Writing Excellence Awards

There are sample rhetoric papers (and other courses) at the Writing Excellence Awards link.

Check out this example of adding a quote

This student does a great job of weaving source material (in this case a quote is woven into the paper). Look at the signal phrase that introduces the quote and at how the student interprets what the quote means within his paper. Remember, this is a draft, so the student hasn't finished editing and such.

As I entered college I had no Idea what field to study, or even what I am going to be in the future, and I still don’t. All I know is there is a lot out there to lean. Robert Harris wrote the perfect example in "On the Purpose of a Liberal Arts Education." I still have no idea what I am going to be doing in the future, and as of right now I don’t really care too much. Harris said, “Many students are surprised at the general education classes they must take in order to graduate. They wonder why someone who wants to be an accountant or psychologist or television producer should study subjects that have nothing directly to do with those fields.” For me this is the opposite of the student that I am. I love the fact that I get to study different topics as a slowly make my way through college with no clue of what I will one day be doing. These courses all expand my education and through most of these general fields I can further expand my education.

Listen to this student's voice

This passage is from one of the drafts, so I know the student isn't done working on it...developing ideas, editing, etc. But I do know that the student has NO work to do on voice. This student's voice shows how the assignment was embraced; she embraced the task, which can be heard in her voice.

My other reason for coming to college is to grow up. Now is the time for me to get out all my little childish ways and start acting my age. I tend to fall in the trap where I am ten all over again and just make dumb decision and then I want my mother to clean up my mess. But I have realized that she is not always going to be there. I am learning that there is a time for fun and a time for me to be serious about what I am doing. I don’t want to hear the words grow up Tiffani come out of any bodies’ mouth. That is a blow to the face especially when I am being mature. The college life really gives me a taste of reality and I am coming to realize life is not a dream.

Did you complete all the activities?

Please do check and make sure you did, so you can get full credit for the class.

-reading and writing about paragraphing
-reading and writing about sentence structures, subordination
-reading about MLA citations

Please sign out.

When you are done, please sign out here.

I will begin reading the drafts when class is over, so Reggie is first and then the rest of you will hear from me. Be sure to read these posts and replies later today, for review.

MLA citation format information

MLA citations have two parts that work together. There is an in-text citation that signals readers you are including information from another source, something not your own. The works cited pages give full information to allow readers to find your source if they wish. Both parts are necessary to avoid plagiarism and to build your credibility as a well-researched writer.

Here is a good introduction to MLA citations. This link adds further information: link on intext citations and works cited pages. Remember, Aaron is a brief edition of a handbook so not everything is in there. Kresge Library has some good links to MLA citations, too.

What did you think?

Which of the three paragraphing links was most helpful to you? Why? Write a (no surprise) paragraph.

subordination part 2

Here is where I ask you to write 5 sentences using subordination.

subordination in sentences

Creating sentence variety allows you to maintain reader interest and to communicate the relationships between ideas.

Please read this link at Temple. We have discussed coordination in class, and this link explains how subordination and coordination work together: Cal State.

REMEMBER, there are four basic sentence structures: simple, compound, complex, and compound complex. Ottawa has a good discussion of the first three structures, the ones we've discussed in class.

Which of the links is the most helpful to you as a writer? Why? (No need for a full paragraph, but do play with sentence structures in your response.)

Paragraphing

...it is not the number of sentences that construct a paragraph, but it is the unity and coherence of ideas among those sentences that makes a paragraph a paragraph.

What do you have to say about this quote, about the concept of a controlling idea? Write a solid, well-developed paragraphs about the nature of paragraphs.

Paragraph Structures

Take 20 minutes and read these links:

REread this one: IU paragraphing

Read this new one: about.com (I don't usually post anything that isn't from an academic source, but this meets the criteria for accuracy, conciseness, clarity, and has a couple great examples.)

Read this one: UNC

When 20 minutes has passed, I will post a question associated with these readings.

Electronic class 12/4, TODAY

We're going to have an electronic class today, instead of an in person one. You do not need to go to the classroom.

Please email your Purpose Essay to me by 10:05am, and I will send you individual feedback by email today. And please understand I cannot read them all in class time, so I will read them and type out feedback in the order I receive the essays. Everyone will have feedback by this evening.

After emailing me the Purpose Essay, sign in here.

Revising

Once you have drafted your final paper, you need to make revision decisions that suit your own essay, your thesis, purpose, etc. In addition, you need to provide sufficient support for your topic sentences, mainpoints, and thesis. Paragraph structure and coherence are critical to the success of this essay

Characteristics of an Essay

Global Issues (global referring to the entire text)


Thesis statement A claim is a debatable thesis statement.

Purpose

Audience

Tone

Missing papers

Some folks are missing papers and due dates on the timeline. Be aware that the final grade may be pass/fail, but all papers are required to pass the course.

In-class "exit" essay topic

In this assignment, you will develop a 3-page “case study” of an effective teacher. Instead of developing a caricature, however, you will examine the life and work of a real person and teacher—a teacher who has had you in his/her classroom. Discuss a teacher you have worked with during your primary or secondary education. Include detailed description of her/his character traits, actions, and assignments as you believe are relevant to his/her success as a teacher. Ask yourself, why did s/he reach me? Compare this teacher to those who did not motivate you or who could not keep you awake, etc. Each trait or part of your definition must be developed with examples of this teacher in action. Recreate interactions between students and teacher. Remember, words like “good,” “effective,” “well-meaning,” and “bad,” are empty without examples of what they mean to you. Because language is not transparent—speakers and hearers often misunderstand our use of even “simple” words—examples of our labels in context are essential. The reader needs to be able to develop a portrait in his/her mind. Think, label, and show.

How to write a press release

This is one of the nicer links I found while researching.

draft letter of thanks

November 20, 2007
Person
Address

Dear Mr./Ms./Dr. ______ :
On behalf of my classmates and professor, I want to thank you for your support of….your participation in…your stuff for… “A Day with the Grizzlies.” WHY YOU ARE WRITING TO THEM, YOUR PURPOSE
The Alcott Elementary School 5th graders had a . . . . . .. the teachers were pleased with the entire.. . . .all the children want to go to OU now. DETAILS, EXAMPLES, HOW THEIR HELP MADE A DIFFERENCE IN THE DAY. (MIGHT BE TWO PARAGRAPHS)
Thank you and CONCLUSION
Sincerely,

Your name
Rht 102, 44244

Please email me a draft of your letter by 8pm Monday.

Thank you letters

1. Provost, Dr. Virinder Moudgil, REGGIE
2. Sadhona
a. Approvals and lunch

3. Dean, Dr. Ron Sudol, RYAN E
a. Approvals and was out of town

4. Chair, Dr. Shea Howell, RYAN E.
a. Approvals and was out of town

5. Director, Dr. Alice Horning, CHARLENE
a. Approval and she spoke with the kids.

6. Upward Bound JAIME
a. Presentation

7. Reg McCloud, JASMINE
a. Ran interference when we needed stuff

8. Cheering, ABBY
a. Grizz

9. Athletics - JESSICA
a. STUFF…lots of stuff

10.WXOU, STEPHANIE R
a. Tours, stickers, Nick.

11.Oakland Post RYAN B.
a. No response

12.Karen Lloyd - SUZANNE
a. Helpful with money ideas

13.Dawn Aubry – ANGIE K
a. Support, stuff, and came to lunch to meet the kids

14.Melinda Booth, NICOLE
a. Bags and stuff

15.Campus Police, ROB H.
a. They okayed drop off and pick up and advised us safety

16.Charter, Shannon, ROB V.
a. Arranged for the tickets and prepared the way for the cafeteria

17. Rec – Greg, apology and thank you for letting us through SUZANNE

18. Library – reference librarians SUZANNE

19. Lunch room staff, John, Jackie, Charles, Chef Jeff, ANGELA S

20. Kathy, Registrar, SUZANNE

21. Carolyn ran to fix everything MARISSA

22. Becky STEPHANIE F.

23. Disability Services, wheel services, DEVIN

Well, that was a MAJOR success...

The children are safely returned to Alcott and had a wonderful time.

The day was terrific for all of us, and I thought we should share here what our thoughts are. What is your favorite moment? What was the funniest moment? What made you the most proud to bring the children to OU?

Abstract Assessment form

Abstract Assessment

To achieve a 2.0 to 2.9, an abstract must meet the following criteria:
A. Content and Organization
1. The abstract must have an introduction that
a. states the author(s) full name(s);
b. puts the title of the original text in quotation marks;
c. gives the source if necessary;
d. summarizes the thesis of the original text;
e. presents background information that puts the text in context.
2. Body for the abstract should
a. accurately reflect the main ideas of the original;
b. include the main points;
c. be brief, leaving out concrete detail;
d. not use more than three words in a row without quotation marks;
e. not include any personal reaction, opinion, or judgment.
B. Punctuation and Format
1. The abstract is reasonably free of distracting punctuation errors—fragments, comma spices, run-ons.
2. The abstract is reasonably free of distracting spelling and usage errors.
3. It follows the correct format, including an MLA citation for the original text.
4. It is approximately 75-150 words.
The abstract achieves these goals: _____yes _____partly ______no


To achieve a 3.0 to 3.4, the abstract must also meet the following criteria:
1. The abstract is outstanding in comprehension of the original text.
2. Each sentence follows logically from the one that comes before it.
3. The words substituted for the originals make sense although some awkwardness may exist.
4. The abstract maintains present tense consistently.
The abstract achieves these goals: _____yes _____partly ______no


To achieve a 3.5 to 4.0, the abstract must also meet the following criteria:
1. Someone who has not read the original text would understand the abstract easily.
2. The sentence structures are varied, and the language and ideas flow from sentence to sentence.
3. When finding new ways to express original ideas, the abstract writer has avoided clumsy sentences and awkward language usage.
4. The ideas in the original text have been reorganized to make the abstract easier to understand.
The abstract achieves these goals: _____yes _____partly ______no

Making final plans for "the Day": 11/13

On Tuesday, 11/13, we will be running errands, assembling goody bags, finalizing tour details, and completing the editing of the agenda.

5th graders arrive about 9:50
and they MUST be on the bus at 1.

At 10am, Dr. Horning will welcome them, and someone from admissions may as well. Then off to SFH, by way of NFH and those highlights, for the Upward Bound presentation.

10:35 - tour of buildings.

Still waiting on confirmation of athlete/mascot availability, if they will be present for lunch, or how that will work.

We need to be at Devin's room by 11:50 to check out his place. Then to lunch where the kids can pick out what they want.

Finally, WE are not free. If you have a meal plan, you're set. If not and you want to eat with the kids, it's 7.42. Sorry, didn't get enough money for us too. I think I will eat afterwards, so I can talk to the children.

And the lunch verdict isssssss.....

We have FUNDING! The lunch costs are higher than predicted, and I was worried. But the Provost values what you are doing (what you will learn and how it contributes to the community) so highly that he has agreed to fund the entire meal for the kids. (We still need to get our own ;) )

We will, of course, need to send a great big thank you. AND we will need to write a formal explanation of how the money was used, why, and what learning outcomes and benefits you all gained.

A Day with the Grizzlies: Update 11/09

Exciting news!!!

First, I spoke with the cheering coach and Grizz will likely be available to us on Thursday; in fact, it is a good thing to assume his presence. YAY! Also, she is going to schedule some of the cheerleaders to be present.

Second, stuff, we got stuff. The Athletics Office comes through with support for us again. I will get a call on Monday to confirm a pick up time.

Third, lunch news. I am investigating options for lunch. More on that a bit later. What do you think about ending in the Rec. Center if I can get a room for lunch there? Then maybe Grizz can hang out longer?

Fourth, Jerry Graham from Upward Bound will speak with the children in South Foundation Hall for a 15 minute PowerPoint presentation by Ms. Graham. This way, the children actually SIT in college seats and learn about a college entrance program they could potentially join.

Fifth, we will need to adjust the tentative agenda to reflect Dr. Horning's welcome remarks, our time with Ms. Graham.

Finally, I am speaking with individuals from the Oakland Post and the radio station. We'll see what we can work out there.

abstract notes from class 11/8 (scruffy notes)

Ryan Byrne
Drapeau
Rht 102: 44244
8 November 2007

Nguyen, Dung. “The True Purpose of College and Higher Education.” Delta Winds: A Magazine
of Student Essays: 2000. 2 Oct. 2007 <
http://www.deltacollege.edu/org/deltawinds/DWOnline00/thetruepurposeofcollege.html> .

In “The True Purpose of College and Higher Education,” Dung Nguyen …thesis
Context: A student at _______ University…
Body of abstract would follow. Mass production in higher education, lack of learning for the sake of knowledge, explores factors impacting college students in the 21st century. Compares modern educational institutions to ancient educational systems provided for the privileged few.

Ryan Byrne
Drapeau
Rht 102: 44244
8 November 2007

Sinatra, Andrew. “The Purpose of College.” The Primary Source: 2005. 2 Oct. 2007
http://tuftsprimarysource.org/?p=204 .

Andrew Sinatra defines three reasons for attending college in “The Purpose of College.” Context??? Presented at commencement at Tufts University Enrich the mind. Get your ass a job. Fun stuff. Sinatra uses slang, humor, and personal experience to support his ideas.

"A Day with the Grizzlies" agenda

Welcome to Oakland University, “A Day with the Grizzlies”
Agenda
9:30-10 – Register: pick up welcome bag, name tag, meet Grizzly buddy.
9:50 – Welcome message from
10 – 12 – Campus Tour
Wilson Hall – OU Art Gallery, Meadowbrook Theater, President’s Office, and Provost’s Office.
North Foundation –Academic Skills Center, Admission, Disability Services, Center for Multicultural Initiatives, lecture hall.
Oakland Center – Bookstore, Bumper Game Room, WXOU, Tech Center, Student Congress, Dean of Students, and Pioneer Food Court.
Kresge Library – Joan Rosen Writing Center, computer labs, government documents, encyclopedias, study area, reference librarian desk. (2nd floor)
Recreational Center – exercise rooms, pool, racquetball courts, basketball court/indoor track.
Dodge Hall – classrooms, labs,
And campus view between Dodge and Science and Engineering Building.
Graham Health Center – between Wilson Hall and Vandenburg, Graham offers medical care, both physical and mental health.
Vandenburg Dormitory Room – thanks, Devin.
Vandenburg Cafeteria.
12 – 1 – Lunch
1:15 – Departure Time

Boyle, Jamison, Trimble

Who is Kevin Boyle? Who is Kay Jamison? Who is John Trimble?

Post some credible links. What is in the link?

what have you done for "A Day with the Grizzlies"?

Post your updates about tour ideas and other plans for the 15th.

Please hand in

a blank tape with your Collage Essay.

almost final draft of email to president

Dear Russi,

We, Suzanne Drapeau’s Rht 102 students, are planning a “Day with the Grizzlies” for Alcott Elementary fifth graders on November 15, 2007.

We are planning the entire event: coordinating multiple sections of rhetoric, as well as students, faculty and staff from Alcott; organizing and preparing a campus tour; and sharing our college experience with the children. This is allowing us to develop our creativity, leadership skills, and organization

In addition, we are gaining individual and collaborative writing skills. The writing thus far has helped build audience awareness, mechanics, and style. We are getting real-world experience with brainstorming, drafting, revising, and editing texts for various audience.

Our project furthers the University’s mission statement to “render significant public service” and supports the President’s effort for the Michigan Campus Compact. Therefore, this project creates opportunities for reflection, not only on writing skills, but also personal growth and community involvement.
Please join us for lunch at noon in Vandenberg cafeteria on the 15th.
Respectfully,
Rht 102, section 44244

What is college-level writing?

How do you define college-level writing? Post a definition in the comment section.

Day with the Grizzlies: date change and exciting info

I spoke with Ms. Burnett, and Alcott had a change in MEAP scheduling. They have a test the week of the 8th. So we rescheduled for 11/15, the folllowing Thursday. I called the Provost's Office, and he can still attend. I also called several other individuals we have contacted and will finish those calls on Monday since some folks were gone for the day when I found out yesterday.

The exciting information: the bus is FREE! If the trip is within certain mileage and certain times, it is free. We just learned our campus and our plan meet both criteria, so FREE bussing for the kids.

Finally, I have started making requests for money to pay for the children to have lunch on campus. I will let you know how that goes.

So some changes, but all for the good. We have another week to plan; it's a better time for Alcott; and the finances are smoothing out.

Boyle, Jamison, Trimble

Where are you in your book?

Write a response to the introduction/prologue in the comment section here.

There is 20 minutes left of class for this.

Day with the Grizzlies

Spend 30 minutes working on the draft of the grant. We get 250 words to state what YOU will learn and how this project contributes to course outcomes. Check the syllabus and review course outcomes.

Collage Essay

How is your drafting going? Review the links that discuss writing, revision, transitions, etc. Take 60 minutes to read about these things and work on your collage essay.

Then post a well-develped paragraph that tells exactly what you did with your 60 minutes.

Email me the draft of the paper. Do not post the draft here, just the description of what you did goes in comments.

Electronic Class: Agenda 10/25

1. Sign in.
2. Collage essay.
3. Day with the Grizzlies.
4. Books.

Electronic Class: sign in 10/25

Who is here?

We have a lot going on

As we expected, the 8th is coming fast. In addition, we are working on the collage essays. Be sure to review (again) the characteristics of a paragraph -- topic sentence, supporting details and evidence -- and make each of your seven paragraphs solid on its own.

Then, look for ways to arrange the paragraphs and transition between them. This is the Collage Essay. It may not have a thesis; it may not have an introduction; it may not have a conclusion. But it must have the seven paragraphs...all well-developed. And it will need a title.

The abstract you drafted (and will get back to again) is an exercise in precision and reading comprehension.

The collage is an exercise in paragraph structure, transition, flow, and sentence level style.

The final researched essay will bring everything together.

Grant rough draft...ideas?

Rht 102 students are planning a “Day with the Grizzlies” for Alcott Elementary fifth graders on November 8, 2007. The $100 would pay approximately half the cost of bussing the children to campus. Students are, in addition to writing this grant, planning the entire event, developing creativity, leadership and collaborating skills. Additional learning outcomes supported by this project include brainstorming, drafting, revising, and editing texts, including this grant summary and business letters, to various audiences, thus building audience awareness, mechanics, and style. Service learning and community service contribute to your learning ---

Paragraphing

Please read these links.

Paragraphs and Topic Sentences.

Paragraph and Sentence Structure.

Developing Coherent Paragraphs.

Write a one paragraph response in the comments that explains how this information will be used to revise your paragraphs for Tuesday's Writing Workshop.

Electronic Class 10/17, part 3

1. Complete this parallelism exercise. Read the discussion of parallelism in Aaron.
2. Select the two areas in which you need the most work in on this page, review the two topics in Aaron, and complete the exercises.
Post your thoughts on parallelism as a writing tool. In addition, state which topics you read about in #2 and your thoughts on those.

Electronic Class 10/17, part 2

I want to present another view of commas based on authors Biays and Wershoven's book, Along These Lines. Deadline is 8pm 10/17.

COMMAS in Four Categories:

Listers used to create a list.
I am drinking coffee, typing on my laptop, listening to music, and wanting a cookie.

Linkers used with a coordinating conjunction to link independent clauses. Remember the coordinating conjunctions with FANBOYS: for, and, nor, but, or, yet, so.
We are in class, but we are not in the class room.
This is my first independent clause, and this is my second independent clause.

Introducers used after an introductory word, phrase, or clause.
Yikes, I better start my quiz.
While on my way to class, I saw lots of cars.
After I teach class, I will go home and go to sleep.

Interrupters used most often in pair when inserting a word or phrase within an independent clause.
This, however, is the fourth comma category.
Tinker Bell, who is a bunny, likes to hop.

Try this self grading exercise and email the results to me.

Electronic Class 10/17

Please post your seven paragraphs here by 8pm on 10/17. No credit will be given if they are posted at 8:01 pm.

7 paragraph topics

Write seven well-developed paragraphs on the following topics:

-Physical description of yourself
-A response to the quotes
-An abstract
-Sports
-Holidays
-Choose one: Animals/butterflies, Current event , campus life and classes
-Choose: Food, vacation, entertainment (movies, music, weekends), jobs, shopping/fashion/beauty

Quote that open the three books

Gloria Steinem

Byron

Lady Justice

Langston Hughes

if you see this before class on 10/16

Bring magazines. Nothing inappropriate, please.

Also, I have decided on the tasks for Thursday while I am at the funeral and will share them with you in class.

Very Sad News

Sharon Whilhelm is the Senior Executive Secretary who has been helping me with the "A Day with the Grizzlies" and figuring out the proper channels to follow on campus. This is very shocking. I will be attending her funeral on Thursday, which is during class time, so I have permission to give you an electronic assignment instead of regular class. I will tell you more about that tomorrow in class.

The Announcement I received today with other staff from the Provost:

It is with deep sadness that I inform you of the passing of Sharon L. Wilhelm. Ms. Wilhelm served as the Senior Executive Secretary to the Vice-President of Academic Affairs and Provost since 1984, but her service to Oakland University began in 1962.

In her forty-five years at Oakland University, Sharon worked in various capacities: first at the University Book Center from 1962-1967, Departmental Secretary in the Department of Psychology from 1967-1971, Secretary to the University Ombudsman from 1971-1973, Executive Secretary for the Assistant President of Academic Affairs from 1973-1975, Secretary to the Associate Provost 1975-1980, Executive Secretary to the Vice-Provost and Dean of the Graduate School from 1980-1984, and Senior Executive Secretary to the Provost from 1984.

Ms. Wilhelm's devoted service to Oakland University and to the Office of Academic Affairs will be deeply missed. In her passing, we have lost a genuinely good human being.

REMINDER FOR 10/11

Meet in 225A Kresge.

The importance of sensory detail in paragraphs

Read this link in class on 10/11. Write one paragraph in response to this link.

Why you chose Trimble, Jamison, or Boyle

Post your paragraph here. Be sure to state the title of the book and the author.

Your college purpose

Post your paragraph here.

Physical appearance paragraphs

Post your paragraph here. Remember that the purpose of this paragraph is to paint a picture/snapshot of what you look like, so the reader could pick you out on campus.

For 10/11

Write three individual paragraphs:
-Why you chose the book you chose.
-Physical description of yourself.
-Purpose for your college education.

Local Issues (local referring to specific parts of the essay)Paragraph coherence – each paragraph contains a topic sentence and several sentences supporting details (guideline, which is different from a rule: the average paragraph at the college-level is 7-10 sentences)
Sentence Variety – to show relationships between ideas, establish rhythms, contribute to flow, and maintain reader interest

In addition to the three paragraphs you will post to my blog for use in class on Thursday, you will need to:
-Get book
-Read Aaron
-Blog
-Go to library on Thursday
-Check timeline

Check the timeline

Timeline

Vote for one book on 10/9

Arc of Justice by Kevin Boyle
Review of the book and interview with author.

Writing with Style by John R. Trimble
Notes on the book.

An Unquiet Mind by Kay Jamison
Reading group summary of the book and interview with author.

Possible Lives by Mike Rose
Excerpt of book and interview with author.

Draft 2 of letter to Dr. Sudol

Dear Dr. Sudol:

The students of Suzanne Drapeau’s fall Rht 102 class would like to include you in our day with the 5th graders of Alcott Elementary School from the Pontiac School District http://www.pontiac.k12.mi.us/. The purpose of the day will be to educate the children about college and what it is like to be a college student. Also this is to help motivate them in their future career plans. We are asking for your approval to have this event on November 8th from 8am to 2pm. We have drafted a grant seeking half of the funds to bus the children to and from campus and continue to look for other sources to cover the remaining costs.

Here is a list of our planned activities for the day: Welcome
• Campus touro Class roomso Lecture hallsDorm Room
o Cafeteria
Library
OCo Rec Center
The reason for doing this is simple. Many in the fifth grade class of Alcott Elementary School will be first generation college students, like some of us. For us, this alone is enough inspiration.

We are not only doing this to benefit the Alcott students, but our class will benefit and learn a lot. We have been planning the field trip since the first day of class and have used our writing skills to formulate professional letters and emails to administrators, drafted a grant to pay for the bussing, and utilize our people and leadership skills. We will learn through reflection and service to the community, and it will also be good publicity for the school.

Your participation would be greatly appreciated. We invite you to join us to welcome the children, speak with small groups, and/or join us for lunch. Thank you for your time. You can contact Suzanne drapeau@oakland.edu or her phone

Francis Bacon "Of Studies"

Of Studies
by Francis Bacon

Studies serve for delight, for ornament, and for ability. Their chief use for delight, is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment, and disposition of business. For expert men can execute, and perhaps judge of particulars, one by one; but the general counsels, and the plots and marshalling of affairs, come best, from those that are learned. To spend too much time in studies is sloth; to use them too much for ornament, is affectation; to make judgment wholly by their rules, is the humor of a scholar. They perfect nature, and are perfected by experience: for natural abilities are like natural plants, that need proyning, by study; and studies themselves, do give forth directions too much at large, except they be bounded in by experience. Crafty men contemn studies, simple men admire them, and wise men use them; for they teach not their own use; but that is a wisdom without them, and above them, won by observation. Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention. Some books also may be read by deputy, and extracts made of them by others; but that would be only in the less important arguments, and the meaner sort of books, else distilled books are like common distilled waters, flashy things. Reading maketh a full man; conference a ready man; and writing an exact man. And therefore, if a man write little, he had need have a great memory; if he confer little, he had need have a present wit: and if he read little, he had need have much cunning, to seem to know, that he doth not. Histories make men wise; poets witty; the mathematics subtile; natural philosophy deep; moral grave; logic and rhetoric able to contend. Abeunt studia in mores. Nay, there is no stond or impediment in the wit, but may be wrought out by fit studies; like as diseases of the body, may have appropriate exercises. Bowling is good for the stone and reins; shooting for the lungs and breast; gentle walking for the stomach; riding for the head; and the like. So if a man's wit be wandering, let him study the mathematics; for in demonstrations, if his wit be called away never so little, he must begin again. If his wit be not apt to distinguish or find differences, let him study the Schoolmen; for they are cymini sectores. If he be not apt to beat over matters, and to call up one thing to prove and illustrate another, let him study the lawyers' cases. So every defect of the mind, may have a special receipt.

Quiz on Thursday

Just a reminder that the Quiz scheduled for Tuesday, 10/2, is rescheduled for Thursday, 10/4.

Reading assignments due 9/27 and 10/2 will be covered on the quiz.

How to write a summary

From, Research Writing Simplified: A Documentation Guide.

SUMMARY

Summary: A presentation of the substance of a body of
material in a condensed form or by reducing it to its main
points; an abstract.

In a summary (also referred to as a pre'cis or an abstract),
the writer reduces material in an original work to its main
points and key supporting details.

A summary may be a word, phrase, several sentences, or one
or more paragraphs. The length of the summary depends upon
the instructor's expectations and the length of the original
work. If no length is prescribed, try to make the summary
no more than one-fourth the length of the original.
Writing a summary brings together a number of important
reading, study, and writing skills. To condense the
original matter, the student should preview, read, evaluate,
and organize the assigned material. Summarizing is an aid
to understanding that lets the student realize fully what is
being written.

Steps in Summarizing:

1. Take a few minutes to preview the work.
Preview by taking a quick look at the following:
a. Title. A title often summarizes what the article is
about.
b. Subtitle. A subtitle, if given, is a short summary
appearing under or next to the title.
c. First and last several paragraphs. In the first
paragraph the author may introduce the subject and state the
purpose of the article. In the last paragraphs, the author
may present conclusions or a summary.
d. Other items. Note any head or subheads that appear
in the article. They often provide clues to the article's
main points. Also notes words or phrases set off in italic
or boldface type; such words are emphasized because they
deal with important points.
e. Use signal words and transitions as keys to the
layout of the major points, too.

2. Read the article for all you can understand the first time through. Do not slow down or turn back. Check or mark the main points and key supporting details. Look for definitions, examples, and enumeration. Mark words or concepts you do not understand. Look them up.

3. Go back and reread more carefully, marking the points you missed the first time through.


4. Take notes on the material. Concentrate on getting down the main points and support used to demonstrate them.


5. Prepare the first draft, keeping the following points in mind:

a. Identify the title, the author, the topic, and thesis of the work in the first sentence or two. For example:

In “Multiple Intelligences: Gardner’s Theory,” Amy Brualdi, faculty
member at Harvard University’s Intelligence Institute, summarizes Howard Gardner’s theory of multiple intelligences, defined as . . . .

This “formula” first sentence is very important. Readers need to know who wrote the text and in what publication it appears. If you have the author’s credentials, cite them. This sentence should clearly communicate the thesis/main point/hypothesis of the original article without adding opinion about the quality of the ideas being summarized. Consider your choice of words carefully, particularly of verbs. Verbs such as “says” and “states” do not communicate enough information about the author’s purpose. Give preference to verbs like “reports, defines, declares, argues, opines, examines, proposes, etc."

b. Remember that the purpose of summary is to reduce the original to its main points and important details.

c. State the main points used by the author to support or develop the thesis.

d. Include a brief explanation of a major point if it is needed to be clear, but do not include detailed descriptions of case studies and examples. Instead, you might include a summative sentence like, “The authors includes numerous examples to demonstrate the . . . .”

e. Express all ideas in your own words. If you feel tempted to quote, you probably don't understand the material and need additional clarification. A one-paragraph summary should not contain more than one quoted sentence. If you do quote, do not forget to use quotation marks.

f. In some summary assignments, you are asked to preserve the balance and proportion of the original work. An abstract is a 75-150 summary, which means it is often shorter than traditional summary.

g. Revise and edit. Ask yourself: Did I slip into commentary upon the work? Did I miss homonym errors? Did I fail to provide good signal words and transitions that would help the summary move smoothly from point-to-point?

Kresge: 4th floor

What did you find on the 4th floor.

Kresge: 3rd floor

What did you find on the third floor?

Dear OU admin.

Write your own letter to OU administrators without looking at what others have posted. What would you need to hear if your were a campus leader being asked for support, participation, and money for this event? Write your own letter here. Remember to include some discussion of how you will learn as a reader, writer, researcher, and student.

Blogging tips

Ryan has some great links about blogging that all of you should review.

Several reminders

I still have not been invited to all of your blogs, so if your name is not on the link list to the right, you need to reinvite me.

Also, be sure you are posting in your own blog at least three times each week.

-Post to your blog three times each week. Each post should include at least one link, unless it is a request for you to post inclass writing.
-Read and reply to group members’ blogs at least once each week.
-Read and reply to Prof. Suzanne's blog.

Please do remember that this is your academic blog and as such, you need to be professional. Also, remember that anyone can access your blog, even if it is marked private, so do not disclose identifying information.

Dear OU Administrators

Add comments here on what to say in this email.

50 years later...

In 1957, the National Guard went to Little Rock, AR, to escort nine black children into a white public school. The courts had deemed segregation unconstitional, and nine families watched as their children walked through picket lines with armed guards.

Fifty years later, I continue to be surprised that things do not appear to have changed a great deal in public education. Segregation is now called "social" segregration, or segregation by choice.

Read here about the day.

How this project benefits 102 students

How does this benefit your learning experience, your writing and reading skills, your connection with the college, etc.

Letter to fifth graders

Dear 5th Grader:

You have been invited to spend “A Day with the Grizzlies” at Oakland University in Rochester.

WHO ARE WE? WHY DO WE CARE?

There are a lot of plans for the day, and you will be able to tour campus.

Ideas for "A Day with the Grizzlies"

Welcome! Table Name tags – 160
Agenda, goody bag of whatever is possible: pencils, tshirts, snacks, Frisbees
Welcome statement – somebody important, short welcome.
Campus tour – during class time (plan stops)
See a change of class in the OC, on the way to Vandenburg, around the side of campus
Lunch
Visit classrooms
Gym
Meet the mascot
Dorm visit
Visit classroom
See if any athletes are available.
Lunch in cafeteria - noon
Pictures
End at the gym and play ball?
Survey

Hey 160 students

As we plan "A Day with the Grizzlies" for Alcott's 5th graders, what kinds of things do you think we should consider? Where should the children visit in order to get a good idea of what college is like? What should we have prepared? How do you want to help?

Tuesday, September 25

We will write collaboratively to develop the three letters in the September 20th post.

The quiz today will be on commas and thesis statements.

Letters to start the Day at College

We need to write the letters inviting the children to campus. There isn't an official date, so we need confirm that as soon as possible. What holidays and staff days does Alcott have? Do we have? Let's make it a Tuesday or Thursday that is early in November, to hopefully avoid snow.

What do you think should be included in these letters?

Dear 5th Graders,


Dear Ms. Burnett:


Dear Dr. Howell: (We also need to contact my department, email is fine, to share our intent and plan...they know, but we need to do it formally.)

Thesis statements

Thesis statement explained at the Purdue Online Writing Lab. Read the links at the bottom, too.

Thesis statements from University of North Carolina.

Examples of thesis statements by LEO at St. Cloud State.

Read and print these essays

Langston Hughes "Salvation"

Helen Keller "The Day Language Came into My Life"

Creating a hyperlink

1. Type your post.

2. Highlight what you want to become the link.

3. Click on link (earth and chain link).

4. Type/paste the URL (universal resource locator) in the pop up.

5. Press okay.

6. The HTML language will appear in your post box.

7. Publish post.

How to add a label?

Type the name in the box on the lower right.

Class Tuesday, 9/18

A family emergency took me out of state suddenly on Wednesday, and I returned on Sunday. From the email I received, Prof. Wynn-Purdue went to the wrong classroom, then when she realized her error, you all were gone from 370. I apologize for the missed class.

Please be sure to be in class Tuesday, 9/18 as we will get back on track for the semester.

Timeline

Rht 102
Fall 2007
TIMELINE

R 9/6
Introduction to course.

T 9/11
Quiz #1, syllabus.
Reading due: Blood (linked in Blog).

R 9/13
Discuss Blood and Tannen essay.
Reading due:

T 9/18
Quiz #2: thesis
Reading due:

R 9/20
Discuss Helen Keller and Langston Hughes.
Reading due: Langston Hughes “Salvation” and Helen Keller “The Day Language Came into My Life.”

T 9/25
Quiz #3.
Reading due: Links about THESIS on blog (three).


R 9/27
Discuss thesis statements, blogging, and reading.
Reading due:
-Dan Kurland’s “Critical Reading”
-“Critical Reading towards Critical Writing”
-“Active Reading”

T 10/2
Quiz #4.
Reading due:
-UNE “Active Reading”
-Two students write about college purpose:
http://www.deltacollege.edu/org/deltawinds/DWOnline00/thetruepurposeofcollege.html
http://tuftsprimarysource.org/?p=204

R 10/4
Discuss: Aaron, thesis, purpose, audience, tone.
Reading due: Jane Aaron, The Little Brown Handbook, chapters 1-3 (1-16).
Purpose, all the links on the page, http://writing.colostate.edu/guides/processes/purpose/
Audience, all the links on the page, http://writing.colostate.edu/guides/processes/audmod/
Tone http://grammar.ccc.commnet.edu/grammar/composition/tone.htm
Draft of first abstract due: Keller or Hughes.

T 10/9
Quiz #5: Aaron.
Reading due: Jane Aaron, The Little Brown Handbook, chapters 8-10 (69-89).
Revision of first abstract due.

R 10/11
Reading due: Aaron, chapters 4-6 (21-52).

T 10/16
Quiz #6.
Reading due: Aaron, Part III (141-74).
Select remaining four paragraph topics in class.

R 10/18
ELECTRONIC CLASS (Sharon's funeral)
Reading due: Are you caught up with all the links?
Read the preface/prologue for your book?
ALL seven paragraphs are due.
Online writing and editing that I will post.
FINISH ALL OF THIS BY 8PM.

T 10/23
In class activities.
Collage essay draft DUE.

R 10/25
ELECTRONIC CLASS
Reading due: Aaron, the remaining chapters/pages in Parts I, II, III.
Collage essay draft due electronically. Put the seven paragraphs together with transitions.

T 10/30
Class CANCELLED due to illness.


R 11/1
"Day with the Grizzlies" writing.
Writing Workshop on Collage Essays and Abstracts.


T 11/6
Quiz #8 on your chosen book, first fourth.
Discussion: Boyle, Jamison, Trimble.
Collage essay DUE.
LAST DAY OFFICIAL WITHDRAWAL

R 11/8
Preparation for "A Day with the Grizzlies."
Second and third abstracts drafts DUE.
-Abstract #2: Nguyen or Sinatra.
-Abstract #3: a chapter from your book.

T 11/13
Quiz #9: Part II of your book reading.
Reading due: your chosen book.
Preparation for "A Day with the Grizzlies."


R 11/15
"A Day with the Grizzlies."

T 11/20
Reading: http://www.tc.umn.edu/~jewel001/CollegeWriting/RESEARCH/WritingaReasearchPpr.htm
Visit Oakland University Art Gallery. RESCHEDULING.
http://www.oakland.edu/ouag/exhsched0708.htm
In class/gallery writing assignment.

R 11/22
Thanksgiving Recess begins 11/21 at 10 p.m. and ends 11/26 at 7:30 a.m.

T 11/27
Quiz #10: Part III of your chosen book.
Quiz is cancelled in place of Aaron exercise.
Reading due: chosen book.
Writing Workshop about Collage Essays and Abstracts.

R 11/29
Reading due: article. And be sure you have read Aaron, Parts 1, 2, and 3. Also, review part 7 on Research.
Writing Workshop: Abstracts and Final Essay.

T 12/4
Finish your chosen book.
Draft of final due.
Sharing and discussion of papers, research, and writing.

R 12/6
Final paper due.
Wrap up semester.

Fall classes end December 8th.
Study day: December 9th
Exams: December 10th-15th

Summer 2007 Syllabus: contact information, course description/objectives

Basic Writing
RHT 102
Oakland University
Fall 2007

Special Lecturer: Ms. Suzanne Drapeau
Email: drapeau@oakland.edu
Office Hours: T/H 12-1.
Office: 306 Wilson Hall
Office Phone: (248) 370-2103
RCJ Dept. Office/Mailboxes: 317 WH
RCJ Department Phone: (248) 370-4120
RCJ Department Fax: (248) 370-4208

Section: 44244
Time: T/H 10-11:50
Location: 370 SFH

_______________________________

Course Description
Designed to prepare students for college-level writing, Rht 102 provides opportunities to develop confidence, competence, and fluency through practice in reading and writing processes. The course introduces reading and comprehension strategies, demonstrates paragraph and essay structures, and spotlights sentence and punctuation skills.

Required Books: The following title is required and available at Textbook Outlet.
Aaron, Jane. Little Brown Handbook.
We will select a trade text to read by mid semester.

Required Materials: Please keep the following supplies on hand daily.
1. A form of electronic storage for your writing and research.
2. 3M or other plastic tabs.
3. Mini tape recorder and tape.

Course Objectives
Upon completion of this course, students should be able to:
-develop critical and analytical reading skills;
-make a connection between reading and writing;
-listen analytically and evaluate ideas presented by others;
-communicate thoughts clearly and effectively in dicscussions, including asking questions at appropriate times;
-understand writing as a process;
-approach a writing task with appropriate writing strategies;
-develop confidence in their ability to accomplish a writing task;
-write complete sentences in the four basic sentence patterns (simple,
compound, complex, and compound-complex);
-develop editing skills (specific punctuation and grammar strategies);
-and appreciate the complex and personal effort involved in the craft of writing.

Summer 2007 Syllabus: assignments and course grade

Assigned Work

Assignments include, but are not limited to, scheduled reading and responses, style and punctuation work, peer editing, pen pal letters, planning for Alcott’s visit, revising, researching, and the like. Assigned readings should be complete prior to the beginning of scheduled class. Readings may be given from course texts, reserve readings, newspaper, and other media. The instructor reserves the right to add readings not listed in the itinerary, so make sure you keep good records of assignment updates.

Reading Workshop: On scheduled days, students will read and respond to an assigned essay for a Reading Workshop with small peer groups. In addition to his or her written response, each student should bring a list of five questions about the assigned reading to be addressed in class. If necessary, the instructors will schedule additional analysis time for specific pieces.

Drafts and Writing Workshops: Students will prepare typed drafts of assignments and be prepared to share their writing and offer feedback to classmates on Writing Workshop days.

Style Exercises: Students will be expected to complete assigned punctuation, sentence structure, paragraph structure, and other style related exercises and assignments.

Reading Quizzes: Quizzes will be given each Tuesday. Quizzes may be based on material covered in syllabus, readings, and lectures. Quizzes cannot be made-up. If a student misses a quiz, a zero will be assigned for that quiz.

Blogging: You will need to check my blog regularly and respond weekly to one of my posts. You will You will maintain an academic blog that will serve as both a filter-style blog about reading, writing, and researching as well as a research notebook for your final researched position paper. You will post no less than three times per weeks, and you are required to read/comment no less than one time per week on the course blog and your groups’ blogs. What this means: 1. Each week, you will find four texts online that discuss topics relevant to our studies (reading, writing, grammar, research, technology, blogging, privacy, etc.), link them, and write/post a response. 2. You will read my blog and reply one time per week 3. You will read several classmates’ blogs and reply in the comments no less than two times per week on each. Groups of 4-5 students will be created the first day of class.

Assignments graded on the 4.0 scale: (3) Summaries and (3) Essays. Assignment sheets defining process, strategy, format, and timetable will be posted on the course blog for each of the following written assignments:

Summary. Each student will summarize three (3) short selections, chosen from a list of assigned chapters or essays. Each student will complete a practice run and the class will discuss summarizing strategies and the characteristics of abstracts, the particular kind of summary we will write.

Essay #1. In this assignment, you will develop a 3-page “case study” of an effective teacher. Instead of developing a caricature, however, you will examine the life and work of a real person and teacher—a teacher who has had you in his/her classroom. Discuss a teacher you have worked with during your primary or secondary education. Include detailed description of her/his character traits, actions, and assignments as you believe are relevant to his/her success as a teacher. Ask yourself, why did s/he reach me? Compare this teacher to those who did not motivate you or who could not keep you awake, etc. Each trait or part of your definition must be developed with examples of this teacher in action. Recreate interactions between students and teacher. Remember, words like “good,” “effective,” “well-meaning,” and “bad,” are empty without examples of what they mean to you. Because language is not transparent—speakers and hearers often misunderstand our use of even “simple” words—examples of our labels in context are essential. The reader needs to be able to develop a portrait in his/her mind. Think, label, and show. Graded on 4.0 scale.

Essay #2. Collage is an art form you may already be familiar with in it visual form; collage in writing carries similar ideas into language. In this essay, you may be asked to describe your appearance, explain the purpose of your college education, create a personal literacy narrative, and connect other topics discussed during the semester. The content parameters and grade criteria will be discussed as a class. This essay has no specific assigned length, yet, other than to say, “It needs to be long enough to complete the job, at least seven paragraphs.” Graded on 4.0 scale.

Essay #3. Now that you have read and discussed a variety of assessments, criticisms and proposals, it is time for you to contribute your informed opinion to the discussion by sharing your definition of the purpose of college. This essay will be a source-based text between 4 and 5 pages, not including the Works Cited page. More will be determined as the semester progresses and the interests of your section emerge. Graded on 4.0 scale.

Community Service
Pen Pal Project: We will partner with the leadership of Alcott Elementary School in Pontiac and become pen pals with their students. We will share our academic careers, aspirations, etc., and offer the students encouragement in their work and lives. There may be a semester long connection with a single classroom, or Alcott administrators may choose to distribute the letters to all faculty for use in their classes. I reserve the right to remove any messages that are inappropriate or display more than one or two small errors in style/grammar. This project allows us the opportunity to work on writing issues such as audience, voice and tone. This is a fun and simple way to become involved in our community and encourage children in their early school years.

A Day at College for Alcott’s Fifth Grade: As a class, you will design and acquire all permissions for Alcott’s fifth graders to come to Oakland University to learn about college life. You will need to decide what they should see, invite leaders to participate, coordinate their schedule, and write the grant to pay for their bus ride. This is a way to practice writing with various audiences for various purposes. Your audiences will include University administrators and faculty committees, Alcott staff, and fifth graders.

Grading
RHT 102 is assessed credit on a S/U basis. A final grade of satisfactory/unsatisfactory will be based on the following distribution:

Reading quizzes 20%
Blog and in-class writing 30%
Essays/Summaries 50%

Your final grade must amount to a 2.0 or better to advance to RHT 150.

Course Policies and Professionalism

Policy on academic misconduct: Cheating, plagiarism or any other form of academic misconduct will be reported to the Academic Conduct Committee of the University Senate for review and may result in failure for the course, university probation, suspension from the university, expulsion or other penalties. The "Academic Conduct" section of the catalog explains your due process rights and responsibilities. See me if you have questions or doubt. (This statement is written by Dr. Alice Horning and approved by the University’s Academic Conduct Committee.)

Attendance: I will take attendance at ALL class sessions. While occasional planned decisions placing other activities at a higher priority than class are understood and at times supported, excessive absences are not permitted. Included in the definition of absence are consistent tardiness and/or more than one early departure from class. If you are not in class, regardless of the reason, you are marked absent. There is no such thing as an ‘excused absense.’ The equivalent of three weeks of absences will result in minus .5 on your final grade. More than three absences will result in failure of the course as detailed in Department policy. You will always have my compassion where appropriate, but compassion does not mean a different policy for you; you must follow the same policy every other student must follow. If you have perfect attendance, I will add .1 to your final grade.

Late Work: Assignments are due on the date specified. Even when absent, your assignments are still due. Early work is always accepted, and you may drop assignments in my department mailbox if you will not be in class. Or you may send an email to show the work is completed and bring a hard copy to the next class session. I will not be responsible for downloading and printing your homework and will only grade your work when I receive the hard copy. However, it is understood that “life happens,” so save your “Life Happens” coupon, which allows you one extra week to hand in the assignment, for cases of extreme illness or unforeseen emergencies.

Classroom Participation: Respect is critical to a positive learning environment, and I expect you to show respect for yourself, others, and the intellectual process. There is a University standard for classroom decorum, and I will not allow for any student to disrupt class sessions. An individual commitment to your own learning and the learning community as a whole is necessary to a positive learning environment. You are expected to be prepared, respectful, and willing to participate in each class session. You are encouraged to participate in all discussions and to ask questions in my classroom. It is understood that your level of participation will vary depending on topics and the size of discussion groups, which will vary from the entire class to small groups and pairs. If you have a question about lecture material, ask it at an appropriate time. Questions or comments about your individual academic standing or personal situation should be reserved for office hours, phone, email, and before or after class. Any student displaying inappropriate behaviors in class will be referred to the Dean of Students’ Office.

Cell Phones and Pagers have no place in a classroom and are not to be seen or heard during class unless there is a compelling reason to leave the device on. If there is a special circumstance, please tell me before class. In addition, the cell phone song and dance policy is officially in place: I hear your cell without warning, and you sing the song of my choice while dancing for the class. (I am especially partial to The Itsy Bitsy Spider right now.) Also, if you text message during class, then your phone will need to sit on my desk during the rest of the semester.

Tape Recorders are welcome under most circumstances. Please notify me as a courtesy and allow me to say no or stop the recording if group conversation and participation are negatively impacted.

Laptop Computers are also welcome. However, be aware of the distraction, or out right health risks, some folks may face from the flicker of the screen. I will say no to laptops if anyone in the classroom has health-related problems. (For example, some people are susceptible to seizures from the flicker, or the flicker can be especially distracting to a deaf classmate.) Again, courtesy for others and respect for the learning environment are paramount. Do sit in the back of the room near a power outlet in order to reduce distraction. And if you are found to be online, IMing, or engaged in some activity not directly related to the class topic, your computer will no longer be allowed in class.

Netiquette: Communication and continuity are important, and the course email and website are critical tools. When sending email, please note if you have a homework question in the subject line: Section, Homework Question. I respond to homework questions before addressing drafts and other topics. You should receive an email within 48 hours, usually sooner; if you do not receive a response within 48 hours, please resend your original message as I may not know you contacted me. Also, be sure you have a professional email address. If the email looks like a spam, I will delete it and never know you tried to contact me. If you would like me to review a paper via email, paste it into the email as I will not open attachments.

Finally, it is ALWAYS preferable for you to come to office hours or call during office hours with questions about assignments, etc. In the past, I have received emails that were sent during office hours, which is illogical when a student could call, have a conversation, and get an immediate answer. Please use office hours as they are intended, for you to speak with my in person or by phone.

Keep All Work
Keep all outlines, notes, quizzes, homework, and essays. If there is ever a question or concern about a grade, you will be expected to produce support for your claim. Furthermore, I encourage you to maintain a file system of course syllabi for future reference. If you ever choose to transfer to another college or pursue an advanced degree, easy access to your course history will be extremely helpful.

Rebecca Blood

Please read these essays for the next class session. There will also be a quiz on the syllabus.

Rebecca Blood, "Weblogs: a history and perspective"

Welcome

Welcome to Rhetoric 102! I look forward to working with you.