Transcript ENGL 1302: Advanced College rhetoric

ENGL 1302: WEEK 1-3 (ALL IN
ONE! WE GOTS A LOT TO
DOOOOO)
SECTION 001 AND 006
MR. LABRIOLA
ROADMAP
• Who am I?
• Introduction to the course/what we will be doing
• Research Topics
• Group activity
• Brief Assignment 1
• Questions
WHO AM I? (5 MIN)
• My name is Jack Labriola
•
You can call me Mr. Labriola, Mr. L, Professor Labriola, Mr. Labs, Professor Labs,
honestly, whatever you want really…just not Jack
•
I graduated in 3 years with a double major in English Literature and Professional
Writing
• Master’s student in Technical Communication and
Rhetoric (TCR)
•
Graduating in May, and going for my PhD
• From Long Island, New York
• Like to watch sports, play video games, play Ultimate Frisbee
•
•
•
My undergrad Ultimate team was Pokemon themed (I was Pidgeotto)
We won the NY Metro-East Sectionals in 2013
I’m a nerd, but I’m proud, so don’t hate
INTRO TO THE COURSE/WHAT ARE WE DOING?
(15 MIN)
• Get familiar RaiderWriter (https://raiderwriter.engl.ttu.edu/)
• All of your homework assignments for this class will be due/submitted online (we have
one due almost every Friday)
• I may give supplemental homework to be due by class time (this is on a week-to-week
basis)
• We have two textbooks
• First Year Writing: Writing in the Disciplines (2014-15 edition)
• St. Martin’s eHandbook (http://ebooks.bfwpub.com/ttu.php)
INTRO TO COURSE (CONT)
• Class website/blog: 1302.jacklabriola.com
• I will post the PowerPoint for that week on/by Wednesday
• Post supplemental materials/information
• There’s a pretty sweet infographic I designed on the “class/contact info”
page…so…check it out
INTRO TO COURSE (CONT)
• This course, unlike 1301 is going to focus primarily on doing
research on your own time, and finding/researching articles
on a particular topic
• Can we have fun?
• YES WE CAN
• How?!
• You get to pick whatever topic you want, as long as you
can find academic literature on it
• Something about your major, favorite tv show, sport, something
you’re passionate about
INTRO TO COURSE (CONT)
• Learn to use the online databases at library.ttu.edu
• You can use Google Scholar to search for a variety of topics, then find the
journal that it’s in and find it in the library databases
DISCOURSE AND LITERATURE REVIEW (10 MIN)
• Compiling and understanding the conversation
• Helps prepare you to enter the conversation
• Avoid entering a conversation without first understanding what has already
been said
• Don’t be afraid to enter that conversation!
PLEASEEEEE MAKE SURE YOU KNOW WHAT YOU’RE
TALKING ABOUT
DISCOURSE AND THE ARGUMENT ESSAY
• The argument is where you put in your ideas about the subject
• Your opinion does not matter unless you MAKE it matter
• *hint, this is why your literature review/argument topic is so important!
GROUP ACTIVITY (30 MIN)
• Get into groups (about 3-4 people, and CHOOSE WISELY) and do the
following:
• There will be 3 posters on the projector. Look at them, study their composition,
coloring, etc. and discuss with each other how these posters talk to each other
and where they differ.
• Discussing common tropes in the posters is a great way to synthesize them!
• List common traits on one side, differing traits on the other side. Each group
will give an example of each when we discuss as a class, so write them down!
LIST THE SIMILARITIES AND DIFFERENCES OF THE
THREE POSTERS ABOVE WITH YOUR GROUP.
LIST THE SIMILARITIES AND DIFFERENCES WITH
YOUR GROUP
SOMETIMES ARTICLES WON’T WORK WELL
TOGETHER AND THAT’S OKAY
BRIEF ASSIGNMENT #1(10 MIN)
•
Objective: To enable you to discuss your prior academic writing experiences and gain practice in some of
the reading and writing skills covered in this course.
•
Purpose: BA1 has two parts. Part one is designed to give you an opportunity to reflect on your prior writing
experiences and articulate them to your instructor. tell your instructor about your prior writing experiences
and discuss what you see as your strengths and weaknesses as a writer. Part two gives you an opportunity
to practice the type of synthesis of sources expected in college courses.
•
Description: To complete Part one, answer each of the following questions in paragraph form, being as
specific as possible as you discuss each topic:
•
1. What is your experience with academic writing? What types of writing have you done in the last few
years—you might discuss high school, college-level, or workplace writing, for example. Also, be sure to
include a discussion of your work in ENGL 1301 and how those assignments have assisted in strengthening
your writing skills.
•
2. What do you think your strengths are as a writer? Your weaknesses? (Note that your e-handbook
provides descriptions of many writing strengths and problems—refer to it if you need to in discussing your
particular abilities). How do you intend to build on those strengths and overcome those weaknesses as you
complete this course and write in other college courses? What are your goals for this class?
•
Your response to Part one should be 250 – 300 words in length.
BRIEF ASSIGNMENT #1 (CONT)
•
To complete Part two, read the following two essays in Chapter 16 of your textbook:
“The Myth of Helplessness” (pp. 477 – 83) and “What I Learned about School
Reform” (pp. 494 – 501) and discuss how the ideas presented in each have
impacted your own post-high school experiences, here at TTU or elsewhere. You’ll be
writing a brief argument that synthesizes the content of these two sources in support
of your discussion. The St. Martin's Handbook: Chapter 12e, "Synthesizing
Sources" will help you with strategies for synthesizing your sources.
•
Your response to Part two should be 400-500 words in length.
QUESTIONS?