Primrose Road

Measles is on the rise again in the United States thanks to celebs and M.G.'s (the respected "Master of Google" degree) pushing the belief -- to desperate parents in desperate situations -- that vaccines cause autism. Read about it here and here. Put really simply: this is why science education and critical thinking skills are so important.

Fascinatingly, at least one Wiccan acknowledges the awful -- and sometimes offensive -- pseudohistories that many of her fellow adherents buy into. She intelligently points out that her religion is only sixty years old, that ancient Celtic societies were not matriarchal, and that witch-burnings persecuted women, not witches (no one burned as the result of a witch trial was, after all, what we'd today term a 'witch'). I have on several occasions (and at several universities) seen young people -- especially young women -- attempt to read present-day Wiccan concepts into, say, Shakespeare's works; hence it's great to see someone from within that belief system address the pseudohistories that could have detrimental effects on students' academic work and critical thinking skills.

My Comp I course for the fall, which I hope doesn't sound too crackpot: Course Objectives This course introduces students to the fundamentals of expository and academic writing. Students will develop the critical thinking skills fundamental to successful academic writing, along with the understanding of context, purpose, and tone necessary to develop coherent arguments. Additionally, students will explore issues of audience and credibility, as well as the ways in which arguments may be mediated via images, hypertext, satire, and humor. Course Description In our course, we will think about, critique, and research common scams (i.e. Print-On-Demand services, Multi-Level Marketing, diploma mills, real-estate infomercials, etc.) circulating in present-day American culture as a means of working towards the objectives described above. Each student will select an individual scam to work with in writing a persuasive essay, definitional argument, and a final in-depth exploration that incorporates credible secondary research. Course Text: Lunsford and Ruszkiewicz, Everything's An Argument. Additional readings will be distributed in class (or links will be supplied). Assignments Selecting Your Scam: Early in the term, we’ll be discussing a range of scams through the lens of the rhetorical triangle (ethos, pathos, and logos). By the start of the third week of class, you’ll select one specific scam that especially interests – or angers! – you enough that you’d be willing to work with it for the remainder of the term. Possible choices include but are not limited to:

• Multi-Level Marketing (Amway, Nutrilife, Mary Kay, Herbalife)
• Diploma Mills
• Homeowner Scams (real-estate infomercials, Direct Buy)
• Writing Services and Contests (PublishAmerica, poetry.com)
• Self-Help (The Secret, The Law of Attraction, “work 3 hours a week and succeed” books)

Response Papers: Choose two or three ideas from the assigned readings that you reacted to strongly. You’ll be analyzing these ideas in relation to ethical appeals, the Toulmin analysis, and causal arguments. Persuasive Essay (3-5 pages): For this essay, you will attempt to convince a broadly conceived audience that the scam you are writing about warrants further consideration/discussion. Though this assignment does not require outside sources, you must consider issues of audience and how you will (1) establish credibility with that audience and (2) convince them of the validity of your argument. Definitional Argument (2-3 pages): Choose one word or phrase that your scam equivocates to and write an essay that discusses (1) different possible meanings for the word or phrase, (2) why the word or phrase’s meaning shifts depending upon the context in which it is used, and (3) your view on the ethics of the scam’s use of the word or phrase. Source Writeup/Lit Review (5 pages): You will summarize the arguments of several primary and secondary sources, including but not limited to: 3 credible print sources (or 2 print sources and a relevant interview), the scam’s website, and the critique(s) offered by a “watchdog” site. A handout that explains this assignment in (excruciating?) detail will be distributed well before the due date. Final Paper (8-10 pages): For your final paper, you will write a multi-source argument that engages the sources you discussed in your Source Writeup. You should discuss your scam’s history, business practices, how and why it seems to be able to deceive others, and your recommendations for shutting it down. A detailed handout is forthcoming. Though the final version of this paper is due with your portfolio, you will need to have a complete draft ready for revision exercises on and a second draft for conferences later that week. Portfolio: Your portfolio is to include all previous assignments (response papers, persuasive essay, definitional argument, source writeup, the final version of your final paper, and a project narrative. Once again, a detailed handout on the project narrative is forthcoming. Naturally, classes will also include a discussion of diploma mill ethics and the Crap vs. Not-Crap classroom exercise.

After much research and long hours in the lab, I have developed the following test to gauge students' critical thinking skills: 1. Do you believe in destiny? ----------------- Yes / No / Maybe (Disclaimer: I'm kidding. Sort of. I mean, I don't actually administer this to my students or anything. Have a lovely day.)