1 CM 220 College Composition II Unit 1: Changing the World, One Idea at a Time Dr. G General Education, Composition Kaplan University

Instructor Contact Information Office hours: Thursdays 6-6:50, Sundays 7- 7:50pm EST (on AIM) AIM ID: instructgordon 2.

Seminar Tips Hit F11 if the box to type text disappears; this will enlarge your screen and should bring the box back Make sure speakers are on If you cannot hear me, try logging out and back in Once class starts, keep comments on-topic and respect your classmates 3

Course Description CM220 is designed to develop the writer’s skills in: Research, both primary and secondary Evaluation of research Application of critical thinking skills Development of effective arguments Supporting arguments with credible sources APA citation Collaboration Prewriting, editing, and revision process 4

Course Outcomes CM220-1: Construct logical arguments CM220-2: Develop strategies for effective problem solving CM220-3: Conduct research to support assertions made in personal, academic, and professional situations CM220-4: Articulate what constitutes effective communication in personal, professional and diverse contexts CM220-5: Demonstrate effective listening strategies 7

Important Course Policies and Information Project, discussion and seminar due dates Technology requirements Posting option 2 seminar in drop box Late policies Plagiarism 6

7 Late Assignments: All unit assignments (projects, quizzes, discussion, seminar, etc.) are due Tuesday by 11:59 pm ET of the unit assigned. At the discretion of your professor: Late assignments can be marked down one letter grade for each unit the assignment is late. For example, if you turn in your Unit 5 project, a “B” paper with a grade of an 85%, during Unit 6, one letter grade will be deducted from it, giving you a grade of C (75%). If you turn this project in during Unit 7, two letter grades will be deducted from it, giving you a grade of D (65%). As you can see, it is to your benefit to submit assignments on time.

8 Late discussion posts to classmates may not receive credit as their purpose is to further the discussion and the discussion cannot be furthered after it has ended. Assignments submitted more than three units late may not be accepted. Late Unit 9 projects will not be accepted without prior approval from the instructor or an approved incomplete grade request.

9 Track C: September 1204 Term-Due Dates

Getting that A...Best Practices Don’t wait to make posts on Tuesday and turn in projects on time Write substantive responses to classmates Edit and spell check before posting Read instructions and rubrics carefully Read all posts in discussions, especially the instructor’s Review the unit “to do” lists and seminar info before the live seminar Read unit announcements carefully for additional instructions and clarifications Check frequently Ask questions and communicate with your instructor! 10

Tour of Course 11

Helpful Video: Unit 1 Overview In this unit, you will identify a “big idea” that you find compelling and consider how you might approach that idea as a thinker and a writer. A “big idea” in this context can be a solution to a problem in your community, a new product, software, or business, improvement of an existing product or concept, or a movement to advocate change. In the weeks to come, you will determine how you might develop this idea to share it with your community (or the world, for that matter!). Click here for an overview of the course and the assignments. This unit will also introduce you to the course expectations and give us the chance to get to know each other. 12

Doc Sharing 13

Invention Labs 14

Tech Labs (Units 2-7) 15

Scribus Poster Example 16

Tutorials (Units 1-9) 17

Extra, Extra! Tabs 18

Unit 1 Assignments Introduce Yourself Invention Lab Reading: The Kaplan Guide to Successful Writing, ch. 1,2, 3, 8, 15 19

Units 2, 4, 6 projects Unit 2: Create working thesis statement, research plan, and “pitch” for big idea Unit 4: Primary and secondary research. Complete pre- interview worksheet, summarize 3 outside sources (which ones helpful and why, one must be an opposing viewpoint), References page Unit 6: 3-5 page draft, in addition to the title and references page). Must include 3 sources (one must be academic) 20

Helpful Video: Unit 2 Overview In this unit you will explore advertising and its persuasion strategies, including those that lack logical and ethical underpinnings (called “logical fallacies”). Much as an advertisement distills an argument about why consumers should buy a product into a 30-second message, you will be creating a thesis statement, a 1-2 sentence condensation of your argument, and a “pitch,” a slightly more detailed elaboration of your “big idea”, for the Unit 2 Project. You will also create research questions and reflect upon research that could help you to support your “big idea” in a logical and ethical manner. Click here for an overview of topic selection, narrowing your focus, and developing research and interview questions. 21

Final Project: Portfolio Revision of draft (unit 6 project, 5-7 pages) Revision of letter to the editor (unit 5 invention lab) Revision of technology presentation (unit 7 invention lab) Responses to reflection questions 22

Reflection for Final For the final, you will also write a reflection piece that answers the following questions in paragraph form: What did you learn about yourself as a writer? As a thinker? What did you learn about the process of writing? What skills did you develop that might help you in the future? What did you take from the larger conversation with others? How did your feedback from peers and your instructor affect the revision of your blueprint, letter to the editor, and presentation? 23

Changing the world, one idea at a time... What is a “Big Idea” and how do I come up with one? 24

Inspiration Gallery Issue/problemBig idea Traveling with disabilitiesTravel show geared towards “differently abled” and travel challenges (Zach Anner) Autism/communicationHALO communication method (Soma Mukhopadhyay) Need for educators in rural and urban communities Teach for America (Wendy Kopp) 25

Narrowing Down Ideas Issue/problemLimiting topicAudienceSolution/ Argument Obesity Obesity among the young A specific school district Mandatory physical education courses OR banning soda machines in the schools OR creating an on-site garden for improving school lunches Hunger Hunger in a particular community A community or business Create a food-bank OR create a community garden or co-op HomelessnessFamilies Teenagers Community, church Community “Foster Homes for Families” Shelter for teens 26

Some Questions to Consider What are differences between informative and persuasive writing? What kinds of persuasion do we see and use in our daily lives? How might you use persuasive writing in your professional life? What are some positive (or negative) experiences you have had with writing? What apprehensions do you feel about this class/final project? 27

Your Research Toolbox Kaplan library Google Scholar Google Books Free academic databases and electronic journals available on-line. See com/free_academic_dat abases.html Sites like The New York Times, Washington Post, NPR, PBS 28 USE BE CAREFUL Returns from internet searches Blogs Wikipedia

The Writing Center 29

Discovering Ideas Where do ideas for writing come from? Newspapers, magazines and journals Online discussion communities Current events Innovations Lab Inspiration Gallery What are YOUR ideas for generating ideas? 30

What Are Your BIG IDEAS? Share some of the possible Big Ideas you have. What are some local, national and global problems that you are interested in and that might be valuable to write about? How about a new product or software, improving an existing product or concept, or possibly starting a movement or business? Are there topics that might be problematic in any way, that might pose a challenge to the writer/audience ? 31