Welcome to our Course Website for ENG 1121: Writing Across Situations!

Below please find the course schedule with the overall structure of the course, deadlines, and links to any and all readings for class. Please feel free to check out the rest of the site to view our Syllabus, each major Unit Assignment, and areas where you will submit posts and upload drafts of your assignments for feedback from your peers and from me.


Course Schedule

– subject to change –


Week One

Tues 1/29        Introduction to the Course

In-class Reading: Donald Murray, “All Writing is Autobiography”


Thurs 1/31       Unit 1: The Literacy Narrative

Reading Due:    Amy Tan, “Mother Tongue”

Writing Due:    Write a 1-2 page response defining “Literacy” as you understand it, and connecting it to experiences in your life as a student or outside of school


Week Two

Tues 2/5          Different Forms of Literacies, Languages, and Code Switching

In-class Reading: excerpt, Vershawn Ashanti Young, “Nah, We Straight”

Reading Due:    Edward Bourelle and Andrew Bourelle, “Comic Book Brothers”

Writing Due:    Literacy Narrative Outline


Thus 2/7         Overview of Peer Review

Discussion of Revision at the Macro and Micro Levels

Reading Due:    Anne Lamott, “Shitty First Drafts,” Sample Student Literacy Narrative

Writing Due:    Literacy Narrative Working Draft (3-4 pages, uploaded via the Course Website + 2 Hard Copies in class)


Week Three

Tues 2/12       No classes – College Closed – Lincoln’s Birthday


Thurs 2/14       Peer Review – Meet in Small Groups

Reading Due:    Richard Straub, “Responding—Really Responding—to Other Students’ Writing”

Writing Due:    Peer Review Letters to each author (2 copies per letter)          


Week Four

Tues 2/19        Overview of Unit 2: Rhetoric, Genre, Discourse

Reading Due:    Laura Bolin Carroll, “Backpacks vs. Briefcases: Steps Towards Rhetorical Analysis”

Writing Due:     Reflective Response After Peer Review with Revision Plan


Thurs 2/21       Developing a Class Manifesto for Joining a Collegiate Discourse Community

Meet in Groups and Discuss Best Practices and Takeaways from Literacy Narratives

Reading Due:    John Swales, “The Concept of Discourse Community”

Writing Due:    Literacy Narrative Final Draft (uploaded via the Course Website + 1 hard copy)


Week Five

Tues 2/26        Defining a Discourse Community and a Research Question

Discussion of Choosing Topics, Mentor Texts, and Field Research

Reading Due:    Anthony Bourdain, “Don’t Eat Before Reading This”


Thurs 2/28      Defining Criteria for a Rhetorical Analysis

Mini-Conferences at the end of class

Reading Due:    excerpt, Ta-Nehisi Coates, “My President Was Black.”

Writing Due:    Rhetorical Analysis & Synthesis Project Proposal of at least 2-3 pages


Week Six

Tues 3/5          How Does Analysis Fuel Research Inquiry? What else needs to be said?

Mini-Conferences at the end of class


Thurs 3/7        Integrating Many Sources into an Argument

Discussion of primary vs. secondary research, and how to effectively use sources in combination

Writing Due:    Field Research Notes (optional)


Week Seven

Tues 3/12        Using a Mentor Text to Build Genre Awareness

Meet in Editor-Author Pairs and pitch ideas


Thurs 3/14       Descriptive Outlining

Overview of Author-Editor Peer Review and Descriptive Outlining

Reading Due:    Sample Student Assignment

Writing Due:    Working Draft of Article (uploaded via the course website + 1 hard copy in class)


Week Eight

Tues 3/19        In-Class Peer Review Workshop

Revision Discussion: Using Language Effectively

Reading Due:    Donald Murray, “The Maker’s Eye: Revising Your Own Manuscripts”

Writing Due:    Peer Review Letter (2 copies)


Thurs 3/21       Overview Unit 3: Using Research to Make Arguments

Group Meetings to Discuss Topic, Genres, and Research Planning

Reading Due:    Stuart Greene, “Argument As Conversation: The Role of Inquiry in Writing a Researched Argument”


Week Nine

Tues 3/26        Library Visit

Reading Due:    John Swales, “‘Create a Research Space’ (CARS) Model of Research Introductions”


Thurs 3/28      Making Arguments in Proposals

What do you need in order to contextualize and build your proposal?

Watch Diane Wolk-Rogers TED Talk

Reading Due:    Christine Yared: “Don’t Let My Classmates’ Deaths Be in Vain,” Emma González: “A Young Activist’s Advice: Vote, Shave Your Head and Cry Whenever You Need To”

Writing Due:    Article Final Draft, with Reflection Paper about Rhetorical Analysis and Transfer


Week Ten

Tues 4/2          Structuring a Proposal as a Two-Part Argument

Reading Due:    Andrea Lunsford, Everyone’s an Author, “Making a Proposal” (handout)

Writing Due:    Research Project Proposal Plan


Thurs 4/4        Making An Argument Relevant to Your Audience

Creating a Research Space by Putting Sources in Conversation

Writing Due:    Annotated Bibliography (1 per person, with at least three entries)


Week Eleven

Tues 4/9          Troubleshooting Your Proposals: Issues in Writing Collectively

Overview of Group Project Presentations

Time for groups to meet

Reading Due:    Sample Student Proposal (handout)


Thurs 4/11       Multimedia Presentations Begin

In-Class Peer Review Feedback for Revision

Writing Due:    Group Memorial Proposal Working Draft (upload to course website + 3 hard copies)

Week Twelve

Tues 4/16        Overview of Unit 4: Multimodal Translation

Group Multimedia Presentations End

Reading Due:    Cheryl Ball and Colin Charlton, “All Writing is Multimodal”

Writing Due:    Oral Multimedia Presentation


Thurs 4/18       Considering the Possibilities of 21st Century Genres

Translating Arguments Across Genres: Discussion about multimodal genres and possibilities

Writing Due:    Final Draft of Argumentative Proposals Due (1 per group)

Individual Reflections on the Research and Writing Process (1 per person)


Week Thirteen

Tues 4/23        No classes – Spring Break


Thurs 4/25      No classes – Spring Break


Week Fourteen

Tues 4/30        What Goes Into a Cross-Genre Translation?

Digital literacy and justifying genre choices

Reading Due:    Chelsea Harrison, “College Students & Social Media”

Writing Due:    Genre Translation Plan


Thurs 5/2        Library Day

Research to Deepen Your Analysis or Add Nuance to Your Argument


Writing Due:     Bring Additional Research Questions – what else you need to know about this digital genre?


Week Fifteen

Tues 5/7          Overview of Unit 5: Final Portfolio with Reflective Essay on Your Theory of Writing

In-Class Time to Work on Multimodal Translation Projects, Mini-Conferences

Reading Due:    Thomas Osborne, “Late Nights, Last Rites, and the Rain-Slick Road to Self-Destruction”


Thurs 5/9        Peer Review of Multi-Genre Translations

Informal In-class Peer Review   

Writing Due:    Working Draft of Written Components Due


Week Sixteen

Tues 5/14        Reflection on Writing Across Situations

How has writing across different genres offered insight about the writing process?

Presentations of Multimodal Translation Projects

Writing Due:    Final Draft Multimodal Translation with Reflection on Transfer


Thurs 5/16       Wrapping Up

Presentations of Multimodal Translation Projects

Any final questions and reflections to frame the Portfolio Reflection Essay


Week Seventeen

Tues 5/21        Final Portfolios Due

Writing Due:    Final Portfolios with 3-4 page Reflection Essay