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Week 4:  Peer Review and Final Exam Preparation

9/23/2015

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Learning Objectives

During the fourth week of class, we are going to:
  • Peer your review cultural analysis essays
  • Go over the format of your final exam
  • Practice exercises for your final exam
  • Revise your cultural analysis essay

Reminders

To prepare for our last class during week 5, you need to:
  • Study for the final exam
  • Revise your cultural analysis essay

Peer Review Cultural Analysis

Cultural Analysis Peer Review  


1. Underline the thesis. Does the writer come back to the thesis throughout the paper? In other words, does the writer remember to make all the points he/she made in her thesis/introduction? After reading the entire paper, does the thesis fit the argument the author makes in his/her paper? Why or why not?

2. Does the introduction discuss the material to be analyzed? Does it give the reader an idea of the purpose of the film/poem/song/story, historical background, a description of the author/director/screenwriter, or other information that may be necessary to understand the writer’s argument? Why or why not?

3. Read the entire essay and then underline the topic sentence in each of the body paragraphs. Do the topic sentences directly mirror the thesis? Why or why not?

4. Does the conclusion talk about our current society? Can you see a link between the ideas in the essay and your experience as a modern American? Why or why not?

5. Is the paper organized? Does the author move smoothly from discussing one of his/her points to another? How could the author improve the flow of his/her paper? Could the author be more detailed? Where?

6. Does the author avoid mere plot summary? Is it clear that the author is analyzing the text, rather than simply summarizing it? Does the author focus on how the film/song/story is presented (music/ lighting/ cinematography /editing /etc.)? If the author does point out scenes or passages of dialogue from the text, does he/she make sure to note what is important about them? Why or why not?

7. What is your favorite part of the author’s paper? Why?

8. What is your least favorite part of the author’s paper? Why? How could he/she improve this section?

9. Offer any feedback here that will help the writer convince his/her audience of the argument. In other words, are you convinced? Why or why not? Does the author offer enough “proof” for his/her claim(s) about the work he/she is analyzing? Is the analysis detailed and sufficient? Have you noticed anything else in the paper that could use more attention?

10. Carefully and methodically proofread/edit the paper for the author. Look for grammar, punctuation, and spelling mistakes. After you have noted everything you feel is incorrect, what grammar suggestions do you have for the author? What do you feel is their biggest grammar issue?

Final Exam Preparation

Your final exam will include a series of exercises that covers:
  • Commas: http://www.grammarbook.com/grammar_quiz/commas_1.asp
  • Subject-verb agreement:  http://www.grammarbook.com/grammar_quiz/subject_verb_agreement_1.asp
http://www.grammarbook.com/grammar_quiz/subject_verb_agreement_2.asp
  • Modifiers: http://www.chompchomp.com/modifiers01/modifiers01.htm
  • Who, Whom, Whomever, That, Which:  http://www.grammarbook.com/grammar_quiz/who_1.asp http://www.grammarbook.com/grammar_quiz/who_vs_which_1.asp
  • Effect v Affect:  http://www.grammarbook.com/grammar_quiz/effect_vs_affect_1.asp
  • Capitalization:  http://www.grammarbook.com/grammar_quiz/capitalization_1.asp
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Week 3:  Analysis

9/16/2015

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Learning Objectives

This week, we're going to:
  • Review rules for commas
  • Review rules for subject-verb agreement
  • Practice using commas
  • Correct problems with subject-verb agreement
  • Peer review analysis essays
  • Review guidelines for cultural analysis assignment

Reminders

Student Preparation for Week 4:
  • Prepare Homework Paper #5: Essay Analysis [Final Draft]
  • Prepare Homework Paper #6: Cultural Analysis [Draft 1]
For our fourth class, students should bring their first draft of their Cultural Analysis for peer review.  

Commas

commas.pdf
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Subject-Verb Agreement

subject_verb_agreement_quiz.pdf
File Size: 46 kb
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Analysis Peer Review

Longman Reader Analysis Peer Review  

1. Underline the thesis. Does the writer come back to the thesis throughout the paper? In other words, does the writer remember to make all the points he/she made in her thesis/introduction? After reading the entire paper, does the thesis fit the argument the author makes in his/her paper? Why or why not?


2. Does the introduction discuss the material to be analyzed? Does it give the reader an idea of the purpose of the text, historical background, a description of the author, or other information that may be necessary to understand the argument? Why or why not?


3. Read the entire essay and then underline the topic sentence/main pt. sentence in each of the body paragraphs. Do the topic sentences directly mirror the thesis? Why or why not?


4. Does the conclusion talk about our current society? Can you see a link between the ideas in the essay and your experience as a modern American? Why or why not?

 
5. Is the paper organized? Does the author move smoothly from discussing one of his/her points to another? How could the author improve the flow of his/her paper? Could the author be more detailed? Where?


6. Does the author avoid mere plot summary? Is it clear that the author is analyzing the text, rather than simply summarizing it? If the author does point out scenes or passages from the text, does he/she make sure to note what is important about them? Why or why not?

7. What is your favorite part of the author’s paper? Why?


8. What is your least favorite part of the author’s paper? Why? How could he/she improve this section?

9. Offer any feedback here that will help the writer convince his/her audience of the argument. In other words, are you convinced? Why or why not? Does the author offer enough “proof” for his/her claim(s) about the essay/story he/she is analyzing? Have you noticed anything else in the paper that could use more attention?

10. Carefully and methodically proofread/edit the paper for the author. Look for grammar, punctuation, and spelling mistakes. After you have noted everything you feel is incorrect, what grammar suggestions do you have for the author? What do you feel is their biggest grammar issue?


Cultural Analysis Assignment

Essay # 3 Cultural Analysis

In a cultural analysis, you need to:

  • Identify the main idea found in a story, movie, song, poem, book, commercial: What is this media trying to say about out society?  What is this text attempting to accomplish?  Why might the author have written this piece (What is the purpose?)?
  • Think of a Cultural Analysis as your chance to really display the importance/value of a favorite text. What is the “moral of the story” or the point behind this movie? Most importantly, consider what is the value of watching this movie or listening to this particular song? Why should other Americans actually spend their time digesting this particular text?
 
Your essay should include the following parts:

  • Introduction: This is where you introduce the concept you have pulled out of the text as your thesis and briefly introduce (mention) the work you are analyzing. 
  • Thesis: You must make a claim that the text you are analyzing illustrates/discusses a universal theme or idea. In other words, what is it that may be learned from reading this story, movie, etc? What is the “hidden” meaning or idea behind this media; what is the author trying to say? (i.e. “The Lottery” examines the use of symbols in society, or “Shooting an Elephant” explores the catastrophic results of peer pressure and cowardice, or “What’s in a Name?” examines the importance of language and social labels.) Be as specific as possible.
  • Body:
    • Brief summary of the text (no more than a paragraph)
    • Analysis of your theme based in a very close reading/review of the text itself. Find different examples of how the story, movie, song, etc, contains your theme. (Hint: look at how the main character(s) proves your idea in one paragraph and then discuss how other characters, setting, action itself, tone, imagery, etc. also proves this idea.) This section should contain at least four separate paragraphs discussing four separate examples of your theme.
  • Conclusion: This is where you explore the social impact/value/result of this common theme on society.  Come to a conclusion about the importance of this idea. Why is this idea important for all readers?  Who is promoting this idea to American society and/or the world? 
 

Length: 3—5 pages. 

150 pts. possible

 

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Week 1/2:  Reading, Writing, and Narration

8/30/2015

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Reading, Writing, and Narration

Learning Objectives & Activities

  • Introductions
  • Review course expectations
  • Introduce and discuss essay rubric
  • Discuss the reading process; emphasize the importance of active reading
  • Activity: Read Frederick Douglass’s “Learning to Read and Write”   
  • Discuss the writing process 
  • Discuss our own writing processes and what we could improve upon
  • Discuss narration
  • Discuss MLA format
  • Discuss revision
  • Understand Thesis Statements
  • Discuss “The Human Cost of an Illiterate Society” by Jonathan Kozol.

Reminders

Student Preparation for Week 2 Class:
  • Read The Longman Reader, Description, pgs. 72-86
  • Read The Longman Reader, Exemplification, pgs. 173-188
  • Read “The Human Cost of an Illiterate Society” [available on Blackboard]
  • Prepare Homework Paper #2: Literacy Narrative [Draft 2]

Student Preparation for Week 3 Class:
  • For our third class, students must bring their final draft of their Literacy Narrative to turn in.    
  • Prepare Homework Paper #4: Essay Analysis [Draft 1] 
  • For our third class, students should bring their first draft of their Essay Analysis for peer review. The assignment guide for the Essay Analysis is in your syllabus.

Writing in the 21st Century

writing_in_the_21st_century.pdf
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The Writing Process and Rhetorical Situation

Picture
the_rhetorical_situation.pdf
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Narrative Essays

narrative_essays.pdf
File Size: 207 kb
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Discussion:  Choose a short section of their essays they feel exhibits good narration.  

Literacy Narrative Assignment

literacy_narrative.pdf
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Literacy Narrative Rubric

literacy_narrative_rubric.pdf
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Activity:  Peer review one other student's literacy narrative using the guide that was included in your syllabus.

Exercise:  Frederick Douglass' Learning to Read and Write

dlbronstein_29682.pdf
File Size: 55 kb
File Type: pdf
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Discussion:  Describe Frederick Douglass' narrative on how he learned to read and write.  Why is his story significant for our understanding of literacy?  What points does Kozol make about literacy (or illiterate societies)?

Resources for MLA 

MLA https://owl.english.purdue.edu/owl/resource/747/01/

Thesis Statements

A thesis statement is one of the greatest unifying aspects of a paper. It should act as mortar, holding together the various bricks of a paper, summarizing the main point of the paper "in a nutshell," and pointing toward the paper's development. Often a thesis statement will be expressed in a sentence or two; be sure to check with your professor for any particular requirements in your class--some professors prefer a more subtle approach!

Students often learn to write a thesis as a first step in the writing process, and they become loathe to change their claim. Scholars of writing, however, find that a fully formed articulation of thesis to be one of the final steps in writing. Professional writers usually weigh their initial claim in light of new evidence and research; student writers should do the same.

Mapping

The thesis statement can help "map" a paper, as it suggests an order or direction for the paper's development. A thesis statement, for example, might read:

Judy Syfer's essay "I Want a Wife" exaggerates the marital expectations facing women in our society today.

The following sentence could continue:

Those expectations include managing a household, maintaining a career, and having a good relationship with a spouse.

In this example, the thesis statement suggests an obvious path for development in "marital expectations." The writer develops the paragraph by exploring the term "marital expectations." Three following paragraphs, for example, would logically discuss 1) household responsibilities, 2) careers, and 3) marital relationships.

The Weak "I will show" thesis

Writers new to college prose often include such statements. Generally, faculty do not like them and they rarely appear in academic prose. Not using an "I will show" statement goes beyond avoiding the first person, a rule that is changing even in scientific writing. Nevertheless, a good thesis in a well structured introduction does not need to state "I hope to show why medieval teenagers lacked personal freedom." That point will be apparent to readers soon enough; see the example below for how to improve this type of statement.

How? Why?

A good thesis statement often answers these questions. You may encounter a thesis statement that reads:

The lifestyle of a teenager in the Middle Ages was very different from the lifestyle of most modern American teenagers.

So what? Why should a reader continue? In what ways are the lifestyles of the youngsters different? Better versions of this statement might be:

Because of the relative freedom enjoyed by young people today, the lifestyle of modern American teenagers is very different from the lifestyle of teens in the Middle Ages. (This version at least says why the difference exists)

A young person in the Middle Ages had very different expectations about marriage, family, and personal freedom than do young adults today. (This version of the statement emphasizes the Medieval, not modern, teenager, but it still does not present an argument to be defended)

This revision of the statement above does present a point "worth making," a point one could contest or support with data:

A young person in the Middle Ages had fewer options for marriage, family, and personal privacy and freedom than do young adults today. (The essay could go on to support what the "options" were and why they were limited)

An even more detailed version of this thesis could "map" the paper for a reader:

Young people in the Middle Ages, who were considered young but responsible adults by the age of sixteen, had fewer social choices when compared to modern American teenagers. Unless they followed a religious calling, medieval teenagers had to contend with an arranged marriage and bearing children while living without what we would consider personal privacy or freedom.

Note how this statement takes more than a single sentence to make its point. Both of the thesis statements above are improvements because they do not simply state the obvious: they give a reason why or how we can accept the thesis statement. If you want a second example about how to get from an assignment to a thesis statement, we have prepared a detailed examplefrom a paper about Gulf War.

Using the thesis while writing

This type of thesis serves another useful purpose: the writer can check the body of the paper against it, since it promises a reader what will follow. If the body contains other information, such as other major reasons for the difference cited, then the thesis may need to be revised to include it.

Questions to consider

  • What is the main idea of your paper in twenty-five or fewer words?
  • What is the assignment asking? How can you answer that question AND focus on a small area of investigation?
  • What "code words" (such as "relative freedom" or "lifestyles") does the draft of my thesis statement contain? Are these words adequately explained?
  • As you read over your paper, have you supported the thesis or disgressed? Where? How?
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    Author

    Dr. Summers can be reached at dlm05@indianatech.edu and by text 502-536-7739.

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Deanna McGaughey-Summers
dlms@dlmsummers.info
502-536-7739