University of New Hampshire English 401 A: First-Year Writing for Multilingual Writers

Cross-Cultural Composition
Spring 2014 Room: Instructors: Kristin Raymond Office: Hamilton Smith 234 Time: Mondays & Wednesdays 1:10-3:00 Instructor Email: Kristin.Raymond@unh.edu Office Hours:

Course Description: The ability to articulate ideas, communicate thoughts, and share concerns is vital to participation in communal, academic, professional and civic discussions. Whenever a person engages in such discussions, he or she must possess those literacy skills (the skills to read, write, and think critically) that enable him or her to share observations and ideas, voice questions and concerns, and articulate positions and arguments. In English 401A this semester you will: build on literacy skills you already have practice those literacy skills communicate your ideas and concerns in a variety of settings and situations

What English 401A looks like: It is divided into three main units each unit involves the writing of a different kind of major essay For each essay, the approach, style, structure, and content will be determined by your audience and purpose you will be required to do online and library research for your second essay to strengthen your persuasive skills You will also have smaller written assignments. Frequent short papers in response to assigned readings will help you prepare for each major essay, as will the four drafts of each paper you will write Workshops in class and instructor conferences give you opportunities to closely analyze your own writing and thus learn ways to enhance it. The course will challenge you to find your voice as multilingual students. Membership in two or more linguistic and cultural groups allows students a different perspective in

both reading and writing. How does your multilingualism affect your ability to read critically? How will your multilingual abilities affect your identity as a writer? These are questions to consider throughout the course and even beyond as you continue throughout your university career. Course Objectives: By the end of this course, you should be able to:

Demonstrate your ability to write in a variety of personal, academic, and civic genres; Use various invention strategies to identify suitable topics for writing projects and to explore, develop, and organize your ideas, information, and arguments; Analyze and understand the rhetorical situation, including the purpose, writer positioning, audience, and genre; Use various online and library resources to identify and choose appropriate material for your research and writing; Evaluate and incorporate information from external sources (both library and webbased) into your own writing and document sources appropriately; Develop texts that use grammatical, stylistic, and genre conventions that are appropriate for college-level writing; Summarize, analyze, and respond to texts written by other writers, including your peers; Revise, edit, and proofread your own texts for maximum effectiveness; Finally, the course will challenge you to find your voice as multilingual students. Membership in two or more linguistic and cultural groups allows students a different perspective in both reading and writing. How does your multilingualism affect your ability to read critically? How will your multilingual abilities affect your identity as a writer? These are questions to consider throughout the course and even beyond as you continue throughout your university career.

*This semester, English 401A has particularly special and exciting plans: English 401A will be unique this semester in that our class will be linked with English 401, a composition class for mainstream or native users of English. Both 401 and 401A have similar objectives and are essentially the same course. These two particular sections will share a common textbook, some common class time, and similar assignments. Both Xiaoqiong (the instructor for 401) and I have had experience teaching both native and non-native speakers of English, and we believe that there are real opportunities to be had by linking the two courses and creating a community in which cross-cultural interaction is valued and encouraged.

Required Textbooks: The following books are required and will be available at Durham Book Exchange (36 Main St.; 868-1297) and the UNH Bookstore (MUB; 862-2140). Ballenger, Bruce. The Curious Researcher and Curious Writer. Pearson, 2013. Print. Kirszner, Laurie and Stephen Mandell. Practical Argument: A Text and Anthology, Second Edition. Boston: Bedford St. Martins, 2013. Print. University of New Hampshire Composition Program. Transitions. Boston: Bedford/St. Martins, 2013. Print.

General Course Requirements. You will be expected to: 1. attend all class meetings and conferences (see attendance policy, below); 2. arrive in class on time and well prepared; 3. thoroughly read and reread all assigned texts; 4. provide evidence of close and critical reading via homework assignments and on classroom quizzes*; 5. participate actively and constructively in class discussions; 6. participate in in-class writing exercises; 7. participate in draft workshops and group work (a draft for workshop must be a complete draft: it has a beginning, middle, and end and is ready to share); 8. compose and submit out-of-class exercises and reading responses; 9. conduct various types of research in the library and on the Web; 10. draft and revise three essays of various lengths and purposes; 11. participate in Blackboard discussion board activities and utilize resources found there; 12. submit all work on time (on the hour/day it is due; see Late Policy).

Individual Conferences/Office Hours. We will meet in office hours on a regular basis, but you may stop by my office during open office hours as well. During our regular visits (three to five meetings), I will meet with you individually or in small groups. These scheduled meetings are mandatory. If you cannot attend a scheduled meeting, please email me at least two hours before the planned time. If you miss a meeting without emailing first, we will count it as one of your three class absences. Assignments. Your major assignments for the course are as follows:

Analysis Essay (20%), in which youll closely examine one authors position in a debate, evaluating the quality of his/her arguments in order to determine whether that author is successful or unsuccessful in persuading a target audience. Youll want to consider the culture of the target audience and the ways in which the writer has attempted to connect to that culture. Your objective is to gauge (measure) the effectiveness of his/her techniques without revealing your own opinion on the debate. (4-6 pages) Researched Essay (20%), in which youll try to persuade your audience that your view on a cross-cultural topic is correct. This paper works best when the topic is somewhat controversial, with two or more conflicting opinions about it. In developing this paper, youll need to research the topic thoroughly, using a number of sources. On the basis of these sources, you can develop your own position on the topic, as well as an understanding of the other positions. In writing the paper, your task will be to present your own position as strongly as you can while also addressing, and trying to refute, conflicting arguments. Your goal will be to get your audience either to adopt your view or, at the very least, to treat your view with greater understanding and respect. (4-6 pages) Personal Essay (20%) in which youll explore a cross-cultural event, using your own thoughts/experiences to shape the essay. You will employ techniques that make a personal essay effective, such as narrative, description, dialogue, reflection, creative use of language, etc. You may experiment with structure as well. Your goal is to make your views/experiences clear and compelling to readers. (4-6 pages) Homework* (20%), including responses to and summaries of the readings, quizzes, components of each final essay, writing and research exercises to help you improve your skills. Annotated Bibliography (10%), consisting of summaries and evaluations of sources for your researched/persuasive essay. Participation (10%), including general preparedness and participation in class discussions and peer-work.

*Pop quizzes will be given if a majority of the class is not keeping up with the readings. A quiz will count as a homework assignment. Class Policies: Grading Breakdown. Homework will be graded as follows: + All components are addressed and assignment is thoughtful, with evidence of your having done the reading when required (=100 points). Some elements are missing or problematic. Assignment is mainly on target (=85 points).

Major parts are missing/the assignment is insufficient but worth some credit (=75 points). *Combinations of these numerical equivalents are possible, such as +/ = 90, /- = 80, -- = 65.

Essays: You will receive a letter grade (along with our written feedback) for each of the major assignments. The grade for each essay will be assigned as follows: A = Excellent. Your essay has a clear purpose and is well organized; it is original and focused, with fully developed ideas and/or very effective use of research. The paper demonstrates your full understanding of the assignment prompt and meets or exceeds all requirements. The style is effective. The strengths of the paper outweigh any weaknesses. B = Very Good. Your essay has a relatively clear purpose and is organized logically. It is somewhat original and relatively focused. Your ideas are developed for the most part, and/or your use of research is effective. The paper demonstrates your understanding of the assignment prompt and meets or exceeds all requirements. The style is effective for the most part. The strengths of the paper outweigh the weaknesses. C = Average. Your essay has a discernible purpose, and its organization generally makes sense. The style is somewhat effective. While the paper is not as original or focused as it could be, it demonstrates your understanding of several of the key points of the assignment and meets most, if not all, of the essay requirements. D = Marginal. A clear purpose may be present in your paper, but the writing is not well organized, original, or focused. The style of the paper is ineffective. The essay demonstrates an understanding of only some of the key points of the assignment and meets very few of the requirements. Overall, the essays weaknesses exceed its strengths. F = Failure. Your essay contains many errors. It is difficult to read and vague. Your essay lacks a purpose and does not meet the paper requirements.

The numerical equivalents of your essay grades are as follows: 94-100 = A 90-93 = A88-89 = B+ 84-87 = B 80-83 = B78-79 = C+ 4.0 3.67 3.33 3.0 2.67 2.33 74-77 = C 70-73 = C68-69 = D+ 64-67 = D 60-63 = D2.0 1.67 1.33 1.0 .67

59 and below = F

Participation will be graded on a bi-weekly basis as follows: + The student has come to class fully prepared, has effectively and thoughtfully participated in class discussions and activities and has shown respect to all individuals and their thoughts. (=100 points). The student has come to class somewhat prepared and has participated in class discussions and activities, but could participate more effectively and show greater care in

examining course materials. The student has shown respect to all individuals and their thoughts. (=85 points). The student has been late, come unprepared or shown evidence of a lack of care or effort put towards course materials. The student has problems respecting the time, opinions or feelings of others in the class. (=75 points). *Combinations of these numerical equivalents are possible, such as +/ = 90, /- = 80, -- = 65. Late Policy. Your homework assignments will not be accepted late. Emailing assignments is only acceptable if illness causes you to miss class; students who miss class due to illness must bring in a written copy the day they return (this is the only exception to the lateness policywe will accept a homework assignment the next class if we received an email version from a sick student by the class time on the day it was due). You will receive one free homework pass over the course of the semester to make up for an assignment that you missed. Since computer breakdowns and printer issues are not sufficient excuses for lateness, you would be wise to save your pass in case of problems instead of skipping an assignment. For information on computer labs on this campus, check out the following site: http://clusters.unh.edu Late essays and the final version of the annotated bibliography will normal be docked on letter grade per day unless you get my approval for an extension before the due date. Remember that passing the course requires timely completion of all the assignments, long and short, in-class and out-of-class. Final Course Grade. Your final grade will be adjusted for your attendance and participation (see policies below). If you have any questions about a grade, please see one of us in office hours, and we will be happy to discuss your grade with you. Attendance Policy. All sections of English 401A follow the same attendance policy. Each student is allowed to miss up to three meetings (classes or conferences) for whatever reason: no distinction will be made between excused or unexcused absences. Dont waste these three absences; save them for times you really need them. Each additional absence beyond the three will lower your final grade by one grade (For example, if you earned a B but missed four classes, you would get a B-; if you missed five classes, youd get a C+). Missing a scheduled conference or more than 50% of a class meeting also counts as an absence. Exceptions to this policy will not be made unless extenuating circumstances can be documented. It is your responsibility to get the assignments, class notes, and course changes from a classmate if you do miss a class. It is also your responsibility to keep track of and complete the missing work. In-class work cannot be made up. If you miss class on the day a written assignment is due, make arrangements to send it along with a classmate. Participation. You will be asked to make informal, ungraded presentations of your work (primarily as a member of a group) in class. Although these assignments will not be given a letter grade, they will count as evidence of your active participation in the course. In addition, this course requires a number of drafts for each essay; thoughtful and thorough commentary on your peers work is expected of you, just as it is expected of them.

In this course thoughtful participation in discussions is a vital part of your work. In fact, the value of class meetings will largely be determined by the conversation you and your classmates create each day. Your participation in this dialogue is expected and will be considered when we assign your final grade. It is our responsibility to inform you if and when we will be late or unable to attend a class. In normal circumstances, we will inform you in advance by email and/or on Blackboard. If we havent notified you in advance and we are not in class, please send someone to check with the ESL Office. We may have left a last-minute message there. If you think a winter storm might have caused a delay or cancellation, you can check the UNH website or the storm information line: 603-862-0000. To receive UNH alerts to your email and/or cell phone, go to https://alert.unh.edu/index.php?CCheck=1 Cell Phones: In order to maintain an effective and focused learning environment, cell phone use is not permitted in class. Your cell phone should be out of sight, out of mind during our time together. If we have to ask you to put away your cell phone during class time, you will receive a 0 for participation for the day. Robert J. Connors Writing Center. The Writing Center is an invaluable resource for all kinds of writers at UNH. The Writing Center is not only for those who feel they need help with their writing. Although you will definitely get help at the Writing Center, you should see it as a place to share ideas, work through concepts, and fine-tune your writing. The center also now helps with oral presentations. Please visit the Writing Center by appointment or by dropping in (www.unh.edu/writing; 862-3272; 7 Hamilton Smith Hall). Disability Services for Students. If you are a student with a documented disability who will require accommodations in this course, please register with Disability Services for Students for assistance in developing a plan to address your academic needs. I will be unable to make any accommodations without a letter from Disability Services (201 Smith Hall; 2-2607). Additional Services. Center for Academic Resources *201 Smith Hall 2-3698). IT Service Desk (2-4242). IT Support Center (Dimond Library, Level 3). Sexual Harassment and Rape Prevention Program (SHARPP) (24-hour Crisis Line 603-862-SAFE). Counseling Center (8622090; Smith Hall, 3rd Floor, 3 Garrison Ave). Military & Veterans Services (862-0355; Stoke Hall; unh.veterans@unh.edu)

Academic Honesty Policy. In order to make the most out of this course, you are expected to present your own original work. Any attempt at plagiarism or misrepresentation will result in a failing grade for the project and, in some cases, for the entire course. The University of New Hampshire Student Rights, Rules and Responsibility defines misrepresentation and plagiarism as follows: Plagiarism. The unattributed use of the ideas, evidence, or words of another person, or the conveying of the false impression that the arguments and writing in a paper are the student's own. Plagiarism includes, but is not limited to the following: 1. the acquisition by purchase or otherwise of a part or the whole of a piece of work which is represented as the student's own; 2. the representation of the ideas, data, or writing of another person as the student's own work, even though some wording, methods of citation, or arrangement of evidence, ideas, or arguments have been altered; 3. concealment of the true sources of information, ideas, or argument in any piece of work. (09.3) Misrepresentation. Submitting work originally submitted for one course to satisfy the requirements of another course, without prior consent of the current instructor (it is assumed that the current instructor expects the work to be original). (09.4) To avoid plagiarism, be sure to acknowledge the source, using the conventions of an appropriate academic documentation style (such as MLA and APA) as specified by your instructor. For more information about plagiarism and how to avoid it, see Practical Argument and Transitions.

ENGL 401 Unit 1 Schedule

Tentative Course schedule and assignments: As always, this writing intensive class will ebb and flow, and it may be necessary to make changes to the daily schedule. Please be forewarned and flexible. Important Dates:

DATES Monday, 3-10 through Friday, 3-14

EVENT Spring Break

SCHEDULE CHANGES No Class

January 21st, 1st day of class; May 5th last day of class. DATE Week 1 W 1-22 TOPICS UNDER DISCUSSION Introduction What is crosscultural composition and how can it benefit students? Cross-Cultural Advertisements Week 2 M 1-27 What Is Argument? What Is Analysis? (Step 1) Practical Argument: An Introduction to Argument, 3-17; Chapter 2, Thinking and Reading Critically, 53-73. RP #1 +1.5 (See description of RPs below.) READING DUE WRITING DUE

W 1-29

Selecting a Good Source for Analysis (Steps 1-2)

Practical Argument: Chapter 8, Finding and Evaluating Sources, 275-283; Chapter 16, Argument by Analogy, 570-584. Practical Argument: Chapter 4, Writing a Rhetorical Analysis, 89-102; King, Letter from Birmingham Jail, 799-813.

RP #2 Cross-Cultural Advertisements Presentations 1. Blackboard Group Intro posting (post short passage about

Week 3 M 2-3

Rhetorical Analysis (Steps 1-4)

Blackboard Readings: A Call for Unity.

yourself on File Exchange). 2. RP #3

W 2-5

Analysis (Steps 1-4)

Practical Argument: Chapter 5, Understanding Logic and Recognizing Fallacies, 129-30; 137-148. Transitions: Fraatz, Reduce Foreign Oil Dependence: At What Cost?

RP #4

Week 4 M 2-10

Close Analysis (Step 4)

Transitions: Donegan, Analyzing the Argument: Labor Unions. Blackboard: Sherk, Do Americans Today Still Need Labor Unions? Practical Argument: Chapter 9, Summarizing, Paraphrasing, Quoting, & Synthesizing Sources, 313-327.

RP #5

W 2-12

Classes canceled for conferences; meet me in my office with your paper and questions on it (Steps 5- 7).

1. First Draft of Essay 1 (3-5pp), with at least one additional source integrated. 2. Post a .doc/.rtf version to your Blackboard group by class time under File Exchange. (You will receive no credit for pages files, since many students have trouble opening them.)

Week 5 M 2-17

Reconsidering Your Structure (Step 6) and Expanding Your Paper; Integrating Quotes

Blackboard: Purdue OWL: Transitions and Transitional Devices. Practical Argument: Chapter 10, Documenting Sources: MLA, 329-349.

1. Peer letters posted to Blackboard group site by class time (no credit if late2 homework assignments) (See description of peer letters below.)

Bring in notes on what you wrote. 2. Second draft with quotes included and citations (for your source, the extra source, and any others youve cited). W 2-19 Quote Workshop; Transitions and Fluidity; Style and Grammar Introduction: Inquiry/Persuasive Research Blackboard: Purdue OWL: Grammar, Punctuation and Mechanics sections 1. Third Draft of Essay 2. RP #6 Essay 1 due.

Week 6 M 2-24

Over the course of the semester, you will write and revise three major essays. In addition to these writing projects, you will also compose response papers (RPs) that will prepare you for these major essays, help you to reflect on course readings, enable you to focus on particular aspects/styles/techniques of writing, and give you the opportunity to consider/reconsider the world around you. RPs are single-spaced, typed (in Times or a similar font) responses to prompts unless otherwise noted. These responses should be between 300 & 500 words

RP #1: Part I: Summarize different sides of the media violence debate and reasons for each persons position on it in Chapter 2, referring to the pieces by Jones & Leo and the short passages on pp. 68-70. (Feel free to also note anything you think theyve left out of the debate.) Part II: Do Exercise 2.8, p. 73. (This RP should run full lengthi.e., a typed page single spaced.) RP #1.5 In class, we will be thinking about many of the experiences that led us to be the writers that we are today. Some experiences may be positiveyou might think of a favorite teacher who encouraged you in your writing and helped you to develop a positive attitude towards writing. Other experiences might be negativeyou might think of a time when you struggled with writing; maybe you worked very hard on an assignment but were not happy with the result. Think about your experiences of writing in different languages as well. Were these positive experiences or negative experiences? How did they influence how you think about yourself as a writer? Write a 500-word response paper detailing one of your experiences, or if you wish, you can write about two experiences if those two experiences take place in two different languages.

RP #2: Part I: Summarize sides of the debate over paying college athletes, along with reasons why a person would be on one side or the other. Part II: Choose which of these essays youd want to analyze, and explain why (This RP should run at least half length.) Cross-Cultural Advertisements PresentationsWorking in groups composed of students both from 401 and 401A, you will consider two advertisements for the same or a similar product in two different cultures. You will then compare the appeals used in the two commercials. Who is the target audience for each audience? What does the company (who created the advertisement) assume about the target audience? Does the advertisement appeal to in-group mentality (persuading the audience by connecting to a common culture)? Would the advertisements be effective in different cultures? This presentation will require you to present both advertisements for the class to see and explain your findings. All members of the group should participate equally in the presentation, which should last for about five minutes. You will receive a RP grade for this assignment. RP #3: Part I: Identify the casebook (i.e., collection of articles on a debate in Practical Argument) youve selected for your first major essay (see Essay 1 description, Step 1 for your options). Summarize some of the major arguments (i.e., you dont have to refer to individual articlesfor example, you could read some articles about capital punishment and then conclude that the sides are arguing (among other things) about whether it deters crime). Part II: Which emotional, ethical, and logical appeals that King uses work the best in convincing the audience from A Call for Unity (a bulleted list is fine)? (This RP should run at least half length.) RP #4: Part I: Choose a single essay youre considering focusing on for Essay 1 within your chosen Practical Argument casebook. Why this one? Part II: Notice Fraatzs references to various fallacies. Based on your reading about fallacies for today, which seemed to be Fraatzs best point about the authors use of a fallacy? (This RP will run very short.) RP #5: Part I: See Step 4 of your essay description. Write a bulleted list of which of these criteria Donegan covers in her essay (i.e., she discusses the authors failure to connect with his audience). Part II: Create a chart, identifying which of the criteria in Step 4 the essay youve chosen to analyze for Essay 1 meets (i.e., I think readers would find the authors emotional appeals moving). If you find you dont have much to say, you may want to select a different essay in the same casebook. (This RP should run full length.)

Peer Letters: Answer the following questions for each of the two pieces youre reviewing and post your responses in your Blackboard Group under File Exchange: 1. What aspect of the draft needs the most work? Be specific. (Give examples to show what you mean.) 2. Are there any parts that show your classmates stance on the issue? Indicate them if so.

3. How well is the required additional source integrated? If there isnt one, where might another source benefit this paper? (i.e., to explain whats left out of the argument, for example). 4. You will need to examine the essay your classmate analyzed. What else should your classmate address that he/she hasnt? 5. What is your classmates thesis? (i.e., statement about this essays persuasiveness)? How convincing do you find his/her thesis (i.e., he/she has convinced you he/she is right about the pieces persuasiveness)? 6. How well has your classmate supported his/her thesis with examples from the essay and from the other source/s? Give examples. 7. Any suggestions for organizing the paper? 8. What are the greatest strengths and weaknesses of your classmates essay? 9. Do you have any additional advice that would help this classmate do well on his/her paper? Share it here if so.

RP #6: Part I: Check out the Mechanics, Punctuation, and Grammar sections from Purdue Universitys OWL (Blackboard link) addressing an issue you find problematic, such as comma splices, fragments, etc. After reading the section (click on a handout), cite specific examples or explanations that address what you find confusing. Part II: Include examples from your own writing (for this or other classes) when you make this mistake, and based on Purdues OWL, explain why its grammatically incorrect to make it. (This RP should be at least half the usual length.)

ENGL 401 Unit 2 Schedule

Tentative Course schedule and assignments: As always, this writing intensive class will ebb and flow, and it may be necessary to make changes to the daily schedule. Please be forewarned and flexible.

PA= Practical Argument; T= Transitions; CR=Curious Researcher; BB= reading posted on Blackboard. **All assignments on the schedule are due by the START of class ON the day listed unless otherwise noted. ** Date Wee k6 W 226 Topics Under Discussion Introduction to Researched Writing Essay #2 Assignment What makes a good research topic? (Questions, questions, questions) Wee k7 M 3-3 Library Visit Inquiry, not just Topics Reread CR, pp. 1-18 Reading Due CR, The First Week (pp. 127) CR, Appendix C Understanding Research Assignments (pp. 351358) Writing Due RP #5. Write a 400 word response, Research Experiences. Discuss your experiences with researched papers in the past. What was most rewarding/useful (and/or) what was frustrating/uninteresting/painful ? Describe the process of researching and writing in detail. You may also contrast a schoolbased assignment with a research project (finding a new snowboard, etc.) that you undertook on your own. Complete Ex. 1 (on pp. 3-4, CR) Generate a list of questions that youd like to explore for Essay #2. Explore Practical Argument Casebooks for research questions (See 101 handout). Come to class with two possible research questions/topics. Briefly write about why you chose this topic (3-5 sentences), then spend 10 minutes brainstorming a list of questions about your topic. Try to see your topic in as many ways as possible. Bring all of these materials to class.

W 3-5 Narrowing the Read pp. 16-18, pp. 20-23, Subject/ Writing pp. 23-27. Research Questions Kinds of Sources/ Developing search terms No Class-Spring Break No Class-Spring Break Developing a Research

M 310 W 312 Wee k8

Read McClures Googlepedia (Handout).

RP #6, Complete a double-entry journal (CR, p. 105-106, for

M 317

Proposal. Doing Research and Reading Research (Searches, Notetaking techniques, Research Logs, etc.) If there is time: Field-Based Research (Interview, Surveys)

Read CR, Notetaking, pp. 103-112.

sample) on the Googlepedia article. Consider how the case studies connect to your own experiences and what are some key points that you want to remember as you develop your college research/writing skills. Complete a strong, persuasive draft of your Research Proposal, using guidelines in Ex. 5 on p.2324 in CR, Chapter 2. The proposal should include headings for: a list of search terms (and alternatives) and a list of two potential databases for your search. Final Drafts of Research Proposals are due on Discussion Board by Friday at 4 PM. Bring your Research Proposal, potential sources, and questions to this meeting Complete a double-entry journal on the sample Annotated Bibliography

W 319

Conference Day

Wee k9 M 324

Plagiarism Summary/ Paraphrasing Annotated Bibliographies What are they?

Read CR, Living Sources, pp.62-78 Reread, CR, pp. 31-58 to help with your library research Read CR, Chapter Three, Week Three (pp. 79-96) Read Student Sample of Annotated Bibliography (Handout/BB) Also read section on Annotated Bibliographies at the Purdue OWL. See links for samples, as well. http://owl.english.purdue. edu/owl/resource/614/01 / Read CR, 151-162; Read Appendix A, MLA format and Citation Style

W 326

Using sources/ Putting your voice into Conversation with the Experts Getting to the Draft/ Finding an Angle in Getting to the Draft (Part II)

Complete two Research logs for two of your library-based sources; bring to conferences. Annotated Bibliography due.

Wee k 10

Read CR, The Fourth Week, Complete a Sketch ( a two-page Getting to the Draft pp. draft of your researched essay,

M 331

121-151 Writers Workshop

followed by a list of ideas outlining the rest of your paper). OPTIONAL: RP #7: Complete Ex. 5 (CR, p. 96-103) and post to Blackboard Journal by Friday. Complete a 4-5 page draft of your researched essay. Post the draft to Blackboard. Bring two copies to conference. Work on your draft based on feedback, and bring in next draft of Researched Essay (clean copy, single-sided, double-spaced). RP #8: Write a 400-word response evaluating and discussing one of the student research essays in Transitions. Bring a copy to class.

W 4-2 Conference Day/ Research Day Wee k 11 M 4-7 Revision Strategies

Conferences/ Research Day. Use this time to fill in the gaps in your research and writing. Read CR, The Fifth Week, Revision is RE-seeing (pp. 163-172) Read CR, Revising for Language, pp. 180-193 Also choose two of the following student examples to read: Van Der Heijdan, The Hidden Truths of Bottled Water (pp. 80-85, Transitions) McWade, Why College is Worth the Cost (pp. 59-65, Transitions) Donegan, Unions are Important Allies for Women (Transitions)

Cut and paste revision W 4-9 Student Sample Researched Essay Grammar and Style Workshop

Wee k 12 M 414 W 416

Writers Workshop Cutting Clutter Grammar Workshop

Bring in three copies of your current researched essay draft. Continue to Work on your final draft of your Researched Essay. Bring in your almost final draft of your researched Essay. RESEARCHED ESSAY DUE.

Wee k 13 M 421

The Promise and Power of the Personal Essay How the

Review Researched Essay Assignment sheet to be sure that you have completed all Be sure to complete all the requirements for the essay. requirements, including your paper trail, the cover letter, the Works Cited page, and the Where

Personal Essay Connects to Academic Writing Essay #3: The Personal Essay Assigned

to Go From Here reflection.

Unit 3 Schedule Tentative Course schedule and assignments: As always, this writing intensive class will ebb and flow, and it may be necessary to make changes to the daily schedule. Please be forewarned and flexible. Date Week 13 M 4-21 Topics Under Discussion Essays showing Transformations & Realizations: Narrative vs. Reflection Drafting Reading Due CR, Writing the Personal Essay, pp. 200-208; 217223. Transitions: Harmon, Perennials. Handout: Green, Grace. CR, pp.225-235. Writing Due Bring in an object that represents a possible essay idea. RP #12 First Draft of Essay (all parts of essay included; 2.5 pages +)Paper copy for class RP #13

W 4-23

Week 14 M 4-28

Developing Your Theme; Pacing; Description; Reflection and Dialogue

Transitions: Small, Skiing vs. Snowboarding: The Evolution of the Two Sports and the Animosity Between Them (p. 32). Revisit Harmon, Perennials and McNutt, Divine Intervention. CR, More than One Way to Tell a Story, pp. 231232. Bring in Transitions.

W 4-30 Week 15 M 5-5 W 5-7

Workshop: Reconsidering Your Structure

Second Draft of Essay 3 (4 pages+) Bring in a paper copy for class. Essay #3 Due

Response Papers & Peer Letters: RP #12: Part I: After looking at your essay assignment, identify the three stages of Green in terms of her change (i.e. who is she before, during, and after). Part II: Whats effective about Harmons characterization of her grandparents? What different ways does she characterize them? Part III: Draw a storyboard of three important scenes/images from the story you want to write for Essay 3. Explain it in a sentence/two afterward (RP will be full length with drawing). RP #13: Part I: Imitate the inner thoughts of Divine Intervention in the last section, reflecting on something that occurs in your essay. Be sure to reflect within a scene (i.e., as it happensso during a game, a conversation, etc., what are you thinking?). Part II: Compare and contrast something that occurs in your story, as Small does with skiers and snowboarders in Skiing vs. Snowboarding: The Evolution of the Two Sports and the Animosity between Them (p. 32). Part III: Include a passage of dialogue, as McNutt does in Divine Intervention. Part IV: Use an object/facial expression or gesture of a character to bring a memory/background information into your story as Harmon does with the sink in Perennials (p. 103). Part V. Anything else youd like to take from the readings? (This RP will run long).