WRT 105: Practices of Academic WritingFall 2016

Course Credits: 3

Instructor:  Mrs. Nicole ReisOffice: G121Office hours: G121 - Wed. 11:35-12:10Contact: nicolereis@wpcsd.k12.ny.us

Course Description and RationaleWRT 105 is an introduction to academic writing. In this class, you will write, revise, edit and reflect on your writing with the support of the teacher and peers. You will engage critically with the opinions and voices of others as you develop a greater understanding of how your writing can have an effect on yourself and your environment. You will have regular opportunities not just to write, but also to reflect on writing situations and your own development as a writer.

In Writing Analytically 7th edition, Rosenwasser and Stephen note that their research indicates that faculty across the disciplines want “students to learn to do things with course material beyond merely reporting on the one hand, and just reacting to it” (2). And writing like this requires “locating a middle ground between passive summary and personal response. That middle ground is occupied by analysis” (2). Rosenwasser and Stephen go on to describe analysis as “a form of detective work that typically pursues something puzzling, something you seek to under-stand rather than something you believe you already know. Analysis finds questions where there seem not to be any, and it makes connections that might not have been evident at first” (2). You analyze when you think carefully enough to recommend a course to a friend, or explore why a particular college sports team is so dominant, or decide who you will vote for in the local election, or come to understand better how language and discourse shape our identities. So analysis is not a staid or dull endeavor; it requires imagination.

It takes imagination to understand more fully the things that surround us. It requires imagination to acknowledge and make meaning out of difference, to grasp the complexity of issues and experiences, and to avoid the impulse to reject the unfamiliar. Finally, it takes imagination to understand and adapt to how languages and conventions change from one cultural context to another: writing is culturally adaptive. We develop such an imagination by being willing to look closely and critically at the world around us, and to ask questions of what we see, experience, and assume.

Argument is important to academic writing. But you will learn that argument involves inquiry and analysis and engages others in ongoing conversations about topics of common concern. Evidence for your arguments comes from analysis, from discussion with others, from your personal experience, and from research in the library and on the web. In addition to being persuasive, arguments can be a means of sharing information, posing important questions, or even raising consciousness about issues.

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***As we begin this semester, I ask you approach this course with a new frame of mind:Question your assumptions. (Everything you think you know might be

wrong.)Be willing to “unlearn” things. Resist the temptation to generalize.Embrace the complexity; be open.

WRT 105 Learning Outcomes/Course Goals

1. Writing as Situated ProcessStudents will practice a range of invention and revision strategies appropriate to various writing situations.

2. Writing with SourcesStudents will be introduced to primary and secondary research, utilize various library resources, evaluate sources, and synthesize and apply research in accordance with citation, genre conventions and ethical standards.

3. Writing as Rhetorical ActionStudents will gain knowledge of rhetorical principles and practice addressing different audiences and situations.

4. Writing as Academic PracticeStudents will build their familiarity with values, strategies, and conventions related to a range of academic contexts and disciplinary conversations.

5. Writing as Social PracticeStudents will analyze, reflect on, and practice the dynamic use of language in diverse contexts and recognize issues of power, difference and materiality.

Work of the Course You will devote time, thought, and energy to a variety of informal and formal reading and writing practices. During the course you might be asked to annotate readings, keep a record of ideas and responses, jot down observations, take notes on class discussions, experiment with different styles and organizational choices, and engage in a variety of drafting and revision activities. All these activities are important and will have an impact on your development and success as academic writers (and your final grade).

As this course progresses, you will keep a portfolio of your work that will serve as a “window” to your development as a writer. Included in your portfolio will be exercises and informal writing that have helped shape drafts of your formal texts and final copies of your formal papers.  Also included in your portfolio will be written reflections on the processes you’ve used as you’ve completed writing assignments and on your growth as a writer.  These reflections are important texts that will help you understand and articulate your own learning progress.

Writing well depends upon reading well. The course texts will provide you with ideas and arguments, facts and statistics. They will prompt thinking as you agree or disagree or qualify those ideas. They enlarge the context for our class discussion. And they illustrate choices other writers have made as they composed. Writing and reading are interdependent practices, and you will move between the two regularly throughout the course.

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What You Need: Minimum 2 inch “3 ring binder” to bring to class daily Composition paper One-Subject Spiral Notebook for Response Journals Report Covers (3) Post It Notes (for annotation – textbooks cannot be written in, highlighted or marked

up) Flash drive (optional – always back up everything!) Turnitin.com Account (I will help you set this up) An open, critical mind, good listening & speaking skills, sense of humor, patience with

technology, your peers, & me. You will be required to provide copies of your work at various times throughout the

semester for peer review/editing.

Required Course Texts and Materials Rosenwasser, David and Jill Stephen.  Writing Analytically, 7th ed.

Fitzsimmons, Anne and Margaret Himley, eds. Critical Encounters with Texts. (selected readings)

Howard, Rebecca Moore. Writing Matters: A Handbook for Writing and Research; or the Purdue OWL – Online Writing Lab: https://owl.english.purdue.edu/owl/ (Note: These writing handbooks/guides are recommended but not required.)

*You should also be prepared to provide copies of your work for peer review at various times throughout the semester.

Feedback and GradingYou will receive many different kinds of feedback during this course. Some will come from fellow students and some will come from me. Both are important; they tell you in various ways how your readers are responding to your writing. This feedback will also help you learn how to assess your own work.

There are three units in the course; each will lead toward a piece of revised, polished writing as well as a collection of informal work and a critical reflection.

Grading ScaleMajor Course Units and Assignments Unit

Final Essays (polished work)

End-of-Unit Reflectiveessays

Unit 1: Genre & Writing Situations 10% 10%Unit 2: Analysis 20% 10%Unit 3: Argument 20% 10%Invention work and Portfolio 20% ------

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A = 96-100A- = 92-95B+ = 88-91B = 84-87B- = 80-83C+ = 76-79C = 72-75C- = 68-71D = 60-67F = 59 or lower

Attendance and ParticipationWriting studios are courses in language learning, and language is learned in communities; therefore, it is essential that you attend class and participate.  Absences and lack of preparation for class will affect your classmates’ work as well as your own. The work you do in class, the work you do to prepare for each class, is as important as any polished assignment you turn in for a grade. In addition, our syllabus is only a projection and may be subject to occasional changes and revisions as it seems appropriate or necessary. That is another reason why your attendance is vital.

If you must miss a class, you are responsible for work assigned. Please realize, however, that class time cannot be reconstructed or made up, and that your performance, your work, and your final course grade will be affected by absences.

Submission of workThe expectation is that all assignments will be completed on or before the specified deadline given. You are encouraged to see me, preferably in advance, if there is an issue or concern with an assignment. Late work will be accepted with a grade reduction. If you are absent on a day when a paper or portfolio is due, deliver it in advance, or make arrangements for another person to turn it in for you to avoid this penalty. You are given these due dates well in advance on your syllabus for a reason. Chronically late offenders will be addressed on a case by case basis.

All work must be typed (excluding heuristics and response journals). This includes short responses, reflective pieces, drafts and final essays. If you are unsure, type it or ask. Save a copy of all work – including all drafts of all essays. You must include all drafts in the final portfolio. Back up everything! All major unit essays will be submitted in class as well as on Turnitin.com. More instructions will be provided about this online service later in the course.

Course Policies Special Needs and AccommodationsSyracuse University welcomes people with disabilities and, in compliance with the Rehabilitation Act of 1973 and the Americans with Disabilities Act, does not discriminate on the basis of disability.  Students who require special consideration due to a learning or physical disability or other situation should make an appointment to see me right away.

Use of Student Academic WorkIt is understood that registration for and continued enrollment in this course constitutes permission by the student for the instructor to use for educational purposes any student work produced in the course, in compliance with the federal Family Educational Rights and Privacy Act (FERPA).  After the completion of the course, any further use of student work will meet one of the following conditions: (1) the work will be rendered anonymous through the removal of all personal identification of the student(s); or (2) written permission from the student(s).

Academic Integrity

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Syracuse University sets high standards for academic integrity.  Syracuse University students are expected to exhibit honesty in all academic endeavors. Cheating in any form is not tolerated, nor is assisting another person to cheat. The submission of any work by a student is taken as a guarantee that the thoughts and expressions in it are the student’s own, except when properly credited to another.

Those standards are supported and enforced by your instructor, SU faculty and Project Advance administrators. The presumptive sanction for a first offense is course failure (SU grade of F), accompanied by the transcript notation “Violation of the Academic Integrity Policy.” Students should review the Office of Academic Integrity online resource “Twenty Questions and Answers About the Syracuse University Academic Integrity Policy” and confer with your instructor(s) about course-specific citation methods, permitted collaboration (if any), and rules for examinations. The policy also governs the veracity of signatures on attendance sheets and other verification of participation in class activities. Additional guidance for students can be found in the Office of Academic Integrity resource: “What does academic integrity mean?”

For a more detailed description of the guidelines for adhering to academic integrity in the College of Arts and Sciences, go to:http://academicintegrity.syr.edu

COURSE CALENDARBelow is an outline for coursework and assignments for WRT 105. Please assume that homework assignments are due on the next day of class unless otherwise specified. This calendar is subject to change as needed.

Unit One: Education

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“Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.”

-Paulo FreireWeek 1Date Class Agenda Homework (Due Next Class)Sept. 6 Introductions to the course, syllabus,

calendar, expectations, materials, and to each other.

What does literacy mean to you?

Read & annotate chapter 1 from Everything’s a Text.

Write two paragraphs reflecting on the ideas that circulate in this first chapter, and prepare to join a class conversation, contributing some new thoughts about literacies; build into your response some examples and analysis of multiple literacies from your own experiences.

Sept. 7 We’ll define literacy and reflect upon our own literacy experiences in light of chapter one of Melzer.

Together we will read “Re: Your Recent Email to your Professor”https://www.insidehighered.com/views/2015/04/16/advice-students-so-they-dont-sound-silly-emails-essayand talk about email as a particular writing situation.

Write me an email tonight introducing yourself and telling me something I should know about you.

*Summer Reading Assignment due Mon. 9/19

Sept. 8 Continue working through Melzer, exploring key concepts introduced in the chapter: (purpose, audience, persona, medium, genre, and context).

Read “Footstools and Furniture” annotating the piece noting key points. Who is the audience? What is the purpose of the piece?

Sept. 9 Unpack “Footstools and Furniture.”

Do a Passage-based Focused Free write on “Footstools and Furniture.” Discuss your own experience as a writer. When have you made “footstools” and what will it take for you to make “furniture?”

Read “Coming to Terms” by Joe Harris.Annotate the piece noting places that will help you become a more active reader.

Response Journal 1 due 9/13: Write a definition of what Harris means by a writer’s “project.” How is describing a writer’s project similar to/different from writing a summary? Identify what his

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“project” is. What have you come to understand about the relationship between the reader and a written piece?

Week 2Date: Class Agenda HomeworkSept. 12 Discuss key points from “Coming

to Terms” as it relates to the course; unpack “flashpoints.”

Re-read/revisit Harris. Continue working on Response Journal due Tues. 9/13.

Sept. 13 Continue working through “Coming to Terms” -Chart Work

Read and annotate p.16-25 in Writing Analytically (WA) about the Five Analytical Moves

Sept. 14 Quick & Dirty Research on Freire~Where is he from? What do you learn about his place of origin? What does he typically take as his subject/s in his writing? How does this new knowledge influence your expectations as a reader of his work?

Quick & Dirty Research:Spoken Word Poetry

What is it? What are “the rules” of

this genre?

View “Why I Love Education but Hate School,” a spoken word video by Suli Breaks.Apply “The So What?” strategy to push our observations of the video to conclusions.

Read and annotate the chapter “The Banking Concept of Education,” from Paulo Freire’s Pedagogy of the Oppressed. *Identify 2-3 flashpoints in the text, passages that stand out to you.

Sept. 15*Open House is tonight!

Share our “So What?” chains of thinking about the Suli Breaks video and draw new conclusions.

Unpack Freire. Discuss and apply heuristic ‘Notice & Focus’ + Ranking on Freire

Write response journal 2 to the following:Consider how Freire’s “project” connects to how you perceive yourself as a learner. Choose one crucial learning experience from your past. Describe it, and then analyze it using the ideas and concepts from Freire’s essay. With which parts of Freire’s essay do you agree or disagree?

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Identify and discuss flashpoints that can be used for a Passage-based Freewrite.

*Bring R. Journal to class tomorrow.

Sept. 16 *Share response journals about how our personal experiences as learners relate to Freire’s theories.

Outline Freire’s project- develop a new “idea” or insight about how we can come to understand the genre, context, and persona of the writer.

*Summer Reading Assignment due Mon. 9/19

Postponed!Read the section from chapter 1 of WA (p.10-16) about Counterproductive Habits of Mind. Reflect on which of these habits you have fallen prey to in the past and which “cures” resonate the most with you. Which might you put in practice right away? Be prepared to join a brief class conversation on this topic.

Week ThreeDate: Class Agenda Homework (Due Next Class)Sept 19 Brief sharing of Henrietta Laks:

Who was she? Why does her story matter? What are the implications?

Do quick-n-dirty research on “This I Believe”: What is it? What is its purpose? When did it originate? Who gets to write and share? Keep track of results.

Then we’ll do a class brainstorm of the genre of the “This I Believe” personal essay—topics and conventions, purposes and audiences, uses and limits. We’ll also discuss the differences in medium between the written essay and the spoken essay.

Listen to the NPR broadcast bringing an end to “This I Believe”. Which ones did you like best?http://www.npr.org/series/4538138/this-i-believeBrowse through the site, reading for the purpose of the site as well as identifying patterns within the genre form.

*Response Journal 3: Discuss your noticings about the “This I Believe’ personal essay genre. How are the essays similar or different? What are some of the content commonalities? The structure? Which essays are your favorite and why? Due Wednesday 9/21. Bring your journal notebook to class.

Sept. 20 Continue exploring and teasing out the patterns of the ‘This I Believe’ genre in preparation for your Response Journal due tomorrow.

See H.W. assignment above.

Sept. 21 Unit 1 Essay Assignment~ Draft your own “This I Believe” 8

Overview & CriteriaTIB Focus & Idea Development

Note: You are expected to save every draft of this paper. All drafts must be handed in with the final paper for full credit.

essay on the topic of education. Allow the readings from the start of this unit to fuel your ideas. Shoot for two pages (500 words). This is what I call a ZERO draft; let the draft be as scrappy and unsatisfying and clunky and clumsy as it needs to be at this early stage in the composing process.

*Response Journal Check 1~ I’m collecting journals starting today through Friday.

Sept. 22 SUPA COURSE REGISTRATION You will need:-your Social Security Number (if you can)-parent phone number-parent email address

We will meet:Pd. 4: C125 LabPd. 6: Library Lab

Continue working on your TIB draft and bring to class Friday.

*Prepare a list of questions/concerns about the essay for the class to consider and respond to for development and revision purposes.

Sept. 23 Review Unit 1 essay Rubric

Peer Group Review~ Check and discuss drafts/brainstorms with class sharing, feedback, & questions. Determine revisions needed.

I’ll share my own ‘This I Believe’ Essay.

Begin revising your “This I Believe Essay” based on your review of the rubric criteria and peer feedback/discussion in class. Continue to work on developing your draft on Monday in C125 LAB.I will be at a SUPA seminar (so I can be a SUPA DUPA instructor!).

Week Four Date: Class Agenda Homework (Due Next Class)Sept. 26*Seminar

Continue to work on the draft of your TIB Essay in the lab.

Continue working on your TIB essay.

Sept. 27 Checking in on Composition: list some questions/concerns about the essay for the class to consider and respond to for development and revision purposes.

Bring newly developed/revised TIB draft to class tomorrow for conferences.

Begin reflection essay. Be sure to attend to all parts of the prompt.

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Unit 1 Reflection Assignment Overview- I’ll go over the required elements.

Mini-Lesson: how to create your Podcast

*Explore how you will record your TIB essay as a podcast.

Sept. 28 Writing Time & Conferences

Pd 4: LibraryPd 6: Library Lab

Set up Turnitin Account for SUPA.

Continue working on your reflection essay.Bring draft of your reflection to class tomorrow for peer review and feedback.

Sept. 29 Writing Time & Conferences Continued…

Pd. 4 & 6: Library

Peer Review: Share compositions with peer group. Discuss reflection taking into account attention to detail, evidence of insight, and understanding of the unit readings.

Check your ‘This Believe’ Essay against the Rubric, making sure you have met all requirements.

*Upload your essay to Turnitin by tomorrow, Sept. 30.

*Unit 1 Reflection now due to Turnitin by the end of next week (Fri. Oct 7)

*TIB Podcast due any time before 10/7 as well. Please email me your spoken essay recording & include your name in the file name.

Sept. 30 Unit 1 Essay DUE.

Mapping our Literacy Activity Exercise

Paths to Unit 1 Reflection

Read Chapter 5, ‘Situating Visual Literacies’ (p. 209-218) from Everything’s a Text in preparation for Unit 2. Post-it a 3-2-1:3 key ideas in reading, 2 new insights for you, and 1 question you have.

UNIT 2: ANALYSIS

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Week 1Date: Class Agenda Homework (Due Next Class)Oct 3 No Class

Oct 4 No Class

Oct. 5 Introduction to Unit 2: Analysis

In class focused free write:What does ‘visual literacy’ mean to you?

Share out 3-2-1s as they apply to the homework reading, Chapter 5 of Melzer.

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Look at Lynda Barry’s Syllabus posted to my web page. If you don’t know who Lynda Barry is, google her.

After reading the selection from Lynda Barry, for Tuesday 10/11, rewrite/redesign the first & second page of our WRT 105 syllabus and make it more visually engaging on a ONE PAGER. Rewrite the course description and the learning outcomes to reflect your persona, your language, and your new understandings of composing.

Oct. 6 Using a small set of visuals, we’ll use the ‘Common Rhetorical Strategies used in Visual Rhetoric’ and Melzer’s components of literacy situations to analyze and discuss the ways that visual communication persuades and impacts us as readers and writers.

Oct. 7 I’ll introduce the Unit 2 assignment.

To strengthen our visual literacies, you’ll work in groups to analyze a VISUAL TEXT considering the rhetoric of visuals and the components of literacy situations: purpose, audience, genre, context, etc. Groups will

Find and bring to class Tuesday a couple of visuals that you think are worthy of examination and analysis—that is, they do something interesting, provocative, complicated.

Reminder- Bring your course syllabus redesign to class Tuesday! Be creative and have fun with it!

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be responsible for sharing out their new findings and ideas.

Week 2Date: Class Agenda Homework (Due Next Class)Oct. 10 No Class

Oct. 11 We’ll share our research on Lynda Barry and each other’s re-design of the course syllabus.

We will practice analyzing the images we brought to class using the analytics “Notice and Focus” and asking “So what?’”

Read and annotate Teju Cole article, “Death in the Browser Tab.” http://www.nytimes.com/2015/05/24/magazine/death-in-the-browser-tab.html?_r=0

Write a Response Journal #4 to the following:1.Where can you see the writer doing analysis? How is the writer developing claims?2. Attend to the way the writer is complicating your assumptions about visual representation. Select 2-3 flashpoints from the text to explore more closely and deeply. Be prepared to share ideas next class.

Read p.129-131 “Seems to be About X but could also be about Y” in WA.

Oct. 12 No Class

Oct. 13 Old Biz from Tuesday…I’ll introduce the strategy “Seems to be about X but could also be

Read and annotate p. 102-107 in WA — looking at the “1 on 10” and “10 on 1” method for doing an inductive and

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about Y” and apply this analytic to the images we found for homework.

deductive analysis.

Oct. 14 Share out Step 4 of “Seems to be about X…” (our claims) which we applied to our images.What happens when the medium shifts?

We’ll share our responses to & flashpoints from the Teju Cole reading and continue to practice the Writing Analytically analytics.

Read “Pictures in America…” p. 251-257 from EaT for next Tuesday.

Post-it a 3-2-1: 3 key ideas in reading, 2 new insights for you, and 1 question you have.

Create a Response Journal 5 with your ideas about the reading. Consider: What do you notice about the visuals provided in this section? What values, ideas or ideologies are reflected in the images? Who is invited in as audience, and who is left out? What are the purposes of the images? How do we see culture, politics, and civics converging in a literacy situation?

Week 3Date: Class Agenda Homework (Due Next Class)Oct. 17 We’ll continue our visual

rhetorical analysis using the Caitlyn Jenner Vanity Fair cover image to generate ‘Noticings’ and analyze the visual rhetoric of the image.

View Jon Stewart clip on Caitlyn Jenner cover image and analyze Stewart’s rhetorical moves/strategies and then apply the 10 on 1 strategy to the image ourselves.

See H.W. assignment from Friday due tomorrow.

Oct. 18 Share out 3-2-1s on the homework reading “Pictures in America.”

Read Move 4 “Look for Patterns of Repetition and Contrast and for Anomalies”: The Method in WA

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Share class podcasts on ‘This I Believe.’Discuss ways to transform these essays into a college essay.

p. 26-31.

Work on your College Essay; decide on whether you will you use your TIB essay as a college essay.

Oct. 19 NO CLASS…Senior College Essay Day! Come to the Media Center in the morning between 7:45-11:00 a.m. with your college essay for guidance and feedback. It will be worth it if you wish to be straight fire.

Oct. 20 Special Visit from Syracuse Professor Jonna Gilfus! Dr. Gilfus can answer questions you have about the course, the resources available to you through the Syracuse University library, etc.

Lesson to be announced…

Notice & Focus of “Disney Princesses”

Unit 2 Visual Proposal: Decide on the visual you want to analyze for your essay and complete Response Journal #6 for next Wednesday on the following: Why this visual is interesting enough to think about and analyze further; create some preliminary questions a reader might pose in response to it. Then, 1. Contextualize it 2. Do a thick description of it and 3. Analyze it drawing on the “Common Rhetorical Strategies Used in Visual Rhetoric” handout. Focus specifically on “Narrative” and “Gaze/s.”

Oct. 21 More practice with the moves of analysis using the “Disney Princesses” image.

Apply The Method to the image and write a healthy paragraph on the significance of one strand, binary, or anomaly.

*See above assignment due Tuesday.

*Meet in C125 Lab on Monday for Images search.

Week 4Date: Class Agenda Homework (Due Next Class)Oct. 24 LAB~

We will locate quality visuals for Finish working on your Locating Images Worksheet. Bring to class

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your Unit 2 analysis essay using the Library Class Page with online resources arranged by Ms. Coppola and the SU library database AP Images.

Distribution of SU IDs…

Tuesday!

Oct. 25 We will vet your 3 potential images in small groups and narrow it down to 1 for your Response Journal Proposal due tomorrow.

I’ll review the “Common Rhetorical Strategies Used in Visual Rhetoric” handout and we’ll practice applying some of the strategies to one of the images you found.

Activity: In small groups select a category of visual rhetorical analysis listed on the handout that we have not taken up as a class. Assign that category to another group. Take the category assigned to you, and apply it to each of the images in your group. Share findings with the rest of the class.

Response Journal #6~Unit 2 Visual Proposal: Decide on the visual you want to analyze for your essay: Why is this visual is interesting enough to think about and analyze further? What are some preliminary questions a reader might pose in response to it.? Then, 1. Contextualize it 2. Do a thick description of it and 3. Analyze it drawing on the “Common Rhetorical Strategies Used in Visual Rhetoric” handout. Focus specifically on “Narrative” and “Gaze/s.”

*Response Journal due tomorrow. Please bring your notebook and your visual to class!*All journals will be collected for a second check.

Oct. 26 Share out response journals with two classmates. Point out things you like in their descriptions and analyses, and provide suggestions on what they might be overlooking.

Apply The Method to your image and write a healthy paragraph on the significance of one strand, binary, or anomaly.

Read p. 89-95 (“Reasoning from Evidence to Claims”) in Writing Analytically.

Oct. 27 Use “Revising Weak Claims” handout aswe work together to develop preliminary claims about our images, and to identify moments from the shared readings that might be put in conversation with

Work on your outline ‘Composing your Visual/Rhetorical Analysis’ and bring to class tomorrow.

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our observations.

Oct. 28 We will continue to work with the WA handouts and continue practicing claims specific to our visuals. Share your outline with a peer and discuss your tentative thesis, data, and conclusions.

I’ll discuss the difference between a scholarly and non-scholarly source; also, how does a source make an argument that adds something interesting or substantive to one’s claim?

Work on the Visual/Rhetorical Analysis Research Heuristic H.O. which asks you to search through the SU library databases to locate a source that provides you with information that helps complicate the way you (or the intended audience) can better understand the image.

Analysis Essay “ZERO” Draft DUE: , 2016Analysis Essay Draft Two DUE: November 2, 2016Final Analysis Essay & Reflection DUE: November 10, 2016

Week 5Date: Class Agenda Homework (Due Next Class)Oct. 31 I’ll introduce the evolving

thesis [from Writing Analytically] and we will practice composing and revising theses for our own essays. Respond to two classmates’ tentative evolving theses.

Create a “zero” draft of your unit writing. Shoot for two pages (500 wds). As with your unit 1 assignment, remember that it’s a draft, so be gentle and generous with yourself; let the draft be as scrappy and unsatisfying as it needs to be at this early stage in the composing process, and don’t worry YET about a thesis.

Read and Annotate Chapter 7 in WAp. 181-206 (“Conversing with Sources: Writing the Researched Paper”)

Nov. 1 I’ll do a mini-lesson on Rhetorical Sourcing and we will practice applying the strategies from the chapter.

Write out 3-5 flashpoints from your scholarly source, and then write a brief paragraph in response to each quote, making connections between what you find meaningful in the quote

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We’ll discuss the key ideas from both chapters 6 & 7 that are most helpful help in completing the Unit 2 Assignment.

and what you see in your topic.

Nov. 2 Writing workshop – time to write in class to complete a 2nd draft.

Revise your analysis based on the class discussion of zero drafts and the evolving thesis workshop.

Prepare a list of questions/concerns about the essay for the class to consider and respond to.

Nov. 3 We’ll do an exercise with our zero drafts.Zero draft workshop: arranging the analysis—linking claims/evidence/thesis.

Continue revising and expanding your essay based on our discussion of the sample essays.

Nov. 4 I’ll introduce the Essay Evaluation Criteria. We will look at a couple of sample essays together.Small group peer/teacher review.

Small group peer/teacher review.

Introduction to the library databases: Live Webinar with Syracuse University research librarian Patrick Williams (TBD)??????

Finalize your essay.

Analysis Essay “ZERO” Draft DUE: , 2016Analysis Essay Draft Two DUE: November 2, 2016Final Analysis Essay & Reflection DUE: November 10, 2016

Week 6Date: Class Agenda Homework (Due Next Class)Nov. 7 I’ll introduce the Reflection

Assignment. Begin your reflection. Make sure you

Compose your Reflection.

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address each prompt in the assignment directions and explain your process fully.

Nov. 8 No Class Continue writing your reflection.

Nov. 9 Writing workshop – time to write in class and finalize reflection and analysis essay.

*Upload your Unit 2 polished essay to Turnitin. Then, compile your drafts, finished essay, and reflection and place in report cover. Bring all Unit 2 assignment work to class Thursday, November 10.

Nov. 10 Unit 2 Essay & Reflection DUE.

Introduction to the unit and assignment. We’ll talk about the role analysis plays in academic arguments.

PPT on argument (w/clip from Monty Python’s “Argument Clinic”) As a class, we’ll work to define argument for our purposes. What is important? What should we keep in mind?

Read and annotate the Unit 3 Argument Assignment.

Read and respond to the prompts in the Academic Argument heuristic by Nov. 14.

Nov. 11 No Class See HW above.

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ARGUMENT UNIT Week 1Date: Class Agenda Homework (Due Next Class)Nov. 14 In class focused free write:

Describe a moment when you had a shift in thinking, in other words, a time when you have been persuaded to change your mind about an issue or controversy related to our inquiry. What made the persuasion effective?

View the TED Talk – Ron Finley “A Guerilla Gardener in South Central LA”

I’ll introduce the concept of “stakeholders.”

Read and annotate the Oakland Gardener article – be sure you are fluent on the issue from all sides (each stakeholder) of the argument. We will conduct a group exercise exploring various perspectives and stakeholders involved in a pop culture issue

Nov. 15 We will practice looking more closely at the complexity of argument by enacting the Stakeholders’ Exercise.

Debrief of this exercise – what did we learn?

Read and annotate Hatch’s “Arguing in Communities.”

Respond to the following prompt:Use Hatch’s descriptions of ethos, pathos and logos (171-172) and the “Rhetorical Appeals” handout to analyze Finley’s argument.

Nov. 16 Discuss Hatch’s article and connect to Finley.

Review the classical rhetorical appeals (ethos, logos, pathos, discussing how they might play out in textual (rather than visual) sources; i.e – advertising for example.

Do some quick and dirty research to find an article or other source that presents another view and genre on the issue presented in Finley’s talk. Keep good track of how you went about your search (key words, etc.) Bring your findings to class, and be prepared to share what it seems to represent in the conversation.

Nov. 17 We’ll share out the results of our quick and dirty research from our HW, and begin to “map” the argument on this topic. Who is represented in the conversation? What positions do they represent?

Introduction to the Kairos

Read David Kirkpatrick’s essay “Privacy.”Be prepared to discuss this essay in relation to the classical rhetorical appeals. As you read, mark the rhetorical appeals that Kirkpatrick is making throughout the essay (“L” for logos, “P” for pathos, and “E” for ethos, and “K” for

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(handout) and practice brainstorming controversial claims/issues.

kairos). What argument model does he use?

Nov. 18 Discuss “Privacy” and the appeal style and model that this author used.

Heuristic – Primaryresearchin105

Referring back to this week’s handouts as a reference, write a one-page Response journal about two or three of the concepts you learned this week as they relate to argument.

Read and annotate the essay Evan Lushing’s “On Youtube, Everyone’s an Anti-star.”

Week 2Date: Class Agenda Homework (Due Next Class)Nov. 21 We will discuss Lushing’s essay as

an argument, and we’ll practice reading the argument rhetorically—examining the rhetorical situation of his argument and the way it informs his appeals.

We’ll brainstorm other potential Unit 3 topics.

Heuristic: Choosing Argument Topics

Read the essay by Daniel B. Wood “Outpouring Over Michael Jackson Unlike Anything Since Princess Di,” p.361-364 in EaT.

Write a Response journal about this essay. What claims does Wood make? Be prepared to discuss piece through the lens of a new concept being introduced tomorrow.

Nov. 22 In class reading from Informed Arguments Claims and Warrants excerpt p. 32-35.

Practice with Claims and Warrants heuristic; discuss the Wood essay in relation to claims and warrants.

Read the essay by Samantha Calarusse “Don’t Supersize Me…Dumbify Me” p. 358-361 from EaT. Write a Response journal that identifies the claims and warrants of this piece

Nov. 23 I’ll introduce the weekend assignment.

We’ll revisit the Turkle Ted Talk: Connected- but alone?) and discuss how Turkle complicates her argument.

We’ll read the essay by Paul Krugman, “Progress or

Respond to the following prompt for Monday, Nov. 28, using the advice from Hatch:

Identify a specific political, social, or popular controversy that is somehow connected to or invested with questions you have a stake in.

Identify stakeholders that discuss or care about this issue.

Do some quick & dirty research to identify and record “sites” of this

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Regress,” and complete the heuristic Complicating Arguments.

conversation. Try to find examples from various stakeholders.

Analyze and evaluate some of the various arguments being made about the issue, paying particular attention to the context and rhetorical features of the arguments.

Include a discussion of what attitudes or values you already hold regarding the issue, and why it might be important to think about this. Please take good notes (recording some of the most interesting sources you encountered) and be ready to share your findings with the class.

Nov. 24 No Class See Nov. 23 HW

Nov. 25 No Class See Nov. 23 HW

Week 3Date: Class Agenda Homework (Due Next Class)Nov. 28

.

Using the Library Databases~In class, we’ll share our preliminary research on an issue or controversy and then we will each find one scholarly source from the library databases that adds further perspective to our issue or controversy. We will also discuss appropriate focus for the project, and practice with narrowing.

Search for a relevant scholarly source in the library databases.

Write one paragraph in your Response Journal identifying your scholarly source’s “project.”

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Nov. 29 Share out results of our searches for scholarly sources and their “projects.”

Crystallizing the Topic of Inquiry—heuristic

Finalize your decision about the issue or controversy you will work with.Complete the “Argument Proposal” for Thursday, Dec. 1. Be prepared to present your ideas to the class.

Read and annotate Hallsworth and Long’s, “Urban Gardening, a Valuable Activity, but…”

Nov. 30 In class, we will practice creating a “rhetorical précis” for the shared reading we did for homework.

Work on your Argument Proposal. Due tomorrow.

Dec. 1 We will also share our Argument Proposals and conduct a group review for each writer.

Continue your search for sources, and finalize your choice of three major sources for the argument this week. Choose these very carefully. They should express a range of different positions, perspectives, and arguments. Continue reading and annotating your sources.

Dec. 2 Guidelines for Rhetorical Sourcing and overview of the Rhetorical Precis.

In class we will work together to develop preliminary claims for our arguments, and to identify moments from source material that might be put in conversation in our argument.

Complete a rhetorical précis paragraph for each of the three sources you intend to work with in your essay. This will be due next Tues 12/6.

Tell your family and/or friends about your Unit 3 topic, persuading them to see things your way. Notice what evidence they are most convinced by, the counter-arguments they make, their responses to your various appeals. Write a list of the points they make in your Response Journal and bring to class on Monday. Imagine the shape of your essay so you’ll be ready to begin your piece!

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Week 4Date: Class Agenda Homework (Due Next Class)Dec. 5 Share lists of points/counter-

points from friends and family.

Argument Continuum Heuristic - Let’s revisit each of the readings in Unit 3 and discuss where these works fit on the continuum.

As a class analyze p. 114 -117 from Writing Analytically. How can these approaches to argumentative writing help you? Discussion.

Continue working on a rhetorical précis paragraph for each of the three sources you intend to use in your essay. Due tomorrow.

Dec. 6 We’ll discuss and reflect on the Rhetorical Precis assignment as a class: how did the assignment inform what you have to do in your own argument paper? We’ll also generate some tentative thesis claims and begin organizing our supporting and complicating evidence.

Create a “zero” draft of your unit writing for Thurs. Dec. 8. Shoot for two pages (500 words). As with your unit 2 assignment, remember that it’s a draft, so be gentle and generous with yourself; let the draft be as scrappy and unsatisfying as it needs to be at this early stage in the composing process. Highlight your working thesis.

Dec. 7 Heuristic – Argument Evaluation Criteria. Read and discuss the Unit 3 Essay evaluation criteria.

Read and annotate handout from Informed Arguments Fallacies p.35-41.

Dec. 8 Draft sharing and feedback.In preparation for extending and developing our drafts, together we will look at a small selection of writing from scholarly blog sites, and think about what we notice, what works, what we admire, and what we don’t.

Revise and expand your argument based on the feedback and discussion in class.

Prepare a list of questions/concerns about the essay for the class to consider and respond to.

Dec. 9 Writing Workshop- in class writing time in lab.

Partner check in: have a partner read your draft. Give each other feedback – is the thesis good? Are there claims/warrants; what are the

Continue drafting your paper considering the feedback you received in class today.

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rhetorical appeals at this point?

Week 5Date: Class Agenda Homework (Due Next Class)Dec. 12 Review of thesis, claims/warrants;

appeals and model; PowerPoint Making an Argument

Read and annotate Chapter 8 p. 207-228 in WA.

Dec. 13 Notice and Focus on the homework reading. Heuristic: Using Sources Effectively; Heuristic – Back to the Virtual Library!

Review of MLA citation format – Purdue Owl.Review of academic integrity policy.

Continue writing your draft.

Dec. 14 Share out of homework reading. We’ll establish a schedule for our individual conferences, and I’ll distribute the Unit 3 reflection prompt. You will have time in class to continue writing your draft.

Continue writing your draft. Bring one printed copy of your draft to class tomorrow.

Dec. 15 We’ll be conducting a small group peer review session, focusing on the essays’ rhetorical features. We’ll also work on developing introductions that matter.

Begin revising your essay based on the feedback you received in peer review today. Be prepared for individual conferences to begin next week.

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*Response Journal Check

Dec. 16 Peer Review Workshop continued…

See HW above.

Week 6Date: Class Agenda Homework (Due Next Class)Dec. 19 Read sample/model documented

argument essays, identifying useful features, particularly in documentation that can be applied to our own essays.

Continue revising your essay.

Dec. 20 Individual Conferences TBA

Dec. 21 Individual Conferences TBA

Dec. 22 Individual Conferences TBA

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Dec. 23 Individual Conferences Finish your 2nd draft using the comments you were given in your individual conferences. You will be using this document in your peer review sessions next week. Remember you must save everything (all drafts) to include in your final portfolio!

Important DatesArgument Essay 1st Draft DUE: December 8, 2017Argument Essay 2nd Draft DUE: January 3, 2017Argument Essay Final Paper DUE: January 9, 2017

Week 7Date: Class Agenda Homework (Due Next Class)Jan. 2 No class Bring a copy of your 2nd draft to class.

Jan. 3 We will use the original assignment sheet and the evaluation criteria to help us evaluate our essay drafts from a peer's perspective. Put your essay & your partner's responses side-by-side and evaluate the priorities of your essay. Did you adhere to the principles and practices outlined on the assignment sheet?

Revision of your essay based on partner edit today. You will be presenting next draft to a different partner for a different purpose tomorrow.

Write your reflection if you haven’t already started it.

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Jan. 4 Today we will be doing an editing pass on your essay. Readers will be looking for styles – especially concision, variety, emphasis, and word choice – they’ll be using the Style Matters heuristic handed out earlier in the semester.

Final revision of your essay. You should copy and save a third/final draft document with your final revisions in it.

Jan. 5 Begin your reflection. See assignment directions. Make sure you cover each prompt topic and explain your process fully.

Continue writing and revising your reflection.

Jan. 6 Form a small group and read each other’s reflections in a round robin format. Give thoughtful and thorough feedback.

Finish reflection. Compile your drafts, finished essay, and reflection and place in report cover. Bring all polished Unit 3 assignment work to class Monday, January 9.

Important DatesArgument Essay 1st Draft DUE: December 8, 2017Argument Essay 2nd Draft DUE: January 3, 2017Argument Essay Final Paper DUE: January 9, 2017

Week 8Date: Class Agenda Homework (Due Next Class)Jan. 9 Unit 3 Argument Essay DUE.

Reflection: discuss research

Revisit the Paulo Friere essay on education. Write a Response journal reflecting on your

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hurdles and discoveries; revisit concepts from the Freire essay, “The Banking Concept of Education,”as an exercise in metacognition.

experiences as a learner in the Argument unit as well as the previous connected units. What new habits of mind and/or approaches to inquiry have you engendered since you last read the Friere piece?

Jan. 10 Introduce Culminating Portfolio; Q & As

Work on Portfolio: Select and revise pieces for portfolio; compose reflexive essay for each component of portfolio.

Jan. 11 Work on Portfolios Collect materials for portfolio and bring to class.

Jan. 12 Work on Portfolios Continuing working on your Portfolio.

Jan. 13 Work on Portfolios Continuing working on your Portfolio.

FINAL PORTFOLIO

Week NineteenDate: Class Agenda Homework (Due Next Class)Jan. 16 No Class

Jan. 17 Work on Portfolios Continuing working on your Portfolio.

Jan. 18 Portfolios DUE. Present portfolios to class.

No Homework

Jan. 19 Share and reflect on pieces from this semester.

No Homework

Jan. 20 Final thoughts, comments, reactionsCourse evaluations

No Homework

Culminating Reflective Portfolio Due by January 18, 2017

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