Unit 2 THIS WEEK DISCUSSION

1) "Marriage Is a Private Affair"

One of the issues explored in this story is the relationship between fathers and sons. What, specifically,
do you think is being said about that relationship?
Find at least one quotation line from the story that helps to support your answer and use proper MLA to
cite it.

2) "Everyday Use"

One of the issues explored in this story is the relationship between mothers and daughters. What,
specifically, do you think is being said about that relationship?
Find at least one quotation line from the story that helps to support your answer and use proper MLA to
cite it.



3) "A Jury of Her Peers"

One of the issues explored in this story is the way men and women see things differently. What,
specifically, do you think is being said about that? Does the story argue that one sex is better at seeing
things than the other? What allows one sex to see things and the other to overlook them?
Find at least one quotation from the story that helps to support your answer and use proper MLA to cite
it.


4) "Lamb to the Slaughter"

What does the domestic setting contribute to this story? What, specifically, do you think is being said
about men and women?
Find at least one quotation from the story that helps to support your answer and use proper MLA to cite
it.

5) "The Necklace"

One of the issues explored in this greed. What, specifically, do you think is being said about greed?
Find at least one quotation from the story that helps to support your answer and use proper MLA to cite
it.


6) "A Good Man Is Hard to Find"

How would you characterize the grandmother? How does the story's setting - including its time period -
inform your understanding of her and of what seems important to her?
Find at least one quotation from the story that helps to support your answer and use proper MLA to cite
it.







Participation in class discussions is mandatory. All discussions question topics in this forum are graded.
For each question, you must post two responses. (Yes, for full credit, you must answer each question:
discussions make up 25% of your course grade.)
1.) First, post a response to the original question. In fact, a user must compose a message before
participating in the topic (in other words -- you will not be able to see any other students' posts until you
post your own original response). You will not earn points for completion alone. Both the content and
the quality of your writing will be assessed. The depth and breadth of the response will be considered.
Grammar counts, too. When discussing literature, quote as needed for support. As a general rule, your
original response should be thoughtful, thorough, and well developed. Your original response
needs to meet the minimum of 100 words.
2.) Second, as a way to encourage class discussion and mimic the kind of conversation that would take
place in a conventional on-campus classroom, you must also post a peer response. Select a fellow
student's post and respond to it. Again, you will not automatically earn points for completion alone.
Both the content and the quality of your writing will be assessed. Your peer response needs to meet
the minimum of 50 words. Do more than just say "I agree" or a similar response. Instead, explain why
you agree or disagree -- or better yet, ask questions, consider alternatives, etc.
When either an original post or a peer response is missing, a maximum of 50% credit can be earned.
Discussion postings are expected to be posted according to the Course Schedule table (on syllabus). No
late discussion postings will be accepted for credit.
Reminder: You will not be able to view other student posts until you first post your own original
response to each given question.












Unit 2 Peer Review

Locked after Tuesday, January 28, 2014 11:00 PM EST

Unit 2 Peer Review
Step 1 - Rough Draft: In an original post, attach a copy of your Essay Rough Draft and include a brief note
to your fellow students that explains the following:
what worries/concerns you have about your paper
how well you think you have achieved the assignment's purpose
Post by the deadline listed on syllabus/schedule.
Step 2 - Peer Review: (Adapted from a Mike Michaud's Bedford Bits blog post.) Write a brief letter in
response to one student's essay that answers the following:
"Given your understanding of the assignment, what is working about the writers first draft? What is
good? What do you like? (Point to three specific aspects of his/her draft that are working or 'good')."
"Given your understanding of the assignment, what in regard to this draft needs work? (Point to three
specific aspects of his/her draft that can be improved)."
Use the Essay Assignment Prompt and Directions plus the rubric for the assignment to determine
your understanding of the assignment.
Post by deadline listed on syllabus/schedule.









Unit 3 FOR WEEK 3
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Participation in class discussions is mandatory. All discussions question topics in this forum are graded.
For each question, you must post two responses. (Yes, for full credit, you must answer each question:
discussions make up 25% of your course grade.)
1.) First, post a response to the original question. In fact, a user must compose a message before
participating in the topic (in other words -- you will not be able to see any other students' posts until you
post your own original response). You will not earn points for completion alone. Both the content and
the quality of your writing will be assessed. The depth and breadth of the response will be considered.
Grammar counts, too. When discussing literature, quote as needed for support. As a general rule, your
original response should be thoughtful, thorough, and well developed. Your original response needs to
meet the minimum of 100 words.
2.) Second, as a way to encourage class discussion and mimic the kind of conversation that would take
place in a conventional on-campus classroom, you must also post a peer response. Select a fellow
student's post and respond to it. Again, you will not automatically earn points for completion alone.
Both the content and the quality of your writing will be assessed. Your peer response needs to meet the
minimum of 50 words. Do more than just say "I agree" or a similar response. Instead, explain why you
agree or disagree -- or better yet, ask questions, consider alternatives, etc.
When either an original post or a peer response is missing, a maximum of 50% credit can be earned.
Discussion postings are expected to be posted according to the Course Schedule table (on syllabus). No
late discussion postings will be accepted for credit.
Reminder: You will not be able to view other student posts until you first post your own original
response to each given question.
Locked after Wednesday, February 12, 2014 11:00 PM EST
0 Unread Posts (0 total) - 4 topics Hide Topics





"Colleges Should Mandate That All Textbooks Be Digitized"
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What's is Marc Prensky's argument?
What are his supporting reasons? Quote directly from the essay for support.
Do you agree or disagree with his position? Explain.
Engage in a discussion of this topic with another student by also posting a peer response. Remember to
adhere to our peer response guidelines.


Finding a Topic of Interest
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Adapted from The Curious Researcher:
For this discussion, you first need to complete a few steps. You don't need to post these first few steps:
1. Brainstorm a list of words or phrases that come up when you think about topics related to your major
that you want to know more about. Don't censor yourself. "The exercise will also work well if you work
on it over several days. You'll be amazed at how much information you can generate" (Ballenger 27).
2. "Review your list. Look for a single item in any column that seems promising. Ask yourself these
questions: Is this something that raises questions that research could answer? Are they potentially
interesting topics? Does this get at something I've always wondered about? Might it open doors to
knowledge I think is important, fascinating, or relevant in my life? (Ballenger 27). Circle the item.
3. "Spend five minutes or so listing what you know about your topic already" (Ballenger 41).
3. "Now spend 15 or 20 minutes brainstorming a list of questions about your topic you'd like to
answer...make this list as long as you can; try to see your topic in as many ways as possible. Push
yourself on this; it's the most important step" (Ballenger 41). For the first part of this discussion
assignment (your original response), post five (5) of these questions.
4. For your peer response, choose one's student's post and "add a question you would like answered
about that topic that's not on the list, and select the one question on the list you find the most
interesting" - and why (Ballenger 41).
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Writing with Authority

Adapted from a Bedford Bits blog entry by Barclay Barrios:
One of the goals of many research projects is to have students write with authority and confidence.
For this discussion post:
1. Locate a subject you are already an expert ina video game, a hobby, a sportand then list at least
two specific sources (of any sort - i.e. websites, articles, books, etc.) you would refer someone to who
wanted to learn about that topic. What do these sources provide and why are they good sources?
2. Now start a discussion about the kinds of authority you should try achieve through research. What
kinds of sources should you be using for your research paper - and why?
For your peer response: participate in the discussion about writing with authority. For example, discuss
why some sources may not be as valid as others, share any best practices for locating credible sources,
etc.


Topic Presentation

(Can only be completed after you have chosen a topic and developed some focused knowledge of it).
Adapted from The Curious Researcher:
For your original post, make a brief presentation to the class on your topic:
"Rather than simply report everything you've learned about your topic...focus on what you've learned so
far that most surprised you and why. Or present the most common misconceptions about your topic
and why they miss the mark. Or provide some background about why the question you're exploring is
important and share some of the answers you've discovered so far. If your topic has a personal
dimension, tell the story, and share how your research has helped you understand your experience
differently" (Ballenger 70).
For the peer response,
Ask questions. "These might be questions of clarification, questions about an assertion the [student]
made, or areas the [student] didn't cover but you wonder about. Imagine that you're a hard-nosed
reporter anxious to get the story right" (Ballenger 71). In other words, ask the student to clarify anything
you find confusing, let the student know what you would like to know more about, etc.
Unit 3 Peer Review

Locked after Sunday, February 23, 2014 11:00 PM EST
0 Unread Posts (0 total) - 1 topics Hide Topics

Unit 3 Peer Review

Step 1 - Rough Draft: In an original post, attach a copy of your Essay Rough Draft and include a brief note
to your fellow students that explains the following:
what worries/concerns you have about your paper
how well you think you have achieved the assignment's purpose
Post by the deadline listed on syllabus/schedule.
Step 2 - Peer Review: (Adapted from a Mike Michaud's Bedford Bits blog post.) Write a brief letter in
response to one student's essay that answers the following:
"Given your understanding of the assignment, what is working about the writers first draft? What is
good? What do you like? (Point to three specific aspects of his/her draft that are working or 'good')."
"Given your understanding of the assignment, what in regard to this draft needs work? (Point to three
specific aspects of his/her draft that can be improved)."
Use the Essay Assignment Prompt and Directions plus the rubric for the assignment to determine
your understanding of the assignment.
Post by deadline listed on syllabus/schedule.