Persuasion -- I Have a Dream Speech

Writing A to Z

Writing A to Z 

Item	Topic	Questions
A	A ssignments Activities	Which do you like? Which are impossible, disliked? How do you go about doing your class assignments? What A ctivities do you enjoy?
B	Background Baseball	What is your background (home country, family, academic experience, work experience, special skills Do you like baseball? Do you follow any baseball teams?
C	Career Creativity	What career are you working towards? What is creativity? A re you creative in a particular area (music, art, writing....)
D	Dreams Daydreams	Do you believe dreams reveal something about you? What are your dreams for the future? What are daydreams? What do you daydream about?
E	Energy Environment	What do you think about the energy crisis? What options are there? Which is best? How can we protect our environment?
F	Favorite FashionFather	What is your favorite (food, movie, activity, color .....)? Why? What is in fashion/ out of fashion? A re fashions worthwhile? How would you describe your father? What makes a good father?
G	Grammar Games	What grammar problems do you think you have? What have you done to improve your English grammar What games did you play as a child? What games do you find fun now?
H	Holidays Happiness	What is your favorite holiday? What holidays are special to your home country? What does it take to make you happy? Do you think money is a major factor in being happy?
I	Imagination Image	Do you have a good imagination? Do you think imagination is important? Has image become too important in politics? What do you think contributes to a good image?
J	Jokes Jack-of-all-trades	Do you like jokes? Do you think a sense of humor is important? Why? A re you (or do you know) a jack-of-all-trades ( Aperson who can do many different kinds of work)? What are you especially skilled at?
K	Karate Karma	Do you know karate? What are the advantages/disadvantages of learning karate? Do you believe in a personal karma (used informally to mean fate or destiny)? If so, what do you think is your karma?
L	Life Love	What is your greatest ambition in life? What is needed for a happy life? What is love? Who/what do you love? Why?
M	Mother Music	How would you describe your mother? What makes a good mother? What is your favorite music? What music do you find unbearable?
N	Nostalgia Neighbors	A re you nostalgic (long for things, persons, or situations of the past)? Why? For what? Do you know your neighbors? If so, how would you describe them? A re you a good neighbor? Why?
O	Optimism Opinion	A re you optimistic? If so, how did you become an optimist? If not, why not? Whose opinion do you value most? Why?
P	Pessimism Peace	A re you pessimistic? If so, how did you become pessimistic? If not, why not? Do you think world peace is possible? What can we do
Q	Questions Quirk	What is the biggest question you have about your future? What are you doing to answer the question? Do you (or does someone you know) have a quirk (peculiarity of behavior or idiosyncrasy)? If so, what? How do you deal with it?
R	Recreation Reason	What is your favorite form of recreation? What benefits do you derive from it? Do you base your actions on reason, on emotion or on both reason and emotion? Why?
S	Seasons Solitude	What is your favorite season (summer, winter, spring, fall/ rainy, dry)? Why? Do you prefer solitude to being in company? If so, why? If not, why not?
T	Travel Truth	Do you like to travel? What was your favorite place to visit? What was your least favorite? Is it always better to tell the truth or is it sometimes best to lie?
U	UFO Unforgettable...	Do you think UFO’s from other worlds exist? What would you do if you saw a UFO? What is you most unforgettable moment? Why?
V	Vacation Victory	What was your favorite vacation? What do you think is the perfect vacation? What is your greatest victory? Explain
W	Writing Wisdom	What do you like to write about? What kind of writing do you prefer to read? What wisdom have you discovered? Explain
X	Xenophobia Xerox Copy	Do you know anyone who is xenophobic (exceedingly fearful of strangers)? Why do you think a person would become a xenophobe? What is the best (worst) thing about Xerox copy machines? Why do you think there is a need for 24-hour a day Xerox copy places? Explain.
Y	Youth Yesterday	What is the best thing about youth? What is the worst thing? If you had one yesterday to live again, which day would that be? Why?
Z	Zen Zombie	What are some of the major tenets of Zen Buddhism? What do you think of them? What do you think about the zombie theme in literature? Explain. Exercise:  For each of the above, recast the items as the following: 1. descriptive/reflective 2. analytical 3. persuasive

Persuasive and Analytical Writing Compared

Persuasion -- From Topic to Thesis

How to select a topic and develop a thesis:

1. Choose a topic.
2. Narrow the topic.
3. Write a thesis.

1. How to choose a general topic for your persuasive speech/essay:
   • Consult this list of persuasive speech/essay topics.
   • Pick an issue or subject that you really care about.
     Do you feel passionate about this topic? Do you care about it?
   • Pick something that is extremely controverial.
     Are there two sides to the topic? Is there a reason to persuage people to think a certain way about this topic?
   • Pick something for which there is evidence.
     Can you find sources? (in the high school library? the public library?)
   • Pick something that your audience will be interested in hearing.
   • Pick something that is not overdone.
   
   Example: Year round school.
   
2. How to go from a general topic to a narrowed topic:
   • Decide whether you are for or against your issue.
     Why do people need to be persuaded about this topic?
   • Put your topic in a question form and answer it.
     Usually this question will begin with the world "should" and can be answered with a "yes" or "no."
   
   Example: Should the school year be extended year round?
   
3. How to go from a narrowed topic to a thesis:
   (The thesis is the main idea of your speech/paper. It is the point you are going to prove.)
• Reword your question into a statement.
  If you want to, include your best support or an overall phrase about your ideas.
• Make it unique - it will make your topic more interesting and fun.
  
  -- from http://www.personal.kent.edu/~hnsmith/topichow.htm

Persuasive Topics Questions

Persuasive Topics Questions

• Should boxing be banned?
• Should the driving age be raised to 18?
• Should semi-automatic weapons be banned?
• Should teens who murder be executed?
• Should hunting be outlawed?
• Should recycling be mandatory?
• Should schools require student uniforms?
• Should college athletes be paid?
• Should condoms be available in high school?
• Should the death penalty be abolished?
• Should handguns be banned?
• Should assisted suicide be permitted?
• Should legal immigration be stopped?
• Should dying people be kept on life support?
• Should tobacco products be banned?
• Should the logging industry be allowed to harvest public forests?
• Should state lotteries be banned?
• Should alcoholic beverages be banned?
• Should alcoholic beverages be legalized for all ages?
• Should the Internet be censored?
• Should school prayer be allowed?
• Should music lyrics be censored?
• Should extremist groups (i.e. KKK, skinheads)
  be banned?
• Should parents of teen vandals be held responsible for their child's damage?
• Should research on cloning be discontinued?
• Should convicted sex offenders' names be made public?
• Should affirmative action laws which give special privileges to minorities be eliminated?
• Should a rookie salary cap be enforced in pro sports?
• Should the U.S. provide foreign aid?
• Should females in the military be excluded from combat and other "hazardous" duties?
• Should high schools be segregated by the sex of the student?
• Should parents of students who are excessively absent from school be prosecuted under the law?
• Should "home schooling" be permitted?
• Should Native Americans be allowed to have gambling casinos on their reservations?
• Should students failing their classes in high school have their driver's license revoked?
• Should pros be allowed to draft college athletes before they graduate?
• Should wolves be reintroduced to public lands?
• Should free, disposable needles be given to drug addicts?
• Should marijuana be legalized?
• Should adopted children be given the choice of contacting their biological parents?
• Should mothers who give their children up for adoption be allowed to keep their identity secret?
• Should welfare be limited by time?
• Should all pregnant women be required to take an AIDS test?
• Should off-shore drilling be banned?
• Should school funding come from local property taxes?
• Should casino gambling be legalized in Ohio?
• Should the U.S. phase out the Electoral College (regarding presidential elections)?
• Should abortion be legal?
• Should students be required to pass proficiency tests in order to graduate from high school?
• Should people pulled over fur DUI have their license suspended for life?
• Should pagers and cell phones be allowed in school?
• Should families of victims be allowed to decide the punishment of those who commit crimes?
• Should smoking be allowed in school?

from http://www.personal.kent.edu/~hnsmith/topiclist.htm

Persuasive Writing -- Guidelines for Structuring Persuasion

Here are some guidelines:

• First of all, focus on the reader – make an important promise early on (with your headline and opening paragraphs) that tells the reader what’s in it for her. Never allow readers to question why they are bothering to pay attention.

• Each separate part of your narrative should have a main idea (something compelling) and a main purpose (to rile up the reader, to counter an opposing view, etc) that supports your bigger point and promise. Don’t digress, and don’t ramble. Stay laser focused.

• Be ultra-specific in your assertions, and always make sure to give “reasons why.” General statements that are unsupported by specific facts cause a reader’s BS detector to go on high alert.

• Demonstrate large amounts of credibility, using statistics, expert references and testimonials as appropriate. You must be authoritative – if you’re not an existing expert on a subject, you had better have done your research.

• After building your credibility and authority, make sure you get back to the most important person around – the reader. What’s STILL in it for him? Restate the hook and the promise that got readers engaged in the first place.

• Make an offer. Whether you’re selling a product or selling an idea, you’ve got to explicitly present it for acceptance by the reader. Be bold and firm when you present your offer, and relieve the reader’s risk of acceptance by standing behind what you say.

• Sum everything up, returning full circle to your original promise and demonstrate how you’ve fulfilled it.

from http://www.copyblogger.com/the-structure-of-persuasive-content/

Persuasive Writing -- Ten Techniques

Ten Timeless Persuasive Writing Techniques

Want to convince your readers to do something or agree with your point of view? Okay, that was a silly question. Of course you do.

Persuasion is generally an exercise in creating a win-win situation. You present a case that others find beneficial to agree with. You make them an offer they can't refuse. It's simply a good deal or a position that makes sense to that particular person. But there are techniques that can make your job easier and your case more compelling. While this list is in no way comprehensive, these 10 strategies are used quite a bit because they work.

Repetition Talk to anyone well versed in learning psychology, and they'll tell you repetition is crucial. It's also critical in persuasive writing, since a person can't agree with you if they don't truly get what you're saying. Of course, there's good repetition and bad. To stay on the good side, make your point in several different ways, such as directly, using an example, in a story, via a quote from a famous person, and once more in your summary.

Reasons Why

Remember the power of the word because. Psychological studies have shown that people are more likely to comply with a request if you simply give them a reason why, even if that reason makes no sense. The strategy itself does make sense if you think about it. We don't like to be told things or asked to take action without a reasonable explanation. When you need people to be receptive to your line of thinking, always give reasons why.

Consistency It's been called the "hobgoblin of little minds," but consistency in our thoughts and actions is a valued social trait. We don't want to appear inconsistent, since, whether fair or not, that characteristic is associated with instability and flightiness, while consistency is associated with integrity and rational behavior. Use this in your writing by getting the reader to agree with something up front that most people would have a hard time disagreeing with. Then rigorously make your case, with plenty of supporting evidence, all while relating your ultimate point back to the opening scenario that's already been accepted.

Social Proof

Looking for guidance from others as to what to do and what to accept is one of the most powerful psychological forces in our lives. It can determine whether we deliver aid to a person in need. Obvious examples of social proof can be found in testimonials and outside referrals, and it's the driving force behind social media.

Comparisons Metaphors, similes and analogies are the persuasive writer's best friends. When you can relate your scenario to something that the reader already accepts as true, you're well on your way to convincing someone to see things your way. But comparisons work in other ways too. Sometimes you can be more persuasive by comparing apples to oranges. Don't compare the price of your home study course to the price of a similar course - compare it to the price of a live seminar or your hourly consulting rate.

Agitate and Solve

This is a persuasion theme that works as an overall approach to making your case. First, you identify the problem and qualify your audience. Then you agitate the reader's pain before offering your solution as the answer that will make it all better.

The agitation phase is not about being sadistic; it's about empathy. You want the reader to know unequivocally that you understand his problem because you've dealt with it and/or are experienced at eliminating it. The credibility of your solution goes way up if you demonstrate that you truly feel the prospect's pain.

Prognosticate Another persuasion theme involves providing your readers with aglimpse into the future. This entire strategy is built on credibility. If you have no idea what you're talking about, you'll end up looking foolish. But if you can back up your claims with your credentials or your obvious grasp of the subject matter, this is an extremely persuasive technique.

Go Tribal

Despite our attempts to be sophisticated, evolved beings, we humans are exclusionary by nature. Give someone a chance to be a part of a group that they want to be in-whether that be wealthy, or hip, or green, or even contrarian, and they'll hop on board whatever train you're driving. This is the technique used in the greatest sales letter ever written. Find out what group people want to be in, and offer them an invitation to join while seemingly excluding others.

Address Objections

If you present your case and someone is left thinking "yeah, but…", well, you've lost. Addressing all the potential objections of at least the majority of your readers can be tough, but if you really know your subject the arguments against you should be fairly obvious. If you think there are no reasonable objections to your position, you're in for a shock if you have comments enabled.

Storytelling Storytelling is really a catch-all technique - you can and should use it in combination with any and all of the previous nine strategies. But the reason why storytelling works so well lies at the heart of what persuasion really is. Stories allow people to persuade themselves, and that's what it's really all about. You might say that we never convince anyone of anything, we simply help others independently decide that we're right. Do everything you can to tell better stories, and you'll find that you are a terribly persuasive person.

from http://rhetoric.nuvvo.com/lesson/6026-ten-persuasive-writing-techniques

What other persuasive writing strategies work for you?

Reference/Image Credits: Brian Clark, Nogre, Witheyes, El Ramon, Cstein96, Saufnase, Mike Grenville Credit :* polytropia

Reader-Response Form

Reader-Response Form

Writer’s name: ________________________________

Reader’s name: _______________________________

As the writer, my major concerns/questions for my readers are:

Reader, please respond to each question.

1. What is the writer’s topic?

2. What is/are the dominant impression(s) the writer seems to be making? If there is a sentence that states the dominant impression, write it here. If there is not a sentence that states the dominant impression, write what you believe it is.

3. Has the writer used a subjective or objective perspective? What makes the choice of perspective work well in the essay?

4. What makes the opening effective? How might it be made more effective?

5. What do you find to be most effective about the essay as a whole?

6. Discuss the level and breadth of detail used—where does the writer use language effectively? Where does she/he use sensory images? Which senses does the writer appeal to? Where has the writer used active verbs?

7. Make some suggestions for increasing the level and breadth of detail. Please make specific references to the essay.

8. What two or three specific questions do you have for the writer?

9. Please circle any words that you suspect are misspelled or are typos—DON’T CORRECT THEM!

10. Indicate with “frag” any sentence fragments you suspect or find.

11. Indicated with “r-o” any comma splices or fused sentences that you suspect or find.

12. Please check off each of the following items that apply:

_____ proper heading (you, me, class, date)

_____ a title that describes the contents of the essay

_____ 2 full pages minimum length

_____ a good opening gambit

_____ appeals to all the senses

_____sight

_____sound

_____smell

_____taste

_____touch

_____ uses strong verbs

_____ uses at least one simile or metaphor

Narrative Essay Writing

Narrative Essays

As a mode of expository writing, the narrative approach, more than any other, offers writers a chance to think and write about themselves. We all have experiences lodged in our memories which are worthy of sharing with readers. Yet sometimes they are so fused with other memories that a lot of the time spent in writing narrative is in the prewriting stage.

In this stage, writers first need to select an incident worthy of writing about and, second, to find relevance in that incident. To do this, writers might ask themselves what about the incident provided new insights or awareness. Finally, writers must dredge up details which will make the incident real for readers.

PRINCIPLES OF WRITING NARRATIVE ESSAYS

Once an incident is chosen, the writer should keep three principles in mind.

1. Remember to involve readers in the story. It is much more interesting to actually recreate an incident for readers than to simply tell about it.

2. Find a generalization which the story supports. This is the only way the writer's personal experience will take on meaning for readers. This generalization does not have to encompass humanity as a whole; it can concern the writer, men, women, or children of various ages and backgrounds.

3. Remember that although the main component of a narrative is the story, details must be carefully selected to support, explain, and enhance the story.

CONVENTIONS OF NARRATIVE ESSAYS

In writing your narrative essay, keep the following conventions in mind.

• Narratives are generally written in the first person, that is, using "I." However, third person ("he," "she," or "it") can also be used.

• Narratives rely on concrete, sensory details to convey their point. These details should create a unified, forceful effect, a dominant impression.
  

• Narratives, as stories, should include these story conventions: a plot, including setting and characters; a climax; and an ending.

from http://leo.stcloudstate.edu/acadwrite/narrative.html

Syllabus

 Written Communication I

Department and number: English 82A

Credit: 3 units

Course prerequisites: none

Semester: Fall 2010 – Tuesdays, 12:30-1:45, 2:00-3:15

Instructor: Dr. Sylvia Y. Schoemaker Rippel

Email: sysr@lincolnuca.edu

Course-related email for the semester: drsysr@gmail.com

Office hours and location: T, Th 11:45-12:30 and by arrangement, room 307

Office phone: 510-628-8036

Instructional Materials and References:

Required Text:

VanderMey et al. The College Writer. 2nd Edition. Boston: Houghton Mifflin Company, 2007. ISBN: 0-618-74253-0

Student site:

http://college.cengage.com/english/vandermey/college_writer/2e/resources.html 

Recommended Texts:

Dictionary, thesaurus

Description

ENG 82A & 82B - WRITTEN COMMUNICATION I & II

First term: A thorough study of grammar and the fundamentals of composition. Practice in writing themes, book reviews and other short papers is given. Particular attention is directed toward sentence structure, syntax, and general rhetorical principles. Second term: Critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 + 3 units)

Course Objectives

Students will develop their writing skills for academic, professional, and socio-cultural purposes, in mode-centered essay writing. Students will learn editing, documentation skills, use of pre, during, and post writing strategies, topic mapping and other resources

Students will demonstrate written communication skills in writing and presenting their essays for personal, peer and instructor evaluation based on established rubrics, including competencies in planning, drafting, editing, and documentation skills.

Topical Outline

English 82A covers the aspects of composing well-organized written communications. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in descriptive, narrative, analytical and persuasive rhetorical contexts. Student and professional writing models will be used throughout the units.

Assignments Overview

Students will complete the following: Essays for 3 Units, 2 to 3 weeks each, midterm and final exams, ePortfolios/blogs/wikis, due weeks 8 and 15, notes and maps for each unit and text assignment, including reference data, in-class presentations, readings and exercises.

Assignments are due on the dates indicated in the schedule below. Additions/revisions to the schedule will be announced in class as needed.


Class attendance is mandatory for content, interactions, and presentations. Appropriate classroom decorum is expected; arriving late, leaving early, or leaving the classroom at times other than the scheduled breaks is inappropriate and, if unavoidable, should be explained and kept to a minimum. Researched materials must be documented using a consistent style for both in-text and end-text citations of sources using the published standards of the most recent subject-appropriate style guide, such as APA (social sciences) or MLA (humanities), for example.

For each of the following units (as well as additional assignments given in class), students will do the following:

• Read assigned materials with care and understanding,
• Reflect on the weekly assignments in writing keeping a learning journal, addressing primary content and points of personal interest,
• Create a personalized, three-level map for each week’s assignment using the open source program Freemind(available in the computer lab and downloadable fromhttp://freemind.sourceforge.net/wiki/index.php/Main_Page
• Email your assignments to me at drsysr@gmail.com
• Blog your work for sharing and presentations.

Note: The maps for your blog need to be in .graphic (.png or .jpg) format and you will need to save the native Freemind (.mm) format for submitting your work to me by email.

SCHEDULE

Date	Week	Unit	Assignments Each chapter contains an Intro, an Overview, Guidelines, Example Readings, and Writing Checklist/Activities
8/24/10	1	1 Intro	I. A Rhetoric: College Student's Guide to Writing
8/31/10	2	Brief Overview Chapters 1-8	I. A Rhetoric: College Student's Guide to Writing Reading, Thinking, Viewing, and Writing
			1. Critical Thinking Through Reading, Viewing, and Writing
			The Writing Process
			2. Beginning the Writing Process
			3. Planning
			4. Drafting
			5. Revising
			6. Editing and Proofreading
			7. Submitting, Writing, and Creating Portfolios
			The College Essay
			8. One Writer's Process
9/7/10-9/21/10	3-5	Weeks 3-5 Unit I Narrative, Descriptive, and Reflective Writing
9/7/10	3	Chapter 9. Forms of College Writing
		Chapter 10. Narration and Description
		Selected Reading	"Mzee Owitti" by Jacqui Nyangi Owitti
		Selected Reading	"That Morning on the Prairie" by James C. Schaap
		Selected Reading	"A Hanging" by George Orwell
		Selected Reading	"Sunday in the Park" by Bel Kaufman
	4	Selected Reading	"Northing" by Annie Dillard
9/14/10		Chapter 11. Description and Reflection
		Selected Reading	"The Stream in the Ravine" by Nicole Suurdt
		Selected Reading	"Call Me Crazy But I Have to Be Myself" by Mary Seymour
		Selected Reading	"None of This Is Fair" by Richard Rodriguez
		Selected Reading	"Who Shot Johnny?" by Debra Dickerson
9/21/10	5	Unit I (Narrative, Descriptive, and Reflective Writing) Paper Due -- Presentations
	Weeks 6-10	Unit II -- Analytical Writing
9/28/10	6	Chapter 12. Cause and Effect
		Selected Reading	"Adrenaline Junkies" by Sarah Hanley
10/5/10	7	Selected Reading	"The Legacy of Generation N" by Christy Haubegger
		Selected Reading	"Our Tired, Our Poor, Our Kids" by Anna Quindlen
10/12/10	8 8 and 9	************M I D T E R M*************************** Chapter 13. Comparison and Contrast
		Selected Reading	"A Fear Born of Sorrow" by Anita Brinkman
		Selected Reading	"Two Views of the River" by Mark Twain
		Selected Reading	"Shrouded in Contradiction" by Gelareh Asayesh
		Selected Reading	"Like Mexicans" by Gary Soto
10/19/10	9	Chapter 14	Classification
		Selected Reading	"Three Family Cancers" by Kim Brouwer
		Selected Reading	"Four Ways to Talk About Literature" by John Van Rys
		Selected Reading	"No Wonder They Call Me a Bitch" by Ann Hodgman
10/26/10	10	Chapter 15	Process Writing
		Selected Reading	"Wayward Cells" by Kerri Mertz
		Selected Reading	"Downloading Photographs from the MC-150 Digital Camera" (from WFB)
		Selected Reading	"Hair Today, Gone Tomorrow" by Verne Meyer
		Selected Reading	"Campus Racism 101" by Nikki Giovonni
11/2/10	11	Chapter 16	Definition
		Selected Reading	"The Gullible Family" by Mary Beth Bruins
		Selected Reading	"Understanding Dementia" by Sarah Anne Morelos
		Selected Reading	"Deft or Daft" by David Schelhaas
		Selected Reading	On Excellence by Cynthia Ozick
		Unit II (Analytical Writing ) Paper Due --Presentations
11/9/10	12	Unit III Persuasive Writing
		Chapter 17	Strategies for Argumentation and Persuasion
		Chapter 18. Taking a Position
		Selected Reading	"An Apology for Ms. Barbie D. Doll" by Rita Isakson
		Selected Reading	"In Defense of the Animals" by Meg Greenfield
		Selected Reading	"Apostles of Hatred Find It Easy to Spread Their Message" by Leonard Pitts Jr.
		Selected Reading	"Pornography" by Margaret Atwood
		Selected Reading	"Demystifying Multiculturalism" by Linda Chavez
11/16/10	13	Chapter 19	Persuading Readers to Act
		Selected Reading Selected Reading	"To Drill or Not to Drill" by Rebecca Pasok "Soul of a Citizen: Living with Conviction in a Cynical Time" by Paul Rogat Loeb
		Selected Reading	"I Have a Dream" by Dr. Martin Luther King, Jr.
		Selected Reading	"The Media's Image of Arabs" by Jack G. Shaheen
11/23/10	--	**************Fall Recess ************************
11/30/10	14	Chapter 20. Proposing a Solution
		Selected Reading	"Preparing for Agroterror" by Brian Ley
		Selected Reading	"Uncle Sam and Aunt Samantha" by Anna Quindlen
		Selected Reading	"The Media and the Ethics of Cloning" by Leigh Turner
		Unit III (Persuasive Writing ) Paper Due --Presentations
12/7/10	15	Final	Final Exam

ASSESSMENT CRITERIA & METHOD OF EVALUATING STUDENTS

Students will demonstrate their level of proficiency and achievement through appropriate and accurate application of written communication theory and skills. Assessments of improved competence in writing descriptive, narrative, informative, and persuasive essays and personal and peer evaluations and reflections are fundamental to the grades attained.

Class Work: oral and written exercises	15%
Quizzes, chapter and special assignments	10%
Projects, personal and team course blogs	15%
Term Assignments: Topics mapped, blogged, emailed, and presented in class	30%
Collaborations: special unit topics for ePresentation	10%
Final, written, objective, closed book	20%
Total	100%

100-95	A
94-90	A-
89-87	B+
86-84	B
83-80	B-
79-77	C+
76-74	C
73-70	C-
69-67	D+
66-64	D
63-60	D-
59 or less	F

Last Update: 8/2010