agenda for monday 27 april 2009

Agenda:

• Submit portfolios, eat brownies
• Complete course evaluations
• Discuss group final project
• Define group roles and begin planning project

Homework due 4/29:

• Any brainstorming or drafting as assigned by group
  

agenda for wednesday 22 april 2009

Agenda:

• Meet in groups to discuss qualities for grading chart (group A: letter to the editor; group B: op-ed; group C: humorous argument; groups D, E, F: general portfolio/unit)
• As a class, create and approve the grading chart
• Break into half-class groups to workshop the humorous arguments. Feedback will be given as a blog comment to the person's author's note for the humorous argument. Groups A, B, C will be together, and Groups D, E, F will be together.

Homework due 4/27:

• Finish revising the three pieces for the portfolio.
• Prepare portfolio for submission on Monday.
• Blog your author's note for the portfolio. This one will be more detailed because it will cover the connections among your three pieces and the rhetorical choices you made.
• Read chapter 14 (pp. 411-437)
  

agenda for monday 20 april 2009

Agenda:

• Meet with workshop group (in person) sometime to share drafts (must be completed by Tuesday, April 21)
• Instructions for workshop are available on eCollege
  

Homework due 4/23:

• Make revisions on humorous argument and be prepared to share with half-class group on Wednesday
• Blog an author's note for your humorous argument
  
• Begin thinking about categories for grading sheet (we'll make that in class on Wednesday)
  
  

agenda for wednesday 15 april 2009

Agenda:

• Discuss Chapter 13 on Humor in Arguments
  
• Share sample arguments in workshop groups and in class
• Begin brainstorming and planning for making humorous argument for your topic: Genre/Location, Focused Topic, Target Audience, Plans for Humorous Piece, Plans for Performance
• Class time to work on humorous argument
  

Homework due 4/20:

• Prepare a first draft of your humor argument
• Blog about your humor argument and how it uses humor to make effective point

agenda for monday 13 april 2009

Agenda (remember, we're not meeting in class):

• Submit Op-Ed on group's section of DocSharing by 2pm
• Post Author's Note for draft as blog
• Use the Op-Ed Workshop instructions on eCollege to review drafts of group members and provide feedback

Homework due 4/15:

• Read chapter 13 (pp. 393-409)
• Find an example (ideas below) of a humorous argument that addresses your topic or something similar (you can think about connections between the humor and your topic broadly)
• Blog about how the sample you found uses humor to address its topic

Potential Sources for Humorous Selections (as you go to some of these sites, know that there is some humor and language that is R-rated, so only browse sites that you feel comfortable searching):

• Saturday Night Live
• The Onion
• Dan Cagle's Editorial Cartoons
• New Yorker Cartoons and Covers
• Find TCU Daily Skiff cartoons in physical copy of issue
  
• Colbert Report
• South Park
• Late Show with David Letterman (top ten or monologues)
  
• The Tonight Show with Jay Leno (monologues)

These are just some suggestions. Feel free to look to other sources for examples of humor.

agenda for wednesday 8 april 2009

Agenda

• Drafting Day: Make sure you have all of your materials (prewriting and any necessary research) accessible. You'll have the entire class session to write.

Homework due 4/13:

• Finish the Op-Eda
• Post Author's Note on blog by 2pm
  
• Upload the Op-Ed to your group's section on eCollege by 2pm
  

pre-writing for op-ed

• Read several op-eds from your chosen venue. What are the general tone and assumed audience in this venue? What is interesting or unique about these pieces?
• Decide one specific, identifiable issue or question for your focus. It needs to be related to your overall topic for this unit, but try to target a specific aspect of that topic. Describe your choice of specific topic.
• Choose a specific course of action or approach to be taken to addressing that issue or question. Don’t just say that a policy or situation is bad. Tell your readers what should be done about it.
• Determine what rhetorical appeals will be most effective for your audience (ethos, pathos, logos, style). Discuss what appeals you will use.
  
• Write about what will best support your points for the rhetorical situation (facts, hard evidence, personal experience, anecdotes, referring to other authorities, etc.).
• Is there any research that you need to do?