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  • Text Analysis
    Portfolio Process Requirements Thomas Portfolio Explanation Harper Portfolio Grading Holtcamp Portfolios Promises Problems Practices Kiefer Traditional And Or Portfolio Grading Gogela Defining the Humanities Collaborative Activity Myers Humanities Defined Myers Text Analysis Text Analysis Assignments Text Analysis Activities Individual Topics Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Text Analysis We include here both specific text analysis assignment sheets usually from the first half of

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  • Text Analysis Assignments
    a Core Course Core Detail Instructional Modes Core Detail Course Objectives Core Detail Weekly Schedule Core Detail Methods of Evaluation Course Overview Thomas Policy Statement Coan Policy Statement Myers Policy Statement Thomas Syllabi Sample Weekly Outline Syllabus Coan Syllabus Thomas Portfolios Portfolio Overview Thomas Portfolio Process Requirements Thomas Portfolio Explanation Harper Portfolio Grading Holtcamp Portfolios Promises Problems Practices Kiefer Traditional And Or Portfolio Grading Gogela Defining the Humanities Collaborative Activity Myers Humanities Defined Myers Text Analysis Text Analysis Assignments Text Analysis Activities Individual Topics Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Text Analysis Assignments As you ll see when you look through the assignment sheets collected here teachers often sequence the early text analysis assignments to build increasing complexity into the tasks Other teachers use the text analysis tasks in the first part of the semester to give students repeated practice with basically the same task Students then collect their most effective analysis papers for evaluation in the mid term portfolio Analysis Paper 1 Thomas Context Analysis Paper Thomas Journal Analysis Assignment Myers Rhetorical Context Analysis Assignment 1 Coan Rhetorical Context Analysis Assignment 2 Coan Tweet HELP SITE INDEX ABOUT THIS SITE CONTACT Writing

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  • Text Analysis Activities
    Overview Thomas Policy Statement Coan Policy Statement Myers Policy Statement Thomas Syllabi Sample Weekly Outline Syllabus Coan Syllabus Thomas Portfolios Portfolio Overview Thomas Portfolio Process Requirements Thomas Portfolio Explanation Harper Portfolio Grading Holtcamp Portfolios Promises Problems Practices Kiefer Traditional And Or Portfolio Grading Gogela Defining the Humanities Collaborative Activity Myers Humanities Defined Myers Text Analysis Text Analysis Assignments Text Analysis Activities Individual Topics Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Text Analysis Activities Some of the following class activities and workshop sheets were developed specifically for CO301A but others were developed for CO300 or another subsection of CO301 Please feel free to revise or edit as you need to for your course And if you give us a copy of your revision we can add it to our resources here Classroom Activities Ad Analysis Myers Analysis Guidelines Thomas Analyzing a Written Text Thomas Audience Analysis Kiefer Establishing Rhetorical Context Becker Journal Analysis Myers Journal Presentation Myers Organization Development Style Analysis Kiefer Purpose and Audience in Publications Harper Questions for Tightening Rhetorical Context Analysis Coan Some Prompts for a Rhetorical Analysis Kiefer Explanations Criteria for Rhetorical Analysis Kiefer Doing a Rhetorical Analysis of a Text

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  • Individual Topics
    Thomas Policy Statement Coan Policy Statement Myers Policy Statement Thomas Syllabi Sample Weekly Outline Syllabus Coan Syllabus Thomas Portfolios Portfolio Overview Thomas Portfolio Process Requirements Thomas Portfolio Explanation Harper Portfolio Grading Holtcamp Portfolios Promises Problems Practices Kiefer Traditional And Or Portfolio Grading Gogela Defining the Humanities Collaborative Activity Myers Humanities Defined Myers Text Analysis Text Analysis Assignments Text Analysis Activities Individual Topics Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Individual Topics In general CO301A moves from the analysis of texts in the first half of the semester into student directed work on individual topics in the second half of the semester That s why the Individual Topics are often referred to in this resource as the Unit Two Portfolio The specific assignments for the second half of the semester often look quite different from teacher to teacher Again we include in this section specific assignment sheets and activities to help students with their writing for the final papers If you d like to see a student sample portfolio please look under Teacher Resources on the CO301 Class page We d like to add more examples of student work here so please submit good examples

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  • Individual Topic Assignments
    Practices Kiefer Traditional And Or Portfolio Grading Gogela Defining the Humanities Collaborative Activity Myers Humanities Defined Myers Text Analysis Text Analysis Assignments Text Analysis Activities Individual Topics Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Individual Topic Assignments As you think about the Unit Two portfolio please consider contributing your assignment sheets workshop sheets and student samples for this part of our collection Please note

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  • Individual Topic Activities
    Portfolio Process Requirements Thomas Portfolio Explanation Harper Portfolio Grading Holtcamp Portfolios Promises Problems Practices Kiefer Traditional And Or Portfolio Grading Gogela Defining the Humanities Collaborative Activity Myers Humanities Defined Myers Text Analysis Text Analysis Assignments Text Analysis Activities Individual Topics Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Individual Topic Activities As you think about ways of helping students with the Unit Two portfolio please

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  • Reflective Writing
    Sample Weekly Outline Syllabus Coan Syllabus Thomas Portfolios Portfolio Overview Thomas Portfolio Process Requirements Thomas Portfolio Explanation Harper Portfolio Grading Holtcamp Portfolios Promises Problems Practices Kiefer Traditional And Or Portfolio Grading Gogela Defining the Humanities Collaborative Activity Myers Humanities Defined Myers Text Analysis Text Analysis Assignments Text Analysis Activities Individual Topics Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Reflective Writing Some teachers include a week or two for students to reflect in detail on the writing and learning they ve done over the course of CO301A In part these teachers use the final two weeks of the term to give themselves time to evaluate and comment fully on the Unit Two portfolios But these teachers are also motivated at least in part by a strong sense that the most effective learning includes analyzing and reflecting on the learning experience For example in the last week of regular class sessions and the final exam period Laura Thomas asks students to present the topics of their portfolios including reading from selected pieces She also guides them toward detailed self analysis of their learning in the course If you develop any specific guidelines for similar presentations or

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  • Print-Friendly Page
    course Course Requirements Class participation Discussion group work and items like abstracts and outlines Three rhetorical context analyses of articles First six weeks Three assignments TBA for Best American Essays section Portfolio at least 15 pages of final polished work representing at least two separate pieces written for different types of audiences Week seven through end of semester Portfolio In your portfolio you will present your writing and some related documents to demonstrate what you have learned about expository writing for particular contexts about a subject and about using the methods of the arts and humanities All of the labor you ve invested up to this point in the semester will begin paying off as you apply how to what The following briefly explains what you will include in the final portfolio A Annotated bibliography Sources consulted and used both in your pieces and in your context analyses ten minimum Include all sources interviews library research Web sources Use MLA style for the citations Annotations will include a one to two sentence summary of the piece and a one to two sentence notation about its usefulness to you Put a by each entry actually used as a source for your pieces B Cover sheet A detailed analysis of the context purpose audience subject author and style for each piece of your 15 pages of writing and an explanation of how contextual factors influenced particular choices you made in writing each piece Also a brief comparison contrast of your pieces C Postscript Answers to questions I will provide about the writing process in general and your writing in particular Also questions you would like answered by my comments on your portfolio D Grading criteria A list of the criteria against which your finished pieces should be evaluated for example Does it speak to the audience for which it was intended We will establish a general set of criteria as a class and then you will negotiate specific criteria relevant to the contexts in which you are writing E Finished pieces of writing You will submit at least fifteen pages of finished polished expository writing directed at particular audiences which focuses on the humanities in form and content These finished pages must include at least two separate pieces Each piece must differ in its context in some significant way Graphics photographs and or artwork certainly may be submitted with your writing to enhance its presentation but these will not be evaluated and will not count toward the total of finished pages AND Supplementary materials Prepare a folder I d suggest an expandable one for use along with your in class binder which will hold your notes from workshops lectures and discussions In the folder include drafts besides the two you turn in with each of the first three essays photocopies of sources outside notes scribbles etc I reserve the right to ask to see this folder it tells me that you are using a process and good evidence The folder will serve as a background record of your research and learning from the beginning of the semester to the end from rhetorical context analyses through your finished portfolio Grading Three rhetorical context analysis essays 30 points Three Best American assignments 30 points Portfolio 30 points Dailies turned in at end of semester Other writing assignments 10 points Class participation affects all other items Attendance You are in an upper level college course paying to be here so I have no formal attendance policy Please note however that I do take attendance and that consistent attendance is necessary for understanding concepts receiving assignments and participating in group work and discussion My attendance sheet will be kept on record in the English Department and should you wish to dispute a grade which is lower than you wish or expect that sheet will hold evidence of this aspect of your commitment to the course Plagiarism Intentional plagiarism passing off someone else s ideas or writing as your own is grounds for dismissal from the class and an F Unintentional plagiarism forgetting to cite will substantially lower your grade on any assignment MLA format is easy to use Become familiar with it Policy Statement Myers CO301A Section 03 Instructor Tiffany Myers Office Eddy 322A Office Phone 491 6417 Office Hours TR 9 30 11 and by appointment E mail riteme frii com Required Materials Writing About the Humanities by Robert Diyanni Prerequisite CO150 or equivalent Course Description This course assumes complete control of the skills developed in CO150 so that students can go well beyond introductory academic writing This course also assumes that writing is central to your life and that you enjoy doing it Students in this section will address topics and issues of interest in the arts and humanities and will learn and practice rhetorical strategies for directing specialized subject matter to diverse audiences The goal of this class is to give students practice writing for specific rhetorical contexts related to the humanities We will look not only at the different disciplines within the humanities but also at how to read write and think as a member of that community After taking this class students should be able to act as a chameleon being able to easily participate in any academic discussion related to the humanities In addition this course emphasizes the writing process and focuses on revising workshopping and editing Therefore CO301A is designed as an interactive writing workshop in which you will learn from working closely with one another Students will approach the essays of their peers critically relying on each other for ideas and feedback Therefore active participation in group work is essential This is a very demanding course You must be willing to commit significant time and effort to successfully complete CO301 Attendance and Tardiness Students are expected to attend all class sessions and work only on CO301 writing assignments during class You are also expected to come to class prepared each day even if you were absent during the previous class period As for absences you are allowed to miss four classes with no questions asked However keep in mind that taking more than four absences will result in a lowering of your final grade by a maximum of 5 for each class period you have missed over the designated limit I also reserve the right to count you absent if you show up for class unprepared For example be assured that if you come to class on a workshop day without a workshop draft you may be asked to leave Be warned If you are not present when attendance is taken you will be counted absent It is your responsibility to inform me after class if you have arrived late so that I can add your name to the attendance record as tardy instead of absent Please note If a student receives four tardy markings in the attendance book they will be counted as one full absence Late Papers Out of fairness to all students late assignments will be penalized An assignment is considered late if you have failed to hand in your assignment by the beginning of the scheduled class period Handing in a final paper late will result in a grade deduction of one letter grade for each day the assignment fails to reach me Daily homework assignments and quizzes will not be accepted late If you miss the class in which the assignment is due then you have missed the deadline In the event of a serious emergency which prevents you from handing in your paper on time you must contact me at least 12 hours before the due date of the paper Documentation Much of your writing for this course will be based on outside sources All writing must be your original work Outside research must be properly documented using MLA citation format Improper documentation including all forms of plagiarism merits an F for the paper and possible dismissal from the class Writing Center Eddy Hall Room 6 or http writing colostate edu The Writing Center is a wonderful resource available to all students free of charge Although the Writing Center tutors will not write your paper for you they can be instrumental in helping you grasp particularly difficult or confusing writing assignments Feel free to stop by or utilize online tutorial service located at the above address Open Door Policy If at any time you have questions or concerns please contact me I am always available during my scheduled office hours TR 9 30 11 or by appointment However if your question is brief and specific the easiest way to get hold of me is often through e mail If you prefer this method to a face to face conference contact me at riteme frii com Policy Statement Thomas CO301a Writing in the Humanities Sec 1 Course Policies and Procedures Instructor L Thomas Office Eddy 309 phone 491 0674 Office hours 12 1 on days class meets E mail llthomas vines colostate edu On line Writing Center www colostate edu Course description This course assumes complete control of skills developed in CO150 so that students can go well beyond introductory academic writing Writers in the course learn rhetorical strategies for accommodating the demands of specialized arts and humanities subjects to the needs of diverse audiences particularly those audiences outside the students disciplines Students will become sophisticated readers particularly in reading from a writer s point of view Moreover students will enhance their critical reading skills and become comfortable as part of the community of readers of sources explored in the course In addition to reading process the course emphasizes writing processes with special emphasis on revising and editing Students address topics and issues of interest in the arts and humanities Although students may sometimes write to readers well educated in the arts and humanities their work in CO301 is not designed to substitute for disciplinary writing in their fields Rather CO301a assumes that students will write to more general audiences including the readers of publications such as Harper s Smithsonian The Atlantic Monthly or the arts sections of a daily newspaper The first three weeks of the course focus on analyses and responses to readings while the rest of the semester is devoted to preparing a portfolio of pieces written by the student Required texts and materials Zinsser On Writing Well 6th edition Readings on reserve at Morgan Library Pocket folders for submitting assignments and portfolio 3 5 computer disk for backup copy card for copying sources reserve readings Computer requirements Taking a composition course in a computer classroom offers you the opportunity to use technology to enhance your learning on a daily basis While we will use the computers nearly every class in some way do not expect to simply spend all class time typing your papers Be aware as well that you are responsible for typing well enough to complete in class activities in a timely manner for having a willingness to learn to use the hardware and software correctly for helping your classmates and for treating the equipment with care Proper care of the equipment includes no food or drink in the classroom You are expected to use the computers only for class activities during class time not personal business work in other classes or recreational Web surfing Keep in mind too that it is your responsibility to take whatever measures necessary to avoid losing your work The computer ate my homework is not a sufficient reason for not completing work on time in this class You will receive a network directory U to use during the course While you can save files on your U you are advised to back them up on a disk as well You will need an e mail account for this course If you do not have one see me for info on obtaining a free account Be sure to check your e mail on this account regularly as I will periodically communicate with you via e mail At the end of this course you will have used and possibly gained in proficiency with word processing e mail an electronic forum and on line research While our primary goal is to use these technologies to support writing you will no doubt use and refine skills that are applicable to a variety of contexts Attendance Class attendance is essential to your success in CO301a You are expected to be in class on time and prepared to participate every scheduled class meeting If the regular class is canceled for individual or group appointments that appointment is considered a class meeting To encourage you to attend every class attendance will affect your grade in the following manner Everyone gets up to two 2 absences excused no questions asked Additional absences may reduce your participation grade see Participation section for more details Be forewarned that attendance will be taken daily If you are not present when attendance is taken you will be counted absent If you have any intention of missing more than one class at a time or missing more than two classes total consult with me in advance Make up work If you miss class you are responsible for doing the work done in class and the next day s assignment Please do not return to class after an absence unprepared Be advised that this is not the kind of class for which getting notes from another student will always suffice You should however check with someone preferably a classmate for assignments work collected and the general activities you missed While I am happy to clarify information you miss or help in ways a classmate cannot please don t expect me to re teach the class to you if you are absent Always check the forum to read the daily post from me and new posts from classmates Submitting assignments Assignments are due in class on the announced due date Late work will not be accepted All major assignments must be submitted in a pocket folder and must be typed Homework does not need a folder If you need to turn an assignment in at a time other than at a regular class meeting take it to the English Department and have it put in my mailbox You re taking a risk if you leave it outside my office or under the office door ALWAYS keep a copy of your paper just in case Workshops We will schedule several peer review sessions throughout the course These workshops are for your benefit and are only useful if everyone participates Follow these workshop guidelines bring a typed draft of your complete paper also have your paper on a disk in a format compatible with WordPerfect use at least one inch margins and double space so there is plenty of room for comments give constructive specific feedback to the papers you review if you miss a workshop session make it up outside of class with a classmate before you revise the paper for submission always include workshop drafts with your final paper or in your portfolio provide proof of completing a workshop the name of reviewer s and written comments if you miss a workshop or come to one unprepared and you do not make it up expect a deduction from your participation grade Plagiarism Plagiarism the intentional or unintentional submission of all or part of another s work as your own is unethical and in some cases illegal If you turn in plagiarized work you will receive a zero on that assignment and may be reported to the university discipline authorities Participation The focus of this class is learning to communicate more effectively therefore you need to be fully engaged in our ongoing conversation in whatever role is appropriate at the time Plan on being prepared for every class and busy Preparation includes completing reading assignments and written homework as well as bringing texts and materials to class Your participation grade will include dailies and other in class activities forum postings written homework workshops and postscripts I will not collect everything I assign but any assignment might be collected and graded Therefore you need to be prepared to turn anything in In general all assignments will be weighted the same but workshops and postscripts will be weighted times 2 If you are absent more than two times each subsequent absence will result in a 2 point deduction from your participation grade Grading Plus minus grading will be used in this course You will be given clear directions regarding what is expected of you In addition we will discuss how to evaluate effective writing throughout the semester Completing all assignments on time and attending class are essential to passing this class but work which simply fulfills the basic expectations receives a C not a B or A While you will receive more explicit information about grading and evaluation criteria throughout the semester the following outline is provided for quick reference If you have a question or concern regarding your grade at any point during the semester please arrange to meet with me outside of class PLEASE NOTE Keep all the work you do throughout this class Not only does each assignment build on the previous one but your portfolio of work is a record of what you have done in this class which may be needed to verify your grade support a grade appeal demonstrate your progress in the course or submit with an application for instance as a sample of your work among other possibilities Portfolio grading The majority of the course will be devoted to writing pieces to submit in a portfolio at the end of the semester While you will have the opportunity to receive feedback on work in progress from your peers and instructor you will not receive grades on this work until you submit the final portfolio Ideally you will gain the ability to evaluate your own work and revise it according to criteria we develop Take advantage of the feedback opportunities and strive to become an effective evaluator of your writing and that of your peers OPEN DOOR POLICY If at any time you have questions or concerns please contact me While it is your responsibility to learn in this course and to work toward the grade you desire clear communication between us is critical to your success as well Please let me know if you have any particular needs that require accommodation e g hearing or visual impairment Take care of small concerns and confusion early before they have the opportunity to grow into major difficulties Syllabi As you ll see in the detailed syllabi linked below each teacher works out slightly different timelines for collecting papers or portfolios Sample Weekly Outline Syllabus Coan Syllabus Thomas Sample Weekly Outline Weeks 1 6 Unit I Text Analysis During the first six weeks of the course students will read and analyze articles written in the field on which the course focuses a arts and humanities b sciences c social sciences or d education The goal of this reading activity is to help students understand how the rhetorical context in which a text is produced author purpose audience subject affects the final product Students will write three analyses of selected articles The goal of writing analyses of the readings is to help students understand that the choices writers make are intentional and influenced by a variety of rhetorical factors These analyses will also help students develop skills such as reading with a writer s eye and understanding how to make informed choices in their own writing Week 1 Course overview assign readings and first homework assignments in class writing and discussions focus on rhetorical situation and students previous writing experiences Week 2 Assign first analysis essay assign additional readings and homework in class writing and discussions focus on analyzing rhetorical situations and varieties of text analysis Week 3 Workshop and revise first analysis essay assign additional readings and homework in class writing and discussions focus on revision techniques analytical techniques and workshop techniques Week 4 Collect first analysis essay assign second analysis essay assign additional readings and homework in class writing and discussions focus on additional techniques for analyzing texts and rhetorical contexts Week 5 Workshop and revise second analysis essay assign additional readings and homework in class writing and discussions focus on revision techniques additional analytical techniques and workshop techniques Week 6 Collect second analysis essay assign third analysis essay assign additional readings and homework in class writing and discussions focus on additional techniques for analyzing texts and rhetorical contexts Weeks 7 14 Unit II Writing Texts During the next eight weeks of the course students will focus on writing texts for multiple audiences One goal of this unit is to help them learn about the demands of writing for different rhetorical situations and of adapting information and arguments for varying audiences A second primary goal is to enhance their ability to write with appropriate style and register for particular audiences A third goal is to help them learn to adapt organization strategies and select appropriate forms of evidence for their audiences A fourth goal is to enhance their planning drafting and revising skills In this unit students will select an individual or group topic in the broad disciplinary area upon which the course focuses conduct a rhetorical analysis of the topic create a research plan identifying the overall issue s they will address the texts they will analyze the kinds of analyses they will conduct the essays they will write These essays will consist of a total of at least 15 finished pages of final polished work and must represent at least two separate pieces written to different types of audiences Class time during this portion of the course will be devoted to workshops conferences strategy sessions and student group presentations on style issues Week 7 Collect third analysis essay introduce Unit II create topic groups discuss research techniques begin research on topics Week 8 Assign rhetorical analysis of a topic paper homework and in class writing focus on rhetorical and textual analysis techniques provide opportunities for topic groups to meet and plan during class Week 9 Collect rhetorical analysis of a topic assignment assign research plan paper homework and in class writing focus on rhetorical and textual analysis techniques discuss advanced research techniques provide opportunities for topic groups to meet and plan during class Week 10 Collect research plan assignment assign major writing assignment for the unit at least two essays totaling at least 15 pages of polished prose written for different audiences homework and in class writing focus on generating ideas for the essays discuss writing processes Weeks 11 14 Workshop mode for the remainder of the unit classes begin with a daily writing assignment tied into their essays then move to brief full class discussions then move into drafting and workshopping activities adapted to the needs of individual students teacher conferences and reviews essay drafts with students Weeks 15 16 Unit III Course Wrap Up Collect major essay assignment class discussions focus on student efforts to adapt their writing to specific audiences and contexts review analytic techniques for texts and rhetorical situations The last week of class will be devoted to presentations of student writing and self analysis of student learning in the course The final exam will focus on how adapting student essays for an additional audience specified by the teacher Syllbus Coan COURSE SYLLABUS Readings are to be done for the days they are listed on the syllabus Reserves are available inside the front door of the library at the desk to your right You are allowed to make copies of reserves or to read them inside the library I highly recommend making copies as we will refer to the texts in class ALWAYS take notes as you are reading both on your copies and in your notebook WEEKS 1 6 UNIT ONE TEXT ANALYSIS January 19 General introduction 21 Discussion Defining Arts Humanities and Context 24 Reserve Edmundson Mark On the Uses of a Liberal Education As Lite Entertainment for Bored College Students 26 Reserve Shorris Earl As a Weapon in the Hands of the Restless Poor 28 Rhetorical Context Analysis 1 Assigned Group work toward it 31 Reserve Orwell George Politics and the English Language February 02 Reserves Willis Susan Public Use Private State Hiestand Emily Hymn 04 Find an ABSTRACT of an article in the library and bring it to class In class writing of abstract for article of your choice bring it 07 Peer Revision RCA 1 Consider Orwell s advice as you review each other s work 09 RCA 1 Due Reserve Lapham Lewis In the Garden of Tabloid Delight RCA 2 Assigned 11 Read scan and bring the most recent Harper s Group Publication Analysis 14 Due 1 3 page individual Publication Analysis Formation of groups group work generating portfolio topics 16 Reserve Hirsch Jr E D Cultural Literacy 18 Reserves Hirsch Jr E D What Your Sixth Grader Should Know and Literacy and Cultural Literacy Group work comparing contrasting contexts of Hirsch s articles 21 Peer Revision RCA 2 23 RCA 2 Due Introduction to exploratory research on portfolio topics Group decisions on portfolio topics Begin individual exploratory research tonight 25 Bring an article from any of the journals mentioned in the Course Description section of this syllabus to which you have a strong reaction positive or negative RCA 3 Assigned WEEKS 7 14 BEST AMERICAN TRANSITION UNIT TWO WRITING TEXTS NOTE You will not receive final grades on your portfolio essays until you turn them in at the end of the course Do however think of the essays as needing to be very nearly finished on the dates listed for their completion I am available to help you with drafts at all points Feb 28 Building the House Oliver and Water Babies Sachs BAE BAE Assignment 1 March 01 Real Life Wood Will You Still Feed Me Epstein and The Merely Very Good Bernstein BAE 03 In History Kincaid and Soldier s Heart Simpson BAE RCA 3 Due BAE Assignment 2 Spring Break 13 Two Baths Graver and Nearing Ninety Maxwell BAE 15 The Telephone Accawi and Lost Art Updike BAE BAE Assignment 3 17 Bring two sources or models you ve found in your exploratory research Writing an annotated bibliography Discuss Rhetorical Topic Analysis personal analysis of a topic often incorporating evidence from other sources Each group begins to create research plans for its members identifying 1 the issues each member will address 2 the texts s he will analyze those from your exploratory research or our reserve reading are a good start 3 the kinds of analyses s he will conduct more or less reliant on sources for the final product and 4 the kinds of essays s he will write at least two separate pieces written to different types of audiences Finding specific appropriate publications in which you d like to publish is recommended for the benefit of your pieces 20 Discussion of Audience Purpose for portfolio essays Adapting information and arguments writing with appropriate style and register finding appropriate organization and evidence 22 Discussion of advanced research techniques 24 Bring one article which you are using for your portfolio essays and be ready to write a short summary evaluation of analysis of it in class Write out personal research plan NOTE Keep in mind as you research Essay 1 that sources you re tempted to discard might work well for Essay 2 27 Individual writing One paragraph proposal for Essay 1 29 Group work expanding narrowing proposals for Essay 1 Based on this work continue research 31 Visit Reference Librarian April 03 Professional writer visiting class 05 Individual writing Defining approach and writing an opening paragraph for Essay 1 Outline from this writing Group work refining this first impression to entice the targeted audience Continue research and have a rough draft for next Monday 07 Optional conferences Essay 1 10 Workshop Essay 1 Tonight rework your essay as your partner s suggest whether you like their comments or not Save the original so that you can scrap this draft if it doesn t benefit from this revision 12 Workshop Revised Essay 1 14 Due Abstract of Essay 1 as it stands Individual writing toward topics approaches for Essay 2 Group work expanding narrowing topics for Essay 2 Based on this work continue research and bring in new sources on Monday 17 Essay 1 Completed Optional conferences Moving on to Essay 2 19 Individual writing One paragraph proposal and possible opening paragraph for Essay 2 Group work recommending approaches 21 Bring outlines of your three favorite essays from the course reading and be prepared to discuss how their overall structures help to achieve unity and effect In class outline for Essay 2 How can you implement these or similar structures in your own piece 24 Reviewing Evaluating past student portfolios 26 Student presentations portfolio reviews evaluations Rough draft of Essay 2 Friday 28 Workshop Essay 2 May 01 Essay 2 Completed Discussion Evaluation criteria postscript etc for portfolio 03 Final help in class with portfolio 05 Last day Portfolio due dailies checked Syllabus Thomas Jan 21 Mar 4 Thurs Jan 21 Introduction to Web Forum and Dailies What are the arts and humanities and why do we study them Discussion of Edmundson and Shorris articles Complete group survey Assignment DUE Read two pieces On the Uses of a Liberal Education Mark Edmundson As Lite Entertainment for Bored College Students and Earl Shorris As a Weapon in the Hands of the Restless Poor Briefly summarize each identifying what each implies should be the purpose of studying the humanities as well as who is studying humanities and to what end Write down questions about course policy and overview Write 2 3 pages about yourself previous writing classes taken goals for the course and career academic and outside interests writing strengths and weaknesses Tues Jan 26 Further discussion of first analysis assignment Using a grid to collect information Groups meet to plan work and discuss articles Assignment Read the following George Orwell Politics and the English Language Susan Willis Public Use Private State and Emily Hiestand Hymn Write one paragraph summaries of each and make a list of what the pieces have in common Thurs Jan 28 Groups meet to discuss articles and collect material for the paper Assignment Each group will determine its own assignment for today Tues Feb 2 Finish polish papers and turn in Introduction to second analysis Assignment Bring In the Garden of Tabloid Delight by Lewis Lapham Thurs Feb 4 Read abstracts of first analysis paper and come to consensus definition of expository writing in the humanities Discuss portfolio topics Introduction to Analyzing a Written Text Assignment DUE Postscript to Analysis Paper I Post abstract of group paper Tues Feb 9 Answer questions about Analyzing a Written Text Perform Publication Analysis on Harper s Assignment DUE Read Lapham In the Garden of Tabloid Delight and Analyzing a Written Text questions Complete at least the following sections of Analyzing a Written Text re Lapham s article Purpose Context Author Topic and Position Thurs Feb 11 Discuss analysis of Lapham s article Assignment DUE Complete Analyzing a Written Text Tues Feb 16 Introduction to Exploratory Research for Portfolio Review of research techniques Assignment DUE Analyzing a Written Text answers Topic Proposal at least 5 potential topics with an explanation of your background and interest in at least 3 of these Tues Feb 16 Wrap up analysis of Lapham article Introduce Context Analysis assignment Collect analyses of Lapham and topic proposals Assignment DUE Analysis of Lapham final typed version Portfolio topic proposals Thurs Feb 18 Discuss Cultural Literacy and what the text tells us about its context Assignment DUE Read Cultural Literacy Write a brief summary of its contents and take notes on the following questions What is Hirsch s purpose Who is his audience How can you tell Tues Feb 23 Discuss What Your Sixth Grader Should Know and chapter 1 of Cultural Literacy What Every American Needs To Know Compare and contrast contexts of Hirsch s articles using a grid Assignment DUE Read What Your Sixth Grader Should Know and chapter 1 of Cultural Literacy What Every American Needs to Know Summarize each briefly and take notes on the context of each Thurs Feb 25 Introduction to exploratory research on portfolio topics Assignment DUE Work on Context Analysis paper Tues March 2 Peer review workshop Assignment DUE Bring a complete draft of your paper which is in as good shape as you can get it on your own to be reviewed by peers Bring a hard copy and a disk copy Thurs March 4 Wrap up discussion of analysis Review writing an annotated bibliography Assignment DUE Bring your MLA handbook if you have one and at least two sources or models you ve found in your exploratory research Context Analysis Paper due no later than 4 p m Friday March 5 ENJOY your Spring Break Portfolios Some teachers find portfolios too time consuming to evaluate and so they may choose to collect individual papers That s certainly an option for CO301A Many teachers of the course however have found that portfolios benefit students in many ways So we include here one teacher s description of the portfolio elements overview and process requirements process as well as several pieces examining the pros and cons of using portfolios in a writing class Portfolio Overview Thomas Portfolio Process Requirements Thomas Portfolio Explanation Harper Portfolio Grading Holtcamp Portfolios Promises Problems Practices Kiefer Traditional And Or Portfolio Grading Gogela Portfolio Overview Thomas In your portfolio you will present your writing and some related documents to demonstrate what you have learned about expository writing for particular contexts about a subject and or using the methods of the humanities All that labor invested in analysis up to this point in the semester will now pay off This overview briefly explains what you will include in and with the final portfolio Annotated bibliography Sources consulted and used both in your pieces and in your context analyses 10 minimum Include all sources interviews library research Web sources Use MLA style for the citations Annotations will include a 1 2 sentence summary of the piece and 1 2 sentence notation about its usefulness to you Put a by each entry actually used as a source for your pieces Cover sheet A detailed analysis of the context purpose audience subject author for each piece an explanation of how contextual factors influenced particular choices you made in writing each piece and a brief comparison contrast of your pieces Postscript Your answers to a few questions about your writing process and the questions you would like answered by my comments Grading Criteria A list of the criteria against which your finished pieces should be evaluated We will establish a general set of criteria as a class and then you will negotiate specific criteria relevant to the contexts in which you are writing Finished Pieces of Writing You will submit twelve to fifteen pages of finished polished expository writing directed at particular audiences which focuses on the humanities in form and content These finished pages must include at least two separate pieces Each piece must differ in its context in some significant way audience purpose Up to 4 pages may be comprised of all or part of a paper written to fulfill an assignment in another class Graphics photographs and or artwork certainly may be submitted with your writing to enhance its presentation but these will not be evaluated and will not count toward the total of finished pages All of the above must be typed in the standard format 1 inch margins double spaced readable font Label each piece and submit the lot in a pocket folder This is your chance to buy that snappy folder you ve had

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