English 1301.04 and .07
MWF Calendar
STAGE 1
Week 1 – January 14th – 18th
MON
●
Introductions
●
Review syllabus
●
Demonstrate using
the blog
Homework
●
Find and read the
class syllabus and calendar. Write down any questions you have and be prepared
to ask them next class. I’ll be reading and commenting on your in-class
writing.
WED
●
Discuss syllabus
●
Class discussion:
“What is good writing”
●
Preview Downs
& Wardle’s “Teaching About Writing, Righting Misconceptions:
(Re)Envisioning “First-Year Composition” as “Introduction to Writing Studies”:
We’ll look at the title and the opening of
our first reading by Downs &
Wardle (D&W) on the ELMO and/or
iPads, get into small groups, and I’ll ask each group to talk to the whole
class about what they think D&W are talking about and what their
experiences have been with writing.
●
In class
assignment: Write a paragraph addressing the following questions: What are your
experiences with writing? What have you been taught about writing in school,
the work place, or anywhere else?
Homework
●
Find and print
out our first reading, Downs and Wardle’s “Teaching About Writing, Righting
Misconceptions: (Re)Envisioning ‘First-Year Composition’ as ‘Introduction to
Writing Studies.’” Preview the article and begin reading it (I know it’s a
little long!)
FRI
●
Discuss reading
strategies for D&W and review what we want to do in English 1301 in terms
of writing, reading, and learning.
●
In groups, you
will take a paragraph from the beginning of the article and draft a summary of
it, a question you have about it, and some possible ways you could respond to
it. Share group work on board.
Homework
●
Find all the
readings for the semester and print them out.
Read our first reading, by Downs and Wardle, twice—no joke. I don’t care
how you take notes or read or procrastinate. Just get through the article twice
before our next class.
●
Address the
following questions, and type out/print your responses.
1. What did you expect 1301 to be about, to be like? What
do you think about it so far having only survived one meeting? What do D&W
want 1301 to be and do for students (and even teachers)?
2. What are the reasons D&W discuss to support a
"writing studies" approach, and what are the misconceptions they are
fighting against? What other approaches to this class can you imagine? What do
you think a college writing class should be?
3. According to D&W, what does scholarly inquiry
involve? And what does writing involve/look like?
4. Do you recognize Jack and/or Stephanie (in yourself,
in others)? How would you characterize yourself as a student just starting
1301, as a writer, as a reader, as a person trying to make sense of this class
right now? How would your story of 1301 begin from your perspective?
Remember, in this class, I am asking you to read
articles for which you are NOT the primary audience. They will be challenging,
but they are also written about people like you--college students. And I
believe undergraduates, especially first- and second-year students, can benefit
from being part of this kind of academic conversation. My job is to push you
and support you. And don’t think I find these articles easy to read; I still
struggle.
Week 2: January 21st – 25th
MON
●
MLK Day - No
Classes
WED
●
Discuss D&W.
Discuss reading questions and how they could inform a student response paper.
●
Assign Stage 1.
Review expectations on the blog
●
Have students
begin free-writing for stage I response in class.
Homework
●
Re-read D&W.
Draft STAGE I, responding to one, two, or several of the questions posed. Bring
THREE TYPED COPIES of your draft to class on Monday.
For next time, Read Neubert
(it’s short!)
FRI
●
Discuss Neubert
and create a class definition of “peer review”
Homework
Finalize
Stage I Drafts, due Monday. Begin reading FLOWER
STAGE 2
Week 3 – January 28th – February 1st
MON
●
Drafts due!
Exchange with partners in groups
●
Mock Peer Review
Session
Homework
1. Write a PQP Reponse to each partner’s draft
2. Reread FLOWER and bring to class.
WED –
●
Peer Review
Session
Homework
●
Review Stage II
and Reread Flower.
FRI
●
Discuss FLOWER
(group summary activities)
Homework – Make revisions to Stage I. Reread Flower
and think about how it compares to Downs and Wardle
Week 4: February 4th – 8th
MON
●
Stage I Revisions Due!
●
Discuss Stage 2
●
Discuss Flower
and Downs and Wardle (comparisons and constructing claims)
Homework
Homework
●
Practice putting
yourself in conversation with both our readings. Write a paragraph in which you
tell us what you think each article is saying, to what degree you agree with
their positions, and how these two readings might be connected with each other.
Include at least one direct quote, and one indirect paraphrase. Include
citations, using MLA format citations for both articles. If you need help with
citations, visit the writing center or noodletools.com DUE Wednesday
WED
●
Discuss student
response papers
●
In groups, create
a visual representation of the similarities/differences between Downs and
Wardle and Flower
Homework
●
Continue working
on Stage II drafts, Read Rose
FRI
●
Rose Group
Summaries activity
●
Independent
reflection in class writing activity due before you leave on writer’s block and
you!
●
Homework
●
Finish Stage 2
drafts, BRING THREE COPIES TO CLASS MONDAY.
STAGE 3
Week 5: February 11- 15
MON
●
STAGE
II Drafts due! Distribute to partners
●
Develop
a list a class list of possible peer review questions – what are YOU concerned
about with your papers?
Homework
●
Review
your classmates’ essays and be ready to response to them WEDNESDAY. Write PQP responses!
WED
●
Peer
Review
●
Discuss
stage III
Homework
●
Revise
stage II (due Monday) Look at stage III assignment and bring any questions you
have
●
Read
Gilliam
FRI
●
Discuss
Gilliam and reflect on our peer review process so far. How are we doing? What
can we do to improve our writer’s workshop?
Homework
●
Stage
3. Final revisions from stage II due MONDAY.
●
Develop
a research question, no matter how rough, and bring to class on Monday.
Week 6: February 18th – 22nd
MON
●
Research
Question Writer’s Workshop Session
●
Turn
in STAGE II to instructor
Homework
Continue working on stage III. Read Lamott
WED
●
Quiz/Discussion
over Lamott and revision process.
Homework
●
Work
on your stage III’s. Read Sommers for Monday!
FRI
Stage III group work session in class today.
STAGE 4
Week 7: February 25TH – March 1st
MON
●
Quiz and
discussion over Sommers
Homework
● Finish stage III to turn in Friday. Look at STAGE IV
and bring any questions you have to class. Begin reading Kantz
WED
Library Research Day, meet in library
Homework
●
Finish Stage
IIIs Due Monday in class!
FRI
● Stage III Work Day
HOMEWORK: Work on Stage III
Week
8: March 4th – 8th
MON
● Stage III Due today.
\ Discuss Stage IV in detail
\ Discuss Stage IV in detail
WED
Quiz/Discussion over Kantz
In class reflection due at the end of class
FRI
Research/workday
for stage IV
Homework:
Finalize stage IV, turn in to instructor on Monday after Spring Break
Week
9 – SPRING BREAK
STAGE
5
Week
10 – March 18-22nd
MON
● DRAFT OF
STAGE IV DUE! Distribute drafts with partners
Discuss peer review questions
and address stage IV concerns
Homework:
Homework:
Write PQP Response to partners’ drafts
Review Stage V Expectations
Review Stage V Expectations
WED
●
Peer Review Session Stage IV
Address any questions
on Stage V
FRI
●
Conferencing and revisions
Week 11 – March 25th – 29th
MON
●
Conferencing and revisions
WED
●
Conferencing and revisions
FRI
●
Conferencing and revisions
Week 12: April 1st – 5th
MON
●
Stage IV due to instructor!
Assign Stage V and talk about
“public documents”
Homework – Analyze a public document and bring to class to
discuss
WED
● Address
questions or concerns over Stage V
Group brainstorming session
for Stage V
FRI
● Stage
V Work Day!
STAGE 6
Week 13 . April 8th – 12th
MON
● Stage V work Day
WED
●
Stage V Due today! Begin Presentations
FRI
●
Presentations
Week 14 15th – 19th
MON
● Presentations
WED
● Presentations
Homework – Look over
stage VI
FRI
●
Discuss Stage VI
Week 15 . April 22nd – 26th
MON
●
Stage VI Brainstorming session in class/ work day
WED -
● Stage
VI Drafts due
Create blogpost based on what
students have written
Homework – Write pqp responses
for partners’ drafts
Friday
– Stage VI Peer review session, last day of class!
Portfolios
due on Wednesday, May 1st. No Late Work Accepted!
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