DeVry ENGL 147 All Discussion Questions - Graded
Content
DeVry ENGL 147 All Discussion
Questions - Graded
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WEEK 1
Exploring the Course Themes (graded)
The four course themes of education, technology, family, and health and wellness are
topics that touch each of our lives in some way. In this discussion, practice exploring the
themes as a researcher would: by creating problem statements.
How do you do this? Ask and then answer the question using a sub-topic (see below).
Here’s an example. “For whom is [school bullying] a problem?“ In your post, provide the
question and then the answer to the question. For example, “School bullying is a
problem for victims of bullying because. . . .” Complete the statement based on your
experience and knowledge.
Topic Selection (graded)
To prepare for your topic selection and the research process, conduct an Internet search
to find at least two articles that have been posted in the last year on one of the "themes"
topics (i.e., bullying). The goal is to find articles that take clear positions on the topic.
Share what you find and include the URL links to the articles. After you’ve posted, assess
a classmate’s links, indicating whether you’d like to read or hear more about the topic
and why.
WEEK 2
Argumentative Strategies (graded)
In research writing, what exactly do we mean by argument? Do we mean taking an
extreme position and standing our ground, whether or not the facts support our
position? Or do we mean instead convincing our audience by taking a reasonable stance
on an issue and supporting our position with appropriate evidence? Define and explain
the difference using examples.
Internet Reliability (graded)
How reliable is the Internet as a source of information for your research? What are the
ways you can validate information that you find on the Internet? Why is this necessary?
Use examples from the Information Literacy module you reviewed this week.
This section lists options that can be used to view responses.
WEEK 3
Presenting Ideas (graded)
Persuasive presenters have several traits in common. Browse through TED talks
http://www.ted.com/talks or American Rhetoric Website at
http://www.americanrhetoric.com/ to find notable speakers who demonstrate strong
communication traits. Compare and contrast the ways these speakers meaningfully
communicate ideas to their audiences. Include the URL link of the speaker you choose
to write about. In a short paragraph, respond to a classmate’s post, indicating whether
you agree or disagree with his or her choice, and why.
Preparing the Research Proposal (graded)
How important is it to be personally invested in an idea? Can you sell an idea that you
have no stake in? Why or why not? Using one of the resources from the Course
Readings, provide an example of an author who is communicating in a way that tells a
reader that the author is credible and is a trustworthy source.
WEEK 4
Annotated Bibliography Entries (graded)
In your textbook (pp. 325–326), you’ll find a model of an annotated bibliography.
Review the model, focusing on the components of the entry: (1) the reference citation,
(2) the summary, and (3) the assessment. Then draft one reference entry and two
paragraphs from one of your sources. We’ll use the rest of the week to peer review the
entries to prepare you for this week’s assignment.
This section lists options that can be used to view responses.
Argumentative Strategies (graded)
In presenting an argument, should a writer strive to be the final authority or a
reasonable voice on an issue? Review Chapter 22 to understand the difference. Then,
using your topic and one or more of your sources, define and provide an example of an
arguable claim as opposed to a personal judgment.
WEEK 5
Analyzing a Sample Argument (graded)
In the textbook, review the student essay on p. 199, “Allowing Guns on Campus Will
Prevent Shootings, Rape.” In an abbreviated format, the sample contains the elements
that you will be including in your Course Project. The controversial subject matter (the
content) may engage you right away. This is a sign that the writer is applying an
argumentative strategy. Focus on the organization. What do you notice about the way
the topic is introduced? How will your draft be similar or different?
Organizational Patterns in Argument (graded)
Let’s look at samples of research-based writing: “Nervous Nellies” on p. 328; “From
Degrading to De-Grading” on p. 254; and “How Many Zombies Do You Know?” on p.
290.
Review each selection and include in your post responses to these questions. What do
you notice about how each is organized and presented? What kinds of appeals to the
audience does each author use? How are sources used in text?
Reading Strategy Note: Unlike summary and paraphrase, which require close reading,
for this discussion use the reading strategy of skimming. Carefully read the introductory
paragraph, but then move quickly, reading only the topic sentence of each paragraph.
The goal is to compare and contrast the differences in the presentation of the
information in the document. Skim and review until you have an impression you can
share in the discussion.
WEEK 6
Rebuttals and Refutations (graded)
Anticipating readers’ objections is one way to determine what other sections to include
and support in your paper. Practice writing a rebuttal or a refutation by taking your
thesis and considering the point of view of someone who believes differently or even the
opposite of the argument you are making. To do this, review Chapter 10, pp. 449–452
and post a paragraph that summarizes an oppositional point of view to your thesis and
then refutes it. As peers, reply to one another explaining whether or not your classmates
are presenting the opposition objectively and whether the refutation is logical. Give one
another ideas or suggestions for points that may be left out or might need to be further
developed. The paragraph you draft here can be used in a section of your Second Draft
this week.
Designing Your Course Project (graded)
While APA-style citation and format is required, you do have the flexibility in the design
of your Course Project to include a visual element. Review Chapter 17, pp. 382–387.
How does the use of visual elements enhance or detract from the presentation of
research? Will you add graphs, charts, or images to your draft? Why or why not?
WEEK 7
APA Workshop (graded)
Each academic area of study has a particular style for documenting the ideas of other
scholars. The standards of formatting document you’ve been using is from the American
Psychological Association (APA). This is the preferred style in the social sciences. As
you’ve noticed, there is a strong emphasis on the publication date. Why do you think
there is such an emphasis on the date? As you work on revising your Course Project,
what questions do you have about how to incorporate standard APA format and
documentation guidelines into your essay? Are there any sources you are having a hard
time documenting? Any questions about your reference entries?
Questions - Graded
IF You Want To Purcahse A+ Work then Click The Link Below
For Instant Down Load
http://www.acehomework.net/?download=devry-engl-147-all-discussion-questionsgraded
IF You Face Any Problem Then E Mail Us At
[email protected]
WEEK 1
Exploring the Course Themes (graded)
The four course themes of education, technology, family, and health and wellness are
topics that touch each of our lives in some way. In this discussion, practice exploring the
themes as a researcher would: by creating problem statements.
How do you do this? Ask and then answer the question using a sub-topic (see below).
Here’s an example. “For whom is [school bullying] a problem?“ In your post, provide the
question and then the answer to the question. For example, “School bullying is a
problem for victims of bullying because. . . .” Complete the statement based on your
experience and knowledge.
Topic Selection (graded)
To prepare for your topic selection and the research process, conduct an Internet search
to find at least two articles that have been posted in the last year on one of the "themes"
topics (i.e., bullying). The goal is to find articles that take clear positions on the topic.
Share what you find and include the URL links to the articles. After you’ve posted, assess
a classmate’s links, indicating whether you’d like to read or hear more about the topic
and why.
WEEK 2
Argumentative Strategies (graded)
In research writing, what exactly do we mean by argument? Do we mean taking an
extreme position and standing our ground, whether or not the facts support our
position? Or do we mean instead convincing our audience by taking a reasonable stance
on an issue and supporting our position with appropriate evidence? Define and explain
the difference using examples.
Internet Reliability (graded)
How reliable is the Internet as a source of information for your research? What are the
ways you can validate information that you find on the Internet? Why is this necessary?
Use examples from the Information Literacy module you reviewed this week.
This section lists options that can be used to view responses.
WEEK 3
Presenting Ideas (graded)
Persuasive presenters have several traits in common. Browse through TED talks
http://www.ted.com/talks or American Rhetoric Website at
http://www.americanrhetoric.com/ to find notable speakers who demonstrate strong
communication traits. Compare and contrast the ways these speakers meaningfully
communicate ideas to their audiences. Include the URL link of the speaker you choose
to write about. In a short paragraph, respond to a classmate’s post, indicating whether
you agree or disagree with his or her choice, and why.
Preparing the Research Proposal (graded)
How important is it to be personally invested in an idea? Can you sell an idea that you
have no stake in? Why or why not? Using one of the resources from the Course
Readings, provide an example of an author who is communicating in a way that tells a
reader that the author is credible and is a trustworthy source.
WEEK 4
Annotated Bibliography Entries (graded)
In your textbook (pp. 325–326), you’ll find a model of an annotated bibliography.
Review the model, focusing on the components of the entry: (1) the reference citation,
(2) the summary, and (3) the assessment. Then draft one reference entry and two
paragraphs from one of your sources. We’ll use the rest of the week to peer review the
entries to prepare you for this week’s assignment.
This section lists options that can be used to view responses.
Argumentative Strategies (graded)
In presenting an argument, should a writer strive to be the final authority or a
reasonable voice on an issue? Review Chapter 22 to understand the difference. Then,
using your topic and one or more of your sources, define and provide an example of an
arguable claim as opposed to a personal judgment.
WEEK 5
Analyzing a Sample Argument (graded)
In the textbook, review the student essay on p. 199, “Allowing Guns on Campus Will
Prevent Shootings, Rape.” In an abbreviated format, the sample contains the elements
that you will be including in your Course Project. The controversial subject matter (the
content) may engage you right away. This is a sign that the writer is applying an
argumentative strategy. Focus on the organization. What do you notice about the way
the topic is introduced? How will your draft be similar or different?
Organizational Patterns in Argument (graded)
Let’s look at samples of research-based writing: “Nervous Nellies” on p. 328; “From
Degrading to De-Grading” on p. 254; and “How Many Zombies Do You Know?” on p.
290.
Review each selection and include in your post responses to these questions. What do
you notice about how each is organized and presented? What kinds of appeals to the
audience does each author use? How are sources used in text?
Reading Strategy Note: Unlike summary and paraphrase, which require close reading,
for this discussion use the reading strategy of skimming. Carefully read the introductory
paragraph, but then move quickly, reading only the topic sentence of each paragraph.
The goal is to compare and contrast the differences in the presentation of the
information in the document. Skim and review until you have an impression you can
share in the discussion.
WEEK 6
Rebuttals and Refutations (graded)
Anticipating readers’ objections is one way to determine what other sections to include
and support in your paper. Practice writing a rebuttal or a refutation by taking your
thesis and considering the point of view of someone who believes differently or even the
opposite of the argument you are making. To do this, review Chapter 10, pp. 449–452
and post a paragraph that summarizes an oppositional point of view to your thesis and
then refutes it. As peers, reply to one another explaining whether or not your classmates
are presenting the opposition objectively and whether the refutation is logical. Give one
another ideas or suggestions for points that may be left out or might need to be further
developed. The paragraph you draft here can be used in a section of your Second Draft
this week.
Designing Your Course Project (graded)
While APA-style citation and format is required, you do have the flexibility in the design
of your Course Project to include a visual element. Review Chapter 17, pp. 382–387.
How does the use of visual elements enhance or detract from the presentation of
research? Will you add graphs, charts, or images to your draft? Why or why not?
WEEK 7
APA Workshop (graded)
Each academic area of study has a particular style for documenting the ideas of other
scholars. The standards of formatting document you’ve been using is from the American
Psychological Association (APA). This is the preferred style in the social sciences. As
you’ve noticed, there is a strong emphasis on the publication date. Why do you think
there is such an emphasis on the date? As you work on revising your Course Project,
what questions do you have about how to incorporate standard APA format and
documentation guidelines into your essay? Are there any sources you are having a hard
time documenting? Any questions about your reference entries?
