1/11

First Class

Are you a writer?

Persuasion and Purpose

Introduce reading logs and course web

1/16

Fields of Reading pp. 1-24 + Reading Log [link for description]

1/18

Writing Experiment due: How/why/where/when I write—or some variation on that theme

[experiments are 1-2 pages of semi-formal writing in electronic form, posted to Blackboard]

These do not need to be edited, but do begin the process of developing an idea and a focus

1/23

Fields pp. 25-85 + Reading Log

For your log: focus on "Mirrors" plus one other piece of your choice for your hear/notice/wonder.

1/25

Experiment: Reflection

Again: 1-2 pages, writing that is between journal and a formal draft. Experiment with an idea (or two) for the first essay, try it on for size and shape and feel. These do not need to be edited, but do begin the process of developing an idea and a focus. And starting to dig into something. Posted to blackboard.

1/30

Fields, further reading: “Lenses” by Dillard (p. 146) + pick another essay of your choice from 86-151 + reading log (for that additional essay) + composting for Reflection essay

Notice how the writers develop significance and how they establish voice: continue to look for models to discuss and emulate.

2/1

Reflection essay: workshop

initial draft due

Full, exploratory draft (that is, not journal writing or notes) of reflection essay due, posted to blackboard. Draft should be right around 2 pages, if not longer.

2/6

Editing Workshop: further/revised draft of Reflection essay is due.

+ Reading: go back to one of the essays we have read that you might use as a model of some sort, take another look at it. Identify and work on 1 or 2 matters of style/convention that you want to explore/improve. Before midnight Tuesday, you are to read and respond (focusing on editing) to the other essays from your writing group.

____

instead of class meeting, will hold conferences in the classroom. come prepared to ask and answer questions about your essay in progress

conference assignments:

rachel a. 9.50

kelly b. 10

rachael c. 10.10

scott 10.20

cassie 10.30

jonathan 10.40

russell 10.50

brian 11

corey 11.10

amanda m. 11.20

joel 11.30

For editing purposes (and working on your mechanics/grammar to-do list), begin to use the Writing Resources page, and specifically the Guide to Grammar and Writing.

2/8

Publication: Reflection Essay due

We will publish our essays in class, reading a selection from the essay.

Post essay to Blackboard assignment page by noon.

2/13

Fields (Reporting): pages 163-170 + the following pieces: "Hatsuyo Nakamura," "The Long Goodbye," "Edgy First College Assignment," "Slice of Life"

in your reading log: focus in more depth (in terms of what you notice, in particular) on 2 of these pieces.

one of our focal points will be point of view--how that works in a report. Consider the points of view expressed in the pieces.

2/15

Further reading: "Why McDonald's Fries Taste So Good" (p. 308) + one additional report article/essay you find in the book or elsewhere + reading log for both

another focal point: detail--consider how the writer's use detail in the report.

2/20

Writing Experiment: composting/experiment for a possible report. Posted to Blackboard by Tuesday 10 am; respond to your group members' experiments by midnight.

___

Conferences:

nick 9.50

althea 10

brenna 10.15

anthony 10.25

nabil 10.35

matt 10.45

megan 10.55

kristen 11.10

Will not meet as class.

2/22

Workshop: Initial (full) draft for your reporting essay due by class (posted)

2/27

Workshop: Further draft + further reading/research (as needed for your reporting)

3/1

[midterm week]

Publication: Reporting essay due

Posted to Blackboard

assignments by Noon. No class meeting.

3/13

Fields of Reading: pp. 321- 360

reading log: focus on 2 pieces of your choice and begin to compost ideas for your own explaining essay

3/15

Experiment: Explaining

3/20

Further reading in Fields:

Gladwell, "The Naked Face," + Ackerman, "Why Leaves Turn Color in the Fall" + one other of your choice

reading log: focus on one of the pieces, giving attention to the writer's word choice as well as how he/she illustrates. Look for mentors and models for your own writing

3/22

Workshop: Initial (full) draft of your explaining essay due.

3/27

[advising day: no class meeting]

3/29

Workshop: Further draft + re-reading (or new reading) of a mentor essay [style you want to emulate in some way]

Keep working on the illustration and the poetry of your piece.

4/3

Publication: Explaining essay due

4/5

[Easter: no class]

4/10

Fields: pp. 517- 547 + 617-630

reading log: focus on 2 of the pieces

4/12

Experiment: Arguing

4/17

Further Reading: 2 additional pieces from the Arguing section of Fields of Reading, plus a reading log for both pieces [look for models for your own argument in process].

conference groups:

1]Rachel A., Kelly, Rachael S., Scott: 9.50

2]Cassie, Jonathan, Russell, Brian: 10.10

3]Corey Amanda, Joel, Nick: 10.30

4]Althea, Brenna, Anthony, Nabil: 10.50

5]Matt, Megan, Kristen: 11.10

Post your log to Blackboard by 10 am Tuesday. We will meet during the class period in smaller conference groups. Your task is to come to the conference meeting with 1 specific aspect of writing (either from your own writing or from one of the pieces we have read) that you want to ask about for help [what is the author doing here? how do I improve this?] or share for enlightenment [I really like the way this works here because...] It is a chance for us to dig into some specifics with writing.

4/19

Workshop: Initial draft for argument due, posted to Blackboard

our focus will be logos: developing the logic and reasoning of your argument.

4/24

Workshop: Further draft

our focus will be pathos: developing, though your language, your argument's appeal to emotion and empathy.

4/26

Publication: Arguing essay due

Prepare to present to the class a 3-5 minute version of your argument; the format will be extemporaneous: you can refer to your text or notes, but not read directly from your essay.

5/1 [last class]

Final Project: reading and writing for final portfolio; workshop in class: we will focus on the revision--come in with ideas, composting, experiments for what you will do with your revision.

+ Read "Nickel and Dimed" by Ehrenreich (p. 760)

Final Portfolio Project description

5/8

Tuesday May 8, 10 am

final exam period: we will meet in the classroom to present your final portfolios