Monday
Homework
Wednesday
Homework
Friday
Homework
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Syllabus / Norton / Icebreakers / InQuisitive / PDF (Word, PDF Creator, Xodo) / Breakout Rooms in Zoom / Create Group Folder in Quip for members in Breakout Group / Teambuilding / Exit Ticket
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Admin: Exit Feedback, Syllabus Questions?,
Groups–Teambuilding / Definition of rhetoric, main points of reading.
General Discussion of 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
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.
Groups–How is our book structured?
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Mindup, Snipping Tool (WIN + Shift + S), and Quip / Draw Personal Identify Mindmap (best friend, dream house, dream job, dream vacation, next big purchase, enjoyable activity) / Save in Quip Personal Folder
Review: Rhetoric Situation and Devices
Why I Write (2) - Orwell / (Atlantic, Prezi, Quizlet)- Orwell / Group Discussion
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Last Day to DROP/ADD
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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Why I Write (2) - Orwell / (Atlantic, Prezi, Quizlet)- Orwell / Group Discussion – Self Identification?
Begin Semantic Field (a, b, c, 1,2,3,4)--Declaration of Independence (Math Problem Example)
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)
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Discuss Chp 1 and “Our Declaration”
Academic Writing: Context (types of writing [persuasive, argumentative, informative (1), and analytical]*, topic, focus, thesis (1), evidence (research), structure (rhetoric) and organization)
Thesis Statement: From question to thesis
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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.
Last Day to submit Credit-By-Exam
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Read: “Narrating” NR 462-470 / Discuss / sequencing, transitions, pertinent vs. important, uses for a narrative
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))
Quip Feedback
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.
Read Literacy Narrative (75-97)
Write A Thesis Statement for your Research Paper
Read: “Mother Tongue” by Amy Tan (Norton 697-703)
September 2020
Monday
Homework
Wednesday
Homework
Friday
Homework
31
Admin: Quip and Homework Reminder
Our Narrative vs. Literacy Narrative (83) / Discuss the literacy narrative “Mother Tongue” (Norton 697-703)
1
Read Profiles (Norton 233--245) and consider the place of narration and description in the literary genre called “Profile”.
Edit a peer’s narrative description applying the Paramedic Method.
2
Feedback on Exit Ticket
Essay 1: Topic “Profile in Courage” - See Profiles in Courage by JFK* (Turn-in using D2L Dropbox) / For advanced essayists (1)
Dialogue (indirect vs. direct discourse)
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4
Description Exercise: Portrait-Self Portrait / Pair-Pair / Outside Writer
Explanation / More Phrases and Clauses / Practice: Fragments / Connective Words /
Thesis Statement
Group Description Paragraph: Review the paragraphs written by your group members and provide constructive suggestions/editing.
Write a Rough Draft for Essay 1
InQuizitive:
1. How to Use InQuizitive
2. Editing the Errors That Matter
3. Comma Splices
4. Omitted Commas
5. Unnecessary Commas
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Feedback: Expository Thesis Statement
Preliminary Bib / MLA / Zotero / Sample Preliminary Bibliography
Discuss Description exercise.
Explanation / More Phrases and Clauses / Practice: Fragments / Connective Words /
Classes will meet
Labor Day
8
Description Exercise: Now create a collaboratively written newspaper version of the description–one 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? You may need to read one of these brief articles (1,2) first.
Revise and edit the Rough Draft for Essay 1
Begin your research in the Library
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Finish: Explanation / More Phrases and Clauses / Practice: Fragments / Connective Words
Key Concepts: Ekphrastic Description
Ekphrastic Description: Urn (2) / “Ode on a Grecian Urn” - Keats
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Revise and edit the Rough Draft for Essay 1
Continue your research in the Library
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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Finish “Ode on a Grecian Urn” - Keats
Fragments–Questions?
Key concepts: Person, Voice, Point of View / Stance (1,2, 3, 4) / How is stance related to person, voice, and point of view? Persona (1)?
Essay 1
Review the paragraphs written by your group members and provide constructive suggestions / editing
Read: Nash / Do: Online quiz
Continue your research in the Library
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Continue your research in the Library
InQuizitive: Fused (Run-on) Sentences / Mixed constructions / Sentence Fragments
Read “Stance”, Norton (66-68)
Read “S-5 Subject-Verb Agreement” Norton (HB 24-28)
Last Day to complete Credit-By-Exam
16
Feedback on Exit Ticket
Review:Person, Voice, Point of View
Reading Questions: Stance
Aiming at the right audience: Describing your new significant other (1,2,3) / Your stance? Your tone?
Academic Writing and the First Person
Divide the class and use the video to write a paragraph from a different person´s point-of-view / How does this change the voice, perspective, and stance. Should you alter the “person”? Try persona (cat, grandmother, etc.)
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 the group paragraphs from class.
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Admin: Special Exit Ticket
Aiming at the right audience: Describing your new significant other (1,2,3) / Your stance? Your tone?
Academic Writing and the First Person
Divide the class and use the video to write a paragraph from a different person´s point-of-view / How does this change the voice, perspective, and stance. Should you alter the “person”? Try persona (cat, grandmother, etc.)
Preliminary Bib
Finish any of the readings you missed on Wednesday night.
Quip: Add the group paragraphs from class. Read those of another group and make suggestions about how to improve them.
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Discuss the “Developing Habits of the Mind” and “Fields of Study”
Last Day to Submit Incomplete Grade
23
Look back: Run-on Sentences
Have we read Academic Writing and the First Person?
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)
Review: Nash's Metaphors of Paragraph Structure (Step, stack, chain, balance) Jelly Bean / A Confederacy of Dunces / Genesis / American Tabloid / A Farewell to Arms / Tale of Two Cities / Pick-u p / Notes from the Underground
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Study for Midterm
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Take notes on Rothko
Read “Quoting, Paraphrasing, and Summarizing” (Norton 526-538)
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Read “Quoting, Paraphrasing, and Summarizing” (Norton 526-538)
Read “Synthesizing Ideas” (Norton p. 519-525)
Determine the note taking method you will use for your research paper.
Significantly advance your research by taking notes on the material you’ve requested from the library.
ENG 1112-195
ENG 1112-195
