Reading, Writing and Thinking in the Academic Community
Instructor: Sandra Jamieson
Peer tutor: Josefina Frances Almonte
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| Daily Schedule |
Keep your eyes on the prize!
| Week 1 |
- Monday, July 2
- (9:30-10:30): All students meet in EMB 205.
- (10:45-12:30): EMB 205
- (1:30-4:00-Mead 11):
- Finish reading Odyssey book 1. Read Odyssey 2-4 and make notes.
- Critical thinking and narrative writing: Look at the map of Drew and, either in groups or alone, find your way to the Zuck Arboretum, make notes as you go (pay attention to detail), but don't worry if you get lost and need to retrace your steps. Explore the arboretum (make sure you find both ponds and take a look at the plants and animals there). Now write a narrative of your "Odyssey" (including any time you got lost or were uncertain of your way). This can be serious or humorous.
Intro. to the course. Selection of which section each student will take. Writing sample (describe your self as a writer).
Introduction to section 001 and the Odyssey.
Read aloud & discuss Odyssey book 1. Discuss note-taking strategies.
Narrative writing-- discuss (Odyssey I as example).
Write a narrative of the intellectual journey you traveled to get to college. Read and correct your narrative and hand it in. (This is paper #1.)
Introduction to the homework assignment.
- homework:
- Tuesday, July 3
- (9:00-12:00-Emb 205):
- (1:30-4:00-Mead 11):
- (3:30-5:00-118 S.W.Bowne Hall):
- Read Odyssey 5-8 and make notes.
- Work on revising your narrative (go back to the Arboretum if you need to do additional research! Bring a very good copy of the paper to class on Friday). This is Paper #2.
Bring your computer and your network password to class.
Discuss Odyssey 2-4 and discuss what scholars say about the audience and purpose of the Odyssey, oral traditions, myth, and the role of oral narrative.
Introduction to the Vocabulary Logs and the New York Times assignment. Explore the New York Times on-line and write your first response.
Discussion of narratives written last night. What audience do you imagine? What is your purpose? What strategies can you borrow from the material we have read in the Odyssey? How will you revise your narrative?
Discussion of Summaries. Together we will write a summary of Odyssey 2-4.
15 meeting with me to discuss your writing and your IWP
- homework:
- Wednesday, July 4
- (9:00-12:00- LC 30):
- (1:30-4:00)
- See July 3 (if you did it last night, you have no homework tonight!
Film "The Odyssey" (no popcorn-sorry...) [click here for chronology of film]
no class. If you hang out with the other students, think about who is performing the role of Homer--who is telling stories or telling others stories bout what you did?
- homework:
- Thursday, July 5
- (9:00-12:00-Emb 205):
- (1:30-4:00-Mead 11):
- (4:00-8:00-118 S.W.Bowne Hall):
- Read Odyssey 9-12 and make notes.
- Work on the paper you started in class today (save each draft).
Discuss Odyssey 5-8.
Discussion of writing essay exams and strategies for being brilliant exam takers.
Take a quiz on the Odyssey 5-8.
Bring your computer.
Select one of your answers to the quiz, type it up and save it as "Paper #3, draft 1," then think of ways to expand it to 2 pages (save as "Paper #3, draft 2"). This is Paper #3 and should be 2-4 pages long.
15 meeting with me to discuss your writing and your IWP
- homework:
- Friday, July 6
- (9:00-12:00-Emb 205):
- (1:30-4:00-Mead 11):
- Read Odyssey 13-16.
- Read Longman Writer's Reference, pages 24-42
- Revise your papers and bring a final copy of each one to class on Monday.
Bring your computer.
Discuss Odyssey 9-12.
Check out some Odyssey resources on line.
Second New York Times response. Look for a narrative or an article that seems to connect with an event from the Odyssey (a quest, a journey, cultural clashes, gender relations, etc.)
Bring your computer.
Expanding and revising ideas: Discussion of the papers #2 and #3, their strengths and weaknesses, and your strategies for improvement.
In class workshops of papers. Revised papers due Monday.
- homework:
| Week 2 |
- Monday, July 9:
- (1:30-4:00-Emb 205):
- Attend the writing Center (take your pre-writing and work on developing enough material for a draft of the paper).
- Read Odyssey 17-20
- Read Longman Writer's Reference, pages 14-24
Papers #2 and #3 (+ drafts) are due in class. (Fill out the self analysis forms and hand them in with the papers.)
Discuss Odyssey 13-16.
Discuss the art Comparison writing, and collectively prewrite comparison notes for a paper comparing Odysseus and Telemachos.
Discuss Paper #4: A comparison of Penelope, Calypso, Circe & Nausikaa (all of them) and begin comparison grids for them (this is called "pre-writing").
- homework:
- Tuesday, July 10
- (1:30-4:00-Mead 11):
- Read Odyssey 21-24
Bring your computer and your comparison grid, your notes from the Odyssey, and any parts of the paper you have drafted so far.
Discuss Odyssey 17-20.
Planning a paper: How to organize a paper and develop and support a thesis.
In class writing: use your notes etc., and our discussion to begin a draft of the comparison paper (save it as Paper #4, draft #1).
- homework:
- Wednesday, July 11
- (1:30-4:00-Emb 205):
- Work on Paper #4. Finished paper (with draft, notes, etc.) due tomorrow.
Bring your computer.
Third New York Times response due (via email) by 1:00 today.
Discuss Odyssey 21-24.
Revising a draft of a paper: Organization, thesis, topic sentences, introductions. In class workshop of your drafts of paper #4.
- homework:
- Thursday, July 12
- (1:30-4:00-Embury 205):
- Reread Longman Writer's Reference, pages 24-42 (or review your notes)
- Revise and perfect the analysis you started in class today (save all drafts). This is Paper #5 (2-4 pages). A reasonable draft is due Monday.
- Read material from ENGL 35 (selection from Greg Sarris's Keeping Slug Woman Alive, "The Woman who loved a snake," pp 35-48).
Bring your computer to class.
Vocabulary Log due in class today.
Analysis I: Discuss analysis and write a collaborative prewriting for an analysis of the character of either Odysseus or Telemachos (feel free to use material from your other classes if it seems to help!). Start work on this in class (saving drafts as "Paper #5, draft #1," etc.).
- homework:
- Saturday, July 14
- (1:00-5:00): Office hours, S.W. Bowne 118.
- Paper #4 (+ drafts and notes) due. (Fill out the self analysis form and hand it in with your paper.)
- Collect papers 2 and 3 from me, and discuss my comments.
| Week 3 |
- Monday, July 16
- (1:30-4:00-Emb 205):
- Take paper #5 to your writing center appointment and then perfect it.
- Read Longman Writer's Reference, pages 402-411
- Work on paper #6 (decide your topic).
Discussion of Sarris' "The Woman who loved a snake," led by the students of ENGL 35. What connections do you see between Sarris' comments about oral literature and your reading of the Odyssey? What other connections can you make between the two texts? Check out on-line resources.
Analysis I -- Discussion of draft of paper #5 (written over the weekend).
Analysis II -- Understanding one thing through another and taking a position. Your next paper (Paper #6) will use anything Greg Sarris says in this extract to help you consider your response to the Odyssey. We will discuss position papers in class.
- homework:
- Tuesday, July 17
- (1:30-4:00-Mead 11):
- Read Longman Writer's Reference, pages 45-57
- Work on paper #6 and make it lovely (or at least produce a great draft).
Bring your computer to class.
Discussion of your progress with paper #6. Who is doing what? How will you approach the topic? Using sources: Outlines, notes, and the importance of documentation (i.e.: how not to plagiarize!!)
- homework:
- Wednesday, July 18
- (1:30-4:00-Emb 205):
- Read relevant editing sections in Longman Writer's Reference
Bring your computer.
Paper #5 due in class today (with all of the drafts and notes). (Fill out the self analysis form and hand it in with your paper.)
Fourth New York Times response due (via email) by 1:00 today.
Modern day Odysseys (the Odyssey in the movies--why does this same plot keep coming back to haunt us?? Introduction to 15 minute classics. The class will write a "15 minute Odyssey" of their own starting in class today. Divide into groups and think about issues that need to be decided collectively.
- homework:
- Thursday, July 19
- (1:30-4:00-Embury 205):
- Groups work on the "15 Minute Odyssey" (Paper #7-a collaborative "paper").
- Perfect paper #6 (3-5 pages, due Saturday).
Vocabulary Log due in class today.
Developing a thesis and making an argument. We will workshop the drafts you wrote last night and discuss ways to develop the argument and provide a "map" for your readers using topic sentences.
- homework:
- Saturday, July 21
- (1:00-3:00): Office hours, S.W. Bowne 118.
- Paper #6 (+ drafts and notes) due. (Fill out the self analysis form and hand it in with your paper.) I will give you feedback on Monday.
- Collect papers 4 and 5 from me, and discuss my comments.
| Week 4 |
- Monday, July 23
- (1:30-4:00-Emb 205):
Reading "the classics." A discussion of background information, vocabulary, assumption. Introduction of Plato's Republic.
Read aloud from Book 1 in class and discuss style and content. Identify the questions being asked here. Why do people ask these kinds of questions? Why might they be relevant to our lives? (What do you think justice is??)
- Tuesday, July 24
- (1:30-4:00-Mead 11):
- Work in your groups on the "15 Minute Odyssey."
Read aloud from Book 1 in class and discuss style and content. Identify the questions being asked here. Why do people ask these kinds of questions? Why might they be relevant to our lives? (What do you think justice is??)
- homework:
- Wednesday, July 25
- (1:30-4:00-Emb 205):
Fifth New York Times response due (via email) by 1:00 today. Think about how you define justice and how those involved in the issue you select seem to define it. What is the consequence of these different definitions? What would Socrates say? (mini dialogue welcome!!)
Paper #6 due in class today (with all of the drafts and notes). (Fill out the self analysis form and hand it in with your paper.)
Read aloud from Plato's Republic in class and discuss style and content. Identify the questions being asked here. Why do people ask these kinds of questions? Why might they be relevant to our lives?
- Thursday, July 26
- (1:30-4:00-Mead 11):
- Read Republic book 2.
- Work in your groups on the "15 Minute Odyssey" (drafts due on Monday)
- Read extract from PSYC 3 (from chapter 14 of D.G. Myers' Exploring Psychology - copy from me).
- Read extract from BIO 2 (from Gazzaniga, Ivry, and Mangun's The Biology of the Mind - copy from me)
Vocabulary Log due in class today.
Work on the "15 Minute Odyssey," and decide where and when it will be performed (and for whom). Make a guest list and think about invitations. Think about how your chosen audience might help to shape the performance. Will everyone get the jokes? If not, is that okay? Discuss global issues, props, and begin to think who might be cast in each role.
- homework:
- Saturday, July 28
- (1:00-3:00): "15 Minute Odyssey" rehearsal. Great Hall.
- Read Republic book 2.
- Work in your groups on the "15 Minute Odyssey" (drafts due on Monday)
- Read PSYC 3 extract (from chapter 14 of D.G. Myers' Exploring Psychology)
- Read BIO 2 extract (from chapter 7 of Gazzaniga, Ivry, & Mangun's The Biology of the Mind)
Start working on the props, and decide who might be cast in each role.
Collect paper 6 from me, and discuss my comments.
- homework:
| Week 5 |
- Monday, July 30
- (1:30-4:00-Emb 205):
- Continue brainstorming for paper #8 during your appointment at the Writing Center and try to come up with an idea of what you will argue and some notes.
- Reread Republic book 3 making notes on what Socrates says about education.
- College grammar and mechanical skills 2
Hand in draft of "15 Minute Odyssey" (paper #7)
Discussion of the Myers extract led by the students of PSYC 3. What connections do you see between Myers' comments and Plato's Republic? Presenters will ask specific questions to help their fellow students see the connections between this material and the Republic.
Discussion of extract from Gazzaniga, Ivry, and Mangun led by the students of BIO 2. What connections do you see between the observations about the way we think and develop offered by these biologists and the assumptions made by Plato? Presenters will ask specific questions to help their fellow students see the connections between this material and the Republic.
Class discussion about the connection between these two texts, Plato's Republic, Homer's Odyssey, and the analysis by Greg Sarris in Keeping Slug Woman Alive. Wow!
Begin discussion of Republic 2, focus on comments about education. Close textual reading as necessary. Think about the relationship between education and behavior and begin planning a paper on the topic in which you argue for a kind of education that you believe will help create the ideal city (Paper #8). Read ahead to the description of tomorrow's class to see what we will do with this.
homework:
- Tuesday, July 31
- (1:30-4:00-Mead 11):
- Read Plato's Republic book 4.
Bring your computer to class.
Discussion of Republic book 3 focus on comments about Homer and on the issue of education.
Cause and Effect writing.
In class writing: What constitutes an ideal education? Why? What effect will this model have on society? (Use your notes for Republic Book 3 and the ideas you came up with at your writing center appointment yesterday.) Write out as full a description as possible of your ideal education, providing a rational justification for the things you include. Consider what people should read, what they should learn overall, what the curriculum would include, etc. (Try to touch on your version of all the aspects that Socrates describes.) Remember that this paper is a cause and effect paper, so describe the result/goal of each aspect of education you describe. This is Paper #8 and a draft of it is due in class on Monday August 6 (5-10 pages).
- homework:
- Wednesday, August 1
- (1:30-4:00-Emb 205):
- Chill a little, work on your other classes.
- College Reading skills 2: improving your reading speed and comprehension
Sixth New York Times response due (via email) by 1:00 today. Look for issues related to learning and education (from schools to issues raised by the psyc and bio readings). What would Socrates say about the issue you have selected? (mini dialogue welcome!!)
Bring your computer to class.
Discussion of Republic book 4 focus on the issue of education.
Work on Paper #8 using whatever you wrote in class yesterday.
- homework:
- Thursday, August 2
- (1:30-4:00-Mead 11):
- Chill a little, work on your other classes.
- Read Plato's Republic book 5.
- Perfecting your writing 1: Finish the "15 Minute Odyssey" (written draft due Monday; performance on Wednesday morning--let's make it fabulous!)
- Perfecting your writing 2: Review all of the papers you have done so far for this class (Papers #1-#6). Look at my comments and your revisions of the drafts, and find patterns (what errors are commented on more than once? What aspects of your writing are praised? What did you decide to cut or expand? What did you keep?) Make a list of each and write a brief analysis of your strengths and weaknesses based on this. Select one paper to revise again. Plan how you'll revise it and bring a marked up copy to class on Monday. (The revised paper will be Paper #9.)
Vocabulary Log due in class today.
Discuss Plato's Republic book 4 with an emphasis on education.
Discussion of strategies of argumentation: how to argue like Socrates. We will pay close attention to the arguments he uses in Books 1-4. We will also discuss logic and the structure of arguments. Discussion of topic sentences and their role in outlines and papers.
Think about how you structured your argument about education for paper #8. What do you propose? Why will it produce good citizens? (What is a good citizen anyway?) Apply this kind of analysis to your other papers (and exams) too.
- homework:
homework for the weekend:
| Week 6 |
- Monday, August 6
- (9:00-12:00 -Mead 11):
- (1:00-3:30-Emb 205):
- Take your draft of paper #8 to your last writing center appointment and work on ways to make it perfect. Then do so. Due in class tomorrow.
- Read the extract (chapter 5) from this year's common reading (The Spirit Catches You and You Fall Down, by Anne Fadiman)
Bring your computer to class.
Discuss Plato's Republic book 5.
Making connections between texts and classes. Discussion of Republic book 5. Discuss the city that Socrates has described and the kinds of justice we find in it. Has he convinced you? How does his ideal city compare with yours? How does what you have learned in your other classes also make you think about the ideal city and the ideal citizen? Would any of the people in The Odyssey have survived in Plato's Republic? In class outline of the arguments Socrates makes and brief response paper to one of those arguments. (Pay particular attention to the way he structures and supports the argument. How can you use the same strategies in paper #8 and paper #9?)
In class essay exam (quiz) on the Republic.
Bring your computer and all copies of the paper you have decided to revise (this will become paper #9).
Disucssion of the quiz, and of interpreting instructor's comments to help you revise papers.
Work on paper #8
Seventh New York Times response --select a topic that connects with the Republic. Write a response in class and email it to me. Then work on paper #9 (make it at least a page longer than the original and a whole lot stronger!).
- homework:
- Tuesday, August 7
- (9:00-12:00 -Emb 205):
- (1:00-3:30-Mead 11):
- Work on Paper #9 and your final portfolio. Due at my office by 1:00 tomorrow.
- Practice the "15 Minute Odyssey" ready for tomorrow's performance.
Bring your computer.
Paper #8 due in class today (with all of the drafts and notes). (Fill out the self analysis form and hand it in with your paper.)
9:00-10:30: Discussion of The Spirit Catches You and You Fall Down.
10:30-11:00 Library session in Embury 205.
11:00-11:30 Consulting resources in the Rose Memorial Library
11:30-12:00 Discussion of your research, more about making connections and how to do it like an expert!
Bring your computer.
Discussion of Synthesis writing. In class, write a synthesis of one of the issues touched on by all of the texts we have read so far this summer (e.g.: appropriate behavior, justice, education/learning, memory/perception, dealing with different people or ideas, gender, etc.). This is paper #10. (2-3 pages.)
Discussion of the final portfolio and what it will contain.
You will write an introduction to the portfolio describing what you have learned about writing this summer (giving specific examples from each paper and quoting your self-analysis sheets if you like).
Evaluations of the class and of the writing center.
- homework:
- Wednesday, August 8
- 9:30-11:00: 118, S.W.Bowne Hall:
- 11:00-12:00 -"The Space," UC:
- 1:00-2:30 -Final ("yeah, it's over--we survived!!!") Lunch-- UC 107?
Meeting to discuss our evaluations of your writing skills and your writing placement for the Fall semester.
Performance of the "15 Minute Odyssey" and "Seven Deadly Sins and one Damned Man."
Final portfolio due by 1:00. Write final evaluations and evaluations of the class and yourself.
homework: |
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