Week 1
discussion
DQ1 Take a moment to reflect on past writing experiences
from your academic, personal, or professional life. Answer the following
questions as your initial post. Plan to have 150-200 words.
What was writing like for you as a child or young adult? Do
you recall any vivid writing experiences?
How do you currently use writing in academic, personal, and
professional experiences?
How might writing be used in future academic, personal, and
professional experiences?
Respond to your peers’ reflections about their own writing
experiences, finding similarities and differences and considering the role of
writing in your life now and in the future.
DQ2 Read the Centers for Disease Control and Prevention’s
page on ADHD; the link is provided below. Use the close reading techniques
described in chapter 1 of the e-book. It may be helpful to print off the page
and annotate the text. Then, summarize the website in 150-250 words. Your
summary should be similar to the example provded in chapter 1of the textbook.
Your summary should answer at least three of the questions
below:
What key facts or details does the CDC share about ADHD?
In addition to the facts, what impression does the CDC
create about ADHD? In other words, how does it make readers feel or what does
it make readers think about ADHD?
What would motivate the CDC, which is a government
institution, to post a page about ADHD?
Why, in your view, is the Web page a good or bad method for
the CDC to distribute information?
How do you think the average reader would react to the CDC's
page about ADHD?
(Hint: Do not try to summarize every detail. Focus on the
main points the page is trying to convey. It is helpful to think of the CDC's
page in terms of its sections, rather than its many facts.)
During the week, read and respond to your classmates’
summaries. Did you emphasize the same points in your summary that they did? Did
you have the same impression about ADHD after you summarized it? Why or why
not?
Link to Centers for Disease Control and Prevention’s page on
ADHD:http://www.cdc.gov/ncbddd/adhd/facts.html
NOTE: If you click on the link and it will not open, paste
the link into the browser.
DQ3 In the rhetorical analysis assignment, you will be
expected to demonstrate an understanding that every text is created for a
unique situation and audience. You will need to act on this by analyzing the
decisions made by the Centers for Disease Control and Prevention (CDC) on their
website about ADHD. This includes the persuasive appeals the CDC uses.
Aristotle believed that speakers and writers used three
kinds of persuasive appeals. Logos is an appeal to the audience’s powers of
reason or logic. Pathos is an appeal to emotions or senses. Ethos is the
personal appeal, charisma, or credibility of the speaker or writer. These three
appeals are known as the rhetorical triangle because all three sides work
together to make a text effective or not.
In your own words, explain the concepts of pathos, logos,
and ethos and why they are important appeals to recognize in a text. Next, use
the CDC's page about ADHD to analyze the ethos, logos, and pathos in the
document.
Consider the following questions in your response:
What do you think about the logic presented in the document?
What do you think about its emotional appeal
What about its appeal to authority or credibility?
Does the CDC effectively present each of the rhetorical
appeals? Why or why not?
Link to Centers of Disease Control’s website: http://www.cdc.gov/ncbddd/adhd/facts.html
Week 2
discussion
DQ1 Look again at the CDC's Web page about ADHD.
In 150-200 words, please analyze the document’s purpose and
audience. Who, for example, is the CDC's audience? What are the CDC's beliefs
about ADHD, and how does the CDC's Web page relate itself to those beliefs? Why
would the federal government post a Web page about ADHD? What role does the
general public expect the government to play regarding disorders such as ADHD?
During the week, go back and read some of your classmates'
posts. Do you agree with their views?
DQ2 Review the CDC website and answer at least three of the
questions below:
Who is the writer?
What is the writer’s purpose?
Who is the intended audience?
What is the broader cultural context that motivated the
writing of the article?
How does the writer establish ethos?
Does the writer appeal to logos (logic)?
Does the writer appeal to pathos (emotions)?
Do you feel that the website is effective? Why or why not?
Use these questions to guide the content of your rhetorical
analysis.
During the week, review your classmates’ posts. What are
some similarities and differences between your response and your peers’
responses?
Week 3
discussion
DQ1 As the name implies, “visual rhetoric” means the part of
communication that involves what is seen, including colors, forms, and the way
what we are seeing is laid out on the page. Font type and size can also be
included in visual design. The term “rhetoric” can sometimes cause confusion,
so for clarity’s sake; here it means techniques used for the sake of
persuasion.
Keeping these definitions in mind, describe an image from
one of the CDC website pages on ADHD
(http://www.cdc.gov/NCBDDD/adhd/index.html) that you find to be especially
powerful and persuasive. What makes it so? Identify the image’s purpose and
audience. Please be sure to provide a description of your chosen image so that
your classmates and instructor can also analyze your selection.
During the week, read your classmates' posts and explain the
degree to which you agree or disagree about the effectiveness of the visuals
the CDC has provided on its page about ADHD.
DQ2 Writing an essay can be divided into at least three main
parts—the introduction, the body, and the conclusion. Looking further into the
essay, the thesis statement can be implicit (implied) or explicit (a line can
be drawn under it).Depending upon the length of the essay, the introduction
might be more than one paragraph, but the thesis statement should generally
appear at the end of the introduction. Body paragraphs follow, and each has its
own unique topic sentence, the first sentence that contains the unique
supporting point for that paragraph. The conclusion needs a clear transitional
word or phrase at the beginning (but not "In conclusion"), and it
revisits the thesis and each main point. However, no new information belongs in
the conclusion.
Please review the following video Writing Process about
writing introduction paragraphs.
For the first essay, you wrote a rhetorical analysis of a
public document. Please share your thesis statement for your rhetorical
analysis essay. During the week, respond to your classmates with constructive
feedback about their thesis statements.
DQ3 Use the following checklist to help make final revisions
on your essay:
Are the introduction, body, and conclusion clearly defined?
Does the introduction provide sufficient background for the
reader?
Is there a thesis statement that makes the main ideas of the
essay clear?
Does every paragraph address the subject matter of the
thesis in some way?
Does the essay show that the writer has a knowledge of the
audience?
Is there credible support, specific examples, detail to make
your points clearly?
Is the tone and voice formal enough for an academic essay?
Have all requirements of the assignment been met?
Are all sources credible?
Have all quoted, paraphrased, and summarized material been
cited in-text with a corresponding reference on the reference page?
Is the grammar and
punctuation correct?
Has the writer spell checked the essay?
Is the title capitalized correctly?
Are the correct margin and font and other requirements of
GCU style correct?
Share with your peers the areas of strength in your essay
discovered during this process. What aspects of your essay need improvement?
Week 4
discussion
DQ1 Your next major assignment is the review essay. For this
assignment, you will need to select a website related to ADHD/ADD and then
compare the site to a set of criteria.
View the tutorial on the GCU Library website titled
"Evaluating Websites." Take
notes about the five criteria while you are watching it.
Which three of the five criteria do you find to be the most
important? Do they seem like enough to evaluate a website? How would you define
each criterion? Why is each one important?
During the week, review your classmates’ posts and discuss
similarities and differences between your response and your peers’ responses.
DQ2 Which website did you choose to evaluate for your essay
assignment? Please provide the URL of the website and the name. Post a message
in which you describe your web site (at least one paragraph), and then offer
some analysis of the website and how it meets the criteria (at least one more
paragraph).
Which of the criteria you learned about earlier will you
apply to the website and why? Do you feel your website matches up to the
criteria, and does it appear to be an effective and valuable website? Use
details and examples from the website to support your answer.
During the week, review your classmates’ posts and discuss
similarities and differences between your response and your peers’ responses.
Week 5
discussion
DQ1 Go back to your readings in chapter 4 of the text on
bias. Reread the information to help you answer this question.
Remember that bias can be found on a website.
View the website noted here: www.biblebelievers.org.au/holohoax.htm
What indications do you have that the site is biased or not
biased? List three things that appear to make this site biased or unbiased.
Finally, based on the criteria you have been learning about websites, do you
believe this site is true and honest, or does it have an agenda? How might you
address bias in your evaluation essay?
During the week, go back and review your classmates’ posts
and discuss similarities and differences between your response and your peers’
responses?
DQ2 One way to disagree with a review is to question the
expectations, or criteria, that an author has for the subject of his or her
review. Describe how well the website you have chosen for your evaluation essay
meets your expectations/criteria.
During the week, review your classmates’ posts and discuss
similarities and differences between your response and your peers’ responses.
DQ3 Provide a sample in-text citation that you plan to use
in your evaluation essay you are currently writing. Use one of the head/body/tail combinations
from our textbook (Chapter 2). Then
create a second citation for the same source, but use a different
head/body/tail combination. As the week
progresses, comment on your class mates' in-text citations. Do you think they
were cited correctly? Why or why
not? How do different patterns create
different impressions about the source?
During the week, go back and review your classmates’ posts
and discuss similarities and differences between your response and your peers’
responses?
Week 6 discussion
DQ1 Do some research to identify a trend, event, or a policy
related to ADHD. If you look on news websites, you can identify and discuss
what reporters are currently writing about ADHD. If you look at the policy
statements by institutions such as the Centers for Disease Control and
Prevention (http://www.cdc.gov/ncbddd/adhd/facts.html) or American
Psychological Association (APA.org), you can identify and discuss which
policies or advice they provide. You could also try finding events (either past
events or future ones) about ADHD at the local, state, or national level and
then explain what one or more events were (or will be) about. Then, summarize
your findings and report them to the class by responding to this discussion
question.
During the week, go back and review your classmates’ posts
and discuss similarities and differences between your response and your peers’
responses.
DQ2 What are some of the causes or consequences related to
the trend you identified earlier this week? (Or, if you posted something about
a policy or event, what do you see as the causes or consequences of those?) Who
(or what) do you think is responsible for the problem, or who (or what)
deserves credit for solving some part of the problem?
During the week, review your classmates’ posts and discuss
similarities and differences between your response and your peers’ responses.
Week 7
discussion
DQ1 According to strategies discussed in chapter 4 of the
textbook, post a message in which you explain the techniques you will use for
your introductory paragraph and why they might be effective for you. Then write
or revise your introductory paragraph using the techniques you have chosen.
Post your introduction along with your explanation.
During the week, respond to others’ introductions and
explain what you think they did well. Also, offer some advice for revision. You
may also offer counterarguments by explaining how someone might disagree with
their view.
DQ2 It is important to distinguish between your perspective
and other perspectives regarding your commentary topic. What are some of the
other perspectives you see? Summarize them briefly. Next, summarize your own
perspective. In what ways does your perspective differ from other perspectives?
Why is your perspective different?
Week 1
assignment
Topic 1 Quiz: Part One
This quiz covers material that is critical to your success
in ENG-105. As you take the quiz, please write down vocabulary and concepts
that seem unfamiliar. You will have a chance to refresh your understanding of
all the information on this quiz throughout our first week of class. Please do
not hesitate to ask about study materials for any information you need.
The quiz will be in two parts; part one will be responding
to the questions found in the attached document, and part two will be a
multiple choice section; you will be completing this section in the quiz forum
(Go to the Task tab>>Quiz).
If you are unclear of these instructions, please contact
your instructor
ENG-105: Module 1 Quiz
Quiz Details
This quiz covers material that is critical to your success
in ENG-105. As you take the quiz, please write down vocabulary and concepts
that seem unfamiliar. You will have a chance to refresh your understanding of
all the information on this quiz throughout our first week of class. Please do
not hesitate to ask about study materials for any information you need.
The quiz will be in two parts; part one will be responding
to the questions below, and part two will be a multiple choice section; you
will be completing this section in the quiz forum (Go to the Task
tab>>Quiz).
Part One Instruction:
Please answer the following five questions on this document;
if you require more room to respond to the question, the space can be
manipulated. Please remember to save your work and then submit this document in
the assignment drop box for Module 1 Quiz: Part One. If you are unclear of
these instructions, please contact your instructor.
1. Clark
Kent is writing an essay for Professor Thunder Lope’s ENG-105 course and asks
you to guide him in writing his heading in GCU Style for a paper that is due
February 1, 2015. In the space below,
please write the heading for this paper in GCU Style.
2. Sally
Student has been asked to summarize a passage from her PHI-105 textbook. In
your own words, what is a summary? (Your response should be between 25-50 words
please.)
3. Summarize
the following passage in 25-50 words:
From Martin Luther King, Jr.’s “Letter from a Birmingham
Jail”:
“In any nonviolent campaign there are four basic steps:
collection of the facts to determine whether injustices exist; negotiation;
self purification; and direct action. We have gone through all these steps in Birmingham.
There can be no gainsaying the fact that racial injustice engulfs this
community. Birmingham is probably the most thoroughly segregated city in the
United States. Its ugly record of brutality is widely known. Negroes have
experienced grossly unjust treatment in the courts. There have been more
unsolved bombings of Negro homes and churches in Birmingham than in any other
city in the nation. These are the hard, brutal facts of the case. On the basis
of these conditions, Negro leaders sought to negotiate with the city fathers.
But the latter consistently refused to engage in good faith negotiation” (King,
1963, para. 6).
4. Write a
paragraph interpreting the meaning of the passage taken from Martin Luther King
Jr.’s “Letter from a Birmingham Jail”: (Your response should be at least 100
words in length please.)
“In any nonviolent campaign there are four basic steps:
collection of the facts to determine whether injustices exist; negotiation;
self purification; and direct action. We have gone through all these steps in
Birmingham. There can be no gainsaying the fact that racial injustice engulfs
this community. Birmingham is probably the most thoroughly segregated city in
the United States. Its ugly record of brutality is widely known. Negroes have
experienced grossly unjust treatment in the courts. There have been more
unsolved bombings of Negro homes and churches in Birmingham than in any other
city in the nation. These are the hard, brutal facts of the case. On the basis
of these conditions, Negro leaders sought to negotiate with the city fathers.
But the latter consistently refused to engage in good faith negotiation” (King,
1963, para. 6).
5. Based on
the guidelines for the first essay assignment and the assigned readings for
this week, what is a rhetorical analysis? What does it mean to analyze a
text? (Your response should be between
50-100 words please.)
Reference
King, M. L.
(1963). Letter from a Birmingham Jail. Retrieved from
http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html
Week 2
assignment
Draft of a Rhetorical Analysis of a
Public Document Assignment
Goal
Write a 750-1,000-word essay that analyzes the rhetorical
situation of a public document. This public document is the Centers for Disease
Control’s (CDC) website on Attention Deficit/Hyperactivity Disorder (ADHD)
found at: http://www.cdc.gov/ncbddd/adhd/facts.html. Your analysis should
include at least TWO scholarly sources outside of class texts.
Directions
Complete a close reading of the assigned public document.
Then, write a cohesive essay that:
1. Introduces
and summarizes the CDC website on ADHD.
2. Analyzes
the rhetorical tools used on the site (here, you will want to incorporate ideas
from your preanalysis below). For instance, your essay could analyze the CDC’s
use of ethos, pathos, and logos.
3. Evaluates
the site’s effectiveness (again, ideas from your preanalysis below will be
helpful).
This essay is NOT simply an expository or descriptive essay
or an analysis of ADHD. It is an analysis of the site and how effectively the
site uses rhetorical tools to get its point across.
First Draft Grading
• You will
receive completion points for the first draft based upon the successful
submission of your draft.
• Because
your first draft is a completion grade, do not assume that this grade reflects
or predicts the final grade. If you do not consider your instructor’s comments,
you may be deducted points on your final draft.
Final Draft Grading
The essay will be graded using a rubric. Please review the
rubric prior to beginning the assignment to become familiar with the assignment
criteria and expectations.
Sources
• Include
in-text citations and a References page in GCU Style for at least TWO scholarly
sources outside of class texts.
• These
sources should be used to support any claims you make and should be present in
the text of the essay.
• Use the
GCU Library to help you find sources.
• Include
this research in the paper in a scholarly manner.
Format
Prepare this assignment according to the guidelines found in
the GCU Style Guide, located in the Student Success Center.
Turnitin
• You are
required to submit this assignment to Turnitin. Refer to the directions in the
Student Success Center.
• Please be
sure to review your Turnitin score before submitting the draft to your
instructor.
Preparing to Write the Essay
Read the site closely:
1. Read the
webpage on Attention-Deficit/Hyperactivity Disorder (ADHD) found at http://www.cdc.gov/ncbddd/adhd/facts.html
o Do a
first reading that uses underlining, annotation, and summary to make sure you
understand what the writer is saying. Go back to any sections that need
clarification.
o On a
second reading, pay attention to what the writer(s) of the CDC site is doing by
describing the writer’s strategy.
Conduct a preanalysis:
1. Use your
close reading to analyze the rhetorical situation of the site.
2. Here are
some questions to guide your analysis.
3. You do
NOT need to answer all of them—pick three that make the most sense to you. Your
close reading will help you generate ideas for your essay.
• What is
the context of the issue(s)?
a) What do
you know about the topic?
b) What
issues does the topic raise?
c) Is there
a larger debate, discussion, or controversy already going on?
d) What
seems to be at stake?
• Who is
the writer?
a. What do
you know about the writer’s background, credibility, knowledge of the topic,
beliefs, and social allegiances?
• What is the
publication?
a. What do
you know about its intended readers, reputability, political slant, and the
topics it covers?
• How does
the writer define the rhetorical situation and identify the call to write?
a. What is
the writer’s orientation toward the issues involved?
b. What is
at stake for the writer?
• Who is
the intended audience?
a. Is the
writer addressing one group or more than one group of readers?
b. Is the
writer trying to bring an audience into being?
c. What
kind of relationship is the writer trying to establish with readers?
d. What
assumptions about readers does the writer seem to make?
• How does
the writer use language?
a. How does
the writer use ethos, pathos, and logos to appeal to the audience?
b. What is
the writer’s tone?
c. What
does the writer’s word choice show about his or her assumptions about readers?
d. Does the
writer use specialized terms or slang?
e. Are there
memorable figures of speech?
f. Does the
writer stereotype?
• What is
your evaluation of the rhetorical effectiveness?
a. Does the
writer accomplish his or her purposes?
b. What
constraints, if any, qualify the writing’s effectiveness?
Draft the essay:
Once you’ve completed the pre-analysis, draft the essay. The
essay should include:
1. Header,
essay title, heading in GCU Style
2. An
introduction paragraph with a thesis statement
3. At least
three body paragraphs
4. A
conclusion paragraph
Also, you will need to include a References page and in-text
citations formatted in GCU Style with at least TWO scholarly sources outside of
class texts.
Submit this assignment to your instructor in the assignment
drop box AND post this draft as an attachment in the Module 2 Rhetorical
Analysis Peer Review forum
by Day 3 of Week 2.
Week 3
assignment
Benchmark - Rhetorical Analysis of a Public Document Final
Draft
Revise the draft you have written, utilizing the feedback
from your peer review. Complete your revision in conjunction with the
guidelines for the first draft assignment given in Topic 2.
This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with expectations for
successful completion.
Prepare this assignment according to the GCU guidelines
found in the GCU Style Guide, located in the Student Success Center.
You are required to submit this assignment to Turnitin.
Refer to the directions in the Student Success Center.
Week 4
assignment
First Draft of a Review Writing Assignment
Write a 750-1,000 word review of a website about ADD or
ADHD. You will write this review for the general public, so you might target a
particular publication, such as a student or local newspaper or one of the
national magazines. This will help you anticipate what your readers already
know, what they value, and what criteria they accept as a basis of evaluation.
Complete the following:
1. Develop a
set of criteria that the general public would see as acceptable for a website
about diseases and disorders (like ADHD).
2. Describe
the website you have chosen, and then explain how it does (or does not) perform
the criteria you established above.
3. Use at
least two scholarly sources outside of class texts to augment your
understanding and perspective on these facts and elements. Use the GCU library
for sources. Include this research in the paper in an appropriate scholarly
manner.
Prepare this assignment according to the GCU guidelines
found in the GCU Style Guide, located in the Student Success Center.
You are required to submit this assignment to Turnitin.
Refer to the directions in the Student Success Center.
The final draft of this assignment uses a rubric. Please
review the rubric prior to beginning the assignment to become familiar with the
expectations for successful completion of the assignment.
You will receive completion points for the first draft based
upon the successful submission of your draft.
The points are not an evaluative statement about your draft; be sure to
consider all instructor comments as you revise your draft.
In addition to submitting this draft to your instructor, you
must also post this draft as an attachment in the Week 4 Peer Review forum by
Day 3 of Week 4.
Week 5
assignment
Review Writing Assignment Final Draft
Revise the draft you have written utilizing the feedback
from your peer review. Complete your revision in conjunction with the
guidelines for the first draft assignment given in Topic 4.
Prepare this assignment according to the GCU guidelines
found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with expectations for
successful completion.
You are required to submit this assignment to Turnitin.
Refer to the directions in the Student Success Center.
Week 6
assignment
First Draft of a Commentary
ENG-105: Topic 6
First Draft of a Commentary Assignment
For this assignment, write a 750-1,000-word commentary that
addresses a trend/topic related to ADHD.
This means that your essay should review a single trend
related to ADHD. For instance, you could analyze one of the following trends
(you are not limited to this list; these are suggestions):
• Increase
in ADHD Diagnoses
• Impact of
ADHD on a Child’s Schooling
• Impact of
New ADHD Treatments
• Hidden
Dangers of ADHD Medications
• The
Reasoning Behind ADHD Awareness Week
• ADHD and
the Zombie Phenomenon
• ADHD Drug
Overdoses
This essay is NOT a summary of several different elements of
ADHD. Rather, it is an analysis of a single trend related to ADHD, including
various elements of that single trend.
Your review should include at least five scholarly sources
outside of class texts.
Directions
1. Label or
Identify the Subject: Provide the name for the trend and provide some context
or background for the subject.
2. Explain
the Subject: Find a pattern of meaning in the trend (e.g., speculate as to
causes and effects of an event, compare with a similar case, or offer an
example).
3. Make a
Judgment/Offer an Opinion: Evaluate the trend using third person; offer praise
or critique the trend, offering evidence to support your claims.
First Draft Grading
You will receive completion points for the first draft based
upon the successful submission of your draft. Since instructor feedback for
this draft is optional, you will need to consider feedback from peers and your
self-review. You may also use the Center for Learning Advancement (CLA) and
ThinkingStorm online tutoring services available at the following link for
additional feedback:
http://www.gcu.edu/Learning-Resources/Center-for-Learning-and-Advancement.ph
The final draft of this assignment uses a grading rubric.
Instructors will be using the rubric to grade the assignment; therefore,
students should review the rubric prior to beginning the assignment to become
familiar with the assignment criteria and expectations for successful
completion of the assignment.
Because your first draft is a completion grade, do not
assume that this grade reflects or predicts the final grade.
Final Draft Grading
The final essay will be graded using a rubric. Please review
the rubric prior to beginning the assignment to become familiar with the
assignment criteria and expectations.
Sources
• Include
in-text citations and a References page in GCU Style for at least FIVE
scholarly sources outside of class texts.
• These
sources should be used to support any claims you make.
• Use the
GCU Library to help you find sources.
• Include
this research in the paper in a scholarly manner.
Format
Prepare this assignment according to the guidelines found in
the GCU Style Guide, located in the Student Success Center.
TurnItIn
• You are
required to submit this assignment to TurnItIn. Refer to the Turnitin Tutorial
in the Student Success Center.
• Please be
sure to review your TurnItIn score before submitting the draft to your
instructor.
Submit this assignment to your instructor in the assignment
drop box AND post this draft as an attachment in the Topic 6 Commentary Peer
Review Forum by Day 3 of Week 6.
Week 7
assignment
Commentary Writing Assignment Final Draft
Revise the draft you have written, utilizing the feedback
from your peer review. Complete your revision in conjunction with the
guidelines for the first draft assignment given in Topic 6.
Prepare this assignment according to the GCU guidelines
found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with expectations for
successful completion.
You are required to submit this assignment to Turnitin.
Refer to the directions in the Student Success Center.
Week 2
Rhetorical Analysis Peer Review Forum
Please follow these steps:
Begin by posting your Rhetorical Analysis Rough Draft by the
deadline to TWO places: to the Module 2 Rhetorical Analysis Peer Review Forum
AND to the Module 2 Rhetorical Analysis Rough Draft assignment box.
Next, review the draft of the person who posted his/her
response directly below yours in the Peer Review forum. If your draft is the
last posted, review the first draft posted. Then, complete the "Peer
Review Rhetorical Analysis Worksheet” (see attachment in Assignment dropbox).
Review the "Rubric Peer Review" media piece for information on
effective peer reviews.
You will then need to post your completed Peer Review
Worksheet to TWO places: to the Module 2 Rhetorical Analysis Peer Review Forum
for your peer to view, as well as to the Module 2 Rhetorical Analysis Peer
Review assignment box, so the instructor can grade your work.
Attach the file with your completed Peer Review Worksheet to
the Rhetorical Analysis Peer Review Forum as a "reply" to the initial
post of your peer's first draft.
Please note that to participate in the peer review process
you must post your essay by 11:59 pm (AZ time) on Wednesday of Module 2.
Week 4
Review Writing Assignment Peer Review Forum
After reviewing the "Rubric Peer Review" media
piece for information on effective peer reviews, please follow these steps:
Begin by posting your Review Rough Draft by the deadline to
TWO places: to the Topic 4 Review Writing Assignment Peer Review Forum AND to
the Topic 4 Review Rough Draft assignment box.
Next, review the draft of the person who posted his/her
response directly below yours in the Peer Review forum. If your draft is the
last posted, review the first draft posted. Then, complete the "Peer
Review Review" worksheet (see attachment in Assignment dropbox).
You will then need to post your completed Peer Review
Worksheet to TWO places: to the Topic 4 Review Writing Assignment Peer Review
Forum for your peer to view, as well as to the Topic 4 Evaluation Peer Review
assignment box, so the instructor can grade your work.
Attach the file with your completed Peer Review Worksheet to
the Review Writing Assignment Peer Review Forum as a "reply" to the
initial post of your peer's first draft.
Please note that to participate in the peer review process
you must post your essay by 11:59 pm (AZ time) on Wednesday of Topic 4.
Week 6
Commentary Peer Review Forum
Peer Review of a Classmate’s First Draft of a Commentary
Please follow these steps:
Begin by posting your Commentary Rough Draft by the deadline
to TWO places: to the Topic 6 Commentary Peer Review Forum AND to the Topic 6
Commentary Rough Draft assignment box.
Next, review the draft of the person who posted his/her
response directly below yours in the Peer Review forum. If your draft is the
last posted, review the first draft posted. Then, complete the "Peer
Review Commentary Worksheet” (see attachment in Assignment dropbox).
You will then need to post your completed Peer Review
Worksheet to TWO places: to the Topic 6 Commentary Peer Review Forum for your
peer to view, as well as to the Topic 6 Commentary Peer Review assignment box,
so the instructor can grade your work.
Attach the file with your completed Peer Review Worksheet to
the Commentary Peer Review Forum as a "reply" to the initial post of
your peer's first draft.
Please note that to participate in the peer review process
you must post your essay by 11:59 pm (AZ time) on Wednesday of Topic 6.
