Weekly Post #7: Patterns

You have been reading your writer/essay/column for quite some time. You should know the writer's tendencies and voice quite well. What patterns have emerged? Does your writer love the colon? Secretly or not-so-secretly over-use the simple sentence? Think about what stands out most, what pattern is present only to the seasoned professional reader like you. Share, comment, keep up the great work! I know we looked at sentence patterns before, so try to move beyond that idea.

Maybe even, if you dare, comment on what patterns emerge in your own work. Personally, I can overuse the dash. I also love the long sentence linked to a short, crisp sentence via the semi-colon. Classic Collie. Lastly, I love the list with items separated by ands: she is thoughtful and kind and loving. How about you?

Keep up the good work. It's nice to read that the majority of you enjoy reading your selected writer.

Weekly Post #6: lay on the dislike

At the request of Monica G, I'm opening up this week's comments to things you dislike about your writer. If could be the persistent use of dashes. Maybe she starts every sentence off with the same clause (gasp!). Maybe he closes every piece with the same trite saying. Whatever it is, I'm sure there's something you've come to dislike about your write. Of course, if this isn't the case, share something you'd like to see the writer improve.

Keep up the excellent work.

Post #5: The opening line

We've looked at crafty words, high powered sentences, engaging the reader (or not); now let's focus on opening lines. Post the opening line to your selection and comment on its success or failure.

Is it weird that I LOVE reading these posts. I hope you are enjoying what you're reading as much as I am enjoying what you write.

Keep up the good work!

Day 15: The (dreaded) College Essay

Let's read! This is possibly my all-time favorite piece about college essays. It's funny. It's direct. It's where our discussion shall begin.

For your assignment: The essay & the rubric

How our class time will work
You have an essay to write for our fabulously fun contest. We will use class time to write (Fri, Wed & Fri). During those classes you can work on the essay for this class and other college essays you have. I am happy to read, comment on, give feedback on any type of college essay/supplement you have.

Post #4: Let's get Involved!

Excellent posts last week. Great job commenting on your writer.

This week try to focus on how the writer involves the reader. Good narrative pieces (this is not to say all of your readings are narrative pieces) engage the reader on some level. How do your writers do it?

Criticism/Review Essay details

The essay prompt & rubric!

Handing things in:
0. Please add the rubric to the end of your essay
1. Make your document a PDF
2. Name your document: Criticism_Name.pdf
3. Hand it in to: dropitto.me/mcollie (password: EnglishRocks)
4. Check in with Mary that the document arrived
5. High-5 someone, anyone.
6. Do your best to distract and annoy those who are not done.
7. Ignore #6 because that's just mean.

Day 9: Criticism & Argumentation

Criticism: to communicate your assessment, your informed judgment, of whatever it is you're analyzing. Requires support for you opinion (outside sources, personal experience, etc) so you can establish your expertise.

Argumentation: to communicate a position you support. Requires support for your position (outside sources, personal experience, etc) and serious consideration for opposing views. You must establish your expertise.

Requirements for both:
1. Assertion/proposition
2. Appeals to reader (ethical, emotional, logical/rational)

Other fun things to know:
Inductive reasoning (moving from particular to general) vs deductive reasoning (moving from general to particular)

What to avoid: FALLACIES! (inappropriate emotional appeals and flaws in reasoning)

• Hasty generalization: this is how stereotypes are formed; including ALL instances in an assertion. All athletes are stupid. All MA students are artsy.
• Oversimplification: ignoring complexities in the evidence which weakens the conclusion. I didn't get into Cal because I don't row.
• Begging the question: assuming a conclusion in the statement of an argument. We can trust the governor not to neglect the homeless because she is compassionate. 
• Ignoring the question: shifting the argument away from the real issue; offering emotional appeal as a logical appeal. The musician was poorly fired from a job he so loved, so we should not blame him for stealing the violin.
• Ad hominem: ignoring the question and attacking the opponents instead of the arguments (really popular in politics). Romney doesn't pay as much in taxes as the average American citizen, so his proposals on financial reforms shouldn't be taken seriously.
• Either-or: requiring the reader to choose between two sides, especially when there are lots more options. Either you get kicked out of MA or you don't go to college.
• Non-sequitor: drawing a conclusion that is illogical and, many times, erroneous. Young children are too immature to engage in drinking, so they shouldn't be taught about it.
• Post-hoc: assuming that because one thing preceded another, it must have caused the other. After New York City banned smoking inside, the incidence of bar fights went down.