Composition ii cm200 1 cecelia munzenmaier 515 272 2100 x308 cmunzenmaier dm@hamiltonia edu
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Composition II CM200.1 Cecelia Munzenmaier (515) 272-2100, x308 [email protected] Course Objectives. Use material from a variety of sources Support your ideas with evidence from credible sources Avoid logical fallacies Cite sources using APA format. Another way to put it….

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Composition ii cm200 1 cecelia munzenmaier 515 272 2100 x308 cmunzenmaier dm@hamiltonia edu

Composition IICM200.1Cecelia Munzenmaier(515) 272-2100, [email protected]


Course objectives
Course Objectives

  • Use material from a variety of sources

  • Support your ideas with evidencefrom credible sources

  • Avoid logical fallacies

  • Cite sources using APA format


Another way to put it
Another way to put it….

  • I’d like to turn you all into Rikki-tikki-tavi’s


Who is rikki tikki tavi
Who is Rikki-tikki-tavi?

  • He was a mongoose, rather like a little cat in his fur and his tail, but quite like a weasel in his head and his habits.

    —Rudyard Kipling

    “Rikki-tikki-tavi”

    The Jungle Book


Who is rikki tikki tavi1
Who is Rikki-tikki-tavi?

  • He could fluff up his tail till it looked like a bottle brush, and his war cry as he scuttled through the long grass was: “Rikk-tikk-tikki-tikki-tchk!”

    —Rudyard Kipling

    “Rikki-tikki-tavi”

    The Jungle Book


Mongoose motto
Mongoose Motto

It is the hardest thing in the world to frighten a mongoose, because he is eaten up from nose to tail with curiosity.

—Rudyard Kipling

“Rikki-tikki-tavi”

The Jungle Book


Mongoose motto1
Mongoose Motto

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


Rtt goal
RTT Goal:

When you’re assigned a research paper, your instinct will be to “Run and find out!” rather than to cower under the desk in a fetal position.


Rtt goal 2
RTT Goal 2:

When you’re taking an open-book test, you will check the index when you don’t know a term like block quotation.


Rtt goal 3
RTT Goal 3:

Back up what you say.

Nag wasn’t impressed when Rikki warned him to stay away from the birds’ eggs. But Rikki wasn’t bluffing.


Rtt goal 31
RTT Goal 3:

Nag was asleep, and Rikki-tikki looked at his big back, wondering which would be the best place for a good hold. “If I don’t break his back at the first jump,” said Rikki, “he can still fight. And if he fights—O Rikki!” He looked at the thickness of the neck below the hood, but that was too much for him; and a bite near the tail would only make Nag savage.

“It must be the head,” he said at last; “the head above the hood. And, when I am once there, I must not let go.”

—Rudyard Kipling

“Rikki-tikki-tavi”

The Jungle Book


Backing up an opinion
Backing up an opinion

Your comp teacher says, “Those who miss the most classes tend to have the lowest grades.”

But comp teachers are supposed to say that.

Is there any reason to think this isn’t just teacher-talk?


Evidence
Evidence

• Those who attended class 95% of the time were significantly more likely to earn an A or B grade.


Evidence1
Evidence

• Those who attended class 95% of the time were significantly more likely to earn an A or B grade.

Who says so?


Evidence documentation
Evidence/Documentation

• Parenthetical (or intext)

“Those who attended 95% of the time were significantly more likely to earn an A or B grade”(Snell & Meikes, 1995).

• Reference list (separate page at end)

Snell, J., & Meikes, S. (1995). Student attendance and academic achievement: A research note. Journal of Instructional Psychology 22(2). Retrieved April 12, 2004, from Academic Search Elite database.


More evidence documentation
More Evidence/Documentation

• Parenthetical (or intext)

In a large business course, each day of absence cost students two points in their final grade (Street, as cited in Urban-Lurain and Weinshank, 2000).

• Reference list (separate page at end)

Urban-Lurain, M., & Weinshank, D. J. (2000, April). Attendance and outcomes in a large, collaborative learning performance assessment course. Retrieved April 12, 2004, from the MSU Computer Science and Engineering Web site: http://www.cse.msu.edu/rgroups/ cse101/AERA2000/ attendance.htm


More evidence documentation1
More Evidence/Documentation

• Parenthetical (or intext)

A study reported in College Student Journal found that the more often students were absent, the less likely they were to turn in make up work (Di, 1996).

• Reference list (separate page at end)

Di, X. (1996). Teaching real world students: A study of the relationship between students’ academic achievement and daily-life interfering and remedial factors. College Student Journal 30(2). Retrieved April 12, 2004, from Academic Search Elite database.


Bread crumb the source
Bread Crumb the Source

Kipling, R. (n.d.) Rikki-tikki-tavi. Retrieved April 15, 2005, from the Electronic Text Center, University of Virginia, Web site: http://etext.lib.virginia.edu/etcbin/toccer-new2?id=KipJung.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=9&division=div1. (Original work published 1894)

Other versions:

Search for

Rikki-tikki-tavi “electronic text” or e-text


Private public unpublished research

PrivatePublic(unpublished) (research)

Autobiography

Poetry

Essay


Private to public
Private to Public

Private

Poems, journals, doodles--anything not intended for anyone else to read

Written to express your feelings

Needs no justification

Has to make sense only to you

Public

Memos, letters, papers—intended for others to read

Written to express your ideas

Needs no justification

Has to make sense to others—should follow conventional spelling, punctuation, etc.


Letter to the editor 1966
Letter to the Editor (~1966)

  • What, if I may ask as a taxpayer and a person who pays taxes to support a bunch of Hoods, beer slops, punks, and you name it: U. of M. has it including the commie Profs.

  • I put 3 sons through college and not one is a bunch of pigs like you birds. . . [rather, they are] men with good honest jobs, homes, and families. If even one of my son’s had come home and said he was going to burn his draft card, I would have took him apart piece by piece, then stick him back together and he would have been glad to enlist then, and I would not have cared if he ever came back.


Papers you will write see word crafter net compii
Papers You Will Writesee word-crafter.net/CompII

  • Compare/Contrast

  • Annotated bibliography(list of possible sources for your presentation)

  • Argument


Writing log
Writing Log

• make notes at least once every week

• reflect on work in progress

• use for letter reflecting on changes in your writing


Keeping track of your work
Keeping Track of Your Work

• Save everything!

• Back up to Andromeda.

• Use a floppy or e-mail papers to yourself.

• If you submit a paper via e-mail, look for a confirmation.


Murphy s law
Murphy’s Law

• Floppy disks can fail at any time.


Corollaries to murphy s law
Corollaries to Murphy’s Law

• A floppy disk is most likely to fail when it contains the only copy of your paper.


Corollaries to murphy s law1
Corollaries to Murphy’s Law

• A floppy disk is most likely to fail when it contains the only copy of your paper.

• The likelihood of floppy disk failure corresponds to the difficulty of replacing its contents: the harder it will be to recreate your paper, the greater the chance of failure.


Keeping track of your work1
Keeping Track of Your Work

• Save everything!

• Back up to Andromeda.

• Use a floppy or e-mail papers to yourself.

• If you submit a paper via e-mail, look for a confirmation.


To make a good case, you need to know

• what has already been said (comp/contrast)

• where to find good evidence (anno. bib.)

• how to support your arguments (argument)

• how to anticipate and counter objections (argument)


To make a convincing—or credible— case, you need to follow

• the conventions of academic writing (APA documentation)

• the conventions of standard English (grammar, mechanics, spelling)


Baseline Essay follow

Choose one of the following:

  • Choose three words to describe the way you write. Explain why each word fits your writing.

  • What is the hardest writing assignment you have ever had? Describe what made it difficult, and explain how you met the challenge.

  • When you write a paper using sources, what do you find easiest? What is the most difficult part of the process?


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