Englwrit 112: College Writing | Monday-Wednesday-Friday
Teacher’s Calendar with Suggested Lesson Plans
Spring Semester 2016
Underlined text refers to entries in the database: www.umass.edu/writingprogram/teaching/database/_resourcecontents.html.
Introduction to Course & Unit 1: Inquiring into Self
GOALS
 Introduce the concept of writing: as means for thinking, expressing ideas, engaging others.
 Introduce syllabus: esp. course goals and policies, five units, and writing process.
IN-CLASS ACTIVITIES
Wed, Jan. 20
Introduction to
writing &
writing
community
 Briefly, introduce self and course. Writing Exercise about writing histories: List texts that you’ve
written or read in your life—include ‘important’ as well as everyday reading and writing. (e.g.,
Diversifying Literacy Exercise).
 Small groups: Students introduce themselves to begin to build writing community. Share writing
histories. Why did writing matter? How were your approaches different or similar?
 As class, discuss: What is writing? Why do we write?
 Explain our approach to college writing. Note learning objectives, required texts, writing process,
policies, calendar. Remind students to keep generative writing and drafts organized for unit portfolios.
HOMEWORK (DUE NEXT MEETING)
 Writing Exercise: Based on in-class discussion, reflect on an experience that informed or exemplifies
their ideas about writing: the purpose of writing, what makes for good writing, who they are as
writers (min. 500 words). Note: Ask students to post to Moodle journal or class forum so that they
can access this for Unit 5. This is generative writing for Unit 5.
 Read Opening Conversations (OC), Introduction (v-xvi). Also, read 1st OC essay for Unit 1. See
recommended readings. Do Hierarchy of Influences activity.
GOALS
 Introduce Unit 1, and explore context and self.
 Start generating shared terms about reading and writing, and continue throughout semester.
WEEK 1
IN-CLASS ACTIVITIES
Fri, Jan. 22
Writer & reader
contexts
 Discuss OC intro, esp. “Writing as Conversation,” “Rhetorical Situation” and “Writer’s Contexts.”
Discuss Satrapi op-art (OC) to generate discussion about rhetorical situation. Begin generating
shared writing terms—e.g., Writer’s Toolbox—and continue until Unit 5.
 Introduce idea of context. Discuss context/”influences” in OC essay.
 Small groups: Reflect on writing histories (homework) to discuss what contexts shape writers and
their perspectives on the world? Student contexts enrich the class writing community.
 Introduce Unit 1 assignment (Contexts That Make Me, Pivotal Places, Self as Writer, Blowing Things
into Proportion). Generative Writing for Unit 1: how does OC essay help you reflect on your contexts?
HOMEWORK (DUE NEXT MEETING)
 Generative Writing for Unit 1: describe one experience that illustrates your context(s).
 Read 2nd OC essay. Do Reading for Self exercise.
 Read EW Ch 1: A Writer’s Choices (14-20). Read Unit 1 Preface and one essay from SWA. Questions
about Unit 1 assignment?
GOALS
 Introduce WRITING PROCESS, esp. DRAFTING and the idea of writing to discover.
 Explore ways in which writers reflect on and represent their contexts to readers.
Mon, Jan. 25
Reflecting on &
writing about
one’s contexts
IN-CLASS ACTIVITIES
 Discuss 2nd OC essay & students’ responses: What contexts shape these writers? Where does the
writer describe and narrate? Critically reflect? How does the text move between description/narrative
and self discovery? Discuss SWA essay.
 More Generative Writing for Unit 1. Small Groups: discuss what might make certain topics promising
(or not) and interesting to readers (classmates).
HOMEWORK (DUE NEXT MEETING)
 Read EW, Ch 2: Exploring, Planning, and Drafting (20-35). Write initial draft of Unit 1 (750+ words);
bring 1 copy to next class.
1
GOALS
 Introduce PEER RESPONSE, what constitutes constructive feedback.
 Help students give and receive critical, respectful responses to one another’s drafts.
 Introduce REVISION and idea that writing is always in-process.
IN-CLASS ACTIVITIES
Wed, Jan. 27
Peer response
& revision:
purposeful
description
Revision as reseeing
 UNIT 1 INITIAL DRAFT DUE. Explain that, for all essays, teacher comments and peer comments each
serve distinct roles—e.g., for Unit 1, you address how critically context is represented while peers
address how description affects readers. Students need to consider all responses.
 Explain idea of revision as substantial re-seeing—e.g., re-seeing purpose, idea development, style,
audience. Introduce and use SWA essay to model Peer Response in relation to EW, Ch 2g-h. What is
“good” writing in Unit 1?
 Generative Writing to foster critical reflection: What are you seeking to understand about this
context’s influence on you? Why?
 Peer response: description. In pairs, students read generative writing and initial drafts. What’s being
emphasized in the description? How well does description support the writer’s purpose? Ask questions
and give constructive feedback.
 Teachers: check in occasionally with each group. Computer Lab Idea: Students use Google Docs, MS
Word Comment, or Moodle forum tools for peer response.
 Revision Exercise: description. Considering your essay purpose, develop and refine description in 1
paragraph of draft. A few students to share.
HOMEWORK (DUE NEXT MEETING)
WEEK 2
 Review EW, Ch 2g-h (if applicable, 2f). Revise and develop draft (min. 1000 words); bring revised draft
to next class.
GOALS
 Foster revision, and continue to build shared terms and writing/revision strategies.
Fri, Jan. 29
IN-CLASS ACTIVITIES
Revision:
paragraph
purpose
 Revision Exercise: paragraph purpose. Revise 1-2 paragraphs substantially—e.g., break up description
with a definition of the context, illustrate broad reflection through narration and description, etc. As
class, reflect on revision strategies and potential effects that revision has on readers.
 UNIT 1 1st REVISED DRAFT (incl. in-class revisions) DUE; collect 1 copy for teacher response.
(Teachers: return with comments by next Mon or Wed.)
HOMEWORK (DUE NEXT MEETING)
 Writing Exercise: Read second Unit 1 essay from SWA. Complete Analyzing Stylistic Choices activity.
GOALS
 Continue to foster revision.
IN-CLASS ACTIVITIES
Mon, Feb. 1
Revision:
beginnings &
endings
 Discuss SWA essays: What revision ideas do we get from the essays? Build on list of revision strategies
generated during Unit 1.
 Revision Exercise: beginnings/endings. Small groups identify strategies in beginnings and endings in
OC/SWA essays read so far. As class, share and discuss revision ideas—e.g., see Inquiring into Self:
Imagining the Director’s Role. Individuals revise intros and/or conclusions.
 Distribute teacher responses. Reflective Writing: How will you address different readers’ reactions?
How will you draw on revision strategies discussed this unit? List substantive revision plans.
HOMEWORK (DUE NEXT MEETING)
 Continue to revise draft; bring working revisions to next class.
GOALS
…WEEK 3
 Continue to foster revision.
Wed, Feb. 3
IN-CLASS ACTIVITIES
Revision on…?
HOMEWORK (DUE NEXT MEETING)
 Revision activity tailored to class needs, e.g. developing critical reflection.
 Complete global revisions of Unit 1 essay; bring almost-final copy to next class.
 Read EW, Ch 29-32 on Language (146-160). Familiarize yourself with “The Top Twenty” most
common errors in EW (1-11).
2
GOALS
 Introduce concept and practice of COPY-EDITING.
IN-CLASS ACTIVITIES
Fri, Feb. 5
Copy-editing:
sentence style
 UNIT 1 2ND REVISED DRAFT due (check off only).
 Copy-editing Exercise 1: Referring to EW, small groups focus on refining sentence style to fit purpose
and voice—e.g., play with sentence length; play with word choice; use em dashes, semi-colons, and
colons to elaborate. As class, a few share. Computer Lab Idea: Teach students to use MS Word
Comments for copy-editing workshop—Comments work better than Track Changes so that writer is
required to make decisions.
 Copy-editing Exercise 2 focused on 2-3 issues in “The Top Twenty.”
 Prepare students to begin editing log. Preview EW homework on copy-editing comma usage.
HOMEWORK (DUE NEXT MEETING)
 Create editing log that lists grammar-style issues learned and future goals. Refer to EW, Ch 19:
Commas (110-118) and find one comma rule to add to editing log.
 Complete revisions and copyediting. Unit 1 portfolio due by start of next class (print, Google Docs, or
Moodle?).
Unit 2. Interacting with Texts
GOALS
 Encourage writerly REFLECTION, and introduce PUBLICATION & CIRCULATION.
 Explain SUMMARY and the need to read carefully in order to INTERACT WITH TEXTS.
IN-CLASS ACTIVITIES
WEEK 3…
Mon, Feb. 8
Reading a text
Summary:
what,
why, & how
 Reflective Writing Exercise on Unit 1; see EW Ch 2j for possible questions. Publication/circulation
activity. Computer Lab Idea: Students “publish” excerpts of essays on Moodle forum; at end of class,
students reflect on how peer contexts might influence “interaction” with OC essay.
 UNIT 1 PORTFOLIO DUE. (Teachers: return next week.)
 Introduce Unit 2 essay assignment. Review “Rhetorical Situation” & “Listening to Others” in OC Intro.
 Discuss role of reading in writing course: Refer to discussion from first class. What texts do we read?
How do we read? How do we read specifically in an academic community?
 As class, read definition of summary (EW Ch 3a) and excerpt of 1st OC essay for Unit 2. See
recommended readings. Writing Exercise: List points to include in a summary. Explain that summary
can include what the text says (topic), why the writer says that (purpose), and how the writer
develops the what (example, reasoning, organization). Share and discuss.
HOMEWORK (DUE NEXT MEETING)
 Read EW, Ch 3: Critical Thinking and Argument (35-44).
 Finish reading 1st OC essay. Writing Exercise: Use Outlining activity to develop in-class work into 200word summary (what, why, how) of essay—don’t respond yet.
 In preparation for next class, read Writing Program’s Academic Honesty statement (handout) and Ch
38c-d: Taking Notes & Ch 39: Integrating Sources & Avoiding Plagiarism (198-203).
GOALS
…WEEK 4
Wed, Feb. 10
Academic
Honesty
More practice
with summary
Response
 Continue to help students learn to read for critical understanding and to write effective summary.
 Introduce RESPONSE strategies and the differences between response and summary.
 Explain ACADEMIC HONESTY using WP’s statement and EW.
IN-CLASS ACTIVITIES
 Explain academic honesty. Discuss summarizing, quoting, paraphrasing, citing (why and how) using EW,
Ch 38c-d, 39, & 41d. Small groups: Share and discuss summary for content and academic honesty.
 Explain summary vs. response and why each matters for academic readers.
 Begin response. Writing Exercise on 1st OC essay: Freewrite about one sentence that you found
interesting. Discuss; use questions in EW, Ch 3a to extend discussion. Do rhetorical appeals (EW 3d)
offer additional ways of responding?
HOMEWORK (DUE NEXT MEETING)
 Use exercise to develop 500-word response; refer to additional lines/passages from the essay.
 Read 2nd OC essay for Unit 2. Write concise 200-word summary using Reading to Respond.
3
GOALS
 Explore RESPONSE strategies.
IN-CLASS ACTIVITIES (CONTINUED)
Fri, Feb. 12
WEEK 4…
WEEK 5
…WEEK 6
Response:
complexity
Tues, Feb. 16
(Mon schedule)
Response:
using
quotation,
paraphrase,
and summary
to complicate
analysis
Wed & Fri, Feb.
17 & 19
WEEK 5
Studentteacher
conferences in
lieu of class
meetings
 RESPONSES TO 1ST OC ESSAY DUE. Review academic honesty. Small groups: Share and check in-text
and end-of-text citations. Describe response strategies that peers are using.
 Discuss ways that “said,” “implied,” and “response” sections of Reading to Respond chart offer
response strategies. Introduce and complicate additional strategies (e.g., Ways of Responding).
 Discuss 2nd OC essay and students’ summaries. Writing Exercise: Locate one or more “difficult”
passages in 2nd OC essay, and focus response on difficult sections. Do Challenging Your Reading or
Wrestling the Terms of the Text. Encourage students to engage with nuances of essay.
 Writing Exercise: Practice sentence structures that connect ideas—e.g., subordinating clauses
(because x, y happens; even though x, there is y; etc.). See EW Ch 15: Coord & Subord (96-100).
HOMEWORK (DUE NEXT MEETING)
 Write 500-word response to 2nd OC essay; be sure to refer to and cite specific lines/passages.
 Highlight or copy additional sentences/passages in 1st or 2nd OC essays that inspire “wrestling.”
GOALS
 Practice ethical, effective paraphrase and quotation, and complicate responses to texts.
IN-CLASS ACTIVITIES
 RESPONSES TO 2nd OC ESSAY DUE.
 Small Groups: Share responses. Writing exercise: What question does each response seek to answer?
Discuss ways of complicating and focusing question (preview to creating Unit 3 research question).
 Small Groups: Read responses. Give suggestions on integrating and responding to quotations.
 Writing Exercise: Writing Exercise: Revise 1-2 paragraphs that cite the essay.
HOMEWORK (DUE NEXT MEETING)
 Further develop one response, or combine both into fuller essay. Integrate summary, paraphrase,
quotations. Submit Unit 2 initial draft one day before conference (e.g., GoogleDocs, Moodle).
GOALS
 Help students focus and develop Unit 2 initial drafts.
IN CONFERENCES
 UNIT 2 INITIAL DRAFT DUE before conference. Student understands academic honesty?
 Help student create revision plan—esp. refining focus, complicating analysis. Refer to OC essay to
extend response and SWA essays to model “interaction.”
HOMEWORK (DUE NEXT MEETING)
 Revise. Bring 2 versions of revised draft to next class: (a) one full draft and (b) one abridged version
with introduction, first and last sentences of each body paragraph, and conclusion.
GOALS
 Help students give and receive critical, respectful responses to one another’s drafts.
IN-CLASS ACTIVITIES
Mon, Feb. 22
Peer response
 UNIT 2 1ST REVISED DRAFT DUE (check off only). Indicate focus of peer response vs. teacher response—
e.g., teacher addresses focus and complexity, peers address development and organization.
 Peer Response: one peer comments on critical response and explanation in version (a); consider
academic audience’s expectations for analysis. Then, second reader comments on organization in (b).
HOMEWORK (DUE NEXT MEETING)
 Read SWA Unit 2 preface plus 1-2 essays. Note response strategies (e.g., complexity, use of sources).
 Continue to revise, and bring copy to next class.
…WEEK 6
Wed, Feb. 24
Revision:
academic
audience
continues on
next page…
GOALS
 Review INTERACTING WITH TEXTS, and explore idea of academic audience.
IN-CLASS ACTIVITIES
 Discuss Unit 2 essays from SWA. What’s is effective about this “interaction with text,” and how is this
tailored to readers in an academic community? Emphasize critical summary & response.
 Revision activity on writing responses to an academic audience.
4
HOMEWORK (DUE NEXT MEETING)
Wed, Feb. 24
…continued
 Revise, and bring copy to next class.
 Read EW, Ch 41: MLA Style, esp. 41a-b, 41c point 1, 41d point 10, & 41e sample (208-254). Skim EW,
Ch 15, 20, 23, and 24: Coordination & Subordination, Semicolons, Quotation Marks, & Other
Punctuation (96-100, 119-120, 129-134)—read more closely 15a-b, 20a, 23a; and 24c-d.
 Build on editing log that lists 2 more copy-editing goals (e.g., semi-colon usage, MLA style).
WEEK 6…
GOALS
 Continue developing copy-editing skills.
IN-CLASS ACTIVITIES
Fri, Feb. 26
Copy-editing:
sentence
construction &
citation
 UNIT 2 2ND REVISED DRAFT DUE (check off only).
 Revision & Copy-editing Exercise: Explain commas with compound sentences and introductory
phrases as ways to emphasize connections between ideas. Re-write 2-3 transition sentences using
punctuation that connects ideas most effectively.
 Copy-editing Exercise: in-text and end-of-text citation; also, issues listed in editing log.
HOMEWORK (DUE NEXT MEETING)
 Review EW “The Top Twenty,” and identify 2 additional copy-editing goals. Add to editing log.
 Finish revising and copy-editing essay; Unit 2 portfolio due at start of next class.
 Read 2 SWA Unit 3 essays.
UNIT 3. ADDING TO A CONVERSATION
DO INFORMAL MID-SEMESTER COURSE EVALUATIONS.
GOALS
WEEK 6…
Mon, Feb. 29
An intro to
“conversation”
Brainstorming
topic &
audience
 Continue to encourage writer reflection as well as publication and circulation.
 Introduce Unit 3 as writing to ENGAGE IN A CONVERSATION BEYOND THE CLASSROOM: find personal
and/or local purpose for writing, research the conversation and those involved, and tailor writing to
intended readers—i.e., students make more decisions re: the rhetorical triangle.
IN-CLASS ACTIVITIES
 UNIT 2 PORTFOLIO DUE. Discuss how ideas circulate: How do our Unit 2 responses constitute a
“conversation”? How might this conversation look different in a context beyond the classroom?
 Introduce Unit 3 essay; refer to “Rhetorical Situation” and “Entering a Conversation” in OC intro.
 Peruse SWA Unit 3 Preface and titles: What “conversations” do the titles imply? Discuss SWA essays:
Who’s part of the conversation? Who’s the audience?
 Generative Writing to inspire topics that truly interest students. Writing Exercise: List possible
audiences for the topics that emerged in the earlier generative writing. Share with small groups, and
discuss how each audience might affect the writer’s purpose.
HOMEWORK (DUE NEXT MEETING)
 Read 1-2 OC essays (see recommended Unit 3 readings). Do Examining a Conversation activity.
 Read EW, Ch 37: Conducting Research, esp. 37a. Create 2-3 possible Research Question(s). Consider
purpose, audience, and circulation.
GOALS
 Continue to explore how writers represent and add to conversations.
 Help students develop good research questions: consider SCOPE of PURPOSE & QUESTION.
…WEEK 7
Wed, Mar. 2
More on
conversation
Research
question: scope
& writer’s
purpose
IN-CLASS ACTIVITIES
 Discuss “conversation” in OC essay. Do Examining a Conversation activity. Who’s part of the
conversation? Who’s the audience? How is each writer “adding to a conversation”? How do they
represent several voices in their “conversation”? What do they add? Discuss good vs. formulaic
research-based writing.
 Explain the importance of scope. Writing Exercise: Select one possible research question. Rewrite the
question to be as broad in scope as possible, then as narrow as possible (e.g., to focus on a particular
event or action). Discuss: What do you gain/lose? Implications for keyword searches?
 Small Groups: Discuss which questions and readers would be good choices and why.
HOMEWORK (DUE NEXT MEETING)
 Read EW, Ch 38: Find Sources & Evaluate Sources (178-185, 186-198).
 Review library website, including College Writing Subject Guide and video tutorials.
5
CLASS MEETS IN DU BOIS LIBRARY
Reserve at http://guides.library.umass.edu/content.php?pid=4123&sid=3133139.
GOALS
 Familiarize students with print and electronic resources available through the UMass Libraries.
 Help students learn about the usefulness of an annotated bibliography.
IN-CLASS ACTIVITIES
Fri, Mar. 4
Researching in
the library
 Introduce online research using library catalog and databases: effective keyword searches & use of
booleans, source types, catalogs/databases. Model a search, and students search for sources.
 Assign Annotated Bibliography. Annotations should summarize and evaluate sources. Write an
introduction to the annotated bibliography: What’s the research question? Who’s the intended
audience? How will particular sources will be useful, and how do they speak to one another?
 As class, discuss types of sources (e.g., peer reviewed articles, blogs, etc.). Refer to College Writing
Subject Guide. Model evaluation of sources by looking at the publication information of 2-3 sources
students found today; use Source Maps in EW Ch 38b. Preview homework.
HOMEWORK (DUE NEXT MEETING)
 Read sources, and use EW Ch 38a prompts to draft annotated bibliography (intro and min. 3 entries).
Refer to EW, Ch 41d to create citations. Bring to next class.
GOALS
 Help students understand the value of different kinds of publications.
 Help students evaluate sources and consider CONTENT IN RELATION TO AUDIENCE.
IN-CLASS ACTIVITIES
Mon, Mar. 7
Evaluating
sources:
content &
audience
Citation style in
bibliography
 ANNOTATED BIBLIOGRAPHY DRAFT DUE. Review academic honesty. Peer Review: Share and
comment on effectiveness of annotations. Are the sources credible and useful? What content will be
useful as background information, and what content deserves elaboration and analysis? Give
suggestions on additional sources peers should seek. Copy-editing Exercise: citation style.
 Discuss organization in relation to purpose and audience. Explain that an essay should progress
rather than reiterate a main idea. Review SWA or OC essays read for this unit: How does the writer
make his/her ideas progress and guide readers from A to B to C?
 Writing Exercise: Based on peer review, list the ideas that you’d like to convey to your readers. Small
groups brainstorm what intended readers might like to read first, next, last and why. How should the
writer integrate multiple perspectives in one essay?
 Follow up on questions regarding locating and evaluating sources (EW, Ch 37-38). As class, address
questions about annotated bibliography.
HOMEWORK (DUE NEXT MEETING)
 Revise and add to annotated bibliography to include 5-6 sources.
 Read EW Ch 6: Writing to Make Something Happen in the World (53-58). Review EW, Ch 1g & Ch 3d-e
(19, 39-44); consider time, genre, medium, and format.
GOALS
 Continue to help students tailor research-based writing to AUDIENCE: preface and introduction.
…WEEK 8
IN-CLASS ACTIVITIES
Wed, Mar. 9
Tailoring
introductions to
the audience
 Writing Exercise: What have you learned about your conversation? A few students share.
 Writing Exercise: Preface. Write a brief preface that identifies your purpose and intended readers.
What do readers already know/believe/value? What insight will you offer, and why?
 Revisit OC & SWA essays read for this unit: How do writers use intros to make their essays important
and timely to their intended readers? Writing Exercise: Write an intro tailored to intended readers.
 Small groups share prefaces and introductions, and develop drafting plan.
HOMEWORK (DUE NEXT MEETING)
 Write initial draft of Unit 3 (750 words), which develops your purpose and integrates at least 2
sources; add preface to draft.
6
GOALS
 Continue to help students integrate and cite sources effectively.
IN-CLASS ACTIVITIES
Fri, Mar. 11
Integration of
sources
 Use OC or SWA essays to examine how writer tailors text to readers: form, style, and content.
Consider when readers need background summary or are ready for fresh insight and analysis.
 Revision Exercise: Focus on 1-2 paragraphs that incorporate one of your selected quotations.
Students share and give feedback on introducing quotation/paraphrase, complicating response to
quotation, and tailoring content to readers. Revise, share, and discuss. Revise in computer lab?
 Copy-editing Exercise on acknowledgment of sources and correct in-text citation style.
 UNIT 3 INITIAL DRAFT (incl. in-class revisions) & REVISED ANNOTATED BIBLIOGRAPHY DUE. Teachers
collect and return with comments on focus, audience, and research by next Monday.
WEEK 8….
HOMEWORK (DUE NEXT MEETING)
 Continue to research and develop draft; bring working draft to class.
 Consider relevance of EW, Ch 37e: Field Research—esp. interviews and observations (184-185).
NO CLASSES: SPRING RECESS
GOALS
 Continue to help students integrate and cite sources effectively.
IN-CLASS ACTIVITIES
Mon, Mar. 21
Primary sources
 Distribute teacher responses to draft.
 Discuss examples of how writers go beyond library research in OC and SWA essays.
 Small groups: How might a primary source help you develop your essay? For example, one can use
observation to include a description. Or one might use an interview to give library research more
texture and interest. More broadly, would it be helpful to use description, narration, images?
HOMEWORK (DUE NEXT MEETING)
 Revise based on teacher comments and class activity. Incorporate interview or observation into
essay if appropriate; add any interviews to annotated bibliography and works cited.
 Generate ideas for where your essay might be published. Bring 2 possible publication examples to
class (e.g., featured article from a particular magazine, op-ed in an online publication, etc.).
GOALS
 Continue to help students tailor research-based writing to AUDIENCE: FORM & STYLE.
IN-CLASS ACTIVITIES
Wed, Mar. 23
Form & style
 Discuss: Where would readers find an essay like yours? Small Groups: Describe the genre, content,
and style of the publications that students found. What does each audience expect? Why is one
publication preferable over others? Limit options to genres that fit with College Writing goals.
 Revision Exercise: Revise one paragraph for two different publications. As class, a few share.
HOMEWORK (DUE NEXT MEETING)
 Continue to revise essay.
GOALS
WEEK 9
 Continue to help students tailor research-based writing to AUDIENCE: FORM & STYLE.
Fri, Mar. 25
IN-CLASS ACTIVITIES
Peer response
 UNIT 3 1ST REVISED DRAFT DUE.
 Peer Response activity on tailoring form and style to audience. Writing Exercise: revision plan.
HOMEWORK (DUE NEXT MEETING)
 Revise based on peer comments, and bring Unit 3 2nd revised draft to next class.
GOALS
 Help students develop their revisions.
IN-CLASS ACTIVITIES
Mon, Mar. 28
Revision on…?
 Revision Exercise tailored to class needs. For example, paragraph-level and essay-level progression,
and transitions: How well does one sentence build on the previous one, one paragraph on the previous
one? Other common revision needs: focus, idea development, complexity, audience.
HOMEWORK (DUE NEXT MEETING)
 Continue revisions, and bring Unit 3 2nd revised draft to next class. Re-visit Unit 2 editing log; add
editing goals for Unit 3 essay based on past peer and teacher feedback.
7
GOALS
…WEEK 10
Wed, Mar. 30
Copyediting:
citations,
grammar, &
style
 Continue developing copy-editing skills.
IN-CLASS ACTIVITIES
 UNIT 3 2ND REVISED DRAFT DUE (check off only).
 Copy-editing Exercise on Works Cited page (EW, Ch 41).
 Copy-editing Exercise on grammar and style—based on individual editing logs. See EW “The Top
Twenty” for ideas.
HOMEWORK (DUE NEXT MEETING)
 Review EW, Ch 41: MLA Style. Make final revisions and edits. Bring Unit 3 portfolio to next class.
Unit 4. TBA
GOALS
Fri, Apr. 1
 Explore publication and circulation.
 Introduce the goals of Unit 4, and explain connection to course emphasis on writing with purpose
and in context as practiced in Units 1, 2, and 3. See Guidelines for TBA Assignment.
IN-CLASS ACTIVITIES
WEEK 10…
Reflection
Generative
writing
 UNIT 3 PORTFOLIO DUE. Discuss how publication and circulation affect writing in Units 3/ 4.
Reflective writing: In what ways did you help your ideas circulate, to whom and why? How can or
should “college writing” circulate?
 Assign TBA essay. Generative writing.
HOMEWORK (DUE NEXT MEETING)
 Continue generative writing. Read relevant OC & SWA texts.
 Read EW Ch 4: Multimodal & Digital Writing (44-51) if relevant.
Mon, Apr. 4
GOALS
Generative
reading &
writing
IN-CLASS ACTIVITIES
 Goals depend on Unit 4 assignment...
 Generative Reading, Discussion, & Writing Exercises for Unit 4.
HOMEWORK (DUE NEXT MEETING)
 Generative reading & writing relevant to Unit 4.
GOALS
Wed, Apr. 6
 Goals depend on Unit 4 assignment...
IN-CLASS ACTIVITIES
More
generative
writing
 Generative Reading, Discussion, & Writing Exercises for Unit 4.
 Computer Lab Idea: If Unit 4 assignment is mediated, do workshop on relevant software, and help
students begin TBA essay.
HOMEWORK (DUE NEXT MEETING)
 Write initial draft of Unit 4.
WEEK 11
GOALS
 Goals depend on Unit 4 assignment...
Fri, Apr. 8
Revision
IN-CLASS ACTIVITIES
 UNIT 4 INITIAL DRAFT DUE. Teachers give comments and return on Wed, Apr. 13. Alternatively,
hold individual or peer group conferences in place of class meetings on 4/8 & 11.
 Revision activity.
HOMEWORK (DUE NEXT MEETING)
 Begin revising draft.
GOALS
Mon, Apr. 11
Revision
 Goals depend on Unit 4 assignment...
IN-CLASS ACTIVITIES
 Computer Lab Idea: Revision workshop.
HOMEWORK (DUE NEXT MEETING)
 Revise draft, and bring to next class.
8
GOALS
 Goals depend on Unit 4 assignment...
Wed. Apr. 13
IN-CLASS ACTIVITIES
Revision
 Teacher returns comments on draft.
 Revision activity.
HOMEWORK (DUE NEXT MEETING)
 Continue revising draft.
GOALS
 Goals depend on Unit 4 assignment...
WEEK 12
IN-CLASS ACTIVITIES
Fri, Apr. 15
Peer Response
 UNIT 4 1st REVISED DRAFT DUE. Peer response activity.
HOMEWORK (DUE NEXT MEETING)
 Continue revising draft.
 Ask students to review relevant parts of EW sections on Sentence Style, Punctuation/Mechanics,
Language, and/or Multilingual Writers. Build on past editing logs to set direction for next copyediting workshop.
Wed, Apr. 20
GOALS
Copy-editing:
concision,
emphasis, &
other style
matters
IN-CLASS ACTIVITIES
 Goals depend on Unit 4 assignment…
 UNIT 4 2ND REVISED DRAFT DUE. Activity on style, publication, and circulation.
 Computer Lab Idea: Work together to design class zine or Google site based on TBA essays.
HOMEWORK (DUE NEXT MEETING)
 Make final revisions to draft.
GOALS
…WEEK 13
Fri, Apr. 22
Copy-editing:
concision,
emphasis, &
other style
matters
 Continue developing copy-editing skills.
IN-CLASS ACTIVITIES
 Copy-editing Exercise on sentence-level concision, emphasis, and other style matters. Also, copyedit based on individual editing logs.
HOMEWORK (DUE NEXT MEETING)
 Finish revising and copy-editing final version of Unit 4, and bring 2 copies (one for the semester
portfolio) to next class. Bring a semester portfolio with clean copies of the final versions of Units 14 for in-class reflection exercise.
 Read Hayes and McNely (OC).
Unit 5: Writer’s Statement
GOALS
 Introduce Final Reflection assignment.
IN-CLASS ACTIVITIES
…WEEK 13…
Mon, Apr. 25
Writer
reflection
Reflection on
concept &
practice of
writing
 UNIT 4 PORTFOLIO DUE.
 Introduce Unit 5 essay assignment sheet; see sample assignment sheet on database. Revisit course
goals on syllabus and unit goals on assignment sheets.
 Discuss writing contexts through Hayes and McNely: What does it mean to be a writer? Where and
why do we learn to write? Reflect on individual writing histories discussed and written about during
first week of classes. Brainstorm how College Writing experience builds on student experiences. As
class, create a list of writing skills/strategies practiced during the course.
 DO FINAL COURSE EVALUATIONS.
 Reflective Writing Exercises on students’ writing processes and products. Identify 2-3 passages from
your semester portfolio that demonstrate course goals. Small groups: Students share portfolios and
help one another identify themes and patterns, shifts in style, and development across semester.
HOMEWORK (DUE NEXT MEETING)
 Begin drafting Final Reflection essay—e.g., see Post-It Notes exercise—and bring copy to class.
 Read two Unit 5 essays in SWA.
9
GOALS
 Continue working on final reflection.
IN-CLASS ACTIVITIES
WEEK 13…
Wed, Apr. 27
Writer
reflection
Reflection on
concept &
practice of
writing
 Return graded Unit 4 portfolios today or return through Moodle before Unit 5 is due so that
students can use reflections for last essay—see Instructor Handbook for logistical suggestions.
 Writing Exercise: What aspects of your writing did you emphasize in your initial draft, and why?
Discuss SWA essays: What did these students emphasize about their writing experiences?
 Peer Response activity. Computer Lab Idea: Design e-portfolios to display semester’s writing.
 Writing Exercise: Write about a skill/strategy that seems different from what you’ve emphasized in
your essay. Why did this not appear before? How does this relate to other skills/strategies that
you’ve already discussed? Discuss.
 Look forward to future college writing, esp. junior-year writing and IE Gen Ed requirements.
HOMEWORK (DUE NEXT MEETING)
 Complete Unit 5 essay. (Teachers: Give clear instructions to students regarding how to submit Unit 5
during exam week—see Instructor Handbook for suggestions)
 UNIT 5 WRITER’S STATEMENT DUE.
Exam Week,
Apr. 29-May 5
Tues, May 10
 Note: The Final Reflection essay is a culminating activity for College Writing and therefore must be
due during exam week. Please be sure to give students a deadline and let them know how to submit
the essay to you (e.g., hand the essay to you in your office at a designated time, put the essay in your
mailbox, submit the essay through Moodle). If students are submitting essays electronically, make
sure that you specify acceptable file types, and have students practice (e.g., submit Unit 4 essays)
submitting essays electronically to avoid last-minute problems. See Instructor Handbook at
www.umass.edu/writingprogram for more details.
Final grades due on SPIRE.
10