Here are the articles for the final exam, as well as the prompt. See you tomorrow!

"Is There Hope for the American Marriage?" by Caitlin Flanagan

"The Growing Backlash Against Overparenting" by Nancy Gibbs

"Watching TV Makes You Smarter" by Steven Johnson

"Does Your Social Class Determine Your Online Social Network?" by Breeanna Hare
"Don't Blame the Eater" by David Zinczenko

ENG. 1010/Whitby

Final Exam Prompt

For this exam, you need to write an essay about the article you have chosen to work with. To do this, you need to read the article, formulate an argument, and be prepared to use examples from the text to support your claim. Make sure to use all the skills we have worked on this semester: your essay should have a solid intro and thesis, some summary and evaluation of the article, quotes and examples to support your argument, and a good conclusion that restates your main point. You may agree with the article, disagree with the article, or both agree and disagree with the article. There is no minimum page requirement, but it should be apparent from the length of your essay that you have written for most of the exam period.

Your essay should include:

➮ An intro and thesis statement that clearly tells the reader the main point of your essay.

➮ A brief summary of the article.

➮ Some evaluation of the article.

➮ Quotes and examples from the article to support your thesis.

➮ A conclusion that restates your main points and ties in to your thesis.

*If you type your essay on a laptop, you may email it to me at emilywhitby1@weber.edu.  Check with me before you leave to make sure I’ve received it.

“No One Wins” and “A Growing Sensation”

Here is the post for the last two articles from Weber Writes:

In Mi's "No One Wins," what did you think of her discussion of audience in the first two pages? Did she choose a difficult audience to write to, and how do you think it affected the way she wrote the essay?

In "A Growing Sensation," what do you think the main point was? Was the author successful in conveying her ideas and persuading her audience?

"BCS: Bonus or Bust?" and "Star Wars: Timeless Work of Art or George Lucas' Tinker Toy?"

"BCS: Bonus or Bust?" For those of you who follow college football, what did you think of Lunt's suggestion for change in the BCS? Does he make logical arguments?

“Star Wars: Timeless Work of Art or George Lucas’ Tinker Toy?” What did you think of this article? Does this issue matter, even to those who aren't Star Wars fans?

"Waste Not, Want Not" and "I See the Moon, the Moon Sees Me"

And here is the post for "Waste Not, Want Not" by Lake and "I See the Moon, the Moon Sees Me" by Pace.

How did you feel about the introductory paragraphs of "Waste Not, Want Not"? An anecdote or description can sometimes work to introduce a more serious target--is it effective in Lake's article?

Regarding Pace's "I See the Moon, the Moon Sees Me," do you have any experiences similar to those shared in Pace's article? Have you ever found a connection with nature that has led to some kind of enlightenment?

"Obamacare and the Constitution" and "Drug Representatives"

Here is the post for comments on "Obamacare and the Constitution" and "Drug Representatives" from Weber Writes. What kinds of comparisons can you draw between these two articles, in terms of tone and content? Did you find either article persuasive?

"What's the Matter With Kids Today?" and "Can You Hear Me Now?"

Here is the post for your comments on Amy Goldwasser's "What's the Matter With Kids Today?"
Richtel's article "Growing Up Digital, Wired for Distraction" focused primarily on the negative effects of technology on kids and teens. What, according to Goldwasser, are some positive uses of technology that teens (or young adults) engage in?

And....drum roll please...the last reading for our discussion on reading, the brain, and technology: "Can You Hear Me Now?" by Sherry Turkle. Whether or not we agree with Turkle's assessment of the problems with technology, I think she raises some important issues and questions that we need to ask ourselves as we move ahead. What are some of the most significant questions that Turkle brings to this discussion?

Suggested Resources for Essay #1

Here are some possible articles/books/podcasts/videos to use as your second source for Essay #1. This is not a comprehensive list by any means--you are welcome to search on your own and find other related articles as well.  Email me if you need more suggestions!

"Why E-Reading With Your Kid Can Impede Learning"

"Does Great Literature Make Us Better?"

"A Focus on Distraction"

Last Child in the Woods by Richard Louv (I have a copy of this text you could borrow; it is also available in the Stewart Library. You will want to focus on a single chapter, not the entire book).

The Shallows: What the Internet is Doing to our Brains by Nicholas Carr

"The Rx for Technology"  (This is the podcast of a Radio West interview of David Strayer by Doug Fabrizio).

"What the Internet is Doing to Our Brains" (Youtube Video)

"Reading Study Shows Remarkable Decline in U.S." (This is the transcript of an interview conducted on NPR. You can either listen to or read the interview.)



"Fiction Reading Increases for Adults"

"Decline of American Reading Culture: Literature’s Struggle in Face of Pop Culture"

"Young Adult Lit Comes of Age"

"Adults Are Devouring Kids' Books For Good Reason"

"The Real Effects of Technology on Your Health"

"Despite Risks, Internet Creeps Onto Car Dashboards"

"How Green is My iPad?"

"Technology Changing How Students Learn, Teachers Say"

"Set Students Free With Technology in Schools"

"The Problem With Technology in Schools"

"Growing Up Digital, Wired for Distraction" and "Outdoors and Out of Reach"

Here are the two articles by Matt Richtel, "Growing Up Digital, Wired for Distraction" and "Outdoors and Out of Reach." What kinds of arguments do these articles raise against Steven Pinker's suggestion that technology is not as harmful as we think? How do these two articles work together to show digital technology's effects on individuals and society?

"Mind Over Mass Media"

Here is Steven Pinker's op-ed article from The New York Times, "Mind Over Mass Media."  Does anyone agree with Pinker that we are basically overreacting to the effects of new technology?

"The ABCs of E-Reading"

"The ABCs of E-Reading"

Here is the link for "The ABCs of E-Reading" by Fowler and Baca.  How many of you own Kindles or read e-books on your iPod or tablet? How do you prefer to experience books, now that so many options are available?

Just for fun, and to supplement our discussion on books vs. e-books, here is a New York Times article that compares the environmental impact of books vs. E-readers:
"How Green is My iPad?" by Daniel Coleman and Gregory Norris

And finally, this graphic sums up how I feel about real books! Is anyone else as nerdy as I am??

"The Power of Young Adult Fiction"

Here is the link for "The Power of Young Adult Fiction." My question for you is, do you agree with Joel Stein that adults need to grow up and read only adult fiction? Is there any value to young adult fiction to readers who are not children or teens?

Also, just for fun, here is an ecard for Joel Stein, the author who argued that adults shouldn't read young adult books like The Hunger Games. If you have read The Hunger Games, you will get the reference; if you haven't, then you should--just not while sitting next to Joel Stein on an airplane :)

"Your Brain on Fiction"

Here is the link to Annie Murphy Paul's "The Neuroscience of Your Brain on Fiction." What did you think of this article? If fiction has such an impact on our brains, does that make the decline in reading (especially reading novels) even more significant?

"Twilight of the Books"

Welcome to the first reading of the semester, "Twilight of the Books" by Caleb Crain. Below this post, you can comment or ask questions about the article. Just make sure to include your name in the post if you post anonymously.

I look forward to hearing what you think about Crain's article!

Syllabus

English 1010: Introductory Writing

Instructor: Emily Whitby/ email: emilywhitby1@weber.edu

Office Hours: By appointment

Office: EH226

Course:	First semester freshman composition is a course dedicated to reading and writing, and this semester we will do a great deal of both.  The chief objective of this course is to introduce students to strategies of reading and writing that will benefit them as they move through college (and beyond).  Freshman composition is also a course sequence aimed at providing students with the skills necessary to critically approach the world around them and the texts they encounter in it, and to construct and articulate arguments about that world.
Texts:	Writing Matters—Rebecca Moore Howard Weber Writes 2011 Composition notebook (non-spiral bound) Other suggested materials: Wildcard (for printing on campus); Flash drive (for saving and transferring documents); Mini stapler (available for $2-3 at bookstore).
Assignments:	Readings: You are to come to class each day prepared to discuss and write about the assigned reading.  You will need to bring a copy of the assigned reading with you to class—either a hard copy or an electronic copy on a laptop or tablet. Writing Journal: Each day, I will give you questions to write about in class.  These will deal with the assigned reading for the day, and will often be geared toward preparation for an upcoming essay.  You will need to respond to these questions in a “Writing Journal” that you will turn in near the end of the semester for grading. Discussion Questions: Over the course of the semester, you will write 10 discussion questions/comments based on your readings and submit them to the class blog. These questions should be posted before class each day that reading is due, and they must be designed to generate discussion about the day’s reading. http://whitbyenglish1010summer.blogspot.com Reading Responses: You will need to write 5 Reading Responses this semester and turn them in as indicated in the syllabus. These are to be a minimum of two full pages, typed, double spaced, and should include 1) a Summary of the text’s argument, 2) a Comparison with other texts we have read, and 3) an Evaluation of the text’s argument.  You must include all three sections and meet the minimum page requirement in order to receive full credit. Essays: You will submit two polished, final-draft essays this semester—a midterm and a final.  I will give you detailed descriptions of the essay assignments as we begin to draft them.
Percentages:	Essay 1 — 20%                                         Grade Scale: Essay 2 — 35%                                         A   94-100%   A-  90-93% Presentation –- 5%                                    B+ 87-89%    B 83-86%     B- 80-82% Reading Responses — 10%                   C+ 77-79%   C 73-76%   C- 70-72%   Writing Journal — 10%                          D+ 67-69%   D 63-66%   D- 60-62% Attendance – 5%                                       E 61% and below        Discussion Questions — 5%                UW   Unofficial Withdrawal Topic/Annotated Bib – 5 % Final Exam — 5%
Policies:	Attendance is mandatory.  I will take roll every day.  You may miss this class ONCE without penalty.  Each absence after that will affect your final grade. Assignments are due at the beginning of class.  Unless prior arrangements are made, if you are not on time and prepared with your assignment in hand, it will be considered late.  Late work will be penalized 1/2 letter grade for each day it is overdue.  Emailed assignments:  If you are going to miss class, you may email an assignment to me; however, you must bring a hard copy to me the next time you come to class.  Your assignment will not be graded until you give me a hard copy. This is for your protection, and so you can ensure that you receive credit for the assignment.  I expect you to behave civilly and respectfully at all times (both to me and to your peers).  Should you behave inappropriately (chatting, texting, reading the newspaper, doing other work in my class, using laptops for anything other than 1010 classwork, etc.) you will either be counted absent for the day or be asked to leave the class and then counted absent.  In short, behave appropriately and respectfully. I reserve the right to make changes to the syllabus to accommodate the dynamics of the class. Plagiarism is the attempt to claim another’s work as your own. The WSU Student Code defines plagiarism as “the unacknowledged (uncited) use of any other person or group’s ideas or work” (Section 6-22, part IV, subsection D). Any attempt to claim credit another’s work, in whole or in part, is a violation of this policy and is regarded by the Composition Program as a serious offense, and plagiarism may result in failure of the courses.
Accommodations:	Any student requiring accommodations or services due to a disability should contact Services for Students with Disabilities (SSD) in room 181 of the Student Service Center. SSD can also arrange to provide course materials (including this syllabus) in alternative formats if necessary. Weber State University recognizes that there are times when course content may differ from a student's core beliefs.  Faculty, however, have a responsibility to teach content that is related to the discipline and that has a reasonable relationship to pedagogical goals.  If you, as a student, believe that the content of the course conflicts with your ability to pursue a topic, you may request a resolution from the instructor.  Please see WSU policy 6-22 for further clarification on this policy.
Contingency Plan:	In the event of an extended campus closure, you will continue to submit assignments to me via e-mail and discuss the text on the class blog.  Please ensure that I have a valid e-mail address for you that you access on a regular basis.  I will e-mail you with further instructions if a campus closure occurs.

Week:		Reading:	Due:
Week One	M 6/24	Introductions & Syllabus
	W 6/26	--Crain, “Twilight of the Books” (http://www.newyorker.com/arts/critics/atlarge/2007/12/24/071224crat_atlarge_crain) --Writing Matters, Section 16 (pp. 128-138)
Week Two	M 7/1	---Paul, “The Neuroscience of Your Brain on Fiction” (www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html) --Room for Debate, “The Power of Young Adult Fiction” (http://www.nytimes.com/roomfordebate/2012/03/28/the-power-of-young-adult-fiction) --Writing Matters, Section 18 (pp. 147-162) --Writing Matters, “Using Apostrophes” (WM 447-450). Presentation: Apostrophes	Reading Response #1
	W 7/3	--Fowler and Baca, “The ABCs of E-Reading” (http://online.wsj.com/article/SB10001424052748703846604575448093175758872.html) --Pinker, “Mind Over Mass Media” (http://www.nytimes.com/2010/06/11/opinion/11Pinker.html) --Writing Matters, “Avoiding Sentence Fragments” (pp. 344-350). Presentation: Sentence Fragments	Reading Response #2
Week Three	M 7/8	--Richtel, “Outdoors and Out of Reach, Studying the Brain.” (http://www.nytimes.com/2010/08/16/technology/16brain.html?pagewanted=all) Richtel, “Growing Up Digital,Wired for Distraction” (http://www.nytimes.com/2010/11/21/technology/21brain.html?pagewanted=all) --Writing Matters, “Avoiding Comma Splices and Fused Sentences” (pp. 350-355). Presentation: Comma Splices	Reading Response #3
	W 7/10	--Goldwasser, “What’s the Matter with Kids Today?” http://www.salon.com/2008/03/14/kids_and_internet --Turkle, “Can You Hear Me Now?”  http://www.forbes.com/forbes/2007/0507/176.html --Workshopping and Peer Review, Essay #1 --Writing Matters, “Using Semicolons” (pp. 444-446). Presentation: Semicolons	Draft, Essay #1
Week Four	M 7/15	--Braithwaite, “Obamacare and the Constitution” (WW 5). --Isaacson, “Drug Representatives” (WW 13).	Essay #1 Due ,
	W 7/17	--Lake, “Waste Not, Want Not” (WW 34). -- Pace, “I See the Moon, the Moon Sees Me” (WW 79). --Writing Matters, “Writing Concisely” (WM 283-286). Presentation: Wordiness	Reading Response #4
Week Five	M 7/22	--Lunt, “BCS: Bonus or Bust?” (WW 46). --Ondrusek, “Star Wars: Timeless Work of Art or George Lucas’ Tinker Toy?” (WW 66). --Writing Matters, Section 13 (pp. 101-107)	Reading Response #5
	W 7/24	Pioneer Day Holiday—No Class
Week Six	M 7/29	--Mi, “No One Wins” (WW 56) --Workman, “A Growing Sensation” (WW 91). --Writing Matters, Section 14 (pp. 108-119)	Essay Topic Write-up
	W 7/31	Drafting, Essay #2	Annotated Bibliography
Week Seven	M 8/5	Workshopping and Peer Review, Essay #2	Draft, Essay #2 Writing Journal Due
	W 8/7	Turn in Essay #2 Take Final Exam	Essay #2 Due Final Exam