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ENG 11/12 (Pre – Western English 102)Concurrent Enrollment at SHS From Inquiry to Academic Writing Fall 2014Professor: Kate Clark, MAEd Classroom: 102Email: kclark@Office Hours: by appointment before school, after school, Fridays Course Description: This course serves as the first half of the Concurrent Enrollment course for MHS Juniors and Seniors and prepares students for ENG 102: Academic Writing in the Spring Semester. Normally, as a freshman college student, ENG 102 would be only a semester long course. However, as a Concurrent Enrollment student, you have the opportunity to delve deeper into the curriculum and better prepare yourself for academic writing as a beginning scholar and college student. The Fall Semester will serve as an introduction to Academic Writing, beginning with Academic Habits of Mind and Inquiry, then moving to the fundamentals of Academic Writing. Students will write four major papers and read a wide array of college level texts. There will be a special focus on Political Philosophy regarding different conceptions of Justice, and particularly the question: “What’s the Right Thing to Do?” Required Texts: From Inquiry to Academic Writing: A Text and Reader, 2nd ed. (Bedford/St. Martin’s)—these may be available digitally through Google Drive. Required Materials: You will need a three-ring binder specifically for this class and plenty of three-hole punched, college ruled paper. It may be a good idea to have 5-tab Index dividers to keep your notebook organized. You may want to print readings, three-hole punch them, and include them in your binder. You should include this syllabus in your binder for reference. It is also advisable to have a portable storage device, such as a flash drive, for storing electronic files and backing up your work.Objectives: ? Demonstrate comprehension of content knowledge through effective written communication; ? Develop and demonstrate rhetorical knowledge focusing on an academic situation, audience, and purpose;? Develop experience in the writing processes; ? Develop proficiency in employment of writing conventions such as structure, organization, grammatical and syntactical correctness, vocabulary, and documentation; ? Develop ability to critically read and write about academic texts. ? Develop and demonstrate speaking and listening skills ? Develop and demonstrate critical thinking and reasoning skills ? Develop and demonstrate Information Literacy and Research skills Course Requirements: You must have read and be ready to discuss the reading when you come into class. Bring your textbook to class. Many readings will be available as PDF texts through Google Drive, so you may print a copy of each reading to bring to class on the assigned due date. Since this is a college class, the expectation is that you will keep up with all course work in a timely fashion, paying close attention to all due dates. Failure to be prepared for class because you did not do the reading or writing assignments will result in a 0 for that day’s work. Continual lack of preparation will result in a letter grade deduction for the course at the instructor’s discretion. If you are having difficulty keeping up, please see the instructor for help and make arrangements to get caught up. Assignments for this course will be mostly web-based, using Google Drive; as such, please make sure that you have access to a computer and to an internet connection. If you do not have access to either a computer or internet at home, you will need to plan ahead and use the Library Lab computers at SHS, or, perhaps, the community library’s computers. You are expected to use Google Drive as a delivery method for both downloading the readings/assignments and turning in your work. You will receive no credit for late assignments without prior arrangements and approval from the instructor. Assignments will be marked down one full letter grade for everyday they are late. All assignments, drafts, and readings are due at the beginning of class. You should print out the assignments, drafts, and papers BEFORE you come to class. Assignments, drafts, and papers must be stapled. I will subtract a full letter grade for unstapled assignments, drafts, and papers. If the printer ink is too light for me to read, I will ask you to reprint the assignment, draft, or paper and you will lose a full letter grade If you miss class, it’s your responsibility to see me about making it up in a reasonable time frame, generally five class periods from when it was originally due. Keep a copy of everything that you hand in. Back up all assignments to a flash drive or other portable storage device. Grading Categories: 25%: Journals 40%: Written Assignments 15%: Assignments 10%: Participation/Discussion 10%: Final Exam—DSA essay Journals: Commonplace Journal—400 points In your Google Drive—Turn-In Folder, you will create a Document called “CP Journal First & Last Name”. Throughout the semester, you will be gathering and commenting on sources (articles, essays, books, video, blogs, etc.) related to a Topic of Interest that you determine and on which you will become an ‘expert’. The Topic of Interest should involve a controversial issue of some sort; in other words, your Topic of Interest should involve some issue that is in dispute, an issue that can be argued in more than one way and/or from more than one perspective. We will write a policy (a systematic course of action—laws, rules, etc) proposal related to your Topic of Interest, so there should be some kind of problem to which we could argue about possible solutions to solve it. In all, you will gather and comment on at least 8 different sources related to your Topic of Interest. Each entry will be worth 50pts total—25pts for a correct MLA citation Heading and 25pts for at least a 250-word Response to the source discussing your thoughts, reactions, and connections to other sources and/or real life experience. Some of these sources will become part of your research for your Policy Proposal Paper, but you will do more research as we near the Policy Proposal Paper Unit. You will occasionally be asked to print one of your sources and bring it to class for in-class work.Justice Journal—Socratic Seminar Questions—400 pointsOver the course of the semester, we will engage in a series of 12 Socratic Seminars/Lectures on Political Philosophy addressing the question: “What’s the Right Thing to Do?” We will explore a wide variety of philosophical thinkers and ways of thinking about Justice and applying it to hypothetical and real-life cases to test these various ways of thinking about moral and political reasoning. We will explore three main ways of thinking about Justice: Welfare, Freedom, & Virtue. These Socratic Seminars/Lectures will be discussion-based and will provide opportunities for you to participate in class discussion as well as refine your own approach to thinking about Justice. At the conclusion of each Seminar, I will provide a list of questions from which you will select one question and write a 300-word response. You may have time to begin these in class; however, most of your writing in response to your chosen question will occur outside of class. In your Google Drive—Turn-In Folder, you will create a Document titled “Justice Journal First & Last Name” and for each Seminar, you will create a heading with that Seminar’s Title and Date, write the question you’re responding to, and write your response directly below it. Over the course of the 12 Seminars, you are expected to contribute a substantive comment/question/response verbally at least 4 times, for 25 points each for a total of 100 points. You will have 12 Seminar Question Responses worth 25pts each for a total of 300 points each. Frame-Case Journal—200pts In our last unit of the semester, we will begin the ENG 102 Curriculum of Frame-Case writing; this will be the focus of our Spring Semester. In your Google Drive—Turn-In Folder, create a Document titled: “Frame-Case Journal First & Last Name”. In this Document, you will write short Written Responses to the 4 readings and our discussion of the readings as well as answer questions, make connections, and keep track of quotes for use in your Frame-Case essay. This Document will be worth 200pts, graded at the end of the unit. Assignments Written Responses to Readings: Occasionally, I will ask you to write a Written Response to assigned readings. These responses will sometimes be guided by questions I provide, and other times you will choose what to respond to. Unless otherwise stated, your Written Responses should be at least one paragraph (250 words), double-spaced with a proper heading, dated, and printed to turn in on the assigned due date. These Written Responses will be worth 20pts each. Reading as a Writer Questions: Occasionally, I will assign “Reading as a Writer” questions for a reading. These may be handwritten on the handouts I provide, unless otherwise stated. Occasionally, the “Reading as a Writer” assignments will be your choice of answering one of two possible questions in a paragraph, Written Response format. These will be worth 20pts each. In-Class Assignments: Occasionally, we will do small group and individual work in class. These will often be “Practice Sequences” and I will let you know when these will be turned in. 20pts each. Unpacking Quotes: Usually, we will begin each day with a quote which we will “unpack” for its deeper meaning. When you enter the class, the quote will be on the projector and you should immediately begin “unpacking” the quote. When we complete the first one, we will discuss how to unpack quotes. You will do this in your Binder using college-ruled paper. For each quote, create a Dated Heading and write down the quote and its author. Paraphrase the quote and include your own thinking on its meaning in at least 3 complete sentences. I will periodically come around to check your “unpacked” quotes for 20pts. We will often briefly discuss the quotes after five minutes of writing. Annotations of Readings: For every assigned reading, you should annotate the text. This means that you should be marking up the text and/or taking notes in your Binder. There are many ways to do this, and I will provide you with a document to guide you. I will not always check your annotations for a grade, but I will randomly ask to see your annotations, whether you’ve done them on the text itself, or if you’ve written you annotations as notes in your Binder for 20pts each. Notes: You should keep detailed notes in your Binder over what we read and what we discuss in class. I will not keep a recorded grade for this, but you should keep a written record of what you’re learning and questions you have. You may use this on the final exam (DSA) essay. Formal Written Assignments: Literacy Narrative—200pts A 2-5 page personal narrative discussing an important literacy event in your life, modeled on Graff and Rodriguez’s essays. There will be a rough draft, a peer review, and a revised Final Draft. This assignment is worth 200pts. Synthesis Essay—200pts This is a 3-5 page essay that synthesizes Dan Kennedy, John Dickerson & Steve Grove on new media. There will be a rough draft with no quotes, a second draft incorporating quotes, and a revised Final Draft. This assignment is worth 200 pts. Policy Proposal Paper—300pts This is a 4-6 page analytical, persuasive essay that uses your Topic of Interest and a policy issue related to it to argue for a particular policy you think should be implemented. You will begin by writing a brief Policy Proposal Prospectus, a one page document discussing the policy issue and your position on it; you will then collect and evaluate research on your topic/issue and annotate your sources; then you will write a rough draft of your Policy Paper, peer review it, and finally revise a Final Draft. This will be worth 300pts. Frame-Case Essay—300pts This is a 3-5 page essay that uses the Frame-Case methodology of using one text to interpret and analyze another text. In addition to the Frame-Case Journal, you will use several document templates I will provide to collect and pair connecting quotes, then create paragraphs to explain the connections among your quotes. Finally, you will write an introduction and conclusion to form a rough draft for peer review, and then revise a Final Draft. This will be worth 300pts. Participation/Discussion—300pts This category involves three things: 1) Work Ethic: show up, meet deadlines, demonstrate effort, work well with others, keep up with readings; 2) Participate: speak up in class, engage in small group and individual work, ask questions, seek help, advocate for yourself; 3) Discussion: contribute in meaningful ways to class discussions, whether formal or informal, small group or whole class. You begin each quarter with 100pts each in this category—I will only take away points if you are not meeting the criteria listed above. Final Exam—200pts On the day of our final, you may use your Binder Notes as a record of all you’ve learned, thought about, and how you’ve progressed throughout the semester. Please use this as a guide to write an in-class essay describing yourself as an academic writer and reader. This is called a DSA—Descriptive Self Analysis. It is worth 200pts. Attendance and Punctuality: For you to fully participate in this course, you must be present. Explaining to your professor why you missed class does not change the fact that you could not participate. I expect you to attend class every day, unless you are ill or have an emergency. If you miss more than four classes with unexcused absences, FOR ANY REASON, you will receive an "F" in the course. I do, however, reserve the right to make instructor-initiated withdrawals. Two late arrivals will count as an absence. Civility Statement: Because this class needs to be a participatory community if students are to fulfill their potential for learning, people who disrupt the community by their words or actions will not be tolerated. Rude, sarcastic, obscene, or disrespectful speech and disruptive behavior have a negative impact on everyone's learning. Using cell phones, electronics, text messaging, email, headphones, or any other device that takes your own or others’ attention away from class will be considered disruptive behavior. When a person disrupts or disrespects the class and/or its instructor in any of these ways, the course instructor will remove and may withdraw the disruptive person from the class. This policy has the support of the University. The success of the course is dependent upon students participating in discussions and activities. Refusal to participate in all aspects of the class harms everyone. Failure to do the reading and other assignments on time also hurts everyone. If you are unwilling or unable to constructively participate in good faith, the course instructor reserves the right to initiate your withdrawal. If the withdrawal period has passed, you will receive an "F" in the course. Civility, aside from pertaining to the behaviors above, also applies to spoken (i.e. all conversations whether over the phone or in person) and written (i.e. any notes, letters, email, etc.) communications. Civility must be extended at all times to your professor, to other professionals at the college/high school, and to your fellow students; “at all times” refers to the time spent both in and out of the classroom, on campus and off. Failure to adhere to civil communications and behaviors will result in your withdrawal or an "F" for the class.The professor reserves the right to determine what constitutes disrespectful speech and/or disruptive behavior, and to act accordingly. Note that the possibility of any negotiations pertaining to unacceptable behaviors and communications is purely at the discretion of the course instructor and is not guaranteed; nor should the offending student believe he/she is entitled to such negotiations. Laptop/Web-Browsing Device Use: A laptop, or smart phone, can be a useful helpful tool for note-taking or other course related activities. The professor will initially assume that students are mature and respectful enough to use laptops appropriately in class. If a student is found to be using a laptop, or smart phone, for non-course related activities during class time, she or he will be asked to stop. If the student continues to violate the class policy concerning laptop usage, she or he will be no longer allowed to use the laptop, or smart phone, in class, may be asked to leave the class and/or the instructor may remove the student from the class and the student will receive an"F". Computer Lab Classroom Rules: 1. You must work on your writing the entire class period. If you finish the assignment, you can still work on your writing. Writing is a process of rewriting. If you receive a perfect score on your assignment, then I will consider letting you work on something else. 2. You may not surf the web, write emails, use your cell phone, or other electronic devices, or disturb other people. 3. If you do not abide by the rules, I will ask you to leave and you will be counted absent. That will be your one warning. After that, you will receive an “F” in the course. Academic Integrity: You must carefully document any words or ideas that are not your own. Borrowing others’ words or ideas without citing them is considered theft. It is a very serious offense. Serious forms of plagiarism will be reported to the University’s Office of Academic Affairs and may result in suspension or expulsion from college. Lesser forms of plagiarism will result in an "F" in the course or on the assignment. Academic dishonesty includes, but is not limited to the following: ? Cheating: Intentionally using or attempting to use unauthorized materials, information or study aids in any academic exercise. ? Fabrication: Intentional and unauthorized falsification or invention of any information or citation in an academic exercise. ? Facilitating academic dishonesty: Intentionally or knowingly helping or attempting to help another to commit an act of academic dishonesty. ? Plagiarism: Intentionally or knowingly representing the words or ideas of another, as one's own in any academic exercise. Gmail and Google Drive: You will use your school Gmail account, OR create your own Gmail account, which will allow you to have email used specifically for this course as well as access to Google Drive, where we will do the majority of our assignments and compositions. All assignments handed in, must be emailed through ONE gmail account. In Google Drive, accessed through your Gmail account, you will have access to all documents I hand out in class, including assignment criteria and readings. You will create a folder for turning in assignments to me titled: “Per # First & Last Name Fall Turn-in Folder”. All Journals and various other written assignments will be turned into this folder and shared with me. This allows me to electronically comment on your work; you will be expected to check your work and my comments after I have graded each assignment. I will go over the procedure for setting up your own Gmail account and walk you through the process of using Google Drive and Google Documents. If you choose to set up a class-specific email, your Gmail account name should be the following: shsce.firstname.lastname@ After you’ve created your new Gmail account, please send me an email telling me who you are at kclark@ I will contact you through this Gmail account. You are responsible for regularly checking your Gmail and for looking at my comments in Google Drive. Again, I will show you how to do this. All email correspondence must utilize proper email etiquette, including a salutation, proper grammar and punctuation, and sign your name at the conclusion of the email. Email and Grading Turn Around: I will respond to emails within 24 hours (except in case of extenuating circumstances). Grading will usually take no more than two weeks; I will notify you in class when grading has been finished so that you can view your comments in Google Drive. Controversial Material: The course contains some controversial material. Students will be expected to intellectually engage with this material. Anyone wishing not to read and/or discuss controversial material should not take the course. College Course Workload Expectations: It is expected that students will spend at least two hours on out of class work for every hour spent in the classroom. Institutional Mission:Western State Colorado University fulfills its statutory mission by promoting intellectual maturity and personal growth in its students and graduates citizens prepared to assume constructive roles in local, national, and global communities. Western helps its students to develop the skills and commitments needed to continue learning for the rest of their lives and strives to elucidate the connections unifying academic domains which have traditionally existed separately: the sciences, the liberal arts, and professional programs. The College provides students with a solid foundation of skills in written and spoken communication, problem solving, critical thinking, and creativity. Our programs encourage a breadth and depth of knowledge, which will serve as a foundation for a professional career or graduate study, and an appreciation of values appropriate to a liberally educated individual. Western’s distinctive character emerges from its unity among academic and professional disciplines, its high standards of scholarship, and its unique environment in the mountains of western Colorado. This course contributes to Western’s mission by instituting high academic standards, helping students to build solid written and communication skills and to improve critical thinking. Tentative Schedule:Make sure you have access to the readings in class on their due dates—either electronically or as a hard copy. If you do not have them, you will be counted absent. Make sure that you can access all of your assignments and papers electronically.The Homework column indicates work that is to be done before the assigned due date. **The professor reserves the right to alter the calendar.** Week 1: Aug 17– Aug 20 DateIn Class TopicsReading/HomeworkT: 8-18Syllabus—Intro College Expectations Annotating Texts Handout Lib LabExplain Gmail & Google Drive—Directions HandoutStudents create their own Gmail Account and send me an email with name and class periodHacker Online Manual for DocumentationExplore topics of interest, one of which you’ll become an expert on and create a file called “CommonPlace Journal” in which you will collect and comment on research for your topic—there should be an issue that involves some controversyRead and annotate: “Introduction to Ways of Reading” pages 1-12 Find Source #1 for your topic of interest and write a paragraph reflecting on the source and your interest in it—do this in your Fall Semester Turn-in Folder “CP Journal” (Due Friday) Create a Document titled Justice Journal First & Last Name in your Fall Semester Turn-in Folder (Due next class)W: 8-19Soc. Sem. #1: Trolley Cars and Shipwrecks: Making Claims and Giving ReasonsBegin writing response to questionIn your Justice Journal, write a paragraph response to one of the Questions for Soc. Sem. (Due Friday)Th: 8-20Small Groups—Discuss briefly your topic of interest Discuss “Introduction to Ways of Reading”Unit 1: Starting with Inquiry What is Academic Writing? Academic Writers Make Inquiries Steps to InquiryFind a print advertisement and bring in a copy (Due Monday)Week 2: Aug 25 – Aug 28 DateIn Class TopicsReading/HomeworkM: 8-24Practice Sequence #1 p. 6—Question Ad Academic Writers Seek and Value Complexity Steps to Seeking and Valuing Complexity Practice Sequence #1 p. 8—Other perspectives on Ad Locate Source #2 on your Topic of Interest—write paragraph response in Commonplace Journal (Due Friday)T: 8/25Academic Writers see Writing as a Conversation Steps to Joining an Academic ConversationPractice Sequence p. 10—Thomas PattersonAcademic Writers Understand That Writing is a Process Steps to Collecting Info and Material Steps to Drafting Steps to RevisingRead: Richard Rodriguez “Scholarship Boy”—write a Written Response, print and bring to class (Due Thursday)W: 8/26Soc. Sem. #2: Putting a Price Tag on Life; How to Measure Pleasure Begin writing response to questionRead: Gerald Graff “Disliking Books”— Write a Written Response, print and bring to class (Due Thursday)In your Justice Journal, write a paragraph response to one of the Questions for Soc. Sem. (Due Friday)Th: 8/27Discuss Graff and Rodriguez Assign: Literacy Narrative AssignmentWrite Rough Draft of Literacy Narrative—Upload to Google Drive; print two copies for Peer Review & bring to class(Due Tuesday)Week 3: Aug 31 to SeptDateIn Class TopicsReading / HomeworkM: 8/31Catch up dayT: 9/1Peer Review of Literacy Narratives Begin Revising and Editing Final Draft of Literacy NarrativeLocate Source #3 on your Topic of Interest—write paragraph response in Commonplace JournalFinish Final Draft of Literacy Narrative— upload to Google Drive (Due Friday)W 9/2Soc. Sem. #3: Free to Choose; Who Owns Me Begin writing response to questionIn your Justice Journal, write a paragraph response to one of the Questions for Soc. Sem. Finish Final Draft of Literacy Narrative (Due Friday)Th: 9/3Literacy Narrative Due! Unit 2: From Reading as a Writer to Writing as a Reader Reading as an Act of Composing: Annotating Student Annotation p. 31 Read: E.D. Hirsch—Preface to Cultural Literacy Steps to Analyzing a Text RhetoricallyRead and annotate: Eugene Provenzo “Hirsch’s Desire for a National Curriculum” & Complete Questions (Due Monday) Week 4: Sept 7 to Sept 10DateIn Class TopicsReading/HomeworkM: 9/7NO CLASSN/AT: 9/8Writing as a Reader: Composing a Rhetorical AnalysisWrite a Rhetorical Analysis of a Paragraph Read: Smith and Watson—“Agency” Small Groups Rhetorically Analyze a Paragraph— DiscussLocate Source #4 on your Topic of Interest—write paragraph response in Commonplace Journal (Due Friday) Read and annotate: Barbara Ehrenreich “Cultural Baggage” & Write a Written Response, print and bring to class (Due Tuesday)W: 9/9Small Groups Rhetorically Analyze Ehrenreich Discuss as whole classWrite a brief Rhetorical Analysis of Ehrenreich (Practice Sequence #1 p. 49)Finish Rhetorical Analysis of Ehrenreich(Due Wednesday)Th: 9/10Soc. Sem. #4: This is My Land; Consenting Adults Begin writing response to questionIn your Justice Journal, write a paragraph response to one of the Questions for Soc. Sem. (Due Friday)Read and annotate: Sadker and Sadker— “Hidden Lessons”(Due Thursday_Fr: 9/11Unit 3: From Identifying Claims to Analyzing Arguments Identifying Types of Claims Identify Claims of Fact Identify Claims of Value Identify Claims of Policy Steps to Identifying ClaimsRead: “Annotated Student Argument” (Due Monday)Week 5: Sep 15 – Sep 19 DateIn Class TopicsReading/HomeworkM: 9/14Analyzing Arguments Reasons Used to Support a Claim Steps to Evaluating Support for a Claim Identify Concessions Identify Counterarguments Steps to Analyzing an ArgumentLocate Source #5 on your Topic of Interest—write paragraph response in Commonplace Journal (Due Friday) Read and annotate: Stuart Rojstaczer “Grade Inflation Gone Wild” & Phil Primack “Doesn’t Anybody Get a C Anymore?” (Due Tuesday)T: 9/15Small Group Questions for Grade Inflation readingsWhole Class DiscussionWrite Comparison of Primack & Rojstaczer’s strategies for their arguments—finish & type for homeworkFinish Comparison of Primack & Rojstaczer, print and bring to class (Due next class)W: 9/16Soc. Sem. #5: Hired Guns?; For Sale: Motherhood Begin writing response to questionIn your Justice Journal, write a paragraph response to one of the Questions for Soc. Sem.(Due Friday)Th: 9/17Unit 4: From Identifying Issues to Forming Questions Identifying Issues Situations, Issues & Questions Chart p. 74 Steps to Identifying Issues Homework: Find a source related to your Topic of Interest that involves an issueRead and annotate: Anna Quindlen— “Doing Nothing is Something” & Answer Reading as a Writer Questions Locate and Print Source #6 on Topic of Interest involving an issue (Due Monday)Week 6: Sep 21 – Sep 24DateIn Class TopicsReading/HomeworkM: 9/21Practice Sequence p. 84 Use your Topic of Interest and IssueSmall Group Discussion Work on revising your claim/issue with a FrameWrite a 250 word Editorial on your claim/issueWrite a response to Source #6 on Topic of Interest in Commonplace Journal (Due Friday) Finish your Editorial, print and bring to class (Due Tuesday)T: 9/22Formulating Issue-Based Questions Refine Topic Explain Interest in Topic Identify an Issue Formulate Your Topic as a Question Acknowledge Audience Steps to Formulating an Issue-Based Question Practice Sequence p. 89 Share your Issue-Based QuestionRead and annotate: William Deresiewicz “The End of Solitude” & Answer Questions (Due next class)W 9/23Soc. Sem. #6: Mind Your Motive; The Supreme Principle of Morality Begin writing response to questionIn your Justice Journal, write a paragraph response to one of the Questions for Soc. Sem. (Due Friday)Th: 9/24Briefly Discuss Quindlen and Deresiewicz Unit 5: From Formulating to Developing a Thesis Working vs. Definitive Theses Developing a Working Thesis—3 Models Correcting Misinterpretations modelFilling the Gap model Modifying What Others Have Said model Steps to Formulating a Working Thesis Practice Sequence p. 103 Establish Context for a Thesis Annotated Student Intro with Thesis ContextRead and annotate: Shirley Brice Heath—“Protean Shapes in Literacy Events” (Due Monday) Week 7: Sep 28 – Oct 1DateIn Class TopicsReading/HomeworkM: 9/28Establish Issue is Current and Relevant Briefly Present What Others Have Said Explain What You See as the Problem State Your Thesis Steps to Establishing Context for a Thesis Analyze Heath—Reading as a Writer Questions in Small Groups--DiscussLocate Source #7 on your Topic of Interest—write paragraph response in Commonplace Journal—bring a printed copy to class Tuesday & ThursdayRead: Veronica Stafford’s Student Annotated Essay (Due Tuesday)T: 9/29Small Group Practice—Practice Sequence #5 Take your Topic of Interest Issue—Practice Sequence #1-4 Write a 400 word Editorial with a New Thesis, finish and type as homeworkFinish 400 Word Editorial, print and bring to class (Due next class)W: 9/30Soc. Sem #7: A Lesson in Lying; A Deal is a Deal Begin writing response to questionIn your Justice Journal, write a paragraph response to one of the Questions for Soc. Sem. (Due Friday)Th: 10/1Unit 6: From Summary to Synthesis Summaries, Paraphrases, and Quotations Writing a Paraphrase Steps to Writing a Paraphrase Practice Sequence p. 144—Write a Paraphrase of a Paragraph in your Source; trade with partner and paraphrase their paragraph—compareRead: Clive Thompson—“On the New Literacy” & Cynthia Haven—“The New Literacy: Stanford Study Finds Richness and Complexity in Students’ Writing” Bring a printed copy of one of your sources on Topic of Interest to class on Monday (Due Monday) Week 8: Oct 5 – Oct 8DateIn Class TopicsReading/HomeworkM: 10/5Writing a Summary Describe Key Claims of the Text Select Examples to Illustrate Author’s ArgumentPresent Gist of the Author’s Argument Contextualize What You SummarizeSteps to Writing a Summary Write a one-paragraph summary of your source, finish and type for homeworkType your one-paragraph summary, print and bring to class Read: Josh Keller—“Studies Explore Whether the Internet Makes Students Better Writers” (Due Tuesday)T: 10/6Synthesis vs. Summary Writing a Synthesis Making Connections Among Different Texts Decide What Those Connections Mean Formulate the Gist of What You’ve Read Synthesis Chart on New Literacy Gist of Synthesis on New Literacy Steps to Writing a SynthesisRead and annotate: Dan Kennedy—“Political Blogs: Teaching Us Lessons About Community”; John Dickerson—“Don’t Fear Twitter”; & Steve Grove—“YouTube: The Flattening of Politics” (Due Friday)W: 10/7Soc. Sem. #8: What is a Fair Start; What do We Deserve Begin writing response to questionIn your Justice Journal, write a paragraph response to one of the Questions for Soc. Sem. (Due Friday)Th: 10/8Practice Sequence p. 170 Small Groups work on #1 Write a Synthesis on Kennedy, Dickerson & Grove using no quotesWrite Synthesis Essay—upload to Google Drive—bring a printed copy to class Monday (due Monday) Week 9: Oct 12 – Oct 15 (Q1 Ends) DateIn Class TopicsReading / HomeworkM: 10/12Avoiding Plagiarism Steps to Avoiding Plagiarism Integrating Quotations into your Writing Take an Active Stance Explain the Quotation Attach Short Quotations to your Sentences Steps to Integrating Quotations Integrate one quote from each author into your SynthesisFinish Integrating one quote from each author into your Synthesis—upload to Google Drive (due next class) Read: Nancy Paul Annotated Student Essay (Due Thursday) T: 10/13Soc. Sem. #9: Arguing Affirmative Action; What’s the Purpose Begin writing response to question Synthesis Essay Due! Upload to Google DriveIn your Justice Journal, write a paragraph response to one of the Questions for Soc. Sem. (Due Friday)Read and annotate: James Loewen— “The Land of Opportunity” (Due Thursday)W: 10/14Briefly Discuss Nancy Paul’s EssayUnit 7: From Ethos to Logos Rhetorical Triangle Connecting with Readers: A Sample Argument Discuss Loewen Reading as a Writer Questions—DiscussRead and annotate: Meredith Minkler— “Community-Based Research Partnerships: Challenges and Opportunities” (due next Wednesday)Th: 10/15Catch- up dayWeek 10: Oct 19 – Oct 22DateIn Class TopicsReading/HomeworkM: 10/19Appealing to Ethos Steps to Appealing to Ethos Appealing to Pathos Steps to Appealing to Pathos Practice Sequence p. 211—DiscussLocate Source #8 on your Topic of Interest—write paragraph response in Commonplace Journal (Due Friday)T: 10/22Appealing to Logos: Using Reason and Evidence Steps to Appealing to Logos Logical Fallacies TEDtalkTake one of your Sources on your Topic of Interest and write a one-page analysis of the Ethos, Pathos, and Logos—upload to Google Drive (due Thursday)W: 10/23Discuss Minkler Practice Sequence p. 236 Small Group Letter to Minkler—Someone from the Group type the letter and upload to Google DriveType Letter and Upload to Google Drive (Due Friday)Th: 10/24Catch-up dayLook ahead to policy paper and next week’s assignmentsSmall group: Work on Letter to MinklerWeek 11: Oct 26 – Oct 29 DateIn Class TopicsReading/HomeworkM: 10/26Intro to Proposal Arguments Unit 8: From Finding to Evaluating Sources Identifying Sources Standard Types of Sources Chart p. 123 Popular vs. Scholarly Sources Chart p. 126 Steps to Identifying Sources Explain Policy Proposal Paper Assign: Policy Proposal Prospectus (use your topic of interest, or adopt a new issue)Begin determining the kind of sources you will need to write your Policy Proposal Paper Write Policy Proposal Prospectus— upload to Google Drive and print a copy to bring on Thursday (due Thursday)T: 10/27Lib Lab: Searching for Sources Steps to Searching for Sources Evaluating Library Sources Steps to Evaluating Library Sources Evaluating Internet Sources Steps to Evaluating Internet Sources Begin your research for the Policy Proposal Paper Assign: Policy Proposal ProspectusCollect, Evaluate and Annotate at least 6 credible sources to help you argue your Policy Proposal (due Thursday)W: 10/28Soc. Sem. #10: The Good Citizen; Freedom Vs. Fit Begin writing response to questionCollect, Evaluate and Annotate at least 6 credible sources to help you argue your Policy Proposal (Due Thursday)Work on Policy Proposal ProspectusIn your Justice Journal, write a paragraph response to one of the Questions for Soc. Sem.(due Friday)Th: 10/29Lib Lab: Assign: Policy Proposal Paper Continue researching and documenting your six credible sources for your Policy Proposal Paper I will come around and approve your Policy Issue and/or help you revise or narrow your focusBegin Writing your Policy Proposal Paper using the Outline I Provided— Begin this in Google DriveWeek 12: Nov 2 – Nov 5DateIn Class TopicsReading/HomeworkM: 11/2Lib Lab: Work on organizing your sources and determining how you will use your sources to support your argumentWrite your Policy Proposal Paper in Google Drive—Organize your sourcesT: 11/3Unit 9: From Introductions to Conclusions Drafting Introductions Inverted Triangle Narrative Intro Interrogative Intro Paradoxical Intro Minding the Gap Intro Steps to Drafting Introductions Begin your Introduction for the Policy Proposal PaperFinish your Introduction to the Policy Proposal Paper in Google Drive (Due next class) Read: Elizabeth Martinez— “Reinventing ‘America’: Call for a New National Identity” & Complete Reading as a Writer Questions (Due Thursday)W: 11/4Soc. Sem. #11: The Claims of Community; Where Our Loyalty Lies Begin writing response to questionKeep working on Policy Proposal Paper in Google Drive—bring in a printed copy of your Policy Proposal in progress (have at least 2-3 paragraphs) (Due Thursday)In your Justice Journal, write a paragraph response to one of the Questions for Soc. Sem. (due Friday)Th: 11/5Briefly Discuss Martinez Developing Paragraphs Use Topic Sentences to Focus Paragraphs Create Unity in Paragraphs Use Critical Strategies to Develop Paragraphs Steps to Developing ParagraphsWork on your Policy Proposal Paper paragraphsFinish Writing your Policy Proposal Paper (Intro and Body Paragraphs) up to the Conclusion in Google Drive (due Monday) Week 13: Nov 9 – Nov 12DateIn Class TopicsReading/HomeworkM: 11/9Drafting ConclusionsEcho the Intro Challenge the Reader Look to the FuturePose Questions Conclude with a Quotation Steps to Drafting Conclusions Work on your own ConclusionFinish Policy Proposal Paper Rough Draft in Google Drive (Due Tuesday)T: 11/10Unit 10: From Revising to Editing Revising vs. Editing Peer Editing Process Steps to Peer Editing Annotated Student Draft p. 277 Working with Early Drafts Understand Writer’s Responsibilities Understand Reader’s ResponsibilitiesRead: Tasha Taylor—“Student Draft” and answer Reading as a Writer Questions, print and bring to class(due Thursday) Bring two printed copies of your Policy Proposal Paper Rough Draft to class ThursdayW: 11/11Soc. Sem. #12: Debating Same-Sex Marriage; The Good Life Begin writing response to questionIn your Justice Journal, write a paragraph response to one of the Questions for Soc. Sem. (due Thursday)Th: 11/12Briefly discuss Tasha Taylor’s draft Peer Review in Small Groups of Policy Proposal PaperRevise and Write the Final Draft of Policy Proposal Paper—upload to Google Drive(Due Monday) Week 14: Nov 16 – Nov 19 (Begin Frame-Case) DateIn Class TopicsReading/HomeworkM: 11/16Policy Proposal Paper Final Draft Due! Upload to Google Drive Discuss “3 Types of Questions”--Handout Prewriting on Edmundson--Discuss Assign Edmundson: “On the Uses of a Liberal Education”Read and annotate: Edmundson (Due Tuesday)T: 11/17Initial Discussion of Edmundson—first reactions and thoughts Close Read Collaborative Discussion of reading/annotate text/take notes/define termsReading as a Writer Question—write a paragraph in responseRe-read and annotate: EdmundsonReading as a Writer Written Response in Frame-Case Journal in Google Drive, print and bring to class (Due next class)W: 11/18Reading as a Writer Question Response—Discuss Small Group questions and discussion over Edmundson Whole Class discussion of the reading, small groups report out Craft “3 Types of Questions” for the readingFinish 3 Types of Questions (Due Thursday)Th: 11/19Whole Class Discussion of Edmundson using “3 Types of Questions”“Big Ideas Take Away” from Edmundson Write a paragraph discussing something important from Whole Class DiscussionFinish paragraph on Whole Class Discussion in Frame-Case Journal in Google Drive(Due Monday)Week 15: Nov 24 – Nov 28 (Thanksgiving Break) DateIn Class TopicsReading/HomeworkM: 11/23Prewriting for Kozol—Discuss Assign Kozol: “Still Separate, Still Unequal”Read and annotate: Kozol (Due Tuesday)T: 11/24Initial Discussion of Kozol—first reactions and thoughts Close Read Collaborative Discussion of reading/annotate text/take notes/define termsReading as a Writer Question Response—write a paragraph in responseReread and annotate: Kozol Reading as a Writer Written Response in Frame-Case Journal, print and bring to class (due Monday)W: 11/25No classN/ATh: 11/26No classN/AWeek 16: Nov 30 – Dec 3DateIn Class TopicsReading/HomeworkM: 11/30Small Group questions and discussion over Kozol Whole Class discussion of Kozol, small groups report Craft “3 Types of Questions” for the readingFinish: 3 Types of Questions (Due Tuesday)T: 12/1Whole Class Discussion of Kozol using “3 Types of Questions” Big Ideas Take Away from Kozol Write a paragraph discussing something important from Whole Class Discussion Finish paragraph on Whole Class Discussion in Frame-Case Journal (Due next class) W: 12/2Craft 2 Analytical Questions that connect the two readings and a paragraph each to answer themWhole Class Discussion to synthesize the two readings using your Analytical QuestionsWrite down any ideas or insights from Whole Class Discussion in Frame-Case Journal (Due Friday)Th: 12/3Frame-Case using the readings—discuss Making Connections Exercise in small groups Whole Class discussion of small group connectionsDiscuss Essay Assignment Criteria SheetHighlight at least six worthy quotes in each text (Due Monday) Week 17: Dec 8 – Dec 12 DateIn Class TopicsReading/HomeworkM: 12/7Small Group Quote Connection Exercise Whole class—groups share their quote connections—explain the connection Pick an exemplar and write a paragraph together using paragraph formulaDevelop a working thesis to guide your collection of quote connections in Frame-Case Journal Begin matching connecting quotes— Quote Connection TemplateFinish Quote Connection Assignment in Google Drive(Due Next class)T: 12/8Lib Lab Begin Quote Connection Assignment—Select 3-5 pairs of quotes that connectUse Google Drive Quote Connection Template to Type Connecting Quotes and write brief explanation of their connectionFinish Quote Connection Assignment in Google Drive (Due next class)W: 12/9Paragraphing Formula and introducing/using quotesUsing Paragraph Formula, draft 1st paragraphShare paragraph with small group—Give feedback For Homework: Write your next 2-4 paragraphs, including the connecting quotes for eachType quote connection paragraphs (at least 3 paragraphs) in Google Drive Document—Rough Draft (Due Thursday)Th: 12/10Draft intro and thesis statement Draft Conclusion and transitions Share intros and thesis statements and Conclusions with small group—give feedback Share conclusions with small group—Give FeedbackType Intro, thesis, conclusion and transitions in Google DriveDocument—Rough Draft; Print two copies for Peer Review (Due Monday)Week 18: Dec 14 – Dec 17 (Q2 Ends) DateIn Class Topics Reading/HomeworkM: 12/14Peer Reviewing mini-lesson Peer Review day in small groups: verbally explain your essay/thesis to group, trade papers, mark up peer’s paper for revisionLook over peer review notes; begin revisionT: 12/15Lib Lab—Revision of essay for Final Draft; include a brief preface asking me for specific feedbackFinish Final Draft and Upload to appropriate Google Drive folder (Due Wednesday)W: 12/16Frame-Case Essay Due! Make sure your Final Draft is uploaded to Google Drive! Finals—DSA (Essay)Th: 12/17No ClassNA ................
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