Tuesday, March 10th

Reminders:

You have to turn in Lesson 7: WA 2, Rough Draft (Introduction) & Lesson 7: Discussion (Brainstorming) before midnight tonight!
You have Lesson 8: WA 2, Rough Draft (2 pg) due March 23rd before midnight
Spring Break is coming up! AND we aren't meeting the week after that because I will be at a conference. So, write these dates down!
- Spring Break: March 16-21
- I will be here the week after Spring Break if you want to come and work or ask me questions or just hang out! That said, attendance is not mandatory.

Announcements:

No class on Thursday! The campus is closing early (at 5pm) so it won’t be open!
Since we are missing so many days in a row, it is very important that you keep up with your writing. I will be giving you feedback through the grade book and directly on your documents. So, please make sure your documents are EDITABLE and make sure you get them in on time even if they aren't great.
This week I am going to give you feedback on your introduction paragraphs. The week after next week, I will give you feedback on your discussion sections.
Remember that what I'm asking for is complete paragraphs NOT perfect paragraphs. They can be rough. I will help you make them better while we are away.
You don't have anything due over Spring Break, but it would really be beneficial if you got these discussion sections written so that you don't have to worry about it later.

If We Have to Go Online:

You need to know how to check your Canvas Inbox.
- I would suggest downloading the Canvas Student App because it sends push notifications to your phone. You can do that here: https://apps.apple.com/us/app/canvas-student/id480883488
You need to update your notification settings either way so that you receive the most possible alerts for when I send announcements. You can read more about that here: https://community.canvaslms.com/docs/DOC-10624
- You can also add additional email addresses to get notifications at since your student ones are easy to forget about sometimes: https://community.canvaslms.com/docs/DOC-10594
- You can add a phone number so that you get text message updates (and I would suggest doing this): https://community.canvaslms.com/docs/DOC-10591
You need to know how to see the comments I leave on your projects. I will leave some in the actual document, but the majority of them will be in the actual gradebook. Here's how to do that (look for step9): https://community.canvaslms.com/docs/DOC-16532-4212829286
- REMEMBER TO SUBMIT EVERYTHING AS AN EDITABLE GOOGLE DOC!

Tasks:

Note: For today we are focusing on Writing Toolkit: Writing the Discussion Sections

Talk through color-coded example.
Color-code the remaining student example together
Practice writing a discussion section together based on something we all know about. (Video games and violence? Washing your legs in the shower? Why Beyonce is the greatest performer of our generation?)
- Let's use the format your reading gives us.
  - Summary:
    - One argument is birds aren't real, but instead are surveillance spies made by the Central Intelligence Agency. The leaders behind this movement believe that, because of the bird problem in Washington D.C. in 1956, the C.I.A director Allen Dulles decided to implement a plan to replace all birds with surveillance drones (A.K.A. robots in the sky). The hatred was so intense that Dulles took to referring to the birds as "scum of the sky" ("Birds aren't real website"). To accomplish this they identified civilians who they believed could assemble robot birds at local nightclubs, drugged them, and convinced them to put together these birds. This is important because, people have the right to know when they are being watched by their government and concealing these spies is unconstitutional.
  - Response (sometimes called the "Source" section):
    - Another argument in opposition to this one is that bird are in fact real and are not government surveillance drones. In other words, this means that like we have always assumed on our avian friends, they are natural creatures NOT robots and certainly were not forced into spying on us by the government. For example, a Fort Worth scientist at the Fort Worth Zoo (Smith 2019) recently autopsied a bird and found it to be made of flesh, bones, feather, beak, blood, and every other expected material of an natural animal. They found no trace of robotics, mechanics, engineering, or any other tampering. This is important because just like everyone deserves the right to know when they are being surveilled we also have a right to education. That includes whether or not birds are real and certainly requires critical thinking skills in order to determine this.
- Jayson Lusk argues that chickens aren't treated well in our current agricultural system. He explains that they don't have enough room to stretch, exhibit natural behaviors, and live in unsanitary conditions. These conditions are a part of the battery cage life that most chickens in our system currently life. Specifically, he argues that "Hens living in these housing systems typically have about sixty-seven square inches of space-- which is 28 percent less space than a typical 8.5-by-11-inch sheet of paper" (17). Americans need to know how bad chickens have it because even though they are raised to slaughter and steal their babies, it is abuse to allow them to live in these spaces. Although these conditions are harsh, it is an unfortunate reality of the chicken industry which is ruled by profit.
- In fact, battery cages are the most profitable way to raise chickens precisely because they take up less space and cost less to implement. Capitalism Today argues that "these cages take up less space because they offer fewer accommodations to the chickens and farmers have less work to do in order to keep up with the demands of raising chickens" (16). This is important because there are multiple stakeholders in the chicken conversation, the most important of which are farmers. The unfortunate reality is that farmers will make the best decisions for their bottom line and we need to know what that means for chicken welfare.

Example Discussion Sections:

By the time I see you again (March 31), here's what you should have completed:

You should have an introduction (about 1 paragraph) and two discussion sections (2 paragraphs for each section, so 4 total).
Here are the drop boxes for those:
- Due March 9: Lesson 7: Discussion (Brainstorming)
- Due March 9: Lesson 7: WA 2, Rough Draft (Introduction)
- Due March 23: Lesson 8: WA 2, Rough Draft (2 pg)
- Due March 30: Lesson 9: Reading Quiz (JtC, Chpt 9)
- Due March 30: Lesson 9: Discussion (JtC, Chpt 9)
- Due March 30: Lesson 9: WA 2, Rough Draft (Complete)
  - [I won't hold you accountable for the conclusion in this draft]
When I see you again, we will work on the conclusion, citation, and revision.

Some Resources for That Time Away:

For Next Time:

READ: Writing Toolkit: Contexualizing and Incorporating Source Material & Writing Toolkit: Direct Quoting, Partially Quoting, Paraphrasing

Thursday, March 12th-

No class due to early University closing.

For Next Time:

Next week is Spring Break, but the course page for that week has a bunch of reminders on it, so you should still look at it. Here it is: [Spring Break = No Class] [There are reminders here, though.]
I will be here the week after Spring Break if you want to come and work or ask me questions or just hang out! That said, attendance is not mandatory.

Full Paper Breakdown

Introduction:

Introduce your topic with a hook
Introduce your source (Lusk)
Introduce the secondary source
Thesis Statement

Discussion 1

First Paragraph (Summary)
- Topic sentence
  - What argument is Lusk making?
- Explanation
  - Explain the point to your readers based on your knowledge of the argument Lusk is making.
- Example from Unnaturally Delicious (Summary, Paraphrase, or Quotation)
  - Introduce your example and talk about how it supports the argument you said Lusk is making.
- Sentence about the significance of the example you just used.
  - How does Lusk's argument contribute to the field of environmental sustainability in general?
  - Also, use this time to introduce your next paragraph.
Second Paragraph (Response)
- Topic Sentence
  - What are other people saying about the argument Lusk is making?
- Explanation
  - Explain what other people are saying in more detail.
- Example from outside source (Quotation/ Paraphrase/ Summary)
  - Introduce your source specifically and talk about how it relates to Lusk.
- Bring it all together
  - How does this source compliment or complicate Lusk's argument?
  - Also, use this time to introduce your next paragraph.

Discussion 2:

Same as Discussion 1, just on a different topic or a different piece of the same topic.

Conclusion:

Brief summary of what you did in this essay.
- This should include a summary of the argument you summarized from Lusk as well as the source you added into it.
One of the strategies listed in your reading. Here they are in case you forgot:
- Offer suggestions for future research.
- Identify areas for consideration not discussed in the paper.
- Make projections or speculate where the conversation might go in the future.
- Come back to the narrative/example that you offered at the beginning of the paper.
- Connect the discussion to your own life and own experiences.
A sentence or two that ends the paper on a high note, reminding people why they should care about this topic.
- This is commonly called the "so what?"