Week 5* Agenda

Week 5*:

• Dates: Thursday, 9/22-Wednesday, 10/12
• 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.)

*No classes on Tuesday, 9/27
Monday classes meet on Thursday, 9/29
No classes on Tuesday, 10/4
So Week 5* will be extra long!

What stands out to you from Douglass, Malcolm X, and Plato? What do they make you think about education in general and about your own education? We’ll read a few more education narratives to expand our understanding of the genre. If you’re still missing work for earlier discussions and readings, please take the time to get caught up, especially now that Week 5 starts on Thursday, 9/22 but isn’t an official complete week until Wednesday, 10/12!

Objectives

• To work on Project #1: Education Narrative
• To consider and discuss aspects of education and educational experiences through the lens of our readings

To-Do This Week

Actions

• Please consider Joining via Zoom our Thursday 12:00-1:00 student support hours/writing lab to get support and work together
• First drafts of Project #1 are due on our site on 10/6 (instructions coming closer to 10/6)
• More developed drafts are due in class when we meet on 10/11. Please bring a paper or digital copy of your draft. If you can’t, please get in touch with me so I can help.

Reading

• Read “Shitty First Drafts” by Anne Lamott.
• Skim these readings and choose one or two or more to read carefully:
  • José Olivarez, “Maybe I Could Save Myself By Writing”
  • Katherine Peach, “Marc Murphy Talks Chopped And How A Dyslexia Diagnosis Changed His Life – Exclusive Interview“–focus on the sections from “The real reason Marc Murphy became a chef” through “Marc Murphy reveals chefs don’t have it easy” (use ctrl-F or Command-F to find that heading more than halfway through the article)
  • Michael Caton, “Architecture Needs a Culture Shift“
  • Ksenya Samarskaya, “Nontsikelelo Mutiti on Interrogating the Euro-centric Design Canon.”
• As you draft, refer to these helpful resources on writing:
  • “Narrative Basic Features” Power Point by Laura Westengard.
  • “Citation and Formatting Guide” (City Tech Library).
  • “MLA Style Introduction” (Purdue OWL).
  • “Writing Transitions” (Purdue OWL).
  • “What’s a Paragraph?” by Carrie Hall.

Writing

• If you missed last week’s work, catch up now!
  • Join the “Allegory of the Cave” discussion and write a comment that includes your responses to each part of the discussion (there are a few).
  • Choose one word that you needed to look up from one of our readings or course documents. Write a post with that word as the title of the post, and in the post, include the word, its part of speech, definition, a link to where you found the definition. Quote the passage where you found the word. Put the passage in your own words, using your new understanding of that word to help everyone understand that passage. Here are some instructions for writing a post.
• Join our discussion in which we write about our readings to help us get started for Project #1
• Join our Project #1 brainstorm discussion by answering 3 questions from the list as a way to generate ideas.
• Early drafts due on 10/6, instructions as we get closer. You will be assigned a classmate to respond to with your peer review insights.
• Middle drafts due in class on 10/11
• (remember that final drafts are due at the start of Week 6, 10/13.)

In Class

• We will meet again on Tuesday, 10/11
• What is your writing process?
  • re-read the assignment–a lot!
  • to-do list/checklist
  • brainstorm
  • freewriting
  • procrastinate–background thinking, happening whether you realize it or not
  • restate questions, put them in your own words
  • one-draft version
  • read it out loud to make sure it makes sense
  • or have someone else read it aloud to you
  • re-read on screen or on paper
  • use spelling and grammar suggestions but think about them first
  • what is Anne Lamott’s advice about a writing process?
    • start with a shitty first draft that gets our ideas down, then revise to use the good things from that draft, then revise to make it better
• Work Project 1: Education Narrative
• Re-read the Project 1 instructions. Make a checklist of what you need to do. Remember that you have to include details, and a quotation from one of our readings.
• Read more of the education narratives assigned this semester. Read through Prof. Laura Westengard’s PowerPoint on education narratives
• Write a shitty first draft
• Revising:
  • After you write a second draft, review the presentation on paragraphing by Prof. Carrie Hall. Then return to your draft and make decisions about how to break up and organize the paragraphs.
  • For your next revision, think about your reader and the direction and flow of your piece. Where do you want the reader to pause and reflect? Where do you want to push them ahead to the next idea? Where do you want to remind them of something you said earlier? Where do you want to emphasize something? Use transition phrases to direct your reader and to connect ideas. To help you integrate transitions, consult Purdue Owl’s list of transitions and Purdue OWL’s explanation of how to write transitions.
  • Still have time to revise? Find a place where you can describe a person, place, or action/event using vivid description. Consider all five senses and add at least two to that description. Find two places where you can add dialogue and do so.
• Peer review: answer the following about your classmate’s draft. Be as specific as you can be (point to specific sentences or paragraphs):
  • in your own words, what is your classmate’s education narrative about?
  • what parts captured your attention?
  • what parts did you want to read more about?
  • what parts were confusing or needed more explanation for you to understand?
  • what parts felt like they didn’t belong in this education narrative?
  • any other feedback or suggestions?