Week 1: Introduction and Set-up.
| M: Introduction to instructor and classmates. Policies and Procedures. | |
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Exchange email address with someone and contact them to write a short biography about them. Use interview sheets to help. You will either email these bios to me on Monday or give them to me on a disk, as they will be entered on the class homepage, along with your picture if you will allow it. |
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HW: Bring an article to class on Tuesday that you have read very carefully. |
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T: One hour in-class writing. HW: Begin Seminar 1. |
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W: No class -- meet with bio partner to discuss the short biography. Purchase your books if you know that you will stay in this class. |
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R: One-on-one with instructor. Meet with partner to okay the bio. Read the handout on thesis statements and complete thesis exercise. |
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F: Computer Lab -- meet in 1220 G Old Main to discover how to access grades and class work. Type TJE. |
Read the feedback handouts and complete feedback exercise before Monday's class.
| Giving feedback | |
| Receiving feedback | |
| Feedback exercise -- due Monday, April 7th |
Readings: Pick up a copy of Local Planet or The Inlander.
Assignment: Read Seminar 1. Choose one of the articles from
the newspaper you picked and write a rebuttal to it. Be sure to include citations from
outside sources -- cite from the newspaper as well -- to strengthen your points. Due 4/8
for peer edit.
What's due: Introduction of class member, feedback exercise, and thesis exercise.
Be sure to complete the journal question posted on the discussion board.
Here is your first journal topic-- please read through the journal handout, so that you are sure you know what you are doing. (3/31-4/5)
What are three goals for yourself in English 201; please do not be simplistic and say "to get an A." I want you to dig deeper than those surface types of responses. Also, with each goal, please specify exactly what you mean. Remember you're in English 201 now...it's time to let the writer shine! Jan
Week 2: Audience: Moving Beyond the Five Paragraph Essay
M: Seminar 2 -- Methods of development lecture. Read through the methods handout. T: Seminar 1 due Tues. for feedback -- you must have your completed paper to receive FB credit. Use this FB sheet. W: Seminar 1 due -- Groups 1, 2. You must have a typed first draft to attend session and receive seminar points. R: Seminar 1 due Groups 3, 4. You must have a typed first draft to attend session and receive seminar points.If you haven't completed the feedback exercise!
Read the feedback handouts and complete feedback exercise before Monday's class.
a href="give.htm">Giving feedback Receiving feedback Feedback exercise -- due Monday, April 7thBe sure to complete the journal question posted on the
discussion board. Week 2 -- Hi Folks, This week's question delves into the very
bedrock of this class. Please pay careful attention to your own voice when trying to
answer this query.
Week 2 -- Style and authentic voice are two terms that are sometimes used interchangeably
when discussing higher level writing skills. What do you think these terms mean? (By all
means use a dictionary, query friends, look them up.) Are they different? Is it necessary
to have authentic voice or to attend to style when writing? If so, when? If not, why not?
I anticipate the interesting, well-thought out responses this question should generate.
Jan
(Oh, by the by, feel free to offer suggestions about questions you would like us to
address in these small, safe writing assignments that we do here each week.)
Week 3: Style#1 -- Audience Concerns
M: Library orientation. M: Final draft of Seminar 1 due.T: Seminar#2 Due for peer edit, on Tues. -- you must have your completed paper to receive FB credit. Use this FB sheet.Be sure to complete the journal question posted on the discussion board. -- Week 3 Journal: After reading the article about Levels of Abstraction and the ideas presented, i.e., that very few people ever attain the lofty heights of abstract thinking, do an informal experiment. Randomly choose ten (10) people and evaluate whether they are concrete thinkers or formal operators. You will need to talk to them to find the truth. Be on the lookout for people who are very solid in their opinions, and for those who seem to weigh each idea, balancing opinions. After engaging in this ethnographical research, tell us your results-- three to four paragraphs would not be a stretch.
Week 4: Research #1 -- Audience Paper
font size="3">M: Final draft of Seminar #2 due. Audience Analysis Research 1 lecture. Write paper geared to specific audience -- be sure you understand the purpose of this assignment...it is a bit complex. Your research task is to find and follow an ongoing story in both the NYTs and another periodical for an entire five day week. Use the handout on Research to help with this assignment -- Phase I, Phase II, Phase III T: Meet in the library--find the periodical you will use in your research project. Group develop five points of comparison they will use to compare the articles from both for the week. Begin your comparison log on Tuesday. The final comparison log will be finished on Monday of next week. Bring to class with you on that Tuesday. Wed. & Thurs. -- In-class essay #2, find an article in the NYTs, write an editorial about the topic.This week's question is really about three aspects of the same idea: We have been discussing language for approximately five weeks now. In that time what is the one issue or idea that you read about that you totally disagreed with? What is one that changed an opinion that you previously held? What is one that you agreed completely with? Feel free to focus on one or two of these as long as your discourse brings in level one examples and experiences.
I look forward to seeing your thoughts, Jan
Week 5 : Research 1
| Monday: Style 1 due--. Final of event log for Research 1. Work with partner...I will be around for questions. | |
| Read more about journals here. | |
| Tuesday: Research 1, feedback session. You must have first draft to attend session and receive feedback points. Bring Research logs and articles with you to class. You will be working with your partner to make sense from what you have been tracking. HW: Write a research paper geared to the audience you and your partner chose. Use the handout to help with forming quesitons. | |
| Using MLA. MLA Workshop. Bring to class Format for Research Paper. | |
| Wednesday: MLA Work. Complete MLA exercise -- due Monday | |
| Thursday: Research 1 due for feedback. You must have a typed first draft to attend session and receive FB points. |
Week 6: Making sense of transitions
| Read transition handout | ||||||||||
| Choose two paragraphs from previous papers and rewrite them using the Transition textbook (your thin red book). | ||||||||||
| On Wednesday:MLA Workshop | ||||||||||
| Thursday read and comment upon your peer group's revisions | ||||||||||
| Revisions due on Monday | ||||||||||
| Friday, post TJE | ||||||||||
| During our meeting, we will discuss MLA and punctuation before you write your in-class essay. | ||||||||||
| MLA handouts:
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| MLA Exercise -- due by |
Week 7: Second Research project -- persuasive -- the Reporter's perspective
| M: Discuss problem/solution strategy as an organazational strategy | |
| Read through Choosing the Right Question for you. | |
| Read through the three phases of research: Phase I, II, III | |
| Read through the New York Times and see if there is an issue you would like to investigate. With a partner if you'd like, brainstorm possible choices. If you cannot find one there, brainstorm problems on campus or in the community. | |
| Settle on one issue | |
| T: Design interview with partner or by oneself using these questions as a guide. | |
| W: Meet in library, find background information on issue | |
| R: Use this day as an interview day. No class. | |
| Don't forget MLA Quiz | |
| Be sure to read this article, which has to do with our discussion about the ethics
involved in news media: http://www.nytimes.com/2003/05/11/national/11PAPE.html | |
| Here's another one that discusses bias-- |
Be sure to complete the journal question posted on the discussion board.
Week 8: From the Beginning to the End / Style 3
| Read introduction and conclusion handouts | |
| Rewrite two introduction and conclusions from your previous readings -- you should have completely new intros and conclusions, not just revised ones. | |
| Tues: Compile interviews and compare articles. | |
| Wed: Use classtime to finalize first draft. | |
| Thurs: Peer edit first draft. Peer Edit drafts of your group members using this guide | |
| Rewritten intros and conclusions due, be sure to include both the old and the new on Friday. | |
| All Revisions due by midnight, Friday--Final DJE. |
Week 9: Sentence combining
| M: Second draft of research paper due for teacher edit. Sentence Combining lecture and discussion | |
| After understanding the practice, do the exercises. | |
| Tues: In-class quiz on sentence combining. | |
| Wed: Conferences in Jan's office: Travis, Cody, Angie, Brandon, George | |
| Thurs: Conferences in Jan's office: Willie, Rashad, Amanda, Ted, Jill | |
| When you have completed all of those, rewrite two paragraphs from previous essays or journals--these are due on Monday. |
What’s due: Sentence combining exercises by Friday.
Week 10: Final Week -- Reflection
| M: Begin Reflection essay, to include your impression of using The New York Times as a resource rather than a text. Whole group seminar on Research II -- Research II due. | |
| T&W: Final in-class essay | |
| Thur: Last day of class. Wrap up Reflection essay due, and self and teacher evaluations. |
What’s due: Everything
This outline is subject to change.