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CM 220College Composition II

Professor Tara BurgeGeneral Education, Composition

Kaplan University

UNIT 1 SEMINARChanging the World, One Idea at a

Time

• Course outcomes • Syllabus information• Tips for success• Unit 2 Project Preview

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Contact Information• Email: TBurge@kaplan.edu• E-mails: use CM 220-10: Concern in

subject line (for example: CM 220-10 Unit 2 project question)

• Office hours: by appointment (on AIM)• AIM ID: tkburge1810

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Seminar tips

• Hit F11 if the box to type text disappears; this will enlarge your screen and should bring the box back

• Make sure speakers are on• If you cannot hear me, try logging out and

back in• If audio starts cutting in and out for

everyone, I’ll log out and back in, so please wait for me.

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Course Description

CM220 is designed to develop the writer’s skills in:• Research, both primary and secondary• Analysis of research • Application of critical thinking skills • Development of effective arguments • Supporting arguments with credible sources• APA citation• Collaboration• Prewriting, editing, and revision process

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Late Policies• All unit assignments (projects, quizzes, discussion, seminar, etc.)

are due Tuesday by 11:59 pm ET of the unit assigned.  • Late assignments can be marked down one letter grade for each

unit the assignment is late.  For example, if you turn in your Unit 4 project, a “B” paper with a grade of an 85%, during Unit 5, one letter grade will be deducted from it, giving you a grade of C (75%).  If you turn this project in during Unit 6, two letter grades will be deducted from it, giving you a grade of D (65%).  As you can see, it is to your benefit to submit assignments on time.

• Late discussion posts to classmates may not receive credit as their purpose is to further the discussion and the discussion cannot be furthered after it has ended.

• Assignments submitted more than three units late will not be accepted.

• Unit 9 projects will not be accepted late without prior approval from the instructor or an approved incomplete grade request.

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Substantive Invention Lab Posts Will…

Avoid short expressions of agreement or disagreement or summaries of a classmate’s post.

Pose follow-up questions to issues raised by myself or other students in order to encourage further discussion.

Use personal experiences to illustrate your points. Recommend alternative solutions to problems and offer

constructive disagreement with issues raised by your peers. Refer to our course readings and offer relevant parallels between

those readings and our discussions. Demonstrate your knowledge of the course material. Stay on topic. Be about 200-250 words for the main response and 100 words

for responses to classmates. Requirements vary for each unit, so read instructions and review any examples carefully.

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Effective Seminar Discussions

• Be respectful• Avoid side conversations• Be prepared—briefly review material before

class• Stay on topic• Ask questions! Use ??? before a ?• Engage in the discussion---answer

questions, offer examples, participate in exercises

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Seminar 2 Option

• Only required if you miss the live seminar

• Select the “seminar” tab for that unit.• Review the questions, instructions, and

word requirements carefully.• Post a response in that seminar’s dropbox

by the end of the unit. • Review the archive before responding

to the question(s).

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Project GuidelinesProjects due Tuesdays by 11:59 p.m est.Use the correct unit’s dropbox to post

assignmentsWrite documents in MS Word with “doc” or

“docx” extensionRead grading rubric and project guidelines

carefully!Be sure to review Kaplan’s plagiarism policy (see

the syllabus and the Writing Center for details)Review any sample projects that I post in Doc

Sharing

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Units 2, 4, 6 projects

Unit 2: Create working thesis statement, research plan, and “pitch” for big idea (60 points)

 Unit 4: Primary and secondary research. Complete the

“Reflecting on Sources Worksheet,” which includes pre-interview worksheet, discussion of 3 secondary sources, and References page (100 points)

 Unit 6: 3-5 page persuasive essay draft, (in addition to

the title and references page). Must include 3 sources (one must be academic) (150 points)

 

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FINAL PROJECTIs a portfolio consisting of 4 parts:• Revision of the essay draft that you will submit in unit 6 (150

points)

• Revision of the presentation that you will create for the unit 7 discussion. The presentation can be a blog, podcast, brochure, slide show, or one of the other multi-media forms covered in the tech labs (units 2-7) or approved by your instructor. (50 points)

• Revision of the letter to the editor that you will write for the unit 5 discussion (20 points)

• You will also write a reflection piece that answers questions about your development as a writer throughout the course. (20 points)

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Getting that A. . .Best Practices

• Don’t wait to make posts on Tuesday and turn in projects on time

• Write substantive responses to classmates• Edit and spell check before posting• Read instructions and rubrics carefully• Read all posts in discussions, especially the instructor’s • Review the documents posted in Doc Sharing.• Review the unit “to do” lists • Read unit announcements carefully for additional

instructions and clarifications• Check e-mail frequently• Ask questions and communicate with your instructor!

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Unit 2 ProjectPart 1: a. Present your persuasive thesis statement (1-2 sentences, clearly expresses a persuasive argument related to your topic)b. Then, discuss why you think this thesis will be an effective one and what challenges you might face in supporting your thesis.

Part 2:Describe a research strategy for finding sources that could help you to support your thesis. ---What library databases might be helpful? ---What organizations or government web sites could have useful information? ---What kind of sources might be helpful and why? Give examples of types of info you might be seeking.---Have you thought about interviewing anyone? ---How will you avoid biased research that uses logical fallacies?

Part 3: Write a paragraph creating a “pitch” for your big idea. Persuade an audience of the value of your big idea. What is your big idea? Why is it needed?

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Unit 2 Project Rubric

Here is the description of a project that “meets expectations”:

The project identifies a single persuasive thesis statement of 1-2 sentences, describes a practical and credible research strategy, and articulates a “pitch” for the student’s “big idea” that appeals to a specific audience. Student selects a topic appropriate for an academic, persuasive research assignment. Responses are written in 2 to 3 well-developed paragraphs. The discussion is logical and clearly written.

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Sample Unit 2 Project

• Part 1: DISCUSSION OF THESIS:

The “Big Idea” I have decided to tackle is “nation-wide public smoking bans.” My working thesis statement is “Exposure to cigarette smoke is a serious public health risk. Therefore, it should be banned in all public places, nation-wide.” While I know this proposal is controversial, I think the thesis statement is concise and effective, as it sets forth the overall problem and solution that will be dealt with in my project. With research to support my claim of the health risks smoking poses to everyone, I know I can develop an effective argument .

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Sample Unit 2 Project, Continued

• Part 2: Discussion of Research Strategies

In finding research to defend my “big idea,” I think part of the challenge will be to address the concerns of opponents to a public smoking ban. A national public ban on smoking raises concerns by business owners, smokers, and libertarians. When smoking was banned in all public places in two suburbs of the Twin Cities recently, the local restaurants and bars lost a considerable amount of business. Understandably, many patrons simply traveled to another town where smoking is allowed. It is not that all of the businesses were against the smoking ban, just that they thought it should have been a state-wide or nation-wide ban, so they would not lose customers. Researching the impact of local bans and whether a nation-wide ban would have fewer financial repercussions could help convince readers that a ban might have economic benefits .Another controversy about this topic concerns the public health risk. Should people be allowed to place other people’s health at risk? Cigarette smoke is dangerous for healthy people. What about all of the people with respiratory issues or people in a high-risk category, such as the elderly, children, and pregnant women? In this day and age, no one can claim ignorance when it comes to smoking. Finding reputable research from medical journals and long-term studies that show the health risks caused by smoke (particularly second-hand smoke) is crucial to my argument.  As I research my topic, I will need to make sure that I find reliable data from reputable medical and government organizations. While emotional appeals such as examples of those impacted by second-hand smoke can be compelling and horrible images of blackened lungs can create fear, only factual evidence of the negative health impact (and the associated costs) will convince many readers that a nationwide public ban is necessary.  

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Unit 2 Sample ContinuedPart 3: The pitch….

Like me, many people have had a family member or close friend die from smoking, but the idea that second-hand smoke also kills is truly alarming. The effects of first and second- hand smoke are well known, and researchers are learning more about third-hand smoke, created by the residue smoke leaves on furniture, carpets, and draperies, which includes toxic substances. There has been and still is research being done by doctors and other experts on the side-effects of cigarette smoke, and there are many people out there who are increasingly concerned with the number of public places that still allow people to smoke. The word public means everyone should be allowed to be there. Yet allowing people to smoke in these places endangers or excludes children, pregnant women, and people who suffer from smoke allergies or asthma.

Smokers know the effects of second-hand smoke, yet they expose the people around them to its dangers. It is no different than knowing you have an STD and exposing another person to it or knowing that you have had a few drinks and driving anyway. Regional public smoking bans and recent discussions about including graphic warning labels on cigarettes are a step in the right direction; however, these solutions only serve as a band-aid on a gaping wound. A place with the word “public” attached to it does not signify a person’s right to smoke but rather “every” person’s right to be there, not just healthy people. Also, employees of public establishments should be able to work in an environment that is safe and healthy. Just as the government protects worker’s rights by regulating the minimum wage and how many hours that can be worked, they should also be protecting a person’s right to a healthy work environment by banning cigarette smoking in all public places .

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DISCOVERING IDEAS

Where do ideas for writing come from? • Newspapers, magazines and journals• Online discussion communities• Current events• http://innovationslab.wordpress.com/• Inspiration GalleryWhat are YOUR ideas for generating

ideas?

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Narrowing Down Ideas

Issue/problem Limiting topic Audience Solution/Argument

Obesity Obesity among the young

A specific school district

Mandatory physical education courses OR banning soda machines in the schools OR creating an on-site garden for improving school lunches

Hunger Hunger in a particular community

A community or business

Create a food-bank OR create a community garden or co-op

Homelessness FamiliesTeenagers

Community, churchCommunity

“Foster Homes for Families”Shelter for teens

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What are your BIG IDEAS?

Share some of the possible Big Ideas you have.What are some local, national and global problems

that you are interested in and that might be valuable to write about?

How about a new product or software, improving an existing product or concept, or possibly starting a movement or business?

Are there topics that might be problematic in any way, that might pose a challenge to the

writer/audience?

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Your Research Toolbox

• Kaplan library• Google Scholar• Google Books• Free academic

databases and electronic journals available on-line. See http://www.wholeagain.com/free_academic_databases.html

• Sites like The New York Times, Washington Post, NPR, PBS

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USE BE CAREFUL

•Returns from internet searches

•Blogs

•Wikipedia

Some questions to considerWhat are differences between informative and

persuasive writing?What kinds of persuasion do we see and use in

our daily lives? How might you use persuasive writing in your

professional life?What are some positive (or negative) experiences

you have had with writing?What apprehensions do you feel about this

class/final project?

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COURSE OUTCOMES

• CM220-1: Construct logical arguments• CM220-2: Develop strategies for effective problem

solving• CM220-3: Conduct research to support assertions

made in personal, academic, and professional situations

• CM220-4: Articulate what constitutes effective communication in personal, professional and diverse contexts

• CM220-5: Demonstrate effective listening strategies

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Course Level Assessments0: No progress1: Introductory2: Emergent3: Practiced4: Proficient5: Mastery9: Cannot be

assessed (didn’t turn in assignment)

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Used by Kaplan to measure student progress

Helps to determine if courses are helping students fulfill course outcomes

Leads to needed revisions in course

Does not affect your grade

Found in grade book in units with assessed projects