English 250 Spring 2014
Instructor: Tegan Swanson
Office Hours: Tues. 930-1030a
Office: Landscape Architecture 5
Email: tegannia@iastate.edu
Course website: http://engl250environarratives.wordpress.com/
Textbooks and Materials
Envision in Depth: Reading, Writing and Researching Arguments. Alfano, Christine and Alyssa J. O’Brien. Longman,
2013. 3rd Edition
The Everyday Writer. Lunsford, Andrea. Bedford/St. Martin’s, 2013. (Teal Cover)
Course Readings – available online in PDF format or in print
1 flat folder with double pockets
1 flash drive on which to save your English 250 work
1 journal/notebook for in-class writing assignments and reflections
Objectives
The goals of English 250 are for you to develop skills in written, oral, visual, and electronic
communication. As a result, you should become not only a more perceptive consumer of
information, but also a communicator better able to make effective decisions in your own academic
life and work. In this course, you'll learn to summarize, analyze, and evaluate various types of
communication and then use those skills in four kinds of assignments: summaries, rhetorical
analyses, exploratory/persuasive texts, and documented research.
Our primary texts for this course contain writing about environment, place, and nature, but this is
not an environmental studies course. We will focus on the rhetorical strategies of the authors and
how he/she effectively or ineffectively makes an argument. And so while many of our discussions
will center around issues these authors address, we are concerned more with how arguments are
made, not what they are about.
Written
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analyze professional writing to assess its purpose, audience, and rhetorical strategies
construct arguments that integrate logical, ethical, and emotional appeals
write source papers analyzing a rhetorical situation and identifying and accurately documenting
appropriate source material
 avoid distracting or confusing sentence-level errors
 reflect systematically upon all of your communication processes, strengths, goals, and growth
Oral
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give an oral presentation, either individually or as part of a team, using effective invention,
organization, language, and delivery strategies
be an effective team member in small groups as a contributor, listener, and presenter
Visual
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rhetorically analyze visual communication, such as an advertisement, film, etc.
create a visual argument (i.e. poster, slide presentation)
Electronic
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rhetorically analyze electronic communication, such as emails or websites
create an electronic composition (e.g., communication eportfolio)
Academic Honesty
Read thoroughly all of the material covered in your Student Guide: English 150–250, including the
section regarding ethics and plagiarism in the academy. Understanding what constitutes plagiarism
and academic dishonesty will help prevent you from committing these acts inadvertently and will
strengthen your writing. Plagiarism is a serious legal and ethical breach, and it is treated as such by
the university. Detecting plagiarism in English 150 and 250 is often fairly easy for an instructor who
is familiar with your work, and once detected, it is mandatory that the Director of Foundation
Communication be notified and consulted about consequences. If you have any questions about
using work other than your own in your paper, see your instructor before you turn in an
assignment.
Class Attendance and Participation
Classes are in a discussion/workshop format and depend on your active learning; therefore, regular
attendance and productive, courteous participation with classmates and the instructor are important.
Absences damage your grade in the class and create the necessity that you will need to drop the
course. Much of what we do in English 250 cannot be rescheduled for you individually, made up, or
accepted late, regardless of your reason for missing class. To ensure that you stay on track with your
attendance and submission of work, the following policies, developed by the Director of ISUComm
Foundation Communication, will be enforced in sections of English 250:
 Missing more than three classes (TR) will lower your grade, and excessive absences
(more than two weeks) will result in a failing grade for the course.
o Specifically, absences after three (TR) will reduce your class grade by two steps (a B+
becomes a B-; a C becomes a D+), and after a total of six (TR) absences, you must
drop the course or you will receive an F.
 Even with a valid reason to miss, you can accumulate so many absences in a
semester that your work and classroom experience are too compromised for you to
remain in the class. The Director of ISUComm Foundation Courses and your instructor
will advise you if your absences—regardless of their reason—are too numerous for you to
remain in English 250 or whether you need to drop the class and take it in a semester when
your schedule permits regular attendance.
 If you are more than 15 minutes late to class, you will be counted absent.
 Missing during group work or on the day of your oral presentation means taking an
F for that activity, as it cannot be made up individually.
 When classes are cancelled for conferences in my office, missing a scheduled individual
or group conference counts as an absence.
 Your advisor may be notified of attendance issues that threaten your ability to pass the class
or you may receive a midterm low-grade report because of your attendance. Do not assume
2
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that your instructor will inform you of this. If you are concerned about the number of
absences you have incurred, take initiative and speak with your instructor.
If you do miss a class, ask another student what was covered that day. Do not e-mail your
instructor asking what you missed.
I will not respond to email sent after 6pm until the following day – keep this in mind
when you have questions about readings, major assignments, or other aspects of class. If you
want individual feedback about an essay, or you are having trouble with one of the major
assignments, make an appointment to see me during office hours.
The use of cell phones and mp3 players during class is prohibited. Private laptops and iPads
may be used for in-class assignments, but their use is restricted to class-appropriate material
only. If I see you using one of these electronic devices inappropriately during class, you will
receive an absence for the day. I may or may not inform you of this. Take initiative and
responsibility for your actions.
Grading and Evaluation
In English 250, as in other university courses, the work required of you at the university will often
be different in type and level of difficulty from what you did in high school. Expectations are also
naturally higher since your work is now in a pool with that of others who are also pursuing a degree
at this large university. The Iowa State University Strategic Plan calls for “rigor” and “challenge” in
academics, and it emphasizes “students' critical thinking, creative abilities, and communication skills”
(http://www.public.iastate.edu/~strategicplan/).
Therefore, while it is assumed that students admitted to the university can perform satisfactorily
most of the time, earning As and Bs at the university level requires strong, consistent effort. Your
assignment sheets in English 250 include evaluation criteria and your instructor will provide
feedback on your work.
Be realistic in your expectations about grades; start assignments early and work steadily to avoid lastminute rushing; and make an appointment with your instructor if you do not understand an
assignment’s grade.
A
The qualities of a B assignment, plus imagination, originality, and engaging expression.
B
Thorough analysis of the communication problem; a satisfactory solution to the problem,
judgment and tact in the presentation of this solution; good organization and solid
expression.
C
Satisfactory analysis of the problem, clear organization, and competent style; nothing
remarkably good or bad. A C means your work met the demands of the assignment
in a minimally acceptable way.
D
Presence of a significant defect in context, substance, organization, style, or delivery in a
lackluster paper; inadequate treatment of the assignment.
F
Inadequate coverage of essential points, uncertain or misguided purpose, poor organization;
ineffective and inconsistent expression; significant defects in standard usage.
3
Computer Ethics
Please check the Student Guide: English 150–250 for information on the university's computer ethics
policy. You are expected to use the university computers responsibly and to communicate
courteously with others in your class—including the instructor—electronically. You are also
expected to follow your instructor’s instructions on class days in the lab, using the computers for
class-related activity only.
Diversity Affirmation
Iowa State University does not discriminate on the basis of race, color, age, ethnicity, religion,
national origin, sexual orientation, gender identity, marital status, status as a US Veteran, genetic
information or disability. An effective learning environment values and supports diversity. Respect
the learning environment and learning needs of other students through appropriate behavior and
civility.
Disability Accommodation
If you have a disability and require accommodations, you must contact your instructor early in the
semester so that your learning needs may be appropriately met. You will need to provide
documentation of your disability to the Disability Resources (DR) office, main floor of the Students
Services Building, Room 1076, 515-294-7220.
What Good Communicators Do
Written Communication

Motivate your readers early by engaging them with a worthwhile question, problem, or issue.

Provide a meaningful title and subdivide your writing with reader-oriented headings.

Organize your writing to prove a point, not just talk about a topic.
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Give details you can touch, see, hear, smell, taste—a concrete world readers can experience.
Oral Communication: Presentations

Say upfront why you’re speaking and why the audience should care.
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Keep the structure simple and give the audience key words as anchors.
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Rehearse and rehearse until you become comfortable with both your message and your body.

Conclude with confidence and clarity and focus on your audience.
Oral Communication: Small Groups
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Use your first few minutes to plan your resources: time, space, talents of group members.
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Collect ideas from group members early and pin down your purpose and your deliverables.
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Act for the benefit of the group, not yourself.

Schedule time to review and rehearse to reach the group objectives.
Visual Communication

Use visuals to tell a story and involve your readers.
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Caption your visuals to integrate them with the text.
4
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Cite your sources.
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Modify your visuals to fit your purpose: resize, crop, frame, contrast.
Electronic Communication
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Invite interactivity.
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Enrich the user’s experience with multimedia layers.
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•
Simplify the interface to help users make quick, wise choices.
Think in terms of multisensory experience.
5
English 250 Spring 2014
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 F = fiction
Week Dates
Topic and Reading
In-Class Activities and Assignments
1
T - Introduction to Course
T - Discussion of class policies. Introduce Major
Assignments. In-Class Writing.
2
3
4
5
6
1.14 -1.16
R- “Ah Wilderness”
pp. 1 – 15 Env;
pp. 129 – 137, Chapters 1 - 2 EW;
1.21 – 1.23 Visual Rhetorical Analysis A#2
T- Overview of A#2
pp. 28-33, Ch. 2 Env, Ch 5 – 10 EW
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. 75-76 Env
Ch. 11, 12 EW
Alarcon “The Visitor” F
Ecuadorian Amazon Photo Essay
Bring found ad to class
1.28 – 1.30 T- Ch. 2 Env
p. 36-44 EW
Velazquez “In Search of Justice”
Chavez “Wrath of Grapes Boycott Speech”
2.4 – 2.6
R- Memoir Assignment #1 DUE via EMAIL 5pm
Visual Rhetorical Strategies in Print Media & Film
Analysis of Arguments - Effective Visual Persuasion
T- Writing Presentation #1 Grammar Basics
Peggy Shepard TEDxHarlem
EPA 20th Enviro Justice Video Series
Identifying Rhetorical Context
R- Visual analysis cont. WMHC visit
R – Dowie “Keep off…”
Bradbury The Martian Chronicles excerpt F
Ethiopian Pastoralists Photo Essay
T- Ch. 3, 4, 12 -14 EW
Tuvalu Photo Essay
T – Writing Presentation #2 Concise Writing
In-class analysis of SUN COME UP
Analysis of Arguments – Visual
R- p. 221 Env
UNICEF “Climate Change & Children”
Bradsher “Grief…”
2.11 – 2.13 Begin Textual Rhetorical Analysis A#3
R – pp. 51-72, Ch 3 Env
Ch 12-14 EW
Johnson “Hurricanes Anonymous” F
Smith “34”
Hurricane Katrina Photo Essay
R- Visual Rhetorical Analysis Partner Practice
HW: Harper’s Analysis
CONFERENCES – NO CLASS TUESDAY
R - Visual Rhetorical Presentation #1: Crude
Overview of Assignment #3 – bring rubric to class
Canons of Rhetoric
Emotional v. Logical appeals
SUSTAINABILITY & FOOD
T – Writing Presentation #3 Use of Quotations
Identifying Rhetorical Strategies in Text
2.18 – 2.20 T- pp. 85-103, Ch. 3 Env, ** Ch 20-22 EW
Pollan excerpt from The Omnivore’s Dilemma
Cloud “Eating Better…”
TableTop Photo Essay
R - Visual Rhetorical Presentation #2: Food, Inc.
Arrangement, Structure of Argument
Rebuttals, Fallacies, and Logic
R- p. 60-63 Env, p.151-155 EW,
Berlau “Our Unhealthy Future Under
Environmentalism”
Jacobson/Delucchi “A Path…”
6
7
2.25 – 2.27 Textual Rhetorical Analysis
T- p. 40, Ch 6,8 Env;
Ch. 20 – 21, 23 EW
T – Writing Presentation #4 Revisions
Peer Review – BRING ROUGH DRAFT A#3 TO CLASS
Planning & Revision Strategies
Weak v. Strong Language
R- Ch. 61 – 62 EW
Berry “Manifesto: Mad Farmer Liberation”
Proulx “Them Old Cowboy Songs” F
8
9
3.4 – 3.6
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
Argumentative Essay Assignment #4
T- Ch. 4-5 Env, ** pp. 116-127
Ch 14-19 EW
Greenburg “Tuna’s End”
Bass “Mexico” F
Fisheries Photo Essays (1&2)
R - Visual Rhetorical Presentation #4: The End of the
Line
TED TALK Garbage Patch
Claim-Data-Warrant on Off-shore drilling
R – Ch. 6 Env ** pp. 88-96
Whitty “BP Cover-Up”
Brown “ND Went Boom”
BP Oil Spill Photo Essay
3.11 – 3.13 Argumentative Essay
T- Ch 5, 7 Env; Ch 15 - 17 EW
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.
SPRING BREAK
R- Topic to Thesis
Elements of the Essay
10
3.18 – 3.20 SPRING BREAK
11
3.25- 3.27
12
4.1 – 4. 3
Argumentative Essay
T- Doerr “Village 113” F
Hvistendahl “3 Gorges…”
ACTIVISM & INDIVIDUAL IMPACT
T – Writing Presentation #6 Mechanics I
Integration of Sources
R- pp. 190-198, Ch 7 Env; Ch18 – 19 EW
Bradfield “Whalefall”
Lopez “A Presentation of Whales”
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 #6: Dive!
Peer Review – BRING ROUGH DRAFT A#4 TO CLASS
T - Visual Rhetorical Presentation #7: If a Tree Falls
Audience, POV, and Genres of Argument
R- Writing Presentation #7 Mechanics II
R- Louv “Life of the Senses”
13
4.8 – 4.10
CONFERENCES – NO CLASS
CONFERENCES – NO CLASS TUESDAY
R- Field trip to Brookside Park
RAIN/SNOW or SHINE!
R- Meet at Main Shelter Area of Brookside Park
7
14
4.15 –
4.17
T - WRITING DAY
T – Bring draft #2 with questions for partner/instructor
R – pp. 271-273, 290-295 Env
15
4.22 – 4.24 PHOTO ESSAY PRESENTATIONS
R – Photo essays, presentation etiquette
Argumentative Essay Assignment #4 DUE via EMAIL
PHOTO ESSAY PRESENTATIONS
16
4.29 – 5.2
T- PHOTO ESSAY PRESENTATIONS
17
5.6 – 5.8
Assignment #5: Portfolio
T- PHOTO ESSAY PRESENTATIONS
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.
R- Final Reflective Rhetorical Memoir
Assignment #5: Portfolio
Lopez “American Geographies”
Re-read McKibben excerpt from The End of
Nature
Finals Week
Final Reflective Rhetorical Memoir Assignment#5
Portfolio DUE via EMAIL during final exam time
designated by the university.
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 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. All written essays should be in .pdf format, and saved with a title as follows
[Assignment # Last Name] i.e. A3Swanson. 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.
8
SEMESTER ASSIGNMENTS: TABLE of CONTENTS
Reading Response Journals
Discussion Leader
Writing Lesson Presentation
Assignment 1: Personal Environmental Memoir
Assignment 2: Visual Rhetorical Analysis Presentation
Assignment 3: Textual Analysis Essay
Assignment 4: Argumentative Research Essay and Photo Essay Presentation
Assignment 5: Portfolio
9
READING RESPONSE JOURNALS
For every assigned reading, 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. Throughout the semester, keep these printed copies in
your ENGL 250 folder. Late responses cannot be made up.
Look at the example on the course website. Use the printable template to complete your RJs.
Reading Journal Due Dates: 1/28, 2/13, 2/18, 2/20, 2/27, 3/4, 3/6, 3/25, 3/27, 4/1
Summary
Write a brief (5-9 sentences) summary of the environmental essays/stories. 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 stillcontemporary 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 post-apocalyptic 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.
10
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. You should 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.
Use the reading journal template as a starting point – come to class able to summarize the
essays/stories 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)? If
there are two/three pieces 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. Look at the example PPT
presentation on the course website.
Make a Powerpoint presentation for your classmates. Information to include:
- Author/biographical information, and other context or relevant background information
- Summary/Summaries
- Main Claim/Argument(s)
- Rhetorical strategies present
- Connections to other issues/previous readings
- Discussion questions
If your classmates are not volunteering answers, don’t be afraid to call on them yourself! And
remember to be a conscientious classmate on days when you are the audience member –
participation in discussions is also part of your grade.
Evaluation Criteria
TOTAL: _____/30
Substance: ___/10
- all elements of the presentation requirements are present
- analysis is thorough and uses specific quotations, anecdotes and images from the readings
- student presenters engage classmates in discussion effectively
- every member of the group participates equally
Organization: ___/5
- 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 and punctuation
11
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, and give examples. You
should be able to find enough information in Envision and The Everyday Writer, but you may look elsewhere
to supplement your research. Aim for 10-15 minutes.
28 January – Grammar Basics [ Ch. 30-34 Everyday Writer ]
______________________________
_________________________________
______________________________
_________________________________
4 February -- Concise Writing & Avoiding General Language [ Ch. 19-29 Everyday Writer ]
______________________________
_________________________________
______________________________
_________________________________
18 February –Use of Quotations in-text [Ch. 7 Envision, Ch. 16, 17, 48-51 Everyday Writer ]
______________________________
_________________________________
______________________________
_________________________________
25 February – Revision Strategies [ Ch. 6 Envision, Ch. 9- 10 Everyday Writer ]
______________________________
_________________________________
______________________________
_________________________________
4 March – Commas, Fragments, Run-ons, Commas Splices [ Ch. 35-38 Everyday Writer ]
______________________________
_________________________________
______________________________
_________________________________
25 March – Mechanics I: Semicolons, Colons, Parentheses [ Ch. 39-43 Everyday Writer ]
______________________________
_________________________________
______________________________
_________________________________
3 April – Mechanics II: Capitalization, Italics, Abbreviations, Numbers [ Ch. 44-47 Everyday Writer ]
______________________________
_________________________________
______________________________
_________________________________
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Assignment 1
Personal Environmental Memoir - Description and Narrative of Place
English 250 Spring 2014
Due date: Thursday 23 January 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
13
Assignment 2
Visual Rhetorical Analysis: Documentary
English 250 Spring 2014
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.
Your presentation 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
See pg. 145 in Envision for more guidelines.
13 Feb - Crude
20 Feb - Food, Inc.
27 Feb - Gasland
6 March - The End of the Line
13 March - The Last Mountain
27 March - Dive!
1 April - If a Tree Falls...
14
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 34-state 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 Awardnominated 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 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 forward-thinking, The Last Mountain is brimming
15
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.
16
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?
17
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 Spring 2014
Rough Draft Due: Tues 25 February
Final Draft Due: Tues 4 March 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
Evaluation Criteria
The rhetorical analysis should:







Contain an introduction (with a thesis) and a conclusion (with a rephrasing of the thesis)
focus on ONE 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.
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 five texts to summarize:





“Liturgy” by Natasha Trethewey
“Ancient Forests of the Far West” by Gary Snyder
“Lost in the Amazon” by Matthew Power
“Under Old Nell’s Skirt” by William Least Heat-Moon
“When the Animals Leave This Place” by Allison Adelle Hedge Coke
19
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?
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.
Again, Evaluation Criteria
The rhetorical analysis should

Contain an introduction (with a thesis) and a conclusion (with a rephrasing of the thesis)

focus on ONE 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.





20
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?
21
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
22
Assignment 4
Argumentative Essay and Photo Essay Presentation
English 250 Spring 2014
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 13 March
2. Complete Rough Draft/Peer Response: Thurs 27 March/Tues 1 April
3. FINAL ESSAY: Thurs 17 April
4. FINAL PHOTO ESSAY: Tues 22 April
Presentations: 22 April/24 April/29 April
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 5page 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
- 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)
23
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.
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
24





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
25
English 250
Oral Presentation of Argumentative Essay: Photo Essay
Final Presentations 22 April/24 April/29 April -- ** NOTE** All presentations DUE 22 April
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?
26
THESIS, INFORMAL OUTLINE, and ANNOTATED BIBLIOGRAPHY
Due date: IN CLASS Thurs 13 March
See pages 86-110 in Envision for more information about formulating a thesis, writing a research
essay outline, and writing an annotated bibliography.
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.
27
COMPLETE ROUGH DRAFT Due 27 March
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?
28
Assignment #4 Peer Response – DUE Tues 1 April
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 author’s argument with clear, specific language (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?
29
ARGUMENTATIVE ESSAY RUBRIC
_____/100
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
30
Assignment 5
Final Reflective Rhetorical Memoir: Portfolio
English 250 Spring 2014
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.
Portfolios may be turned in early, but 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 or visual 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 aspect 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 Piece #1 to write Piece #2.
- Compare the weaknesses of the original piece 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
homey atmosphere.”)
its
- 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.”
- 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
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how and why your thinking about this issue has changed. Make specific reference to information and
rhetorical strategies used in 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
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