We’ve finished one week of the semester so far–congratulate yourself for that accomplishment! Here we go with Week 2!
Week 2: Understanding the term “Education Narrative” and Annotating Texts
- Dates: Thursday, 9/1-Wednesday, 9/7
- Meeting Info:
This course is a hybrid format: we meet in person for 100 minutes once per week, Tuesdays from 12:00-1:40pm, in Namm 517, but instead of us meeting a second time for 100 minutes each week, you will do classwork asynchronously on your own. If you prefer to work together, you are welcome to join our student support meeting time, kind of a writing lab/writing studio/study space on Zoom on Thursdays, 12:00-1:00. I have emailed you the Zoom info (and it can also be found on Blackboard).
Each Wednesday, I will post an agenda that will outline the week’s work. It will include instructions for you and links to readings, discussion questions, and other work. We will work on developing community both in our classroom, optional Zoom meetings, and in our online written community.Â
Objectives
- To get acquainted with the course and each other, to begin contributing to the course site; to begin Project #1: Education Narrative
To Do Before Week 2
For the start of Week 2, be sure to have completed the work assigned in the Week 1 Agenda, most importantly:
- Join the OpenLab
- Once you’re signed in, join our course by clicking Join Now under our avatar on our course’s profile
- Read the ENG 1101 Syllabus
- Complete the Student Survey about your access to technology
- Participate in our Introductions discussion, and respond to classmates to highlight shared interests
- Add a question to our Q&A forum, and answer a classmate’s question if you can
Objectives
- To consider and discuss aspects of education and educational experiences through the lens of writing
To-Do This Week
- Finish Week 1 work before our class meets on Tuesday, 9/6
- Join our optional writing lab on Thursday, 9/1, 12:00-1:00pm via Zoom
Reading
- Mike Bunn, “How to Read Like a Writer”
- Review “RLW” (Reading like a Writer) Power Point by Laura Westengard.
- Read “Chapter 7” from the Narrative of the Life of Frederick Douglass by Frederick Douglass.
- Read “Learning to Read” by Malcolm X.
- Review “Double-Entry Reading Journals” (Butte College).
- Watch “Understanding Genre Awareness.”
Writing
- Join the discussion about Mike Bunn’s essay, “How To Read Like a Writer” early enough to give everyone time to read all the comments before Tuesday’s class
- Join the double-entry discussion about Frederick Douglass’s or Malcolm X’s writing
In Class
(in progress, based on our asynchronous work before our class meeting)
- Writing about our goals
- What are your goals for this course? this semester? your time in college? your future?
- What are some of your core values? How do they relate to your goals?
- Mike Bunn’s essay, “How To Read Like a Writer”
- What do we need to remember from Bunn as we read and write this semester?
- Education Narratives
- annotating our readings
- what are education narratives?
- how are the essays we’ve read examples of education narratives?
- reviewing our education narrative project
One thing that we should remember from Bunn as we read and write in the semester is that as we read we should always think about why the author write this specific part in the story/essay/poem, what is his intentions. Who is his audience, and how would we use this technic of writing on our own? One example that Bunn points out in his essay is that he connects architecture to writing, although this may sound weird, the process is actually the same, in order to be a good architect you have to have a good stander of where you start and plan how the buildings will be built, so as the writing. When we use the technic of ” RLW” we will learn the technic from the author and give us a better stander of how we are going to build our writing. As a result, read like a writer would make us better readers and also better writers.