Mauk,
John and John Metz (2004) The Composition of Everyday Life: A Guide
to Writing.
Pocket
folder, writing utensil, highlighter and lined paper.
Fee card
(can be purchased for $5 at WMU bookstore).
General
Description of English 105:
ENGL 105 is an expository writing course in which students
develop their ability to analyze data and form conclusions. The class
is conducted as a workshop. Students work approximately two weeks on each
paper, engaging in appropriate research and planning activities and writing
two or three preliminary drafts. Each draft is thoroughly critiqued by
other members of the class, and the next to last draft is discussed in
an individual conference with the teacher. Papers are then graded on content,
organization, style, and mechanics. Does not count as credit towards English
major or minor. Fulfills the University Intellectual Skills college level
writing requirement.
Course
Goals and Objectives:
A. Process Goals:
During each paper cycle, you will practice and develop your abilities
to write well by attending to writing processes. These include:
Understanding
the relevance of topic development as a predictor of overall quality.
A paper on the "NRA's Indefensible Stance on Assault Weapons,"
is likely to be easier to work with than, say, a paper entitled "Gun
Control."
Developing
strategies for generating drafts such as free-writing and response writing
to reading.
Developing
abilities to critical read one's own writing to identity the flaws in
development or see what has not been said clearly.
Learning
to value and implement revision processes that include detecting and
diagnosing problems in a draft and redrafting the paper to address the
problems through addition, deletion, substitution, or rearrangement.
Becoming
adept at editing for clarity and sophistication of language.
Becoming
adept at proofreading for accuracy in grammar and usage conventions.
B. Rhetorical Goals:
In addition to process
goals, you will want to develop your dexterity with writing texts that
demonstrate a range of rhetorical features that include:
Developing an
approach to a subject that conforms to expectations of academic readers.
Integrating
personal knowledge and insight into academic writing.
Providing in-depth
analysis so that readers can follow the thinking underlying conclusions.
Articulating
and applying criteria for evaluating an artifact or idea.
Using a variety
of development strategies such as comparison and contrast, narration,
classification, classification, cause & effect, etc.
Providing effective
evidence to support claims.
Creating a dialogue
with other writers by integrating their ideas and claims through appropriate
summary, quotations, and analysis.
Conforming writing
to specific audiences and tasks.
Developing sensitivity
to the ways language specifics (style and usage) affect readers.
Writing persuasive
discourse by attending to the ways the writer establishes credibility,
appeals to the audience's values, and provides sound reasoning.
Accurately following
documentation guidelines for either APA or MLA.
Course
Requirements:
A. Essays/Papers.
You will write four papers, most between 4-6 pages in length. That means you will need to
devote serious attention to this course from day one. Class periods will
focus on helping you develop ideas and articulate them in writing. You
will be expected to revise and edit your work along the way and for final
submission in a portfolio. At least 70% of your final grade will be based
on the quality and the completeness of your portfolio.
This class will also
help you revise and edit your drafts. Except for your final "Portfolio
Analysis," papers will go through multiple drafts: one for peer reading,
one for conference, one for instructor commentary and evaluation, and
one for the portfolio. You will be expected to revise these drafts as
you receive commentary from your peers and instructor, so that your portfolio
drafts will represent your best writing. Because this class meets for just a short amount of time duering the week, you will need to spend a considerable amount of time
writing and revising outside of class in order to meet the course requirements.
Before proceeding,
a note on conferences: On the day of your conference, you must come prepared
to discuss your writing. The time is for your questions about your writing.
I will not be reading your paper at the individual conference. Time will
be spent on discussing your questions, problems, ideas, etc. Second, you
must come with a complete "Conference Worksheet."
It is your 'ticket' into the conference. Without a complete worksheet,
I will not hold a conference with you. I will simply count you as "absent"
for the day (see absence policy below).
Lastly, you should
remember that all assignments for this class (aside from in-class journals,
group work, etc.), including rough drafts, should be brought to class
typed, double-spaced and in a 12-point, Times New Roman font. Papers should
have one-inch margins. The papers should have a cover page that includes
the title of your paper, your name, the title of the class, the time and
the days the class meets, the name of the instructor, and the date.
If ANY of the aforementioned
is not done according to requirements, the paper will NOT be accepted
and will be considered INCOMPLETE/LATE/NO CREDIT.
During the semester,
figure on creating and submitting an essay every two weeks. Here is an
overview of the five writing assignments:
Essay
#1: An 'Evaluative Essay' that asks you to analyze and evaluate aspects
of an ad. This paper is due on THURSDAY 7/7at the beginning of class.
Essay
#2: A 'Research-based Essay' that
asks you to draw from a variety of resources to answer a question of your
choice. This paper is due on MONDAY, 7/18at
the beginning of class.
Essay
#3: A 'Persuasive Essay' that asks you to draw from a variety of resources
to take a stand on an issue of importance. This paper is due on TUESDAY 7/26at the beginning of class.
Essay
#4: A 'Problem-Solution Essay' that asks you to discover a problem,
develop a solution, and develop a written argument for the solution. This
paper is due on WEDNESDAY 8/3 at the beginning
of class.
Generally, your papers will be evaluated on the following criteria:
Content: You
offer insightful or imaginative interpretation of the subject and present
the reader with sufficient observations to be clear and convincing.
You set up expectations for the reader and fulfill those expectations.
Focus: The interpretations
and observations have a center on which the reader can focus. The writing
is not just a random collection of thoughts.
Structure: There
is a coherent and logical structure; thoughts are organized to help
the reader understand the focal and subordinate ideas, as well as the
relationships between and among ideas.
Form: There
is careful editing for the appropriate use of grammar, mechanics (spelling,
punctuation, and sentence structure), documentation, and where appropriate,
imaginative document design.
Revision: The
writing has undergone substantial and substantive changes from draft
to draft. Attempts to use responses from peers and teacher are obvious.
The work in this class concludes with the presentation of a final portfolio
of polished, revised writing of at least 17-22 pages, including:
A 2-page ''Portfolio
Review" essay' which describes how the portfolio reflects the student's
development and abilities as a writer.
Enough polished
writings, written for this class this term, to provide 20 pages.
All of the evaluated
essays written for the semester, although not all need to be revised
and edited to portfolio quality.
Only essays
responded to and evaluated by the 105 instructor may be included as
part of the 15-20 pages of the final assessable portion of portfolio.
All papers in
the portfolio must be typed, double-spaced and in a 12-point, Times
New Roman font. If not, your grade will be affected.
I reserve the
right to not accept a paper for evaluation and/or the portfolio if I
have not seen earlier drafts or if those drafts do not reflect revision.
The "Portfolio
Assignment" is due on final exam day, WEDNESDAY 8/10.
They will be available for pick up on Monday, August 15th from noon until 1pm in my office in Sangren Hall.
C. Midterm Revision.
You will choose whether to thoroughly revise Paper 1 or Paper 2 for this assignment. Essentially, you will be responsible for handing in a super clean and revised copy of either the "Evaluative Essay" or the "Research-based Essay." The decision is up to you.
The "Midterm Revision" is due on THURSDAY 7/21 at the beginning of class.
More details will be provided at a later date.
D.“'Nicenet'” Portfolio."During the semester, you will be asked to participate in an online electronic conference hosted by “Nicenet.” The goal is to add a rich discussion forum to our course.
Throughout the semester, you will be expected to participate in the discussion and to address assigned questions. Near the end of the semester, you will be submitting a portfolio that highlights your participation and your critical thinking. Ultimately, you will be assessed on your participation in the forum as well as your ability to critically respond to the questions and to the comments made by the other participants.
The NICENET Portfolio is due on MONDAY 8/8 at the beginning of class.
E. Daily Work/Participation.
Because we all depend on each other for ideas and encouragement, you will
receive credit for daily work/ participation. Participation credit may
be obtained through actively participating in class discussions and cooperative
learning groups; by having good questions during conferencing, and in
the peer review groups.
Before moving on to other things, I'd like to share a thought on participation
and active engagement. Being prepared for class, being attentive, being
focused on peers' comments, etc., are important elements of the class.
These behaviors, I assume, are simply normal in a college classroom -
what any student does minimally.
To me, active, enhanced
engagement goes a bit further. Signs include: additional substantive drafting
in the writing process; regular and thoughtful contributions to class
discussions; remarks that challenge and invite further discussion; careful
and diligent peer response; a clear interest in developing and/or contributing
to the class as a whole.
These and similar 'active/enhanced' behaviors are what I value. Sure,
to many these may be obvious, but I still feel it necessary to give you
a clear idea of what this participation grade entails.
A last point about
this grade: Do note that this grade is not a given. Your participation
grade can be affected due to things such as absenteeism, missing and/or
not being prepared for conferences, lack of attentiveness during peer
review sessions, not being prepared for class, not checking this website,
etc. Again, this grade and your success in class has a lot to do with
how you approach your work.
Class & University
Policies:
A. Attendance.
Punctual attendance is mandatory. There is simply too much to do in this
short amount of time we have together. Do not let absenteeism become a
problem, folks.
Having said this,
here's the deal when it comes to attendance:
Six or more
absences results in a failing grade for the course.
Students who
miss two class periods within one paper cycle (one paper assignment)
will not be allowed to submit that paper, resulting in a missing paper.
Tardiness will
not become a problem. If it does, expect that I will deal with the issue. Problems with tardiness will affect your overall grade.
It is your responsibility
to arrange meetings with me on what, if any work, can be made up.
Punctual attendance
is mandatory. We have much to do this semester. Typically students in
105 are allotted three absences-for whatever reasons-before any penalties
specifically for absences are assigned. After three absences, students
will be penalized 3% points from their overall grade for each additional
absence: for example, five absences would result in a subtraction of
6% from the overall grade, thus taking a 73% (a C) to 67% (a D).
Lastly: A missed
instructor-student conference counts as an absence. Work that is missed
(peer review points, rough draft points, etc.) cannot be made up. Also,
please be aware that coming to class unprepared -- without that day's
assignments completed - counts as an absence.
B. Academic Honesty.
Unfortunately, it has become increasingly necessary to provide students
with clear and explicit guidelines regarding plagiarism. The Professional
Concerns Committee of this university's Faculty Senate provides this advice:
You are responsible for making yourself aware and understanding the policies
and procedures in the Undergraduate (pp. 271-272) [Graduate (pp. 24-26)]
Catalog that pertain to Academic Integrity. These policies include cheating,
fabrication, falsification and forgery, multiple submission, plagiarism,
complicity, and computer misuse. If there is a reason you believe you
have been involved in academic dishonesty, you will be referred to the
Office of Student Judicial Affairs.
You will be given the opportunity to review the charge(s). If you believe
you are not responsible, you will have the opportunity for a hearing.
You should consult with me of you are uncertain about an issue of academic
honesty prior top the submission of an assignment or test. (Faculty Senate,
email, August 16, 2001)
Many university-level writing guides exist that include sections on plagiarism
and how to avoid it, as well as examples of citation and referencing of
sources. Please consult an appropriate writing guide and review conventions
for citations and avoiding plagiarism. I will provide assistance on an
individual basis when one's resource on the matter is unclear or ambiguous.
Also, understand that
it is against WMU's policy to submit a paper written for one class to
another class. This means that if you have started 105 before and have
a paper or two on your computer written for that attempt, those papers
are not eligible for this course. Make sure you read through the definitions
in this policy. Claiming you "didn't know" will not be a persuasive
defense. According to this policy, students who exhibit academically dishonest
behaviors risk failing the course as well as significant sanctions from
the Dean of Student Judicial Affairs.
C. Student Rights.
There are three important
pieces of information from the University regarding your rights:
1. Any student with a documented disability (e.g. physical, learning,
psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations
must contact the Disabled Student Resource Services office (387-2116)
at the beginning of the semester.
2. The College of Education maintains a strong and sustained commitment
to the diverse and unique nature of all learners and high expectations
for their ability to learn and to apply their learning in meaningful ways.
3. It is a fundamental policy of Western Michigan University not to discriminate
on the basis of sex, sexual orientation, color, race, age, religion, national
origin, height, weight, marital status, or handicap in its educational
programs, admissions, employment, promotions, salaries, and social activities.
Through its example and teaching, Western strives to foster in it students,
faculty, and staff respect for basic human rights. In its external relationships,
the University is supportive of those activities that seek constructive
change in the development of human rights in this country and abroad.
D. Late/Missing
Work.
Late work is NOT an option. We will be moving rapidly through the class,
and if you get behind, there aren't empty spaces for you to catch up.
If you must miss a class period when a paper is due, send it with a classmate.
In extreme cases of emergency, you may email the paper to me as an attachment.
Only with the most unavoidable and extraordinary, documented reasons will
I accept a late paper for my commentary. If there is a problem, you must
communicate with me.
Papers that do not receive this commentary will be considered incomplete,
missing papers. A missing paper will lower a student's overall grade by
a full letter (B/A becomes C/B, C becomes D, etc.)
More than two missing
papers will cause a student to fail the course.
E. Grading.
The criteria for evaluating the quality of the papers will be passed out
and discussed separately. The final grade will be weighted as follows:
93-100% A
88-92% B/A
82-87% B
78-81% C/B
72-77% C
68-71% D/C
60-67% D
59% & lower E
Final Notes:
There are just a couple
things more that I would like to add.
First, I expect all
students to be here on time and prepared to work. Again, tardiness and
absenteeism will not be tolerated as there is simply not enough time and
too much to do.
Also, I have no problems
with EATING, etc. in class as long as it doesn't become bothersome; a
cell phone ringing IS a problem, so please turn them off.
Other Helpful Information:
The departments/resources are there to help students succeed at WMU and
elsewhere. If you find yourself struggling with this class, please take
advantage of some of these resources.
Please note: If you plan to use resources here at WMU, you should plan
ahead for a tutoring session. Our writing labs often have a two-week waiting
list!! Call them for more details on this.
Here is the semester
run-down. Again, do note that this is a 'tentative' schedule. Sometimes,
things just change. Although I will try to stick to this schedule, just
be flexible.
Please note: If a class is canceled (due to snow or other reasons) on
a paper's due date, that paper will be collected at the next class.
WEEK ONE: Introductions
Thurs., 6/23 -- Introductions & Syllabus
Syllabus, discussion,
questions, etc.
Interviews/Personal
Introductions.
Homework/Reading
for Next Class:
Take a good look
at this syllabus. Check out the assignments; visit some of the resources.
You need to do this: I rely heavily on this site for discussion, research,
etc. Know what's going on.
Take a look at
the first writing assignment, the Evaluative Essay
. Print off a copy of the assignment sheet and bring it to class
with questions. Make sure to come to class with a pretty good idea of
what you might write about in your paper.
You could also check out ads from the past, or what some are saying about the effects of advertising.
Review reading in Mauk & Metz.
Pick your print ads to next class: at least FIVE examples to choose from. You MUST bring your ads to class or your participation grade will be affected.
If you haven't signed up for Nicenet, you need to.
In class read/response/analysis of Simon Benlow's 'Pulp Fiction: Valuable Critique or Useless Titillation?'
Discussion of audience, purpose, etc.; also, talking about rhetorical strategies, use of transitions, style, etc. This will be based on questions on p. 346 of Mauk & Metz: 'Read a text . . .'.
Peer review/practice mini-lesson of "Summary & Sayback."
Drafting, peer comments, etc., related to first paper/rough draft.
Review Mauk & Metz, pgs. 50 - 51/'Peer Review' strategies; review in class handout regarding peer review and strategies for making the process work for you and others.
Turn your rough text into a complete text that meets the standards/requirements of the assignment.
You MUST bring FOUR copies of your essay: Peer review is NEXT class! You must have THREE copies for peers and ONE for me. If not, your grade/attendance will be affected.
Today is the first peer review. You MUST have FOUR COPIES of your essay today: ONE copy will go to me; the THREE other copies will be used with other students. If you do not have your essays, your participation/attendance grade will be affected.
Time spent on peer review: "Sharing/Pointing and Center of Gravity/Summary and Sayback."
Scheduling appointments for teacher response meetings for Monday.
Homework/Reading for Next Class:
Finish working on the final draft of your second essay, prepare for your second teacher response meeting on Tuesday/Wedensday, and make sure to fill out your 'Conference Worksheet'. You MUST bring this filled out sheet to the meeting. If not, you will be considered absent and there will not be a meeting.
Make sure that you have met all of the requirements for the assignment/Essay #1.
WEEK THREE: Writing Cycle #1/Evaluative Essay -- Wrapping Up
Meet w/instructor for evaluation session: no formal class session today.
Be prepared to discuss paper, concerns, editing questions, etc. make sure to bring a filled out "Conference Worksheet' today! Without it, there will not be a meeting, and grade/attendance will be affected.
If time, acquaint yourself a bit more with Western Michigan's libraries and how to find resources. You may also want to familiarize yourself a bit more with MLA or APA research styles.
Spend some time learning about how to write research papers: Click here for some suggestions on how to approach the task; check out this site; you could also try this one for additional comments and helpful suggestions.
You could also learn a bit more about how to go about planning, writing, and structuring your inquiry-based paper by visiting this site.
Really begin to narrow your topic/inquiry question for the next writing assignment and come to class preapred to explore your topic.
Continue revising for your MIDTERM PAPER: Due in about two weeks!
Thurs., 7/7: Writing Cycle -- Day #1: Drafts Due/Library Day/Start Next Cycle
Essay #1/"Evaluative Essay" is due at the beginning of class today.
Class trip to Waldo Library to learn more about research, how library works, etc.
Discussion/explanation of the next essay.
After library primer, you will have time to start looking for material related to paper topic, so make sure you come to class with a general idea of the assignment and a possible topic.
Homework/Reading for Next Class:
Continue to fine-tune and revise your midterm revision, if you choose paper #1.
Come to class with as much writing as you can muster related to the next assignment so we can work with your text in class if there is time to do so.
Also, make sure to bring any and all resources to the next class for peer evaluation.
Continue to spend time with the issue of 'plagiarism.' If it is not yet clear, this IS a biggie.
Take some time to read more about the issue click here; get some more practice on how to avoid it by clicking here.
Review Mauk & Metz, pgs. 50 - 51/'Peer Review' strategies; review in class handout regarding peer review and strategies for making the process work for you and others.
Review the requirements for the next writing assignment, "Research-based Essay.
Teach Shor's "Ten Steps to a Final Paper" brainstorming activity
Homework/Reading for Next Class:
Continue to fine-tune and revise your midterm revision, if you choose paper #1.
Review Mauk & Metz, pgs. 50 - 51/'Peer Review' strategies; review in class handout regarding peer review and strategies for making the process work for you and others.
Turn your rough text into a complete text that meets the standards/requirements of the assignment.
You MUST bring FOUR copies of your essay: Peer review #2 is NEXT class! You must have THREE copies for peers and ONE for me. If not, your grade will be affected.
Today is the second peer review. You MUST have FOUR copies of your essay today: ONE copy will go to me; the two THREE copies will be used with other students. If you do not have your essays, your participation/attendance grade will be affected.
Time spent on peer review: "Sharing/Pointing and Center of Gravity/Summary and Sayback" OR one approach of the group's choosing.
Scheduling appointments for teacher response meetings for Wed/Thurs.
Homework/Reading for Next Class:
Finish working on the final draft of your second essay, prepare for your second teacher response meeting, and make sure to fill out your 'Conference Worksheet'. You MUST bring this filled out sheet to the meeting. If not, you will be considered absent and there will not be a meeting.
Make sure that you have met all of the requirements for the assignment/Essay #2.
Meet w/instructor for evaluation session: no formal class session today.
Be prepared to discuss paper, concerns, editing questions, etc. make sure to bring a filled out "Conference Worksheet' today! Without it, your attendance/class grade will be affected.
Meet w/instructor for evaluation session: no formal class session today.
Be prepared to discuss paper, concerns, editing questions, etc. make sure to bring a filled out "Conference Worksheet' today! Without it, your attendance/class grade will be affected.
Homework/Reading for Next Class:
To remind, essay #2 is due next class, on MONDAY 7/18.
Final text must be clean, and must meet all of the requirements for the assignment.
Check out the next assignment, the Persuasive Essay. Print off a copy of the assignment, and bring it to class.
Read the assignment and be prepared to ask questions.
Read Mauk & Metz, pgs. 242-261. Be familiar with this material as it will help you a lot with the paper. Be prepared to discuss this material next class.
Learn more about what persuasive essays are by clicking here or here.
If you need help developing a plan of attack, check this out and print out a copy of this worksheet.
Bring all resources you have for your paper to the next class and be quite prepared to talk about your paper idea/topic/thesis with the class.
Essay #2/"Research-based Essay" is due at the beginning of class today.
"Table-Topics" speeches or "Arguing about things, and learning you might already know a lot!"
Essay #3 explanation, review, discussion, etc. Essay due: TUESDAY 7/26.
Review Mauk & Metz reading assignment.
"Summary Review" -- brief summary/peer response activity. The activity requires that you have already thought a lot about your topic, so come prepared to be able to practice this on the instructor.
Homework/Reading for Next Class:
For next class, you MUST bring a workable rough draft of your persuasive essay to class. By 'workable', I mean that you should have at least TWO pages of typed text.
Be very prepared to discuss your work. You MUST have your thesis statement written down, and must have a pretty good idea of some evidence/appeals for your case.
Review Mauk & Metz reading, handle questions, etc.
In class peer analysis/discussion of "Don't Make Me a Has Been" by Jennifer Schwind-Pawiak (p. 227).
"On Board"-- thesis review and responses and/or "What? Are You Nutz?" -- Mini-lesson on developing counter arguments (p. 248).
Homework/Reading for Next Class:
If still needed, review Mauk & Metz, pgs. 50 - 51/'Peer Review' strategies; review in class handout regarding peer review and strategies for making the process work for you and others.
Turn your rough text into a complete text that meets the standards/requirements of the assignment.
You MUST bring FOUR copies of your essay: Peer review #3 is NEXT class! You must have THREE copies for peers and ONE for me. If not, your grade will be affected.
Today is the third peer review. You MUST have FOUR COPIES of your essay today: ONE copy will go to me; the THREE other copies will be used with other students. If you do not have your essays, your participation/attendance grade will be affected.
Time spent on peer review: "Summary and Sayback" or one approach of the group's choosing.
Scheduling appointments for teacher response meetings for Thurs/Monday.
Homework/Reading for Next Class:
Finish working on the final draft of your third essay, prepare for your third teacher response meeting on Thurs/Monday, and make sure to fill out your 'Conference Worksheet'. You MUST bring this filled out sheet to the meeting. If not, you will be considered absent and there will not be a meeting.
Make sure that you have met all of the requirements for the assignment/Essay #3.
Meet w/instructor for evaluation session: no formal class session today.
Be prepared to discuss paper, concerns, editing questions, etc. make sure to bring a filled out "Conference Worksheet' today! Without it, attendance/grade will be affected.
Meet w/instructor for evaluation session: no formal class session today.
Be prepared to discuss paper, concerns, editing questions, etc. make sure to bring a filled out "Conference Worksheet' today! Without it, attendance/grade will be affected.
Homework/Reading for Next Class:
To remind, essay #3 is due next class, on TUESDAY 7/26.
Final text must be clean, and must meet all of the requirements for the assignment.
Check out the next assignment, the "Problem-Solution" essay. Print off a copy of the assignment, and bring it to class.
Read the assignment and be prepared to ask questions.
Read Mauk & Metz, pgs. 447-466. Be real familiar with what is happening in these pages. No doubt, this stuff will come in handy for this assignment.
To learn more about this type of essay, click here or for some helpful hints as to how to get started with this paper and the process as a whole, click here or here.
To see an example of a problem-solution essay, consider reading this or this.
Be thinking about a possible topic idea, a problem, and possible solutions. Scratch this down on paper and be prepared to use in class: you will be asked to share topic, problem, and possible solution (s).
Review Mauk & Metz, paying particular attention to structure and organization.
For next class, you MUST bring a workable rough draft of your problem-solution essay to class. By 'workable', I mean that you should have at least TWO pages of typed text.
Nicenet: it's still waiting for you! Make sure you keep up.
Wed., 7/27 -- Writing Cycle/Day #2.
"Take One outta the Hat"/learning activity.
Problem-solution group work: real stuff in real life; little things, big things, and consequences.
Structuring your paper/peer work, reading, working with pgs. 461-464.
"Consequences of your Essay" activity: timed free-writing related to your essay and its consequences; -- the consequences of the essay, the solution, etc. (p. 470).
Homework/Reading for Next Class:
If still needed, review Mauk & Metz, pgs. 50 - 51/'Peer Review' strategies; review in class handout regarding peer review and strategies for making the process work for you and others.
Turn your rough text into a complete text that meets the standards/requirements of the assignment.
You MUST bring FOUR copies of your essay: Peer review #4 is NEXT class! You must have THREE copies for peers and ONE for me. If not, your grade will be affected.
Before bringing essay to class, you might want to go do a close review of your paper using these guidelines.
Thurs., 7/28 -- Writing Cycle/Day #3 -- Final Peer Review.
Today is the final peer review. You MUST have FOUR COPIES of your essay today: ONE copy will go to me; the two other copies will be used with other students. If you do not have your essays, your participation/attendance grade will be affected.
Time spent on peer review: "Summary and Sayback" or one/two approaches of the group's choosing.
Scheduling appointments for teacher response meetings for Monday.
Homework/Reading for Next Class:
Finish working on the final draft of your fourth essay, prepare for your fourth teacher response meeting on Monday/Tuesday, and make sure to fill out your 'Conference Worksheet'. You MUST bring this filled out sheet to the meeting. If not, you will be considered absent and there will not be a meeting.
Make sure that you have met all of the requirements for the assignment/Essay #5.
There is not much time left: the Nicenet portfolios are creeping up.
WEEK SIX: Writing Cycle #4/Problem-Solution Essay -- Wrapping Up
Meet w/instructor for evaluation session: no formal class session today.
Be prepared to discuss paper, concerns, editing questions, etc. make sure to bring a filled out "Conference Worksheet' today! Without it, attendance/grade will be affected.
Schedule final portfolio conferences for after Thanksgiving break.
Meet w/instructor for evaluation session: no formal class session today.
Be prepared to discuss paper, concerns, editing questions, etc. make sure to bring a filled out "Conference Worksheet' today! Without it, attendance/grade will be affected.