Discourse Community Essay

Discourse Community Essay

Description/Paper Instructions

Discourse Community Essay

Your first project is adapted from Catherine Latterell’s “Remix: Reading & Composing Culture.” Here is the prompt:

Write a 2 ½ -3-page essay. The essay is about a discourse community in which you describe what makes this discourse community, in fact, a community. To begin, review the handout “Discourse Community and Culture” and identify personal, geographical, academic, and social communities to which you belong. Another idea is to identify a daily activity that you share with other people—for example, studying, taking the bus, or working out. As evidenced by the Fleet Feet blog, a community can be defined by a verb or action (i.e., running). For this first assignment, please do not write about an online community. Lastly, your thesis for this project must include an iteration of this sentence: “________________ is a community.”

Your essay should answer the following questions in essay form. Instead of answering the questions one by one, your job is to write a cohesive essay that answers these questions and supports your thesis:

• • What makes this group a community? What holds the group together?
• • What interests, needs, and values do these people share?
• • What tensions or differences work against the cohesion of this community?
• • How do you fit in with this group?
• • What makes this community one that you want to be part of?
• • How does membership in this discourse community impact your life? (e.g., how does it contribute to a life of significance and worth?)

The purpose of this assignment is multifaceted: (1) To broaden your view of the concept of discourse community by moving beyond the explicit manifestations of culture within a discourse community to also include the implicit aspects as well. (2) Reflect on how membership in a discourse community contributes to a life of significance and worth. (3) Reinforce rhetorical knowledge by providing you with the opportunity to write an argument of definition (you may remember this from ENG 1252). (5) Build foundation for primary research techniques.

Ideas for Getting Started

Consider the approach you’d like to take to this assignment. For example, the Fleet Feet blog entry makes this argument: Running is a community. This is a community based on action or activity. Now consider Kathleen Norris who defined a community in a more traditional sense—one based on place. She makes this argument: The Plains are a community or even Lying is a community.

Consider these statements as well:

Loving the Chicago Cubs in a community.

Voting for Joe Biden is a community.

Wearing the t-shirt “I heart dogs” is a community.

No matter which approach you take, be creative and have fun.

Lastly, avoid answering the abovementioned questions one by one; instead, weave together a cohesive essay that is organized in logical manner and uses your observation—a primary source—to draw the reader in and support your argument. Do not lose track to your main goal, which is to convince your audience that the discourse community you describe is, in fact, a discourse community.

Positive and Negative Reinforcement

Negative Reinforcement       Negative reinforcement involves removing an unwanted object or condition once the student has engaged in the desired behavior, which, in turn, creates the likelihood of increased occurrence of the behavior in the future. For example, a teacher might give a student a break from a non-preferred task after completing a portion of his problems, or the teacher might exempt students from the final exam if they have an A average for the class. Notice that the teacher uses negative reinforcement to increase how much classwork Emma completes. Because Emma struggles to complete her mathematics lesson, her teacher decides to temporarily remove the aversive task (i.e., completing mathematics problems) by allowing Emma to take a short break. After the break, she will complete five more math problems, alternating between classwork and breaks until she has completed the task. Over time, the teacher will gradually require her to complete more problems before getting a break. The goal is for Emma to complete the classwork without a break.  Read the following information.

Positive Reinforcement

Teachers often use reinforcement to teach new skills or to increase appropriate or desired behaviors. Although the ultimate goal is for students to regulate their own behavior by responding to intrinsic motivators (e.g., feeling proud), initially teachers might need to deliver more concrete reinforcers to encourage appropriate behavior and to help students learn how to control their own behavior.

When we think of reinforcement, we typically think of what is referred to as positive reinforcement (e.g., giving a student a sticker for completing an assignment, giving a thumbs up for not talking in the hallway). However, teachers can also encourage a student’s acquisition of skills or desired behavior through negative reinforcement. Negative reinforcement should not be confused with punishment, which consists of providing an undesired consequence to decrease a behavior.

Positive reinforcement involves providing the desired consequence after a student engages in the desired behavior, which, in turn, creates the likelihood of increased occurrence of the behavior in the future. Ideally, teachers should try to incorporate positive reinforcement into their daily lessons and activities to encourage skill acquisition and desired behavior.

Discourse Community Essay

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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