Help Received:google.com, dictionary.com

discourse: is a formal way of communicating using writing or speech

Swales and Gee both talk about how members must interact/communicate with one another inside of the  community. Swales has six different types of discourse community while Gee only has two theories in his discourse community. Swales includes the expert to novice connection, while Gee says if you do not have access to the social practice then yo aren’t in the Discourse. Also Swales uses the lower case “d” for discourse while Gee uses the upper case “D” for Discourse. They both use different types of mechanisms in order to communicate with in the community(meetings, writing, speech, etc..).

Swales:

I found his format useful by how easy it is to find each characteristic and which each one is, and how he has a few paragraphs explaining them and giving examples of it. It was also better to understand and relate the characteristics to personal experiences and for the project.

Gee:

I also found his format useful since he only had two theories and then explains the theories and uses examples in the paragraphs below each one.

Characteristic 1: A discourse community is a broad set of shared goals. These goals are public, and in some cases these goals can be high level or abstract. For example, when I was in JROTC, we had a group session every now and then and talk about goals that we want to achieve and how we want to make our school a better community for all students.

Characteristic 2: A discourse community has appropriate times for communication on when to use speech or writing. And that it has a system of intercommunication between its members. For example, when I was a lifeguard, I had other lifeguards that I had to communicate with about which other pool we would have to go to to receive our checks from our boss.

 

Niko Nemceff

Maj. Garriott

ERH 101-03: Writing and Rhetoric

9 July 2016

Help Received:

Jack Neenan NN

William Neikirk NN

Taylor McGregor NN

Cameron Nagle NN

Griffen Murray NN

Micheal McNamara NN

Syllabi Analysis

Bio44X at Stanford University is taught by Professor Martha Cyert, Professor Tim Stearns and are assisted by Dr. Sara Brownell, Dr. Daria Hekmat-Scafe, and Dr. Shyamala Malladi. This course is meant to expose students to experiment-based cases in modern day Biology. The students will use molecular and bioinformatic tools so that they can study mutant alleles of p53(a gene commonly mutated in human tumors). “The main goal of the course is to develop critical thinking skills in biological research that are transferable to other research experiences, to critiquing reported data and conclusions, as well as to general problem solving” (Bio44X: Course Syllabus). The syllabus does connect the students to the Biology field because it goes into depth with information about the professors and instructors, how the Honor Code can create fear, and the logical reasoning on attending class.

 

Bio44X has two course professors; Professor Martha Cyert and Professor Tim Stearns. Professor Cyert has a Ph.D. from the University of California and did postdoctoral work at UC Berkeley. Professor Cyert is also a recipient of the Dean’s Award for Outstanding Teaching, and she was appointed the Senior Associate Vice Provost in Undergraduate Education(Cyert). Professor Stearns is a Professor in Biology and Genetics, a member of Bio-X and in the Stanford Cancer Institute. He is also the head chair of the Department of Biology for the past two years. Additionally he has had numerous publications as well as assisted/worked with other colleagues on publications, a few of them are: “Centrosome duplication: A Centriolar pas de deux, The Form And The Substance, The Yeast Microtubule Cytoskeleton-Genetic Approaches to Structure And Function, etc…” (Stearns). Furthermore Bio44X has three instructors: Dr. Sara Brownwell, Dr. Daria Hekmat-Scafe, and Dr. Shyamala Malladi. Dr. Brownwell is a neuroscientist and has a Ph.D. in Biology, has her Masters of Arts(M.A.) in Education, Master of Science(M.S.) in Biology, and a Bachelor of Science. She also has multiple publications with fellow colleagues which include but not limited to: “BioScience, 66(1), 54-62, Studies in Higher Education, 40(3), 525-544, CBE-Life Sciences Education, 14(2), ar21, etc…” (Brownell). Dr. Daria Hekmat-Scafe earned her Bachelors in Bio from Pomona College and her Ph.D. in Bio from Massachusetts Institute of Technology(Hekmat-Scafe). Lastly, Dr. Shyamala Malladi has a Ph.D. and is the senior lecturer for Bio(Malladi). In closure of this paragraph, one can conclude that these professors and instructors have the highest of education and knowledge of the course and what is needed to know how to teach students about Biology and for them to succeed.

Stanford has an Honor Code like VMI. One of Stanford’s policy is for the students to do the right thing even if a teacher or anyone else is not around. Moreover, students will not give help to anyone and will not accept help from other students during tests, quizzes, and on any class/homework. Along with that, the faculty expects the students to endorse the Honor Code at all times. For example, “faculty on its part manifests its confidence in the honor of its students by refraining from proctoring examinations and from taking unusual and unreasonable precautions to prevent the forms of dishonesty” (Bio44X: Course Syllabus). The Honor Code encourages being ethical with academics which is enforced by the fear of punishment by breaking the code. The punishment for a first offense is a one-quarter suspension from the school and forty hours of community service. Adding to that, most professors/instructors issue a “no pass” or a “no credit” for the class when the violation happens. For multiple violations it is a three-quarter suspension and forty plus hours of community service(ed.stanford.edu/academics/masters-handbook/honor-code). Similar to VMI to not lie, cheat, and steal nor tolerate who does so, which is expected of us no matter where we are and who we are with. Another policy Stanford has is the drop policy. Which a student can be dropped by a serious reason. For instance, if the student has a serious/severe sickness and/or any other similar cataclysm (Bio44X: Course Syllabus). Poor grades do not get a student dropped from the course. The students can receive an incomplete(I) for their grade only if there are excuses that prevent them from completing their work in the class. One can conclude that one should not brake the honor code so that they can avoid the fear of facing punishments.

Attendance is key to pass the class or any class for that matter as well as to be a successful student. It is logical for students to attend class so that they don’t fall behind and so that they can pass the class and be a responsible student. But before attending this class the students need to take some necessary classes. The pre-requisites the students should take are: “CHEM 31X or 31A and B, and 33; successful completion of Biology 41 AND 42 or Human Biology 2A/2B AND 3A/3B. Bio 44X and Bio 44Y are designed to be taken sequentially in the same academic year, preferably as sophomores, to prepare for internships” (Bio44X: Course Syllabus). Bio44X’s grades are based off of satisfactory grading, which means the students have to get a seventy percent or higher in each assignment. If they get ninety percent of higher they will receive a letter of recommendation. The logical thing to do would be to achieve those grades so that you can pass the class and then take the next class you need to take for your major. To cease up the paragraph the students would find it helpful and a better choice to attend class, take the classes that are needed for Bio, and then to make the grades so that they can pass the course.

The construction of a syllabus can tell us so many things about the professor, what to expect in the class, what materials to bring, etc… The syllabus is a way for the professor to communicate to the students by expressing his or her expectations of the course. Whether some are short and broad or lengthy and in depth, it all depends on how the professor is and what they expect you to know already.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Work Cited

Professor Cyert Martha and Professor Tim Steans. Bio44X: Course Syllabus. Stanford: Stanford University, 2012. Stanford University

Wardle, Elizabeth and Doug Downs. Writing About Writing. Boston: Bedford/St. Martin’s, 2014. Print

 

 

What is she trying to persuade the audience about writing?

She is trying to persuade the students by trying to get the students to think critically and write about how communication and persuasion are constructed.

What kind of ethos is used?

She is credible for her course because she is Dr. Lisa King which means she has a Ph.D. in her field.

How does ethos help or harm her persuasive effort?

It helps her with her persuasive effort because she informs the students with detailed information about the course and what they need to be prepared for.

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