ENG3UI (AP Language and Composition)
2008-2009
J. Rice
The Citizen Rhetor
NOTE: this assignment is essentially year-long, beginning with summer reading, continuing with journals that become data-banks for the students to use in a self-generated synthesis essay, and culminating in the panel presentation. It also includes learning source evaluation skills through an annotated bibliography component.
PART A - Summer Reading
Choose one of the following books to suit your own interests and/or complement another course you are taking next year. Note: I don’t expect you to finish reading this book before school starts in September. However, I do expect you to finish it shortly thereafter! You will be working with it during the year.
28: Stories of AIDS in Africa (Stephanie Nolen)
Fat Land (Greg Critser)
Freakonomics (Steven Levitt and Stephen Dubner)
Everything Bad Is Good For You (Steven Johnson)
Nickel and Dimed (Barbara Ehrenreich)
Banker to the Poor (Muhammad Yunus)
The World is Flat (Thomas Friedman)
The Trouble with Islam (Irshad Manji)
The World Without Us (Alan Weisman)
The Botany of Desire (Michael Pollan)
The Shock Doctrine (Naomi Klein)
Fifteen Days (Christie Blatchford)
The Logic of Life (Tim Harford)
Generation Rx (Greg Critser)
Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong (James Loewen)
The Gift: Creativity and the Artist in the Modern World (Lewis Hyde)
Choose a journal (approx 5”x7” to 8”x11” in size) to keep this assignment in. You will be submitting this journal in the first week of school and continuing to work in it throughout the year.
Over the summer, read, clip and paste into your journal at least four editorials or commentaries / essays (not news articles or informational features) from reputable newspapers or issues-based magazines (you should mix-and-match, using at least two-three different sources). Try to find at least one item that connects in some way to the book you are reading.
Then, handwriting your responses in your journal, comment on the aspects of each of the editorials that made you think, and your thoughts about the editorial or the issues – one response per editorial. There is no guideline as to length, but your responses should be thoughtful and detailed.
Some questions you might want to think about/comment on:
Do you agree or disagree with the editorial’s viewpoints? Why?
Did the editorial make you want to know more about the issue?
What are some of the author’s best arguments? What makes them good?
Which arguments or points made by the author do not make sense to you and why?
How does this editorial connect with other knowledge that you have from other sources?
Anything else this editorial makes you think about…
PART B - Annotated Bibliography
Good scholars evaluate the sources they find to determine whether they are credible, current, and relevant. A bibliography that includes this information is called an annotated bibliography. It illustrates the progress of your research and explains to the reader the extent to which your sources were helpful.
A bibliography makes a list of significant works you have consulted during the process of your research. This is different from a works cited list, which lists the works that you end up actually making reference to (citing) in your essay.
This annotated bibliography will make reference to six to eight sources, among which must be the following:
What is included in an annotated bibliography entry?
(information below compiled from the OWL and University of Toronto websites on annotated bibliographies)
bibliographic publication information, correctly formatted according to MLA style
o consult your Pocket Style Manual, Section 32b, for details
o you may want to use the automated bibliography tool in Word (.docx only), but be warned that it may not have automated fields for all types of sources
a paragraph of annotation (commentary) about the source, which conveys:
o a brief summary of its contents: What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? (see this page at OWL for more help summarizing and paraphrasing content, and this page at U of T for some good words to use in describing a source’s content)
o an evaluation of its reliability: Is the information reliable? Is this source biased or objective? What is the goal of this source? (see this page at OWL for more help evaluating sources)
o remarks about its relevance/usefulness: Is this source likely to be helpful for this project? How might this source be used for this project? How might it be useful to someone else taking a slightly different approach? Has it changed how you think about your topic? (see this page at U of T for more help determining relevance and value)
Annotated bibliography formative checklist
Content:
annotation conveys item’s main content clearly and thoroughly
annotation reflects understanding of source reliability
annotation offers a clear recommendation about usefulness of source
annotation is concise; avoids repetition/redundancy
language / mechanically correct
Bibliographic format:
Check your Hacker (Sections indicated below) and/or the Works Cited & Annot. Bib. style sheets on Blackboard (Course Materials / Writing Materials) for…
alphabetization rules (Sec 33)
layout (Sec 33)
title formatting (Secs 20b and 23c)
necessary information required about sources (Sec 32b)
format in which to present information about sources (Sec 32b)
order in which to present information about sources (Sec 32b)
PART C - Media synthesis essay
Using your issues-based non-fiction book, you have narrowed down your ideas and raw data to a single issue in the “real world” that interests you. You have been focusing your media journal on that issue and collecting additional material about it.
The final result will be a research-supported opinion piece (a “researched argument” or synthesis essay), in which you will synthesize your sources and develop your own opinion about that issue.
Final products to be submitted:
On April 7:
your journal containing all your collected source materials (ungraded – for reference only) – you will bring this material to class and leave it there, ready for the in-class writing
your full-length non-fiction book
a formative annotated bibliography on your full-length book and ONE refutation item from your journal (as practice for your summative)
On April 8:
an essay, written in class, based on a prompt provided on the day and the following:
key information from your full-length non-fiction book
a minimum of 2 other source materials from your journal
one visual source (e.g.: chart, graph or cartoon) from your materials
appropriate citations of each source
the sources you selected from your journal and your non-fiction book
Evaluation
Your essay will be evaluated based on a modified AP scale for the synthesis essay. For the purpose of scoring, synthesis refers to combining the sources and the student’s position to form a cohesive, supported argument, and accurately citing sources. Note that essays that do not use the minimum number of sources as outlined by the assignment cannot earn above 4 on the scale. Note also the role of source citation in scoring.
AP score
Descriptors
For BSS marking purposes, AP scale scores may be qualified by a + (top of the range). This range is reflected in the marks indicated below, and may occur when criteria from adjacent areas describe the writing.
mark
(out of 20)
In-class prompt:
Suggested reading / source assembly time: 15 minutes
Time allotted for composition: remainder of period (55 minutes)
Directions:
The following question allows you to respond based on the sources you have collected on your chosen topic. It requires you to synthesize these sources into a coherent, well-written essay. When you synthesize sources you refer to them to develop your position and cite them accurately. Your argument should be central; the sources should support this argument. Avoid merely summarizing sources.
Remember to attribute both direct and indirect citations.
Introduction
Governments at all levels develop policies (positions and/or plans of action) with regard to controversial issues by carefully considering a balance of information, and by identifying and assessing the needs of stakeholders – the people, organizations, and resources affected by policy decisions. Although a policy decision may not necessarily address every part of the issue at stake, a responsible government carefully considers the implications of its policy. Finally, governments often recognize that it may not be possible to appease every stakeholder, although they make efforts in developing a policy to compromise or to consider how to derive the greatest benefit from their decisions.
Assignment
Write an essay in which you explain what either a local, state/provincial, or federal government would need to consider before developing a policy on your issue, and then explain why at least one of those considerations should outweigh the others in the development of that policy.
From amongst your collection, select and label the following required sources. You may choose to refer to the sources as Source A, Source B, etc., or by the descriptions you provide in parentheses (author or short title).
Source A ( __________________ ) - your full-length non-fiction book
Source B ( __________________ ) - an item selected from your collection
Source C ( __________________ ) - a second item selected from your collection
Source D ( __________________ ) - a visual item selected from your collection
If you choose to use more than these minimum required sources, include the relevant source information below. Use the back of this page if you need more room.
Remember to submit your sources, clearly labelled, when you hand in your essay.
Source E ( __________________ )
Source F ( __________________ )
PART D - Final project
Panel Presentation and Visual Argument
For this final assignment, you will be placed in groups based on topics you selected for your media synthesis paper. Each topic suggests a problem or series of related problems in contemporary society; you will be taking on the role of a task force charged with clarifying the problem to an appropriate audience and proposing and defending to that audience a solution (or a partial solution) to a particular aspect of that problem.
In this way, you are engaging your knowledge of rhetoric and argumentation to enhance your citizenship in the world, becoming a citizen rhetor – ultimately the goal of this course.
Note: the solution should be, as much as possible, something generated by discussion within the group, rather than simply an existing solution. You may, however, base your discussion on what you know about existing approaches to the problem. You are being evaluated on your presentation of your solution, rather than on the content, so be creative and take risks with your ideas!
The Presentation
In your presentation, you will function as a panel of experts, outlining the problem(s) you have decided to focus on and proposing and arguing for your solution(s). The discussion will be largely self-moderated, lasting no fewer than 25m and no more than 30m. Each member of the group must contribute to the discussion in an equivalent way. If time, there will be a Q&A session from the audience, ideally critiquing elements of your solution and requiring you to defend against any possible refutations.
This part of the summative will provide an individual oral mark out of 20.
The Visual Argument
Your discussion of the problem and the solution will be enhanced by a visual component that is in itself an argument. The form of this visual argument is up to you, but it should be integrated seamlessly into the presentation. Some examples of visual arguments are photo essays, advertising campaigns, PPT presentations, short videos, websites you design, etc. It is expected that each group member will have a hand in creating the visual component. Any sources used in the creation of the visual must be appropriately cited on a group Works Cited list submitted along with the visual. Uncited work may incur up to a 10% penalty for this section of the assignment, applicable to all group members. Please refer to your Hacker for details on citing visual and media materials from print and online sources. Either MLA or APA citation style is acceptable, but be consistent.
This part of the summative will provide a group media creation mark out of 10.
The Research
Over the course of the year, you have done considerable research on your topic, amassing a variety of sources to provide you with background. You may continue to do any necessary research to provide additional perspectives. You may also need to research images and information to help construct your visual. You should be keeping track of source information for any items collected during the course of this assignment.
You will submit for evaluation an annotated bibliography of three sources, using MLA style. None of these sources may be a piece you have annotated before for practice or for a previous assignment, and none may duplicate a source used by any of your group members. However, you may use any pieces from your journal that have not been used for one of these purposes previously, and you may use sources found by the group.
The bibliography must include:
two substantial sources (no shorter than ~500 words each) representing different positions on the issue
a visual source
Your annotation for each source should indicate:
your understanding of the source’s significant contribution to the discussion of the issue (main points, explanation of any elements of visual argument)
your assessment of the author’s ethos (authority, bias)
an explanation of how the source contributed to the assignment (relevance, usefulness).
You will submit the sources referenced along with your annotated bibliography.
This part of the summative will provide an individual media analysis and writing mark out of 20.
This assignment evaluates the following ENG3U expectations:
ORAL COMMUNICATION
1.2 select and use the most appropriate active listening strategies when participating in a range of situations
2.1 communicate orally for a range of purposes, using language appropriate for the intended audience
2.2 demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience
2.3 communicate in a clear, coherent manner, using a structure and style effective for the purpose, subject matter, and intended audience
2.4 use appropriate words, phrases, and terminology, and a variety of stylistic devices, to effectively communicate their meaning and engage their intended audience
2.7 use a variety of audio-visual aids effectively to support and enhance oral presentations and to engage an audience
3.1 explain which of a variety of strategies they found most helpful before, during, and after listening and speaking, then evaluate their strengths and weaknesses in oral communication to help identify the steps they can take to improve their skills
READING AND LITERATURE STUDIES
1.5 extend understanding of texts, including increasingly complex or difficult texts, by making appropriate and increasingly rich connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
1.8 identify and analyse the perspectives and/or biases evident in texts, including increasingly complex or difficult texts, commenting with growing understanding on any questions they may raise about beliefs, values, identity, and power
2.1 identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning
4.1 explain which of a variety of strategies they found most helpful before, during, and after reading, then evaluate their strengths and weaknesses as readers to help identify the steps they can take to improve their skills
WRITING
1.2 generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate
1.3 locate and select information to effectively support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate
1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organizational pattern best suited to the content and the purpose for writing
1.5 determine whether the ideas and information gathered are accurate and complete, interesting, and effectively meet the requirements of the writing task
3.7 produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations
MEDIA STUDIES
1.2 interpret media texts, including increasingly complex or difficult texts, identifying and explaining the overt and implied messages they convey
1.3 evaluate how effectively information, ideas, themes, issues, and opinions are communicated in media texts, including increasingly complex or difficult texts, and decide whether the texts achieve their intended purpose
1.5 identify the perspectives and/or biases evident in media texts, including increasingly complex or difficult texts, and comment on any questions they may raise about beliefs, values, identity, and power
3.2 select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is a highly appropriate choice
3.3 identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help communicate a specific aspect of their intended meaning effectively
3.4 produce media texts, including increasingly complex texts, for a variety of purposes and audiences, using appropriate forms, conventions, and techniques
Evaluation