English 250 Fall 2013
NOTE: The syllabus is subject to change and may not list all readings and shorter assignments. Readings
AND Reading Journals are to be completed before the class period for which they are listed. Please
bring Envision and The Everyday Writer to class EVERY DAY, and either a print or electronic copy
of individual readings to class on the day for which they are assigned. **For photo essays, select 1
image to bring for discussion during class.
Env = Envision in Depth: Reading, Writing and Researching Arguments; EW = Everyday Writer
Week Dates
Topic and Reading
In-Class Activities and Assignments
1
8/26-8/30
T - Introduction to Course
T - Discussion of class policies. Introduce Major
Assignments. In-Class Writing.
9/2-9/6
R- “Ah Wilderness”
pp. 1 – 12 Env;
pp. 129 – 137, Chapters 1 - 2 EW;
Visual Rhetorical Analysis A#2
T- Overview of A#2
pp. 23-26, Ch. 2 Env
Ch 5 – 10 EW
2
3
4
5
6
9/9-9/13
9/16-9/20
9/23-9/27
9/30-10/4
R – Discussion of “Ah Wilderness”
Summarizing McKibben excerpt from The End of Nature
ENVIRONMENTAL JUSTICE
T- Introduction of Visual Rhetorical Strategies in Print
Media & Film; Analysis of Arguments - Effective Visual
Persuasion; Print Media v. Film PPT
BRING ROUGH DRAFT OF MEMOIR TO CLASS
R- pp. 42-43 Env
Ch. 11, 12 EW
Ecuadorian Amazon Photo Essay
Bring found ad to class
R- Memoir Assignment #1 DUE via EMAIL 5pm
Visual Rhetorical Strategies in Print Media & Film
Analysis of Arguments - Effective Visual Persuasion
T- Ch. 2 Env
p. 36-44 EW
Velazquez “In Search of Justice”
Chavez “Wrath of Grapes Boycott Speech”
T- Writing Presentation #1 Grammar Basics
Peggy Shepard TEDxHarlem
EPA 20th Enviro Justice Video Series
Identifying Rhetorical Context
R - Ethiopian Pastoralists Photo Essay
T- Ch. 3, 4, 12 -14 EW
Tuvalu Photo Essay
R- Visual analysis cont.
R- p. 69-70 Env
UNICEF “Climate Change & Children”
Begin Textual Rhetorical Analysis A#3
R – pp. 30-42, Ch 3 Env, ** pp. 45-50
Ch 12-14 EW
Rich “Jungleland: The Lower Ninth Ward…”
Smith “34”
Hurricane Katrina Photo Essay
T- pp. 220-221, Ch. 3 Env, ** pp. 50-55, 6268; Ch 20-22 EW
Pollan excerpt from The Omnivore’s Dilemma
TableTop Photo Essay
T – Writing Presentation #2 Concise Writing
In-class analysis of SUN COME UP
Analysis of Arguments – Visual
R- Visual Rhetorical Analysis Partner Practice
CONFERENCES – NO CLASS TUESDAY
R - Visual Rhetorical Presentation #1: Crude
Overview of Assignment #3 – bring rubric to class
Canons of Rhetoric
Smith recordings
Emotional v. Logical appeals
SUSTAINABILITY & FOOD
T – Writing Presentation #3 Use of Quotations
Identifying Rhetorical Strategies in Text
Thesis!
1
7
8
9
R- p. 151-155 EW
Berlau “Our Unhealthy Future Under
Environmentalism”
Cloud “Eating Better Than Organic” p. 241-247
Env
10/7-10/11 Textual Rhetorical Analysis
T- Ch 6,8 Env;
Ch. 20 – 21, 23 EW
10/1410/18
10/2110/25
R- Ch. 61 – 62 EW
pp. 265-272 Env
Berry “Manifesto: Mad Farmer Liberation”
Jackson “Outside the Solar Village: One
Utopian Farm”
Argumentative Essay Assignment #4
T- Ch. 4-5 Env, ** pp. 74-82
Ch 14-19 EW
Greenburg “Tuna’s End”
Steinbeck
Fisheries Photo Essays (1&2)
R – Ch. 6 Env ** pp. 62-68
Whitty “BP Cover-Up”
Brown “ND Went Boom”
BP Oil Spill Photo Essay
Argumentative Essay
T- Ch 5, 7 Env; Ch 15 - 17 EW
R- Payton “You’re Not Welcome Here”
Mountaintop Removal Photo Essay
10
11
10/28 –
11/1
11/4 –
11/8
Argumentative Essay
T- Reread Payton “You’re Not Welcome Here”;
write at least 3 questions for the author
R- pp. 124-128, Ch 7 Env; Ch18 – 19 EW
Lopez “A Presentation of Whales”
Bradfield “Whalefall”
Mooallem “Intro”
Non-Charismatic Megafauna Photo Essay
Argumentative Essay
T- Ch 8 Env;
Ch. 49-52 EW
Butterfly Hill excerpt from The Legacy of Luna
Stone “Diversity”
Protestors Photo Essay
R - Visual Rhetorical Presentation #2: Food, Inc.
Arrangement, Structure of Argument
Rebuttals, Fallacies, and Logic
T – Writing Presentation #4 Revisions
Peer Review – BRING ROUGH DRAFT A#3 TO CLASS
Planning & Revision Strategies
Weak v. Strong Language
R - Visual Rhetorical Presentation #3: Gasland
Genres of Argument
Voice, Tone, and Format
T – Writing Presentation #5 Fragments
Assignment #3 DUE via EMAIL 5 pm
Prewriting, Research Proposals, Evaluating Sources
R - Visual Rhetorical Presentation #4: The End of the
Line
TED TALK Garbage Patch
Claim-Data-Warrant on Off-shore drilling
T – LIBRARY RESEARCH DAY – Meet in front room
of Parks Library
R - Visual Rhetorical Presentation #5: The Last Mountain
Submit thesis statement, informal outline, annotated
bibliography for Argumentative Essay. Topic may not be
changed after instructor approval of your thesis
statement and outline.
ACTIVISM & INDIVIDUAL IMPACT
T – Writing Presentation #6 Mechanics I
VISITING WRITER Andrew Payton
R - Visual Rhetorical Presentation #6: Dive!
Peer Review – BRING ROUGH DRAFT A#4 TO CLASS
Integration of Sources
T - Visual Rhetorical Presentation #7: If a Tree Falls
Audience, POV, and Genres of Argument
R- Writing Presentation #7 Mechanics II
Visual Design, Presentation Etiquette Revisited
R- Louv “Life of the Senses”
2
12
11/1111/15
T- Field trip to Brookside Park
RAIN/SNOW or SHINE!
CONFERENCES – NO CLASS
13
14
15
16
17
11/18 –
11/22
11/25 –
11/29
12/2 –
12/6
12/9 –
12/13
12/16 –
12/20
T- Meet at Main Shelter Area of Brookside Park
CONFERENCES – NO CLASS THURSDAY
T- WRITING DAY
R – WRITING DAY
FALL BREAK – NO CLASS
T – Bring draft #2 with questions for partner/instructor
R - Argumentative Essay Assignment #4 DUE via EMAIL
FALL BREAK – NO CLASS
PHOTO ESSAY PRESENTATIONS
PHOTO ESSAY PRESENTATIONS
Assignment #5: Portfolio
T- PHOTO ESSAY PRESENTATIONS
R- Final Reflective Rhetorical Memoir
Assignment #5: Portfolio
Lopez “American Geographies”
Re-read McKibben excerpt from The End of
Nature
T- PHOTO ESSAY PRESENTATIONS
Finals Week
Final Reflective Rhetorical Memoir Assignment#5
Portfolio DUE via EMAIL during final exam time
designated by the university.
R- In-class reflective essay (pt. 3 of Portfolio)
Discussion of elements of final reflective rhetorical memoir,
revision v. editing; summarizing v. analysis.
Student course evaluations completed in class.
Assignments
Units and Grade Distribution
Unit 1:
Unit 2:
Assignment #1: Memoir
Analyzing Visual Rhetorical Arguments
Unit 3:
Analyzing Textual Arguments
Unit 4:
Other
Assignment#2: Group Documentary Film Presentation
15%
Assignment #3: Textual Rhetorical Analysis
15%
Assignment #4: Argumentative Essay
Oral Presentation of Arg. Photo Essay
15%
5%
Assignment #5: Final Reflective Rhetorical Memoir
Reading Response Journals
Class Participation/Attendance
Writing Lesson Group Presentation
Discussion Leader
15%
15%
10%
5%
5%
Researching
All work completed outside of class should be typed, printed and stapled before class. Make
sure you have a backup copy of all work before you turn it in to be graded. Keep all graded
assignments for potential revisions. Major essays will be penalized one letter grade (e.g.,
from B to C) for each class period they are late. Absences during presentations will
result in a zero for that assignment, unless you notify me beforehand and reschedule.
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Assignment 1
Personal Environmental Memoir - Description and Narrative of Place
English 250 Fall 2013
Due date: Thursday 5 Sept via EMAIL 5 pm
“A world is looking over my shoulder as I write these words; my censors are bobcats and mountains. I have a place
from which to tell my stories. So do you, I expect. We sing the song of our home because we are animals, and an animal
is no better or wiser or safer than its habitat and its food chain. Among the greatest of all gifts is to know our place.” –
Barbara Kingsolver, “Knowing Our Place,” from Small Wonder
In her essay from Small Wonder, Barbara Kingsolver describes two places she lives and writes,
Appalachia and Arizona. She interacts with these two places, and while she may own land or be a
part of a certain community, Kingsolver insists “these places own me” (944).
Think about the places that own you. What environment(s) have been significant to your
development as a person? You may decide to write about the place you were raised, or you can
choose some other environment that has impacted to you. You may want to focus your essay on a
particular event in order to frame your discussion.
Planning and Drafting
Questions to ask yourself:
• How do you engage with this place?
• How has this place shaped and affected you?
• Is this a natural or human-constructed environment?
• What sorts of animal and plant life exist there? What kind of non-living material?
• How does it look, sound, smell? Why is this important to you?
Some Evaluation Criteria
The essay




provides specific and relevant examples or experiences that support the stated attitude
contains sensory detail
is appropriately organized into paragraphs
contains few errors in mechanics
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Assignment 2
Visual Rhetorical Analysis: Documentary
English 250 Fall 2013
Due Dates According to Presentation Schedule
Group Presentation
In groups of three or four, you will watch and analyze an assigned documentary, sharing with the
class your group’s interpretation of the film’s message and rhetorical strategies. Together prepare a
short presentation (10-15 minutes), including the trailer of the film. VERY BRIEFLY summarize the
documentary, and then explain in detail the rhetorical context (filmmaker, year of production) and
how might it fit into a larger movement around the particular issue. Then identify the documentary’s
argument, evaluate the oral, visual, and rhetorical (emotional, factual or ethical appeals) strategies the
filmmakers used to make this argument, and explain whether or not you think they were effective in
doing so. If possible, draw connections to class readings and assignments. Be prepared to answer
questions from the class.
These films are available on Instant Netflix, in the ISU library, and/or the Ames Public Library. If
you have any difficulty finding a film, let me know.
Group Written Analysis
In a 2-4pp. written analysis of your group’s environmental documentary, write a BRIEF summary of
the documentary (no more than 1 paragraph), identify the filmmaker’s purpose and argument,
evaluate the oral and visual strategies the filmmakers used to make this argument, and explain
whether or not you think they were effective in doing so.
Both your presentation and your essay must answer the following questions:
- what sources (on-camera interviews, expert opinions, graphics, newspapers, TV reports, etc.) did
the filmmakers consult during the film?
- how did the filmmaker use: image, sound, music, color, etc. in the documentary?
- what emotional appeals did the filmmaker use? How did they do this? Were these strategies
successful?
-what logical connections did they make to scientific, technological, socio-economic or political
issues? How did they do this? Were these strategies successful?
Other Evaluation Criteria
- source, date of production, target audience, and purpose are clearly stated
- clear and interesting thesis supported by specific, concrete detail
- ethical, logical, and emotional dimensions of analysis are present
- primary and secondary sources are cited appropriately
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DOCUMENTARY OPTIONS
Crude (2009) - This documentary explores the ongoing battle waged by 30,000 indigenous
Ecuadorans against Chevron for dumping billions of gallons of toxic oil waste. In a cinéma-vérité
feature from acclaimed filmmaker Joe Berlinger, Crude is the epic story of one of the largest and most
controversial legal cases on the planet. An inside look at the infamous $27 billion "Amazon
Chernobyl" case, it is a real-life high stakes legal drama set against a backdrop of the environmental
movement, global politics, celebrity activism, human rights advocacy, the media, multinational
corporate power, and rapidly-disappearing indigenous cultures. Presenting a complex situation from
multiple viewpoints, the film subverts the conventions of advocacy filmmaking as it examines a
complicated situation from all angles while bringing an important story of environmental peril and
human suffering into focus.
Dive! (2010) -- Follow filmmaker Jeremy Seifert and his circle of friends as they dumpster dive in the
back alleys and gated garbage receptacles of L.A.'s supermarkets. In the process they uncover
thousands of dollars worth of good food and an ugly truth about waste in America: grocery stores
know they are wasting and most refuse to do anything about it.
The End of the Line (2010) -- Based on the critically acclaimed book by Charles Clover, THE END OF
THE LINE charts the devastating ecological impact of overfishing by interweaving both local and
global stories of sharply declining fish populations, including the imminent extinction of the bluefin
tuna, and illuminates how our modern fishing capacities far outstrip the survival abilities of any ocean
species. Scientists explain how this depletion has slipped under the public radar and outline the
catastrophic future that awaits us an ocean without fish by 2048 if we do not adjust our fishing and
consumption practices.
Food, Inc. (2008) - Examines the costs of putting value and convenience over nutrition and
environmental impact. Director Robert Kenner explores the subject from all angles, talking to
authors, advocates, farmers, and CEOs, like co-producer Eric Schlosser (Fast Food Nation), Michael
Pollan (The Omnivore's Dilemma), Gary Hirschberg (Stonyfield Farms), and Barbara Kowalcyk, who
has been lobbying for more rigorous standards since E. coli claimed the life of her two-year-old son.
The filmmaker takes his camera into slaughterhouses and factory farms where chickens grow too fast
to walk properly, cows eat feed pumped with toxic chemicals, and illegal immigrants risk life and limb
to bring these products to market at an affordable cost.
Gasland (2010) -- In 2009, filmmaker Josh Fox learned his home in the Delaware River Basin was on
top of the Marcellus Shale, a rock formation containing natural gas that stretches across New York,
Pennsylvania and huge stretches of the Northeast. He was offered $100,000 to lease his land for a
new method of drilling developed by Halliburton and soon discovered this was only a part of a 34state drilling campaign, the largest domestic natural gas drilling boom in history. Part mystery, part
travelogue, and part banjo showdown, Gasland documents Josh's cross-country odyssey to find out if
the controversial process of hydraulic fracturing - or fracking - is actually safe. As he interviews
people who live on or around current fracking sites, Josh learns of things gone horribly wrong, from
illness to hair loss to flammable water, and his inquiries lead him ever deeper into a web of secrets,
lies, conspiracy, and contamination - a web that potentially stretches to threaten the New York
Watershed. Unearthing a shocking story about a practice that is understudied and inadequately
regulated, Gasland races to find answer about fracking before it's far too late.
If A Tree Falls: A Story of the Earth Liberation Front (2011) – The remarkable story of the ELF rise and
fall told through the transformation and radicalization of one of its members, Daniel McGowan.
Academy Award-nominated filmmaker Marshall Curry weaves a chronicle of McGowan facing life in
prison with a dramatic investigation of the events that led to his involvement with the ELF, creating
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a film that is equal parts coming-of-age tale and cops-and-robbers thriller. Using never-before-seen
archival footage and intimate interviews with cell members and with the prosecutor and detective
who were chasing them, If a Tree Falls asks hard questions about environmentalism, activism, and the
way we define terrorism.
The Last Mountain (2010) - A spellbinding tour along the frontlines of America's most spirited battle
over the environment and the economy. Set deep in the heart of Appalachian West Virginia, this
consciousness-raising film captures a rowdy band of citizens as they try to stop a giant coal company
from blowing up a pristine mountain for its coal. A tale of greed and courage, folly and forwardthinking, The Last Mountain is brimming with the coal hard facts and vivid testimony from the
hardscrabble people whose lives are intertwined with coal. Featuring environmental activist and
lawyer Robert Kennedy Jr. and the stunning visuals of Appalachia, The Last Mountain is an
informative indictment of America's energy policy, and it points the way to a brighter, greener future.
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VISUAL RHETORICAL ANALYSIS PLANNING SHEET
Title of Documentary:
Director:
Producer/Production Company:
Year of Production:
Writer:
Associated Organizations, Sponsors, etc.:
Write a BRIEF summary of the documentary.
What issue or subject is the documentary addressing?
What is the message or argument of the documentary? What is the purpose?
What sources (on-camera interviews, expert opinions, graphics, newspapers, TV reports, etc.) did the
filmmakers consult DURING the documentary? Why do you think these were included?
How did the filmmakers use oral/visual elements (i.e. image, sound, music, color) in the film? Which
of these elements was most effective? Which of these elements was least effective? Explain your
answer.
What emotional appeals are the filmmakers using during the film? Are these successful in supporting
the purpose of the documentary? Why or why not?
What logical connections does the film make to scientific, technological, socio-economic, or political
ideas? Are these successful in supporting the purpose of the documentary? Why or why not?
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Evaluation Criteria
Thesis: ___/5
- contains clear, focused, specific language
- presentation follows and aligns with opinion stated within thesis
- thesis is an analysis of the documentary, rather than the subject itself
Substance: ___/10
- analysis is thorough and uses specific quotations, anecdotes and images from the film
- all elements of the presentation requirements are present
- every member of the group participates equally
Organization: ___/10
- the presentation follows logical progression
- slides are easy to read and easy to follow
Style: ___/10
- students use language appropriate for academic setting
- students use vocabulary relevant to the course, and to the subject matter
- presentation is practiced, clean, and sufficient in length
Mechanics: ___/5
- slides are free of mechanical errors, including
- functions of grammar
- spelling
- punctuation
TOTAL: _____/40
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Assignment 3
Rhetorical Analysis of a Written Text
English 250 Fall 2013
Rough Draft Due: Tues 8 Oct
Final Draft Due: Tues 15 Oct via EMAIL 5 pm
Essay Requirements: 3-5p; Double-spaced, stapled; 12 pt. font Times New Roman or Garamond;
MLA formatted works cited/bibliography; AT LEAST 3 credible, academic sources;
Catchy/Explanatory Title
A rhetorical analysis examines how a text works—how its words, its structure, its ideas connect—or don't
connect—with a given audience. Your analysis will show how a text fulfills its purpose for a particular
audience. Because this purpose is fairly open-ended, you’ll need to focus your analysis on specific elements the
author uses to achieve his or her purpose.
To assist your readers in understanding your analysis, be sure to
 include a clear thesis statement and forecasting statements to guide the readers.
 explain the context (historical background, original audience, etc.) and its connection to the essay.
 analyze how the author’s specific writing choices help fulfill the author’s purpose.
 use quotes or paraphrase portions of the essay. If you write about the “example in the second
paragraph,” the readers will not understand the reference.
Choose one of the following three texts to summarize:



“Liturgy” by Natasha Trethewey
“Ancient Forests of the Far West” by Gary Snyder
“Lost in the Amazon” by Matthew Power
Planning and Drafting
The following sequence of steps is designed to help you plan and organize your ideas before you write.
Because not all writers plan their writing in the same way, you may want to modify the sequence to suit your
own way of planning an essay. All of the points in the sequence, however, will help you produce an effective
communication, so all points should be considered at some stage in your planning and writing.
1. Select a text from the choices given to you.
2. Select a strategy—context, substance, organization, style, delivery—that you wish to analyze in the text.
3. Review the text and questions on the handout, deciding which questions apply to the text. Steps 1
through 3 should allow you to focus your analysis and formulate a thesis statement.
4. Review the essay. Write what you think are the text’s purpose, audience, and context.
The following questions should help you generate this information.
 Context: Where and when did the essay originally appear? What historical background is
important in defining this context? What does the background tell us about reader
expectations and reading conventions?
 Purpose: What does the writer want the readers to be able to do, think, feel, or decide after
reading the text? What does the text enable readers to do while reading—compare facts,
apply information, implement an action, etc.?
 Audience: Who are the intended readers? What does the text imply about readers’
knowledge or feelings about the subject? What sort of relationship does the
writer establish with the readers?
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5. Review the text and the appropriate questions on the handout. Use these guiding questions to help
you generate ideas for your analysis.
6. Think about connections between the strategies you find in the text and the text’s purpose and
audience. Steps 4 through 6 should enable you to generate the content for your analysis.
Step 6 should help you avoid simply summarizing the essay.
7. Think about your audience (instructor and classmates) and purpose for your analysis. Create a thesis
sentence that provides an overview of your entire paper. Step 7 should help you decide the detail, words,
sentences, and organization you want to use in your own writing. Although Step 7 will be useful to you before
writing, it will also help you later as you revise and polish your analysis.
Now that you have prewriting notes, you are ready to write a rough draft.
Evaluation Criteria
The rhetorical analysis should







Contain an introduction (with a thesis) and a conclusion (with a rephrasing of the thesis)
focus on two or three of the strategies used by the writer (e.g., context, substance, organization, style,
delivery, or a more defined area within one of these categories).
analyze rather than summarize the essay/poem
contain a clear, specific, concrete thesis
Follow a logical progression of thought – sentence to sentence, paragraph to paragraph – and
all included information should be supporting the thesis
Transition clearly from each thought, and each paragraph
have few, if any, errors in correctness.
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Questions to Help You Focus Your Rhetorical Analysis
The following questions can help you focus your rhetorical analysis.
Context
1. What does selection of details tell you about the writer? What do these details tell
you about the writer's assumptions about the knowledge and experience of the
readers?
2. How does the author convey the purpose of the text?
Substance
1. What kinds of evidence—facts, statistics, anecdotes, quotations)—does the author
use? How does the selection of supporting evidence help fulfill the purpose of the
text?
2. How does the writer use supporting evidence or examples to appeal to the audience?
Are these appeals logical and rational? Emotional? A combination of the two?
Organization
1. How does the organization of the text help fulfill its purpose? For example, if the author
puts the thesis in the concluding paragraph, how does that strategy help persuade readers?
2. What cueing devices, such as transitions or headings, does the author use to
emphasize important points and to guide the reader through the essay?
3. Is the information clustered/segmented in a way meaningful to readers and
compatible with purpose? Does the clustering of information follow established
patterns (e.g., classification, description, comparison, problem/solution, others)?
Style
1. How does the language of the text help the text fulfill its purpose for the readers?
How do the following uses of language influence the text?
 concrete versus abstract words
 level of technicality (Does the writer assume readers understand certain
terms, or does the writer provide definitions of certain terms?)
 formality (e.g., highly formal, use of slang, etc.)
2. How does the writer use language to establish a certain tone in the essay? Is the tone
well suited to the audience and purpose?
3. What kinds of sentences does the writer use? Does the writer vary sentences for
emphasis? How readable are the sentences? Does the writer use topic sentences or
forecasting statements to guide readers? Does the writer include transitions to move
smoothly from one sentence to the next?
Delivery
1. Are visuals (photos, cartoons, images, drawings, charts, maps, etc.) included in the
essay. How does the inclusion or omissions of visuals add to or detract from the
essay?
2. Do visual cues—headings, spacing, listing—help organize the text for the reader, or
emphasize (or de-emphasize) certain points?
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Evaluation Criteria
Thesis: ___/5
- contains clear, focused, specific language
- body of the essay follows and aligns with opinion stated within thesis
- thesis is related to the student’s analysis of the essay, rather than the subject of the essay itself
Substance: ___/10
- analysis is thorough and uses specific quotations or specific paraphrases from within the essay
- student’s analysis is well-reasoned and relevant to the thesis
- student’s analysis makes up a majority of the essay, rather than majority coming from outside
quotations or citations from the textual analysis subject
- tangents unrelated to the thesis are avoided
Organization: ___/10
- the essay follows logical progression, sentence to sentence and paragraph to paragraph
- student uses transition sentences to guide reader between paragraphs
- student follows an order set forth by the thesis statement
- essay contains an introduction, main point/topic sentences, and a conclusion
Style: ___/5
- student uses language appropriate for academic writing
- student uses vocabulary relevant to the course, and to the subject matter
- writing is smooth and easy to follow, having few issues with run-on sentences or choppy
construction
Mechanics: ___/5
- student’s writing is free of mechanical errors, including
- functions of grammar
- spelling
- punctuation
Sources: ___/5
- student cites required number of credible/academic sources within paper
- student uses background research to effectively support analytical opinions
- background research provides relevant contextual information
and/or
- insight for the essay being analyzed
and/or
- toward the analysis of the essay itself
TOTAL: _____/40
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Assignment 4
Argumentative Essay and Photo Essay Presentation
English 250 Fall 2013
REQUIREMENTS: 5-7pp; Double-spaced 12 pt. font, Times New Roman or Garamond; MLA
formatted works cited/bibliography; AT LEAST 5 credible, academic sources; Catchy/Explanatory
Title
1.Thesis, Informal Outline, & Annotated Bibliography Due: Thurs 24 Oct
2. Complete Rough Draft/Peer Response: Thurs 31 Oct/ Tues 3 Nov
3. FINAL ESSAY: Thurs 21 Nov
4. FINAL PHOTO ESSAY: Tues 3 Dec
Presentations:
PURPOSE: To research various perspectives of an environmental issue of your choice; to form an
articulate, well-supported position regarding that issue; to explain both the issue and your argument
in a polished written essay; to present that information in the form of a photo essay.
This assignment is not simply a report; you must make a claim and support it, taking into
consideration various points of view. While the position you take on whatever issue you choose to
write about will be your opinion, you must sufficiently argue that point of view using supporting
evidence – quotations and paraphrases from reputable sources, statistics from scientific studies, etc.
You will NOT be graded based on whether I think you are right or not; instead, I will assess how
skillfully you argue using a variety of sources. You should also address any possible refutations, giving
“the other side of the argument” due consideration.
Note: Even though this is the longest paper of the semester, you'll need to narrow your focus. Even
in a 5-page paper, you simply can't address a large, complex topic. (Global Warming, for example, is
probably too large a thing to tackle in a handful of pages.) Remember, the smaller your focus, the
more in depth you can be.
You must use at least five sources for your essay. 1-2 of these sources can be from the readings we’ve
done this semester, but the other sources must be from elsewhere. You are permitted to use visual
sources (advertisements, graphs, etc.), but if you choose to do this, you should still have at least five
written sources as well.
If you use sources on the Internet or from texts we have not read, you must attach a
photocopy of these materials to your essay (if the source is long, just photocopy the first
page). You may not use a paper or portion of a paper that you have written for another
course.
PLANNING & DRAFTING
When picking a topic to write about, think of what has interested you most throughout the semester.
If there was a particularly reading or discussion we had, go from there and explore a certain issue
further. Here are some examples of sufficiently narrow topics to get you thinking:
- Whaling rights in native Inuit communities v. whaling rights in Japan
- Health implications of CAFOs (human and/or animal)
- The sustainability of the “local-vore” food movement
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- A major environmental body, treaty or law
-the ICCAT, the Endangered Species Act of 1973, or the Kyoto Protocol
-The morality of eco-terrorism or direct environmental action
- Domestic fossil fuels: tar-sand exploitation, the Keystone Pipeline, fracking, OR off-shore drilling
in the Gulf of Mexico
- International financial support for Climate change refugees (not in the Carteret Islands)
This assignment, more than any other this semester, requires careful planning. To a large extent, the
success of your paper will depend on how thoroughly and diligently you carry out the writing process.
Below are some suggestions for getting started.
1. Restrict your topic to an area of the subject that you can handle in a short paper. State your
topic in the form of a question and then decide whether or not you can answer it within the
limited scope of your paper. If you tightly restrict your topic, you'll find that you can
construct a much more complete and satisfying paper.
2. Once you've focused your topic, collect your evidence from readings in our class and
possible other sources, and formulate a preliminary thesis. As you write your draft or outline,
test your thesis and, if necessary, modify it as you go.
As you can see, you need to complete several preliminary steps before you begin writing in earnest.
Between composing your rough draft and your final paper, you'll need to keep several additional
things in mind.
1. Consider your readers. How much do your readers know about your topic? Are they
interested in it? Do they have strong opinions about it? Do not assume that your readers
have read the sources you have read.
2. Keep in mind your purpose (e.g., to persuade your readers to accept your position and
perhaps to act on it).
3. Interweave your sources into your paper to substantiate your thesis. Be careful not to rely
exclusively on one source. Verify the accuracy of your information and quotations. Miscues
can undermine the credibility of your thesis.
4. Consider the context of your subject. What sociopolitical elements are involved? Economic?
Moral or spiritual? How does this issue change in regards to race, gender, class status,
ethnicity or nationality? You do NOT have to include all of these elements in your paper –
in fact, you should not – but think about them, and do some research with these facets of
the issue in mind.
DOCUMENTATION
In documenting your sources use the MLA format.
Be careful not to plagiarize. If you use exact words from a source, be sure to use quotation marks,
in-text citations, and a Works Cited page. Also, check to see that you haven't used too many
quotations in the paper; paraphrase or summarize the information instead. If you are paraphrasing,
you must cite this as well. Remember plagiarizing does not just mean using a direct quote with
quotations or citations, you can plagiarize an idea.
15
If I determine that you have plagiarized any part of your paper (including a paraphrase without
properly citing it, using a direct quotation as if it were your own, etc.) I will request an individual
meeting with you, and you will receive an F for the assignment.
EVALUATION CRITERIA
Since this is your last out-of-class essay (except for the revision/reflection paper for the portfolio),
you will want to demonstrate that you can employ the strategies and techniques we've talked about in
the course. Some of them are listed below:







a focused topic with a thesis that goes beyond the points made in the essays we read
relevant, concrete details that support your thesis
a logical pattern of organization; transitions form one idea to the next that guide your reader
through your material;
paragraphs, language and tone adapted to your subject, purpose, and audience.
a variety of sentence types (not short, choppy sentences)
accurate, well-documented use of sources (including paraphrasing and quoting)
few or no errors in correctness that distract the reader
16
English 250
Oral Presentation of Argumentative Essay: Photo Essay
Final Presentations 3 Dec/5 Dec/10 Dec -- ** NOTE** All presentations DUE 3 Dec
Photo Essay Requirements: 5-8 minute PPT Presentation; 8-20 photos with short
captions/explanatory titles; 1-2 page reflective defense for inclusion of selected photographs; Works
Cited for included photographs;
Purpose:
We have spent the semester viewing and analyzing how myriad environmental issues are presented in
photographic formats. This is an opportunity for you to practice the art of the “photo essay” by
translating the argumentative thesis into a visual presentation. Your subject matter and argument will
be the same for this presentation as it was for the argumentative essay, but you need to support your
thesis and explicate the details behind it using images as evidence and rhetorical support.
Planning:
When you are looking for images to include in your presentation, refer to your essay to look for key
elements of evidence, support, and detail. Each piece of your argument should be represented in
visual format, including your introduction, any socio-political context, and the conclusion. Your
images should contribute toward the overall argument of your essay, as well as build upon each other
to craft a narrative that is easy to follow. You need to cite the sources of your images just as you
would quotations from an article, so keep track of the books, magazines, and websites that you are
drawing material from.
Look for photographs or other graphics that clearly illustrate the points in your argument. Each slide
in your presentation should have only ONE image, and each slide should contain a caption of some
kind: this can be a title or a short descriptive phrase no more than three sentences. Remember – the
more text you have on the slide, the less attention your audience will pay to you and the message you
are trying to articulate.
You may include other graphics beyond photos, but be careful that they are used sparingly. Limit
yourself to less than 10% of the essay – 1 in 10, etc.
Reflective Defense:
This is a short (1-2pp) explanation for the inclusion of the images in your presentation. This will act
basically as an outline of your photo essay; use it to plan your presentation.
Presentation:
Use the photo essay to present your argumentative essay – state your thesis, the supporting evidence,
and any conclusions you’ve made about the issue you are discussing. Spend time with each image.
You need to explain the following about each:
- context (who, what, where, when)
- purpose (why is this included? how is this supporting your claim?)
- audience (what emotional, logical, or ethical appeals is this photo making?)
- source (where did you find this image? How was it obtained?
17
THESIS, INFORMAL OUTLINE, and ANNOTATED BIBLIOGRAPHY
Due date: IN CLASS Thurs 24 Oct
In a printed, stapled paper copy, you must submit your thesis statement, an informal (bulleted)
outline of your essay, including possible body paragraphs, and an annotated bibliography that
explains some of the sources you intend to use for your essay.
Thesis statement: After the library visit, you should have a few substantial ideas regarding the
subject matter you would like to tackle for your essay. The thesis statement you submit should be
clear, specific, and focused. Look at the “Weak v. Strong Thesis Statements” worksheet from earlier
in the semester. Is your thesis making an argument? Do you include specific examples? Have you
avoided general or offensive language?
Informal outline: This should include an introduction, body paragraphs, and a conclusion. What
contextual information will you include? What are the specific examples you introduced in your
thesis? Are they sufficiently developed in the body of the essay? What alternative arguments or
rebuttals could another writer make in regards to your subject? Why is your argument still strong?
Annotated bibliography: A bibliography is a list of sources (books, journals, websites, periodicals,
etc.) one has used for researching a topic. Bibliographies are sometimes called "references" or "works
cited" depending on the style format you are using. A bibliography usually just includes the
bibliographic information (i.e., the author, title, publisher, etc.).
An annotation is a summary and/or evaluation.
Therefore, an annotated bibliography includes a summary and/or evaluation of each of the
sources. See Purdue OWL’s example here. Your annotations may do one or more of the
following:

Summarize: Some annotations merely summarize the source. What are the main arguments?
What is the point of this book or article? What topics are covered? If someone asked what
this article/book is about, what would you say? The length of your annotations will
determine how detailed your summary is. For more help, see our handout
on paraphrasing sources.

Assess: After summarizing a source, it may be helpful to evaluate it. Is it a useful source?
How does it compare with other sources in your bibliography? Is the information reliable? Is
this source biased or objective? What is the goal of this source? For more help, see our
handouts on evaluating resources.

Reflect: Once you've summarized and assessed a source, you need to ask how it fits into
your research. Was this source helpful to you? How does it help you shape your argument?
How can you use this source in your research project? Has it changed how you think about
your topic?
You should include at least 4 sources in your annotated bibliography, but you will still need
to include more sources in your final essay.
18
COMPLETE ROUGH DRAFT Due Thurs 31 Oct
Bring a printed copy of your rough draft to exchange with a partner. Answer the below
questions and give them to your partner so that they know how they can help you when
responding to your essay.
GUIDED PEER RESPONSE
NAME:
PARTNER:
Fill this out as a guide for your partner. What do you most want feedback about in your essay? What
areas are you struggling with? What kind of feedback is most helpful to you? BE SPECIFIC!
1. What is your essay’s greatest strength?
2. What is your essay’s greatest weakness?
3. Which areas do you need the most help with? (Context, Substance, Organization, Style)
4. Are grammatical or mechanical corrections helpful to you?
19
Assignment #4 Peer Response – DUE Tues 3 Nov
Name:________________________
Partner:________________________
Print ONE COPY for your partner and ONE COPY for the instructor
On a TYPED separate page: BE SPECIFIC in your comments. Refer to the below rubric when
constructing critical comments (i.e. Organization could be improved – the transitions are weak from
paragraphs 2-3 and from 3-4). Include page numbers and quotations to help guide your partner in
their editing process. For each section, clearly explain WHAT was missing/underdeveloped,
WHERE in your partner’s paper the issues occur, WHY these issues need to be improved, and
HOW you think your partner could revise.
Context
-The introduction hooks the audience
- identifies the subject of the essay
- states the importance of the building for the community (THESIS)
- transitions well into the body of the essay
Substance
- essay delivers relevant supporting information
- well researched
- includes specific examples that relate clearly to the thesis
- identifies possible rebuttal, but maintains strength of thesis argument
Organization
-organized clearly around key points that support focus
- uses transitions and follows logical progression
Style
-Language choices are suited to purpose and sentences read smoothly
-essay is free of spelling mistakes, sentence level grammatical errors, and other typos
- quotations and citations are properly included according to MLA format
1. What do you think this paper does well?
2. Where do you think the paper was weak?
3. What other information do you want to know about this issue?
4. In your own words, what argument is your partner making about the environmental issue he/she
has chosen to write about? Is the argument clear? Effective?
5. What HOLES exist in your partner’s argument? What other sources or ideas should your partner
research before completing the essay?
20
ARGUMENTATIVE ESSAY RUBRIC
Thesis: ____/5
- contains clear, focused, specific language
- body of the essay follows and aligns with opinion stated within thesis
Substance: ____/20
- subject matter is discussed thoroughly and uses specific quotations or specific paraphrases from
sources
- facets of the environmental issue relevant to argument are present
- student supports opinions with facts
- student avoids fallacies and generalizations
- student makes fresh connections between research and personal assertions
Organization: ____/10
- the essay follows logical progression, sentence to sentence and paragraph to paragraph
- student uses transition sentences to guide reader between paragraphs
- student follows an order set forth by the thesis statement
Style: ____/10
- student uses language appropriate for academic writing
- student uses vocabulary relevant to the course, and to the subject matter
- writing is smooth and easy to follow, having few issues with run-on sentences or choppy
construction
- student avoids general/weak language
Mechanics: ____/5
- student’s writing is free of mechanical errors, including
- functions of grammar
- spelling
- punctuation
Sources: ____/10
- student properly cites required number of credible/academic sources within paper
- background research provides relevant contextual information
and/or
- insight for the argument
PHOTO ESSAY PRESENTATION
Clarity of Thesis: ____/5
Selection of Images: ____/15
Continuity with Argumentative Essay: ____/5
Presentation Etiquette/Performance: ____/15
21
Assignment 5
Final Reflective Rhetorical Memoir: Portfolio (15%)
English 250 Fall 2013
Completed Project Due during Final Exam Period (physical in my mailbox in Ross 206, or
digital to my email)
GRADE BREAKDOWN:
33.33% Revision of Piece #1
33.33% Reflective Essay Piece #2 – 2-4pp.
33.33% Reflective Essay Piece #3 – 2-4pp.
Late portfolios will NOT be accepted without major extenuating circumstance.
The portfolio will overview the semester, re-examine the work you’ve done in English 250, and
assess your growth as a communicator. Select two pieces from your work in the semester to revise.
Piece #1: BOTH the original and a revision of a written assignment, edited and rewritten
with consideration for original areas of weakness including: content, organization, detail,
style.
NOTE: Revision here means more than editing; it means, “re-seeing” the subject. You should
include additional material, delete parts that don’t work, reorganize the piece, refine your opening
and closing, improve your title, etc.—in other words, you need to do a significant amount of
rewriting.
Piece #2: In addition to the first two aspects of the portfolio, you will write a new reflective
essay about your understanding of mechanics, substance, style, and rhetorical strategies in
your own writing.
Use Pieces #1 to write Piece #2.
- Compare the weaknesses of the original pieces to the improved sections of its
corresponding revision.
- Use examples of your strengths to explain what you will strive for in future writing
assignments.
- In the appropriate section, describe additions made to the piece (written, text, visuals,
source material.)
- Describe portions you chose to delete. Explain the benefit of those deletions.
- Explain what parts you decided required no changes. Offer support for your decision.
- If you reorganized or reformatted elements, explain how doing so benefits the piece.
Use examples and quotations from your own work to identify:
- strengths (i.e. “Detail is my greatest strength as a writer, exemplified in a sentence from
assignment #3 in which I use sensory information about the YSS office building to explain
its homey atmosphere.”)
- weaknesses (i.e. “In my original essay for assignment #3 I struggled with organization. The
essay jumped back and forth from the offices, to its programs, and back to its locations.”
22
- ways that you have improved (i.e. “For the revision of assignment #3, I reorganized the
paragraphs so that they followed a more logical progression from the mission statement to
the main activities of YSS.”).
Piece #3: Using the rough in-class reflective essay you wrote, explain how your views
about one of the major environmental issues we discussed in class this semester have
evolved. How did you think about this issue in the beginning of the semester? What do you
think about it now? Explain both how and why your thinking about this issue has changed.
Make specific reference to information and rhetorical strategies used in applicable
readings/documentaries.
Reflective Environmental Memoir (Piece #3)
Choose ONE of the major environmental issues we have discussed in class, and explain how your
views about this issue have evolved. How did you think about this issue in the beginning of the
semester? What do you think about it now? Explain both how and why your thinking about this
issue has changed. Look back over your reading journal entries. Make specific reference to authors,
information, and rhetorical strategies from applicable readings/documentaries.
** Please do not write about the same issue you chose for your argumentative essay. **
Possible issues to choose from include:
- deforestation
- organic farming
- mountain-top removal coal mining
- fossil fuels v. renewable resources
- environmental aspects of socioeconomic status
- human impacts of climate change
- fisheries sustainability
- environmental activism
- human as part of environment v. human as separate from environment
Portfolio Proposal
Refer to the grading rubrics and the assignment sheets as you revise. Look to chapters 9 and
10 in The Everyday Writer (EW) for advice on revision, focus, and development. As you begin, look
over earlier drafts of Piece #1 (and any accompanying process materials) as well as feedback you
received (both from peers and instructor). Ask yourself the following questions:
- Which areas need the most improvement?
- Where can I offer additional development or clarification?
- Can I see a better way to arrange the ideas in my new version?
- What other issues do I need to address to make this piece more effective?
In a TYPED response, answer the following questions to outline your final portfolio.
1. What piece are you planning to use for Piece #1? What are its strengths and weaknesses? What
specific changes will you make in revisions to improve the efficacy and success of the assignment?
2. What does the written piece show about your academic evolution in areas of context, substance,
organization, and style?
3. In which area (context, substance, organization, style and/or delivery) have you IMPROVED the
most? In which area are you still struggling?
23
READING RESPONSE JOURNALS (15%)
Use this format to engage and respond to the texts. Bring a printed copy to class with you on the
day we will be discussing the reading, and email a copy of the response to me BEFORE class. Save
the .doc file as [First Initial Last Name RJ #] i.e. TSwansonRJ3, and label your email subject the
same way. Throughout the semester, keep these printed copies in your ENGL 250 folder. Late
responses cannot be made up. There will be 10 RJs throughout the semester.
Summary
Write a brief (5-9 sentences) summary of the environmental essay. Include both the author’s name
and the publication date.
Main Ideas
For selected readings from Envision and The Everyday Writer, determine at least three main ideas from
each.
Example:
Envision
1. Audience and organization are important aspects of essay construction.
2.
3.
Discussion Questions
Come to class with at least 2 questions about the environmental essays you would like to discuss
with the class. Refer to specific passages, and incorporate contextual information about the
text/author, etc. Make connections with previous readings or thematic elements from class. If you
are having trouble understanding a concept, make note of it here.
Example: Given both a) this book was written in the late 1940s, and b) it contains satirical reference
to still-contemporary issues like environmental degradation and conflicts between
socioeconomic/racial groups, could the book act as a manifesto for cultural change? If Bradbury was
advocating for more sustainable, communal-oriented living, does “The Long Years” mean he was not
hopeful for a shift in Western practice? Are we too short-sighted to succeed before we manifest postapocalyptic scenes like Parkhill’s on p. 137 in “The Off Season,” or the bi-planet community in “The
Watchers”?
Connections
1. Synthesize the environmental readings with grammatical, mechanical, or rhetorical ideas present in
those from Envision and The Everyday Writer.
2. Connect the ideas you see in the photo essay to the major thematic elements of the texts.
Example: By writing a persona poem in the voice of Hurricane Katrina victims, Patricia Smith uses
pathos and other emotional appeals to make the reader sympathize with Lower Ninth Ward
survivors. The intimate voice of the poem allows readers to feel personally affected by the
environmental devastation of the Lower Ninth Ward through the voice of survivors, regardless of
whether the reader has ever experienced environmental trauma or not.
In the 3rd photo of the woman in New Orleans, the light in the photograph makes her appear…
Notes
While you are reading, write down observations, ideas, etc. about the passage. These do not have to
be written in complete sentences! Words & phrases are just fine. Take note of page numbers so that
you can refer to them later.
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READING RESPONSE JOURNAL #______
Name:_______________________________
Date:___________________________
Essay Title:___________________________
Page(s):_________________________
Summary
Main Ideas
Envision
1.
2.
3.
The Everyday Writer
1.
2.
3.
Discussion Questions
1.
2.
Connections
Notes
25
STUDENT SAMPLE READING JOURNAL
Summary
In “How to be an Alaskan Fisherman,” Corey Arnold described his experience as a
fisherman. He worked over 10 years in the commercial fishing business. His experience included
time spent catching crabs, halibut, and salmon, in addition to doing shipyard work. He elaborated on
the dangers involved in these jobs; he mentioned a ship that had flipped over, killing all but one crew
member, another incident involving himself and a bucket of engine degreaser that entered his eyes,
and inhalation he experienced when using toxic paint. He included pictures of the beautiful scenery,
huge waves, and the cat he adopted and brought on the boat.
Main Points
Everyday Writer:
1.
2.
3.
Check whether a statement can be argued and determine what counts as an argument.
Use ethos and pathos to your advantage.
Use sources to help your argument be more informed and more credible.
1.
2.
3.
Create a research log to keep you organized.
Determine research questions.
Keep your topic specific.
Envision:
Discussion Questions
1. In “In Salmon’s Water,” House initially makes the argument that the salmon were there first and
humans are invading their space. How did readers respond to this statement? Would this claim be
accepted among the general public?
2. The “Commercial Fishing and the Environment” photo essay makes it clear that there is a
plethora of species harmed by commercial fishing. Why does the author choose to focus on sea
turtles instead of another species?
Connections
- “In Salmon’s Water” reminded me a bit of “Under Old Nell’s Skirt.” Both essays reference natives
and their relationship to the land, which seems to be lost in modern times. (this connection occurred
before I noticed they were on adjacent pages ☺)
- I contrasted the photos in both photo essays to the Tuvalu photo essay. In the Tuvalu essay, the
water seems so passive. In the fisheries essays, the water seemed so rough and dangerous.
- The “Commercial Fishing and the Environment” photo essay used pathos with sea turtles to make
readers feel bad. Sea turtles are like babies and puppies. Everyone loves them!
- In “How to be an Alaskan Fisherman,” the author invoked pathos with humor and with pictures of
adorable cats.
Notes
Nets a few miles long? That’s insane.
This sea turtle is so cute!
I’m glad they’re starting to protect some ocean space.
This cat is adorable! No, really, I want this cat. Awww the cat wants crab! How cute!
I think we are invading the salmons’ land; as humans, we shouldn’t feel entitled to land (and
oceans) everywhere. Some parts are very factual, and others seem much more like a narration.
(interesting contrast)
26
DISCUSSION LEADER
You and your partner will be responsible for guiding the class discussion about the
environmental and rhetorical issues present in the assigned readings. Today, you are the
expert! You should know more about the readings, the subject, and the author than
the rest of the class. Read everything at least twice so that you are able to answer questions,
point to specific anecdotes or quotations, and make connections with other readings
throughout the semester.
Focus your efforts on the environmental essays. Use the reading journal template as a
starting point – come to class able to summarize the essay and identify major themes, ideas,
and rhetorical strategies inherent in the text. You should also have at least three questions
for the class to discuss. Do you agree or disagree with the author’s perspective? What
surprised you, made you angry, etc. about the issues in the essay(s)? What connections can
you make with previous classes? If there is more than one essay for your assigned date, make
sure you can talk about all of them equally. Aim for 15-20 minutes, longer when there are
more readings to cover.
If your classmates are not volunteering answers, don’t be afraid to call on them yourself!
Your classmates should also have discussion questions of their own, so if they don’t respond
to your questions, use their thoughts to engage the discussion in a different way. And
remember to be a conscientious classmate on days when you are the audience member –
participation in discussions is also part of your grade.
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DISCUSSION LEADER Groups
10 September
- Chapter 2 Envision
- pp. 36-44 The Everyday Writer
- Chavez “Wrath of Grapes”
- Velazquez “In Search of Justice”
_________________________
__________________________ ______________________
24 September
- pp. 30-42, Ch. 3 (** pp. 45-50) Envision
- Chapters 12 – 14 The Everyday Writer
- Rich “Jungleland: The Lower Ninth Ward…”
- Smith “34”
- Trethewey “Liturgy”
- Hurricane Katrina Photo Essay
_________________________
__________________________
______________________
1 October
- pp. 50-55, 62-68, 220-221; Chapter 3 Envision
- Chapters 20-22 The Everyday Writer
- Pollan The Omnivore’s Dilemma
- Tabletop Farm Photo Essay
_________________________
__________________________ ______________________
3 October
- pp. 151-155 The Everyday Writer
- Berlau “Our Unhealthy Future Under Environmentalism”
- Cloud “Eating Better Than Organic” (pp. 241-247 in Envision)
_________________________
__________________________
______________________
10 October
- pp. 265-272 Envision
- Chapters 61-62 The Everyday Writer
- Berry “Manifesto: Mad Farmer Liberation”
- Jackson “Outside the Solar Village: One Utopian Farm”
_________________________
__________________________
______________________
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15 October
- Chapters 4-5 (** pp. 74-82) Envision
- Chapters 14-19 The Everyday Writer
- Greenburg “Tuna’s End”
- Steinbeck The Log from the Sea of Cortez
- Fisheries Photo Essays (1 & 2)
_________________________
__________________________ ______________________
17 October
- Chapter 6 (** pp. 62-68) Envision
- Brown “North Dakota Went Boom”
- Whitty “BP Cover-Up”
- BP Oil Spill Photo Essay
_________________________
__________________________
______________________
24 October
- Chapters 5 & 7 Envision
- Chapters 15 – 17 The Everyday Writer
- Payton “You’re Not Welcome Here”
- Mountaintop Removal Photo Essay
_________________________
__________________________ ______________________
31 October
- pp. 124-128, Chapter 7 Envision
- Chapters 18-19 The Everyday Writer
- Bradfield “Whalefall”
- Lopez “A Presentation of Whales”
- Mooallem “Wild Ones: An Introduction”
- Non-Charismatic Non-Megafauna Photo Essay
_________________________
__________________________ ______________________
5 November
- Chapter 8 Envision
- Chapters 49-52 The Everyday Writer
- Butterfly Hill The Legacy of Luna
- Stone “Diversity”
- Protestors Photo Essay
_________________________
__________________________ ______________________
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VISUAL ANALYSIS A#2 DOCUMENTARY PRESENTATION
Crude – 26 Sept 2013
______________________________
_________________________________
______________________________
_________________________________
Food, Inc. – 3 Oct 2013
______________________________
_________________________________
______________________________
_________________________________
Gasland – 10 Oct 2013
______________________________
_________________________________
______________________________
_________________________________
The End of the Line – 17 Oct 2013
______________________________
_________________________________
______________________________
_________________________________
The Last Mountain – 24 Oct 2013
______________________________
_________________________________
______________________________
_________________________________
Dive! – 31 Oct 2013
______________________________
_________________________________
______________________________
_________________________________
If a Tree Falls – 5 Nov 2013
______________________________
_________________________________
______________________________
_________________________________
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WRITING LESSON Group Presentations
In groups of three or four, you will give a small lecture/presentation on a particular aspect of writing,
grammar, style, or mechanics. In this lesson, you should fully explicate your topic, give examples, and
create a short activity for the class to do. You should be able to find enough information in Envision
and The Everyday Writer, but you may look elsewhere to supplement your research. Email the class
assignment exercise by at least 5pm the Monday before your presentation so that your classmates
may look over and/or complete the exercise prior to class. Aim for 10-15 minutes.
10 Sept – Grammar Basics [ Ch. 31-35 Everyday Writer ]
______________________________
_________________________________
______________________________
_________________________________
15 Sept -- Concise Writing & Avoiding General Language [ Ch. 20-30 Everyday Writer ]
______________________________
_________________________________
______________________________
_________________________________
1 Oct –Use of Quotations in-text [Ch. 6 - 7 Envision, Ch. 17, 18, 49-52 Everyday Writer ]
______________________________
_________________________________
______________________________
_________________________________
8 Oct – Revision Strategies [ Ch. 6 Envision, Ch. 10-11 Everyday Writer ]
______________________________
_________________________________
______________________________
_________________________________
15 Oct – Commas, Fragments, Run-ons, Commas Splices [ Ch. 36-39 Everyday Writer ]
______________________________
_________________________________
______________________________
_________________________________
29 Oct – Mechanics I: Semicolons, Colons, Parentheses [ Ch. 40-44 Everyday Writer ]
______________________________
_________________________________
______________________________
_________________________________
7 Nov – Mechanics II: Capitalization, Italics, Abbreviations, Numbers [ Ch. 45-48 Everyday Writer ]
______________________________
_________________________________
______________________________
_________________________________
31