Download - College Writing I · Assignment Breakdown: Assignment Primary Inquiry Percentage Grade Literacy narrative final draft Self Inquiry 10% Rhetorical analysis of a text final draft Textual

CollegeWritingIFall2019

WRIT105-XX

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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.