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English 105, Section 24
Critical Reading and Writing in the Academic Community
Spring 2012
Instructor: Dongmei Cheng Meeting Times: 11:30-12:20
TWTH Health & Learning CTR RM 3105 M Liberal Arts RM 301 (Lab Day)
Student Consultation Hours: M&W 9:00-10:30 and by appointment
Instructor’s office: Babbit Academic Annex RM 327
 ALL SUBJECT TO CHANGE 
Course Description
English 105 is a four-credit-hour survey course that introduces you to critical reading and writing in the
academic community. Throughout the semester we practice the reading process: generating questions or
deriving answers from texts; summarizing texts; identifying examples, drawing inferences, and making
logical or comparative connections; organizing information in a variety of ways; seeing and learning
rhetorical skills used by effective writers; and evaluating the merits of what we read. At the same time, we
practice the writing process: identifying audience and purpose; gathering or finding ideas; organizing and
interrelating those ideas for readers; drafting in order to develop, support, and illustrate ideas; revising from
trial-and-error and in light of peer input; editing for clarity and accuracy.
Course Goals
 To introduce fundamental writing principles used in academic settings
 To understand the connections between critical reading and writing skills through close attention to the
production and interpretation of texts
 To apply critical reading and writing skills to formal writing tasks, including an extended writing project
 To develop technological literacy skills to rhetorically analyze online resources based on the audience
addressed, the purpose explored, and the language used
ENG 105 is a foundation requirement of NAU’s Liberal Studies Program: as an NAU student, you need to
know how to produce effectively-written, thoughtful texts if you are to succeed in your NAU classes and
beyond, in your professional, personal, and civic lives.
The Mission of NAU’S Liberal Studies Program is to prepare students to live responsible, productive, and
creative lives as citizens of a dramatically changing world. To accomplish this mission Northern Arizona
University provides a Liberal Studies Program that challenges students to gain a deeper understanding of
the natural environment and the world’s peoples, to explore the traditions and legacies that have created
the dynamics and tensions that shape the world, to examine their potential contributions to society, and thus
to better determine their own places in that world.
The Principles to Guide the Development of Student Learning Outcomes are:
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To understand natural processes and the fragility of the earth’s environment (you may, with your teacher’s
approval, chose to focus on, research, and write about environmental issues in ENG 105)
To understand the world’s peoples and their diversity (the readings in the ENG 105 textbook, along with other
readings your ENG 105 teacher may ask you to read, will give you a sense of cultural diversity)
To understand the traditions and legacies that have created the dynamics and tensions that shape the world
(as with issues affecting the environment, you may chose to research and write about large, world-shaping
issues)
To understand the potential for and limitations of technology to enhance human and other life (again, another
useful and interesting subject to write about. In addition, you will use technology in many forms in ENG 105)
To act upon the individual’s responsibilities and connections to local, national, and global communities and
environments (part of any writing task are the ethical aspects of any discourse, including correct and proper
attribution of source materials)
To practice the habits of an examined or self-reflective life to facilitate ethical and responsible living (a large
part of ENG 105 is the reflective aspect, where your teacher will ask you to think about and reflect on all major
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writing assignments, as well as to construct an individual large-scale reflection about the class and your work
in it)
Texts
Roen, Duane, Gregory R. Glau and Barry M. Maid. The McGraw-Hill Guide: Writing for College, Writing For
Life (NAU edition) 2nd edition. McGraw-Hill, 2010.
Assignments
 Reading: During the semester we will read a variety of texts. You, as an individual, will also research
and read sources to support an extended argument paper. Reading assignments may involve various
response activities--for instance, summaries, critiques, self-evaluations, quizzes, reaction writing about
specific questions, and so on.
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Writing: During the semester expect to write both in and out of class.
+ In-class Writing may range from brief paragraphs to complete essay drafts of two to three pages
each.
Grading breakdown:
Class work, reflection papers, participation in class discussions and group
activities, peer editing, Research Logs, etc.
25%
Out-of-Class Writing will involve drafting and revision to produce the following:
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Writing Project # 1: a short, polished essay that shows your skill in rhetorical analysis writing
(approximately three to five typed, double-spaced pages). You also will reflect on your writing
following this project.
10%
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Writing Project # 2: a short, polished essay that shows your skill in evaluative writing
(approximately three to five typed, double-spaced pages). You also will reflect on your writing
following this project.
10%
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Writing Project # 3: a short informational argument that shows your understanding of an issue or
question or problem: what are the various “sides” to the topic? (three to five typed, doublespaced pages). While you may or may not be “neutral” in this paper (you can argue a side), you
must cover the various “sides” to the issue you’re focusing on. This gives you the chance to kind of
“examine the conversation” that is going on, about the issue or problem, and you need a minimum of
six (6) sources for this project. You also will reflect on your writing following this project.
15%
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Writing Project # 4: a prospectus and annotated bibliography that shows your research and
preparation for your extended argument paper: “here is what I’ve read (annotated bibliography) and
what I plan to argue (prospectus) for my extended argument paper”
10%
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Writing Project # 5: Your prospectus and annotated bibliography lead into the extended argument
paper, where you pick a side and construct an effective argument (20%) involving library research
that showcases your understanding of critical reading, writing, and argumentation skills (eight to ten
typed double-spaced pages + individual presentation/discussion) (5%). You also will reflect on your
writing following this project.
25%
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Writing Project # 6: a polished essay that shows your skill in reflecting on your experiences in
English 105.
5%
The first version of each essay will be discussed in small group workshops and I will comment on your
writing in conference. You then will revise this essay into a final draft, often working through several
workshop versions, using the suggestions you received as a starting point for the final version. Remember:
writing is never "done" the first time; (re) vision means (re)seeing . . . (re)cognizing . . .
Portfolio: At the end of the semester you will submit a portfolio (your essay assignments) in electronic
copy to your instructor. Make sure that you save all your work on disk in case you lose your hard
copies, Please note: To pass English 105, you must also submit a completed writing portfolio which will
be kept in the University Writing Program office. Your electronic portfolio must include final copies of
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Writing Project # 1 – Rhetorical Analysis
Writing Project #2 -- Evaluation
Writing Project # 3 – Informational argument
Writing Project # 4 – Prospectus, Annotated Bibliography
Writing Project # 5 -- Extended Argument
Writing Project # 6 – Final Reflection
The permission form, electronically signed by filling in your name and checking a box on the form
Technological Literacy: English 105 incorporates computer literacy as an integral part of teaching
critical thinking, reading, and writing skills. Our work with Blackboard Learn and other forms of
technology are not intended to teach you computer skills, but are intended to teach you to look more
critically at how technology influences our understanding of the writing process and our thinking about
reading and writing in a technology-supported environment. Just about everyone works in a
technologically-rich environment and your work in ENG 105 will help you prepare not only for the rest of
your college career, but for the rest of your life. A research instruction module developed by Cline
Library is available in our BB Learn shell, which will help you make the most of the depth of research
materials Cline provides to NAU students.
Grading
Assignments in English 105 will be evaluated according to the following criteria:
 “A” work is excellent work that fulfills assignment criteria with exceptional skill, quality, style,
persuasiveness, or sophistication
 “B” work is good work that meets assignment criteria
 “C” work is acceptable work that meets assignment criteria but contains notable flaws you should
have remedied in planning, drafting, revising, or conferring with your instructor
 “D” work is poor work that does not meet assignment criteria
 “F” work is poor work filled with numerous severe flaws
Calculate your grade on the familiar 100-point scale:
90-100 is A, 80-89 is B, 70-79 is C, 60-69 is D, 59 and lower is F.
Attendance
English 105 heavily depends on classroom activities--workshops, discussions and brainstorming sessions,
impromptu writing, group preparation for writing assignments -- so your attendance is very important. When
you miss class, you not only miss information important to your success, but you jeopardize the
collaborations among students that this course depends on: part of the class goes missing with you.
Therefore, if you miss too many class sessions, your grade will be lowered or you will fail the class.
You are allowed four absences without penalty: save those for the unexpected or unavoidable.
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Each unexcused absence beyond those four will cost you three percent of your overall course average.
While 3% doesn’t seem like much, missing only few extra class days over the semester can easily drop you
a whole letter grade – missing a week’s worth of class will drop your final grade by 12%.
While class attendance is required as noted, please be cautious about attending class if you are feeling ill.
Please inform me by phone or email if you are feeling unwell; if you are experiencing flu-like symptoms, you
should not attend class; please take precautions not to infect others, and seek medical attention if your
symptoms worsen. And remember that you need a doctor’s note to verify any absence that you want to be
excused: Doctor’s notes must be approved by the Director of the University Writing Program. The
student must meet with the Director and teacher and submit the doctor’s note for verification as
soon as possible after any absence for which you want to be excused.
You will not be penalized for missing class is you have an institutional excuse (this means you are
attending an event as a representative of the university. There are three types of institutional excuses.
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The Academic institutional excuse is approved by the Dean of the College and is for students
participating in a scheduled class activity outside of normal class meeting times and similar kind of
events.
The Extracurricular institutional excuse is approved by the Dean of Students and is for students
participating in sanctioned and approved events of student organizations and non-NCAA athletic
competitions.
The Athletic institutional excuse is approved by the Vice Provost for Undergraduate Studies and is
for students participating in NCAA sanctioned events.
Students are responsible for notifying class instructors and showing them a copy of the institutional excuse
at least 5 working days (or one class period if the class meets less frequently than every five days) prior to
start of the time period it covers. Class instructors are not required to honor institutional excuses presented
to them less than the stipulated time period stated in the previous sentence. It is recommended that
athletes, at the beginning of the semester, provide their faculty a schedule of all events in which the team
will be participating for which an institutional excuse will be granted.
<http://www.cefns.nau.edu/faculty/documents/StudentInstitutionalExcuses.doc>
To accommodate students who participate in university-sanctioned activities, we offer sections of this
course at various times of the day and week. We have asked advisors across campus to help students
enroll in appropriate sections. If you think that this course may conflict with a university-sanctioned activity
in which you are involved—athletics or the debate team or whatever--please see me after class today.
Note: If you are more than 15 minutes late to class, I will count you absent for this class session. If you are
5-15 minutes late to class, I will count this as being tardy. Being tardy four times will count as an absence.
Always, and this holds true for all of your classes, if you know that you’ll be absent, contact your teacher
and ask about making-up any missed work and assignments.
Late Writing Projects
Do not turn your Writing Projects in late, unless you negotiate with me BEFORE the due date--NEVER on
the same day a Writing Project is due. Writing Projects that are late will be marked down 10 points for each
day they are late. As with the attendance policy, I will not vary on deducting for late Writing Projects, no
matter what "excuse" you might have.
If I’m absent: If I need to cancel class because my car broke down, or if I’m ill, etc., I will try to get someone
to post a sign. I also will try to email you all, before class. However, if you come to class and I’m not here
by the time 15 minutes has elapsed (from when class is to start), please assume that class is cancelled.
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Manuscript preparation: Please consider every piece of writing you do for this class to be "public
property." We will discuss your writing in both large and small groups. Several times during the semester,
you will be asked to duplicate your Writing Project for your writing groups (approximately four copies). If
you do not have hard copies of your papers on the day when those papers are due so your workshop group
members can get them in class, you will lose one letter grade from the final grade for that paper. Even
if you post copies on Vista later that day, or send them through email later to your group members, if you
don’t have the hard copies in class, your final grade for the paper will be lowered by one letter grade.
REMINDER: Copies for group workshops are due:
WP #1
WP #2
WP# 3
WP #5
1/30
2/14
3/5
4/23
ALL VERSIONS of ALL Writing Projects, except research logs, must be typed, double-spaced. Please do
not use cover sheets (let's save trees) or binders.
The public nature of class writing and discussions: Part of becoming a good writer is learning to
appreciate the ideas and criticisms of others, and in this course our purpose is to come together as a writing
community. Remember that you will often be expected to share your writing with others, so avoid writing
about things that you may not be prepared to subject to public scrutiny, or things you feel so strongly about
that you are unwilling to listen to perspectives other than your own. This does not mean that you are not
entitled to an opinion but that you adopt positions responsibly, contemplating the possible effect on others.
In particular, please do not write about any criminal activity that you have knowledge of—as a witness, as a
victim or as a perpetrator. This may seem like an odd thing to caution you about, but if you were to write
about such activity, I may be legally required to report it to the authorities.
Resources: There are many resources available at NAU, including
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The University Writing Center provides valuable resources for NAU students. Using proven techniques, The
Writing Center (located in the North Student Learning Center, University Union, building 30, room 254) will
empower students to become an effective, insightful communicator — a skill that’s in high demand no matter
what their field.
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ENG 100: The University Writing Program also offers a one-credit, one-on-one tutoring course, ENG 100,
offered in the fall and spring semesters and available to any student, regardless of their major—ask your ENG
105 teacher for more information about ENG 100.
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The Grade Performance Status (GPS) system: GPS allows your professors to contact you (with a copy to
your advisor) about any issues with your classroom performance. If you do get a GPS email, read and pay
attention to it—it is your professor reaching out to help you succeed in his or her course.
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Supplemental Instruction (SI) is offered in some classes—ask your professor. SI provides group discussions
that help students better understand course material, led by an SI Peer Leader, who is a student who has
been previously successful in the course, attends the course again and holds weekly office hours and study
sessions for that course and for that professor. They also work with the professor to better understand what
concepts are being emphasized at a given time and what patterns of difficulty the students have had with the
course material. This allows the SI leader to develop course-specific and instructor-specific study guides,
quizzes, practice tests, etc. to share with students who attend the SI sessions. SI attendance is completely
voluntary, as the emphasis is on helping students to become independent learners.
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The Student Learning Centers (SLC) are comprised of three different programs: the tutoring program,
Supplemental Instruction and the Peer Jacks Mentoring program. The SLC’s tutoring program has two
different locations for individual appointments and several satellite locations for drop-in tutoring, including
online tutoring. We serve students in a variety of subjects, but focus a great deal on Biology, Chemistry, Math,
Engineering and Business courses. Tutors work with students on content, but also assist students in
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identifying various study skills that will strengthen their ability to be successful in the course. The SLC also
offer a variety of skill based services such as study skills appointments and workshops that address things like
test taking strategies, time management, writing at the university, as well as others. Our mission for the
tutoring program is to help students become independent learners by working with them to meet the various
needs they have. For more information and for a full listing of our study skills workshops, please visit
http://home.nau.edu/edsup/slc/
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LEADS Center Leadership | Engagement | Achievement | Diversity | Service combines three campus
departments to bring you the best in advising, mentoring, and cultural celebrations: Leadership - Peer
mentors and staff to provide guidance and to encourage the development of talents; Engagement Opportunities for active involvement in community; Achievement - Tools and resources to help students
become responsible and independent learners; Diversity - An environment that values and supports students
with different perspectives, experiences, and backgrounds; Service - Personal attention to individual needs http://home.nau.edu/leads/
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Multicultural Student Center (MSC) The Multicultural Student Center (MSC) serves a
broad array of university students. Relevant transition services and support are provided for many first
generation students including a growing number of historically underrepresented students. The MSC
promotes student success through academic, personal, and cultural growth; provides an access point
into the campus community; and develops leaders that enrich our diverse society. Services: Academic
support, Financial aid guidance, Peer advising, Cultural events and programs, Cultural and personal
guidance, Career exploration, Social events and connections Service referrals. 523-5656.
nau.edu/msc
Native American Student Services (NASS) NASS provides support services to
undergraduate and graduate students to help ease the transition to college and connect students to
resources that help ensure academic and personal success. Services: Academic support; Financial
aid and tribal aid guidance; Cultural and personal guidance; Career exploration and preparation;
Social connection and events; Peer mentorship and leadership opportunities 523-8086 nau.edu/nass
Student Support Services (SSS) SSS provides one-on-one academic support and
educational services to help assist students in adjusting to college life and the rigors of academic
study. Services: Academic support; Tutoring and study skills building; Career/personal guidance;
Financial aid assistance; Cultural and educational events. To be eligible for SSS, students must be
either: low-income (Pell Grant eligible), first-generation to college, or registered with the office of
Disability Resources. SSS, 523-6980 nau.edu/sss
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Disabilities Resources Section 504 of the Rehabilitation Act and the Americans with Disabilities Act requires
that all NAU programs, services and facilities be accessible to individuals with disabilities, except where the
action necessary to achieve accessibility would result in a fundamental alteration of the program or service or
would impose an undue burden. Northern Arizona University is proactive in its dealings with students who
have disabilities. Services are available for all NAU students who provide the required documentation and
meet the eligibility standards set by Disability Resources in accordance with Section 504 and the A.D.A as
amended. Services are designed to provide access to all programs, services and facilities in the most
integrated setting appropriate to the needs of the qualified student with a disability. Accommodations are
established on an individual basis, and are tailored to the needs of each student. http://www4.nau.edu/dr/.
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Gateway Student Success Center. The Gateway Student Success Center is one of very few advising
centers where advisors are cross-trained in both career and academic advising. Through this Gateway works
to empower individuals to discover their passion and potential as well as pursue lives of purpose. The
Gateway provides academic advising for undeclared students as well as all first year and transfer students
with less than 24 units. Also available at the Gateway are Prelaw and Premedical assistance for all
undergraduates, and career/employment advising for all current students, graduates, and alumni.
http://www4.nau.edu/gateway/ (Thanks to Linda Shadiow for this list of resources.)
Class Procedures: For every class period, there will be reading assignments. We will discuss and/or write
about these texts in detail, so be sure to read them and annotate carefully, so please remember to bring
your textbook to class each day.
For most class periods, you will have a Research Log (RL) entry. Each entry in your Research Log should
be dated and be about 200 words long (1 typed or 2 handwritten pages). Most often, you will annotate and
respond to the readings in your Research Logs. Research Logs will be graded on a √+, √, and √- basis.
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Generally, research logs will move you up or down about half a letter grade. That is, if most of your
Research Logs are √+, then they'll help you if you're close to the next higher grade. If many are √-, and
you're "between grades," you'd probably receive the lower grade for the class. Average research logs,
marked with a √, will keep you about the same. I strongly, strongly recommend that you put a lot of time
and effort into your Research Logs--and in the end, it will help you construct better Writing Projects.
RESEARCH LOGS MUST BE TURNED IN THE DAY THEY ARE DUE.
Please also keep a copy of any Writing Project you turn in, for your own files. You'll need them for the final
portfolios in ENG 105 and also if you want to file a grade appeal. Please also note: when you turn in the
final version of any Writing Project, you must also turn in all earlier versions, including notes, peer review
comments, outlines, etc.
Plagiarism
Plagiarism is a form of theft. It is grounds for failing the course. Plagiarism occurs when a writer uses
someone else’s phrasing, sentences, or distinctive insights without giving proper credit. Be sure to
acknowledge your sources! In this age of downloadable papers, remember that turning in work that, in
whole or in part, is not your own is also plagiarism. When in doubt about quotation, citation, or
acknowledgment of sources, see me. All of your papers should be cited accurately and completely.
Other notes:
Please feel free to say anything you wish in class; I will. At the same time, I will respect you as adults and
will expect you to treat the others in the class the same way. This might seem a minor point, but we will be
doing a lot of commenting on each others' Writing Projects, and it's important to always be considerate as
well as honest. I call on everyone equally, whether you raise your hand or not, so know in advance that you
will be expected to talk in class. Finally, remember the 6 Ps.
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Week 1
What we’ll do in class
Tuesday
1/17
- Introductions:
- Students, places, expectations
- Introduction to the course:
- course description
- course syllabus and policies
- NAU goals and objectives
Wednesday
1/18
- Introductions part 2
- In-class Writing: why are you here?
What do you hope to get out of this class,
this semester? What are your overall goals
and hopes for all of your classes, this
semester?
- questions on syllabus and policies?
- WPA Outcomes Statement, pages xl-xli
WFC
Thursday
1/19
- In-class writing: what’s the most
interesting or useful thing you learned from
your reading today? Why?
- Discuss 1-24
- Do activity page 16; share + discuss
- discuss activity and answers, page 24
-Read 1-24
- Bring in a magazine or newspaper
advertisement, per the activity on page
24.
- Research Log (RL) # 1: DO the writing
activity as outlined (answers to the
questions on page 24).
Week 2
What we’ll do in class
Have this read and completed for
today’s class
Monday
1/23
In-class writing: do the activity on page 23
and share
- do the activity on page 28 and discuss
- hand out sample rhetorical analysis papers
- discuss WP# 1 assignment and rubric
- discuss RL# 2
Tuesday
1/24
In-class writing: what is the best idea you
got from today’s reading? Why?
- discuss 33-45
- discuss appeals / triangle
- discuss RL# 3
- read 33-45
- RL#3: do the activity on page 31
Rhetorical triangle + rhetorical appeals
Wednesday
1/25
- In-class writing: what is the best idea you
got from today’s reading? Why?
- in pairs, do the activity on page 434
- in pairs, do the activity on page 435
- discuss rhetorical analysis per 22-23
- read 429-435
Have this read and completed for
today’s class:
Purchase the textbook for this class:
The McGraw-Hill Guide: Writing for
College, Writing for Life (NAU edition) 2nd
edition. All pages for reading and writing
assignments below are for this text.
- Read 25-32
- RL# 2: In no more than one page,
summarize “The Ethics of ‘Stealing’ a
Wi-Fi Connection,” page 19
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WP#1 v1 (2 copies) – we will workshop
your paper in class
Thursday
1/26
- In-class writing: what problems are you
having with this assignment? What questions
do you have? Read and discuss
- Workshop WP#1
Week 3
What we’ll do in class
Have this read and completed for
today’s class:
Monday
1/30
- In-class writing: what would you like your
classmates to focus on and comment on, for
this draft?
- workshop WP#1
- get ready for group workshops
Tuesday
1/31
Group writing workshops in our classroom
Wednesday
2/1
Group writing workshops in our classroom
Thursday
2/2
Group writing workshops in our classroom
WP#1 v2 (4 copies); also RL# 4: what’s
the best thing about this version of
WP#1? What’s the weakest part?
Why? What would you like to spend
more time on? The purpose of this RL is
to step back a little and to reflect on your
work so far.
be prepared to comment on your
classmates’ papers, per the instructions
your teacher will give you
be prepared to comment on your
classmates papers, per the instructions
your teacher will give you
be prepared to comment on your
classmates papers, per the instructions
your teacher will give you
Week 4
What we’ll do in class
Have this read and completed for
today’s class
Monday
2/6
- In-class writing: what grade does this
Writing Project deserve? Why?
- in-class reflection on this writing project
Final version of WP#1 (rhetorical
analysis) due (10%)
Tuesday
2/7
In-class writing: Is Mohler’s essay a good
example of an evaluation? Why or why not?
- discuss RL#5 and in-class writing
- discuss Mohler
- discuss learning outcomes for evaluative
writing
- discuss writing assignment
- In-class writing: answer two of the
questions on page that you did not answer for
RL#6 on page 287 + discuss in class
- discuss RL
- discuss Star Trek reviews
- discuss 281-304
- in-class invention work
Read 266- 280
RL #5: please answer # 5, 6 and 7 on
page 280
Wednesday
2/8
Read 281-304
RL # 6: answer three of the questions on
page 287
10
Thursday
2/9
- In-class writing: list two questions you
have on citing (try to be as specific as
possible).
- discuss questions on citing
- hand out sample evaluation papers to
discuss on Monday
- go over organizational approaches page
294
- using visuals - page 295
- discuss “Who has the healthiest burgers”?
(student essay) page 304
- read “Who has the healthiest burgers”?
(student essay) page 304
Week 5
What we’ll do in class
Monday
2/13
- In-class writing: which of the sample
evaluation papers did you think was the most
effective? Why?
- in small groups: which of these papers is the
most effective evaluation? Why? (report to
the whole class)
Tuesday
2/14
- in-class writing: what would you like your
classmates to comment on for this draft?
- workshop WP # 2 per page 301
- WP # 2 v1 (evaluation) (4 copies)
Wednesday
2/15
Group writing workshops in our classroom
Thursday
2/16
Group writing workshops in our classroom
be prepared to comment on your
classmates papers, per the instructions
your teacher will give you
be prepared to comment on your
classmates papers, per the instructions
your teacher will give you
Week 6
What we’ll do in class
Have this read and completed for
today’s class
Monday
2/20
Group writing workshops in our classroom
Tuesday
2/21
In-class writing: what would you like your
classmates to comment on and make
suggestions about?
- workshop WP #2 v2
be prepared to comment on your
classmates papers, per the instructions
your teacher will give you
- WP #2 v2 (evaluation) (2 copies)
- RL# 7: what’s the best thing about this
version of this writing project? What’s the
weakest part? Why? What would you like
to spend more time on? The purpose of
this RL is to step back a little and to reflect
on your work so far.
Have this read and completed for
today’s class
- read the sample evaluation essays and
be ready to write about them and to
discuss them
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Wednesday
2/22
Thursday
2/23
- In-class writing: what grade does this
paper deserve? Why?
- in-class reflection per 308-309
Get started on WP # 3: Informational
argument: what is a problem or issue and
what are the “sides” or arguments that
surround it?
- WP#2 final (evaluation) (10%)
- Read 132-146
- RL # 8: Answer questions 6 and 7
under “Critical Thinking: Responding to
the Writer’s Ideas,” page 146
In-class writing: answer # 8 page 146 under
“Composing Processes” and discuss
- discuss RL # 8
- discuss expectations for an informational
argument
- discuss Ezzell
- go over assignment for WP# 3
- “informal” 5-item annotated bibliography
handout
Week 7
What we’ll do in class
Have this read and completed for
today’s class
Monday
2/27
- In-class writing: please answer # 6 page
151 and discuss
- discuss 147-163 and also 533-539 (finding
sources)
- discuss Hafner
- discuss RL # 9
- ask each student to report on his or her topic
for WP#3
- discuss organizational approaches page 163
- read 147-163 and also 533-539
- RL #9: part a: please answer # 2 page
151; also list as part b of your RL the topic
you want to focus on, for WP # 3
- be working on the “informal” 5-item
annotated bibliography as research for this
assignment
Tuesday
2/28
In-class writing: how are you thinking of your
first draft? Questions / concerns / issues /
problems?
- Collect and discuss
- discuss Broadbent
- discuss 164-177
- Discuss 540-552 (evaluating sources)
- Discuss 594-616 (APA)
- discuss visualizing variations page 167
- Read 164-177 and also 540-552 and
also 568-573
- RL #10: answer # 1 under “rhetorical
knowledge,” page 177
Wednesday
2/29
- in-class writing: what is the best idea you
got from today’s reading? Why?
- discuss their best ideas
- discuss 520-531
- do the activity in small groups on page 520
using the photos you brought in
- in pairs, do the activity on 522 using our text,
and share
- bring in six photos per 520
- read 520-531
12
Thursday
3/1
Brief (2-3 minutes) in-class presentations
about (1) your topic and (2) to outline the
“conversation” or arguments about your topic
Week 8
What we’ll do in class
Monday
3/5
- in-class writing: what would you like your
classmates to comment on for this draft?
- workshop WP # 3 per 170
- exchange papers for group workshops that
follow
Tuesday
3/6
Group writing workshops in our classroom
Wednesday
3/7
Group writing workshops in our classroom
Thursday
3/8
Group writing workshops in our classroom
Week 9
Monday 3/12- Thursday 3/15
- turn in your “informal” 5-item
annotated bibliography
- be prepared to speak for 2-3 minutes in
front of the class
Have this read and completed for
today’s class
- WP # 3 v1 (informational argument (4
copies)
- RL# 11: what’s the best thing about this
version of this writing project? What’s the
weakest part? Why? What would you like
to spend more time on? The purpose of
this RL is to step back a little and to reflect
on your work so far.
be prepared to comment on your
classmates papers, per the instructions
your teacher will give you
be prepared to comment on your
classmates papers, per the instructions
your teacher will give you
be prepared to comment on your
classmates papers, per the instructions
your teacher will give you
Spring Break: NO CLASS
Week 10
What we’ll do in class
Have this read and completed for
today’s class
Monday
3/19
In-class writing: what would you like your
classmates to comment on and make
suggestions about?
- workshop WP#3 v2
WP#3 v2 (informational argument) (2
copies)
also RL# 12: what’s the best thing about
this version of this writing project? What’s
the weakest part? Why? What would you
like to spend more time on? The purpose
of this RL is to step back a little and to
reflect on your work so far.
Tuesday
3/20
- In-class writing: what grade does this
paper deserve? Why?
- in-class reflection per 178-179
- WP#3 final (informational argument)
(20%)
13
Wednesday
3/21
- In-class writing: answer two of the
questions on 236 that you did not answer for
your RL
- discuss questions/answers
- discuss Dowd
- discuss 223-236
- discuss 505-511 on visual aids
- read 223-236
- read 505-511
- RL# 13: answer two of the questions on
page 236
Thursday
3/22
In-class writing: answer two of the
questions on page 238 you did not answer
for your RL
- discuss in-class writing and RL # 14
- discuss Emrich
- discuss 237
- students present their photo or
advertisement: why is this persuasive?
- read 237-249
- RL# 14: answer one of the questions on
page 238 and one of the questions on
page 242
- bring in a persuasive photo or
advertisement
Week 11
What we’ll do in class
Have this read and completed for
today’s class
Monday
3/26
In-class writing: Is DeRosa’s essay
persuasive? Are you convinced? What in
the essay makes you say so?
- students present on why their editorial or
letter is persuasive
- discuss DeRosa’s essay
- discuss logical fallacies page 475-478
- read 250-263
- read 475-478
Tuesday
3/27
In-class writing: answer two of the
questions on page 374 that you did not
answer for RL#15 + discuss both questions
and answers
- learning goals for writing to solve problems
- discuss scenarios
- discuss Pollard
- read 362-374
- RL#15: answer one of the questions on
page 374
Wednesday
3/28
- in-class writing: answer two of the
questions on page 381
- discuss Baskin and Fawcett
- writing process for writing to solve
problems
- discuss visual aids 512-519
- intro: annotated bibliography research and
form
- discuss triangle/appeals per 457-466
- read 375-390
- read 457-466
- read 512-519
Thursday
3/29
- In-class writing: what did you learn from
today’s reading?
- Intro to annotated bibliography purpose
and format; research
- discuss visual aids 520-531
- discuss speaking in public 485-492
- discuss Ellsworth per questions on 403
- read 391-403
- also read 485-492
14
Week 12
What we’ll do in class
Monday
4/2
Tuesday
4/3
-Library research instruction
- No class: research day
Library research day: Complete WP#4
initial research (5 sources)
Wednesday
4/4
- In-class writing: tell us about your research
experience, good and bad. What problems
did you encounter? How did you overcome
them?
- share/workshop annotated bib and
prospectus v1
- discuss 152-156
- No class: research day
- WP # 4 annotated bibliography v1 (5
entries) + prospectus v1 (2 copies)
- read 152-156
Thursday
4/5
Week 13
What we’ll do in class
Monday
4/9
- individual presentations / discussions of your
proposal and research (5%)
- discuss 450-451
Tuesday
4/10
- individual presentations / discussions of your
proposal and research (5%)
Wednesday
4/11
- individual presentations / discussions of your
proposal and research (5%)
Thursday
4/12
- in-class writing: what did you think of
constructing an annotated bib + prospectus?
What was the best thing about it? Why? The
worst thing? Why?
- get started on final Writing Project:
converting your research into a final paper
Week 14
What we’ll do in class
Monday
4/16
- meet individually with your instructor about
your prospectus and WP#5
(Location: BAA 327)
Tuesday
4/17
- meet individually with your instructor about
your prospectus and WP#5
(Location: BAA 327)
Have this read and completed for
today’s class
Library research day: Complete WP#4
research (10 sources)
Have this read and completed for
today’s class
- be prepared for your individual
presentation + leading a class discussion
on your prospectus
- also read 450-451
- be prepared for your individual
presentation + leading a class discussion
on your prospectus
- be prepared for your individual
presentation + leading a class discussion
on your prospectus
– WP #4: Final annotated bibliography +
prospectus (5%)
Have this read and completed for
today’s class
15
Wednesday
4/18
- meet individually with your instructor about:
your prospectus and WP#5
(Location: BAA 327)
Thursday
4/19
-in-class writing: what would you like your
classmates to focus on and make suggestions
about for this first draft?
- workshop WP#5 per 393
Writing Project #5 v1 (2 copies)
Week 15
What we’ll do in class
Monday
4/23
- In-class writing:
- workshop WP# 5
Have this read and completed for
today’s class
Writing Project # 5 v2 (4 copies)
Tuesday
4/24
Group writing workshop in our classroom
- be prepared to comment on your
classmates papers, per the instructions
your teacher will give you
Wednesday
4/25
Group writing workshop in our classroom
Thursday
4/26
Group writing workshop in our classroom
- be prepared to comment on your
classmates papers, per the instructions
your teacher will give you
- be prepared to comment on your
classmates papers, per the instructions
your teacher will give you
Week 16
What we’ll do in class
Have this read and completed for
today’s class
Monday
4/30
In-class writing:
- start on reflective letter using prompts on
404-405
Writing Project # 5 final (20%)
Tuesday
5/1
In-class writing: what questions or problems
do you have with your final reflective letter?
- discuss their in-class writing
- discuss Appendix A
- workshop final reflective letter
- WP#6: Final reflective letter v1 (3
copies)
- read Appendix A page 617
Wednesday
5/2
Thursday
5/3
- workshop final reflective letter
- WP# 6: Final reflective letter v2 (2 copies)
Remind students to do course evaluations
WP # 6: Final portfolio + reflective letter
(10%)
16
Overview calendar, spring 2012
Monday
Tuesday
1/17
Intro 1
Wednesday
1/18
Intro 2
Get textbook
Thursday
1/19
Read 1-24
R:#1
Friday – NOTES:
1/23
Read 25-32
RL#2
1/24
Read 33-45
RL#3
1/25
Read 429-435
1/26
WP#1 v1 (2 copies)
GPS progress
report
1/30
WP#1 v2 (4 copies)
RL#4
1/31
Group workshops
2/1
Group workshops
2/2
Group workshops
GPS progress
report
2/6
WP#1 final due
2/7
Read 266-280
RL#5
2/8
Read 281-304
R:#6
2/9
Read essay on 304
GPS grade
report: WP#1
2/13
Read sample essays
2/14
WP#2 v1 (4 copies)
2/15
Group workshops
2/16
Group workshops
GPS progress
report
2/20
Group workshops
2/21
WP#2 v2 (2 copies)
RL#7
2/22
WP#2 final due
2/23
Read 132-146
RL#8
GPS grade
report: WP#2
2/27
Read 147-163
533-539
RL#9
2/28
Read 164-177
540-552
568-573
RL#10
2/29
Bring 6 photos per
520
Read 520-531
3/1
5-item A.B. due
presentations
GPS progress
report
3/5
WP#3 v1 (4 copies)
RL#11
3/6
Group workshops
3/7
Group workshops
3/8
Group workshops
GPS progress
report
3/12
3/13
3/19
WP#3 v2 (2 copies)
RL#12
3/20
WP#3 final due
3/21
Read 223-236
505-511
RL#13
3/22
Read 237-249
RL#14
Bring a photo/an ad
3/26
Read 250-263
475-478
3/27
Read 362-374
RL#15
3/28
Read 375-390
457-466
512-519
3/29
Read 391-403
485-492
4/2
Research instruction
4/3
NO CLASS:
Research day
4/4
WP#4 v1 (2 copies)
Read 152-156
4/5
NO CLASS:
Research day
GPS progress
report
4/9
Presentations
Read 450-451
4/10
Presentations
4/11
Presentations
4/12
WP#4 final due
GPS grade
report: WP#4
4/16
Meetings (BAA 327)
4/17
Meetings (BAA 327)
4/18
Meetings (BAA 327)
4/19
WP#5 v1 (2 copies)
GPS progress
report
4/23
WP#5 v2 (4 copies)
4/24
Group workshops
4/25
Group workshops
4/26
Group workshops
GPS progress
report
4/30
WP#5 final due
5/1
WP#6 v1 (3 copies)
5/2
WP#6 v2 (2 copies)
5/3
WP#6 final due
3/14
3/15
Spring Break: NO CLASS
GPS grade
report: WP#3