Wednesday, October 28, 2009

Calendar Post for October 30 + Conferences Rescheduled

  • As you may have heard in class today, due to the university's closure this afternoon amidst snow forecasts, Academic Argument Proposal conferences have been rescheduled for next week. We will hold conferences Monday, Tuesday and Wednesday in lieu of class (see below).
  • Finally, look for your new conference time below and e-mail Raul (see "Contact" in the sidebar) if you don't have a time or have an unavoidable conflict. Conferences take place in Raul's office, Aylesworth 268.
Conferences on Monday, November 2

11:30 Brian
11:45 Valerie
12:00 Max
12:15 Derek
12:30 Senite
12:45 Cyndi
1:00 Eric S
1:15 Cooper
1:30 Jack
1:45 Branden
2:00 Chris
2:15 Rachel S
2:30 Mark
2:45 Stephen
3:00 Jesse

Conferences on Tuesday, November 3

11:15 Kelly
11:30 Mandy D
11:45 Zach
12:00 Rachael C
12:30 Regan
12:45 Sean
1:00 Jason

Conferences on Wednesday, November 4

12:45 Alex
1:00 Dan
1:15 Justin
1:30 Kaylynn
1:45 Kelsey
2:00 Sam
2:15 Robbie
2:30 Derek
2:45 Kayla
3:00 Sal

Conferences on Friday, November 6

11:30 Jonny
11:45 Adrienne
12:00 Jill
12:15 Amanda K

Conferences on Tuesday, November 10

11:15 Eric W
11:30 Michael

Tuesday, October 27, 2009

Office Hours Update

Today's office hours will take place in the Morgan Library, instead of Aylesworth 268. Raul will be available at one of the wooden tables near the MAPS and TAX collections on the first floor of the library. See our syllabus for more details.

Monday, October 26, 2009

Calendar Post for October 28

  • As in preparing for today's class, download and bring with you on Wednesday a handout on claims and "Proposal: From Inquiry to Argument" (at, which describes the first of two phases in our upcoming assignment. Note that "purpose" and "audience" in the latter handout refer to the proposal itself, not your Academic Argument, which your proposal should outline and describe.
  • Prepare for our in-class trial run at crafting an argument about climate change, "Staking a Claim" (at Review that overhead and confirm with your partner (via e-mail addresses at the Writing Studio) which claim you will be debating. As described in the overhead, one partner (who authored the chosen claim) presents reasons and evidence to support the argument, while the other (playing the devil's advocate) presents a counter-claim as well as reasons and evidence to oppose it. Each pair's oral debate should last less than two minutes.
  • Read about "Appeals for Written Argument" (PHG pages 516-520) as well as Edward Koch's "Death and Justice" (PHG pages 534-540).
  • Begin drafting a proposal for your Academic Argument. As described in the assignment handout (see above), this is a short and preliminary but detailed outline of the argument you plan to write, and it's due during a conference with your instructor. These conferences take place in lieu of class, but they happen very soon: this Thursday (3:45 to 5:15 PM), this Friday (11:15 AM to 3:15 PM) and this Monday (11:15 AM to 3:15 PM). We will assign conference times in class on Wednesday.

Saturday, October 24, 2009

Calendar Post for October 26 + Academic Argument Proposal Assignment Posted

  • Browse each of our 14 wikis pages and recollect the readings we have encountered thus far, particularly those that put forward arguments. Then, just for practice, draft two questions-at-issue that might guide your upcoming paper, the Academic Argument. These questions should feel narrow, debatable, and significant both to you and an academic audience interested in climate change. For example, you might rephrase or make more specific questions on political science or foreign policy already researched on our wiki. You might also refine a question addressed by Thomas Friedman, "Why go green?" or Michael Pollan, "Why bother?"
  • Read about argument and claims on pages 509-516 of the PHG. Then, much like we did in class on Friday, practice writing four possible claims in response to the two questions-at-issue you just drafted (use either question-at-issue, or both). These claims should include: a claim of fact or definition, a claim about cause and effect, a claim about value, and a claim about solutions or policies. Type these two questions and four claims, and post them on a Writing Studio forum ("Academic Argument: Two Questions, Four Claims"). You won’t necessarily use any of these claims for your final argument, so don’t worry about perfection.
  • Read “The Argument Culture” by Deborah Tannen on pages 474-480 of the PHG. Be ready to talk about Tannen’s definition of “argument” and how it does or doesn’t coincide with your own ideas about arguments.

Thursday, October 22, 2009

Group Inquiry Assignment FAQ

As we delve farther into the writing process surrounding our current assignment, as well as two additional papers we'll be writing this semester, confusion will abound. In response, our blog will collect frequently asked questions (in an anonymous fashion) and provide answers that can probably benefit everyone. See if your question about group inquiry can be answered below, then, before creating a new one via e-mail.

Question on Thu, Oct 22, 2009 at 4:10 PM:

Our group is wondering if the 1,000 word requirement for the introduction is in effect for our group as well, because we only have two people. It seems that we may have trouble reaching that limit, would we be deducted significant points if we had less? What do you think would be an acceptable length for a group of two?


It's a good question, but I am looking for at least 1,000 words in the introduction (not counting the bibliography) from each group. The harder task will (or should) be for groups of three to condense their "best answers" into less than 1,200 words. Hopefully it shouldn't be too hard for your group to reach 1,000 words, as you have 10 sources to work with. Remember that some sources should get more attention in the introduction than others.

Question on Thu, Oct 22, 2009 at 2:12 PM:

With our wiki's works cited, do we just use the annotations and citations from the individual annotations for the wiki's works cited?


That's right, although the works cited will need to be alphabetized by the name or title that appears first in each citation. In taking ownership of each member's work, the group may also decide some annotations or citations need to be strengthened. The quality of the annotated bibliography will be reflected in the group's grade.

Question on Sat, Oct 17, 2009 at 12:41 PM:

I need a little help with my citations. This is the first one I really tried to get right, the article is located at this address. If you could let me know if I'm on the right track it would be very helpful. Thank you and hope to hear from you soon.

University of Minnesota. "Cellulosic Ethanol May Benefit Human Health And Help Slow Climate Change." Science Daily. Science Daily, 3 Feb. 2009. Web. 14 Oct. 2009.


Your rough draft on the citation is almost correct. Here are a couple of revisions. First, even though ScienceDaily suggests including "University of Minnesota" in the citation, it doesn't belong there because the the university didn't author the report. Rather, it provided source material to a writer at ScienceDaily who isn't mentioned. So the citation would simply begin with the article title. Secondly, the organization behind the publication can be found at the bottom of the page, ScienceDaily LLC. Thus the citation would look like this:

"Cellulosic Ethanol May Benefit Human Health And Help Slow Climate Change." ScienceDaily. ScienceDaily LLC, 3 Feb. 2009. Web. 14 Oct. 2009.

Question on Tue, Oct 13, 2009 at 5:07 PM:

Are The Anthropological Quarterly and Environmental Science and Technology scholarly sources?


Both of those sources would likely count as academic or scholarly. If you were to rate them on our scale of popular (1) to academic (4), Anthropological Quarterly (no "The") would probably rate about a four while Environmental Science and Technology, because it contains some "magazine" content, would rate about a three. Again, both would count as scholarly, and here's more information on their credibility:

Question on Tue, Oct 13, 2009 at 1:38 PM:

Are we allowed to use some of the articles we have already received through our prior activities in the class for our annotations?


That's also a good question. Let's limit the use of readings already assigned to one per person. And keep in mind that most of the texts we've read would count as popular (not academic) sources. There are also a number of climate-related texts at (tagged "text") that have not been assigned as class readings. As long as they're relevant to your inquiry, there's no limit on using those texts.

Question on Tue, Oct 13, 2009 at 11:51 AM:

While finding articles to do my annotations on, the most relevant seem to be those that tend to be more academic than popular. While I have found both, is it OK to have more than two academic sources?


Good question: yes, it's fine to include more than two academic sources. Try then to include just one quality popular source, if you can.

Question on Sun, Oct 11, 2009 at 8:22 PM:

We are confused on what a "more specific" question means. Are we supposed to break our inquiry question down even further and choose different sub topics of it?


As for the "more specific" question: yes, you should break down your overall question into smaller aspects, so that one of you tackles, say, gasoline and the other diesel, or car racing and human athletes. First decide exactly what your research should properly cover (think significance, manageability and scope of the question, occasion, exigence), and then decide who will find sources about what.

Tuesday, October 20, 2009

Calendar Post for October 21 and 23

  • We're meeting back in our usual classroom on Wednesday and Friday.
  • The collaborative portion of the group inquiry assignment is now due Friday night. Again, this entails a wiki page complete with introduction, annotated bibliography, and proper formatting (see our wiki's main page for updated guidance).
  • On Friday we'll be holding a workshop on the wiki, so try to finish editing your page by noon, if possible. Make sure to save electronic versions of your work in more than one location (e-mail, flash drives, the wiki itself) along the way.
  • Please make a point to bring your Prentice Hall Guide textbook to class on Friday.

Office Hours Update

Today's office hours will take place in the Morgan Library, instead of Aylesworth 268. Raul will be available at one of the wooden tables near the MAPS and TAX collections on the first floor of the library. See our syllabus for more details.

Wednesday, October 14, 2009

Calendar Post for October 16 and 19

  • Using guidance from the annotation workshop handout displayed in class today (and now at, provide in-line comments as well as notes about opportunities for revision on one of your group's member's annotation drafts. Be prepared to hand back those drafts to your classmate on Friday.
  • Update about formatting: After the citations, within each annotation, mention the source's author as a "second reference," or using last name only. (Our wiki's critical introductions, however, should introduce each author as a "first reference"--using first and last name, affiliation, et cetera.)
  • Using the group inquiry process handout distributed in class today (part of the same file at, continue finding credible, current, and relevant sources for annotations that will provide the best answers to your group's question-at-issue (and your own aspect of that question). As the process handout suggests, your group may benefit from meeting outside of class ahead of Friday and becoming familiar with your group’s wiki. (Find e-mail addresses at the Writing Studio.) Depending on your group’s plans, you might start drafting a critical introduction.
  • Using comments received on Friday from the annotation workshop as well as a sample annotation––and by leaning on the group inquiry assignment handout like a trusted friend––finish revisions to your individual annotated bibliography. Then on Monday, October 19, in a manila folder, turn in your process work: (1) the individual annotated bibliography, as an MLA-formatted hard copy, (2) the stakeholder matrix, and (3) the research log.
  • Meet in Morgan Library room EIL1 ("Classroom One") on Friday and Monday to continue drafting your group’s introduction.

Tuesday, October 13, 2009

Careers in Publishing Event

Office Hours Update

Office hours this morning have been postponed. If you would like to meet with Raul this week, please e-mail him to arrange a time. See "Contact" in the sidebar.

Monday, October 12, 2009

Sample Wiki Page Posted

A wiki page much like the ones we're drafting in groups this month has been posted to It includes a critical introduction as well as an annotated bibliography, and its structure can largely serve as an example.

You'll notice that the sample's tone and length differ slightly from our objective. Near the beginning of the introduction, for example, the authors include a "personal frame of reference" that's not part of our wiki. The introduction's overall length also exceeds our 1,200-word limit. Finally, watch for missing parenthetical references and occasional first person pronouns––moments when the authors' "collective voice" disappears.

Calendar Post for October 14

  • Locate one more source worthy of including in your annotated bibliography, enter it into your research log and your stakeholder matrix, and draft its annotation.
  • Bring all of your completed annotations to class for an annotation workshop. If your group's research is moving quickly, you should have four annotations by Wednesday. Also bring supporting materials (printed copies of the sources, your research log, and your stakeholder matrix).
  • As of now the individual annotated bibliography, stakeholder matrix, and research log are due this Friday, October 16, when will (hopefully) meet at the Morgan Library for a workshop.

Friday, October 9, 2009

H1N1 Syllabus Addendum

An addendum to our syllabus (see page six) discusses how our absence policy now takes into account suspected cases of H1N1 flu, which should be reported online. The addendum reads:
In mid-September 2009, in light of illnesses likely to result from the H1N1 flu virus, Colorado State University amended its policies to allow students who self-diagnose as having H1N1 ten consecutive, university-excused absences. The attendance policy for CO150.37 and CO150.44 will take this new policy into account, but only if the student has reported having H1N1 on a secure University website (there’s a link on our blog). Under normal circumstances, per our attendance policy, absences due to seasonal flu and other illnesses will not be excused. If you suspect you’ve contracted H1N1 (see a list of symptoms, including high fever, described by the University and also posted to our blog), report your status online and then contact your instructor at Together we will make arrangements for you to make up in-class work and submit assignments electronically. It is important that you self-isolate and not return to class until you recover.

Open Letter Assignment Correction

Our original Open Letter assignment handout incorrectly listed its value as 150 points. A revised handout (at corrects that point total to 100, which is reflected in our syllabus.

Group Inquiry Assignment Posted

"Inquiring Further: Researching a Question-at-issue as a Group, with a Wiki" is now available as a handout. The "research log" and "stakeholder matrix" described in the assignment are also available at, along with a sample annotation and sample wiki page.

Thursday, October 8, 2009

Calendar Post for October 9 and 12

  • We will not be meeting on Friday thanks to the English Department's Reading Days, a chance to focus on studying instead of attending class.
  • Following Wednesday's orientation at the Morgan Library, tomorrow presents a good opportunity to meet with your fellow group members, update one another on your research progress, and adjust your group's question-at-issue as necessary.
  • As of Friday, each group member should be (1) aware of what "more specific question" or aspect of the group's inquiry he or she is pursuing, (2) finding a mixture of popular and academic sources to annotate, and (3) entering those sources and the "stakeholders" contained therein in a research log and a stakeholder matrix (distributed at the Morgan Library and now available at
  • To arrange a meeting on Friday or over the weekend, find your group members' e-mail addresses on our Writing Studio forums page. There, by Wednesday, many of you posted a 150 to 200-word summary of one group member's orientation toward your question-at-issue. Group members should reply to those summaries by Friday, telling us whether the writer has accurately described your perspective and background. Look for more instructions on our forums page.
  • During your group's meeting, visit our course's new College Composition wiki, where each group will be composing a "critical introduction" to the sources it annotates (a total of 10 or 15 annotations, or five for each group member). We'll talk more about wikis and what this introduction should look like on Monday. In the meantime, look for an invitation in your inbox to establish an account at This will allow you to edit your group's page, which you'll find listed in our wiki's sidebar. In creating your username, please use your first initial and last name or your first and last name only.
  • We'll meet back in our usual classroom on Monday. Plan on bringing drafts of annotations for at least one academic and two popular sources. Recall that a sample annotation has been posted to Update: the full assignment handout is now also available.
  • Also bring to class Thomas P.M. Barnett's "Six Ways to Cool Down Over the Climate-Change Security Scare" as well as John M. Broder's "Climate Change Seen as Threat to U.S. Security." Both texts have been posted to
  • E-mail Raul (see "Contact" in the sidebar) with any questions.

Tuesday, October 6, 2009

Office Hours Update

Today's office hours will take place in the Morgan Library, instead of Aylesworth 268. Raul will be available at one of the wooden tables near the MAPS and TAX collections on the first floor of the library. See our syllabus for more details.

Monday, October 5, 2009

Calendar Post for October 7

  • Instead of meeting in our usual classroom on Wednesday, we will meet in Morgan Library classroom EIL1, at our usual time, for an orientation to the library's research tools. Before attending the orientation, please visit the CSU Libraries' C150 page and complete steps one through four under "Before you come to the library." That page also offers a map marking classroom EIL1 in yellow. A handout on additional research help offered by Amy Hoseth, otherwise known as the "Latte Librarian," has been posted to
  • At our Writing Studio forums page, by Wednesday, please post a 150 to 200-word summary of the interview you conducted with a fellow inquiry group member on October 5 or via e-mail. Questions that might guide your interview have also been posted to The Writing Studio forums page displays these instructions:
Please pay careful attention to way you represent this person by proofreading your summary before posting it. Then print your post and bring it to class on October 7 for your group's review. Finally, by October 9, you should respond to the post (click "Reply") that describes your orientation toward your group's question at issue with another post: tell us whether the writer has accurately described your perspective and background.
  • In lieu of class on Friday, October 9, we will be participating in the English Department's "reading days," which allow students to focus on studying for a day rather than attending class. Our reading day comes at a good juncture, as we'll be focusing on individually annotating five sources over the coming week in support of the group inquiry assignment. See a sample posted to for guidance on composing annotations, and watch for a handout outlining the full assignment to be posted this week.

Interview Questions and Annotation Example Posted

A list of questions seen in class today that might guide your interview with a fellow inquiry group member has been posted to A link to the Writing Studio forum where you should post a summary of this interview (150 to 200 words) will appear later today on our blog. Recall that e-mail addresses for your fellow group members are available in the Writing Studio under "Classmates."

At, there's also a sample annotation by Student Y. Note that this annotation provides an MLA citation of the source text but does not use parenthetical references. For our inquiry project, we will be using parenthetical references that follow MLA guidelines in Diane Hacker's supplement (see "MLA in-text citations" on page two).

Sunday, October 4, 2009

Policy texts posted

Discussions about the harm caused by emissions at home and abroad, and how to limit them, have been moving rapidly in recent days. The following texts, hot off our blog's news feed, may be helpful to inquiry groups researching related topics. Notice how more than one of these reports reference more academic "source" texts:

Calendar Post for October 5

  • Inquiry groups and their members have been announced on our blog, based on voting at the Writing Studio over the weekend.
  • Now that you know the question at issue guiding your group's research, locate one credible source of information that appears to answer that question. We'll talk more in class this week about what kind of sources to look for, where to find them, and what we'll be doing with them.
  • You may begin to draft a one-page academic summary of the source you find. More importantly, bring this and other sources to class this week.
  • Also bring to class Thomas P.M. Barnett's "Six Ways to Cool Down Over the Climate-Change Security Scare" as well as John M. Broder's "Climate Change Seen as Threat to U.S. Security." Both texts have been posted to
  • For your calendar: we'll be visiting the Morgan Library on Wednesday, October 7 instead of meeting in our usual classroom. More details will follow.

Inquiry Groups Posted

The results are in! While many people cast votes for inquiry questions by midday Sunday, those who did not have been assigned to disciplines that roughly align with their majors or academic interests. Groups should feel free to adjust the wording or scope of their questions; please e-mail changes by visiting "Contact" on the right side of the page.


Inquiry Question: Economic Policy
Description: What are different solutions to solve global warming and where is the money coming from to fund these solutions?
  • Cyndi H
  • Kayla T
  • Valerie B
Inquiry Question: Manufacturing
Description: Which appliances are most energy efficient and how can we improve certain appliances to make them more energy efficient?
  • Stephen G
  • Kelly T
  • Jesse S
Inquiry Question: Foreign Policy
Description: Should countries be more competitive or cooperative? Which option is more beneficial in terms of limiting climate change?
  • Jack H
  • Max H
  • Mark K
Inquiry Question: Automotive Engineering
Description: What are the implications of and differences in CO2 output with diesel versus gasoline fuels?
  • Eric S
  • Branden K
Inquiry Question: Ecology
Description: How long will it take until the earth is uninhabitable? How is climate change likely to affect habitats along the way?
  • Cooper O
  • Senite T
  • Alex H
Inquiry Question: Health
Description: How is climate change linked to human health problems in developing countries?
  • Kassi M
  • Rachel S
  • Mandy D
Inquiry Question: Sports
Description: How will a movement away from fossil fuels affect sports, especially NASCAR?
  • Jason L
  • Brian R


Inquiry Question: Education
Description: How should we education future generations in terms of awareness and response to climate change?
  • Zach H
  • Jill H
  • Justin S
Inquiry Question: Economic Policy
Description: How should Americans change their lifestyles in order to lessen our impact on climate change? How will this effect the world's economies?
  • Chris N
  • Robbie O
  • Michael W
Inquiry Question: Political Science
Description: Despite overwhelming evidence to the contrary, why do some people still feel climate change is a myth?
  • Daniel P
  • Regan G
  • Sal B
Inquiry Question: Biology
Description: Will honey bees be able to keep making honey, considering climate change's ongoing effects on their habitats?
  • Sam S
  • Kelsey C
Inquiry Question: Health
Description: How are human health problems related to climate change?
  • Kaylynn A
  • Adrienne K
Inquiry Question: Ecology
Description: How might climate change effect the evolution of species on earth? What will life look like if the change continues?
  • Rachael C
  • Jonny S
  • Sean W
Inquiry Question: Demography
Description: If sea levels rise, how will American cities and lifestyles change?
  • Amanda K
  • Derek W
  • Eric W

Friday, October 2, 2009

Inquiry Questions Forum, Part Two

  • Ballots from Friday's voting on research questions that will drive our group inquiry assignment have been tallied. Questions that received the most votes in each section now appear on our Writing Studio forums page.
  • At the Writing Studio, by 9:00 PM on Saturday, October 3, please review the seven questions available to your section (CO150.37 meets at 1:00 PM, CO150.44 meets at 2:00 PM), and cast three votes for three different questions you would prefer to research. Your votes should appear as posts (click "Create Message") simply titled with your numerical preference: “1” being your top choice, “2” being your second choice, "3" being your third choice. The body of each post should contain a short paragraph explaining why you feel motivated to research this question. (Groups can later adjust the wording or scope of their questions in consultation with Raul.)
  • Inquiry groups and their members will be announced Sunday here on our blog, based on your rankings. Once you know the question guiding your group's research, locate one credible source of information that appears to answer that question. Begin to draft a one-page academic summary of that source, and bring the source to class on Monday.
  • E-mail Raul (see "Contact" on the right side of the page) with any procedural questions or deadline concerns.

Thursday, October 1, 2009

Inquiry Questions Forum

In preparation for forming the inquiry groups that will drive our next assignment, which entails posing a specific research question about climate change, finding sources to answer that question, and narrating those findings, visit our forums page at the Writing Studio.  

There you will find two forums, one for section 37 and the other for 44.  Click on your section, and propose (in one post) three possible research questions about climate change that seem genuinely interesting.  In proposing each specific question, think of the range of ideas we have been privy to in our readings, and the "questions at issue" that drive each author's inquiry. Realize that these questions (for instance, "Why Bother?") avoid binary (yes or no) answers. In your post, you should also identify the broader discipline or topic to which the question belongs.  An example:

Epidemiology: How are temperature fluctuations linked to climate change affecting diseases among human populations?

Two of your disciplines or topics could come from the following suggestions, which draw on our inquiry list, but another should be new and different (such as gardening or aerospace):

• Community organizing
• Biology and genetics
• Economics
• Ecology
• Education
• Energy
• Engineering
• Health and epidemiology 
• History
• Literature and rhetoric
• Security and diplomacy
• Physics and chemistry
• Politics and government
• Psychology and sociology
• Health and epidemiology
• Transportation
• Visual and performing arts

Once you have proposed three possible research questions, print out your post and bring it to class on Friday.