Reflective Essay reflecting on progress with WPA learning outcomes

1- ​Using the Toulmin Model to Analyze Arguments We'll be using the Toulmin Model to Analyze the arguments of others first, then you'll let it guide you at making your own arguments.

Here's a video to introduce you to Toulmin:

2-​Rhetorical Analysis Essay using the Toulmin Method( This is the one you did about facebook)

This is an essay that should flow like an essay, with an introduction and structure like any other essay. The object of this essay is to not only ​identify ​the elements of rhetoric according to Toulmin in the article you have chosen, but also to ​evaluate ​how effective the author’s argument is, breaking it down piece by piece. Think about it broadly like this: you are writing a brief essay (3 pages) where you will tell what the author is saying and how good a job he or she did saying it. 3-Summary of ​They Say I Say: To start moving toward writing our own arguments, we're going to learn the skills taught in the textbook They Say I Say​. The objective of Comp II (1312) is to teach you academic writing. Academic writing is best seen as a conversation between you and your outside sources. My goal this semester is to have you enter a conversation about a topic you're interested in and to handle that conversation in clear, fluid fashion.This textbook is the best thing I've found to help you get there.

Learning Objectives:

By the end of this unit, you'll learn the following:

● How to summarize someone else's ideas in your own words. ● How to present your own ideas as a response to some other person or group. ● Different ways to respond to the ideas of others. ● The importance of answering the "so what? who cares?" question when you write. ● How to present naysayers in any argument in order to strengthen your argument.

4- ​The Morality of Eating Meat

Overview:

In this section, we will put the Believing Game into practice, learning how to respectfully listen to those with whom we disagree and give them a fair hearing when we make our own argument that disagrees with them. We will start out with a brief paper advocating a position that we don't actually hold, then write a full research paper where we will respond to the naysayer with a yes, no, or OK, but (concede,compromise, or rebut). ​Learning Objectives:

Rhetorical Knowledge

● Develop rhetorical knowledge by negotiating purpose, audience, context, and conventions ● Learn to use key rhetorical concepts through analyzing and composing a variety of texts.

Critical Thinking, Reading, and Composing

● Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts.

● Read a range of texts, attending especially to relationships between assertion and evidence, to patterns of organization, to interplay between verbal and nonverbal elements…

● Locate and evaluate primary and secondary research materials… ● Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to

compose texts that integrate the writer’s ideas with those from appropriate sources.

Processes

● Develop a writing project through multiple drafts ● Use composing processes and tools as a means to discover and reconsider ideas

5- ​Annotated Bibliography ( you did that too)

6- The final argumant research paper ( That you did )

Also write about the Peer Review as we do in class :

​This is the Peer Review Sheet we used in class to review rough drafts. This peer review sheet also serves as a Rubric, meaning it is the criteria I'll use to grade the papers. If you were not in class on Peer Review day, you need to print out this sheet and have someone review it for you. A friend, family member, or better yet, the Writing Center.