ENGL_1003-0004_11am_SWU_f2015: September 2015

Friday, September 25, 2015

wk7 - comp./contrast: Norvell and Mohler - TONE

COMPARISON / CONTRAST: In a single, well-developed paragraph, compare and contrast the two essays for TONE. Refer to both essays, as you compare and contrast each author’s message (content) and presentation (tone). How are they the same? How are they different? Be specific. Use evidence (examples) for each text in your response.

NOTE: After posting on the blog, open up the CANVAS assignment (by the same name) and DO copy and paste the URL address into the CANVAS "WEB URL" text box so that I have record of your submission on Canvas. Thanks.

wk7 - NORVELL and MOHLER - MOTIVATION

THINK ABOUT CH. 14 IN YOUR THEY SAY / I SAY TEXT: In a single well-structured SENTENCE, answer the following:
What motivates each author: Thad Norvell and Dr. Albert Mohler?

NOTE: After posting on the blog, open up the CANVAS assignment (by the same name) and DO copy and paste the URL address into the CANVAS "WEB URL" text box so that I have record of your submission on Canvas. Thanks.

wk7 - BUTTERFIELD and MILLER - CONNECTION

In a topic-driven, well-organized, and well-substantiated paragraph,
make a connection between Butterfield’s argument and Miller’s
argument. Where do they agree, disagree, or agree/disagree in part? In your paragraph response, use summary, paraphrase, and quotations—from each source. Be specific.

Friday, September 18, 2015

wk6 - WARREN – quotation sandwich

From Warren’s “The Wrong Kind of Christian,” create a “quotation sandwich”: locate a pertinent quote, build a “frame” around it, and “blend” the author’s words with your own. While being fair and accurate, use the quote, but bend it to your purpose; use it for your “I say”—yes / no / okay, but.

wk6 - WARREN – summary

In a topic-driven, well-developed paragraph, SUMMARIZE Warren’s argument. Clearly identify the authors’ thesis (main argument) and supporting arguments. Be specific. Use examples from the text in your response.

wk6 - SIX – quotation sandwich

From Openness Unhindered, chapter six: “Conflict: When Sisters Disagree,” create a “quotation sandwich”: locate a pertinent quote, build a “frame” around it, and “blend” the author’s words with your own. While being fair and accurate, use the quote, but bend it to your purpose; use it for your “I say”—yes / no / okay, but.

wk6 - TSIS – Ch. 5 - summary

In a topic-driven, well-developed paragraph, SUMMARIZE Chapter Five: “And Yet.” Clearly identify the authors’ thesis and supporting arguments. Be specific. Use examples from the text in your response.

wk6 - OPENNESS – Ch. 6 - summary

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Butterfield’s argument in chapter six. Be specific. In your summary, use paraphrase (your own words) and pertinent quotes.

Friday, September 11, 2015

wk5 - TONE – Gagnon vs. Butterfield’s tone

In a topic-driven, well-developed paragraph, describe Gagon’s TONE. Specifically, how does Dr. Gagnon’s tone differ from Dr. Butterfield’s tone in Openness Unhindered? Be specific. Use examples from each text in your response to substantiate your claim.

wk5 - Part II: MORE THAN MUTUAL JOY – summary - Gagnon

In a topic-driven, well-developed paragraph (like Peter Bigelow’s), SUMMARIZE the second half of Gagnon’s “More than ‘Mutual Joy.’” Clearly identify the author’s thesis and supporting arguments—Gagnon’s “they say.” Be specific. Use examples from the text in your response to substantiate your claim.

wk5 - Gaga, Macklemore, AND . . . ?

Think about the Lady Gaga and Macklemore examples I have provided and do a little research of the culture for yourself. Provide just one example where an artist/cable series/film, (etc.) speaks with conviction (takes a stand—makes a truth claim) regarding the issue of human sexuality.

wk5 - Part 1: MORE THAN MUTUAL JOY – summary - Gagnon

In a topic-driven, well-developed paragraph (like Peter Bigelow’s), SUMMARIZE the first half of Gagnon’s “More than ‘Mutual Joy.’” Clearly identify the author’s thesis and supporting arguments—Gagnon’s “they say.” Be specific. Use examples from the text in your response to substantiate your claim.

wk5 - OUR MUTUAL JOY – summary - Miller

In a topic-driven, well-developed paragraph (like Peter Bigelow’s), SUMMARIZE Miller’s “Gay Marriage: Our Mutual Joy.” Clearly identify the author’s thesis and supporting arguments—Miller’s “they say.” Be specific. Use examples from the text in your response to substantiate your claim.

Thursday, September 3, 2015

wk4 - OPENNESS – summary – 2nd half – GAY?

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Butterfield’s argument—her “they say”—in the second half of chapter five Openness Unhindered.

wk4 - OPENNESS – summary – 1st half – GAY?

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Butterfield’s argument—her “they say”—in the first half of chapter five of Openness Unhindered.

wk4 - OPENNESS – in-class QUOTE – “Repentance”

In-class writing Friday, Sept. 4th: One PERTINENT QUOTE from Butterfield's chapter titled "Repentance" and an explanation for why the quote is significant either to her argument or to you as a reader.

wk4 - OPENNESS – summary – SEXUAL ORIENTATION

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Butterfield’s
argument—her “they say”—in chapter four of Openness Unhindered.

Wednesday, September 2, 2015

QUOTE: in-class paragraph (9-2-15)

In-class writing Wednesday, Sept. 2nd: One PERTINENT QUOTE from Butterfield's chapter titled "Identity" and an explanation for why the quote is significant to you.

NOTE: Respond to our class blog by uploading your paragraph as a "comment" for this blog.