ENGLISH 20803 Intermediate Composition: Writing Argument

Writing Global Citizenship

Texas Christian University • Fort Worth, TX 76129

Spring 2015 Sec. 74: Mon. & Weds., 3:30-4:50 PM, Reed Hall 421

Instructor: Larisa Schumann Asaeli

Office: Reed Hall 317D • E-mail: l.asaeli@tcu.edu
Office Hours: Mondays and Wednesdays from 2-3 PM. Also available for appointments.

COURSE DESCRIPTION
English 20803 is a writing and reading course that builds upon and goes beyond English 10803 by
focusing on the analysis and production of arguments in a variety of media, including print, visual, oral,
and digital. In this particular course, we will look at arguments in various forms, especially speeches,
editorials and opinion pieces, essays, comics, and websites. Because of the advent of technology, many
of these arguments are more visual than they used to be and we will analyze how these texts are
designed.

Our specific focus is “writing global citizenship”—inspired by the university mission statement: “To
educate individuals to think and act as ethical leaders and responsible citizens in the global community.”
As a result, we will analyze the arguments that our society has made historically, and continues to make,
about citizenship. You will create your own arguments about citizenship and belonging in individual and
group assignments.

Guiding Questions:
✦ Who is a citizen?
✦ What does citizenship mean?
✦ What is global citizenship?
✦ What are the duties and responsibilities of citizens to their communities, nations, or the world?
✦ What arguments, regarding citizenship, have historically circulated in our culture?
✦ What arguments, regarding citizenship, are circulating now?

REQUIRED TEXTS & READINGS

Citizenship Now (A Longman Topics Reader) by Jon Ford & Marjorie Ford
Pearson MyLab (enrollment instructions will be emailed to you)

COURSE OUTCOMES & ACTION STEPS (meets Written Communication #2) (course “take aways”)

● Students will demonstrate facility with the language and analysis of argument.
◦ Analyze a variety of arguments in different media (e.g. print, oral, electronic, and visual)
◦ Analyze and assess genre, discourse conventions, rhetorical situation, and argument
strategy in complex texts
◦ Study the implications of contemporary argumentation for individuals and communities
◦ Examine how their role as citizens includes participation as critical consumers and producers
of arguments
 ● Students will demonstrate the ability to write an argument for a specific rhetorical situation.
◦ Compose a variety of arguments in different media (e.g. print, oral, electronic, and visual)
◦ Produce an argument with a situation-appropriate focus, thesis, or controlling idea and
recognize such in others’ texts
● Students will demonstrate competency in using sources, (primary, secondary, electronic) in
argument construction.
◦ Find, evaluate, and analyze primary and secondary sources for appropriateness, timeliness,
and validity
◦ Incorporate and synthesize source material (primary, print, digital) in argumentative
composing
◦ Practice connecting their personal experiences, values, and beliefs with larger social
conversations and contexts
◦ Summarize, paraphrase, and quote from sources using appropriate documentation style
◦ Edit for style as well as conventions of Standard American English
● Students will demonstrate the ability to use computers effectively as a communication
mechanism.
◦ Correspond online using e-mail, blogs, etc.
◦ Find, evaluate, and use online sources in academic assignments
◦ Use word processing software to produce and format texts, as well as use computers to
facilitate presentations, and produce and incorporate non-print information (e.g. charts,
spreadsheets, images, videos, and illustrations) in academic arguments
Section-specific Outcomes:
● Students will demonstrate how rhetoric functions in their lives;
● Students will demonstrate the ability to work collaboratively in classroom situations;
● Students will demonstrate the ability to lead class discussions and make presentations
to and with their peers.

COURSE POLICIES AND PROCEDURES

Class Environment. We will use Pearson MyLab to manage all the course content, such as important
announcements, course syllabus, assignment descriptions, rubrics and the gradebook. You will receive
email instructions about how to enroll in the class site.

Class Structure. A typical class may include a mini-lecture, a demonstration of a writing skill, some
discussion of assigned readings, and some group or individual work. A few quizzes will be given on
assigned readings. You will complete Reading Responses and Writing Exercises to prepare you for class
discussions.

Classroom Atmosphere. Our classroom will be a place where all of us can share our ideas, thoughts, and
questions without fear of ridicule or embarrassment.

Conferences. A few times during the semester, you will have the option to meet with me to discuss
writing assignments drafts and revisions. I will set up times via DOODLE when you can meet with me.

Office Hours. This time is for you to talk with me about any questions, comments, or concerns you have
about the course. Check the DOODLE for open times. If you need to meet during another time, email
me to make an appointment.
Attendance. Regular attendance is necessary for your success in this course. Only official university
absences are excused. Students representing TCU in a university-mandated activity that requires
missing class should provide official documentation of schedules and turn in work early. Three weeks of
unexcused absences = failure of the course (for a twice-weekly class, that means SIX class periods).
Absences due to illness, sleeping in, and long weekends are unexcused--they all count toward the three
weeks' absences limit. Since illness is likely at some point during the semester, save your unexcused
absences for times when you are too sick to come to class. Please note that the Health Center cannot
and will not excuse your absences due to illness. Students whose absences are due to circumstances
beyond their control may appeal this policy by scheduling a meeting with the Director of Composition.
Generally, the Director of Composition does not excuse additional absences without documentation.

Technology Policy: (Written by students)

All forms of technology will be used in our classroom, such as laptops, tablets, and mobile phones. These
devices will be used for class purposes such as taking notes, looking things up, and drafting
assignments. This policy will be enforced by gentle persuasion amongst classmates. If the policy is not
being enforced, the professor reserves the right to intervene.

ASSIGNMENTS

All writing assignments must be submitted to our course site. Pencil-grade drafts of your essays must be
submitted electronically and on paper, in a pocketed folder. All assignments are due at the beginning of
class; other times are noted on the schedule.

Format: Assignments must follow MLA format rules (using a 12 point font and one-inch margins). See
the Purdue OWL link: http://owl.english.purdue.edu/owl/resource/747/01/ for specific style guidelines.

Drafts/Workshops: For each major writing assignment, you will be asked to submit preliminary and
revised drafts to be read in a small group workshop and/or by your professor.

Author's notes: Each essay draft must include an author's note (page one) explaining to the readers:
1) What you were trying to accomplish in this draft,
2) What you think is going well,
3) What you are having trouble with,
4) What you would like advice on from your reader.
Author's notes must be revised throughout the drafting process to reflect the revisions you have made
based on the feedback you have received. Early drafts should be directed toward your writing group; the
pencil-grade draft should be addressed to your professor.

During workshops, read your peers’ drafts carefully and provide a thoughtful, substantive response.
These responses are part of your portfolio grade. Be respectful and courteous when reading and
responding to your peers’ drafts. We want a community of learners where all can feel respected and
valued as writers. Make your comments specific and helpful; while responses such as “you did really
well” and “I wouldn't change a thing” are nice, you want to go beyond those types of comments in your
workshops by giving concrete feedback.
Writing Exercises are short, one-page writing activities based on readings and are process work towards
essay portfolios. Due at the beginning of class.

Attendance, quizzes & class work are part of your participation grade. Quizzes will be given to check
who has read and prepared for class discussion; usually 3-5 questions.

Reading Responses are short papers that are tightly focused on the day's reading and show clear
evidence of critical thinking about the texts (not a summary of the reading). Students will be assessed on
content and writing skill for these assignments; specifically, evidence that you have done some critical
thinking about the text(s) and can clearly write about them with polished prose. You will write four
responses that are polished and pithy-- 500-750 words (about 2-2.5 pages). Specific prompts are
included on the course schedule. Due at the beginning of class.

Portfolio #1: Rhetorical Analysis: Arguments about Citizenship

In this first essay, you will wrestle with questions about citizenship by analyzing a text that
makes arguments about the duties, rights, and responsibilities of citizens. During class, you will
generate lists of topics and ideas from our discussions about the founding documents of the United
States (The Bill of Rights, Constitution, Amendments to the Constitution) that will guide this analysis. For
instance, you could write about freedom of religion, freedom of speech, or voting rights. You could write
about the more ambiguous right of “life, liberty, and the pursuit of happiness.” Identifying a topic that is
most interesting to you will make this assignment more interesting to you as a writer, as well as for your
readers. [No outside research is required for this assignment. All ideas should be your own.]
After identifying your topic, select a reading from Citizenship Now (this could be an argument
you either agree or disagree with). Perform a close reading and annotation of your chosen text. Using
your annotations, you will write your analysis (essay). The essay must demonstrate your skills of
rhetorical analysis to explain the argumentative strategies the author uses. Be specific about intended
audience, purpose, historical/cultural context, argumentative claim(s), rhetorical appeals, and kinds of
evidence. In short, you will do both a textual and contextual analysis. Approx. 5-7 pages, Times New
Roman (or similar-sized) 12 pt font, double-spaced, 1-inch margins.] Each essay draft must include an
author's note.

Portfolio #2 Narrative Essay: Performing Global Citizenship and Annotated Bibliography

This assignment asks you to enter into the long tradition of activists who write about human
rights based upon their own personal experience(s). As such, you will argue for some kind of change,
broadly speaking, that is important to you, by building from an experience that you or somebody close
to you has had regarding citizenship. This personal experience will be organized as a narrative, but
because it will be important to recognize the ways in which the issue has a wider socio-cultural
relevance, you will also need to make a case for the larger importance of the issue to your audience. In
order to do so, you will incorporate at least three scholarly/reliable sources that help you to further
discuss/narrate the subject.
You should answer these questions implicitly in your essay: How does this issue affect others as
well? Why should we (the readers) care? Your personal experience, organized as a narrative, will serve
as the framework for your paper, and your research will help to shape the context of your argument.
Combining both narrative and research is crucial for the overall success of this assignment; indeed,
achieving a balance between the two is key, and many students find this part to be more difficult than it
sounds.
Since this assignment invites you to think critically about your own experience and how that
experience fits into a larger whole, it might be particularly helpful (for you as well as the reader) to begin
by thinking of a cohesive narrative of your own experience and then looking to outside sources for
similar (or dissimilar) experiences in contemporary society. For example, Suzanne Pharr, a “Southern
lesbian-feminist and anti-racist worker” (237) shares her experience of meeting a white, male pastor
from Oregon. Have you had a similar experience in which you conversed with a citizen with very
different political beliefs than you? What did you learn from the experience? Robert Coles shows how
community service means different things for his students and neighbors. What experiences have
influenced you when serving others in your community or abroad? What have you given and what have
you gotten back? (100). Andrew Pham wrote that, as an American born in Vietnam, he did not always
feel like “a real American” (42). And yet while traveling in Vietnam, he is treated like a foreigner or one
of the “lost brothers” (44). Did you move to the United States as a child and have to learn to become a
citizen? What was that process like? What were your struggles? Or, did your parents or grandparents
immigrate? What was their assimilation process like?
A thesis statement should shape and guide your paper; however, since you are writing a
narrative, it can be implicit rather than explicit. Your argument should be addressed to a specific
audience that includes people who both agree and disagree with you. Approx. 5-7 pages, Times New
Roman (or similar-sized) 12 pt font, double-spaced, 1-inch margins.] Each essay draft must include an
author's note.

Annotated Bibliography: Because you will be examining several sources for your assignment,
you will need to learn how to evaluate them for credibility and relevance to your topic. As part of your
portfolio #2, you will complete an annotated bibliography for five sources. An annotation describes the
essential details of a book or article. Place it just after the facts of publication. You may choose only one
of the following sources (scholarly journals, interviews, books, encyclopedias, newspapers, government
documents, and credible web sites). Each entry will be alphabetized by the last name of the author and
follow standard MLA format rules. Follow this link for examples:
https://owl.english.purdue.edu/owl/resource/614/03/ Follow this order in your annotations:
1. Explain the main purpose of the work.
2. Briefly describe the contents.
3. Indicate the possible audience for the work.
4. Note any special features.
5. Warn of any defect, weakness, or suspected bias.
Provide enough information in four to six sentences for a reader to have a fairly clear image of the
work's purpose, contents, and special value. Each annotation should be about 100-150 words.

Portfolio #3 Collaborative Project: Political Action Committee Proposal, Presentation, and Reflection
This assignment will require you and THREE of your peers to form a political action committee that will
promote some kind of public awareness campaign about an issue of local, national, or international
importance that affects the lives of everyday citizens.

Part 1: Proposal. In a written document, your group will identify a problem and propose a solution. You
will need to persuade a skeptical audience – TCU student government, university administration, the
mayor, city council, state legislators, Senators, the governor of Texas, the US President, or a world
leader – of the value of and need for action. Approx. 3-5 pages, Times New Roman (or similar-sized) 12
point font, double-spaced, 1-inch margins. Collaborative Authors' Note needed for both the conference
and the pencil-grade drafts.

Part 2: Multimedia Presentation of Collaborative Proposal. Your group will turn your proposal into a
multimedia text such as an Infographic, Prezi, a short film, music video, or web page. Your task is to take
written text and add visuals so that it can convey your message to a different audience: your classmates.
(It is possible that group members will not receive the same grade for the assignment.) 10-15 minutes;
all group members must speak in the presentation (more details forthcoming).

Part 3: Reflection. After the proposal and presentation are completed, you will submit a short (200-350
words) reflection about your personal experience. Please share what you learned, especially about how
the experience shaped your understanding of Global Citizenship. Feel free to provide any feedback
about our group members (positive or negative) in your reflection.

MORE POLICIES & PROCEDURES

Revision Policy. You may revise Essays 1 & 2 for a higher grade, if you submit the revision plan and the
revision by the dates on the course schedule. Revisions must be submitted in a pocketed folder and
include all three items: 1) a REVISED and polished author's note explaining your revisions, 2) your
revised essay with changes highlighted, and 3) the pencil grade draft and rubric.

Late work. Papers are due on the date and time specified on the schedule; anything submitted
afterward is late and will not be accepted unless you have an official university absence and/or the
instructor has agreed to late submission in advance of the due date. Or, if there are extenuating
circumstances such as a sudden illness or accident. If you are experience difficulties uploading an
assignment, go ahead and email it to l.asaeli@tcu.edu.

Netiquette. Any time you respond to your instructor or a classmate through email or in electronic
comments, please be respectful and use appropriate language for an academic setting. Use Standard
English with edited spelling, grammar, and punctuation. Do not use all capital letters, mixed capital and
lower case letters, icons, or other inappropriate language short cuts; save that for your text messaging.
Remember, you want to build ethos and credibility in ALL writing situations.

EVALUATION
A copy of the grading criteria for assignments (called a rubric) will be posted online. If you have concerns
about how to fulfill a particular assignment, please see me before the paper is due. If you have concerns
about the grade you received, please schedule an appointment to see me 2-3 days after the paper is
returned. Be sure you have read my comments carefully, and be prepared to discuss how your paper fits
the criteria given for that assignment. All papers and the final must be completed in order to receive
credit for the course.
Assignments
Essay #1 Portfolio: 15% Reading Responses 20%
Essay #2 Portfolio: 15% Participation 20% (Class work/Quizzes/Attendance)
Essay #3 Portfolio & Presentation: 30%

Simply fulfilling the minimum requirements of the course warrants an average grade (C), not an A.
“Working really hard” on a writing assignment does not warrant an A grade. Excellent papers receive
A's, good papers B's, and so forth. Also, coming to every class and completing assignments is not
something that earns “extra credit” or an automatic A; it’s a basic expectation.

Letter 100 Point 4.0 Quality of Work

Grade Scale Scale
A 100-93 4.00 Outstanding
A- 92-90 3.67
B+ 89-87 3.33
B 86-83 3.00 Exceeds Expectations
B- 82-80 2.67
C+ 79-77 2.33
C 76-73 2.00 Meets
Expectations/Average
C- 72-70 1.67
D+ 69-67 1.33
D 66-60 1.00 Below average/needs work
F 59 or below 0 Unacceptable/Incomplete

Short writing assignments will be evaluated within one week. Essays will take longer (one-two weeks).
Your patience with the evaluation process is very much appreciated.

LABS (optional)
The Writing Center. Writing tutors will help you with all writing assignments and the writing process
from brainstorming to the final draft. You can also submit drafts electronically for online comments
(OWL). Take the assignment description to your appointment. Located in Reed Hall 419 or the Tom
Brown Annex. Visit their website to set up an account and schedule your appointment:
http://www.wrt.tcu.edu/

New Media Writing Studio (NMWS) is available to assist students with audio, video, multimedia, and
web-design projects. Located in Scharbauer 2003, the Studio serves as an open lab for use by students
during posted hours. The Studio has both PC and Mac computers outfitted with Adobe CS3, which
includes Adobe Acrobat, Dreamweaver, Photoshop, Flash, and InDesign. A variety of equipment is
available for checkout to students whose teachers have contacted the Studio in advance. For more
information and a schedule of open hours, see www.newmedia.tcu.edu

OTHER POLICIES AND PROCEDURES

Academic Services and Support (http://www.catalog.tcu.edu/current_year/undergraduate/)

Texas Christian University complies with the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act of 1973 regarding students with disabilities. No otherwise qualified individual shall be
denied access to or participation in the services, programs and activities of TCU solely on the basis of a
disability. The University shall provide reasonable accommodations for each eligible student who has a
physical or mental impairment that substantially limits a major life activity, a record or history of such an
impairment, or is regarded as having such an impairment.
Each eligible student is responsible for presenting relevant, verifiable, professional documentation
and/or assessment reports to the Coordinator of Student Disabilities Services. Information concerning a
student's disability is treated in a confidential manner in accordance with University policies as well as
applicable federal and state laws. Documentation presented to the coordinator shall be reviewed by the
appropriate University professional(s) to verify the existence of a disability. Further documentation may
be required from the student to substantiate the claim of a disability or to assist the University in
determining appropriate accommodations.

Eligible students seeking accommodations should contact the coordinator as soon as possible in the
academic term for which they are seeking accommodations. The coordinator will prepare letters to
appropriate faculty members concerning specific, reasonable academic adjustments for the student. The
student is responsible for delivering accommodations letters, conferring with faculty members and
returning validation of the receipt of information to the coordinator. The coordinator consults with the
student and with University faculty and staff to ensure delivery of appropriate support services, and
serves as liaison between the student and the faculty member as needed.

Students who wish to appeal a decision regarding appropriate accommodations may do so in writing to
the affirmative action officer, who shall decide the appeal, at TCU Box 297090, Fort Worth, TX 76129.
The affirmative action officer's decision may be appealed within seven calendar days in writing to the
provost, whose decision may be appealed in writing to the chancellor within seven calendar days. At any
step during such an appeal, the person requesting the appeal may confidentially consult with
appropriate professionals/advisers within or outside the University.

The Coordinator, Student Disabilities Services, may be contacted in the Center for Academic Services,
Sadler Hall Room 1010 or 817.257.6567.

Academic Conduct Policy:

An academic community requires the highest standards of honor and integrity in all of its participants if
it is to fulfill its mission. In such a community, faculty, students and staff are expected to maintain high
standards of academic conduct. The purpose of this policy is to make all aware of these expectations.
Additionally, the policy outlines some, but not all, of the situations that can arise that violate these
standards. Further, the policy sets forth a set of procedures, characterized by a "sense of fair play,"
which is used when these standards are violated. In this spirit, definitions of academic misconduct are
listed [in the Academic Conduct Policy Details section of the online catalog].These are not meant to be
exhaustive. http://www.catalog.tcu.edu/current_year/undergraduate/

Academic Misconduct (Sec. 3.4 from the Student Handbook) – Any act that violates the academic
integrity of the institution is considered academic misconduct. The procedures used to resolve
suspected acts of academic misconduct are available in the offices of Academic Deans and the Office of
Campus Life. Specific examples include, but are not limited to:
● Cheating: Copying from another student’s test paper, laboratory report, other report, or
computer files and listings; Using, during any academic exercise, material and/or devices not
authorized by the person in charge of the test; Collaborating with or seeking aid from another
student during a test or laboratory without permission; Knowingly using, buying, selling,
stealing, transporting, or soliciting in its entirety or in part, the contents of a test or other
assignment unauthorized for release; Substituting for another student or permitting another
student to substitute for oneself;
 ● Plagiarism: The appropriation, theft, purchase or obtaining by any means another’s work, and
the unacknowledged submission or incorporation of that work as one’s own offered for credit.
Appropriation includes the quoting or paraphrasing of another’s work without giving credit
therefore.
● Collusion: The unauthorized collaboration with another in preparing work offered for credit.
Procedures and Sanctions are outlined in the catalog and will be enforced. Sanctions imposed for cases
of academic misconduct range from zero credit for the assignment to expulsion from the University. This
policy applies to homework and drafts as well as final papers.

English 20803 COURSE SCHEDULE

Subject to radical and constant revision, as needed to benefit students.

Week 1. Course introduction.

Mon., ✦ Topic for Class Discussion & Activities: Introduction to classmates & the course.
Jan. 12 Discussing and writing the technology policy.

✦ What is Global Citizenship? [video clip: http://experience.tcu.edu/] Email

introduction (write in class).
Weds. ● Before class complete the following:

Jan. 14 Reading: “Citizenship and Diversity” (1-3), “Who and What is an American?” (3-15), and “A Quilt
of a Country: Out of Many, One?” (15-18) in Citizenship Now

Writing: Reading Response #1– Both Lewis Lapham and Anna Quindlen have similar, yet
differing definitions of what it means to be American. Identify their definitions and explain
why you agree or disagree with one or both of them. Use personal examples to support your
claims.

● Topic for Class Discussion & Activities: Sharing of writing and discussion of definitions
of Americans, citizens, and global citizenship. Introduce Essay #1. (Video clip, “The
Great American Melting Pot.”)
Week 2. Unit 1: Definitions of Citizenship
Mon. Jan. ● Holiday (Martin Luther King, Jr.)
19
Weds. ● Before class complete the following:

Jan. 21 Reading: Choose your essay for rhetorical analysis (portfolio #1)

Writing Exercise #1: Summarize the main points of the essay (200-300 words)

● Topic for Class Discussion & Activities: Academic Writing & Burke’s metaphor of the
Parlor. Rights of Citizens outlined in founding documents. (Video Clip – “The
Preamble.”) Assign workshop groups & review purpose of workshops.
Week 3
 M  Before class complete the following:

1/26 Reading: Choose your essay for rhetorical analysis (portfolio #1)

Writing Exercise #1: Summarize the main points of the essay (200-300 words)

 Topic for Class Discussion & Activities: Academic Writing & Burke’s metaphor of the
Parlor. Rights of Citizens outlined in founding documents. (Video Clip – “The
Preamble.”) Assign workshop groups & review purpose of workshops.

W Reading: Citizenship Rights and Responsibilities from USCIS.gov

1/28
 Reading quiz

Week 4
M Writing Exercise: Thesis statement for Essay #1

Feb. 2  Invention Activities for essay 1

W 2/4 Writing: Sketch of Essay #1

 Workshop. The Art of Quoting

Week 5
M 2/9  Workshop. Bring your complete first draft

W  Conferences (no regular class meeting)

2/11  Complete the course PATH BUILDER diagnostic test by this date

Week 6.
M  Writing: Essay #1 Portfolio due
2/16  Discuss rhetorical situation and rhetorical appeals. Introduce essay #2.
Unit 2: Narratives of Citizenship
W  Reading: “A Match Made in Heaven” (237-242) & quiz
2/18  Writing Exercise: TBA
 Invention activities for Essay 2
Week 7
M  SNOW DAY! No classes.
2/23
W  Reading: “Community Service” (93-101)
2/25  Writing: Reading Response #2. Answer Question #1 on p. 101
 Sharing Responses. Begin drafting essay 2 sketch.
Week 8

M  Finding Sources for the Annotated Bibliography

March  Formatting an AB
2

Frost Foundation Lectureships on Global Issues (absence make-up opportunity)

March 2 Ms. Jodi Cobb, National Geographic Photographer, 6 PM BLUU Ballroom

March 3 Dr. Val Moghadam, Director of International Affairs Program & Middle East Studies at
Northeastern University, 6 PM BLUU Auditorium

W 3/4  Annotated Bibliography SKETCH due for Workshop (2 sources minimum)

 Mid-semester evaluations (in-class)

Week 9 Spring Break March 9-13

Week 10.
M  Annotated Bibliography Draft due for Workshop (complete draft)
3/16

W  Sketch of essay #2 for Workshop

3/18

Week 11

M  Completed first draft of Essay 2 for workshop

3/23

W Writing: Essay #2 portfolio due

3/25  Richard Lanham’s “Paramedic Method” (DVD)

Week 12 Unit 3: Enacting Citizenship

M  Introduce Essay #3, invention activities, choose groups and topic
3/30  Group work—start proposal
W  Reading: “Protecting Dr. King’s Legacy” (139-153)
April 1  RR #3: Strossen focuses on whether issues of national security should take priority over
civil liberties in the US “war on terror.” Compare and contrast Strossen’s views with your
own. Clearly articulate your position on the need to regulate civil liberties in an attempt
to control the dangers of terrorism. Refer to recent specific events to develop your
response.
Week 13
M Apr  Group work on proposal
6

W 4/8  Reading: TBA

 NMWS Visitor—making infographics. Visual Arguments;
Week 14
M  Essay #3, part 1 due
4/13

W  Reading: “Rethinking Virtual Communities” (194-206)

4/15  Writing Exercise: Choose one of the websites from the essay, then look at the site. Next,
analyze why or why not it is a useful tool for citizens (especially visual elements).
Group work

Week 15
M  Reading: Reading: “The Internet: A Clear and Present Danger?” (172-78)
4/20  RR #4: either question 1 or 2 on p. 178
 Group work

W Group Conferences (Mandatory). Bring your complete draft and 2 questions about your draft,
4/22 either on paper or your laptop (in classroom)
 Preparing for the presentation. Draw #s for presentations.

 Group work day (in-class).

Week 16
M  Presentations Start
4/27  Essay #3, part 2 due

W  Last Day of Class Instruction. Presentations Continue

4/29
 Essay #3, part 3 due

 All revisions due

Friday May 8 Final Evaluative Experience 3-5:30 PM