Synthesis: Making Connections

Below are some questions to think about as you read through the three articles on language that will help you make connections between the sources. Considering these questions will help you to identify a theme or idea that runs through all three that you can build your thesis around. While you may not cover all of these questions in your assignment for each source, answering them in your preliminary readings will aid in critically understanding each source, ultimately making your final product better. 

• What positions do the sources take on the issue?
• What key terms to the sources identify and define?
• What background information do these sources provide?
• How do these sources address their audience?
• How do the sources agree?
• How do they disagree?
• What evidence do the sources use to support their assertions?
• How do the sources address opposing points of view?
• How do the sources organize their main ideas?

Reading Homework for 2.13.11

Chapters 12, 14, and 61 of your e-handbook.
No Grammar Girl this week.

Brief Assignment Three Checklist

• Have I focused on an idea or theme that runs through each article?
• Have I thoroughly explored the connections between the articles?
• Have I used MLA format correctly for my in-text citations and works cited list?
• Have I included a conclusion that effectively pulls my analysis together?
• Does my assignment have a thesis that supports the common element between the three texts?
• Does my introduction include the names of the articles and their authors?
• Does the body of my essay include evidence from the text to support the theme I have identified?
• Is my assignment between 400 and 600 words?

Reading Homework for 1.27.11

1. "Synthesizing Sources" & "Synthesis Writing"- These two documents will be emailed to you as pdf. attachments.

2. Three articles from the New York Times that relate to impacts of the recent Tucson shooting:

• “Cowgirl Country” by Rebecca Traister         http://www.nytimes.com/2011/01/23/magazine/23fob-wwln-t.html?_r=1&ref=arizonashooting2011 
• “State’s Budget Crises Cut Deeply Into Financing for Mental Health Problems” by Marc Lacey, Kevin Sack, & G. Sulzberger                           http://www.nytimes.com/2011/01/21/us/21mental.html?ref=arizonashooting2011
• “After Shooting, Fresh Look at Protecting Law Makers” by Carle Hulse and Ashley Parker  http://www.nytimes.com/2011/01/10/us/politics/10security.html?ref=us

We will use these three articles to practice synthesizing sources together in class. As you read these articles, imagine that your topic is an examination of the political and social impacts of the Tucson shooting. Pay attention to commonalities and differences between the sources. Ask yourself how they, together, contribute to the topic as a whole. Remember to bring a copy of each article with you to class and any notes you have taken on the articles so we can get right into discussion. 


3. Grammar Girl Podcast #2- Affect vs. Effect

BA 2: Analysis of Lit Review Checklist

• Have I described the organization of the literature review I am analyzing?
• Have I identified and discussed the author's purpose for writing the literature review?
• Have I discussed the way that the author groups his/her research?
• Have I discussed the kinds of information the author provides about the selected sources?
• Have I cited relevant examples from the literature review to support my analysis of the organization?
• Have I integrated my quotations effectively into my writing?
• Did I properly use MLA formatting for my in-text citations and works cited?
• Have I discussed the rhetorical effect of the organization?
• Do I have a strong conclusion that pulls my analysis together?
• Is my analysis well organized?
• Have I carefully edited for grammatical and mechanical mistakes?
• Is my tone appropriate?

Grammar Girl Podcast #2

Affect vs. Effect:

http://grammar.quickanddirtytips.com/affect-versus-effect.aspx

Reading Homework for 1.20.11

Textbook Reading (for quiz)
Chapter 3 of the St. Martin's Handbook: The Rhetorical Situation


Additional Reading
Literature Review- "(Extraordinary) Bodies of Knowledge: Recent Scholarship in American Disability History" by Susan Birch
This article will be sent to you as pdf. document in an email attachment.
We will examine the structure and components of this literature review together in class to help prepare you for the work you will do on BA2 and the literature review you will write for Draft 1.1.

Brief Assignment 1 Checklist

• Did I answer all of the questions in the prompt?
• Have I reviewed my writing to make sure it is grammatically and mechanically correct?
• Have I thoroughly explored and reflected on my writing weaknesses?
• Did I use my previous writing experiences to contextualize the writing weaknesses I have identified?
• Did I support my reflection with evidence? Did I directly refer to past writing experiences?
• Have I provided an overall evaluative statement of my writing experiences and what I need to work on to be successful in this course?
• Is my reflection organized effectively?
• Did I maintain a professional tone?

Grammar Girl Podcast #1

Every week we will be spending a small portion of the class working on a grammar concept through Grammar Girl podcasts and articles. This will benefit your writing throughout the semester and therefore each concept we cover will be included in the following week's quiz, along with the assigned textbook and e-handbook reading. I will post the link to the podcast and corresponding article each week so that you can review the lesson outside of class as well.


Active Voice Versus Passive Voice Podcast:
http://grammar.quickanddirtytips.com/active-voice-versus-passive-voice.aspx

Additional Class Policies

OFFICE HOURS
Students are encouraged to come to my office hours. These hours are reserved for answering your questions and concerns, so please feel free to stop in. Topics suitable for discussion during office hours include, but are not limited to, help revising assignments, clarification on assignments, brainstorming on assignment topics, concerns about commentary and/or grades, and any other general class related questions. If you cannot attend these office hours, you may set up an appointment with me via email or brief after-class conversation. During an office hour visit the classroom conduct rules apply, including the restriction on cell phone use and texting.


EMAIL
Our primary source of communication outside of the classroom will be through email. Since I teach more than one course, when you email me, make sure that you include your section number in the title and the subject of your inquiry. If you are sending an email attachment, make sure that your name is part of the attached document title. Also, it is important that you adhere to proper email etiquette: Make sure your messages have a professional tone. In addition, only use email to ask quick questions. If you are confused about an assignment or would like some explanation about a grader’s comments on an assignment, you will need to meet with me during office hours. If you are having technical difficulties with Raider Writer, email me right away and let me know. It is possible you could encounter technical issues, so avoid waiting until the last minute to submit your assignments. I will check my email between 8:00am and 5:00pm, Monday through Friday.  Please allow at least 24 hours for a response.  I will respond to any emails that I receive over the weekend on Monday.


CLASS PARTICIPATION
Active class participation is expected from all students in order to succeed in this course. Students will receive a participation grade at the end of the semester that will be an average of the grades accumulated over the semester for class participation. In order to promote preparedness for effective discussion and class activities, there will be a quiz over the reading each week. Class participation also includes completed in-class activities and homework (other than that listed on your Raider Writer Syllabus).


GRADE APPEALS
If you feel your assignment has been unfairly or incorrectly evaluated, you may appeal the grade. To appeal a grade, you must complete the following steps within 7 days of receiving the assigned grade:
1. Draft an argument in favor of the grade you feel you should have earned on the assignment. The argument should include an honest evaluation of the assignment’s strengths and weaknesses, both in general and in regard to the assessment criteria. This argument must be thorough and well thought-out, written in an appropriate tone, and be carefully proofread. You must include direct quotations from the assignment criteria and instructions, the Critical Thinking Rubric, the grader's commentary, and your own writing.
2. Submit a copy of the argument to me within 7 days of the document being graded via email with “Grade Appeal” in the subject line. 
I will review your argument and your submission will be re-evaluated according to the assignment criteria and Critical Thinking Rubric. I will reply with a decision as soon as possible. There is no re-appeal process. My decision is final. You are allowed to appeal two grades during the semester. Draft grades may not be appealed.


CLASS CONDUCT RULES AND PROCEDURES
Be prompt. Class begins on time, therefore a student is considered tardy if he or she is more than 10 minutes late and absent if more than 20 minutes late.
Be prepared with all supplies and textbooks. Students are expected to bring their textbooks to every class.
Be kind and respectful. All actions should reflect kindness and respect for both the instructor and all the other students. I will not tolerate rude or disrespectful behavior directed at any member of this class.
Be mentally present. Use of electronic devices during class will not be tolerated. If your phone rings or if I see you using a cell phone, iPod, or other electronic device during class, you will be asked to leave and will be counted absent or tardy for the day. 
Actively participate in class. Class is a much more enjoyable experience when we engage in class discussion. I reserve the right to call on any student to participate.