Prof. Ruth Garcia

English 1101, semester????

Unit 2: Genre Research/Annotated Bibliography (1000-word minimum)

Due: ?/?/2020

Assignment

In class we have read and discussed Sophocles’ Antigone and worked with the play to identify issues and questions related to the family, the individual, society, social justice, power, and war that the play makes us think about and which feel relevant for us today. We have also worked to develop individual research questions inspired by the issue we identified in the play.

Now, for this assignment you will do research and put together a 1000-word annotated bibliography of three sources (these must each be a different genre) that help you answer your research question.

Here is a useful site explaining what an annotated bibliography is and how to do one: https://guides.library.cornell.edu/annotatedbibliography

Your particular annotated bibliography should include the following:

• Your research question at the top of the page.
• An opening statement (a paragraph) explaining why this topic is important to you, what you know about it, and what you expect to find.
• Three sources that are properly formatted in MLA style.
  • Note that each of your sources should be a different kind of genre. Examples of genres you might include are: newspaper articles, TED talks, personal essays, magazine article, scholarly article, organizations website.
  • You can find more on how to do MLA citations at the link below and throughout the Purdue OWL site: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html
  • You can also use Purdue OWL, Easy Bib, or Citation aNchine to do your citations—you can google for the second two sites and the first is at the link above.
  • Make sure your citations are in alphabetical order by author’s last name.
• After each MLA style citation, put a summary of the source that tells what the piece is about.
• Following each summary, you should also include
  • a few sentences that explain the genre, audience, and purpose of the piece.
  • one or two sentences evaluating the usefulness of each source.
  • An important and useful quotation from your source.
• A concluding statement (a paragraph) reflecting on what you have learned about your topic and who would benefit from this information and how.

Note: Below–after “How will this be graded” I have included a template for your annotated bibliography. This is to show you how to organize and format your annotated bibliography, which is its own genre of writing.

How will this be graded?

• Your annotated bibliography should be at least 1000 words.
• You have three different genres represented among your three sources
• Your annotated bibliography should be on time.
• Your annotated bibliography should have all the components listed above and be formatted in the way indicated by the template below.
• You should proofread.

The template for this assignment begins on the next page.

Your Name Here

Prof. Garcia

ENG 1101

Date Here

Research Question: Insert your research question here in place of this red text. Then make the text black/automatic when you are done.

Introduction:

In place of this blue text, insert your Opening statement saying what you expected to find before you began your research—this should be about at least a paragraph. Make sure to return the text to black/automatic.

Insert your first source here in place of all this black text and make sure your citation is in MLA style and alphabetized by author’s last name. Notice that the first line of a citation is all the way to the left and other lines of the citation are indented.

In place of this green text, you should insert your summary. In your summary you should make sure to mention the genre, audience, and purpose of the piece. Also, make sure to return your text to black/automatic.

In place of this purple text, you should insert your evaluation of the source and return the text to black/automatic.

In place of this orange text, insert an important or useful quotation from your source and return the text to black/automatic.

Insert your second source here in place of all this black text and make sure your citation is in MLA style and alphabetized by author’s last name. Notice that the first line of a citation is all the way to the left and other lines of the citation are indented.

In place of this green text, you should insert your summary. In your summary you should make sure to mention the genre, audience, and purpose of the piece. Also, make sure to return your text to black/automatic.

In place of this purple text, you should insert your evaluation of the source and return the text to black/automatic.

In place of this orange text, insert an important or useful quotation from your source and return the text to black/automatic.

Insert your third source here in place of all this black text and make sure your citation is in MLA style and alphabetized by author’s last name. Notice that the first line of a citation is all the way to the left and other lines of the citation are indented.

In place of this green text, you should insert your summary. In your summary you should make sure to mention the genre, audience, and purpose of the piece. Also, make sure to return your text to black/automatic.

In place of this purple text, you should insert your evaluation of the source and return the text to black/automatic.

In place of this orange text, insert an important or useful quotation from your source and return the text to black/automatic.

Conclusions:

In place of this blue text, insert your concluding statement saying what you learned about your topic, who you think would benefit from this information, and why and how they would benefit from this information—this should be about a paragraph. Make sure to return the text to black/automatic.

Download (PDF, 107KB)

ENG1101 Unit 2 and Unit 3
Drafts from Josh B.

• Unit 2. Genre-Based Research: Rhetorical Situation and Genre Conventions.
• Unit 3. Genre Experiment: Translating from One Genre to Another.

Download (PDF, 377KB)

Here is a link to my

Download (DOCX, 114KB)

Unit 2 Project! 

Here is a link to my Unit 3 Project!

Download (DOCX, 114KB)

 

 

Hi everyone!  By May 11th, please comment on your colleague’s 1101 units 2 and 3.  I’d like you to keep the same partner as before.  That way, you’ll be able to think about the whole trajectory of the course.  These pairs are:

Nadine/ Rebekah, Josh/ Alison, Jody/ Patrick, Amity/ Devon, Julia/ Jessica, Kieran/ Ruth, Jacci/Jim 

Please think about the following questions (you can find the unit descriptions under the menu item ” COURSE MATERIALS: 1101 UNIT DESCRIPTIONS”

• Look over the guidelines for Unit 2. The unit asks that students focus on genre awareness, that is, the unit teaches students to be aware of a range of genres and their different features so students might be able to learn those features so they themselves may start to write in those genres. It also asks that students learn transferrable research skills, evaluate sources, and begin to put sources in conversation with each other and with the student’s own thinking.  Does this assignment accomplish these goals?
• Is it clear to you (and to students) how they will find a topic for unit 2? Do you think they will find those topics engaging?
• Look at the guidelines for Unit 3. This assignment asks students to write in an unfamiliar genre, to identify and label conventions, and to use those conventions.  Does this assignment accomplish these goals?
• Is it clear to you, in both units 2 and 3, what the instructor is asking students to DO?
• Is it clear to you, in both units 2 and 3, what students will be graded on?

By noon on Thursday, May 14th, please post a draft of a final reflection assignment for your 1101 class– what will you ask your students to write for their final reflections next semester?  This can be similar to what you’ve done this semester, but it will likely be somewhat different, since we hope we won’t have another crisis quite so enormous (fingers crossed). Think about one or two of the learning objectives you may want the students to reflect on.  You can do this either directly (“Look at the second learning objective” or indirectly “what have you learned about genre?”) And also think about what kind of genre you want them to write in– an artist statement? a manifesto? a how-to article? Please use category “1101 Portfolio”

Also on Thursday, May 14th, we will have a Zoom meeting at 3 pm. I’d like you to be there if you’re able.  This will be our last group meeting of the semester (though I will still hold optional meetings).

Final deadlines (WOW)

• Thursday, May 28: The final syllabi, and all unit assignments for 1101 and 1121 are due. Please note: final syllabi do not need to include the whole schedule for courses–they will include all your course goals and policies.
• Thursday, May 28: Student grades due. All portfolios uploaded to the PD Dropbox folder (I will provide link shortly)

I will also email you with some times I will be available for Zoom office hours. Totally optional. 

Possible writing assignments illuminating the social context of writing: 4 categories of genres. Different audiences.

Note: I still need to select readings to use as mentor texts.—JW

Unit 2, draft 5-3-2020. Researching genres of writing in the world

Out of the things you read in the world, find two or more examples of each category. Then write a rhetorical analysis of the 2 texts/documents/information package. Analyze the genre, the audience, language choice, tone, seriousness, the multi-modal design presentation, the packaging of the information and the effectiveness of delivering the message. What is the social context of the writing? Why did the person write the text? Who was his intended audience? What language did he use and why? What are the rules or the requirements of the genre?

You will then write one text in each of the categories below. Use multi-modal elements if possible. You might start by writing a brief reflection discussing who is your reader? How do you communicate effectively? How serious or light-hearted are you going to be? Or what is the social context of the document or text you are writing? What are you trying to achieve with the text you are writing?

 

1.Personal/everyday/social media category (brief, quick, low stakes)

Daily to-do list or weekly schedule

Text message thread with photos/Social media post thread

Personal diary/journal

Letter or email to friend or family member on an important topic

 

Descriptive profile of self or person you know

Music or movie review

 

2.Work/professional/ official business documents (short or medium, low stakes)

Ingredient list on food product vs recipe

Restaurant menu

Business letter—returning an item that was unsatisfactory

Description of item for sale online—sales copy, e.g. real estate listing

Online photo essay

Interview of a person or persons to be published online

 

Case history of a person in social services (?)

 

Commercial, advertisement video or static online—analyze

 

Police report—compare to Janet Boyd

Eulogy for relative or obituary

Wedding speech for friend, toast

 

3.Literary genres including entertainment/media (longer time to develop, but low stakes on grade)

 

Poem (set of 3)

Fictional short story—first draft

Nonfiction narrative/Memoir/Personal essay

Idea for a television series/movie/video game; with outline or plan or design

 

 

4.Academic genres (higher stakes????)

Metacognitive Reflection

Thesis focused essay

Research paper or review of sources

Science lab report

 

Learning objectives

• Read and listen critically and analytically in a variety of genres and rhetorical situations.
• Use research as a process of inquiry and engagement with multiple perspectives.
• Demonstrate the social and ethical consequences of writing.

 

 

 

Unit 3. Writing in a new genre. Rewrite one of your texts in another genre. ***Language From Julia A: In Unit 3, you will be using your research from Unit 2 to compose a document/artifact in a new genre. You might want to write a newspaper article or a children’s book, compose a short story or create a video essay. There will be no new research done.

 

You need to consider your audience and the best way to communicate with them. This will help guide your genre. You also want to consider the purpose of your final product. What do you want the audience to walk away from the experience of your piece with? Your final product can contain pictures or sound, but it must contain at least 2000 words as well.

 

Learning Objectives:

• Read and listen critically and analytically in a variety of genres and rhetorical situations.

        Compose in 21^st Century Environments.

What Are Your Curiosities: Rhetoric, Genre, Discourse?  (homage to profs. Clarke & Blain)

Unit 2 will be an investigation into and a report on a specific question about a topic that interests you. You will conduct research into various genres (four (4) sources), gather, and evaluate the information in those sources, and present a report on your findings. This report will be thesis driven based on your investigating, analysis, and thinking of your sources, and what you have learned from your investigation. You may arrive at an answer to your initial question, or you may find you are asking the wrong questions and will need to rethink your approach.

 

Basically, this is an investigation and report of findings (NOT a traditional research paper). I want you to investigate, analyze and report back on what you have found.   The goal is to find answers to your questions, but you may discover that you have come up with the wrong question or that you need to do more investigating.

 

As opposed to a traditional “research paper,” in this Unit, you should:

• learn research skills that will transfer to other learning situations,
• evaluate sources both in their content and context, and
• synthesize sources from different perspectives with your own perspective

 

Outline of Tasks:

 

1. Ask and develop a 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. Complete the Lenses Worksheet and have your question approved by me. (think: to what extent does….) If you change your question, your new question must be approved. (You cannot change your question past _______.)

 

2. Research, gather information on, and analyze four (4) sources consisting of at least three (3) different genres.

 

• Read and annotate sources with your question in mind. Complete the Fundamental Five Worksheet for each source. Then, to extend your analysis of each source, to think about the WHY behind the author’s choices. As you analyze each source, take into account and note the relationship between the source and your research question.

 

• Now that the investigation, gathering, and thinking about are over, you will create something new that reflects your topic/idea and its connection to your Discourse Community. It can be anything from a song or lyrics, to a chapter of a book or part of a comic, to an article for an online news outlet, to an Instagram story, to a personal essay. This is all about sharing what you learned from your investigating, in a different way (new genre). Here are some ideas:
• If you love a certain genre of music, write some lyrics for a song.
• If you write, write a chapter of your favorite book or kind of book, a scene from your favorite tv show or movie.
• If you think what you learned was important as news or facts, write a short piece for an online news or opinion site.
• Or write your obituary (could be interesting)
• You can also make a video of something you’re doing – like cooking with the family.

Get creative! And also share something important with your audience.

 

3. You’ll also write a Writer’s Statement of at least 750 words to go with the above. There are three sections – here are the things you need to address in each one. Use “I” since you’ll be telling me what you did and why:

 

·      Describe what your goals were when you started – why was it important for you to do what you did? Who were you writing it for (assuming that everything we create is for an audience—we need to think about who we are creating for and why? What kind of response were you hoping for? What might people do with your piece? ·      Describe the choices you made and why you made them. Were there technical reasons? Did you keep coming up with better ideas? Did you re-think your goal? Be specific and point to the elements you included and chose to exclude, how you put them together, etc. Take your audience through the process of creating your piece – the good, the bad, the re-thinking, the awful, the pleasure. ·      Now that it is done, explain what you think is good about it as well as what you think you might have done better and why. Also talk about what you learned in the process.

 

 

4. Reflect on your reading and writing in Unit 2 and write a reflective letter about the process. Consider: What did I learn from this process? About my own process of thought? About my reading process? My writing process? How can I apply what I have learned to other contexts? Due ____________ .

 

**Prepare the final draft of your report. Include a Works Cited page of your sources. The entire report consists of source analysis, introduction, and conclusion (excluding the Works Cited page.) Due ________ .

 

Grading Criteria

1. Proposal & Question due: 20 points
2. Research (2 copies) due: 30 points (including Revision)
3. Writer’s Statement due: 40points
4. Reflection due: 10 points.

**When submitting the final draft, you must attach (in the order listed)