1

CM 220College Composition II

Unit 1 Seminar

Professor Amanda McClureGeneral Education, Composition

Kaplan University

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• Once class starts, keep comments on-topic

and respect your classmates

2

Changing the world, one idea at a time. . .What is a “Big Idea” and how do I come up with one?

3

Inspiration Gallery

Issue/problem Big idea

Traveling with disabilities

Travel show geared towards “differently abled” and travel challenges (Zach Anner)

Autism/communication HALO communication method (Soma Mukhopadhyay)

Need for educators in rural and urban communities

Teach for America (Wendy Kopp)

4

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

5

Course Description

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

6

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

7

Important Course Policies and Information

• Project, discussion and seminar due dates

• Technology requirements • Posting option 2 seminar in drop box• Late policies• Plagiarism

8

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 unit “to do” lists and seminar info before the live

seminar• Read unit announcements carefully for additional

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

9

Tour of Course

10

Doc Sharing

11

Invention Labs

12

Tech Labs (Units 2-7)

13

Scribus Poster Example

14

Units 2, 4, 6 projects

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

 Unit 4: Primary and secondary research. Complete pre-

interview worksheet, summarize 3 outside sources (which ones helpful and why, one must be an opposing viewpoint), References page

 Unit 6: 3-5 page draft, in addition to the title and

references page). Must include 3 sources (one must be academic)

 

15

Final Project: Portfolio

• Revision of draft (unit 6 project)• Revision of letter to the editor (unit

5 invention lab)• Revision of technology presentation

(unit 7 invention lab)• Responses to reflection questions

16

Reflection for finalFor the final, you will also write a reflection piece that

answers the following questions in paragraph form: • What did you learn about yourself as a writer? As a

thinker?• What did you learn about the process of writing?• What skills did you develop that might help you in the

future?• What did you take from the larger conversation with

others? • How did your feedback from peers and your

instructor affect the revision of your blueprint, letter to the editor, and presentation?

17

The Writing Center

18

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?

19

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

20

USE BE CAREFUL

•Returns from internet searches

•Blogs

•Wikipedia

Discovering Ideas

Where do ideas for writing come from? • Newspapers, magazines and journals• Online discussion communities• Current events• Innovations Lab• Inspiration GalleryWhat are YOUR ideas for generating

ideas?

21

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?

22