FYW 101 WRITING & INQUIRY, SUMMER

Image from http://www.magoda.com/wp-content/uploads/2015/02/block-of-magazines.jpg

WRITING & INQUIRY:

MAGAZINE

QUICK LINKS


Instructor: Marlen Elliot Harrison, MA, PhD
About the Instructor: Marlen’s CV
Courses: English 101 SUMMER
Phone: 954-913-2261
Email: meharrison@ut.edu


Instructor’s Description and Rationale: Where do you get your news? How do you keep up on your favorite hobbies and interests? Where can you find a wide array of ideas, opinions, images, videos and information? I can answer all three of these questions in one word: MAGAZINE. The word itself can be traced back to renaissance Europe (16th century) and denoted a “storehouse of information” (Dictionary.reference.com). This summer in FYW 101 we’ll learn how to make use of free, online website development software to create individual, themed online magazines, custom-designed warehouses of information. Being the editor of your own site means that you’ll be responsible for all of the content and style of the information you produce. You’ll also need to consider the needs of your audience and the significance of visual rhetoric. Through self-directed writing projects spanning a variety of genres; technology, presentation and language workshops; small group and instructor-student discussion; and writing, reading, and revising activities, students will also be introduced to qualitative inquiry, web 2.0 literacy  and achieve a greater understanding of how to use language and technology to communicate in the global community.

Catalog Description: “Writing and Inquiry” invites students to explore questions and think of themselves as writers, constructing answers rhetorically in academic and community contexts. During the writing process, students will consider their own and others’ perspectives on a variety of vital personal, historical, philosophical, and social issues. Taking their own experiences and their peers’ perspectives as credible sources of knowledge, students will expand their inquiries beyond the personal into complex discussions in academic, literary, and public textual forms. Students will also practice appropriate use and critique of technology, using digital sources as support for their arguments and grounds for further inquiry. Students must complete FYW 101 with a grade of “C” or better to register for FYW 102. May not count for the English or writing major or minor. (*fall and spring semesters)


Goals and Objectives:

  • Via the course assignments you will experience, discuss, and practice composing a variety of writing styles, genres, and structures including common academic genres and an introduction to qualitative, phenomenological inquiry. Additionally, you will develop critical reading skills that expand your consideration of a text to include rhetoric, structure and aesthethics in addition to content.
  • You will learn about and consult online and print resources for revising, editing and documenting your writing. Through regular in-class revision workshops and through website participation, you will develop your ability to respond to the writings of peers and your own writings in helpful ways.
  • You will consider, read, and write about a specific theme of your own choosing and develop an online magazine/website that showcases a variety of information related to this theme, created and written by you.
  • You will practice integrating your reading by way of referencing words, phrases, and sentences that are meaningful to you as you develop your own compositions.
  • You will achieve success as writer-investigators; better understand your own composing processes as well as strengths and weaknesses as writers; understand how to plan and revise your work; and most importantly, you will gain a deeper understanding of how to use language and technology to communicate in academic, community and online environments.

Required Materials: A laptop computer; an active email account; a notebook; a pen; a highlighter; and a folder in which to keep handouts and other printed matter. It would be wise to also have a familiar dictionary/thesaurus bookmarked in your browser. If you have your own laptop, please bring it to each class meeting. Even if we are in a computer lab, you may prefer using your own computer.

Class Format: In this class, you will complete numerous individual reading and writing activities; you will also work together in small groups for feedback and discussion. At the beginning of each class, we will review the homework posted to our sites by our group members and offer comments and questions. We will then spend time reading literature reflective of the week’s theme and then discuss the reading first within our groups and then together as a class. We will meet regularly in small groups of three to review your writing and to discuss any questions you might have. The remainder of the class will be scheduled for writing activities.

Assignments: All assignments will be posted to your WORDPRESS sites. In this way, your site will also double as an online portfolio.

  • Homework: Weekly assignments will be posted to your websites. You will often be given time in class to start/complete these assignments. Consider the website a place where you can explore and develop your ideas and get feedback from classmates. The process of reading and commenting on our classmates’ sites is just as important as writing the texts. Afterall, most writing is meant to be consumed by an audience.
  • Writing Projects and “Articles”: There will be 5 original writing assignments that you will use to create your website. These 5 writing assignments will be approximately 900-1200 words, appropriately formatted (APA/MLA/AMA/CMS/etc) and written in a variety of genres. These writing assignments will be both posted to your websites and used for peer review assignments with classmates. All writing assignments are graded Excellent/Satisfactory/Unsatisfactory; students should expect to revise each writing a minimum of two or three times.
    • You will also select and introduce at least 15 additional theme-related “Articles” (texts/videos/images/RSS Feeds from other sites) to help you populate your magazine. These will be accompanied by short 1-2 paragraph discussions of their significance and relevance to your topic.
  • Peer Editing Projects: You will be responsible for responding to and evaluating three essays (2 written by your classmates, 1 written by you). You will explain your edits and responses via rubric and a 3-5 paragraph website entry and discuss them with the writers.
  • Portfolio and Cover Statement: You will keep all of your work, including ALL pre-writing such as mind maps, outlines, etc, and all drafts of your essays on your websites. By the end of the semester, you will have fulfilled the requirements for a final portfolio: a collection of work that showcases your learning and development. You will complete this course by writing an additional “cover statement”. Review the guidelines for the Final Portfolio (adapted from Indiana University of Pennsylvania, Dept of English).
  • Reflective Letters: Your reflective letters will be written to your instructor and should be written with an appreciation for and an understanding of the letter genre. Your voice may be informal and you may use “you”. You will think about your progress throughout the semester and discuss your conclusions both at the mid-term and at the end of the semester. You may make suggestions for future courses, comment on specific assignments or components in the course, reflect on your progress, etc. 3-5 paragrpahs each, double-spaced. I will provide more information in the syllabus below.

The Writing Center: Please remember that UT has an incredible Writing Center located in Plant Hall. http://www.ut.edu/academic-support/saunders/. They have walk-in and appointment times, and can assist you in a number of ways. Please consider visiting the Writing Center if you’re feeling anxious or stressed about your writing for this class. They will not help you with grammar, punctuation, etc, but they will help you to organize your thoughts, plan your essays, and develop your ideas! And best of all, it’s FREE!

  • ****ALL STUDENTS WHO VISIT THE WRITING CENTER TO RECEIVE FEEDBACK/SUPPORT AND TO LEARN WHAT KIND OF ASSISTANCE THE UNIVERSITY OFFERS ITS WRITERS CAN EARN A 25 POINT BONUS (at least one visit; only one 25 pt bonus per student). THE WRITING CENTER WILL GIVE ME INFORMATION PROVING YOU VISITED AND REVIEWING WHAT YOU WORKED ON.

Plagiarism Statement: “Unacknowledged borrowing of ideas, facts, phrases, wordings, or whole words in a paper, as well as the copying of another Students’ work all constitute plagiarism and are unacceptable in the university community. Students turning in plagiarized work may receive a failing grade for the essay or for the entire course. For more information, see the university policy on plagiarism in your student handbook, or ask me. We will also be discussing this topic more in class” (Schragel, 2006, Plagiarism statement).

(N)etiquette and Respect: All learners should consider and abide by the following (click the links to read more):

ADA Compliance: The University of Tampa fully supports the efforts and welfare of all its students. The University faculty and staff are mindful of the diversity of the student body and act in ways to promote the academic success of each individual. One such avenue of support lies in the provision of reasonable accommodations to eligible students who may have disabilities as defined in the Americans with Disabilities Act (ADA). UT is fully committed to act in compliance with all ADA mandated requirements. The Academic Center for Excellence, under which Student Disability Services fall, is committed to the principles and practices of universal design, and provides students with disabilities their needed accommodations that equalize students’ access to the educational experience. If there is any student who has special needs because of a disability, please go to Jennifer Del Valle at the Office of Student Disability Services in North Walker Hall Room 102 to report your needs and provide documentation of your disability for certification. Please feel free to discuss this issue with me, in private, if you need more information.

Attendance and Participation: You will receive points for every class you attend, based on your communication and participation. These points will be 10% part of your final grade and cannot be made up if lost.

Absences:

  • Let’s face it, everyone thinks that class is boring and quiet when you’re not there, so please try to plan on 100% attendance. More than two absences FOR ANY REASON (excluding week 1 which is REQUIRED) will result in a lowering of your final grade by 150 points.
  • Welcome to college…a place where it is your responsibility to complete all assignments by their due date, whether you are present in class or not. LATE WORK FOR ANY REASON WILL NOT BE ACCEPTED. Period. Done Deal. No questions asked. No excuses. No discussion.
  • I worry about my students. So, when you are absent, you will email/text me and inform me of your absence and the reason for this absence. In addition, you will state the name and email address of the student you will contact to ask about what you missed due to your absence. You will then email that student (and cc your instructor so I know who you are contacting) to inquire about missed work. I will NEVER contact you about missed work or conferences.

Participation is defined (but is not limited to) as follows (10 points x 10 class meetings):

  • Being prepared for class (supplies, texts, etc); showing up to class on time and being ready to work when your instructor begins class
  • Actively participating during class activities; asking and answering questions during discussions and volunteering your thoughts. You should plan on speaking up at least once during every class meeting.
  • Completing all assignments (including readings) by their due dates

EVALUATION: You may earn the following points…

  • 10 Reflection, Reading & Planning Posts: 100 pts (10 pts each x 10; evaluated Pass/Fail; may NOT be revised for a higher score)
  • 20 Comments on Websites: 40 pts (2 pts each x 20; evaluated Pass/Fail)
  • 4 Main Writing Projects (4): 240 pts (60 pts each x 5; evaluated Excellent(60)/Satisfactory(40)/Unsatisfactory(0); all may be revised for a higher score)
  • Presentation: 60 pts (20 pts for first draft; 40 pts for final; evaluated Pass/Fail)
  • 15 Additional Theme-Related “Articles”: 75 (5 pts each x 15; must be accompanied by an explanation (1-2 paragraphs); evaluated Pass/Fail)
  • Peer Editing Projects: 75 pts (25 pts x 3)
  • Portfolio Cover Letter: 90 pts (evaluated Excellent (90)/Satisfactory(45)/Unsatisfactory(0); may NOT be revised for a higher score)
  • Meeting Reflections: 60pts (20 pts x 3; evaluated pass/fail)
  • Final Exam: 100 pts (evaluated Pass/Fail; may NOT be revised for a higher score)
  • Reflective Letter: Mid-term, 21/14/0 pts; Final, 39/21/0 pts (evaluated Excellent/Satisfactory/Unsatisfactory; may NOT be revised for a higher score)
  • Participation: 100 pts (10 pts x 10 days)

A 920-1000 pts; AB 880-919 pts; B 820-879; BC 780-819; C 720-779; CD 680-719 pts; D 600-679 pts; F 599 pts and below

NOTE ABOUT REVISIONS:
When revising an essay, please follow these instructions:

  • Please post the revision on the same website page as your original essay and clearly designate which is the original and which is the revision.
  • Rather than creating a new set of goals, I would like you to thoroughly explain the changes you made from the previous draft. BE SPECIFIC. I will not accept revisions without a strong explanation statement! Same goes for your peer-editing projects.

READING LIST


SCHEDULE (UT ACADEMIC CALENDAR)
Click each week to view those days’ schedules.


SYLLABUS (subject to change)

Remember the Spartan Code! As a member of The University of Tampa Spartan community, I agree and pledge that I will…

  • promote and practice academic and personal honesty.
  • commit to actions that benefit the community, as well as engage in activities that better others.
  • discourage intolerance and acknowledge that diversity in our community shapes our learning and development.
  • conduct myself in a manner that makes me worthy of the trust of others.
  • recognize the ideas and contributions of all persons, allowing for an environment of sharing and learning.
  • accept full responsibility and be held accountable for all of my decisions and actions.


T 5/28 INTRODUCTIONS

Today in class we will:

  • Get to know each other better
  • Review course requirements
  • Create websites
  • Choose topics for course and brainstorm project topics via mindmap
  • Consider the relationship between reading and writing
  • Explore the various genres of writing we find in academia and our communities of practice
  • Examine samples of online magazines
  • Get started on writing projects and articles

Homework (due Thursday):

  • A. Set up and design your website
    Visit http://Wordpress.com. You’ll find information about setting up your website in WordPress Support.
    1) Go to WordPress.com and click the orange “get started” icon.
    2) Add your email address.
    3) Add your website address and username…

    • last name followed by first name, e.g. Angelina Jolie = jolieangelina
    • no dots, dashes or spaces;
    • no special characters like ä or ö;
    • This site has no relation to the UT university website and email. Pick a password.
    • Write down (or store in your computer or smartphone) your username and password so that you don’t forget them.

    4) Next, click CREATE blog (free) at the bottom of the page. Check your email and click the activation link.
    5) Login to your website if not already logged in and click MY BLOGS in the top menu of WordPress.com. Find your website and click BLOG ADMIN to get to your website’s DASHBOARD. We’ll do more in class on the first day so please have at least these steps completed.

  • Add your website info at the bottom of this page as a comment. Please include: your name and website address, e.g. Angelina Jolie, http://jolieangelina.wordpress.com. I will use this info to make a master list of website links for the class.
    a
  • B. PAGES:
    Pages are blank spaces where we can post information and will comprise the majority of your class-related work on writing & learning. The contents of these pages are not immediately visible on the front page of your website. Unlike posts (explained below), we cannot assign pages to categories. Create 7 new PAGES on your website by scrolling over PAGES in your DASHBOARD. You will use these later in this course: NOTES, PROJECTS, COMMENTS, PEER REVIEW, LETTERS, PORTFOLIO & GOALS.

    • ABOUT: Edit the pre-existing ABOUT page (found in PAGES in your DASHBOARD), delete the existing text and include a short bio, magazine topic and a clear photo of your face (via ADD MEDIA above the text editor). Make sure to mention why you’ve chosen your magazine topic.
    • GOALS: Goal-setting is an important tool for learning. In your GOALS page, make a list of at least 3 goals you have for yourself while in this course and explain for each goal how you will go about achieving them. For example: “I want to improve my confidence in speaking to a group. To do this I will speak out in class more often than I usually do.” Part of your participation grade in this course will depend on your final reflective letter which will include an explanation of why and how you either met or did not meet these goals. Feel free to include images, quotes, outside sources, video, links, etc. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed. page: GOALS
    • READING & NOTICING #1: Please post reflections on your NOTES page. You may respond to each reading separately or in unison. As you reflect on what you noticed in the readings, first summarize the most important information that relates to you, a student writer. Next, respond to the article(s) with your own opinions or highlighting what you feel is most important making sure to quote, paraphrase and summarize as necessary. Feel free to include images, quotes, outside sources, video, links, etc. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed. page: NOTES
  • C. POSTS:
    Posts will generally show up on the front page of your website in chronological order and will comprise the majority of your website’s themed content. We can assign posts to various categories of our own making. Go to POSTS and choose CATEGORIES in the dashboard. Create the following three categories: Projects; Articles; and Course Writing. The slugs can be the same words (projects, articles and course writing) and for parent choose none. You don’t need a description.

    • POST #1, INTRODUCE YOUR TOPIC: In your dashboard, scroll over POSTS and click ADD NEW. You’ll find the category option just below or next to your text editor; choose Course Writing. Explain to your audience – a group of people whom you feel are interested in your topic – the relationship between you and your topic and why you are interested in developing a magazine about it. You may want to reflect on what you already know about the topic; what you might like to know more about; what most excites you about this topic; why and for whom you feel the topic is significant (who IS your audience?); etc. 3-5 paragraphs. Feel free to include images, quotes, outside sources, video, links, etc. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed. category: Course Writing
      a

  • REFLECTION: As learners, we usually start with a great deal of enthusiasm and lose energy as a course progresses. Because of this, the beginning of this course is quite intense and the majority of the workload comes at the beginning. Jump in and do as much as you can now and you will find that the pace slows down considerably and that you have much more freedom in terms of your schedule towards the end.

Th 5/30 – GENRES; SOURCES; MODELS

Today when you arrive in class, please immediately begin reading your BLOGROLL group members’ writing (ABOUT, NOTES and/or POST#1, #2). We’ll use the first 5-10 minutes of every class as time to read and comment. You’ll need to continue reading and commenting outside of class in order to fulfill the course requirement of at least 20 website comments for your group members throughout the semester. Today we will also review reading strategies, website use/development including security, review the basic requirements of the course again, and get started on our first writing project and articles.

  • Mimic & Rip: In-class activity & presentation, “Two websites/magazines that I love…”
  • Genre Theory: Getting to know forms and styles of writing

Homework for 6/4:

  • “ARTICLES” 1-3: Select and introduce three theme-related “Articles” in different POSTS (texts/videos/images/RSS Feeds from other sites) to help you populate your magazine. These will be accompanied by short 1-2 paragraph discussions of their significance and relevance to your topic. category: Articles
  • READING & NOTICING #2:  Please post reflections on your NOTES page. You may respond to each reading separately or in unison. As you reflect on what you noticed in the readings, first summarize the most important information that relates to you, a student writer. Next, respond to the article(s) with your own opinions or highlighting what you feel is most important making sure to quote, paraphrase and summarize as necessary. Feel free to include images, quotes, outside sources, video, links, etc. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed. page: NOTES
  • WRITING PROJECT #1:  Develop a narrative story about your magazine topic. 900-1200 words, posted to your blog on its own PAGE and then move that page under PROJECTS in your menu. Please make sure it is properly formatted with references/notes/works cited at end. Feel free to include images, quotes, outside sources, video, links, etc. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed.
    • If your formatting does not successfully transfer to WordPress, just upload the document into your page as a file like you did with your photo on your ABOUT page. But please make sure that the writing is formatted within WordPress.
    • ***Remember Shitty First Drafts!!! (LOL)
    • Before you begin, in a separate part of the page from the actual writing assignment, identify what your writing goals are: What do you want to accomplish (personal goals for the writing), what kind of writing is this (genre), & who are you writing to (intended audience)? Be thorough and specific and explain how you will achieve these goals. Think of it as a checklist for yourself! 1-2 paragraphs
    • At the end, on the same page as above, write 1-2 paragraphs clearly and THOROUGHLY responding to the same questions but in past tense this time, explaining how you accomplished (or didn’t accomplish) these goals/challenges.
    • MOST IMPORTANTLY: You MUST have your work read out loud to you by another person while you follow along on your own copy with a highlighter/pen or while the file is open. Reading out loud to yourself won’t be enough. You’ll be shocked how many mistakes you find this way and wonder why no one ever made you do this before. Trust me!

T 6/4 CRITICAL READING & WEBSITE DESIGN

Today in class we will:

Homework (due Thursday):

  • Read and respond to comments left on your site
  • Leave comments on classmates’ sites
  • Complete all missing work
  • Consider the design of your website
  • READING & NOTICING #3, ANNOTATED BIBLIOGRAPHY:  Please post reflections on your NOTES page. In tonight’s homework, please respond to each reading separately in a single paragraph. As you reflect on what you noticed in the readings, first summarize the most important information in 3-5 sentences. Next, continue the paragraph with an additional 3-5 sentences responding to the article(s) with your own opinions or highlighting what you feel is most important making sure to quote, paraphrase and summarize as necessary. Feel free to include images, quotes, outside sources, video, links, etc. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed. page: NOTES
    • First, review and briefly summarize both of the following in a single paragraph: Purdue Owl: Annotated Bibliographies and Purdue Owl: Examples of Anno Bibs
    • Next, identify FIVE different texts related to your magazine topic, ALL OF DIFFERENT GENRES. These should be new texts that you have not already included in your magazine. Please create an annotated bibliography of all 5 sources with one single paragrpah for each source. Your writing should look like the examples provided by OWL PURDUE and follow the instructions I included above. You may use these sources as future “Articles” in your magazine.
    • Finally, in 1-2 paragraphs, respond to the following image using at least one additional source to aid your explanation. Click the image to view a larger version:

      Retrieved from: http://www.en.utexas.edu/Classes/Bremen/e316k/texts/author-reader.html
      Retrieved from: http://www.en.utexas.edu/Classes/Bremen/e316k/texts/author-reader.html
  • POST #2, EXISTING & MISSING: In your dashboard, scroll over POSTS and click ADD NEW. You’ll find the category option just below or next to your text editor; choose Course Writing. Explain to your audience – a group of people whom you feel are interested in your topic – what information alreadys exists related to your topic and what information is currently missing; etc. 3-5 paragraphs. You’ll use the FIVE different sources of information, ALL DIFFERENT GENRES, that you summarized and responded to above. The main difference this time is that you must compare and contrast these sources to identify established and missing ideas/themes. As you examine and compose, reflect on the sources of information, credibility of those sources, styles and genres, and main content. This activity will help you to understand your community of practice and to develop writing projects that offer something new to the world about your topic. Feel free to include images, quotes, outside sources, video, links, etc. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed. category: Course Writing
  • REVISE (if you wish) your narrative for Thursday’s meetings:
    • NOTE ABOUT REVISIONS: When revising an essay, please follow these instructions:
      • Please post the revision on the same website page as your original essay and clearly designate which is the original and which is the revision.
      • Rather than creating a new set of goals, I would like you to thoroughly explain the changes you made from the previous draft. BE SPECIFIC. I will not accept revisions without a strong explanation statement! Same goes for your peer-editing projects.

Th 6/6 MEETINGS; PROJECT 2

Today in class we will:

  • Review homework
  • Meet in small groups to assess and respond to your narratives
  • Plan the next writing project: free writing activity
  • Begin the next writing project
  • Work on magazines
  • Leave and respond to comments

Homework (due Tuesday):

  • “ARTICLES” 4-6: Select and introduce three theme-related “Articles” in different POSTS (texts/videos/images/RSS Feeds from other sites) to help you populate your magazine. These will be accompanied by short 1-2 paragraph discussions of their significance and relevance to your topic. category: Articles
  • READING & NOTICING #4:  Please post reflections on your NOTES page. You may respond to each reading separately or in unison. As you reflect on what you noticed in the readings, first summarize the most important information that relates to you, a student writer. Next, respond to the article(s) with your own opinions or highlighting what you feel is most important making sure to quote, paraphrase and summarize as necessary. Feel free to include images, quotes, outside sources, video, links, etc. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed. page: NOTES
  • MEETING REFLECTION #1: Within 24 hours of our meeting to discuss your writing, please develop a thorough reflection highlighting a) ALL of the feedback you received, b) how you will use this feedback, and c) what you learned/how you felt about this form of assessment/response. 3-5 paragraphs. This reflection will serve as a record of your feedback in this course so it is important that you are as thorough and complete as possible in all three areas above. You may record this meeting. category: Course writing
  • ENGLISH WORKSHOP PREP: Come to class next week with at least three different questions you have about English writing. For example, perhaps you need clarification on APA/MLA/CMS formatting. Maybe you need to know when to use semicolons vs colons.
  • WRITING PROJECT #2:  Develop an essay in any genre of your choice that reflects your magazine topic. 900-1200 words, posted to your blog on its own PAGE and then move that page under PROJECTS in your menu. Please make sure it is properly formatted with references/notes/works cited at end. Feel free to include images, quotes, outside sources, video, links, etc. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed.
    • You must include at least two outside sources and illustrate your ability to respond to and incorporate other texts/images/ideas. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed.
    • If your formatting does not successfully transfer to WordPress, just upload the document into your page as a file like you did with your photo on your ABOUT page. But please make sure that the writing is formatted within WordPress.
    • ***Remember Shitty First Drafts!!! (LOL)
    • Before you begin, in a separate part of the page from the actual writing assignment, identify what your writing goals are: What do you want to accomplish (personal goals for the writing), what kind of writing is this (genre), & who are you writing to (intended audience)? Be thorough and specific and explain how you will achieve these goals. Think of it as a checklist for yourself! 1-2 paragraphs
    • At the end, on the same page as above, write 1-2 paragraphs clearly and THOROUGHLY responding to the same questions but in past tense this time, explaining how you accomplished (or didn’t accomplish) these goals/challenges.
    • MOST IMPORTANTLY: You MUST have your work read out loud to you by another person while you follow along on your own copy with a highlighter/pen or while the file is open. Reading out loud to yourself won’t be enough. You’ll be shocked how many mistakes you find this way and wonder why no one ever made you do this before. Trust me!

T 6/11 – PEER REVIEW & ENGLISH WORKSHOP

Today in class we will:

  • Review homework
  • Discuss readings on revision
  • Respond to your questions/concerns about English writing
  • PEER REVIEW #1: Practice giving written feedback: Work with a partner to create a rubric that can be used to evaluate  School Clubs. Your rubric should be simple and allow for both specific and holistic commentary about writing mechanics and research design. We are more interested in the effectiveness of the research, its ability to create a story for the reader, and its ability to address its audience than in its use of language. Post your completed rubric and all comments on your blog’s Peer Review page. SAMPLE RUBRIC

Homework (due Thursday):

  • Complete PEER REVIEW #1 and post it under your PEER REVIEW page on your blog.
  • READING & NOTICING #5:  Please post reflections on your NOTES page. You may respond to each reading separately or in unison. As you reflect on what you noticed in the readings, first summarize the most important information that relates to you, a student writer. Next, respond to the article(s) with your own opinions or highlighting what you feel is most important making sure to quote, paraphrase and summarize as necessary. Feel free to include images, quotes, outside sources, video, links, etc. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed. page: NOTES
  • REFLECTIVE LETTER #1 (21 points): In 3-5 paragraphs, explain or discuss any aspect of your learning so far in this course. Remember that this is a letter to Marlen, so treat it as such, e.g. “Dear Marlen…”. For example, you might reflect upon the development of your writing style, something new you’ve learned about yourself as a result of the readings or class discussions, your ability to use internet technology, how you are working to meet your goals, or you might identify an area or issue for further development or learning. This will be posted to your blog on its own unique page (title the page REFLECTIVE LETTER #1 and then place it under LETTERS in your custom menu in the APPEARANCE section of your dashboard). Evaluated as unsatisfactory/satisfactory/outstanding; no revisions allowed.

Th 6/13 MEETINGS; PROJECT 3

Today in class we will:

  • Review homework
  • Meet in small groups to assess and respond to your projects
  • Plan the next writing project: outlining activity
  • Begin the next writing project
  • Work on magazines
  • Leave and respond to comments

Homework (due Tuesday):

  • MEETING REFLECTION #2: Within 24 hours of our meeting to discuss your writing, please develop a thorough reflection highlighting a) ALL of the feedback you received, b) how you will use this feedback, and c) what you learned/how you felt about this form of assessment/response. 3-5 paragraphs. This reflection will serve as a record of your feedback in this course so it is important that you are as thorough and complete as possible in all three areas above. You may record this meeting. category: Course writing
  • ENGLISH WORKSHOP PREP: Come to class next week with at least three different questions you have about English writing. For example, perhaps you need clarification on APA/MLA/CMS formatting. Maybe you need to know when to use semicolons vs colons.
  • “ARTICLES” 7-9: Select and introduce three theme-related “Articles” in different POSTS (texts/videos/images/RSS Feeds from other sites) to help you populate your magazine. These will be accompanied by short 1-2 paragraph discussions of their significance and relevance to your topic. category: Articles
  • REVISIONS: Please continue to revise projects #1 and #2.
  • WRITING PROJECT #3:  Develop an essay in any genre of your choice that reflects your magazine topic. 900-1200 words, posted to your blog on its own PAGE and then move that page under PROJECTS in your menu. Please make sure it is properly formatted with references/notes/works cited at end. Feel free to include images, quotes, outside sources, video, links, etc. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed.
    • You must include at least two outside sources and illustrate your ability to respond to and incorporate other texts/images/ideas. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed.
    • If your formatting does not successfully transfer to WordPress, just upload the document into your page as a file like you did with your photo on your ABOUT page. But please make sure that the writing is formatted within WordPress.
    • ***Remember Shitty First Drafts!!! (LOL)
    • Before you begin, in a separate part of the page from the actual writing assignment, identify what your writing goals are: What do you want to accomplish (personal goals for the writing), what kind of writing is this (genre), & who are you writing to (intended audience)? Be thorough and specific and explain how you will achieve these goals. Think of it as a checklist for yourself! 1-2 paragraphs
    • At the end, on the same page as above, write 1-2 paragraphs clearly and THOROUGHLY responding to the same questions but in past tense this time, explaining how you accomplished (or didn’t accomplish) these goals/challenges.
    • MOST IMPORTANTLY: You MUST have your work read out loud to you by another person while you follow along on your own copy with a highlighter/pen or while the file is open. Reading out loud to yourself won’t be enough. You’ll be shocked how many mistakes you find this way and wonder why no one ever made you do this before. Trust me!

T 6/18 PEER REVIEW #2 and ENGLISH WORKSHOP

Today in class we will:

  • Review homework
  • Discuss readings on revision
  • Respond to your questions/concerns about English writing
  • PEER REVIEW #2: Practice giving written feedback without a rubric. Use the STRAUB article to assist you.

Homework (due Thursday):

  • Complete PEER REVIEW #2 and post it under your PEER REVIEW page on your blog.

Th 6/20 – MEETINGS; PROJECT 4

Today in class we will:

Homework (due Tuesday):

  • MEETING REFLECTION #3: Within 24 hours of our meeting to discuss your writing, please develop a thorough reflection highlighting a) ALL of the feedback you received, b) how you will use this feedback, and c) what you learned/how you felt about this form of assessment/response. 3-5 paragraphs. This reflection will serve as a record of your feedback in this course so it is important that you are as thorough and complete as possible in all three areas above. You may record this meeting. category: Course writing
  • ENGLISH WORKSHOP PREP: Come to class next week with at least three different questions you have about English writing. For example, perhaps you need clarification on APA/MLA/CMS formatting. Maybe you need to know when to use semicolons vs colons.
  • “ARTICLES” 10-12: Select and introduce three theme-related “Articles” in different POSTS (texts/videos/images/RSS Feeds from other sites) to help you populate your magazine. These will be accompanied by short 1-2 paragraph discussions of their significance and relevance to your topic. category: Articles
  • WRITING PROJECT #4:  Develop an essay in any genre of your choice that reflects your magazine topic. 900-1200 words, posted to your blog on its own PAGE and then move that page under PROJECTS in your menu. Please make sure it is properly formatted with references/notes/works cited at end. Feel free to include images, quotes, outside sources, video, links, etc. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed.
    • You must include at least two outside sources and illustrate your ability to respond to and incorporate other texts/images/ideas. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed.
    • If your formatting does not successfully transfer to WordPress, just upload the document into your page as a file like you did with your photo on your ABOUT page. But please make sure that the writing is formatted within WordPress.
    • ***Remember Shitty First Drafts!!! (LOL)
    • Before you begin, in a separate part of the page from the actual writing assignment, identify what your writing goals are: What do you want to accomplish (personal goals for the writing), what kind of writing is this (genre), & who are you writing to (intended audience)? Be thorough and specific and explain how you will achieve these goals. Think of it as a checklist for yourself! 1-2 paragraphs
    • At the end, on the same page as above, write 1-2 paragraphs clearly and THOROUGHLY responding to the same questions but in past tense this time, explaining how you accomplished (or didn’t accomplish) these goals/challenges.
    • MOST IMPORTANTLY: You MUST have your work read out loud to you by another person while you follow along on your own copy with a highlighter/pen or while the file is open. Reading out loud to yourself won’t be enough. You’ll be shocked how many mistakes you find this way and wonder why no one ever made you do this before. Trust me!

T 6/25 – PRESENTING WORK & ENGLISH WORKSHOP

Today in class we will:

  • Discuss presentations and presentation aids
  • Respond to your questions/concerns about English writing
  • PEER REVIEW #3: Practice giving written feedback with either a rubric or holistically.

Homework (due Thursday):

  • Complete PEER REVIEW #3
  • READING & NOTICING #6:  Please post reflections on your NOTES page. You may respond to each reading separately or in unison. As you reflect on what you noticed in the readings, first summarize the most important information that relates to you, a student writer. Next, respond to the article(s) with your own opinions or highlighting what you feel is most important making sure to quote, paraphrase and summarize as necessary. Feel free to include images, quotes, outside sources, video, links, etc. Please format all information that is neither your own idea nor common knowledge according to APA/MLA/AMA/CMS/etc rules with in-text citations and a final Works Cited/References as needed. page: NOTES

Th 6/27 – MEETINGS; PRESENTATION

Today in class we will:

  • Dress rehearsal of your magazine presentation

Homework (due Tuesday):

  • “ARTICLES” 13-15: Select and introduce three theme-related “Articles” in different POSTS (texts/videos/images/RSS Feeds from other sites) to help you populate your magazine. These will be accompanied by short 1-2 paragraph discussions of their significance and relevance to your topic. category: Articles
  • POST #3 PRESENTATION REFLECTION 1: In a 3-5 paragraph blog post, catgegory=course writing, please reflect on the success of your presentations today. Begin by summarizing what you did and continue by highlighting what worked and what didn’t work. Next, explain what you will do differently next time. Finally, explain what you liked about others’ presentations; what were their strengths?

T 7/2 FINAL MEETING/FINAL EXAM

Today in class we will:

  • Review final projects and revisions of previous projects
  • Review portfolio cover letter
  • Review goals and outcomes
  • Presentations

Homework (due by midnight on Friday, July 5th):

  • POST #4 PRESENTATION REFLECTION 2: In a 3-5 paragraph blog post, catgegory=course writing, please reflect on the success of your presentations today. Begin by summarizing what you did and continue by highlighting what worked and what didn’t work. Next, explain what you did differently this time as opposed to your first dress rehearsal. Finally, explain what you liked about others’ presentations; what were their strengths?
  • FINAL REFLECTIVE LETTER: Write a reflective letter to your instructor discussing your experience in the course, post it to its own page titled LETTER #2, and then place it under Letters in your custom menu. This should not be an essay, but rather an actual “letter” that addresses any or all of the following:
    * What grade (0-100) do you think you deserve and why? Look at the to help you explain.
    * What were your expectations of a) your own performance and b) the course overall and a) how did you meet or not meet your own expectations and b) how did the course meet or not meet your expectations?
    * What was the most useful activity or assignment in terms of advancing your knowledge of Academic Writing? Why?
    * What would you have done differently if taking the course a second time? What recommendations can you make to your instructor to improve this course for future students? What could your instructor have done differently in order to receive an “A” from you for his teaching and course design?
    * What was your greatest challenge in this course and how did you successfully or unsuccessfully meet this challenge?
    * How will this course be useful to you in the future?
    * If you have taken more than one course with me, how did the courses go together? What has your overall experience been while working with me and how have you developed as a student, person, writer, etc?
    Note: You are not limited to the above questions; feel free to write about anything you want your instructor to know.
  • PORTFOLIO COVER LETTER
  • FINAL EXAM: Develop a rubric for your 4th writing project and assess/respond to your work. Be as thorough as possible, please.

CHECKLIST

  • 10 Reflection, Reading & Planning Posts: 100 pts (10 pts each x 10; evaluated Pass/Fail; may NOT be revised for a higher score)
  • 20 Comments on Websites: 40 pts (2 pts each x 20; evaluated Pass/Fail)
  • 4 Main Writing Projects (4): 240 pts (60 pts each x 5; evaluated Excellent(60)/Satisfactory(40)/Unsatisfactory(0); all may be revised for a higher score)
  • Presentation: 60 pts (20 pts for first draft; 40 pts for final; evaluated Pass/Fail)
  • 15 Additional Theme-Related “Articles”: 75 (5 pts each x 15; must be accompanied by an explanation (1-2 paragraphs); evaluated Pass/Fail)
  • Peer Editing Projects: 75 pts (25 pts x 3)
  • Portfolio Cover Letter: 90 pts (evaluated Excellent (90)/Satisfactory(45)/Unsatisfactory(0); may NOT be revised for a higher score)
  • Meeting Reflections: 60pts (20 pts x 3; evaluated pass/fail)
  • Final Exam: 100 pts (evaluated Pass/Fail; may NOT be revised for a higher score)
  • Reflective Letter: Mid-term, 21/14/0 pts; Final, 39/21/0 pts (evaluated Excellent/Satisfactory/Unsatisfactory; may NOT be revised for a higher score)
  • Participation: 100 pts (10 pts x 10 days)

GENERAL RESOURCES


AUTOETHNOGRAPHY SOURCES

PREVIOUS STUDENTS’ AUTOETHNOGRAPHIES (anyone in the 101 classes)

Autoethnography: An overview

Carolyn Ellis: The Ethnographic I

A Critique of Current Practice: Ten Foundational Guidelines for Autoethnographers

Some links from Marlen’s website:

http://discoveringvoices.com/2008/07/02/re-thinking-research-autoethnographies/


ACADEMIC RESEARCH PAPER OUTLINE

I. Intro

a. Question
b. Purpose
c. Hypotheses
d. Forecasting
II. Lit Review
a. Restatement of problem
b. Hey! Did you know…?
c. Summary of reviewed lit
d. Forecasting
III. Methods
a. Who?
b. When?
c. Where? Etc
IV. Results
a. Just the info, please!
V. Discussion
a. What does it all mean?
b. How does it relate to lit review?
VI. Conclusion
a. Restate question and answer it.
b. Limitations?
c. Recommendations?

25 Comments Add yours

  1. abdulaziz alsaif says:

    http://alsaifabdulaziz2.wordpress.com

    abdulaziz alsaif

  2. www.kiva.org says:

    Remarkable issues here. I am very glad to peer your article.

    Thanks so much and I am having a look ahead to contact you.
    Will you please drop me a mail?

  3. Tyler Allen says:

    For translations and pronunciation

    http://translate.google.com

  4. http://owl.english.purdue.edu/owl/resource/675/01/

    Really recommend this website for any MLA formatting student.

  5. maryam says:

    “Sarcasm is sometimes used as merely a synonym of irony, but the word has a more specific sense: irony that’s meant to mock or convey contempt. This meaning is found in its etymology. In Greek, sarkazein meant “to tear flesh; to wound.” When you use sarcasm, you really tear into them. A clever person coined the variant spelling sarchasm (a blend of sarcasm and chasm) and defined it as “the gap between the author of sarcastic wit and the person who doesn’t get it.
    “https://www.vocabulary.com/dictionary/sarcasm

  6. Marlen says:

    • My apologies! Apparently I did not do a good job of explaining the presentation.

    Things to consider:
    • Is your presentation related to your magazine topic?
    • Did you introduce yourself?
    • Is there an overview of your presentation? Signposting
    • How are you engaging your audience? How did you know that they weren’t bored?
    • How did you learn about your audience in terms of prior knowledge?
    • Was your presentation interactive?
    • Did you cite all ideas and images that weren’t your own or common knowledge? Is there a final slide with your references or works cited?
    • Did you tell your audience how they can get in touch with you for more info? Did you identify what school or company you are identified with?
    • Did you use vocal energy?
    • Is there a balance of text and image?
    • How did you consider visual rhetoric?

  7. I agree with you, in order to be on the safe side, it is very important to have a control for plagiarism when writing a text, especially an academic one.

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