1. 1 CM 220 College Composition II Unit 1 Seminar Professor Torrey Cardamon General Education, Composition Kaplan University

2. Contact and Flex Seminar Information Email: tcardamon@kaplan.edu Office hours: by appointment (on AIM) AIM ID: tcardamon 2. DayTimeInstructor Monday10 pm ETTorrey Cardamon

3. 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

4. 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

5. 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

6. 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 Policies All unit assignments (projects, quizzes, discussion, seminar, etc.) are due Tuesday by 11:59 pm ET of the unit assigned. 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. 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. Unit 9 projects will not be accepted without prior approval from the instructor or an approved incomplete grade request. 7

8. Project Guidelines Projects due Tuesdays by 11:59 p.m est. Use the correct unit’s dropbox to post assignments Write documents in MS Word with “doc” or “docx” extension Read grading rubric and project guidelines carefully! Be sure to review Kaplan’s plagiarism policy (see the syllabus and the Writing Center for details) 8

9. Substantive Invention Lab Posts Will… Avoid short expressions of agreement or disagreement or summaries of a classmate’s post. Pose follow-up questions to issues raised by myself or other students in order to encourage further discussion. Use personal experiences to illustrate your points. Recommend alternative solutions to problems and offer constructive disagreement with issues raised by your peers. Refer to our course readings and offer relevant parallels between those readings and our discussions. Demonstrate your knowledge of the course material. Stay on topic. Be about 200-250 words for the main response and 100 words for responses to classmates. Requirements vary for each unit, so read instructions and review any examples carefully. 9

10. Seminar 2 Option Only required if you miss the live seminar Select the “seminar” tab for that unit. Review the questions carefully. Post a response of about 200-300 words in that seminar’s discussion thread by the end of the unit. No seminar credit will be given after a unit ends. Review the archive before responding to the question(s). 10

11. 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 e-mail frequently Ask questions and communicate with your instructor! 11

12. Tour of Course 12

13. Doc Sharing 13

14. Invention Labs 14

15. Tech Labs (Units 2-7) 15

16. Scribus Poster Example 16

17. Units 2, 4, 6 projects Unit 2: Create working thesis statement, research plan, and “pitch” for big idea (60 points) 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 (100 points) Unit 6: 3-5 page draft, in addition to the title and references page). Must include 3 sources (one must be academic) (150 points) * Bear in mind you will do a draft presentation in Unit 7 that is not graded 17

18. Changing the world, one idea at a time... What is a “Big Idea” and how do I come up with one? 18

19. 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) 19

20. 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 20

21. Final Project: Portfolio Revision of draft (unit 6 project) Revision of letter to the editor (unit 5 invention lab) Revision of technology presentation (unit 7 invention lab) Responses to reflection questions 21

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? 22

23. The Writing Center 23

24. 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? 24

25. Your Research Toolbox Kaplan library Google Scholar Google Books Free academic databases and electronic journals available on-line. See http://www.wholeagain. com/free_academic_dat abases.html Sites like The New York Times, Washington Post, NPR, PBS 25 USE BE CAREFUL Returns from internet searches Blogs Wikipedia

26. 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? 26

27. 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 ? 27

28. Advantages to Writing Writing gives you time to reflect and research – shape and reshape material. Writing makes communication more precise. Writing provides a permanent record of thoughts, actions, and decisions. Writing saves time-- we absorb information more swiftly when we read than when we hear. 28

29. What to know before you write 29 Purpose: Why are you writing? Audience: to whom are you writing? Context: Terminology Nature of text (essay, email, etc.)

30. Writing Styles Levels of formality Informal Formal What are the differences in these styles and when would you use each one? 30

31. Academic Discourse “Presentation of ideas (usually in written form) in academic or scholarly contexts that exhibits conventional characteristics in form and expression -- traditionally, such communication has been objective, analytical, and expository, and has generally advanced an argument for a particular thesis -- can also refer to conventions of discourse followed within individual scholarly disciplines -- is often addressed in writing instruction for college students” (Academic Discourse, 2010). What does this mean to you? What qualities would this type of writing have? What are the challenges of writing “this way”? 31

32. Field Trip Register with The Washington Post or The New York Times http://www.washingtonpost.com/ac2/wp- dyn?node=admin/registration/register&destination=reg ister&nextstep=gather&application=reg30- globalnav&applicationURL=http://www.washingtonpost.com/http://www.washingtonpost.com/ac2/wp- dyn?node=admin/registration/register&destination=reg ister&nextstep=gather&application=reg30- globalnav&applicationURL=http://www.washingtonpost.com/ http://www.nytimes.com/gst/regi.html 32