(here’s where that analogy doesn’t hold up - court cases are often boring -
don’t be boring).
Remember for all time:
Quote RARELY, summarize SOMETIMES, and
paraphrase OFTEN.
- Examine the writing
situation to make rhetorical decisions appropriate for the intended audience
and context.
You are in control. You are the writer. You
make ALL the rhetorical decisions to fulfill the purpose of the writing
situation, for which a persuasive essay is only one type.
Analyze audience. The specific audience
envisioned for the written work will dictate the words chosen by the author,
the types of analogies that may be used, the types of proof that will be
believed, the reasoning that can be employed.
And common ground. The writer establishes
common ground with the audience to identify shared values and beliefs. If the
audience expects very formal language and erudition, then this strict style
must be delivered. If the audience finds humor and a more informal approach to
be a path to shared values, then the writer can lighten up somewhat. RULES of
the rhetorical situation either constrict or free a writer’s use of language,
use of examples, and use of rhetorical appeals. Some audiences will be swayed
by passionate arguments. Others will be very moved by strong emotional appeals
that produce empathy. Other audiences will find that snark and sarcasm and even
vulgarity will have a strong effect on personal opinion. Is it any surprise
that many of us find more “truth” in SNL’s weekend update or Comedy Central’s
the Daily Show and stand-up comic routines than in traditional news sources?
Drill down into your subject. What
commonality do you share with your audience? Use that as the foundation for
your argument.
In our nation that is more divided than maybe
at any time in our history, finding common ground between people who vehemently
disagree with each other and frequently snipe and attack each other will prove
vital if those opposed will come together to serve the common good.
- Write sentences
demonstrating correct use of grammar and mechanics appropriate for the audience
and context.
Writing needs to be clear, complete, and
correct.
Often sentences can be written that are
correct but are not clear. Reading writing aloud or having others read it aloud
will often find these sentences. If a reader stops to decipher, then possible
these sentences are not clear.
These clumsy, unclear sentences are often
marked by teachers and editors as “awkward,” like socially inept junior high
school kids at their first dance.
- passive voice
Passive voice results from writing sentences in which the active
agent is not performing the sentence's action.
For example,
The accident was caused by faulty brakes.
To make the sentence ACTIVE, you revise the sentence making sure
the active agent performs the action:
Faulty brakes caused the accident.
Sometimes the active agent is not even named in the sentence:
Flight 107 was canceled.
So the fix requires adding the active agent.
The airline canceled Flight 107.
One easy way to root out passive voice: search for the
"baby" verbs that usually signal passive voice: is/are, was/were.
Examine each sentence to determine if the sentence qualifies as
passive voice.
Passive voice results in timid and meek writing, sentences that
lack power and impact. Active voice writing jumps off the page much more
effectively.
- Avoid “this is what” and
similar uses of “this” that do not restate the subject.
This makes it
abundantly clear that many Americans don’t realize that white privilege is a
racist thing all on its own
Or
This is why more and more people switch to Ultramax Brain
lotion.
What is THIS???
- comma splice – two complete
sentences cannot be linked with just a comma
Jimmy Jazz and Joni Biz left an hour ago. They will return when
the sun reaches the ultra-skyward apex.
Or
Writing is never done, it’s just due.
- semi colons
Jimmy Jazz and Joni Biz left an hour ago; however, they will
return when the sun reaches the ultra-skyward apex.
Or
Writing is never done; it’s just due.
- the OXFORD COMMA
Jimmy Jazz enjoyed three comic books on Sunday, and he plans to
re-read Ostragon and Superman, Batman’s Left Toe, and The Love Child of J. Alfred Spider-Man.
- always comma before a such as
- 1960s, ‘60s
- .” ,” words” (cite).
- article vs book titles – see Oxford comma
Without – italics
Within - quotes
- all right
- a lot
- its and it’s
- who and whom
- that and which
That – no comma
Which – comma
Don’t start sentences with either
- other often confused words
fewer-less
WRONG: LeBomb James scored less points last night than in his
three previous games combined.
RIGHT: LeBomb James scored fewer points last night than in his
three previous games combined.
If you can count = fewer
If you cannot count = less
Less water in the glass
Less heat in the room
Less money
Fewer coins
number-amount
amount of money
number of coins
same concept
farther-further
farther is for distance – how much farther?
Further is everything else – I will further my agenda; I will
not take it much farther. (metaphorical distance)
Caramel – no such word as CARMEL
...etcetra ...
- Apply a writing process
that includes generating original ideas, drafting and revising for appropriate
audience and context, and editing for correctness and style.
Has this class shown you the value of the
writing process?
I could have been more hands on with the
writing process. For instance, I could have assessed your BPO and pushed you to
define more of your plan or rethink some decisions earlier in the process.
Most importantly, I am hoping that you have
discovered the transformative power of the multiple draft process. Prewriting
is all well and good, but until you have this thing built in clay, then you
cannot really shape it, add to it, and transform it into the most effective
version of itself.
Plans are important to writing. Brainstorming
and prewriting lay a foundation that culminates in an outline and then a first
draft. For some student writers, this process is all one step, and then, very
little work gets done after the first draft, which remains in a more or less
static form from then onward.
Do you see now how once you generate content
and have the shape of the thing, that re-shaping, re-seeing, REVISION, is the
REAL work of the writing process?
And then, it is always true: writing is never
done; it is just due.
I hope that after taking this class, you have
built skills in how to see what needs work in your writing before you receive feedback.
Surely, you will still benefit from feedback, but you will now have an improved
critical eye to make revisions based on your growing sense of how academic
writing works best and can make changes before receiving feedback from peers,
instructors, or tutors indicating these changes might be a good idea.
You can do this!!
You have super powers now because learning
has happened.
The Carol Burnett song.
I am so privileged and honored to be your
guide.
You are all quality humans, and this has been
one of the best quarters of English 101 I have experienced.
I am so proud of all of you. So much great
writing has happened. I have had so many great conversations with all of you.
And LEARNING HAS HAPPENED.
I SEE THE GROWTH.
You are all impressive.
Thank you for all your hard work,
professionalism, good attitudes, and wonderful writing.
FINAL QUESTION: I wonder about something.
Tell me the truth. Did some of you do the “take the other side” version of the persuasive
essay assignment without being asked to do so? Did anyone (tell me if this is
you) choose a subject like systemic racism, that you don’t believe exists, and
yet argue that it does exist because you think that’s what I want to hear?
(It’s not if it’s not your conviction.) Or did you choose a subject that you
did not know about like the violence committed against trans people and learned
more about something? Did you figure out a way to recycle one of your high
school papers despite my subject choices? Or if none of these are true, tell me
in a sentence or three why you chose your essay three subject.
READ POEM - “Traveling at High Speeds” by
John Rybicki
THE ASSIGNMENT
Put the following questions in a document, answer them, and then submit the document to earn credit for this assignment. Please note that some of the questions are in answer to specific things I say, such as “How does this guided instruction function.” Thus, be on the lookout for when I say “This guided instruction functions as...” Make sure to clearly mark the difference between the questions and your answers with labels and/or text effects.
1. Who performed the song "The
End?"
2. Which one's pink? (This question is for
fun. All answers are right.)
3. Of what is the sacred tribunal before
which we English profs swear our oath? (IE. The Sacred Tribunal of...?)
4. How does this guided instruction function?
(that rhymes!)
5. Which outcome is in some ways nearly all
the items in the English 101 rubric?
6. Describe my analogy to the Force in Star
wars?
7. What are the basic concepts of the three
sample thesis statements?
8. What's the deal breaker?
9. How is an essay like a case in a court of
law?
10. In discussing synthesizing source ideas,
what should you remember for all time?
11. Why is common ground important?
12. What is the oxford comma?
13. Explain how to properly use fewer and
less.
14. Answer my final question (written in the
notes not in the video).
15. What's the last line (killer last line)
of “Traveling at High Speeds” by John Rybicki?
Alanis Morissette - Thank U (Official Video)
some of the images from:
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- Bloggery committed by chris tower - 2012.08 - 10:10
- Days ago = 1985 days ago
- New note - On 1807.06, I ceased daily transmission of my Hey Mom feature after three years of daily conversations. I plan to continue Hey Mom posts at least twice per week but will continue to post the days since ("Days Ago") count on my blog each day. The blog entry numbering in the title has changed to reflect total Sense of Doubt posts since I began the blog on 0705.04, which include Hey Mom posts, Daily Bowie posts, and Sense of Doubt posts. Hey Mom posts will still be numbered sequentially. New Hey Mom posts will use the same format as all the other Hey Mom posts; all other posts will feature this format seen here.
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