cm107 overview
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CM107 Overview. Cecelia Munzenmaier Kaplan University. Course Housekeeping. Instructor Cecelia Mun - zen - MAI -er German for money maker. Contact Email: several times a day Voicemail: once a day Program cell: 515-727-2100 x6921. Course Goals. Construct logical arguments - PowerPoint PPT PresentationTRANSCRIPT
CM107 OverviewCM107 Overview
Cecelia MunzenmaierKaplan University
Course HousekeepingCourse Housekeeping Instructor
– Cecelia– Mun - zen - MAI -er– German for money maker
Contact– Email: several times a day– Voicemail: once a day– Program cell: 515-727-2100
x6921
Course GoalsCourse Goals Construct logical arguments Develop strategies for effective problem
solving Conduct research to support assertions
made in personal, academic, and professional situations
Articulate what constitutes effective communication in personal, professional and diverse contexts
Demonstrate effective listening strategies
Course HousekeepingCourse Housekeeping One 8 - 10 page paper
– With at least 5 sources(including 2 academic sources)
– Credited in a list of references– See KU Handbook, p. 136
Course HousekeepingCourse HousekeepingAssignments build
U1 Writing
U3 Con-troversies
U6RoughDraft
U8 Final Draft
U9 Share
U4 Plan
25 points
225 points
U7 PeerEdit
100 pts.
100 pts.
150 pts.
85 pts.
225 pts.
50 pts.
Pace yourselfPace yourself
Report progressto a writing buddyor supervisor
Produce 9 times as many pages
• Write when theyfeel like it
•Produce 17 pagesvs. 157for steadytortoises
Research says…Research says…
Boice compared three groups of writers in a 1989 experiment. One group wrote as little as possible. Another wrote whenever they felt like it. The third group was to write every day. If their writing goals were not, they had to write a check to a cause they detested. Those who wrote every day produced 4 times as many polished pages as “spontaneous” writers. If they reported progress to Boice, their output was 9 times greater.
Pacing tipsPacing tips
• Keep a regular schedule• Write often for a short time
• 15 minutes can be effective• 30 minutes (Boice)• 1 hour is maximum for many• 2 hours (Silvia)
• Don’t let writing become so fatiguingthat you don’t feel like coming back. (Boice, 1960)
Course HousekeepingCourse HousekeepingAssignments build
U1 Writing
U3 Con-troversies
U6RoughDraft
U8 Final Draft
U9 Share
U4 Plan
25 points
225 points
U7 PeerEdit
100 pts.
100 pts.
150 pts.
85 pts.
225 pts.
50 pts.
Is this good writing?Is this good writing?
Is this good writing?Is this good writing?
• Raskin donated her drafts to show her writing process.
The Westing Game manuscript. (n.d.) Retrieved July 28, 2010, from University of Wisconsin, Cooperative Children’s Book
Center website: http://www.education.wisc.edu/ccbc/authors/raskin/intro.htm
RealityReality
You have to get the bulk of it down, and then You have to get the bulk of it down, and then you start to refine it. You have to put down you start to refine it. You have to put down less-than-marvelous material just to keep less-than-marvelous material just to keep going, whatever you think the end is going to going, whatever you think the end is going to be, which may be something else altogether be, which may be something else altogether by the time you get there.by the time you get there.
— —Larry Gelbart,Larry Gelbart, M.A.S.HM.A.S.H writer writer
Writing takes effortWriting takes effort
In studies of writers, which variable made the biggest difference in quality?
Whether they knew what they wanted to say
Whether they believed they were good writers
How much they liked to write How much they revised How much they revised
Course HousekeepingCourse Housekeeping Directions and models are on KU-ACE Rubrics, or grading criteria, are in your syllabus Supplemental resources are available at
http://word-crafter.net/CompII
Read CommentsRead Comments
Revision makes a differenceRevision makes a differenceGrades follow an inverted Bell Curve.Grades follow an inverted Bell Curve. mostly Cs Ds and Fs Bs and Asmostly Cs Ds and Fs Bs and As
Normal Bell Curve Comp I Curve
Ds and Fs As and Bs Cs
Back Up Your WorkBack Up Your Work
Thumb driveEmail to yourself as attachmentDownload from dropbox
Double-clickDouble-clickattachment iconattachment icon
Corollaries to Murphy’s LawCorollaries to Murphy’s Law
A device is most likely to fail when – it stores the only copy of your paper– recreating the paper will take maximum
effort and time you don’t have– the paper is worth hundreds of points
Attendance mattersAttendance mattersI support:
Source: Mintzes, J. J., & Leonard, W. H. (2006). Handbook of College Teaching. Arlington, VA: NSTA Press.
Weight of evidenceWeight of evidenceI support:
Source: Hamming, R. (2006). You and your research. Available at http://paulgraham.com/hamming.html
Given two people of approximately the same ability and one person who works ten percent more than the other, the latter will more than twice outproduce the former. The more you know, the more you learn; the more you learn, the more you can do; the more you can do, the more the opportunity…. opportunity…. Given two people with exactly the same ability, the one person who manages day in and day out to get in one more hour of thinking will be tremendously more productive over a lifetime.
Is this Comp I all over again?Is this Comp I all over again?
Comp I Informative paper Step-by-step 3-5 pages 4 sources;
1 scholarly
Comp II Persuasive paper Step-by-step 8-10 pages 5 sources;
2 scholarly Counterargument?
(yes, but)
What can you add?What can you add?
Bloom’s Taxonomy
Critical/originalthinking
You have greater choice of topics.You can
– agree– disagree– apply– compare/contrast– evaluate strengths/
weaknesses
You’ll develop persuasive skillsYou’ll develop persuasive skills Is personal Expresses feelings
and ideas Can bring healing
and/or clarity Allows people to
experiment with making beautiful language
Is objective (not just true for one person)
Expresses an opinionbacked by evidence
Explores ideas critically
Aims to be clear and formal
Anticipates readers’ questions and objections
Personal Personal Informed Informed Are multi-taskers more efficient?
Personal experience +
Informed Opinion:
Experience +Evidence
=Conversation
Meyer
Poldrack
Rubenstein
Research on multitaskingResearch on multitasking
Informed opinionInformed opinion
In academic writing, your opinion is only as good as your evidence.Personal Experience Community of Experts
Parents: Home movies show no autism symptoms before vaccination
Doctors detected signs of autism in the movies.
Schwetter: These dinosaur bones smell.
Huh? DNA was recovered.
Rhetorical triangleRhetorical triangle
rhetoric: the art of composing effective discourse (exchange of ideas, conversation)
WRITER AUDIENCE
PURPOSE
ArgumentArgument
argument: in speech and writing, an assertion made about a topic that is supported by at least one reason (claim + evidence)
WRITER AUDIENCE
PURPOSE:ARGUMENT
Developing an argumentDeveloping an argument Choose an arguable topic. Read about pros/cons. Take a position. Anticipate objections. Make your case.
– State your claims (pros).– Counterargue (show why cons are wrong)– Provide evidence.
Work the writing processWork the writing process
Get ideasGet them downRevise themPolish/publish
Kuhlthau’s Model of ResearchKuhlthau’s Model of Research
Stage Task Feelings
Initiation contemplating the task uncertainty and possible topics
Selection selecting a topic optimism
Exploration encountering inconsistency confusion and incompatibility
Formulation forming a focused clarityperspective
Collection gathering/documenting confidence
Presentation connecting and extending satisfaction or disappointment
Anxiety does not mean failureAnxiety does not mean failure
5 Stages of Accomplishment:5 Stages of Accomplishment:
DenialDenial I can’t do it!I can’t do it!
Maybe I can do it!Maybe I can do it!
There’s no way I can do it!There’s no way I can do it!
AAAAARGH! What if I can’t do it!AAAAARGH! What if I can’t do it!
I did it. Let’s party!I did it. Let’s party!
UncertaintyUncertainty
ResistanceResistance
PanicPanic
AcceptanceAcceptance
How to SucceedHow to Succeed Be here Find a topic you like Follow the rubrics for each assignment Read feedback Keep up with assignments Ask questions early Revise Back up your work Avoid the “Comp is hard” trap
It is the hardest thing in the world to frighten a mongoose, because he is eaten up from nose to tail with curiosity. The motto of all the mongoose family is “Run and find out,” and Rikki-tikki was a true mongoose.
—Rudyard Kipling“Rikki-tikki-tavi”The Jungle Book
What’s a good topic?What’s a good topic? Something you care about
– Enough to be interested– Not so much you can’t be objective
Something that’s researchable– Time limits– Available information– Objective information
Something you’re comfortable sharing Something that’s arguable Something that can contribute new
insights
How do I know?How do I know? In a study by Carol Dweck, 4th-graders
“were given unsolvable problems followed by solvable ones. Once the ‘helpless students’ failed, their strategies deteriorated down to _____ grade level; whereas, the "mastery-oriented students" stayed at 4th grade level despite failures. They rolled up their sleeves and worked harder. The crucial element was whether the student saw the failure as having to do with ability or effort.”
Directions: Rate these errors as1. Status-marking (outrageous)2. Mechanical mistakes (serious)3. Noticeable (annoying)
1. The teacher said I done a good job on the editing test.
2. We can get extra help in the ASC, but I don’t need none of that.
3. Although some people do. (fragment)4. Me and my friends write our papers the night
before they’re due.5. As far as i’m concerned, losing a little sleep is no
big deal.
1. The teacher said I done a good job on the editing test. (wrong verb tense)
2. We can get extra help in the ASC, but I don’t need none of that. (double negative)
3. Although some people do what? (fragment)4. Me and my friends write our papers the night before
they’re due. (object used as subject)5. As far as i’m concerned, losing a little sleep is no big
deal. (capitalization)
CorrectionsHairston’s respondents considered all of these errorsto be status-marking, or outrageous.
6. My friend Shan, always does at least a rough draft and a revised draft.
7. I’m trying to decide whether to go into criminal justice, study business management, or paralegal.
8. Any one of these programs are a good choice. 9. If I do good in my classes, my chances of getting
a good job will increase. 10. Our textbook is heavy, so I am glad to sit it down
when I get to class.
Directions: Rate these errors as1. Status-marking (outrageous)2. Mechanical mistakes (serious)3. Noticeable (annoying)
6. My friend Shan, always does at least a rough draft and a revised draft. (appositive)
7. I’m trying to decide whether to go into criminal justice, study business management, or paralegal. (parallelism)
8. Any one of these programs are a good choice for me. (subject-verb agreement)
9. If I do good in my classes, my chances of getting a good job will increase. (adverb, not adj.)
10. Our textbook is heavy, so I am glad to sit it down when I get to class. (sit vs. set)
CorrectionsHairston’s respondents considered these errorsto be serious.
Women tend to be more irritated than men.
Do you believe Hairston?Hairston, M. (1981). Not all errors are created equal:
Nonacademic readers in the professions respond to lapses in usage. College English, 43, 794-806.
Kantz, M., & Yates, R. (1994). Whose judgments? A survey of faculty responses to common and highly irritating writing errors. Retrieved July 19, 2006, from http://www.ateg.org/conferences/c5/kantz.htm
Usage matters: A comparative study of judgments of English usage errors. (1999, June 7). Retrieved July 19, 2006, from English department Web site, California Polytechnic State University: http://cla.calpoly.edu/~jrubba/390/survey/390.RESULTS.html
Yonkers, V. (2009, February 13). Teaching business writing. Message posted to http://connecting2theworld.blogspot.com/2009/02/teaching-business-writing.html
Linguistics students replicated the study; results confirmed.
Beason (2001) found that business professionals perceived writers as hasty, careless, uncaring, or uninformed if the reader identified multiple errors
Myth:Myth:
There is one right way to write.
MythMyth If I think I’m a bad writer, I can’t pass If I think I’m a bad writer, I can’t pass
this course.this course.
The Wizard of OzThe Wizard of Oz
The diploma doesn’t make you smarter.
It’s the work you do to get the diploma.
Course GoalsCourse GoalsCompose original materials
in standard American EnglishUse appropriate documentation
as requiredIllustrate the steps in the writing
processApply knowledge of communication
to chosen profession