Today, we are going over our outlines of "The Bush Revolution," pp. 391-398.
Before we start, you have to do online research and find out the following:
PROMPT 1: Each one post a short answer to the following questions on this blog as a comment:
1)What does this mean (p. 396, third paragraph):
"After a decade of Prometheus playing pygmy, the first task of the new [Bush] administration is precisely to reassert American freedom of action."
(Who was Prometheus? What did he do? What were the consequences? What is similar in his action and the action of America as a World Power?)
2) What does that mean (p. 397, first paragraph):
"Gulliver must shed the constraints that he helped the Lilliputians weave."
(Who was Gulliver? What did he do? In how far is this similar to the situation in America?)
3) Define "unilateral," and "multilateral" (p. 397, second paragraph).
When we're done with this task, we will go through our outlines together, which I will later collect for grading (your ORIGINALS, not what you copy from the board).
PROMPT 2:
Create a t-chart, on one side the pro-Bush text, on the other side the anti-Bush text ("The Bush Revolution," and "Rights to Remember").
Use the following qualifiers to compare those two texts:
1. main thesis of the author
2. strength/support/his sources of his claims (ethos; credibility)
3. arguments (ethos/logos/pathos; inform/convince/explore; define)
4. how does author connect to audience? (who is audience?)
5. style (rhetorical figures; readability)
6. effectiveness (how convincing is he?)
Finally, when you've filled in this chart, explain in one short thesis statement which text is more CONVINCING.
Do the chart in word.doc by inserting a TABLE, and email that chart to me. If you can't finish in class today, email it to me today some time (deadline: midnight).
PREVIEW of our following activities:
1) We will put our OUTLINE I about the anti-Bush text into a real text format
(1 - 1 1/2 pages). This is due next Monday; bring it to class as a print-out. We're doing peer-editing. If you don't have it, you can't participate, and won't get the points.
2) We will put our OUTLINE II about the pro-Bush text into a real text format
(1 - 1 1/2 pages)This is due next Wednesday (email it, because we have the mid-term exam, and I'm not going to waste time collecting print-outs!!!)
3) We will put our chart into a real text format (our RHETORICAL COMPARISON of two texts about the same topic). This is due Friday next week (email it to me for grading, because you need the original. AND bring the print-out to class for peer-editing.)
Due on Monday after Spring Break:
Just put essay I and essay II and the comparison behind each other, and make one long essay out of them (4-6 pages). You have to add a short intro and a conclusion that deal with all THREE points, not the single components.
Friday, February 29, 2008
Wednesday, February 27, 2008
A paper for Song Analysis as example
Here, you can see an A paper as an example for how to do the Song Analysis.
In-Class, Feb. 27th, and homework for Friday...
For those who were not there:
We've read the article "Rights to Remember" together - paragraph by paragraph - and created an outline together on the white board.
The outline contained 1) the author's main points, 2) the different arguments made (forensic, fact/information, pathos, ethos, explore), 3) stylistic means used by the author (metaphor, alliteration, allusion), and 4) the thesis of the author.
Then, I collected your outlines that you did at home for grading.
HOMEWORK for Friday:
A) Read the pro-Bush text "The Bush Revolution" on pp. 391-398 in Aims of Argument (the dark blue book), and create an outline.
B) Create a Works Cited page with the two entries of the texts we've dealt with: "Rights to Remember," and "The Bush Revolution." It has to be in MLA style. Look in your book A Writer's Resource from ENGL 101 to find out how to do this (attention: you have to use the entry that says "Rpt. in"). I don't want to see any wrong ones. If you use your handbook, all you have to do is to exchange the words from the example given to you.
We've read the article "Rights to Remember" together - paragraph by paragraph - and created an outline together on the white board.
The outline contained 1) the author's main points, 2) the different arguments made (forensic, fact/information, pathos, ethos, explore), 3) stylistic means used by the author (metaphor, alliteration, allusion), and 4) the thesis of the author.
Then, I collected your outlines that you did at home for grading.
HOMEWORK for Friday:
A) Read the pro-Bush text "The Bush Revolution" on pp. 391-398 in Aims of Argument (the dark blue book), and create an outline.
B) Create a Works Cited page with the two entries of the texts we've dealt with: "Rights to Remember," and "The Bush Revolution." It has to be in MLA style. Look in your book A Writer's Resource from ENGL 101 to find out how to do this (attention: you have to use the entry that says "Rpt. in"). I don't want to see any wrong ones. If you use your handbook, all you have to do is to exchange the words from the example given to you.
Monday, February 25, 2008
In-Class, Feb. 25th, and homework for Feb. 27th
For those who were not in class today:
We've heard the remaining four smartboard presentations about our "Arguments of Definition." Kudos to all presenters (last time, and today)! Great job.
Then, we've read two texts in our light blue textbook. The first one is a short article by a professor about the freedom of speech ("Protecting Freedom of Expression at Harvard," pp. 123-124). After reading this, we created a brief outline on the board about what this writer has done: 1. he used a forensic argument (= of the past): in his university, some students had hung up Confederate flags, and a swastika; 2. he had a claim/argument (students are allowed to display Confederate flags and swastikas due to the freedom of speech), 3. he backed up his argument with credible sources (1st Amendment), 4. he had counter-arguments (this act is offensive to others), and 5. he presented a solution (talk to students doing such things; convince them that it's offensive, so they won't do it any more. If they don't get negative attention, the sensationalism will fade away, and they won't do it anymore, because their actions don't have any effect.)
After reading this first article, we read a student's response to it ("A Curse and a Blessing" from Milena, pp. 126-128). We analyzed what this student has been doing by reading the blue comments on the edge of her text. She basically did what we had done on the white board - our outline. She also added her personal opinion (both in the introduction and in the conclusion, so that the circle was complete): she grew up in Bulgaria, a communist state with no freedom of speech. This was her attention grabber, and the frame to her story. She further stated the professor's claim/main argument, and commented critically on it. She found some weaknesses of his claims, but also stated why his solution might actually work.
You are supposed to write responses just like Milena has done. She analyzed the Harvard professor's claim/argument very well indeed.
HOMEWORK:
For homework, read one story out of your DARK blue book called "Rights to Remember" by Harold Hongju Koh (pp. 405-409). This is a very critical article about America, the power nation, Bush, and the laws that have been made after 9/11.
Then, create an outline on paper just like we did on the board. What kind of forensic arguments (= about the past) are in this text? What is the main claim/argument? What backs it up / what are the sources? Are they credible? Is the text convincing? Does it offer any solution? Bring your outline to class on Wednesday.
This is the first text we are going to employ for our unit 2 essay. The other text will be the opposite - a pro-Bush article. We are going to compare those two. You have to base your comparison and ultimate decision which article is more convincing on the author's rhetoric, NOT on your own personal opinions about Bush and his actions/laws/policies.
We've heard the remaining four smartboard presentations about our "Arguments of Definition." Kudos to all presenters (last time, and today)! Great job.
Then, we've read two texts in our light blue textbook. The first one is a short article by a professor about the freedom of speech ("Protecting Freedom of Expression at Harvard," pp. 123-124). After reading this, we created a brief outline on the board about what this writer has done: 1. he used a forensic argument (= of the past): in his university, some students had hung up Confederate flags, and a swastika; 2. he had a claim/argument (students are allowed to display Confederate flags and swastikas due to the freedom of speech), 3. he backed up his argument with credible sources (1st Amendment), 4. he had counter-arguments (this act is offensive to others), and 5. he presented a solution (talk to students doing such things; convince them that it's offensive, so they won't do it any more. If they don't get negative attention, the sensationalism will fade away, and they won't do it anymore, because their actions don't have any effect.)
After reading this first article, we read a student's response to it ("A Curse and a Blessing" from Milena, pp. 126-128). We analyzed what this student has been doing by reading the blue comments on the edge of her text. She basically did what we had done on the white board - our outline. She also added her personal opinion (both in the introduction and in the conclusion, so that the circle was complete): she grew up in Bulgaria, a communist state with no freedom of speech. This was her attention grabber, and the frame to her story. She further stated the professor's claim/main argument, and commented critically on it. She found some weaknesses of his claims, but also stated why his solution might actually work.
You are supposed to write responses just like Milena has done. She analyzed the Harvard professor's claim/argument very well indeed.
HOMEWORK:
For homework, read one story out of your DARK blue book called "Rights to Remember" by Harold Hongju Koh (pp. 405-409). This is a very critical article about America, the power nation, Bush, and the laws that have been made after 9/11.
Then, create an outline on paper just like we did on the board. What kind of forensic arguments (= about the past) are in this text? What is the main claim/argument? What backs it up / what are the sources? Are they credible? Is the text convincing? Does it offer any solution? Bring your outline to class on Wednesday.
This is the first text we are going to employ for our unit 2 essay. The other text will be the opposite - a pro-Bush article. We are going to compare those two. You have to base your comparison and ultimate decision which article is more convincing on the author's rhetoric, NOT on your own personal opinions about Bush and his actions/laws/policies.
wrong conviction
Justin Kozak
“It should be mandatory for a state to provide reparations to someone who was wrongly accused, and sent to jail.”
Wrongly Accused- incorrect person charged with a crime
Mandatory- obligated or required
http://en.wiktionary.org/wiki/mandatory
I believe that reparations should be mandatorily given to someone who was falsely accused and sentenced to jail, by the state and possibly even the government as well. It is not right for someone to be innocent and be subjected to the hardships of prison, not to mention the loss of time that they will never get back. There should be no mistakes when it comes to someone’s freedom and to show this the ones who mess up will have to pay those whose lives they ruined and reputations they tarnished.
The state expresses sympathy for it’s’ mistake and offers an apology but that is it. They do not offer any reparations believing that the gaining of their freedom is reparation enough. They believe that it is an acceptable loss in maintaining the security of our nation.
It is unacceptable to just offer someone a sorry here you go after you have destroyed their lives. Who is to say what they would have accomplished if they were free; who is to say that they will ever get their lives on track again. To make sure they do, and to make sure that there is justice we will pay them to not only give them what they deserve, but to show that they are truly sorry.
It's Your Choice
Bettie and Sara R.
“A mother deciding to abort her fetus should not be considered a murderer if the she is told that the child has a sever abnormality or deformity.”
Before we can explain the different views surrounding this issue we must define several of these terms. Murder is the unlawful killing of a person with malice aforethought. An abnormality is a subjectively defined characteristic, assigned to those with rare or dysfunctional conditions. A deformity is a major difference in the shape of the body, a body part, or a body organ (internal or external) compared to the average shape of the part in question. According to most born again Christians abortion is considered wrong at any time and for any reason. Many Christians believe that it is Gods job to take life and that decision is not ours. (link)
Whereas parents are concerned, most decided that abortion is not an option. For instance parents who are told their child has cystic fibrosis feel that considering abortion would be considered rejection of their affected child. Majority of women who opt to receive an abortion tend to have children with severe mental retardation. (link)
We personally feel that a mother's choice to abort her severely abnormal or otherwised deformed fetus is a personal decision. It can only be made by the mother herself and the decision is based off personal beliefs and morals.
Wednesday, February 20, 2008
Steroids: Positive or Negative?
Group Members: Patrick Hogan, Jared Romine, Chelsea Burg
“Steroids should not be seen as beneficial to the human body because of the negative effects that they cause.”
Steroids increase protein synthesis within cells, which results in a buildup of cellular tissue especially in muscles. When using steroids, there is an increase in muscle mass and physical strength, and are consequently used in sport and bodybuilding to enhance strength or physique. Side effects of steroids include, stunting of growth, being dose-dependent, elevated blood pressure especially in people with pre-existing hypertension, unfavorable change in sexual characteristics in both genders, and harmful changes in cholesterol levels. Personally, we feel that the use of steroids is very harmful to the body. They should only be used for medical uses rather than enhancement uses. Due to information that supports the fact how negative steroids are, they are seen as very dangerous. According to Dr. Niedfeldt, another side effect regarding steroids includes premature growth plate closure in younger athletes. Also along with this information, he states, “There’s really no appropriate use for anabolic steroids, which is if you don’t want to cheat.” Even though steroids are incredibly harmful to the body, they can also be used for positive uses as well. Steroids reduce the risk of respiratory distress in premature babies by giving the mother steroids before birth. Due to the overwhelming risk of steroids, they should not be seen as beneficial to the human body because of the negative effects that they cause.
Surprise, Suprise - SynchronEyes!!!
Hello! Imagine you're a teacher. What do you think about Synchron Eyes? What if you're a student???
This blog response is homework for next Monday!
This blog response is homework for next Monday!
Monday, February 18, 2008
Suicide; Choice or Crime?
Allyson ScrutchensBrittany Denney
Lashawnda Thornton
If I wanted to kill myself I have that right; Or do I? Suicide is the intentional killing of oneself. Today in our society, people are placed upon death row for killing others. Shouldn't committing suicide be illegal? These people are not just causing harm upon themselves, they are affecting our community and society. It is true that suicide is a choice, but it is considered wrongdoing when placing harm on anybody; including their own bodies.
Suicide affects all races and cultures. It should be illegal because it is not only an individual issue. Many people feel that it is their body and they have the right to do whatever to it. This is a very selfish argument. They are not realizing that they are affecting their family, friends, and society. Committing suicide is not only an individual issue, it is felt by everyone. There are approximately 750,000 suicide attempts each year.
The issue of suicide is very controversial. The fact of the matter is that if a person the right to kill themselves, then they have the right to kill anybody for no reason at all. Killing is Killing whether it is external or internal. No one has the right to take their own or another persons life. Therefore suicide should be illegal because it is a forbidden act.
Marijuana for medical purposes
“Using marijuana for medical reasons could help benefit patients with certain ailments."
Commonly known as medical cannabis, this is using illegal drugs, such as marijuana, to treat certain ailments and diseases. These medical drugs are to help ease pain from cancer or treat blindness from glaucoma. Some people think that these illegal drugs will help benefit patients in many ways, but other have a different opinion. Others think that using these drugs will cause addiction to patients and that the drugs will worsen their condition as well.
In our opinion, legalizing medical marijuana could truly benefit a patient who is suffering from extreme pain. As for people with glaucoma, we feel that these medical drugs can help improve their eye condition and help them see better.
Even though medical marijuana has its advantages, it also has many people wonder about it's costly disadvantages. For example, Marijuana is a doorway drug to harsher more dangerous drug use, pot makes you stupid, crime rates will increase, it will make the drugs more accessible to our country's youth, and Marijuana can seriously increase your chances in lung cancer.
In conclusion, we feel that marijuana can benefit ailing patients, even though there are some serious concequences and negative effects to medical drugs. We feel that these drugs should be authorized for patients with a doctor's authorization, this will prevent certain youth from accessing them.
Chris, CJ, and Joe
Evolution
Some believe that they theory of evolution is how life, as we know it, originated. While others believe that due to their religion the evolution theory is incorrect and we do not come from a common ancestor like the apes.
"Evolution is the theory in biology postulating that the various types of plants, animals, and other living things on Earth have their origin in other preexisting types and that the distinguishable differences are due to modifications in successive generations. The theory of evolution is one of the fundamental keystones of modern biological theory."
Evolution did not occur as the theory says. Even if some similarities are found between some species. It does not seem likely that they evolved from one another. If any evolution happens it will be in our own intelligence not from one species to another. Some religions, like Christianity, see it as a taboo and going against God and the bible. Christianity believes that the world was created in seven days. In counter arguments from theorist and Darwinist believe that all things went through an organic change. That Charles Darwin's theory of evolution to be the only logical explanation. In conclusion people are going to believe in what they believe in and they have every right to do so.
By: Dephane Ernest and Todd Kostecki
Illegal immigration
Michael Fitts and Alex Densch-Giese
illegal immigrant n. an alien (non-citizen) who has entered the United States without government permission or stayed beyond the termination date of a visa."Illegal immigration refers to immigration across national borders in a way that violates the immigration laws of the destination country." Illegal immigration is a growing problem in this country and should be more strictly prohibited.
"Illegal is anything that is against the law including drug trafficking, smuggling, terrorism or crossing the border into a country. Undocumented is anything that can no longer be verified including unemployed American workers who no longer qualify for unemployment benefits and are no longer counted in statistics. What a sorry nation we are becoming when we allow corporate political correctness to pervade our daily speech. Illegal means illegal."
-- Peter Romanenko, Waco, Texas
Even though illegal immigration is a major problem in the U.S., without it there would be many jobs that would be lost. The immigrants take most of the jobs that normal Americans would not wish to have.
We believe that with the increase in illegal immigration is hurting the economy. The illegal immigrants bring the increased population, which could hurt our economy. There are many poor people throughout the world. Why should the United States be responsible for "saving" these people? There would only be so much help we could give as a country so where would we draw the line?
Legalize Gay Marriage
By: Ashley Johnson, David Newton and Brandon BoneCommitted gay and lesbian couples should have the legal privileges of marriage.
To be committed is to bind or obligate, as by pledge or assurance. Privilege is the principle of granting and maintaining a special right or immunity.
Legalization of Marijuana
Marijuana should not be considered an illegal drug, not only can it help ease the pain for people who have a chronic illness but there are legal drugs like alcohol and cigarettes that kill millions each year.
Marijuana-the dried leaves and female flowers of the hemp plant, used in cigarette form as a narcotic or hallucinogen
illegal drug- Illegal drugs come in different shapes, sizes, and types. Each particular drug produces unique effects on the user, this is why you may have heard the term "drug of choice".
chronic illness- A chronic illness isn't the name of just one illness. It's a word used to
describe a group of health conditions that last a long time..
alcohol- whiskey, gin, vodka, or any other intoxicating liquor containing this liquid
cigarettes- A small roll of finely cut tobacco for smoking, enclosed in a wrapper of thin paper
Marijuana is the third most recreational drug used, the first two are alcohol and cigarettes yet Marijuana is illegal. Every year around 50,000 people die from alcohol poisoning and more than 400,000 people die each year related to smoking tobacco. It has been proven that marijuana is a nontoxic and it is impossible to die of an overdose from smoking marijuana. Marijuana is also beneficial to people who have severe illnesses, such as cancer, MS, HIV, osteoporosis, tourettes etc.. It can help ease the nausea if you are taking chemotherapy and it can help prevent some of the spreading of specific cancer cells according to NORML.org. Yet, there are still so many people out there who fight to keep Marijuana illegal when we have legalized drugs that can do a lot more damage. Put a certain age limit like alcohol for responsible adults and a limit on the amount you can buy. Wouldn't you rather buy it from a safe store where you know you could have pure item, then off the streets where you are not sure who is putting what in your supply? Finally, but not least the only down fall to smoking marijuana is you should not drive with the use of marijuana, just like the legal drug alcohol it impairs your reaction time and vision.
i personally feel it should be your choice rather to smoke marijuana or not. just like people have a choice to drink or smoke cigarettes. Its your own personal opinion rather you would like to smoke marijuana.
alcohol- whiskey, gin, vodka, or any other intoxicating liquor containing this liquid
cigarettes- A small roll of finely cut tobacco for smoking, enclosed in a wrapper of thin paper
Marijuana is the third most recreational drug used, the first two are alcohol and cigarettes yet Marijuana is illegal. Every year around 50,000 people die from alcohol poisoning and more than 400,000 people die each year related to smoking tobacco. It has been proven that marijuana is a nontoxic and it is impossible to die of an overdose from smoking marijuana. Marijuana is also beneficial to people who have severe illnesses, such as cancer, MS, HIV, osteoporosis, tourettes etc.. It can help ease the nausea if you are taking chemotherapy and it can help prevent some of the spreading of specific cancer cells according to NORML.org. Yet, there are still so many people out there who fight to keep Marijuana illegal when we have legalized drugs that can do a lot more damage. Put a certain age limit like alcohol for responsible adults and a limit on the amount you can buy. Wouldn't you rather buy it from a safe store where you know you could have pure item, then off the streets where you are not sure who is putting what in your supply? Finally, but not least the only down fall to smoking marijuana is you should not drive with the use of marijuana, just like the legal drug alcohol it impairs your reaction time and vision.
i personally feel it should be your choice rather to smoke marijuana or not. just like people have a choice to drink or smoke cigarettes. Its your own personal opinion rather you would like to smoke marijuana.
Your Own Definitional Arguments
Today, we'll start where we left off Friday.
With your partners from last Friday, create your own DEFINITIONAL ARGUMENT, involving one visual (see p. 232; the example here is “torture.”) That means, you need to define a certain word (like “torture”). After defining it (use an online encyclopedia for that, and insert the link!!!), you need to give evidence for every part of the argument, including the visual (see p. 233). You also need to consider alternative views, and counterarguments (try for at least three different counterarguments from different groups of society).
Your job as a group of 1-3 people is to write a DEFINITIONAL CLAIM, and post it on the blog as a new thread, together with your visual, for in-class discussion. It should be about 200 words (length requirement!! Consider it as a mini essay.). On page 235 of your textbook, you will find examples, such as:
“Assisting a gravely ill person to commit suicide should not be considered murder when the motive behind the act is to ease a person’s suffering, not to do harm or to benefit from the death.” (This is the sentence to start from.)
If you use this example, you have to give a definition of “suicide” as well as “murder” (and, ideally, “euthanasia”) with the help of an online dictionary. Then, you have to write a short entry about your personal opinion about this issue, and anticipate your opponents views (“Other people might say that....”; “according to the Christian church, it is forbidden to take a person’s life even if s/he is gravely ill...; “in Holland, euthanasia is legalized...”; “according to the Oath of Hippocrates, physicians have to save humans’ lives, not take them...”). Your concluding sentence should state why you stay with your opinion.
Your mini essay should be very convincing! We'll see if you can convince your peers...
Every group will post the mini essay on the blog as a new thread, including a visual, and present it to the whole class at the smartboard.
With your partners from last Friday, create your own DEFINITIONAL ARGUMENT, involving one visual (see p. 232; the example here is “torture.”) That means, you need to define a certain word (like “torture”). After defining it (use an online encyclopedia for that, and insert the link!!!), you need to give evidence for every part of the argument, including the visual (see p. 233). You also need to consider alternative views, and counterarguments (try for at least three different counterarguments from different groups of society).
Your job as a group of 1-3 people is to write a DEFINITIONAL CLAIM, and post it on the blog as a new thread, together with your visual, for in-class discussion. It should be about 200 words (length requirement!! Consider it as a mini essay.). On page 235 of your textbook, you will find examples, such as:
“Assisting a gravely ill person to commit suicide should not be considered murder when the motive behind the act is to ease a person’s suffering, not to do harm or to benefit from the death.” (This is the sentence to start from.)
If you use this example, you have to give a definition of “suicide” as well as “murder” (and, ideally, “euthanasia”) with the help of an online dictionary. Then, you have to write a short entry about your personal opinion about this issue, and anticipate your opponents views (“Other people might say that....”; “according to the Christian church, it is forbidden to take a person’s life even if s/he is gravely ill...; “in Holland, euthanasia is legalized...”; “according to the Oath of Hippocrates, physicians have to save humans’ lives, not take them...”). Your concluding sentence should state why you stay with your opinion.
Your mini essay should be very convincing! We'll see if you can convince your peers...
Every group will post the mini essay on the blog as a new thread, including a visual, and present it to the whole class at the smartboard.
Thursday, February 14, 2008
In-Class, Feb. 15th: ARGUMENTS of DEFINITION
Arguments of Definition
Today, we are learning about “arguments of definition.” Let’s look at one example. Is “The Story of My Life” by Helen Keller LITERATURE? Yes or no, and why? Can the educational manga about Helen Keller be considered LITERATURE? Yes or no? Explain your personal opinion in a quickwrite (comment on this blog).
What you’ve just done is making an argument of DEFINITION. You defined what you considered literature, and gave plausible reasons for it. This “argument of definition” belongs to a special class, called “definition by example” -- which means that arguments of this sort may be included in a list defining a category, just like short stories, narratives, and prose make literature. The word “literature” is a “named class.” Therefore, these ARGUMENTS OF DEFINITIONS belong to the sub-group of “membership in a named class.” For clarification, look in your textbook on page 226-227.
HOMEWORK for MONDAY, Feb. 18th will be to read chapter 8, ARGUMENTS OF DEFINITION, in your light blue textbook.
Here is an overview of ARGUMENTS of DEFINITION:
1. Formal Definitions (what you find in dictionaries)
1.1 Questions related to genus (“Is tobacco a drug or a crop?”)
1.2 Questions related to species (“Is tobacco a harmless or dangerously
addictive drug?”)
2. Operational Definitions (identify an object/idea not by what it is, but by
what it does (“Sexual Abuse is any incident of sexual contact involving a
child that is inflicted by a caregiver of the child.”)
2.1 Questions related to conditions (“Must sexual imposition be unwanted AND
unsolicited to be considered harassment?”)
2.2 Questions related to fulfillment of conditions (“Was the act really sexual
harassment if the accused believed the interest was mutual?”) (see p. 226)
3. Definitions by Example (“Why aren’t asteroids considered to be planets?”)
3.1 Questions related to membership in a named class (“Are comic books
literature?)
TASK 1:
Group work: Pick 1-2 partner(s) and find other samples for all 3 points and their sub points, and fill in the handout I distributed.
TASK 2:
Read pp. 228-231 about how to develop a DEFINITIONAL ARGUMENT, how to FORMULATE a CLAIM, how to CRAFT a DEFINITION, and how to MATCH CLAIM AND DEFINITION.
Then, with the same partner(s), create your own DEFINITIONAL ARGUMENT, involving one visual (see p. 232; the example here is “torture.”) That means, you need to define a certain word (like “torture”). After defining it, you need to give evidence for every part of the argument, including the visual (see p. 233). You also need to consider alternative views, and counterarguments.
Your job as a group of 1-3 people is to write a DEFINITIONAL CLAIM, and post it on the blog as a new thread, together with your visual, for in-class discussion. It should be about 200 words. On page 235 of your textbook, you will find examples, such as:
“Assisting a gravely ill person to commit suicide should not be considered murder when the motive behind the act is to ease a person’s suffering, not to do harm or to benefit from the death.”
If you use this example, you have to give a definition of “suicide” as well as “murder” (and, ideally, “euthanasia”). Then, you have to write a short entry about your personal opinion about this issue, and anticipate your opponents views (“Other people might say that....”; “according to the Christian church, it is forbidden to take a person’s life even if s/he is gravely ill...; “in Holland, euthanasia is legalized...”; “according to the Oath of Hippocrates, physicians have to save humans’ lives, not take them...”). Your concluding sentence should state why you stay with your opinion. (The visual is on top of this blog, by the way.)
For further examples, see p. 240 (you can take those, too):
1. “Graphic novels are serious literature.”
2. “The Bushes have become America’s royal family.”
3. “Satanism is a religion properly protected by the First Amendment.”
4. “Committed gay and lesbian couples should have the legal privileges of
marriage.”
The other groups will evaluate your DEFINITIONAL CLAIM and visual according to the following rubric (see pp. 237-238):
a) Is the claim clearly an issue of definition?
b) Is the claim significant enough to interest readers?
c) Are clear criteria established for the concept being defined?
d) Is enough evidence furnished to explain or support the definition?
e) Are any objections by others adequately addressed?
f) What kind of visual sources are used? Do they support the claim?
g) Which sentences are particularly effective? Which are dull/unmemorable?
h) Are there errors in spelling, punctuation, grammar, etc.?
Other groups: give the presenting group a grade from A-F according to the fulfillment of the rubric.
Tuesday, February 12, 2008
In-Class Prompt, Feb. 13 + 15
This is our slide show of articles leaving out some essential information.
Topic: WITHHELD INFORMATION & SUSPECT ETHOS
Intro:
Sometimes, newspapers tell the truth, but they don't tell us the whole truth. Although they don't lie, the readers get a wrong impression of some fact because of WITHHELD INFORMATION.
Task 1:
Read pp. 116-119 in our light blue textbook (Dick Rogers' rhetorical analysis of a Web article which was withholding essential information).
Task 2: Discuss in class what you think of such withheld information, and the false impression that results from it. Is it dangerous to the public? Is it honest? If you have any examples (from history, newspapers, etc.), let us know!
Task 3: Create a short newspaper article with pictures/graphs/statistics that conveys a certain image, but withholds part of the necessary information (email that to me; it will go in a slide show). Then, write a criticism about this newspaper article (as a comment to this blog entry), publishing the withheld information (can either be pictures, or text that was withheld), and write in the style of Dick Rogers what the result is when readers don't know about the missing information.
I'll give you an example:
Imagine you read an article about poor children begging in the streets, and see a heartbreaking picture with it.
However, the picture ONLY shows the begging children, which makes you feel sorry for them and want to help. This article was intended to make people give them money to help those children. HOWEVER, it does NOT show you the man standing behind the street corner observing the children - he belongs to a ring of men kidnapping street kids and forcing them to beg. They actually have to deliver all their money to the men, and only get enough food and clothing to survive. As a critic, you have found the missing part of the picture (and/or text), and expose it now in your own WHOLE story.
Your story then makes a completely different ARGUMENT: instead of donating money to help poor kids, you need to raise awareness of kidnapping rings abusing children for making money out of them. What you really tell the reader is, "those kids don't do it voluntarily; and if you give them money, they won't get to keep it, anyway."
Topic: WITHHELD INFORMATION & SUSPECT ETHOS
Intro:
Sometimes, newspapers tell the truth, but they don't tell us the whole truth. Although they don't lie, the readers get a wrong impression of some fact because of WITHHELD INFORMATION.
Task 1:
Read pp. 116-119 in our light blue textbook (Dick Rogers' rhetorical analysis of a Web article which was withholding essential information).
Task 2: Discuss in class what you think of such withheld information, and the false impression that results from it. Is it dangerous to the public? Is it honest? If you have any examples (from history, newspapers, etc.), let us know!
Task 3: Create a short newspaper article with pictures/graphs/statistics that conveys a certain image, but withholds part of the necessary information (email that to me; it will go in a slide show). Then, write a criticism about this newspaper article (as a comment to this blog entry), publishing the withheld information (can either be pictures, or text that was withheld), and write in the style of Dick Rogers what the result is when readers don't know about the missing information.
I'll give you an example:
Imagine you read an article about poor children begging in the streets, and see a heartbreaking picture with it.
However, the picture ONLY shows the begging children, which makes you feel sorry for them and want to help. This article was intended to make people give them money to help those children. HOWEVER, it does NOT show you the man standing behind the street corner observing the children - he belongs to a ring of men kidnapping street kids and forcing them to beg. They actually have to deliver all their money to the men, and only get enough food and clothing to survive. As a critic, you have found the missing part of the picture (and/or text), and expose it now in your own WHOLE story.
Your story then makes a completely different ARGUMENT: instead of donating money to help poor kids, you need to raise awareness of kidnapping rings abusing children for making money out of them. What you really tell the reader is, "those kids don't do it voluntarily; and if you give them money, they won't get to keep it, anyway."
Slide Show of our Failed Ads
This is the Picasa link to our slide show.
In-Class, Feb. 13th:
PROMPT 1
Select the visual ad that does the best job - in your opinion - according to the following rubric. We'll put the winner on the board.
RUBRIC:
1) The artist has INVENTED a product or a service (followed the prompt; s/he didn't use an existing brand name (existing companies could be mad at us for damaging their reputation ;-))
2)The artist INVENTED a well-matched slogan (didn't use an existing one)
3)The artist created a collage of pictures that go well with the slogan. The artist didn't take an existing constellation of pictures from the Web.
4) The artist used a famous person / event / well-known historical situation to integrate in the poster.
5) The pictures and/or the slogan convey something which is politically incorrect, outrageous, or offensive in a certain way: it is a failed argument.
6) The overall layout is like a poster, and has some aesthetic expression.
PROMPT 2:
Then, look at the corresponding criticisms posted on this blog (some are attached as comments to THIS entry; most are under Monday's blog).Pick the criticism which you think does the best job according to the following rubric (we'll equally put the winner on the board):
1) The writer pretended to be Seth Stevenson (a critic), and didn't write "The ad I created is..." Instead, the text says where the critic found this ad, and what s/he thinks about it.
2) The text clearly states WHY the argument that the poster made has failed (good analysis of an argument)
3) The text uses some sort of rhetorical figures (humor, cynicism, satire, word plays, symbolism, metaphors, jokes, allusions, rhetorical questions, sayings, proverbs, colloquialisms, slang, parallelism, etc....) to ridicule the ad, or point out its flaws.
4) The text sounds like a real criticism that could be published in a newspaper.
In-Class, Feb. 13th:
PROMPT 1
Select the visual ad that does the best job - in your opinion - according to the following rubric. We'll put the winner on the board.
RUBRIC:
1) The artist has INVENTED a product or a service (followed the prompt; s/he didn't use an existing brand name (existing companies could be mad at us for damaging their reputation ;-))
2)The artist INVENTED a well-matched slogan (didn't use an existing one)
3)The artist created a collage of pictures that go well with the slogan. The artist didn't take an existing constellation of pictures from the Web.
4) The artist used a famous person / event / well-known historical situation to integrate in the poster.
5) The pictures and/or the slogan convey something which is politically incorrect, outrageous, or offensive in a certain way: it is a failed argument.
6) The overall layout is like a poster, and has some aesthetic expression.
PROMPT 2:
Then, look at the corresponding criticisms posted on this blog (some are attached as comments to THIS entry; most are under Monday's blog).Pick the criticism which you think does the best job according to the following rubric (we'll equally put the winner on the board):
1) The writer pretended to be Seth Stevenson (a critic), and didn't write "The ad I created is..." Instead, the text says where the critic found this ad, and what s/he thinks about it.
2) The text clearly states WHY the argument that the poster made has failed (good analysis of an argument)
3) The text uses some sort of rhetorical figures (humor, cynicism, satire, word plays, symbolism, metaphors, jokes, allusions, rhetorical questions, sayings, proverbs, colloquialisms, slang, parallelism, etc....) to ridicule the ad, or point out its flaws.
4) The text sounds like a real criticism that could be published in a newspaper.
Monday, February 11, 2008
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Sunday, February 10, 2008
In-Class, Feb. 11: FAILED ADS
In-Class Prompt, Feb. 11th:
Topic: Thinking rhetorically / thinking critically
FAILED ADVERTISING
Today, we are going to talk about FAILED ADS, where the creator of the advertisement has messed up in expressing his/her argument.
At first, we are going to read pp. 102-104 in our light blue textbook about old Bob Dylan making an ad for Victoria’s Secret which wasn’t received well by the audience, because it created a bad effect. Then, we will talk about media critic Seth Stevenson (p. 103), who had written a response to Dylan’s advertising. Which words does Stevenson use to ridicule the ad? How does he debunk the mistakes made by Victoria’s Secret in hiring the old country singer to pose for their ad?
Then, we are going to look at three examples of bad advertisings that caused a negative customer reaction.
EXAMPLE 1:This is an ad that encourages people to become vegetarians.
Here’s the criticism:
So I ran across one of those PETA “All Animals Have The Same Parts” ads again today, and I got to thinking. This ad could be a lot more effective. Basically, the way it is now they are trying to get you to not eat meat by associating the various cuts of meat you would get from a cow, pig, etc. with the same parts on a human body.
This could be effective, but I think their choice of a model is what kills the ad. They use an attractive model that is opposed to eating animals and label her various parts as they relate to the cuts of meat of those animals.
Now, I don't know about anyone else, but this doesn't make me want to stop eating meat. Heck, the only thing it might do, is make you consider cannibalism (just kidding, of course)!
EXAMPLE 2:The second example offended the public because it appeared to be racist. I’ll give you two examples, one by Sony, the other by Intel. Both companies failed to convey their message in a politically correct way.
Race RelationsUsing people to convey a black and white message is a fine line to walk in advertising. And so far, two companies have found themselves failing miserably in this area.
In the summer of 2006, Sony learned that having a white woman holding a black woman by the jaw to promote its ceramic white Playstation Portable wasn't a very good idea. The billboard only ran in the Netherlands but the controversy sparked debates around the world.
At first, Sony defended its billboard. The company said it only wanted to "highlight the whiteness of the new model or contrast the black and the white models." Later, Sony pulled the ad and apologized.
Apparently, Intel didn't get the sensitivity to others memo, though. In August 2007, the company found itself in the center of controversy over a print ad showing a white man surrounded by six sprinters.
What's the big deal? The sprinters are black and appear to be bowing to the white man.
Complaints caused Intel to remove the ad and they issued an apology through the company's Web site, saying the intent was to "convey the performance capabilities of our processors through the visual metaphor of a sprinter." The apology goes on to say, "Unfortunately, our execution did not deliver our intended message and in fact proved to be insensitive and insulting."
EXAMPLE 3: alluding to 9/11
This Starbuck's ad was offensive because its imagery resembled the twin towers, and the word "collapse" equally alluded to the World Trade Center.
PROMPT: Creative writing assignment (visual and textual)
Now, it is your turn: invent an ad that is completely mismatched. You have three tasks:
1)
Create the mismatched ad (a poster like we did for our songs). Get pictures from the Internet, copy and paste them in a word document, and invent a slogan for your ad so it’s clear for which product or service it is. You MUST integrate a famous person (like in the Bob Dylan ad; or the model who represented the vegetarian ad)or event (like the World Trade Center).
2)
Pretend you are Seth Stevenson. You are writing a short criticism (1 page maximum) that will be published in the Daily Egyptian about how mismatched this ad is. Make sure to “think rhetorically,” and “think critically.” Answer the following questions in your text: Who created the ad? For whom? Why is the ad mismatched? Why doesn’t it APPEAL to the audience? What argument did it try to make? Where was it wrong? (like an old country singer making panties’ ads) Try to make your text sound professional. For example, Stevenson writes: “The answer, my friend, is totally unclear, the answer is totally unclear” (103), which is in reference to the song “The answer, my friend, is blowing in the wind.” He does this to be satirical.
3)
Email me your picture ad. The ads will be published in a slide show on our blog. Post your criticism on the blog as a comment to this entry here. Make sure it is free of mechanical errors before you publish it, since it will be read by the whole class.
If you don’t get done in class, the rest will be homework and is due before class on Wednesday (your criticism has to be published on the blog by Wednesday 10:00 a.m. You need to email me your picture ad by Tuesday, 8 p.m. (deadline!), so that I can scan it and insert it in the slide show.) If your works of art are not on the blog on Wednesday, you won’t receive full credit for them, since we cannot talk about them.
Have fun!
Topic: Thinking rhetorically / thinking critically
FAILED ADVERTISING
Today, we are going to talk about FAILED ADS, where the creator of the advertisement has messed up in expressing his/her argument.
At first, we are going to read pp. 102-104 in our light blue textbook about old Bob Dylan making an ad for Victoria’s Secret which wasn’t received well by the audience, because it created a bad effect. Then, we will talk about media critic Seth Stevenson (p. 103), who had written a response to Dylan’s advertising. Which words does Stevenson use to ridicule the ad? How does he debunk the mistakes made by Victoria’s Secret in hiring the old country singer to pose for their ad?
Then, we are going to look at three examples of bad advertisings that caused a negative customer reaction.
EXAMPLE 1:This is an ad that encourages people to become vegetarians.
Here’s the criticism:
So I ran across one of those PETA “All Animals Have The Same Parts” ads again today, and I got to thinking. This ad could be a lot more effective. Basically, the way it is now they are trying to get you to not eat meat by associating the various cuts of meat you would get from a cow, pig, etc. with the same parts on a human body.
This could be effective, but I think their choice of a model is what kills the ad. They use an attractive model that is opposed to eating animals and label her various parts as they relate to the cuts of meat of those animals.
Now, I don't know about anyone else, but this doesn't make me want to stop eating meat. Heck, the only thing it might do, is make you consider cannibalism (just kidding, of course)!
EXAMPLE 2:The second example offended the public because it appeared to be racist. I’ll give you two examples, one by Sony, the other by Intel. Both companies failed to convey their message in a politically correct way.
Race RelationsUsing people to convey a black and white message is a fine line to walk in advertising. And so far, two companies have found themselves failing miserably in this area.
In the summer of 2006, Sony learned that having a white woman holding a black woman by the jaw to promote its ceramic white Playstation Portable wasn't a very good idea. The billboard only ran in the Netherlands but the controversy sparked debates around the world.
At first, Sony defended its billboard. The company said it only wanted to "highlight the whiteness of the new model or contrast the black and the white models." Later, Sony pulled the ad and apologized.
Apparently, Intel didn't get the sensitivity to others memo, though. In August 2007, the company found itself in the center of controversy over a print ad showing a white man surrounded by six sprinters.
What's the big deal? The sprinters are black and appear to be bowing to the white man.
Complaints caused Intel to remove the ad and they issued an apology through the company's Web site, saying the intent was to "convey the performance capabilities of our processors through the visual metaphor of a sprinter." The apology goes on to say, "Unfortunately, our execution did not deliver our intended message and in fact proved to be insensitive and insulting."
EXAMPLE 3: alluding to 9/11
This Starbuck's ad was offensive because its imagery resembled the twin towers, and the word "collapse" equally alluded to the World Trade Center.
PROMPT: Creative writing assignment (visual and textual)
Now, it is your turn: invent an ad that is completely mismatched. You have three tasks:
1)
Create the mismatched ad (a poster like we did for our songs). Get pictures from the Internet, copy and paste them in a word document, and invent a slogan for your ad so it’s clear for which product or service it is. You MUST integrate a famous person (like in the Bob Dylan ad; or the model who represented the vegetarian ad)or event (like the World Trade Center).
2)
Pretend you are Seth Stevenson. You are writing a short criticism (1 page maximum) that will be published in the Daily Egyptian about how mismatched this ad is. Make sure to “think rhetorically,” and “think critically.” Answer the following questions in your text: Who created the ad? For whom? Why is the ad mismatched? Why doesn’t it APPEAL to the audience? What argument did it try to make? Where was it wrong? (like an old country singer making panties’ ads) Try to make your text sound professional. For example, Stevenson writes: “The answer, my friend, is totally unclear, the answer is totally unclear” (103), which is in reference to the song “The answer, my friend, is blowing in the wind.” He does this to be satirical.
3)
Email me your picture ad. The ads will be published in a slide show on our blog. Post your criticism on the blog as a comment to this entry here. Make sure it is free of mechanical errors before you publish it, since it will be read by the whole class.
If you don’t get done in class, the rest will be homework and is due before class on Wednesday (your criticism has to be published on the blog by Wednesday 10:00 a.m. You need to email me your picture ad by Tuesday, 8 p.m. (deadline!), so that I can scan it and insert it in the slide show.) If your works of art are not on the blog on Wednesday, you won’t receive full credit for them, since we cannot talk about them.
Have fun!
Friday, February 8, 2008
In-Class, Feb. 8th: Peer Edit
PROMPT:
1. Write your name and email on an index card and put it in the hat.
2. Pull a card from the hat.
3. Send your complete song essay (rough draft) to the person on your index card, AND give your printed-out version to this person (in case your peer doesn't finish in class and cannot open your email from home). You will get one essay, too (electronically AND print-out).
4. Peer edit this essay.
5. Write a memo to your peer with praise/recommendations/suggestions/an estimated grade you would give.
6. Email memo and peer edit to both your peer and me!
7. Have a nice weekend!
DUE DATES:
final terrorism essay due: Feb. 15th, in class, as a PRINT OUT!
final song essay due: Feb. 15th, in class, as a PRINT OUT!
1. Write your name and email on an index card and put it in the hat.
2. Pull a card from the hat.
3. Send your complete song essay (rough draft) to the person on your index card, AND give your printed-out version to this person (in case your peer doesn't finish in class and cannot open your email from home). You will get one essay, too (electronically AND print-out).
4. Peer edit this essay.
5. Write a memo to your peer with praise/recommendations/suggestions/an estimated grade you would give.
6. Email memo and peer edit to both your peer and me!
7. Have a nice weekend!
DUE DATES:
final terrorism essay due: Feb. 15th, in class, as a PRINT OUT!
final song essay due: Feb. 15th, in class, as a PRINT OUT!
Tuesday, February 5, 2008
Evaluation of Visual Arguments
1st part of lesson:
Today, we will examine a few of our VISUAL ARGUMENTS as to whether they make a "good argument," and convey PATHOS while catching the viewers' attention.This is the link to our VISUAL ARGUMENTS.
Click on SLIDE SHOW, so that we can talk about the pictures we see.
Use the grading handout I've distributed, to mark how many points the posters would get in your opinion for each category of evaluation. We will do the first one together on paper. Then, you will pick ONE of the posters, and fill in this online survey for this one poster.
When we're done, in order to get back to our blog, hit the BACK KEY until you're on the blog site again.
2nd part of lesson:
Peer-edit of the whole "Why Terrorism" essay
PROMPT:
1) Write your name and your email on an index card (legible!!)
2) Put card in hat for lottery
3) Pull a card
4) Email your essay to the person on your card. You will likewise get an email from the person who pulled your name. If you don't have your own essay, you'll get an F for this assignment. If nobody sends you an essay, I will provide you with an extra essay (either a paper copy, or an electronic version), so you can do the assignment and get all the points.
5) Save your peer's essay on your desktop, and then edit it professionally with the "comment" button.
6) Send the peer-edited essay back to your peer, together with a MEMO in MEMO format (the MEMO can be in the email, not a new word document) of what your peer should improve, and what you found especially good or bad. Remember that positive feedback is very important, too! Email me a copy of your email (doc.voss@gmail.com).
7) Homework for Friday: You know it already -- finish your song essay, and bring it on paper AND in an electronic version to class on Friday for another round of peer-editing!!!
8) If you were SICK today (excused; or otherwise officially excused, such as athletes) and missed class, it is your own responsibility to email one of your peers from our email list and ask him/her to exchange essays with you. Tell me who this person is, because he/she will get extra credit for doing the work twice.
EXTRA CREDIT means I will grade your work, and you can miss one other homework of about the same value (thus, not a big final unit essay, obviously), and you will get this grade for the missed work instead. If you don't miss anything, the extra credit will count towards your final grade to raise it.
Today, we will examine a few of our VISUAL ARGUMENTS as to whether they make a "good argument," and convey PATHOS while catching the viewers' attention.This is the link to our VISUAL ARGUMENTS.
Click on SLIDE SHOW, so that we can talk about the pictures we see.
Use the grading handout I've distributed, to mark how many points the posters would get in your opinion for each category of evaluation. We will do the first one together on paper. Then, you will pick ONE of the posters, and fill in this online survey for this one poster.
When we're done, in order to get back to our blog, hit the BACK KEY until you're on the blog site again.
2nd part of lesson:
Peer-edit of the whole "Why Terrorism" essay
PROMPT:
1) Write your name and your email on an index card (legible!!)
2) Put card in hat for lottery
3) Pull a card
4) Email your essay to the person on your card. You will likewise get an email from the person who pulled your name. If you don't have your own essay, you'll get an F for this assignment. If nobody sends you an essay, I will provide you with an extra essay (either a paper copy, or an electronic version), so you can do the assignment and get all the points.
5) Save your peer's essay on your desktop, and then edit it professionally with the "comment" button.
6) Send the peer-edited essay back to your peer, together with a MEMO in MEMO format (the MEMO can be in the email, not a new word document) of what your peer should improve, and what you found especially good or bad. Remember that positive feedback is very important, too! Email me a copy of your email (doc.voss@gmail.com).
7) Homework for Friday: You know it already -- finish your song essay, and bring it on paper AND in an electronic version to class on Friday for another round of peer-editing!!!
8) If you were SICK today (excused; or otherwise officially excused, such as athletes) and missed class, it is your own responsibility to email one of your peers from our email list and ask him/her to exchange essays with you. Tell me who this person is, because he/she will get extra credit for doing the work twice.
EXTRA CREDIT means I will grade your work, and you can miss one other homework of about the same value (thus, not a big final unit essay, obviously), and you will get this grade for the missed work instead. If you don't miss anything, the extra credit will count towards your final grade to raise it.
Sunday, February 3, 2008
In-Class Prompt, Feb. 4th
After a short presentation about how to write a strong response, it is your turn: For Wednesday, Feb. 6th, rewrite your "Why Terrorism" responses, add your re-written summaries to them, and either email the whole essay to me before class, or bring a paper copy to class (no late papers accepted).
For Friday, Feb. 8th, please write the rough drafts of your song responses (cut and paste your re-written summaries in front of them). Email them to yourself, AND bring them on paper. We are going to do peer-editing in class on Friday. No late papers accepted.
In-Class assignment for today:
Look in your light blue textbook (especially p. 48, p. 55, p. 111) for examples of VISUAL ARGUMENTS.
Then, create a visual argument that matches the song you are writing about. You should display PATHOS. You have to use images, and a few lines from your song that you find most important for the song's general message.
Remember to hyperlink all your images and song texts, so the reader can see your sources (otherwise, it would be plagiarism). I will demonstrate how to hyperlink them. (When you've inserted the photos in a word document, right-click, and then click on "insert hyperlink." A window pops up, where you have to type in the URL.) If your hyperlinks don't work for some reason, just copy and paste the URLs, and put them on a different page, and hand them in this way. DON'T write the URLs on your handout, because your audience doesn't want to see them!
If your attachment is not bigger than 500 KB, email it to me. If it is bigger, DON'T email it, but give it to me as a print-out, or on a CD.
If you don't get done in class, it will be homework and is due on Wednesday.
For Friday, Feb. 8th, please write the rough drafts of your song responses (cut and paste your re-written summaries in front of them). Email them to yourself, AND bring them on paper. We are going to do peer-editing in class on Friday. No late papers accepted.
In-Class assignment for today:
Look in your light blue textbook (especially p. 48, p. 55, p. 111) for examples of VISUAL ARGUMENTS.
Then, create a visual argument that matches the song you are writing about. You should display PATHOS. You have to use images, and a few lines from your song that you find most important for the song's general message.
Remember to hyperlink all your images and song texts, so the reader can see your sources (otherwise, it would be plagiarism). I will demonstrate how to hyperlink them. (When you've inserted the photos in a word document, right-click, and then click on "insert hyperlink." A window pops up, where you have to type in the URL.) If your hyperlinks don't work for some reason, just copy and paste the URLs, and put them on a different page, and hand them in this way. DON'T write the URLs on your handout, because your audience doesn't want to see them!
If your attachment is not bigger than 500 KB, email it to me. If it is bigger, DON'T email it, but give it to me as a print-out, or on a CD.
If you don't get done in class, it will be homework and is due on Wednesday.
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