Before Class
 This is an excellent time to review unit 1 material
 Focus on our most important concepts:
 Exploratory narratives (as a genre)
 Serial position effect
 Editing and revision strategies
 Grammar rules we discussed last week
 All PowerPoints and lessons available on the class
website: ProfessorNAnderson.com
Quiz 2
Answer the following questions in complete sentences (30 pts each):
1.
What is thesis seeking prose(like an exploratory narrative)? What
does it focus on, and how is it different from closed form prose?
2. What is the Serial Position Effect? What elements of our essays does
it tell us are the most important?
Edit the following information, paying attention to the prescrptive and
descriptive grammar rules we discussed in class (10 pts each):
3. Who did you go on the trip with?
4. You’re research is fascinating, I enjoyed reading it.
5. Although I love biology my major is actualy chemistry.
6. Between you and I, athletes whom take steroids should be banned
from competing.
Today’s goals
 Practice editing skills
 Wrap up unit 1 material
 Brainstorm ideas for the class debate
Group Activity: Editing Practice
 In your unit 1 groups
 Read through the sample essay provided
 Edit the writing using global and local revisions to
create a polished and finished draft
 On a separate sheet of paper, explain any changes you
have made. These can be short, two or three word
explanations. You do not need to explain any
corrections in spelling
Journal Entry 15
 Focus: Reflect on Unit 1
 Take a few minutes to remember the content from unit 1 of our
class and the most important items within. Since January, we
have reviewed the basic concepts of rhetoric and MLA format
and learned about exploratory writing, conducting secondary
research, thesis seeking prose, introductions, conclusions, and
serial positioning effects.
 What do you think the most important concepts from unit 1 were?
 Was there any part of unit 1 that you found particularly easy or
difficult?
 How has this class compared to your other English or researchbased classes in college thus far?
 What did you find most useful from unit 1? I urge you here to
consider your major or field of study and how you might use what
you have learned in this field in the future.
Debate Structure
 The pro-group for each issue will open the topic and





introduce their first speaking point to prove their
argument.
The opposing group will then have the opportunity to
refute the pro-group’s argument and bring up their own
first speaking point
Each speaker will have 60 seconds to speak
Every team member must speak
Each group must utilize all three of the rhetorical appeals
This will proceed back and forth until every team member
has spoken
Debate Rules
 Each group must identify 3 of their main speaking points and tell





your opposing group what those speaking points will be at least
two days before the debate(You do not have to explain how you
will support your points however).
Each group member may utilize a single source for their
information. Any source used must be printed, brought to the
debate, and clearly identified when referenced. Consider how
this will affect your ethos.
The groups not taking place in the current discussion will judge
and vote for the winning side.
In the event of a tie, the professor will select the winning group
The debate will count as a quiz grade
The winning team for each group will receive an extra credit quiz
grade
Debate Grading System
 Arguments 50%
 At least 1 salient point per group member
 Utilize all rhetorical appeals
 Arguments are rhetorically sound
 Propose a solution(s)
 Counterarguments 20%
 Did the group take advantage of any rhetorical weak points?
 Time Management 10%
 Are all speaking points adequately explained?
 Individual Participation 10%
 Groupwork 10%
 How well coordinated is the group?
 Do speaking points overlap?
Group Activity: Debate Brainstorm
 In your unit 1 groups
 Based on the debate criteria we have discussed, as well as
arguable issues we considered in the beginning of the
semester, discuss/brainstorm topics you would be
interested in debating
1.
2.
3.
Generate at least 4 possible debate topics you would be
interested in debating
For each topic, state how many members would be
interested in debating each side of the issue (pro or con)
For each topic, identify the main problem(s) that makes the
issue so complex
Homework:
 Bring A&B textbook to class on Thursday
 Exploratory Narrative Final Draft
 Due Thursday 2/19 to Turnitin.com by midnight
 Electronic submissions only. Paper copies not accepted.
(technological problems are not an excuse for late
submissions)
 It is highly recommended that you have a conference or
at least speak with me about your essay progress