devry ENGL-135 all week discussions

| August 13, 2017

Week 1 discussions

Exploring the Course Themes (graded)

The
four course themes of education, technology, family, and health and wellness
are topics that touch each of our lives in some way. In this discussion,
practice exploring the themes as a researcher would: by creating problem
statements.
How
do you do this? Ask and then answer the question using a sub-topic (see below).
Here’s an example. “For whom is [school bullying] a problem?“ In your post,
provide the question and then the answer to the question. For example, “School
bullying is a problem for victims of bullying because. . . .” Complete the
statement based on your experience and knowledge.

Education

Technology

Family

Health
and Wellness

School Bullies

Multitasking and Technology

Sexualization of Girls

College Students and Weight Issues

No Child Left Behind Act/Race to
the Top

Technology and Social Isolation

Gender Discrimination

Childhood Obesity

Grade inflation

Perils of Social Networking

Unequal Rights in Marriage,
Children

Fad Diets

College Students and Underage
Drinking

Online Dating/ Online
Predators/Sex Offenders

Children of Divorce

Junk Food

Student Debt

Illegal Downloading of Protected
Content

Domestic Violence

Sedentary Lifestyles

College Students, Cheating and
Plagiarism

Internet Censorship/ Classified
Information Leaks

Cyberbullying

Teenage Pregnancy

College Dropout Rates

Identity Theft

Life-Work (Im)balance/ Flexible
Work Schedules

Concussions in Athletes

High School Dropouts

Texting and Driving

Insurance Premiums for Smokers and
Obese Employees

2

Starting Your Research Process (graded)

To
prepare for the letter to the editor assignment, conduct an Internet search to
find at least two articles that have been posted in the last month on one of
the topics (i.e., bullying). The goal is to find articles that take clear
positions on the topic. Share what you find and include the URL links to the
articles. After you’ve posted, assess a classmate’s links, indicating whether
you’d like to read or hear more about the topic and why.

Week 2 discussions

Argumentative Strategies (graded)

In
research writing, what exactly do we mean by argument? Do we mean taking an
extreme position and standing our ground, whether or not the facts support our
position? Or do we mean instead convincing our audience by taking a reasonable
stance on an issue and supporting our position with appropriate evidence?
Define and explain the difference using examples.

Internet Reliability (graded)

How
reliable is the Internet as a source of information for your research? What are
the ways you can validate information that you find on the Internet? Why is
this necessary? Use examples from the Information Literacy module you reviewed
this week.

Week 3 discssions

Presenting Ideas (graded)

Persuasive
presenters have several traits in common. Browse through TED talks
http://www.ted.com/talks or American Rhetoric Website at
http://www.americanrhetoric.com/ to find notable speakers who demonstrate
strong communication traits. Compare and contrast the ways these speakers
meaningfully communicate ideas to their audiences. Include the URL link of the
speaker you choose to write about. In a short paragraph, respond to a
classmate’s post, indicating whether you agree or disagree with his or her
choice, and why.

Preparing the Research Proposal (graded)

How
important is it to be personally invested in an idea? Can you sell an idea that
you have no stake in? Why or why not? Using one of the resources from the
Course Readings, provide an example of an author who is communicating in a way
that tells a reader that the author is credible and is a trustworthy source.

Week 4 discussions

Annotated Bibliography Entries (graded)

In
your textbook (pp. 325–326), you’ll find a model of an annotated bibliography.
Review the model, focusing on the components of the entry: (1) the reference
citation, (2) the summary, and (3) the assessment. Then draft one reference
entry and two paragraphs from one of your sources. We’ll use the rest of the
week to peer review the entries to prepare you for this week’s assignment.

Argumentative Strategies (graded)

In
presenting an argument, should a writer strive to be the final authority or a
reasonable voice on an issue? Review Chapter 22 to understand the difference.
Then, using your topic and one or more of your sources, define and provide an
example of arguable claim as opposed to a personal judgment.

Week 5 discussions

Analyzing a Sample Argument (graded)

In the textbook, review the student essay on p. 199,
“Allowing Guns on Campus Will Prevent Shootings, Rape.” In an abbreviated
format, the sample contains the elements that you will be including in your
Course Project. The controversial subject matter (the content) may engage you
right away. This is a sign that the writer is applying an argumentative
strategy. Focus on the organization. What do you notice about the way the topic
is introduced? How will your draft be similar or different?

Here is another argument:.nytimes.com/2013/11/24/opinion/sunday/bruni-are-kids-too-coddled.html?_r=0″>Are Kids Too
Coddled? Follow the link and read Frank Bruni’s
argument about tougher standards versus “bruised egos,” and answer
the questions below.

Organizational Patterns in Argument (graded)

Let’s
look at samples of research-based writing: “Nervous Nellies” on p. 328; “From
Degrading to De-Grading” on p. 254; and “How Many Zombies Do You Know?” on p.
290.
Review
each selection and include in your post responses to these questions. What do
you notice about how each is organized and presented? What kinds of appeals to
the audience does each author use? How are sources used in text?
Reading
Strategy Note: Unlike summary and paraphrase, which require close reading, for
this discussion use the reading strategy of skimming. Carefully read the
introductory paragraph, but then move quickly, reading only the topic sentence
of each paragraph. The goal is to compare and contrast the differences in the
presentation of the information in the document. Skim and review until you have
an impression you can share in the discussion.

Week 6 discussions

Rebuttals and Refutations (graded)

Anticipating
readers’ objections is one way to determine what other sections to include and
support in your paper. Practice writing a rebuttal or a refutation by taking
your thesis and considering the point of view of someone who believes
differently or even the opposite of the argument you are making. To do this,
review Chapter 10, pp. 449–452 and post a paragraph that summarizes an
oppositional point of view to your thesis and then refutes it. As peers, reply
to one another explaining whether or not your classmates are presenting the
opposition objectively and whether the refutation is logical. Give one another
ideas or suggestions for points that may be left out or might need to be
further developed. The paragraph you draft here can be used in a section of
your Second Draft this week.

This section lists options that can be used to view responses.

Designing Your Course Project (graded)

While
APA-style citation and format is required, you do have the flexibility in the
design of your Course Project to include a visual element. Review Chapter 17,
pp. 382–387. How does the use of visual elements enhance or detract from the
presentation of research? Will you add graphs, charts, or images to your draft?
Why or why not?

Week 7 discussions

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