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

UPDATE For Week of 4/9 – 4/11 – Please check out Unit 3 for the newest assignment!

HW for class on 4/11: Work on an Annotated Bibliography using two sources for your Unit 3 Group Proposal. Please bring in a hard copy of the bibliography on Thursday, and email a digital copy to your group members. Please find below a downloadable Sample Annotated Bibliography for you to use as a model. Here's a Sample Annotated Bibliography for you to use as a model.

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

Mini-Conferences

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