The Brief Cengage Handbook, 8e Kirszner / Mandell, week course schedule

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1 Suggested Grading Distribution The Brief Cengage Handbook, 8e Kirszner / Mandell, week course schedule Getting Started and ConnectYard Activities (Class Discussion and Participation) 5% Homework (Powered by Aplia) 15% Critical Response 15% Researched Argumentative Essay 25% Multimodal Project 30% Peer Reviews 10% Total 100% Suggested Major Assignments Critical Response (weeks 1 5): Find a text you are interested in and write an essay that summarizes, analyzes, and interprets the text s key ideas and perhaps evaluates them as well. Try asking yourself the following questions: What is the writer saying? What elements is the text made up of? What does the text mean? Is the text accurate and reliable? Do its ideas seem reasonable? Researched Argumentative Essay (weeks 6 10): This assignment asks you to take a stand on an issue. The purpose of the essay is to convince readers to accept your position using evidence gathered from a variety of resources. Multimodal Project (weeks 11 16): For this assignment, you will create a multimodal text (such as a website, a podcast, an with links and photos, or a PowerPoint presentation) whose purpose is to persuade the audience to take some sort of action.

2 Suggested Course Schedule Critical Response Week Activity What it is Why it matters 1 Syllabus Reading This syllabus or your own uploaded to MindTap. 1 Getting Started Part 1 Students discuss how context effects the writing process. Students read course schedule and expectations. Students consider questions of audience, purpose, and genre. 1 MindTap Reading Chapter 1 2 MindTap Reading Chapter 2 Read Chapter 1: Understanding the Rhetorical Situation Read Chapter 2: Reading and Interpreting Texts 2 Questia Activity Students complete Exercise 2.1 using Questia, an online database, to find an article they are interested in analyzing and responding to for their Critical Response. Students learn how to determine the purpose of their writing, identify its audience, and select a genre. Students explore strategies that will help them analyze texts, such as highlighting and annotating. Students are introduced to critical questions to ask when interpreting texts. Students find a text for their Critical Response. Students practice highlighting and annotating. Students develop close reading skills. 3 Getting Started Part 2 Students discuss the process of shaping their ideas into an essay. Students consider the many stages of the writing process. 3 MindTap Reading Chapter 5 Read Chapter 5: Shaping Students learn strategies for developing an effective thesis statement. Students consider how to organize an essay using an outline.

3 3 Aplia Homework Chapter 2 In the Chapter 2 problem set, students answer questions about a text s general subject, main points, and the examples and details used to support those points. Students practice critically evaluating and responding to a text.

4 4 Reflect Part 2 Students discuss their experiences drafting and revising writing projects in the past. Students reflect on their own writing habits and consider how to improve them. 4 MindTap Reading Chapter 6 Read Chapter 6: Drafting and Revising Students are introduced to strategies for drafting and revising writing projects. 4 InSite PeerMark Assignment Draft of Critical Response 5 InSite Paper Assignment Final Draft of Critical Response Researched Argumentative Essay Add an Insite PeerMark paper and PeerMark assignment to the learning path via the plus sign in MindTap. Create peer response questions based off those found in 6c2 of MindTap Reader, or use from existing library. Students submit final draft of Research Proposal to InSite. Students gain experience addressing a real audience. Students analyze their rhetorical choices. Students engage with the revision process. Students demonstrate their ability to summarize, analyze, and interpret a text in the final draft of this essay. Week Activity What it is Why it matters 5 Getting Started Part 3 5 MindTap Reading Chapter 8 6 ConnectYard Discussion Forum Students learn to identify and reflect on faulty arguments. Read Chapter 8: Writing an Argumentative Essay Create a Yard in ConnectYard. Have students discuss the statements in Exercise 8-2. Ask them to think of other disputed topics and the positions people take on them. What are the arguments used to support those positions? Students develop their ability to evaluate argumentative thesis statements. Students discover how to choose an argumentative topic, develop a thesis around that topic, and organize an essay that supports the thesis with evidence. Students begin generating and narrowing ideas for the Researched Argumentative Essay. Students practice evaluating arguments. Students experience the collaborative and social aspects of the writing process.

5 6 Aplia Homework Chapter 8 6 Getting Started Part 4 In the Chapter 8 problem set, students review the basics of argumentation, including identifying an effective thesis, defining terms, and refuting opposing arguments. Students also think critically about logical fallacies. Students utilize search engines for research topics and evaluate the consistency of the results. Students practice their argumentative skills before beginning the process of crafting their own argument. Students hone their ability to synthesize information into effective thesis statements.

6 6 MindTap Reading Chapter 11 Read Chapter 11: Developing a Research Project Students are introduced to the steps involved in completing a research project, from the early stages of finding a topic and conducting exploratory research, to revising and citing sources. 7 MindTap Reading Chapter 14 Read Chapter 14: Summarizing, Paraphrasing, and Quoting Sources 7 Questia Activity Students use Questia, an online database, to complete Exercise 14.2 on an article relating to their research topic. 8 InSite Paper Assignment Thesis Submission Add an InSite assignment to the learning path via the plus sign in MindTap. Students submit a thesis statement. Students discover how to properly pull information from research sources and incorporate it into their writing. Students practice gathering information using online databases. Students discover new information about their research topic. Students get feedback on their thesis before continuing in the writing process. 8 MindTap Reading Chapter 34 and Chapter 37 Skim Chapter 34: Writing Effective Paragraphs, and Chapter 37: Writing Concise Sentences Students learn practices for constructing structurally sound paragraphs and concise sentences. 8 Aplia Homework Chapter 34 9 Aplia Homework Chapter 37 In the Chapter 34 problem set, students review strategies for writing effective paragraphs and answer questions regarding coherence, patterns of development, and special kinds of paragraphs. In the Chapter 37 problem set, students review how to eliminate wordiness and unnecessary repetition, as well as how to tighten rambling sentences. Students practice paragraph construction. Students practice writing clear and concise prose. 9 InSite PeerMark Assignment Draft of Researched Argumentative Essay Add an Insite PeerMark paper and PeerMark assignment to the learning path via the plus sign in MindTap. Create peer response questions based off those in 11k3 of the MindTap Reader or use from existing library. Students gain experience addressing a real audience. Students analyze their rhetorical choices. Students engage with the revision process.

7 10 InSite Paper Assignment Final Draft of Researched Argumentative Essay Students submit final draft of Researched Argumentative Essay to InSite. Students demonstrate their strategies for constructing arguments using evidence in the final draft of this essay. Multimodal Project

8 Week Activity What it is Why it matters 11 Getting Started Part 6 11 MindTap Reading Chapter Aplia Homework Chapter MindTap Reading Chapter 10 Students view a company s website and discuss the decisions regarding purpose, audience, and tone that went into creating the site s multimodal components. Read Chapter 21: Understanding, Exploring, and Developing Multimodal Texts In the Chapter 21 problem set, students review different modes of presentation available to them, practice differentiating between those modes, and practice evaluating the needs of a text s audience. Read Chapter 10: Using Visuals as Evidence. 12 Evernote Activity Students use Evernote to help them complete Exercise 10.2 and make meaning out of their observations of different images. Students engage in rhetorical situation of peer-to-peer discussion about a multimodal text. Students are introduced to the concept of multimodality. Students consider what mode to choose given a specific rhetorical situation. Students explore how existing multimodal texts function. Students consider the ways different types of texts function. Students begin thinking about what genre would best accomplish the goals of their Multimodal Project. Students explore using visuals to illustrate a point. Students learn how to recognize altered or staged photographs. Students learn to recognize misleading graphs and charts. Students practice analyzing visuals. Students gain a better understanding of how audiences get meaning from images. 13 MindTap Reading Chapter 22 Read Chapter 22: Composing in Digital Environments Students explore how to use digital mediums such as blogs, wikis, podcasts, and social media. 13 InSite Paper Assignment Add an InSite paper to the learning path via the plus sign in MindTap. This assignment is based on Exercise 21.2 of MindTap Reader. Have students create an image and a Students practice creating multimodal compositions.

9 corresponding paragraph of text designed to help increase enrollment at their schools.

10 14 InSite PeerMark Assignment Draft of Multimodal Project 15 MindTap Reading Chapter 23 Add an InSite PeerMark paper and PeerMark assignment to the learning path via the plus sign in MindTap. Create peer response questions based off those in 11k3 or use from existing library. Read Chapter 23: Designing Effective Documents Students gain experience addressing a real audience. Students analyze their rhetorical choices. Students engage with the revision process. Students learn how to properly design a multimodal document or project. 15 Aplia Homework Chapter 23 In the Chapter 23 problem set, students review elements of design: use of white space and color; typeface and type size; typographical emphasis; and consistency. Students develop their ability to create effective documents by following basic conventions of design. 16 InSite Paper Assignment Final Draft of Multimodal Project Students submit final draft of Multimodal Project to InSite. Students demonstrate their ability to create a multimodal document that communicates ideas clearly and effectively in the final draft of this project.