Project 1. Activity 2: Discourse Communities & Argument

  Compile and keep Project 1 Activities in" rel="nofollow">in your Project 1 Folder—they will be collected with your fin" rel="nofollow">inal draft. Directions: Answer each question on a separate sheet of paper or on the back. Also, feel free to use your readin" rel="nofollow">ings, assignment sheet, smartphones, and peers to help you complete the work, but be sure you write everythin" rel="nofollow">ing in" rel="nofollow">in your own words (otherwise, you aren’t learnin" rel="nofollow">ing very much). If you have questions, please do not hesitate to ask—that is why I have you complete the activities in" rel="nofollow">in class. Part I: Reviewin" rel="nofollow">ing the six characteristics of a discourse community Directions: Use your phone or tablet to access the “The Concept of Discourse Community” text. If needed, use the text and Readin" rel="nofollow">ing Entry 3 to answer the followin" rel="nofollow">ing questions: 1) What type of text is it? What is the author’s tone? 2) Why is it important to defin" rel="nofollow">ine and examin" rel="nofollow">ine discourse communities? 3) List and briefly explain" rel="nofollow">in the six characteristics of a discourse community (p. 471-473): Part II: Explorin" rel="nofollow">ing discourse communities 1) Usin" rel="nofollow">ing your list from above, please fill in" rel="nofollow">in the followin" rel="nofollow">ing chart: Discourse Community Shared Goals Communication (Between members) Genres (Of communication) Language (lexis) (Of the community) Threshold Level (how you enter/leave) CSU freshman Your choice Project 1. Activity 2. Compile and keep Project 1 Activities in" rel="nofollow">in your Project 1 Folder—they will be collected with your fin" rel="nofollow">inal draft. Directions: Answer each question on a separate sheet of paper or on the back. Also, feel free to use your readin" rel="nofollow">ings, assignment sheet, smartphones, and peers to help you complete the work, but be sure you write everythin" rel="nofollow">ing in" rel="nofollow">in your own words (otherwise, you aren’t learnin" rel="nofollow">ing very much). If you have questions, please do not hesitate to ask—that is why I have you complete the activities in" rel="nofollow">in class. Part I: Reviewin" rel="nofollow">ing “Readin" rel="nofollow">ing and Writin" rel="nofollow">ing Arguments” Directions: Use your phone or tablet to access the “Readin" rel="nofollow">ing and Writin" rel="nofollow">ing Arguments” text. If needed, use the text and Readin" rel="nofollow">ing Entry 4 to answer the followin" rel="nofollow">ing questions: 1) What does the author mean by “connectin" rel="nofollow">ing” on page 21? 2) What are the four lin" rel="nofollow">ines of argument (p. 22)? 3) Choose on the four lin" rel="nofollow">ines of argument and 1) explain" rel="nofollow">in it and 2) provide an example of it. 4) How can you give an argument style (p. 29-30)? 5) How does a rhetorical situation or writin" rel="nofollow">ing context affect your argument and style? Part II: Features of an argumentative text 1) In your opin" rel="nofollow">inion, what makes a “good” persuasive argument? 2) Please list at least five features of an “essay.” 3) Please list at least five features of a persuasive argument. Part III: Labelin" rel="nofollow">ing One of the best ways to figure out what makes a “good” or strong persuasive essay is to look at other texts to see how the author(s) approach their arguments. 1) Please read the “Slacktivism” article attached and label all the argument features and rhetorical choices you see.