Monday, November 24, 2008

Assignment: Argumentative Research Paper

Due Date: Rough draft due Wednesday, November 26th; Final Draft due Friday, December 5th

Page Requirements: 4-7 pages, double-spaced; MLA format; 12 point font, Times New Roman; Include page numbers in the right header; 1” margins.

Assignment Description: Write an argumentative research paper, taking a stance on the topic for which you wrote your Synthesis paper. You will use the same research that you compiled for the last paper. When arguing your position, you can showcase holes in your opponent’s argument by identifying logical fallacies they might use, you can explain how or why your position is superior to the alternative, you can elaborate on an idea presented by a source with whom you agree, or you can do a combination of the three. Make sure to avoid making claims that are logical fallacies. Please use at least three sources for this paper.

Rough Drafts: You will be required to write multiple drafts of this paper. The first draft is due on Wednesday, November 26th and must be submitted in the Argumentative-Rough Drafts dropbox on D2L by the beginning of class. I will provide feedback to you through one-on-one conferences during the first week of December. You will need to sign up for a conference date on November 26th. Failure to turn in a rough draft will result in the forfeiting of your participation points for the conference, and you will not receive feedback from me for your final draft.

Late Papers: If you turn in your final draft late, you will receive a penalty of 10% reduced from the paper’s final grade. Whether it’s late one day or seven, your grade for this assignment will be lowered 10% if it’s not turned in on time. You will be required to turn in a final draft via the D2L dropbox marked, Argumentative-Final Draft, and you will be required to turn in a hardcopy in class on the due date. This assignment counts for 25% of your overall grade, so it would be to your benefit to turn it in on time.

Plagiarism: If you do not give credit where credit is due, if you fail to cite sources or blatantly steal someone else’s work, you will receive an automatic zero for both the assignment and the class. MSU has a zero tolerance policy on plagiarism. Remember: if you can find it on the Internet, so can I. If you feel unsure about citing and paraphrasing from your sources, feel free to ask for some assistance.

If you have any questions regarding the assignment requirements, grading criteria (provided as a supplement to this sheet), or policies, please contact me via email, my office phone, or stop by during office hours. Please refer to your syllabus for contact information.

Questions for Consideration—Argumentative Research

· Does the writer narrow his/her topic to a single, specific and clear focus?

· Does the writer clearly choose a position?

· Does the writer provide an in-depth look at his/her topic?

· Does the writer incorporate sources that are credible, timely, and relevant?

· Does the writer identify holes in his/her opponent’s argument?

· Does the writer paraphrase in a clear and accurate way?

· Does the writer properly cite sources?

· Does the writer rely too heavily on any one source?

· Does the writer contribute to the argument?

· Does the writer define terms for the layperson audience?

· Does the introduction hook the reader?

· Does the essay have a logical organization?

· Does the writer vary sentence length/structure?

· Is the text free from distracting surface errors?

· Is the text readable prose?

· Does the conclusion trail off or end abruptly?

· Does the writer maintain a consistent tone?

Sunday, November 23, 2008

Logical Fallacies

Click here for a list of logical fallacies and their definitions. 

Wednesday, November 12, 2008

The Remaining Days of 101

Thursday, November 13th In-Class Workshop
Friday, November 14th In-Class Workshop

Monday, November 17th In-Class Workshop
Wednesday, November 19th Synthesis Final Drafts due
Begin Argumentative Unit
Thursday, November 20th Argumentative Unit (cont.)
Friday, November 21st Argumentative Unit (cont.)

Monday, November 24th Argumentative Unit (cont.)
Wednesday, November 26th Argumentative Rough Drafts due
Sign-ups for conferences
Thursday, November 27th No Class
Friday, November 28th No Class

Monday, December 1st Conferences
Tuesday, December 2nd Conferences
Wednesday, December 3rd Conferences
Thursday, December 4th Conferences
Friday, December 5th Argumentative Final Drafts due
Class Evaluations

Finals Week

Tuesday, December 9th Room AH203
10:15am – 12:15pm
Handing back papers
Giving out grades
Class is optional
Enjoy Winter Break

Monday, November 3, 2008

Assignment: Synthesis
Due Date: Rough draft due November 5th; Final Draft due TBA
Page Requirements: 5-7 pages, double-spaced; MLA format; 12 point font, Times New Roman; Include page numbers in the right header; 1” margins.

Assignment Description: Write an informative research paper based on the tentative thesis statement you emailed to me. This paper should incorporate 6-10 sources that work to support your thesis. I have posted on D2L and the class blog a list of questions to consider when writing, reviewing, and revising your drafts. This assignment will display your ability to research a narrowed topic, interpret the information, and present that information in the form of a formal research paper. You will be required to properly cite sources within the body of the text and compose a works cited page, as well. Examples can be found in your Wadsworth handbook.

Rough Drafts: You will be required to write multiple drafts of this paper. The first draft is due on Wednesday, November 5th and must be posted to your group’s discussion page on D2L. We will conduct peer review workshops Thursday and Friday (November 6th and 7th), and the second drafts will be due the following week (I will set up a dropbox for these). The first draft does not have to be a complete draft with all of your sources; however, it would be beneficial for you to have as much written as possible. The second draft must be complete with a clear intro, body, and conclusion.

Late Papers: I have not set a due date for the final draft; I will have a better idea of when it will be due once we have completed peer reviews. I will email and post this information on the blog and D2L once a date has been chosen. Same policy as before: if you turn in your final draft late, you will receive a penalty of 10% reduced from the paper’s final grade. Whether it’s late one day or seven, your grade for this assignment will be lowered 10% if it’s not turned in on time. You will be required to turn in a final draft via the D2L dropbox marked, Synthesis—Final Draft, and you will be required to turn in a hardcopy in class on the due date. This assignment counts for 25% of your overall grade, so it would be to your benefit to turn it in on time.

Plagiarism: If you do not give credit where credit is due, if you fail to cite sources or blatantly steal someone else’s work, you will receive an automatic zero for both the assignment and the class. MSU has a zero tolerance policy on plagiarism. If you feel unsure about citing and paraphrasing from your sources, feel free to ask for some assistance.

If you have any questions regarding the assignment requirements, grading criteria (provided as a supplement to this sheet), or policies, please contact me via email, my office phone, or stop by during office hours. Please refer to your syllabus for contact information.

Wednesday, October 29, 2008

Questions for Synthesis

1. Does the writer narrow his/her topic to a single, specific and clear focus?

2. Does the writer provide an in-depth look at his/her topic?

3. Does the writer incorporate sources that are credible, timely, and relevant?

4. Does the writer define terms for the lay person audience?

5. Does the writer properly cite sources?

6. Does the writer rely too heavily on any one source?

7. Does the writer paraphrase in a clear and accurate way?

8. Does the writer remain objective?

9. Does the introduction hook the reader?

10. Does the essay have a logical organization?

11. Does the writer vary sentence length/structure?

12. Is the text free from distracting surface errors?

13. Is the text readable prose?

14. Does the conclusion trail off or end abruptly?

15. Does the writer maintain a consistent tone?

Monday, October 27, 2008

Monday, October 20, 2008

Homework for Thursday, October 23rd

Please read, "Alpha Girl," by Laura Sessions Stepp for Thursday's class.  To access the essay, click here.

Thursday, October 2, 2008

Questions for Personal Narrative

The following questions will serve as criteria for your personal narrative essay.

  • Does the writer narrate a single event, or a series of events? How does the writer handle the use of anecdote?
  • Does the writer use concrete, specific details and description?
  • Does the writer make a point?
  • Does the writer reflect (i.e. is the question, “so what?” answered)?
  • Do all of the examples (details, images, word choice) point to the essay’s primary focus?
  • Does the introduction hook the reader?
  • Does the conclusion end abruptly or trail off?
  • Does the essay have a logical organization?
  • Are the transitions from paragraph to paragraph clear?
  • Does the writer maintain a consistent tone?
  • Is the level of diction appropriate for the audience, the ethos, and the essay’s point?
  • Is the prose readable?
  • Does the writer use correct grammar/mechanics?
  • Does the writer vary sentence length and structure?
  • Is the text free from distracting surface errors?

Wednesday, October 1, 2008

Homework for Thursday, October 2nd

Please read the short essay, "Lights," by Stuart Dybek.  Click here for the text.  You do not need to scroll down and read anything else, just the one page Dybek piece.

Thursday, September 25, 2008

Homework for Friday, September 26th


Please read, "Me Talk Pretty One Day," by David Sedaris for tomorrow's class.  Click here to access the essay.  Please disregard the study questions that follow the text.

Sunday, September 21, 2008

Homework for Wednesday, September 24th

Please read, "Black Hair," by Gary Soto for Wednesday. Be prepared to discuss the piece: think about the essay's content and structure, and bring any questions you may have to class.

Click here to access the essay.

Tuesday, September 16, 2008

Questions to consider when reviewing essays

Has the writer identified the author and title of the piece he or she is writing about?
Does the writer have a clear focus (thesis)?
Do all of the examples (details, images, word choice) support that focus?
Does the essay have a logical organization?
Does the writer make clear transitions from one paragraph or point to the next?
Does the writer make a point?
Is the level of diction appropriate for the audience, the writer’s ethos, and the essay’s point?
Does the writer maintain a consistent tone?
Does the introduction hook the reader?
Does the conclusion trail off or end abruptly?
Is the prose readable?
Does the writer use correct grammar/mechanics?
Does the writer vary sentence length and structure?
Is the text free from distracting surface errors?

Monday, September 15, 2008

Due dates for Rhetorical Analysis

For Wednesday, September 17th your homework is to read the essays posted on the D2L discussion. Be prepared to discuss the essays' rhetorical elements with your groups in class on Wednesday. We will go over workshop practices, posting responses, and source citing in preparation for Friday's class--the day the final drafts are due. I will set up a dropbox on D2L for your final drafts, and you will be required to turn in a hard copy to me on Friday, September 19th. Remember, late papers will be docked 10% from the final draft's grade, so make sure you turn in your papers on Friday!

Tuesday, September 9, 2008

Questions for Rhetorical Analysis

Who is the writer’s audience?  Describe the characteristics that audience members may possess.  Is there evidence in the essay that the writer has thought about these characteristics and is trying to connect to this audience?  Where?  Are there ways in which the writer may not have considered audience?

What is the purpose of the piece (to move to action to change people’s minds, to anger, etc.) and how does the writer go about trying to achieve that purpose?

How does the context (the situation—cultural, historical, economic, geographical, literary) affect how the piece was written?

What appeals does the writer employ?  Why these appeals?  Specifically,

Where and how is emotion (pathos) used?  Does the writer aim to evoke pity, anger, nostalgia, fear, pride, humor?  Something else?  Why does the writer aim to evoke this/these emotion(s)?  Is it effective?

How does the writer represent him/herself (ethos) in the text?  What characteristics does s/he want the audience to think s/he has, and where does s/he project these characteristics?  How does the writer position him/herself in relation to the audience?  (For example: a friend, an authority figure, a concerned citizen—find words to describe the image of the writer in the essay.)  Where do you see this?  Is this an effective image to take on?  Why or why not?

What kinds of evidence or logic (logos) are used in the text?  Where?  How do those particular kinds help to convince the particular audience being addressed?

What genre is the writer using to achieve his/her purpose in writing (letter, story, essay, etc.)?  Do you think this is an effective genre, given the writer’s purposes?

What stylistic choices does the writer make in his/her text?  Do you think these choices enhance/detract/have no influence on the effectiveness of the piece?  Explain.

Homework for September 10th

Read pages 76-78 in the Harbrace book for Wednesday.  Have an idea as to which of the four essays you'll be responding for your rhetorical analysis paper.  First draft is due this Friday, September 12th.  You'll be assigned a small group and be required to post the first draft to the discussion section of D2L for peer reviews.  In-class peer reviews will take place next week.

Remember, extra credit is available if you attend either the Richard Ford Craft Talk or Reading this Thursday.  For more details on when and where these events are taking place, click here.  If you decide to take advantage of this opportunity, you will need to check in with me at the event and write a 100-200 word response in the form of a blog post.  The response should cover what the writer talked about during either the Craft Talk or Reading.

Monday, September 8, 2008

Assignment Sheet

Assignment: Rhetorical Analysis

Due Date: Rough draft due September 12th; Final draft due September 18th

Page Requirements: 4-6 pages, double-spaced; MLA format; 12 point font, Times New Roman; Include page numbers in the right header; 1” margins.

Assignment Description: Respond to one of the four essays in the form of a rhetorical analysis: “Why I Want a Wife,” by Judy Brady; “Letter from Birmingham Jail,” by Martin Luther King Jr.; “A Modest Proposal,” by Jonathan Swift; or “The American Male at Age Ten,” by Susan Orlean.  Your essay should have a clear focus (thesis), responding to one or more rhetorical elements discussed in class.  The paper must have a logical organization (Intro, Body, and Conclusion).  Remember, the point of this paper is not to agree or disagree with the author’s stance on the essay’s subject; rather, the objective for this paper is for you to identify the essay’s rhetorical components, analyze those components, and then respond to them.

Drafts, Revisions, Workshops: You will be required to write at least one rough draft of the essay and post it to D2L by September 12th for your peer groups to read.  Members of each peer group will critique the papers and conduct workshops in class. This portion of the assignment will count toward your class participation grade.  Peer groups are set up to get you thinking about your paper critically and to help answer any questions you or your peers may have.  I am available to answer specific questions pertaining to this assignment; however, I may not be available to read every draft.  If you feel you need additional assistance outside of the peer groups, please see the syllabus for information on the Center for Academic Success.

Late Papers:  I will accept late papers up to one week after the 18th with a penalty of 10% reduced from your paper’s final grade.  Whether it’s late one day or seven, your grade for this assignment will be lowered 10% if it’s not turned in on time.  This assignment counts for 25% of your overall grade, so it would be to your benefit to turn it in on the assigned due date.

Plagiarism:  If you do not give credit where credit is due, if you fail to cite sources or blatantly steal someone else’s work, you will receive an automatic zero for both the assignment and the class.  MSU has a zero tolerance policy on plagiarism.  If you feel unsure about citing and paraphrasing from your sources, feel free to ask for some assistance.  I’m available to look over your work during my office hours. 

If you have any questions regarding the assignment requires, grading criteria (provided as a supplement to this sheet), or policies, please contact me via email, my office phone, or stop by during office hours.  Please refer to your syllabus for contact information.  

Sunday, September 7, 2008

Homework for September 8th


Read pages 62-75 in the Harbrace book for class.  Begin thinking about which of the essays we have read and discussed that you would like to rhetorically analyze.  The texts to choose from are as follows: "Why I Want a Wife," by Judy Brady; "Letter from Birmingham Jail," by Martin Luther King Jr.; "A Modest Proposal," by Jonathan Swift; and "The American Male at Age Ten," by Susan Orlean.  We will begin to discuss how to draft your papers on Monday.

Thursday, September 4, 2008

Homework for Friday, September 5th

Please read the following essay for Friday's class. Be prepared to discuss any rhetorical elements within the essay. Pay attention to tone, structure, and detail, as well. If you have any questions--if any part of the essay seems confusing, or you're unsure of which rhetorical elements she's using--please bring those questions to class tomorrow.

Susan Orlean's, "The American Male at Age Ten."

Sunday, August 31, 2008

Homework for Wednesday, September 3rd

Read pages 35-46 in the Harbrace Guide to Writing. Skip the following essays within that section: "An Action Plan for Higher Education," by Margaret Spellings (pages 37 to the top of 40); "Resolution Regarding the Rodney King Verdict," a Senate hearing from San Francisco State University (bottom of page 44 and the top of page 45); and "The Truth that Never Hurts," by Barbara Smith (half of page 46).

You will be required to read, "A Modest Proposal," by Jonathan Swift (provided in the following post from Project Gutenberg). If you'd like a copy of the essay to print--whether reading from a computer screen strains your eyes, or you just have to have a hard copy of the piece--click here.

Please be ready to identify and discuss rhetorical elements found in the essay for Wednesday's class. Remember, there's no class on Monday, September 1st.

A MODEST PROPOSAL:

For preventing the children of poor people in Ireland, from being a burden on their parents or country, and for making them beneficial to the public.

by Dr. Jonathan Swift
1729

It is a melancholy object to those, who walk through this great town, or travel in the country, when they see the streets, the roads and cabin-doors crowded with beggars of the female sex, followed by three, four, or six children, all in rags, and importuning every passenger for an alms. These mothers instead of being able to work for their honest livelihood, are forced to employ all their time in strolling to beg sustenance for their helpless infants who, as they grow up, either turn thieves for want of work, or leave their dear native country, to fight for the Pretender in Spain, or sell themselves to the Barbados.

I think it is agreed by all parties, that this prodigious number of children in the arms, or on the backs, or at the heels of their mothers, and frequently of their fathers, is in the present deplorable state of the kingdom, a very great additional grievance; and therefore whoever could find out a fair, cheap and easy method of making these children sound and useful members of the common-wealth, would deserve so well of the public, as to have his statue set up for a preserver of the nation.

But my intention is very far from being confined to provide only for the children of professed beggars: it is of a much greater extent, and shall take in the whole number of infants at a certain age, who are born of parents in effect as little able to support them, as those who demand our charity in the streets.

As to my own part, having turned my thoughts for many years, upon this important subject, and maturely weighed the several schemes of our projectors, I have always found them grossly mistaken in their computation. It is true, a child just dropt from its dam, may be supported by her milk, for a solar year, with little other nourishment: at most not above the value of two shillings, which the mother may certainly get, or the value in scraps, by her lawful occupation of begging; and it is exactly at one year old that I propose to provide for them in such a manner, as, instead of being a charge upon their parents, or the parish, or wanting food and raiment for the rest of their lives, they shall, on the contrary, contribute to the feeding, and partly to the clothing of many thousands.

There is likewise another great advantage in my scheme, that it will prevent those voluntary abortions, and that horrid practice of women murdering their bastard children, alas! too frequent among us, sacrificing the poor innocent babes, I doubt, more to avoid the expense than the shame, which would move tears and pity in the most savage and inhuman breast.

The number of souls in this kingdom being usually reckoned one million and a half, of these I calculate there may be about two hundred thousand couple whose wives are breeders; from which number I subtract thirty thousand couple, who are able to maintain their own children, (although I apprehend there cannot be so many, under the present distresses of the kingdom) but this being granted, there will remain an hundred and seventy thousand breeders. I again subtract fifty thousand, for those women who miscarry, or whose children die by accident or disease within the year. There only remain an hundred and twenty thousand children of poor parents annually born. The question therefore is, how this number shall be reared, and provided for? which, as I have already said, under the present situation of affairs, is utterly impossible by all the methods hitherto proposed. For we can neither employ them in handicraft or agriculture; we neither build houses, (I mean in the country) nor cultivate land: they can very seldom pick up a livelihood by stealing till they arrive at six years old; except where they are of towardly parts, although I confess they learn the rudiments much earlier; during which time they can however be properly looked upon only as probationers: As I have been informed by a principal gentleman in the county of Cavan, who protested to me, that he never knew above one or two instances under the age of six, even in a part of the kingdom so renowned for the quickest proficiency in that art.

I am assured by our merchants, that a boy or a girl before twelve years old, is no saleable commodity, and even when they come to this age, they will not yield above three pounds, or three pounds and half a crown at most, on the exchange; which cannot turn to account either to the parents or kingdom, the charge of nutriments and rags having been at least four times that value.

I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the least objection.

I have been assured by a very knowing American of my acquaintance in London, that a young healthy child well nursed, is, at a year old, a most delicious nourishing and wholesome food, whether stewed, roasted, baked, or boiled; and I make no doubt that it will equally serve in a fricassee, or a ragoust.

I do therefore humbly offer it to public consideration, that of the hundred and twenty thousand children, already computed, twenty thousand may be reserved for breed, whereof only one fourth part to be males; which is more than we allow to sheep, black cattle, or swine, and my reason is, that these children are seldom the fruits of marriage, a circumstance not much regarded by our savages, therefore, one male will be sufficient to serve four females. That the remaining hundred thousand may, at a year old, be offered in sale to the persons of quality and fortune, through the kingdom, always advising the mother to let them suck plentifully in the last month, so as to render them plump, and fat for a good table. A child will make two dishes at an entertainment for friends, and when the family dines alone, the fore or hind quarter will make a reasonable dish, and seasoned with a little pepper or salt, will be very good boiled on the fourth day, especially in winter.

I have reckoned upon a medium, that a child just born will weigh 12 pounds, and in a solar year, if tolerably nursed, will increase to 28 pounds.

I grant this food will be somewhat dear, and therefore very proper for landlords, who, as they have already devoured most of the parents, seem to have the best title to the children.

Infant's flesh will be in season throughout the year, but more plentiful in March, and a little before and after; for we are told by a grave author, an eminent French physician, that fish being a prolific diet, there are more children born in Roman Catholic countries about nine months after Lent, the markets will be more glutted than usual, because the number of Popish infants, is at least three to one in this kingdom, and therefore it will have one other collateral advantage, by lessening the number of Papists among us.

I have already computed the charge of nursing a beggar's child (in which list I reckon all cottagers, laborers, and four-fifths of the farmers) to be about two shillings per annum, rags included; and I believe no gentleman would repine to give ten shillings for the carcass of a good fat child, which, as I have said, will make four dishes of excellent nutritive meat, when he hath only some particular friend, or his own family to dine with him. Thus the squire will learn to be a good landlord, and grow popular among his tenants, the mother will have eight shillings neat profit, and be fit for work till she produces another child.

Those who are more thrifty (as I must confess the times require) may flea the carcass; the skin of which, artificially dressed, will make admirable gloves for ladies, and summer boots for fine gentlemen.

As to our City of Dublin, shambles may be appointed for this purpose, in the most convenient parts of it, and butchers we may be assured will not be wanting; although I rather recommend buying the children alive, and dressing them hot from the knife, as we do roasting pigs.

A very worthy person, a true lover of his country, and whose virtues I highly esteem, was lately pleased, in discoursing on this matter, to offer a refinement upon my scheme. He said, that many gentlemen of this kingdom, having of late destroyed their deer, he conceived that the want of venison might be well supply'd by the bodies of young lads and maidens, not exceeding fourteen years of age, nor under twelve; so great a number of both sexes in every country being now ready to starve for want of work and service: And these to be disposed of by their parents if alive, or otherwise by their nearest relations. But with due deference to so excellent a friend, and so deserving a patriot, I cannot be altogether in his sentiments; for as to the males, my American acquaintance assured me from frequent experience, that their flesh was generally tough and lean, like that of our school-boys, by continual exercise, and their taste disagreeable, and to fatten them would not answer the charge. Then as to the females, it would, I think, with humble submission, be a loss to the public, because they soon would become breeders themselves: And besides, it is not improbable that some scrupulous people might be apt to censure such a practice, (although indeed very unjustly) as a little bordering upon cruelty, which, I confess, hath always been with me the strongest objection against any project, how well so ever intended.

But in order to justify my friend, he confessed, that this expedient was put into his head by the famous Salmanaazor, a native of the island Formosa, who came from thence to London, above twenty years ago, and in conversation told my friend, that in his country, when any young person happened to be put to death, the executioner sold the carcass to persons of quality, as a prime dainty; and that, in his time, the body of a plump girl of fifteen, who was crucified for an attempt to poison the Emperor, was sold to his imperial majesty's prime minister of state, and other great mandarins of the court in joints from the gibbet, at four hundred crowns. Neither indeed can I deny, that if the same use were made of several plump young girls in this town, who without one single groat to their fortunes, cannot stir abroad without a chair, and appear at a play-house and assemblies in foreign fineries which they never will pay for; the kingdom would not be the worse.

Some persons of a desponding spirit are in great concern about that vast number of poor people, who are aged, diseased, or maimed; and I have been desired to employ my thoughts what course may be taken, to ease the nation of so grievous an encumbrance. But I am not in the least pain upon that matter, because it is very well known, that they are every day dying, and rotting, by cold and famine, and filth, and vermin, as fast as can be reasonably expected. And as to the young laborers, they are now in almost as hopeful a condition. They cannot get work, and consequently pine away from want of nourishment, to a degree, that if at any time they are accidentally hired to common labor, they have not strength to perform it, and thus the country and themselves are happily delivered from the evils to come.

I have too long digressed, and therefore shall return to my subject. I think the advantages by the proposal which I have made are obvious and many, as well as of the highest importance.

For first, as I have already observed, it would greatly lessen the number of Papists, with whom we are yearly over-run, being the principal breeders of the nation, as well as our most dangerous enemies, and who stay at home on purpose with a design to deliver the kingdom to the Pretender, hoping to take their advantage by the absence of so many good
Protestants, who have chosen rather to leave their country, than stay at home and pay tithes against their conscience to an Episcopal curate.

Secondly, The poorer tenants will have something valuable of their own, which by law may be made liable to a distress, and help to pay their landlord's rent, their corn and cattle being already seized, and money a thing unknown.

Thirdly, whereas the maintenance of an hundred thousand children, from two years old, and upwards, cannot be computed at less than ten shillings a piece per annum, the nation's stock will be thereby increased fifty thousand pounds per annum, besides the profit of a new dish, introduced to the tables of all gentlemen of fortune in the kingdom, who have any refinement in taste. And the money will circulate among our selves, the goods being entirely of our own growth and manufacture.

Fourthly, The constant breeders, besides the gain of eight shillings sterling per annum by the sale of their children, will be rid of the charge of maintaining them after the first year.

Fifthly, This food would likewise bring great custom to taverns, where the vintners will certainly be so prudent as to procure the best receipts for dressing it to perfection; and consequently have their houses frequented by all the fine gentlemen, who justly value themselves upon their knowledge in good eating; and a skilful cook, who understands how to oblige his guests, will contrive to make it as expensive as they please.

Sixthly, This would be a great inducement to marriage, which all wise nations have either encouraged by rewards, or enforced by laws and penalties. It would increase the care and tenderness of mothers towards their children, when they were sure of a settlement for life to the poor babes, provided in some sort by the public, to their annual profit instead of expense. We should soon see an honest emulation among the married women, which of them could bring the fattest child to the market. Men would become as fond of their wives, during the time of their pregnancy, as they are now of their mares in foal, their cows in calf, or sow when they are ready to farrow; nor offer to beat or kick them (as is too frequent a practice) for fear of a miscarriage.

Many other advantages might be enumerated. For instance, the addition of some thousand carcasses in our exportation of barrel'd beef: the propagation of swine's flesh, and improvement in the art of making good bacon, so much wanted among us by the great destruction of pigs, too frequent at our tables; which are no way comparable in taste or magnificence to a well grown, fat yearly child, which roasted whole will make a considerable figure at a Lord Mayor's feast, or any other public entertainment. But this, and many others, I omit, being studious of brevity.

Supposing that one thousand families in this city, would be constant customers for infants flesh, besides others who might have it at merry meetings, particularly at weddings and christenings, I compute that Dublin would take off annually about twenty thousand carcasses; and the rest of the kingdom (where probably they will be sold somewhat cheaper) the remaining eighty thousand.

I can think of no one objection, that will possibly be raised against this proposal, unless it should be urged, that the number of people will be thereby much lessened in the kingdom. This I freely own, and 'twas indeed one principal design in offering it to the world. I desire the reader will observe, that I calculate my remedy for this one individual
Kingdom of Ireland, and for no other that ever was, is, or, I think, ever can be upon Earth. Therefore let no man talk to me of other expedients: Of taxing our absentees at five shillings a pound: Of using neither clothes, nor household furniture, except what is of our own growth and manufacture: Of utterly rejecting the materials and instruments that promote foreign luxury: Of curing the expensiveness of pride, vanity, idleness, and gaming in our women: Of introducing a vein of parsimony, prudence and temperance: Of learning to love our country, wherein we differ even from Laplanders, and the inhabitants of Topinamboo: Of quitting our animosities and factions, nor acting any longer like the Jews, who were murdering one another at the very moment their city was taken: Of being a little cautious not to sell our country and consciences for nothing: Of teaching landlords to have at least one degree of mercy towards their tenants. Lastly, of putting a spirit of honesty, industry, and skill into our shop-keepers, who, if a resolution could now be taken to buy only our native goods, would immediately unite to cheat and exact upon us in the price, the measure, and the goodness, nor could ever yet be brought to make one fair proposal of just dealing, though often and earnestly invited to it.

Therefore I repeat, let no man talk to me of these and the like expedients, 'till he hath at least some glimpse of hope, that there will ever be some hearty and sincere attempt to put them into practice.

But, as to my self, having been wearied out for many years with offering vain, idle, visionary thoughts, and at length utterly despairing of success, I fortunately fell upon this proposal, which, as it is wholly new, so it hath something solid and real, of no expense and little trouble, full in our own power, and whereby we can incur no danger in disobliging England. For this kind of commodity will not bear exportation, and flesh being of too tender a consistence, to admit a long continuance in salt, although perhaps I could name a country, which would be glad to eat up our whole nation without it.

After all, I am not so violently bent upon my own opinion, as to reject any offer, proposed by wise men, which shall be found equally innocent, cheap, easy, and effectual. But before something of that kind shall be advanced in contradiction to my scheme, and offering a better, I desire the author or authors will be pleased maturely to consider two points. First, as things now stand, how they will be able to find food and raiment for a hundred thousand useless mouths and backs. And secondly, there being a round million of creatures in humane figure throughout this kingdom, whose whole subsistence put into a common stock, would leave them in debt two million of pounds sterling, adding those who are beggars by profession, to the bulk of farmers, cottagers and laborers, with their wives and children, who are beggars in effect; I desire those politicians who dislike my overture, and may perhaps be so bold to attempt an answer, that they will first ask the parents of these mortals, whether they would not at this day think it a great happiness to have been sold for food at a year old, in the manner I prescribe, and thereby have avoided such a perpetual scene of misfortunes, as they have since gone through, by the oppression of landlords, the impossibility of paying rent without money or trade, the want of common sustenance, with neither house nor clothes to cover them from the inclemencies of the weather, and the most inevitable prospect of entailing the like, or greater miseries, upon their breed for ever.

I profess, in the sincerity of my heart, that I have not the least personal interest in endeavoring to promote this necessary work, having no other motive than the public good of my country, by advancing our trade, providing for infants, relieving the poor, and giving some pleasure to the rich. I have no children, by which I can propose to get a single penny; the youngest being nine years old, and my wife past childbearing.

Sunday, August 24, 2008

Composition English 101-01

English Composition Syllabus
Minnesota State University
Fall 2008

Course: ENG 101–01 Composition
Course Meeting: MWThF 10:00–10:50am
Course Location: AH 203

Instructor: Daniel DeWolf
Office: AH 206A
Office Hours: 11:00am–1:00pm MTh
Office Phone: 507-389-1022
Email: daniel.dewolf@mnsu.edu

Course Description: Students will practice strategies for generating and developing ideas, locating and analyzing information, analyzing audience, drafting, writing sentences and paragraphs, evaluating drafts, revising, and editing in essays of varying lengths. Students will also become experienced in computer-assisted writing and research.

Course Goals: To develop writers who use the English language effectively and who read and write critically. The course objective is to prepare students for the writing that they’ll be required to do throughout their college careers. By the end of the class, students will be able to do the following:
  • demonstrate and practice strategies for idea generation, audience analysis, organization of texts, drafting, evaluation of drafts, revision, and editing;

  • write papers of varying lengths that demonstrate effective explanation, analysis, and argumentation;

  • become experienced in computer-assisted writing and research;

  • locate and evaluate material, using PALS, the Internet, and other sources;

  • analyze and synthesize source material, making appropriate use of paraphrase, summary, quotation, and citation conventions;

  • employ syntax and usage appropriate to academic writing and the professional world.

Required Texts: The Harbrace Guide to Writing
Cheryl Glenn—ISBN: 978-0-495-84046-6

The Pocket Wadsworth Handbook
Kirszner & Mandell—ISBN: 978-1-4282-3010-1

Required Coursework/Grading:

Rhetorical Analysis 25%
Personal Narrative 15%
Synthesis Paper 25%
Argumentative Research Paper 25%

Each essay will be generated from an in-class prompt. Students will engage in the three steps of writing: pre-writing, drafting, and revising. Rough drafts will be posted on D2L for small group peer editing. The final draft of each essay will also be turned in on D2L on the assigned due date. Essays will be graded on how well the students follow and apply the criteria for each essay outlined on the assignment sheets (to be provided).

In-Class Assignments and Participation 10%

Students will be required to engage in free-writing (to be posted as a blog) during specified times, conduct peer reviews of essay drafts via D2L, and participate in class discussions based on the assigned reading. Failure to participate in any of these activities will result in the loss of some or all of a day’s participation points. You cannot receive participation points if you are not in class. If you miss class and have not exceeded the allotted four absences, you can complete in-class assignments as homework and receive no penalty. In-class assignments will be posted on D2L (under the Discussions heading) for those who have missed class and are eligible for the homework alternative.

Grading Scale:

A- = 90-92 A = 93-97 A+ = 98-100
B- = 80-82 B = 83-86 B+ = 87-89
C- = 70-72 C = 73-76 C+ = 77-79
D = 60-69
F = 0-59

NOTE: the lowest PASSING grade a student can earn in English 101 is a C. If a student earns a C- or lower, he/she will have to repeat the course. This is a policy that has been set by the university.

Class Policies: Students are allowed 4 absences. Any absence after the allotted four will result in the lowering of the student’s final grade by 2% per absence. There are no distinctions between excused and unexcused absences. All coursework must be completed to pass this class. Failure to turn in work at the beginning of class on its due date will result in a full letter grade deduction for that assignment. Writing done for this class is considered public text. Assignments are tentative and subject to change.
 Academic dishonesty will not be tolerated; it may result in failure of the class. Students who need to meet with the instructor and are unable to do so during scheduled office hours can make an appointment via email. Students are required to meet with the instructor for conferences twice during the course of the fall semester to review course work and class progress.

Academic Dishonesty: MSU has a zero tolerance policy regarding Academic Dishonesty. Students caught plagiarizing, cheating, or colluding will receive an automatic failing grade, and they will be required to retake the course. Academic Dishonesty—per MSU Policies and Procedures—is defined as follows:

Plagiarism – Submission of an academic assignment as one’s own work, which includes critical ideas or written narrative that are taken from another author without the proper citation. This does not apply only to direct quotes, but also to critical ideas that are paraphrased by the student. Plagiarism includes but is not limited to:
  • submitting the work of others as your own
  • submitting others’ work as your own with only minor changes
  • submitting others’ work as your own without adequate footnotes, quotations, and other reference forms
  • multiple submission of the same work, written or oral, for more than one course without both instructor’s permission, or making minor revisions on work which has received credit and submitting it again as new work.

Cheating – Use of unauthorized material or assistance to help fulfill academic assignments. This material could include unauthorized copies of test materials, calculators, crib sheets, help from another student, etc.

Collusion – Assistance to another student or among students in committing the act of cheating or plagiarism.


Center for Academic Success: In addition to working with the instructor, students are encouraged to take advantage of the services offered by MSU’s Center for Academic Success located in the basement of Memorial Library (ML 116). These services include free tutoring sessions in nearly all subject areas, including composition. By appointment or walk-in, the Center is open to students Monday through Friday. MavCard required. Go to http://www.mnsu.edu/supersite/academics/success or call 507-389-1791.

Note for Students with Disabilities: From the Office of Disability Services: “MSU provides students with disabilities reasonable accommodation to participate in educational; programs, activities, or services. Students with disabilities requiring accommodation to participate in class activities or meet course requirements should first register with the Office of Disability Services, located in 0123 Memorial Library, telephone 389-2825, TDD 711 and then contact me as soon as possible.”

Additional Information: Cell phone use in class is not permitted. Please silence or power off phones while in class. If an emergency arises, please exit the classroom quietly to take the call outside. Drinks and food are not allowed in the computer lab. You will be asked to discard or put away any food or drink you bring to class.

The following schedule is tentative; specific assignments/readings and due dates are subject to change. Updates and alterations to the schedule will be announced in class, and the syllabus—posted on D2L—will be amended accordingly.