Syllabus: Assignments are DUE
the day they are written, and are subject to change as noted in class and on
MyGateway.
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Date |
Topic |
Reading |
Writing |
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Week One |
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T 8/22 |
Introductions Syllabus overview Why write? What
makes “good” writing? Rhetorical situations |
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R 8/24 |
Myths and constructs about writing/writers Where do our ideas and
attitudes about writing come from? Close reading |
-“I Won’t Use Writing as a Punishment” by Clark (pages
3-10 in Essays) |
RR 1 (Group A): Why, according to Clark, do some students associate writing with punishment? Have you ever experienced writing as punishment? How has this impacted your attitudes toward writing? |
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Week Two |
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T 8/29
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Myths about writing continued Writing and identity Summary writing |
RR 2 (Group B): What
does Donald Murray mean when he says that "all writing is
autobiography"? Do you agree with his argument? Why or why
not? |
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R 8/31 |
Literacy learning and cultural/familial/societal
expectations Writing and survival |
-“The Joy of Reading and Writing: Superman and Me” by
Alexie (online) |
RR 3 (Group A): Cultural
and familial expectations can shape our views about
writing. How did expectations shape Alexie and Tan as
writers? How have expectations influenced you as a writer? |
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Week Three |
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T 9/5 |
Writing processes Writing environments Writing rituals, tools, and habits |
-“Time, Tools, and Talismans” by Wyche (pages 52-64 in Essays) -“Shitty First Drafts” by Lamott (pages 3-10 in Essays) |
RR 4 (Group B): Describe
- in detail - your typical writing process. When and where do you
prefer to write? What habits or rituals do you use? Based
on the readings for today, how do you think these habits help or hurt
you? |
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R 9/7 |
Conferences – no class |
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Draft 1 of Literacy Narrative due. |
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Week Four |
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T 9/12 |
Writing and healing Narrative writing strategies |
-“writing autobiography” by bell hooks (pages 29-35 in Essays) -“Healing Through the Written Word” by Cangialosi (pages
188-194 in Essays) |
RR 5 (Group A): How,
according to hooks and Cangialosi, can writing help you heal? Do
you have any examples of writing to heal from your own experiences? |
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R 9/14 |
Practicing narrative writing strategies Peer response |
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Draft 2 of the Literacy Narrative due (bring two copies). |
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Week Five |
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T 9/19 |
Transitioning into Unit 2 |
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Portfolio 1 due (with the final draft of the Literacy
Narrative). |
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R 9/21 |
Arguments in academic conversations Research as a social process Framing as a critical strategy Using transitional words/phrases to indicate relationships
between ideas |
-“Argument as Conversation: The Role of Inquiry in Writing
a Researched Argument” by Greene (online) |
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Week Six |
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T 9/26 |
Academic and popular writers Graff templates and academic moves |
-“Scholars and
Soundbites: The Myth of Academic Difficulty” by Gerald Graff (online) |
RR
6 (Group B): What does Graff mean when he says that "good
academic writing...tends to be 'bilingual'" (1044)? Give at
least one example of a "bilingual" scholar who blends academic with
popular writing. How do you think Graff's argument can impact
students? |
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R 9/28 |
Literacy sponsorship |
RR 7 (Group A): How does Brandt define literacy sponsorship? How
can literacy sponsors shape a person's literacy learning? Give
examples from the article as well as from your own life experiences. |
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Week Seven |
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T 10/3 |
Membership in academic communities Discourse communities What “counts” as evidence?
(Hyland) |
-"Discourse Communities and Communites of Practice" by Johns (online) |
RR
8 (Group B): Ann Johns discusses the different levels of community in
academia. Think about the writing that you see in your major
(biology, art history, accounting, etc.). What patterns do you
notice in that writing? Do writers in your major seem to
follow the ten guidelines for academic writing that Johns outlines? |
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R 10/5 |
Literacy and institutions Theories of literacy education Language learning and social class |
RR 9 (Group A): What
is the "banking concept" of education? How does this theory
relate to our current systems of education in America today? In
other words, to what extent does Freire's theory reflect your own
educational experiences? |
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Week Eight |
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T 10/10 |
Grammar as a rhetorical choice Re-thinking Standard English |
-“Teaching Standard English: Whose Standard?” by
Christensen (pages 101-108 in Essays) |
RR 10 (Group B): What
is Standard English, and what are some of the problems with teaching
Standard English? How do students respond to learning Standard
English in different ways? |
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R 10/12 |
Silence and listening as rhetorical arts The literary canon |
-“The Transformation of Silence into Language and Action”
by Lorde (online) |
RR 11 (Group A): Why
did Audre Lorde remain silent about her life? How did she learn
to break her silence? How did breaking her silence impact her as
a writer and public speaker? |
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Week Nine |
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T 10/17 |
Discussing/analyzing accommodation Paragraph structure – MEAL Plan Using quotations |
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Bring in your two sources for the Analysis paper. |
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R 10/19 |
Conferences – no class |
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Draft 1 of the Analysis due. |
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Week Ten |
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T 10/24 |
Introductions and conclusions Revision strategies Peer response |
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Draft 2 of the Analysis paper due (bring two copies). |
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R 10/26 |
Myths about research writing Credibility, authority, accuracy, reliability,
accessibility |
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Portfolio 2 due (along with the final draft of the
Analysis paper). |
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Week Eleven |
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T 10/31 |
Technology and literacy changes Synthesizing sources |
-“Studies Explore Whether the Internet Makes Students
Better Writers” by Keller (online) |
RR 12 (Group B): How,
according to Baron, has digital media changed student writing?
What challenges do writing teachers face with respect to
technology? |
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R 11/2 |
The future of literacy? Research questions |
RR 13 (Group A): How
has online gaming influenced student writing? What skills can
students develop through online gaming, and how can teachers using
gaming in the classroom more effectively? |
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Week Twelve |
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T 11/7 |
Attention and cognition Generational differences |
-“Hyper Attention and Deep Attention: The Generational
Divide in Cognitive Modes” by Hayles (online) |
RR
14 (Group B): How have technological impacted people of different ages
and generations? What do you think about these changes? |
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R 11/9 |
Finding and evaluating sources |
-“Intertextuality and the Discourse Community” by Porter
(online) |
RR 15 (Group A): What
is "intertextuality," and what ideas does this theory challenge?
In other words, how does intertexuality challenge certain myths
about writing? Can you give an example of intertextuality from your own life? |
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Week Thirteen |
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T 11/14 |
Plagiarism, patchwriting Plagiarism as a social construct Practice summary writing |
-“A Plagiarism Pentimento” by Howard (pages 115-125 in Essays) |
RR 16 (Group B): What is patchwriting and how does it challenge traditional notions of plagiarism? Do you have examples of these concepts from your own literacy experiences? |
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R 11/16 |
Library day Resources for doing research |
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Week Fourteen |
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T 11/21 |
Fall Break – no class |
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R 11/23 |
Fall Break – no class |
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Week Fifteen |
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T 11/28 |
Using bibliographies. Citation resources. Thesis statements/workshop |
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First draft of Argument Synthesis due. |
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R 11/30 |
Peer response Presentations strategies: public speaking skills |
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Second draft of the Argument Synthesis essay due (bring
two copies). |
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Week Sixteen |
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T 12/5 |
Presentations |
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Prepare for your presentation. |
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R 12/7 |
Presentations |
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Prepare for your presentation. |
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Finals Week |
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T 12/12 |
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Final Portfolio due (with the final draft of the Argument
Synthesis). |