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MAKE SURE YOU BRING YOUR BOOKS,
A WRITING IMPLEMENT, AND NOTEPAPER TO CLASS
LSN
Date
Subject & Reading Assignment
Objective




#1
31 Aug.
What do you know about Writing?
-Introduction to Writing as a Process
-Read syllabus and obtain course materials
-What is plagiarism?
-Understand the course requirements and plan for major assignments.
-Understand what plagiarism is, how to avoid it, and the consequences of plagiarizing.
-Begin to think about what is required of good writers.
#2
2 Sept.
Critical Reading
-Read Patricia Kubis & Robert Howland’s “How to Develop a Good Style” (CR 52-65)
ICW: Conduct self-assessment of initial reading ability
#3
7 Sept.
Stephen King “On Writing” (CR 24-28)
In class writing.
#4
9 Sept.
Alfred Lubrano “Blue-Collar Roots, White-Collar Dreams” (169-175) and complete worksheet.
-Become comfortable with composition.
-Exposure to critical reading.
#5
14 Sept.
Charles Murray “What’s Wrong with Vocational School?” (CR 396)
Introduction of Rhetorical elements.
-Experiment with different reading methods (Summary)
#6
16 Sept.
Henry D. Thoreau “Why I Went To The Woods” (126-131) and complete worksheet.
“Questions to Guide Critical Reading” (DKH 108-15).
-Experiment with different reading methods (Rhetorical).
-Design and follow a process without a worksheet.
#7
21 Sept.
Koren Zailckas’s “Smashed: Story of a Drunken Girlhood” (CR 175-182).
Receive essay#1 prompt.
-Analyze a writing assignment for a purpose and make a plan
#8
23 Sept.
Sandra Cisneros “Hips” (CR 195-97)
Invention
Begin brainstorming for Essay #1
#9
28 Sept.
Examine an example essay
Reverse outline example essay
Thesis Statement and paragraphing

#10
30 Sept.
Virginia Woolf “The Angel in the House” (CR 44-8)
-Continue brainstorming for Essay #1
-Practice Rhetorical analysis
#11
5 Oct.
Bring 2 hardcopies of your essay to class
Conduct Peer Review
-Submit Essay 1to D2L dropbox before 8:15am.
-Take notes for your peer review letters (see DK Handbook, Ch. 5 p. 214-218 for details).
#12
7 Oct.
Colin Powell “The Good Soldier” (CR 146-151).
-Understand the importance of word choice and audience.
#13
12 Oct.
Malcolm X “A Homemade Education” (CR 28-35) and Stephen Jay Gould “Sex, Drugs, Disasters, and the Extinction of the Dinosaurs” (CR 644-651)
-Understand the importance of word choice and audience.
#14
14 Oct.
“Receiving Feedback/ Peer Review” (DKH 214-217) and Revising your writing (DKH 220-225).
-Submit Peer Review letter to D2L dropbox and bring 2 hardcopies of peer review to class.
-Receive feedback and generate revision plan.
#15
21 Oct.
Analyzing Visual Text:
-Scott McCloud “The Language of Comics” 560-574;
-Submit revised Essay #1
-Submit revised essay #1 to D2L dropbox.
-Understand how graphical representation communicates meaning.
#17
26 Oct.
Individual Conferences
Sign up and Attend
#18
28 Oct.
Individual Conferences
Sign up and Attend
#19
2 Nov.
Analyzing Visual Texts:
-John Berger “Uses of Photography” (CR 575-583); Duane Hanson’s “Queenie II” (CR 6-7 and 11), Patricia Watwood’s “The Boxer” (CR 67 &11) and Christian J. Matuschek’s “Homeland Security” (CR 8 &13).
-Receive Essay two assignment sheet
-Dealing with multiple texts.
-Experience various representations of visual “text.”
-Develop techniques for interpreting visual text.
#20
4 Nov.
-Share results of advertising analysis
-Brainstorm methods of approaching visual text for analysis and organizing your argument for composition.
-For homework, review the “Beauty and Cosmetics” section of the “Ad Access” site (http://library.duke.edu/digitalcollecti ... ss/browse/
-Choose an advertisement to focus on for your analysis.
-Analyze applied graphical representations in advertizing.
-Begin to plan your own analysis
#21
9 Nov.
Andy Warhol’s “Brillo Boxes,” Mel Smother’s “I Painted Over Andy Warhol (Montauk) #14” (CR 17-18 & 14),(CR 17-18 &14), Rene Magritte’s “La Condition Humaine” (CR18 &15).
-Practice responding to graphical representation.
#22
11 Nov.
“Style in Visual Texts” (DKH 260-262)
-Bring 2 hard copies of Essay #2 to class
-Conduct Peer Review

-Submit Essay 2 to D2L dropbox before 8:15am.
-Take notes for your peer letters (see DKH, p. 214-218 for details).
#23
16 Nov.
Comparison and Contrast:
- William Butler Yeats’s “A Prayer for my Daughter” (CR 298-301), Gwendolyn Brooks’s “Life for my child is simple, and good” (CR 301-302), Ani Difranco’s “Educated Guess” (CR 306-308).
-Receive Prompt for Essay #3

-Submit Peer Review letter to D2L dropbox
-Receive feedback and generate revision plan
#24
18 Nov.
Jefferson’s “Declaration of Independence” (CR 764-768); Abraham Lincoln’s “The Gettysburg Address” (CR 776- 777), Cornel West’s “On Affirmative Action” (CR 796-799).
-Create plan for comparison contrast essay, incorporating stylistic and structural elements from prior composition work.
#25
23 Nov.
Rhetorical Analysis:
Niccolo Machiavelli’s “Of Cruelty and Clemency and On Whether it is Better to Be Loved or Feared” (CR 863-865).
-Submit revised essay 2
-Submit revised essay 2 to D2L dropbox by 8:15am.
-Review and understand how rhetorical appeals work and apply them to reading.
#26
25 Nov.
NO CLASS (Thankgiving)
-Improve upon this time to begin drafting 3rd essay.
#27
30 Nov.
Rhetorical Analysis:
-Bruno Bettelheim’s “The Child’s Need for Magic” (CR 352-359) and Peggy Oreinstein “What’s Wrong with Cinderella” (CR 360-370).
-Receive Essay 4 prompt
-Analyze rhetorical appeals while comparing and contrasting two works on the same subject.
#28
2 Dec.
Rhetorical Analysis:
-Constance Matthiessen “Harry Potter and Divorce among the Muggles” (CR 438-444) and Lewis Thomas “Humanities and Science” (CR 388-396).
Submit Essay 3 to D2L dropbox before 8:15am.

#29
7 Dec.
Rhetorical Analysis:
Sherman Alexie’s “What You Pawn I Will Redeem” (CR 884-902); Langston Hughes’ “Theme for English B” (CR 418-419).
-Experiement with Rhetorical analysis.
-Theorize methods for translating analysis into written composition.
#30
9 Dec.
-Catch up
-Synthesis and final thoughts
-Receive prep for final exam.


-Essay 4 is due by electronic submission on your exam date and by the time of your exam.
-Your exam date is Dec. 14 at 1:20-3:20



Introduction to Sociology Assignments for Section II—Chapters 4, 5, & 7

Assignment

Date Due

Chapter Four 9/28

Article: “Invisible Privilege”—quiz required 9/30

What Do You Think (p.100) 9/30

What Do You Think (p.107) 10/8

Reflection Assignment: Breaching Experiment 10/8

Reflection Assignment: Invisible Privilege

Chapter Five 9/30

Article: “McJobs: McDonaldization and the Workplace—quiz required 10/5

What Do You Think (p.131)

Chapter Seven 10/5

On Being Sane in Insane Places article—quiz required 10/7

What Do You Think (p.182) 10/12

What Do You Think (p.189) 10/14

Reflection Assignment (organized crime) 10/14

Reflection Assignment (give it up) 10/14

Reflection Assignment (prostitution: facts and fiction)

Cha 4 Reflection Assignments:

Breaching Experiment: Ethnomethodology—(Harold Garfinkel) “people are continually creating

social structure through their actions and interactions.” Every day, we’re always learning about

people’s expectations, and how they make sense of the world/society. Garfinkel advocated

breaking norms, or expectations, to see how people behave. He reasoned that we could have a

better understanding of what people believe is important if we purposely violated perceived

norms. For this reflection assignment, your job is to devise and then conduct a breaching

experiment. Observe the person’s reaction, which should tell you how valuable this interaction

really is. What can we glean, or learn, from that person’s behavior? Please be aware of different

social situations—for example, if you’re a big guy, and decide to test personal space on a small,

older woman, she might perceive that as a threat to her personal safety. So please use common

sense if you decide to conduct a breaching experiment, and do not put people in a situation

where they feel threatened. For this assignment, students must include the following elements:

discussion of the breaching experiment, when/where/how it was performed, with whom, the

outcomes/behaviors observed, and conclusions to be drawn from the experiment.

Invisible Privilege: Answer the questions (Q1-Q3) at the end of the article (on D2L) called

“Invisible Privilege.”

Cha 7 Reflection Assignments

Prostitution: Facts and Fiction—this article is available on D2L. The author discusses different

perceptions of prostitution and whether or not it is truly harmful. For this assignment, discuss

whether or not prostitution should be legalized or continue to be criminalized. Find one

additional academic source that is used to contribute to your discussion.

Organized Crime: Conduct research on organized crime. Identify and discuss a specific person

or group, the criminal activities the person/group engaged in, if these activities were legitimized

or shrouded by a legitimate business activity, etc.

Give it Up: Identify something that you “can’t live without.” Your goal—give it up for 3 days. It

could be television, caffeine, smoking/nicotine, sugar, etc. Track how your body and mind

reacts to the absence, and write (like a journal) how you feel, physically and emotionally,

through this process. Als


REVIEW FOR EXAM TWO

Chapter Four
Know which orientation social structure & social interaction fall under (Macro/micro)
Know what the perspectives say about social structure & social interaction
All of the terms under STATUS & ROLE
Thomas theorem
Be able to explain dramaturgical analysis & ethnomethodology
Studied nonobservance
Impression management
Breaching experiments
Nonverbal communication
Article: Invisible Privilege

Chapter Five
Article: McJobs
Terms—social group, aggregate, category
Primary group compared to secondary group
In-group compared to out-group
Reference group—define, apply
How functionalists, conflict theorists, and symbolic interactionists view groups
Types of group leaders (compare/contrast, be able to identify)
Outcomes of Asch’s and Milgram’s research
Three types of organizations
Problems of bureaucracy
McDonaldization of Society
Japanese model of an organization

Chapter Seven (DEVIANCE)
Three characteristics of deviance
Changing nature of deviance
The end goal of sociologists as they study deviance
What does the conflict perspective address
Reasons deviants are powerless
Saints & Roughnecks—three reasons for the disparity between them
Functionalist perspective
Functions of deviance
Strain theory & its criticisms
Interactionist perspective
Control theory
Differential association theory
Labeling theory—types of deviance, types of labeling, criticisms
Medicalization of deviance




Handout Chapter Four: Social Interaction in Everyday Life

Social Structure—the Macrolevel Perspective
1.provides the ___________________ for interaction

2.we learn certain _____________ and _______________ b/c of our location in the social structure

3.what do the functionalists say about social structure?



4.the conflict theorists say that social structure reflects “a system of relationships of domination” among categories of people


a.you can become stigmatized—a ______________ or _____________ attribute or sign that so devalues a person’s social identity that it disqualifies that person from full social acceptance


Components of Social Structure
Status
1.status: socially defined position that an individual occupies
a.exist __________________ of the specific people occupying them

b.expectations don’t change

2.status set:

3.ascribed status: conferred at birth, received involuntarily, have little/no control

4.achieved status:

5.status symbols: material signs that inform others of a person’s specific status

6.master status:


a.can confer high or low levels of personal worth and dignity on people


b.can vary b/w cultures:

Roles
1.while we occupy a _________, we play a ___________--behaviors, obligations, expectations, and privilege attached to a status

2.what is the sociological significance of roles?


3.role expectation: the way a specific role ought to be played

4.role performance:


5.role set:

6.role conflict: incompatible demands placed on a person by _______________________

7.role strain: incompatible demands built into a ________________________ that a person occupies

8.role exit: when we disengage from social roles central to our self-identity (four stages)





Social Interaction—the Microlevel Perspective
1.social interaction within a given society has certain shared meanings across situations

2.interaction has a ______________, or ___________________, which regulates the form and processes of social interaction

3.our perceptions, however, vary widely, based on:


The Social Construction of Reality (be familiar with the definition as well)
1.we define our realities and then live within those definitions

2.“we present ourselves in terms that suit the __________ and our _______________, and as others do the same, reality emerges”

3.seen with language

4.Thomas theorem: if people define situations as real, they are real in their consequences




Ethnomethodology (Garfinkel)
1.know the term
2.we have _______________________--ideas about the way life is and the way things ought to work

a.believe interaction is based on assumptions of ___________________________


b.how do we uncover these patterns?


c.What do these “rules” show us?





Dramaturgical Analysis (Goffman)—compares everyday life to a theatrical presentation
1.we’re judged by an audience—want to play our roles as well as possible

2.impression management: (also known as ____________________________)—we try to present ourselves to others in ways that are most favorable to our own interests

a.examples:



b.studied nonobservance: ________________________, one player ignores flaws to avoid embarrassment for everyone involved



3.nonverbal communication: uses body movements, __________________, and facial expressions


Language—the Social Construction of Gender
1.What does language convey?








Reality Play—the Social Construction of Humor
1.Functions of humor





2.Conflict of humor


HANDOUT CHAPTER SEVEN—DEVIANCE

Defining Deviance
3.all societies have mechanisms of ________________--practices that encourage _________ and discourage ______________

4.deviance: any behavior, belief, or condition that violates cultural norms

a.deviance is relative:


b.deviance varies according to cultural norms:


c.deviance varies in its degree of seriousness:


The Changing Nature of Deviance
2.from acceptability to deviance:
c.


d.


e.


f.


7.from deviance to acceptability:
h.cohabitation


i.


j.divorce


***note: what is the end goal of sociologists as they study deviance?





Functionalist Perspective on Deviance
5.a certain amount of deviance contributes to the ______________________________

6.Durkheim: deviance performs four essential function:

a.affirms cultural values & norms

b.

c.promotes social unity

d.


Strain Theory (Merton)—deviance arises from particular social arrangements
1.functionalists say that…


2.strain theory: people feel strain when they are exposed to cultural goals that they can’t obtain b/c they don’t have access to culturally approved means of achieving these goals

3.five types of adaptation:

Adaptation
Accept
Reject
Conformity


Innovation


Ritualism


Retreatism


Rebellion



4.criticism of strain theory:


Deviant Subcultures (Cloward & Ohlin)—deviance or conformity depends on the relative opportunity structures that frames a person’s life
1.the social classes have distinct styles of crime



2.illegitimate opportunity structures:

a.what type of tactic?




Interactionist Perspective on Deviance
9.how membership in groups influences our behaviors and our views of life

Differential Association Theory (Sutherland)
5.nutshell:


6.criminal activity is more likely to occur when _________________________________ __________________________________________________________________


7.does this mean, then, that we don’t have control over our future?


Control Theory (Hirschi)
7.who is likely to become a rule-breaker?


8.when does the probability of deviant behavior increase?


9.criticism: provides little insight into why certain kinds of activities are defined as deviant in the first place


Labeling Theory
4.who are the deviants?


5.first, offenders commit the initial act of rule-breaking (primary deviance)


6.may lead to secondary deviance:


7.typically acquire a stigma:

h.can lead to retrospective labeling:


i.can also lead to projective labeling:


10.three criticisms:



Medicalization of Deviance
3.“the transformation of moral and legal deviance into a medical condition”

4.examples:

5.three consequences of this shift:




Conflict Perspective on Deviance
1.addresses why society’s norms and laws define certain kinds of activities as deviant in the first place

2.being labeled “deviant” depends on …


3.three reasons why deviants share the trait of powerlessness:
a.norms & laws reflect the interests of the ____________________________


b.who can resist deviant labels and why?


c.belief that __________________ are natural and good—we rarely question their origin and application


4.**the activities of ______________________ are more likely to be defined as criminal than those of people from ______________________________________________


Illustration of the “Saints” & “Roughnecks”
DEVIANCE, RACE, AND GENDER

Hate Crimes






Feminist Perspective: Deviance and Gender
1.The behaviors of women and men have been judged differently, throughout different parts of the world






CRIME: Spotlight on School Rampage Shootings
4.What is a “rampage school shooting?”




5.Characteristics of the shooters

The 1st Debate will be scheduled for October 17th of this year. The Topic will be about the abnormal growth effects of the Water Capaberra tribe during the tribulation of the West Coast Petroleum Incedent. Contact my E-mail, and we will figure out who will be bringing food and beverages.

What does this have to do with Wrongplanet?

Wonders if this is anything to do with the Alaskan People Front or the Peoples Front of Alaska, could be the WNW or Wing Nuts of Wasilla

What is this I don't even

heh?

Sarah Palin is pissed!