Author Archives: Andrew Stone

Unit 1 Assignment

Unit 1: Literacy Narrative Essay

 

“Everyday life is the starting and end point of all human activity.”

  • Georg Lukács

 

In this unit, we are investigating the place of language and writing in our lives. The goal here is to think through, in all of its nuance and contradictions, our varied experiences of language and writing – the ways in which the languages we speak contribute to a developing identity and sense of self/community, and the role writing (and reading) plays in this development. We want to think through personal experience, everyday life – the languages we use with friends, with relatives, immediate family, whomever else we may encounter in whatever context – and begin to consider how we use language differently in different contexts, often to a specific end. We want to begin to devise our own relationships to language. Through our readings, and as we consider our personal relationships to language and look critically at our own writing processes, we should begin to see how the world creeps in, how our everyday experiences of language, of writing, of being in school, are intimately connected to and reflective of the world at large and the institutions we inhabit.

 

 

Part I: Narrative (800 – 1000 words)

 

To round out this unit, each of you will write an essay about a significant event in your experience as a writer/student. Consider what you’ve written in the journal entries: perhaps you want to expand on some of the things you have written there. Consider also the different ways the writers we’ve looked at write about their own experience as writers/speakers of language. You may want to write about:

 

  • an event in your educational career that was particularly formative;
  • a specific literacy/learning event that led you to become the thinker you are today;
  • the first time you had a profound experience related to language;
  • your experience as a writer in this class so far, or in writing classes in general

 

You should talk about how the event shaped your relationship to reading and writing, or to school/education in general. Or else, you will want to talk about how your particular experience relates to some of the bigger social and cultural issues we discussed in class, such as race, the education system, standard English, etc. In any of these cases, you should reflect upon how your experience has enabled you to understand something specific about reading, writing, learning, or language AND how that understanding reflects on the communities/world you inhabit.

 

In this assignment you should seek to: describe your reading and writing processes, and the relationship between the two; gain a greater sense of how your personal experience of literacy, and how those experiences have shaped how you envision yourself as a writer in the current world; reflect on your own schooling and educational influences, and examine the social and technological issues involved in accessing language fluency; and explore understandings of the ethnic and cultural diversity of written English, as well as the influence of other registers, dialects, and languages.

 

This is not a 5-paragraph essay. This is you relating to your peers the story of who you are as someone who belongs to a particular speech and/or writing community, and your history as a reader and writer. In that spirit, you can choose to format or write this in whatever way you think best communicates your story honestly.

 

You don’t have to choose a good event, or a happy one. You do not have to pretend. Write honestly, and with as much care as you can muster.

 

A note: this is not an excuse to write something unfocused or sloppy. You are allowed to be creative. You should absolutely be descriptive. Stay away from vague or general claims and clichés. It’s your life, you know it best and to the smallest detail – use that to your advantage.

 

Part 2: “Email Response” and Reflection

 

After you have completed the first draft, you will bring in three copies of you essay – one for me and two for two of your peers. You will share these essays with your group, and, after reading each other’s essays, provide thoughtful, critical feedback. While you should provide suggestions for improvement, you should also consider this an opportunity to take cues from your peers and build a sense of community and solidarity. Note what you think works and what you think could use some work. After gathering notes, write an email (~250 words) to each of your group members responding to their paper with your comments and suggestions. You will attach a copy of this email to your final draft.

 

In addition to the “email”, you will write a reflection (250 words), also to be attached to the final draft. In this, you will explain:

 

  1. why you chose to write the way you wrote
  2. what insights you’ve gained from the readings, the journals, and your peers
  3. what you think worked and what you might improve on

 

Due Dates

 

Proposal/Conceptual Outline: 9/11

Rough Draft: 9/16

Final Draft: 9/23

 

 

Grading

 

For both the essay and the commentary/reflection portions of this assignment, you will be graded on: the depth and clarity of your writing, organization of thoughts, concreteness of details, whether or not these details support the greater narrative/argument, and whether or not you completed the assignments on time. With respect to the peer review and reflection, you will be graded on how thoughtful your responses and reflections were, in addition to the above criteria.

Unit 2 and 3 assignment

UNIT 2: Research Report

Overview

So, in order to explain Unit 2, I have to talk about Units 2 + 3 together first, because you’re going to have to use some foresight in the research decisions you make; there will be planning, trial, error, planning again. It’s all part of the process.

In Unit 3, you’ll be writing a document in a new genre, one you haven’t written in before, about the place you’ve decided to research in unit 2. For example, you might write a manifesto, or a comic book. Maybe you want to write a speech addressing a problem you outlined or discovered in your research for Unit 2.

You don’t need to know exactly what you’re going to be doing in Unit 3 yet. HOWEVER, you’ll be doing some things in Unit 2 that you’ll need for Unit 3:

  1. Researching a question you are truly curious about. You will use some of your research from Unit 2 when you write Unit 3.
  2. Researching a variety of different genres, which will inform what you write in Unit 3.

So, Unit 2 will be an investigation into and report on a specific question about a topic that interests you. You will conduct research into various genres (4 sources), gather and evaluate the information in those sources, and present a report on your findings. For this assignment, you will not need a thesis statement; rather, I am asking you think investigate, analyze, and report what you have learned from your investigation. You may arrive at an answer to you initial question, or you may find you’re asking the wrong questions and will need to rethink your approach.

  1. Ask and develop specific question. This should be something you care about, something you’ve always wondered about – something that will keep you engaged, as you’ll be continuing this line of inquiry in Unit 3 as well.
  2. Have your question approved by me (REQUIRED). If you change your question, your new question must be approved. Due 10/23 (You cannot change your question past 10/25).
  3. Research, gather information on, and analyze 4 sources consisting of at least 3 different genres.
  4. Read and annotate sources with your question in mind. Do a SOAPSTONE worksheet for each source. Take notes on the relationship between the source and your question. Consider throughout: what did I learn from this source? About my own process of thought? About my reading process? My writing process?
  5. Write your report. The best way to go about this is to write the report for each source, then write the intro and conclusion. Remember that format and appearance count, so give yourself time to proofread and make it look good!

Your analysis of each source must be at least 300 words – this is both content analysis AND rhetorical analysis, which we have discussed and will continue to discuss during this unit. In other words, you must analyze not only what the source says, but also who its intended audience is, what its history is, its purpose, etc. Remember, try to make this as interesting to your readers as possible. This gives you some leeway in choosing how you want to format your report, but make sure you consider what is best for your audience.

The entire report, consisting of source analysis, introduction, and conclusion, should be at least 1800 words.

Grading System

  1. Is your document readable and informative? Does it teach us about what you’ve learned, as it relates to question? Does it teach us, not only about the content of the sources you’ve chosen, but also the rhetorical situation surrounding those sources? In other words, is it a “good” source? Good for whom? Why?
  2. Did you do good research here? On eof the main goals of the assignment is to learn something new about your topic AND to help you learn to find information on your own, to be applied to future situations. If you simply choose the first three options on Google, that’s not doing enough, and your topic will most likely not be as nuanced as it could be.
  3. Did you find sources in at least three different genres? Do the genres you chose “gel” with the content – that is, do the genres you chose make sense for the goals of both Units 2 and 3?
  4. Your report must look good, and must be organized in a way that makes sense to the reader you have in mind (and to me!).
  5. Is your language appropriate to the audience you have in mind? No matter how you chose to write it, the type of language you use (how it is written) must be consistent and must be appropriate to your audience. You should be able to explain with a good line of reasoning why you chose the language you chose.
  6. Cite your sources.

 

 UNIT 3: Writing in a New Genre

In this unit, you will be using your research from Unit 2 to compose a document/artefact in a new genre. You might want to write a declaration, a manifesto, a rulebook, a magazine article (from a particular publication), a comic book, a children’s book, short story, a video essay etc. The possibilities are virtually endless. The caviats are:

  1. You must have a rhetorical understanding of the genre you choose
  2. You must make use of the research you did in Unit 2

You cannot simply write an “article”. You’ll need to be specific, and the genre must contain words. It would help you to have a specific example of the genre in which you choose to write. You will have written about this genre, in some form, so use the knowledge you already have, and the knowledge you will gain from further research, to craft the best version of a document in the genre you’ve chosen. If you are choosing to do something say in video or song, you must transcribe the words. The final word count for this will be 1500 words at least.

Some ways you might want to get started:

Question your intent. Think, “What do I have to say? Why do I care about this topic? What is the best genre for me to communicate what I have to say?”

Choose a genre you like and that you think best fits your intent. If you decide for instance that you want to talk about bodegas, or your bodega specifically, perhaps an exposé is best.

The point here is, the topic and genre should gel.

Steps

  1. Consider again how your research and genre analysis in Unit 2 has addressed/influenced your line of questioning. What do you want to say? Why is your topic important to you and to the community at large? Which genre is best suited to communicating your message?
  2. Once you’ve narrowed your focus/have chosen your genre, outline your argument. How will your support your general claim? What kind of sources would strengthen your argument?
  3. Conduct further research, if necessary, to support your claims/vision.
  4. Begin writing. Bring in research and the methodological knowledge you’ve gained from our investigation into genre and rhetoric. Look to your source/mentor text for ideas about structure.
  5. Incorporate reflection and feedback in order to improve the final product.

Proposal due: 11/25

Rough draft due: 12/04

Final draft due: 12/09

 

Grading

  1. Genre Awareness. You must show an understanding of the “rules” of the genre you are working in. Part of the Unit 3 assignment is a “genre report” (similar to those you did in Unit 2). Is this thoughtful, and well-reasoned? Do you follow these guidelines in your final project?
  2. Audience Awareness. Does your project do a good job at anticipating and accommodating the group to which it is addressed? Does your project make the diction, argument, genre, and design choices appropriate to your chosen audience?
  3. Care. How carefully have you constructed a “finished work” in the genre of your choosing? For instance, a great deal of care was put into how a documentary organizes information and image to convey a particular message to an audience. This criterion will vary depending on your genre, but you must in all cases turn in a finished, organized project that is consistent and free of typos and formatting errors. You should be able to explain why everything is where it is.
  4. Effectiveness of Message. Do you communicate a clear message to your intended audience? Your audience should walk away either having learned something that could change how they think about your topic, or else with productive questions about your topic. It should inspire nuanced engagement and curiosity in your audience.

 

1101 Syllabus

 

ENGLISH 1101 COURSE SYLLABUS

 

Professor Name: Andrew Stone

Office Phone: (718) 260-5392

Office: Namm 529

Office Hours: Wednesday 1:15-2:15

Email: astone@citytech.cuny.edu

Meeting Time: MW 10:00-11:15 a.m.

Classroom Location: Namm 1005

Conference Hour: 9:00-9:50 a.m.

Location: Namm 1018

Online Location: https://openlab.citytech.cuny.edu/comp2019morning/

 

 

Course Description:

 

This, English 1101, the first half of First Year Writing at City Tech, aims to equip you with the critical thinking, reading, and writing skills necessary for this class, all of your other classes, and beyond, in the professionalized working world. The point, and my role, is not to tell you what exactly to write, not even necessarily how to write, but to offer a structured forum in which you can learn the underlying, practical procedures used to approach any writing or reading situation. We will call these differing textual situations “rhetorical situations” and we will call this process of teaching methods (rather than information) “teaching for transfer”. Through engaging different rhetorical situations, we will consider who is speaking, who they are speaking to/for, and why they’re even speaking at all! The course will involve personal exploration/reflection, rhetorical analysis, and research, through which we will look at the varying social contexts in which some kind of specific meaning is exchanged. As such, we will engage a wide range of media and investigate how these media express the world we inhabit. While the goals of this course are communal, one’s journey through writing is intensely personal, and with that in mind, we will foster an environment in which our unique voices, styles, and dispositions can be heard and critiqued as we confront important social, cultural, and existential realities. And finally, we are here, myself included, to grow as thinkers and writers.

 

Prerequisite: CUNY proficiency in reading and writing

 

Learning Outcomes:

 

After completing ENG 1101 you should be able to:

 

  1. Read and listen critically and analytically in a variety of genres and rhetorical situations: Identify and evaluate exigencies, purposes, claims, supporting evidence and underlying assumptions in a variety of texts, genres and media.

 

  1. Adapt and compose in a variety of genres: adapt writing conventions in ways that are suitable to different exigencies and purposes in a variety of contexts including academic and workplace audiences. When appropriate, repurpose prior work to new genre, audiences and media by adjusting delivery, design, tone, organization and language.

 

  1. Use research as a process of inquiry and engagement with multiple perspectives. Learn to focus on a topic and develop research questions that lead to propositions and claims that can be supported with well-reasoned arguments. Demonstrate research skills through attribution and citation gathering, evaluating and synthesizing both primary and secondary sources.

 

  1. Use reflection and other metacognitive processes to revise prior assumptions about reading and writing and transfer acquired knowledge into new writing situations.

 

 

Readings / Text:

 

All readings are available on the course website, or else will be made available by handout.

 

University Policies

 

Accessibility Statement

City Tech is committed to supporting the educational goals of enrolled students with disabilities in the areas of enrollment, academic advisement, tutoring, assistive technologies and testing accommodations. If you have or think you may have a disability, you may be eligible for reasonable accommodations or academic adjustments as provided under applicable federal, state and city laws. You may also request services for temporary conditions or medical issues under certain circumstances. If you have questions about your eligibility or would like to seek accommodation services or academic adjustments, please contact the Center for Student Accessibility at 300 Jay Street room L-237, 718 260 5143 or http://www.citytech.cuny.edu/accessibility/.

 

Academic Integrity and Plagiarism Statement

Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion.

Sanctions for Academic Integrity Violations

In accordance with the CUNY Policy on Academic Integrity, NYCCT empowers its Academic Integrity Committee and Academic Integrity Officer to process violations of the CUNY Academic Integrity Policy. As stated in the student handbook, all instructors must report all instances of academic dishonesty to the Academic Integrity Officer.

 

Course Policies

 

Attendance: Students who fail to attend class regularly will fall behind on the daily writing assignments. The daily assignments build upon previous work and lead towards success in the major projects. In order to succeed in the class, students will need to attend regularly. Students who fall behind will likely have a difficult time catching up.

 

Missed Work and Late Papers: I do not accept late homework. For larger assignments, every day the assignment is late, you will lose half a letter grade on your final portfolio. That said, if you talk to me before the paper is due, I’ll likely grant an extension. This means you can’t ask for an extension the night before the paper is due. This is an exception reserved for difficult circumstances – you don’t have to tell me more than you’re comfortable with, but please don’t lie.

 

OpenLab Statement:

You will need to register with the City Tech Open Lab and join our course immediately. We will do this on the first day. It will be your responsibility to learn the navigation of the class website during the first week. After the first week, we will be using the Open Lab. Any work that you fail to post after the 3rd class meeting cannot be made up. If you need help with this, see me immediately, and make sure to come to the first and second class meetings.

 

Course Load Expectations: Come to this class, and this semester, prepared to read and write. It is why we are here. It is part of being in college. There will be, at times, a large amount of work. I have done my best to spread out this work, and I will revise the syllabus as much as is reasonable to ensure a schedule most conducive to our learning objectives. I understand that attention spans are diminishing – this is out of my control, and as such, I intend for this class to be one through which you can develop a more responsible relationship to time. You and your classmates are here to learn and I am here to help facilitate that learning. We are in this together, so let’s do the work we need to do to get through this together.

 

Major Projects and Assignments

 

Project 1: Literacy Narrative

 

The overarching goal of the Literacy Narrative assignment is to lay a metacognitive foundation

for the rest of the semester. In this assignment you will:

 

  • describe your own reading processes, writing processes, and the relationship between the two
  • gain a greater sense of your own past literacy experiences and how those experiences have shaped how they envision themselves as writers in the current moment
  • reflect on your own schooling and educational influences and examine the social cultural, and political issues involved in accessing language fluency
  • explore your understandings of the ethnic and cultural diversity of written English as well as the influence of other registers, dialects, and languages.

 

 

Project 2: Genre Research Report

Unit 2 will be an investigation into and report on a specific question about a topic that interests you. You will conduct research into various genres (4 sources), gather and evaluate the information in those sources, and present a report on your findings.

For this assignment, you will not need a thesis statement; rather, I am asking you think investigate, analyze, and report what you have learned from your investigation. You may arrive at an answer to you initial question, or you may find you’re asking the wrong questions and will need to rethink your approach.

In this unit, you will:

  • Ask and develop specific question. This should be something you care about, something you’ve always wondered about – something that will keep you engaged, as you’ll be continuing this line of inquiry in Unit 3 as well.
  • Research, gather information on, and analyze 4 sources consisting of at least 3 different genres.

 

Project 3: Writing in a New Genre

 

In this unit, you will be using your research from Unit 2 to compose a document/artefact in a new genre. This is to say, a genre you have not used before. You might want to write a declaration, a manifesto, a rulebook, a magazine article (from a particular publication), a comic book, a children’s book, short story, a video essay etc. The possibilities are virtually endless. The caviats are:

 

  1. You must have a rhetorical understanding of the genre you choose
  2. Your genre must suit the site-based-topic you’ve researched

 

I would recommend choosing a genre we have studied, unless you are confident in your understanding of the chosen genre.

 

You cannot simply write an “article”. You must choose a mentor text. This means that you have a specific publication you are looking to. An article on VICE is different than an article in SALON. You’ll need to be specific, and the genre must contain words. The final word count for this will be 1500 words at least. If you are choosing to do something say in video or song, you must transcribe the words.

 

 

Other graded projects:

 

Journals:

 

You will be required to keep a writing “Journal”. This will be two-fold.

 

First, there are journal prompts as listed in the syllabus/semester outline. These will be posted to open lab, and must be posted before class on the day they are due.

 

Second, you will be required to keep a writing notebook. This will contain any and all in-class writing assignments. As mentioned before, this will be a notebook you must always bring to class, and must have pages you can easily remove to be handed in.

 

 

 

 

Final Portfolio:

 

The final portfolio will be the bulk of your grade in this class. We will discuss this in-depth as the semester progresses, but the idea is that it will consist of all finished work, along with a handful of journal prompts, reflections, and in-class writing assignments, which will be revised and formatted for the portfolio.

         This will also include a final reflection, in which you reflect on your writing practices throughout your semester.

 

 

Grading Policy:

 

Grade Calculation

 

Homework/Participation

 

Journals

50 %

 

20%

In-class Writing 15%
Participation 15%
Final Portfolio 50 %

 

Homework/Participation

 

Yes, Homework and Participation is worth 50%. This means you must come to class (almost) all of the time in order to do well.

In this class, you’re learning both about your writing process AND how to be a part of an academic/writing community. You’re learning the methods to tackle any future writing project. And more specifically, you’re learning YOUR way of doing this. So, it is essential you are present in every sense of the word.

 

A Few Important Details:

 

Attendance: If you miss six classes, you fail the attendance portion of your grade. This means you can technically miss five classes. However, you will still take a penalty for the class work you missed on those days! Lateness over 15 min is half an absence. Lateness of over 35 min is an entire absence (after all, the class is only an hour and 15 minutes). The conference hour counts as an entirely separate class, and an entirely separate absence.

 

Homework:

As noted earlier, homework is due BEFORE class starts, usually on the OpenLab, unless otherwise noted. I don’t accept late homework, because the homework directly relates to the class topic of the day it is due.

On the other hand, homework is graded on completion. You just have to do it to receive the grade. But if it’s clear you totally winged it or barely tried, you’ll get a 0.

 

Rough drafts: These are worth a portion of the overall grade on your paper and your attendance for the day it is due. A late rough draft means a lower grade on your paper. It also means if you show up to class on the day that it is due without it, you’ll be counted as absent.

 

 

Final Portfolio

 

The final portfolio consists of your three major papers, as well as an author’s statement introducing your work, and a reflection essay.

We’ll be working towards this portfolio all semester. For each unit, you will submit final drafts of your paper, on which you will receive a provisional grade, meaning you can always improve them for the final portfolio.

 

Tentative Semester Outline

 

  • All Readings and Assignments are DUE on the day they are
  • Any changes made to the following schedule will be announced in class or on the class website. It is your responsibility to keep up with all announced

 

DATE CLASS TOPICS READINGS / WRITINGS / VIEWINGS
WEEK 1

W  08/28

 

Syllabus, Open Lab

 

 

In-class diagnostic essay

 

Annotation

 

 

Navigate Course Website.

 

Write: Reflection – What are your expectations for the semester? How do you feel about writing classes? About writing?

Read Sandra Cisneros’ “Only Daughter”

Write:(1) a reflection (200 words) and (2) an episode in your life of literacy (~250 words)

 

  WEEK 2

M    09/02

 

 

Labor Day—College Closed

W 09/04  

Introduction to Unit 1: Literacy Narrative

 

Annotation

 

Descriptive Writing

 

 

HW:

Tan, “Mother Tongue” & Anzaldúa, “How to Tame a Wild Tongue”

Journal Entry 1.1

CW: Discuss Tan and Anzaldua essay in groups

Writing a concrete, significant scene

Class discussion / Reflection Writing CW1.1

 

Th 09/05

(Monday Sched.)

 

Reading across/about different Literacies

Descriptive Writing

Code-Meshing / Code Switching

 

Introduce Literary Narrative Assignment

 

 

HW Due: Excerpt from Young, “Nah We Straight” and Bring Questions/Comments about Reading

CW:

Conference Hour: Continue Discussion of Tan and Anzaldúa

Reflection Writing CW1.1

Read excerpt from Philip’s “The Absence of Writing…” & Young, “Should Writers …”

Reading Reflection (Young and Philip)

Group work/Discussion

Writing: Personal Literacy CW1.2

 

WEEK 3

 

M       09/09

 

 

Reading/Writing “with” other texts

 

Introducing Rhetorical Terms

 

Argument/Thesis

 

HW Due: Rose, “Rigid Rules, Inflexible Plans, and the Stifling of Language”

Journal 1.2: Difficulty Response – What did you find difficult in this reading? Identify 3 places, throughout the text, that tripped you up. Did you find this reading helpful? If not, why? (300 words)

CW:

Conference Hour: Discussion of Rose

Watch Adichie, “The Danger of a Single Story”

Writing: Personal Literacy CW1.3

Discuss Thesis, Purpose, Argument

 

 

W 09/11

 

The Writing Process

 

Outlining Best Practices

 

Discourse Communities

 

 

 

Pre-Writing/Conceptual Outline of Literacy Narrative Due (250 words)

HW Due: Browse Orwell and Canagarajah

Annotate and Outline Adichie Transcript (with a particular eye on structure/rhetorical devices)

CW: Read Saunders

Outline Best Practices

 

WEEK 4

 

M       09/16

 

Annotated Peer Review + Revision

 

Discuss Peer Review Letters

 

 

Rough Draft of Literacy Narrative Due

 

HW due: Straub, “Responding…”

CW: Read/Discuss Straub,

Paired Peer Review

Notes for Reflection on Peer Review

 

 

 

W 09/18

 

Discuss Revision/

Reflection Portion

 

Reflect as a Class

Set Goals for Discourse Community

 

 

HW: Murray, “The Maker’s Eye”

Journal Entry 1.3 – Writing Process Reflection

 

CW: Discuss Revision

 

WEEK 5 Unit 1 should be completed no later than Monday, 09/23, but may be completed earlier.
 

M    09/23

 

Introduction to Unit 2: Rhetoric, Genre, Discourse

 

Literacy Narrative Final Draft Due

 

General Discussion of Rhetoric, Genre

Close Reading exercise: The Red Wheelbarrow

W 09/25  

Rhetorical Analysis

 

SOAPSTONE

 

HW: Carroll, “Backpacks vs. Briefcases”

CW: Discuss Carroll in Groups, then open up

Read Abdurraqib, “On Breakups”, Watch HAIM video

WEEK 6

 

M    09/30

No Classes Schedule
 

W 10/02

 

Engaging Context: Speaker, Audience, Purpose

 

Introduce Unit 2 Assignment

 

 

 

HW: Dirk, “Navigating Genre”

SOAPSTONE for reading

Journal 2.1

CW: Practice Rhetorical Analysis

 

WEEK 7

 

M    10/07

 

Engaging Genre

 

Constructing a Research Question

 

 

 

HW: Lorde, “The Master’s Tools…”

Lab:

Reflection: How do you feel about research? Do you have an idea of what you might research?

Free-write: Write about something that is meaningful to you, something you encounter every day or think about a lot. Ask three questions about this thing.

 

CW:

Discuss Genre

Read Lerner, 10:04 Excerpt; Octopus, Wikipedia Entry; Google Search, “Octopus as food”

 

 

 

W 10/09

No Classes Scheduled
WEEK 8

 

M    10/14

No Classes Scheduled
W 10/16

(M schedule)

 

Sites of Inquiry: Institution – Audience/Purpose

 

Site/Genre Analysis

 

 

 

Lab: KLW +

HW: Rough Draft of Question and Proposal Due Genre Research Practice (Handout)

Journal Entry 2.2: Rhetorical/Genre Analysis

CW: Go over Genre Research Practice

 

 

 

WEEK 9

 

M       10/21

 

Specifying, Narrowing Research

 

Specifying Purpose

 

Genre Analysis Practice

 

Final Draft of Research Question and Proposal Due w/ KWL+ research report

 

HW: Journal 2.3 – Reflection: How did you go about choosing your topic? How did you go about researching it? What did you find difficult about this process? What did you learn about your topic and about your writing/research process?

CW: Group work/Peer review– share reflections and research proposals

Discuss

 

 

W 10/23

 

Library Day

 

SOAPSTONE for first two genres

 

 

Continue Research into Genres and work on SOAPSTONE sheets

 

 

 

WEEK 10

 

Midterm Grades Due this Week

M    10/28  

Questions/Concerns Regarding Research

 

Individual Conferences

 

 

HW: Janet Emig, “Writing as a Mode of Learning”

Journal 2.4 – Reflect on your research so far. How do you plan for writing/research? Have you used writing as a means for discovery? If so, how?

CW: Reflect on Research/Writing Process so far

Practice Genre Analysis

W 10/30  

Applying Rhetorical Strategies – Thinking about Audience and Purpose

 

Rough Draft Due

 

Peer Review

 

Discussion/Questions about Reflection portion of Final Draft

 

 

WEEK 11 Unit 2 should be completed no later than Monday, 11/04, but may be completed earlier.
 

M    11/04

 

Re-introduce Unit 3: Writing in a New Genre

 

Sub-Unit: Rhetorical Analysis revisited

 

Unit 2 Assignment Final Draft Due

 

CW: Reflection, Looking Backwards and Forwards

Talk about appropriate genres

Brainstorm/Reflection on potential genres

 

W 11/06  

A Deeper Investigation into Sources

 

 

HW: Graff, “Teaching Rhetorical Analysis…”

CW: Continue Discussion of Genre

Difficulty Paper Part 1

 

 

WEEK 12

 

M    11/11

 

Rhetorical Triangle/Argument

 

Sub-unit 2: Investigating a single genre

 

The Speech

 

 

 

HW: Difficulty Paper Part 2 (Combine with Part 1) – Journal 3.1

CW: Discuss Graff

Read Wallace, “This is Water”

Discuss Rhetorical Elements of Speeches

SOAPSTONE

 

W 11/13  

 

Genre/Assignment Proposal

 

The Creative Essay

 

 

 

HW: Kunin, “Love Three”

Sebald, excerpt from “Rings of Saturn”

Nelson, excerpt from “Bluets”

SOAPSTONE for each

CW: Break into Groups, Rhetorical Analysis, Mini-presentations

 

 

WEEK 13

M 11/18

 

Choosing a Mentor Text/Research

 

Interview, Exposé, Profile

 

 

Assignment Proposal Draft Due

 

HW: Harvey, “Kara Walker”

Morris, “The Murders of Gonzago”

CW: Journal 3.2 – Rhetorical Analysis and Comparison

Discuss characteristics of Interview/Profile vs. Exposé

 

 

W 11/20  

Image, Text, Sound

 

HW: Choose a non-verbal medium to research (podcast, concert, music video, painting, etc.) and write a reflection on the content and rhetorical elements of that piece/genre – Journal 3.3

CW: KLW+

Analyzing Non-verbal media

 

 

 

WEEK 14

M    11/25

 

Video Essay

 

Works Cited

 

 

Assignment Proposal Due (Rhetorical Analysis of Mentor “Text” + Tentative argument + Rationalization)

 

HW: Blank, “Garlic” (Kanopy)

Journal 3.3 Rhetorical Analysis of Blank

CW: Discuss Blank

Varda, “Black Panthers”, Group work

 

 

W 11/27  

Questions/Concerns re: Drafting Unit 3 Assignment

 

In-text Citation

 

 

 

HW:

Journal 3.4 – Outline of Unit 3 Assignment and Reflection

CW: Review Examples of Multimodal Assignments

 

WEEK 15

M    12/02

 

Revision

Round-table discussion

 

HW: Murray, “Internal Revision”

Revised Annotated Bibliography of Unit 3 Assignment

CW: Discuss Revision

Round-table discussion of writing process, group peer-review

 

 

W 12/04 Reflection/Final Peer Review/ Individual Conferences

 

Rough Draft of Unit 3 Assignment Due

 

WEEK 16 Unit 3 should be completed no later than Monday, 12/09, but may be completed earlier.
M    12/09  

Unit 4: Final Porfolio

 

Final Draft of Unit 3 Assignment Due

 

W 12/11  

Format/Design

 

 

CW: In-class time to work on final portfolio

Mini-conferences

 

 

WEEK 17

M    12/16

 

Reflection and Transfer

 

 

Working Draft of Portfolio Due

Draft of Reflection Paper Due

CW: How has an investigation into genre offered insight about the writing process?

What worked for you? What didn’t?

 

W 12/18  

Looking Back, Looking Ahead

 

 

Final Draft of Reflection paper Due

 

F 12/20 End of Term. Final Portfolio should be submitted by today, but may be submitted earlier.
F 12/27 Final Grades Due