A Flexible September Calendar

I will distribute detailed calendars on a month-by-month basis. This calendar takes us through to Paper 1. All Online assignments need to be completed by the following class.

Final Draft Paper 1 Due: October 2 (Monday)
Eportfolio Due: October 4 (Wednesday)
*Updated September 23

Week 1—Introductions

August 30 (Wednesday)

  • Introductions, Welcome to class
  • Syllabus
  • For next class:
    • Entry Prompt (Please bring 4-5 Copies to Class)
    • Practice sharing Entry Prompt as a Google Document
    • Read Robin Marantz Henig’s “What is it about 20-Somethings?” (pages 198-213 in Emerging) (Please refer to “Some thoughts on Active Reading”)
    • Complete Round 1 Questions for Henig Reading

Online

  • Visit Class Site, Read, and Leave Comment on Active Reading Blog Post
  • Visit Class Forum “What Makes Good Writing Good?” Leave 1 comment and 1 reply

 

Week 2—Engaging Text

September 4 (Monday)

  • NO CLASS

 

September 6 (Wednesday)

  • Peer Review: Entry Prompt
  • Discuss Active Reading Strategies in light of Henig’s essay
  • In class self-assessment
  • For next class:
    • For Friday:
      • Final Draft Entry Prompt as Google Doc
    • For Monday:
      • Reread Henig
      • Complete Round 2 Questions for Henig
      • Watch “Adults, we need to have the talk?” by Thomas King
  • Online
    • Choose one marked page of text (from Henig) to photocopy and post in the forum on Active Reading Strategies. This will help us test our ability to post images among other things. (The service ImgBB provides an easy way to upload your images to the internet for easy access.) Please visit your peers’ images and comment on at least one strategy you find helpful. Explain why. Please also comment on one content-based item–perhaps someone has asked an interesting question or pointed out a part of the essay you would have otherwise missed.

Week 3—The Changing Reality of the Text

September 11 (Monday)

September 13 (Wednesday)Coming up with a Tentative Thesis

  • What’s in a thesis?
    • Plot, Coal, An argument has direction and speed
  • In-Class Thesis Exercise
  • Claims and Evidence
  • For next class:
    • Work on paper 1. First draft due Monday! Please bring four copies to class.

 

  • Online (by Friday): Read Stakes and the Introductory Paragraph Blog Post— Please post your introductory paragraph as a comment by Friday. (STRESS)
    1. Read your peers’ paragraphs.
    2. Attempt to step back and view these paragraphs as moldable texts. Practice noticing. More specifically practice noticing what works. And noticing what doesn’t work.
    3. Find one writer’s choice to compliment. Remark on why you think their choice worked.
    4. Find one text you want to help make stronger. Please make your suggestion as specific as possible. For example, if the position statement lacks a so what, can you suggest a so what? If the introduction is too cluttered with detail, what could that paragraph stand to lose? 
      *Last Updated September 12, 2017

 

Week 4—Revision as Process

September 19 (Monday)

  • Paper 1 (“First” Draft) Due!
  • Peer Review Strategies—In Class Workshop
  • For next class:
    • Please be on the look out for your ePortfolio Email
    • Prepare Peer Review, Questions, and Comments
    • Please bring laptop to class

 

September 21 (Wednesday)

  • Peer Review
  • “Establish your ePortfolio” Assignment
  • For next class:
    • Read: Anne Lamott’s “Shitty First Drafts”
    • Read Peer Comments on your draft
    • Complete “Revision Plan Assignment” –Written, Video, or Audio
    • Read W-4 (Developing Paragraphs) in Little Seagull
    • Fill out CONNECTING TEMPLATE (Rhetorical patterns). I will collect a copy of these sentences in class.
      • I’m of two minds about X’s claim that __________________. On the one hand, I agree that _________________. On the other hand, I’m not sure if __________________.
    • Or
      • Of course some might object that ________________. Although I concede that ________________, I still maintain that _________________.
  • Online
    • Visit the classroom forum. Click into The Workshop category, describe a writing dilemma, and then respond to someone else’s writing dilemma.
    • Work on your ePortfolio
*Updated September 17, 2017

 

Week 5—Writer as Driver

September 25 (Monday)

  • The Recursive Writing Process
  • For next class:
    • THEY SAY/I SAY P 42-50 and R-4 (Integrating Sources, Avoiding Plagiarism) in Little Seagull
      • Try to integrate 2 new quotes into your essay. Please cut and paste into a document and bring in a copy of your results.
    • Please bring a copy of Working Paper 1 into class along with colored pencils, highlighters, or pens

 

September 27 (Wednesday)

  • Types of Writing and other Rhetorical Tools
  • General overview—-Marker exercise

Online