My Adventures as a Social Poet,” reflect upon its message. Think about community members’ responsibilities to one another. Consider the biggest issues facing your community today.
In this discussion, we’ll continue the brainstorming process by discussing social and civic responsibility and how it applies to our unique communities. (See Section 2.1: The Writing Process: Planning and Prewriting Strategies.) Through this discussion, you will arrive at a topic for the research-based writing project in this class.
Prepare
Prior to participating in this discussion, read Chapter 1 in College Writing Handbook. Then, review the discussion grading criteria and read My Adventures as a Social Poet, written by Langston Hughes in 1947. Re-read this short essay as many times as necessary to comprehend the words and their meaning.
Grading CriteriaPreview the document
Reflect
After reading “My Adventures as a Social Poet,” reflect upon its message. Think about community members’ responsibilities to one another. Consider the biggest issues facing your community today.
Why is it important for us to write about social issues? Why does your research and your writing matter?
Write
Remind the class of your community. Explain how Hughes’ words relate to you. Include reasons why you have a responsibility to your community. Hughes felt compelled to write about racial inequality, social injustice, and African-American culture. What compels you?
As you discuss social responsibility, talk about specific issues that affect your community. Use this discussion to identify a broad topic for the research-based argument we will be writing in this class. If you are having trouble choosing a single topic, solicit advice from your classmates.
Remember to cite the source in APA style. (See Citing Within Your Paper (Links to an external site.).) For example:
Hughes (1947) said that he was banned from certain places because his poetry tackled the subjects of “poverty, oppression, and segregation” (p. 207).
While Hughes (1947) said that he was able to write about universal, romantic themes, he was more interested in writing about the issues that impacted the African-American community.
End your post with a proper reference citation in APA style, too. (See Formatting Your Reference List (Links to an external site.)):
Hughes, L. (1947). My adventures as a social poet. Phylon, 8(3), 205-212. doi:10.2307/272335
Note: Double-spacing and hanging indent are not required in discussions due to formatting limitations in the discussion forum.
Respond to Peers
You are expected to engage in this discussion on multiple days throughout the week, Tuesday – Monday. Log in frequently from your computer or through the mobile app to stay engaged.
As you respond to your classmates’ posts, discuss your unique perspectives on social responsibility and the issues your classmate has identified within their community. Address your classmates’ topic selection and work together to decide if the topic is too broad, too narrow, or just right. Help your classmates remain objective and unbiased in their approach to the topic. You are invited to share relevant audio, video, or images in your responses.
Be sure to participate in meaningful conversation with multiple classmates in this discussion, which will close at the end of the learning week. This discussion will be assessed on a 10-point scale and is worth 5% of your final grade.
ENG122 English Composition II
Week 2 Discussion
Now that you have a topic and have begun research, it’s time to engage in the writing process. In this discussion, we’ll reflect upon the role of “writer” and how we can become more comfortable as writers.
Prior to completing the discussion, read Chapter 3 in College Writing Handbook, examine Steps to Avoiding Plagiarism (Links to an external site.), and review the discussion grading criteria. Then, explore College Writing Handbook Chapter 2 “Web Resources”—watch at least one item from Inspiration from Successful Writers and read at least one article from Essays on Writing.
Grading CriteriaPreview the document
Reflect
Take careful notes as you watch the video and read the essay. Think about your thoughts, feelings, and behaviors as a student writer.
Write
Summarize the video and article that you reviewed for this assignment and cite the summaries in APA style. (See Quoting, Paraphrasing, & Summarizing (Links to an external site.) and Citing Within Your Paper (Links to an external site.)). Compare and contrast the messages in the two web resources, including a comparison of subject, occasion, audience, purpose, and speaker (SOAPS) in each (See Action Words in Academic Writing (Links to an external site.) and Section 1.2 Understanding Context). Share what you learned from the materials this week and identify your confidence in (or concerns about) your role as a college-level writer. You are invited to share relevant audio, video, or images in your post.
To create a reference citation for a YouTube video:
Lastname, F. M. [Screen name]. (Year, Month Day). Title of video [Video file]. Retrieved from http://xxxxxxxx
If the name is unavailable:
Screen name. (Year, Month Day). Title of video [Video file]. Retrieved from http://xxxxxxxx
To create a reference citation for an online article:
Lastname, F. M. (Year, Month Day). Title of article. Title of Online Periodical. Retrieved from http://xxxxxxxx
To create a paraphrase or summary citation:
Last name or Screen name and year of publication
(TED, 2014)
(Jackson, 2018)
Jackson (2018) claimed that…
To create a quote citation:
Last name or screen name, year of publication, and timestamp (MM:SS)/(HH:MM:SS) or paragraph number (para. #)
(TED, 2014, 03:25)
(Jackson, 2018, para. 5)
Jackson (2018) claimed that “this is an example of a direct quote” (para. 5).
Respond to Peers
You are expected to engage in this discussion on multiple days throughout the week, Tuesday through Monday. Log in frequently from your computer or through the mobile app to stay engaged.
As you read each of your classmates’ posts, find opportunities to discuss the perspectives presented in each web resource. Share ideas, explore differences, and think critically about your classmates’ self-reflections as college-level writers. Offer advice and information from your work this week to support and encourage classmates. Work together to take action and gain confidence in your writing abilities. You are invited to share relevant audio, video, or images to your responses.
Be sure to participate in meaningful conversation with multiple classmates in this discussion, which will close at the end of the learning week. This discussion will be assessed on a 10-point scale and is worth 5% of your final grade.
ENG122 English Composition II
Week 3 Discussion
In this discussion, we’ll continue to build an argument that is appropriate for the rhetorical situation. Through this discussion, you will consider the opinions, assumptions, and biases that may impact your objectivity.
Prepare
Review the discussion grading criteria, read What Lies Beneath the Surface by Joy Meads, and watch the full video Mind Bugs | Mahzarin R. Banaji | TEDxBari (Links to an external site.) from TEDx Talks on YouTube.
Then, log on to Project Implicit (Links to an external site.) and take at least one implicit association test (IAT). There are many tests to choose from. You do not have to register or log in. You can take any test(s) as an unregistered “guest” by clicking the orange “GO!” button. Pay close attention to the instructions for each section of the IAT. The rules change!
Grading CriteriaPreview the document
Reflect
After learning about the IAT and taking the test online, think about your results and the explanation provided by the website. Are the results surprising to you? Do you trust the outcome of the IAT? How did you feel while taking the test and how did you feel when you received the results? Were some parts of the IAT easier than others?
Think about the possible biases, assumptions, and opinions that may be influencing your work in this class. Will Mead’s ten strategies for overcoming unconscious bias help you compose a more objective argument?
Write
Share what you learned from your IAT experience and relate it to Meads’ ten strategies for overcoming unconscious bias.
Then,
remind the class of your research question and share your working thesis statement (See Writing a Thesis Statement (Links to an external site.)),
identify your personal opinions, experiences, assumptions, and associations with the subject of your argumentative essay,
explain how you intend to overcome your biases so you can write an objective research-based argument, and
share how you plan to integrate research into your rough draft this week.
Be sure to speak up if you have any questions or concerns.
APA Reminders:
The reference citation for this YouTube video:
TEDx Talks. (2018, January 10). Mind Bugs | Mahzarin R. Banaji | TEDxBari [Video file]. Retrieved from https://youtu.be/AFEaCFFsM2U
To create a paraphrase or summary citation:
Screen name and year of publication
(TEDx Talks, 2018)
To create a quote citation:
Screen name, year of publication, and timestamp (MM:SS)
(TEDx Talks, 2018, 03:25)
The citations for this article:
Meads, J. (2015). What lies beneath the surface. American Theatre, 32(8). 48-50. Retrieved from https://www.americantheatre.org
Meads (2015) claimed that…
Meads (2015) stated that “this is the quote” (p. 49).
Respond to Peers
You are expected to engage in this discussion on multiple days throughout the week, Tuesday through Monday. Log in frequently from your computer or through the mobile app to stay engaged.
As you respond to each of your classmates’ posts, discuss their potential biases and provide your perspective and suggestions. Remember, biases are often subconscious so we all need help in identifying them! Approach classmates honestly and respectfully with care and compassion.
Help your classmates identify issues with their research questions or working thesis statements and offer suggestions as a peer and as an audience. Use the course materials to help answer your classmates’ questions. You are invited to share relevant audio, video, or images in your responses.
Be sure to participate in meaningful conversation with multiple classmates in this discussion, which will close at the end of the learning week. This discussion will be assessed on a 10-point scale and is worth 5% of your final grade.
ENG122 English Composition II
Week 4 Discussion
In this discussion, you’ll continue to refine your writing process. Through this discussion, you will develop a thoughtful time management plan for future writing assignments in college.
Prepare
Review the discussion grading criteria and read “Chronic Procrastination: Life Beyond Ineffective Time Management,” written by Joseph R. Ferrari in Chapter 4 Summary and Resources, along with Chapter 4 of College Writing Handbook. Use an active reading strategy, such as SQ3R, PQRST, or KWL, to comprehend the words and their meaning (See section 1.4 Reading Academic Materials).
Grading CriteriaPreview the document
Reflect
After reading Chapter 4, including “Chronic Procrastination,” reflect upon your experiences in this class. Think about your current writing process and how it may work for you (or against you) in future classes. Consider your biggest time management concerns and how you may be able to address them in the future.
Write
Describe your experience in class thus far. Did you feel organized and prepared or did you feel disorganized and unprepared?
Share your time-management techniques and how you may do things differently in the future. Identify strategies and ideas from Chapter 4 in College Writing Handbook that you will use to complete papers in your upcoming courses.
As you discuss time management, share your response to Ferrari’s article. Could you relate to the chronic procrastinators described in the article? Did the research surprise you? What did you learn from the article?
Remember to cite the source in APA style. For example:
Ferrari (2011/2018) said that “adult procrastinators more often claim they are ‘night’ people” (para. 8), which I could relate to.
While Ferrari (2011/2018) suggested that procrastination is related to time perception, I feel that my procrastination is not related to my perceptions of the past or the future.
End your post with a proper reference citation in APA style, too:
Ferrari, J. R. (2018). Chronic procrastination: Life beyond ineffective time management. In A. Garten, College Writing Handbook (pp. 155-159). San Diego, CA: Bridgepoint Education. (Original work published 2011)
Respond to Peers
You are expected to engage in this discussion on multiple days throughout the week, Tuesday through Monday. Log in frequently from your computer or through the mobile app to stay engaged.
As you respond to your classmates’ posts, discuss your unique experience with time management. Address your classmates’ experiences and work together to decide if a new strategy is needed. Help your classmates apply the course materials to their life to improve time management and prepare for the future. You are invited to share relevant audio, video, or images in your responses.
Be sure to participate in meaningful conversation with multiple classmates in this discussion, which will close at the end of the learning week. This discussion will be assessed on a 10-point scale and is worth 5% of your final grade.
ENG122 English Composition II
Week 5 Discussion
Revision, editing, and proofreading are essential parts of the writing process. In this discussion, you’ll reflect upon the role of “self-editor” and how you can improve your final draft.
Prepare
Review the discussion grading criteria and read Chapter 5 in College Writing Handbook. Watch at least one TED video and explore the YouTube channels and apps listed in the “Web Resources” section of the chapter.
Grading CriteriaPreview the document
Reflect
Take careful notes as you watch the video(s) and explore apps on your computer or mobile device. Think about your role as a self-editor and how you can improve your final draft paper.
Write
Summarize the video(s) that you reviewed for this assignment and cite the source(s) in APA style. Describe the YouTube channels and apps that you explored and share how you may use them in the future. Share your confidence in (or concerns about) your role as a self-editor and college-level writer. Are you confident in your ability to troubleshoot issues, correct mistakes, and improve your writing? You are invited to share relevant audio, video, or images to your introduction.
Remember your APA-style Citations:
Parenthetical and In-Text Citations (See Citing Within Your Paper (Links to an external site.))
Reference Citations (See Formatting Your References List (Links to an external site.))
Respond to Peers
You are expected to engage in this discussion on multiple days throughout the week, Tuesday through Monday. Log in frequently from your computer or through the mobile app to stay engaged.
As you respond to your classmates’ posts, discuss the role of self-editor. Share ideas, explore differences, and think critically about your classmates’ self-reflection as a college-level writer.
Offer advice and information from your work this week to support and encourage classmates. Work together to take action and gain confidence in your writing and editing abilities. You are invited to share relevant audio, video, or images in your responses.
Be sure to participate in meaningful conversation with multiple classmates in this discussion, which will close at the end of the learning week. This discussion will be assessed on a 10-point scale and is worth 5% of your final grade.
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