Stockton Writing Classes: Class #11B: November 14, 2018




  1. Be ready for your OFCARL presentations (330pm class please use pre-class time to prepare) quizzie poo that references the Clarity section of Hacker.



  1. Family presentations.
  2. Peer Edit from Monday recap



Presentation Prep and Notes: 

Each member of your family should have: two articles put through OFCARL, one scholarly, one non-scholarly but of high credibility and one of questionable or low credibility.


Evidence of preparation for this project (How fluid the presentation is). Are the articles present in class?: 30 points.

How well the family seems to understand OFCARL: 25 points.

How well the family connects OFCARL to each article (good and questionable): 25 points.

How well the family seems to work together: 5 points.

Did everyone participate?: 15 points.


QUESTIONS about work-shopping current papers: 

  • What specific questions do you have about essays 3 & 4? How could I best help you improve these papers?
  • What about the paper-writing process are you most struggling with?
  • What are your three biggest challenges in college in general? Is there a way the college could help you address this challenge?



Stockton Rhetoric & Composition Class #12: Monday, April 15, 2019


Have a hard copy of FE#5 to use in class.

Class Activity: Writing Workshop Directions

  1. Switch papers with a family member. Put your name on your partner’s paper.
  2. For each concept of the paper, we will move through as a class and edit together.
    • strategic/divisive introduction
      • Does it get the reader’s attention?
      • Does it set-up the thesis?
    • viable thesis (the claim)
      • Is the claim clear & appropriate?
      • Yellow highlight the sentence you believe to be the thesis
    • exemplary moment
      • Each paper’s BEST point or evidence should be highlighted in GREEN.
      • At the bottom, explain why you chose this moment.
    • evidence of reasons for claim
      • Highlight the paper’s BEST evidence in PINK
      • Highlight the paper’s WEAKEST evidence in LIGHT BLUE
    • well attributed & cited
      • Are all the sources credible? Are any scholarly

Stockton Rhetoric & Composition Class #11B, April 8 & 10, 2019

Before Class:

FAMILY TIME: First 15 minutes of class will be devoted to family discussion/preparation time. Families should do the following:

  1. Prepare for your source credibility presentation.
  2. Discuss common questions/hang-ups on FE #5 (I provided index cards in case you are afraid to ask your question)

Class Agenda:

  1. Family Planning Time
  2. Review (Q&A) on FE #5 development (index cards)
  3. Presentations
  4. Follow-Up Activity

Class Resources:

Post-Presentation Discussion: So what do we do to insure credibility in such a biased media environment? C

Trump Border Article #1

Trump Border Article #2

Trump Border Article #3

Trump Border Article #4

Trump Border Article #5

Link to the Doc

Class Assignments:

Blog Post # 9: Listen to Oprah’s Speech. Focus on her advice to not only “write the truth, but BE THE TRUTH.” Consider everything we have learned/discussed in class about media and fake news and consider her call to action.

What is your plan as a young collegiate candidate? How can you strive to make sense of the mess we are in. Answer this in your blog. Be ready to discuss it Wednesday.

The text of the Speech

FE #5 is due Monday

Stockton Rhetoric & Composition: SPECIAL CLASS POST: Class #11A: Preceptor Advising Day: April 3, 2019


1. This comes from my old site. Please read this post in preparation for your next paper. Food for thought.

2. Princeton University offers some excellent advice for avoiding plagiarism.

3. Here’s an article from University of North Carolina on “empty writing.” 


Formal Essay #5: Persuasive Letter to a Hostile Audience

Read this article by Michael Skube.

Michael Skube provides his e-mail on the bottom of his scathing rebuke of today’s college student.

Here’s his argument broken down for you:

Claim: College students are dumber (and less able to handle the rigor of college) than ever before, and they’re getting dumber all the time.


  1. They have stopped reading books.
  2. They don’t know any words.

Evidence: mostly anecdotes from his experience as a teacher/professor & GPA data.

Argument: We’re all doomed if this is our future. We are heading toward an illiterate and destructively ill-prepared adult world.

Write Professor Skube a letter advancing your own argument. Agree with his claim. Or disagree and make your own. Either way, make sure you back up your claim with specific evidence from not only his text, but also at least two other sources. At least one source must be ACADEMIC, PEER REVIEWED from the Stockton database. Have at least three credible sources in the paper overall.

Things to consider: role of schools/teachers, some colleges abolishing SAT scores, most high schools abolishing class rank, technology.

The paper should be approximately four pages.

Evidence backing your claim may also come from your own life or observations. You have been a student, so your opinion is entirely appropriate here.

Works Cited and parenthetical documentation MUST be in APA format.

Due by class time on Monday, April 8th. Don’t forget that class will begin with your family presentations.

Stockton Rhetoric & Composition Class #11: April 1, 2019



Family Challenge: Source Credibility 



In case, for any reason, you are still struggling with the database:

LINK to Costal’s video – Introduction to the Stockton database


Family Challenge Course Credibility Assignment:

Step 1: We RhoShamBeau for Choice of Sites: 

Buzzfeed: Nacho Average Squad

CNS News: Joe Costal Fan Club

Empire News

The Hill : Nerd Herd

Info Wars: Addams Family


News Punch: Not Fast, Just Furious

The Washington Examiner: C’s Get Degrees

Each of these sites have the following things in common: 1. they are self-proclaimed news sites.  2. They are among the initial sites carrying “news” upon my search for “Mueller report” on Google. 

Step #2: Using our OFCARL system for credibility, the family will use three recent articles to make a determination on whether or not the site in question can be deemed credible. Each family will submit a document AND a presentation to the class on Wednesday.

Step #3: THE DOCUMENT (On Google, shared among family and with Costal) will contain links and APA citations for the three articles used. For each article, the family will answer the OFCARL credibility questions below (each answer should contain a minimum of three sentences as its answer). Based on the answers, the family will determine whether the article is CREDIBLE OR NOT CREDIBLE. Based on the collection of articles, the family will determine the same for the site by adding an additional paragraph evaluating the site itself (approximately four paragraphs unless families are smaller — Costal will decide before you break).

Step #4: In class on Wednesday, the families will present the site, their articles and briefly summarize their findings. 

How to Evaluate a Document for Quality: OFCARL

  1. Are opinions adequately supported? Choose one opinion and show how the author supports it.
  2. Are facts verifiable? Give one example of a fact in the article of a verified fact.
  3. Is material out dated?
  4. Is the author credible? How do you know?
  5. What sources within the piece exist? Are they cited? Are they credible?
  6. Is the reasoning logical? Is it free of fallacy? Is it biased? Does it lean to one side of an issue or political spectrum? How do you know?
  7. What is the site’s purpose? Why do they exist? How do you know?


All revisions of FE #3 are due tomorrow night, Tuesday, April 2 by 11:59pm

Stockton Rhetoric & Composition Class #10C: March 25, 2019


Class tonight will meet in F222. Time will be given to prepare family presentations on the questions you chose Wednesday. We will convene at 6pm then set a time to reconvene.

CLASS AGENDA: Class tonight will be devoted to giving each family time to prep their presentations (order of presentations on Wednesday: question 1, 3, 4, 5, 6 & 2)



  1. explanation of the concept that anchors your question:
    1. Horizon of expectation
    2. exemplary moment
    3. “What the Hell is Water” anecdote
    4. Religious vs. atheist anecdote
    5. “reduction of arrogance” concept
    6. “meaning from experience” concept

2. Each concept will be explained by at least one member of the family using some type of visual aid (Power Point, Google slides, etc)

3. Each remaining member of the family will introduce one piece of textual evidence that bolsters or explains or verifies or challenges the anchor statement. Member of family will include the textual reference in the visual (and cite it appropriately). Said member will explain the connection This step repeats for each family member present.

4. The family as a whole will provide brief summation. THE SO WHAT STATEMENT (in other words, how does all this evidence come together to create a cohesive commentary or perspective on the piece?) This portion will contain AT LEAST ONE additional piece of credible research. Presented in the visual, cited and shared with the class. This evidence should succeed in helping the family draw an overall, summarizing conclusion to the presentation.


Blog #8: Rhetoric, The President & The Mueller Report

So…yeah…this is a Rhetoric class, and this rhetorical crap show needs addressing. Attached is the official summary of the report. Then, there’s the President’s response.

I don’t need you to write anything about it, yet. But read and annotate the report itself, then consider the President’s response in light of what you have gleaned from the report.

Stockton Rhetoric & Composition Class #10B: March 20, 2019


  1. Read and annotate “This is Water.”


  1. Family Activity: Core Values
  2. Recap Key Terms
  3. Family Activity: “This is Water” activity & discussion


Horizon of Expectation: The furthest point by which our life experiences inform our perception of a piece.

Exemplary Moment: textual evidence illustrating the best example for given purpose.

This is Water Family Start-Up Questions:

  1. Discuss each family member’s “horizon of expectation.” Then, as a family decide how your own horizon affected your read of the article. Be prepared to discuss how your own personal perspectives affected your read of the piece. Find and cite a piece of the text that most spoke to a unique experience.
  2. Find what you perceive to be one of the article’s exemplary moments. Cite the text and defend your answer.
  3. The anecdote about the fish and water that Wallace opens with — find another part of the text in which the author evinces or expounds upon the lesson portrayed in that story.
  4. The anecdote about the explorers in the tundra — find another part of the text in which the author evinces or expounds upon the lesson portrayed in that story.
  5. Consider this statement: a real education is the reduction of one’s arrogance. Find textual evidence that backs this claim.
  6. The argument could be made that Wallace’s article is about constructing meaning from experience. Find textual evidence that backs this claim.


Blog Post #7: Choose ONE of the following questions and answer completely in your blog (no fewer than 250 words)

What do you think is your “natural default setting” in how you think or perceive the world?

In what ways does your own experience in the world limit your world-view? What new perspectives do you have
since widening your world view at college?

Describe an experience you have had similar to the example Wallace shares at the supermarket. Looking back
now, how could have shifted your thinking during that experience

Wallace says, “The only thing that’s capital-T True is that you get to decide how you’re going to try to see it. You get to consciously decide what has meaning and what doesn’t.” What have you chosen, consciously or not, to assign meaning to? What is sacred? What is important? Thinking about it consciously now, is it worthy of your
time and attention?

What advice do you think Wallace is trying to give? How would you follow it?

FE #4: Research a word. Each member of your family was assigned a word today. This word should be a “value” that has meaning for you. In a one page reaction/research paper, DEFINE the word. Not denotative definition, but by explaining its meaning to YOU and SOCIETY AT LARGE. In order to do this, you must use ONE piece of credible research as evidence. One source. It can relate to your word in any meaningful way. Be creative. Get thoughtful and philosophical, but do not use a crappy source. Be sure to integrate your source and one piece of direct evidence into your response. APA formatted citations and parenthetical documentation.

Approaches to consider: answering one or more of the following questions:

  1. Why do you value this concept? What specific experiences lead people to value this?
  2. Would this choice be different if you did this activity at a different time in your life? What if you did it last semester? Or last year?
  3. In what ways does this value manifest in daily life? What actions do people take to express this? How do people allocate time and energy to express this?

Stockton Rhetoric & Composition Class #10A, March 18, 2019

Terror abound this weekend, the latest in Dutch city of Utrecht


  1. Before spring break, I asked you to share a quiz on parallelism. Since no one has done it yet, I am going to accept the blame for miscommunication, and ask that it is done by 8pm tonight. I will end class at 7pm SHARP to accommodate extra time for families to meet and accomplish this task (as well as the peer edit for .

2. Please have a printed copy of FE#3 with you in class tonight. Peer edit sh

3. Have read “This is Water” by David Foster Wallace (given to you by hard copy prior to spring break)


  1. Parallelism Quiz?
  2. Impromptu Notes inspired by FE #2
  3. FE #3 Edit
  4. “This is Water” discussion (review of key terminology for focus during annotation: “Horizon of Expectation” & “Exemplary Moment”)


  1. Parallelism Quiz due 8pm tonight
  2. FE #2 final changes & tonight’s peed editing sheet are due 11:59pm, Tuesday, March 19th. IF you DO NOT change your header, you will not receive credit.

Stockton Rhetoric & Composition Class #10: March 6, 2019


  1. Be prepared for quiz on parallel construction.
  2. Make sure you completed Blog #6 assignment on research questions.
  3. Please do not forget to  watch the videos posted on Class #9 blog.
  4. Read Costal’s story. Ask questions for Q&A.



  1. Costal’s Story Q&A
  2. Presentation: Taking Your Research Question to Thesis
  3. Family Challenge — Credibility
  4. Family Quiz – Parallelism
  5. Begin reading “This is Water”


Link to slides on research questions. 

How to Evaluate a Document for Quality: OFCARL

  1. Are opinions adequately supported? Choose one opinion and show how the author supports it.
  2. Are facts verifiable? Give one example of a fact in the article of a verified fact.
  3. Is material out dated? If so, provide an example.
  4. Is the author credible? How do you know?
  5. Are sources cited? If so, what are they?
  6. Is the reasoning logical? Is it free of fallacy?



IN-CLASS: Family Credibility Challenge:  WRITE FE #3: Argument Essay A: Choose a side. Turn your research question into a thesis, and defend said thesis with evidence. Write a strong opener that evinces one of the tenets of good writing we discussed. In at least two pages, include at least two or three specific reasons why you feel the way you do about the topic you chose. 

This paper must include an APA works cited page AND parenthetical documentation.

Do not simply CITE, also please ATTRIBUTE your writing. Samples of all of these concepts are available:

APA Works Cited page.

APA in-text citations. 

Plus, OWL created this handy guide. To make life easier, here are the blog posts you should have done so far…. Blog Post #1: Kevin Hart & The Oscars (Class #3) Blog Post: #2: Have Cell Phones Destroyed a Generation? (Class #4) Blog Post #3: Amazing Hour (Class #5) Blog Post #4: Visual Rhetoric (music videos) (Class #8) Blog Post #5: State of the Union (Opinion & Fact) (Class #8) Blog Post #6: Research Questions to Search Phrases (Class #9)