Fall Schedule and Materials (for review!)

(Note: HW listed for a given day is due the following class period)

Friday, 12/9

Town Hall Meeting and Celebration

Wednesday, 12/7

11:00: Organization and Transitions

1:00: Run-on Sentences and Fragments

2:00: Organization and Transitions

Monday, 12/5

11:00: Letter as Genre and Conclusions

1:00: Arguments, Claims, and Evidence

2:00: Paper Three Peer Review

HW: Revise Paper Three; draft Paper three memo; Participation Portfolio #2

Friday, 12/2

In class: Paper Three Peer Review

HW: Draft Paper Three Memo for Monday; revise Paper based on Peer feedback

Wednesday, 11/30

In class: Spring Registration and Citation Jeopardy

HW: Finish Draft One of Paper Three (revise citations according to our workshop)

Monday, 11/28

In class: Debate!

HW: Start drafting Paper Three; use the recommended outlining strategies from class today to get you started.

Wednesday, 11/23

NO OFFICIAL CLASS MEETING: Annotated Bibliography Workshops and Extended Office Hours

(I will be in my office–Harris 5169–from 10 a.m. to 1 p.m. to discuss research and annotated bibliographies with you).

Monday, 11/21

In class: Lectio Divina (last day!) and argumentative strategies

Homework: Construct your annotated bibliography.

Friday, 11/18

In class: Lectio Divina and audience analysis

Homework: Complete your audience analysis worksheet as needed; Set a timer for 30 minutes and conduct some initial research to locate sources that might be useful for you (I’d recommend starting a word doc and jotting a couple sentences down under each source about why it’s useful)

Wednesday, 11/16

In class: Lectio Divina and audience selection

Homework: Select two possible audiences and venues for Paper Three; email Dr. Logan the following sentence for each audience: “I want (your audience here) to read/watch/listen to (your text here) in (the context/venue of your choosing) in order to ______________________.

Monday, 11/14

In class: Lectio Divina and the politics of reading

Homework: Build your audience map; I will check them in class Wednesday, so feel free to handwrite or use a word doc!

Friday, 11/11

In class: Individual presentation prep

Homework: Prepare your individual presentation for next week (see the presentation page for details) and make up Wednesday’s assignment as needed.

Wednesday, 11/9 

In class: Best audience practices

Homework: Write a brief blog post explaining what reading/source has been your favorite and why this semester (200-250 words)

Monday, 11/7

In class: Erasmus, Asking for Cash

Homework: Using some of the strategies we discussed during “Erasmus,” write Professor Logan a letter convincing her that 1) we should have a class party at the end of the semester and 2) the class party should have particular format, funding structure, theme, etc. Be as detailed as possible about your vision for the party, and use your best persuasive strategies! Post the letter to Rampages by 11:59 p.m. on Tuesday, Nov. 8. 

Friday, 11/4

In class: Peer Review (make sure you’re on time with a draft!)

Homework: Revise Essay Two; write Essay Two Memo (both documents must be submitted to Blackboard BEFORE class on Monday, 11/7, to be counted as on time).

Wednesday, 11/2


Homework: Complete your peer review draft

Monday, 10/31

In class: Organizational strategies

Homework: Using your thesis, construct an outline for your paper. Post both your revised thesis and outline to Rampages by midnight on Tuesday, Nov. 1st. [RECOMMENDED: organize your sloppy draft material under its proper outline heading].

Friday, 10/28

In class: Generating material

Homework: 1. Write your first sloppy draft of Paper Two. Your goal is to reach a thousand words however it is easiest for you; this draft could simply be twenty quote sandwiches, or a list of comparison and contrast points you want to make about your two texts, or VERY long summaries of each text. You do not need a traditional introduction, conclusion, or even paragraphs at this point, but you do need to incorporate textual evidence. Just write. Get as many words and thoughts as you can on the page. I recommend doing this writing on a Google doc or somewhere you can easily edit moving forward.

2. Once you’ve reached 1000 words, go back through what you’ve written and highlight ideas, connections, or material that you especially like. Select the sentence that you think gives the clearest sense of the connection among your theme and two texts; that sentence is now your “working thesis.” Post this sentence on Rampages by 11:59 p.m. on Sunday. I’ll check the rest of your document for completion in class on Monday.

Wednesday, 10/26

In class: How to Build a Paragraph

Homework: Select and email me three concrete goals for participation, round two (for help, check out this handy guide!); Construct a model paragraph that includes (at a bare minimum) a topic sentence, 2 quote sandwiches (with a transition in between) and a conclusion. THIS HOMEWORK IS DUE BY 11:59 p.m. on Thursday, 10/27.

Monday, 10/24

In class: Using textual evidence and citation skills

Homework: choosing either MLA or APA, post the citations for your two paper texts on Rampages. Then generate two model sentences (one for each text) that uses an important piece of textual evidence, sandwiches the evidence, and then uses an in-text citation in the style of your choice. THIS HOMEWORK IS DUE BY 11:59 p.m. on Tuesday, 10/25. (Recommended for paper development: begin gathering textual evidence for your two texts; this could include a chart, notecards, or a running document on your laptop).

Also, before Friday, select and email me three concrete goals for participation, round two (for help, check out this handy guide!)

Friday, 10/21: NO CLASS (READING DAY)

Wednesday, 10/19

In class: Group Presentations (see schedule)

Homework: 1) presenting groups prepare and EMAIL their memos; audience groups blog their 300 word reflection posts (all material due before the start of class on Monday, 10/24)

2) Prep for paper two: Read/Watch/Listen to at least one new source, and review your reflections and notes; what themes and texts have jumped out at you most? By Monday’s class, you should have a sense of which theme and which 2-3 texts you’d like to work on. (You may want to re-read old blog posts or do some additional free writing to develop this project!)


In class: Group Presentations (see schedule)

Homework: presenting groups prepare and EMAIL their memos; audience groups blog their 300 word reflection posts (all material due before the start of class on Wednesday, 10/19)


In class: Group Presentations (see schedule)

Homework: presenting groups prepare and EMAIL their memos; audience groups blog their 300 word reflection posts (all material due before the start of class on Monday, 10/17)

Wednesday, 10/12

In class: Group meetings (11:00 a.m. and 1 p.m. sections meet in the FILL!!!!!!!!)

Homework: Prepare for group presentations; finish participation portfolios as needed.

Monday, 10/10

In class: Group meetings (11:00 a.m. and 1 p.m. sections meet in the FILL!!!!!!!!)

Homework: Group delegated homework assignments (groups will email me their selected tasks)

Friday, 10/07

In class: Stevenson discussion, intro to Group Projects

Homework: Read/Listen to/Watch your group source; before 11:59 p.m. on Sunday October 9th, write a 300 word blog post summarizing your source and offering a brief reader response.

Wednesday, 10/05

In class: How to Synthesize: Just Mercy, “Walking While Black,” and Master of None 

Homework: Just Mercy, Ch. 4 and 5

Monday, 10/03

In class: Just Mercy discussion, Source Walk

Homework: 1) Read Garnette Cadogan’s “Walking While Black.” 2) On your blog, list one similarity and one difference between Cadogan’s essay and Stevenson’s Chapter Two, “Stand.” Use a quote from each to demonstrate the similarity and difference you notice. Post by 11:59 p.m. on Tuesday, October 4th. 3) Explore the source list and decide which sources you would most like to work on.

Friday, 9/30

In class: Unit One Evaluations and Group Meetings

Homework: Read Just Mercy, Intro plus Chapters 1-3 ( pp. 3-67). In a 300 word blog post, select three lines of text from this section; explain why these lines are so important to you in the context of Just Mercy’s larger goals and arguments. Please post by 11:59 p.m. on Sunday, October 2nd. Also mark any words in the text that you don’t know.

Wednesday, 9/28

In class: How to write a memo and submit essay one

Homework: Finish Essay One and your process memo; see the submission guidelines here.

Monday, 9/26

In class: Peer Review

Homework: Revise Essay One

Friday, 9/23

In class: How to Peer Review

Homework for Monday, 9/26: complete a first draft of Essay One. Note that you must be in class on time and ready to go with a substantial draft on Monday; anyone who arrives to class five minutes after we begin will not be able to participate in peer review. I will not accept final drafts that have not been peer reviewed. 

Wednesday, 9/21

In class: Reflective Narrative Examples

Homework for Friday: Read and annotate “One Simple Lie?” by Kaitlin Kutchma (pp. 442-3 in the FI Reader); keep developing your concrete, specific story for Essay One

Monday, 9/19

In class: Partner Mirroring

Homework for Wednesday:1) Email me your paper topic by 11:59 p.m. on Tuesday using the email format we discussed in class 2)  Conduct a 30 min OR 750 word “sloppy draft” free write–if you had to get your idea out in one sitting, what would it look like? 3) Catch up on “Poor Teeth” if you haven’t read it yet.

**Please remember your FI reader for Wednesday!

Friday, 9/16

In class: Character Studies, Intro to Paper One

Homework: Come to class with two concrete ideas for lenses or topics in your Essay One (see description in “Assignments”). In order to do so, re-read the assignment description, review your written materials for class, re-read (or read) as necessary, and do some diagramming or free writing.

Wednesday, 9/14

In class: What Makes a Narrative?

Homework: Character Study; using either your Under the Skin speaker or a figure in one of your Gallery images, write a brief paragraph describing the “character.” Make sure to use lots of detail; use Smarsh as a model. We’ll be trading these studies in class with a partner on Friday, so please write your paragraph in a format that allows your partner room to comment (i.e. a LEGIBLE handwritten page, double-spaced or a GoogleDoc that allows for tracking edits, etc.)


Monday, 9/12

In class: Under Our Skin; Who Am I?

Homework: Read and annotate Sarah Smarsh’s “Poor Teeth” (TSFI). Annotate with the following question in mind: What makes this essay a “narrative”? If you still need strategies for annotating, you can check out this brief and helpful video. [PLEASE NOTE that I will grade this homework by checking out the annotations in your text at the beginning of class on Wednesday–this also means everyone needs to bring the FI reader with them! If you are sharing a reader or don’t feel comfortable writing in your text, you should have a separate sheet of notes that you can show me].

Friday, 9/9

In class: “Who Am I? The Complexity of Identity”

Homework: Under Our Skin

Wednesday, 9/7

In class: Coates Gallery

Homework: Write at least 50-100 words in comment on two classmates’ galleries, then fill out this form (remember that you can locate a classmate’s gallery by clicking their name on your section page). Read Beverly Daniel Tatum’s “Who Am I? The Complexity of Identity” (TSFI)

Friday, 9/2

In class: Diagnostic Essay Due!

Homework: Walking Around with Coates in your Head

Wednesday, 8/31

In class: Fostering Discussion

HW:  complete the Rampages poll; finish your diagnostic essay; Blog Post 1

Monday, 8/29

In class: Syllabus discussion and question brainstorming

HW: Read Ta-Nehisi Coates’s “Acting French” (from TSFI, pg. 126-133); generate at least two questions, one information (like “What is The Atlantic?”) and one discussion based (like “How does Coates’s experience with education change the way we think about our own?”)

Friday, 8/ 26

In class: Introductions, what makes a community?

HW: Free Write:  Set a timer for 20 minutes, and start generating thoughts about the following questions: What is a university? What kinds of things happen here? What are you, as a new student, supposed to accomplish? What is the value of education?  You can write in whatever format you like, but you do need to have a written document to share in class on Monday. There’s no need to “prettify” your writing; the goal of a free write is to get as many ideas as possible on paper or on your screen. DON’T worry about sentence structure, paragraphing, or even conclusions. If you get stuck on an idea, just mark it somehow as confusing or complicated and keep moving on. DO challenge yourself to sit in place and write for the full twenty minutes, though–sometimes our brains produce remarkable thoughts when we keep writing!

NEXT, read the SyllabusThis document is our contract together for the semester. Read the page with your free write still available; using whatever tool you like, highlight sections of your free write that seem in line or at odds with the definition of “university” you’re seeing in the syllabus (don’t FIX anything you’ve written; just note differences and similarities!)

FINALLY, Set your timer for ten more minutes just to jot down any additional thoughts that occurred to you while reading the syllabus.

Bring all this material to class on Monday so that we can compare notes!






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