Week 3 Agenda

Week 3: Understanding the term “Education Narrative” and Annotating Texts

• Dates: Thursday, 9/8-Wednesday, 9/14
• Meeting Info:

ENG 1101 is a course that usually meets for 100 minutes twice a week. Our 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.

This week we’re going to work on catching up on some readings, discussions, and writing activities that we haven’t gotten to from Week 1 and Week 2–these are important aspects of our class community and the development of Project 1, so they’re worth slowing down and getting them done.

Objectives

• To continue to get acquainted with each other; to begin Project #1: Education Narrative

To Do Before Week 3

Just in case you haven’t already, please:

• 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
• Ask any and all of your questions 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

Actions

• Join via Zoom our Thursday 12:00-1:00 student support hours/writing lab to get support to finish as much of this work as you can

Reading

• Finish reading or skimming Mike Bunn, “How to Read Like a Writer”
• Review “RLW” (Reading like a Writer) Power Point by Laura Westengard.
• Content Warning: these two readings address the authors’ experiences with enslavement and imprisonment, respectively. If you do not believe either reading is appropriate for you, please reach out to me to discuss alternatives.
• 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

• Participate in our Introductions discussion, and respond to classmates to highlight shared interests
• Join the discussion about Mike Bunn’s essay, “How To Read Like a Writer” that we began in Tuesday’s class
• Join the double-entry discussion about Frederick Douglass’s or Malcolm X’s writing, using what you learned about double-entry journals to begin engaging with these examples of education narratives.

In Class

(in progress, based on our asynchronous work before our class meeting)

• Writing about ourselves
  • what do you think about when you think about:
    • education
    • college
    • writing
    • learning
    • school
    • reading
    • goals
    • future
  • write for 5 minutes about one, 5 minutes about another, 5 minutes about another
  • share your ideas on our pages
• Education Narratives
  • annotating our readings:
    • what do you notice?
    • what questions do you have?
    • what words do you need defined?
    • what do you understand?
    • what do you not understand?
    • what do you want someone else to notice or understand?
  • what are education narratives?
  • how are the essays we’ve read examples of education narratives?
  • reviewing our education narrative project
• 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?
• Previewing our next readings