Conferences in my office, Landscape Architecture 5.
Thursday-21:
10:50-Landwehr
11:00-Hagedorn
11:10-Mass
11:20-Snell
11:30-Truitt
11:40-Branderhorst
11:50-Nelson
12:00-Nguyen
12:10-Mizzi
12:20-Carlson
1:20-Schneider
Tuesday 26-
11:00-Main
11:10-Anderson
11:20-Bullerman
11:30-Smidt
11:40-Lohse
11:50-Bogaard
12:00-Keiran
1:00-Smallwood
1:20-Simonson
Wednesday, October 20, 2010
Tuesday, October 12, 2010
October 12
In class:
Journaling exercise:
What reading have you enjoyed the most? Why?
Rachel Carson:
http://www.cbsnews.com/video/watch/?id=2714989n
Imagine you are reading this in 1962. John Glenn has recently become the first American to orbit Earth. The U.S is in the middle of the Cuban Missile Crisis. John Paul XXIII has just opened the Second Vatican Council. What about Carson's writing might resonate? How do you imagine Americans responding to her work in the midst of this period of scientific, theological, and political expansion? Pick out a passage that you found significant to the time period and explain why you see it as contextually relevant.
(Discuss in groups, have one person post a response to the blog with everyone's name on it.)
How is Sandra Steingraber similar or different from Carson?
What rhetorical strategies do both woman use to appeal to their audience?
Share Photos.
Bill McKibben
Environmental author Bill McKibben to speak at Iowa State Oct. 14
AMES, Iowa -- Bill McKibben, described as the "world's best green journalist" by Time Magazine, will lecture at Iowa State University as part of the Pesek Colloquium on Sustainable Agriculture. He will speak on "Sustaining Life on a Tough New Planet," which parallels his most recent book, "Eaarth: Making Life on a Tough New Planet." His presentation will be at 8 p.m. Thursday, Oct. 14, in the Memorial Union Great Hall. It is free and open to the public.
The annual Pesek Colloquium presents lectures on sustainable agriculture, and encourages discussion and community response. McKibben also will speak in Iowa City, Oct. 13, and in Des Moines on Oct. 15 at the Iowa Environmental Council's annual conference.
Author and environmentalist Bill McKibben writes about global warming, alternative energy and the risks associated with human genetic engineering. He has written several books, including "Hope, Human and Wild;" "The Comforting Whirlwind: God, Job, and the Scale of Creation;" "Maybe One;" and "Long Distance: A Year of Living Strenuously." His first book, "The End of Nature," published in 1989, is regarded as the first book for a general audience about climate change. It has been printed in more than 20 languages.
McKibben is a frequent contributor to The New York Times and various magazines, including The Atlantic Monthly, Harper's, Orion Magazine, Mother Jones, The New York Review of Books, Granta, Rolling Stone and Outside. He is a board member and contributor to Grist Magazine. He also is the founder of 350.org, an international climate campaign that has set Oct. 24, 2010, as the International Day of Climate Action.
McKibben has been awarded Guggenheim and Lyndhurst Fellowships, and won the Lannan Prize for nonfiction writing in 2000. He is a scholar in residence at Middlebury College, Vermont.
The Pesek Colloquium began in 2001 and is named for ISU Emeritus Professor of Agronomy John Pesek. This year it also is part of the Live Green Sustainability Series at Iowa State. Other co-sponsors are the Leopold Center for Sustainable Agriculture; Wallace Chair for Sustainable Agriculture; Practical Farmers of Iowa; the colleges of Liberal Arts and Sciences and Agriculture and Life Sciences; the Bioethics Program; Bioeconomy Institute; the departments of Ecology, Evolution and Organismal Biology, Natural Resource Ecology and Management, and Agronomy; and the Committee on Lectures, which is funded by the Government of the Student Body.
Monday, October 11, 2010
Rhetorical Analysis
Assignment 2:
Rhetorical Analysis
While the term "rhetorical analysis" is, at first, rather intimidating for many people, it is easily understood (at least at its most basic) when broken down and defined.
Rhetoric The art of persuasion
Analysis The breaking down of some thing into its parts and interpreting how those parts fit together.
A rhetorical analysis examines how a text works—how its words, its structure, its ideas connect—or don't connect—with a given audience. For this assignment I want you to choose one of the readings you’ve encountered this semester and to break it down to its structural components. Rather than merely summarizing what the author is saying you will be analyzing how the author conveys his or her thesis through specific structural decisions.
Given the nature of this class—I want you to offer you two different approaches display your rhetorical understanding of the pieces you’ve encountered in class.
Option 1: A 3-5 page social/historical rhetorical analysis of a text of your choice
-Choose a reading that you’ve enjoyed in this course
-Examine that reading closely. What is the author’s thesis? How does he or she make his or her argument stylistically? How does the essay’s structure reflect its purpose?
-Research the social/historical/cultural context of the piece—for example you could investigate Thoreau and transcendentalism, John Muir and the development of the National Parks, Teddy Roosevelt and his tour around the Western United States, Alice Walker and the role of African Americans in American environmentalism, Terry Tempest Williams and eco-feminism…the list goes on….
-Use that research to give the essay context. Try to relate use whatever information you find to understand how the author might have been trying to reach a specific audience
-Make your research the basis of your introduction. Shape your essay’s thesis around how the author was able to reach his or her audience stylistically during the time period he or she wrote.
Evaluation Criteria:
-The paper includes both the author’s claim and the writer’s thesis
-The writer shoes an understanding of the historical/cultural context of the piece he or she is analyzing and is able to seamlessly integrate that context into his or her argument
¬-The writer examines at least three of the author’s rhetorical strategies (example: diction, imagery, tone, voice) and relates those strategies to the essay’s context, the author’s claim, and the writer’s thesis
Option 2: An imitation of a text of your choice and a 2 page analysis of your imitation
-Choose a reading that you’ve enjoyed in this course
-Examine that reading closely. What is the author’s thesis? How does he or she make his or her argument stylistically? How does the essay’s structure reflect its purpose?
-Write your own creative piece integrating rhetorical strategies you notice the original author using to convey your own ideas about home, place, or the environment
-Write a short (2 page) paper which includes both your thesis (purpose) and the thesis (purpose) of the original text, analyzing how both you and the original author used the same rhetorical strategies to convey your ideas
Evaluation Criteria:
-The imitation effectively uses at least three rhetorical strategies (example: diction, imagery, tone, voice) of the original text
-The writer examines at least three of the rhetorical strategies present in the original text and relates those strategies to both the original author’s claim and their own claim in their short (2 page) paper which accompanies their imitation
Questions to Consider:
What is the rhetorical situation?
• What occasion gives rise to the need or opportunity for persuasion?
• What is the historical occasion that would give rise to the composition of this text?
Who is the author/speaker?
• How does he or she establish ethos (personal credibility)?
• Does he/she come across as knowledgeable? fair?
What is his/her intention in speaking?
• To attack or defend?
• To exhort or dissuade from certain action?
• To praise or blame?
• To teach, to delight, or to persuade?
Who make up the audience?
• Who is the intended audience?
• What values does the audience hold that the author or speaker appeals to?
• Who have been or might be secondary audiences?
What is the content of the message?
• Can you summarize the main idea?
• What are the principal lines of reasoning or kinds of arguments used?
• How does the author or speaker appeal to reason? to emotion?
What is the form in which it is conveyed?
• What is the structure of the communication; how is it arranged?
• What oral or literary genre is it following?
• What figures of speech (schemes and tropes) are used?
• What kind of style and tone is used and for what purpose?
How do form and content correspond?
• Does the form complement the content?
• What effect could the form have, and does this aid or hinder the author's intention?
Does the message/speech/text succeed in fulfilling the author's or speaker's intentions?
• For whom?
• Does the author/speaker effectively fit his/her message to the circumstances, times, and audience?
• Can you identify the responses of historical or contemporary audiences?
What does the nature of the communication reveal about the culture that produced it?
• What kinds of values or customs would the people have that would produce this?
• How do the allusions, historical references, or kinds of words used place this in a certain time and location?
Rhetorical Analysis
While the term "rhetorical analysis" is, at first, rather intimidating for many people, it is easily understood (at least at its most basic) when broken down and defined.
Rhetoric The art of persuasion
Analysis The breaking down of some thing into its parts and interpreting how those parts fit together.
A rhetorical analysis examines how a text works—how its words, its structure, its ideas connect—or don't connect—with a given audience. For this assignment I want you to choose one of the readings you’ve encountered this semester and to break it down to its structural components. Rather than merely summarizing what the author is saying you will be analyzing how the author conveys his or her thesis through specific structural decisions.
Given the nature of this class—I want you to offer you two different approaches display your rhetorical understanding of the pieces you’ve encountered in class.
Option 1: A 3-5 page social/historical rhetorical analysis of a text of your choice
-Choose a reading that you’ve enjoyed in this course
-Examine that reading closely. What is the author’s thesis? How does he or she make his or her argument stylistically? How does the essay’s structure reflect its purpose?
-Research the social/historical/cultural context of the piece—for example you could investigate Thoreau and transcendentalism, John Muir and the development of the National Parks, Teddy Roosevelt and his tour around the Western United States, Alice Walker and the role of African Americans in American environmentalism, Terry Tempest Williams and eco-feminism…the list goes on….
-Use that research to give the essay context. Try to relate use whatever information you find to understand how the author might have been trying to reach a specific audience
-Make your research the basis of your introduction. Shape your essay’s thesis around how the author was able to reach his or her audience stylistically during the time period he or she wrote.
Evaluation Criteria:
-The paper includes both the author’s claim and the writer’s thesis
-The writer shoes an understanding of the historical/cultural context of the piece he or she is analyzing and is able to seamlessly integrate that context into his or her argument
¬-The writer examines at least three of the author’s rhetorical strategies (example: diction, imagery, tone, voice) and relates those strategies to the essay’s context, the author’s claim, and the writer’s thesis
Option 2: An imitation of a text of your choice and a 2 page analysis of your imitation
-Choose a reading that you’ve enjoyed in this course
-Examine that reading closely. What is the author’s thesis? How does he or she make his or her argument stylistically? How does the essay’s structure reflect its purpose?
-Write your own creative piece integrating rhetorical strategies you notice the original author using to convey your own ideas about home, place, or the environment
-Write a short (2 page) paper which includes both your thesis (purpose) and the thesis (purpose) of the original text, analyzing how both you and the original author used the same rhetorical strategies to convey your ideas
Evaluation Criteria:
-The imitation effectively uses at least three rhetorical strategies (example: diction, imagery, tone, voice) of the original text
-The writer examines at least three of the rhetorical strategies present in the original text and relates those strategies to both the original author’s claim and their own claim in their short (2 page) paper which accompanies their imitation
Questions to Consider:
What is the rhetorical situation?
• What occasion gives rise to the need or opportunity for persuasion?
• What is the historical occasion that would give rise to the composition of this text?
Who is the author/speaker?
• How does he or she establish ethos (personal credibility)?
• Does he/she come across as knowledgeable? fair?
What is his/her intention in speaking?
• To attack or defend?
• To exhort or dissuade from certain action?
• To praise or blame?
• To teach, to delight, or to persuade?
Who make up the audience?
• Who is the intended audience?
• What values does the audience hold that the author or speaker appeals to?
• Who have been or might be secondary audiences?
What is the content of the message?
• Can you summarize the main idea?
• What are the principal lines of reasoning or kinds of arguments used?
• How does the author or speaker appeal to reason? to emotion?
What is the form in which it is conveyed?
• What is the structure of the communication; how is it arranged?
• What oral or literary genre is it following?
• What figures of speech (schemes and tropes) are used?
• What kind of style and tone is used and for what purpose?
How do form and content correspond?
• Does the form complement the content?
• What effect could the form have, and does this aid or hinder the author's intention?
Does the message/speech/text succeed in fulfilling the author's or speaker's intentions?
• For whom?
• Does the author/speaker effectively fit his/her message to the circumstances, times, and audience?
• Can you identify the responses of historical or contemporary audiences?
What does the nature of the communication reveal about the culture that produced it?
• What kinds of values or customs would the people have that would produce this?
• How do the allusions, historical references, or kinds of words used place this in a certain time and location?
Tentative Schedule
Note: Assigned readings need to be completed to and responded to in your notebook by the day they are listed. Homework assignments are due on the day that they are listed.
October 7: Thursday
-In Class: John Muir video
-From A Thousand-Mile Walk to the Gulf, p. 85, and from My First
Summer in the Sierras, p. 98, by John Muir. (Journal on one)
___________________________________
October 12: Tuesday
Photo Projects Due
from Silent Spring, by Rachel Carson, p. 366
from Having Faith, by Sandra Steingraber, p. 929 (Journal on one)
October 14: Thursday
“Smokey the Bear Sutra,” by Gary Snyder, p. 473 (Journal)
COLLECT JOURNALS
ATTEND BILL MCKIBBEN SPEECH
________________________________
October 19: Tuesday
NO CLASS
October 21: Thursday
CONFERENCES
In my office LA 5 (Bring your rough draft)
__________________________________
October 26: Tuesday
CONFERENCES
In my office LA 5 (Bring your rough draft)
October 28: Thursday
Rough Draft Rhetorical Analysis DuePeer Review
“Manifesto: The Mad Farmer Liberation Front,”p. 505, and “The
Making of a Marginal Farm,” p. 507, by Wendell Berry
November 2: Tuesday
In Class: Casey Land Group Meetings
RHETORICAL ANALYSIS DUE
(Note: October 29 is the last day to drop the class)
___________________________________
October 7: Thursday
-In Class: John Muir video
-From A Thousand-Mile Walk to the Gulf, p. 85, and from My First
Summer in the Sierras, p. 98, by John Muir. (Journal on one)
___________________________________
October 12: Tuesday
Photo Projects Due
from Silent Spring, by Rachel Carson, p. 366
from Having Faith, by Sandra Steingraber, p. 929 (Journal on one)
October 14: Thursday
“Smokey the Bear Sutra,” by Gary Snyder, p. 473 (Journal)
COLLECT JOURNALS
ATTEND BILL MCKIBBEN SPEECH
________________________________
October 19: Tuesday
NO CLASS
October 21: Thursday
CONFERENCES
In my office LA 5 (Bring your rough draft)
__________________________________
October 26: Tuesday
CONFERENCES
In my office LA 5 (Bring your rough draft)
October 28: Thursday
Rough Draft Rhetorical Analysis DuePeer Review
“Manifesto: The Mad Farmer Liberation Front,”p. 505, and “The
Making of a Marginal Farm,” p. 507, by Wendell Berry
November 2: Tuesday
In Class: Casey Land Group Meetings
RHETORICAL ANALYSIS DUE
(Note: October 29 is the last day to drop the class)
___________________________________
Tuesday, October 5, 2010
October 5
"If the national park is, as Lord Bryce suggested, the best idea America has ever had, wilderness preservation is the highest refinement of that idea."-Wallace Stegner
http://espanol.video.yahoo.com/watch/5643464/14801181
http://espanol.video.yahoo.com/watch/5643464/14801181
Image: Teddy Roosevelt and John Muir, two early champions of the parks, in Yosemite, 1903.
Image: In 1892, Buffalo Bill Cody (second from right) and company survey the land at Grand Canyon National Park, 1892
Image: Photographer Ansel Adams at work at Denali National Park.
-Teddy Roosevelt video (from PBS America's Best Idea)
In Groups:
-What devices do you notice Roosevelt or Abbey using? (Pick at least 3 with a partner)
-Take fifteen minutes and try and make your own social or environmental argument using some of Roosevelt/or Abbey's strategies. Post your imitation to the blog using the "comment" function.
Homework: From A Thousand-Mile Walk to the Gulf, p. 85, and from My First
Summer in the Sierras, p. 98, by John Muir. (Journal on one)
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