Intro to Course
Discuss Syllabus

Homework: For Tuesday, find an article of some kind in a newspaper, news magazine, collection of essays, or maybe some online sources (e.g., The Fray, Salon.com, etc.). Print or photo-copy your article so you can bring it to class. This weekend, read the article and write a response to it. You can respond in any fashion you wish: you could argue with it, agree with it, critique it, write about an experience it reminds you of from your past, etc. Just write one page in response and bring both your writing and the copy of the article itself.

"The Questions" Answered

Group Work: Discuss Reading/Writing
Writing: Using texts as an invention strategy.
Invention Activity: Neighborhood Maps

Homework: Finish Neighborhood Maps

Group Work: Discuss Neighborhood Maps
Writing: Stories from the Maps
Peer Response: Share stories with a new partner.

Homework: 2 Discovery Drafts.

Read a new article and create a one-pager.

Group Work: Choosing a Topic for Project #1
Writing: Begin drafting Project #1
Discussion: "Writer's Questions" How-To

Homework: Bring a printed and an electronic copy of Project #1, Draft #1 to class on Thursday, along with Writer's Questions.

Peer Response: Read two papers in class and offer responses to the writers' questions about the draft. For the first paper, read one that you've heard about before during a previous response session. For the second, choose a paper you've not read or heard about yet.
Writing: Draft a Revision Plan based on the feedback you've gotten.

Homework: Bring a printed and an electronic copy of your revision to Project #1 to class on Tuesday, along with Writer's Questions. Remember to save copies of ALL your work, so don't save over the old file. Instead, you want to end up with a bunch of files, one for each draft you've brought to class.

Read a new article and create a one-pager.

Peer Response: Read two projects in class and offer responses to the writers' questions about the draft. For the first paper, read one that you've heard about before during a previous response session. For the second, choose a paper you've not read or heard about yet.
Writing: Draft a Revision Plan based on the feedback you've gotten. Begin revising your draft.

Homework: Revise your project based on readers' suggestions and your intuitions. Bring to class all the work for this project in your Unit Folder (which we'll organize in class), and don't forget your disk with the drafts on it. Don't forget the responses your peers wrote to your drafts AND the responses you wrote to your peers' drafts.

No Class: Duck and Cover!

Homework: Read a new article and create a one-pager.

Writing: Draft your Writer's Memo directed toward the teacher-as-reader.
Editing: Swap your "finished-for-now" drafts with an editor.
Phew: Turn in Project #1 for teacher-review and -response.

Unit 2 Begins!
Invention: Looking at our Personalities. Be sure to PRINT the results page, as well as the links found there that tell you what these different "types" mean. You'll need this for homework.

Homework: Write a short reflection on what you found out about your personality type: which parts do you agree with, which parts not — and WHY?

Group Work: Talk in small groups about your types and what you found. How "accurate" were these assessments? Where were they inaccurate?
Discussion: Using "personality type" as an invention activity. Discovering possible topics.
Writing: Begin a discovery draft related to your personality type.

Homework: Bring 2 Discovery Drafts to class on Tuesday, one based on your readings and one-pagers so far, the other based on what you discover about your Personality Type.

Group Work: Read/Respond to Discovery Drafts. Help your peers decide which sort of essays are possible for this unit.
Discussion: What did we find? Discovering possible topics.
Writing: Begin drafting Project #2.

Homework: Bring a printed and an electronic copy of Project #2, Draft #1 to class on Thursday, along with Writer's Questions.

Email a copy of your project draft to banksw@mail.ecu.edu. Be sure to put your name and section number in the "subject" line of the email. Instead of "attaching" your draft, copy-and-paste your text, with questions, into the body of the email message itself.

Peer Response: Read two papers in class and offer responses to the writers' questions about the draft. For the first paper, read one that you've heard about before during a previous response session. For the second, choose a paper you've not read or heard about yet.
Writing: Draft a Revision Plan based on the feedback you've gotten.

Homework: Bring a printed and an electronic copy of your revision to Project #2 to class on Tuesday, along with Writer's Questions. Remember to save copies of ALL your work, so don't save over the old file. Instead, you want to end up with a bunch of files, one for each draft you've brought to class.

Read a new article and create a one-pager. You may want to be "reading" about your topic, seeing what others have to say. Remember, work efficiently and you'll get much more out of the activity.

Peer Response: Read two projects in class and offer responses to the writers' questions about the draft. For the first paper, read one that you've heard about before during a previous response session. For the second, choose a paper you've not read or heard about yet.
Writing: Draft a Revision Plan based on the feedback you've gotten. Begin revising your draft.

Homework: Revise your project based on readers' suggestions and your intuitions. Bring to class all the work for this project in your Unit Folder (which we'll organize in class), and don't forget your disk with the drafts on it. Don't forget the responses your peers wrote to your drafts AND the responses you wrote to your peers' drafts. You should also bring a copy of your Writer's Memo to include with your finished-for-now draft. Unit packets are due at the beginning of class.

Unit 3 Begins!

Writing: Write about a book you remember from childhood. What did you like about it? Why? Or did you hate it? Why?
Invention: Children's books and Literacy — What do we teach children in books? media? etc . . .
Small Group: Using the books you've been given, look at what images and words construct meaning for child-readers. What problems with representation might exist? Why? What messages do children get? Why?
Discussion: Whole class discussion of small group findings.

Gender-Bowl Prep!

Homework: Write a discovery draft based on class discussions from today.

Fall Break! No Class! Lots of time to do homework and catch up!

Gender-Bowl!

Homework: Writing a discovery draft based on class discussions and/or a reading you've done for a one-pager. For this week, your one-pager will be in response to Peggy McIntosh's "White Privilege: Unpacking the Invisible Knapsack." (Also look at the longer version of McIntosh's inventory, which contains 50 examples instead of the 26 in the previous excerpt.) Your response should start with a list of five (5) privileges that you experience because of your race, class, gender, sexuality, or religious affiliation. (Don't use those McIntosh lists.) Like McIntosh, you want to go for things that you haven't "earned" through your own personal hard work, but merely because of group affiliation. Then, you should write in response to them why you have the privilege, how you enact it, and what that means to you as a human being, a citizen in a democracy, etc.

Group Work: Read/Respond to Discovery Drafts. Help your peers decide which sort of essays are possible for this unit.
Discussion: What did we find? Discovering possible topics.
Writing: Begin drafting Project #3.

Homework:

Section 28
Bring a printed and an electronic copy of Project #3, Draft #1 to class on Thursday, along with Writer's Questions.

Read a new article and create a one-pager. You may want to be "reading" about your topic, seeing what others have to say. Remember, work efficiently and you'll get much more out of the activity.

Section 17
Place a copy of Draft 1 on our NiceNet web site. Drafts should be posted no later than Thursday morning, 8:00 a.m., October 23, 2003. Responses should be posted no later than Midnight, October 23, 2003. Remember to respond first to those papers that have fewer than two full responses. Check back on Friday to make sure every paper has two responses and "fill in the gaps" where a paper didn't get two responses.

Read a new article and create a one-pager. You may want to be "reading" about your topic, seeing what others have to say. Remember, work efficiently and you'll get much more out of the activity.

Peer Response: Read two papers in class and offer responses to the writers' questions about the draft. For the first paper, read one that you've heard about before during a previous response session. For the second, choose a paper you've not read or heard about yet.
Writing: Draft a Revision Plan based on the feedback you've gotten.

Homework: Sections 17 & 28:
Bring a printed and an electronic copy of your revision to Project #3 to class on Thursday, along with Writer's Questions. Remember to save copies of ALL your work, so don't save over the old file. Instead, you want to end up with a bunch of files, one for each draft you've brought to class.

Sections 17 & 28 both come to class today.

Peer Response: Read two projects in class and offer responses to the writers' questions about the draft. For the first paper, read one that you've heard about before during a previous response session. For the second, choose a paper you've not read or heard about yet.
Writing: Draft a Revision Plan based on the feedback you've gotten. Begin revising your draft.

Homework: Revise your project based on readers' suggestions and your intuitions. Bring to class all the work for this project in your Unit Folder (which we'll organize in class), and don't forget your disk with the drafts on it. Don't forget the responses your peers wrote to your drafts AND the responses you wrote to your peers' drafts. You should also bring a copy of your Writer's Memo to include with your finished-for-now draft. Unit packets are due at the beginning of class.

TBA

Unit #4 Begins!

Rhetorical Reading: Reading for audience, tone, purpose, style, etc. Developing "real" audiences.
Group Writing: Analyze magazines in a group, looking for examples of audience, tone, purpose, style, etc.

Homework: Bring your first two projects to class on Thursday, along with a "model" of a possible publication site for each. Publication sites can, of course, be Internet sites, magazines, newspapers, book collections, brochures, etc.

Group Work: Reading for Rhetorical Strategies/Using Professional Texts as Models for Our Own
Rhetorical Reading: Begin doing your own analysis of one of your publication sites. What do these professional articles/pieces of writing look like? What elements do they have in them? How do these writers Introduce/Conclude their essays? Do they use subheadings? images? How do they use source materials?
Writing: Begin drafting a Forum Analysis for these two publication sites.

Homework: Finish rough-drafting a Forum Analysis for TWO of your publication sites. Post your drafts on NiceNet in the Unit 4, Draft 1 forum.

Begin revising your three projects based on what you've learned from this activity on style, content, audience, purpose, etc.

Discuss Portfolio Cover Letter and Portfolio Requirement

Conferences (check back for NiceNet assignment)

No Class Today: Instead, we're in conferences from Wednesday, November 12 until Tuesday, November 18. Sign up for a time on my office door (2143 Bate) if you'd like to discuss revising your work. You are not required to conference, but if you don't, you shouldn't expect to take up too much of my time by email with questions that should have been handled during the conference time.

Make sure you have posted your 3 forum analyses to their respective NiceNet discussion threads.

Homework: Bring all three of your projects in their latest revision state. We'll work next Tuesday on sentence structures and using "active" styles of expression.

In Class: Work on Stylistic Revisions

Conferences End Today

No Class: You should be working on your revisions of your three major projects. If you have SPECIFIC questions to ask about your projects, feel free to email them to me and I will do my best to answer them while I'm away.

SOIS Today — Don't Miss!

Portfolios Due — Early Date (Turn in During Class)