A short quiz on CCSS.RI.9-10.3. The text is from George Orwell's "Politics and the English Language". It has a Dale-Chall text-difficulty level of 7-8 and a Flesch-Kincaid level of 11.
A short quiz on CCSS.ELA-Literacy.9-10.RI.8. The text is from Eliezer Yudkowsky's blog post, "How to Actually Change Your Mind". The Dale-Chall text complexity level is 7-8, and the Flesch-Kincaid is 8.6.
We are pleased to release this digital edition of Ralph Johnson’s The Rise of Informal Logic as Volume 2 in the series Windsor Studies in Argumentation. This edition is a reprint of the previous Vale Press edition with some minor corrections.
We have decided to make this the second volume in the series because it is such a compelling account of the formation of informal logic as a discipline, written by one of the founders of the field. The book includes essential chapters on the history and development of informal logic. Other chapters are key reflections on the theoretical issues raised by the attempt to understand informal argument. Many of the papers were previously published in important journals. A number of them were co-authored with J. Anthony Blair. Three of them have appeared only in the present book.
When students are assigned an argument paper of 7-9 pages for Composition II, they often struggle to gather enough research material to fill the required pages. This lesson is intended to help them expand their topics in order to write a good research question as well as to gather the appropriate amount of information.
Students who are learning about certain rhetorical devices from Patrick Henry's "Speech in the Virginia Convention" can demonstrate their ability to use the rhetorical devices in producing a period-inspired counterargument speech or essay to Patrick Henry. This is a follow-up writing activity to follow studying Henry's speech.
Reading list of openly licensed resources for WR 115. Offers broad preparation for using writing in service of student success. Provides supported opportunities for practice in reading critically, locating information, exploring ideas, and writing to learn.
Upon completion of the course students should be able to:
ADAPT: Read and compose texts for different purposes.
INQUIRE: Locate information that will help them in their thinking.
CONNECT: Convey and support a perspective.
REFLECT: Analyze their own learning in writing.
Course Description
WR 122 continues the focus of WR 121 in its review of rhetorical concepts and vocabulary, in the development of reading, thinking, and writing skills, along with metacognitive competencies understood through the lens of a rhetorical vocabulary. Specifically, students will identify, evaluate, and construct chains of reasoning, a process that includes an ability to distinguish assertion from evidence, recognize and evaluate assumptions, and select sources appropriate for a rhetorical task. Students will employ a flexible, collaborative, and appropriate composing process, working in multiple genres, and utilizing at least two modalities. Prerequisites: WR 121.
Third revision, August 2017.
Welcome to Writing Unleashed, designed for use as a textbook in first-year college composition programs, written as an extremely brief guide for students, jam-packed with teachers’ voices, students’ voices, and engineered for fun.
This textbook was created by Dana Anderson, Ronda Marman, and Sybil Priebe - all first-year college composition instructors at the North Dakota State College of Science in Wahpeton, ND.
Download here: https://drive.google.com/open?id=1JoX94RjwS-WoPnGCyIZ9ZTQeX74iG9hS
Student Learning Objectives As a result of meeting the requirements in this course, you will be able to: 1. Employ a variety of approaches to analyze and interpret texts. (PLG 1) (Gen Ed Goal 1 a)2. Respond to texts, in discussion and writing assignments, demonstrating an understanding of rhetorical strategies employed in the texts. (PLG 2) (Gen Ed Goal 1a, b; 6 a, b)3. Incorporate the fundamentals of academic essay writing such as gathering ideas, developing and clearly stating theses, organizing, drafting, revising, and editing. (PLG 3) (Gen Ed Goal 1 c, d) 4. Compose essays in several rhetorical modes, such as description, comparison/contrast, and argument. (PLG 3) (Gen Ed Goal 1c, d)5. Move from personal responses to formal academic essays, including appropriate, properly formatted evidence from outside sources. (PLG 4, 5) (Gen Ed Goal 1 c) 6. Accurately incorporate the ideas of others using summary, paraphrase, and direct quotation. (PLG 4, 5) (Gen Ed Goal 1 c; 6 b)7. Incorporate the academic requirements, tools, and techniques of research through the resources of contemporary information science. (PLG 6) (Gen Ed Goal 4 a, b, c, d)8. Employ current MLA style for text presentation, in-text citations, and Works Cited pages for essays and research papers. (PLG 5, 6) (Gen Ed Goal 4 a, b, c, d)9. Write an argumentative research paper accurately incorporating material from outside sources. (PLG 4, 5, 6) (Gen Ed Goal 1 a, b, c, d; 4 a, b, c, d; 6 a, b) Course Requirements You will be required to do the following: Write at least four multi-paragraph assignments of at least 500 words.(Meets student learning objectives 1-5) Write at least one in-class essay. (Meets student learning objectives 2-5) Complete other writing exercises such as summaries, journals, reading responses, reading comprehension questions, quizzes on reading assignments, letters, resumes, etc. (Meets student learning objectives 1-6) Read, interpret, and analyze a variety of texts. (Meets student learning objectives 1, 2) Conduct independent research and write a 5-7-page research paper, using MLA style. (Meets student learning objectives 6-9) Submit papers that adhere to MLA manuscript requirements and which demonstrate effective proofreading and editing. (Meets student learning objectives 1-9) Participate in class discussions and other in-class (individual or group) activities necessary to produce quality expository prose. (Meets student learning objectives 2-7)