Moffett Grading Grid Reflection

Student consultations and email:

Compose brief email to professor explaining the following:

1. do you understand where your grade came from on the Moffett paper? Were my comments clear?

2. Do you have questions about my comments?

3. And then: reflect on your writing process. How did you go about researching for this assignment? Did you consult any books other than Active Voice? Why or why not? Were all your sources web sources? Why or why not?

4. Did you consult the course blog expectations about the ENG 101 essay? Did you point out all the places in your paper that fulfilled the Grading Grid? Why or why not?

5. Do you plan to revise? What is your plan for revision? What would you do differently next time?

Dialogue: Successful "draft" [lacks footnotes]

Professor: Justin Rogers-Cooper

ENG 220

Dialogue of Ideas – Genetically Modified Foods Dilemma (GMO)

4 April 2014

GMOs, or “genetically modified organisms,” are plants or animals that have been genetically engineered with DNA from bacteria, viruses or other plants and animals. These experimental combinations of genes from different species cannot occur in nature or in traditional crossbreeding. (Non GMO Project)

_____________________________________________________________________________________

Organic Consumer: Genetically Modified Foods are very dangerous for your health and could potentially lead to life threatening diseases.

GMO Farmer: And are you going to feed the nation with primarily organic foods?

Organic Consumer: Obviously not. How is that even possible when GMOs are in 80% of conventional process foods? Not to mention there are traces in the majority of the ‘fresh’ produce(s) you deliver to local markets and supermarkets.

GMO Farmer: Yeah, that’s true and it has already been brought to my attention on several occasions. I’ve encountered several people like you who come into my market rambling on about, GMO this GMO that…let’s go organic! You are killing the public! I’ve heard it all really.

Organic Consumer: Well sir, I’m someone who is quite passionate about this issue and is willing to go to great extents to better improve my community’s nutritional intake, as well as the environment we live in. Is that wrong?

  GMO Farmer: No, it’s not. I like your enthusiasm. But there are always different sides to a story and reiterating the views of your peers who are organic consumers will not change my mind or what I do. I do my job with no intention of harming anyone.

Organic Consumer: I acknowledge that. But what if I tell you I COULD change your mind?

GMO Farmer: I’ll say to you what I said to the last organic consumer who came in loud and proud voicing his displeasures,…The organic market is down the block, last building with the big old “100% Clean Foods” sign. This isn’t the market for you.

Organic Consumer: Actually, I’m not out shopping today. And it’s not about which market is for me or not. I chose to eat an organic-based diet as a lifestyle choice with a conscious awareness to my health. I came into your market because I know you are a major supplier for other vegetable markets and supermarkets in the community. I’m just here to speak with you regarding the GMO issue.

GMO Farmer: (Signs) Okay…speak away then…while I un-box these lovely sweet corn(s)!

Organic Consumer: Are those genetically modified as well?

GMO Farmer: Of course they are! Nearly all the products in this market have GMOs tracing! This isn’t an organic market! I told you, down the block, last building with the big old “100% Clean Foods” sign...

Organic Consumer: I should have known. GMOs are in 86% of corn production in this country. And I’m guessing those sugar beets sitting next to the corn are as well. GMOs are in a staggering 95% production in those.

GMO Farmer: What do you want me to say man? I can’t change those facts and figures.

Organic Consumer: I’m not saying you can, it’s impossible for just person to. But large farmers like you who supply to other markets and supermarkets can help raise awareness. It’s gotta start somewhere.

GMO Farmer: What are your major concerns regards this whole GMO dilemma?   

Organic Consumer: The detrimental health effects it has on humans and animals. The toxicity levels in the environment …man so many health concerns are arising throughout the country because of its ever increasing consumption, this to go along with its growing agricultural production. I’m talking life threatening health hazards: allergens exposure, antibiotic resistance, weakened immune systems, and reproductive disorders just to name a few.

 GMO Farmer: Well that’s an unfortunate reality. Again, I’m just a farmer who’s trying to supply my community with fresh produce(s) daily. You are speaking a language that I’m unfamiliar with, I’m no dietitian. All I know is that, customers are reliant on my foods as an essential need to being nutritionally fed. 

Organic Consumer: “Nutritionally fed?” Did you hear: potential life threatening hazards?! It’s very dangerous! The nutritional value is not what you may think exists in your produce(s). Those same sweet corn(s) you unboxed may have been crossbreed with some other allergenic food… someone then buys and becomes severely ill. We gotta do something about it.

GMO Farmer: Calm down buddy…calm down, it’s much easier said than done. Our products have been doing more good than harm in the community. The organic farmers will highlight that there is no competition when it comes to whose products are more widely consumed. Again, not everyone will be able to afford an organic based diet. Our produce(s) are far cheaper, picked in large quantities, and is available year-round.

Organic Consumer: Of course your produce(s) are consumed across a large population in the community; it totally outnumbers the organic foods production. And yes, it does have its pros like you mentioned, but the cons are severely dangerous.

GMO Farmer: (Signs) Alright, alright, alright… Tell me something ‘realistic’ that I can do in order to help resolve this issue, because I honestly want to help.  

Organic Consumer: Well, as much as I am an advocate for eliminating GM food production completely, I understand it’s a complex issue that will take time to resolve. However, farmers like yourself can go about stating whether or not your produce(s) are genetically modified. It’s the only way I see the issue being brought to light on a commercial level. The curiosity levels of customers will rise, as they understand what exactly they’re consuming with GM foods.

GMO Farmer: And how am I supposed to do that?

Organic Consumer: Well, since there are 60 other countries in the world that have legal requirements regarding GM food-labeling, and we (United States) do not, I guess being open to stating the facts is the way to go. Since there are no labels, you can issue an honest statement about GMOs and attach it to the doors and windows of your market. You can also ask the other markets and supermarkets you supply to, to do the same…if I don’t beat you to them myself.

GMO Farmer: But won’t that negatively affect my business?

Organic Consumer: Of course it would. But hey, it’s a risk worth taking if you really care about the community and environment. In order for the message to circulate, we need farmers like you making bold statements. 

GMO Farmer: Ok. I’m down for having flyers all over my market stating what GMOs are. That doesn’t seem too difficult. You know what…it’s like when you buy a pack of cigarettes and seeing on the front, “Smoking is bad for your health”. Funny that isn’t?

Organic Consumer: (Laughs) that’s the spirit! I assure you what you are doing is good for the community and environment. If the message continues to spread…who knows man it could be the catalyst for bigger and better things. I’ll keep in touch. Take care.

GMO Farmer: Take it easy man. I appreciate you stopping by…door’s always open.

Class Agenda 3.30

1. Dialogues: Discuss next step of assignment, go over criteria for peer review, share with a partner. We'll go over in class what the next steps for revision for next class.

2. In-class blog: Share your Writing Center observations. You may either choose to discuss one Writing Center visit in as much detail as possible, or offer briefer summaries of both sessions you've observed. The most important details of your blog will be: an overall description of what you saw; retelling the focus on HOCs and/or LOCs; connecting anything you saw to our course texts and discussions; and relating any 'key details' from the session that help the reader to visualize what happened.

For examples of previous blogs, see these;

Brooke

Valbona

3. Moffet readings: returning to Active Voice, looking to PDFs posted on blog.

4. Anything else?

For Wednesday's Dialogue revision, see course blog for full instructions.

Look HERE.

Then, thinking through what you need to do, remember to: 1) locate places to add research; 2) revise according to the peer review feedback and class discussion we had today.

When thinking about 'what the dialogue needs' in terms of ideas, consider four solid ideas with a couple (two) supporting claims (these claims will be tied to research), or maybe three solid ideas with several (three or more) supporting claims. It's a 'breadth' v 'depth' consideration, at least in part. If you want to do something else, go ahead and trust your intuition, as long as you're envisioning a richly argued, well documented dialogue.

Remember, imagine that 25-33% of your sources are academic (peer reviewed) sources, not just easily searchable web sources. Remember, too, that Wikipedia is 'general knowledge' - it's not considered a 'real source' so much as a location for public information. I wouldn't cite it more than once, if you do so at all. I would, however, consult it as much as necessary, as it can sometimes be helpful.

Note: In-class Blog Count

We have had three in-class blogs as of today.

1) What makes good teaching/tutoring?

2) Review of videos: what strategies did we learn or not learn for our tutorial sessions?

3. Writing Center observations (corresponding to observations 1 and 2)

Dialogue Essay: Next Steps

In our informal peer review today, we looked at the dialogues for the following qualities:

1) did we generate as many perspectives and sides to our chosen topic/idea as possible?

2) Did we distinguish between major ideas and supporting claims for those ideas in the dialogue?

3) Did we identify places where we could add supporting research (this will be in the form of footnotes)? In the final draft, the 'characters' will paraphrase the research in their speech, and each line that utilizes research will show evidence for it in the form of footnoted citation (you don't need a separate works cited page).

We noted how in the assignment description in Active Voice on page 61, Moffett says the idea isn't to eliminate contradictions in argument, but to embrace contradictions in argument. 

EXAMPLE

In class we came up with an example of a dialogue idea: legalizing marijuana.

One idea would be "economics" or the economics of legalization. Another idea would be "health effects" (both 'pro' and 'con'). Another idea would be 'the war on drugs.'

Each of these ideas comes with supporting ideas, or claims you make to expand on the idea in question. For instance, with economics we see related ideas around: taxes; small businesses; etc. For health, we see negative effects in: depression; dependence; cancer; but also: anti-depressant; mood stabilizing; and helpful to terminally ill patients. For the war on drugs, we could look at: consequences for prison population and corresponding correction officer employment; effects on community policing and ways of life; etc.

Dialogue Essay: Revised

Dialogue Essay Idea: Is A Dog Considered Part of the Family?

The general definition of somebody that is a family member is a group consisting of parents and children living together in a household or all the descendants of a common ancestor.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Steph: *talks to her dog* you have been part of this family for 7 years and you still acting like you 8 months old

Jasmine (Steph sister): LOL that’s funny, how can you consider that family when it’s not human and mommy didn’t give birth to it?

Steph: Family doesn’t always have to be someone that a parent gave birth to and I also believe family doesn’t always have to be a human.

Jasmine: yes it does. How can you consider something that doesn’t talk, drinks from a toilet and licks themselves family. I just don’t get it sis.

Steph: Dogs may not understand English per say but they do understand what they call sounds. For example if I always say sit or eat, they are going to know what those words mean. By saying that they are able to understand what we are saying to them as well as us understanding what they are trying to tell us but that’s a different subject. [1]

Jasmine: That is the funniest thing I have ever heard you say.

Steph: Honestly I don’t see what’s so funny about it. Do you even like dogs because the way you are talking is as if you don’t like them.

Jasmine: I do actually like dogs; I just don’t see them as part of the family.

Steph: They are called “Man Best Friend” for a reason [2]

*enters Mike*

Mike: Forget all of that, dogs are made for dog fighting.

Steph & Jasmine: *looks at each other and says* are you crazy mike

Mike: Nope, that what I did with my dogs when I had them.

Steph: That is cruelty Mike and you know it

Mike: It is what it cousin

Jasmine: No its not, not even my idea of dogs not being family isn’t as cruel as that mike. You need to rethink what you are saying.  

Steph: If that is something dogs are for, why did Michael Vick have to do 23 months in federal prison as well as getting suspended from the NFL for some time for dog fighting? [3]

Mike: *remains quiet and thinks* you do have a point there. I guess you’re right about that Steph

Jasmine: I’d say

Steph: LOL. Mike you have to get that out of your head. I can’t even see how you started to believe that in the first place.

Jasmine: Right.

Mike: Well when you hang out with the wrong set of people for a long time, you tend to think the stuff they are doing is the right thing to do even when you know it’s not right. So I thought dog fighting was ok to do for some extra money.

Steph: When you have a dog as long as I’ve had diogi and you care for them, you tend to look past the point of them just being a dog. They become family members no matter what.

Jasmine and Mike: *nods their head* when u look at it that way, then I guess you have a valid reason because you do have to take it to doctor, feed it, clean it, etc.

Mike: Maybe next time I get a dog, I won’t use it for fighting and I’ll take care of it.

Steph: So Jasmine, still think a dog is not considered a family member

Jasmine: Even though you made a valid point, I still can’t see myself saying that dogs are family members.

Steph: Well that’s, on you. Once you get a dog, if you ever do then you will see where I’m coming from.

Jasmine: Maybe you are right but it won’t be anytime soon. I do believe that dogs are used to prepare kids to learn responsibilities. [4]

Steph: that is a good point Steph. My best friend wanted a dog so bad and she asked her parents if they can get her one. At first her parents told her that she wasn’t ready to take on the responsibilities of a dog.

Mike: My parents told me that exact same thing.

Jasmine: I agree because the same way you take care of a dog is the same way we take care of our little brother and sister except for taking them out for walks. [5]

Steph: That is how I learned how to take care of my son. [6]

Jasmine: Yea but I still don’t believe that they are family members.

Jasmine,Mike,Steph: What do you guys think?

---

[1] http://www.harrisinteractive.com

[2] http://en.wikipedia.org/wiki/Man's_best_friend_(phrase)

[3] http://aldf.org/

[4] http://www.pet360.com/dog/lifestyle/can-dogs-teach-kids-responsibility/SwDcHgLRkkiTxgBCdvI04g

[5] http://www.helpguide.org/articles/emotional-health/the-health-benefits-of-pets.htm

[6] http://www.peteducation.com/article.cfm?c=2+2100&aid=628

Dialogue Sample: Polished

Dialogue

Synopsis: An animal lover by the name of Peta volunteers at a local animal shelter. After a wonderful first day, Peta is excited to share his joy with the rest of his family. He then learns that the shelter he works at does not have the “no kill” policy. During a sit down with his manager, he learns about slaughterhouses and the unjustness and cruelty that happens in them.  

Dad: Welcome home son, how was your first day?
Peta: Hey pa, it was great! It was so awesome to meet so many people who share the same love and compassion for animals as I do.
Dad: That’s good to hear, son.
Peta: Yeah, today they had me change the food and water bowls for all the cats and dogs.
Dad: That sounds like a lot of work.
Peta: It wasn’t bad at all, I had the chance to interact with all of the cats and dogs! It was a little sad though, there were some animals that were very old. There were some that were hurt, too.
Dad: Oh yeah?
Peta: Yeah.. I wonder if they’ll ever get adopted.
Dad: Well son, chances are if the shelter does not have a “no kill” policy, they’ll most likely put those animals to rest.
Peta: gasps What?! That’s insane. I’ve never heard of that..
Dad: It is insane, son.. but it’s true. There are many shelters that resort to killing animals due to health issues or even overcrowding in the shelters. ¹
Peta: Are you kidding me?! I’m going to do some research and look into what I can do to help stop this..Then I’m going to see if I can speak to the owner of the shelter tomorrow.
Dad: Good idea son, just make sure you do your research thoroughly..

The Next Day..

Peta: Hello, sir. May I have a moment of your time?
Manager: Sure, have a seat.
Peta: So I was talking with my father the other night, and he brought it to my attention that this shelter might possibly NOT have a “no kill” policy. Is this true?
Manager: Well son, I don’t want to break your spirits because I know how much you love helping out here. Unfortunately, this shelter does have a euthanasia policy.²
Peta: gasps Why don’t you have a “no kill” policy? It’s wrong to kill animals!
Manager: I understand your concerns, but there are many reasons as to why we do what we do here. Even though we have to kill animals, we do a great deal in reuniting strays with new families.
Peta: I know how many pets we reunite daily. There is nothing that can justify the right to kill off animals!
Manager: Yes, in a sense it does. Unfortunately, there are many animals that enter the shelter who are sick, aggressive, or suffering from an injury. The chances of these dogs and being adopted are little to none.
Peta: I understand that there are animals who are beyond treatable. I understand the need for euthanizing an animal if it will help end their live in a painless way. However, if you euthanize an animal that has a treatable condition such as diabetes, I must ask why would you advocate such a thing?
Manager: We are very limited in resources. It is very tough for us to sustain all of these animals that are brought in daily. Roughly only 25% of the animals that enter our shelter are adopted, you need to understand that how many animals we shelter here yearly.³
Peta: There are other ways to deal with overcrowding. Killing animals off isn’t the answer.
Manager: As I said before, we are very limited in resources. Our staff is short, and our funding is even shorter. ⁴ I have my hands tied here, kid. What are you suggesting?
Peta: I found out that approximately 15.8% of dogs that are in shelters are reunited with their owners. By spreading this awareness, owners will take higher measures to make sure their dogs can be properly identified. Indoor pets need proper identification too because there is a chance of them escaping as well.Manager: Okay, that would help lower the number of strays I take in. But I still have plenty of sick and injured animals. How can I avoid having to euthanize them? If we have an animal that is sick and is rejecting treatment, what can we do?
Peta: There is also something called a “no kill equation”. By transferring animals to other rescue groups, allowing volunteers to foster animals, and even taking some of the animals off site, you can greatly increase the amount of strays that get adopted. You will be able to allow some strays to seek out further treatment if your shelter cannot provide it.⁵
Manager: I see.
Peta: As for lack of funds and raising awareness, you can attend different conferences and campaigns that take place all year round. You can also raise awareness by reaching out to the community. ⁶
I honestly believe if you allow the shelter to be open to the community, more and more people will come in to visit, take care of, and even adopt these animals! Killing them is just wrong. It’s wrong to take a life, sir.
Assistant: Hello Manager and Peta. I was walking by the office and I couldn’t help but overhear a little of your conversation. The “no kill policy”, right? Very interesting.
Peta: Yeah, it’s wrong to kill animals.
Assistant: Yes, I understand where you’re coming from Peta. But you must understand, animals that are euthanized are killed humanely. ⁷There is little to no suffering when an animal is properly euthanized.
Peta: It doesn’t matter! You are ending a life! It is considered slaughter!!
Assistant: Tell me this, Peta: Are you a vegetarian?
Peta: What? No, I’m not.
Assistant: Are you aware of what happens in slaughter houses across the country on a daily basis?
Peta: Yeah, I guess I do.
Assistant: I don’t think you truly grasp what happens. Every day, animals are tortured. They’re slaughtered in order to meet the increasing demands of meat.
Peta: But it’s legal, and painless.
Assistant: No Peta, you’re wrong. Animals in slaughter houses are severely mistreated. They are beaten, boiled, and dismembered. A lot of the times the animals are fully conscious and aware of what’s happening. That’s not even half of the horror behind slaughter houses.⁸ 
Peta: I know what you’re saying, but this is entirely different.
Manager: How so, Peta? Here at this shelter, we euthanize animals that have a very low chance of being adopted or living a healthy life. We end their lives peacefully, whereas in a slaughter house innocent and healthy animals, young and old, are tortured and sold for food.
Peta: This is unfair. What do I do?
Manager: I understand what your frustration, and I’ve taken your words of concern into consideration.. I think I need to open this shelter to the community more, and accept more help. However, I do think you need to do more research on slaughter houses, and maybe find ways to help the cause. Thank you so much for your advice, I’ll be sure to see what I can do in regards to enforcing the “no kill” policy.

 



¹ Barrett, Claudia. The Blade. Commitment to Saving Animals Called Key at D.C. Talks. http://www.toledoblade.com web. 1 August, 2011.


² No Author, Animal Shelter Euthanasia. Stop Animal Abuse – Fact Sheet. http://www.americanhumane.org web. No Date


³ Toback, Andrea. Advocacy for Animals. Animal Shelters and the No Kill Movement. http://www.advocacy.britannica.com web. 14 January, 2008


⁴ McNeal, Jill. Animal rescue volunteers question lack of funding in rural counties. http://www.wate.com web. 10, November 2013


⁵ Mackey, Jeff. No-Kill Animal Shelters the Wrong Way to Go - PETA. http://www.opposingviews.com


⁶ No Author. Shelters and Resources: Frequently Asked Questions. The Humane Society of the United States.  27, October, 2014. web. http://www.humanesociety.org


⁷ L., Brenda. At Peace - What is Euthanasia? 2014 http://www.atpeacepeteuthanasia.com


⁸ The Slaughter House: The Horrifying Cruelty. web. http://www.anima-rights-action.com

Blog Video Review: In-Class

Name a couple useful - and not so useful - strategies for tutoring that appeared in the videos we watched this week.

Class Agenda 3.25

1. Turn in papers (unless otherwise granted extension)
2. Answer the following yes/no questions on separate paper and turn in:
a. Did you take this paper to the Writing Center?
b. Did you consult a librarian about finding sources? If so, how did it go? If not, why not?
c. Did you utilize the course blog links to sources?
d. Did you utilize any books by/on Moffett (beyond Active Voice)?
e. Did you utilize any articles by/on Moffett?
f. How many major revisions has this essay gone through?
g. Did you read the paper out loud before turning it in?
h. Did the Peer Review help with the revision process? What was most helpful? What could be more useful?
i. Did you look at the assignment grading grid before turning it in?
j. Did you keep the writing schedule you made in the first week?
k. Did you consult the course post about paragraph structure before turning the paper in?

2. Finish videos
3. Blog about videos
4. finish any lingering blogs
5. Moffett readings

Class Agenda 3.23

1. Moffett Open Time: if you didn't complete the peer review do so. If you need me to look at your draft, let's do it. If you want to research more sources, ok. If you want a peer to look at your piece, ask them.

2. Complete this reflection letter and give it to me.

3. Writing Center Observations: What did we see? Blog about it (type up your notes, leave out names).

4. Moffett discussion: Active Voice readings

5. Video review.

Peer Review points

For students that missed today's Peer Review or didn't bring in three-types paged: you currently stand to lose some points off your final draft grade, depending on the status of the draft today (all points if you didn't attend, proportional points for the length of the [typed] draft you brought in).

If you are interested in making up any or all of these points, you may do so by taking your draft to the Writing Center in B-200.

If any student takes the paper to the Writing Center, they will request and receive a one-class extension on the paper - meaning, they may turn it in Monday 3.30 instead of Wednesday 3.25.

All students are allowed an extension of three days for any written assignment once a semester without penalty.

All students may revise the paper until they receive the grade they want; however, papers with knocked grades due to late submissions must be revised in order to erase the knocked points due to late submission.

Moffett Readings for Monday are at right

See readings at right under "Pages."

Quiz 3 answer key

Direction: In the language of Tutoring Writing Chapter 3, evaluate the following tutor-writer conferences.

1. The writer comes in with a paper. The tutor reads it over and immediately notices the grammar is full of errors. She realizes she must set about correcting the errors and explaining to the writer what good grammar looks like.[top answer: correcting errors page 17 partial points:  lower order concerns (17) --- editor journalist (14)

2. A writer comes in and hands a tutor his paper. The tutor reads it over and sees it is full of problems on every level: it has sentences which are often grammatically incorrect and are at times unreadable, and has no discernible thesis or organizational pattern. After reading the paper, the tutor says to the writer, “Okay, in this paper I see a few different issues we could work on. I think it is going to need a lot of work, so you may want to come back for a second or third visit. But for today the first thing we need to work on is your opening paragraph. What do you know about opening paragraphs? What are the most important elements that need to be included in a good opening paragraph?” [top answer: responding too late (20) partial points: correcting errors (17) – being an expert (19) – editor-journalist (14) – 

3.      The tutor decides after 15 minutes in conference that the writer is a great writer and does not need tutoring. However, since the schedule insists that they sit there together for an hour, she decides to ask him how things are going in his life, and how things are going in school. He says he is doing great, so they move on eventually to talking about what they are doing this weekend. [top answer: therapy (18)] – partial points: cheerleading (17)

4. The tutor notices her tutee is working with English as a second language. The tutee seems to have things she wants to say in her paper, but doesn’t have the words for it. But the tutor feels she knows what the tutee wants to say so she says, “I know what you can say that will be good for this paper.” Then the tutor takes the paper and begins writing out ideas for the tutee to type out when she gets home. [top answer: usurping ownership 19--- ] partial points: [being an expert (19)

Class Agenda 3.18

1. Quiz 4
2. Peer Review Guidelines
3. Peer Review
4. Reflection Letters
5. Finish Blogs from Monday
6. Class ends early for banked hours.

Peer Review Guidelines

Peer Review Guidelines

1. Move into your PR groups.
2. Determine who will read in what order.
3. Budget 10-15 minutes per person and no more.
4. The reader reads their paper aloud.
5. Give written feedback that offers specific praise and criticism.
6. Put your name on this feedback and give it to the writer.
7. Keep your written feedback and staple it to your final draft.

Writing Feedback Directions (from the text Tutoring Writing)

1. Open with a general statement about the essay's relationship to the assignment. Be clear about which parts fulfill the assignment and which parts need improvement. When you make a specific, concrete suggestion for improvement, try couching it in a qualifier: "You might try..." or "Why don't you add..." or "Another way of writing the lead might be..."
2. Present comments so the writer knows which problems with text are most important and which are of lesser importance.
3. Use comments primarily to call attention to strengths and weaknesses in the piece, and be clear about the precise points where they occur.
4. Write comments that are text-specific, and uniquely aimed at the blog and the writer. Let the writer know what specific lines, ideas, and stylistic touches you find pleasing.
5. Pose at least two questions that ask for clarification or that seek other possible views or more information on the subject.
6. If you notice a pattern of errors (incorrect use of commas, etc) comment on it in a global way at the end of the piece.

Attach written suggestions from your peers to your final drafts for full peer review credit.

MLA Citation

In-text citations

Author is quoted or paraphrased but not named in the text. (MLA Handbook, 6.2)

It may be true that "in the appreciation of medieval art the attitude of the observer is of primary importance . . ." (Robertson 136).

Author is quoted or paraphrased and is named in the text. (MLA Handbook, 6.3)

Sigmund Freud states that a "dream is a fulfillment of a wish" (154).

Smith developed the argument in his 1997 book (185-91).

According to some, dreams express "profound aspects of personality" (Foulkes 184), though others disagree.

According to Foulkes's study, dreams may express "profound aspects of personality" (184).

Is it possible that dreams may express "profound aspects of personality" (Foulkes 184)?

In-Text Citations for Print Sources with Known Author

Human beings have been described by Kenneth Burke as "symbol-using animals" (3). Human beings have been described as "symbol-using animals" (Burke 3).

Citing a Work by Multiple Authors

The authors state "Tighter gun control in the United States erodes Second Amendment rights" (Smith, Yang, and Moore 76).

Citing Indirect Sources

Ravitch argues that high schools are pressured to act as "social service centers, and they don't do that well" (qtd. in Weisman 259).

Citing Non-Print or Sources from the Internet

With more and more scholarly work being posted on the Internet, you may have to cite research you have completed in virtual environments. While many sources on the Internet should not be used for scholarly work (reference the OWL's Evaluating Sources of Information resource), some Web sources are perfectly acceptable for research. When creating in-text citations for electronic, film, or Internet sources, remember that your citation must reference the source in your Works Cited.

Sometimes writers are confused with how to craft parenthetical citations for electronic sources because of the absence of page numbers, but often, these sorts of entries do not require any sort of parenthetical citation at all. For electronic and Internet sources, follow the following guidelines:

• Include in the text the first item that appears in the Work Cited entry that corresponds to the citation (e.g. author name, article name, website name, film name).
• You do not need to give paragraph numbers or page numbers based on your Web browser’s print preview function.
• Unless you must list the website name in the signal phrase in order to get the reader to the appropriate entry, do not include URLs in-text. Only provide partial URLs such as when the name of the site includes, for example, a domain name, like CNN.com or Forbes.com as opposed to writing out http://www.cnn.com or http://www.forbes.com.

One online film critic stated that Fitzcarraldo is "...a beautiful and terrifying critique of obsession and colonialism" (Garcia, “Herzog: a Life”).

Page number unknown

As a 2005 study by Salary.com and America Online indicates, the Internet ranked as the top choice among employees for ways of wasting time on the job; it beat talking with co-workers—the second most popular method—by a margin of nearly two to one (Frauenheim).

Selection in an anthology

In “Love Is a Fallacy,” the narrator’s logical teachings disintegrate when Polly declares that she should date Petey because “[h]e’s got a raccoon coat” (Shulman 379).

Web site or other electronic source

Your in-text citation for an electronic source should follow the same guidelines as for other sources. If the source lacks page numbers but has numbered paragraphs, sections, or divisions, use those numbers with the appropriate abbreviation in your in-text citation: “par.,” “sec.,” “ch.,” “pt.,” and so on. Do not add such numbers if the source itself does not use them. In that case, simply give the author or title in your in-text citation.

Julian Hawthorne points out profound differences between his father and Ralph Waldo Emerson but concludes that, in their lives and their writing, “together they met the needs of nearly all that is worthy in human nature” (ch. 4).

When citing more than four lines of prose, use the following examples:

Nelly Dean treats Heathcliff poorly and dehumanizes him throughout her narration:

They entirely refused to have it in bed with them, or even in their room, and I had no more sense, so, I put it on the landing of the stairs, hoping it would be gone on the morrow. By chance, or else attracted by hearing his voice, it crept to Mr. Earnshaw's door, and there he found it on quitting his chamber. Inquiries were made as to how it got there; I was obliged to confess, and in recompense for my cowardice and inhumanity was sent out of the house. (Bronte 78)

Reflection Letter

Reflection on your writing process: letter to the professor. Answer the following questions in a brief letter to the professor. 1. Overall, are you confident that your essay meets the expectations of the assignment? Why or why not? 2. What was the most difficult part of the assignment for you? How did you overcome it? 3. Looking back, what would you do differently next time? 4. What writing skills or techniques do you think we need to work on most as a class going forward?

blog questions

1) Based the Writing Center videos, what makes a tutorial successful and what are we looking for as we begin our observations next week?

2) [time-permitting]: What are the common points between what makes for good 'teaching' and what makes for 'good writing.'

Quiz 3

Direction: In the language of Tutoring Writing Chapter 3, evaluate the following tutor-writer conferences by defining what rule(s) or norm(s) is/are at stake in the exchange.

1. The writer comes in with a paper. The tutor reads it over and immediately notices the grammar is full of errors. She realizes she must set about correcting the errors and explaining to the writer what good grammar looks like.

2. A writer comes in and hands a tutor his paper. The tutor reads it over and sees it is full of problems on every level: it has sentences which are often grammatically incorrect and are at times unreadable, and has no discernible thesis or organizational pattern. After reading the paper, the tutor says to the writer, “Okay, in this paper I see a few different issues we could work on. I think it is going to need a lot of work, so you may want to come back for a second or third visit. But for today the first thing we need to work on is your opening paragraph. What do you know about opening paragraphs? What are the most important elements that need to be included in a good opening paragraph?”

3.      The tutor decides after 15 minutes in conference that the writer is a great writer and does not need tutoring. However, since the schedule insists that they sit there together for an hour, she decides to ask him how things are going in his life, and how things are going in school. He says he is doing great, so they move on eventually to talking about what they are doing this weekend.

4. The tutor notices her tutee is working with English as a second language. The tutee seems to have things she wants to say in her paper, but doesn’t have the words for it. But the tutor feels she knows what the tutee wants to say so she says, “I know what you can say that will be good for this paper.” Then the tutor takes the paper and begins writing out ideas for the tutee to type out when she gets home. 

Class Agenda 3.16

1. Announcements: Writing Center banked hours begin this week (Wednesday);

2. Quiz 3: Open note.

3. Moffett Paper: Q & A - class and professor. Prepare for Peer Review writing workshop

4. Moffett chat: In groups of three, share with your peers how your paper is coming along. Discuss whether you relate to any of your sources. Note any challenges you've felt.

5. Moffett sample essays

6. Reading discussion - in the same groups, discuss reading pages 14-20

7. Videos

Moffett Grading Grid

ENG 220 Moffett Grading Grid:

Name:

1-10 scale

10 – exceptional execution; 9 – excellent execution; 8 –slightly above average; 7 – slightly below average; 6 – below average; 5 – significant development needed; 1 – minimal or no response 

1. Thesis: Contains a central assertion that places a central idea at the forefront of the essay; thesis statement is 2-3 sentences; thesis statement answers the main question posed by the assignment  (20%)

1          5          6          7          8          9          10

2. Structure: Essay organized around topic sentences; each paragraph introduces and provides context for sources; essay uses summary and paraphrase to explain main ideas from reading (20%)

1          5          6          7          8          9          10

3. Evidence: Essay successfully places direct quotes into each body paragraph; essay cites quotes correctly according to MLA; essay paraphrases and explains direct quotations; essay contains a bibliography (30%)

1          5          6          7          8          9          10

4. Critical Thinking: Essay interprets quotes in original ways that go beyond class discussion; essay connects main ideas to other texts or moments in text; essay utilizes keywords and defines them; essay offers original perspectives and argument (20%)

1          5          6          7          8          9          10

Polish: Essay fulfills criteria of assignment with excellence; sentences reflect revised prose style; grammar or typos never interfere with meaning; style exceeds minimal requirements; paper pushes boundaries of originality and dedication (10%)

1          5          6          7          8          9          10

Peer Review:

Grade:

Comments: