College Writing I · Assignment Breakdown: Assignment Primary Inquiry Percentage Grade Literacy...
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College Writing I Fall 2019 WRIT 105-XX Instructor: Email: Classroom: Class Meetings: Office: Office Hours: Welcome to WRIT 105-XX. This course is designed to provide you with a solid foundation for college-level writing and critical thinking. Writing is not the transfer of thought onto paper; rather, writing is thought. With this in mind, WRIT 105 both teaches how writing functions as a means of critical inquiry and stresses the importance of writing to your college coursework, careers, and life. This course works under the assumption that the best way to become more adept at writing is to write frequently. For this reason, we will engage with writing as a process that involves multiple drafts, brainstorming activities, editing, peer revision, and conferences. I will ask you to do a good amount of writing in class, and to share these exercises with your classmates. You should bring a pen and paper or laptop to each class. Much of this in-class writing will be quick, informal, and experimental. It is intended to help you move forward with the longer, graded essays you will write for this course. You will have multiple and varied ways of sharing your points of view through small group work, class discussion, and peer workshops. You should expect to spend roughly eight hours a week outside of class time on your course work for this class. I look forward to working with you all, and I invite you to talk with me at any point about your progress in the class. Required Text Bullock, Richard. The Norton Field Guide to Writing, 5th edition. New York: W.W. Norton and Company. Important Dates September 4: Classes begin September 11: Last day of Add/Drop period November 28-December 1: Thanksgiving holiday December 20: Classes end
Transcript of College Writing I · Assignment Breakdown: Assignment Primary Inquiry Percentage Grade Literacy...
CollegeWritingIFall2019
WRIT105-XX
Instructor:
Email:
Classroom:
ClassMeetings:
Office:
OfficeHours:
WelcometoWRIT105-XX.Thiscourseisdesignedtoprovideyouwithasolidfoundationforcollege-levelwritingandcriticalthinking.Writingisnotthetransferofthoughtontopaper;rather,writingisthought.Withthisinmind,WRIT105bothteacheshowwritingfunctionsasameansofcriticalinquiryandstressestheimportanceofwritingtoyourcollegecoursework,careers,andlife.Thiscourseworksundertheassumptionthatthebestwaytobecomemoreadeptatwritingistowritefrequently.Forthisreason,wewillengagewithwritingasaprocessthatinvolvesmultipledrafts,brainstormingactivities,editing,peerrevision,andconferences.Iwillaskyoutodoagoodamountofwritinginclass,andtosharetheseexerciseswithyourclassmates.Youshouldbringapenandpaperorlaptoptoeachclass.Muchofthisin-classwritingwillbequick,informal,andexperimental.Itisintendedtohelpyoumoveforwardwiththelonger,gradedessaysyouwillwriteforthiscourse.Youwillhavemultipleandvariedwaysofsharingyourpointsofviewthroughsmallgroupwork,classdiscussion,andpeerworkshops.Youshouldexpecttospendroughlyeighthoursaweekoutsideofclasstimeonyourcourseworkforthisclass.Ilookforwardtoworkingwithyouall,andIinviteyoutotalkwithmeatanypointaboutyourprogressintheclass.RequiredTextBullock,Richard.TheNortonFieldGuidetoWriting,5thedition.NewYork:W.W.NortonandCompany.ImportantDatesSeptember4:ClassesbeginSeptember11:LastdayofAdd/DropperiodNovember28-December1:ThanksgivingholidayDecember20:Classesend
CourseOutcomes:
Objective Description
1.Knowledgeoftheargumentativegenre
Studentswillbeabletodefineandidentifythecharacterofargumentativewriting,anddistinguishitfromothergenresinpurposeandexecution.
2.Argumentativewriting
Studentswillbeabletopresentstrongcentralclaimsandargumentsthatarewellsupportedwithevidence,logic,andanalysis,inclearprose.
3.WritingProcessStudentswillunderstandandbeabletoexecutethekeyelementsofawritingprocess:aseriesofrigorous,thoughtfulrevisionswhichre-imagineandreworkany—andlikelyall—ofthekeycriteriaofgoodwriting.
4.Closereading
Studentswillbeabletodemonstrateanabilitytocloselyreadtext(i.e.,beattentivetofinerdetailsofcontent,argument,rhetoricalmoves,audience,social/cultural/historicalcontext,andreader/authorassumptions),throughanalyticalwritingthatdrawsontheseskillsofclosereadingtoadvancetheirownarguments.
5.Citation&Referencing
Studentswillbeabletoappropriatelydocumentandintegrateexternalresearchintotheirwriting,andbefamiliarwithatleastonestyleofformalcitation(e.g.MLA).
AssignmentBreakdown:Assignment PrimaryInquiry PercentageGradeLiteracynarrativefinaldraft SelfInquiry 10%Rhetoricalanalysisofatextfinaldraft
TextualInquiry 15%
Enteringpublicargumentfinaldraft
IssueInquiry 15%
Portfolio Reflective+RemediationInquiry
25%
Discussionboardposts [Varieswithprompt] 15%Earlyandmiddledrafts[completiongrade](6)
[Varieswithprompt] 15%
Writer’sletters(3) ReflectiveInquiry 5%
Allmajorassignmentpromptsarelocatedattheendofthissyllabus.GradingscaleA 100-94A- 93-90B+ 89-87B 86-84B- 83-80C+ 79-77C 76-74C- 73-70D+ 69-67D 66-64D- 63-61F 60-0DraftsRevisionthroughmultipledraftsisthefoundationofthisclass.Yourdraftswillbethefocusofthisclass,soitiscriticalthatyoucompletethemaccordingtothescheduleonthesyllabus.Wewilluseyourdraftstopracticevarioustechniquesforeffectivewritingduringclasstime.Youwillcompletethreedrafts(early,middle,final)foreachmajoressayassignmentandwillsubmitthemtomeviaCanvas.Thesyllabuswillindicatewhenyoushouldbringacopyofyourdrafttoclass.Ifyouarehavingtroublemakingprogressonanessay,letmeknowrightaway—ormakeanappointmentwiththeCollegeWritingStudio.Wewillhelpyoumakeforwardprogress.DoWeHaveYourNameCorrect?IfyournameisdifferentthanhowyournameislistedonCanvas,pleaseupdateyourpreferrednameinHawkSync.Pleasealsoinformmeofanychanges.ANoteonPersonalPronounsPleaseletmeknowyourpreferredpronounsatthestartofthesemester.Wewillhaveon-goingconversationsaboutwhichpronounsweshoulduseforeachotherandforthewritersthatwereadinclass.Ifweareusingthewrongpronounstorefertoyou,pleaseletmeknowviaemailorinperson.StopbytheLGBTQCenterlocatedintheOfficeforEquityandDiversity,StudentCenter,Room113A,forstrategiesfordiscussingpronounusage.CollegeWritingStudioOutsideofclass,youhaveaccesstoupper-levelstudenttutorsandadrop-inspacecompletewithlaptopsforon-sitewritingintheCollegeWritingStudio(Schmitt132).OurpeertutorsareadvancedundergraduatestudentswhohaveexcelledinCollegeWritingandaretrainedtohelpyouwithyourWRITessays.Youcanreceivehelponanypartofthewritingprocessfromunderstandingcoursereadingsanddevelopinghomeworkassignments,todrafting,composing,andrevisingmajoressayassignments.YoucanmakeanappointmentthroughthelinkthatIprovideyouatthestartofthesemester.
AttendanceEveryabsenceaftertwomayaffectyourgrade.Morethanfiveabsenceswillresultinafailinggradefortheclass.Inthiscoursethereisnodistinctionbetweenexcusedandunexcusedabsences.Documentationisnotaccepted.Ifthereareseverecircumstancesthatyoufeelwarrantanexception,pleaseletmeknowassoonaspossible.Basedonthisdiscussion,Imaybeabletoreferyoutotheappropriatecampusresourceforhelpandpossibleaccommodations.[Hybrid,online,and4-creditclassesmayhaveanadjustmenttothispolicy.]LateworkIdonotacceptlatework.AllassignmentsaredueinCanvasbythetimethatclassbeginsontheassignedduedate.Incaseofemergency,pleasecontactmeimmediately.Rememberthattechnologiesfail—computerscrash,printersstopworking,Internetconnectionsgoout.Makesurethatyoualwaysbackupyourwork,andhaveaPlanBforwhentheseeventualitiesoccur.Noneofthesereasonsarevalidfornotturninginyourwork.ClassCancelationIfaclassmustbecanceledduetoanemergency,Iwillcontactyouviaemailandwillsubstituteanonlineassignment.MakesurethatyoucheckandemptyyourMSUmailboxfrequentlytoavoidmissingimportantemails.(Onceitisfull,itwillnotacceptfurtheremail).EveniftheUniversitycancelsclassesduetobadweather,wewillholdclassonline.AcademicIntegrityStudentsandfacultyatMontclairStateUniversitydependonacademicintegritytobuildtheUniversity-widecommunitythattheyshare.TheFirst-YearWritingprogramappliestheUniversityAcademicDishonestyPolicy,whichincludesplagiarism,andtheCampusClimateforCivilityandHumanDignitypolicyaspartofitsapproachtoteachingandcommunity-building.Wewillreviewthesepoliciesandtheirconsequencesthroughoutthesemester.Itisalwaysagoodideatotalktomeortakeadvantageofotherprovidedresourcesifyouarehavingtroublewithaclassroomdiscussion,atopicinclass,oranassignment.Alwaysreachouttomefirstifyouhaveanyquestionsabouthowtouseorcitesourcesproperly.AccommodationsIfyourequireaccommodationstofullyparticipateinthisclass,pleasevisittheDisabilityResourceCenter(DRC)inWebsterHall,Room100toreceivealetterrequestingaccommodations.Thisofficewillworkwithyoutoassurethatyouaregiventheservicesnecessarytoequalizeaccess.CompletionofCourseEvaluationAlinkforanonlineevaluationofthiscoursewillbesenttoyoufromtheOfficeoftheProvostlateinthesemester.Asaprogram,weconsideryourevaluationofthecoursetobepartofyourparticipationasastudentinyourownlearning.Onceyoucompletethesurvey,youwillreceiveaconfirmationofcompletionthroughemail,whichyoushouldemailtome.CourseevaluationsareavaluablepartoftheFirstYearWritingProgramastheyhelpto
maintainstandardsofexcellence.Thesesurveysareanonymous,andIwillnotknowtheresultsuntilIhavesubmittedgradesforthesemester.Resources
• Yourclassmates.Relyononeanotherforthequestionsyouhaveregardingtheworkwe’redoinginclass.Youall,bothindividuallyandasacollective,embodyavastbankofknowledgeandexperiences.
• Me.IwilldoallIcantoassistyouinsucceedinginthiscourse.Feelfreetomakean
appointmentwithme,orjusttalkbeforeorafterclass.EmailisareliablewaytocontactmeandIwilltrymybesttorespondinatimelymanner.
• TheFirstYearWritingprogramwebsiteoffersinformationaboutaspectsofthe
programsuchastheExemplaryEssayAwards,LiveLit,andothernews.
• TheCollegeWritingStudioisstaffedbyundergraduatewritingtutorswhoarefamiliarwithourcurriculum.Theycanhelpyouatanystageofwriting,inasupportiveenvironment.
• TheRegistraroffersinformationaboutadding,dropping,orwithdrawingfroma
class.
• OIT(OfficeofInformationTechnology)provideshelpwithCanvasandcomputerissues.
• CAPSCounselingandPsychologicalServicesoffersshort-termindividualandgroupcounseling,includingtheLet’sTalkprogramthatincludesmultipleweeklydrop-insessionsaroundcampus.
• DeanofStudentsOfficeoffersservicesandinformationthatenablesyoutoreachyouracademicandpersonalgoals.
• OwlatPurdueTheOnlineWritingLabatPurdueUniversityoffersinformationon
MLA/APAstyle,grammaticalquestions,andotherwritingissues.
• CenterforStudentDevelopmentofferssupportforVeteranstudents.
• BoththeLibraryandUniversityHall(5thFloor)offerlaptoplendingservices.
• AcademicSuccessCenterofferstutoringandworkshopsinseveralsubjectareas.
• LGBTQCentersponsorsworkshops,events,andgroupmeetingsthroughoutthesemester.
• TaraReineckercanansweradvisingquestionsforthosestudentsenrolledinathletics.
AssessmentCriteriaforWrittenWorkCentralClaimThecentralclaimisadebatable,complexstanceorpositionthatestablishesyourargumentforanintendedaudience.Yourhighschoolteachermighthavecalledthisa“thesisstatement.”Youshouldfurtherexplore,support,andadvancethecentralclaimor“setofideas”throughoutthecomposition(theword“composition”representsbothanessayormultimodalproject).Thecentralclaimisthefoundationuponwhichyoubuildtheessayormultimodalprojectandwhichyouusetodrivethediscussionforward.Successfulcompositionsconsistentlydemonstrateattentiontoandfocusonthecentralclaim.DevelopmentAneffectiveargumentativeessayormultimodalprojectintegratesevidenceandanalysisintoanextendeddiscussionthatengagesinsustainedandexpandedconversation.Effectivedevelopmentusesexamplesandevidencefromotherwriters,primaryandoutsidesources,scholarlyandpopularresearch,anecdotes,andlivedexperience.Effectivedevelopmentmeansgoingbeyondlistingexamplesbyexploringtheimplicationsofthecentralclaimandtakingyouraudiencethroughthebuildingofyourideas.AnalysisAnalysisistheinnovativeheartofacompositionwhereyousynthesizetheconnectionsandrelationshipsbetweentexts,ideas,evidence,andthecentralclaim.Analysisexploresandanswersthequestions“Sowhat?”or“How?”or“Why?”Thesequestionspushyouasthewritertoofferreasonsfortheconnectionsbetweenideasandavailablesupportingevidence.Themostsuccessfulanalysisaffirmsandfurthersthecentralclaimbydemonstratingitscomplexityandsignificance.OrganizationTwomaincriteriadefineorganization:(1)acoreargumentthatispresentedconsistentlythroughouttheessayand(2)sub-claims,supportedbylogicallyconnectedandstructuredparagraphs,thatmovethroughtheargumentasitisdevelopedandsubstantiated.Theorganizationallogicofacompositionreliesonaseriesofsub-claimsdesignedtosupportandadvancethecentralclaim.Thecompositionmovesfromonesub-claimintoanotherinacohesiveway.Youmayhaveinthepastusedtheword“flow”todescribethismovementandcohesiveness.Withgood“flow”theprogressionofideasmakessensetoreadersastheyfollowyourargument.Inacompositionwitheffectiveorganization,eachsub-claimbuildsonwhatcomesbeforeitandtransitionssmoothlytothenextinalogicalprogression.ClarityofProseAsuccessfulessaydemonstratesclarityofprose,whichrequiresproficiencywithEnglishgrammar,usage,andmechanics,aswellasMLAformattingandcitations.Suchproficiency
mayalsoinvolvevariedsentencestructure,accuratewordchoices,andcarefulproofreadingthatservetherhetoricalpurposeyouareexploring.RevisionAdrienneRichdefinesrevisionasaprocessof“re-seeing”:youmakesomenewdiscoveryorbuildfurtheronanexistingideainwaysthatultimatelycreateamoresophisticated,expanded,andcomplicatedcomposition.Yousuccessfullyaccomplishthislevelofrevisionbymakingdecisionsaboutthefeedbackandresponsesyoureceivefrompeersandinstructors;ultimatelyyoumustincorporate,interpret,andtranslatethisfeedbackinproductivewaysthatreshapetheoriginalcomposition.BenchmarkLanguageWRIT105*A*paperspresentpowerful,engagingargumentsandcentralclaims.InanApaper,thewriter’scentralclaimisclearandyetalsocomplexandsophisticated.Thecentralclaimandcoreideasoftheessayaresupportedbycompellingevidence,logicalreasoning,andanalysis.Relevantsourcesareintegratedanddocumentedappropriately.Theessayishighlyreadablebecauseitisorganizedforthereader’seaseofunderstanding,andtheparagraphsandsentencesareclearly,articulatelywrittenandenhancetheoveralleffectivenessoftheessay.*B*paperspresentstrongcentralclaimsandargumentsthatarewellsupportedwithevidence,logic,andanalysis.Relevantsourcesareintegratedanddocumentedappropriately.Theessayisorganizedappropriately,andtheproseisclearthoughitlikelydoesnothavethearticulatenessofan“A”paper.*C*paperspresentcentralclaimsandargumentsthatareadercanfollowbutthatmaybeonlypartiallysupportedbyevidenceandexamples.Organizationalfocusandanalysismaybeweak,suggestingthatsignificantrevisionisneeded.Oftenthereisevidencethattheauthorhaseithermisreadoronlysuperficiallyreadthetextorsourcesunderanalysis;sourcesmaynotbeintegratedwellordocumentedappropriately.Theproseisgenerallyreadable,thoughsentencesarenotalwaysclear,anderrorsaresometimesdistracting.*D*papersareeitherunsuccessfulinpresentingcentralclaimsandarguments,orpresentargumentsthatareessentiallyunsupported.Dpapersmayvaryinlength,buttheparagraphsarefrequentlyorganizedinawaythatconfusesratherthanguidesreaders.Externalsourcesareoftennotpresentorwell-integrated;sourcesarelikelynotdocumentedcorrectly.PapersthatarewritteninprosethatisconfusingwillreceiveDs,thoughnotallDpaperswillhaveconfusingprose.*F*papersareunsuccessfulinpresentingandsupportingarguments,eitherbecausetheycontainnocentralclaimsor,iftheydo,theseclaimsarepoorlydeveloped.Essaysareorganizedandwritteninaconfusingmanner,andproseisofteninaccessibleforthereader.
Sourcesaretypicallynotdocumentedatallornotdocumentedcorrectly.Oftentheessaydoesnotmeettheexpectationsoutlinedintheassignment.MidtermreviewTheMidtermReviewisawayforinstructorsintheFirst-YearWritingProgramtomeasureyourprogressandtohelpidentifystudentswhowouldbenefitfromadditionalwritinginstructionmovingforward.Thisassignmentalsoallowsyoutoreflectuponthedevelopmentofyourwritingprocessatthemidpointofthesemester.AllWRIT105studentswillcompletethisprogram-wideassignment.TheMidtermReviewwillhelpusdeterminetheWRIT106coursethatwillbestsuityourneedsasawriter.
AssignmentForthereview,youwillsubmitthreepiecesofwritingasseparatefilesinCanvas,usingthelinkprovided:• FinaldraftofyourEssay1assignment• Onedraft,discussionpost,orotherpieceofwritingfromModule2(asassigned
byyourinstructor)• Oneshortmid-semesterreflection
Mid-SemesterReflection(150-300words)ConsideringyourexperiencesinyourwritingclasssofaraswellasyourearlyworkonEssay2,writeashortreflectionthataddressesoneormoreofthesequestions.Bespecificwhenyoutalkaboutyourwritingandyourneedsinthewritingclassoverall.Wewanttounderstandwhatyouneedhelpwithandwhereyouarefindingsuccesssofar.• Whatdidyoulearnaboutyourselfasawriterfromtheprocessofwritingthe
Essay1Assignment?• WhatstrengthsdoyouperceiveinyourcurrentModule2draft,discussionpost,
orotherprocesspiece?Whatsignificantrevisionsdoyouexpecttomakeandwhy?
• Howdidyou/willyouchangeyourapproachtoEssay2basedonyourexperiencewithEssay1?
• Inwhatways(ifany)doyouthinkyouneedmorewritingsupport?
SyllabusCaveat
Iamhappytoansweranyquestionsthatyouhaveaboutthissyllabus.Imayadjustthecoursescheduleifneededandwillnotifyyouofanychanges.
CourseScheduleModuleOne:CraftingaLiteracyNarrative
Class1:Introductions;takingatourofCanvasandthesyllabus;signingupforWCOnline.Watch:Ta-NehisiCoates,“AdviceonWriting”andCollegeWritingStudiopromo
HomeworkRead:Thesyllabus;“ShittyFirstDrafts”byAnneLamott;NFG“WritinginAcademicContexts”p.3-7Write:Discussionboardentry:pastexperienceswithwriting
Class2:Discussreadings;defineliteracies;brainstormdifferenttypesofliteracies;assigntheliteracynarrativeessay
HomeworkRead:NFG“Writingaliteracynarrative”p.75-97;NFG“Readinginacademiccontexts”;samplestudentliteracynarrativesWrite:Discussionboardentry:possibletopicsforyourliteracynarrative
Class3:Discusscharacteristicsofliteracynarratives,usingthesamplestudentessaysandtheNFGmaterial;searchtheDigitalArchivesofLiteracyNarrativesingroupsandfindcompellingexamples.
HomeworkRead:NFG“Describing”p.443-451,“Dialogue”p.452-456,“Narrating”p.462-470Write:Earlydraftofyourliteracynarrative(storyonly),dueonCanvasbyclasstime—bringahardcopytoclass
Class4:Practicepeerreviewsession;shareearlydraftsingroupsandreceiveinputonwhatthestorymightmean(analysisportionofessay).
HomeworkRead:NFG“ThinkingaboutHowtheTextWorks”p.21-23,“GettingResponseandRevising”p.348-355Write:Workonyourmiddledraft;bringacopytoclass
Class5:Withapeer’sdraft,practicesays/doesactivityfromthereading;practicinganalysiswithimages.
HomeworkWrite:MiddledraftdueonCanvasbyclasstime--bringahardcopytoclass
Class6:Peerreview—readessaysoutloud Homework
toyourgroup;workshoponusingstrongverbs
Read:NFG“EditingandProofreading”p.356-360Write:Reviseyourmiddledraft—bringahardcopytoclassnexttime
Class7:Editingandproofreadingworkshopwithyourowndrafts;introducewriter’sletterprompt.
HomeworkWrite:Finaldraftofliteracynarrative+writer’sletterduenextclass,onCanvasbyclasstime.
ModuleTwo:RhetoricallyAnalyzingaText
Class8:WatchBarackObamaspeech,“AMorePerfectUnion.”AnalyzeusingthetermsinNFG“ReadingRhetorically”p.25-32.
HomeworkRead:NFG“Purpose,”“Audience,”“Genre,”“Stance,”“Media/Design”p.55-71;NFG“WhyitWorked:ARhetoricalAnalysisofObama’sSpeechonRace”byRoyPeterClarkp.107-113Write:Discussionboardentryaboutarecentargumentthatyoumadetosomeone,andanalyzeitaccordingtothetermslaidoutinthereading.
Class9:Sharediscussionboardpoststobecomemorefamiliarwithrhetoricalterms;practicegeneratingcentralclaims.
HomeworkRead:“YouLeftoutthePartAbout…”byTa-NehisiCoates.NFG“AnalyzingTexts”p.98-107;115-130.Write:Discussionboardentry:Brainstormthreetextsthatyouareinterestedinwritingabout;describechallengesandadvantagesofeach(keepinginmindtherhetoricaltermsyouwillbeusing).
Class10:Discusspossibletopics;collaborativelywriteashortrhetoricalanalysisoftheCoatespieceonGoogleDocs(eachgrouptakesadifferentrhetoricalterm).
HomeworkWrite:EarlydraftofrhetoricalanalysisdueonCanvasbyclasstime--bringahardcopytoclass.
Class11:Reviewdevelopmentandanalysishandout;practicedevelopingyourown
HomeworkRead:NFG“BeginningandEnding”p.373-
essayfurther,usingthetechniquesinthehandout;mini-lessononagrammaticalissueIsawtrendinginthelastsetofessays.
385Write:Continueworkingonyourdraft;bringahardcopytoclass
Class12:Readstudentsampleessaysandanalyzetheirapproaches,especiallytheirintroductionsandconclusions;workshopyourownintroductionsandconclusionsbasedonNFGsuggestions.
HomeworkWrite:MiddledraftofrhetoricalanalysisdueonCanvasbyclasstime--bringahardcopytoclass.
Class13:Workshopcentralclaims;completedescriptiveoutlineofyourowndraft;practiceeffectivetransitionsbetweenparagraphs.
HomeworkRead:NFG“Arguing”p.397-417Write:Bringahardcopyofyouressaytoclass.
Class14:Findexamplesofyourassignedlogicalfallacyonlineinyourgroup;peerreview(including:checkyourpartner’sessayforanylogicalfallaciesorcause-effectassumptions).
HomeworkWrite:Continuerevisingyourrhetoricalanalysis.Bringahardcopyofyouressaytoclass.
Class15:ConcisionworkshopwithLanham;writearevisionplanforyourfinaldraft,basedonmyandyourpeers’feedback.
HomeworkWriting:Finaldraftofrhetoricalanalysis+writer’sletterdueonCanvasbyclasstime.
ModuleThree:EnteringPublicArgument
Class16:Libraryinstructionday
HomeworkRead:NFG“ArguingaPosition”p.157-184
Class17:Assignenteringpublicargumentessay;craftingresearchquestions;determiningreliablesources.
HomeworkRead:NFG“FindingandEvaluatingSources”p.489-518,“Quoting,Paraphrasing,andSummarizing”p.526-538Write:Findonesourceforyouressayandbringittoclassnexttime.
Class18:Workshoponsummarizing,paraphrasing,andquotingwithyourdraft.
HomeworkWrite:EarlydraftofpublicargumentessaydueonCanvasbyclasstime--bringahardcopytoclass.
Class19:Earlypeerreview;practicingincorporatingsignalphrases(p.535-538);mini-lessononagrammaticalissueIsawtrendinginthelastsetofessays.
HomeworkRead:NFG“AcknowledgingSources,AvoidingPlagiarism”p.539-543;“SynthesizingIdeas”p.519-525Write:Discussionboardentry:Whataresomequestions/concernsthatyouhaveaboutavoidingplagiarism?Whatwouldyouliketodiscussorpracticefurtherinclassinthisarea?
Class20:Discussdiscussionboardresponses;shareoneclaimfromyouressaysofarandanticipatehowreadersmightargueagainstit(claimsandcounterclaims);practiceparaphrasing.
HomeworkWrite:Workonyourargumentessay
Class21:MLAworkshop;flexdaytoadjustthescheduleasneeded.
HomeworkWrite:MiddledraftofyourpublicargumentessaydueonCanvasbythetimeofyourindividualconference--bringahardcopywithyoutomyoffice.Signupforindividualconferences.
Class22:Individualconferencesinmyofficeformiddledraftfeedback.
HomeworkWrite:Continuerevisingyourdraft
Class23:Individualconferencesinmyofficeformiddledraftfeedback.
HomeworkWrite:Continuerevisingyourdraft;bringacopytoclassnexttime.
Class24:Peerreview;self-review.
HomeworkWrite:Continuerevisingyourdraft;bringacopytoclassnexttime.
Class25:Editingworkshop;usingLanham,holdacontesttoseewhocaneliminatethemostpassiveverbsintheiressay.
HomeworkWrite:Finaldraftofpublicargumentessay+writer’sletterdueonCanvasbyclasstime.
ModuleFour:CompilingaPortfolio
Class26:Assignthefinalportfolio;listen/watchseveralentriesfromtheDigital
Homework
ArchiveofLiteracyNarrativesandkeeptrackofwhatiseffective/lesseffectiveaboutthem;goovertheadvantagesofaudio-onlyvs.videofortheremixandreflectionportionsoftheproject.
Read:NFG“MediaandDesign”p.637-672Write:Begintheremixportionofyourproject
Class27:Listentopartofapodcastanddiscussrhetoricaltechniquesused(pauses,music,etc.);watchtwoapproachestovideo-basedliteracynarrativesanddiscussadvantagesofapproachonevs.approachtwo.
HomeworkWrite:Bringtherevisedessayportionofyourportfoliotoclassnexttime.
Class28:Peerreviewrevisedessays;discusstechnicalaspectsofhandinginyourportfolios(fileformats,etc.)
HomeworkWrite:Bringthereflectionpartofyourportfoliotoclassnexttime(ornotesaboutit,ifyouareusingaudioorvideo).
Class29:Peerreviewreflections.Workonyourportfolio;personalconferenceswithme.
HomeworkWrite:Workonyourportfolio
Class30:Coursewrap-up.Workonyourportfolio;personalconferenceswithme.
HomeworkWrite:FinalportfoliodueonX
EssayOne:LiteracyNarrativeAssignment:Writea1,000-1,500wordnarrativethattellsastoryaboutyourownexperiencewithliteracy.Due:EarlyDraft(StoryOnly):Class4MiddleDraft(StoryandAnalysis): Class6FinalDraft:Class8WhatisaLiteracyNarrative?ALiteracyNarrativeisagenreofwritingthattellsaboutyourexperiencebecomingliterateinasubject.Agoodliteracynarrativewillhavethefollowingfeatures:
• Awell-toldstory:conflictorcrisis,resolution,suspense.• Vividdetail:sights,sounds,smells,tastes,textures,descriptionsofplacesand
people.• Significance:Eventhoughthisnarrativeisaboutyou,itmusthaveacontrolling
centralclaimandpurpose.Purpose:Aliteracynarrativeisapersonalstoryaboutreadingorcomposinginanyform,orcontext,oranylanguage.Asyouconsiderourworkingdefinitionof“literacy,”reflectonyourownliteracypracticesandasignificantmomentwithinthatliteracygrowth.Thisessayprovidesanopportunityforyoutodescribetheevent/momentindetailanddrawdeepermeaningfromtheexperience.Thisessayisalsothestartingpointforyoutobegintodevelopyourownwritingvoiceandstyle,usingstrongverbs,vividdetails,andconnectingtoalargerapplicationdrawnfromtheliteracyeventdescribed.Literacydoesnotonlyapplytocompetencyintheareasofreadingandwriting(thoughthosearecertainlytwoareasyoumightexploreinthispaper).Yourliteracynarrativeshouldexploretheprocessofbecomingliterate,whichwecandefineasbeingproficientinacertainskillormediumofcommunication,inwhateversubjectyouchoose.Inthisessay,yourtaskwillbetoexploreasignificanteventinyourlifethroughthelensofaspecificliteracyofyourchoosing(ex.dance,reading,writing,cooking,painting,etc.).Thisessayshouldnarrateasignificantpersonalexperiencewithliteracy.Concentrateononebrief,specificmemorythatdealswithliteracyinyourownlife.Theimportanceofthespecificeventshouldbeobvious,notmerelya“tackedon”detail;inotherwords,thesignificanceshouldbeintegraltothestory.Asuccessfulnarrativewillincludethefollowing:adefinitionofthelanguagewithinthesubjectofliteracy(ex.the“languageoffootball”mightincludeaudibles,handgestures,physicalmovements,afirmgraspofthegame’srules,knowledgeofhowtoproperlygearupforagame,etc.);addressamoment(ormoments)ofstruggleinyourattempttobecomeliterateinyoursubjectandhowyouovercamethosechallenges*;andasignificantamountofsensorydetailandscenework.
*Dependinguponyourpersonalliteracyexperience,youmayalsowishtoaddressamomentinwhichyourliteracywaschallengedandsubsequentlydeclinedordisappeared;thenarrativeyouchoosedoesnotnecessarilyhavetobeapositiveoneorresultinapositiveoutcome.Requirements:Thisessayshoulddemonstrateyourabilityto:
• Craftaclear,organizednarrativethatexplorestherolethatliteracyplaysinyourlife.
• Createvividscenesusingdescriptionandstrongverbs.• Usedialogueinameaningfulway.• Conveythesignificanceoftheeventbeingnarrated(thismayincludeaconnection
toalargersocialorculturalissue).• Exhibitdevelopmentthroughthewritingprocess(drafts,peerreviewworkshops,
conference).• Createclear,well-editedwritingthatislargelyfreeofproofreadingerrorsand
errorsofgrammar,mechanics,andsyntax.GradingRubric:WewillbeusingtheFYWprogramassessmentcriteriaasoutlinedinyoursyllabus.Forthepurposesofthisassignment,I’llofferadditionaldetailaboutthesecriteriabelow.Wewillspendtimeinclasshelpingeachotherunderstandandperformwellintheseareas:
• CentralClaim(15points)--Thecentralclaimisthepointyouwantyourstorytomake.Asopposedto“themoralofthestory,”thecentralclaimofastoryshouldbecomplex,engaging,andopentomultipleinterpretations.
• Development(20points)--Inorderforyourstorytomakeapoint,thedetailsinyourstoryshouldsupportyourcentralclaim.
• Analysis(20points)--Analysisexploresandanswersthequestions“Sowhat?”or“How?”or“Why?”Themostsuccessfulanalysisaffirmsandfurthersthecentralclaimbydemonstratingitscomplexityandsignificance.Inthisparticularcase,youareanalyzinghowwhatyoulearned(orfailedtolearn)matters.Theconnectionsandrelationshipsbetweenthedetailsinyourstoryshouldconnecttothesignificanceofthestory.Thissignificanceshouldbecomecleartothereaderbyconnectingtotheirexperiencethroughasharedculturalinsight.
• Organization(15points)-Bycontrollinghowyoutellyourstory,youwillkeepyourreaderinterestedandwantingtoknowmore.Bykeepingthereaderinthesceneofyourstory,youhelpthemunderstandmorecompletelywhatyouwantthemtoconsider.Ifthereadergetslostinyourstorybecausetheorderingofeventsbecomesconfusing,thereaderislikelytodisconnectfromthepointyouwantyourstorytomake.Theverybeststorieswillattempttoconnecttoreaderexperiencewellbeforethelastparagraph.
• ClarityofProse(20points)-Forthisassignment,youwillwanttouseactivesubjectsandstrongverbsinordertokeepyourreadersengaged.Doingsowillhelpyoukeepyourdetailsclearandyoursceneswelldescribed.
• Mechanics(10points)-Youshouldmakesurethatanyerrorsinspelling,punctuation,andsentencefluencydonotdetractfrommeaning.
Stepstowritingaliteracynarrative:1.Chooseatopic—asingleeventduringabrieftimespan.2.Generateideasandtext—describethesetting,thinkaboutthecharacters,explainwhathappened,considerthesignificance.3.Organize—chronologicalorplot-driven?4.Draft—beginning,ending,andmiddle,title.5.Polish—feedback,editing,proofreading,publish,andevaluateyourwork.SomeBrainstormingQuestions
• Whendidyoufirstdevelopyourinterestinthissubject?• Howhaswritingandreadinghelpedyoudevelopandmaintainthisinterest?• Howdoyoucontinuetolearnthatsubjectandmaintainyourpassioninthat
subject?Whatisasignificantmomentinyourlearningthatsubjectthatareaderwouldbeinterestedin?
• What’sthedifferencebetweenanexpertinyoursubjectandanovice?• Howdoyoudefinesomeonewhoisliterateinthatsubjectandwhatdoesthisteach
usabouttheconceptofliteracy?AdditionalThoughtsWe’llbelookingatdifferentmodelsofliteracynarrativesthroughoutthenextfewweeks.Someofthesewillbeabouttraditionalliteracy(i.e.learningtoreadandwrite)andotherswillbeaboutlearningothersubjects.Youshouldfeelfreetowriteabouteitherone.Theimportantthingtoconsideriswhetherornotyouareinterestedinthesubjectandthatyouhaveaninterestingstorytotellthatrelatestoit.Itisoftenwisetotellthestoryfirstandthendecide(oftenwiththehelpofothers)whatthestoryistryingtosay.Thiswillthenallowyouasanauthortodirectthenarratorofthestory(and/orthecharactersinthestory)tothinkthroughthesignificanceoftheeventsandconnectthemtoawiderculturalphenomenon.Multimodalcomponentfortheportfolio:Eventhoughthisisawrittenliteracynarrative,wewillalsoberecordingaudioversionsofyourstory.IwillinviteyoutouploadyourrecordtotheDigitalArchiveofLiteracyNarratives,butyouwillnotberequiredtodoso.
EssayTwo:RhetoricalAnalysisofaTextAssignment:Youwillwritea1,000-1,500wordrhetoricalanalysisofatextofyourchoosing.Inwritingyouranalysis,you’llwanttodrawonrhetoricalconceptsfromtheNortonFieldGuideandclassdiscussions;you’llneedtosupportyourclaimsbycitingspecificevidencefromthetextitself.Due:Earlydraft:Class11Middledraft:Class13Finaldraft:Class16Purpose:Whileinyourlastessay,youwereanalyzingyourownexperience(s),inthisessayyouwillbeanalyzinganothertext.Youwillselectanon-fictiontextofyourchoosingandanalyzeitaccordingtotherhetoricalprinciplesthatwediscussinclass.Rhetoricisabouthowawriterattemptstocommunicateamessagetoanaudience—youwillweighinonhoweffectivelyyouthinkthewriterwhomyouchoosecommunicatesamessageviahis/hertext.Iamusing“text”hereinthebroadsensetoincludeimages,websites,speeches,commercials,newspaperarticlesandmore—thekeyisthatyouareinterestedinthetext,wanttoexamineitindetail,andfigureouthowitworks.Ifyouchoosetoanalyzeavisualtext,youshouldinsertimages/screencapturesofyourtextthroughouttheessay(Icanshowyouhowtodothis).Wewillspendtimeinclassbrainstormingpossibilitiesanddiscussingwhichkindoftextsmightworkbest(andalsonotsowell)forthisassignment.Requirements:Strongpaperswill:
• Employspecificrhetoricalterms(purpose,audience,genre,stance,kairos,etc.)appropriately.
• Makeanoverallevaluationofthetext’seffectiveness(foraparticularaudience)• Citespecificevidencefromthechosentexttosupportallclaims(usingMLAformat).• Offerinsightsthatmovebeyondcommonsense/obviousinterpretations.
GradingRubric:WewillbeusingtheFYWprogramassessmentcriteriaasoutlinedinyoursyllabus.We’lltalkaboutthesecriteriathroughoutthecourse.Steps:
1) Chooseatextthatinterestsyouandisamanageablescopeforthisessay(i.e.,a10-minutelongvideowouldbetoomuchtoanalyzeinthiscase).Ifyouareuncertainwhetheryourtextwillworkwell,doublecheckwithmebeforeyoubeginwriting.
2) Familiarizeyourselfwiththerhetoricalterminologywe’vediscussedinclassanddecidewhichrhetoricaltermsbestapplytoyourtext.
3) Analyze—decidewhichfeaturesofthetextaremostusefulforyoutofocuson---andthenmakeanargumentforwhattheymean.
4) Draft—thisislikelyanewgenreofwritingforyou,sobesuretoundertakeseveralrevisionsofyouressay.
5) Polish—editandproofreadyourwork.Considerreadingitoutloud.SomeBrainstormingQuestions:
• Whatwasthewriter’sgoalorpurposeincreatingthetext?• Whataresomeofunstatedassumptionsonwhichthisargumentrests?• Whatwasthehistoricalcontextorkairoticmomentinwhichthistextwascreated
anddistributed?Howdoyouthinkthewriteradaptedhisorhermessagetothiskairoticmoment?
• Howdoesthewriteremployparticularstylistictechniques(repetition,figurativelanguage,etc.)inordertopersuadehisorheraudience?
EssayThree:EnteringPublicArgumentAssignment:Nowthatyouhavepracticedanalyzingexperiencesandtextsinyourprevioustwoessays,youwillusetheanalyticalskillsthatyouhavegainedtomakeanargumentaboutapublicissueinyourthirdessay.Ihighlyencourageyoutoengagewithanissuethatisrelatedtothetextthatyouanalyzedforyourpreviousessay.Forexample,ifyouanalyzedaspeechaboutimmigrationpractices,youcouldnowdoadditionalresearchandmakeourownargumentaboutimmigrationpoliciesintheU.S.Ifitiseasiertoengagewithanissuethatyoumentionedinyourliteracynarrative,youcouldinsteadusethatessayasyourfoundation.Thegoalhereisforyoutonothavetostartfromscratchwithyouranalysis;drawontheanalysisthatyouhavedonepreviously,andthenusethatanalysistomakeyourownargumentaboutanissueofpublicconcern.Youressayshouldbe1,000-1,500words.Due:Earlydraft:Class19Middledraft:ClassFinaldraft:ClassPurpose:Thisessaywillservemultiplepurposes.First,itisanopportunityforyoutoapplytherhetoricaltechniquesthatyouanalyzedinsomeoneelse’stexttoyourownargument.Howwillyouuseconceptssuchasaudience,kairos,andstancetocraftyourapproach?Thisessayalsogivesyouanopportunitytomovebeyondanalysistoargueyourownposition.Inordertodothiseffectively,youwillneedtohaveastrongsenseofthedebatearoundyourchosenissue,analyzevariouspositionsontheissue,andthenpositionyourselfamongthatdebate,usingstrongevidenceforyourstance.Inordertolearnmoreaboutmultipleperspectivesonyourissue,youwillneedtoengageinresearch.Duringthecourseofwritingthisessay,wewillpracticesoundresearchpracticesincludingcomingupwitharesearchquestion,evaluatingsources,andincorporatingcitationsandparaphrases.Forthisessay,youwillneedtoconsult5-7outsidesources.Becauseyourtopicwillbeacurrentpublicissue,youdonotneedtouseacademicsources(unlessyouwouldliketo),butallyoursourcesneedtobecredible.Wewillhavealibraryvisitduringoneclassperiodtohelpacquaintyouwithresearchpractices.Requirements:Strongessayswill:
• Exploremultipleperspectivesonanissue(thereisalwaysmorethantwosidestoanyissue),breakingdown(analyzing)theissueforthereader
• Supportallperspectivesontheissuewithcrediblesources• Quoteandparaphrasefromcrediblesources• Offeranargumentforthebestcourseofaction,supportedbyevidence• Drawontherhetoricalprincipleswehavediscussedinmakingyourarguments
• IncludeaWorksCitedpage,inadditiontoin-textcitationsGradingRubric:WewillbeusingtheFYWprogramassessmentcriteriaasoutlinedinyoursyllabus.We’lltalkaboutthesecriteriathroughoutthecourse.Steps:
1) Decideonwhichgeneralissue(fromeitheryourliteracynarrativeorrhetoricalanalysisessay)youwouldliketoexplore
2) Establishoneortworesearchquestions3) Findcrediblesourcesaboutyourissue/topicandreadthem4) Identifymultipleperspectivesaboutyourissue(notjusttwo)5) Formulateyourownargumentabouthowweshouldmoveforwardonthisissue,
basedontheevidencethatyouhaveread6) Usetherhetoricalprinciplestoguideyouasyoucraftyourargument7) Revise,revise,revise8) Polish—editandproofreadyourwork.Considerreadingitoutloud.
Brainstormingquestions:
• Whyisthisissueimportant?Whatisatstake?• Whatisyourpersonalconnectiontothisissue?• Whataspectofitdoyouthinkismostoverlooked?• Whyshouldpeoplecareaboutit,eveniftheyarenotdirectlyaffected?• Isyourevidenceconvincing?• Canyouanticipatehowpeoplemightargueagainstyouropinion?Howcouldyou
usethattosharpenyourownargument?
FinalPortfolioAportfolioisacollectionofawriter’sworkfromagivenperiodoftime.Yourfinalassignmentconsistsofaportfolioofyourworkfromthispastsemester.Theportfolioconsistsofthreeparts:(1)arevisedversionofessayoneortwo(2)anaudio/videoremixofyourliteracynarrativeand(3)areflection.Yourportfolioisanopportunityforyoutoshowwhatyouhavelearnedoverthecourseofthesemester.Itis20%ofyourfinalgrade,andisdueonCanvasonX.Part1—RevisedEssayYouwillberevisingoneofyourfirsttwoessays(asyoumakeyourdecision,keepinmindthatyouwillberemixingyourliteracynarrativeasanaudioorvideofileforanotherpartoftheportfolio,sothatmayinfluenceyourdecisiontoincludeitinthispartoftheportfolio).Thewordcountshouldberoughlyequivalenttotheoriginalassignment.Youwillengageinsignificantrevisionusingfeedbackfromyourpeersduringpeerreviewandmycommentsonpreviousdrafts.You’llusetheresourcesyouhavelearnedaboutrevisionthroughoutthesemestertohelpre-seeyourwork.Remember:“significant”revisionmeansmorethanafewnewsentences,lightlanguagechanges,orsomeproofreading.Significantrevisionismakingbothglobalandlocalchanges,includingbutnotlimitedto:adding,cutting,reorganizing,researching,shiftingortighteningthefocusofyourcentralclaim,improvingessayorganizationanddevelopment,furtheringtheintegrationofsources,etc.Proofreadingcarefullyisstillimportant.Thisrevisionwillalsorequireyoutomakecommentsdirectlyonyourowndraft.Foreverysignificantchangeyoumake,youarerequiredtocomposeanoteinthemargins(usingtheWordcommentfeature)toexplainyourchoiceforthatchange.Thesecommentsshouldnotewhatwaschangedandwhy,providingreflectiveanalysisonthenewwriting.Asthisrevisiontakesontheroleofacumulativeassignmentforthecourse,thesereflectionsshouldtraceyourgrowthinwritingandyourapplicationofcourseterms,discussions,andfeedback.Thesecommentsarealsoagoodplacetobedirectandhonestaboutyourprogress,yourstrengths,anyquestionsorstrugglesyoumightstillhave,orevenwhatyouwouldhavechangedifyouhadmoretime.Part2—LiteracynarrativeremixNowthatyouhavecompletedawrittenversionofyourliteracynarrative,wewillcirclebacktothatassignmentandconsiderwhathappenswhenyoutellthatstoryinanotherformat.By“remix”Iamaskingyoutore-seethispieceofwritinginanothermodality(audioorvideo)andthinkaboutthechangesyouwillhavetomakeinordertofulfillthetypicalconventionsofthatnewform(i.e.,ifyoucomposeanaudioreflection,whatconventionsdopodcastepisodesuse?).Choosewhicheverformyouprefer:audioorvideo.Youcanuseanyapplicationyouchoose,aslongasyouareabletouploadthefileformattoCanvas.Pleasebediligentaboutcheckingthisaheadoftime.Asyouthinkaboutwhatformyouraudio/videoremixwilltake,returntotheDigitalArchiveofLiteracyNarrativesandtakenoteofeffectiveapproaches.Thinkaboutwhatthe
audioorvideowillallowyoutodothatyoucouldnotdoinalphabeticwriting.Howcanyoutakeadvantageoftheseformatstomakeyourstoryevenmorecompelling?Youwillobviouslyrepeatsomeofthesamematerialasyourwrittenversion,butyoushouldaugmentthismaterialwithimages,music,etc.inthisnewformat.Wewilldiscussremixasapracticeinclass.Part3—ReflectionThispieceoftheportfoliorequiresyoutoreviewelementsofyourlearningaboutwritingandrevisionthroughoutthesemesterandshouldbecompletedafteryourrevisionoftwoessaysforthefinalportfolio.Youhaveoptionofeitherwritingthispieceinessayformatorcomposeanaudioorvideofiledirectlytome.Thispieceshouldbe700-800wordslong(clipsshouldbeabout3minuteslong)andaddressthefollowing:
• PersonalIntroduction:Includeabriefintroduction,reflectingonhowyouhavefeltaboutyourwritingbeforethisclassandhowyoufeelnow.Howdidyoucomeintoclassdayone?Questionstoconsider:Howdidyoufeelcomposingthefirstpaper?Howdoyoufeelnowafterdoingtheportfolio?Whatwasyourproudestorfavoritemomentthissemester?
• AssessmentasaWriter:Re-readyourfinalportfolioessayrevisionsanditspreviousdraftstodiscussyourgrowthasawriterthissemester.Noteatleasttwotothreeofthemostsignificantrevisionsyoumadetotheessaysanddiscussthem,reflectingonwhatyoulearnedintheprocessandhowthosechangesimprovedtheessay.Questionstoconsider:Whatchallengesdidyouovercomethissemester?Whatwereyourmosthelpfulorproudestmomentsinwriting?Whatdoyoustillneedtoworkon,andhowmightyoudosoinyournextwritingclass?
• ConclusionandGoingForward:Fortheconclusion,assesshowyouwilltaketheseskillsintoyourfuture,assessingwhenandwheretheywillcomeinhandy.Forexample,howdoyouplantousetheseskillsinotherwritingintensivecoursesthroughoutcollegeand/orinWRIT106,orhowcantheyapplytoyourintendedcareerpath?Beasspecificaspossible.
Ifyouchoosethevideoclip/audiofile:whilemorecasualthanawrittenpiece,itshouldstillberelativelypolished.Preparewhatyouaregoingtosayaheadoftime.Youshouldjotdownnotes(orevenwriteascripttoread)beforeyoubeginrecording.Eventhoughthisisadifferentformat,youwillstillbegradedaccordingtohowwellyouexplainyourpointsandprovideevidence.YoucaneitheruploadafileorrecorddirectlyviatheCanvasinterface.EvaluationYourgradefortheportfoliowillconsistof:
• 30%revisedessay• 30%reflection• 40%remix
Writer’slettersAlongwitheachofyourthreefinalessayassignments,youwillbesubmittingawriter’sletter,whichwillserveasanintroductiontoyouressay.Theseletters,addressedtome,willofferyouanopportunitytoreflectonthecomposingprocess,aswellasprovidesomecontexttomeasoneofyourreaders.Belowaresomeguidingquestionsforyoutoconsider.Youdonothavetoanswerallofthesequestions;focusontheonesthatseemmostusefulfortheessaythatyou’reworkingon.Imayadjustthesequestionsdependingontheessay.Pleaseincludeyourwriter’sletterasthefirstpageofyouressay.Eachoneshouldbeapproximately400words.Notethattheseletterswillbegradedseparatelyfromyouressays(basedonthethoroughnessofyourreflectionandlength)andwillcomprise10%ofyourfinalgradefortheclass.
1) Whatrevisiondidyoumakeonthisessaybasedonfeedbackfromyourpeersandme?Whatrevisionsdidyouchoosenottomakeandwhy?
2) Whatwouldyoustillchangeordevelopaboutthisessayifyouhadmoretimeandspace?
3) Whatisyourmostbeautifulsentenceintheessayandwhy?4) Showmeyourediting(orrevision);includeoneparagraphbeforeandafter
editing/revision.5) Whatproblemswithstyleoreditinghaveyounoticedinyourownwritingandhow
areyouworkingtoaddressthem?6) Whatspecificconcernswouldyoulikemetoaddressinmyresponse?7) Whathaveyoulearnedaboutwritingandthetopicyou’rewritingaboutinthe
processofcomposingandrevisingthisessay?
DiscussionboardentriesThroughoutthesemester,asindicatedonthesyllabus,IwillaskyoutorespondtopromptsonourCanvasdiscussionboard.Yourresponseswillserveasbothawaytoreflectonthereadingandalsotobrainstorm/buildtowardyournextessay.Discussionpostsareintendedtobeaspaceformoreinformalwriting—Iammainlyconcernedthatyou(1)addressthepromptand(2)fulfillthelengthrequirementof300words.Iwillnotassessmechanicalorgrammaticalissuesintheseposts,astheirprimarypurposeisidea-generation.Feelfreetousematerialthatyougenerateinthesepostsinyouressay.Wewill,onoccasion,readeachother’spostsinclass,sowritewithanaudienceofyourpeersandmeinmind.AllpromptsarelocatedonCanvasunder“discussionboard”inourcoursesection.
