As Etta James sang, "At last." Yep, this is the last short writing assignment for the semester.
In this writing assignment you will be doing a compare and contrast of the George Washington and Che Guevara documentaries viewed in class. In this compare/contrast examine the ways the docs portray these revolutionaries figures. Be sure to use principles from previously introduced ideas on rhetorical analysis in this examination, and devote equal time to each documentary in your text. To aid in your examination of these revolutionary figures be sure to integrate the class readings (speeches) in your text.
SOP (standard operating procedure) for this writing assignment...also, be sure to include both the documentaries and assigned readings in your text and works cited.
Good luck and enjoy.
Friday, April 9, 2010
Quick Look Unit 14
04-13-2010 Begin Michael Collins, Writing Project 5 due
04-15-2010 Finish Michael Collins, final rough draft due, student meetings
04-15-2010 Finish Michael Collins, final rough draft due, student meetings
Friday, April 2, 2010
Quick Look Unit 13
04-06-2010 View George Washington, Writing Project 3 due, read this Washington speech for class: http://www.historyplace.com/speeches/washington.htm.
04-08-2010 View Che Guevara, read this Guevara speech for class:
http://www.marxists.org/archive/guevara/1964/12/11.htm.
04-08-2010 View Che Guevara, read this Guevara speech for class:
http://www.marxists.org/archive/guevara/1964/12/11.htm.
Writing Project 4--Leonard Peltier Rhetorical Defense
For this writing assignment, you will be crafting an argument for the innocence ("not guilty because of reasonable doubt" or "self-defense argument") of Leonard Peltier. So, the task will be to place yourself in the shoes of one of Leonard's defense council and then craft a rhetorically sound argument for your "client." Be sure to include aspects of ethos, logos, and pathos in your argument.
You will have to establish credibility as a writer of this defense and also establish credibility for Leonard. Elements of logos will likely come out of the documentary Incident at Oglala or other readings you do out of class. Elements of pathos could come from the documentary or perhaps even from the history of relations between Native Americans and the Fed.
This writing project follows the standard format we have been using including font, page length, and spacing. If these instructions are not followed in a concrete manner, I will not grade the writing project. Be sure to cite and create a proper Works Cited page. In this paper, I am asking that you use at least 3 sources from three different source types.
Good luck and I look forward to reading your arguments.
You will have to establish credibility as a writer of this defense and also establish credibility for Leonard. Elements of logos will likely come out of the documentary Incident at Oglala or other readings you do out of class. Elements of pathos could come from the documentary or perhaps even from the history of relations between Native Americans and the Fed.
This writing project follows the standard format we have been using including font, page length, and spacing. If these instructions are not followed in a concrete manner, I will not grade the writing project. Be sure to cite and create a proper Works Cited page. In this paper, I am asking that you use at least 3 sources from three different source types.
Good luck and I look forward to reading your arguments.
Thursday, March 25, 2010
Quick Look Unit 12
03-30-2010 View Incident at Oglala, Writing Project 3 due, read "Report from Keweenaw Bay Standoff" for class. Link to the article: http://baragarose.tripod.com/ffj-06-1996.htm.
04-01-2010 Finish Incident at Oglala, discuss, read "Keweenaw Bay Tribal Struggle" for class. Link to the article: http://www.thepeoplespaths.net/news/kewenaw.html.
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04-01-2010 Finish Incident at Oglala, discuss, read "Keweenaw Bay Tribal Struggle" for class. Link to the article: http://www.thepeoplespaths.net/news/kewenaw.html.
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Writing Project 3--Rhetorical Analysis of Letters from Karelia or Finns in Michigan
For this writing assignment you will be doing a rhetorical analysis of the documentary film viewed in class, Letters from Karelia, or Unit 11's reading of Finns in Michigan.
Letters from Karelia is a pretty incredible documentary, and shows the power filmmaking can have in telling an objective historical story about a very controversial working class topic. The doc was not made with much money, but has a very powerful tale to tell regarding the struggle of the working class to find a place in a number of different social settings and the meaning of family over the test of time.
Finns in Michigan is a non-traditional look at one of the many ethnic groups that have made Michigan an incredibly diverse state. The book was written using a New Social History framework, which chooses to analyze history not from a top-down perspective, but rather focuses on the history of people and groups who are customarily overlooked by traditional histories.
Writing Assignment 3 will consist of doing a rhetorical analysis of Letters from Karelia or Finns in Michigan, whichever you prefer. This analysis will look, in form, much like the analyses we have done in class. So, the idea is to write in a formal manner identifying the audience of the doc or the book, the doc or book's argument, and specific instances of the use of ethos, logos, and pathos in Letters from Karelia or Finns in Michigan.
We will use the format we used on the board to outline the rhetorical analysis; so your writing assignment should be formatted as such:
Audience: The audience for Letters from Karelia or Finns in Michigan is…
Argument: In Letters from Karelia or Finns in Michigan the filmmakers try to get the audience to realize…
Ethos: Give three examples of the use of ethos in the doc or book
Logos: Give three examples of the use of logos in the doc or book
Pathos: Give three examples of the use of pathos in the doc or book
Again, we are going to deviate from the structure of a formal essay, so make sure to format your assignment as such. Identification of the audience should take 1-2 sentences; identification of the argument should be a short 3-4 sentence paragraph; and the sections on ethos, logos, and pathos should be standard 4-7 sentence paragraphs. A short, one-entry works cited page should contain the correct MLA or APA entry for Letters from Karelia or Finns in Michigan.
I strongly suggest taking notes during the in class documentary presentation...they will be helpful in writing up this assignment. While it may be easy to identify the above parts of the rhetorical analysis, you will especially be judged on the "flow" of your writing. While the 3Cs are still in play, getting a nice flow to your writing will also be of paramount concern. So, no short, choppy sentences that have no led into one another. Short sentences are fine, as are long sentences, but the trick to writing a good, flowing paragraph is variation of sentence length and structure.
An example of bad short, choppy sentences:
Dick wore short shorts. These shorts were red. Dick did not notice that his shorts had a blue stain on them. When he did he felt embarrassed. He felt so embarrassed that he got as red as his shorts.
This type of writing is very boring. Again, short sentences are okay to break-up longer sentences, but should be used in conjunction with longer or "medium" sized sentences to complete a paragraph. The reader will get used to the short, choppy sentences and loose interest over time with the writing.
An example of better sentence variation in a paragraph:
Dick wore short, very red short shorts. It happened so, that one day, Dick had a large blue stain on his shorts that caused him to be really embarrassed. He was mortified. At this point Dick became as red as the red on his very short, red shorts.
The above short paragraph's sentences vary in length and structure, and make for a more enjoyable reading experience. Work with this in your rhetorical analysis because the type of analytical writing we are doing in this rhetorical analysis has a chance to become formulaic and that is exactly what we do not want to do for this writing assignment. The documentary is intriguing and powerful; your writing should be the same.
As usual, your assignment will need to be at least two full pages in length, standard margins, 12-point Times New Roman font. Name and class info, of course, need to be on the first page as well.
Letters from Karelia is a pretty incredible documentary, and shows the power filmmaking can have in telling an objective historical story about a very controversial working class topic. The doc was not made with much money, but has a very powerful tale to tell regarding the struggle of the working class to find a place in a number of different social settings and the meaning of family over the test of time.
Finns in Michigan is a non-traditional look at one of the many ethnic groups that have made Michigan an incredibly diverse state. The book was written using a New Social History framework, which chooses to analyze history not from a top-down perspective, but rather focuses on the history of people and groups who are customarily overlooked by traditional histories.
Writing Assignment 3 will consist of doing a rhetorical analysis of Letters from Karelia or Finns in Michigan, whichever you prefer. This analysis will look, in form, much like the analyses we have done in class. So, the idea is to write in a formal manner identifying the audience of the doc or the book, the doc or book's argument, and specific instances of the use of ethos, logos, and pathos in Letters from Karelia or Finns in Michigan.
We will use the format we used on the board to outline the rhetorical analysis; so your writing assignment should be formatted as such:
Audience: The audience for Letters from Karelia or Finns in Michigan is…
Argument: In Letters from Karelia or Finns in Michigan the filmmakers try to get the audience to realize…
Ethos: Give three examples of the use of ethos in the doc or book
Logos: Give three examples of the use of logos in the doc or book
Pathos: Give three examples of the use of pathos in the doc or book
Again, we are going to deviate from the structure of a formal essay, so make sure to format your assignment as such. Identification of the audience should take 1-2 sentences; identification of the argument should be a short 3-4 sentence paragraph; and the sections on ethos, logos, and pathos should be standard 4-7 sentence paragraphs. A short, one-entry works cited page should contain the correct MLA or APA entry for Letters from Karelia or Finns in Michigan.
I strongly suggest taking notes during the in class documentary presentation...they will be helpful in writing up this assignment. While it may be easy to identify the above parts of the rhetorical analysis, you will especially be judged on the "flow" of your writing. While the 3Cs are still in play, getting a nice flow to your writing will also be of paramount concern. So, no short, choppy sentences that have no led into one another. Short sentences are fine, as are long sentences, but the trick to writing a good, flowing paragraph is variation of sentence length and structure.
An example of bad short, choppy sentences:
Dick wore short shorts. These shorts were red. Dick did not notice that his shorts had a blue stain on them. When he did he felt embarrassed. He felt so embarrassed that he got as red as his shorts.
This type of writing is very boring. Again, short sentences are okay to break-up longer sentences, but should be used in conjunction with longer or "medium" sized sentences to complete a paragraph. The reader will get used to the short, choppy sentences and loose interest over time with the writing.
An example of better sentence variation in a paragraph:
Dick wore short, very red short shorts. It happened so, that one day, Dick had a large blue stain on his shorts that caused him to be really embarrassed. He was mortified. At this point Dick became as red as the red on his very short, red shorts.
The above short paragraph's sentences vary in length and structure, and make for a more enjoyable reading experience. Work with this in your rhetorical analysis because the type of analytical writing we are doing in this rhetorical analysis has a chance to become formulaic and that is exactly what we do not want to do for this writing assignment. The documentary is intriguing and powerful; your writing should be the same.
As usual, your assignment will need to be at least two full pages in length, standard margins, 12-point Times New Roman font. Name and class info, of course, need to be on the first page as well.
Wednesday, March 17, 2010
Unit 11 Quick Look
03-23-2010 View Letters from Karelia, Writing Project 2 due, read for class: Finns in Michigan, Introduction to pg. 65
03-25-2010 Finish Letters from Karelia, discuss, read for class: Finns in Michigan, 66-123
A note about grading and the writing projects: I will not grade a writing project until the previous writing project has passed with a 3.0. I will accept up to two writing projects at a time, but the more recent project will sit in queue until until the earlier writing project has passed.
03-25-2010 Finish Letters from Karelia, discuss, read for class: Finns in Michigan, 66-123
A note about grading and the writing projects: I will not grade a writing project until the previous writing project has passed with a 3.0. I will accept up to two writing projects at a time, but the more recent project will sit in queue until until the earlier writing project has passed.
Sunday, March 14, 2010
Writing Project 2--The Good Samaritan Law
This writing assignment is due Tuesday 03-23-2010
For this writing project you will be either writing a Good Samaritan Law for Michigan Tech's campus or doing a rhetorical analysis of a selected state's Good Samaritan Law.
If you choose to write a Good Samaritan Law for campus be sure to think about the rhetorical aspects of your writing...define the argument, identify who the audience might be and what might be the best ways to communicate your message to the identified audience. Hint: make sure to think and write in terms of ethos, logos, and pathos.
If you choose to rhetorically analyze an existing Good Samaritan Law be sure to follow the format we have used in class. Identify the argument, audience, and identify/analyze examples of ethos, logos, and pathos in the chosen law.
For either choice you will need to cite your sources and create a works cited page at the end of your document. As always, standard "specs" for the paper: must be at least two-pages in length, must be double-spaced, 12 pt Times New Roman font, and 1" margins.
For reference, this is a link to the Wikipedia article for Good Samaritan Law:
http://en.wikipedia.org/wiki/Good_Samaritan_law. In the "External Links" section there are two links to sites that identify and explain Good Samaritan Laws in various places. You may not use the wiki article as a reference in your paper, but you may of course use one of the laws in the external links.
Good luck, have fun.
For this writing project you will be either writing a Good Samaritan Law for Michigan Tech's campus or doing a rhetorical analysis of a selected state's Good Samaritan Law.
If you choose to write a Good Samaritan Law for campus be sure to think about the rhetorical aspects of your writing...define the argument, identify who the audience might be and what might be the best ways to communicate your message to the identified audience. Hint: make sure to think and write in terms of ethos, logos, and pathos.
If you choose to rhetorically analyze an existing Good Samaritan Law be sure to follow the format we have used in class. Identify the argument, audience, and identify/analyze examples of ethos, logos, and pathos in the chosen law.
For either choice you will need to cite your sources and create a works cited page at the end of your document. As always, standard "specs" for the paper: must be at least two-pages in length, must be double-spaced, 12 pt Times New Roman font, and 1" margins.
For reference, this is a link to the Wikipedia article for Good Samaritan Law:
http://en.wikipedia.org/wiki/Good_Samaritan_law. In the "External Links" section there are two links to sites that identify and explain Good Samaritan Laws in various places. You may not use the wiki article as a reference in your paper, but you may of course use one of the laws in the external links.
Good luck, have fun.
Quick Look Unit 10
03-16-2010 View Most Hated Family, begin Jesus Camp, read "Good Samaritan Parable" and "Jesus and the Moneylenders"
03-18-2010 Finish Jesus Camp, View John Domonic Crossan
This is our look at the historical Jesus, not the religious Jesus. We will be contemplating the revolutionary nature of his teachings and how modern religious groups have distorted this message.
Have the readings done for class on Thursday and for the writing project as you will need them to complete the writing project. Readings at: http://www.bcbsr.com/survey/pbl25.html and http://www.bible-history.com/gentile_court/TEMPLECOURTJesus_and_the_Temple.htm.
03-18-2010 Finish Jesus Camp, View John Domonic Crossan
This is our look at the historical Jesus, not the religious Jesus. We will be contemplating the revolutionary nature of his teachings and how modern religious groups have distorted this message.
Have the readings done for class on Thursday and for the writing project as you will need them to complete the writing project. Readings at: http://www.bcbsr.com/survey/pbl25.html and http://www.bible-history.com/gentile_court/TEMPLECOURTJesus_and_the_Temple.htm.
Saturday, February 27, 2010
Quick Look Unit 8
03-02-2010 Student meetings, be sure to remember to bring your first Writing Project and abstract to the meeting, which are both do on this day. Topics for your final research papers could be one of three things: 1) An essay that highlights the characteristics and qualities of revolutionary people and/or movements that also compares and contrasts the use of physical force in your selected revolutionary movement(s) or people studied in class; 2) A biography of one of the revolutionary people we studied in class; 3) Your own topic, which we agree upon.
03-04-2010 Independent research day
03-04-2010 Independent research day
Monday, February 22, 2010
Thursday, February 11, 2010
Writing Project 1: Response to Capstone
Note that the due date for this writing project has been changed to 03-02-2010.
For this writing project you will be composing a "response" to your capstone experience. In this case, a response is an analysis of the process of writing, designing, and presenting your capstone experiences. Be sure to integrate appropriate material from eaa in your response, and create a work cited section on the bottom of your second page that gives the bibliographic information for eaa.
Remember, for this assignment key concepts from class will heavily influence the grading you earn for this writing assignment. Be sure to 1) identify the audience; 2) clearly state your argument; and 3) work into the response aspects of ethos, logos, and pathos in the analysis of your Capstone project.
Also, make sure that your argument for this response to the Capstone Project has the three “Cs.” It must be clear, concise, and concrete. The response should be organized in an essay format that includes a one or two sentence thesis statement, a body, and a conclusion. A thesis statement is an essential part of writing an effective argument or essay because it outlines and explains the main idea of your writing project. Additionally, a thesis statement will set the tone for your entire writing assignment...it is an important thing!
A final note: as with the tests, you need to earn a 3.0 on this assignment (and all other writing assignments) to pass the unit. If you do not receive a 3.0, you will have to edit or re-write your returned writing assignment until it receives a 3.0. As with the test, you also may not move onto another unit until you have passed a unit. Standard margins and 12 pt Times New Roman font should be used.
For this writing project you will be composing a "response" to your capstone experience. In this case, a response is an analysis of the process of writing, designing, and presenting your capstone experiences. Be sure to integrate appropriate material from eaa in your response, and create a work cited section on the bottom of your second page that gives the bibliographic information for eaa.
Remember, for this assignment key concepts from class will heavily influence the grading you earn for this writing assignment. Be sure to 1) identify the audience; 2) clearly state your argument; and 3) work into the response aspects of ethos, logos, and pathos in the analysis of your Capstone project.
Also, make sure that your argument for this response to the Capstone Project has the three “Cs.” It must be clear, concise, and concrete. The response should be organized in an essay format that includes a one or two sentence thesis statement, a body, and a conclusion. A thesis statement is an essential part of writing an effective argument or essay because it outlines and explains the main idea of your writing project. Additionally, a thesis statement will set the tone for your entire writing assignment...it is an important thing!
A final note: as with the tests, you need to earn a 3.0 on this assignment (and all other writing assignments) to pass the unit. If you do not receive a 3.0, you will have to edit or re-write your returned writing assignment until it receives a 3.0. As with the test, you also may not move onto another unit until you have passed a unit. Standard margins and 12 pt Times New Roman font should be used.
Quick Look Unit 6
02-16-2010 Challenge Accepted presentation, have eaa, Chp. 12 and first half of Chp. 14 read for class
02-18-2010 Short reports on Capstone's, have eaa second half of Chp. 14 and Chp. 15 read for class
02-18-2010 Short reports on Capstone's, have eaa second half of Chp. 14 and Chp. 15 read for class
Tuesday, February 9, 2010
Class Canceled
I have to cancel class for 02-09-2010 because I am stuck in a snow drift in my drive-way just outside beautiful downtown Tapiola, Michigan. So, no class for Tuesday.
Sunday, February 7, 2010
Quick Look Unit 5
02-09-2010 Rhetorical Analysis and Citations, Citations, Citations, have eaa Chps. 18-19 read for class
02-11-2010 Plagiarism bowl, Quest 4 last part of class, have eaa Chp. 20 read for class
02-11-2010 Plagiarism bowl, Quest 4 last part of class, have eaa Chp. 20 read for class
Sunday, January 31, 2010
Quick Look Unit 4
Welcome to the short week. Remember we Quest on Tuesday.
02-02-2010 Finish Reds, discuss while integrating concepts of the Three Rhetoreers, Quest 3 last part of class, have eaa, Chapters 2-4 read for class
02-04-2010 No class Winter Carnival
02-02-2010 Finish Reds, discuss while integrating concepts of the Three Rhetoreers, Quest 3 last part of class, have eaa, Chapters 2-4 read for class
02-04-2010 No class Winter Carnival
Sunday, January 24, 2010
Quick Look Unit 3
01-26-2010 Continue Reds, for class read eaa, Chapter 5
01-28-2010 Continue Reds, Quest 2 last part of class, for class read eaa, Chapter 5
01-28-2010 Continue Reds, Quest 2 last part of class, for class read eaa, Chapter 5
Friday, January 15, 2010
Quick Look Unit 2
Have listed readings done for that class session!
1-19-2010 Finish V for Vendetta, view revolutionary music videos, start Reds, Readings--everything's an argument (eaa), Chp. 1, pgs. 3-20
1-21-2010 Continue viewing Reds, Quest last part of class; Readings--eaa, Chp. 1, pgs. 21-42
1-19-2010 Finish V for Vendetta, view revolutionary music videos, start Reds, Readings--everything's an argument (eaa), Chp. 1, pgs. 3-20
1-21-2010 Continue viewing Reds, Quest last part of class; Readings--eaa, Chp. 1, pgs. 21-42
Tuesday, January 12, 2010
Quick Look Unit 1
1-12-10 Intros, texts, syllabus, begin V for Vendetta, no readings
1-14-10 Finish V, discussion about what the heck is going on in this class
1-14-10 Finish V, discussion about what the heck is going on in this class
Monday, January 11, 2010
Syllabus
Is this really an American Revolution? Chevy makes a fine truck, but is it revolutionary?
Overview
In this class we will be looking at written, oral, and visual communication in the context of revolutionary people and movements.
Is Chevy truly an "American Revolution" as the commercials claim? I'm not sure if George Washington, leader of the American Revolution would agree with Chevy's claims. From Jesus Christ to Michael Collins to Leonard Pelletier we'll be taking a look at different types of revolutionary figures and the movements they held/hold dear. In this class we will be looking at what it means to be revolutionary, and how revolutionary people and movements are characterized in media, in words, and through their own words. We will be using the text everything’s an argument to interpret and analyze revolutionaries and revolutions from various media sources.
Course Objectives
Upon successful completion of this course, students will be able to:
1. Identify major themes in written, oral, and visual communication that pertain to revolutionaries and revolutionary movements.
2. Critically analyze ethos, pathos, and logos in materials that are associated with aforementioned revolutionaries and revolutions.
3. Work independently and in team settings to create projects or presentations that analyze the revolutionary individual or social movement.
4. Develop the ability to creatively think, write, critique, and analyze various uses of communication.
5. Answer deeper structure questions such as...are all revolutions violent? How does discontent develop? How are revolutionary ideas communicated? Who gets followed and why? More importantly, how can a person sift out lies from truth.
Policies
1. Good attendance is crucial to success in this course; excess absences willundoubtedly result in a lowered grade and less practical knowledge, further class participation in discussions will be a chance for some extra credit.
2. Any student caught cheating on a test or plagiarizing will be dismissed from the class and receive a grade of “F” for the course.
3. For the class to “work,” it must be an open forum regarding analysis, criticalthought, and well-reasoned argument; all viewpoints must be welcomed.
4. I reserve the right to revise the syllabus or class schedule at any time.
5. If you need assistance with writing, grammar, or development of ideas for writing, please see the good folks in the Writing Center located on the first floor of Walker.
6. Please turn off all cell phones, computers, etc. If it becomes a problem we’ll have to deal with it.
Evaluation and Grading
Evaluation of student progress in this class will be determined using a unit/core mastery model. The unit/core mastery model is a good chance for you as a student to take charge of your own education. This method of grading has no complex calculus to determine a grade or wondering from week to week what your grade is, you will know by how many units you have completed. You are in charge of your education; make of it what you will. If you keep up and get things done on time, you will have plenty of time to concentrate on your capstone practical experience (due around mid-term) and final paper.
The unit/core mastery model also provides immediate feedback in testing and for your papers, though more time (a day or so) may be needed for evaluation of written projects. For example, when finished with test taking in class, you will bring the test up to be graded and receive immediate reinforcement (otherwise known as a grade) regarding your test. Each test, writing project, class participation event, and the capstone practical experience are a “unit” and count for one point towards a final grade. The final research paper is the last segment of your grade and you will need to demonstrate core mastery of class material for maximum credit.
A breakdown…written projects account for six points, testing will account for four points, class participation will account for one point, a capstone practical experience will account for one point, a portfolio of your work will get you one point, and a final paper will be written to demonstrate mastery over the course material. In order to show mastery of the individual units, you will need to score a 3.0 (B) or better on each unit. Maximum number of points for the class is 13 along with writing a successful final research paper.
So, that written, there are five segments of evaluation for this class:
Segment 1 consists of six short writing projects. In all of these short writing projects identification of an audience will be an essential component. These short writing projects will be two pages long. Your writing projects will be double-spaced using 12 point Times-New Roman font and have .5 spaced margins. To pass each of these units students must receive a 3.0 or better on each project. You will receive detailed instructions for these projects at least a week before they are due.
Writing Project 1—Response on the Capstone Experience
Writing Project 2—Write or rhetorically analyze a contemporary Good Samaritan Law
Writing Project 3—Rhetorical analysis of Letters from Karelia or Finns in Michigan
Writing Project 4—Write a closing argument as a defense attorney for Leonard Pelletier
Writing Project 5—Rhetorical comparison/contrast of Washington and Guevara's speeches
Writing Project 6--Construct a statement and response between Michael Collins and Ghandi
Segment 2 consists of testing. There will be four quizzes/tests (quests) during the first part of the semester. These quizzes will consist of 10 questions in various formats (true-false, multiple choice, short answer, fill in the blank). You will do readings and discuss the information on the quiz prior to taking the quiz. To demonstrate unit mastery, students will need to answer 8 of 10 quiz questions correctly. Testing will be done the last 30 minutes of the latter weekly class session (see schedule for dates of testing time). Students are allowed to test twice during the 30-minute testing session. Students may attempt to pass a unit three times, after the third time, a student must write a one page paper to demonstrate unit mastery. Units must be completed in sequential order and no units may be skipped. If you fall behind or are gone from class for whatever reason, you may take quizzes from two units in the same testing session, but you may not take a quiz from an upcoming unit. For a unit to be available for testing, we will have had to cover the material in class first. Upfront, questions will come from the selected texts and from lectures/media/discussions.
Segment 3 is class participation. This is going to be a participatory experience. We’ll do group discussions, class discussions, and out of class activities (aka the field trip). These are all voluntary things, but I strongly encourage you to participate. I encourage this so strongly that I am going to give you a chance to earn a grade for just talking in class and showing up to field trips.
Segment 4 consists of one creative capstone practical experience. Project particulars include:
You will be creating your very own revolutionary. You will introduce your revolutionary to the world via a tri-fold brochure. While the revolutionary is to be a made-up person, you may base it on a person studied in class, a revolutionary discovered from out of class sources, a composite of people studied in class (or revolutionaries discovered on your own), or create a totally original character. Additionally, what the revolutionary is "revolutioning" against may be a real world circumstance, or fictionalized. This is a time to be creative. In the tri-fold brochure, text must account for at least half of the panel in four of the six panels. Selection of photos, including some type of portrait of the created revolutionary will be essential as well as creating an eye-capturing front panel. The brochure must receive a 3.0 or better to complete this practical experience. Students may work with a partner. You will present your revolutionary figure to the class, expecting questions.
Segment 5 consists of handing in a portfolio with your semester's work. More on this later.
Lastly, core mastery of the course material will be demonstrated in the form of a final research paper. Instructor and student will agree upon the paper’s topic. The paper will be six pages long, double-spaced using 12 point Times-New Roman font and have .5 spaced margins. This research paper will accompany the portfolio of writing projects 1-6 and the Capstone Practical Experience.
There is no final test.
To receive a:
4.0 (A) students must complete 13 units and receive a 3.0 on their final paper
3.5 (AB) students must complete 11 units and receive a 3.0 on their final paper
3.0 (B) students must complete 9 units and receive a 2.5 on their final paper
2.5 (BC) students must complete 7 units and receive a 2.0 on their final paper
2.0 (C) students must complete 6 units and turn in a final paper
1.5 (CD) students must complete 5 units and turn in a final paper
1.0 (D) student must complete 5 units not turn in a final paper
0.0 (F) students must do nothing the entire semester or get caught cheating/plagiarizing
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