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Assignment 11: Submitting First Draft of Research Essay

Purpose

1. To delve deeper into a topic that you encountered from the research project.
2. Practice citation mechanics.
3. Practice revising for PRE so final drafts contain efficient as well as correct
sentences.
4. Experience weaving together several sources for a research report, using
citation mechanics.

Objectives

1. Submit a first draft of the research essay between 500 and 600 words
whose sources come from the annotated bibliography.
2. Demonstrate correct use of citation mechanics and efficient writing.
3. Demonstrate use of two to three sources in a single research paper with
proper bibliographies.

Reading Assignments

• Chapter 8: p. 199 – 200. NOTE – Ignore the reference to “three” research
papers, each paper dealing with one book. YOUR assignment will be slightly
different: you will write only one research paper that will use 2 to 3 books.

• Student example: p. 204 – 5 (study for citation mechanics)
• Chapter 10: p. 221 – 7
• Chapter 9: 205 – 7

COMMENTS

Now that you’ve read widely by skimming many books, now choose a research
topic that deals with some aspect of the formation of a text or a person. Or you can
choose a topic from the list I have provided in Assignments 9 and 10.

BE CAREFUL: you must write about the history of the formation of a text or a
person. So, for example, if you write about the Gospel of Mark, you would only be
describing what scholars are saying about the formation of the text, about who
likely wrote it, who likely was also engaged in revising or editing it, when this
activity occurred, etc. Or, if you are writing about a Western personality, you
would describe how he or she was “formed,” or what they were like. You do NOT
explain their theories. You would explain the things they did that led them to
formulate their theories.

1. Please study the student example in the textbook and also the traits of these
essays on p. 204 – 6.

2. Be sure that each body paragraph is fully developed. Click on the “Example
of an Underdeveloped Paragraph” link in the Assignment 11 folder to
review comments on why it is undernourished.

3. Please read the “Checklist for Research Report” document using the link
in the Assignment 11 folder to review a list of traits that we should see in
each essay.

4. READ THIS CHECKLIST BEFORE YOU BEGIN YOUR FIRST DRAFT AND
BEFORE YOU SUBMIT YOUR FIRST DRAFT.

• JUST AS A REMINDER: the textbook refers to “three” research papers, and

each papers deals with ONE book. YOUR assignment will be slightly different:
you will write only ONE research papers and you will use 2 to 3 books.

WHAT TO SUBMIT

1. First draft of first research paper
2. Comments about the strengths and weaknesses of this draft with regards to

TWO areas:
a. Do you think you did citation mechanics correctly and bibliography

correctly – what questions do you still have about it.
b. Your assessment of the content of the essay, paragraph organization

and sequence of ideas.
c. Worth 10 points

GRADING: Pass/fail
Assessment of draft: 10 points

NOTE: while you wait for my comments, read Assignment 12 and complete the
activities described there.

Reading Assignments

Assignment 15: Submitting Essay on Chapter 11

Purpose

1. Reflect on the intellectual experiences you had in this course by describing
how the material in chapter 11 reflects your experiences

2. Practice citation mechanics
3. Practice revising for PRE and Contract observance.
4. Experience intellectual growth during revision stage of the writing project.

Objectives

1. Write an essay that reflects on your experiences of this course and whose
citation mechanics are correct and whose writing is clear and sometimes
elegant.

2. Use some metaphors consciously and deliberately in describing your
intellectual experiences.

3. Produce sentences that are the product of conscious and deliberate revision
using PRE.

4. Have a title that shows imaginative engagement with words

Reading Assignments

• Chapter 11: ‘Our Historical Consciousness and Our Historic Context in the
Light of Imaginative Literacy’

Click on the “Intro to Assgt 15” link in the Assignment 15 folder for a video on this
last writing assignment. CAUTION: my lips go out of synch with the words you hear
in the last 30 seconds of the video. I have no idea why.

WRITING ASSIGNMENT

Write a 600 – 800 word essay on Chapter 11, noting how the chapter’s explanation
of the nature of liberal education reflects your experiences in this course, or in
other courses that you took this semester. Quote 3 to 5 sentences that I wrote
(don’t quote the people I quoted), with at least 3 from chapter 11 and the other
quotes can come from other sections of the book if you would like. Be sure to vary
your tagline (or signal phrase) locations. Also meet the objectives listed above in
#s 2 – 4.

This chapter is not assigned until now because it gives an overview of what I
think college is about, and our historical moment, and I think that this chapter will
make more sense to you at the end of this writing course than at the beginning.
See my other Comments below after the grade scale.

WHAT TO SUBMIT

• Final draft of Chapter 1 essay

GRADING: 100 points possible

100 – 93 points A
92 – 85 points B
84 – 77 points C
76 – 69 points D
68 and below F

INSTRUCTOR COMMENT

Chapter 11 explains what I think college is about, what I think our historical
moment amounts to, what I propose the self-image of the student should consist of
after he and she submits to the disciplines of the liberal arts core. I think that you
wouldn’t have understood these things very well had you read this chapter at the
start of the course. Now that you have 14 assignments from this course under your
belt, consider this course in a larger context, which I try to explain in this chapter.
Here are a few areas in the chapter that I think could be topics you discuss in your
essay:

Speaking of ‘self-image,’ the diagram on p. 239 of “ones’ self-image” is new
to the 2nd edition. The terms “mob” and “community” come from Northrop Frye and
his book The Critical Path. The diagram can be read in conjunction with the “wedge”
on p. 243. The adult with a community and selfless self-image will not be in a
realism that is imaginary but it is imaginative. In addition, the fight in the student
between these aspects of their self-image is also illustrated on p. 249 in the
crisscross sections of those diagrams of college. Adult Level Understanding (ALU)
really is composed of community and selfless self-understanding. Anything else
makes the adult have Inadequate Adult Understanding (IAU).

Another topic could be on p. 242 where, I mention that students in first year

college should spend time examining the images triggered in the mind by words
that they learned in childhood. I consider this to be an activity that can improve
their critical thinking activities, since it adds an “imaginative” aspect to rational
thinking. Did you analyze images triggered in your mind by key words from your
life? Did you realize that the images the words conjured up in your mind were too
simplistic, having come from childhood experiences and which you have now begun
to make more complex? Did the research project affect the images triggered in

your mind by words that were key in the research project and which you still come
across after that project? If not, explain why you think it is not an important
activity to do for critical thinking.

I also hope you reflect on what I say in the last paragraph on p. 243, and

perhaps offer your reflections in the essay. In the paragraph, I explain how Mark
Van Doren’s division of education into K to 12 and college has helped me make a
further division in college between adult verbalizations and academic verbalizations.
The PRE also deal with these two kinds of verbal expression. Indeed, it was his
distinction that led me to come up with the “three part chart” which you see several
times in the chapter. The educational three part chart at the top of p. 247 is the
basis of the other three part charts. Where the 3rd part in the other charts is not
named (hence the question mark), since we do have a 3rd education part named
(the school of ‘hard knocks’?), I think that we will see a 3rd element the other
charts.

Perhaps most provocative of all, at the start of the chapter 11 describe
humanity as biology’s self-conscious element and that it is biology’s 2nd level or
kind of consciousness, and then I pose the question – could not we speculate about
the emergence of a 3rd level of consciousness and our role in its appearance? Can
you describe any of your intellectual experiences in this class as possible evidence
of a 3rd level of consciousness arising within our times? You might want to also
consult the large Wedge diagram on the inside cover of the textbook, where I try to
also suggest how we could see that we are in the midst of watching a new
foundation being constructed – and we who watch are also doing the constructing.

Chapter 11 mentions a few movie characters and suggests that we see them
as reflecting parts of our intellectual pursuits. I have a special affection for the Neo
character in the movie The Matrix. I mention in #13 on p. 3 that he can see the
structure of the matrix, and I would like you to entertain the idea that he is a
symbol of the college student who faces the challenges of college-level
understanding head on. Neo is seeing the structure of language that Frye refers to.
Click on “The Matrix—Birth of Chosen One” link in the Assignment 15 folder to
view. (If this link doesn’t work, search online. It is titled “The Matrix – Birth of
Chosen One”)

Another scene from The Matrix depicts another condition of the student in
college. I’ve said that the student comes in submerged in an ocean of words, which
means he and she don’t see verbal activity going on in their minds which they
should become aware of. Click on “The Matrix: Neo in an Ocean of Words” link
the Assignment 15 folder to view. This is like Neo in that goo, what I call the adult
bassinet.

That red pill that Neo took meant he had to face reality. For students, coming to
college is taking that red pill and now you are having to see the reality of your
engagement with words and thought and consciousness. The image of him waking
up in a bit tub of goo is a metaphor for the intellectual sensation that the college
student can have as they begin to engage with the first three claims that I make in

this class – that we are born into an ocean of words and when we come into college
it is like we are submerged in that ocean, being unaware of some basic things going
on when we use words. But then we see that the following are true:

1. Words trigger images in the adult mind and these images might affect their
thinking more than they realize.

2. The student has been using metaphors to explain things and hasn’t realized
that he has been using metaphors.

3. The student has expectations as a reading with regards to sentence
structure, expectations I call PRE and once the student sees this he and she
can figure out why a college level text is hard or easy to understand.

So it seems to me that the student is like Neo when he wakes up to find himself

in that tub of goo, what I call an adult bassinet. The Student, like Neo, is physically
grown up but it turns out that intellectually he is still an infant. And he’s been a
cog in the social machinery without even knowing it. But now college will turn
that infant or childhood structure of understanding into an adult one, and then the
student will be like Neo at the end of The Matrix, able to fly around. But that image
refers to the intellectual flexibility that the student will have to reach the heights of
intellectual insight, no matter what discipline that he and she are in.

I also mention the movie Ever After in #9 on p. 3. I’ve provided a link to the
Youtube in the Assignment 15 folder where you can see the scene I refer to, and it
starts at 2:13.
He is told this twice in the movie, the second time by his love interest, but
that scene cannot be accessed on Youtube. 

Assignment 13: Submitting first draft of Summary Essay

on Research Project

Purpose

1. Get critical distance on content of sources surveyed in the research project.
2. Practice citation mechanics
3. Practice revising for PRE and Contract observance.
4. Experience intellectual growth during revision stage of the writing project.

Objectives

1. Submit an essay that integrates quotes from sources with your own
thoughts.

2. Demonstrate correct use of citation mechanics (in-text and bibliography).
3. Demonstrate revision skills similar to those exhibited by the instructor.
4. Demonstrate deeper engagement with metaphors in your writing

Reading Assignments

• The assignment explained: Chapter 9: esp. p. 200 – 1.
• How to cite sources in paragraphs: Chapter 10: p. 221 – 7.
• Rationale for this research topic: Chapter 9: p. 195 – 7; 205 – 7.

WRITING ASSIGNMENT

Treat this essay as an intellectual autobiography, as it is explained on p. 200 – 1,
but when you describe your experiences do the following:

1. In your opening and closing paragraphs, use a metaphor deliberately to
describe your experiences with this project.

2. Quote one or two sentences from the scholars you quoted in your research
paper

3. Use at least one quotation from the chapter in the textbook on this research
topic, especially pages 195 – 7; 205 – 7.

4. Explain how the information surprised you or changed the understanding that
you had had about that topic.

5. Also, use taglines that have vivid verbs (this means that in your final draft,
don’t use “According to,” or “Frye says”), but use taglines like, “Frye noted,”
or Frye argued,” AND

6. Put the tagline in a different place for each quotation (as explained already
on p. 225 – 6).

7. Then you will need a Works Cited page for those sources.
8. This essay is very similar to the summary essay that you wrote at the end of

the Reading chapter assignments, so you might want to take a look at that

essay to remind yourself how citations mechanics work, and avoid the
citation errors you had with those essays.

Length: 700 to 900 words

COMMENTS
The essay gives you a chance to:

1) organize the thoughts you had about the research project as it went along
and

2) tell me what you thought of the research project, its strengths and
weaknesses.

WHAT TO SUBMIT

• First draft of summary essay
• An assessment of its weaknesses and strengths (10 points)
• Any questions or concerns you want me to address

Assignment 2: Essentials of Good Writing and Getting a College-Level Engagement
with Words (getting a CLEW).

Purpose

1. Continue to gain mastery of Principles of Reader Expectations (PRE).

2. Change one’s understanding of the writing process to an adult level.

3. Understand the significance of the sentence as the smallest basic unit for conveying
meaning.

4. Continue to engage more deeply with one’s language.

5. Understand how one improves one’s vocabulary by perceiving the potential in the
words one has written.

Objectives

1. Explain the “perfect writing process” and what makes it “perfect”
2. Identify infinitives and change them into verbs
3. Change passive voice verbs (PVV) into active voice verbs (AVV) and vice versa
4. Demonstrate a deeper engagement with one’s language

Reading Assignments (DETAILED READING INSTRUCTIONS BELOW)

Chapter 3

: The Writing Process

2. Chapter 7: The Phenomena of Sentences

3. Appendix: Grammatical Terms Necessary for PRE Analysis

4. Inside front cover of textbook

(NOTE: please read this entire assignment explanation before reading the
assigned pages)

Instructor Comments

Chapter 3

Because this is a course on writing, I’d like you to read through this chapter carefully so
that you can begin using the assumptions, attitudes and activities that I think will help
you— in all your courses – become adept at producing college level verbal responses that
your instructors will look forward to reading.

Again, I emphasize the idea of attitude – that you allow the first draft to be what we
usually call it – rough. This means that you are not bummed out if the first draft is
unorganized, or wordy or vague. Those are traits we associate with rough or first drafts, so
if your first draft is rough, then you can say, “perfect!” You also know that the most

important stage of the writing process is revision, where you identify the nature of the
messiness or wordiness or vagueness and then use revision tools to convert them into
organized, efficient and clear writing.

Even more important, your revision activities are really thinking activities and
so you can expect your revisions to lead you to a better understanding of the topic for which
you write. You might see new aspects of your topic because of your revision techniques. You
would even – eventually – encounter aspects of your Selfhood that you had not met before.
I propose that these consequences of revision can be in your future if you get a CLEW now!

I hope you come to see that coming up with good revisions isn’t very mysterious – it
begins with identifying the subjects and verbs you see in your sentences. But now in this
chapter, we take the next step – we now name the “identities” of the verbs and we look
to see if other words in the sentence could become verbs. We are on the hunt for the
resourceful but shy “infinitive”! I hope to show you the veracity of the first faculty
assumption that I state on p. 3 of the textbook.

This writing process also means that you don’t invest yourself in the drafts you write,
whether they are first drafts or revised drafts. Not spending a lot of time laboring over any
specific sentence or word will decrease the chances that you will get too attached to any
sentence you labored over. In addition, you will increase the chances that you can see your
wording realistically and so then make changes that are really imaginative.

If you are to take anything away from that chapter at first reading it would be 3 things:

• attitudes for invention and first draft stage (p. 43),

• the sequence of activities to follow during revision p. 45-47, and

• on p. 48 – Assumptions you should drop if they currently influence your
engagement with writing assignments.

Please read Ch. 3 now and complete the Study Guide Questions you can access in
the Writing Assignment section below.

CH 7 ON THE STRUCTURE OF SENTENCES

Remember that the college student must negotiate two readerships: the civilian
readers and the academic readers. You come into college as civilian readers but then are
asked to read texts that often are meant for academic readers, even though most students
return to ‘civilian’ life after college. But academic expectations about sentence structure and
wording are different from the civilian expectations, and I try to describe those differences
in Ch. 7.

But now I’d like to add a third element: adult level thinking. Adult level thinking
goes on in both readerships, and I’d like to think of adult level thinking as different from
civilian thinking and academic thinking. This adult level thinking is linked to the use of
words by the adult (whether a civilian or an academic). In Ch. 7, the things about words
that I consider to be central to adult level thinking involve you recognizing possibilities for
revision within the sentence itself, as we find ways to make verbs (and so invent subjects)
out of infinitives, nominalizations, participles, even adjectives.

For example, when we change an infinitive into a verb, we then must create a
subject, and that subject most often will be a person (since most sentences are about things

that people do). We are then triggering two images in our minds and it might be that these
images help us see other aspects of our topic.

Then there is a 3rd possibility – we can see the metaphors that we had been using
without realizing it, and as we use metaphors deliberately, we do intellectual work that is
relatively new to us, and this mental-verbal work, I suggest, energizes our mental life. I
like to think that we cannot access some places in our intellect unless we use metaphors
deliberately.

All of this intellectual growth can occur as experimental activity during revision, as
we see what happens as we engage with the language, with something we’ve been
submerged in since we were born and so we thought there was nothing new under the sun
about them. That we now do something consciously that we had been doing automatically is
often a definition of adult level thinking.

Please read Ch. 7 now and complete the assignments in the Writing Assignment
section below.

Finally –

There is an “exam” about the Appendix I would like you to take. The Appendix reviews basic
grammatical terms but with an emphasis on how the parts of a sentence function in relation
to other parts of the sentence. It is very important that you memorize what is explained
about Subjects, Verbs, Nouns and Verb Voice. In addition, be sure to read about
“Nominalizations” on p. 104.

COMMENTS ON INSIDE FRONT COVER

The Wedges on the inside front cover deal with the sense of “structure” that
Northrop Frye refers to in his essay that you will read later. These are structures dealing
with the single word, strings of words (the sentence) and strings of sentences (the
paragraph).

Please watch the videos that explain these wedges by clicking on the link to
them in the Assignment 2 folder:
“Word Wedge Part 2”
“Paragraph Wedge”

WRITING ASSIGNMENTS

NOTE: Click on the “Video for Assignment 2 Writing Assignments” link in the
Assignment 2 folder to access a video about these writing assignments. Again, click the
smaller box on the left to make that box fill the entire screen.

Chapter 3 Assignment: Answering Study Guide Questions (10 points)

https://bb9.uni.edu/webapps/assignment/uploadAssignment?content_id=_1187995_1&course_id=_52272_1&assign_group_id=&mode=cpview

Click on the “Study Guide for Ch. 3” link the Assignment 2 folder to access the study
guide questions. Down load as a Word file and type in answers as instructed. Save and
submit

Chapter 3 Assignment: Infinitive Conversions (10 points)

NOTE: I’d like you to pay special attention to the section on Revision (p. 45 – 48) and then
the section on “Rewriting in Response to Revision Analysis” (49 – 51). This activity deals
with what I say on p. 50, at 2.b – converting infinitives into Verbs. I hope this activity
shows that you don’t need a bigger vocabulary to write at the college (adult) level.
Rather, you just need to see the resources in the sentence you wrote.

Click on the “Changing Infinitives into Verbs” link in the Assignment 2 folder to access
an assignment dealing with infinitives. Down load as a Word file and type in answers as
instructed. Save and submit.

Chapter 7 Assignment: Verb Voice (10 points)

Click on the “PVV to AVV” link in the Assignment 2 folder to access the assignment on Verb
Voice. Down load as a Word file and type in answers as instructed. Save and submit.

Chapter 7 Assignment: Creating Concrete Subjects (10 points)

Click on the “Subject Verb Revision for Traction” file in the Assignment 2 folder [here] to
access the assignment on making sentences more direct. Down load as a Word file and type
in answers as instructed. Save and submit by the assignment date.

Appendix Assignment: Knowing Your Terms (10 points)

NOTE:

https://bb9.uni.edu/webapps/assignment/uploadAssignment?content_id=_1187995_1&course_id=_52272_1&assign_group_id=&mode=cpview

https://bb9.uni.edu/webapps/assignment/uploadAssignment?content_id=_1187997_1&course_id=_52272_1&assign_group_id=&mode=cpview

Click on the “Appendix Exam” file in the Assignment 2 folder to access the assignment on
grammatical terms. Down load as a Word file and type in answers as instructed. Save and
submit by the assignment date.

3. Understand the significance of the sentence as the smallest basic unit for conveying meaning.

4. Continue to engage more deeply with one’s language.

5. Understand how one improves one’s vocabulary by perceiving the potential in the words one has written.

Objectives
Reading Assignments (DETAILED READING INSTRUCTIONS BELOW)
Chapter 3

Because this is a course on writing, I’d like you to read through this chapter carefully so that you can begin using the assumptions, attitudes and activities that I think will help you— in all your courses – become adept at producing college level ve…

Assignment 3: The Phenomena of Words

Purpose

1. Understand better the word-thinking relationship
2. Understand better the verbal basis of adult level thinking
3. Engage with one’s words more deeply
4. Develop a more personal and objective engagement with the word-image-thinking

dynamic

Objectives

1. Describe in detail the images triggered by words.
2. Describe the implications and entailments of images triggered by words.
3. Explain the difference between images triggered by metaphors and words triggered

by non-metaphor words.
4. Demonstrate understanding of Letter Linkage activity.

Reading Assignments

1. Chapter 2: The Phenomena of Words BUT – read chapter in this sequence:
a. p. 11 – 12, then p. 21. The key term here is “adult level engagement” and

the struggles to achieve it, given the assumptions we bring into college
b. Then the section on Letter linkage (12 – 15) and then do assignment 1

explained under “Module 3 Assignments”
c. Then read the rest of the chapter and do the other assignments in “Module 3

Assignments.”

Please read the Instructor Comments before reading the assigned readings.

Instructor Comments

Please spend some time reading the “Introduction” to this chapter on p. 12 AND the
concluding remarks on p. 21. I try to explain the difference between adult level thinking and
child level thinking, and then how adult level thinking is needed whether one remains in
academic life or “returns” to “civilian” life. This means that whether you are writing as an
academic or a civilian, you have an adult engagement with words, an engagement that
makes one’s thinking more substantial, ‘visceral.’

https://bb9.uni.edu/bbcswebdav/pid-1188015-dt-content-rid-4923146_1/xid-4923146_1

Also, please realize that when we use our metaphors deliberately, we are liberating
ourselves from being unconscious about one verbal activity that goes on automatically in
the adult mind. We can see then that we use metaphors in our prose without realizing it.
When we now experiment with metaphors, we are consciously using the literary element in
our prose. We didn’t know there was a literary element in our prose, and now we know that
we are using it consciously, deliberately, and this intellectual experience should then make
us feel happy or more intellectually and verbally powerful.

In addition, when we aren’t aware of the metaphors in the stuff we read or write, we

then have thinking that is cerebral, but it doesn’t have much impact, it doesn’t hit the
reader in the intellect’s gut. But if we use metaphors consciously, we then produce thinking
that isn’t just cerebral but “visceral.” Our writing and thoughts are more powerful because
we present them more ‘concretely’ with metaphors and their images. And so the intellectual
entities take on a ‘body’ and this makes our thinking more visceral.

These instructions and activities should help you seize control of the automatic

production of metaphors. Then I hope you see how you can use this activity during the
revision stage of any writing assignment you have in other courses as well as this course.
And then I hope you see that because of your deeper engagement with words, you can now
describe things – things you are most familiar with – in wording that is more accurate and
precise than you’d been able to produce before you took this college level course in writing.

ABOUT THE LETTER LINKAGE ACTIVITY: Before you begin, read the Letter Linkage
explanation (p. 12 – 15) and watch the video. Then do several Letter Linkage exercise
before doing two that you submit for this assignment. But before you do the two Letter
Linkage exercises for the assignment, reread what I say on p. 14 about how you can get out
of rhyming or single syllable words. It’s ok to rhyme – anything is ok as long as the word
you write down has some letters from the word just above it – but your mind likely wants to
try something new. When you feel that way, then try these things: use plural forms of the
noun, or a prefix or suffix. Such simple additions can create a new syllable and then a new
line of words.

Click the “Letter Linkage 2” video link in the Assignment 3 folder to watch a video on how
to do Letter Linkage.

Click the “Comments on Metaphor Ch 2” video link in the Assignment 3 folder to view a
video about Ch. 2 and the importance of recognizing the word-image activity going on in
our minds. Again, because I’m am amateur at Panapto recording, maximize the
larger screen on the right during the video.

WRITING ASSIGNMENTS

Letter Linkage (10 points)

Submit two Letter Linkage Sessions on a Word file.

1. You can do both sessions at the same time, but begin each list with a new word, and
write down 20 words. Be sure to look at the back side of the page. That is:

a. Time how long it took you to come up with a list of 20 words.
b. Then write a few sentences that describe your experience of doing it and the

thoughts you had while doing the sessions.
c. Then write a couple sentences using several words from that list. Play around

with this activity.
2. I suspect your first sessions will be a bit disjointed and rough, but this occurs with

any new experience.
3. The goal is to just stir up words in your mind, and the attitude should be one of play

and exploration. Let’s just see what happens.

“Sniffing Out” Metaphors # 1 (10 points)

Re-read the Introduction on p. 12 and list 6 words that you think are obvious metaphors
and list 6 words that you aren’t quite sure are metaphors but you think they might be.
Remember: a metaphor triggers an image in your head that cannot be taken literally. But
the image is a good one to suggest something about the immaterial object it is used for.

Name the first list “Obvious Metaphors” and name the 2nd list “Metaphors?” Be sure
to put your name and the date at the top of the page. Save as “Finding Metaphors.”

“Sniffing Out Metaphors” # 2 (10 points)

Attached is a report from Yahoo Finance about the condition of the stock market. Put in bold
words that are obvious metaphors and underlined words that you think might be metaphors
but aren’t sure. Remember that metaphors trigger images in the adult mind that cannot be
taken literally. Also, words that are not metaphors can still conjure up images in the mind,
due to the experiences of the reader.

When you have identified all the metaphors that you found, write a 100 to 150 word
reflection on this assignment, how easy it was to find metaphors, what you thought of if you
weren’t sure a word was a metaphor, what you think about the use of metaphors in
business reports.

Click the “Yahoo Business Report” link in the Assignment 3 folder to access the article.
Down load as a Word file and type in answers as instructed.

Metaphors in Martin Luther King’s “Letter from the Birmingham Jail”

Part 1: (10 points)

Click on the link “Letter from the Birmingham Jail Assignment Part 1” in the
Assignment 3 folder to access. Down load as a Word file and type in answers as instructed.
Save and submit.

Assignment 2: (10 points)

Click on the link “Letter from the Birmingham Jail Assignment Part 2” in the
Assignment 3 folder to access. Down load as a Word file and type in answers as instructed.
Save and submit.

Writing your own metaphors: the farm metaphor (10 points)

Click on the “Using the Metaphor of Farming” link in the Assignment 3 folder to access
the farming metaphor assignment. Down load as a Word file and type in answers as
instructed. Save and submit.

Subject-Verb Identification (10 points)

Click on the “Module 3 Assignment on SV Identification” link in the Assignment 3 folder
to access the 2nd of several assignments for identifying Subject-Verb combinations. Reread
Ch. 5 in preparation for completing this assignment and refer to Ch. 5 often. Down
load as a Word file and type in answers as instructed. Save and submit.

End of Module Reflection (5 points)

Type your responses to these two assignments using a word processing program and save
as a single file. If you are using a word processing program other than Microsoft Word, then
please save the file as Rich Text Format. Submit file via attachment.

In 150 to 200 words (or more) please reflect on what you learned in this chapter and in
the activities you completed. I’m also curious to know if you think you can apply these ideas
to your other classes. For example, have you looked for metaphors in the assigned readings
in your other classes? Was the activity where you described images triggered by metaphors
helpful or interesting? Any suggestions on improving my directions or instructions – or even
assignment ideas! – would also be welcome.

Assignment 5: Reading at a College Level

Content

Purpose

1. Develop college level reading skills
2. Increase one’s ability to deliberately engage with parts of the

sentence
3. Familiarize self with quotation mechanics

Objectives

1. Explain the nature of the beginning of a writing project (Stafford essay)

2. Improve or begin usage of MLC citation mechanics.
3. Demonstrate ability to convert Passive and Active voice verb forms
4. Demonstrate correct quotation mechanic usage.

Reading

Assignments

• Chapter 4: “Reading at a College Level” – p. 55 – 9; 60 – 5; 65 – 9 (see
comments below before reading)

• Chapter 10: “Research Paper Mechanics”: especially p. 221- 225 on citing
sources within your paragraphs

• Chapter 6: “Flush Left Diagramming”

Click the “Intro to Assgt 5” link in the Assignment 5 folder for a video that
introduces you to the activities of the next three Assignments

Instructor Comments

Assignments 5 through 7 will be focused on Ch. 4 in the textbook, “College Level
Reading in the Light of Imaginative Literacy and the Two Readerships.” You will be
writing formal responses to three essays that are presented in Ch. 4, as well as
completing other exercises meant to help you firm up your “adult engagement”
with words, sentences and paragraphs.

I cannot emphasize enough that I want you to realize that this course is
meant to develop your adult understanding of words and engagement with words,
and that this level of engagement is what non-academics as well as academics
would possess. In addition, the adult engagement with words leads the adults to
recognize how there is a verbal basis to adult thinking. The Frye essay you will read
underscores this point (in Assignment 6).

https://bb9.uni.edu/bbcswebdav/pid-1188029-dt-content-rid-4923147_1/xid-4923147_1

BEFORE YOU READ p. 55 – 9, read below:

The quotation from Mark Van Doren contains one key phrase: when you
read a page of words, I want you to see a page of objects, which would be images
popping up from metaphors or keywords from your past that will conjure
up images in your mind. When you are “entertaining” these images and
understanding how they help you digest the information, you are getting adult
engagement with words (which is not the same as academic engagement with
words).

One other thing to emphasize in this “Introduction” is my claim that thinking
is largely done in response to words we read or hear. Reflect on your past
discussions you have had in class or things you read which you are asked to
comment on. You are commenting on ideas conveyed through and with words. By
now, after the experiences of Assignments 1 to 4, you will have now more
sensitivity to words and sentence structures than ever.

Finally, about the reading method for essays and textbook chapters, while all
of the info is good, pay special attention to the ‘summing up’ I do on p. 59.

NOW READ PAGES 55 – 9, and complete Assignment #1 listed under
“Assignments,” and then return to these Instructor Comments before reading p.
60 – 5.

BEFORE YOU READ p. 60 – 5, read below:

Since you’ve already done the exercise converting PVV into AVV and AVV into PVV,
and know about preferences of academics of Subject and Verb identities, you now
see such things “in action.”

I’d also like you to appreciate the ‘quantification’ of that I did for the
abstracts on p. 63 and p. 65. It is fascinating (to me) how there are 14 SV combos
in this academic text but NO people subjects and only 2 AVV out of 14. Again,
academics would say, “Beautiful!” while Joe Civilians would react, “Ahh, can you
translate?”

NOW READ PAGES 60 – 5, then return to these Instructor Comments before
reading p. 221 – 225.

BEFORE YOU READ p. 221 – 5, read below:

You will be reading a short essay by William Stafford (p. 65 – 9), and in your
response I want you to quote 3 sentences from his essay. So I want to provide a
refresher activity on quotation mechanics (or introduce you to them if you haven’t
used quotations before). You will be quoting from the other two essays in Ch. 4 and
then when we get to the latter Assignments, you will provide quotations in those
essays, too.

NOW READ p. 221 – 5, and complete Assignment #2 listed in the “Assignments”
section, then return to these Instructor Comments.

BEFORE YOU READ p. 65 – 9, read below:

I’ve used some Stafford’s ideas in the chapter on the writing process (Ch. 3).
He is really good at explaining the attitudes we need when we start writing an
essay. But it is interesting he says that “we can’t keep from thinking,” and then
Northrop Frye will say in his essay that thinking is a specific mental activity
(associated with words) and so it isn’t that we can’t keep from thinking. (Indeed,
we CAN keep ourselves from thinking by not accepting how there is a verbal
dimension to adult thinking.)

In any case, ignore the “Writing Assignment” instructions on p. 66 and
follow these instructions for your response:

Write a 500 word response to this question: How will Stafford’s ideas change
the way you approach writing a first draft and your assumptions about writing in
general? In answering this question, quote three sentences from Stafford’s essay.
Make each quotation a stand-alone sentence (don’t add your own wording before
the quote or after it) and place the tagline in a different place for each quotation.
You can consult p. 221- 225 for examples of tagline placement and punctuation as
well as the worksheet on quotes you did.

Also, see the “Tear Out Sheet” on p. 91 and provide answers to just the
following: #1, #2, #3 and #8. You can write those answers down just after your
response. For #3, write down the words that are transitions between paragraphs.
Notice that he signals a transition often by repeating a key word from the prior
paragraph(s).

NOW READ p. 65 – 9 and complete writing assignment as explained below.

Assignments

Assignment #1: PVV/AVV conversions (10 points)

Click on the “Changing PVV to AVV in an Academic Abstract” link in the
Assignment 5 folder to access the activity that has you change passive voice verbs

(PVV) to active voice verbs (AVV). Down load as a Word file and type in answers as
instructed. Save and submit.

Assignment #2: Quotation Mechanics (10 points)

Click the link in the Assignment 5 folder to access this “Quotation Worksheet.”
The responses you write to the Stafford, Koch and Frye essays will involve quoting
sentences from them and using MLA format correctly, so this worksheet will help
you solidify your quotation mechanics. Down load as a Word file and type in
answers as instructed. Save and submit.

Assignment # 3: Stafford Response (35 points)

The assignment explained above is repeated here:

Write a 500 word response to this question: How will Stafford’s ideas change the
way you approach writing a first draft and your assumptions about writing in
general? In answering this question, quote three sentences from Stafford’s essay.
Make each quotation a stand-alone sentence (don’t add your own wording before
the quote or after it) and the tagline is in a different place for each quotation. You
can consult p. 221- 225 for examples of tagline placement and punctuation as well
as the worksheet on quotes you did.

Assignment #4: Flush Left Diagramming (10 points)

Click link in the Assignment 5 folder to access the “Flush Left Diagrams of
Sentences Found in Academic Texts” exercise. You will be asked to flush left
several sentences found in academic texts. See more instructions in the exercise.

Assignments
Assignment #4: Flush Left Diagramming (10 points)
Click link in the Assignment 5 folder to access the “Flush Left Diagrams of Sentences Found in Academic Texts” exercise. You will be asked to flush left several sentences found in academic texts. See more instructions in the exercise.

ASSIGNMENT1: Introduction; Assumptions and Attitudes; Reader

Expectations

Assignment 1 Purpose

1. Become familiar with the tools within the eLearning system.
2. Become familiar with the Course Syllabus, and
3. Understand how a college level engagement with words is crucial to producing a
successful college-level educational experience.

Assignment 1 Objectives

1. Identify key terms in Introduction that will be used throughout course
2. Examine and describe teacher and student assumptions that both have in a writing

course (Chapter 2)
3. Explain how Frye’s concepts about words will improve the student’s engagement with

college-level thinking.
4. Begin to understand the Principles of Reader Expectations (PRE)

Reading Assignments

• eLearning Tutorials

• Course Syllabus
• Epigrams and Introduction
• Chapter 1: Examining Assumptions and Premises
• Ch. 5 on PRE

• Inside Front Cover of the textbook

Instructor Comments:

View the video about the purposes of some of these assignments using the “Video
on Writing Assignments in Assignment 1” link provided in the Assignment 1
folder. For this video, click on the small box on the LEFT to view full screen what I’d
intended to be full screen. (I was still unsure how to use Panapto at that point!)

Epigrams

Please read over the Epigrams and read them often while you are taking this
course. They say something about the intellectual experiences you are having with
this course. The epigrams clarified my thinking about the human condition and the
role of college in improving the human condition. These statements might seem
strange to include in a course on writing, but words are used in all courses in liberal

education, and I hope students taking this course see the adult application of words
can be universal. The first three epigrams describe the historical and biological
situation that adults in commercial civilization find themselves in and the latter
three epigrams suggest what the individual student can do – though you can
choose not to – as Alan Bloom notes – get a liberating critical distance on the
assumptions that you bring into college.
The writing exercise for this section is below in the “Writing Assignments”
section.

Introduction
The Introduction explains the context for this particular class, and it explains
some of the implications involved in developing one’s writing skills while in college.
In fact, the list on p. v provides observations that occurred to me while using the
first edition of this textbook. I’m most proud – if that is the right word – of the
diagram on p. ix. This image of the cube with squiggly lines on it occurred to me
while using the first edition, and I think it shows quite graphically the fact that
students (of any age!) enter college with ideas that must be scrubbed or rubbed off
if they want to think critically at the adult level, and then express their views well in
their writing assignments. Click on the “Cubes” video link in the Assignment 1
folder to see my comments about the meaning of these cubes.
Note: you will find an assignment for the Introduction below– in the “Writing
Assignments” section. You will click on a link to a list of study guide questions.
Please read over these questions before reading the Introduction – the questions
use key words from the chapter, which then can help you find what I think is key
information. Follow the instructions on the study guide to type in your answers, and
then submit your answers to the study guide.

Chapter 1: Examining Assumptions Brought into College

This chapter discusses “first principles” or assumptions which I think you –

and any college student – need to examine so that both teacher and student are on
the same “page” as to goals and rationale.

I think that you should incorporate the assumptions that faculty (mostly)
bring to the classroom into your own body of assumptions, because my own
experiences have led me to embrace these faculty assumptions. I think they will
help the student master college level material.

BIG NOTE: these assumptions that faculty use are not meant to make you
think like an academic. These assumptions help you get “adult level understanding”
of adult ideas that we are taught in childhood.

Finally, in the “Writing Assignments” section you will find the writing exercise
for this chapter, which is also a list of study guide questions. Please read over these
questions before reading the chapter 1 – the questions use key words from the
chapter so that should help you find what I think is key information, and then you
will submit your answers.

Chapter 5 – Principles of Reader Expectations (PRE).

When you get to this chapter, I’d like you to just focus on the PRE for
SENTENCES (p. 100 – 1). Notice this, too about the list: the first two expectations
deal with the LOCATION of subjects and verbs, while the other 3 deal with the
IDENTITIES of the subjects and verbs.

Also, read the longer explanations of Sentence PRE that are on p. 101 – 102.
Then, please read p. 104 – 7.

Please re-read the first page of the Introduction where I discuss the two
readerships that the college student needs to be aware. Really spend time thinking
about this, how the two readerships have the same expectations about the
location of subjects and verbs, but then the Academic has different expectations
about the Identities of Verbs and their subjects than those of the “Civilian.” It is
important to know and understand these PRE about sentences because you
will be reading lots of academic level texts before you do any formal
writing at the college level, and many students have difficulty with
academic texts. Because of this, I’ve found that this list helps students 1)
understand why an academic text can be hard to understand and 2) find ways to
“digest” that academic writing.

More interesting – it turns out we adults who use English all have these
expectations or preferences about the sentence (and the paragraph) but we didn’t
know we had them. They’ve been subconscious in our minds (for natural reasons,
not nefarious reasons). But now we can know them and deliberately apply them to
texts we find hard to understand. We can understand why the sentence doesn’t get
traction in our minds. In addition, you can use these PRE to understand why a
sentence does get traction in your mind.

Finally, in the “Assignment 1” folder you will find an assignment for Ch. 5.
This is a test to see how well you can identify subjects and verbs in a sentence. I
will often have you examine these features of a sentence. This might seem a
questionable practice, but the sentence happens to be the smallest unit of
words by which we get meaning across. It is the bedrock of any extended
piece of writing. Subjects and verbs are like two towers by which we build a bridge
of understanding between ourselves and the readers. You can also envision the SV
Combos as stepping stones by which we move out of inadequate adult
understanding (IAU) of adult ideas we were taught in childhood and into an
enlightened adult understanding (EAU) of those ideas. There are features to this
EAU that never become outdated, and are forever making the adult feel energized

about their engagement with the world (even with all its problems and tragedies
and stupid adult thinking).

Please view the video where I explain how to find “Subject-Verb
combinations” (SV combos) in sentences we read by clicking on the link in the
Assignment 1 folder. If the monitor shows you two viewing screens, click on
the one on the right to fill the screen with the text from the textbook.

Finally –

Please provide me with a biographical sketch about yourself. Please tell me if
you are on campus here at UNI or living somewhere else, what your plans for after
college, or if you have a job, and anything else you would like to share. I especially
need to know if don’t live near the campus of UNI because our research project
requires that you have access to a library with college level scholarship. Only
books can be used for the research project in this course: No web sites or
e- books are allowed for the research project in this course. So please be
aware of this aspect of the course. I look forward to working with you in this
course.

NOTE – the research component of this course is explained in chapter 9.

WRITING ASSIGNMENTS

Epigrams Assignment

Assignment: in a fully developed paragraph or two (each paragraph having 5 to 7
sentences, total words for each paragraph around 100 words), discuss one of the
epigrams and how it either 1) conveys an insight that you had known of already or
it now opens your eyes to something about yourself or life or 2) it seems to make
you uneasy as to what it implies or 3) it conveys something you don’t understand
how this can be the reality. If the last point is your situation, describe what issues
you have with the claim(s) in the epigram.

Introduction Assignment (10 points)

https://bb9.uni.edu/webapps/assignment/uploadAssignment?content_id=_1187995_1&course_id=_52272_1&assign_group_id=&mode=cpview

Click on the “Guideline Questions for Introduction” link in the Assignment 1
folder to access the study guide questions. Down load as a Word file and type in
answers as instructed. Save and submit.

Chapter 1 Assignment (10 points)

Click on the “Study Guide for CH 1” link in the Assignment 1 folder to access the
study guide questions. Down load as a Word file and type in answers as instructed.
Save and submit.

Chapter 5 Assignment (10 points)

Type your responses to this assignment using a word processing program and save
as a file. If you are using a word processing program other than Microsoft Word,
then please save the file as Rich Text Format.
Click on the “Ch. 5 Assignment on SV Identification” link in the Assignment 1
folder to access the study guide questions. Down load as a Word file and type in
answers as instructed. Save and submit.

Biographical Sketch (10 points)

https://bb9.uni.edu/webapps/assignment/uploadAssignment?content_id=_1187997_1&course_id=_52272_1&assign_group_id=&mode=cpview

ASSIGNMENT 1: Introduction; Assumptions and Attitudes; Reader Expectations

Assignment 1 Purpose
Assignment 1 Objectives
Reading Assignments
Chapter 1: Examining Assumptions Brought into College

Assignment 7: Reading at a College Level Part 3

Purpose

1. Develop college level reading skills
2. Improve or begin usage of MLC citation mechanics.
3. Demonstrate correct quotation mechanic usage.
4. Understand the Reader Expectations for Paragraphs

Objectives

1. Explain how essays being read observe PRE at the sentence and paragraphs
level

2. Reflect on the lessons you achieved from the Frye and Stafford essays in a
reflection on the character of liberal education as presented in the Koch
essay

3. Improve or begin usage of MLC citation mechanics.

Reading

Assignments

• Chapter 8: The Phenomena of Paragraphs
• Chapter 4: “Reading at a College Level,” the Koch essay
• Chapter 10: “Research Paper Mechanics”: especially p. 221- 225 on citing

sources within your paragraphs.

Instructor Comments

There are only two activities for this assignment. In the first assignment, I
give you a paragraph that you analyze for how well it observes PRE for paragraphs.
Follow the instructions for steps 1 to 4, and then hand in the assignment. You will
complete steps 5 to 8 for Assignment 8. I also have included the video on fragging
a paragraph that was in Assignment 6.

For the writing assignment for this Assignment, see below under
“Assignments.”

In the 2nd assignment, you will read the Koch essay that I had published in
Universitas and which deals with aspects of liberal education, as Mark Van Doren
saw it. I’d then like you to write an essay in which you reflect on my presentation
of Van Doren’s ideas as well as make references the Stafford and Frye essays.
Again, see more details about the writing assignment below under “Assignments.”

https://bb9.uni.edu/bbcswebdav/pid-1188029-dt-content-rid-4923147_1/xid-4923147_1

Click the “Paragraph Fragging” link in the Assignment 7 folder to see the video
on how to fragment (or ‘frag’) a paragraph to analyze how the writer observes (or
not) PRE for Paragraphs.

Assignments

Assignment #1: Analysis of a paragraph for PRE (Part 1) (35 points)

Click the “Paragraph Analysis for Assgt 7” link in the Assignment 7 folder to
access this activity. You will be asked to ‘frag’ a paragraph as well as analyze the
paragraph for its observance of paragraph and sentence PRE. You then put your
observations and conclusions into an explanation of the PRE features of the
Paragraph PRE. [You will hand in Steps 1 to 4 and then complete Steps 5 to 8 when
you submit Assignment 8.] Down load as a Word file and type in answers as
instructed. Save and submit.

Koch Response (50 points)

Write a 700 word response to this question: How will the ideas presented in
the Koch essay likely change your study habits and approach to college courses?

Treat this essay as a Summary Essay for the past three Assignments. In your
answer, quote a sentence from Frye and one from Stafford. Also quote one
sentence from the Koch essay. BUT NOTE: don’t quote a statement from Van Doren
that Koch uses. Instead quote a sentence that Koch wrote. As you’ve done for the
other responses, use a tagline for each quotation and put the tagline in a different
place with each quotation.

In the final draft, each quotation must be a stand-alone sentence (don’t add
your own wording before the quote or after it) and the tagline is in a different place
for each quotation. You can consult p. 221- 225 for examples of tagline placement
and punctuation as well as the worksheet on quotes you did.

1. Your Works Cited list will use the format explained on p. 218- 9.

https://bb9.uni.edu/webapps/assignment/uploadAssignment?content_id=_1188035_1&course_id=_52272_1&assign_group_id=&mode=cpview

2. That is, consider the textbook to be an anthology, so you have one
bibliography for the book itself, as if it were an anthology and then you
have a separate biblio for each of the essays you quote.

3. There is no TOS for this essay.

Click the “Paragraph Fragging” link in the Assignment 7 folder to see the video on how to fragment (or ‘frag’) a paragraph to analyze how the writer observes (or not) PRE for Paragraphs.

Assignments
Koch Response (50 points)

Assignment 6: Reading at a College Level Part 2

Purpose

1. Develop college level reading skills
2. Improve or begin usage of MLC citation mechanics.
3. Demonstrate correct quotation mechanic usage.
4. Understand the Reader Expectations for Paragraphs

Objectives

1. Explain how essays you read are observing PRE at the sentence and
paragraphs level

2. Describe how a writer observes paragraph PRE or not (Sanders essay)
3. Verbalize new concepts that help to explain the linkage between words and

thinking (Frye essay)
4. Improve usage of MLC citation mechanics.

Reading

Assignments

• Chapter 8: The Phenomena of Paragraphs (see comments below before
reading)

• Chapter 4: “Reading at a College Level”
• Chapter 10: “Research Paper Mechanics”: especially p. 221- 225 on citing

sources within your paragraphs.

Instructor Comments : read the following before you read the assigned
readings

Ch. 8: the PRE of Paragraphs – you will need to spend some time reading and
studying this chapter. I list the Principles of Reader Expectations (PRE) for
Paragraphs on p. 174, but then pay special attention to the paragraph after the list
of PRE. Once you use these concepts to analyze the structure of any paragraph you
write, you will be able to KNOW if a paragraph will get traction in the mind of the
reader. In addition, if you realize your paragraph doesn’t meet PRE, you know how
to revise the paragraph so it does. And then as you revise in light of paragraph
PRE, you will realize you are seeing aspects of your topic you have not seen before.
At least that is what has happened to me.

There are two major concepts with paragraph PRE – the contract (which
just deals with the ‘topic sentence’) and the sentences that follow the contract.
Those sentences will contain the expectation that is described on p. 176: at the
start of every sentence after the contract, we expect the first information to be
information we are familiar with. After the familiar information is provided at
the start of every sentence (after the contract), we will accept new information.

https://bb9.uni.edu/bbcswebdav/pid-1188029-dt-content-rid-4923147_1/xid-4923147_1

Then be sure to study the statements on p. 177 that are in bold. They give you
information you can use about the nature of this familiar information.

One more point: the idea of old to new is not used for analyzing the
contract (which we use to call the topic sentence). The idea of old to new is just
used for sentences after the contract.

Turn to Chapter 8 now and read and study the chapter, then access the
first two assignments. Those assignments show you how to analyze a paragraph
in the light of Paragraph PRE. When done with those assignments, return to these
comments before reading the Sanders assignment

Read the following before reading Sanders and completing the assignment:

1. Ignore the writing assignment for the Sanders essay that is given on p.
69 and instead do the following:

2. Describe the paragraph structure using the vocabulary of PRE for the
structure of the following two paragraphs:
a. the first paragraph of the essay on page 69
b. the first paragraph on p. 71

Note: you don’t need to type out the paragraphs in your analysis.

4. Also, those two assignments you studied have a description of the

paragraph using the vocabulary of PRE for Paragraphs. You need to use
the same vocabulary. So I expect to see words like ‘contract,’ ‘character,’
‘concept,’ ‘old to new’ in your descriptions.

Click the “Paragraph Fragging” link in the Assignment 6 folder to watch a video
on how to “Frag” a paragraph.

Return to these comments before you read the Frye essay

ABOUT THE FRYE ESSAY:

I believe that all students should read Frye’s essay on the links between words and
thinking. He offers some challenges to our assumptions about how thinking occurs
and the role of words in thinking. Frye forces us to realize that we are not always
thinking. We always have mental activity going on in our minds, but we should
reserve the term thinking to refer to mental activity that involves our engagement
with words.

In any case, ignore the “writing assignment” instructions on p. 66 and follow these
instructions for your response:

Write a 500 word response to this question: How will Frye’s ideas change the
way you approach writing a first draft and your assumptions about writing in

general? In answering this question, quote three sentences from Frye’s essay. In
the final draft, each quotation must be a stand-alone sentence (don’t add your own
wording before the quote or after it) and the tagline is in a different place for each
quotation. You can consult p. 221- 225 for examples of tagline placement and
punctuation as well as the worksheet on quotes you did.

Also, see the “Tear Out Sheet” on p. 95 and provide answers to just the
following: #1, #2, #5, #7 and #8. You can write those answers down just after
your response.

Assignments

Assignment #1: Analysis of a paragraph for PRE NO POINTS

Click the “Example of Revising in the Light of Analyzing Paragraph for
Paragraph PRE (P-PRE)” link in the Assignment 6 folder to access this analysis of
a paragraph for its observance of PRE. Study how the student identifies the
character, concept and significance in the contract and then how he ‘frags’ the
paragraph to help see if the writer has observed the Paragraph PRE. You do not
submit any assignment with this reading.

Assignment #2: Analysis of a paragraph from an academic text for PRE #2
NO POINTS

Click the “Analyzing Paragraph for PRE from Academic Text” link in the
Assignment 6 folder to access the analysis of a paragraph from an academic text
for its observance of PRE. Study how in his analysis, the student identifies the
character, concept and significance in the contract and then how he ‘frags’ the
paragraph to help see if the writer has observed the Paragraph PRE. You do not
submit any assignment with this reading.

Sanders Response (35 points)

After reading Ch. 8 on Paragraph PRE and studying the two examples of Paragraph
PRE analysis, read the Sanders essay (p. 69 – 72) with an awareness of his
paragraph structure. Then , instead of choosing your own paragraphs, I’d like you
to describe the structure of the following two paragraphs:

1. the first paragraph of the essay on page 69

https://bb9.uni.edu/webapps/assignment/uploadAssignment?content_id=_1188035_1&course_id=_52272_1&assign_group_id=&mode=cpview

2. the first paragraph on p. 71

Note: you don’t need to type out the paragraphs in your analysis.

Frye Response (35 points)

Ignore the “writing assignment” instructions on p. 66 and follow these instructions
for your response:

Write a 500 word response to this question: How will Frye’s ideas change the
way you approach writing a first draft and your assumptions about writing in
general? In answering this question, quote three sentences from Frye’s essay. In
the final draft, each quotation must be a stand-alone sentence (don’t add your own
wording before the quote or after it) and the tagline is in a different place for each
quotation. You can consult p. 221- 225 for examples of tagline placement and
punctuation as well as the worksheet on quotes you did.

Also, see the “Tear Out Sheet” on p. 95 and provide answers to just the
following: #1, #2, #5, #7 and #8. You can write those answers down just after
your response.

Keep these thing in mind as you read Frye and complete this writing
assignment:

• Think of “ironies” as pointing out “contrasts”
• Think of the Flush Left diagramming as illuminating an aspect of

“structure” that Frye intends to mean.
• I hope this class is showing you something of the “calculus” of

words.
• Notice he says his is a “militant” job – is he in the war on error with

word-swords too?
• I like to think your verbal practice here is causing a maturation of

mental process and you are acquiring intellectual skills that “never
become obsolete.”

https://bb9.uni.edu/webapps/assignment/uploadAssignment?content_id=_1188038_1&course_id=_52272_1&assign_group_id=&mode=cpview

Assignment 9: The Research Project: Reading Widely for the
Annotated Bibliography

Purpose

1. Experience reading widely in an academic area
2. Exposure to the excellent resources in books, compared to web sites
3. Enhance chances that future research project in college are begun with books.
4. Develop efficient book-skimming skills
5. Continued experience at proper citation mechanics for annotated bibliographies
6. Recognize the difference between scholarship on history of a text and scholarship that
interprets that text.
7. Understand the phenomena of scholarly consensus and points of debate

Objectives

1. Submit an annotated bibliography with correct citation mechanics
2. Submit an annotated bibliography with adequate annotation information.

Click on the “Introduction to the Research Project” link in the Assignment 9
folder for a video introduction to the research Project (expand the larger of the two
screens for optimal viewing)

Reading

Assignments

• Chapter 9 about the Rationale of the project focus: p. 195 – 7
• Special attention on: Process for Skimming Books: 201-3
• Annotated bibliography section: p. 203
• See the several handouts mentioned below (acquired through course links)

Instructor Comments : please read all this material (along with Chapter 9
and 10) before starting research… In fact, print them out so you can easily
consult them.

To get you started, I provide below the Library of Congress Numbers for books by
scholars who explain the formation of texts that are in the Bible (you will have to
find books about non-biblical scriptures and biographies):

Library of Congress Numbers for books on the scholarship on the Bible:

BS1140.2 .C48 1979 – Books called Introduction to OT are grouped around this
number

BS2330 – Books called Introduction to NT are grouped around this number

https://bb9.uni.edu/bbcswebdav/pid-1079460-dt-content-rid-4255346_1/xid-4255346_1

BS475.3 – A college level textbook on the Bible can be found here

BS475.2 .G39 – Commentaries like Broadman and Interpreter’s Commentary –
read articles in them and commentary on specific story if you have one.

ALSO, you will need to find these kinds of books in
these areas:

• Books called Introduction to the Bible, to the entire Bible
• Books focused on one book of the OT, like a book just on Isaiah, or Job
• Books focused on one book of the NT, like the Gospel of Mark, or Book of

Revelation

About the topics that we are researching:

1. With regards to the scholarship on the Bible, you will need to keep reminding
yourself that you are NOT looking how to understand the text (either a verse
or an entire book of the Bible), or how to interpret the verse. To repeat, you
don’t look for information that tells you how to understand (or interpret) the
verse.

2. Instead you want to find out the background of that verse or story or book.
So when you look at scholarship about the formation of a book in the Bible,
you ask yourself the “reporters’ questions” (see p. 197). These are questions
that the scholar tries to answer.

3. Caution: these reporters’ questions are not about the scholar, but about the
writer that he is discussing. So, for example, if the scholar is looking at
Genesis, you want to find out – who wrote Genesis 1 (according to this
scholar) and then find out when that writer of Genesis lived, where, etc.

4. When it comes to an influential Western personality, like say Isaac Newton,
find out facts about his life, especially the way he became the prominent
figure in his field of study. Does the biography discuss who his mentors were,
how he was received by the experts of his field, what kinds of friendships he
had. Almost any information here is acceptable except one: do not explain
how to understand his theories. You can discuss how he came up with his
theories.

5. The 3rd area deals with the formation of non-biblical texts that cultures have
called inspired. You likely won’t find too many sources on this, so 2 or 3
books on this topic would be fine.

ELEMENTS OF A BIBLIOGRAPHY
You already wrote bibliographies for the readings in the Reading Section and
now you will write more bibliographies. However, these bibliographies will be of

books (no web sites are allowed). Please study p. 217 – 8 for the kinds of
bibliographies you will need to produce. Based on my own work in this area, you
will get these kinds of books

• Works by translators (you need to cite the translator)
• Works other than first edition
• Works by two or more authors
• Two or more works out of an anthology (that is explained in the section “A

Gimmick”)
• If you use more than one book by the same author

I have an example of a bibliography for each kind of book listed above, so know
what features you need to have in a specific bibliography. For example, if a book
has a translator, you need to include it in your bibliography. I have an example for
that.

If the book is not the first edition, I have an example of what to cite. So
study the kinds of bibliographies I describe and expect to find such creatures
among the books.

And just a few more things before you start:

I assume you have read Ch. 9 and completed the Study Guide questions, so I
don’t feel you need to do much more preliminary reading: you just want to get to
the books!

I will let you know that I’ve had my classroom CWR students do this research
project for several years, and every semester, they end the project being very
impressed with the project. At first, though, they worried that they might not be
able to handle a research project where they could only use books. By the end,
most were happy that they were just restricted to books for this research project.
They particularly were glad that they learned the process of skimming a book, and
found how valuable Indexes are at the end of books.

I mention to them that when I was a freshman at UNI in 1970, for research
all we had were hard copy books and hard copy journals. Today, though, many
students never use books and journals. While there are positive things about
electronic sources, there are good things about books, too, and so for this course, I
ask students just use books. After this course, they are free to never use books
again.

But there is something kind of humane about a book. Not just because
you can put it in your hand and there is no screen whose shimmer after a bit tires
the eyes. You can tire of reading a book, too! But there is a sense of completeness
and wholeness in a book that you cannot get from a website, even from see an
eBook! You can see the end and the beginning when you hold a book. What I
consider the most unique aspect of a book is that you can flip from the start of the

book to the end in a matter of nanoseconds, and that is very efficient when you
want to see how the author has made the end to mirror the beginning (or not).

HERE ARE A COUPLE OTHER THINGS TO KEEP IN MIND AS YOU BEGIN:

As you dip into the books, don’t be thinking about what topic to write your
research paper on while looking through these books. Think right now in terms of
finding out what the scholarship is saying about the formation of texts and people
that cultures have called inspired.

Don’t think in terms of finding books that are “easy to read.” You are to
accept the books as they are, and not avoid hard to read books. It is good
knowledge to know that this or that author is hard to read (for that matter, that a
specific book by an author is hard to read, but then another book by the same
author is easy to read). Your annotation could mention that a specific text is not
easy for the civilian reader, that it is meant strictly for other academics.

In any case, I will not delay your encounter with the books any longer.
Below, though, are links to several attachments that can help keep you correctly
focused on some key aspects of the research project. I’d encourage you to print
those out, too.

Click the link “Books Not Appropriate for Koch CWR Research Project” in the
Assignment 9 folder for a list of titles of books that are NOT appropriate for this
research project and a list of book titles that would be appropriate.

Click on the link “Koch Example of Annotated Bibliography” in the Assignment
9 folder for several examples of the annotations that would accompany a
bibliography.

Click on the “First Page of Annotated Bibliography” link in the Assignment 9
folder to get an example of a first page of an annotated bibliography.

Click on the “Examples of the Kinds of Topic Questions for GIS CWR
Research Essays” link in the Assignment 9 folder for a list of possible research
questions you could choose from for your research paper.

VIDEO – please access the “End of Instructor Comments on Research” video in
the Assignment 9 folder for some information about the nature of the reading for
the annotated bibliography and the research paper you will write later. (When half
way through the video you’ll see two screens. Enlarger the larger of the two
screens.)

Assignments

Submit the first ten bibligraphies and their annotations so I know you are on
the right track

https://bb9.uni.edu/webapps/blackboard/content/listContentEditable.jsp?content_id=_1079461_1&course_id=_44941_1

Assignment 9: The Research Project: Reading Widely for the Annotated Bibliography

Purpose
To get you started, I provide below the Library of Congress Numbers for books by scholars who explain the formation of texts that are in the Bible (you will have to find books about non-biblical scriptures and biographies):
Assignments

Assignment8: Flush Left Diagramming: The Final

Experiences

Assignment 8 Purpose

1. Gain possession of a tool for identifying sources of wordiness in sentences in one’s draft
2. Gain possession of a tool for improving one’s ability to understand difficult texts

Assignment 8 Objectives

1. Recite the grammatical definitions as they relate to relationships of parts of a sentence
2. Reinforce memorization of the first five principles of reader expectations
3. Explain the variables in sentence structure that readers will tolerate
4. Explain the three kinds of structure in a sentence
5. Demonstrate understanding of the rules of flush left diagramming
6. Practice flushing left a sentence and identifying sentence features in the light of reader expectations
about sentence structure

Reading Assignments

• Chapter 6: Flush Left Diagramming: specific pages assigned below

• Appendix: Grammatical Terms

Click on the “Intro to Assgt 8 #2” link in the Assignment 8 folder for a video
describing the assignments for this section.

Instructor Comments
Perhaps the title of this section is a bit melodramatic – “The FINAL
Experiences” … oooohh – but I want to underscore that if you are doing well in
constructing a FLD correctly, then really you are getting an adult engagement with
words and sentence. And this engagement is not, I believe, something that would
be for the poet, but just adult engagement with words.

If Flush Left Diagramming were in the form of a video game, then you are
about to go through a hidden door (which you see because of your success with
Assignment 4). And now you are closer to entering the realm of the Master! And
after that, you are a Creator of the Universe! But first you have to face and
overcome the next four challenges!

DIFFERENT TYPES OF FLUSH LEFT DIAGRAMS:

Click on the “How Flush Left Diagrams Would Look When a Main Verb
is Far from Its Subject” link in the Assignment 8 folder to see how a flush left
diagram would look when a main Verb is far from its subject!!

When flushing left a sentence, sometimes you will need to add a subject that
is not in the original sentence. To do that, you use brackets. Click on the

“Examples of Needed Brackets for Flush Left Diagramming” link in the
Assignment 8 folder to see examples of this.

I want you to pay special attention to the “two types of Subject/Verb
Combos” that I explain on p. 93, under “Additional Concepts.” With regards to
Identities, we can see that there are two kinds of subject-verb “combinations”:
main subject-verbs and what I call “secondary subject-verbs.” ALL SV combos are
called “main” SV combos, but only because sometimes an SV combo can be placed
between another SV combo. Then you call that SV combo a “secondary SV combo.”
I’m not saying that this condition violates reader expectations, but we writers just
have to know it is there and then we can decide to keep it or not for the final draft.
Click on the “Examples of Sentences with Secondary Subject” link in the
Assignment 8 folder to see sentences with secondary SV combos.

COMMENTS ABOUT THE READINGS: (I will present this writing in FLD form
just as another experience of seeing how the writing observes PRE for
location of subjects and verbs in light of the civilian preferences):

Flush left Rules p. 94-97

A key
breakthrough we should reflect on is  [notice the secondary SV combo (I’ll put
in bold)]

that
sentences have

a structure
that is

separate from the words
that are embedded

in that structure.
I try

to visualize this with the 2nd wedge on the inside front cover of the textbook.
This Flush Left activity can help

us literally see this structure, though
we have

to know where our
subjects and verbs are

before
we flush

left the sentence.
Later

you will see
that when

you flush
left sentences

that are
not clear to you,

you understand
the content of the passage and

you can see
how that

writer is violating
reader expectations!
So

this activity can help
you with rewriting and rereading.

WRITING ASSIGNMENTS

Flush Left Diagramming Assignment

Read the pages assigned for each exercise and then complete the exercise.

1. Read pages 114 – 5 and refer to them as you complete this FLD activity.
Also, click on the “FLD for ‘is’ Verbs” link in the Assignment 8 folder to
watch a video on how to identify if the “be” verb is a main verb or a
helping verb.

FLD TEST #1 (10 Points)

Complete the assignment using the “Identifying Forms of ‘is’
Correctly” link in the Assignment 8 folder that asks you determine if the
‘be’ verb is a helping verb or main verb.

2. Read pages 115 – 7 and refer to them as you complete this FLD activity.
Also, you can click the “FLD for ‘that’” link in the Assignment 8 folder to
access a video on how to identify if the word “that” is a subject or a
conjunction.

FLD TEST #2 (10 Points)
Using the “FLD Sentences that Have ‘That’ in Them” link in the
Assignment 8 folder, complete the assignment that asks you to determine
if ‘that’ is a subject or a conjunction

https://bb9.uni.edu/webapps/blackboard/execute/uploadAssignment?content_id=_781482_1&course_id=_27621_1&assign_group_id=&mode=cpview

3. Read p. 122 and refer to it (and other prior homework) as you complete
this FLD activity.

Click the “FLD Secondary SV Combos” link in the Assignment 8
folder to watch a video that explains how to FLD sentences that have
secondary SV combos.

Click the “Revising Out Secondary SV Combos” link in the
Assignment 8 folder to watch a video that explains how to revise out
Secondary SV combos during revision.

FLD TEST #3 (10 Points)

Click the “Sentences that Have Secondary SV Combos” link in the
Assignment 8 folder to complete the assignment dealing with secondary
SV combos .

FLD TEST #4 (25 Points)

Click the “Test on Flush Left Diagramming” link in the Assignment 8
folder for a test of your FLD skills.

Analysis of a paragraph for PRE (Part 2) (50 points)
Return to the “Paragraph Analysis for Assignment 7 (with a “Full
Diagnostic”)” that you handed in with Assignment 7 and complete the rest of the
activities (#5 to 8). This “deep massaging” into a paragraph and its words might
seem to be over the top, but if you have taken these activities seriously and
energetically, the dividends they pay will have no end.

FINALLY:

PREPARING FOR ASSIGNMENT 9: The Research Project (5 points)

Before you submit the FLD exercises, read “Questions for Chapter on Research
Experience” in the Assignment 8 folder, and complete the Study Guide for Ch. 9 –
The Research Project and submit. Then read Assgt. 9 for more instructions about
the research project. This project will take a lot of time and has several moving
parts to it, so refer often to Ch. 9 and print out as much of the Instructor’s
Comments as you can.

 Chapter 6: Flush Left Diagramming: specific pages assigned below

Flush left Rules p. 94-97
Flush Left Diagramming Assignment
FINALLY:
PREPARING FOR ASSIGNMENT 9: The Research Project (5 points)

Assignment 4: Flush Left Diagramming (FLD)

Purpose

1. Gain possession of a tool for identify sources of wordiness in sentences in one’s
draft
2. Gain possession of a tool for improving one’s ability to understand difficult texts

Objectives

1. Recite the grammatical definitions as they relate to relationships of parts of a
sentence
2. Memorize the first five principles of reader expectations
3. Begin to memorize the variables in sentence structure that readers will tolerate
4. Explain the three kinds of structure in a sentence
5. Demonstrate understanding of the rules of flush left diagramming
6. Practice flushing left a sentence and identifying sentence features in the light of
reader expectations about sentence structure

Reading Assignments

o Chapter 6: Flush Left Diagramming: please read the Instructor
Comments below, for the order of reading Ch. 6

o Appendix: Grammatical Terms

Click on the “Intro to FLD” video link in the Assignment 4 folder for a video that introduces
you to Flush Left Diagramming.

Instructor Comments

If you’ve been reviewing and memorizing the “grammatical terms” in the appendix,
you will find the activities in this module to not be too difficult. If you’ve not been reviewing
the appendix, I would urge you to do so. In addition, all the activities that had you find
subject-verb combinations in sentences will help you now understand how to go about
making a “flush left diagram” of any sentence you read or write.

I came up with this activity because of the Reader Expectations about location of
Subject-Verb combinations that are shared by both readerships that college students need
to be aware of when writing. So please keep that in mind as you begin to digest all the
detailed information in this chapter.

Remember that cogent revision is largely –but unconsciously (until now) – the
result of examining subjects and verbs in a sentence and other words in the sentences.

https://bb9.uni.edu/bbcswebdav/pid-1188006-dt-content-rid-4923145_1/xid-4923145_1

When you use Flush Left Diagramming as a revision tool, you will get good revision results,
but in this case you will be able to explain the exact changes you did.

Also, if you memorize the terms in the appendix and use them in connection to
creating Flush Left Diagrams (from now on called FLD) you will have a flexibility of
expression during revision so you can see how a specific sentence’s content can be
conveyed via different sentence structures. Remember, too that the shortest verbal
unit by which meaning can be conveyed is the sentence. That is why this particular
activity also just deals with the sentence. We will get to paragraphs, and larger verbal units,
but if you can master the sentence, you have the foundation that all other verbal entities
are rooted in.

Three ideas to keep in mind:

• Even a grammatically correct sentence can be difficult to understand.

• The PRE illuminate a structure in the sentence that is separate from the words of or
in the sentence. This structure isn’t grammatical or rhetorical but –for want of a
better word – “expectational” (and as you know from the chapter on the writing
process, there are situational expectations and durable expectations. This structure
I’m referring to is the durable structure).

• While you are asked to memorize terms that are new to you and seem to be things
the professional writer must know and not the ordinary adult, I feel these are just
things that adult needs to have an adult engagement with language. You will begin
to really see how the writing process is really a thinking process, that our
engagement with words is a huge factor in the quality of our thinking and depth of
our thoughts.

This module asks you to memorize definitions and descriptions. It will take time to
memorize all these aspects of words and sentences, but the faster you memorize these
terms and their meanings, the sooner you will be able to experience the revision
stage as a very lively stage of the writing process.

Two other results of really engaging deeply with this activity:

1. You will find that the writing process is really a thinking process.
2. You will see that this deeper awareness of these aspects of words, sentences and

paragraphs is not something for the specialist in words and writing (like poets).
Instead, this is just adult engagement with words that any civilian in a democracy is
really in need of.

Click the “FLD #1” link in the Assignment 4 folder to watch a video of sentences being
converted into Flush Left Diagrams (FLD).

Click the “FLD #2” link in the Assignment 4 folder to watch a video of a sentence converted
into FLD where a verb is several words from its subject.

INSTRUCTIONS FOR READING CH. 6 ON FLUSH LEFT DIAGRAMMING:

PART I: (10 points)

Read pages 109 – middle of p. 112. Pay special attention to how a sentence that is
flushed left looks like a poem, with every other line indented. But there are rules as to why
some lines are indented and others being at the left margin (hence the name of the
diagram).

In addition to the examples of FLD on pages 109 – 12, view the following found in
the Assignment 4 folder for many more examples of FLD:

“Specimens of Flush Left Diagramming”

When you feel you have a good sense of how a sentence can be put into a FLD, click on the
“First FLD Assignment with All Lines Flush Left” link in the Assignment 4 folder.

PART II (10 points)

Next, read p. 118 – 9 about how you can check your work after you flush left a
sentence. This checklist gets detailed, but it asks a series of questions by which you can
check your work, like you do a math question.

Then read p. 119 to the end of p. 121. In these pages I again describe why I think
you’ll find FLD to be a helpful addition to your revision resources, and then I describe the
types of flush left diagrams you will be faced with producing. But just read about the basic
structure on p. 120 to 1.

Click on the link “Main Subject Begins Each Line” in the Assignment 4 folder for the
second FLD assignment.

Click on the “FLD 4” link in the Assignment 4 folder to watch another video on LFD.

PART III (10 points)

Next, read p. 119 – 125. Before I invented FLD, I didn’t know that we naturally (that
is unconsciously) insert a SV combo between another SV combo. I realized this when I kept
finding verbs on an indented line (verbs in a correctly LFD are never in an indented line!)
and realized that it was the main verb for a main subject!). Boy was I embarrassed!  See
p. 122 for how to flush a sentence that has these “secondary SV Combos.”

Now – after you read through those pages and study them, click on the “Skeletor”
link in the Assignment 4 folder to complete the 3rd FLD assignment. I hope you find this one
enjoyable. I call it “The Skeletor Challenge!” You’ll understand when you see it.

PART IV:

I will be giving you more FLD assignments in future sections of the course, and I hope that
you find them useful in our efforts to determine the efficiency of your sentences. They can
also help you see aspects of a revised sentence that I had not seen when the sentence was
in a straight line. More than once I’ve revised a sentence with the goal in mind of changing
a nominalization into a verb and after I diagrammed the revision, realize I had done no such
thing! Boy was my face red!

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