InstructionsPlease choose one of the following questions to answer for this unit by Wednesday at 11:59pm (CST). You should also respond to two of your classmates' postings by Sunday at 11:59pm (CST).Before answering this unit's questions, you should view at least the first two episodes of Dexter and read Darkly Dreaming Dexter by Jeff Lindsay.RubricOnline discussions will be graded according to the following rubric.Full-bodied entries—of at least ten sentences of writing from you (in addition to quotations from the text)—are more likely to receive full credit. Lesser credit will be assigned to work that is missing, brief, or clearly disengaged or sloppily produced such that miscues interfere with readability.Your responses to other students’ work are also assessed. Students often resist commenting on each others’ work in substantial ways; instead choosing to post simply “good job” or “looks okay to me.” This kind of peer response doesn’t help your own—or your peers’—development as a writer and thinker.Acceptable peer responses will, among other things:Explicitly identify what was learned from someone else’s work.Ask a follow-up question.Offer an alternative interpretation.Offer concrete strategies for improvement.PointsCriteria18-20Discussion posts are completed on-time; they not only thoughtfully respond to and incorporate course readings when appropriate, but they evidence creative thinking and make a significant contribution to peers’ understanding of the course topics. Moreover, follow-up posts/peer responses clarify and extend the class conversation, demonstrating critical thinking. 16-17Discussion posts are essentially complete and incorporate, when appropriate, excerpts from the course readings. Initial post is made by due date, and follow-up posts/peer responses engage others in continued discussion.11-15Discussion posts are incomplete, inaccurate, and/or late. Peer response is present but perfunctory, offering little “back” to enhance peers’ understanding.1-10Posts and peer responses are not made to all topic threads.0No posts are made, or posts are entered after the unit’s discussion has ended.Questions (Novel and TV)Choose one question to answer:If Dexter Morgan is a vigilante, does that make him an acceptable serial killer? A heroic one? Is he completing a community service for the public? Use specific examples from the novel to highlight the way that Jeff Lindsay writes his novel as a way of exposing the flaws in our communities or justice system.Compare Dexter the series to another crime procedural drama on television today. How does Dexter operate in ways that challenge accepted notions of violence in ways that other series' do not? Be specific in your examples from the series.What exactly are the differences you noted between the TV series and the novel? Why do you suppose these differences exist--and how do they help us understand Dexter in different ways. Essentially, the novel and series will separate at a particular point--why?

Research Project Part Two: AdvocacyLike the Contexts Project, the main assignment here is a multimodal composition that usesvarious rhetorical positions and different types of evidence. While the CP asked you mostly todescribe the landscape of the problem, the AP instead asks you to argue about efforts to addressthe problem you described. Over the course of these next few weeks, as you research andevaluate various sources, and as you draft, craft, and organize your thoughts and evidence, youwill eventually have to 1) describe, analyze, and evaluate one or more efforts to address thesignificant and current political/social/cultural problem that sits at the center of yourproject. From there, you will have to 2) argue which of the efforts to address the problemwork best, explain why, and offer possible next steps; OR make the case that none of theefforts to address the problem works, explain why, and offer possible next steps.In other words, your arguments for advocating solutions in combination with the analytical reasons you provide for why you have chosen to focus on particular solutions will after weeks and weeks ofdiligent engagement become a richly-textured thesis statement, one that deepens your articulation of the problem at hand and argues for convincing for ways to move forward.When we think of the act of advocating and when we imagine a person or an organization who is an advocate for a cause, we think of strongly held opinions delivered with intensity from a rhetorical position that appears unshakable, deeply confident in the ethical rightness of its arguments and the accuracy of its knowledge. If we look at advocacy in this way, we can understand why it takes time to become a convincing advocate, and that advocacy, even when it is delivered in the form of a thesis-driven composition, is a form of argumentation that can be quite different from the balanced arguments we often think of as academic writing, even if it is as rigorous in its presentation of evidence.This is not to say that academic writers are not advocates. They are, and over the course of this project, you will become such an advocate—one who uses academic research and methods todeliver persuasive arguments convincingly to a public of one’s peers. Academic writers in manydisciplines often write with the purpose of advocating for solutions to political/social/cultural/environmental problems. When they do so, they are expected to consider and present positions that run against theirs in various ways – call them counterarguments – in order to meet the expectations of their academic audience. They must demonstrate their mastery of established arguments and knowledge in areas of discourse and recognize the legitimacy of other perspectives, even if the author seeks ultimately to dismiss them.In the realm of public advocacy, arguments and persuasion can look, feel, and sound quite different. Public advocates deliver strong and impassioned arguments by undermining counter arguments. They do so by choice and with knowledge about the various perspectives and pieces of evidence that may potentially undermine their case. When putting forth arguments in academic or public settings, the most convincing advocates do not simply put forward solutions without first comprehending the informed debates in which these solutions are situated. Rather, successful advocates draw from a deep well of knowledge when carefully selecting the evidence and rhetorical appeals that will make their case about how to address the profound social problems they put before their audiences.1This assignment challenges you to become that strong advocate, one who delivers convincing solutions to a current and pressing political/social/cultural problem. You cannot, in all likelihood, be this advocate at the beginning of the project. You will need to spend time researching and evaluating sources; you will need to explore various arguments and perspectives as you write proposals and drafts. At some point, however, after deepening your knowledge and maybe even after writing a full draft or two, you will need to choose a position to advocate.Assignment Requirements The Graded Submission:In Week 9 or thereabouts, you will submit your advocacy composition for a grade.The Ungraded Work:Between now and the submission deadline for the final version in Week 9, your instructor will give you a number of assignments to complete: source evaluations and annotations, outlines, prospective statements of argument, free writing, drafts, peer reviews, and other useful things to help you develop and craft your arguments. All of these assignments are ungraded, and they give you lots of artifacts to use in your ePortfolio! Take advantage of these ungraded assignments; use them to explore ideas and various arguments and as opportunities to receive feedback from your peers and your instructor so that your arguments become clearer and your composition more cogent, richly textured, and gracefully organized. If you complete all of the ungraded work, you put yourself in a much better position to turn in a well-developed submission by the time the final deadline arrives. If you do not do the ungraded work, your final product will have to contend with the final products of others who have and who will therefore turn in work that is of higher quality because it will be more polished comprehensively, and its arguments will be more mature, its thesis more persuasive, and its evidence more convincing.Please complete an annotated bibliography entry for at least:(300words)2 Scholarly Sources (Academic Journals, Books, etc.)3 Popular Sources (Newspaper Articles, Magazine Articles, Blogs, Youtube, Twitter, etc.)Please submit your entry as a Word Doc and insert them in the in the google doc "Class Annotated Bibliography" found in the Collaborations section. Please insert your source alphabetically. Now that we have moved on to the Advocacy Project, you want your entries to be more critically geared. summarize the argument:What is the topic/subject/problem? What is the author's main claim/problem? What are some of the sub-claims/sub-problems? What is the author's position regarding the problem or issue they identify?assess the source: What kind of evidence/materials/examples are used to justify and support their claims? How well does the evidence work to support the author's argument? Are there any specific strengths and weaknesses of the argument? reflect on the source:Will this source be useful to your problem, why or why not? If you think the source will be useful, how do you see it working to shape your argument (i.e. how will you integrate it into your argument)? Will the source be used to justify a particular subproblem you identify? Does it work to demonstrate the efficacy of a potential solution? (Remember, you will need to martial evidence to demonstrate both that a particular problem/sub-problem exists, as well as evidence that demonstrates that a proposed solution would be efficacious/effective.)

Watch "Multiple Intelligences Thrive in Smartville" from Edutopia®.Note example strategies used for the different intelligences presented in the video. What is the role of the teacher in this learning environment? How does it compare to your experience? Explain. The first grade geography lesson had many components, with students using their "smarts" in different groups. How did the lesson and other lessons presented in the video take advantage of the many learning styles that typically exist in a classroom? Relate your answer to Gardner's theory of multiple intelligences. One potential issue with such lessons is classroom management, especially with young children. How would you manage the activities so that your objectives are achieved while maintaining control without stifling creativity? How do the teachers evaluate students' progress toward mastering state standards in this type of program? How is the evaluation tied to multiple intelligences? Bring your responses to the Learning Team. You must attach your answers to the team paper.Share your responses. Dialogue with your team and come to consensus on your observations of the lessons. Be aware that the instructor reserves the right to score each team member's contribution individually. All team members must participate and contribute responsibly and equitably.Create, as a team, a 10- to 12-slide media presentation to summarize your team's consensus on the questions and an analysis of the following: Indicators of effective instruction by the teacher Evidence of student learning Types of assessments used *Note. Add detailed, full-sentence speaker notes on each slide.Include follow-up questions you may have for one of the teachers if you were doing a post-evaluation conference to evaluate his or her instruction.Include each team member's answers to the questions in a separate attachment.Format your presentation according to APA guidelines.https://www.edutopia.org/video/multiple-intelligen...