English I/Writing,
Section 003:
Fall
2008—Minegar
Instructor: Sarah Minegar -- Room: BC 18 – Time: MWF 8:45- 9:35 am
Office: Sitterly House,
209 -- Phone: 973-805-8880 -- On-campus ext: 8880
Office
Hours: TH 4:00-5:00, F 1:30-2:30 (or by appointment)
Email: sminegar (at) drew.edu
Make
sure to REFRESH this page each time you visit!
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VOTE 2008: Registration Deadlines |
Course Description:
- English 1 introduces students to a variety of expository and academic forms of writing. The emphasis is on academic writing skills, of which general writing skills are an important component. Students refine their ability to write summaries, syntheses, analyzes, comparisons, and definitions, and practice combining those forms into larger academic papers. The course presents a variety of methods of pre-writing, organizing, developing, drafting, revising, and editing academic papers, in addition to introducing students to college-level internet and library research skills. English 1 is run as a writer's workshop where students discuss essays (both professional and those written by their peers), explore writing and critical thinking strategies, and practice the skills they have learned. Individual conferences with the instructors, meetings with writing tutors, and comments on papers and drafts are all designed to help students acquire greater control over their writing, develop a more fluid writing style, and master the art of academic writing. (<http://www.depts.drew.edu/composition/courses.htm#English 1>).
Course Goals:
- The composition program at Drew has two equally important goals arising from our understanding of the role of writing in a liberal arts education: at the end of their composition courses, it is our hope that students will not only be more proficient writers, but that they will also be more confident writers who recognize the power and pleasure of writing. Writing is a way to express meaning, but it is also a way to make meaning, and we want our students to understand this distinction and learn to use writing to express and to make meaning in their course work and in their lives. We are not satisfied if students only learn to be effective writers of college-level prose without learning to feel more "at home" in writing than they did at the beginning of the course. What matters to the teachers of composition at Drew is that their students learn why powerful writing matters: that it can change their worlds, their lives, their relationships, and themselves. Once they have learned why they should write, our students have a reason to learn how to write effectively. By the time they graduate from Drew, our students are proficient writers, but they are also writers who have something to say and who feel comfortable saying it. We will be exploring the processes that are involved with writing. Hopefully, by the end of the course, the student will find a method that suits his or her needs and allows him or her to produce meaningful work. http://www.depts.drew.edu/composition/Philosophy.htm>).
Texts and Supplies:
- Anson,
Chris M., Robert A. Schwegler, and Marcia F. Muth. The Longman Writer’s
Companion. Second Custom Edition for
- A collegiate dictionary.
- Two good online dictionary sources include: The Oxford English Dictionary (OED), found on Drew’s electronic resources page-- http://www.drew.edu/depts/library/er-subject.aspx?category=E-Reference%20Books and the Merriam-Webster abridged dictionary, found at-- www.m-w.com.
- Your notebook computer, a LAN card & cable and a LAN account (and password).
- A computer disk to backup your work for this class.
- Brightly colored pens for peer workshops.
A seminar is only as strong as its laziest member, so it is essential that each member of the seminar accepts her or his responsibility to the other members. Thus:
- You will be expected to attend every class
prepared to participate and share your ideas and writing with your writing
colleagues. If you are unprepared, the workshop will not work, your
colleagues will suffer, and you will be marked as absent. Three
unexcused (i.e. undocumented) absences will result in your final grade
being lowered by one letter. As a responsible and conscientious
student, you will also be expected to arrive to class on time.
Habitual tardiness is unacceptable. Three late arrivals will be
counted as one unexcused absence.
- You must come to each
class prepared to write, to share your drafts with others, and to revise
what you have already written. This means you must work steadily
both in class and on your own. As this is a writing course, we will
do a lot of writing, both in class and at home. You should plan to
spend at least two hours outside of class for every hour in class.
I expect your informed and thoughtful participation in our class
discussions, and that you come to each class prepared and ready to
contribute.
- You
must respect your fellow writers. This means that you must take them
and their ideas and writing seriously and comment constructively with
sensitivity to their feelings. Failure to do this will result in a
collapse of the trust necessary for a workshop and you will be asked to
leave (and marked as absent). Lack of respect ranges from
discriminating comments (homophobia, racism, sexism, etc.), to yawns, the
pulling of faces, drumming fingers, laughter, asides to other members of
the seminar, and so on.
Classroom Protocol:
- Classes will be spent writing, workshopping or discussing writing, writing assignments and examples of writing produced by writers from a variety of discourse situations, including this class. We will be doing a large amount of writing, both inside and outside of class. Regardless of the class format on any given day, you will be expected to be prepared, to listen, and to participate in an appropriate fashion. * Off-task reading, writing, instant messaging, texting, or talking during class time will not be tolerated. It is your responsibility to learn how to post an away message so that you will receive no distracting instant messages during class time.
The grades for this course are assigned on the basis of the distance each writer travels during the semester in addition to the place each person has reached by the end of the course. Specifically, grades will be based on the following:
- Preparedness
and contribution to class discussion and writer's workshops (10%):
Obviously if you do not attend class, sleep through it, or otherwise fail
to participate I cannot assess the extent of your preparation, and will be
forced to assume there was none. Failure to attend conferences with
me will lead me to the same conclusion.
- Overall
effort toward improvement (30%): I will judge this on the basis
of your weekly dialogues and the notes, drafts, and general writing
assignments given in English 1, thus it is important that you keep drafts
and notes, bring them to class, and put them in the relevant portfolios
when you hand them in. I will also determine your effort from our
conferences and your visits to my office hours.
- Application
of the material covered in the class (60%): This will be
determined from the two portfolios you will compile, one in the middle and
the other at the end of the semester. Each portfolio will contain
two papers and a preface in which you discuss the papers and the reasons
you selected them rather than others you have written in this class.
These portfolios will be graded by me and by at least one other person
teaching English 1 this semester. Portfolio graders will be looking
at the overall quality of the finished papers based on a list of skills
that we will discuss in class. The grades for the two portfolios
will be divided as follows:
Mid-term portfolio (2 papers) 20%
Final portfolio (1 paper and your research paper) 40%
*NOTE* You must receive a passing
grade on the final portfolio to pass the course.
A ......Excellent ..............4.00
A-......Excellent ..............3.67
B+.....Good ....................3.33
B ......Good ....................3.00
B-......Good ....................2.67
C+.....Satisfactory ..........2.33
C.......Satisfactory ..........2.00
C- .....Satisfactory ..........1.67
D+.....Marginal................1.33
D.......Marginal................1.00
D- .....Marginal................0.67
U.......Unsatisfactory.......0.00
NC…..No credit ..............0.00
- Plagiarism:
Students are expected at all times to follow the rules for source use described in the “Drew University College of Liberal Arts Standards of Academic Integrity” document available in The Longman Writer’s Companion, on line at http://www.depts.drew.edu/composition/Integrity.htm, and in printed form at the office of the Dean of the College, BC 110. Students found to be in violation of these standards by the Committee on Academic Integrity will fail the course, regardless of other penalties levied by that committee.
- Academic Accommodations:
Requests for academic accommodations must be formally filed with the Office of Educational Services. It is the student's responsibility to self-identify with the Office of Educational Services. To schedule an appointment, call x3327 or stop by BC 114. Please note that there are no retroactive accommodations.
** You are accountable for all University,
Departmental, Writing Program and class policies, whether you have read
them or not.
- Major Writing Assignments:
Paper #1 – Explanatory Synthesis
Paper #2 – Comparative Argument
Paper #3 – Rhetorical Analysis/ Comparative Rhetorical Analysis
Paper #4 – Research Paper
Paper #5 – Theory-Based Analysis
Midterm Portfolio
Final Portfolio
- Other Course Assignments:
- Student conferences
- Personal library sessions
- Email assignments
- Short reading assignments
- Peer review sessions
- Conferences:
Scheduled conferences are times in which you will meet with
me individually, outside of (or in lieu of) class. These conferences will generally last between
ten and fifteen minutes, and are times for you and me to privately discuss your
writing, your concerns, and your improvement among other things. Missing a conference counts
as an absence.
- Personal Library Sessions:
During week nine you
will schedule an appointment to meet individually with a
- Peer Review Sessions (Peer Workshops):
Peer workshops are graded in-class activities. During these sessions, you will work with a partner to review completed drafts of each of your respective papers. You will be provided with a peer workshop worksheet, designed specifically for the paper you are discussing. A completed draft, as a general rule, is a draft of your paper that you would have been ready to turn in for a grade, had the assignment been due. You want to make sure you and your partner have something substantial to work with and discuss. MISSED PEER WORKSHOP (<click here)
All formal papers (final drafts) should be either turned in to me in
person, or to Sitterly 209 by the designated time
(usually by 5:00 pm), on the designated due date. Please turn in your rough draft(s) and peer workshop response(s) along
with your paper. If you are leaving a paper
outside of my office, you must secure your paper in a sealed manila
envelope. The envelope should have my
name, your name, the course and section number, and date written neatly on the
front. It is also a good idea to email
me, informing me that you have dropped off your paper. I will reply (most likely the same day) if I
have received your paper. *Remember- my
email address is sminegar@drew.edu --Instructions for turning in portfolios are
found on the portfolios link.
Electronic assignments:
All email assignments are due by the designated date/time given in the semester schedule. When you turn in your email assignments,
please write the title of the assignment in the subject line of your email. "Technology
issues" are not an excusable reason for not turning in assignments. E-mail
assignments are for your convenience, and should not impede your ability to
complete an activity. If your computer or email account are giving you
troubles, you are responsible for making alternative arrangements (i.e.
borrowing a friend's computer, getting a loaner computer, saving to the K
drive, saving to your flash drive, emailing yourself your assignments, using a
secondary email account, printing assignments, or even hand writing
assignments).
I generally do not accept late work. Exceptions will
be handled on a case-by-case basis. You must provide me with some sort of
official documentation (i.e. doctor’s note, funeral notice) in order for me to
consider waving the penalties for a late assignment. You may request an extension on assignments
(excepting portfolios) provided you have a special circumstance (excluding
technical difficulties) which prevents you from submitting the assignment on
time. If the situation is of a persistent nature or otherwise severely
impacts your ability to perform in the course, I heartily recommend contacting
Dean Lawler informing her of the situation; she is in a position to mediate
formal arrangements that I cannot as an instructor. Special Note:
Extensions requested on the due date will not be granted.
- Format:
For the purposes of this course, we will be using the MLA
style of documentation for all of our formal written assignments. The MLA
guidelines can be found in your Longman Writer’s Companion (201-240) and also at http://owl.english.purdue.edu/owl/resource/557/01/ .
- Accessing the Network:
To access the course when logged into the network, open up “My Computer,” on the “K drive” (FA2008 on ‘causeway_P\courses’), then open the course number and your name.
* (k) drive info page: http://www.depts.drew.edu/its/docs/network/drives/kdrive/
If you are:
On campus- file:////k:/
Off campus: https://netstorage.drew.edu/oneNet/NetStorage/DriveK@FA2008
-- KEEP ALL OF YOUR WRITING FOR THIS COURSE, including in-class and out-of-class working notes, drafts, revisions, final drafts, workshop responses, and freewriting.
-- TECHNOLOGY will be an integral part of our writing course. Many of your small writing assignments, drafts, and response papers will be turned in electronically. It is your responsibility to check your campus email and the course website regularly for updates and class announcements.
-- SAVE-SAVE-SAVE
As preventative measure against “technology malfunctions,” such as computer crashes or destroyed flash memory drives, you are responsible for making backups and saving on the LAN. It could be disastrous for your grade if you cannot produce evidence of your work at semester’s end. If you save your work to the network, the network is backed up on a tape every day, making it virtually impossible to lose your work, even if your personal computer crashes. Backup disks also help prevent a lost paper panic attack. So do emailed attachments of your work in progress.
Class Cancellations:
·
Snow
Closing
The
·
Other
If in case of extreme emergency I am forced to cancel a class for reasons other than the University closing, I will make every possible effort to make sure you are notified via e-mail before that class.
*NOTE* The semester schedule is subject to change. The schedule will be updated weekly at the very least. It is a good idea to check for updates nightly. Please realize that the online schedule is for your convenience only, it does not diminish your student responsibilities. You are responsible for those assignments given in class, which are not yet recorded on the online semester schedule.
Daily homework assignments are generally DUE the class period following the date on which they are assigned. For larger writing assignments, refer to the due date/time given in the semester schedule. Email assignments are DUE the specific date given on the syllabus (or as instructed by me in class). If class is canceled due to snow or inclement weather, assignments will generally be due via email.
Week Finder (return to menu)
|Week 1| Week 2| Week 3| Week 4| Week 5| Week 6| Week 7| Week 8| Week 9| Week 10| Week 11| Week 12| Week 13| Week 14| Week 15|
Mon- Sept. 1: NO CLASS, LABOR DAY!!
Wed- Sept. 3: Course introduction, community building activity, syllabus, introduction to first writing assignment.
Homework: Carefully, read the syllabus and explore the course website. We will discuss this further next class. Read Longman 1-5. Complete your literacy narrative (have it typed) and bring it to class Wednesday.
Fri- Sept. 5: Literacy narrative is due. Discussion: What is effective writing? * Review Drew’s polices of Academic integrity. Source Use Activity. Summary assignments introduced.
Homework: Read
Longman “Reading Critically” 50-54, “Academic Writing: General Education”
93-104, “Avoiding Plagiarism and Integrating Sources” 180-195, and “Summary,
Paraphrase, and Synthesizing” 147-150. Read about summary writing, paraphrase,
and citing sources. Write a summary of Drew’s
Standards of
Academic Integrity (these standards are also found in print in the front of
your Longman book). Bring a copy of your
summary to class Monday. /
* Begin brainstorming potential
topics for your research paper (Getting an early start will prove helpful come
midterm!) Take a look at the research
paper assignment here. - Make a list of 4 to 6 potential research paper
topics. Then for each topic, jot down 2
or 3 reasons you’re considering the topic.
Keep in mind that for this assignment your research paper will need to
have an argumentative thesis and thus your proposed topics
will need to be “argumentative” (not necessarily controversial) in nature. Email me your potentials and your
corresponding reasons by 5:00 pm, Tuesday, Sept. 9, 2008. Please put the title of the assignment in the
subject line of your email (e.g. potential research topics).
!! MAKE SURE TO SIGN UP FOR CONFERENCES WITH ME. A MISSED CONFERENCE COUNTS AS AN ABSENCE !! * Office hour for
this week are extended. Th. 4:00-5:00, F 1:30- 3:30
Mon- Sept. 8: Bring laptop to
class. Academic
Integrity Summary Due. Discussion:
Effective Summary Writing. Group summary activity. Explanatory Synthesis introduced.
Homework: Read about thesis. Read Longman
“Discovering and Planning” 5-10, “Purpose, Thesis, and Audience” 11- 17,
“Drafting” 17-20. Read the New York Times online and select three news
stories of interest to you. Summarize those stories (cited correctly) and
then write an explanation of why you consider each story of interest. Bring a copy of your articles and summaries
to class. Read explanatory synthesis
assignment and come prepared with any questions regarding this
assignment. Remember to email me your
potential research paper topics by tomorrow.
Wed- Sept. 10: New
York Times Summaries Due. * Discussion: Source Use and Evaluation. Internet source activity
examples. Discuss topic ideas for
explanatory synthesis.
Homework: Read Longman pages 165, and “Web and Internet Resources” 166-175. Check out Evaluating
Sources of Information. (click >) Complete the Internet Sources Activity. Email me your source evaluations by
5:00pm, Friday, Sept. 12, 2008. Read synthesis writing.
Email me your explanatory
synthesis topic proposals by 5:00 pm, Thursday, Sept. 11, 2008.
Fri- Sept.
12: Bring laptop
to class. Research Day- finding sources. Thesis review.
Internet Source Activity due by 5:00pm today via email.
Homework: Continue researching your
topic. Read about writing an explanatory thesis. Email me
your focus sentence (explanatory thesis) by 5:00 pm, Sunday, Sept. 14,
2008. Remember you’ll need to have a complete draft of
your synthesis paper for next Wednesday’s workshop, so make sure you get kick’n on this paper!
Mon- Sept.
15: Bring
laptop to class. Example synthesis. Synthesis practice
activity. *
Discussion: The Value of Peer Review
Homework: Read Longman “Paragraphs”
30-39” and be familiar with “Commas” 423-431. Read about writing an effective
introduction. Prepare first draft of
synthesis paper. Email me your
introduction by 5:00 pm, Tuesday, Sept. 16, 2008. Explanatory Synthesis
Checklist
Wed- Sept.
17: Bring a complete draft of your synthesis paper to class. Discuss
introductions. Peer workshop.
Homework: If you did not complete your
peer review in class, finish what peer editing you did not get done, online or
outside of class. Email a copy to your
partner and me tonight by 8:00 pm.
Type both your partner’s and my email address in the “To:” line, so I
can see your partner has received your workshop suggestions on time. If you got done in class, you’re all
set. No email necessary. Read the comparative argument
assignment and come prepared with any questions regarding this
assignment. Read Proofreading.
Revise your paper.
Fri- Sept. 19:
Your synthesis paper is due tonight, Sept. 19, 2008, by 5:00
pm. Please turn in your rough draft and
peer workshop responses along with your paper. (Review turning in papers) Introduce
comparative argument. Web activity- Advertisement
analysis
Homework: Read Longman “Arguing Persuasively” 55-67. Read through argumentative writing—this website is very helpful. Read about comparison writing. Browse through Advertising Techniques—Advertising Claims—Rhetorical Strategies—A Brief History of Advertising in America—The Language of Advertising Claims . Email comparison paper topic proposals no later than 5:00 pm, Sunday, Sept. 21, 2008. * The earlier these proposals are approved the earlier you can begin structuring your comparison. There will only be one in-class research/work day.
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FYI*
Students: |
CONFERENCES THIS WEEK…office hours are extended to accommodate
conferencing.
* Bring a working draft of your paper to your scheduled conference.
Mon- Sept. 22: Bring laptop to class. Research day/ work day.
Homework: Work on your first draft of comparative argument
paper. Email me your introduction by 5:00
pm, Tues. Sept. 23, 2008.
Wed- Sept.
24: Discussion: Making an Argument. Discuss introductions and categories for
comparison.
Homework: Work on your comparative argument paper.
Fri- Sept. 26: Bring laptop to class. (So you’ll be able to look at the two web campaigns
your partner researched). Bring a complete draft of your comparative
argument paper to class. Peer workshop.
Homework: Revise your paper.
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In many states they are in early October. You may want to send off for absentee
registration forms soon, in order to get them in time to register.
VOTE 2008: Registration Deadlines (< click) |
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Mon- Sept. 29: Discussion: Rhetorical Analysis. Understanding rhetorical devices.
Homework: Read through the Rhetorical Analysis
assignment and come prepared with any questions regarding this
assignment. Review logos, ethos,
pathos and the examples from today’s class.
Study common rhetorical strategies. Read writing
analyses. Read Longman
“Reasoning Critically’ 45- 50, “Reading Critically” 50-54, and “Arguing
Persuasively” 54- 67. Read about word choice
in your own writing.
Wed- Oct. 1:
Comparative Argument due in class (attach your peer
review and rough draft). Bring laptop
to class. Group Activity- Rhetoric and Speech.
Homework: Decide whether or
not you wish to write a rhetorical analysis or comparative rhetorical analysis.
Begin rhetorical analysis paper. Email
me by 5:00 Thursday Oct. 2, 2008---letting me know which option of the paper
you have chosen to write. Include which
speech(s) you intend to analyze. Read
about writing effective
transitions.
Fri- Oct. 3: Bring laptop to class. Research day/ work day.
Homework: Begin drafting your rhetorical
analysis paper. Email me your
introduction by 5:00 on Sunday, Oct. 5, 2008.
Mon- Oct.
6: Bring laptop
to class. Discuss paper organization and structure and
introductions. Partner activity. / Q & A./ -- if time Work day.
Wed- Oct. 8: Bring laptop to
class. Bring a complete draft of
your rhetorical analysis paper to class.
Peer workshop. Sign up for conferences (for week 7).
Homework: Work on rhetorical analysis
paper.
Fri- Oct. 10: No Class, READING DAY (or writing
day!) No office hours today.
Homework: Finish rhetorical analysis
paper. * Read through the research
paper assignment. Read about research
writing. Work on research topic
proposal. Even if you have decided to continue researching the same topic,
you need to complete the research topic proposal. This proposal is more extensive than past
topic proposals. It requires that you
really think through the research project
you are about to undertake and predict any difficulties that might arise
CONFERENCES THIS WEEK…Remember some of you are meeting during regular
class time and some of you are meeting during extended conferencing hours. *We will discuss your rhetorical analysis paper and your
midterm portfolio. FYI: Your midterm portfolio and your research topic proposal are due next week.
Mon- Oct. 13: Bring laptop to
class. * Bring your
comparison paper for reverse outlining activity. Rhetorical analysis due by 5:00 tonight. Introduce research papers and topic
proposals. Discuss midterm portfolios.
Homework: If you have not already done so, read through
the research paper
assignment. Read about research
writing. Work on research topic
proposal. Even if you have decided to continue researching the same topic,
you need to complete the research topic proposal. This proposal is more extensive than past
topic proposals. It requires that you
really think through the research project
you are about to undertake and predict any difficulties that might arise. *Begin preparing for the midterm portfolio. Portfolios are DUE
next week!! Work on research topic
proposals as you have time.
Try to make an appointment with the writing center to have your portfolio
papers reviewed.
Wed- Oct.
15: No Class, Conferences. Come prepared to discuss which
papers you have selected and why.
Homework: Prepare midterm portfolio. Work on research topic proposals as you have time.
Fri- Oct. 17: No Class, Conferences. Come prepared to discuss which papers you have selected and why.
Homework: Prepare midterm portfolio. Work on your
research project as you have time.
FYI: Your research topic proposal
and your midterm portfolio are
due by this Wednesday. click> RESEARCH PAPER SCHEDULE
Mon- Oct.
20: In class work day. You may
work on your portfolios or your research topic proposal. Q
& A. Sign up for personal
library sessions (for week 9).
Homework: Prepare your midterm
portfolio. Review portfolio guidelines here. Work on research topic proposals.
Wed-
Oct. 22: NO CLASS. Work Day.
MIDTERM PORTFOLIO DUE
TODAY, in the red box, outside Sitterly 109, BEFORE 5 pm.
Remember to review the midterm portfolio requirements. Email research topic proposal today by 7:00pm.
Homework: Breathe. Email me the final versions of both papers
you chose to submit for the midterm portfolio, sometime this weekend. Read Longman “Beginning Your Research” 137-
143. Begin research for your research paper.
Fri- Oct. 24: Bring your laptop and an electronic (or printed copy) of your research topic proposal to class. Discuss topics. Discuss research process and research writing. Discuss: Informational vs. Argumentative Sources/ & Media vs. Scholarly Sources. Introduce annotated bibliography.
Homework: Read Annotated Bibliography
assignment in detail. Read helpful guidelines
for annotated bibliography. Read Evaluating
Sources. Browse
through - Understanding
the Types of Resources and Searching the
World Wide Web. * Continue researching for your
paper. Email me the final versions of both papers
you chose to submit for the midterm portfolio, sometime this weekend.
PERSONAL LIBRARY SESSIONS THIS WEEK. Meet with the librarian at the
Mon- Oct. 27: No Class. Work/Research day- please use this time wisely.
Homework: Continue researching your topic. * If you have met with the librarian, work on your annotated bibliography and response questions. * Begin formulating a thesis and putting together an outline for your paper.
Wed- Oct. 29: Bring laptop to class. Writing an effective introduction and writing an effective thesis. Come prepared with a working argumentative thesis. Work/ Research Day. Q & A time in class.
Homework: Continue researching your topic * Work on your annotated bibliography and response questions. * Revise your thesis and continue putting together an outline for your paper.
Fri- Oct. 31: Bring laptop to class. Structuring an outline. Bring at least five of your book/ electronic article sources to class. Research/ work day.
Homework:. Continue research and draft
your introduction. Read Longman “Using MLA Documentation Style” 201-240. Finish your annotated bibliography and
response questions. Email your working
thesis and outline to me by 5:00pm Sunday Nov. 2, 2008.
CONFERENCES THIS WEEK…Remember some of you are meeting during regular
class time and some of you are meeting during office hours. * Have a draft of your research paper to discuss during our
conference. click> RESEARCH PAPER SCHEDULE
Mon- Nov. 3: Annotated bibliography and library response questions due. Come to class with 2 copies of your introduction and partial draft completed (at least 4 pages minimum) Peer workshop.
Homework: Draft your research paper (at
least 6 pages minimum.)
Tues- Nov. 4: Election
Day. Exercise your rights, VOTE!!
Wed- Nov. 5:
No Class, Conferences- Progress Check *Work Day
Homework: Continue drafting your research paper (at least 8
pages minimum.)
Fri- Nov. 7:
Peer workshop.
Homework: Tweak research paper. Email me a copy of your (8 + page) draft,
tonight, by 5:00 pm.
Try to make an appointment
with the writing center to have your paper proof read.
Mon- Nov. 10: Bring laptop to class. Bring your near perfect draft to class (on the computer is fine). Review citation, MLA
Homework: Make final corrections to research paper.
Wed- Nov. 12: Q &A. Research paper due today, by 5:00pm. Introduce theory-based analysis.
Homework: Read the assignment for the theory-based analysis. Closely read the two assigned articles and summarize the claims that
each makes in order to extract possible theories. Although the articles are fairly short, a
quick read before class will not be sufficient.
Be prepared for an in-depth class discussion on Friday. –Brainstorm possible movie(s)/show(s) you may
be interested in using.
Fri- Nov. 14: Theory as a lens for interpretation- discuss possible theories to extract from the readings.
Homework: You need
to re-watch the movie(s)/show(s) you intend to use for your theory based
analysis. Then email me the theory you
have chosen to use, the title of the movie(s)/show(s) you plan to use, your
reasons for choosing the movies(s)/show(s) you have, your argumentative thesis,
and an outline of your paper. Because
the end of the semester is rapidly approaching, it will be necessary for you to
commit to a theory and example(s) early in the process. So once you have settled it is important to
stick with your choice.
Mon- Nov. 17: Discussion:
organizing your paper. Bring laptop to class.
Work day.
Homework: Work on your theory-based analysis paper. Start preparing (or start thinking about preparing) your research paper for the final portfolio. Remember to review the final portfolio requirements.
Wed- Nov. 19: Bring laptop to class. Work day.
Homework: Work on
your theory-based analysis paper.
Fri- Nov.
21: Peer Workshop. Come to class with 2
copies of your paper (one can be a digital copy if you like).
Homework: Work on
your theory-based analysis paper.
*If you would like to review a portfolio paper with me,
please schedule an appointment.
Mon- Nov. 24: Bring laptop to class. Tweaking day/ time for individual questions.
Homework: Finish
up the work on your theory-based analysis paper.
Tues-
Nov. 25: Theory-based analysis due. Please email me your paper by 5:00 pm (I can get a
digital copy w/ comments back to you sooner!)
Wed- Nov. 26: NO CLASS, THANKSGIVING BREAK
Homework: Enjoy your break.
Fri- Nov. 28: NO CLASS, THANKSGIVING BREAK
Homework: Enjoy
your break. Don’t forget, final
portfolios are right around the corner!
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The Monday after
break we will begin working on our portfolios. Please come
prepared. Mon- Dec. 1: Bring laptop to class. Portfolio work day. Bring your research paper and the three
sources you relied on most. (Have your electronic
sources ready on your desktop and/or have your print sources handy.) It will be helpful if you can find the
passages you referenced in your paper, in your actual sources, ahead of time
(just for your three most used sources). |
FYI:
Final Portfolios are due next week. Extended office hours this week-
Thursday: 4:00-6:00, Friday: 2:30-5:00 *If you
would like to review a portfolio paper with me, please schedule an appointment.
Mon- Dec. 1: Bring laptop to
class. Portfolio work day…Revision time! Bring your research paper and the three
sources you relied on most. (Have your electronic
sources ready on your desktop and/or have your print sources handy.) It will be helpful if you can find the
passages you referenced in your paper, in your actual sources, ahead of time (just
for your three most used sources).
Homework: Prepare
your research paper and second paper (one you have not yet submitted) of your
choice for the final portfolio. Remember
to review the final
portfolio requirements.
Try to make an appointment
with the writing center to have your portfolio papers reviewed.
Wed- Dec. 3:
Portfolio work day 2. Have your research paper and the second paper
you plan to submit for the portfolio with you to revise.
Homework: Prepare
your research paper and second paper (one you have not yet submitted) of your
choice for the final portfolio. Remember
to review the final
portfolio requirements.
Fri- Dec. 5: Portfolio Peer Workshop. Please bring a copy of each of the revised papers you plan to submit for your final portfolio.
Homework: Portfolio preparation.
NO OFFICE HOURS THIS WEEK
Mon- Dec. 8: LAST CLASS. Q &A. Review: Please bring a copy (in print or digital form) of each of the revised papers you plan to submit for your final portfolio. Course Evaluation. Bring laptop to class – to complete evaluation. Farewell.
Homework: Finalize your final portfolio. Email me the final versions of both papers you submitted (or will submit) for the midterm portfolio. You can email this to me AFTER you have turned in your portfolio if you like.
Wed- Dec. 10: No Class, Reading Day-- FINAL PORTFOLIO DUE, in the red box, outside Sitterly 109, BEFORE 5pm. Remember to review the final portfolio requirements.
Homework: Enjoy your winter break :)
Congratulations on
completing your semester!
Best wishes to you in all
of your future endeavors!
-Sarah
Sarah Minegar,
2007-2008