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Date |
Topic |
Reading |
Writing |
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Week One |
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T 1/19 |
Introductions Syllabus overview Why write? What makes “good” writing? Rhetorical situations |
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R 1/21 |
Myths/constructs about writing Writing as punishment Where do our attitudes and ideas about writing come from? Close reading |
-“I Won’t Use Writing as Punishment” by Clark (online) |
RR 1 (Group A): Why, according to Clark, do some students
associate writing with punishment? In
general, how do you feel about writing? |
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Week Two |
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T 1/26 |
Myths/constructs about
writing continued Literacy and identity Summary writing |
-“Summary, Paraphrase, and Quotation” by Behrens and Rosen
(pages 2-7 in Academic Writing) -“All Writing is Autobiography” by Murray (online) |
RR 2 (Group B): Using the instructions in the Behrens and
Rosen text, practice reading Murray’s article closely and critically. Then, summarize and respond to his
ideas. What does he mean when he says
that “all writing is autobiography”?
Do you agree? |
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R 1/28 |
Defining the city The nature/culture binary Literacy and place Introducing St. Louis |
-“What Is A City?” by Mumford (online) -“Caring for the Woods” by Lopez (online) |
RR 3 (Group A): What is a city, and how does the concept
of a “city” compare to the concept of a “country”? How do these two concepts relate to writing
and language? |
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Week Three |
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T 2/2 |
Literacy and culture Literacy and power structures Narrative writing strategies |
-“The Joy of Reading and Writing” by Alexie (online) -“The Center of the Universe” by Ansa (online) |
RR 4 (Group B): Using these two articles as examples,
explain how place can shape a
person’s identity. How did places
described in these articles shape Alexie and Ansa as writers? Which places have influenced your literacy development? |
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R 2/4 |
Writing processes Writing environments/places Revision and invention |
-“Shitty First Drafts” by Lamott (online) -“Internal Revision” by Murray (online) -“Writing as a Process” by Behrens and Rosen (pages 216-218 in Academic Writing) |
RR 5 (Group A): How
do Lamott and Murray describe their writing processes? What strategies do they use to write? How would you describe your own writing
process? |
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Week Four |
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T 2/9 |
Conferences – no class |
-“Stage 3: Invention” by Behrens and Rosen (pages 220-225
in Academic Writing) |
Draft 1 of Literacy Narrative due at the conference. |
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R 2/11 |
Revision as a collaborative process Constructive criticism Peer response |
-“Stage 5: Revision” by Behrens and Rosen (pages 245-247
in Academic Writing) |
Draft 2 of Literacy Narrative due (bring two copies). |
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Week Five |
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T 2/16 |
Transitioning into Unit 2 Rhetoric, analysis, text, interpretation |
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Portfolio 1 due (with the final draft of the Literacy
Narrative). |
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R 2/18 |
The politics of public spaces Frameworks and other analytic tools |
-“Shopping for Pleasure: Malls, Power, and Resistance” by
Fiske (online) -“Roadside Crosses” by Newell (online) |
RR 6 (Group B): Using the Fiske and Newell articles as
examples, explain how public spaces can become contested spaces. How do different people and groups view the
same space in different ways? How did
you respond to these articles? |
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Week Six |
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T 2/23 |
The politics of public spaces continued Borders and boundaries Transportation and technology |
-“The Uses of Sidewalks: Safety” by Jacobs (online) -“Fenced Off Corners, Wider Settings, and the New American Landscape” by Sandweiss (online) |
RR 7 (Group A): Explain how “the tension of fenced-off
corners and wider settings” (7) has shaped the city of St. Louis. Can you think of examples of specific streets
or “fenced-off corners” in St. Louis? |
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R 2/25 |
Public spaces and the body Cities and the environment, public health Watch St. Louis documentary? |
-“What is an Analysis?” and “Locate and Apply an Analytic
Tool” by Behrens and Rosen (pages 178-180 and 182-186 in Academic Writing) Read newspaper articles about one of these topics: Bridgeton and West Lake Landfills OR Pruitt-Igoe OR EarthDance Farms OR Veiled Prophet |
RR
8 (Group B): How would you explain the problems, conflicts, and
tensions that we face in St. Louis? What issues do these articles
explore?
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Week Seven |
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T 3/1 |
Graffiti “Getting up” and revising public spaces Using sources as evidence |
-“Writing” in Getting
Up: Subway Graffiti in New York by Craig (online) -“Quotations” by Behrens and Rosen (pages 36-45 in Academic Writing) |
RR 9 (Group A): What skills do graffiti artists need to
display in order to become successful?
How can studying graffiti help students become better writers? |
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R 3/3 |
Conferences – no class |
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First draft of your Critical Analysis due at your
conference. |
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Week Eight |
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T 3/8 |
Peer response |
-“Writing a Thesis” by Behrens and Rosen (pages 236-231 in
Academic Writing) |
Second draft of Critical Analysis due (bring two copies). |
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R 3/10 |
Transitioning into Unit 3 The classroom and campus as a places Synthesis |
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Portfolio 2 due (along with the final draft of the
Critical Analysis). |
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Week Nine |
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T 3/15 |
Literacy and power/authority Literacy and social class |
-“What is a Synthesis?” by Behrens and Rosen (pages 81-84
and 88-89 in Academic Writing) -"Sponsors of Literacy" by Brandt |
RR 10 (Group B): How does Brandt define literacy sponsorship? How can this idea be problematic and/or beneficial? Which literacy sponsors have shaped your literacy practices? |
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R 3/17 |
Grammar Re-thinking Standard English Silence Voice |
-“Teaching Standard English: Whose Standard?” by
Christensen (online) -“The Transformation of Silence into Language and Action” by Lorde (online) |
RR 11 (Group A): What is Standard English, and what are
some of the problems with teaching Standard English? How does Standard English relate to silencing and voice? |
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Week Ten |
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T 3/22 |
Theories of literacy education Using the databases |
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RR 12 (Group B): What is the “banking concept of
education,” and how does it relate to our system(s) of education in America
today? To what extent does Freire’s argument reflect your own
educational experiences? |
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R 3/24 |
Finding and evaluating sources |
-“Focused Research” by Behrens and Rosen (pages 248-258 in
Academic Writing) |
Bring in one source to use for your paper. |
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Week Eleven |
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T 3/29 |
Spring Break – no
class |
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R 3/31 |
Spring Break – no
class |
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Week Twelve |
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T 4/5 |
Citation resources Bibliographies Peer response? |
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Draft 1 of the Argument Synthesis due (bring two copies to
class). |
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R 4/7 |
Conferences – no class |
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Draft 2 of the Argument Synthesis due. |
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Week Thirteen |
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T 4/12 |
Transitioning into Unit 4 Discourse communities The importance of community in the study of writing |
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Portfolio 3 due (with the final draft of the Argument
Synthesis). |
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R 4/14 |
Myths about writing Ethnographic writing and research Sites of writing |
-“Locating, Mining, and Citing Sources” by Behrens and
Rosen (pages 261-269 in Academic
Writing) -"Putting Ethnographic Writing into Context" by Kahn (online) |
RR 13 (Group A): What
is ethnographic writing, and how can ethnographic writing help you
become a better writer? What lessons did you learn from reading
Kahn’s article? |
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Week Fourteen |
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T 4/19 |
Intertextuality Plagiarism |
-“Intertextuality and the Discourse Community” by Porter (online) -“Interviews and Surveys” and “Mining Sources” by Behrens and Rosen (pages 270-272 in Academic Writing) |
RR 14 (Group B): 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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R 4/21 |
Sites of writing Essay organization and structure |
-“Writing Introductions and Conclusions” by Behrens and
Rosen (pages 231-244 in Academic
Writing) |
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Week Fifteen |
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T 4/26 |
Re-defining the city The future of the city |
-“Urban Space and Cyberspace” by Wakabayashi (online) OR -“The New Smart Cities” by Mone (online) |
RR 15 (Groups A and B): Imagine you could design the city of the
future. How would this city differ
from current cities, like St. Louis?
To what extent do the elements discussed in the two articles
(Disneylandization, “cyberspace,” sensory technology) play a role in your imaginary city?
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R 4/28 |
Coding data Student ethnographies Discuss presentation strategies |
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Field notes due. |
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Week Sixteen |
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T 5/3 |
Presentations |
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Draft 1 of your Ethnography due. Prepare for your presentation. |
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R 5/5 |
Presentations |
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Prepare for your presentation. |
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Finals Week |
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T 5/10 |
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Portfolio 4 due (with the final draft of the Ethnography) |
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