Inquiry 3

1. Inquiry 3

2. Reminders • 10/25 Rough draft • 11/1 Final drat • Post to Niikha at class time • Conferences all next week in Shriver. • Appointment with Howe

3. Use of I & Casual Language • Appropriate for some audience, but probably not most. • Limit your amount of personal stories, should not take the place of scholarly research. Unless you are an “expert,” no one is that interested in your opinion. • Casual language such as “you know,” “you guys,” “cool,” “stuff” may hurt your ethos in writing the paper.

4. Other issues • Use rhetorical strategies in your paper but don’t do a rhetorical analysis of the issue. • Paraphrasing and correct citation. • Proposing solutions—specific and practical ways to foster change. Go beyond… “it is time to action OR “We should start enforcing this issue more”

5. CCM example • “I’ve designed two simple yet vital amendments, which I propose to be that change. First, designated smoking areas should be set up around campus for smokers. Because the campus is relatively large, multiple areas should be made that are accessible, yet off the regular public paths and congregation areas. These smoking areas will provide students and faculty with available locations to smoke and will weaken excuses for smoking elsewhere. Second, implementation must be strict. Without consequences, the smoking ban amendment will be just as ineffective as the original ban. As means of punishment, fines should be distributed according to cooperation and number of previous encounters. If implemented, smokers and non-smokers will not be forced to practice their lifestyles with daily intrusions. These amendments will resolve the current problem because they work on behalf of both parties (CCM 123).

6. No citation needed • Common sense and ethics should determine your need for documenting sources. You do not need to give sources for familiar proverbs, well-known quotations or common knowledge. Remember, this is a rhetorical choice, based on audience. If you're writing for an expert audience of a scholarly journal, for example, they'll have different expectations of what constitutes common knowledge.

7. Known author • Human beings have been described by Kenneth Burke as "symbol-using animals" (3). • Human beings have been described as "symbol-using animals" (Burke 3). • Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. Berkeley: U of California P, 1966. Print.

8. No known author • We see so many global warming hotspots in North America likely because this region has “more readily accessible climatic data and more comprehensive programs to monitor and study environmental change . . . ” (“Impact of Global Warming” 6). • “The Impact of Global Warming in North America.” GLOBAL WARMING: Early Signs. 1999. Web. 23 Mar. 2009.

9. Sample paper • http://docs.google.com/gview?url=http://owl.english.purdue.edu//media/pdf/20090701095636_747.pdf&chrome=true

10. Sample Works Cited • http://owl.english.purdue.edu/owl/resource/747/12/

11. Using quotes properly • Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263). Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263). • Wordsworth extensively explored the role of emotion in the creative process (263).

12. Example • One particular study performed by Mary Lee Smith and Gene V Glass and published for the American Educational Research Association stated, “Despite the large range in class sizes, there was a substantial average value for AS-L, amounting to almost one-half standard deviation across all types of nonachievement effect. This finding indicates that "smaller is better" even before we use the logarithmic model to define precisely what "smaller" is” (Smith and Glass, 425

13. What changed? • One particular study performed by Mary Lee Smith and Gene V Glass and published for the American Educational Research Association stated, “Despite the large range in class sizes, there was a substantial average value for AS-L, amounting to almost one-half standard deviation across all types of nonachievement effect. This finding indicates that "smaller is better" even before we use the logarithmic model to define precisely what "smaller" is” (Smith and Glass 425) • Revised: Based on a recent study, the American Education Research Association states that “Despite the large range in class sizes, there was a substantial average value for AS-L, amounting to almost one-half standard deviation across all types of nonachievement effect. This finding indicates that ‘smaller is better’ even before we use the logarithmic model to define precisely what ‘smaller’ is”( Smith and Glass 425).

14. OR…even better… Paraphrase in your own words and pull out only relevant information that directly applies. • The American Education Research Association has conducted several studies suggesting that “smaller is better” …. ( Smith and Glass 425).

15. A major reason families succeeded in the 1950s was that "federal assistance programs were much more generous and widespread than they are today." (Coontz, p. 62). • According to Stephanie Coontz, in the 1950s "federal assistance programs were much more generous and widespread than they are today" (Coontz, 62).

16. Stephanie Coontz argues that it was the generosity and availability of federal aid programs that made families seem so successful and reliable in the 1950s. • Even politically conservative scholars admit that we "should not hide from students that Colombus and other European explorers were often brutal" (Cheney, 267.)

17. Lynne Cheney is forced to admit that students should learn that even European explorers were "often brutal (Cheney 267).” • Lynne Cheney concedes that students must be told the errors of our European past (p. 267).

18. Homework • Post rough draft to Niihka by class time Tuesday. • Be on time for conferences and bring copy of paper