Complete Syllabus

Sequence 1: Source Based Essay

Week 1

Key terms: Genre, Audience, Rhetorical Situation, Reflection

January 30

Watch No Jail Time: The Movie

Introduction of key terms (lecture) (15 mins)

<<Break: 10 Minutes>>

Subscribe to the New York Times

Rhetorical Analysis (part 1) of “Who Will Judge the Judge.” (groups) (20 mins):
Identify aspects of the writer’s rhetorical situation:

  • Writer
  • Purpose
  • Audience
  • Subject
  • Genre
  • Stance

Discussion of Rhetorical Situation (class) (15 mins)

Prepare for next class (lecture) (15 mins):

February 1

Watch: President Obama’s Anger Translator

Discuss (groups): Writer, Purpose, Audience, Subject, Genre, Stance (5 mins).

Discuss (class): Writer, Purpose, Audience, Subject, Genre, Stance (10 mins).

Discuss (groups): Survey of Student Writing (10 mins)

Discuss (class): Survey of Student Writing (10 mins)

Introduction to Course Goals (class; 20 mins)

  • Syllabus Review
  • Assignment Review
  • Portfolio Review
  • Bb: What you need to know (access, email, discussion board)

<<break>>

Arrange groups by major; compare notes regarding writing in the disciplines; present to the class (30 mins)

In-Class Reading Assignment (NYTs editorial)

Reading Strategies:

Reading Strategies: Practice (individual 15 mins)

Reading Strategies: Discussion (class 10 mins)

Invention Activity: Discussion (class 10 mins): A social Issue that interests you.

Review: Post a brief description of a social issue that interests you to a discussion board (Db) before 8:00 a.m. on Monday, February 6.

Week 2
Genre, Audience, Rhetorical Situation, Reflection

February 6

Before Class:

  • Post invention activity before 8:00 a.m. on Monday, February 6 to Bb: A social issue that interests you

In Class:

Introduction to Essay 1: Source-based Essay (30 mins)

Research in preparation for source-based essay. Find four sources in different genres on your subject:

Open web source (blog post, comments section, forum, facebook discussion, video, image, or something else)

Magazine article (path: Opposing Viewpoints in Context; search phrases: Shelter for Homeless Families; click “magazines” in Everything box; only 9 results.

Same path in Academic OneFile yields 76 results)

Newspaper article

Google search:

National Newspaper Index

Scholarly source (from Academic OneFile):

(individual and group; 75 mins)

Practice annotation and summary; evaluate texts for their audience, purpose, genre, and stance

(individual and group; 75 mins)

 

February 8

Before Class:

  • Post links to your sources
  • Read sample source-based article
  • Post to the discussion board

In Class:

  • Identify the rhetorical elements of the sample source-based essay
  • Continue research, analysis, drafting

Week 3
Genre, Audience, Rhetorical Situation, Reflection

February 13

Before Class:

  • Post First Draft Source-Based Essay

In Class:

  • Peer review source-based essay
  • Revision source-based essay

February 15

In Class:

  • Peer review source-based essay
  • Revision source-based essay

Week 4
Genre, Audience, Rhetorical Situation, Reflection

February 20

Before Class:

  • Post Final Draft Source-Based Essay

In Class:

  • Discussion for Reflection: Source-Based Article
  • Write Reflection: Source-Based Article (base this reflection on earlier Prior Knowledge census so that students are continually thinking about how what they knew about writing when they began is affected by what they’ve learned)
  • Before the reflection, a presentation of the kinds of writing done by professionals in various fields
  • Introduction to Scalar
  • web site development
  • create site architecture

February 22

Before Class:

  • Post Scalar portfolio link to Db

In Class:

Web site development

Introduction to Essay 2: Inquiry-based essay focused on social change in local context

Identify a local, non-profit agency that you can work with. This next essay is comprised of:

  • Research topic reflection; Identify a local agency
  • Develop an initial research question: what is it about this agency that interests you?
  • Interview agency personnel or members and observe agency events
  • Collection and rhetorical analysis of agency documents based on purpose, audience, genre, stance, and rhetorical situation
  • Proposal of two genres of document based on your rhetorical analysis of the agency’s existing documents, and the agency’s current exigence

Sequence 2: Inquiry-based Essay Focused on Social Change in Local Contexts

Week 5
Exigence, Critical Analysis, Discourse Community, and Knowledge

february 27

Before Class: 

  • Post Writing Genre #1: Research Topic Reflection

In Class:

Discuss An Inquiry-Based Research Proposal and

An Inquiry-Based Research Essay

  • Develop research question and plan
  • Discuss and practice observations
  • Discuss and practice interviews
  • Discuss academic and non-academic sources
  • Discuss exigence
  • Discuss genres of documents already in use at your agency

March 1

In Class:

  • Librarian Visit: Trevar Riley-Reid
  • conduct research
  • annotate and summarize research
  • identify rhetorical elements of documents

Week 6
Exigence, Critical Analysis, Discourse Community, and Knowledge

March 6

Before Class:

  • Post Writing Genre #2: Research Proposal (1-2 typed, single-spaced pages), including name and description of local agency

In Class:

  • discuss local agency and research plan
  • description of local agency
  • summary and analysis of research sources, including rhetorical elements

March 8

In Class:

  • draft and revision of research proposal [models]

Week 7
Exigence, Critical Analysis, Discourse Community, and Knowledge

March 13 and march 15: No class Meeting
Conduct observations and interviews

 

Before Class Time on March 13:

  • Post Final Draft Research Proposal

Week 8
Exigence, Critical Analysis, Discourse Community, and Knowledge

March 20 and March 22: no class meeting
Conferences

Conferences:

  • Revising and finalizing your research question
  • Finding additional sources
  • Putting it all together: Primary and Secondary Research and a proposal for two documents

Week 9
Exigence, Critical Analysis, Discourse Community, and Knowledge

March 27 and 29

Before March 27 Class:

  • Post Writing Genre #3: Report on Research in Progress (1-2 typed, single-spaced pages)

In Class:

  • Peer review, research, and revision

Week 10
Spring Break

Week 11
Exigence, Critical Analysis, Discourse Community, and Knowledge

April 10 and april 12: Peer Review

Before April 10 Class Time:

  • Post First Draft Inquiry-Based Essay

In class: Peer Review

April 12

  • Introduce Writing Assignment 3: Composition in Two Genres
  • In class: Post Short Assignment #1: Potential Genres

Sequence 3: Composition in Two Genres

Week 12
Context, Composing, and Circulation

April 17 and April 19: ConferenCES

Week 13
Context, Composing, and Circulation

April 24 and april 26

Before April 24 Class:

  • Post Final Draft Inquiry Based Essay

In Class:

  • Reflection: Inquiry Based Essay
  • In class: Writing Genre #4: Post-Essay Reflection
  • Portfolios

April 26

In Class:

  • Composition in Two Genres Workshop
  • Portfolio Workshop

 

Week 14
Context, Composing, Circulation

May 1 and May 3

Before Class May 1:

  • Post Short Assignment #2: Audience Strategy

In Class

  • Composition in Two Genres Workshop
  • Portfolio Workshop

May 3

In Class

  • Composition in Two Genres Workshop
  • Portfolio Workshop

Sequence 4: Reflection and Portfolios

Week 15
Knowledge and Reflection

May 8

Before Class May 8:

  • Post Short Assignment #4: Reflection on Your Composition

In Class:

  • Reflection Workshop
  • Portfolio Workshop

May 10

Before Class:

  • Post Composition in Two Genres

In Class

  • Presentations

Week 16

May 15

Before Class

  • Post Theory of Writing

In Class

  • Presentations

May 21

Before 8:00 a.m.

  • Complete Theory of Writing and Portfolio