INSTRUCTOR COPY: This document includes detailed prompts and student directions that you can cut and paste into your weekly agenda posts as you progress through the semester.

ENG 1101: Model syllabus for online instruction

–incorporating Core Books at CUNY and the First Year Writing curriculum–

Introduction: Course Overview & Tips for Being an Online Student

Day 1

READING:

  • Sign up for our OpenLab site/Go to our Blackboard class site: if you encounter problems, please email me at ___________________.
  • Review the course site: be sure to read the introduction to the course, look over the syllabus, and open and review all course tabs/sections.
  • If using OpenLab, review: “Tips for Success” on “The OpenLab for Students.”
  • If using BlackBoard, review: “Student Guide to Blackboard.”

 WRITING: Introductions

  • Respond to the Discussion Question “Introducing Yourself”: Write a paragraph (approx. 100 words) 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).
  • Respond to the Discussion Question “Online Learning”: Write a paragraph (approx. 100 words). Discuss any questions or concerns you have about taking an online writing class. Mention anything that confuses or worries you. You may also discuss positive aspects (either that you’ve experienced or that you foresee) about online learning. At the end of your response, share one or two tips from your own online experience (either in school, at work, or in other day-to-day use of technology) that you think other students might find useful.
  • Respond to the Discussion Question “Our Syllabus”: 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. 
  • Take the online technology survey.
  • Sign up for your free subscription to The New York Times: https://library.citytech.cuny.edu/help/how/nytimes.php. 
  • Check out the City Tech Writing Center on OpenLab: https://openlab.citytech.cuny.edu/writingcenter/
Day 2

READING & WATCHING:

WRITING: Habits and Techniques

  • Respond to the Discussion Question “Your Reading and Writing Habits”: Olivarez reflects on his reading and writing experiences as a high school student and comes to the conclusion that, ultimately, he had to write for himself the stories he was “craving to read.” Write a short paragraph (approx. 150 words) about yourself as a reader and writer. In your paragraph discuss the following:
    • Think about the kinds of reading and writing you are drawn to, connect with, or even crave. Also, consider the type or reading and writing you avoid or dislike. Make a list of both categories.
    • With your lists in mind, note patterns in your reading and writing habits. What are your reading and writing preferences and challenges? Why do you think you lean towards certain types of texts and away from others?
    • How long are you able to read without thinking about your phone, the fridge, or something other than the reading? Do an experiment! Use your phone and time how long you can read without becoming distracted. (Use the Bunn essay or any other material to do this.) Mention your results in your paragraph.
  • Respond to the Discussion Question “Strategies from Bunn”: Write a short paragraph (approx.100 words) 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.
  • Respond to the Discussion Question “Connecting to Woodson’s TED Talk”: Write a short paragraph (approx. 100 words) responding to Woodson’s ideas. In your response consider the following:
    • Woodson discusses the value of reading slowly and connects it to her work as a writer. She explains that reading and writing allow her to look deeply at the world, to understand the future and the past, to get lost and forget, to remember those who came before, to drown out the noise, and to pay homage to ancestors. She also says stories connect people to each other. Discuss how her ideas on reading and writing resonate with you. Be sure to refer specifically to an image or detail that Woodson includes in her talk; likewise, use details from your experience to explain why her points relate to you in some way.

Unit 1 — Education Narrative

Day 3

READING:

 RESOURCES:

WRITING: Frederick Douglass, Malcolm X, and Anita Jiang

  • Write a Post/Submit an Assignment that does the following (approximately 200-250 words):
    • Pick one of the readings that reminds you of an experience you 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.
    • Create a “double-entry journal” exploring two moments that speak to you from the text you selected. First quote the text and then explain why it reminds you of your own learning experience (whether that experience was in an actual school setting or elsewhere).

Template for the double-entry journal (use the template below or set up your double-entry journal using two columns if you prefer).

Quote 1: 

Explain why you connected with this quote:

Quote 2: 

Explain why you connected with this quote:

  • Finally, use your double-entry journal to help you create “a quote sandwich” for one of your entries.
  • After thinking and writing about your two quotes, freewrite a paragraph retelling the experience/s you refer to in the double-entry journal. Include as many details as possible (think about the 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.
Day 4

READING & WATCHING:

  • Read the assignment guidelines for “Unit 1: Education Narrative” (email/ask me if you have any questions about these guidelines).
  • Watch “Understanding Genre Awareness”
  • Look over the texts from last class and think about them in relation to your own educational journey.

WRITING: Genre Analysis

  • Respond to the Discussion Question “Thinking about Genres”:
    • What genres do you enjoy when you read, listen to music, watch movies, etc. Make a short list.
    • Choose one of your favorite genres and write a paragraph discussing the purpose, audience, tone, and style of that genre. Also, explain why you enjoy this genre.
  • Write a Post/Submit an Assignment that does the following (approximately 200-250 words):
    • 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.
    • 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, think about which one of these texts might serve as a model for your own narrative. The story in the model text does not need to be like yours. Rather, you like the way the author composes their narrative (their techniques, strategies, and style), and you would like to emulate their storytelling.
Day 5

READING:

WRITING: Plato’s Allegory of the Cave, Day 1

  • Write a Post/Submit an Assignment that does the following (approximately 200-250 words):
    • 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?
    • Write a paragraph answering this question: Would you rather be a prisoner from the cave or would you want to be released from the cave? CHOOSE ONE. You cannot choose both! Explain the choice you made and why you made it.
  • 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.
Day 6

READING & WATCHING:

  • Read Plato’s “Allegory of the Cave” again. Be on the lookout for moments where Plato emphasizes the physical and concrete details that 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.
  • Watch the two short videos for Plato’s “Allegory of the Cave”: here and here

WRITING: Plato’s Allegory of the Cave, Day 2

  • Write a Post/Submit an Assignment that does the following (approximately 200-250 words):
    • List symbolic details you identified in Plato’s text.
    • Pick three details to focus on: for each detail, write a few sentences explaining the point/s Plato is trying to make through his imagery.
    • 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.
    • Explain how the symbols you’ve identified in Plato’s story relate to your own “cave” experience.
  • Respond to the Discussion Question “Further Brainstorming for your Education Narrative”: 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.
 Day 7

READING: 

WRITING: Drafting

  • Respond to the Discussion Question “Lamott and ‘Shitty First Drafts’”:
    • Lamott discusses the writing process. After reading this piece, think about how you approach writing assignments and write a few sentences describing this approach; for example, do you write several drafts? waituntil the last minute? proofread carefully? Give honest details! Then, add what you would like to change or improve about your writing process.
  • Work on your own “shitty first draft”! Use the process outlined below.
    • At this point, you have written about your own reading and writing and started to think about topics you might use for your first assignment (Unit 1: Education Narrative).
    • Spend 10 minutes (set a timer) and write down (either by hand, on your computer, or on your phone) what you’ve decided your education narrative will focus on and explain These notes are just for you– the writer. But this first step is really important to get your ideas flowing.
    • Then begin constructing your narrative:
      • Set a timer and spend 10 uninterrupted minutes freewriting your narrative. Include all the details you remember: people, places, dialogue, feelings, thoughts, etc.
      • Read through and decide what seems useful and worth using in your essay. 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.
      • Set your timer for 10 minutes. On a new piece of paper (or a new screen) begin to shape what you have written into a draft of your education narrative.
      • Now, after taking a short break, come back and finish a first draft of your education narrative.
    • Write a Post/Submit an Assignment that includes the following:
      • A draft of your Unit 1: Education Narrative (as close to the 1,000 word minimum as possible) as a shareable document (e.g. Google doc.).
Day 8

READING:

  • Read your peer review partner’s draft and with it in mind do the activities below. 

RESOURCES:

 WRITING: Peer Review

  • Go to the course site and find my post announcing your peer review partners. Then find your partner’s educational narrative draft and provide feedback. 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 very 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 here. 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/.
Day 9

RESOURCES:

WRITING: Creating a Title & Looking at Transitions

  • Write a Post/Submit an Assignment that includes the following:
    • Imagine a book cover or movie poster that might go with your education narrative. Would the image be a literal representation or a metaphorical one?
    • Find or create an image to place on the title page of your education narrative. If the image was not created by you, be sure to cite the source using MLA style. 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/.
    • Brainstorm 5-10 single key words related to your story. Use this list to help you come up with a title.
    • Post both your image and your title.
  • Go back to “Chapter 7” of Frederick Douglass’s Narrative of the Life of Frederick Douglass. Take note of how and where he uses transition words and phrases (for example, “however,” “although,” “on the other hand,” etc.). Notice the way he uses these words and phrases to tie together ideas and to direct the reader. For further help with transitions, consult Purdue Owl’s list of transitions and Purdue OWL’s explanation of how to write transitions. You will be incorporating transitions in your revision.
Day 10

READING:

  • Read through the feedback on your draft.

RESOURCES:

WRITING: Workshop Day-Revising

  • 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 the transition phrases to direct your reader and to connect ideas. To help you integrate transitions, look at the words and phrases you pulled from Douglass’s narrative, add from your own knowledge of transitions, and/or consult Purdue Owl’s list of transitions and Purdue OWL’s explanation of how to write transitions.

Unit 2 — Reflective Annotated Bibliography Project 

Day 11
  • SUBMIT Unit 1 (Education Narrative)
  • Write a Post/Submit an Assignment that includes the following:
    • A short letter ( 150-200 words) to me 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.

 READING:

  • Assignment guidelines for Unit 2: Reflective Annotated Bibliography Project
  • Annotated Bibliography Project Student Samples
  • James Baldwin, “A Talk to Teachers”

 RESOURCES:

 WRITING: Introducing the Reflective Annotated Bibliography Project:

  • Respond to the Discussion Question “Reflective Annotated Bibliography Project”: 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.
  • Respond to the Discussion Question “Student Samples — Reflective Annotated Bibliography Project”:
    • 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.
  • Respond to the Discussion Question “Baldwin”: 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?  
Day 12

READING & LISTENING:

WRITING: Analyzing the Declaration of Independence & Brainstorming Research Topics

  • Write a Post/Submit an Assignment that includes the following:
    • Find one moment in this document where you feel the authors’ argument is particularly compelling– quote or paraphrase the section and 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.
  • Respond to the Discussion Question “Brainstorming Topics for the Unit 2 Assignment”: 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 controversial 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 find it helpful to think about our discussion on Baldwin and the things you feel the necessity or obligation to learn about. Avoid typical topics (like the death penalty, abortion, and violent video games). Really search for issues or a problems– local, national, global– that matters to you and that you have questions about. Brainstorm a list.
Day 13

RESOURCE:

 WRITING: Developing Research Questions

  • Look at the topics you and your peers posted when brainstorming. Then choose the one you think is the most interesting (from either your list or your classmates’ lists).
  • Review the presentation “What Is Research?” by Prof. Carrie Hall.
  • Set a timer and spend 30 minutes googling the topic you’ve selected, and bookmark articles or copy links that look compelling. Take notes on key ideas and questions related to your topic.
  • Write a Post/Submit an Assignment that includes the following:
    • Identify the topic you have decided to use for the Annotated Bibliography Project.
    • Write a short paragraph summarizing what you learned in your preliminary research.
    • From there, develop two or three new questions you have about your topic.
      • These should not be “yes or no” questions, but deeper and more comprehensive questions. Keep in mind words like “why” and “how” when developing these questions.
      • For example, if my topic is “accessibility in the remote learning environment,” I would think about questions like “how does an instructor create an effective online class that is equitable and accessible to all participants” or “why are some students falling behind when learning online?” One of these might then become my research question for the Annotated Bibliography Project.
Day 14

Library Day: Make sure to build in a day for the Library Session here or wherever it works for you during the semester.

 WRITING: Research Prep Day (Writing Workshop)

  • Return to the questions you still have about the topic you will research, and review them along with any comments I have provided.
  • 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 not be posted. They will help you write the introductory section of the annotated bibliography)
Day 15

RESOURCES:

WRITING: Drafting the Annotations

  • 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. Please note: 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.)
  • Write a Post/Submit an Assignment with the first entry 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 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. Find two additional sources for your annotated bibliography. Try to explore a variety of genres for this assignment: consider journal articles, TED Talks, podcasts, Op-Eds, letters, or news reports.
Day 16

WRITING: Drafting & Conferencing

  • Write a Post/Submit an Assignment with the next two entries for the Annotated Bibliography Project. Each source entry 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 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
    • Work on the other parts of this project.
    • You are not posting your draft, but you may use virtual office hours to check in and ask questions.
Day 17

RESOURCES:

WRITING: Drafting– Finalizing the Reflective Annotated Bibliography Project

  • Continue researching and working on your Annotated Bibliography 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.
  • You are not posting your draft, but you may use virtual office hours to check in and ask questions.

Unit 3 — Writing in a New Genre

Day 18
  • SUBMIT Unit 2: Reflective Annotated Bibliography Project
  • Write a Post/Submit an Assignment the includes the following:
    • 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?

READING:

WRITING: Introducing the Writing in a New Genre Project

  • Respond to the Discussion Question “Writing in a New Genre”: Write down any questions you have about these guidelines.
  • Respond to the Discussion Question “Integrating Research”: Notice one place in the essay where the author uses research. Quote this section and discuss how the author uses research to support the point of the piece.
  • Respond to the Discussion Question “Twitter Thread as a Genre”: 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?
Day 19

READING, LISTENING & WATCHING:

WRITING: Interviews as a Genre & Thinking about Audience

  • Write a Post/Submit an Assignment that includes the following:
    • Although these two pieces are both interviews, they differ in certain ways; think about the tone, format, purpose of each piece. Also, consider who the audience is for each interview. Set a timer for 15 minutes, and freewrite about what the interviews have in common and how they differ. As you write, think about the following:
      • 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?
    • Respond to the Discussion Question “Thinking about Audience”: 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?
    • Respond to the Discussion Question “Choosing a Genre”: Make a quick list of the genres we have looked at so far this semester. From this list, choose two to three genres (aside from the Op-Ed genre) you think would be most appealing to your audience and work best to convey your thesis and research. Explain your choices.
 Day 20

WRITING: 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 Post/Submit an Assignment that includes the following:
    • 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 three examples of the genre and add images or links of your examples.
    • 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?
 Day 21

READING:

  • We have been thinking about genre, now choose the genre you will use for Unit 3: Writing in a New Genre and find an example.

WRITING: Analyzing Samples

  • Write a Post/Submit an Assignment drafting the reflection portion of Unit 3. The genre sample you found will act as a model for you as you create your Unit 3 assignment. Do the following:
    • Include the link to your sample so I can view it.
    • Name the type of genre you are working with (choose from the list on the Unit 3: Assignment Guidelines).
    • 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.
  • Begin drafting your piece for the “Writing in a New Genre” assignment.
Day 22

WRITING: Drafting Your Genre Piece

  • Begin drafting Unit 3: Writing in a New Genre.
  • You are not posting your draft, but you may use virtual office hours to check in and ask questions.
Day 23

WRITING: Drafting — Finalizing the Writing in a New Genre Project

  • Continue working on drafting Unit 3: Writing in a New Genre.
  • You are not posting your draft, but you may use virtual office hours to check in and ask questions.
Day 24
  • SUBMIT UNIT 3: Writing in a New Genre Assignment  

READING:

  • Read through all your work so far this semester and the comments you received. 
  • Read through the assignment guidelines for the “Final Reflection and Portfolio.”
  • Donald M. Murray, “The Maker’s Eye: Revising Your Own Manuscripts”

WRITING: Thinking about Revisions, Reflecting, and Building the Portfolio

  • Respond to the Discussion Question “The Maker’s Eye”: What is one moment you found useful? Quote the moment and explain what you found useful and why?
  • Respond to the Discussion Question “Revisions”: What unit assignment do you plan to revise? In four or five sentences explain what you will adjust and improve about your work.

Final Reflection and Portfolio

Day 25

WRITING: Reflecting and Building the Portfolio

  • Begin drafting your answers to the reflection questions:
    • Look at the reflection questions in the portfolio assignment and freewrite for 20 minutes. As we have been doing all semester, set a timer to keep you on track! Use this to start writing your reflection (do not post yet).
Day 26

WRITING: Drafting

  • Continue working on your revision, final reflection, portfolio.
  • You are not posting your drafts, but you may use virtual office hours to check in and ask questions.
Day 27

 WRITING: Drafting

  • Continue working on your reflection and portfolio, which includes revising an assignment of your choice.
  • You are not posting your drafts, but you may use virtual office hours to check in and ask questions.

Conclusions

Day 28
  • SUBMIT Final Reflection and Portfolio Assignment
  • Write a Post/Submit an Assignment in which you insert links for the following:
    • Final Reflection
    • Portfolio with Revision
Day 29
  • TBA