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Tuesday, December 8, 2020

A Sense of Doubt blog post #2121 - The Final Lessons of English 101 - Fall 2020 edition

A Sense of Doubt blog post #2121 - The Final Lessons of English 101 - Fall 2020 edition

INAUGURATION COUNTDOWN

44 DAYS to inauguration


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:


Hey, Mom! Talking to My Mother #271 - Winnie the Pooh, Jung, and Teaching revisited


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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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