Friday, September 16

In class today, we worked on a warm-up that was pulled from the podcast you listened to for Wednesday: describe parenting today in 4 words.

We talked a bit about the experience of the online class that we all participated in on Wednesday and what you can expect during the extended hybrid section later in the semester. For future reference, all information about each online class will be posted late the night before class to the blog. It is likely that once a week during that hybrid section you will be asked to meet with your peer review group and the rest of the time you will be able to complete the online class from the comfort of your dorm room or an alternate location of your choice. I have taken all of your feedback and ideas into account and will incorporate it as I go forward with planning our online classes, so thank you for giving the system a test run with me! Also, I will still be holding office hours during our hybrid section, just online instead of in-person; I will post information about how to schedule an online appointment and how to meet with me as soon as it is relevant.

Next, we completed the activity that you started in class on Wednesday, working through an evaluation of the websites (below) with a group of individuals.

  1. Save the Guinea Worm
  2. Dehydrated Water
  3. Museum of Jurrasic Technology
  4. California Velcro

We talked about the elements that made you likely to trust or distrust a website, the steps you could take to ensure you weren’t fooled by an untrustworthy source, and answered any final questions about how to determine if a source is “ok for my paper.” You are now fully empowered to determine if a source is credible and reliable for your papers and I will be looking at your papers to be sure you are using reliable sources.

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Cover photo for Hanna Rosin’s “The Over Protected Kid”

Finally, we discussed the reading for today “The Overprotected Kid” by Hanna Rosin. We discussed why scholarly studies of parenting were relevant to the concept of adulting, the way Rosin used rhetorical appeals to capture and hold the attention of her audience, the role nostalgia plays in her argument, and the historical shifts discussed through the lens of children’s playgrounds. I encourage you to continue thinking about the concept of nostalgia and historical changes as you engage with the reading on Monday.

From "The Overprotected Kid": The children studied by Roger Hart in the 1970s spent much of their free time out of sight of parents, in secret places all their own. (Roger Hart)

From “The Overprotected Kid”: The children studied by Roger Hart in the 1970s spent much of their free time out of sight of parents, in secret places all their own. (Roger Hart)

Next week we are going to look specifically at some technical aspects of constructing a formal academic essay, namely incorporating quotations and paraphrases of your sources into your writing, crafting a good thesis statement, and writing good introductions and conclusions. You will also need to have a full draft of your paper ready for peer review in class on Wednesday, so make sure you are looking ahead and starting to draft your essay over the weekend.

Homework:

  1. Post 2 responses to Blog Post 2 by 11:55pm tonight – see the blog prompt for suggestions on how to respond to classmates’ annotated bibliographies.
  2. Read WOVENText Chapter 21 on revision techniques
  3. Read excerpt from The Way We Never Were by Stephanie Coontz, posted on TSquare in Week 5 Resources
  4. Begin drafting your definition essay – aim to have approximately 400-500 words (can be in very rough shape) by Monday.

Additional Help: A few students have mentioned after class or in office hours that they are still struggling with formulating their argument or thesis for the definition paper. To help you, I have posted an additional textbook chapter on definition arguments to the TSquare Resources forum – this textbook does a particularly good job of walking you through the process of developing a definition argument on pages 193-197. If you feel you are stuck, try re-reading the chapter on Definition Argument we read in Week 2, reading this chapter, and then modeling your process of constructing a claim after the one in the new chapter. If, by Sunday, you are STILL stuck, you should contact me to set up an office hour appointment on Monday or make an appointment in the Communication Center to work with a tutor (or both!)

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