Revision history for CompTheoryStatementFall2011
Deletions:
====10 Jul 2015 ====
Additions:
====Pending - Under revision====
====10 Jul 2015 ====
====10 Jul 2015 ====
Additions:
No midterm submitted = no grade.
No final submitted = no grade.
Late materials, midterm, or final = arbitrary grade for the materials.
No final submitted = no grade.
Late materials, midterm, or final = arbitrary grade for the materials.
Deletions:
No final submitted or submitted late = no grade.
Additions:
No midterm submitted or submitted late = no grade
No final submitted or submitted late = no grade.
No final submitted or submitted late = no grade.
Deletions:
Additions:
Midterm assignment = 10% of your final grade
Final project = 20% of your final grade.
Everything else (presenting, discussing, crits) = 70% of your final grade.
Final project = 20% of your final grade.
Everything else (presenting, discussing, crits) = 70% of your final grade.
Deletions:
Final project = 30% of your final grade.
Everything else (presenting, discussing, crits) = 50 - 60% of your final grade.
Additions:
Lots of points = lots of opportunities to learn = high grade.
Deletions:
Additions:
Each week, locate, read, and compose a critical summary (300 - 500 words. No slither.) on at least one scholarly article related to the material or topic we’re addressing that week. Look at Selected Readings in the text; follow endnote trails on articles, refer to my notes for the week, or do a search. Google Scholar. BSU Library. Bring copies of your crit to the seminar table each week, or distribute it to everyone by email. This will create a pretty extensive set of materials we can all draw from during the course and afterward. You're planning for the future now. If something captures your interest, read extensively. It might become your final project for this course or a master's thesis.
If you have any materials for us to consider for the Monday session, distribute them by email in advance (Friday, Saturday, Sunday).
You get points for presenting. You get points for putting your ideas forward. You get points for responding and helping to develop what is put forward. Points = grades.
Take about 4 hours for a first-pass reading of the assigned materials for the week. Don't linger on any one of them too long. Read them all, and expect to return to them.
Everything else (presenting, discussing, crits) = 50 - 60% of your final grade.
If you have any materials for us to consider for the Monday session, distribute them by email in advance (Friday, Saturday, Sunday).
You get points for presenting. You get points for putting your ideas forward. You get points for responding and helping to develop what is put forward. Points = grades.
Take about 4 hours for a first-pass reading of the assigned materials for the week. Don't linger on any one of them too long. Read them all, and expect to return to them.
Everything else (presenting, discussing, crits) = 50 - 60% of your final grade.
Deletions:
If you have any materials for us to consider, distribute them by email in advance (Friday, Saturday, Sunday).
You get points for putting your ideas forward. You get points for responding and helping to develop what is put forward.
Take about 4 hours for a first-pass reading of the assigned materials for the week. Don't linger too long. Read them all, and expect to return to them.
Everything else = 50 - 60% of your final grade.
Additions:
Each week, locate, read, and compose a critical summary (300 - 500 words. No slither.) of at least one a scholarly article related to the material or topic we’re addressing that week. Look at Selected Readings in the text; follow endnote trails on articles, refer to my notes for the week, or do a search. Google Scholar. BSU Libary. Bring copies of your summary to the seminar table each week, or distribute it to everyone by email. This will create a pretty extensive set of materials we can all draw from during the course and afterward. You're planning for the future now.
Deletions:
Additions:
Each week, locate, read, and compose a summary / critique (300 - 500 words. No slither.) of at least one a scholarly article related to the material or topic we’re addressing that week. Look at Selected Readings in the text; follow endnote trails on articles, refer to my notes for the week, or do a search. Google Scholar. BSU Libary. Bring copies of your summary to the seminar table each week, or distribute it to everyone by email. This will create a pretty extensive set of materials we can all draw from during the course and afterward. You're planning for the future now.
Deletions:
Additions:
Each week, locate, read, and compose a summary (300 - 500 words. No slither.) of at least one a scholarly article related to the material or topic we’re addressing that week. Look at Selected Readings in the text; follow endnote trails on articles, refer to my notes for the week, or do a search. Google Scholar. BSU Libary. Bring copies of your summary to the seminar table each week, or distribute it to everyone by email. This will create a pretty extensive set of materials we can all draw from during the course and afterward. You're planning for the future now.
Deletions:
Additions:
Each week, locate, read, and compose a summary or abstract on at least one a scholarly article related to the material or topic we’re addressing that week. Look at Selected Readings in the text; follow endnote trails on articles, refer to my notes for the week, or do a search. Google Scholar. BSU Libary. Bring copies of your summary or abstract (300 - 500 words) to the seminar table each week, or distribute it to everyone by email. This will create a pretty extensive set of materials we can all draw from during the course and afterward. You're planning for the future now.
Deletions:
Additions:
Each week, locate, read, and compose an abstract on at least one a scholarly article related to the material or topic we’re addressing that week. Look at Selected Readings in the text; follow endnote trails on articles, refer to my notes for the week, or do a search. Google Scholar. BSU Libary. Bring copies of your abstract (300 - 500 words) to the seminar table each week, or distribute it to everyone by email. This will create a pretty extensive set of materials we can all draw from during the course and afterward. You're planning for the future now.
Deletions:
Additions:
mmorgan@bemidjistate.edu • @mcmorgan • biro.erhetoric.org
Each week, locate, read, and compose an abstract on at least one a scholarly article related to the material or topic we’re addressing that week. Look at Selected Readings, or do a search. Google Scholar. BSU Libary. Bring copies of your abstract (300 - 500 words) to the seminar table each week, or distribute it to everyone by email. This will create a pretty extensive set of materials we can all draw from during the course and afterward. You're planning for the future now.
Each week, two of you will run the discussion. Work together or independently to cover two hours. Focus us on the assigned readings, draw on other material you have read that week, but also bring something more to the table for us to consider: a problem, an issue, an exercise, a reading, a presentation, a debate, a way of proceeding. Set things up to create discussion and generate questions. Anticipate discussion and questions.
If you have any materials for us to consider, distribute them by email in advance (Friday, Saturday, Sunday).
Negotiate among yourselves who will present each week. Up to you. Not my job. Yours. You get points each time you present, so it’s in your best interest to present regularly.
You get points for putting your ideas forward. You get points for responding and helping to develop what is put forward.
Midterm assignment = 10 - 20% of your final grade
Everything else = 50 - 60% of your final grade.
Each week, locate, read, and compose an abstract on at least one a scholarly article related to the material or topic we’re addressing that week. Look at Selected Readings, or do a search. Google Scholar. BSU Libary. Bring copies of your abstract (300 - 500 words) to the seminar table each week, or distribute it to everyone by email. This will create a pretty extensive set of materials we can all draw from during the course and afterward. You're planning for the future now.
Each week, two of you will run the discussion. Work together or independently to cover two hours. Focus us on the assigned readings, draw on other material you have read that week, but also bring something more to the table for us to consider: a problem, an issue, an exercise, a reading, a presentation, a debate, a way of proceeding. Set things up to create discussion and generate questions. Anticipate discussion and questions.
If you have any materials for us to consider, distribute them by email in advance (Friday, Saturday, Sunday).
Negotiate among yourselves who will present each week. Up to you. Not my job. Yours. You get points each time you present, so it’s in your best interest to present regularly.
You get points for putting your ideas forward. You get points for responding and helping to develop what is put forward.
Midterm assignment = 10 - 20% of your final grade
Everything else = 50 - 60% of your final grade.
Deletions:
Each week, locate, read, and compose an abstract on a scholarly article related to the material or topic we’re addressing that week. Look at Selected Readings, or do a search. Bring your abstract (300 - 500 words) to the seminar table each week, or distribute it to everyone by email.
Each week, two of you will run the discussion. Focus us on the assigned readings, but also bring something more to the table for us to consider: a problem, an issue, an exercise, a presentation. Set things up to create discussion and generate questions. Anticipate discussion and questions.
Distribute by email the materials that will form the basis for our consideration that week. There should be materials for us to consider. Each Sunday evening, check your email for the weekly distribution. We need a day to read and think about what you’re putting forward.
Negotiate amongst yourselves who will present what each week. Up to you. Not my job. Yours. You get points each time you present, so it’s in your best interest to present regularly. You’ll have 2 - 2 1/2 hours each week.
You get points for putting your ideas forward. You get points for responding and helping to develop what is put forward.
Everything else = 70% of your final grade.
Additions:
Each week, two of you will run the discussion. Focus us on the assigned readings, but also bring something more to the table for us to consider: a problem, an issue, an exercise, a presentation. Set things up to create discussion and generate questions. Anticipate discussion and questions.
Deletions:
Additions:
Moderate. Supplement where there are gaps. Advise when asked. Ask questions about practice, significance, implications, and knowledge. Define the scholarly realm and practices. Critique. Demonstrate. Evaluate.
Deletions:
Additions:
Take about 4 hours for a first-pass reading of the assigned materials for the week. Don't linger too long. Read them all, and expect to return to them.
Return to the assigned readings, and this time focus on an area or point of interest. Spend 6 intense hours (best might be 4 contiguous and 2 to revisit) analyzing and developing materials for discussion for the week.
Return to the assigned readings, and this time focus on an area or point of interest. Spend 6 intense hours (best might be 4 contiguous and 2 to revisit) analyzing and developing materials for discussion for the week.
Deletions:
Return to the readings, and this time focus on an area or point of interest. Spend 6 intense hours (best might be 4 contiguous and 2 to revisit) analyzing and developing materials for discussion for the week.
Additions:
==== Suggested Workplan====
Take no more than 4-hour afternoon for a first-pass reading of the assigned materials for the week. Don't linger too much.
Go looking for scholarly readings related to those assigned for the week (library texts and journals; ILL; //CCC// through library online).
Return to the readings, and this time focus on an area or point of interest. Spend 6 intense hours (best might be 4 contiguous and 2 to revisit) analyzing and developing materials for discussion for the week.
Take no more than 4-hour afternoon for a first-pass reading of the assigned materials for the week. Don't linger too much.
Go looking for scholarly readings related to those assigned for the week (library texts and journals; ILL; //CCC// through library online).
Return to the readings, and this time focus on an area or point of interest. Spend 6 intense hours (best might be 4 contiguous and 2 to revisit) analyzing and developing materials for discussion for the week.
Deletions:
if you take longer than a 4-hour afternoon to read the assigned materials for the week, you’re reading too closely for a first pass;
if you don’t go looking for scholarly readings related to those assigned for the week (library texts and journals; ILL; //CCC// through library online), you’re not engaging.
if you don't return to the readings and spend 6 intense hours (best might be 4 contiguous and 2 in reconsideration) analyzing and developing materials for discussion for the week, you’re breezing things over;
if you don’t respond to the ideas of others in the class, you’re not engaging.
Additions:
mmorgan@bemidjistate.edu • @mcmorgan • biro.bemidjistate.edu
Deletions:
Additions:
Dr. M C Morgan • 218 755 2814
mmorgan@bemidjistate.edu • @mcmorgan
Course url: http://biro.erhetoric.org/CompositionTheoryFall2011
mmorgan@bemidjistate.edu • @mcmorgan
Course url: http://biro.erhetoric.org/CompositionTheoryFall2011
Deletions:
Additions:
V. Villanueva, ed.// Cross-Talk in Comp Theory//, 2nd ed. NCTE, 2003.
A. F. Wysocki, et al. //Writing in New Media//. Utah State UP, 2004.
A. F. Wysocki, et al. //Writing in New Media//. Utah State UP, 2004.
Deletions:
A. F. Wysocki, et al. Writing in New Media. Utah State UP, 2004.
Additions:
Everything else = 70% of your final grade.
Deletions:
Additions:
----
----
revs and notes
----
revs and notes
Additions:
that never quite got enough steam or energy behind it to grow into a proper revolution or even trigger a Copernican paradigm shift (in spite of some timid assertions) much less a quantum shift;
Deletions:
Additions:
Attend;
Deletions:
Additions:
Mondays 4:00 - 6:40 Hagg-Sauer 343
Deletions:
Additions:
wherein the rhetor-composer uses material and cultural semiotic resources to best articulate her meaning.
Deletions:
Additions:
if you take longer than a 4-hour afternoon to read the assigned materials for the week, you’re reading too closely for a first pass;
if you don’t go looking for scholarly readings related to those assigned for the week (library texts and journals; ILL; //CCC// through library online), you’re not engaging.
if you don't return to the readings and spend 6 intense hours (best might be 4 contiguous and 2 in reconsideration) analyzing and developing materials for discussion for the week, you’re breezing things over;
if you don’t respond to the ideas of others in the class, you’re not engaging.
Everything else = %70 of your final grade.
if you don’t go looking for scholarly readings related to those assigned for the week (library texts and journals; ILL; //CCC// through library online), you’re not engaging.
if you don't return to the readings and spend 6 intense hours (best might be 4 contiguous and 2 in reconsideration) analyzing and developing materials for discussion for the week, you’re breezing things over;
if you don’t respond to the ideas of others in the class, you’re not engaging.
Everything else = %70 of your final grade.
Deletions:
if you don’t go looking for scholarly readings related to those assigned for the week (library texts and journals; ILL; CCC through library online), you’re not engaging
if you spend less than 6 intense hours (best might be 4 contiguous and 2 in reconsideration) analyzing and developing materials for discussion for the week, you’re breezing things over;
if you don’t responding to the ideas of others in the class, you’re not engaging.
No Differences
Additions:
====Your job====
Deletions:
No Differences
No Differences
Additions:
A 10-week consideration of
Deletions:
Additions:
====Your job====
====My job====
====How to do your job====
====Rules of thumb====
====Grading====
====My job====
====How to do your job====
====Rules of thumb====
====Grading====
Deletions:
My job
How to do your job
Rules of thumb
Grading
No Differences
