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Seating / Participation / Syllabus / Quip / D2L / Norton / Icebreakers / Teambuilding / Draw Topics (best friend, dream house, dream job, dream vacation, next big purchase, enjoyable activity)
Purchase your books
Read the syllabus thoroughly and come up with three questions about it for next class
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Review: PDF, D2L, InQuisitive, Quip
Syllabus Questions
Peer Reading Pitfalls: imitating the instructor and acting like an editor.
Types of Reading: read as a "common reader", read to "know the writer"(values, assumptions, opinions and their effect on the text, the writing process and thesis clarity, unknowns), read to "diagnose key problems", and read to "improve paper" (by comparing it to models).
Peer Interaction: summarize, stop and predict, ask questions, label problems, and make suggestions.
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Reading Critically: (5th vs 4th) Rhetorical Context [rhetoric, rhetorical situation (1) and rhetorical contex], Purpose [persuasive, argumentative, informative, and aesthetic], audience, genre, stance, medium, pattern-design-structure, evidence, semantic field
Why I Write (2) - Orwell / (Atlantic, Prezi, Quizlet)- Orwell / Group Discussion
Begin Semantic Field--Declaration of Independence
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Last Day to DROP and ADD Classes
Read and analyze: Declaration of Independence / Can you determine any semantic fields? / How are it’s paragraphs organized? (Outline of ideas and argument)
Recommended Reading: Chapter 2 (10-32 )
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Martin Luther King Day
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Teambuilding / Recommended Reading?
Review: Why I Write? / Rhetorical Situation, genre, semantic field
Is the Declaration of Independence an example of good writing? (1, semantic field)
Academic Writing: Context (types of writing [persuasive, argumentative, informative, and analytical], topic, focus, thesis, evidence (research), structure (rhetoric) and organization)
Then, read this fragment from The Mad King by Edgar Rice Burroughs. This fragment serves as a model narrative.
Finally, reflect on the narrative model and review the paragraphs written by your group members.
Try to give feedback related to spelling, grammar, pertinent details, audience, purpose, style (engaging, concise, etc.), and organization of ideas.
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Admin: Pics
Review: Narrating Discussion: sequencing (chronological, reverse, flashback), time markers and transitions (words, sentences), detail (pertinent vs. important), essay structure (introduction, body, conclusion), adds a story to other writing (novel, profile, argumentative position paper)
Genre for narratives or recurrent literary form (autobiography, biography (1), life story, short-story, novel [bildungsroman, J ane Eyre, To Kill a Mockingbird, Great Expectations, Little Women, Harry Potter, House on Mango Street], non-ficiton oral history or photo history (1,2))
Thesis Statement: From question to thesis
Essay 1: Topic “Profile in Courage” - See Profiles in Courage by JFK (Turn-in using D2L Dropbox) / For advanced essayists (1)
Read Literacy Narrative (75-97)
Write Thesis Statement
Peer editing–If you haven’t finished editing the narrative paragraphs written in your group, then do so.
InQuizitive: Introduction / Editing that matters (Commas) / Comma Splices (assignment)
Read: “Mother Tongue” by Amy Tan (Norton 697-703)
Read Profiles (Norton 233--245) and consider the place of narration and description in the literary genre called “Profile”.
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Discuss the literacy narrative “Mother Tongue” (Norton 697-703) /
Dialogue (indirect vs. direct discourse)
Description Exercise: Portrait-Self Portrait / Pair-Pair / Outside Writer
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Revise and add the description exercise done in class to Quip. Then, review the paragraphs written by your group members and provide constructive suggestions/editing.
Challenge: Can your group create a newspaper version of the description that merges the information gained from each writing viewpoint (outside-inside)? What is your stance and purpose? Where does it fit into the newspaper? Have you included any quotations?
Write a Rough Draft for Essay 1
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Writing an interesting article for the Newspaper? Genre (content [informative or opinion piece / sports, political, food, fashion, and advice columns], form [headline, byline, lead, explanation, and additional information], stance [viewpoint] / Rhetorical Situation (more details) / Dialogue (indirect vs. direct discourse)
Explanation / More Phrases and Clauses / Practice: Fragments / Connective Words /
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Challenge: Can your group create a newspaper version of the description that merges the information gained from each writing viewpoint (outside-inside)? What is your stance and purpose? Where does it fit into the newspaper? Have you included any quotations?
Revise and edit the Rough Draft for Essay 1
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Essay 1
Still Due in D2L
Snow Day
No Class
Last Day to Submit Incomplete Grade Changes
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Preliminary Bib / MLA / Zotero / Sample Preliminary Bibliography
Key Concepts: Ekphrastic Description
Ekphrastic Description: Urn (2) / “Ode on a Grecian Urn” - Keats
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Work on the Preliminary Bibliography
Last Day to Complete 'Credit by Exam'
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Key Concepts: Ekphrastic Description
Ekphrastic Description: Urn (2) / “Ode on a Grecian Urn” - Keats
Practice: Fragments / Connective Words / What is a Run-on as opposed to a fragment?
Key Concepts: Discourse, Metaphor, Nash’s typology of paragraphs
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Write an ekphrastic description for Vermeer’s Milkmaid and place it on Quip. If you are still working on your Essay, make sure this is done by Saturday.
Then, read: “Cezanne's Ports” and look at “Three for the Mona Lisa”
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Review the paragraphs written by your group members and provide constructive suggestions / editing
Read: Nash / Do: Online quiz
InQuizitive:Fused (Run-on) Sentences / Mixed constructions / Sentene Fragments
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Read “Stance”, Norton (66-68)
Read “S-5 Subject-Verb Agreement” Norton (HB 24-28)
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Review: Person, Voice, Point of View, Stance, and Person
Divide the class and use the video to write a paragraph from each different person. / Now try persona (cat, grandmother, etc.)
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Study for Midterm
Quip: Add the group paragraphs from class.
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Midterm
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Edit the group paragraphs from class.
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Admin: Perspective Paragraph, Midterm Return
Academic Writing and the First Person
Look back: Run-on Sentences
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Read: “Developing Habits of Mind” (NR 45-52)
Read: “Audience” (NR 57-60)
Read: “Fields of Study” (NR 291-320)
Quip: Add/edit the group Perspective Paragraphs.
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Return/Discuss the Midterms
Discuss the “Developing Habits of the Mind” and “Fields of Study”
Look at Quip and discuss the readings.
Another look at Person: The Sun Magazine (A 40yr old, independent, ad-free magazine that uses words and photographs to evoke the splendor and heartache of being)
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Finish the exercises we started in class.
