Engaging Discourse: A 21st Century English Reader, Volume 2
Edition: 1
Copyright: 2021
Pages: 304
Edition: 1
Copyright: 2021
Pages: 304
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Welcome to some of the most important conversations of our time:
* 21st century literacy * social (dis)connection * neuroplasticity * love * appropriation *
* AI * generation studies (OK, Boomer) * happiness studies *
Even while new discourses define a new era, others remain as timeless as medicine and mindfulness, love and literacy, the latest technology, generational discontent, or the pursuit of happiness. (Not to mention that AI will soon displace me.) Engaging Discourse 2.0 seeks the most relevant discourses of the 21st century to engage cognitive development and critical thinking.
Welcome to Engaging Discourse 2.0
Brief Contents
Contents
Author’s Note
The Definition of “Discourse”
Read This Now! A Preface for Students and Instructors
Three Levels of Essay
How to Use Engaging Discourse 2.0
About the Author
Unit One: Literacy in the Twenty-First Century
Nicholas Carr, “Does the Internet Make You Dumber?” (2010)
Finding Connections: Political Literacy in the Twenty-First Century
Resources
Introducing Texts or Sources for the Benefit of the “Outside” Audience
Example: Text Introduction with Citation
Level I Analysis-Response Guidelines
Quotation Integration
Attribution
Unit One Writing Assignments
Sentence Exercises
Unit One Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit One Further Inquiry
Unit Two: Social (Dis)Connection
Alice G. Walton, “6 Ways Social Media Affects Our Mental Health” (2017)
Finding Connections: Generation Stress, version 1.0
Resources
Three Effective Ways to Integrate Quotations
Further on Seamless Quotation Integration
Example: Text Analysis Paragraph that Uses Seamless Quotation Integration with Citation
Level II Making Connections Guidelines
Unit Two Writing Assignments
Sentence Exercise
Paragraph Exercise
Unit Two Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit Two Further Inquiry
Unit Three: Brain Plasticity
João Medeiros, “How to ‘Game Your Brain’: The Benefits of Neuroplasticity” (2017)
Finding Connections: Aging and the Plastic Brain
Finding Connections: Love and Happiness
Resources
Identifying a Public Discourse
Unit Three Writing Assignments
Sentence Exercises
Paragraph Exercise
Making Connections Template Exercise
Unit Three Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit Three Further Inquiry
Unit Four: Romance in the Twenty-First Century
Barbara L. Fredrickson, “Love’s Biology” (2013)
Finding Connections: Wild Ecstasy and Positivity Resonance
Resources
MLA or APA? (Or Something Else?): Formatting Your Work
Online Resources
Unit Four Writing Assignments
Making Connections Template Exercise
Unit Four Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit Four Further Inquiry
Unit Five: Appropriation
Jonathan Lethem, “The Ecstasy of Influence: A Plagiarism” (2007)
Finding Connections: Copyright Era and the Public Domain
Finding Connections: Getting Woke
Resources
The Rhetorical Situation
Text: Author or Audience
Understanding the Rhetorical Situation
Unit Five Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit Five Further Inquiry
Unit Six: The Future of AI
Max Tegmark, “Welcome to the Most Important Conversation of Our Time” (2017)
Finding Connections: The Workforce of the Twenty-First Century
Resources
Your Major Research Question
Unit Six Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit Six Further Inquiry
Unit Seven: Generation Studies
Jean M. Twenge and W. Keith Campbell, “All Play and No Work: Entitlement” (2009)
Finding Connections: Generation Stress, version 2.0
Resources
How to Start Your Research Paper
Drafting Your Introduction
Embrace the Role of Author
Unit Four Writing Assignments
Making Connections Template Exercise
Unit Seven Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit Seven Further Inquiry
Unit Eight: Happiness Studies
Daniel Gilbert, “Paradise Glossed” (2006)
Finding Connections: Can We Choose Happiness? Or Can We Even Choose?
Resources
Sample Student Paper
Unit Eight Writing Assignments
Paragraph “Translation” Exercise
Unit Eight Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit Eight Further Inquiry
Unit Nine: Research in the Twenty-First Century
Identifying a Public Discourse
The Research Process
Your Major Research Question
Designating a Public Discourse
Annotated Bibliography
How to Start Your Research Paper
Drafting Your Introduction
Embrace the Role of Author
Start Playing Games: Using a Fictional Scenario to “Make It Real”
Purpose and Audience
Incorporating a Contrary Viewpoint
Drafting Pages
Self-Check Workshop
Examining Your Draft Essay: Tips for Editing and Revision
Research in the Twenty-First Century
The National Council of Teachers of English (NCTE)
Definition of Twenty-First Century Literacies
Unit Nine Further Inquiry
A Note on the Further Inquiry Sources
Unit Notes on Questions for Comprehension and Exercises
Course Theory and Design
An Afterword for Faculty and Department Chairs
Quality Control
Universal Objectives
Objectives for First Year College Composition
Reading, Literacy, and Composition Standards
Acknowledgements
Index
Bradley Summerhill is a tenured English professor at Truckee Meadows Community College in Reno, Nevada. He graduated with Highest Distinction from the University of Virginia and obtained a Master of Fine Arts degree from the University of Arkansas. He has worked as a journalist and paperboy (Google it). He is the author of a novel, Gambler’s Quartet, and a songwriter for the most excellent garage band Adapter. He is father to one daughter and dreams of leading a full reggae orchestra on sold-out world tours.
“The author’s tone and style are engaging, and students will find the content relevant and approachable. I find especially valuable the question and answer sections, which guide students to become better critical thinkers.”
–Russell Flint, Prof. of English, Florida State College at Jacksonville
“I also like the discussion and modeling of synthetic connections and what synthesis means for academic writing. It is clear and to the point. The rubric is organic, intuitive, and user (and student) friendly. The exercises and essay prompts are engaging and relevant.”
–Tiffany Griffith, Director of Composition, University of Evansville
“The consistent movement within each unit from intro, to focal text, to connections, resources, assignments, etc. provides a wonderful continuity.”
–Paul Plisiewicz, Lecturer, Coastal Carolina University
“Perhaps the most interesting for me was the description of the three levels of essay. That’s brilliant.”
–Craig A. Meyer, Asst. Professor, Language and Literature, Texas A&M University, Kingsville
“I love what this book offers and I’d use it in a New York minute with my students, who are all international students in a first-year composition class.”
–Deryn Verity, Director of ESL/EAP Programs, The Pennsylvania State University
“Summerhill’s approach to a complex topic guides rather than instructs.”
–Chris Carpenter, Adjunct Instructor of English, Collin College
“I find the writing style refreshing—I think students like to hear a voice when reading and this one feels younger and easier to connect with than other textbooks I have read.”
–Jessica Randall, English Instructor, Stephen F. Austin State University
Welcome to some of the most important conversations of our time:
* 21st century literacy * social (dis)connection * neuroplasticity * love * appropriation *
* AI * generation studies (OK, Boomer) * happiness studies *
Even while new discourses define a new era, others remain as timeless as medicine and mindfulness, love and literacy, the latest technology, generational discontent, or the pursuit of happiness. (Not to mention that AI will soon displace me.) Engaging Discourse 2.0 seeks the most relevant discourses of the 21st century to engage cognitive development and critical thinking.
Welcome to Engaging Discourse 2.0
Brief Contents
Contents
Author’s Note
The Definition of “Discourse”
Read This Now! A Preface for Students and Instructors
Three Levels of Essay
How to Use Engaging Discourse 2.0
About the Author
Unit One: Literacy in the Twenty-First Century
Nicholas Carr, “Does the Internet Make You Dumber?” (2010)
Finding Connections: Political Literacy in the Twenty-First Century
Resources
Introducing Texts or Sources for the Benefit of the “Outside” Audience
Example: Text Introduction with Citation
Level I Analysis-Response Guidelines
Quotation Integration
Attribution
Unit One Writing Assignments
Sentence Exercises
Unit One Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit One Further Inquiry
Unit Two: Social (Dis)Connection
Alice G. Walton, “6 Ways Social Media Affects Our Mental Health” (2017)
Finding Connections: Generation Stress, version 1.0
Resources
Three Effective Ways to Integrate Quotations
Further on Seamless Quotation Integration
Example: Text Analysis Paragraph that Uses Seamless Quotation Integration with Citation
Level II Making Connections Guidelines
Unit Two Writing Assignments
Sentence Exercise
Paragraph Exercise
Unit Two Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit Two Further Inquiry
Unit Three: Brain Plasticity
João Medeiros, “How to ‘Game Your Brain’: The Benefits of Neuroplasticity” (2017)
Finding Connections: Aging and the Plastic Brain
Finding Connections: Love and Happiness
Resources
Identifying a Public Discourse
Unit Three Writing Assignments
Sentence Exercises
Paragraph Exercise
Making Connections Template Exercise
Unit Three Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit Three Further Inquiry
Unit Four: Romance in the Twenty-First Century
Barbara L. Fredrickson, “Love’s Biology” (2013)
Finding Connections: Wild Ecstasy and Positivity Resonance
Resources
MLA or APA? (Or Something Else?): Formatting Your Work
Online Resources
Unit Four Writing Assignments
Making Connections Template Exercise
Unit Four Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit Four Further Inquiry
Unit Five: Appropriation
Jonathan Lethem, “The Ecstasy of Influence: A Plagiarism” (2007)
Finding Connections: Copyright Era and the Public Domain
Finding Connections: Getting Woke
Resources
The Rhetorical Situation
Text: Author or Audience
Understanding the Rhetorical Situation
Unit Five Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit Five Further Inquiry
Unit Six: The Future of AI
Max Tegmark, “Welcome to the Most Important Conversation of Our Time” (2017)
Finding Connections: The Workforce of the Twenty-First Century
Resources
Your Major Research Question
Unit Six Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit Six Further Inquiry
Unit Seven: Generation Studies
Jean M. Twenge and W. Keith Campbell, “All Play and No Work: Entitlement” (2009)
Finding Connections: Generation Stress, version 2.0
Resources
How to Start Your Research Paper
Drafting Your Introduction
Embrace the Role of Author
Unit Four Writing Assignments
Making Connections Template Exercise
Unit Seven Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit Seven Further Inquiry
Unit Eight: Happiness Studies
Daniel Gilbert, “Paradise Glossed” (2006)
Finding Connections: Can We Choose Happiness? Or Can We Even Choose?
Resources
Sample Student Paper
Unit Eight Writing Assignments
Paragraph “Translation” Exercise
Unit Eight Essay Prompts
Level I: Response-Analysis
Level II: Making Connections
Level III: Research
Unit Eight Further Inquiry
Unit Nine: Research in the Twenty-First Century
Identifying a Public Discourse
The Research Process
Your Major Research Question
Designating a Public Discourse
Annotated Bibliography
How to Start Your Research Paper
Drafting Your Introduction
Embrace the Role of Author
Start Playing Games: Using a Fictional Scenario to “Make It Real”
Purpose and Audience
Incorporating a Contrary Viewpoint
Drafting Pages
Self-Check Workshop
Examining Your Draft Essay: Tips for Editing and Revision
Research in the Twenty-First Century
The National Council of Teachers of English (NCTE)
Definition of Twenty-First Century Literacies
Unit Nine Further Inquiry
A Note on the Further Inquiry Sources
Unit Notes on Questions for Comprehension and Exercises
Course Theory and Design
An Afterword for Faculty and Department Chairs
Quality Control
Universal Objectives
Objectives for First Year College Composition
Reading, Literacy, and Composition Standards
Acknowledgements
Index
Bradley Summerhill is a tenured English professor at Truckee Meadows Community College in Reno, Nevada. He graduated with Highest Distinction from the University of Virginia and obtained a Master of Fine Arts degree from the University of Arkansas. He has worked as a journalist and paperboy (Google it). He is the author of a novel, Gambler’s Quartet, and a songwriter for the most excellent garage band Adapter. He is father to one daughter and dreams of leading a full reggae orchestra on sold-out world tours.
“The author’s tone and style are engaging, and students will find the content relevant and approachable. I find especially valuable the question and answer sections, which guide students to become better critical thinkers.”
–Russell Flint, Prof. of English, Florida State College at Jacksonville
“I also like the discussion and modeling of synthetic connections and what synthesis means for academic writing. It is clear and to the point. The rubric is organic, intuitive, and user (and student) friendly. The exercises and essay prompts are engaging and relevant.”
–Tiffany Griffith, Director of Composition, University of Evansville
“The consistent movement within each unit from intro, to focal text, to connections, resources, assignments, etc. provides a wonderful continuity.”
–Paul Plisiewicz, Lecturer, Coastal Carolina University
“Perhaps the most interesting for me was the description of the three levels of essay. That’s brilliant.”
–Craig A. Meyer, Asst. Professor, Language and Literature, Texas A&M University, Kingsville
“I love what this book offers and I’d use it in a New York minute with my students, who are all international students in a first-year composition class.”
–Deryn Verity, Director of ESL/EAP Programs, The Pennsylvania State University
“Summerhill’s approach to a complex topic guides rather than instructs.”
–Chris Carpenter, Adjunct Instructor of English, Collin College
“I find the writing style refreshing—I think students like to hear a voice when reading and this one feels younger and easier to connect with than other textbooks I have read.”
–Jessica Randall, English Instructor, Stephen F. Austin State University