{"id":670,"date":"2017-10-10T12:47:41","date_gmt":"2017-10-10T12:47:41","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-englishcomp2kscopexmaster\/?post_type=chapter&p=670"},"modified":"2020-03-18T11:31:13","modified_gmt":"2020-03-18T11:31:13","slug":"frequently-asked-questions-for-online-composition-courses","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-jefferson-collegecomposition\/chapter\/frequently-asked-questions-for-online-composition-courses\/","title":{"raw":"FAQs for Online Composition Courses","rendered":"FAQs for Online Composition Courses"},"content":{"raw":"1) Where are the due dates?\r\n\r\nThe Course Information area contains both a syllabus and schedule.\u00a0 These are separate documents.\u00a0 The schedule lists due dates.\u00a0 Obviously, you\u2019ll want to look ahead to prepare major assignments.\u00a0 The schedule is organized by unit, with each week being broken down.\u00a0 Major due dates are also listed at the start of the schedule in a table for easier overview.\u00a0 Participation is ongoing.\r\n2) How do I write the posting subject so I earn points for the work?\r\n\r\nAdult learners benefit from the preview that a subject heading provides.\u00a0 I require every post to feature a sentence for a subject.\r\n\r\nNonexample<\/strong>: My thoughts on friedman\r\n\r\nExample<\/strong>: Friedman\u2019s use of 9\/11 Challenges Cliches of the Event\u2019s Causes\r\n\r\nNotice how much more precise the sentence is.\u00a0 Treating the subject sentence as a heading, capitalize its major words.\u00a0 We are not texting, so Standard American English (SAE) capitalization rules apply.\u00a0 (Standard data charges don\u2019t. . .\u00a0 ha, ha!)\r\n\r\n3) When should I write the post subject?\r\n\r\nI recommend writing the subject after you have written the post.\u00a0 That way, you can surprise yourself by letting the writing take you somewhere other than where you thought it was supposed to.\u00a0 Like a horse with blinders on, if you write a subject first, you\u2019ll feel strange veering from what you said you\u2019d do!\r\n\r\n4) How long is the average post supposed to be?\r\n\r\nVariety creates style, so there\u2019s no simple answer to this.\u00a0 At least a good paragraph is a minimal expectation, but I\u2019d like variety in your postings.\u00a0 Sometimes, you\u2019ll earn points by a detailed reply to someone.\u00a0 At other times, you\u2019ll craft new posts.\u00a0 If properly developed, both can count.\u00a0 If you consider what the audience knows, hopefully you can end posts in ways that get others responding.\u00a0 If you respect the audience, you won\u2019t generalize.\u00a0 Facebook posts these aren\u2019t!\u00a0 If stuck, insert some detail and offer a tentative interpretation of what you included.\u00a0 Oh, and paragraph\u2019s aren\u2019t ___# of sentences, right?\u00a0 (A lot of learning requires unlearning.)\u00a0 If you only ever post one-paragraph items, that\u2019s a problem.\r\n\r\n5) So this is a course in the five-paragraph essay, right?\r\n\r\nNo.\u00a0 We aren\u2019t writing five-paragraph essays, although our academic audiences expect an introduction, body paragraphs, and a clear conclusion paragraph.\u00a0 Some of your points may take several paragraphs to develop.\u00a0 Not all reasons are created equal.\r\n\r\n6) What is the thesis. . . just a statement of the paper\u2019s topic?\r\n\r\nActually, the thesis is what I\u2019d call an Ur-statement, the<\/em> claim to which every other sentence relates.\u00a0 Try this for a redefinition: The thesis is a provable, arguable opinion about which others may disagree.\u00a0 It is neither a fact nor question.\u00a0 Mentally, informed readers relate everything you write to this provable opinion.\u00a0 The best theses include their reasons within their wording.\u00a0 They also establish exigency (why the issue matters or is urgent).\u00a0 In high school, a statement of topic may suffice, but not at the college level.\r\n\r\n7) What is the tone I should take in posts?\r\n\r\nTone is the author\u2019s attitude toward the material.\u00a0 It is inferred by the reader from cues.\u00a0 If one writes like they are speaking, the tone can seem vague, editorial, and may jump between ideas without ever solving anything.\u00a0 In posts, our tone should not be as formal as in essays, but neither should it sound like you\u2019re talking.\u00a0 Solutions include adding supporting details, avoiding strings of generalizations, and editing.\u00a0 This is where little cues like whether you bothered writing a sentence for a subject or spelled the author\u2019s name correctly matter.\u00a0 The tone in posts resembles that in these FAQs, I would say, although I\u2019d expect more cited detail in posts.\r\n\r\n8) Citing. . . what is that?\r\n\r\nCiting, like when one receives a ticket, is a pointing toward.\u00a0 We might get cited for jaywalking and be asked to show up in court.\u00a0 Typically placed at sentence\u2019s end, a citation points toward where you got the information.\u00a0 Others own patterns of ideas and words, and even if we reword (paraphrase or summarize), we must cite.\u00a0 We show credit.\u00a0 The exception is for commonly-known facts or data that\u2019s readily found in many sources.\u00a0 For instance, I would not have to cite the fact that the Peach Orchard battle featured on July 2, 1863, in the Battle of Gettysburg.\u00a0 If I mentioned motivations or how many Confederate casualties there were, I have crossed into an area needing citing.\u00a0 Solution: Cite as you write.\u00a0 If in doubt, cite.\u00a0 Simple!\r\n\r\n9) How do I cite?\r\n\r\nWell, we don\u2019t only cite.\u00a0 Anyone can quote and move one.\u00a0 We do four things in an integrated manner: Signal phrase, summarize\/paraphrase\/quote, cite, and interpret.\u00a0 In our style, MLA, we do not include a comma or a year.\u00a0 APA, another style, does feature \u201ccomma year\u201d style.\u00a0 For a book, we\u2019d cite the author and page.\u00a0 Here\u2019s an example on a rationale for writing like this located in From Critical Thinking to Argument<\/em>, for which I just provided a signal phrase: \u201cIf you survey, analyze, and evaluate comprehensively, you\u2019ll have better and more informed ideas; you\u2019ll generate a wide variety of ideas, each triggered by your own responses and the ideas your research brings to light\u201d (Barnet, Bedau, Ohara 15).\u00a0 What this means is that we should attend to critical thinking for the changes it will bring to our scope and ability to argue.\u00a0 A research project tests all these abilities, since nobody can present a quick evaluation without proof and analysis, which is a breaking down of a whole into its parts.\r\n\r\n--Notice what I\u2019m doing?\u00a0 I set up a quote, quoted, cited, and interpreted.\u00a0 Which parts are most important?\u00a0 If you stated \u201cset up\u201d and \u201cinterpreted,\u201d you\u2019re right.\u00a0 If you think that the quote is the most important aspect here, then you\u2019re still operating with that high school mindset.\u00a0 Now, some disciplines (health sciences, sciences, social sciences) do allow for a really passive overuse of sources.\u00a0 We don\u2019t.\u00a0 So even if you\u2019re writing on a topic like DNA sequencing, you cannot fall into that pattern that your published sources get away with.\u00a0 Awwww!\u00a0 D\u2019oh!\u00a0 Solution: Ensure that well over 70% of any body paragraph comes from you.\u00a0 (Since there are few straight answers in English, let me here remind everyone that summaries are all your words, but still theirs! \u00a0Summaries don\u2019t contribute toward that 70+%!)\r\n\r\n10) How should I view argument?\r\n\r\nAs a famous text\u2019s title goes, Everything\u2019s an Argument<\/em>.\u00a0 (Actually, that text thought it was cool and had their title as everything\u2019s an argument<\/em>.)\u00a0 Argument\u2014especially in today\u2019s climate of disrespect and either\/or thinking\u2014is not nasty, vitriolic, or dismissive.\u00a0 We basically state our opinions (often without using I<\/em>) and proceed in backing those up with facts and reason.\u00a0 We avoid clich\u00e9s and faults in logic (fallacies) in this process, while attempting to point out easy thinking and incorrect logic in our opponents.\u00a0 Academic argumentation differs from arguments out on the street, playing the dozens (no mother jokes!), writing editorials, journaling, or holding forth on social media.\u00a0 Attend to the first unit carefully, since it may seem boring but is actually foundational.\u00a0 Speaking foundations, argument is full of. . . words from building:\r\n
    \r\n \t
  • Foundational<\/li>\r\n \t
  • Thesis<\/li>\r\n \t
  • Premises<\/li>\r\n \t
  • Abstract<\/li>\r\n \t
  • Concrete<\/li>\r\n<\/ul>\r\nView your task as that of a builder. \u00a0Or you may view yourself as contributing to ongoing discussions that will not end once your paper does!\r\n\r\n11) What are the most common routes toward failing this course?\r\n\r\nThat\u2019s easy: Inconsistent participation, plagiarism, and failure to read.\u00a0 Like those mall mirrors that show everything, it will show if you don\u2019t read or annotate (mark up) your text.\u00a0 By annotate<\/em>, I don\u2019t mean highlighting. . . that\u2019s for tweenies!\u00a0 Look over the text and mini-lecture for more on annotation.\u00a0 It represents authentic interaction with texts.\u00a0 Unfortunately, you live in an inauthentic, often-faked world.\u00a0 It will show if you pass off others\u2019 ideas as yours.\u00a0 I\u2019m good at finding plagiarism and rarely even need to look it over in Turnitin to spot it.\u00a0 But the first is the worst: Lack of participation.\u00a0 This is a challenging course because you are asked to share your ideas, not just to regurgitate others\u2019 takes.\u00a0 For this reason, we avoid notes\/cheat sites.\u00a0 As one comp book states, \u201cWriting offers equal-opportunity hassle for all.\u201d\u00a0 Everything shows, so show up and don\u2019t shown up through corner-cutting tactics.","rendered":"

    1) Where are the due dates?<\/p>\n

    The Course Information area contains both a syllabus and schedule.\u00a0 These are separate documents.\u00a0 The schedule lists due dates.\u00a0 Obviously, you\u2019ll want to look ahead to prepare major assignments.\u00a0 The schedule is organized by unit, with each week being broken down.\u00a0 Major due dates are also listed at the start of the schedule in a table for easier overview.\u00a0 Participation is ongoing.
    \n2) How do I write the posting subject so I earn points for the work?<\/p>\n

    Adult learners benefit from the preview that a subject heading provides.\u00a0 I require every post to feature a sentence for a subject.<\/p>\n

    Nonexample<\/strong>: My thoughts on friedman<\/p>\n

    Example<\/strong>: Friedman\u2019s use of 9\/11 Challenges Cliches of the Event\u2019s Causes<\/p>\n

    Notice how much more precise the sentence is.\u00a0 Treating the subject sentence as a heading, capitalize its major words.\u00a0 We are not texting, so Standard American English (SAE) capitalization rules apply.\u00a0 (Standard data charges don\u2019t. . .\u00a0 ha, ha!)<\/p>\n

    3) When should I write the post subject?<\/p>\n

    I recommend writing the subject after you have written the post.\u00a0 That way, you can surprise yourself by letting the writing take you somewhere other than where you thought it was supposed to.\u00a0 Like a horse with blinders on, if you write a subject first, you\u2019ll feel strange veering from what you said you\u2019d do!<\/p>\n

    4) How long is the average post supposed to be?<\/p>\n

    Variety creates style, so there\u2019s no simple answer to this.\u00a0 At least a good paragraph is a minimal expectation, but I\u2019d like variety in your postings.\u00a0 Sometimes, you\u2019ll earn points by a detailed reply to someone.\u00a0 At other times, you\u2019ll craft new posts.\u00a0 If properly developed, both can count.\u00a0 If you consider what the audience knows, hopefully you can end posts in ways that get others responding.\u00a0 If you respect the audience, you won\u2019t generalize.\u00a0 Facebook posts these aren\u2019t!\u00a0 If stuck, insert some detail and offer a tentative interpretation of what you included.\u00a0 Oh, and paragraph\u2019s aren\u2019t ___# of sentences, right?\u00a0 (A lot of learning requires unlearning.)\u00a0 If you only ever post one-paragraph items, that\u2019s a problem.<\/p>\n

    5) So this is a course in the five-paragraph essay, right?<\/p>\n

    No.\u00a0 We aren\u2019t writing five-paragraph essays, although our academic audiences expect an introduction, body paragraphs, and a clear conclusion paragraph.\u00a0 Some of your points may take several paragraphs to develop.\u00a0 Not all reasons are created equal.<\/p>\n

    6) What is the thesis. . . just a statement of the paper\u2019s topic?<\/p>\n

    Actually, the thesis is what I\u2019d call an Ur-statement, the<\/em> claim to which every other sentence relates.\u00a0 Try this for a redefinition: The thesis is a provable, arguable opinion about which others may disagree.\u00a0 It is neither a fact nor question.\u00a0 Mentally, informed readers relate everything you write to this provable opinion.\u00a0 The best theses include their reasons within their wording.\u00a0 They also establish exigency (why the issue matters or is urgent).\u00a0 In high school, a statement of topic may suffice, but not at the college level.<\/p>\n

    7) What is the tone I should take in posts?<\/p>\n

    Tone is the author\u2019s attitude toward the material.\u00a0 It is inferred by the reader from cues.\u00a0 If one writes like they are speaking, the tone can seem vague, editorial, and may jump between ideas without ever solving anything.\u00a0 In posts, our tone should not be as formal as in essays, but neither should it sound like you\u2019re talking.\u00a0 Solutions include adding supporting details, avoiding strings of generalizations, and editing.\u00a0 This is where little cues like whether you bothered writing a sentence for a subject or spelled the author\u2019s name correctly matter.\u00a0 The tone in posts resembles that in these FAQs, I would say, although I\u2019d expect more cited detail in posts.<\/p>\n

    8) Citing. . . what is that?<\/p>\n

    Citing, like when one receives a ticket, is a pointing toward.\u00a0 We might get cited for jaywalking and be asked to show up in court.\u00a0 Typically placed at sentence\u2019s end, a citation points toward where you got the information.\u00a0 Others own patterns of ideas and words, and even if we reword (paraphrase or summarize), we must cite.\u00a0 We show credit.\u00a0 The exception is for commonly-known facts or data that\u2019s readily found in many sources.\u00a0 For instance, I would not have to cite the fact that the Peach Orchard battle featured on July 2, 1863, in the Battle of Gettysburg.\u00a0 If I mentioned motivations or how many Confederate casualties there were, I have crossed into an area needing citing.\u00a0 Solution: Cite as you write.\u00a0 If in doubt, cite.\u00a0 Simple!<\/p>\n

    9) How do I cite?<\/p>\n

    Well, we don\u2019t only cite.\u00a0 Anyone can quote and move one.\u00a0 We do four things in an integrated manner: Signal phrase, summarize\/paraphrase\/quote, cite, and interpret.\u00a0 In our style, MLA, we do not include a comma or a year.\u00a0 APA, another style, does feature \u201ccomma year\u201d style.\u00a0 For a book, we\u2019d cite the author and page.\u00a0 Here\u2019s an example on a rationale for writing like this located in From Critical Thinking to Argument<\/em>, for which I just provided a signal phrase: \u201cIf you survey, analyze, and evaluate comprehensively, you\u2019ll have better and more informed ideas; you\u2019ll generate a wide variety of ideas, each triggered by your own responses and the ideas your research brings to light\u201d (Barnet, Bedau, Ohara 15).\u00a0 What this means is that we should attend to critical thinking for the changes it will bring to our scope and ability to argue.\u00a0 A research project tests all these abilities, since nobody can present a quick evaluation without proof and analysis, which is a breaking down of a whole into its parts.<\/p>\n

    –Notice what I\u2019m doing?\u00a0 I set up a quote, quoted, cited, and interpreted.\u00a0 Which parts are most important?\u00a0 If you stated \u201cset up\u201d and \u201cinterpreted,\u201d you\u2019re right.\u00a0 If you think that the quote is the most important aspect here, then you\u2019re still operating with that high school mindset.\u00a0 Now, some disciplines (health sciences, sciences, social sciences) do allow for a really passive overuse of sources.\u00a0 We don\u2019t.\u00a0 So even if you\u2019re writing on a topic like DNA sequencing, you cannot fall into that pattern that your published sources get away with.\u00a0 Awwww!\u00a0 D\u2019oh!\u00a0 Solution: Ensure that well over 70% of any body paragraph comes from you.\u00a0 (Since there are few straight answers in English, let me here remind everyone that summaries are all your words, but still theirs! \u00a0Summaries don\u2019t contribute toward that 70+%!)<\/p>\n

    10) How should I view argument?<\/p>\n

    As a famous text\u2019s title goes, Everything\u2019s an Argument<\/em>.\u00a0 (Actually, that text thought it was cool and had their title as everything\u2019s an argument<\/em>.)\u00a0 Argument\u2014especially in today\u2019s climate of disrespect and either\/or thinking\u2014is not nasty, vitriolic, or dismissive.\u00a0 We basically state our opinions (often without using I<\/em>) and proceed in backing those up with facts and reason.\u00a0 We avoid clich\u00e9s and faults in logic (fallacies) in this process, while attempting to point out easy thinking and incorrect logic in our opponents.\u00a0 Academic argumentation differs from arguments out on the street, playing the dozens (no mother jokes!), writing editorials, journaling, or holding forth on social media.\u00a0 Attend to the first unit carefully, since it may seem boring but is actually foundational.\u00a0 Speaking foundations, argument is full of. . . words from building:<\/p>\n