1. English 1301
Week 6, Day 1
February 20, 2018

2. Reminder

3. Changed Due Dates
Due to issues with Eli Review, I had to move some due dates around.
This is good news for all of you.

4. Changed Due Dates Due Tuesday, Jan 20, by 11:45 p.m.
We will work on this in class, but you will have till 11:45 p.m. to finish feedback (midnight is fine).
Due Tuesday, Jan 20, by 11:45 p.m.

5. Final Summary and Synthesis Essay
Due Friday, Feb 23, 11:59:59 p.m.

6. Reminder Blackboard only allows .DOC or .DOCX submissions.
I will not grade anything else than a .DOC or .DOCX

7. Reminder
.PAGES WILL NOT WORK

8. What Does this New Due Date Mean?
You have more time to go to the Writing Center

9. What is a Rhetorical Analysis?

10. Let’s Talk about UNIT III
The Rhetorical Analysis –
In short, for this paper you will make an argument about the effectiveness of a text and how it works rhetorically or has specific effects for a specific audience (or audiences) in its specific context(s). Your argument may be that a text is effective, ineffective, partially effective, or effective for some audiences but not others, because of certain rhetorical aspects of the text or ways it responds to (or doesn’t respond to) the rhetorical situation.

11. Let’s Talk about UNIT III
The Rhetorical Analysis –
You will work with the following articles

12. Readings for Thurs
1.) Read “Analyzing Written Arguments” – Found in Unit III 2.) Watch “Gaming Can Make a Better World” by Jane McGonigal:

13. What is “Synthesis”?

14. Let’s Talk about a little bit more about “Synthesis”
Imagine that an editor has decided to create an anthology of texts for first-year writing classes and wants a section of the anthology to include texts around our course’s theme.
You have been tasked with writing the introductory explanation for a set of readings revolving around this course’s theme.
The editor asks that you include:
1) an opening paragraph synthesizing the conversation around the theme and then …
2) summaries of two texts from the course theme that you’ve chosen to include. These summaries should both explain the context of the texts and explain the authors’ arguments.

15. Synthesis “Checklist”
Your paragraph will discuss how these authors have different perspectives on the same conversation.
What is the conversation they are engaging in?
What are the various viewpoints of these authors?
How do they differ?
How are they similar?
What is at stake?

16. ELI REVIEW - Summary “Checklist”
For this Eli Review feedback, focus your comments on the summaries. The summaries carry the most weight during grading. Provide written feedback on Summaries. For now, forget the synthesis / memo.

17. ELI REVIEW - Summary “Checklist”
The draft has a title.
The draft includes an opening paragraph that explains to readers the general contours of the conversation (what are the various viewpoints and what is at stake). (Synthesis Paragraph)
The draft includes two summaries that are each 1-2 paragraphs in length. (300 – 400 words)
The summaries accurately convey the original source's main points clearly.
The summaries are comprehensive: They explain enough of the original author's reasoning or evidence that a reader unfamiliar with the text would be able to understand the author's argument.
The summaries include in-text citations when necessary.
The essay ends with a works cited list in MLA format.
The summaries provide context (like who the author is, the title and publication of the work, and who the audience is) that helps readers understand the summary.
The summaries use attributed tags effectively. (Also, strong verbs. Munnecke argues.)
The summaries leave out details and information that don't seem helpful to readers' understanding of the original argument.

18. SUMMARY WORKSHOP
Mention the title of the article and the name of the author.
Mention and discuss a specific audience / Mention and discuss the purpose.
Provide context for article and comprehensively yet selectively explain author’s reasoning or how they make the argument. Your goal is to explain the argument for the reader, but you can’t include EVERYTHING. What is important and relevant?
Summary must accurately, fairly, clearly convey the author’s main point, thesis, or claim, usually using an active transitive verb.
Include strong verbs. Include vivid and specific adjectives. (Example: Munnecke contends. Munnecke asserts. Munnecke challenges …)

19. Readings for Thurs
1.) Read “Analyzing Written Arguments” – Found in Unit III 2.) Watch “Gaming Can Make a Better World” by Jane McGonigal: