Final Class

https://www.playfactile.com/finaldiscourse300

First draft due Monday at 11:59 p.m. to Blackboard

Final draft due Friday at 11:59 p.m. to Blackboard

Penultimate Class!

Citations

MLA:

Works Cited

Dean, Cornelia. "Executive on a Mission: Saving the Planet." The New York Times, 22 May 2007, www.nytimes.com/2007/05/22/science/earth/22ander.html?_r=0. Accessed 12 May 2016.

Ebert, Roger. Review of An Inconvenient Truth, directed by Davis Guggenheim. rogerebert.com, 1 June 2006, www.rogerebert.com/reviews/an-inconvenient-truth-2006. Accessed 15 June 2016.

     One of these improvements was the developments of canals and steamboats, which allowed farmers to “sell what has previously been unsalable [sic]” and resulted in a “substantial increase in [a farmer’s] ability to earn income” (Danhof 5). This improvement allowed the relations between the rural and urban populations to strengthen, resulting in an increase in trade. The urban population (defined as having over 2,500 inhabitants) in the northern states increased rapidly after 1820.1 This increase accompanied the decrease in rural populations, as farmers who “preferred trade, transportation, or ‘tinkering’” to the tasks of tending to crops and animals found great opportunities in the city (Danhof 7). Trade and transportation thus began to influence farming life significantly. Before 1820, the rural community accounted for eighty percent of consumption of farmers’ goods (Hurt 127). With the improvements in transportation, twenty-five percent of farmers’ products were sold for commercial gain, and by 1825, farming “became a business rather than a way of life” (128). This business required farmers to specialize their production and caused most farmers to give “less attention to the production of surplus commodities like wheat, tobacco, pork, or beef” (128). The increase in specialization encouraged some farmers to turn to technology to increase their production and capitalize on commercial markets (172).

 

APA: 

References

Cummings, J. N., Butler, B., & Kraut, R. (2002). The quality of online social relationships.   
        Communications of the ACM, 45(7), 103-108.
Hu, Y., Wood, J. F., Smith, V., & Westbrook, N. (2004). Friendships through IM: Examining the 
        relationship between instant messaging and intimacy. Journal of Computer-Mediated 
        Communication, 10, 38-48. 

        In Cummings et al.’s (2002) summary article reviewing three empirical studies on online social relationships, it was found that CMC, especially email, was less effective than FtF contact in creating and maintaining close social relationships. Two of the three reviewed studies focusing on communication in non-Internet and Internet relationships mediated by FtF, phone, or email modalities found that the frequency of each modality’s use was significantly linked to the strength of the particular relationship (Cummings et al., 2002). The strength of the relationship was predicted best by FtF and phone communication, as participants rated email as an inferior means of maintaining personal relationships as compared to FtF and phone contacts (Cummings et al., 2002).

 
Chicago: 

Bibliography

Agamben, Giorgio. Homo Sacer: Sovereign Power and Bare Life. Translated by Daniel
      Heller-Roazen. Stanford: Stanford University Press, 1998.
Dean, Jodi. Democracy and Other Neoliberal Fantasies: Communicative Capitalism and
     Left Politics. Durham: Duke University Press, 2009.

      In Democracy and Other Neoliberal Fantasies, Jodi Dean argues that “imagining a rhizome might be nice, but rhizomes don’t describe the underlying structure of real networks,”1 rejecting the idea that there is such a thing as a nonhierarchical interconnectedness that structures our contemporary world and means of communication. Michael Hardt and Antonio Negri, on the other hand, argue that the Internet is an exemplar of the rhizome: a nonhierarchical, noncentered network—a democratic network with “an indeterminate and potentially unlimited number of interconnected nodes [that] communicate with no central point of control.”2 What is at stake in settling this dispute? Being. And, knowledge and power in that being. More specifically, this paper explores how a theory of social ontology has evolved to theories of social ontologies, how the modernist notion of global understanding of individuals working toward a common (rationalized and objectively knowable) goal became pluralistic postmodern theories embracing the idea of local networks. Furthermore, what this summary journey of theoretical evolution allows for is a consideration of why understandings of a world comprising emergent networks need be of concern to composition instructors and their practical activities in the classroom: networks produce knowledge. 

(in footnotes)

      1. Jodi Dean, Democracy and Other Neoliberal Fantasies: Communicative Capitalism and Left Politics (Durham: Duke University Press, 2009), 30.
     2. Michael Hardt and Antonio Negri, “Postmodernization, or the Informatization of Production,” in Empire (Cambridge, MA: Harvard University Press, 2000), 299. 

General tips:

• Everything is double spaced (paragraphs, citation pages, quotes)
• Quotes over 3 lines need to be formatted like a block quote (look up rules for your style)
• When in doubt, cite it
• Use your style's rule for page number (MLA--last name and page number in upper right; APA--shortened title in all caps in upper left and page number in upper right)
• Format titles correctly 
• Long Works--movies, books, paintings, tv show, periodicals, CD album
• "Short Works"--article title, poem, song, tv episode

NEXT DUE DATE:

• First draft: December 10, 11:59 to Blackboard

Day 25

• What is the purpose of zine writing?  What is the purpose of academic writing?
• Characteristics of each?
• What do each value?

Homework:

• Bring in a thesis and outline of your final paper (hard copy)

Day 24

Final discussion!!!!!!!!!!!!

Final paper due December 15 at 11:59 p.m.
Final speech due during final: Friday, December 15 at 8:00 a.m.--10:00 a.m.

Day 23

• Quiz

No homework!  Enjoy the break!

Day 22

Zines due at 4:00 today
playfactile.com

Homework:
Discussion readings

Day 21

• Move discussion leader?
• Answer the following questions in your groups:
• How do you know if your zine is successful? (before it's graded)
• What are three things you can do to catch errors?
• What did you do to appeal to your audience?  

Homework:

1. Submit a reverse outline (+1 paragraph on how your aesthetics add to your goal) Friday at midnight (Bb)
1. https://writing.wisc.edu/Handbook/ReverseOutlines.html
2. https://owl.english.purdue.edu/owl/resource/689/1/ 
3. https://writing.wisc.edu/Handbook/PDF/reverseoutlines_uwmadison_writingcenter_aug2012.pdf 
4. http://writingcenter.unc.edu/tips-and-tools/reverse-outline/ 
2. Submit the text of your zine to Turn It In by Sunday at Midnight (located on Bb)
3. Submit your final version of the zine to Bb or in class Monday at 4:00

Day 20--No Class!

No class today!

Day 19

General advice on zines:

1. Each article needs to stand on it's own, have a clear and tight argument and a title
2. Make sure the zine has a clear focus and that everything in your zine helps you to accomplish that goal
3. Don't just include background knowledge, things commonly known to the community, or generalities.  Be specific.  Add to the discussion.  Challenge what is commonly known and the problems people face.

Discussion Leader

Day 18

• Quiz
• Discussion Leader

Homework: 

• Post zine draft to discussion forum by midnight to night
• Submit feed back as described in previous post by Sunday Midnight 

Day 17

1. Do all the articles need to have one consistent tone?
2. Do you need to present all sides to your topic?
3. Is it okay to use rhetorical fallacies to "trick" your reader?
4. Create your own question.

Zine aesthetic:
https://www.pinterest.com/msull15/zines-layout/

• Consistancy
• Color
• Images
• Comics
• Stock Photos

Homework:

• Upload your zine by Wednesday (10/25)
• Peer review each member of your group (Due:10/29)
• Using the chapters from Unit one, evaluate how well the writer did according to the advice given in that chapter.
• Example: Chapter 3: Clutter--the author could use some editing when it comes to clutter.  The author often uses a lot of words to describe something simple. For example...
• Discussion Leader

Day 16

1. Quotes and Sources

https://www.wired.com/2016/06/flint-water-marc-edwards

1. Questions?  Comments?  Concerns?

Scholarships: http://cas.umkc.edu/scholarships/current-student-scholarships/

Homework: Submit your rough draft to Bb Sunday (10/22) by 11:59 p.m.

Day 15

• Discussion Leader

Homework:

• Rough draft pushed back to Sunday 11:59 p.m.
• There will be class on Wednesday

Day 14 NO CLASS

No class today (Wednesday, 10/11).

• Work on zine
• Take a nap
• Visit UMKC's MindBody Connection in Atterburry Student Success Center they have massaging chairs and councilors to help deal with stress

Homework: 

• Discussion Leader readings

Day 13

• Rhetoric

Homework: 

• Read part 1 of On Writing Well
• Summarize each chapter and explain what was useful to your writing
• Meet in Library room 121

Day 12

• Quiz
• Discussion Leader

Homework:

• Bring in 3 articles, each about 100-150 words long--HARD COPY
• Read: https://wrd.as.uky.edu/sites/default/files/1-Shitty%20First%20Drafts.pdf

Day 11

• Interview
• Research
• Looking for details/subtext
• How to make an idea smaller

http://www.imdb.com/find?ref_=nv_sr_fn&q=happy+feet&s=all

http://www.foxnews.com/opinion/2017/09/22/frank-lawnmower-boy-still-has-liberals-all-worked-up-lets-cut-crap-folks.html



There is no class Monday, 10/2 but there is homework Due Tuesday (10/3) at midnight.

• Read Chapter 9 (The Lead and the Ending--p. 54-66) in On Writing Well
  • Write 1/2 a page summary and what you find useful for your writing
• Read One of the following and write a 1/2 page summary and what you find useful:
  • Chapter 13 Writing About Places
  • Chapter 14 Writing About Yourself
  • Chapter 15 Science and Technology
  • Chapter 16 Business Writing
  • Chapter 17 Sports
  • Chapter 18 Writing About the Arts
  • Chapter 19 Humor
• Post your topic idea under your group's discussion forum include the following:
  • Ideas you plan on doing
  • Problems you might have
  • Questions you might have
  • Then, Reply to each person in your group answers, ideas, questions, thoughts and in general, be helpful.  Replies must be submitted before class on Wednesday.
• Discussion Leader Readings for Wednesday 10/4

Day 10

• Discussion Leader

Homework: 

• Work on zine

Read Chapter 12, page 100-115 from On Writing Well

Day 9

Groups 5-7

Homework: Discussion leader readings, work on zine

Day 8

• Group 1-4

Day 7

• Discussion Leader date changes
• Groups will be assigned this evening.  Check which group you are in so that you know when to come to the group meeting.  You will attend Monday OR Wednesday, but not both
• Guest Speaker! 

Homework: get started on those zines!

Meet the Filmmaker
THE SAFE SIDE OF THE FENCE

 
Bonus: Attend for 2 Bonus Passes 

Should be Free for students (say you are with the class)
 
Screening & Discussion
Saturday, September 16 - 11:00am
WWII's Manhattan Project required the refinement of massive amounts of uranium, and St. Louis-based Mallinckrodt Chemical Works took on the job. As a result, the chemical company’s employees would become some of the most contaminated nuclear workers in history. This documentary explores legacy and the fallout of what the men and women went through inside these plants, and how decisions made in the past, effect us all today.

Director Tony West will introduce his film and offer an Audience Q&A following.

Sponsored by United Energy Workers Healthcare

http://www.tivolikc.com/earlyindex.html

Day 6

• Reading difficult things results
• Quiz
• Reading Leaders

Homework: 

• Submit proposal to Bb by midnight
• Read p. 3-11 from On Writing Well and answer the following questions on Bb Forum BEFORE CLASS (3:59 p.m.)
• What did you think of the writer's opinion on writing?  How did it match with your views?  What do you fear most about writing?  What do you like about writing?  What do you want to learn about writing? 
• Guest speaker next class--bring in questions you might have about zines in general
• You will be working in groups for the zines.  You will each be responsible for your individual zine, but you will get advice and reviews from your peers.  If you have someone specific you would like to work with, decide by Wednesday.  I will try to accommodate everyone, but ultimately I will make the final decision.  

Day 5

• Quiz!
• Rhetoric and about Jacques Derrida

Jacques Derrida (/ʒɑːk ˈdɛrɪdə/; French: [ʒak dɛʁida]; born Jackie Élie Derrida;^[1] July 15, 1930 – October 9, 2004) was a French philosopher best known for developing a form of semiotic analysis known as deconstruction, which he discussed in numerous texts, and developed in the context of phenomenology.^[4][5][6] He is one of the major figures associated with post-structuralism and postmodern philosophy.<sup>[7][8][9]

During his career Derrida published more than 40 books, together with hundreds of essays and public presentations. He had a significant influence upon the humanities and social sciences, including—in addition to philosophy and literature—law,[10][11][12] anthropology,[13] historiography,[14] applied linguistics,[15] sociolinguistics,[16] psychoanalysis, political theory, religious studies, feminism, and gay and lesbian studies.</sup> 

Modernism: 

 

 ^{Deconstruction:}
"Whenever deconstruction finds a nutshell—a secure axiom or a pithy maxim—the very idea is to crack it open and disturb this tranquility. Indeed, that is a good rule of thumb in deconstruction. That is what deconstruction is all about, its very meaning and mission, if it has any. One might even say that cracking nutshells is what deconstruction is. In a nutshell. ...Have we not run up against a paradox and an aporia [something contradictory]...the paralysis and impossibility of an aporia is just what impels deconstruction, what rouses it out of bed in the morning..." (Caputo 1997, p.32)

^{Post Modern:}

^Homework: 

• Make-up Homework and Quiz close at midnight tonight

• ^{Readings for next time (see Discussion Leader Tab)}

• ^{Proposal for Zine (1 page, include topic, article ideas, why you want to write about it, who your target audience is, what you hope the reader will get out of it, who you will interview, the form (layout, tone) you hope it will take).  Post to BB}

Day 4

• Quiz
• Discussion over reading
• Discuss zines/topics

Homework: 

Due 9/6: look at the zines posted on the blog and answer the following questions:

1. Which did you like the best and why
2. What made you interested in the zine?
3. What was the biggest turnoff?
4. What tips will you take from these finished zines and apply to your own?

Read Sign, Structure and Play (posted on Blackboard)

Day 3

• Homework discussion
• What type of writing will you have to do after college?
• What are 3 things you know more about than anyone in class?
• Picking a topic

Homework:

Read "The Fourth State of Matter" and bring printed copy to class for points.

Finish worksheets and turn them in next class.

Day 2

• Names, Zombie role, homework check
• In groups: What is rhetoric?  How is it controlled?  Who controls it?

1. How was rhetoric controlled/shaped in these videos?  
2. How was it enforced/spread? 
3. What are some ways rhetoric is being controlled now and by whom?
4. Have you ever experienced ways in which you noticed someone shaping rhetoric around you?

Homework: bring a photo of a non-verbal way rhetoric is being controlled (can contain words, but not spoken)

Day 1--Welcome!

First Day stuff:

• Important syllabus stuff
• Introductions
• About me

Homework:

• bring in proof that you have the two books required for class or proof that you have ordered them. (On Writing Well and Art of Fact)