Unit 3: Proposing A Solution with Sources Essay 3 is upon us, and for this assignment I will be asking you

to challenge yourself. I want you to challenge yourselves as you explore a problem you want to address and the solutions to that problem, and I want to challenge you to find new ways to present this information. Never be afraid to step out of your comfort levels, and really challenge your writing process as we move into this essay. I know most of you feel comfortable with typewritten texts, but for this assignment we will be moving off the physical page and into a digital space. Essay 3: Proposing a Solution Topic Proposal Due: Monday, Week 2 by Midnight (submitted through Canvas) Rough Cut Due: Friday, Week 3 by Midnight (submitted through Canvas) Final Cut Due: Friday, Week 6 by Midnight (submitted through Canvas) With Essay #2 we learned how to develop and craft an argument. This is an important skill to have as a university student, and is one of the most basic types of academic essays you will be asked to write. For your next assignment we are going to build on these skills and try to take on the task of coming up with ways to solve a social or cultural problem. Your ultimate goal is to identify and explain a problem; discuss several possible solutions to the problem,; argue that one solution is more practical, preferable to or better than all the others; and address counter arguments to your solutions. Unlike your previous two essays, there is a catch a typewritten text will not be accepted for this assignment. Instead, you will be using a digital platform to create your essay. Over the next few class periods we will be discussing what tools and equipment is available to you as a student, and what digital platforms (programs, websites, etc.) options you have available to you for this assignment. Lots of problems could be addressed in this essay. For this reason, I am going to limit your essay topics to problems facing people in your community problems in the campus community, the city of Bowling Green, or the Toledo metro area. Stay away from topics that are very large things like the national debt, abortion, world hunger, nuclear issues, marijuana, drinking age, or peace in the Middle East. The solutions to these problems are no doubt very abundant and cannot be adequately covered in the scope of this assignment. Instead, think about choosing a local, relatively small problem to address that is very important to or impacting you in some way. On the outset, I know this assignment may sound intimidating. Some of you may be unfamiliar with the platforms I am asking you to work with, and you may be afraid that you will not be able to learn new technology quickly enough to be successful at this assignment. I understand these concerns, but let me assure you that Im not looking to turn any of you into professional video or audio editors. I want you to explore and start to become comfortable with using a new technological platform, and experiment with how you can translate the process of composing an essay into a digital space, but in the end the basic components of your essay will still be the same.

The Assignment: Even though your essay will be composed digitally, there are still a few basic things your must include: A clearly defined thesis statement in which you reveal the problem you are addressing and the several possible solutions you will propose, ending with your best solution. Your thesis must state that one solution is definitely better than the others. Your thesis statement should be stated somewhere near the beginning of your assignment, and should be stated clearly enough that it can be easily identified. A clear summary of the problem you will be addressing. You should tell your audience why what you are discussing is an important problem to address. Depending on what topic you pick, you may have to argue that the problem you are addressing actually does exist. Discussion of the solutions you will propose. Each solution should be separately developed and distinct from the other solutions. You should propose at least 3 solutions to the problem and make sure all of the solutions are practical and realistic in relation to the problem at hand. Oversimplified or impractical solutions are not acceptable. You are to argue why one solution is better that all the others. By the end of your assignment, your audience should know unquestionably which solution you feel is the best way to deal with the problem. In choosing the best solution you need to decide what makes a solution better or worse than another solution. Is the solution cheaper? Less risky? Quicker? You need to let your audience know by what criteria you are evaluating the best solution. You must have clear counterargument. There are many ways to incorporate a counterargument into this assignment. You may want to discuss the good and bad aspects of each solution as you discuss them, or you may want to discuss an alternative solution that you just dont buy. If you are doing a video or an audio essay, you may want to interview other people to solicit their opinions on your solution and discuss what pros or cons you see with these opinions. In some cases it is even possible to discuss the negative things that might happen if a problem does indeed become solved (i.e., if solution ABC is acted upon it may bring about problems XYZ). Of course, in order to make your argument the strongest it can be, you may want to incorporate more than one of these aspects into your assignment. You must exhibit proper use of source material. As you write, you will need to implement at least 3 different sources into your essay. Keep in mind that using more than just web sources in your essay will add quite a bit of credibility to your argument. All sources must be cited according to proper MLA methodology, including a works cited page that will be included in your Essay 3 Portfolio Packet. You must exhibit an understanding of who your audience is. Unlike Essay #2, I will not be giving you any direct instructions regarding who your audience is. Each assignments audience will depend on the problem being discussed, but you should keep your audience in mind as you compose and assume they are someone who is currently affected by the problem at hand. Please also remember, because you will be uploading these assignments to the internet, your target

audience and your actual audience will be different you may be speaking to other students, but in theory anyone with a computer and internet access will be able to view your work. You will need to think about how this will influence your decisions as composers and what, if any, changes you will want to make to your assignment during the revision state to account for this. Organization: So how are you going to arrange your assignment? This will be a little different based on what digital platform you pick, but generally speaking I suggest structuring your assignment into five sections, which would roughly follow this pattern: I. Introduction: A section at the beginning of your assignment to set the scene and offer your thesis, which should would sound something like this: The best solution to the problem of ____ is ____. (Its usually best to end your intro with your thesis.) II. Background: Youll want to spend the next section of your assignment providing context for the problem and establishing that the problem exists. Use statistics, facts, or other source material to back you up here. In an audio essay or video, this should take 2-3 minutes; in a slide show presentation, this should take 3-5 slides. III. Alternate solutions: Give one or two other possible solutions (besides your own), and describe each in full. Youll want to end these explanations by stating why these solutions are not the best. IV. Your solution: Spend several minutes or several slides explaining your best solution why its best, how you know it would work, etc. Also, be sure to address possible objections to this solution, as these will be your main counterarguments. V. Conclusion: Try to link back to your intro to bring this assignment full circle. As with our previous essays, you will need to submit a topic proposal, complete an Audience and Values sheet from your GSW 1110 Writing Portfolio for this assignment, and you will be given time in class to share the rough draft/rough cut of your assignment with your peers and solicit feedback. When the final draft of your assignment is due, you will need to turn in a Portfolio Packet containing a printed copy of this assignment sheet and the completed Audience and Values sheet. Because your final essays will not be typewritten, you will also need to submit a Works Cited page for any reference materials you quote and/or interviews you conduct as part of your research. Having said all of that, lets look at the digital platforms you can use to create your assignment: SLIDESHOW: Voice Thread is a digital tool that allows you to create interactive slide show presentations online. You can use still images or record video clips if you have a computer with a built-in camera and microphone. You also have the option to record audio clips over the slides, or to simply add text to each slide, which will display for a set amount of time. Like the audio essay option, it is best to prepare a script ahead of time so you do not get lost when presenting your argument, so in that way a Voice Thread slideshow is very similar to a traditional type written essay. If you choose this option, your Voice Thread slideshow will be contained entirely online at www.voicethread.com, so you will need to send me a link to your presentation by email on the due date.

AUDIO: Audio essays are a great way to begin digital composing because, in many ways, the composition process is the same as for a type written essay: you type out what you want to say, record it, and edit it. For this assignment I recommend two options for an audio essay: Audacity and Garage Band. Audacity is a free audio recording and editing software program that can be downloaded to your personal computer from www.audacity.com. This software makes use of the microphone and speakers on your computer to record and listen to your assignment, so if you like to work independently or on the go this may be a good option for you. Garage Band is a software program created by Adobe, and is available on the computers in all BGSU campus computer labs. This program allows you to edit and share your finished recording to iTunes, or save the audio essay as a file on your desktop. Like Audacity, this program uses the existing microphones/speakers in the computer to record, though with both programs you can plug in microphones or headphones if you wish. Both programs are very user friendly and easy to learn. If you choose to create an audio essay, you will need to submit an essay file to me by email or provide me with a weblink if you upload your essay to a file sharing website. VIDEO: You will have the option to create a video essay to present the findings of your research and your solutions, though admittedly this option involves the greatest level of technology. For this assignment option you will need to secure a video camera if you do not already have one, and edit your footage in a way that creates a cohesive argumentative structure. The good news is, video cameras are available to borrow from the BGSU Jerome Library Circulation Desk. The bad news, however, is that you can only borrow them for a limited time, and there are only so many cameras to go around (if you or someone you know already owns a video camera, you are welcome to use it). You will also need an SD card or a simliar storage device for your footage, so you can take it with you to edit it. If you choose this option, I strongly suggest using iMovie to edit your footage, though if you have access to another editing software program you may use it as well. iMovie is available on all the computers in the BGSU campus computer labs, and is very user friendly. When finsihed, iMovie will allow you to upload your assignment to video sharing sites such as YouTube and Vimeo, and save a final version of the assignment as a file. If you chose the video option, nce you have completed the assignment you must upload it to either YouTube or Vimeo and provide me with a link to the video. Before you begin filming or editing, I strongly suggest you write a script or outline for your essay to guide your work.

Please note: In designing this assignment I have tried to pick a range of digital platforms and tools that will hopefully accomidate all students in the class. If, however, you feel none of these options will be suitable to you for some reason, you may submit a 1.5-2 page written proposal explaining why you should be allowed to use a different platform or a different set of digital tools. As the instructor for the class, I reserve the right to accept or decline this proposal.

Good luck, start early, revise often, and as always please see me with any questions or concerns you have.

Syllabus Section 3 Proposing a Solution Assignment

Instructor: Email: Office: Office Phone: Office Hours: Mailbox: Writing Support @ the Learning Commons: Learning Commons Website:

Jeffrey S. Moore jsmoore@bgsu.edu 315B East Hall (419) 372-0337 10-11 a.m. Monday and by appointment 210 East Hall (my mailbox is above my name) 1st floor Jerome Library http://www.bgsu.edu/offices/learningcommons/

Week 1 Monday Distribution of the assignment sheet for Essay #3: Proposing a Solution, focusing on the major points in the assignment sheet, emphasizing the purpose and audience specified in the assignment, and noting deadlines and assignment requirements. Examination of Guide to Writing in SMG (pp. 330-331). Use the library databases, BGNews or other credible new sources to locate articles on problems local communities are facing. After about 15 minutes, resume whole class discussion and ask groups to share their findings. Assignments for Students: Review the assignment sheet for Essay #3, distributed in class earlier today. Write down any questions you have. Considering our discussion in class about the local problems revealed in the new articles, continue your research of news stories describing local problems. Read Patrick OMalley, More Testing, More Learning and commentary sections in SMG (pp. 304-310), making sure you understand the concepts discussed. Be fully prepared to discuss this reading in our next class. Wednesday Discussion of the reading, using ideas from the Use the basic features sections after each essay in SMG and focusing on how the essay works and what is an appropriate thesis statement for this essay. Introduction of the basic features of a proposal essay and what students can expect to gain from composing this assignment digitally. If time allows, begin drafting your proposals in class. Assignments for Students: Continue your research of news stories describing local problems and compose a tentative essay proposal for Essay #3, which will be due the next class.

Friday Briefly (2-3 minutes) resent your proposal in a collaborative manner. Using Test Your Choice in SMG (p. 335), the presenter will explain how he/she will frame the problem to the audience, possible solutions to the problem, and one best solution. The listeners should respond with their reactions as the audience and possible counterarguments. Take peers comments into consideration and revise for the remainder of class. At the end of class, submit proposal using the Essay 3 Topic Proposal assignment link on Canvas. Assignments for Students: Begin drafting an outline or a script for Essay #3 and locating sources using Academic Search Complete. If you plan to interview people as part of your assignment, start thinking about who you want to interview, where you will find these individuals, and when/how you will interview them. Week 2 Monday Review samples of digital solution essays, focusing on structure, how the various solutions are presented, what considerations were given to audience, and what could have been improved if the composer had more time. Move to the class discussion board on Canvas and post your thoughts about this project, and what progress (if any) youve made on selecting a problem and a digital platform, and what you think will be your biggest challenge for this assignment. Comment on at least three of your classmates posts with words of advice or encouragement, or questions about their projects. Remember, if anyone asks you a question, you must answer it. Discuss STAC technical presentation scheduled for Wednesday: Your instructor will arrange for a representative from the Student Technology Assistance Center (STAC) to give a presentation on the software and hardware available to you to complete this assignment. This will either be held in a computer lab or in our classroom. Your instructor will have final confirmation of this information and will share it with you before the end of class. Assignments for Students: If you havent already done so, fill out an Audience and Values Exploration sheet (found in your GSW 1110 portfolio) for Essay #3. Remember, because you are doing a digital assignment you may need to rethink what your audience is and what their values are. Wednesday STAC presentation, see your instructor for information about where to meet. Assignments for Students: Continue drafting your Essay #3 script or outline. If you need to secure hardware from the Jerome Library Circulation Desk and have not already done so, do so now. Friday

 Continue working on your script or outline draft in class while the instructor circulates. If time/space/noise level permits, you can begin assembling the rough cut of your assignment in class. Assignments for Students: Finish drafting and revising the rough cut of your assignment. Be prepared to submit a rough cut of your assignment by midnight next Friday. Week 3 Monday: Rough Draft of Essay #3 due, submit through Canvas tonight by Midnight. Submit rough cut of your assignment using Assignment Link. Depending on the digital platform and your level of completion, this could be a web link, a file, some video footage, etc. Using what you have learned throughout the semester, continue to use Academic Search Complete and/or other academic search engines (not Google and the like) to locate at least two academic sources with specific information (facts, statistics, examples, scenarios, expert opinion, etc.) related to the topic youve chosen to write about and the points you plan to raise in your essay. Spend the remaining time working on improving your assignment while instructor circulates to offer feedback and assistance. Assignments for Students: Read and complete Improving the Draft in SMG (pp. 343-346). Begin making revisions to the focus, organization, and development of the ideas in your essay, bearing in mind the conversations from class and comments youve received from peers. Apply your research and revise your rough cut of essay #3 to make it the strongest it can be. If you are having trouble focusing your ideas, or need tips for how to present research or counter arguments/refutes in your assignment, please schedule a conference with your instructor or come to the instructors office hours. Wednesday Class examines one or two rough cuts of Essay #3 taken from the class (posted to Canvas, with the students permission beforehand), and looks at how well these assignments are following the guidelines listed in the assignment sheet, and how these guidelines can be more closely followed in your own assignments. Move to the class discussion board on Canvas and post your thoughts about the assignment at the approximate half way point in the unit. How do you feel about your rough cut? What do you want to change/add/remove/improve between now and when the final cut is due? What do you think is still the biggest challenge moving forward? As usual, respond to no less than three of your peers and answer any questions you are asked. Assignments for Students: Continue revising your own assignments, including the research/support necessary to convince readers that your ideas are well founded and realistic. Friday

 Rough Cut Peer review: You will be broken into small groups (2-4 depending on class size) and will show the rough cut of the assignment to your peers, who in turn will show you their rough cuts. You will then comment on their rough cuts with suggestions for improvement. These comments can include suggestions about structure and formatting, content, editing, integrating research or counter arguments/refutes, or any other issues you think could be improved. Remember, with any peer review the purpose is to help lift up your peers, not tear them down.

Week 4 Monday Activity based on weaknesses rough cuts aimed at improving overall effectiveness of arguments. Work on essay in class while instructor circulates, offering feedback and assistance. Assignments for Students: Read/review and complete Ch. 7 sections in SMG: Improving the Draft (p. 343344), Editing and Proofreading (pp. 345-346), and A Writer at Work (pp. 347-349). Begin making revisions to the focus, organization, and development of the ideas in your assignment, bearing in mind the comments your instructor made on your rough cut.

Wednesday Lab Day: Your instructor will reserve space in a computer lab so you can work on your final draft during the class session. Continue working on revisions while instructor circulates answering questions and providing feedback. See your instructor for information about when/where to meet for this class session. Assignments for Students: Complete revisions. After you revise your draft, save a copy of your assignment and bring it to our next class. Friday Share newest draft with classmates on Discussion Board, seek feedback on the revisions you have made and solicit advice for making the essay even stronger. Your instructor will also comment on these updated versions and make suggestions when/if appropriate. Assignments for Students: Read the introduction to Chapter 20: Analyzing Visuals and Criteria for Analyzing Visuals in SMG (pp. 626-629).

Week 5 Monday Class discussion about perceived strengths/weaknesses of assignments, challenges, and how to work with those challenges moving forward. Students will be encouraged to take instructor and peer feedback and begin crafting a final plan for revising and completing the assignment. Assignments for Students: Continue work on your revisions. Wednesday Lab Day: Your instructor will reserve space in a computer lab so you can work on your final draft during the class session. Continue working on revisions while instructor circulates answering questions and providing feedback. Your instructor will provide you with information about when/where to meet for this class period. This will be your final change to work on your drafts in class before they are due next week, so be sure to ask the instructor for help with any issues that come up. Assignments for Students: Continue working on revisions. Friday Discuss evaluation of assignments. Solicit student feedback on how to evaluate an assignment that can be completed in different platforms. Assignments for Students: Continue working on revisions. Week 6 Monday 10/21 General class reminders, reminders about Essay #3 Due date on Friday. Distribution of the assignment sheet for Essay #4: Evaluating a Visual Argument; note the major points in the assignment sheet, the purpose and audience specified in the assignment, and the deadlines. Assignments for Students: Continue working on revisions of Essay #3. Begin thinking about possible topics or visual examples to use for Essay 4. Wednesday Discussion of common examples of evaluating visual arguments that identifies the key features of effective evaluations of visual arguments. Class collaborates on a brainstormed list of the most common problems writers might have when attempting to evaluate a visual argument. Discussion of the challenges we identified. Review an Evaluating a Visual Argument essay on Canvas. Annotate the essays on your laptop while the class analyzes the strengths and weaknesses of each essay, noting rhetorical features that help the essay achieve its purpose. Assignments for Students: Continue working on revisions of Essay #3. Begin thinking about possible topics or visual examples to use for Essay 4.

Friday: Final Draft of Essay #3 due, submit through Canvas by Midnight tonight. Students submit Essay #3 packets to the instructor. Discuss the overall experience of Essay #3, what can be learned from it, and how those lessons can translate to Essays #4 and #5 moving forward. Spend remainder of class session looking for a visual artifact to analyze for Essay #4. Assignments for Students: Begin completing the Audience and Values sheet for Essay #4, and start thinking about visual criteria by which to judge your Essay #4 image.

Technologies Used in this Unit Plan: Voice Thread: Voice Thread is a digital tool that allows users to create interactive slide show presentations online. Still images, video clips and audio can be used, along with typed text, to create interactive and editable presentations that can be shared with individuals or groups. The audio and video components do require a user to have a computer with a built-in camera and microphone. This tool is free to use and is housed completely online at www.voicethread.com. Audacity: Like Voice Thread, Audacity is an online tool that allows users to record and edit audio tracks. Unlike Voice Thread, however, the user must download the Audacity software program to their computer in order to access the service. Users can record, edit, rearrange and add music to audio compositions. Once completed, the files can be saved on the users computer or uploaded to the internet. The software is free to download and use, and can be found online at www.audacity.com iMovie: The standard video editing software available through Apples iLife suite is popular with many users. The interface is easy to use and gives options for music, sound effects, and a number of different transisions between shots (wipes, disolves, fades, etc.). The final videos can be saved to a computer or storage drive, and uploaded to video sharing services like YouTube and Vimeo. This program is available for all models of Apple computers, and is available in the computer labs on campus. GarageBand: Like iMovie, GarageBand is a software program developed by Apple that is popular for its ease of use and abundant features. This software allows users to create original music compositions using a variety of instrument and voice options, record and edit audio files, create podcasts and more. As with iMovie, these compositions can be saved or uploaded to the internet vie iTunes. This program is also available for all models of Apple computers, and can be found on the Macintosh computers in campus computer labs.