Intro to Draft Workshops

https://docs.google.com/document/d/1IWWW1IZcjfHSAIKnodo1FGaNmlANp2oj-GydgpryrV0/edit

Sample workshop form questions. Discuss your answers in your groups:

Name:
9/20/12

1. Summarize, as briefly as possible, the author's main claim. Is it substantive? Could another person reasonably challenge or oppose it? 

2. Which of the categories we talked about on Tuesday does the author's introduction fit into? Is it one of the more effective or less effective introductions? If it is one of the less effective introductions, suggest ways that the author might use one of the more effective introduction strategies. 

3. A strong introduction should be concise; it should use one of the effective introduction strategies, then transition as quickly as possible to the thesis statement. Are there any sentences in the draft that are extraneous? Could the line between the introduction and the thesis statement be any straighter? If necessary, copy and paste the introduction paragraph below, deleting any sentences you find extraneous. 

4. Scan the draft for any sentences that seem wordy or difficult to understand, as well as forms of the verb "to be." Paste these sentences below and attempt to revise them, trying your best to use simple sentence forms in which a subject, strong action verb, and direct object come in that order. 

5. Compose a list of TWO things that the author should do to improve his or her draft. 

Post this list and your answers to the workshop questions in a Google Doc and be sure to share it with me. Each group should have only one Google Doc.

Activity on Appeals

Read the following article from slate.com: 

http://www.slate.com/articles/news_and_politics/politics/2010/09/the_privilege_of_prejudice.single.html 

This article contains appeals of all three types: ethos, pathos, and logos. Work in your groups to identity at least one of each type of appeal in the article. Which of these appeals is most persuasive to you? Why do you think that is the case? In which order does the author present these appeals? Why do you think he chose that order?

Activity: Your Blog's Citation Conventions

Good citations accomplish the following goals: 

• They allow you to show how your argument is built upon the ideas of others. 
• They allow you to indicate which ideas are taken from others, and from whom those ideas were taken; in other words, to give credit where it's due. 
• They allow the interested reader to follow your argument and confirm its logic by investigating the ideas on which the argument is built, or to further explore those ideas on their own. 

Activity: Your Blog’s Citation Conventions 

Using the formal APA, MLA, and Chicago styles (refer to the relevant sections on the Library's Citation Tutorial (http://www.lib.unc.edu/instruct/citations/) for details), work with your group members to draft a rationale for how and why you will cite your sources on your blog. Compose a short, 2-3 paragraph essay that explains:

1. Why your group thinks that citing sources is important.

2. How citations will be implemented on your blog. This should take the form of a rough style guide like this one for MLA format: http://owl.english.purdue.edu/owl/resource/747/06/. You need only explain the format for the types of references you anticipate using most on your blog.

3. A short rationale for how and why you chose the citation style you agreed upon.

Post this essay to your blog by class time on Thursday, September 13.

Tutorial: Citations

Go to the library's tutorial on citations and read the "Introduction" and "Why We Cite" sections:

http://www.lib.unc.edu/instruct/citations/

STOP WHEN YOU GET TO SECTION ON APA

Grading Rubrics

Rubric for in-class assignments
0: The assignment was not completed or barely attempted.

1: The assignment was only partially completed; OR, the assignment was completed with only minimal effort and attention.

2: The assignment was completed satisfactorily. All tasks have been completed with thought, care, and attention to detail.

3: The assignment was completed in an exemplary fashion. The student has gone above and beyond the teacher’s expectations by devoting extraordinary time and effort to the assignment and/or producing innovative and thought-provoking work.

Rubric for workshops and feeders

0: The workshop was not completed.

1: The workshop was only partially completed; OR, the workshop was completed with only minimal effort and attention. The workshop partner has not received substantial information that will help him or her to improve the essay.

2: The workshop was completed with less than satisfactory effort. Answers to one or more draft workshop form questions are minimal or dismissive, and there is little evidence that the author has engaged seriously with the draft. The feedback provided will allow the workshop partner to make only surface-level or localized revisions.

3: The workshop was completed satisfactorily. The author has provided thoughtful answers to all draft workshop questions, and these questions should allow his or her workshop partner to make substantive and helpful revisions.

4: The workshop was completed with particular care and diligence. All answers to workshop questions are thoughtful, detailed, and well developed. Inline comments may also appear, pointing out issues not highlighted by the draft workshop form. The workshop partner can use this information to significantly improve his or her essay.

5: The workshop was completed in an exemplary fashion. All draft workshop questions have comprehensive, detailed answers that show not only attention to detail, but also a creative and innovative engagement with the workshop. Inline comments may also provide helpful feedback not related to the workshop questions. The workshop partner can use this information to drastically improve his or her essay.

Superbug Blog

Take a few minutes to check out the Superbug blog here:

http://www.wired.com/wiredscience/superbug

Think about how this blog presents itself differently than ScienceBlog.com, which we looked at last week. With your group, discuss any difference in how the author presents herself, the author’s target audience, and the main features and conventions of the text. We’ll discuss your findings as a class.

Accessing Nature

Click here for instruction on how to access Nature through UNC’s Library web site:

http://lupton105032.blogspot.com/2012/09/accessing-nature-revised.html

Take a few minutes to browse the editorials in recent issues. If you find an article you might consider using for your Feeder 1.1 assignment, write down the title, author, and issue number so that you can find it again later. Feel free to discuss articles with your group members as you find them.