ENGL147N Advanced English Composition
Week 1 Discussion
You Do Have a Voice; You Do Have a Perspective:?Explore a Topic?and Viewpoints
Required Resources
Read/review the following resources for this activity:
Textbook: pp. 63-91, and review pp. 266-270
Lesson
Minimum of 1 source (textbook or lesson)
Apply the following writing resources to your assignment:
Link (website):?APA Citation and Writing (Links to an external site.)
For our first discussion, we will simply begin thinking about the course theme and some of the topics and debates surrounding the course theme.
Please answer the following in your initial discussion post.
Read the course theme announcement. What is the course theme?
Which debates in the course theme announcement interest you the most? List two of the debates from the course theme announcement (you may list more than two).
For each debate, where do you stand (What is your opinion?) and why?
Finally, choose from those two debates: Which one do you think you are more likely to write about? Why? In this response, please integrate and cite material from either your textbook or from the Week One lesson to support your answer to the question, “Why?”
Follow-Up Post Instructions
Respond to at least one classmate. Please provide rich, substantive, constructive feedback that will help your fellow students develop their topics by asking questions, by pointing to possible opposing viewpoints (which is helpful, because, without opposing viewpoints, we do not have an argument), and by providing professional and personal examples. A respectful, professional tone is expected.
Note: If you see that someone has already received feedback from two peers, please choose to help a peer who has yet to obtain feedback. Check back regularly and reply to those who have responded to you, including any classmates and/or your instructor.
Writing Requirements
Minimum of 2 posts (1 initial & 1 follow-up)
Minimum of 1 source cited (textbook or lesson)
APA format for in-text citations and list of references (see the APA section in the Chamberlain Writing Center)
Wearable remote devices: Issues with user operation and interpretation are/are not significant enough to pose real dangers to patients.
Telehealth (remote doctor visits) are/are not viable for all non-lab and non-imaging appointments.
Virtual reality experiences for Alzheimer’s patients are/are not going to prove viable and beneficial.
Virtual reality experiences can/cannot provide non-sufferers with a true experience of a condition or disease they do not have (such as schizophrenia or limb loss/or choose a specific condition or disease).
Medical “chatbots” as a first line of care are/are not advanced and intuitive enough for common and widespread use.
Advances in altering human DNA to eliminate disease risk should/should not be considered for common practice.
Using genetic databases for better treatment of mental health disorders is/is not ethical.
Technological approaches to pain management can/cannot eliminate the need for opiates.
Locate any other debate regarding medicine and technology, taking a stance within that debate, and ask your professor if your choice is acceptable.
ENGL147N Advanced English Composition
Week 2 Discussion
Humble yet Assertive? Agreeing with Opponents? Concession and Refutation, and Workshopping toward Your Week 2 Assignment
Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 3 and pp. 94-107, 295-297, and 306, 337-356
Lesson
Research Tutorial (Links to an external site.)
Minimum of 1 scholarly source
Apply the following writing resources to your assignment:
Link (website):?APA Citation and Writing (Links to an external site.)
Instructions
With your specific argument stance (thesis/claim) in mind, locate one scholarly source with opinions that do not agree with your own stance. Using Toulmin's model, demonstrate the use of concession and refutation to rebut an opposing viewpoint, keeping in mind the importance of a humble yet assertive tone.
Steps: In 2 rich paragraphs, answer the following as related to your stance for your argument essay:
Locate a specific opposing point within the article: Note one point in this article that opposes your stance, using proper source integration and citation techniques.
Concession: Although the point is in opposition to your own stance, describe the merits of the point. What elements of the point do you see as valid? Who in your own audience might agree with this opposing source and why?
Refutation: Although you are able to find merits to the point and to see that some readers may agree with this opposing viewpoint, how will you refute the point? What might you say and do to convince readers that despite holding some merit, the viewpoint is not as valid or useful as your own stance on the issue? How will your approach to this opposing viewpoint influence your audience's reaction to your essay? Remember to use correct quotation or paraphrasing techniques with correct APA in-text citation.
Follow-Up Post Instructions
Respond with depth and substance to at least one peer, thoroughly answering the following:
In reviewing your peer's concession to and refutation of their chosen opposing article, note specific ways in which your peer utilized concession and refutation well.
Then, note specific ways in which your peer might employ concession and refutation in more powerful or different ways.
Remember, the goal here is to find multiple perspectives, but those perspectives should be both professional and respectful. Ask questions to keep the conversation going.
Note: If you see that someone has already received feedback from two peers, please choose to help a peer who has yet to obtain feedback. Check back regularly and reply to those who have responded to you, including any classmates and/or your instructor.
Wearable remote devices: Issues with user operation and interpretation are/are not significant enough to pose real dangers to patients.
Telehealth (remote doctor visits) are/are not viable for all non-lab and non-imaging appointments.
Virtual reality experiences for Alzheimer’s patients are/are not going to prove viable and beneficial.
Virtual reality experiences can/cannot provide non-sufferers with a true experience of a condition or disease they do not have (such as schizophrenia or limb loss/or choose a specific condition or disease).
Medical “chatbots” as a first line of care are/are not advanced and intuitive enough for common and widespread use.
Advances in altering human DNA to eliminate disease risk should/should not be considered for common practice.
Using genetic databases for better treatment of mental health disorders is/is not ethical.
Technological approaches to pain management can/cannot eliminate the need for opiates.
Locate any other debate regarding medicine and technology, taking a stance within that debate, and ask your professor if your choice is acceptable.
ENGL147N Advanced English Composition
Week 3 Discussion
Breaking the Cherry-Picking Habit - Why Write an Annotated Bibliography? Layers of Information and Finding Your Source's "Niche" in Your Argument
Required Resources
Read/review the following resources for this activity:
Textbook: pp. 2-26, 32-36, and review pages 270-293 & 337-356.
Lesson
Minimum of 1 scholarly source (in addition to the textbook)
Apply the following writing resources to your posts:
Link (website): APA Citation and Writing (Links to an external site.) (Links to an external site.)
Initial Post Instructions
Main Post Paragraph 1: Share Your Thoughts on Annotated Bibliographies
Please take the time to reflect and to honestly respond to all of the following (in a single, well-developed paragraph):
When you started this class, did you fully understand the definition of an "annotated bibliography"?
Based on your textbook and lesson readings for this week, what do you now understand an annotated bibliography to be? Have you been guilty of "cherry picking" from the sources you write about? Explain.
In what ways do you anticipate your annotated bibliography being helpful to you in writing a strong, compelling argument research essay?
Also, after reviewing the lesson and the textbook, what remaining questions do you have about the annotated bibliography in general and/or about our assignment this week?
Main Post Paragraph 2: Perform an Initial Source Evaluation
Part of this week's assignment will ask you to richly evaluate your potential sources for your argument research essay. This post will get you started by allowing you to practice with one of those sources. In a single, rich paragraph:
Introduce the source by author, title, and year, and summarize it briefly.
Explain why you chose this source over others.
Briefly run through all five elements of the CRAAP test.
How thoroughly have you read this source and how many times?
How have you benefited from more thorough readings of the source?
Follow-Up Post Instructions
Respond to at least one peer. Here, we have an opportunity to learn by example and to offer guidance for one another. The purpose of your responses to others is to support success. Provide rich feedback that you feel guides your classmates toward a high-quality annotated bibliography. Try to reply to classmates who have not yet received a useful response.
Wearable remote devices: Issues with user operation and interpretation are/are not significant enough to pose real dangers to patients.
Telehealth (remote doctor visits) are/are not viable for all non-lab and non-imaging appointments.
Virtual reality experiences for Alzheimer’s patients are/are not going to prove viable and beneficial.
Virtual reality experiences can/cannot provide non-sufferers with a true experience of a condition or disease they do not have (such as schizophrenia or limb loss/or choose a specific condition or disease).
Medical “chatbots” as a first line of care are/are not advanced and intuitive enough for common and widespread use.
Advances in altering human DNA to eliminate disease risk should/should not be considered for common practice.
Using genetic databases for better treatment of mental health disorders is/is not ethical.
Technological approaches to pain management can/cannot eliminate the need for opiates.
Locate any other debate regarding medicine and technology, taking a stance within that debate, and ask your professor if your choice is acceptable.
ENGL147N Advanced English Composition
Week 4 Discussion
How Do the Top Dogs Do It? Learning from Example Toward Effective Drafting
Required Resources
Read/review the following resources for this activity:
Textbook: pp. 469-494.
Lesson
Minimum of 1 scholarly source (in addition to the textbook)
Apply the following writing resources to your posts:
Link (website): APA Citation and Writing (Links to an external site.)
Initial Post Instructions
Main Post Paragraph 1: Evaluate an argumentative point
Choose a reading from the assigned pages in your textbook and note how the author addresses an argumentative point in the body of the article (in other words, not in the introduction paragraph(s) nor in the conclusion paragraph(s). Work to find a body point that demonstrates a range of strategies like logic, refutation, and author's voice.
Then, please take the time to read and re-read the entire piece and your chosen section a few times, jotting down notes to help you, before composing a paragraph that addresses all of the following:
In what ways do you see the author's voice being used? How does the author's own voice (not the sources' voices) drive and frame the argument?
What does the author use for support for the point? (for example, logic created by the author, sources, a combination?) Is this effective, in your view? Why or why not?
Does the author use any logical fallacies? If so, name them and explain why they are fallacies. If not, explain why the author's logic is solid.
Does the form of this reading match the form of the writing we are learning: full essay paragraphs? If so, explain why and how. If not, explain why you think this particular piece of reading does not use academic essay format and what you might do to revise it. In other words, if there are many short paragraphs, could you put some together to form single paragraphs that are still driven by the author's voice?
Main Post Paragraph 2: Practice Using Your Voice in a Full Body Paragraph Toward Your Essay
Referring back to the lesson, please compose and present a single, well-developed draft of one body paragraph for our argument research essay, paying special attention to making your voice the driving force and to using solid logic. Remember the parts of a good body paragraph for an argument essay:
Composing a smooth, clear topic sentence in your voice that provides a transition and that asserts your topic for the paragraph
Using your voice to introduce and present your evidence that supports your topic sentence
Using logic in your voice to tie the evidence to your argumentative point
Avoiding logical fallacies
Using concession and rebuttal if you are presenting opposing viewpoints
Ending strongly with your voice in an extended explanation of how all factors involved in this paragraph drive home your argument in this particular point
Making sure to synthesize throughout, with clear connections between all evidence and all of your logic and assertions
Follow-Up Post Instructions
Respond to at least one peer. Here, in reading others' posts and replying to them, you will learn a great deal more about approaches to composing good argumentative points. In your follow-up posts, please share your thoughts on your classmates' analysis of the textbook reading and review your classmates' own paragraph drafts, using the best practices studied this week to evaluate how well the student has applied all principles and to offer suggestions for improvement. Please fully explain your evaluations.
Wearable remote devices: Issues with user operation and interpretation are/are not significant enough to pose real dangers to patients.
Telehealth (remote doctor visits) are/are not viable for all non-lab and non-imaging appointments.
Virtual reality experiences for Alzheimer’s patients are/are not going to prove viable and beneficial.
Virtual reality experiences can/cannot provide non-sufferers with a true experience of a condition or disease they do not have (such as schizophrenia or limb loss/or choose a specific condition or disease).
Medical “chatbots” as a first line of care are/are not advanced and intuitive enough for common and widespread use.
Advances in altering human DNA to eliminate disease risk should/should not be considered for common practice.
Using genetic databases for better treatment of mental health disorders is/is not ethical.
Technological approaches to pain management can/cannot eliminate the need for opiates.
Locate any other debate regarding medicine and technology, taking a stance within that debate, and ask your professor if your choice is acceptable.
ENGL147N Advanced English Composition
Week 5 Discussion
“Drop the Microphone”: Examine Examples toward More Compelling Argument Essay Drafts, and Putting the Spotlight on You - The Person and the Passion Behind the Stance and Topic
Required Resources
Read/review the following resources for this activity:
Textbook: pp. 402-422.
Lesson
Minimum of 1 source from the textbook
Apply the following writing resources to your posts:
Link (website): APA Citation and Writing (Links to an external site.)
Main Post: Share "Good to Great" Techniques You Picked up in Your Textbook Readings
To begin, look over the readings (sample essays/articles) of the text. Read as many as you'd like; you do not need to choose just one. You are not evaluating one essay in this discussion (although you may work with just one if you would like). Rather, you are evaluating argument techniques, effective word choice and transitions, the author's voice, and the development of points with evidence. Not everything in these readings will be relevant for you; it is your job to find those powerful gems of wisdom that make you think, "Yes! I can apply this same technique!"
So, as you look through the readings and choose single items and sections to focus on, take your own notes and jot down your own thoughts before writing and posting your formal response to the following:
Quote one exact passage from a reading explaining the technique that appealed to you. This may be a particular use of logic, the way an author puts flair on a synthesis of support and opposition, a transition technique you had not considered, the way an author discusses (concedes and refutes) an opposing viewpoint, how an author drives the writing with voice, or any argument technique that "spoke to you." Next, explain in as much detail as possible how you will use this technique in your own argument research essay. Which portion of your essay and/or with which source? How will you apply it to strengthen your essay?
Example structure:
Quotation: (quote, cite in-text, and include at the end of your post a full reference)
Technique that appealed to you in this quotation and why (being as detailed as possible).
How you will use the technique: Be very specific and detailed, explaining exactly where in your essay you would like to use it, in which section, with sources, for voice, for anything that contributes to the effectiveness of your essay.
Example:
Quotation 1: McCloskey (2016) asserts: "In any case, the problem is poverty, not inequality as such—not how many yachts the L'Oréal heiress Liliane Bettencourt has, but whether the average Frenchwoman has enough to eat" (p. 499).
Technique that appeals to me: The technique that appeals to me in this passage is the stark contrast between rich and poor and the very specific example, not just of rich people, but of a specifically named rich person. This appealed to me because seeing an author paint a picture in my own mind helped me to understand that I can easily improve my essay with this simple technique. I also love the transition here and the clarification of the problem. It's a good transition to show a shift to what really matters, and I hadn't thought about defining what the problem "is" and "is not."
How I will use the technique in my draft: I will use this technique in a few places in my essay where I give general examples but could be much more powerful for my reader by offering something precise. One particular point in my essay addresses the problems some people have with no transportation to local clinics. In my essay, I wrote, "Consider, for example, those single mothers who cannot afford a vehicle and whose hands are tied when their children suddenly become very ill." To apply McCloskey's technique, I might instead say, "Consider, for example, the single mother who lives five miles from the nearest local clinic. Her three-month-old baby suddenly spikes a fever of 101 degrees, she has no car, all of her relatives live in other states, and it is below freezing outside." In addition, I looked for places in my essay in which I could use this stronger transition and definition of problem technique. I found in my third paragraph, this: "If a clinic is more than a mile away, walking there with a child is an unreasonable expectation but necessary." I realized that while this is a good argument, I could make it clear that distance is not the central issue, like McCloskey did with inequality. My idea for adding clarity is: "However, precise distance is not the key concern; the real concern is the peace of mind that local access brings to families." I'm still working on the wording of this, but I will definitely apply this technique.
Reference for source used in this example:
McCloskey, D. N. (2016). The formula for a richer world? Equality, liberty, justice and wealth. In S.U. Seyler, & A. Brizzee (Eds.), Read, reason, write: An argument text and reader. (pp. 497-502). McGraw-Hill.
Follow-Up Post Instructions
Respond to at least one peer. Here, in reading others' posts and replying to them, you will learn a great deal more about approaches to composing good argumentative points and about the passion and the person behind your classmates' stances. In your follow-up posts, please share your thoughts on your classmates' analysis of the textbook reading and respond to their personal reflections with substance.
Wearable remote devices: Issues with user operation and interpretation are/are not significant enough to pose real dangers to patients.
Telehealth (remote doctor visits) are/are not viable for all non-lab and non-imaging appointments.
Virtual reality experiences for Alzheimer’s patients are/are not going to prove viable and beneficial.
Virtual reality experiences can/cannot provide non-sufferers with a true experience of a condition or disease they do not have (such as schizophrenia or limb loss/or choose a specific condition or disease).
Medical “chatbots” as a first line of care are/are not advanced and intuitive enough for common and widespread use.
Advances in altering human DNA to eliminate disease risk should/should not be considered for common practice.
Using genetic databases for better treatment of mental health disorders is/is not ethical.
Technological approaches to pain management can/cannot eliminate the need for opiates.
Locate any other debate regarding medicine and technology, taking a stance within that debate, and ask your professor if your choice is acceptable.
ENGL147N Advanced English Composition
Week 6 Discussion
Being a True and Dedicated Colleague: Guided Formal Peer Review of Argument Research Essay Drafts
Required Resources
Read/review the following resources for this activity:
Required Peer Review Sheet download
Lesson
Initial Post Instructions
Main Post Part 1: Attach Your Draft and Explain Your Goals
After you have thoroughly read and revisited this week's lesson, you will be ready to perform rich, authentic, expansive, useful peer reviews for your classmates. This is one tool of several that you will use during the important process of revision. During revision, you will "re-vision" your writing to find ways to improve argument, focus, support, organization, voice, and all other aspects of an argument research essay; therefore, additional "sets of eyes" are extremely useful. What's more, you, the reviewer, will pick up ways to improve your own paper while reading the approaches others are taking, during your reviews of your classmates' essays.
To that end, this week in our discussion area, we will be sharing our full argument research essay drafts in a class peer review. In order to make this process run smoothly, please be sure to follow these instructions:
Find your name on the peer review assignment list provided by your professor to determine whether you are in Group A, B, C, D, or E.
Once you have located your assigned group (and no later than Wednesday), join that discussion area by attaching your most recently revised draft as your initial post.
This may be the draft you submitted to your instructor in Week 5, or you may have made changes since then and will wish to post your most updated copy (remember the "good" to "great" portion of the Lesson!)
In your post, also compose a good paragraph offering information about your draft in which you address at least three of your major revision goals. Do not list mechanical items like grammar and APA because it is a given that you'll edit and proofread for those items. Instead, note at least three content-related goals, such as stronger support for one point, connecting sources to your logic more powerfully, and unifying your points to align well with your thesis. These are just examples; please write a paragraph that notes your own goals and explains the "why" and "how" of those. Be sure to ask your professor if you have any questions about the peer review process.
Peer Review (Follow-Up Post) Instructions
You must reply to one of the peers in your group with a full review of that peer's draft.
Find the peer who has posted after you in terms of time.
Read their attached essay and any notes they left to accompany the draft.
Download the Peer Review Sheet and complete the form.
Return your completed Peer Review Sheet as an attachment in a response post to your peer. Peer reviews must be completed and posted as a reply to your classmate no later than Friday night. The reason your peer review is due earlier in the week than other discussion replies is that your classmate must have enough time to utilize your feedback.
Through Sunday: Continue to check into your group Discussion area to reply back to your reviewer with any questions or clarification you have for them and to check for questions and comments from the student you reviewed.
Wearable remote devices: Issues with user operation and interpretation are/are not significant enough to pose real dangers to patients.
Telehealth (remote doctor visits) are/are not viable for all non-lab and non-imaging appointments.
Virtual reality experiences for Alzheimer’s patients are/are not going to prove viable and beneficial.
Virtual reality experiences can/cannot provide non-sufferers with a true experience of a condition or disease they do not have (such as schizophrenia or limb loss/or choose a specific condition or disease).
Medical “chatbots” as a first line of care are/are not advanced and intuitive enough for common and widespread use.
Advances in altering human DNA to eliminate disease risk should/should not be considered for common practice.
Using genetic databases for better treatment of mental health disorders is/is not ethical.
Technological approaches to pain management can/cannot eliminate the need for opiates.
Locate any other debate regarding medicine and technology, taking a stance within that debate, and ask your professor if your choice is acceptable.
ENGL147N Advanced English Composition
Week 7 Discussion
Ending Toxic Relationships with Revision; Revision Workshopping
Required Resources
Read/review the following resources for this activity:
Textbook: pp. 303-305.
Lesson
Apply the following writing resources to your posts:
Link (website): APA Citation and Writing (Links to an external site.)
Initial Post Instructions
Main Post Part 1: Share Your Revision Plan
You have now received feedback from your instructor and from your peers, and you have already been applying revision strategies to your draft in the past week.
This week, you will perform final, guided revisions in six levels: global, section, paragraph, sentence, word, and final proofreading. After you have read and studied the lesson and the assigned textbook readings for the week, you will make a plan for addressing these levels of revision.
In one full paragraph, please share how you are approaching revisions now and how you will continue to do so before submitting your final draft. In this paragraph, answer the following questions:
Which days and time slots on your calendar this week have you set aside to fully address each of the six distinct levels of revision as addressed in the lesson? Be very specific.
Why did you choose these days and time slots? Be very specific.
By now, you should have begun working through the stages of revision. Which stage are you in? Please share how you approached the stage(s) you have worked through. What insights have you gained? What changes have you made? Be very specific.
Main Post Part 2: Share Your Rewards Plan
We understand the importance of self-care and of rewarding ourselves for our good efforts. "Revision Week" can be stressful because revision takes hard mental work and time and because you may also be very busy in other classes or with other endeavors. Review the portion of the lesson that suggests ideas for rewarding yourself during your revision stages in order to stay refreshed and motivated.
In one full paragraph, please carefully describe at least three of your unique post-revision level rewards for this week.
What are the rewards?
Where do they occur?
What will they look like?
Who will be there?
How will each reward refresh you?
Be very specific and descriptive; let your classmates truly "see" the creative and rejuvenating choices you are making!
Follow-Up Post Instructions
Respond to at least one peer. Here, in reading another's post and replying to them, you will learn a great deal more about approaches to applying levels to revision and to avoiding burn-out through creating incentives. In your follow-up post, please share your thoughts on your classmate's approaches to specific revision levels and note similarities and differences between your classmate's approaches and your own. In addition, share your thoughts on your classmate's ideas for self-reward, also noting similarities and differences between your classmate's self-reward ideas and your own.
Wearable remote devices: Issues with user operation and interpretation are/are not significant enough to pose real dangers to patients.
Telehealth (remote doctor visits) are/are not viable for all non-lab and non-imaging appointments.
Virtual reality experiences for Alzheimer’s patients are/are not going to prove viable and beneficial.
Virtual reality experiences can/cannot provide non-sufferers with a true experience of a condition or disease they do not have (such as schizophrenia or limb loss/or choose a specific condition or disease).
Medical “chatbots” as a first line of care are/are not advanced and intuitive enough for common and widespread use.
Advances in altering human DNA to eliminate disease risk should/should not be considered for common practice.
Using genetic databases for better treatment of mental health disorders is/is not ethical.
Technological approaches to pain management can/cannot eliminate the need for opiates.
Locate any other debate regarding medicine and technology, taking a stance within that debate, and ask your professor if your choice is acceptable.
ENGL147N Advanced English Composition
Week 8 Discussion
Reflection
Required Resources
Read/review the following resources for this activity:
Textbook: pp. 510-523.
Lesson
Apply the following writing resources to your posts:
Link (website): APA Citation and Writing (Links to an external site.)
Initial Post Instructions
Main Post Part 1: Read and Respond
After thoroughly reading the Week 8 lesson and the required textbook pages, go back and re-read, specifically, the articles from the assigned Week 8 textbook pages. Ask yourself: In the textbook readings, which statements in these articles inspire me? How and why? Do any statements bother me? How and why?" Take careful notes, jotting down quotations and your reactions to them, based on those questions. After you have given good time and attention to this process, you will begin writing Part 1 of your discussion post.
A note: Keep in mind that your actual post will require that you express yourself openly. While correctness is always important, try to steer away from obsessing over strict "rules" so that you may focus on you and your feelings and passions. It is absolutely crucial that we step away, at times, from intellectualizing and dive, instead, into pure gut reaction, to what our heart says about what we are reading and into writing about that freely. This is the fertile soil for those big ideas that might turn into dreams, then into realities, in our future.
Instructions for Part 1:
Identify two specific direct quotations from two separate readings in your assigned Week 8 textbook pages that you noted having a gut/heart reaction to. Be sure to use signal phrases and to cite these in-text and in an end reference.
In at lest one full paragraph, write about one quotation at a time. Identify the first quotation, then truly let yourself go. Let your heart and gut speak. Why did you choose this first quotation? How did it make you feel? Why? Then, in the same paragraph, identify the second quotation. Finally, as with the first quotation, truly let yourself go. Let your heart and gut speak. Why did you choose this second quotation? How did it make you feel? Why?
Main Post Part 2: So...What Are You Inspired to Do?
In another full paragraph minimum, still sticking to your heart and gut, freely write about what your reactions in Part 1 inspire you to do.
Note: Before composing this part of your post, you should brainstorm separately, in your own notebook or on a "brainstorming Word doc," generating many possibilities: large, small, local, global, at home, in the community, with one person, with a thousand people, whatever occurs to you. Let yourself "go" and list, list, list everything that comes to mind as an action you might take in response to your feelings in Part 1. Some of your ideas may seem far-fetched; don't be afraid to express them. Do not limit yourself to sharing just the practical, smart, reasonable actions. Have fun! Then, turn that into a good paragraph for your post.
Follow-Up Post Instructions
Respond to at least one peer. Here, in reading others' posts and replying to them, you will be exposed to reactions that may be very similar to your own and reactions that may be quite different from yours. You will hopefully also see some wonderful and eye-opening ideas for application. So, in your reply post, please focus on sharing similarities and differences in your reactions and help your classmates brainstorm for more actions that might be taken based on your classmates' gut and heart reactions and on your own.
Wearable remote devices: Issues with user operation and interpretation are/are not significant enough to pose real dangers to patients.
Telehealth (remote doctor visits) are/are not viable for all non-lab and non-imaging appointments.
Virtual reality experiences for Alzheimer’s patients are/are not going to prove viable and beneficial.
Virtual reality experiences can/cannot provide non-sufferers with a true experience of a condition or disease they do not have (such as schizophrenia or limb loss/or choose a specific condition or disease).
Medical “chatbots” as a first line of care are/are not advanced and intuitive enough for common and widespread use.
Advances in altering human DNA to eliminate disease risk should/should not be considered for common practice.
Using genetic databases for better treatment of mental health disorders is/is not ethical.
Technological approaches to pain management can/cannot eliminate the need for opiates.
Locate any other debate regarding medicine and technology, taking a stance within that debate, and ask your professor if your choice is acceptable.
ENGL147N Advanced English Composition
Week 1 Assignment
Argument Research Essay Topic and Proposal
Required Resources
Read/review the following resources for this activity:
Textbook: pp. 63-91, and review pp. 266-270
Lesson
Link (Word):Proposal Template (Links to an external site.)
Link (Word): Proposal Example (Links to an external site.)
Apply the following writing resources to your assignment:
Link (website): APA Citation and Writing
Instructions
The goal of an argument research proposal is to create a working argument stance and a basic plan that considers context, audience, and purpose and that presents potential approaches to research.
Keep in mind that rather than being an outline or structural plan for your essay, this proposal should ground you in the conversation, should offer direction for research needs, and should give your professor ample focused material viable for providing effective feedback before you begin researching and writing.
Access the Proposal Template and complete the three required sections.
For an example proposal and development techniques, refer to your textbook reading for the week.
Argument Research Essay Proposal
Please complete all 3 parts of this template, using the example proposal template from the assignment instructions as your guide.
I. Based on our Week 1 Discussion and your current favorite choice for a topic/debate within the course theme announcement, answer the following:
A. State your stance within the debate you chose, without using “I.” (1 sentence)
B. Why is your stance a good one for an argument research essay? (at least 3 sentences)
C. Who might disagree with your stance and why? (at least 3 sentences)
D. Who do you imagine your audience will be? (at least 2 sentences)
II. In a full paragraph of 7-9 sentences, and without performing any research, please note what you already understand about the debate and what you do not already understand about the debate:
III. Next week, in Week 2, you will begin scholarly research in the library. This research will help you find opposing viewpoints (sources that disagree with you) and supporting viewpoints (sources that agree with you), as well as information to fill in missing gaps in knowledge you may have. With all three of these goals in mind, please list five possible search phrases you might use when you begin searching in the library.
ENGL147N Advanced English Composition
Week 2 Assignment
Pre-writing, Argumentative Essay Introduction and Thesis, an Argumentative Plan, and First Sources
Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 3 and pp. 94-107, 295-297, 306, 337-356
Lesson
Link (Word doc): Assignment Template (Links to an external site.)
Minimum of 4 scholarly sources
Apply the following writing resources to your assignment:
Link (website): APA Citation and Writing (Links to an external site.)
Instructions
For this assignment, you will continue to pre-write and plan for your argument research essay by applying pre-writing to your thesis from Week 1 (revised as necessary according to instructor feedback and your own further thought). You will also construct a first draft of your full introduction paragraph, modeling what you have learned from your Week 2 lesson. Finally, you will provide a list of at least four scholarly sources in APA Style that represent an equal number of sources that support your stance and sources that oppose your stance. See the APA section in the Chamberlain Writing Center for correct referencing of scholarly sources.
Access the Week 2 Assignment Template and complete the four required sections:
Your Current Thesis
Pre-writing
A Draft of Your Full Introduction Paragraph
List of Sources in APA Style (see the APA section in the Chamberlain Writing Center for correct referencing of scholarly sources)
For tips on and an example of what to do and what to avoid when writing an introduction, refer to the Week 1 lesson.
Pre-writing, Argumentative Essay Introduction and Thesis, an Argumentative Plan, and First Sources
1. Your Thesis Statement: Please provide your thesis statement with a clear stance and situated within the debate you chose in Week 1.
2. Your Prewriting: With your thesis in mind, perform prewriting.
a. Brainstorm for a list of three reasons your stance is important and valid and write those three reasons below.
b. Brainstorm for a list of three reasonable opposing arguments others may make against your thesis/stance and write those three opposing arguments below.
3. Your Introduction Paragraph Draft: After carefully studying the techniques for writing good argument essay introduction paragraphs in the Week 2 lesson, please write the first draft of your full introduction paragraph for your argument research essay. Keep in mind: Overview of issue and existing debate, clearly stated thesis that asserts your particular stance and angle within the debate.
Please remember the sample introduction paragraph section from the Week 2 Lesson and model your introduction paragraph carefully on that example, also reading the explanation for each part of the introduction paragraph in the lesson.
4. Your Tentative Sources: Please create a list of at least four scholarly sources you are currently examining, including those you cited above. Two must be sources that in some way support your stance, and two must be sources that in some way oppose your stance. You must construct this list in full APA format and with each source employing full and correct APA standards. For proper individual APA source referencing and references page formatting, please see the APA section in the Chamberlain Writing Center.
ENGL147N Advanced English Composition
Week 3 Assignment
Guided Annotated Bibliography: Reading Critically and Practicing Summary, Paraphrase, and Quotation
Required Resources
Read/review the following resources for this activity:
Textbook: pp. 2-26, 32-36, and review pages 270-293 & 337-356
Lesson
Link (Word doc): Guidelines and Sample Annotated Bibliography Entry download
Minimum of 6 scholarly articles
Apply the following writing resources to your posts:
Link (website): APA Citation and Writing (Links to an external site.)
Instructions
For this assignment, complete the following:
Review from the lesson and textbook readings argumentative appeals, models for argument, effective and correct use of sources, and the purposes for/examples of annotated bibliographies. Assess any feedback provided by the professor and/or your peers from discussion.
Refer to the “Guidelines and Sample Annotated Bibliography Entry” document for success.
Compose a full and complete annotated bibliography that includes the 6 scholarly sources with which you are most likely to work as you begin drafting your essay. These may change later, as you will continually research during drafting to find more powerful sources and/or new ideas for support and opposition. You may use sources from previous assignments if you have read and re-read them and feel they are highly valuable at this point still. You will:
Compose a full, rich, detailed paragraph discussing the process you used in gathering and annotating your sources. The “Guidelines and Sample Annotated Bibliography Entry” document will guide you with required questions that you must answer for this paragraph.
Compose full APA References for six scholarly sources, ideally three that support your points and three that oppose them, but no fewer than two opposing sources.
Write a rich annotation for each source, according to best practices studied in your readings and according to the instructions on the ”Guidelines and Sample Annotated Bibliography Entry” document.
Keep in mind that your purpose is analytical. You will very briefly summarize the source in a single sentence, then move into the source’s credibility, relevance, timeliness, and usefulness, followed by detailing specific connections to your argument and points and to other sources, if applicable. By the time you have finished this assignment, you should have a very clear idea of how your argument and the conversation between your voice and your sources will play out. This assignment will also provide your instructor with a solid preview of the quality of your argument as a whole.
Before submission, proofread and edit carefully for APA, spelling, punctuation, and grammar. While you are strongly encouraged to utilize electronic proofreading and APA tools, that is just your first line of offense. You should then always perform your own careful proofreading, silently and aloud, asking others to proofread if possible.
1. Please create your own Word document and format it in proper APA.
2. Then, after your title page, compose a paragraph of approach and purpose.Answer all of the following questions in good depth and detail in this single rich paragraph: What has been your approach to finding your sources? What have you been looking for? How successful have you been? Do you plan to change strategies, and/or do you have additional specific sources or search strategies in mind?
3. After the above paragraph, begin your Annotated Bibliography.
Carefully follow all guidelines below and refer to the sample at the end.
Guidelines:
Please very carefully review your textbook, your lesson, and the discussion board for this week before beginning. The annotated bibliography is formatted in a particular manner, and there are different types of annotated bibliographies. Yours must be analytical in nature in that you are not just explaining the source’s contents, but also performing evaluations on your sources and connecting them to your own purposes.
Your sources will be in alphabetical order, all referenced in correct APA style, and each followed by a rich paragraph analyzing the source. The paragraph must be formatted according to APA standards, with correct indentations and spacing. For an example of formatting for a full annotated bibliography, see your book.
Each annotation should include a very brief overview, then a close look at specific points, ideas and information from the source that stand out to you as important in the context of your own argument. Use evidence from the source and explain how and why it is a viable source in general, and then specifically why it is valuable to you, to one of your specific points/purposes. Finally, note if the source backs or opposes other sources on your list and how. In short, dig deeply and use your annotations as preparation for structuring and drafting your paper.
ENGL147N Advanced English Composition
Week 4 Assignment
Logical Fallacies Presentation: Poking (and Plugging) Holes in Arguments
Required Resources
Read/review the following resources for this activity:
Textbook: pp. 157-173
Lesson
Sample Presentation download
Instructions
For this assignment, complete the following:
Review from the lesson and textbook readings the types of logical fallacies and examples.
Locate three advertisements online that were posted no later than one year ago. The advertisements may be any of the following types, and they do not need to all be the same type:
Advertisements for products, such as for a beauty product or an automobile
Political campaign ads
Advertisements that pop up on your social media threads, like on Facebook or Instagram
Keep in mind that this assignment requires you to identify logical fallacies, so choose your three advertisements carefully, looking for those in which you do see clear and identifiable logical fallacies at work. Search until you have three advertisements that will work well for this assignment on logical fallacies.
Create a PowerPoint presentation consisting of 11 slides:
An introduction slide with your name, the class, and the title of your presentation- don't be afraid to get creative with your title!
On one slide, show and cite the advertisement.
On another slide, name the fallacy that occurs and define the fallacy. For example, if you see an Ad Hominem fallacy, you will note that there is an Ad Hominem Fallacy and offer a definition of "Ad Hominem" using your own wording. Do not simply copy the definition from the lesson or textbook.
On the next slide, explain how and why a specific portion of the ad represents this specific fallacy. Be thorough and clear.
Repeat the above process with your other two advertisements. You should have three slides for each advertisement, for a total of nine body slides
A References slide in which you provide full APA-correct references for your three advertisements. You should not have additional references because everything else in your presentation should simply represent your learning in this module.
Note: Include everything on your slides visually. If you'd like to use voice-over, that's fine; just note that you will be graded on what is visually on the slides only. You may be as visually creative as you would like!
Writing Requirements
Length: 11 full PowerPoint slides
Text that is large enough for an audience to read
Full and proper APA in-text citation and Referencing for the information used from the three advertisements
No sources other than the three advertisements
ENGL147N Advanced English Composition
Week 5 Assignment
Full Draft of the Argument Research Essay
Required Resources
Read/review the following resources for this activity:
Textbook: pp. 293-318 and 337-356
Lesson
Minimum of 5 sources
Instructions
This assignment is a full draft of your Argument Research Paper download. This draft will demonstrate the argument and writing techniques studied in the course and will build upon the steps you have taken in all the previous weeks toward developing your Argument Research Paper. This draft is expected to meet all of the Argument Research Essay requirements for writing, content, length, and sources.
Writing Requirements for the Argument Research Essay First Draft, Due in Week 5, and for the Argument Essay Final Draft, Due in Week 7
Correct use of APA guidelines for the following:
Headers with pagination
Title Page
Margins, spacing, and paragraph indentation
APA in-text citation and referencing for all sources
Do not divide your essay into sections.
Do not use headings within your paper to indicate changes in topic. While longer APA essays and particular types of APA writing, such as scholarly articles, employ APA-style bolded headings to divide portions of the writing, you are writing a shorter academic essay. Your shift from one paragraph to the next should be signaled through your use of the effective transition and topic sentence rules we have practiced.
6-8 full pages for the essay itself, not including title page or references
Effective structure, including your introduction paragraph, your body paragraphs, and your conclusion paragraph
Use of third-person throughout. Focus on the topic, not on you nor on the essay. In other words: no first-person “I,” and no referring to the essay, such as “In this essay.”
At least 5 scholarly sources visibly used, cited, and referenced
Refer to the full Argument Research Essay Rubric
Your instructor will grade and offer feedback on this draft to help set you up toward additional success with your final draft in Week 7. In Week 6, you will post your draft to your peer review group area in discussion to also receive their feedback.
ENGL147N Advanced English Composition
Week 6 Assignment
Draft Progress Journal
Required Resources
Read/review the following resources for this activity:
Week 6 Lesson
Your Current Draft and Revision Plans
Your Week 6 assignment is a 2-paragraph progress journal in which you reflect on your argument strategies and discuss your plans for making your argument stronger.
Note: You do not need to wait for your instructor’s feedback nor your peer’s feedback. This journal should include your own perspectives on your progress and your own goals for revision.
Instructions: Write 2 full, rich paragraphs on a Word document, with full APA formatting (see the APA section of the Chamberlain Writing Center).
In your first full paragraph, please discuss what you feel have been your successes and difficulties in using argumentative techniques toward:
Writing a strong introduction and thesis statement (See Week 2 Lesson)
Finding and addressing opposing viewpoints (See Weeks 2-5 Lessons)
Constructing good, full paragraphs of argument (See Week 4 Lesson)
Creating a cohesive argument overall in your essay (See Weeks 3-6 Lessons)
Creating a graceful, powerful conclusion paragraph (See Week 5 Lesson)
In your second full paragraph, discuss plans for strengthening your argument in the following areas:
Writing a strong introduction and thesis statement (See Week 2 Lesson)
Finding and addressing opposing viewpoints (See Weeks 2-5 Lessons)
Constructing good, full paragraphs of argument (See Week 4 Lesson)
Creating a cohesive argument overall in your essay (See Weeks 3-6 Lessons)
Creating a graceful, powerful conclusion paragraph (See Week 5 Lesson)
ENGL147N Advanced English Composition
Week 7 Assignment
Final Draft of the Argument Research Paper
Required Resources
Read/review the following resources for this activity:
Textbook: pp. 293-318 and 337-356
Lesson
APA Guidelines (Links to an external site.)
This week's assignment is the final, revised draft of your Argument Research Paper. This final copy will demonstrate the argument, writing, and revision techniques studied in the course and will build upon the steps you have taken in previous weeks toward thoroughly and carefully revising your Argument Research Paper downloadoriginally composed and submitted in Week 5.
Writing Requirements for the Argument Research Essay Final Draft:
Correct use of APA guidelines for the following:
Headers with pagination
Title Page
Margins, spacing, and paragraph indentation
APA in-text citation and referencing for all sources
Do not divide your essay into sections.
Do not use headings within your paper to indicate changes in topic. While longer APA essays and particular types of APA writing, such as scholarly articles, employ APA-style bolded headings to divide portions of the writing, you are writing a shorter academic essay. Your shift from one paragraph to the next should be signaled through your use of the effective transition and topic sentence rules we have practiced.
6-8 full pages for the essay itself, not including title page or references
Effective structure, including your introduction paragraph, your body paragraphs, and your conclusion paragraph
At least 5 scholarly sources visibly used, cited, and referenced
ENGL147N Advanced English Composition
Week 8 Assignment
Go Forth and Change Lives: Thinking about the Role of Argument and Research in Your Twelve-Month Plan
Required Resources
Read/review the following resources for this activity:
Lesson
Week 8 Assignment 1 Template (Links to an external site.)
This assignment is an exciting chance for you to address the course outcomes in a new and personalized manner. You will consider the next year in four "chunks" of months. Based on your passions and uses for argument in different areas of your life, you will evaluate possible argument scenarios, considering audience and argument techniques. This assignment will also afford you the exciting prospect of using the source evaluation skills you have learned via searching for books to place on your personal reading list, referencing them in correct APA Style, and explaining what excites you about those books. The assignment template will guide you in expressing your goals, in thinking about argument in different and fun contexts, and in identifying books for your 12-month reading list. The objective of this assignment is to provide you with further application of argument techniques and of information literacy tools.
Please use the template, composing your responses directly on the template. Approach this assignment with an eye toward change and the power you have for impacting the world around you.
