Freshman

Writing and Rhetoric:

Writing Selves and Others

MW 3-4:15 p.m.







MUEN E417
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Spring, Program for Writing and Rhetoric Jan. 12, 2015 May 1, 2015

Daniel Singer, MEd, PhD-ABD

daniel.l.singer@colorado.edu

OFFICE HOURS (ENVD Building/daniel.singer88): 12-2 on MW & BY APPT.

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Welcome to class!

This is an introductory course on writing and rhetoric designed to: a) help students
develop as rhetorically-informed writers and thinkers and to b) successfully
transfer learning about writing and rhetoric to a range of different situations. We
will begin with the idea that selves (authorial or otherwise) are and can be written,
through narrative, through research, and through experience and instruction. From
this grounding assumption, students will develop a major question that will guide
inquiry and composition throughout the term, developing a range of knowledge and
skills in writing and rhetoric along the way

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Required Texts & Tech(s)

Knowing Words: A Guide to First-Year Writing and Rhetoric (Fall/Spring 2014-

2015), University of Colorado, Boulder--Program for Writing and Rhetoric

Writer's Help Subscription

*** Both are available through the campus bookstore. Additionally, a range of
electronic and multi-media texts will be provided collaboratively by the
instructor and the students and will be accessible through D2L.

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Course Purpose and Goals

The First-Year Writing and Rhetoric course is designed to help you develop as a
writer and a thinker and to be better able to succeed in a range of civic,
professional, and academic situations.

If you really learn all we have to teach here and actively attempt to bring it
with you beyond this course, you will a) be more likely to actually complete your
degree (no joke! there's a bunch of emerging research on this one!), b) likely do

better in most of your classes in the future, c) likely have greater success in your
professional and civic endeavors, and d) likely have a richer experience reading,
writing, and even just interacting in social situations across multiple realms of
psychological and social life (what psychological field-theorist Kurt Lewin called
life-spaces).

With that in mind, we have three big, specific, and progressive (each one builds
on the one before it) learning goals in this course. So, our job in this class is to:

1) DEVELOP AND APPLY RHETORICAL KNOWLEDGE AND SKILLS
develop a practical understanding of rhetorical situations, analyzing and
making informed choices about purposes, audiences, and context as you read
and compose texts and understanding how writers and readers interact in
complex ways in rhetorical situations

analyze texts in a variety of genres, understanding how content, style,

structure and format, authorship, and readerly experience vary across a
range of reading and writing situations

construct effective and ethical arguments, using appropriate reasons and

evidence to support your positions while responding to multiple points of
view, effectively using audience-appropriate modes of persuasion and
communication (ethos, logos, pathos, visual, auditory, written-linguistic, etc.)
2) DEVELOP AND APPLY critical thinking skills (based on #1)
develop a practical and reflexive/reflective knowledge of writing processes,
using multiple strategies to generate ideas, draft, revise, and edit your
writing across a variety of genres and situations

understand and apply language conventions rhetorically and as

appropriate to genre, including grammar, spelling, punctuation and format

develop information literacy, making critical choices as you identify a

specific research need, locate and evaluate information and sources, and
draw connections among your own and others' ideas in your writing

3) DEVELOP AND APPLY TRANSFER-ABILITIES (BASED ON #1 AND #2)

develop transfer-abilities as a habit of mind/brain and a literacy, the
ability to take skills and knowledge developed in one rhetorical situation or
genre and bring them to bear on thinking and practice in a new rhetorical
situation or genre
develop transfer-abilities across multi-modal, digital, and traditional
compositions, taking skills and knowledge in writing papers and applying
them to the development of web-based, page-based, and physically inter-
personal media

develop transfer-abilities across authorial roles, understanding how to a)

identify the genre(s) of authorship called for in a given rhetorical situation

based on your past experiences as an author and in analyzing rhetorical

situations, and b) effectively take up or invent the appropriate authorial role
in that situation in order to both set and accomplish your own goals as an
author and to know when and how to adjust those goals and your strategies
for success

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Assignments

HOW WE WILL MEET OUR LEARNING OBJECTIVES (through writing, reading,
research, discussion, and workshop)

Well essentially have two TYPES of projects and assignments in this course(1)
larger pieces about a topic of your own choosing and intended for an audience
outside the class itself and (2) smaller pieces actually about writing, rhetoric,
transfer for an audience of your peers in class and me (as your instructor), and the
smaller pieces will always help you do (or do better on) the larger ones (this is called
scaffolding in Ed. circles, if youre curious).

Larger Pieces (revised and formally graded)
Personal Narrative (3-4 pages or digital/multi-modal equivalent)

Creative Nonfiction Revision or Rewrite (of the Personal Narrative) (6-10
pages or digital/multi-modal equivalent)

Scholarly Essay (7-10 pages or digital/multi-modal equivalent)

How-To-or Instructional Video (5-8 minutes)

***Regarding the page count ranges listed aboveplease know that these are
suggested lengths. You can always produce a longer piece, if you choosethese
simply addresses the PWRs goal of providing all WRTG 1150 students with a
relatively consistent workload and the subsequent requirement that all 1150
students produce at least 20-25 pages of polished, revised material, in total,
over the course of the semester).

Smaller Pieces (examples) (sometimes workshopped, assessed for credit but
not formally graded)
Image-Only Narrative
Source-Summary
Occasional Quiz-Like Writing Experiments

Additionally, we will conduct:
A one-on-one Midterm Conference & Assessment (1-2 page letter + 20
minute meeting) beginning during Week 7 of the semester

Regular in-class workshops during which we will work to consider and plan
revisions to drafts of the above materials

There is an ongoing bonus opportunity throughout the course: An Annotated
Bibliography of your Research Sources from your work this semester, due on the
last day of class and worth as much as a 10% increase to your final course grade.

***Example of an Annotated Bibliography worth a 1% increase: A Few
Definitions of Rhetoric by Andrea Lunsford (available on D2L)

***Example of an Annotated Bibliography worth a 10% increase: What is a
name? The Anatomy of Defining New/Multi/Modal/Digital/Media Texts by
Clair Lauer( available on D2L and through the following link:
http://kairos.technorhetoric.net/17.1/inventio/lauer/index.html)

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Grading

15%

20%

10%

20%

20%

15%

Smaller Assignments (evenly weighted)

Workshops
Midterm Conference
Personal Narrative + CNF Revision
Scholarly Essay
How-To/Instructional Video

Smaller assignments and drafts will typically earn completion grades on 1-5 scale.

1 Something was turned in, but it does not accomplish the learning goal for
the assignment.

2 The assignment was submitted but is not complete.

3 The assignment was submitted and is complete.

4 The assignment was submitted and exhibits greater-than-average
depth/complexity of thought.

5 The assignment was submitted and is extremely well done (thorough,
sophisticated, knocked it outta the park).

Larger projects will be graded using a formal grading rubric. All of the individual
grading rubrics will be available in the "Grading Rubrics" TAB to left of the
CONTENT screen in D2L so that you always know exactly how your work will be
assessed long before submission.

If you're EVER UNSURE of how your work is being graded, look at the rubrics
first. STILL unsure, even AFTER YOU'VE LOOKED AT THE RUBRIC? COME TO
OFFICE HOURS ASAP. Being unsure how something is being graded is just no fun
I get itso, don't stress. Just read the rubric, carefully, and then email me
immediately if you still have questions.

If you are ever unsatisfied with your grade on any piece in the course, you may
always a) workshop it again with one or two of your classmates, significantly revise
it, and resubmit the piece for a second grade, and I will average the two scores. The
only exceptions to this will be the How-To or Instructional Video and the bonus
Annotated Bibliography for which there will not be time to workshop, revise, and
resubmit before final grades for the course are officially posted to the university.
However, I strongly recommend against re-doing smaller assignments and
experiments unless you feel it is absolutely necessarywork piles up, folks fall
behind, and adding more to the pile might help you gain an extra point on a small
assignment, but the extra time and stress may end up hurting your work on a larger,
more heavily weighted project. I'll try to help you do whatever you feel like you
need to dobut stay reasonable. Consistency beats after-the-fact perfectionism
every time.

A piece graded and returned without further workshopping by your
classmates will not be re-evaluated. That means, also, that you cannot simply
miss an assignment and then submit it later as a "resubmission." That's not
resubmittingthat's just submitting. And submissions are always due by the
deadline. Period.

Final grades for this course will be calculated according to standard grade-
math:
100-97% A+
96-94% A
93-90% A-
89-87% B+
86-84% B
83-80% B-
79-77% C+
76-74% C
73-70% C-
69-67% D+
66-64% D
63-60% D-

You will have the opportunity to REVIEW your final course grade and ask
questions BEFORE I officially post them to the university.

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Attendance and Late Work

Short and sweet: attendance and deadlines are simple. Youre here, or youre
not. Works in on time, on or its not. A student who leaves class long before its over
or arrives long after its begun wasnt present for class (i.e., is absent). A piece thats
turned in the night after it was due is not a little lateits just late.

Students who miss two classes during the first two weeks of the term will be
administratively dropped from the course.

If you are waitlisted, you must complete every assignment if you want to be added
to the class without penalty. (In case of long-term illness and other extenuating
circumstances, exceptions may be made.)

In order to pass this class, you must complete the assignments by the due date
and time.

Because deadlines in most places do actually matterand they most certainly
matter in a writing workshop!and because I will not be able to keep track of
materials submitted after set deadlinesI can accept no late work for credit.

***While I have said I cannot accept late work, life happens. I get it. So, you
may request onebut only oneextension on an assignment or project.
If you need an extension, I will CONSIDER granting you that extension ONLY
IF:
a) You have never requested an extension before. Life happens. I
get it. One extension request, if absolutely necessary, is perfectly
reasonable.

b) You are requesting an extension MORE THAN 24 HOURS IN
ADVANCE. If something is due in 2 hours, dont ask for an extension
unless its an emergency (like, for instance, its the apocalypse, and
you really have to get to your underground bunker and inventory
your dry goods and water supply before logging back into D2L).

c) You make a highly persuasive argument to me as to why you
should have an extension.

A couple words-to-the-wise notes: First, dont bank on pathos if this
comes upsob-stories and extension requests are too generically clich to
be rhetorically effective for most professors and teachers. Ethos and logos
are the way to go in convincing me, if you absolutely need to do so. Second,
do not wait until the last minute to type up drafts and other posts. Save
your work constantly. Computers are willful beasts and often have minds

of their own. They are moody and may decide to eat your entire project for
no apparent reason. Give yourself adequate time to recoup in case this
happens by finishing and posting your assignments well before the deadline.

Because we use our class time to produce and consume things (documents,
debates, presentations in various media, etc.) and to collaborate in workshop, you
really have to be here. It is a writing workshop, after allthis isnt like a massive
lecture that you can attend or not and still ace the exam by reading the textbook and
downloading some lecture notes. We learn from what we DOand we contribute to
what others learn in the process. If youre constantly missing workshops and
discussions, youre not learningand youre not contributing to the class. So,
please plan to come to class, on time and ready to play.

On the 4th Absence: Lose 50% of Workshop Grade (%20 of overall course
grade)

On the 7th Absence: Lose 100% of Workshop Grade (%20 of overall course
grade)

On the 9th Absence: Automatic course failure

Please note that every student is personally responsible for all missed material,
information, and assignmentsnot your instructor.

So, that means the following:

If you miss a class, you need to contact a classmate to get the materials
and information you missednot your instructor (though, you should
always feel free to pop in during my scheduled office hours to get some
help catching up).

If there was an assignment due on the day you missed class, and you
did not submit it on time, the assignment is late and cannot be accepted
for credit.

If there was a graded workshop on a day you missed class, the
workshop grade may be made up by submitting 3-pages of rhetorical
analysis of 2 classmates drafts for that workshop and ending with 1-page
of revision recommendations for each writer (so, 5-pages in total). This
should be emailed to each of your colleagues and CCd to me. Please
noteto actually earn credit, the quality of the analysis and
recommendations must be high.

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Additional Course and University Policies


Classroom Behavior

Students and faculty each have responsibility for maintaining an appropriate
learning environment. Those who fail to adhere to such behavioral standards
may be asked to remove themselves from the classroomor even the course.

Professional courtesy and sensitivity are especially important with respect to
individuals and topics dealing with differences of race, color, culture, religion,
creed, politics, veterans status, sexual orientation, gender, gender identity
and gender expression, age, disability, and nationalities. With that in mind,
class rosters are provided to the instructor with the student's legal name, but
I will honor your request to address you by an alternate name or gender
pronoun.
Please advise me of this preference early in the semester so that I may make
appropriate changes to my records. See policies at:

http://www.colorado.edu/policies/classbehavior.html<http://www.alumnic
onnections.com/links/link.cgi?l=3958271&h=16861&e=UCBI-
20130104183129>

and at

http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_
code
<http://www.alumniconnections.com/links/link.cgi?l=3958272&h=16861&
e=UCBI-20130104183129.

Absences Due to Religious Observances

Campus policy regarding religious observances requires that faculty make
every effort to deal reasonably and fairly with all students who, because of
religious obligations, have conflicts with scheduled exams, assignments or
required attendance. See full details at:

http://www.colorado.edu/policies/fac_relig.html<http://www.alumniconne
ctions.com/links/link.cgi?l=3958268&h=16861&e=UCBI-20130104183129.

In this class, I will make reasonable accommodation for absences from
scheduled workshops and with regard to due dates for projects (large and
small), so long as you have informed me of a conflict AHEAD OF TIME.
For example, emailing me at the BEGINNING of the week to say that you will
be unable to turn in a major project on Thursday because it is a religious
holiday that requires that observers not work or use technology on that day

is perfectly reasonable, and I will work with you to accommodate that

observance. Emailing me the night before or the day afterward that you did
not turn in the major project on time because it was a holiday, however, is
unacceptablein that case, the regular policy on late work is in effect. So,
plan ahead, and communicate with me EARLY.

Plagiarism (and the Honor Code)

Plagiarism is most often defined as stealing, buying, borrowing, and/or
using someone elses work in whole or in part as your own. Recycling your
own work from another class is also considered plagiarism. Plagiarism,
intentional or unintentional, is against university policy and carries
disciplinary consequences. More importantly, if you plagiarize in this class,
you are disrespecting your colleagues, your professor, and your own
intellectual pursuits . . . and wasting all of our time!

The University of Colorado subscribes to an anti-plagiarism service
known as www.turnitin.com. This online database matches specific words
and strings of text with available online sources, including for-profit and free
paper-generating/paper-sharing services available for students. If necessary,
I may use this database to determine the extent to which individual student
works reflect previously composed documents. If you plagiarize in this
course, you will face one of two consequences. Depending on the extent and
intentionality of each individual case of plagiarism, the student in such a case
will either a) receive an F for the plagiarized assignment or b) receive an
F in the course. Which disciplinary action befalls you is solely at my
discretion, based on the level of severity I attribute to your particular case.
For further information on the CU Honor Code, please consult:

http://honorcode.colorado.edu/about-honor-code.

Disability Accommodations

If you have a documented disability or think you may have a learning
disability, please contact Disability Services at (303) 492-8671, visit them in
Willard 322, or go to their website at www.colorado.edu/disabilityservices.
If do you qualify for accommodations because of a documented
disability, please send me a letter from Disability Services in a timely
manner (for exam accommodations provide your letter at least one week
prior to the exam) so that your needs can be addressed. Disability Services
determines accommodations based on documented disabilities. Contact
Disability Services at 303-492-8671 or by e-mail at dsinfo@colorado.edu.

If you have a temporary medical condition or injury, see Temporary
Injuries under Quick Links at Disability Services:


http://www.alumniconnections.com/links/link.cgi?l=3958265&h=16861&e
=UCBI-20130104183129

Then, please discuss your needs with me, given what you feel is appropriate
for me to know.

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Getting Help

Individualized Feedback: You will receive considerable written and verbal
feedback from me, as your instructor, on the work that you do in the course. I will
expect you to USE that feedback to help you a) revise your work IN PROCESS and b)
to work even more successfully on the NEXT piece you write in class. Additionally,
you will receive considerable feedback from your colleagues through formal and
informal workshops throughout the term.

However, if you are ever in need of (or simply would like to have) additional
feedback beyond these avenues, or if you are feeling overwhelmed by any
assignments in this class, you have several options:

1) You can always contact me during my scheduled office hours or email
to make an appointment to conference with me. Do not wait until the last
minute, though! The sooner and more regularly you conference with me, the
more guidance I can give you on your workand it must be the students
responsibility to seek assistance when necessary. Ill do my best to invite you
to conference with me if Im seeing a pattern of difficulty emerge, but Im not
a mind-reader! Pay attention to the things youre struggling with and
CONTACT ME to get helptheres no reason to let yourself feel lost when
youre instructor is just an email or a Skype session away!

2) The Writing Center in Norlin. Another good resource for assistance is
the Writing Center (www.colorado.edu/pwr/writingcenter.html). Every
Writing Center consultant has experience with writing at the college-level
and working one-on-one with students to help each student improve his/her
writing based on individual student goals and needs.

The Writing Center is located just inside the EAST entrance Norlin Library, Rm
E111. Hours of operation and available slots are limited. I suggest making
appointments in advance.

You can schedule 50 minute consultations on the Writing Center website at
www.colorado.edu/pwr/writingcenter.html. You MUST register for a free account
in order to make an appointment. Appointments MUST be made in advance.
However, cancellations do occur. In such cases, drop-in students may be able to

meet with a consultant. I highly recommend making your appointment in advance of

when your draft is due to 1) ensure that you get an appointment and 2) give
yourself ample time to revise your draft after your appointment and before it is due.

You can go to the writing center at every stage of the writing process. Even if you
havent started writing yet, but you have some ideas, the writing center will help
you to create a plan for putting those ideas down on paper. HOWEVER, the writing
center is NOT an editing serviceit is an invaluable resource where you can get
more one-on-one help with your work and LEARN HOW TO DO THINGS with
writing (like, for example, HOW to edit your own work really well!).

When you go to the Writing Center, go prepared! Always show consultants your
assignment sheet, any class handouts, any peer or teacher feedback on your drafts,
and any other related materials. The more context you give the writing consultant,
the more appropriate assistance s/he can give you!

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The Rest

The links to the left of the CONTENT screen in D2L have everything you need to
navigate virtually any question about the course, your work, grading, and so on.

For a detailed schedule of assignments please refer to the CALENDAR link on
the bottom right of the COURSE HOME page in D2Lthis schedule is also
reproduced in a single page at the end of this document, but the CALENDAR link on
D2L will be the MOST UP-TO-DATE throughout the term!

For emergencies only: My cell phone number is 603-312-2957. You may use this
for emergencies onlyand, just to clarify, Im stressed out, and my assignment is
going to be late is not even close to an emergency for me. An easy test for this: If I, as
your instructor, were to call your cell phone about the same issue you are going to
call me about, would you be wondering why I hadnt just sent you a quick email
instead of demanding your immediate attention when you might be at work, in a
meeting, out with friends, etc.? If so, just shoot me an email, and I'll get back to you
shortly.

I will generally respond to emails within 24 hours between Monday and Friday,
and within 72 hours over the weekend. So, that means, if you send me an email at 1
p.m. on Monday, you can expect a response from me (most of the time) by 1 p.m. on
Tuesdayand, typically, sooner. If you send me an email at 10 p.m. on Friday night,
Im not online over the weekend, and so you can expect a response from me by 10
p.m. Monday nightbut, typically, much sooner.

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PWR Course Goals and CCHE Learning Outcomes


The Program for Writing and Rhetoric explicitly sets six goals to be met in WRTG
1150 in order to prepare you for the kinds of reading and writing you will perform
in your other classes and beyond. These goals also fulfill the course criteria given to
all state institutions by the Colorado Commission on Higher Education, the
governmental body that contributes to the policies for college education in
Colorado. In other words, this writing class is not just about what your writing
teacher here at CU thinks is important. Its about deepening your skills in rhetorical
knowledge, writing processes, and language conventions so that you can write
effectively for a variety of audiences in a variety of situationsboth inside and
outside the classroom. (See Knowing Words Chapters 1 and 2 for more information
about the course description and goals.)

PWR Course Goals:

1. Develop rhetorical knowledge, analyzing and making informed choices
about purposes, audiences, and context as you read and compose texts.
2. Analyze texts in a variety of genres, understanding how content, style,
structure and format vary across a range of reading and writing situations.
3. Refine and reflect on your writing process, using multiple strategies to
generate ideas, draft, revise, and edit your writing across a variety of genres.
4. Develop information literacy, making critical choices as you identify a
specific research need, locate and evaluate information and sources, and
draw connections among your own and others' ideas in your writing.
5. Construct effective and ethical arguments, using appropriate reasons and
evidence to support your positions while responding to multiple points of
view.
6. Understand and apply language conventions rhetorically, including
grammar, spelling, punctuation and format.

CCHE Learning Outcomes:

1) Extend rhetorical knowledge
Use texts from rhetoric, discourse studies, communication, or related
disciplines to extend understanding of rhetorical concepts to the discipline
that is the focus of the course.
Develop sophisticated strategies for critical analysis of disciplinary or
specialized discourse.
Learn more sophisticated ways to communicate knowledge to appropriate
audiences.
Apply reflective strategies to the synthesis and communication of knowledge.

2) Extend experience in writing processes
Use multiple drafts.

Hone strategies for generating ideas, revising, editing, and proofreading for
disciplinary or specialized discourse.
Learn to critique our own and others work.
Use a variety of technologies (writing and research tools).
Learn to evaluate sources for accuracy, relevance, credibility, reliability, and
bias.

3) Extend mastery of writing conventions
Select and adapt genre conventions for disciplinary or specialized discourse.
Use specialized vocabulary, format, and documentation appropriately.
Control features such as style, syntax, grammar, punctuation, and spelling.

4) Demonstrate comprehension of content knowledge at an advanced level
through effective communication strategies including the following:
Ability to compose messages for specific audiences and purposes.
Ability to communicate to the variety of audiences in disciplinary or
specialized discourse.
Ability to adapt content and style to respond to the needs of different
audiences and rhetorical situations in disciplinary or specialized discourse.

And, obviously, as we do so, we cannot help but 5) further develop your:

Competency in critical thinking.

Competency in written communication.

Competency in reading.

We will meet these goals in the following ways (for example):

Each of our larger assignments (Personal Narrative & Creative Nonfiction
Rewrite, Scholarly Article, and Collaborative How-To/Instructional Video)
will all include:

o Multiple drafts developed over the course of a complex writing
process incorporating multiple workshops, editing tasks targeting
surface-level linguistic and stylistic concerns, and reflexive exercises
targeting the development of process-knowledge and skills (PWR 3;
PWR 6; CCHE 2; CCHE 3)

o Comprehensive analysis of the rhetorical situation of composing in
each genre and the development of complex research-based claims
and both persuasive and communicative strategies targeting
particularized audiences in real-life contexts and sensitive to the
specialized opportunities of the genres in which these arguments are
made (PWR 1; PWR 2; PWR 4; PWR 5; CCHE 1; CCHE 4).

Our smaller assignments (analyses of readings in various genres, completion

of the RIOT information literacy course online, small research tasks
gathering and analyzing potential sources as either testimony or
demonstrations, claim-making experiments using various topoi, outlining
using various argumentative models, discourse-analysis of scholarly texts as
compared to published, researched-based creative nonfiction texts, genre
analysis of instructional videos, the construction of digital publishing
platforms for their own and their peers work in class, etc.) will collectively
offer directed practice in:

o Critical thinking in the form of analysis; the assessment of sources in
various genres for validity, viewpoint, and rhetorical strategy; the
analysis and construction of arguments (PWR 1; PWR 2; PWR 4;
PWR 5; CCHE 1; CCHE 4; CCHE 5)

o The adaptation of communicative and persuasive strategies for the
same message targeting varied audiences and in varied contexts; the
use of various technologies for research and publication purposes
(PWR 1; PWR 4; PWR 5; CCHE 1; CCHE 3; CCHE 4)

***For further detail, please see the list of daily assignments below.

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Tentative Schedule of Readings and Writing

Please note: 1) this schedule is subject to change as neededup-to-date information
available through the CALENDAR link on D2L, and 2) the majority of our readings will
actually come from drafts produced by your colleagues in class and from your own
research/reading done in the process of composing and revision.


M 8/25: Intro & Syllabus
W 8/27: Ch. 1 in Knowing Words
F 8/29: Authorial Self Notes on Personal Narrative Selections in Knowing Words
M 9/1: No Class (Holiday)
W 9/3: Personal Narrative Episode on D2L
F 9/5: Personal Narrative Draft on D2L Ch. 2 in Knowing Words
M 9/8: Comparative Personal Narrative Analysis on D2L & Ch. 4 in Knowing Words
W 9/10: Personal Narrative Revision on D2L & Ch. 7 in Knowing Words
F 9/12: Final Personal Narrative on Website (link posted on D2L)
M 9/15: Selections from Journal 2020 & Ch. 5 in Knowing Words
W 9/17: CNF and Personal Narrative Comparative Analysis on D2L
F 9/19: Question and Topic Development on D2L
M 9/22: Ch. 3 in Knowing Words