ACP Portfolio

Objective: The student will (TSW) be able to identify appropriate audience and appeal for rhetorical
analysis essays and develop ideas for drafting first drafts of essays.

Short Answer Response

1. How would you select the appropriate audience for an essay titled “African American Males and 
the Criminal Justice System”? Support your answer by providing evidence from your textbook. 
 

2. Defend or Deny that the following essay should be intended for an audience of potential gun 
owners: 
 

Gun Control – Should We, Or Should We Not?

The issue of gun control has come up recently as an important decision opportunity for our
country. Many people are asking whether guns really are the helpful tool that many of us
have been saying they are, or if they are the killing machines they have recently been
publicized as. Gun Control: The Great Cop-out by Jared Machaud andGun Control and the
Constitution by David B. Rivkin Jr. and Andrew M. Grossman effectively display the anti-gun
control side of this discussion; whereas The Second Amendment is all for Gun Control by
Adam Winkler and Making Gun Control Happen by Patrick Radden Keefe display the pro-gun
control side.

3. Which of the following is NOT a reason to support why writing a rough draft is important before 
publishing a final copy? 
 
a. Most mistakes are found in the first draft of an essay 
b. A rough draft is a part of your grade 
c. Writing a rough draft helps writers generate ideas 
d. Revisions must be made in order to publish a final draft 
 

4. Examine the following title is BEST suited for which type of publication? 
                      “Living, Learning, and Letting Go” 
 
a. A women’s magazine 
b. A local newspaper 
c. A scholarly essay 
d. A science journal 

ADJUNCT CERTIFICATION PROGRAM REFLECTION 
David C. Turner                                                                                                                                   April 28, 2016 
 
 
  As a new adjunct to the Lone Star College System with LSC‐Tomball, I am always excited to seize 
every available opportunity to grow professionally and to become a better educator for my students, as 
well as to help fulfill the vision, mission, and goals of the college. So when the adjunct certification 
program opportunity came up, I immediately jumped at the opportunity to be involved in the program. I 
didn’t really fully understand what I was getting myself into, or what all it would entail, but I dove in 
head first. Just like doctors and lawyers who practice medicine and law, educators practice the art of 
educating students. We don’t know everything there is to know about teaching and learning because it 
is a unique field that is always changing and evolving. As our students change and are different, so must 
our instructional methods be to better serve them. Entering into the adjunct certification program, I 
have gained many valuable insights from my participation in this program that have reignited my 
passion for teaching. I am excited to implement the new technologies that I have discovered through 
this course into my classroom instruction; and even more excited to see how it will benefit my students 
and help them to grow. You cannot place a specific value on knowledge because it is priceless. 
Knowledge is the only thing that we can gain that no one can ever take away from us; therefore, I would 
rate the knowledge that I have gained from the ACP course as priceless. I am a better educator for going 
through this course. In addition to the value, knowledge, and insights that I have gained from the ACP, I 
have also learned a great deal of things to incorporate into my classroom instruction. 

  One of the tools that I have incorporated into my classroom right away is Zaption. Zaption is a 
very fun and interesting way to imbed questions directly into videos from YouTube and other sites. You 
can even embed your own videos into Zaption. Before I discovered this site, I would use clips from 
YouTube, Ted.com, Khan Academy, and other sites to supplement my instruction; however, I would 
have to pause the videos myself and then ask the students questions. When I am teaching an online 

ADJUNCT CERTIFICATION PROGRAM REFLECTION 
David C. Turner                                                                                                                                   April 28, 2016 
course, it was impossible for me to stop the video for students as they watched it on their own and I 
would just have questions for them that they could answer during or after the video. All of this was the 
OLD WAY of doing things and it was somewhat effective; however, with Zaption, my online students are 
going to benefit more from instructional videos embedded with questions because it will be more true 
to a face to face classroom and be more engaging. I also learned other instructional technology tools 
such as plickers and socrative. These polling/quiz programs help to get quick and easy formative and 
summative assessment data. I would utilize these tools more for formative assessments and checks, but 
they are a great tool to engage students in the learning process. Some teachers are intimidated by using 
technology in the classroom; however, I embrace it in my daily practice of teaching. Technology makes 
teaching more efficient and effective when it works properly and is used properly. In this technology rich 
society that we live in, exposure to multiple technology platforms is going to be a great benefit to our 
students as they acquire skills that they need in order to compete in the job market.  

  I would like to see more professional development opportunities similar to the Adjunct 
Certification Program that included more innovative teaching methods, the latest instructional 
technology platforms, teaching best practices, student engagement, and on how to prepare for a full‐
time position with the college. I would also like to see more professional development opportunities 
that are geared towards online learning because our online course offerings are expanding and we need 
more support to engage these students and to help them to be successful. Most of my courses are 
taught online because it is more flexible for me in conjunction with my full‐time job and other 
responsibilities. I know that many of our students who work full‐time and have families and other 
responsibilities choose online coursework for the same reasons as well. I want to show them that a 
healthy work‐life balance can be achieved while pursuing your degree and I will lead this initiative by 
example because I am in the same boat as my students. More trainings or professional development in 
this area would help other professors as well as myself to improve our online courses and instruction. 

ACP Showcase

DAVID TURNER
DS ENGLISH
LSC- TOMBALL

Student Preparation Strategy

 Students do not really need to prep anything extra for this lesson.
Most of the lesson will be driven from activating prior knowledge
and building upon existing knowledge. My hope is that the students
will use what they know, take away something new, and be able to
apply it.

BOPPPS- Bridge

 For the bridge or the “hook” of my lesson, I will show the students an advertisement
and have them to evaluate it, followed by a few discussion questions on a socrative
poll. We will then discuss these questions as a class and I will state the objective of the
lesson to transition smoothly to the next phase of the lesson.

Bridge: Commercial (via Youtube) followed by Socrative question poll.
Video: https://www.youtube.com/watch?v=yB8tgVqmKzw
Socrative: Room= Lueagle

 1. What is the purpose of this advertisement? (comprehension)
 2. Who is the intended audience? (knowledge)
 3. Does the author/advertiser do a good job of persuading their audience? Why or

why not? (analysis)
 4. Would this advertisement be appropriate for any other audience? Why or Why

not? (synthesis/evaluation)
Estimated time: 5-10 minutes

BOPPPS-Objectives

 After engaging students in the socrative poll, I will state the
objectives for the lesson for the students and briefly explain how we
are going to meet those learning outcomes.

Learning Standard:
 Write a story appropriate to audience and purpose.

 Learning Objectives: By the end of this lesson, students will be able
to

 (comprehension) identify and apply appropriate rhetorical
approach to writing

 (analysis) develop audience profiles for target audience to begin
first draft of essays.

BOPPPS-Pre-Assessment

 The Pre-Assessment is tied to the hook of the lesson, assessing the
student’s prior knowledge of purpose appropriate audience.

BOPPPS- Paticipatory Lesson

 The Lesson focus will be two fold:
1. Understanding how to select appropriate audience for writing and
2. Understanding rhetorical appeals and which appeal is appropriate

for writing

BOPPPS- Participatory Lesson

Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:
 4 questions with Bloom’s level identified
 New instructional technology you are trying
 At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

5 Background Knowledge Probe (CAT) Answer questions in background Handouts and

minute Pollev.com knowledge probe and discuss as a class. polleverywhere.com

s

20 Whose Audience is it Anyway? PowerPoint Notes and questions Handouts and

minute Presentation student resources

s

7 Zaption video with questions Students work independently through

minute https://www.zaption.com/lessons/571797766a3245eb video and questions during class.

s 53c5086b

15 Students will develop audience profiles and Students will create audience profiles and Student resources

minute determine appropriate appeal and topics for essays then determine appropriate appeals and and

s narrow down topic for essays.

Post-assessment: How will you assess if objectives have been met?

Students will write an appeal statement for their essays and tell the type of appeal it is. Students will confirm with teacher or peer

that their rhetorical appeal is correct for their essay topics.

Estimated time: 15 minutes

BOPPPS- Post Assessment

 Students will write an appeal statement for their essays and tell the
type of appeal it is. Students will confirm with teacher or peer that
their rhetorical appeal is correct for their essay topics.

BOPPPS- Summary

 Summary: How will you close the lesson?
 Finger poll
 Students will hold up either one finger, two fingers, or three fingers to respond to

questions related to the lesson given by teacher. The questions will represent the
rhetorical triangle. One finger is Logos, Two Fingers is Pathos, and Three fingers is
Ethos. Some questions might include:
 Listen to the following appeals and tell me if it is logos (by holding up one finger),
pathos (by holding up two fingers), or ethos (by holding up three fingers). Be
prepared to defend your response if called upon.



 The lifelong pain and anguish experience by children of abusive and neglectful
parents can never be erased. (Pathos)

 "I have run a successful business, I can help the economy" any
businessman/wannabe politician. (Ethos)

 "Every day, tuberculosis kills 5,000 people. The global incidence rate of
tuberculosis is rising; therefore, we need to commit more resources to finding a
more effective cure." (Logos)

Personal Reflection

 Overall I enjoyed my experience in the adjunct certification
program and believe that I learned a lot that will make me a better
teacher. I was admittedly skeptical about the course at first when
we were told that we would be creating a lesson plan because I
have been teaching for 13 years and have done hundreds of lesson
plans; however, this one was unique because it stretched me more
than I have been stretched in quite some time. I learned new
technologies and learned new strategies to implement in my
instruction. I never saw myself as a lecturer anyway, so the plethora
of resources that were shared throughout the program were
invaluable to helping me improve how I approach my teaching.

I enjoyed the course and would highly recommend it to any adjunct
faculty member who is serious about improving their craft.

WHO’S AUDIENCE IS
IT ANYWAY?

English 0306
Professor Turner

Targeting Your Audience

◦ No matter what type of writing you are doing, you should plan to write to
someone—that is, you should target an audience for your writing assignment.
Audience analysis is crucial to understanding what should go into each piece
of writing. You should consider your audience’s needs in your research; your
content; the background information you provide; your tone, style, and
wording; and the frequency with which you define terminology. Analyzing
your audience will help you make the necessary decisions about what you will
write.

◦ audience analysis—a detailed examination of the significant characteristics of an
audience so that you can tailor your writing to meet its needs

Who’s audience is it anyway?

◦ Many students assume that the instructor is the primary audience for the writing. Although your instructor
may be your audience for an essay, he or she may also expect you to write for your classmates or others
in your field of study.

◦ Which audience would be appropriate for a novel titled, Fifty Shades of Hay?
a. College students
b. Fowls
c. Bovine Animals
d. Amphibians

Answer

◦ primary audience—the audience for whom something is written

Who’s audience is it anyway?

◦ This character is performing for a crowd of Evangelical Christians. Is this the appropriate
audience? Why or why not?

Who’s audience is it anyway?

◦ Would this character be a good fit for a 5 year old’s birthday
party? Why or why not?

Who’s audience is it anyway?

◦ Select the appropriate speaker for a presentation to motivate unemployed people in
the oil and gas industry:
c.

a.

b. d.

Who’s audience is it anyway?

◦ An essay topic on Why Donald Trump will Win the Republican Nomination for President
is best suited for what audience?

a. Republican Politicians
b. Democratic Politicians
c. Republican Voters
d. A political science course
e. Both C and D

Writing with a Purpose

◦ In addition to knowing who your audience is, you must understand the purpose of your
writing. Writers always have a specific reason for writing, and purpose includes what the
author intends to accomplish in the writing and how the author wants the reader to use the
information. Purpose bridges the gap between audience and content, linking them
inextricably to you, the writer.

◦ Your purpose is not the same as your writing strategy. To analyze some concept is not, by
itself, very interesting or meaningful. But to analyze a concept to look closely at its various
parts so that you may gain new insight into what it means has both strength of purpose and
meaning for the reader. In college writing, your purpose for writing is usually to explain
something to your readers or to convince them of your way of thinking.

◦ If you are unsure who the target audience is, discuss the issue with your instructor. Also, be
aware of key words on your assignment sheet that will help you identify the intended
audience, e.g., “Write an analysis for others in your field” or “Describe to the class.”

Developing an Audience Profile

◦ To develop an audience profile, you need specific information about your audience—
information about its understanding of and attitude toward your subject. Your instructor
may guide you in learning what questions to ask to get the necessary information to
profile your audience, or you may develop this list yourself. The following list, although
not exhaustive, can help you do that. Be aware that your instructor or your particular
writing assignment may require more information about your audience.

◦ Who is my primary audience?

◦ What purpose will this writing serve for my readers? How will they use it?

◦ Is my audience multicultural?

◦ What is my audience’s attitude toward and probable reaction to this writing?

◦ Will readers expect certain patterns of thought in my writing? Will they need statistical
data to be convinced?

Planning for writing

◦ After you determine the nature of your audience and your purpose, you must
determine how this information affects your planning and writing decisions. For
example, the audience profile will tell you the following:

◦ how much information to convey

◦ what kinds and levels of details to include

◦ what concepts to emphasize

◦ how much time to spend in research

◦ what writing strategies to use

◦ how to organize your information

◦ what words, tone, and style to use to communicate with your audience

Some students prefer to answer these questions before they begin to write. Other
students begin planning the writing and answer these questions later. Actually, this series
of planning activities includes prewriting activities and perhaps some research. The goal
of this phase of the writing process is to determine the scope of your writing project and
to prepare to write your first draft.

BOPPPS LESSON PLAN 

COURSE: English 0306 

Lesson Title: Understanding Your Audience and Rhetorical Appeals 

 

Bridge:  Commercial (via Youtube) followed by Socrative question poll.  

Video: https://www.youtube.com/watch?v=yB8tgVqmKzw 

Socrative: Room= Lueagle 

 

1. What is the purpose of this advertisement? (comprehension) 

2. Who is the intended audience? (knowledge) 

3. Does the author/advertiser do a good job of persuading their audience? Why or why not? (Analysis) 

4. Would this advertisement be appropriate for any other audience? Why or why not? (synthesis/evaluation) 

 

Estimated time: 5‐10 minutes 

Course Student Learning Outcome: 

Write a story appropriate to audience and purpose. 

 

Learning Objectives:  By the end of this lesson, students will be able to 

1.  (comprehension) identify and apply appropriate rhetorical approach to writing 

2.  (analysis) develop audience profiles for target audience to begin first draft of essays.  

 

Pre‐Assessment:  

 

Estimated time: 5‐10 minutes 

Participatory Learning:  

HIGHLIGHT AND LABEL THE FOLLOWING: 

 4 questions with Bloom’s level identified 

 New instructional technology you are trying 

 At least one classroom assessment technique (CAT) 

 

Time  Instructor Activities  Learner Activities  Lesson Materials 

  Handouts and 
polleverywhere.com 
5  Background Knowledge Probe (CAT)  Answer questions in background knowledge probe  Handouts and student 
resources 
minutes  Pollev.com  and discuss as a class.   

20  Whose Audience is it Anyway? PowerPoint Presentation  Notes and questions 

minutes   

7   Zaption video with questions  Students work independently through video and 

minutes  https://www.zaption.com/lessons/571797766a3245eb53c5086b questions during class. 

15  Students will develop audience profiles and determine  Students will create audience profiles and then  Student resources and  

minutes  appropriate appeal and topics for essays  determine appropriate appeals and narrow down 

topic for essays.  

Post‐assessment:  How will you assess if objectives have been met? 

Students will write an appeal statement for their essays and tell the type of appeal it is. Students will confirm with teacher or peer that their rhetorical appeal 

is correct for their essay topics. 

Estimated time: 15 minutes 

Summary: How will you close the lesson? 

Finger poll 

Students will hold up either one finger, two fingers, or three fingers to respond to questions related to the lesson given by teacher. The questions will represent 

the rhetorical triangle. One finger is Logos, Two Fingers is Pathos, and Three fingers is Ethos. Some questions might include: 

Listen to the following appeals and tell me if it is logos (by holding up one finger), pathos (by holding up two fingers), or ethos (by holding up three 

fingers). Be prepared to defend your response if called upon. 

 

1. The lifelong pain and anguish experience by children of abusive and neglectful parents can never be erased. (Pathos) 

2. "I have run a successful business, I can help the economy" any businessman/wannabe politician. (Ethos) 

3. "Every day, tuberculosis kills 5,000 people. The global incidence rate of tuberculosis is rising; therefore, we need to commit more resources to 

finding a more effective cure." (Logos) 

 

Estimated time: 3‐5 minutes 

 

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.) 

Creating an Audience Profile

When you are constructing your audience, consider the following factors and use them as a
means to focus your thesis and shape the tone and organization of your argument.
Remember that the answers to these questions are going to determine what kind of
language you use in your essay and how you use it. Think about the parents/friends
example from The Indispensable Audience. Respond to the following questions to get a very
concrete sense of to whom you are writing this essay so that you can construct an essay
especially for them. Remember, there is no such thing as the general public. If you can't
describe your audience specifically (what kind of shoes they wear, where they hang out,
how they think about the world) your paper is not going to be as focused as it could be.

Questions

Where does the audience get most of their information?
Newspapers, T.V., other people? Are these reliable sources?

Does the audience have a vested interest in the topic? Is that
interest distorting their view? Enhancing it?

What is their age, sex, sexual orientation, religion, value system,
political affiliation?

Where do they live? Is there a regional bias of some sort?

What is their socio-economic background?
What is their level of education?
Do they have kids? Are they married or single?
Is this a purely hypothetical issue for them or might it affect their
lives?
Can they personally do anything to change this issue? What?
Are they openly antagonistic or supportive of this issue?
Have they published anything on the topic?

Who would be an authoritative source in the eyes of this audience?
 

http://zapt.io/t8my3j9w 

1. What made you choose this tool?
I chose this tool because I enjoyed using it the most of all the tools we explored in the ACP session. I
have always stopped my videos and asked questions, this saves me from the constant stopping and
prompting and allows me to generate those guided questions in the video. I still can guide the discussion
in a different direction according to the individual student and class needs; however, this is an excellent
resource!

2. How have you used it to accomplish the lesson objectives?
I have used this resource to accomplish the objectives to give pre-text and background information to
students. It can also be used to guide them instructionally on the argument types and persuasive
techniques.

3. What (if any) challenges or difficulties did you have in learning this new tool?
I had a few challenges selecting the appropriate video for my topic; however, I was able to find a video to
suit my needs. I also found it helpful that I could upload a video from my personal Youtube account to use
and create a zaption for.

4. Is this something you would be willing to use again in the future? Why or why not?
I am way ahead of you! I am already using it in my online class as well as in my K‐12 classes. Creating the 
zaptions does take a little bit of time; however, once you create them, they are wonderful and can be 
reused, modified, or you can create new ones to add to your account.