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fall 2014 Thompson Carey Carr

Page history last edited by Chris Werry 4 years, 11 months ago





Background & Links



Unit 1 Teaching Materials



Sample Schedules and Class Plans for Unit 1



Prereading 1



Prereading 2: Jigsaw Work, Discussion, & Group Work



The Assignment: guidelines, scoring, rubrics and sample papers


Charting, PACES, Analysis and Strategies 


Drafting & Peer Review




Kevin Carey, "Why Do You Think They're Called 'For Profits?'"


Background on Carey




  • There is a collection of marketing documents (from the senate inquiry into for profits) and links to advertisements by for-profit
     companies like UPhoenix in this folder. You could ask students to examine some of these and present their responses.
  • Have students look up Carey, Clifford and some of the companies referred to - for example, Carey mentions Corinthian College.
    This company has been in the news recently



College Inc - introducing the arguments and issues 



Source Texts for Assignment 2

Here are several collections of texts that respond to the claims advanced by Carey


  • The main collection of texts contains the following
    New York Times – short texts from Room for Debate, “How to Regulate For-Profit Colleges.”
    Carliss & Dillon “Bridgepoint Booms Over Troubled Waters”
    Michael Seiden, “For-Profit Colleges Deserve Some Respect”
    Holly Petreaus, “For-Profit Colleges, Vulnerable G.I.’s”
    Brian Darling, “For-Profit Education Under Assault” 
    GAO Report on For-Profit Universities, August 4, 2010
    Joshua Woods, “Opportunity, Ease, Encouragement, and Shame: a Short Course in Pitching For-Profit Education.”  

  • Kevin Carey's Testimony of to U.S. Senate Committee on Health, Education, Labor and Pensions, February 2, 2012. Extends and illustrates claims made in article.



Pre-reading, Discussion questions, Classroom Activities & Charting



Digital Literacy Materials to Use with Unit 2


As an exercise in digital literacy you could have students look at the site GIBill.com. This was a site set up by a group of for-profit colleges designed to persuade 
veterans to enroll in for-profit schools. It was shut down by the federal government as it was deemed to be a deceptive site that tricked veterans into thinking it
was organized by the government and was primarily informational and educational. The site has now been replaced by this message:


Using the archive.org site you can go back in time and see the GIBill.com site. For example: https://web.archive.org/web/*/http://gibill.com


Consider these snapshots of the site

Jan 29, 2011: https://web.archive.org/web/20110129071743/http://www.gibill.com/ and see the FAQ section (what seems missing?)
Dec 28 2011: https://web.archive.org/web/20111228165411/http://www.gibill.com/

Jun 27 2012 https://web.archive.org/web/20120627203241/http://www.gibill.com/


You could ask students to consider how the site works to persuade its audience, and why the government might have objected to some 
of the strategies used. It might be interesting to compare the GIBill.com site with the department of veterans affairs site that 
has replaced it, http://www.benefits.va.gov/gibill/



BIG COLLECTION OF TEACHING MATERIALS - Discussion, Drafting, Analyzing


The Assignment, Grading and Rubrics


Source Texts for Assignment 2


Sample Schedules & Ideas for Modeling How Authors Extend, Complicate, Illustrate, etc. a Text 



Drafting and Peer Review



Researching, Finding/Evaluating Sources, Creating an Annotated Bibliography, and Avoiding Plagiarism

  • Teaching students about research, finding and evaluating sources, creating an annotated bibliography, and avoiding plagiarism. By Emma Lee Whitworth, with editorial assistance from Michael Underwood and Julie Williams.





Unit 3: Strategies Assignment





Nicholas Carr, "Is Google Making Us Stupid?"



Responses, Extensions & Challenges to Carr


Teaching Rhetorical Strategies 



Sample Student Paper



Lesson Plans: 


Past Prompts:



Mixture of print and visual texts to introduce rhetorical strategies:





Assignment Description Unit 4


Texts that Respond to Carr


Texts Students Could Draw on to "Enter the Conversation"



Alternative Assignments





  • Happy endings for your class (ways of ending the class and organizing evaluations, etc.)
  • The WPA (preparing students for WPA). Here's a file of information that I've used for a final unit on the WPA that could work for 100 or 200, it includes info on the WPA, an outline on the lesson plan, sample article, essay and WPA evaluation. Here's anevaluation assignment (students respond to a classmate's essay) that partners with the unit.
  • A helpful prezi presentation by Eddie Ling on the WPA: https://prezi.com/ksuffxtraeeg/sdsu-wpa/ 
  • An in-class assignment I've used either on the last day of class or on final's day so students can reflect on their progress and I can receive feedback apart from evaluations. (Alicia)



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