Faculty: Below is a 15-week outline for instructors of English 1101. It includes suggested materials, ideas, and prompts that can be cut and pasted into weekly agendas. There are many options, and you are not expected to use all of them. Choose which ones make most sense for your teaching style and modality. Think of this document as a menu to facilitate the planning of class sessions and writing assignments.

To view the older version of the Instructor Schedule for this course, which was developed specifically for online courses, you can click here. If you previously taught this course using that version and want to do so again, the easiest way to do this is to clone your own course site. Alternatively, you can clone this Model Course and then revert the site to the old curriculum by clicking on Dashboard -> Appearance -> Menus -> Manage Locations, and then changing the “Primary Menu” setting to “Old Menu.”

Week 1: Course Overview & Annotating Texts

Notes to Instructor:

Texts: 

Suggested Diagnostic:

  • Think about what is meant by the term “core values”? 
  • Look at the following list of example core values: being creative / artistic, family, friendships, political engagement, independence, learning and gaining knowledge, athletic ability, community, culture, music, spiritual or religious values, sense of humor
  •  Create your own list of core values.
  •  Respond to the following questions:
    • Write for at least one paragraph about one of your core values (some examples are given in the box above.) What does the importance of this value in your life say about you? 
    • Write for at least one paragraph about how this value relates to your goals for the future.
    •  Write for at least one more paragraph about how improving your writing and communication skills will help you achieve these goals.

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • Discuss three pieces of information that caught your attention on the syllabus. These could be questions you have about grading or deadlines, comments on the online component, or observations about the chosen readings… really anything that catches your eye is fine. 
  • Write a paragraph discussing your academic interests, why you chose your major, what you enjoy reading, listening to, watching, and doing in your spare time, or anything else you want to share (include your pronouns if you wish).
  • Write a short paragraph about yourself as a reader and writer. What kinds of readings and writings are you drawn to? What type do you avoid and dislike? Why do you think you lean towards certain types of texts and away from others?
  • Write a short paragraph responding to the Bunn essay: identify one specific moment you found useful and you want to try out as a reader. Quote or paraphrase this moment, and explain why this idea appeals to you.

Week 2: Understanding the term “Education Narrative”

Notes to Instructor: 

  • Review assignment guidelines for “Unit 1: Education Narrative.”
  • Discuss the term “genre.”
  • Begin brainstorming and developing ideas for the Unit 1 assignment.
  • Work on annotating, close reading, and responding.

Texts:

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • Read and annotate “The Memory of my Grandmother” by Anita Jiang, using Bunn’s reading questions.
  • Jiang’s Technique: Choose one technique that Jiang used in her essay to bring you into her story. Was it effective? Why or why not?
  • Douglass’ and Malcolm X’s Techniques: Choose one technique each author used to get his ideas across. Was it effective? Why or why not?
  • Pick one quote from each of the Douglass and Malcom X readings. Choose something that reminds you of an experience you have had. Your experience does not have to be exactly the same as the author’s… just be sure to pick one reading that you relate to in some way. Mark it in your text.  
  • Create a “double-entry journal”: in the left hand column, write the quotes. Then in the right hand column, explain why it reminds you of your own learning experience (whether that experience was in an actual school setting or elsewhere).
Direct Quote:
Pick one quote from each of the readings we did for homework. Choose a quote that reminds you of an experience that you have had. It doesn’t have to be exactly the same–just be sure to pick quotes that you relate to in some way. 		Thoughts/Reflections: Reflect on why you chose this quote. How/why does it remind you of your own experience?
Malcolm X Quote
Douglass Quote

Chart for Douglass

(this can be changed for Malcom X or any other reading)

Speaker Who is Douglass? 
OccasionWhat is the context for this piece? (clue: it is a slave narrative) 
AudienceWho is this piece for? 
PurposeWhat is the reason for writing this text?
SubjectWhat is the focus here?
ToneHow would you describe Douglass’s language?

Suggested prompts for scaffolding the major assignment in Unit 1:

  • Watch the genre awareness video. Then, think about the pieces by Douglass, Malcolm X, and Jiang. Although these pieces are very different, they are all education narratives: what do you think puts them into this category? In other words, what do they have in common? Share your thoughts on this. In your response, include a list of ingredients that you think are essential to this type of writing.
  • Brainstorm topics for Unit 1: As you prepare to write your own educational narrative, set a timer and spend 5-10 minutes brainstorming a quick list of stories, ideas, questions, and moments that are important to your experience.
  • Finally, select one of these texts as a model for your own narrative. The story in the model text does not need to be like yours, but there is something about the way the story is told that you would like to emulate. Identify which text you have chosen as your model and what it is about the way the author composes their narrative (their techniques, strategies, and style) that appeals to you

Week 3: Reading Plato and Working with Writing Strategies

Notes to Instructor:

  • Continue to generate ideas and materials for Unit 1.

Texts:

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • Read the text out loud. Read in pairs with one person reading Socrates and one person reading Glaucon. As we read and listen, jot down notes (on your own) regarding anything that hits your ear or stays with you: this might be images that are vivid, anything that affects your senses, phrases or words or even sounds that are repeated. 
    • Next, spend 3-5 mins. annotating the text. Add 2-3 of your most interesting notes as comments. Or share your notes and I will add them as a comment. We will discuss.
  • Write a summary of Plato’s text. What’s going on here? Where are we? Who’s there? What do they look like? What’s happening?
  • Draw a picture (sketching is fine!) of a moment in the text. Don’t worry if you “can’t draw”– just sketch out what you see in your mind’s eye as you read. If you can, post a picture of your sketch.
  • Read Plato’s â€śAllegory of the Cave” again. Look for moments where Plato emphasizes physical and concrete details the prisoners experience; for example, pay attention to anything they see, hear, and physically feel (along with what causes it). Find three of these details, and think about what they might symbolize. For each detail, write a few sentences explaining the point/s Plato makes through his imagery.

Suggested prompts for scaffolding the major assignment in Unit 1:

  • Have you ever had an experience where you felt like you were in a “cave” or where you felt like you emerged from a “cave.” Freewrite about that experience. Include as many specific details as possible (think about your five senses when writing: recall what you saw, but also what you heard, smelled…). Hold on to this freewrite, as you may want to return to these ideas for your first project.
  • Return to your list of brainstormed topics for your educational narrative and think about how they relate to the experience of Plato’s prisoners and/or to the freed prisoner. Write a paragraph discussing any connections between Plato’s allegory and your own experience. These connections might reflect a positive experience, a negative experience, or both.
  • Discuss Brainstorming Strategies
    • Freewriting
    • Sketching
    • Freewriting
    • Word webs
    • Vision board
    • Listing 
  • Freewriting (5 minutes each)
    • Write about all of the times you can think of that changed how you approached the learning process or shifted how you felt about education
    • Write about your chosen major or career goals and all the valuable moments that shaped your interest in your chosen field 
    • Write about all of the moments when you “woke up” in some way and changed a central belief, value, or idea that your felt certain about for a long time
    • Choose your favorite brainstorming strategy and write for 5 minutes about the experiences you mentioned in your double entry journal for Douglass and/or Malcolm X. Include as many details as possible. 

Week 4: Drafting the Unit 1 Assignment

Notes to Instructor:

  • Begin planning and drafting Unit 1.
  • Accountability check: at the end of this week, consider collecting students’ drafts regardless of how much they’ve written (and what shape the work is in). They will continue to draft next week, but this gives you a chance to quickly check over work, guide students, and— most importantly— keep them on track.

Texts

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • With your group, find the “feature” of the narrative that you have been assigned to examine (dramatic arc, dialogue, vivid description, significance). Identify moments in the Lorde texts where you see the feature you have been assigned. Copy out quotes or mark the text where you see the feature at work, and explain why it is that feature and/or how the feature is working in that moment. 
  • Annotate “Shitty First Drafts.”
  • After reading “Shitty First Drafts,” think about how you approach writing assignments and write a few sentences describing this approach; for example, do you write several drafts? wait until the last minute? proofread carefully? Give honest details! Then, add what you would like to change or improve about your writing process.

Suggested prompts for scaffolding the major assignment in Unit 1:

  • Work on your own “shitty first draft”! Look at the material you’ve generated through brainstorming and freewriting, and use the process below to help you form your writing into a draft:
    • First, answer the following questions: 
      • What have you decided to focus on for your education narrative? Why have you chosen to tell this particular story?
      • What is the meaning/significance of your story? Why should people read it? Write this out in one sentence.
      • In one word, how do you want people to feel when they are done reading your story? 
      • Freewrite details you remember about the situation you are describing: include people, places, dialogue, feelings, thoughts, etc. that are in some way connected to your story.
    • Second, review what you have so far and try to label the features of your narrative arc. 
      • Exposition/Inciting Incident (who, what, when, where  and how does your story begin?)
      • Rising Action (you should include a lot of the story details here)
      • Climax (the moment of most drama and significance)
      • Falling Action (what happened after?)
      • Resolution (what was the result of this experience? What is the significance?)
    • On a new piece of paper (or a new screen) use all the writing and thinking you have done to draft your education narrative.
  • Think about beginnings and endings. 
    • What makes a good beginning? 
    • Of the pieces we have read, which had the most memorable beginning for you? Why?
    • What makes a good ending? 
    • Of the pieces we have read, which piece had the most memorable ending for you? Why?
    • What are different ways to organize a narrative? Make a list.
    • Also, think about the order in which you will tell your story. Will you tell it chronologically? Will you use flashbacks? Will you work backwards? Also, think about to whom you are telling the story.

Week 5: Drafting (cont’d.) & Peer Review

Notes to Instructor:

Texts:

Suggested prompts for scaffolding the major assignment in Unit 1: 

  • Bring a printed out copy of your Unit 1 Draft for a peer review workshop
  • Read your peer review partner’s draft and with it in mind do the activities below. 
    • Note things you really liked, and places where you want to ask questions either about what they’re saying or what else you would like to know. Write three to four specific comments about your partner’s work on the shared document. Here are some sample phrases to help you get started:
    • When you said… this really caught my attention because …
    • Your piece got me thinking about…  
    • I got confused here when you said… because…
    • I wanted to know more about…..
    • At the end of the document, leave an overall comment for your partner. Quote at least one key phrase or moment that stands out to you, and use a “quotation sandwich”: introduce, summarize, and respond to the quote explaining why you chose it. 
    • For more on quotation sandwiches see the â€śQuotation Handout” by Carrie Hall. If you need help with citing sources, refer to the City Tech Library’s “Citation and Formatting Guide,” Purdue OWL’s “MLA Style Introduction,” or the City Tech Writing Center at https://openlab.citytech.cuny.edu/writingcenter/.
  • Read through the feedback (either from your instructor or peers) on your draft 
  • Work on revising Unit 1: Education Narrative
  • 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.
  • Next, 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.
  • Return to your draft and do the following:
    • 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.

Week 6: Ending Unit 1 & Starting Unit 2

Notes to Instructor:

  • Unit 1 assignments (Education Narrative) are due.
  • Assign a Unit 1 reflection piece such as this: Write a short reflective letter (150-200 words) about the process of writing your education narrative. In your letter, discuss whether or not reading “Shitty First Drafts” affected your writing process. If so, how? If not, discuss how you approached the assignment.
  • Review assignment guidelines for Unit 2: Reflective Annotated Bibliography Project
  • Brainstorm topics and questions for Unit 2.

Texts

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • What is Baldwin saying in the quote below? What do you think he means when he says “the world is larger?” 

I would try to make [the student] know that just as American history is longer, larger, more various, more beautiful and more terrible than anything anyone has ever said about it, so is the world larger, more daring, more beautiful and more terrible, but principally larger – and that it belongs to him. I would teach him that he doesn’t have to be bound by the expediencies of any given administration, any given policy, any given morality; that he has the right and the necessity to examine everything”?

  • What do you think you have the “necessity” to examine, or the obligation to learn more about? Why? Alternatively, what do you wish had been taught to you in school that wasn’t? Why do you want to know about these topics?  
  • Find one moment in The Declaration where you feel the authors’ argument is particularly compelling– quote or paraphrase the section and use a quote sandwich to explain why you think the writing is convincing.
  • Think about The Declaration of Independence in modern terms. Write a paragraph explaining how the arguments in this founding document are relevant to you and relate to issues that affect you, your family, and/or your community in the 21st century. If you feel the document is completely irrelevant to your life, explain your reasoning.
  • Think about the history that Layli Long Soldier covers in her poem “38.” Are there any incidents or chapters in US history that you think are not as visible as they should be, and that you think are important for people to learn about? Are there contemporary incidents that you think should be included in historical accounts of our era so people in the future can learn from them?

Suggested prompts for scaffolding the major assignment in Unit 2: 

  • Think about the words used to identify this assignment (“annotated” and “bibliography”), and freewrite what those words mean to you. If you did an annotated bibliography in a previous class, briefly mention your experience with the assignment. As you look through the guidelines, write down questions you have about this project.
  • The individuals who composed and signed The Declaration of Independence were willing to lose everything and be tried as traitors to their country. With the idea of fighting for your beliefs and values in mind, consider issues that affect you. What are some social justice issues (local or global) that you feel strongly about and might inspire you to act? Make a list of at least three issues (think about laws, policies, movements, etc.). You might also think about our discussion on Baldwin and the things you feel the necessity or obligation to learn about; or, think about Long Soldier and incidents or chapters in US history that you think are not visible and should be. Avoid typical topics (like the death penalty, abortion, and violent video games).Search for issues or problems– local, national, global– that matters to you and that you have questions about. Brainstorm a list.

Week 7: Research & Research Questions

Notes to Instructor:

  • Schedule a library session for this week.
  • Begin the preliminary research and research question development process. 
  • Conference with students to make sure they are on target to create a research question that fits the assignment guidelines.
  • Continue to look at the genre of the Annotated bibliography.
  • Review MLA citations.

Texts:

 Suggested prompts for scaffolding the major assignment in Unit 2: 

  • Return to your brainstorming for Unit 2 the topics and pick the one you think is the most interesting 
  • Review the presentation “What Is Research?” by Prof. Carrie Hall.
  • Complete a KWL Worksheet or complete this Research Question Worksheet:

KWL Worksheet:

  1. K- KNOW: Set your timer for five minutes.  Write that whole time.  It is important that you don’t pause here, so if you are stuck, write “I’m stuck!” But just keep typing.  Write down everything you can about what you KNOW about this topic or question.
  2. W-WANT:  Set your timer for another five minutes.  Same thing– you’ll write that whole time.  This time, write what you WANT to know about the topic.
  3. R-RESEARCH: Here is where you do a little bit of research.  Again, time yourself– spend 10-15 minutes on searching your topic on the internet and library databases.   
  4. L-LEARNED: Another five minutes.  Again, write the whole time.  Write what you LEARNED from your 10-15 minutes of preliminary research.  Cite where necessary. 
  5. S-STILL WANT TO KNOW: Another five minutes.  After doing very basic internet research, what are some questions about your topic that you still want to know? It’s okay if your issue has changed a little bit.  Try to come up with (1) a list of questions you still need to research; and (2) a list of sources you can consult, including people you can reach out to and possibly interview (by email, phone, or video conference). (Hint: NO yes or no questions)
  • Decide on your overall research question. My comments should help you do this. You can also use the City Tech Library’s Guide to Developing a Research Question to help you narrow down and finalize your research question.
  • Set a timer. Spend 15 minutes writing a substantial paragraph answering the following: How did you get interested in your research question? Why are you interested? What answers and information do you expect to find in response to your research question? (These notes are for you and will help you write the introductory section of the annotated bibliography.)
  • Look at the student samples. Before you even read the pieces, notice the formatting and technical elements. Discuss what makes the pieces look finished and professional.
  • Read the student samples. Decide which is the “summary” section and which is the “rhetorical analysis” section. Then find one phrase that indicates when the writer is summarizing a source and one phrase that shows the author is expressing their opinion of the source. Quote these phrases and incorporate them into your answer.

Week 8: Drafting Annotations

Notes to Instructor:

  • Have students find sources and draft their annotations.
  • Guide students as they annotate and work on citations in class (students can do this on their own devices or in a computer lab).
  • Review “Quotation Handout” by Carrie Hall.

Suggested prompts for scaffolding the major assignment in Unit 2: 

  • Use the City Tech library’s online databases or the internet to locate one reputable source that helps you respond to your research question. Some useful databases are NexisUni, Academic Search Complete, and Opposing Viewpoints. Remember that the first source you come across will not necessarily be the best one! You will have to look at multiple sources to find one that is truly useful for your specific question. 
  • Read your source carefully a couple of times and take notes. (Either take notes directly on the article or write down ideas and quotes from the text that you find compelling.)
  • Draft the entries for the Annotated Bibliography Project. This includes the following:
    • The MLA bibliographic citation
    • A summary of the source (include at least one direct quote and cite it properly)
    • A rhetorical analysis of the source
      • include at least one direct quote in a quote sandwich and cite it properly 
      • your opinion of the source
      • your views on the credibility of the author/s
      • further questions for the author/s
      • your ideas on the genre choice as it relates to the content being delivered
  • Continue researching and looking for sources. Try to explore a variety of genres for this assignment: consider journal articles, TED Talks, podcasts, Op-Eds, letters, or news reports.
  • Work on the other parts of this project: review the resources on citations and quotations as well as the annotated bibliography project student samples and work on your citations, integration of quotes, and formatting. See the template that is with the Unit 2 assignment guidelines.

Week 9: Ending Unit 2 & Starting Unit 3

Notes to Instructor:

  • Have students peer review their annotated bibliographies.
  • Finish drafting the annotated bibliography. 
  • Unit 2 assignments (Reflective Annotated Bibliography) are due.
  • Assign a Unit 2 reflection piece such as this: Write a short reflection (approx. 150-200 words) on the research process and what you learned. In your reflection, consider the following questions: What did you find difficult about doing this type of research? In doing this type of research, what did you learn that you can take to future classes?
  • Review the assignment guidelines for Unit 3: Writing in a New Genre.

Texts:

Suggested prompts for scaffolding the major assignment in Unit 2: 

  • Peer Review: After each person has finished reading, answer the following questions about your partner’s paper. Write your answers on your partner’s essay.

Peer Review Questions:

  1. What is the author’s research question? Does it accurately reflect the research they completed? How could it be more specific?
  2. Next to each of the three citations write down the genre of the source (book, website, newspaper article, etc.). 
  3. Go to OWL at Purdue and make sure that each source is cited properly. Note any errors.  
  4. Does the author clearly summarize each source? Do they include the author and title? Do you have any questions about the source’s main argument/thesis or their key points? What could they do to make the summary clearer?
  5. Does the author include a reflective paragraph for each source? 
    1. For each source, underline where they state their thoughts on the quality of the source and its arguments. 
    2. Put a star * next to where they discuss how they might (or might not) use this source to answer their research question
    3. Put an X next to where they discuss their thoughts on how the source was written
  6. What do you like best about this draft?
  7. Name something that you think the author should work on in their revisions.
  8. Discuss and then begin working on your revisions
  • What are the traits of a Twitter Thread?
  • Why do these authors use the medium of Twitter? In other words, if the authors had to post several tweets to make a point, why didn’t they use a format that allows for longer posts? What do the authors gain (in terms of audience, tone, effect) by choosing Twitter?

Week 10: Considering Different Genres

Notes to Instructor:

  • Help students locate both obvious and subtle differences among various genres.

Texts:

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • What are the traits of the interview genre?
  • Reflect on the purpose of the NPR interview with Louise Erdich vs. the purpose of the CNN interview with Nathan Phillips, and discuss what you think the reasons are for airing these pieces.
  • Who do you think would be interested in listening, watching, and/or reading each of these pieces? Why?

Suggested prompts for scaffolding the major assignment in Unit 3:

  • Think of a specific audience to whom you would like to share your argument and research. Explain why. What do you think your audience knows and thinks about the subject? And what might their concerns or assumptions be about this particular topic? Make a list of 3-5 genres you think will appeal to your audience and help you share your research effectively.
  • Freewrite about the genres you may choose from and how they each might/might not appeal to your audience: 
    • script for a TED Talk
    • script for a radio or television interview
    • Twitter thread (at least 10 Tweets for the thread)
    • an interview
    • podcast script and (optional) recording of the podcast
    • an infographic or academic poster presentation
    • a play or film script
    • a listicle
    • a poem or song
    • a children’s book
  • Genre Scavenger Hunt
    • Pick one of the following genres:
      • script for a TED Talk
      • script for a radio or television interview
      • Twitter thread (at least 10 Tweets for the thread)
      • an interview
      • podcast script and (optional) recording of the podcast
      • an infographic or academic poster presentation
      • a graphic short story
      • a play or film script
      • a poem or song
      • a children’s book
      • open letter
      • listicle
      • op-ed
      • infographic
      • brochure
      • photo essay
      • street art
      • public service announcement (PSA)
    • Write a short definition of the genre you have chosen. Tell all the things you know about this genre. Note: this is an exercise for thinking about genre and not necessarily the genre you will use for your Unit 3 assignment.
    • Find two examples of the genre.
    • Explain what each example is, why it’s an example of the genre you are discussing, and what you find interesting about the piece.
    • Write an analysis of what you found: what do the examples you found have in common, how do they differ, why would someone create something in this genre?

Week 11: Drafting Unit 3

Notes for Instructor

  • Use this week to draft Unit 3.

Texts

  • Students review their individual mentor texts (see below).

Suggested prompts for scaffolding the major assignment in Unit 3:

  • Choose the genre you will use for Unit 3 and find a mentor text for the genre you will work in. Read, annotate and bring it to class
  • Note several traits (at least six) that seem specific to this genre and list them. Here are some examples of what you might look for:
    • Are the paragraphs long or short? How long is the overall piece?
    • Is imagery used?
    • From what point of view is the piece written? 
    • Is there dialogue or is just one person talking? 
    • What is the tone and purpose? 
    • How is it organized?
    • Where is your genre found? What kind of place/publication?
    • Consider who created the piece (a scholar? a reporter? a creative writer? a child? etc.)
    • Quote one sentence from your sample that you think is effective, and explain why you chose it.
  • Pretend you are a professor teaching a class how to write in your genre. Create a single lecture slide listing AND defining the traits/features of your genre. Then in groups of threes or pairs, take turns taking on the following roles:
    • Professor: teach the basic features of your genre using your slide
    • Student: Ask questions. What is unclear? What is missing? Are there any basic features that should be added or deleted? 

When you are done, go back to your desk and write out a paragraph describing and defining the traits/features of your genre (this can become a paragraph in your Unit 3 Reflection paper).

  • Begin drafting Unit 3: Writing in a New Genre.

Week 12: Drafting Unit 3 (cont’d) & Peer Review

Notes for Instructor

  • Use this week to finish drafting Unit 3.

Suggested prompts for scaffolding the major assignment in Unit 3:

  • Continue working on drafting Unit 3: Writing in a New Genre.
  • Peer Review Unit 3
    • Use the grading criteria listed in the Unit 3 prompt to give detailed, constructive feedback to your partner
    • Discuss
    • Begin working on revisions

Week 13: Reflections & Revisions & Portfolios

  • Unit 3 assignments (Writing in a New Genre) are due
  • Review Assignment Guidelines for the Final Reflection and Portfolio.
  • Draft the Final Reflection

Suggested prompts for scaffolding the Final Reflection:

  • Look at the reflection questions below and freewrite for 20 minutes. This freewrite will help you generate material for your Final Reflection: 
    • How have you developed as a writer? As a reader? As a researcher?
    • Choose three quotes from your writing that represent three moments you are proud of because either you figured out how to express a difficult thought or concept or because you made an important connection or compelling point. Explain why you choose these quotes.
    • What were your early assumptions/beliefs about yourself and writing? Have they since changed? 
    • What was your experience when revising assignments? Give an example from your work of a sentence, paragraph, or idea that you changed. Quote both the original and the new versions and explain what you changed and why.
    • What did you expect to learn in this class? What did you actually learn? How do you feel about the class and what you have learned now that the semester is over?
    • What advice would you give to students taking this course next semester?
  • Begin drafting the Final Reflection. 

Suggested prompt for the revision:

  • Reflective Writing for the revision. Look over the feedback on the assignment you will revise and write a paragraph answering the following questions: What will you revise? Why? How/what steps will you take to complete your revision?

Week 14: Revisions

Notes to Instructor:

  • Continue drafting Final Reflection.
  • Encourage students to revise one piece.
  • Conference with students about revising one piece; explain the importance of the “why revise?” paragraph.

Texts:

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • What is one moment you found useful? Quote the moment and explain what you found useful and why?

Week 15: Conclusion

  • Final Reflection and Portfolio due (including their revised work).
  • Consider doing the reflection during the final week in-class either as a handwritten document or in a computer lab.