Thursday, March 31, 2011

Rubric for Unit 3 (Synthesis of Perspectives)

An “A” Paper:

· Contains an effective (specific and complex) thesis statement that answers the paper’s focus question by assessing the current state of expert knowledge on a specific issue.

· Has body paragraphs that make original, arguable claims about the source material and adequately supports those claims with textual evidence. This evidence should take the form of quotations, paraphrases, and summaries, and should:

o appropriately use attributive and introductory tags;

o incorporate language that signals relationships between sources and ideas (“but,” “on the other hand,” “similarly,” etc.); and

o analyze/compare/contrast sources rather than simply summarizing them.

· Has a vocabulary, grammar, and tone appropriate for a general academic audience.

· Effectively incorporates ideas from at least six sources (three of which are scholarly) that represent multiple viewpoints.

· Meets the minimum length requirement (four full pages).

· Has a relevant title.

· Cites sources in correct MLA format, both in the paper’s body and on the Works Cited page.

· Contains almost no errors of spelling, grammar, mechanics, punctuation, etc.

A “B” Paper:

· Contains a strong thesis statement that answers the paper’s focus question by assessing the current state of expert knowledge on a specific issue.

· Has body paragraphs that make original, mostly arguable claims about the source material and adequately supports those claims with textual evidence. This evidence should meet all the “A” criteria.

· Has some lapses in vocabulary, etc.

· Incorporates ideas from at least six sources (at least three of which are scholarly) that represent multiple viewpoints.

· Meets the minimum length requirement (four full pages).

· Has a relevant title

· Cites sources in correct MLA format (in-text and on WC page).

· Contains few errors of spelling, grammar, etc.

A “C” Paper:

· Contains a thesis statement that attempts to answer the paper’s focus question, but may be overly general, vague, or simplistic.

· Has some original claims in body paragraphs that are generally well supported by attempting to meet the “A” criteria with perhaps a few lapses.

· May have serious or frequent lapses in vocabulary, etc.

· Uses ideas from at least six sources (at least three of which are scholarly).

· Meets the minimum length requirement (four full pages).

· Has a relevant title.

· Cites sources in correct MLA format (in-text and on WC page).

· Contains some errors of spelling, etc.; at times, these errors can be distracting.

A “D” Paper:

· Has no apparent thesis or a thesis that doesn’t match the paper.

· Includes few or no original claims about source material, or includes claims about the issue rather than expert opinion on the issue, or includes claims without sufficient evidence to support those claims.

· Largely fails to employ vocabulary, etc. appropriate for a general academic audience.

· Uses ideas from six or fewer sources, or has a discrepancy between sources in the paper and on the WC page, or does not have enough scholarly sources.

· Does not meet the minimum length requirement (four pages).

· Has no title or a title irrelevant to the paper’s content (e.g. “Unit 3 Paper”).

· Cites sources incorrectly, either in the paper or on the WC page.

· Contains distracting or damaging errors of spelling, etc.

An “F” Paper:

· Fails to meet minimum requirements, or

· Plagiarizes.

Homework Due Tuesday, April 5, 2011

For Tuesday, please complete the following:

1. Bring a polished draft of your Unit 3 paper to class, complete with a Works Cited page and the answers to the synthesis questions you have been working on.

Please note: I will accept revisions for Unit 3 only for those students who follow all formatting guidelines for this paper (available on the prompt and here) and who meet the minimum length requirement of four full pages (not three and a half pages).

Unit 3 Peer Review Questions

Unit 3 (Synthesis of Perspectives) Peer Review Questions

Before you exchange papers with your peer, write your focus question at the top of your paper. Then, read your paper quietly aloud to yourself. Make any changes you see necessary, then exchange papers. Peer reviewers: you may put your answers on a blank sheet of paper or on the back of a page of your peer’s draft.

1. At the top of your peer’s paper, clearly write your first and last name so I can give you credit for your comments.

2. Read the focus question and the first paragraph.

a. Do the first sentences establish the issue to be discussed? If not, indicate to the writer that he/she has not yet provided sufficient background information.

b. Underline the thesis statement. Does it answer the focus question (that is, does it make a claim about the current state of knowledge of the issue addressed)? What specific elements of the issue does it address? How does it address complexity in the issue? Offer some suggestions for how your peer might improve the thesis and/or what he/she needs to add.

3. Read through the paper.

a. How is the paper organized (e.g. by sources, by ideas, by main points & sub points, etc.)? Write a roman numeral outline that corresponds with the paper so the writer can see whether the current organization makes sense.

b. What “sides” of the issues does the writer identify? Do the opinions present a balanced/fair view of the issue? What perspectives, if any, are missing?

c. Who are the “expert” sources the writer includes? List the sources the writer includes. After each name, include profession/reason for expertise, publication and what “side” the source takes. If any of this information is not indicated in the paper, make a note (e.g. “profession missing”).

d. If there are any quotes/paraphrases/summaries that are not introduced by an attributive tag, write: “anchor text needed.” If any quotes/paraphrases/summaries are missing a page/paragraph citation, write: “citation needed.”

4. Look for the writer’s original claims. Underline each original claim you see. In the margins, indicate whether the claim is arguable and whether it refers to the issue (which it should not) or the sources’ arguments about the issue (which it should).

a. The claims should make arguments about the expert opinion gathered from outside sources rather than the issue. By each original claim, indicate whether the claim refers to the issue or the sources.

b. Each original claim should be supported with evidence in the form of quotes/summaries/paraphrases. Indicate any places where claims lack sufficient evidence.

c. Evaluate the evidence provided. Does it support the claim the author makes? Is more evidence needed? Does the claim need to be “tweaked” to make sense or match the evidence?

5. Consider the language and tone of the paper. Is it appropriate for a general academic audience (i.e. does it avoid first- and second-person pronouns, contractions, slang, etc.)? Mark any places you think might be problematic. To suggest alternate word choice, underline the word or phrase and write “WC.” Indicate troublesome, awkward, or confusing phrasing in the margins.

6. Review the paper for grammar, spelling, punctuation, usage, and MLA formatting. Mark any errors/problems you see.

7. Consider the rubric posted on the blog. Based on this rubric, assign a grade to this draft of the paper. Explain why you assigned this grade to the paper. If necessary, offer suggestions for how the writer might improve this grade in the final draft.

Wednesday, March 30, 2011

Sample Thesis Statement for Unit 3

In a synthesis of perspectives paper, the thesis statement should:
  1. Make an arguable claim about the state of knowledge (that is, the current state of expert opinion) of the issue of study.
  2. Address specific facets of the experts' arguments.
  3. Acknowledge the complexity of the issue and/or variations in expert opinion.
Example thesis statement:

Although most shark enthusiasts claim that humans face almost no risk from shark death while swimming, most beachgoers and Jaws fans continue to perceive sharks as deadly creatures hungry for human blood.

Tuesday, March 29, 2011

Homework Due Thursday, March 31, 2011

For Thursday, please complete the following:

Bring to class a hard (paper) copy of your Unit 3 paper. If you do not bring a printed draft, you will receive an unexcused absence for Thursday’s class and will lose the homework points for that day. The final draft of the paper is due Tuesday, April 5th at the beginning of class.

Tuesday, March 22, 2011

Homework Due Tuesday, March 29, 2011

Please note:

We will not meet as a class on Thursday, March 24. Instead, I will meet individually with students in my office on Wednesday, March 23 and Tuesday, March 29 to discuss progress in the class and on the Unit 3 synthesis paper. If you were not present in class Tuesday, March 22, please email me (blemieux@siu.edu) or visit my office to sign up for a conference time. If you miss your appointment or fail to sign up for an appointment, it will count as an unexcused absence.

Homework due next Tuesday:
1. Read Chapter 9 on Arguments of Definition in EaA.
2. Continue working on your Unit 3 paper and synthesis questions. Both will be collected in class on Tuesday, April 5th.
3. Write one paragraph in which you offer an argument of definition for a term relevant to your Unit 3 paper.

Thursday, March 10, 2011

Classwork, 3.10.11

Questions to Guide Synthesis Drafting

These questions are designed to help you analyze, compare, and contrast your sources to understand the ways in which they respond to various aspects of your issue and interact with each other. The answers to these questions should provide the basis of a draft of your synthesis of perspectives essay.

For each source you use, consider these content analysis questions:

1. What is the writer’s thesis/main argument? (In other words, what does the writer claim about the issue you’re researching?)

2. How do the claims your authors make relate to the issue you’re examining? How do the claims relate to each other?

3. What aspects of your issue do your sources examine? Do they offer any reasons for focusing on those aspects? If not, can you deduce their reasons (based on their background, expertise, personal experiences, etc.)?

4. On what points do your sources agree with each other? On what points to they disagree? Why do these similarities and differences exist? (Consider the background of the writers, etc.)

5. Based on the above analysis questions, what claim can you make about how your sources address the issue you’re examining? (This type of statement could serve as a thesis.)

For each source you use, consider these questions of rhetorical analysis:

1. Where did each of these sources originally appear?

2. What stylistic elements is each author using (formal/informal language, figurative language, images, etc.)? How effective are these elements for the source’s original publication context?

3. What appeals does the argument use (to ethos, pathos, logos)?

4. Who is making the argument? How effectively does he/she establish ethos?

5. What issues are raised and ignored? How does the choice to address or ignore certain elements of an issue affect the argument?

6. What types of evidence are presented (qualitative/quantitative)? How effective is this evidence for the subject matter?

7. What is the purpose of this argument? How does it achieve or fail to achieve that purpose?

8. Based on these analysis questions (and others from p. 98 in Everything’s an Argument), what claim can you make about the form of the arguments made by people discussing this context? (This type of statement could serve as a thesis.)

Wednesday, March 9, 2011

Homework Due Tuesday, March 22, 2011

Over spring break, please complete the following:

1. Continue working on your synthesis of perspectives paper. The final copy will be due Tuesday, April 5th; we will have a peer review day in class on Thursday, March 31st.
2. Closely read "The Campus Crusade for Guys" in EaA, p.909 - 916. Bring your text to class.

Unit 2 (Research Proposal & Annotated Bibliography) Grading Rubric

An A paper…

· Is written with a tone and in a vocabulary appropriate to an academic audience;

· Explicitly identifies a specific issue as the focus of research;

· Offers thorough, informative background information about this issue that shows evidence of research and evaluation;

· Identifies specific difficulties the writer has encountered so far in the research process;

· Includes strong annotations that do all of the following:

o Include Works Cited entries in proper MLA format;

o Include a brief summary of the source’s subject matter;

o Identify the author’s thesis statement and the author’s identity/credibility;

o Assess the source’s likely usefulness to the writer’s research and include specific reasons for that assessment; and

o Mention or discuss some rhetorical devices used by the author;

· Meets the page requirement and follows MLA formatting guidelines for font, size, spacing, margins, etc.; and

· Is virtually free of errors in spelling, grammar, punctuation, capitalization, usage, etc.

A B paper…

· Is generally written in a tone and with a vocabulary appropriate to an academic audience, with perhaps a few lapses;

· Clearly identifies a specific issue as the focus of research;

· Offers informative background information about this issue that shows evidence of research;

· Identifies specific difficulties the writer has encountered so far in the research process;

· Includes strong annotations that do all of the following:

o Include Works Cited entries in proper MLA format;

o Include a brief summary of the source’s subject matter;

o Identify the author’s thesis statement and the author’s identity/credibility; and

o Assess the source’s likely usefulness to the writer’s research and include reasons for that assessment;

· Meets the page requirement and follows MLA formatting guidelines for font, size, spacing, margins, etc.; and

· Is generally free of surface errors.

A C paper…

· Has frequent lapses in the general academic tone and/or vocabulary;

· Identifies a specific issue as the focus of research;

· Offers background information about this issue that shows evidence of research;

· Identifies difficulties the writer has encountered so far in the research process;

· Includes annotations that do all of the following:

o Include Works Cited entries in proper MLA format;

o Include a brief summary of the source’s subject matter (though this summary may be the main focus of the annotation at the expense of other information);

o Identify the author’s thesis statement and the author’s identity/credibility; and

o Assess the source’s likely usefulness to the writer’s research;

· Meets the page requirement and follows MLA guidelines, etc.

· Has some surface errors, which may at times be distracting.

A D paper…

· Fails to achieve a tone or vocabulary appropriate to an academic audience;

· Identifies a subject matter but not a specific issue for research;

· Offers unclear, insufficient, or confusing background information;

· Fails to identify difficulties so far encountered or does so too vaguely;

· Has annotations that fail to meet one or more of the criteria for “C” annotations;

· Does not reach the page length and/or does not follow MLA formatting guidelines; and

· Has numerous surface-level errors, which may often distract from meaning.

An F paper…

· Does not meet minimum requirements; or

· Plagiarizes.

Tuesday, March 8, 2011

Homework Due Thursday, March 10, 2011

For Thursday, please complete the following:

1. Bring to class all of the sources you are planning to use for your Unit 3 paper (digital or in print). We will be engaging in in-class synthesis generation and if you do not have your sources, you will not get credit for being present.
2. Type the classwork we began today, making sure that you have at least a. three debatable claims about the aspects of the sources we discussed in class and b. at least two sentences of textual evidence to support each claim.

Thursday, March 3, 2011

Classwork, 3.3.11 (Part 2)

· In-class writing part two: Look at the sample synthesis sentences on the blog. And follow their “shape” to create synthesis sentences about these people’s perspectives. Note that, for the purposes of this activity, "source" can be replaced by a source's last name and "expert" refers to a type of source (e.g. professors, researchers, clerics, activists, etc.).


o Tweed’s point raises a controversial question that most crusaders in the “war on boys” would rather dismiss.

[Source]'s point/opinion/comment raises a/an [adjective] question that most [types of expert] would rather [verb].

o Sociologists and pundits from David Brooks and Gertrude Himmelfarb… to E.J. Dionne and Michael Lind… agree that, more than ever before, Americans are living in a nation divided….

[Experts and experts] from [source] and [source] to [source] and [source] agree that, [independent clause].

o Clemente says other news outlets have bathed the president in a positive glow, and that Fox News stands alone in asking tough questions.

[Source] claims [experts] have [verbed] and that [expert] stands alone in [verbing].

Classwork, 3.3.11

In-class writing: Write a few sentences about what perspective/thoughts/reactions/biases/ideas each of these people would have on the issue you are currently researching and writing about. What aspects of the issue would most interest these people?


o A college professor (Jon Kemp) in a related field. He is 47, has two teenage children, and often publishes his research/work.

o A young state senator (Alice Zimmerman) who is interested in becoming governor one day. She is a moderate Republican interested in balancing the state’s budget.

o A high school senior (Beth Courdry) who does not plan to attend college. She works nights and weekends at McDonald’s, but hopes to find a different job once she graduates.

o A religious leader (James Minder) of any denomination who is active in community events and considers building the community an essential part of his religious service.

Homework Due Tuesday, March 8, 2011

For Tuesday, please:

1. Closely read (ATTACK) “Uncle Ben, Board Chairman” (636 - 640 in EaA). Pay attention to the author's original claims, use of evidence, and inclusion of outside sources. Bring your text to class.
2. Write at least three focus questions that could guide your research for this paper. (That is, write at least three focus questions that you would like to answer or think you could answer with your research.)

Tuesday, March 1, 2011

Sample Synthesis of Perspectives Essay 1

Dreaming of Success: A New Reality for Indie Bands


All over the United States, there are thousands of unsigned artists who are trying to make it big, but with the major labels towering over their heads, how is it possible for bands to thrive by themselves? It seems impossible, but in recent years indie bands have been doing just that. With the music industry declining from the shift to digital music, indie bands are able to gain recognition without the help from major labels thanks to numerous internet programs and other services.

Over the past several years, the music industry’s sales have been declining from the switch to digital music. In an article by Jeff Leeds, a writer for The New York Times, the author states that CD sales fell 3.4% and music DVDs were flat in 2006, according to a report by the International Federation of the Phonographic Industry (1). Since the switch to digital music, more people are relying on the internet as their primary source of music and fewer physically go out to buy it. In response to this recession of CD sales, indie bands have been turning to the internet to promote and sell their music so they can stay afloat in today’s tough music industry. But getting on the internet is now the easiest step, points out Brian Cook, Panda Riot’s guitarist and band manager, in an article by Jacqui Cheng on arstechnica.com. Indie bands have to be good at social networking and promoting their music, which includes things like blogging and internet radio. Cook comments that “It’s all about finding avenues that are global” (Cheng 1).

The internet also means that smaller bands are able to keep more of their share of money when selling online as opposed to CD sales through major labels. An article on SiliconRepublic.com by John Kennedy discusses the success of Bandwagon, an Ireland-UK social networking site dedicated to promoting thousands of unsigned acts. This site, developed by Huw Thomas, allows members to show each other playlists of what they like which then allows new bands to gain attention. This site also splits downloaded songs 60:40 in the artists’ favor, and will even help breakthrough bands form a sturdy platform become popular (Kennedy 1). Sites like Bandwagon greatly help smaller bands gain popularity when users share their music with other members. A lot of these sites are also mainly for the artists and allow them to keep a greater share of the money made from downloaded music than they would get to through major labels.

Internet services such as Bandwagon make it possible for bands to distribute and promote music by themselves while making money from online sales, as opposed to giving a large share of their profits to major labels. According to the same report by the International Federation of Phonographic Industry, in 2006 the number of single songs downloaded rose 190% and the revenue from digital sales almost tripled from $400 million to $1.1 billion (Leeds 1).

When it comes to downloading music from the internet, iTunes is a major powerhouse and dominates other online sites that sell music. Paired with their online music sales and huge popularity through their iPods, iTunes has also become a great way for new bands to get recognized. This is just the case with the little known Brazilian band CSS. According to an article in the San Francisco Chronicle written by Chris Cadelago, CSS was thrown into the mainstream music scene after their song “Music is My Hot, Hot Sex” was featured in the iPod Touch commercial. This previously unknown band sold 2,000 records in the next 2 weeks, and was also No. 15 in downloaded song in the iTunes store (Cadelago 1). Because iPods and iTunes are so popular, little bands like CSS can gain instant recognition and credibility from being featured in an iPod ad. This is just the break some small bands need to jump start their career.

Although iTunes has become a powerhouse for legally downloaded digital music, its popularity has not stopped the problem of pirated or illegally downloaded music being distributed, meaning artists can receive no share of the profits. In recent years, free distribution of music has been increasing with the help of online sharing sites and even friends copying music from others’ CDs or hard drives. An article in The Times by media editor Dan Sabbagh states that illegal copying is undertaken by 96% of 18-24 year olds according to research done by the University of Hertfordshire. The report also states that an average MP3 player contains around 800 illegally copied songs (Sabbagh 1).

To help cope with the problem of illegally downloaded music, Apple iTunes created a digital rights management (DRM) system to protect the music of the four big music companies (Universal, Song BMG, Warner and EMI) from which the company gets its music. These companies control of 70% of the world’s music. In an article on Apple.com, Steve Job explains that DRM systems must allow only authorized devices to play their music and the software must be frequently updated so there are no breaches in the system. This also means that people also have to stick to one company when purchasing music, but it doesn’t stop them from putting illegally acquired music onto their devices (Jobs 1).

The iTunes DRM software raises the question of whether major companies are dealing with digital music in the correct way or just trying to suppress new avenues to promote music. In fact, not everyone is on board with the DRM system. In the same article on arstechnica.com, writer Jacqui Cheng argues that “Not only do many indie artists hate DRM, but they view P2P as a force to be harnessed, not something to waste energy fighting.” Cheng gives the example of the small band Panda Riot, who decided to leave their music on BitTorrent and other P2P networks when they learned it was there. They discovered that having their music on these sites didn’t seem to hurt sales, but was just another way to expose people to their music. “DRM doesn’t help anyone,” Brian Cook, member of Panda Riot, responds. “In my opinion, DRM was the scapegoat for the music industry not adapting to all the avenues that the Internet opened” (Cheng 2).

Indeed, many companies have not explored the avenues that the internet could open for the music industry’s future. “Digital music can have an enormously positive effect

on the creation and distribution of music, and has already begun helping to build deeper emotional connections between bands and fans,” comments staff writer Blair Schooff in an article in New Media Age (19). Myspace seemed to have taken Schooff’s advice when it was devising its new MySpace Music deal. According to an article in Billboard Magazine, writer Antony Bruno reports that the new MySpace music has major groups sign unprecedented deals that will open up ad-supported streaming, DRM-free music sales, and reduced licensing costs. MySpace changed they way it did music by creating a system based on customer experience, and that will likely raise sales (Bruno 1). MySpace is a place for bands to promote their music and interact directly with the fans, and is a major portal for indie bands. Its new deal will likely continue to help these bands get noticed.

Of course, MySpace and iTunes are two examples of how indie bands can make it by themselves; however, the internet is not the only avenue bands can take to gain exposure. Video games such as Guitar Hero are also a way to allow obscure bands to achieve international fame. In an article in the Econonmist, technical analyst Aram Sinnreich discusses how bands whose songs are included in Guitar Hero III can expect online sales to increase by 300% after the release, according to Activision Blizzard. Sinnreich also give as example of how the band Dragon Force rose to fame after their song “Through the Fire and Flames” was featured as the game’s toughest song (Sinnreich 1). Games such as Guitar Hero and Rockband can catapault a band into instant fame just because of the influence the game has on its players. If a small band is lucky enough to be featured in one of the games, then it have its ticket to stardom.

Indie bands now have many ways to promote their music online and elsewhere without the help of any major label, but even though they have a venue for presenting their music, they may not be successful marketers. In recent years, bands have become more like small businesses, which not only include producing music but constantly promoting it so they can stay afloat. In the book The Indie Band Bible, author Mark Makoway discusses how “in a weird way, you are the salesmen and the merchandise” (47). Makoway also says that as a part of the band you are selling your ideas, skills, face, name, and attitude (Cho 1).

Although indie bands have gotten along without the majors, will they actually be able to make it big? According to Cheng, it often seems pretty unlikely. Even bands like Radiohead admit to needing a label’s help to reach the masses. On the other hand, big bands such as Nine Inch Nails have forgone their label, although they already had a large fanbase and were well-established when they did so(Cheng 2). Although Cheng thinks otherwise, perhaps it won’t be impossible for indie bands to make it big by themselves as the online music market continues to mature.

Even though the odds are against them, independent bands have clearly found multiple ways to shine in today’s tough music industry without help from major labels. From iTunes to Myspace, from creating an intimate fan base through blogs to embracing DRM-free music, from finding creative ways to promote their music to exploring new internet avenues to distribute music, indie bands have indeed found ways to thrive without the majors. And, if they’ve already come so far by themselves without the major labels, who’s to say they can’t go all the way?

Works Cited

Bruno, Antony, and Cortney Harding. "Singing a New Tune." Billboard. 10 Oct. (2008): 7-8.

23 Mar. 2009 .

Cadelago, Chris. “Forget MTV – Apple’s iPod ads are the new music-star makers.” San

Francisco Chronicle. 24 Nov. 2007. 23 Mar. 2008.

bin/article.cgi?f=/c/a/2007/11/24/MN4STFDOS.DTL>.

Cho, Lincoln. “Dreaming Beyond the Garage.” January Magazine. 23 Mar. 2009.

.

Cheng, Jacqui. “A New Era of Music.” Ars Technica. 12 Aug. 2008. 22 Mar. 2009.

.

Jobs, Steve. “Thoughts on Music.” Apple.com. 6 Feb. 2007. 23 Mar. 2009.

.

Kennedy, John. “Are downloads the new payload for music industry?.” SiliconRepublic.com. 26

July 2006. 22 Mar. 2009. .

Leeds, Jeff. "Music Industry's Sales Post Their Sixth Year of Decline." The New York Times 1

Apr. (2006): 2. 23 Mar. 2009. .

Sabbagh, Dan. “Average teenager’s iPod has 800 illegal music tracks.” The Times.

16 June 2008. 23 Mar. 2009. .

Schoof, Blair. “Listen to the good things that digital can do for the music biz.” New Media Age.

21 Oct. (2004): 19. 23 Mar. 2009. .

Sinnreich, Aram. “Playing along.” Economist. 11 Oct. 2008: 88. 23 Mar. 2009.

.

Homework Due Thursday, March 3, 2011

For Thursday, please:

1. Read and listen to this sample synthesis news story from NPR.
2. Write one paragraph of synthesis in which you incorporate ideas from at least two of your sources to discuss some aspect of your issue. These sources should be introduced with attributive tags, and any quotations you use should be cited properly. For guidance, look at the sample synthesis we reviewed in class.