ENG105 all weeks discussions - May 2017

Asked by debbie
Dated: 5th Jul'18 01:18 PM
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Week 1 discussion

DQ1 Take a moment to reflect on past writing experiences from your academic, personal, or professional life. Answer the following questions as your initial post. Plan to have 150-200 words.

What was writing like for you as a child or young adult? Do you recall any vivid writing experiences?

How do you currently use writing in academic, personal, and professional experiences?

How might writing be used in future academic, personal, and professional experiences?

Respond to your peers’ reflections about their own writing experiences, finding similarities and differences and considering the role of writing in your life now and in the future.

DQ2 Read the Centers for Disease Control and Prevention’s page on ADHD; the link is provided below. Use the close reading techniques described in chapter 1 of the e-book. It may be helpful to print off the page and annotate the text. Then, summarize the website in 150-250 words. Your summary should be similar to the example provded in chapter 1of the textbook.

Your summary should answer at least three of the questions below:

What key facts or details does the CDC share about ADHD?

In addition to the facts, what impression does the CDC create about ADHD? In other words, how does it make readers feel or what does it make readers think about ADHD?

What would motivate the CDC, which is a government institution, to post a page about ADHD?

Why, in your view, is the Web page a good or bad method for the CDC to distribute information?

How do you think the average reader would react to the CDC's page about ADHD?

(Hint: Do not try to summarize every detail. Focus on the main points the page is trying to convey. It is helpful to think of the CDC's page in terms of its sections, rather than its many facts.)

During the week, read and respond to your classmates’ summaries. Did you emphasize the same points in your summary that they did? Did you have the same impression about ADHD after you summarized it? Why or why not?

Link to Centers for Disease Control and Prevention’s page on ADHD:http://www.cdc.gov/ncbddd/adhd/facts.html

NOTE: If you click on the link and it will not open, paste the link into the browser.

DQ3 In the rhetorical analysis assignment, you will be expected to demonstrate an understanding that every text is created for a unique situation and audience. You will need to act on this by analyzing the decisions made by the Centers for Disease Control and Prevention (CDC) on their website about ADHD. This includes the persuasive appeals the CDC uses.

Aristotle believed that speakers and writers used three kinds of persuasive appeals. Logos is an appeal to the audience’s powers of reason or logic. Pathos is an appeal to emotions or senses. Ethos is the personal appeal, charisma, or credibility of the speaker or writer. These three appeals are known as the rhetorical triangle because all three sides work together to make a text effective or not.

In your own words, explain the concepts of pathos, logos, and ethos and why they are important appeals to recognize in a text. Next, use the CDC's page about ADHD to analyze the ethos, logos, and pathos in the document.

Consider the following questions in your response:

What do you think about the logic presented in the document?

What do you think about its emotional appeal

What about its appeal to authority or credibility?

Does the CDC effectively present each of the rhetorical appeals? Why or why not?

Link to Centers of Disease Control’s website: http://www.cdc.gov/ncbddd/adhd/facts.html

Week 2 discussion

DQ1 Look again at the CDC's Web page about ADHD.

In 150-200 words, please analyze the document’s purpose and audience. Who, for example, is the CDC's audience? What are the CDC's beliefs about ADHD, and how does the CDC's Web page relate itself to those beliefs? Why would the federal government post a Web page about ADHD? What role does the general public expect the government to play regarding disorders such as ADHD?

During the week, go back and read some of your classmates' posts. Do you agree with their views?

DQ2 Review the CDC website and answer at least three of the questions below:

Who is the writer?

What is the writer’s purpose?

Who is the intended audience?

What is the broader cultural context that motivated the writing of the article?

How does the writer establish ethos?

Does the writer appeal to logos (logic)?

Does the writer appeal to pathos (emotions)?

Do you feel that the website is effective? Why or why not?

Use these questions to guide the content of your rhetorical analysis.

During the week, review your classmates’ posts. What are some similarities and differences between your response and your peers’ responses?

Week 3 discussion

DQ1 As the name implies, “visual rhetoric” means the part of communication that involves what is seen, including colors, forms, and the way what we are seeing is laid out on the page. Font type and size can also be included in visual design. The term “rhetoric” can sometimes cause confusion, so for clarity’s sake; here it means techniques used for the sake of persuasion.

Keeping these definitions in mind, describe an image from one of the CDC website pages on ADHD (http://www.cdc.gov/NCBDDD/adhd/index.html) that you find to be especially powerful and persuasive. What makes it so? Identify the image’s purpose and audience. Please be sure to provide a description of your chosen image so that your classmates and instructor can also analyze your selection.

During the week, read your classmates' posts and explain the degree to which you agree or disagree about the effectiveness of the visuals the CDC has provided on its page about ADHD.

DQ2 Writing an essay can be divided into at least three main parts—the introduction, the body, and the conclusion. Looking further into the essay, the thesis statement can be implicit (implied) or explicit (a line can be drawn under it).Depending upon the length of the essay, the introduction might be more than one paragraph, but the thesis statement should generally appear at the end of the introduction. Body paragraphs follow, and each has its own unique topic sentence, the first sentence that contains the unique supporting point for that paragraph. The conclusion needs a clear transitional word or phrase at the beginning (but not "In conclusion"), and it revisits the thesis and each main point. However, no new information belongs in the conclusion.

Please review the following video Writing Process about writing introduction paragraphs.

For the first essay, you wrote a rhetorical analysis of a public document. Please share your thesis statement for your rhetorical analysis essay. During the week, respond to your classmates with constructive feedback about their thesis statements.

DQ3 Use the following checklist to help make final revisions on your essay:

Are the introduction, body, and conclusion clearly defined?

Does the introduction provide sufficient background for the reader?

Is there a thesis statement that makes the main ideas of the essay clear?

Does every paragraph address the subject matter of the thesis in some way?

Does the essay show that the writer has a knowledge of the audience?

Is there credible support, specific examples, detail to make your points clearly?

Is the tone and voice formal enough for an academic essay?

Have all requirements of the assignment been met?

Are all sources credible?

Have all quoted, paraphrased, and summarized material been cited in-text with a corresponding reference on the reference page?

Is the grammar and punctuation correct?

Has the writer spell checked the essay?

Is the title capitalized correctly?

Are the correct margin and font and other requirements of GCU style correct?

Share with your peers the areas of strength in your essay discovered during this process. What aspects of your essay need improvement?

Week 4 discussion

DQ1 Your next major assignment is the review essay. For this assignment, you will need to select a website related to ADHD/ADD and then compare the site to a set of criteria.

View the tutorial on the GCU Library website titled "Evaluating Websites." Take notes about the five criteria while you are watching it.

Which three of the five criteria do you find to be the most important? Do they seem like enough to evaluate a website? How would you define each criterion? Why is each one important?

During the week, review your classmates’ posts and discuss similarities and differences between your response and your peers’ responses.

DQ2 Which website did you choose to evaluate for your essay assignment? Please provide the URL of the website and the name. Post a message in which you describe your web site (at least one paragraph), and then offer some analysis of the website and how it meets the criteria (at least one more paragraph).

Which of the criteria you learned about earlier will you apply to the website and why? Do you feel your website matches up to the criteria, and does it appear to be an effective and valuable website? Use details and examples from the website to support your answer.

During the week, review your classmates’ posts and discuss similarities and differences between your response and your peers’ responses.

Week 5 discussion

DQ1 Go back to your readings in chapter 4 of the text on bias. Reread the information to help you answer this question.

Remember that bias can be found on a website.

View the website noted here: www.biblebelievers.org.au/holohoax.htm

What indications do you have that the site is biased or not biased? List three things that appear to make this site biased or unbiased. Finally, based on the criteria you have been learning about websites, do you believe this site is true and honest, or does it have an agenda? How might you address bias in your evaluation essay?

During the week, go back and review your classmates’ posts and discuss similarities and differences between your response and your peers’ responses?

DQ2 One way to disagree with a review is to question the expectations, or criteria, that an author has for the subject of his or her review. Describe how well the website you have chosen for your evaluation essay meets your expectations/criteria.

During the week, review your classmates’ posts and discuss similarities and differences between your response and your peers’ responses.

DQ3 Provide a sample in-text citation that you plan to use in your evaluation essay you are currently writing. Use one of the head/body/tail combinations from our textbook (Chapter 2). Then create a second citation for the same source, but use a different head/body/tail combination. As the week progresses, comment on your class mates' in-text citations. Do you think they were cited correctly? Why or why not? How do different patterns create different impressions about the source?

During the week, go back and review your classmates’ posts and discuss similarities and differences between your response and your peers’ responses?

Week 6 discussion

DQ1 Do some research to identify a trend, event, or a policy related to ADHD. If you look on news websites, you can identify and discuss what reporters are currently writing about ADHD. If you look at the policy statements by institutions such as the Centers for Disease Control and Prevention (http://www.cdc.gov/ncbddd/adhd/facts.html) or American Psychological Association (APA.org), you can identify and discuss which policies or advice they provide. You could also try finding events (either past events or future ones) about ADHD at the local, state, or national level and then explain what one or more events were (or will be) about. Then, summarize your findings and report them to the class by responding to this discussion question.

During the week, go back and review your classmates’ posts and discuss similarities and differences between your response and your peers’ responses.

DQ2 What are some of the causes or consequences related to the trend you identified earlier this week? (Or, if you posted something about a policy or event, what do you see as the causes or consequences of those?) Who (or what) do you think is responsible for the problem, or who (or what) deserves credit for solving some part of the problem?

During the week, review your classmates’ posts and discuss similarities and differences between your response and your peers’ responses.

Week 7 discussion

DQ1 According to strategies discussed in chapter 4 of the textbook, post a message in which you explain the techniques you will use for your introductory paragraph and why they might be effective for you. Then write or revise your introductory paragraph using the techniques you have chosen. Post your introduction along with your explanation.

During the week, respond to others’ introductions and explain what you think they did well. Also, offer some advice for revision. You may also offer counterarguments by explaining how someone might disagree with their view.

DQ2 It is important to distinguish between your perspective and other perspectives regarding your commentary topic. What are some of the other perspectives you see? Summarize them briefly. Next, summarize your own perspective. In what ways does your perspective differ from other perspectives? Why is your perspective different?

ENG105 all weeks discussions - May 2017
Answered by debbie
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Dated: 5th Jul'18 01:18 PM
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