FYW 110/111: Writing & Inquiry (ESL)

by Marlen Posted on August 20, 2011

WRITING & INQUIRY:
English Composition through
**the *5 Senses**

QUICK LINKS

Instructor: Marlen Elliot Harrison, MA, PhD
About the Instructor: Marlen’s CV
Courses: English 110/111
Office: NW 126
Office Hours: By appointment; please text or email to arrange a time
Phone: 954-913-2261
Email: meharrison@ut.edu
SPRING 2013 Schedule:

MW 04:00-05:50PM

01/22/2013 -05/10/2013

PH/ 210

Instructor’s Description and Rationale: “Nothing can cure the soul but the senses, just as nothing can cure the senses but the soul” (from The Picture of Dorian Gray). We experience and interpret our worlds in unique ways by employing each of our five senses, sometimes individually, often collaboratively. In this course, students will keep classroom blogs and develop projects inspired by an examination of the five senses (is there a sixth?), inquiries that will serve as introductions to the various genres, conventions and structures of English composition. Such writing will also aid us in a deeper understanding of the ways we experience the world and what we bring to our writing. We’ll begin with a Japanese folktale, as told by Dr. Hayao Kawai, that asks the question “What is I?” and use Diane Ackerman’s A Natural History of the Senses as our main text. From there, we’ll examine a diverse array of texts from Plato’s Allegory of the Cave to Lamott’s “Shitty First Drafts”. Through self-directed writing projects; sensory workshops (such as taste and smell testing); small group and instructor-student discussion; and writing, reading, and revising activities, students will be introduced to qualitative inquiry and achieve a greater understanding of how they come to know themselves and the worlds in which they inhabit. The course will culminate in a final autoethnographic work that uses the sensory projects as data for analysis to answer the question “What IS I?”, offering an introduction to phenomenological research.

Catalog Description: “Writing and Inquiry” invites students to explore questions and think of themselves as writers, constructing answers rhetorically in academic and community contexts. During the writing process, students will consider their own and others’ perspectives on a variety of vital personal, historical, philosophical, and social issues. Taking their own experiences and their peers’ perspectives as credible sources of knowledge, students will expand their inquiries beyond the personal into complex discussions in academic, literary, and public textual forms. Students will also practice appropriate use and critique of technology, using digital sources as support for their arguments and grounds for further inquiry. Students must complete FYW 101 with a grade of “C” or better to register for FYW 102. May not count for the English or writing major or minor. (*fall and spring semesters)

Goals and Objectives:

Via the course assignments you will experience, discuss, and practice composing a variety of writing styles, genres, and structures including an introduction to qualitative, phenomenological inquiry.
You will learn about and consult online and print resources for revising, editing and documenting your writing. Through regular in-class revision workshops and through blog participation, you will develop your ability to respond to the writings of peers and your own writings in helpful ways.
You will consider, read, and write about the abilities and limitations of human experience, perception, and interpretation through the senses.
You will practice integrating your reading by way of referencing words, phrases, and sentences that are meaningful to you as you write your own blogs, projects, and final papers.
You will develop an on-line presence (blog) and create an online portfolio that includes a variety of written work.
You will achieve success as writer-investigators; better understand your own composing processes as well as strengths and weaknesses as writers; and most importantly, you will gain a deeper understanding of your selves.

Required Texts:

Ackerman, D. (1990). A natural history of the senses. USA: Vintage Books.

In addition to the above text, your instructor will provide you with additional reading materials throughout the course. You are responsible for having your texts and reading materials with you at all class meetings. Check Amazon.com, Ebay.com, and Half.com for inexpensive alternatives to purchasing your texts at a bookstore.

Required Materials: Access to a computer and the internet; an active email account; a notebook; a pen; a highlighter; and a folder in which to keep handouts and other printed matter. It would be wise to also have a dictionary/thesaurus. If you have your own laptop, please bring it to each class meeting. Even if we are in a computer lab, you may prefer using your own computer.

Class Format: In this class, you will do a lot of individual reading and writing, and you will also work together in small groups for feedback and discussion. At the beginning of each class, we will review the homework posted to our blogs by our group members and offer comments and questions. We will then spend time reading literature reflective of the week’s theme and then discuss the reading first within our groups and then together as a class. We may also spend some time exploring our senses by watching film and television excerpts and enjoying related activities when applicable. The remainder of the class will be scheduled for writing activities.

Assignments: All assignments will be posted to your blogs, including your 4 main assignments, drafts, final paper and reflective letters. All assignments are designed to develop your ideas and writing skills as you move from short reflections, to longer projects, and finally, to a research paper.

Blog/Homework: Weekly assignments will be posted to the blogs. You will often be given time in class to start/complete these assignments. Consider the blog a place where you can explore and develop your ideas and get feedback from classmates. The process of reading and commenting on our classmates’ blogs is just as important as writing the blogs. These assignments are designed to support your main writing projects and final paper. Feel free to use your blogging homework as the start of your projects.

Writing Assignments: There will be 4 main writing assignments that will later be useful to you when you write your final paper. Assignments will be approximately 1200 words and written in a variety of genres. These writing assignments will be both posted to your blogs and used for peer review assignments with classmates. You may use your blog assignments as starting points for these projects. All writing assignments are graded pass/fail; students should expect to revise each project a minimum of two or three times.

Peer Editing Projects: You will be responsible for responding to and evaluating three projects (2 written by your classmates, 1 written by you). You will explain your edits and responses in a 3-5 paragraph blog entry and discuss them with the writers.

Final Paper: The final paper will be an auto-ethnography and will be approximately 10 pages (double-spaced) in length. We will discuss our ideas for this paper before beginning. You will analyze your blog assignments and projects in order to complete this assignment.

Portfolio and Cover Statement: You will keep all of your work, including ALL pre-writing such as mind maps, outlines, etc, and all drafts of your projects on your blogs. By the end of the semester, you will have fulfilled the requirements for a final portfolio; you will complete this process by writing an additional “cover statement”. Review the guidelines for the Final Portfolio (adapted from Indiana University of Pennsylvania Dept of English).

Reflective Letters: Your reflective letters will be written to your instructor and should be written with an appreciation for and an understanding of the letter genre. Your voice may be informal and you may use “you”. You will think about your progress throughout the semester and discuss your conclusions both at the mid-term and at the end of the semester. You may make suggestions for future courses, comment on specific assignments or components in the course, reflect on your progress, etc. 2-3 pages each, double-spaced. I will provide more information in the syllabus below.

The Writing Center: Please remember that UT has an incredible Writing Center located in Plant Hall. http://www.ut.edu/academic-support/saunders/. They have walk-in and appointment times, and can assist you in a number of ways. Please consider visiting the Writing Center if you’re feeling anxious or stressed about your writing for this class. They will not help you with grammar, punctuation, etc, but they will help you to organize your thoughts, plan your projects, and develop your ideas! And best of all, it’s FREE! ****ALL STUDENTS WILL NEED TO VISIT THE WRITING CENTER AT LEAST ONCE DURING THE COURSE OR RISK A 100 POINT DEDUCTION FROM THEIR FINAL GRADES. THE WRITING CENTER WILL GIVE ME INFORMATION PROVING YOU VISITED AND REVIEWING WHAT YOU WORKED ON.

Plagiarism Statement: “Unacknowledged borrowing of ideas, facts, phrases, wordings, or whole words in a paper, as well as the copying of another Students’ work all constitute plagiarism and are unacceptable in the university community. Students turning in plagiarized work may receive a failing grade for the project or for the entire course. For more information, see the university policy on plagiarism in your student handbook, or ask me. We will also be discussing this topic more in class” (Schragel, 2006, Plagiarism statement).

Schragel, J. (2006). English 101 syllabus. Retrieved August 20th, 2007, from http://www.people.iup.edu/gxzl/ENGL101.htm

(N)etiquette and Respect: All learners should consider and abide by the following (click the links to read more):

ADA Compliance: The University of Tampa fully supports the efforts and welfare of all its students. The University faculty and staff are mindful of the diversity of the student body and act in ways to promote the academic success of each individual. One such avenue of support lies in the provision of reasonable accommodations to eligible students who may have disabilities as defined in the Americans with Disabilities Act (ADA). UT is fully committed to act in compliance with all ADA mandated requirements. The Academic Center for Excellence, under which Student Disability Services fall, is committed to the principles and practices of universal design, and provides students with disabilities their needed accommodations that equalize students’ access to the educational experience. If there is any student who has special needs because of a disability, please go to Jennifer Del Valle at the Office of Student Disability Services in North Walker Hall Room 102 to report your needs and provide documentation of your disability for certification. Please feel free to discuss this issue with me, in private, if you need more information.

Attendance and Participation: You will receive points for every class you attend, based on your communication and participation. These points will be part of your final grade and cannot be made up if lost.

Absences:

Let’s face it, everyone thinks that class is boring and quiet when you’re not there, so please try to plan on 100% attendance. More than four absences FOR ANY REASON (excluding week 1) may result in a lowering of your final grade.
Welcome to college…a place where it is your responsibility to complete all assignments by their due date, whether you are present in class or not. LATE WORK FOR ANY REASON WILL NOT BE ACCEPTED. Period. Done Deal. No questions asked. No excuses. No discussion.
I worry about my students. So, when you are absent, you will email/text me and inform me of your absence and the reason for this absence. In addition, you will state the name and email address of the student you will contact to ask about what you missed due to your absence. You will then email that student (and cc your instructor) to inquire about missed work. I will not contact you about missed work or conferences.

Participation is defined (but is not limited to) as follows:

Being prepared for class (supplies, texts, etc)
Actively participating during class activities
Completing all assignments (including readings) by their due dates
Asking and answering questions during discussions and volunteering your thoughts
Showing up to class on time and being ready to work when your instructor begins class

Revision and Extra Credit: Generally, everything may be re-written for a higher grade!!!!!!!!!!!!!!!! Extra credit assignments will be considered on a case by case basis. Please see your instructor for more information. This course is designed so that all students, if they complete the required assignments to the best of their abilities, can successfully receive maximum points.

EVALUATION: You may earn the following points…(all evaluated as pass/fail)

Blog Assignments: 180 pts (15 pts each x 12; all must be completed on time in order to receive full credit)
Writing assignments (3): 210 pts (70 pts each x 3)
Peer Editing Projects: 105 pts (35 pts x 3)
Final Paper Draft 1 (2-3 pgs): 15 pts
Final Paper Draft 2 (6-8 pgs): 20 pts
Final Paper Final Draft: 100 pts
Portfolio Cover Letter: 50 pts
Final Exam: 100 pts
Reflective Letter: Mid-term, 20 pts; Final, 70 pts
Participation: 230 pts (5 pts x 26 days)

A 920-1000 pts; AB 880-919 pts; B 820-879; BC 780-819; C 720-779; CD 680-719 pts; D 600-679 pts; F 599 pts and below

NOTE: 90% of all past students have received an “A” in this course because THEY TOOK THE COURSE SERIOUSLY AND WORKED FOR IT!

NOTE ABOUT REVISIONS:
When revising a project, please follow these instructions:

Please post the revision on the same blog page as your original project and clearly designate which is the original and which is the revision.
Rather than creating a new set of goals, I would like you to thoroughly explain the changes you made from the previous draft. BE SPECIFIC. I will not accept revisions without a strong explanation statement! Same goes for your peer-editing projects.

COURSE ASSISTANTS

In this course you can receive additional support for your writing and revision activities from experienced student writers. These people are not teachers and will never formally assess or evaluate your work. Likewise, they will not edit or correct mistakes in your work. They are people who have successfully completed this course and can help you brainstorm & develop ideas, plan and revise, or better understand the assignments. They have completed the same writing activities and have been instructed to reflect on their own perspectives and experiences as well as resources for successful writing. Below, and on the Blogroll page, are links to their blogs. You are responsible for contacting your specific assistant(s) at least twice this semester via email, phone, etc and they will keep a record of who contacts them, when, and the subject of the consultation. Again, they are neither teachers nor editors but experienced student writers. You’ll find your specific assistant(s) on the Blogroll page; feel free to also browse or contact other assistants in addition to your own should you feel it beneficial. Students who successfully complete this course may have the opportunity to volunteer as course assistants in future sections/semesters, an opportunity to receive valuable mentorship experience.

In Class Assistants:

Out of Class Assistants:

READING LIST

SCHEDULE

Week 1: W 1/23 – Class Intro
a
Week 2: M 1/28 – Classroom Meeting, “What Is I?”
Week 2: W 1/30 – Classroom Meeting, Goals and Writing Overview
a
Week 3: M 2/4 – Classroom Meeting, Taste
Week 3: W 2/6 – Classroom Meeting, Taste
a
Week 4/5: M 2/11 – No class meeting, Small group meetings in North Walker 126
Week 4/5: W 2/13 – No class meeting, Small group meetings in North Walker 126
a
Week 6: M/W 2/25 & 2/27 – Classroom Meeting, Vision
a
Week 7: M 3/4 – Classroom Meeting, Vision
Week 7: W 3/6 – Classroom Meeting, English Workshop & Paper Planning
a
Week 8: SPRING BREAK, NO CLASSES
a
Week 9: M 3/18 – No class meeting, Small group meetings in North Walker 126
Week 9: W 3/20 – No class meeting, Small group meetings in North Walker 126
a
Week 10: M 3/25 – Classroom Meeting, SMELL and English Workshop 1
Week 10: W 3/27 – Classroom Meeting, SMELL
a
Week 11: M 4/1 – Classroom Meeting, Peer Review
Week 11: W 4/3 – Classroom Meeting, English Workshop 2
a
Week 12: M 4/8 – No classroom meeting; small group meetings in North Walker 126.
Week 12: W 4/10 – No classroom meeting; small group meetings in North Walker 126.
a
Week 13: M 4/15 – Classroom meeting, INTRO TO AUTOETHNOGRAPHY
Week 13: W 4/17 – Planning & starting autoethnography
a
Week 14: M 4/22 – Classroom meeting, AUTOETHNOGRAPHY
Week 14: W 4/24 – 1st draft of autoethnography due; English Workshop 3
a
Week 15: M 4/29 – No class meeting, small group meetings in North Walker
Week 15: W 5/1 – Classroom meeting, review of final documents, 2nd draft of autoethnography due.
a
Week 16: F 5/10 3:45-5:45pm – FINAL EXAM MEETING; Final Skype Meetings; Final Draft of Autoethnography Due; Final Portfolios and Reflective Letters Due

SYLLABUS (subject to change)

Remember the Spartan Code! As a member of The University of Tampa Spartan community, I agree and pledge that I will…

promote and practice academic and personal honesty.
commit to actions that benefit the community, as well as engage in activities that better others.
discourage intolerance and acknowledge that diversity in our community shapes our learning and development.
conduct myself in a manner that makes me worthy of the trust of others.
recognize the ideas and contributions of all persons, allowing for an environment of sharing and learning.
accept full responsibility and be held accountable for all of my decisions and actions.

W 1/23 - Getting Started

This week students will set up their blogs and start reading and writing.

Homework (due 1/28):

Set up and design your blog at http://Wordpress.com. You’ll find information about setting up your blog in WordPress Support.
1) Go to WordPress.com and click the orange “get started” icon at the right of the page.
2) Add your email address and then submit your info.
3) Add your blog address and username (both should be your last name followed by first name; no dots, dashes or spaces; no special characters like ä or ö; e.g. angelina jolie = jolieangelina). This site has no relation to the UT university website and email. Pick a password. Write down your username and password so that you don’t forget them.
4) Next, click CREATE BLOG (free) at the bottom of the page. Check your email and click the activation link.
5) Login to your blog if not already logged in and click MY BLOGS in the top menu of WordPress.com. Find your blog and click BLOG ADMIN to get to your blog’s dashboard. We’ll do more in class on the 23rd so please have at least these steps completed.
6) Quick note about the blogs: POSTS show up in chronological order on the front page of your blog (like your Facebook wall) and are what you’ll create for in-class and homework assignments (e.g. Blog Entries); PAGES are not immediately visible on the front page of your blog (like your Facebook notes) but are what you’ll use for larger assignments and letters.
Add your blog info at the bottom of this course page at marlenharrison.com as a comment. Please include: your name, class (H2 or P1) and blog address, e.g. Angelina Jolie, H2, http://jolieangelina.wordpress.com. I will use this info to make a master list of blog links for the class.
Go to APPEARANCE and choose a theme for your site and customize it as you wish (you may do this anytime & as often you like).
Edit the ABOUT page on your blog and include a short bio and upload a clear photo of your face. Use the Upload/Insert icon above your text editor. After finding and uploading the file, don’t click “save”, click “insert”. This will insert your image into the page.
Create PAGES on your blog for info that you will enter later: PAPERS, FINAL, PR, LTRS, PORTFOLIO, NOTES
Go to SETTINGS and PRIVACY and choose the middle option – you don’t want search engines to index your site in Yahoo or Google.
READING: Hayao Kawai: What is I?; Ackerman’s Natural History of the Senses, Introduction. Record notes on your blog’s NOTES page.
COMMENT: Go to your Course Assistant’s blog; read about her/him; and say hello via a comment somewhere on his/her blog.
Review the guidelines for the Final Portfolio so that you know what will be expected of you at the end of the semester.

M 1/28 – Blogs and “What Is I?”

Today in class students will:

Review blog set-up and use
Respond to “What Is I?” on their blogs

Homework (due 1/30):

BLOG #1, Writing Review: Discuss today’s “What Is I?” essay with a classmate, course assistant, friend or Writing Center tutor and identify at least 5 areas in your writing that need improvement/revision. First, copy and paste your essay directly below the original essay in your blog post, clearly marking it “REVISION”. Next, under the copied/pasted revision essay, explain the 5 areas that need improvement and go make the changes in your REVISION essay. The goal is to become aware of your challenge areas so that we can focus on strengthening them during the semester.
PRINT & SIGN: Please print, sign and bring to class on Wednesday. INFORMED CONSENT

W 1/30 – Goals and Writing Overview

Today we will:

Set goals
Review the basics of college writing

Homework:

GOALS: Goal-setting is an important tool for learning. In a new blog post titled GOALS, make a list of at least 3 goals you have for yourself while in this course and explain for each goal how you will go about achieving them. For example: I want to improve my confidence in speaking to a group. To do this I will speak out in class more often than I usually do. Part of your participation grade in this course will depend on your final reflective letter which will include an explanation of why and how you either met or did not meet these goals.
READING & NOTES (write notes for readings on your blog’s NOTES page): Deborah Knott’s Critical Reading for Critical Writing & Beverly Faryna: Who Am I? Finding Identity & Voice in Composition
PRINT & SIGN: If you have not already done so, please print, sign and bring to class on Wednesday. INFORMED CONSENT

M 2/4 – A Matter of Taste?

Today when you arrive in class, please immediately begin reading your BLOGROLL group members’ writing (About page and/or Blog Entry #1). We’ll use the first 5 minutes of every class as time to read and comment. You’ll need to continue reading and commenting outside of class in order to fulfill the course requirement of at least 25 blog comments throughout thes semester. Today we will also review reading strategies, blog use, review the basic requirements of the course and begin our unit on taste.

Discuss homework readings
In-class reading: Examination of Willy Wonka. Click Me first (and then choose p. 47) ….now Click Me next (and choose p. 94)

Homework for 2/6:

READING: READ & ANNOTATE (record notes on your blog’s NOTES page) Ackerman’s chapter on taste and your course assistant’s taste essay.
BLOG ENTRY #2: First, do some research to learn what makes a good narrative. Next, tell a story about a flavor or food that you feel strongly about. You may reminisce about a specific experience, create a fictional history about a specific food, etc, but your writing should definitely conform to the narrative genre. Don’t explain the significance or describe your topic, narrate it! You can use this blog entry as a starting point for your first essay. You might want to listen to NPR’s FOOD STORIES to help you get some ideas or consider the formats of the two Willy Wonka examples when composing. 3-5 paragraphs
BRING TO CLASS: Please bring one or more foods/drinks that you feel strongly about. You will share this with classmates during Wednesday’s taste workshop. You should bring napkins/cups/utensils/plates if necessary and enough for 2-3 people to taste. No alcoholic beverages, please. AND Shhhhhh! Don’t tell anyone what you’re bringing!!!! If necessary, please check with your parents to confirm that you have no known food allergies.
COMMENT: Don’t forget to comment on your group members’ blogs!

W 2/6 – Taste Workshop

Today in class we will begin by reading and commenting on group member’s blogs, discuss our writing and reading assignments from Tuesday along with some writing basics, and end with a fun taste workshop. In order to get a little inspiration for a consideration of the human sense of taste, we’ll enjoy participating in a variety of taste tests. The sensations, memories, emotions, and flavors evoked in the workshop (along with the corresponding writing activities) should assist you in the creation of Essay #1.

Review: Types of Essays (OWL); Writing References
Discuss: Homework Readings
WORDPRESS: Pages and Menus
In-class activity: Discussion of APA, CMS and MLA formatting standards. YOU ARE RESPONSIBLE FOR KNOWING THIS INFO & FORMATTING YOUR WORK ACCORDINGLY FROM HERE ON OUT!

Homework for 9/11:

READING: Please read these first before you begin writing Essay #1. Please add to your notes page: William Zinsser: The Lead and the Ending & Anne LaMott: Shitty First Drafts.
WRITING – ESSAY #1: Craft a narrative story that somehow reflects the human sense of taste. You may use your blog entry from Tuesday as a starting point if you wish! 4-5 pages, double-spaced, Times New Roman, 12pt font. Or if you wish to get creative, please provide the equivalent. Post your pre- and post-writing on the same page as your essay, please. Post this to a new page titled TASTE.
- Don’t forget APA, MLA or CMS formatting if necessary! Use OWL or the internet to find examples to assist you.
- Pre-writing: 1) **Before you begin, identify what your writing goals are: What do you want to accomplish (personal goals for the writing), what kind of writing is this (genre), & who are you writing to (intended audience)? Be thorough and specific and explain how you will achieve these goals. Think of it as a checklist for yourself! 1-2 paragraphs
- Post-writing: 2) **After you finish writing, discuss how you did or did not achieve all of the above goals. You may also reflect on the revisions you made after using TurnItIn. 1-2 paragraphs
- HAVE YOUR ESSAY READ ALOUD TO YOU AS YOU FOLLOW ALONG MAKING COMMENTS ON YOUR OWN COPY. AFTER YOU FIX ANY ERRORS YOU FIND, GIVE THE ESSAY TO SOMEONE TO PROOFREAD. IF YOU FAIL TO COMPLETE ONE OF THESE STEPS I CAN PRETTY MUCH GUARANTEE THAT YOU WILL NOT RECEIVE A PASSING GRADE!
Make sure to check your blog this week and respond to comments left for you by your readers.
READING (use NOTES Page): After you write your essay…Read and take notes on Ackerman, VISION, pp. 227-285 and Linda Flower: Writing for an Audience. You can do this after you complete your taste essay.

2/11 & 2/13 – Consultations, no class meeting.

Using the CONTACT page in the main menu of this site, schedule a 60 minute meeting with another student for Wednesday (1-6) of this week.

Homework:

WRITING: Spend 5-7 minutes writing a blog POST titled 1st MEETING REFLECTION and review what you think was most important, interesting, etc about our consultation. You might reflect on next steps, ideas that came up during the meeting, your emotions, etc. PLEASE BE THOROUGH. You have 24 hours after your meeting to post your reflection. Late posts will be considered late homework!

W 2/27 – Is seeing believing?

Today in class we will begin exploring vision.

In-class reading: Plato’s Republic (Plato: Allegory of the Cave)
In-class discussion: Plato; Ackerman on Vision

Homework for 9/27:

BLOG ENTRY #3: In Plato’s allegory of the cave, he discusses the idea that seeing is believing, even if what we see is not actually reality. In a new POST, describe/explain a time in your life when like Plato’s cave-dwellers, what you saw was different from reality. This should NOT be a narrative story; think of it as more of a traditional, albeit brief, essay and feel free to quote outside sources. This blog entry may serve as the starting point or foundation for your essay writing project. 3-5 paragraphs
1) **Before you begin, identify what your writing goals are: What do you want to accomplish (personal goals for the writing), what kind of writing is this (genre), & who are you writing to (intended audience)? Be thorough and specific and explain how you will achieve these goals. Think of it as a checklist for yourself! 1-2 paragraphs
2) **After you finish writing, discuss how you did or did not achieve all of the above goals. 1-2 paragraphs
Make sure to check your blog this week, leave comments for those in your group, and respond to comments left for you by your readers.
Please bring some images you feel strongly about for Monday’s workshop!
READING (use NOTES page): Confronting Writing Anxiety; Writing Rituals

M 3/4 – Vision Workshop – in order to get a little inspiration for a consideration of the human sense of vision and all of its corresponding metaphors, we’ll enjoy reflecting on visual images. The sensations, memories, and emotions evoked in the workshop (along with the corresponding writing activities designed to help you explore the concepts of audience & genre) should assist you in the creation of PROJECT #2.

Today in class we will:

Brainstorm our next writing projects; practice free writing to help us explore our ideas.
VISION WORKSHOP!

Homework:

WRITING PROJECT #2 IDEAS: Consider blog entry #3 (above) and your writing project #2 (see below) and then in a new blog post titled WRITING PROJECT #2 IDEAS, list some possible ideas you have for this next assignment. Remember that you may continue with blog entry #3 or come up with a totally new idea. In addition to topics for your projects I also need you to consider a range of writing genres so that you do not repeat the narrative genre. The following website should be very helpful: http://multigenre.colostate.edu/genrelist.html

W 3/6 – Paper Planning and Getting Started

Today in class we will:

Briefly review everything we’ve done so far.
Consider and practice pre-writing methods such as free writing, outlines and mind maps.
Get started on Writing Project #2
Schedule meetings for after Spring Break

Homework for 3/18:

WRITING PROJECT #2: Using an image that you feel strongly about, develop a text in a genre of your choice (you may not choose a genre you’ve already tried, hence no narratives) that reflects the image, focusing on the sense of sight or the concept of vision, literally or in any of its metaphors. You might consider Plato’s allegory of the cave as a possible style (persuasive/explanatory; conversation), or you might re-visit the themes from his writing that you discussed on your blog. Your text may be based upon a true event, or may be fictional, but has to reflect a) vision, b) your image, and c) must conform to the needs of the genre you’ve chosen. 4-5 pages or the equivalent amount of text in some other format than an essay.
- *You must incorporate at least two outside sources in your project to help you make your point. Consider using the Purdue OWL website to help you with your APA/MLA/CMS formatting. Make sure your in-text citations are properly formatted (without citations, you are plagiarizing!!!) and that you have a works cited/reference list at the end of your paper/project. Images, famous quotes, song lyrics, religious prayers, etc can all be used as sources in addition to quoting other authors’ texts.
- *POST THE PROJECT TO ITS OWN PAGE TITLED “VISION” or some related title… Then go to APPEARANCE in your blog dashboard and then MENU and add this page to your custom menu, then place it just under your TASTE project page. Remember to save the menu!
- GOAL-SETTING: 1) **Before you begin, identify what your writing goals are: What do you want to accomplish (personal goals for the writing), what kind of writing is this (genre), & who are you writing to (intended audience)? Be thorough and specific and explain how you will achieve these goals. Think of it as a checklist for yourself! 1-2 paragraphs. 2) **After you finish writing, discuss how you did or did not achieve all of the above goals. 1-2 paragraphs
HAVE YOUR ESSAY READ ALOUD TO YOU AS YOU FOLLOW ALONG MAKING COMMENTS ON YOUR OWN COPY. AFTER YOU FIX ANY ERRORS YOU FIND, GIVE THE ESSAY TO SOMEONE TO PROOFREAD. IF YOU FAIL TO COMPLETE ONE OF THESE STEPS I CAN PRETTY MUCH GUARANTEE THAT I WILL KNOW!
Make sure to check your blog this week and respond to comments left for you by your readers.
READING (use your NOTES page): Ackerman, SMELL, pp.3-63 for 3/25
REFLECTIVE LETTER #1 (25 points): In 2-3 pages, explain or discuss any aspect of your learning so far in this course. Remember that this is a letter to Marlen, so treat it as such, e.g. “Dear Marlen…”. For example, you might reflect upon the development of your writing style, something new you’ve learned about yourself as a result of the readings or class discussions, or you might identify an area or issue for further development or learning. This will be posted to your blog on its own unique page (title the page REFLECTIVE LETTER #1 and then place it under LETTERS in your custom menu in the APPEARANCE section of your dashboard).

3/18 & 3/20 – No classroom meeting; small group meetings in North Walker 126.

AFTER THE MEETING: Create a new blog post and title it “Meeting #2 Reflection”. In 3-5 paragraphs, reflect on your meeting with Marlen and your classmate. What did you learn? How did you feel? What did you like/dislike about it? etc…
Make sure to check your blog this week and respond to comments left for you by your readers. Likewise, make sure you’re leaving quality commentary on your classmates’ blogs.
READING (use your NOTES page): Ackerman, SMELL, pp.3-63 for 3/25

M 3/25 – Smell

Today in class we will discuss our projects so far as well as our reflective letters.

In-class reading: Charles Baudelaire: The Flask
Discuss Ackerman on Smell

Homework:

PREPARE: Identify at least 5 questions/concerns/issues that you have about English writing/grammar/structure/formatting/etc that we can discuss in our English Workshop on Thursday.
Make sure to check your blog this week and respond to comments left for you by your readers.
Print out and bring to class Millie Chen: Winter Day
BLOG ENTRY #5: What importance does your sense of smell hold for you? 3-5 paragraphs.
1) **Before you begin, identify what your writing goals are: What do you want to accomplish (personal goals for the writing), what kind of writing is this (genre), & who are you writing to (intended audience)? Be thorough and specific and explain how you will achieve these goals. Think of it as a checklist for yourself! 1-2 paragraphs
2) **After you finish writing, discuss how you did or did not achieve all of the above goals. 1-2 paragraphs
Make sure to check your blog this week and respond to comments left for you by your readers.
Bring a favorite scented item for our Wednesday workshop!

W 3/27 – Smell Workshop – in order to get a little inspiration for a consideration of the human sense of smell and all of its corresponding metaphors, we’ll enjoy experiencing a wide range of aromas. The sensations, memories, and emotions evoked in the workshop (along with the corresponding writing activities designed to help you explore the concepts of audience & genre) should assist you in the creation of Project #3.

In-class reading: Millie Chen: Winter Day
Smell workshop

Homework:

PROJECT #3: Consider the scented product you brought to class, or any aspect of the human sense of smell and choose a genre (you may not choose a genre you’ve already tried) in which to compose project #3, a reflection on the human sense of smell. You might want to incorporate this week’s blog entry into this text. Also consider how you can include outside sources in your essay. 4-5 pages posted to its own page and then add that page to your custom menu just under your Taste and Vision projects.
*You must incorporate at least two outside sources in your project to help you make your point. Make sure your in-text citations are properly formatted (without citations, you are plagiarizing!!!) and that you have a works cited/reference list at the end of your text.
* HAVE YOUR WORK READ ALOUD TO YOU AS YOU FOLLOW ALONG MAKING COMMENTS ON YOUR OWN COPY. AFTER YOU FIX ANY ERRORS YOU FIND, GIVE THE WRITING TO SOMEONE TO PROOFREAD. IF YOU FAIL TO COMPLETE ONE OF THESE STEPS I CAN PRETTY MUCH GUARANTEE THAT I WILL KNOW!
1) **Before you begin, identify what your writing goals are: What do you want to accomplish (personal goals for the writing), what kind of writing is this (genre), & who are you writing to (intended audience)? Be thorough and specific and explain how you will achieve these goals. Think of it as a checklist for yourself! 1-2 paragraphs
2) **After you finish writing, discuss how you did or did not achieve all of the above goals. 1-2 paragraphs

M 4/1 – Peer Review, Pt 1

We’ll spend this week discussing & practicing pre-writing, revision, editing, proofreading, evaluation, and feedback. Make sure you have a printed copy of essay #3. We’ll also begin discussion of the final papers. Today in class we will:

Review Straub’s Responding to Other Student’s Writing
Practice giving written feedback: Work with a partner to create a rubric that can be used to evaluate School Clubs. You may want to use the rubric I created in class as is or an edited version. CLICK ME TO DOWNLOAD OUR CLASS RUBRIC. You may want to use the rubric I created in class as is or an edited version.

Homework:

PEER EDITING PROJECT #1: You’ll edit/respond to/ evaluate a classmate’s essay and at least one revision for homework. Use the Straub article as your guide and use our class rubric. You will also need to write a 3-5 paragraph discussion/explanation of your personal approach to editing this essay, strengths and weaknesses of the author, your feedback and suggestions, what you’ve learned about your own writing or writing in general, etc. Please post this to its own uniqe page on your blog (title it PR #1). Consider this writing as practice in a specific genre (e.g., feedback, response, advice, evaluative) and do your best! NOTE: After the writer completes a 2nd draft, you will need to re-evaluate his/her progress using your rubric.. You may post this on the PR#1 page along with your first set of repsonses. Failure to complete ANY of these steps exactly as described will result in a 0/35 pts for this project – check, doublecheck, and then triple check that everything is done exactly as I have described. Due at time of next conference.

W 4/3 – English Workshop II

Today in class we will:

Review all writing completed thus far this semester and receive feedback on bringing these to completion.
Review our questions about writing, formatting, organizing, etc.

Homework:

Schedule a 1hr meeting with another classmate.
Complete a third draft of your TASTE essay, second version of VISION and second version of SMELL

4/8 & 4/10 – No classroom meeting; small group meetings in North Walker 126.

AFTER THE MEETING: Create a new blog post and title it “Meeting #3 Reflection”. In 3-5 paragraphs, reflect on your meeting with Marlen and your classmate. What did you learn? How did you feel? What did you like/dislike about it? etc…
Make sure to check your blog this week and respond to comments left for you by your readers. Likewise, make sure you’re leaving quality commentary on your classmates’ blogs.
READING (use NOTES page): Read and annotate Autoethnography: An overview and please read at least two course assistants’ autoethnographies.
PLEASE COMPLETE PEER REVIEW #1

M 4/15 – Special Presentation in North Walker

NO HOMEWORK

W 4/17 – In-class writing on Autoethnography

Today in class we will:

Work on autoethnography

Homework:

WRITING DRAFT 1: Please complete first draft, 3-5 pages of autoethnography and post it to your blog’s FINAL page.
PEER REVIEW #2: You will work with a partner to review one of his or her projects using our class rubric (possibly edited).
PLEASE MAKE SURE TO APPROVE ALL COMMENTS LEFT FOR YOU ON YOUR BLOG!!!! Go to your blog’s dashboard, COMMENTS, and then click approve for each comment you wish to accept.

M 4/22 – Autoethnography, cont’d.

Today in class we will:

Work on autoethnography

Homework:

WRITING DRAFT 2: Please revise first 3-5 pages of autoethnography and expand length to 6-8 pages and post this 2nd draft on your blog’s FINAL page.

W 4/24 – Autoethnography, cont’d.

Today in class we will:

Work on autoethnography

Homework:

WRITING: Please complete a finished full draft of autoethnography and post it to your blog’s FINAL page. We will discuss it in our meeting next week.

M 4/29 – Autoethnography, cont’d.

Today in class we will:

Review of all assignments
Student survey
Course assistant survey

Homework:

PEER REVIEW #3: You will work with a partner to review his or her autoethnography and bring it to completion. Post your rubric on your blog’s PR page.
WRITING: Cover Letter for Final Portfolio, posted to your blog’s portfolio page and written as a letter that explains to someone who has never seen your blog before what he or she might find there. 2-3 pages

W 5/1 – No classroom meeting; small group meetings in North Walker 126.

AFTER THE MEETING: Create a new blog post and title it “Meeting #4 Reflection”. In 3-5 paragraphs, reflect on your meeting with Marlen and your classmate. What did you learn? How did you feel? What did you like/dislike about it? etc…
Make sure to check your blog this week and respond to comments left for you by your readers. Likewise, make sure you’re leaving quality commentary on your classmates’ blogs.
FINAL REFLECTIVE LETTER: Write a reflective letter to your instructor discussing your experience in the course, post it to its own page titled LETTER #2, and then place it under Letters in your custom menu. This should not be an essay, but rather an actual “letter” that addresses any or all of the following throughout the entire course:
* What grade (0-100) do you think you deserve and why? Look at the GRADING POLICY to help you explain.
* What were your expectations of a) your own performance and b) the course overall and a) how did you meet or not meet your own expectations and b) how did the course meet or not meet your expectations?
* What was the most useful activity or assignment in terms of advancing your knowledge of Academic Writing? Why?
* What would you have done differently if taking the course a second time? What recommendations can you make to your instructor to improve this course for future students?
* What was your greatest challenge in this course and how did you successfully or unsuccessfully meet this challenge?
* How will this course be useful to you in the future?
Note: You are not limited to the above questions; feel free to write about anything you want your instructor to know.