Week of 12/14-12/18 (end of term!!!)

Heads up — Monday 12/14 will be our last formal class session. Wednesday 12/16 will be an open Office Hour for people who still need help with the Final Portfolio (revisions or reflection). We’ll wrap up the term, do a fun thing, and wish ourselves a happy holiday!

And here’s the Padlet to leave something for future students:


Update: 12/10

The grades and comments for the Unit 3 projects are up. What wonderful things you folks created! Anher’s cartoons (which you should read starting from the one on the far right side since she did it first) is something you should not miss; everybody can relate to it because it’s about online learning.

Thanks to everybody for showing up for the Conferences. I enjoyed them. Please email me or text me on Slack if you have questions.

I’ll see you in class on Monday, Dec 14, which will be our last formal meeting! Yikes!!!!

Week of 12/7-12/14

Image by ElisaRiva from Pixabay

No class meetings this week! One-on-one conferences only.  Keep working on your Final Portfolios.

Here’s a list of conference times and people who have signed up for them:

Monday 12/7

  • 10:00 Abigail Branch
  • 10:30 Zachary Forkash
  • 11:00 Nevena Vucovic
  • 11:30 Jamilet Martiez
  • 12:00 Jason Chan
  • 12:30 Yuong Hua Ng Liang
  • 1:00 Rashed
  • 1:30 open
  • 2:00 open

Tuesday 12/8

  • 10:00 Yong Yu Chen
  • 10:30 Anher Hafiz
  • 11:00 open
  • 11:30 Emel Pejcinovic
  • 1:00 Rashed Saikat
  • 1:30 Esther Michnik
  • 2:00 Rehan Mohammad

Wednesday 12/9 – no class meeting but I will be in the Zoom room starting at 9:30 for anybody who missed their conferences OR feel like they need a few more minutes conference time. (UPDATE 12/7: Anaya is now scheduled for 10 am.)

Important post 12/2 meeting information!

Hope I got your attention :-).

First about the Murray piece: do NOT answer the questions at the end of the reading assignment. Some textbook writer wrote those so you can ignore them. What you should do is answer the prompt I left on the schedule:

 READ: “The Maker’s Eye” by Donald Murray. https://robertnazar.files.wordpress.com/2018/09/themakerseye.pdf

WRITE & POST TO  OPEN LAB: Pick your favorite idea/line from Murray’s piece and explain why you picked it. How does it apply to your own work? DO NOT ANSWER THE QUESTIONS AT THE END OF THE READING PASSAGE!

Title it “Maker’s Eye – your name” and post using Category Final Portfolio. Tag “Maker’s Eye.”

Second, about the Final Reflection. This is tricky to explain, but this is meant to be an honest look at how you feel about what you’ve done this term. If it’s been confusing or an assignment was annoying, say so. It’s your term and your work, after all. And I absolutely do NOT lower anybody’s grade no matter what they say (I even had a student one year start off with a string of curses about how I made him think too hard and the readings were so difficult… and ended by saying that when he won his first Oscar, I would be the first person he would thank in his speech. To which I thought… well… okay then…).

Along those same lines, don’t spend 1000 words saying how wonderful I am or how life-changing the class was or whatever. I’m not looking for praise, and after as many degrees in writing as I’ve earned, I can pad and kiss-up better than almost anybody I know… and I can spot it a mile away. I always appreciate a compliment (which you can put at the very end) but I also appreciate criticism and I really appreciate honesty.



So that’s my rant about the Final Reflection :-).


Third, about our conferences next week. Remember: no formal class meetings. Check the Google Doc to be sure you know when we’re supposed to meet. And bring in a bit of the Final Reflection (or post it ahead of time here in OpenLab).

See you next week!

Week of 11/29 through 12/7:

We’re on to the Final Portfolio & Final Reflection! Here’s the link to the Assignment and Schedule. Of course, it’s in the Course Assignments area, too. I put both assignment and schedule on one page because it’s not that much, but I  also put a “Print This” button at the very bottom so that you can download it as a pdf or print it out.

  • This week, we’ll be talking about getting ready to create your Final Portfolio.
  • Next week, we’ll be doing individual conferences rather than having class sessions.

One thing we’ll be doing in class on 11/29 is playing with a new Padlet so we’re all talking about terms in the same way (and so you can use them in your Final Reflection). Here’s the link to that Padlet so you can come back to it as you’re working on your Final Reflection.

To find your Time Capsule post (and the other things you’ve written this term and posted on OpenLab), go to the right-side list and click on your name. Everything will be there in reverse chronological order

Just FYI, your Unit 2 work has been graded and commented on (both in the Grade Book and in the Google Drive). Same with Unit 1. Take a look at the Drive to be sure I looked at the correct version of your work.

Post class session: Here’s the whiteboard where I talked about the terms.


Updated Assignment Sheet for the Artist’s Statement:

When I looked at the assignment as it was written originally, I decided it was a little confusing. So I took another pass at it – a revision. I talked about metacognitive reflection early in the term — the process of stepping back and looking at the whole thing (meta), thinking about it (cognitive), and considering what you did and what you might have done differently and might do differently in the future (reflection). That’s what this Artist’s Statement is — a metacognitive reflection about the genre project you’ve just completed: the choices you made, why you made them, what happened, how you feel about it now.  So for this 750-100 word document, you’re going to create your own metacognitive reflection about your project, and do it in a way that tells us what happened and when — the chronology of thought and actions that took you from your first ideas about it all the way to the completed project.

There are three sections in your Artist’s Statement (you can set these up as subheads in your document if you’d like):

  1. Before I began: Think back through everything you did – every choice you made and why – before you actually got to work on the genre project. Here are the things you need to talk about:
    • Context: Give us the background for this project. Remind us how you became interested in the topic.
    • Rhetorical Situation and Related Choices: Tell us the “why” of your project. What was your purpose for making this project? What audience did you want to direct this information to? Why that audience specifically? Where did you see your piece being shown or distributed to your audience? What appeals did you decide to use (which, of course, may have changed later): facts (logos), emotion (pathos), the credibility of you or someone you talk about (ethos)?
    • Genre Considerations: Why did you chose the genre you did? What made you think that genre would be the best one for your audience? For example, if you did a brochure, what made a brochure the best way to get the information to your chosen audience — that is, you knew you had a place to distribute it so that seemed logical?
  2. Doing the project: Walk us chronologically through the process you went through to get it done: this then this then this… What went well? What didn’t go so well? What did you have to change and when? Did you throw out your original idea altogether, and if so, why? Who/where did you turn to for help? When did you panic (if you did) and what did you do about it?
  3. Now that it’s “done”: How do you think it turned out? Did you change the kinds of appeals or see them evolve as you went along (it happens)? Why?  What, given all the time and money and expertise in the world, would you have done differently? What works great, what are you happiest about? How easy or hard was it? How do you feel about having done something like this as a college project — can you see using any of this in the future (tools, analysis, etc.)?


  • Length: This Statement should be at least 750-1000 words in length.
  • Format: Set it up like a typical MLA essay with the name block in the upper left, 12 points Times New Roman or Calibri, paragraphs indented one tab. Use boldface subheads if you would like to separate the three sections for easy reading.
  • How to submit: Post this to the Google Drive, Unit 3. Also post or link to your genre project here.
  • Due: This and the project itself are due Sunday March 29, end of the day.

Quick note (11/19): 

The “grades” for the Unit 2 work are in the Grade Book. As before, the grade is just an interim grade and will depend on how your Revisions for the Final Portfolio turn out. I did leave a comment in the Grade Book of my overall reaction, and the specific Comments are on the Google Docs themselves. Let me know if you want to meet one-on-one soon, although I’ll be setting up appointments after Thanksgiving with everybody to go over the Final Portfolio,

Week of 11/16 through 11/22:

Monday 11/16, we’ll be looking at, and giving each other some feedback on, your works in progress. We’ll also talk about the  scheduling for the rest of this Unit. Wednesday 11/18 will be all about writing the Artist’s Statement that accompanies your project.

This Weekly Schedule is a little different, as you’ll see. It covers the rest of this unit through the Sunday after Thanksgiving. Mostly, you’ll be finishing up your Unit 3 projects and writing the Artist’s Statement, and then taking a breath before we get into the Final Portfolio & Final Reflection after Thanksgiving. I’ll have Unit 2 Comments/Grades done by Thanksgiving, too.

And here are the guidelines for the Artist’s Statement (fyi, I copied it from the Course Assignment page for Unit 3):


Explaining the rationale behind our actions and decisions is an important kind of reflective writing because it makes visible what is otherwise invisible. You can choose to write an e-mail in Comic Sans font, but unless you explain why, the choice may seem mysterious and odd to readers. Composers of all sorts often write an Artist’s Statement for their audience that explains their inspirations, intentions, and choices in their creative and critical processes. It helps the reader understand the process that led to the final product by providing insight into what the author set out to do, how they did it, and what they might do to further improve the piece. A successful Artist’s Statement reflects your understanding of your chosen genre (and the elements, style, design, and use of sources that characterize it) – and of your specific rhetorical situation (your reasons for composing, your audience, how you use rhetorical appeals, and your choice of mode and medium).

In your Author’s Statement, you must do the following:

  • Provide context. It’s useful to give background on your composition, such as how you became interested in the topic, what were your inspirations, or, if you’ve created a series of related works, how the pieces all fit together.
  • Discuss your specific rhetorical situation and related choices: In other words: answer the question “why?” Why did you decide to write in the genre you did? Why did you choose the audience you did? Why did you decide to talk about this particular aspect of your research? What is the purpose of your piece?
  • Explain your choice of genre and how you worked within its conventions. Maybe you created a photo essay. An accompanying statement—in which you explain why you found the photo essay to be the best way to communicate your ideas about gun control—would go a long way toward helping your viewers get the most out of your work.
  • Reflect on how it went. Use this as an opportunity to look back at your composition and evaluate the extent of your achievement as well as note what you would have done differently or better.

*Note: This should be a fluid, cohesive document that reflects on and justifies the rhetorical choices in your New Genre Project. Do not just merely answer each question in list form.

Wednesday 11/11:

Optional workshop class today:  There is no formal class today but if you have questions about your project, need some help thinking through what to do or advice on design etc., please come. I’ll be in our Zoom room from 10-11:40.

Creating a comic:  Thank you to Esther for reminding me… here’s the link to use Storyboard That, the storyboard/comic/graphic novel creator. You need to create an account (free). It should say ENG 1101 for the dashboard.


Work in Progress: Remember to post something on the Padlet by Sunday night to show us how you’re doing. There are two other options for posting it:

  1. If you find it easier to do it via post on OpenLab, feel free (“Progress – your name” Unit 3, Tag “Progress”).
  2. You can upload it to the Unit 3 folder in the Google Drive the way Danielle did so I could look at her entire infographic. Final versions will be posted there anyway, so if it’s easier for you to use the Google Drive, that’s fine, too.

Of course email or Slack if you have questions.

Week of 11/9 through 11/15:

Post-session:  A couple of things:

  1. You can change your proposal any time you want, especially now that we’ve looked at other possible genres. Just let me know (I’ll also keep an eye on the proposals tag).
  2. Wednesday morning, I’ll post on here whether class is optional or not.
  3. Whenever you’ve got something for us to look at, go ahead and drop it into the Padlet

Good news: you don’t have to use a brochure or a video or an infographic. There are a lot of other genres you can choose from. Here’s a collection of examples and how to’s and other references for things like feature articles, informative magazine articles, and articles for the web, as well as a link to a whole bunch of other ideas in the form of mentor texts from The New York Times. Here is a pdf of some magazine article examples.

Weekly Schedule: Weekly Schedule 11/9 through 11/15

Post meeting 11/4:

Everybody take deep breaths. Talk to people. Accept that being scared is okay. Know that this election isn’t over until January 20. Whew!

And for class, here’s the whiteboard I did today that talks about media (means of sending information), modes (the kinds of things that we use to create a text), genre, and publication (the place where you would put your genre creation so that people could see/interact with it) as a way of focusing. (Click on it to make it bigger so you can read it.)

About doing something new: be sure to do some research on the topic and mention that research in the Artist’s Statement you’ll be writing as the final part of this Unit. What you’re doing now is personal, yes, but it needs to be grounded in knowledge you’ve gained from research as well as from your own experiences.

I’ll be Commenting on Proposal Posts (remember — this is on OpenLab) as quickly as I can. But get started whenever you want.


For week of Nov 2 – Nov 9:

We’re moving on! I think you’ll enjoy Unit 3 because you get to take what you learned in Unit 2 and do something creative with it. In class Monday, we’ll go over the unit and see some examples of typical (and not so typical) projects, and you’ll get a chance to start thinking about what you want to do. Then you’ll create a proposal and give each other some help with ideas and possibly technical knowledge.

We can also use our class sessions to talk about the election if you want. We may need to…

So here’s the Unit Assignment and overall schedule for Unit 3.

Here’s Weekly Schedule 11/2 through 11/9.

Here’s the Padlet for brainstorming ideas. Feel free to keep putting things on it if you’d like.

And this is the whiteboard from 11/2 where I talked about audience and genre, and tossed out examples.




Post class session Oct 26:

1.Don’t forget to sign up for a Conference time on Wednesday, Oct 28. There is no class session that day. Just Conferences. Use our regular Zoom room:

2. Here is the Padlet. Feel free to add stuff all week if you’d like. https://padlet.com/dblain1/e4t45v2f7p1dngit

3. Here’s the information about the Plan Week/Majors (it’s at 5:00 today, Monday 10/26):

Meeting ID: 997 9861 7677
Passcode: 193492

After a brief introduction to Departments, Majors, Degree Checklists, and Degree Maps, students will move into breakout rooms with Peer Mentors and other upper level students in their intended majors.

This is a great chance for first year students to get inside information from successful students who know the ropes.

Plan Week Workshops (there are other activities as well).

For the week of Oct 26-Nov 1

This week, you’re finishing your Source Analyses, writing an Individual Report about what you did/found, and a couple of other things in class.

Here’s the Weekly Schedule 10/26 through 11/1.

And this is the information about the Individual Report:

Now that you’ve gathered all of this very amazing information – and I’m sure some of it has been truly amazing – each of you has to write an Individual Report of about 500 words where you talk about what the process of doing this Annotated Bibliography was like, and what you learned from it. Here’s what goes in it:

  1. Introduction: Remind us again about why you chose this issue, what you were curious about, what you hoped to learn more about, and what your position or opinion about the issue was when you started.
  2. What you learned: Talk about what you learned doing this – the things that surprised or infuriated you, or made you hopeful – and how your thinking about the issue deepened or changed in the process.
  3. Who else should know: Talk about what you think is the most important thing you got from the process, what it was like to do research where you weren’t trying to prove a point, and who else you think should hear about what you learned (this last point is going to be important for doing Unit 3, so think carefully about it).

It must look like an MLA essay:

  • Name block in the top left corner
  • Title
  • Each paragraph is indented one tab
  • Page number in upper right corner
How to post all of Unit 2:
  • Gather your Source Analyses together.
  • In a New Word or Google Doc:
    • Individual Report first
    • The Source Analyses below
  • Upload it into the Google Drive Folder for Unit 2 in the Group folder.

Post-class comments 10/21:

Something new!!!! 

After talking to several people, I think it’s time (if you want to do this) for y’all to start creating your own Doc for this Unit. Yes, the group Annotated Bibliography (done the way I wanted it) is working in the sense that people are seeing what’s going on, getting ideas, etc. But (also done the way I wanted it) it does tend to get very long and hard to keep organized for yourself.

So… starting now, feel free to start a new Google Doc or even Word doc of your own. Put your name on it and put it in the group folder. Copy and paste what you’ve already posted. Add the new Source Analyses. And when we get to the Individual Report next week, add it to the bottom.

Of course, I’ll keep leaving Comments. And feel free to look at what the others in your group are doing, too, and leave comments for them.

I think that will help us all stay organized!

Update about doing the Source Analyses:

I was talking to Yuong Huao, and thought I’d give you a 2-second summary of what goes in the Source Analyses. I’m also posting what I showed you in class.

Short version of the Source Analysis: 

Image by Sandra Schön from Pixabay

  1. Summary is about the content of the source.
  2. Rhetorical Analysis is about how that content is put together for an audience.
  3. Short Analysis/Reflection is about how you feel about the content and about how it was presented.
Longer version/description (what I created and showed in class):

1.Summary: This is an [article, video, poem, chart, image] that [explains, describes] this information/situation. You can include as much or as little as you want.

2. Rhetorical Analysis: Cover the things on the Rhetorical/Genre Analysis Worksheet, but only those things that are important.

    • For example, if it’s a news article in a journal, you don’t need to say “why choose this genre” because the news is the news, and we all know why it’s there. If it’s a blog, you can talk about why someone would blog about the information rather than write a traditional article in a journal. 
    • If you establish the credibility of the author/source, that’s ethos, so you don’t have to say “ethos” anywhere.
    • When talking about situation, it’s always good to give context, even if it’s a current event.
    • It’s also good to give examples: the author interviewed this person in order to make us feel the emotion of the situation OR the author used a lot of data and charts to convince us that their information was correct.

3. Short Analysis: Talk about two things.

    • First: Given what you say is the purpose of the text and the intended audience, do you think the author achieved that purpose? Was the text the right one for that intended audience, or did they somehow fall short in some way? What worked in terms of achieving the purpose? What worked against it?
    • Second: What’s your opinion of the information? Do you agree or disagree? Were you surprised by anything? Did it give you more information or insight that you didn’t have before?

Assignments:  by the end of Sunday, you should have three Source Analyses posted either on the Group Annotated Bibliography or in a new Doc of your own in the Folder. I’ll look at revisions and new posts as they come in and leave more feedback.

Post-class comments 10/19:

I hope that was helpful and that you feel like you’ve got some other people in the class on the same page/topic with you. Keep leaving Comments for each other as you work through these next couple of weeks… honestly, people are doing really well! And now we have two new groups: Education and Climate Change. Remember: if you want to use the KWL+ Activity to generate ideas or questions, feel free!

EdPuzzle: Thanks to Emel for this. I changed the Rhetorical Analysis video assignment to No Due Date, so everybody should be able to have access to it now. You may have to click on a No Due Date tab somewhere (my view is different than yours, so I’m not sure). It’s a short assignment (under 10 minutes for most people) but it does give another look at Rhetorical Analysis as well as a chance to think about what you know. Let me know if you still have problems.

Source Analyses: Just to be clear, Source Analysis 1 was due last night, SA2 is due Thursday night, SA3 is due Sunday night. Here’s the Weekly Schedule for next week up as well so you can see what’s coming up.

…and I’ll be leaving comments on your SA 1 today and tomorrow so you can make the next one(s) better and revise this one.

DM me on Slack if you have questions, concerns, comments.

Quick weekend update 10/17:

I’ve been leaving brief comments on the Annotated Bibliography Google Docs, questions for people to consider as they do the research etc. Nothing very specific, just some suggestions or thoughts.

There are some interesting directions that people are going in. I’m going to let y’all work together a bit this week in the class session, just for support.

EdPuzzle is closed. If you want to see my comments, go to EdPuzzle, click on Completed, then on the Video icon. The video will open. On the right-hand side, you should see a button that says View Results. Click on that. And then scroll below the video to see my comments. Here’s a YouTube explaining it, too: https://youtu.be/IQksi9-QiH4

First Source Analysis is due Sunday end of day 10/18!

AND here is the new Weekly Schedule for Oct 19-25 (it’s also on the Unit 2 Assignment page).

Post class comments 10/14

Hope you all enjoyed the session today. You can find both of the Google Slides presentations (“Research, Rhetoric, and the Rhetorical Situation” and “Visual Rhetoric”) in our Google Drive.

If you’d like to watch the “Bohemian Rhapsody/Coronavirus” YouTube video that YongYu has as one of his Sources, here’s the direct link to it: https://youtu.be/9Eo9M4-BrJA

Mid-terms: No midterm exam in this class. Instructors do have to report to everybody what their midterm grad is, however. It will be in the Grade Book. A word of explanation: this isn’t a letter grade. It’s either Satisfactory, Borderline, or Unsatisfactory, and meant mostly to let you know how you’re progressing in general.

Citations: for help, either go to owl.english.purdue.edu and find the Research & Citations section, or use our library’s guides: https://libguides.citytech.cuny.edu/citations.  Our library also has a general orientation about the library (short video tutorials — the ones  about asking questions, searching, and using databases are especially useful):  https://library.citytech.cuny.edu/orientation/welcome.


Week of Oct 12 – 18

There are some good discussions going in the Discussion area about research. I’ve been ill for the past few days (not coronavirus, happily, but I do

have a chronic situation that flared up on me very inconveniently) so I’m a little behind. Heck, I’m a lot behind :-). But I’m compiling the research tips and finishing up my own work on the Literacy Narratives, so both should be showing up by Tuesday morning at the latest.

I also notice people are doing their Introductions in the Annotated Bibliography docs, and people feel very strongly about these issues, which is great — that makes doing research a lot less of a chore (it’s still work, but interest will often keep you going whereas if you were doing something you’re not interested in, the research will tail off).

If you haven’t figured out what you want to work on, here are a couple of things to try:

  1. In Resources –> Class Resources/Materials, you’ll find a thing called KWL+ Activity. This is a great, 30-minute (at most) tool that will help you focus or re-focus and come up with questions. Hit Submit, and it will save onto the Drive (let me know you’ve done it and I’ll take a look, too).
  2. Send me a text on Slack or brainstorm with one of your classmates about it.
  3. If you want to do something that’s not one of the topics in the Drive, that’s probably fine — just let me know.

As for this week, remember: no class on Monday Oct 12.

Wednesday, Oct 14 we’ll talk more about rhetorical analysis and doing the Source Analyses. Your responses to the EdPuzzle video on rhetorical analysis are giving me a good idea about things to discuss — what exactly to look for with visuals, how an author uses logos/pathos/ethos, and something that was mentioned in the video but which I didn’t ask about — genre. Why use a particular genre? Why make that choice?

So here’s the Weekly Schedule for Oct 12-18: you’ll see it’s not terribly heavy because I assume you’re all doing research and trying to decide which sources you want to use for your Source Analyses. That’s great! Hang onto that information for Wednesday.

See you then!

Post class recap: 10/7

Quick class today — you did a lot of work on Monday, and doing a lot now (great Discussions going on!). Now be sure to check the Weekly Assignment  for this week for what’s due:

1.Discussion Posts about “Bad Ideas” (primary due today, secondary due Sunday, peeps any time).

2. Find your topic/issue folder on the Google Drive – Unit 2. One the Annotated Bibliography doc that’s in there, add your introduction:

    • Who you are.
    • What you’re interested in investigating more about.
    • Why you’re interested in it.
    • [Maybe a bit about where you might go look for sources.]

3. Do EdPuzzle activity (not due until 10/13).

4. Check the  Brief List of Genres for ideas about possible sources.

5. Start digging up sources!

The first Source Analysis isn’t due until Sunday Oct 18, but an early paste into the Annotated Bibliography doc in your Google Folder would be great so I/we can give feedback as soon as possible.

And here’s the Weekly Schedule for Oct 12-18..

I’ll post a list of research tips here in a day or so. People talked about a lot of interesting approaches to doing research, so I thought I’d pull it all together so we could share them!

Remember: on Slack you can DM me, or use the #assignment-questions channel, or set up a conversation with a few other people using the DM. Also can attach files, images, links…

See y’all next Wednesday!

The Week of Oct 5-11

First off… some really interesting Literacy/Education Narratives in the Drive! I’m making notes already but won’t be posting for a couple of days. Overall — really nice work!

So now it’s on to Unit 2 — Reflective Annotated Bibliography… which leads into Unit 3 where you get to create something entirely new (and not another academic essay!). I messed the Padlet shelf a little because I didn’t give clear instructions about putting your names on your posts (sorry!) but there are some great comments already up there. And I can’t wait to see what y’all come up with in the research part of this.

So Monday Oct 5, we’re meeting to talk about the Unit again — about research, about moving forward with the Group Annotated Bibliographies, and about rhetorical analysis.

Here’s the new Weekly-Schedule-Oct 5 thru Oct 11 (it’s also in the Course Assignments — Unit 2 tab on the main menu).

See you on Zoom (and don’t forget the link is in the Resources tab)!

Journalists questions–

Heads up for next week:

Your first Source Analysis isn’t due until Sunday, Oct 18 (along with any suggestions or comments for each other). However, if you would like to post a rough draft of it by class on Oct 14, that would be great — we can talk about it better with some examples.

Here’s the Weekly Schedule for next week, just FYI since there’s no class on Monday Oct 12:

Weekly Schedule for Oct 12-18.

Literacy Narratives and Workshopping

Y’all are behind!

And I’m seeing some problems:

These need to look like an MLA essay. Here’s the sample from the Purdue OWL: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_sample_paper.html

They need to be 1000 words. Most people have simply copied their draft and posted it. You need to take the comments I left and expand your essay.

When you’re doing Workshop Comments: 1) do marginal notes and 2) a final comment at the end. Here’s what it says on the Assignment Sheet:

1. Use the Comment feature in Google Docs to make comments as you go – things you really liked, places where you wanted to ask questions either about what they’re saying or what else you would like to know. Here are some prompts for the kinds of comments you can leave:

    • I liked … because …
    • I got this from reading your work:
    • I found this part interesting … because…
    • I got confused here … because…
    • I wanted to know more about because…

2. At the very end, leave an overall comment where you include at least one key quote from their draft that stands out to you. It will be very important to pick an appropriate quotation to respond to — one that expands on your comment so that the writer can get a good idea what your comment meant.

So I’ll change the due date to Wednesday, Sept 30, for uploading your own essay, and Comments won’t be due until Friday.

Just as importantly…

Things are changing!

We’re pretty much done with Unit 1, and I’m going to change things up a bit as we get into the fun stuff (I say that with a smile).

  1. I’m moving all the Announcements from Unit 1 into an Archive folder in the Resources tab area. Just in case you need to see what we did when.
  2. I’ll be posting a Weekly Schedule here on Sunday night that should make things a lot clearer about what’s happening and what’s due when.
  3. The class sessions are going to change a little bit in terms of what we’ll be doing each time — some of the meetings will become optional (more or less) and designed to answer questions and troubleshoot assignments. The Weekly Schedule will tell you what’s happening when.
  4. And… I’ve set up a Slack channel #assignment-questions. So if you have a question about any assignment, go check there and see if I’ve already answered somebody else’s question about the same thing. Then feel free to leave me a question anyway!

So here’s This Week’s Schedule Sept 28 through Oct 4 complete with links.