Dear Chris,
This quarter was such a whirlwind that I’m actually finding it difficult to reflect on. The easiest thing for me to do is think about how I’m feeling now versus how I remember feeling at the end of September. Standing as I am right now at a place of greater knowledge (or at least greater relative knowledge, as compared to September) ,
I’m amazed at how naïve I was. I assumed that teaching college writing would be more or less like teaching high school writing. I was wrong.
I actually found designing these materials to be one of my greatest hurdles, and that’s one of the things I want to improve upon in the future. Being almost fifteen years removed from my own freshman writing class, I didn’t have much of a frame of reference when it came to creating my own assignments, so I fell back on slightly modifying some of the assignments provided us as class resources. This disappoints me in my own innovation. I’ve always felt like I was pretty good at creating innovative, meaningful assignments, and for much of this quarter I felt like I was merely aping other people’s work. Some of this is a symptom of my inexperience, some of it is being stuck with the Writing About the World text (which I’m not a huge fan of), so I’m hoping
I can come up with some assignments that I feel I have more ownership of. Now that
I’m more familiar with the class and feel that it belongs to me a little more, I think I’ll gradually become more comfortable with creating materials for it.
One thing that definitely helped me see the world of possibilities available to me in Writing 2 were the Back Pocket Presentations™ in 501B. While I felt like some of them were of questionable value in teaching writing and reading, there were definitely

some that I’m planning on using in the future (Danielle’s online peer review and
Caren’s “courtroom” scenario). Even the ones that didn’t have much use for me helped me see that I can have as much freedom in creating materials and lessons as I did in my high school classes.
This isn’t to imply that everything I did this quarter should be binned, never to be seen again. I do feel like my reading log assignments were a big success. Many of the TA’s seemed to be frustrated with the role of logs or journals in their classes, but having used them extensively before, I knew exactly how to plug them into my curriculum. Likewise, my final portfolio assignment is a keeper. Even though this too is borrowed, it’s such a great assignment, and the students have such freedom in tailoring it to their strengths, that I think it’s an exceptional showcase for their work, and when done correctly, allows the students to see just how much progress they made during the quarter. I also feel like one of my individual strengths is the way I work with the students in their conferences. I find I accomplish much more in a 15-minute, one-on-one talk than I do in two hours of formal instruction. Many of my students said they found the conferences helpful, and I’d like to find a way to extend their use in the class.
As I peer into next quarter and the one after that, the one area that I know I need to work on more is balancing discussion and writing activities. I think I made a mistake this quarter in going for a “quantity over quality” approach to the reading, resulting in the students reading things superficially. This definitely didn’t help the discussions, and I got so hung up at first on making the discussions work that the writing often got

shortchanged. I remedied this as the quarter went on, but I do think I need to overhaul the role of reading and discussion for it to be of maximum benefit.
In the end, I think this was a successful quarter. Not everything worked, but when they didn’t work I learned what I need to change next time around. Teaching is a constant learning process, and I’m currently finding myself in the same position I was in in 1995, following my first semester of teaching high school. It’s exciting, and I’m already looking forward to January 8. Thanks for helping me along the journey.
Sincerely,
Rob

Writing 2
Unit #1: Writing in the Sciences*
Major Assignment: One of my goals in Writing 2 is to show how the three disciplines
(science, social science, and the humanities) are inextricably linked to one another. For this first paper, your goal is to choose a scientific innovation and explain how it has been (or could be) an agent of social change. You should try to become an expert in your field by discussing the historical aspects of your topic, as well as the social and ethical mechanics by which your topic acts as a catalyst for change. Your paper should include a clear thesis, specific explanations, and sources to help you prove your points.
Stages:
1.
Select a topic: Choose an area that is of interest to you. There are many different possibilities and avenues to explore: alternative energy sources; genetic engineering; stem cell research; cloning; evolution vs. intelligent design; theories of intelligence as applied to education and testing; medical advances in the third world; global warming, etc. Be sure that whatever topic you choose, it is not too broad for a research paper. Choose a specific event or development that you can support with specific evidence.
2.
Bibliography: The sources you use to support your thesis are of vital importance to the overall success of your paper. You should find a minimum of seven sources. Of these seven, you should use periodicals with a general audience; professional journals; book-length sources; and Internet sources.
3.
Annotation: You must read and annotate your sources. I expect a minimum of five annotations, including one book. Take notes as you read, paying special attention to direct quotations. Use APA format for your in-text and bibliographical citations.
4.
Drafting: Now that you’ve conducted your research, you should write a first draft that carefully and persuasively argues your position. You will be evaluated on how you evaluate and present evidence in support of your thesis. Your paper should be 5-7 pages in length, not counting your title page or works cited page.
Use APA format to write your paper.
While the first draft of your paper is very much a work in progress, we will be conducting workshops in class to help you develop your writing. For these workshops to be of the most use to you, it would be a good idea to have a complete draft by the specified date.

5.
Revising: Based on the comments you received in our first workshop, continue to refine your paper into a second draft. There will be one final workshop to help you with the final polish. Your finished product should be a clear, coherent, and grammatically correct document.
* adapted from an assignment by Paul Rogers
WRITING 2 R. MONTGOMERY
Unit 1 Paper: Writing in the Sciences
CATEGORY
Introduction
(Organization)
Score:
Focus on Topic (Content)
Score:
4
The introduction is inviting, states the main topic and author's position, and previews the structure of the paper.
3
The introduction clearly states the main topic and author's position, and previews the structure of the paper, but is not particularly inviting to the reader.
Main idea is clear but the supporting information is general and/or superficial.
2
The introduction does not clearly state or fails to mention the main topic, author's position, or structure of the essay, nor is the introduction inviting to the reader.
Main idea is somewhat clear but there is a need for more supporting information.
1
There is no clear introduction of the main topic or structure of the paper.
The main idea is not clear. There is a seemingly random collection of information.
Support for Topic
(Content)
Score:
Sequencing (Organization)
Score:
Sources (Content)
Score:
There is one clear, wellfocused topic. Main idea stands out and is supported by detailed, insightful information.
Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.
Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.
All sources used for quotes and facts are credible and cited correctly using APA format.
Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.
Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.
All sources used for quotes and facts are credible and most are cited correctly using
APA format.
Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.
Some details are not in a logical or expected order, and this distracts the reader.
Most sources used for quotes and facts are credible and cited correctly using APA format.
Supporting details and information are typically unclear or not related to the topic.
Many details are not in a logical or expected order.
There is little sense that the writing is organized.
Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly using APA format.
Transitions (Organization)
Score:
Adding Personality (Voice)
Score:
A variety of thoughtful transitions are used.
They clearly show how ideas are connected.
The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own."
Transitions clearly show how ideas are connected, but there is little variety.
The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic.
Some transitions work well; but connections between other ideas are fuzzy.
The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic.
The transitions between ideas are unclear or nonexistent.
The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else.

Grammar & Spelling
(Conventions)
Score:
Writer makes no errors in grammar or spelling that distract the reader from the content.
Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.
Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.
Total score: _____ x 3 = _____ / 96
WRITING 2
Unit #2: Writing in the Social Sciences*
R. MONTGOMERY
Major Assignment: For this paper, you or a research team will use some of the qualitative research methods discussed in class to examine an aspect of culture or a group that has “a culture.” You and your group will plan, structure, document, examine, and finally report on cultural patterns observed in a group, on cultural interaction in a setting, or something similar.
Relevant issues for such research projects often include these areas: social dynamic, action
(interaction), language (discourse), artifacts, tools, setting, and more. You may include activities that contribute to a group culture or community.
In investigating some aspect of life and culture, you may consider attending events, games, or other social events for the purpose of arriving at greater meanings and implications of rituals, actions, or language use. I would recommend deciding in advance on exactly which aspects of culture your group will be examining so that you may arrive at an accurate description and consensus of these aspects. You will also need to draw conclusions on the observed social phenomena.
Project Requirements
1.
Research Team
 Work together with a pre-approved partner or team to investigate social group phenomena.
 You may include outside research to help analyze phenomena in depth.
 You may base your theoretical perspective and investigation on these authorities.
 You may include other social science theories or readings you feel appropriate.
2.
Research Procedures and Materials
 Apart from research, I strongly suggest you use at least two applied methods of
investigation: observation, interview, survey or detailed questionnaire, or other (to be approved).
 Collect data and analyze them. If you form a team, each member may specialize in one form of investigation and analysis.
 Prepare a materials packet that includes at least some of the following: keep personal records on thoughts, observations, materials, procedures, and analysis. For analysis, often
Writer makes more than
4 errors in grammar or spelling that distract the reader from the content.

researchers include charts or diagrams with notes. All supplementary materials will be included in the materials packet: surveys, analyses, notes, and etc.
 For any individual or special project modifications, you must see me for approval.
3.
Paper
 Write an individual report on your research findings.
 Use proper APA research paper guidelines and sections: abstract, introduction, methods, results, discussion, conclusion, references, and a title page.
 Use proper APA style conventions: citation, quotation, and presentation.
 Paper length: 4-5 page report
 Hand in a supplemental packet with materials and analysis (a constructed data set).
*Adapted from an assignment by N. de Sena.
Unit 2: Writing in the Social Sciences
CATEGORY
Abstract
4
The abstract clearly and concisely summarizes the methods, results, and discussion of the study.
3
The abstract summarizes the methods, results, and discussion of the study, but it may be lengthy or disorganized.
2
The abstract summarizes the study, but is lengthy, disorganized, or missing key portions of the paper.
Introduction The introduction clearly and invitingly states the rationale for the study, any pertinent background information, and includes a strong thesis statement.
The introduction states the rationale for the study and the necessary background information, but the thesis is not sufficiently clear.
The introduction states the main topic of the paper, but does not adequately describe rationale or background, nor is the thesis clear.
Methods
Results
The writer's methods are clearly stated and
"transparent," and the reason for each method is established.
The results of the study are clearly stated and closely related to the methods used.
The writer's methods are clearly stated, but the reasoning behind them is unclear.
The results of the study are clearly stated but one or more of them is not related to the methods used.
One or more of the writer's methods is unclear or unsupported.
One or more of the results are unclear, nor are they related to the methods used.
Discussion The writer clearly discusses his/her interpretation of the results - the reader can clearly see what the results
"mean"
The writer discusses his/her interpretation of the results, but one aspect of the study is unsupported by the evidence.
The writer discusses his/her interpretation of the results, but the discussion is unclear and more than one aspect of the study is unsupported by evidence.
1
The abstract does not summarize the paper.
There is no clear introduction of the main topic or thesis statement.
The writer's methods are unclear or nonexistent.
The results of the study or unclear or nonexistent.
The writer does not appear to discuss his/her interpretation of the results.

Conclusion
Sentence Structure
The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at," plus there is a clear call for further action.
All sentences are wellconstructed with varied structure.
The conclusion is recognizable and ties up almost all the loose ends.
Most sentences are wellconstructed with varied structure.
The conclusion is recognizable, but does not tie up several loose ends.
3-4 sentences have problems with construction or variety.
Grammar, Spelling, and
Format
Writer makes no errors in grammar, spelling, or paper format that distract the reader from the content.
Writer makes 1-2 errors in grammar, spelling, or paper format that distract the reader from the content.
Writer makes 3-4 errors in grammar, spelling, or paper format that distract the reader from the content.
Score: _____ x 3 = _____ / 96
WRITING 2 R. MONTGOMERY
Unit 3: Writing in the Humanities*
OVERVIEW: Your essay for Unit 3 will be a Thematic Synthesis, which is an essay that discusses a theme from the perspective of a number of sources, including readings from WATW and outside sources. Your Unit 3 essay will be 4-5 pages, double-spaced, with standard one- inch margins, a title and an MLA works cited page.
PROMPT: First, choose one of the following clusters of readings. Your Thematic Synthesis essay will incorporate (1) a detailed close reading of at least one poem, (2) a discussion of at least one critical piece (marked with an asterisk) and (3) one short story (either one we’ve read in class from the list below, or from another class or outside reading). The term “synthesis” indicates making connections, sometimes between rather disparate things. Weaving together multiple sources, your essay will explore a theme: an abstract concept such as justice or the repetition of some meaningful element, such as references to sight, vision, and blindness.
Poems and Texts on Women & Feminism Joy Harjo, “The Woman Hanging from the
13 th Floor Window”
Marzieh Ahmadi Oskooii, “I’m a Woman”
There is no clear conclusion, the paper just ends.
Sentences lack structure and appear incomplete or rambling.
Writer makes more than 4 errors in grammar, spelling, or paper format that distract the reader from the content.

Maxine Hong Kinston, “No Name Woman”
Nawal El Saadawi, “Growing Up Female in
Egypt”
Poems and Texts on Race & Oppression
Hughes, “Theme for English B”
Brooks, “The Coora Flower” Sappho, “Invocation to Aphrodite”
Sor Juana De La Cruz, “She Proves the
Inconsistency…”
Yu Hsuan-chi, “On a Visit to Ch’ung Chen
Mora, “Legal Alien”
June Jordan, “A Poem about Intelligence for
My Brothers and Sisters”
Pablo Neruda, “The United Fruit Co.” Taoist Temple”
Chopin, “The Story of an Hour”
*Simone de Beauvoir, Women as Other
*Naila Minai, Women in Early Islam
Paul Laurence Dunbar, “We Wear the
Mask”
Ellison, “Battle Royal”
*Albert Memmi, Racism and Oppression *Daw Aung San Suu Kyi, Keynote Address,
Beijing Forum on Women, 1995 *Mohandas K. Gandhi, Satyagraha
*Martin Luther King Jr., Letter from
Birmingham Jail
*Nelson Mandela, I Am Prepared to Die
OBJECTIVES
• You will make connections between ideas from disparate sources.
• You will discuss the idea/s in relation to each source, as well as in relation to each other.
• You will organize your exploration of the idea/s in a clear, logical manner.
• You will come to some conclusions about the overall significance of the idea/s in relation to yourself and to the larger world
* adapted from an assignment by Eric Martinensen

UNIT 3: W
RITING IN THE
H
UMANITIES
Due: Monday, Dec. 4
E SSAY G RADING R UBRIC **
T HESIS : demonstrates clear purpose, complexity and originality;
stakes an interpretive and thematic claim on (1) the close reading of at least one poem, (2) a critical piece from WATW and (3) a short story of the author’s choosing
C LOSE R EADING : utilizes numerous specific details from a poem to build an interpretive argument to support the thesis; looks closely at the choices the poet has made in constructing the poem; explores how the close reading reveals the importance of the poem to the overall theme of the essay
S CORE
(Score x 2)
(Score x 4)
A NALYSIS OF C RITICAL P IECE : skillfully weaves source material from a critical piece in WATW to enhance the writer’s own interpretative analysis of the poem; inserts source material in appropriate and interesting ways; demonstrates an ability to integrate sources using signal phrases and analysis; does NOT let quotations “speak for themselves”
A NALYSIS OF S HORT S TORY : explicitly addresses specific details from the short story to support the argument presented in the thesis.
O RGANIZATION : sequence of material supports thesis and purpose; progression of thought from sentence to sentence and paragraph to paragraph is smooth and controlled; use of
(Score x 3)
(Score x 3)
(Score x 2)
meaningful transitions and the logical movement from idea to idea strengthen this progression
C
ITATION
: correctly cites sources using MLA format for in-text (Score x 2) citation and a works cited page; provides page numbers for all summarized, paraphrased and quoted material
S
TYLE
: uses language with control, elegance and imagination to (Score x 2) suit the essay’s purpose; writer’s voice and tone is relevant to the essay’s purpose
M
ECHANICS
: uses forms of grammar, punctuation, spelling, and (Score x 2) syntax that are appropriate for standard written English; demonstrates careful attention to proofreading
** 5 = ADVANCED: strong control and skill in this trait; many strengths present;
4 = PROFICIENT: effective control and skill; strengths outweigh weaknesses;
3 = DEVELOPING: equal number of strengths and weaknesses in this trait;
2/1 = NEEDS IMPROVEMENT: not yet showing control or skill in this trait
/10
/20
/15
/15
/10
/10
/10
/10

TOTAL Paper #3 Grade __________/100

Writing 2: Academic Writing
Rob Montgomery
Fall 2006 (enroll code 45534)
Office: South Hall 5432F
Office hours: Thurs. 1-3 P.M., or by appointment
MW, 9-10:50, GIRV 2112 Email: rmontgomery@umail.ucsb.edu
Welcome to Writing 2. This is a writing course that will help you develop your analytical skills, teach you how to synthesize multiple sources, aid you in sustaining coherent arguments, and assist you in revising for clarity of style.
That’s the catalog description.
But you will find that Writing 2 is actually a very special class providing you with a wide range of focused readings and papers that will not only increase your skill and confidence in writing at the university level, but will also expand your ability to think critically. The debate encouraged by these readings will allow you to explore your own opinions and to arrive at a greater understanding of the opinions held by others.
In addition, Writing 2 will allow you to see the ways in which people in different disciplines frame questions, conduct research, and present information. For that reason, our readings will branch across three key areas: the sciences, social sciences, and humanities. You will be presented with a unique opportunity to gain experience writing in each of these three disciplines, and to explore the forms and practices commonly found therein.
Course Objectives
By the end of Writing 2, students should, as a general goal, become more proficient and confident in writing for the three key disciplines: sciences, social sciences, and humanities. Additionally, students should see a gain in their critical thinking, speaking, and presentation skills through the reading, analysis, and discussion of the assigned essays and articles. Written assignments and papers will be given with these goals in mind, as well as with the additional objective of coming to a greater understanding of the complex web of perspectives at play in many of today’s more relevant issues.
One additional item that we will be examining throughout the quarter is the way each of these disciplines is inextricably linked to the others. Throughout history, the sciences, social sciences, and humanities have all acted as powerful agents of social change, and we will be looking at that historical precedent, as well as the ways in which current events in the three disciplines can potentially contribute to future change.
Required Materials (can be purchased in the U-Cen Bookstore)
1) McLeod, Jarvis, and Spear, Writing About the World
2) Hacker, A Writer’s Reference (5 th Edition)
3) Dictionary
Assignments and Grading
Your grade in Writing 2 will be based on a combination of the following:
1) Informal Writing Assignments: Reading logs, assignments or exercises designed to help you reflect on various issues, disciplinary pursuits, and your own point of view. May be conducted in or out of class.
2) Formal Papers: Written documents from each discipline.
3) The conventions of writing: Exercises on word, sentence, and paragraph constructions, and on formatting rules essential in the disciplines.
4) A comprehensive portfolio of all your writing from the quarter.
Grading Percentages:
Paper 1: 15%
Paper 2: 15%
Final portfolio: 20%
Other writing: 15%

Paper 3: 20% Participation: 15%
Note: The deadline to drop Writing 2 is Wednesday, October 4.
A Word (or two) on Informal Assignments
Some students take the word “informal” as meaning “unimportant.” Not true. Reading logs, in-class writing assignments, and answering questions about our readings not only help you develop your writing skills, they also encourage reflective thinking and provide you with an opportunity to work through any interpretive difficulties you may be having. Reading logs also give you a “low-stakes” reservoir from which you may choose to draw topics for our formal papers. These informal assignments also give me a greater opportunity to get to know you as a writer and thinker, which of course will help me to maximize the benefit you receive from Writing 2. These informal assignments help you to become a better thinker and me to become a better teacher, and as such are essential to the success of this class.
Your Responsibilities
Because there is no realistic way to make up for missed classes, it is vital that you attend every class on time, and come prepared with all work finished. Arriving late or leaving early may be counted as an absence. You should have finished the assigned readings in advance of class and prepared your log response or questions for that day’s discussion. I keep an attendance and participation record, so you should attend class each day resolved to be an active participant in our discussions and activities, whether they be whole-class, small-group, or individual in nature. Keep in mind that missing class more than once or twice will seriously jeopardize your chances of passing Writing 2. Unless you have negotiated an extension with me at least 24 hours prior to the due date, or have official documentation of a serious emergency (i.e, a doctor’s note documenting hospitalization), all late work will be marked
down.
Conferences
The best way to give you immediate feedback on your writing is through one-on-one conferencing.
All students are required to have at least two conferences with me during the quarter so we can monitor your progress in Writing 2 and help you map out your future in the class. An appointment is recommended any time you wish to see me during office hours.
Special Needs
If you are a student with a documented disability (registered with the DSP program: 893-2668, www.sa.ucsb.edu/dsp) and would like to discuss special accommodations, please contact me during office hours or by email.
Feel free to take advantage of FREE help with your writing at CLAS, Campus Learning Assistance
Services. The Writing Lab is open for drop-in assistance (CLAS building 477 - across from South Hall).
Study skills workshops and individual appointments are available as well. For more information on
CLAS, visit www.clas.ucsb.edu.
Plagiarism and Academic Dishonesty
I consider to plagiarism to be any instance where you knowingly or unknowingly attempt to take credit for someone else’s work. One of the most important skills we’ll be learning about this quarter is how to incorporate material from outside sources into your writing. Any student caught plagiarizing will be dealt with severely. If you have questions about UCSB’s plagiarism and academic dishonesty policy, visit http://hep.ucsb.edu/people/hnn/conduct/ disq.html.

(Subject to change at the instructor’s discretion)
CLASS ACTIVITIES
Monday, October 2:
• Class information and objectives
• Writing diagnostic
• Introduction to the sciences
• Annotation
• Reading logs, daily questions, etc.
FOR NEXT CLASS
• “Reading & Writing in College” (pp. 3-13)
• “Science & Technology” (pp. 403-406)
• Hall, “The Anthropology of Manners” (pp.
410-417)
• Annotate Gould, “A Biological Homage to
Mickey Mouse” (handout)
• Log 1: Personal response to Gould’s article
Wednesday, October 4:
• Daily question on Hall
• Discuss Gould annotation
• Discuss Aristotle (ethos, logos, pathos)
• How to read scientific articles and brief
discussion of terms (experiment,
hypothesis, warrant, claim, evidence,
etc.)
• Summary writing
Monday, October 9:
• Daily question on Oppenheimer or
Einstein
• Discussion of the role of scientists in the
world
• Introduction and how to write the
science research paper (evaluating
sources, argumentation, etc.)
• Library orientation
Wednesday, October 11:
• Daily question on Wilson
• APA format rules (Hacker 381-407)
• Purpose and audience
• Discussion of issues and plans for Paper
#1
• Incorporating sources into your writing
(quotation, summary, paraphrase)
Monday, October 16:
• Daily question on Darwin
• Peer revision for Paper #1
• Oppenheimer, “The Scientist in Society”
(pp. 417-423)
• Einstein, “Religion and Science” (pp. 451-
455)
• Russell, “Religion and Science” (pp. 456-
461)
• Mellor, “The Intertwining of
Environmental Problems and Poverty”
(pp. 487-497)
Log 2: Personal response to Oppenheimer or
Einstein
• Wilson, “The Solution” (pp. 508-521)
• Raven, “Third World in the Global Future”
(pp. 497-504)
• Log 3: Personal response to Raven
• Select an issue for first paper. Write short
research proposal. Bring two copies to
class for workshop.
• Darwin, “The Action of Natural Selection”
(pp. 522-524)
• Simpson, “Early Social Darwinism” (pp.
524- 528)
• Brannon, “Why Men Become Men, and
Other Theories,” (pp. 577-582)
• Bring two copies of rough draft to class for
workshop
• Read chosen articles for your paper
• Bring two copies of second draft to class for
workshop

Wednesday, October 18:
• Peer editing session for Paper #1
• “Government and Politics” (pp. 15-16)
• Introductory material: Religion (pp. 624-
626)
• Plato, “The Republic” (pp. 28-35)
• Paper #1 due. Bring final draft and
marked draft to class

WRITING 2
Wednesday, October 25:
• Daily question on Bush
• Writing a critique
• In-class interview
Monday, October 30:
• Daily question on Orwell or Beauvoir
• Argumentation (anticipating
opposition, fallacies, counterarguments,
etc.)
• Writing a survey
Wednesday, November 1:
• Daily question on Reich
• Reading critically
• Anticipating your audience
Monday, November 6:
• Daily question on Mandela
• Developing thesis statements
• Fine-tuning APA
Unit 2: Writing in the Social Sciences
(schedule subject to change)
CLASS ACTIVITIES
Monday, October 23:
• Daily question on Plato
• Qualitative analysis
• Student observation
• Interview procedures
R. MONTGOMERY
FOR NEXT CLASS
• Bush, “The Bush Doctrine” (pp. 135-
144)
• Colson, “Just War, Preemption, and
Iraq” (pp. 144-147)
• Carter, “Nobel Peace Prize Lecture”
(pp. 147-154)
• Log response: Personal response to
Colson or Carter
• Bring interview questions
• Orwell, “Shooting an Elephant” (pp.
188-195)
• De Beauvoir, “Women as Other” (pp.
195-201)
• Log response: Personal response to
Orwell
•Reich, “Why the Rich Are Getting
Richer and the Poor, Poorer” (pp. 122-
134)
• Annan, “Nobel Peace Prize Lecture,”
(pp. 115-121)
• Log response: Personal response to
Annan
• Critique assignment due
• King, “Letter from Birmingham Jail”
(pp. 212-227)
• Mandela, “I Am Prepared to Die” (pp.
227-246)
• Log response: Personal response to
King
• Bring two copies of paper draft to
class for workshop

Wednesday, November 8:
• Peer review session for Paper #2
• “Arts & Literature” (pp. 271-274)
• Langer, “The Cultural Importance of the Arts” (pp. 279-286)
• MacLeish, “Ars Poetica” (pp. 308-310)
• Moore, “Poetry” (pp. 311-313)
• Collins, “Introduction to Poetry” (pp.
305-306)
• Paper #2 due. Bring all required
materials to class.

WRITING 2 R. MONTGOMERY
CLASS ACTIVITIES
Monday, November 13:
• Lawrence
• Re-reading strategies
• Reading histories
Unit 3: Writing in the Humanities
(schedule subject to change)
Wednesday, November 15:
• Critical perspectives (Williams)
• Close reading a poem
• Harjo & Kingston
FOR NEXT CLASS
• Williams, “The Use of Force”
• Daw Aung San Suu Kyi, Keynote
Address, Beijing Forum on Women,
1995 (pp. 247-253) or Gandhi,
Satyagraha (pp. 206-211)
• Log response to Daw Aung San Suu
Kyi or Gandhi
• Chopin, “The Story of an Hour”
• Minai, “Women in Early Islam” (pp.
746-755)
• Log response to poetry
• Reading Autobiography due
Monday, November 20:
• Literary annotation
• Making connections
• Neruda & Dunbar
• Paper #3 assigned
Wednesday, November 22:
• The art of adaptation (Carver)
• Carver, “A Small, Good Thing”
(handout)
• Log response to poetry
• Ellison, “Battle Royal” (handout)
• Log response to poetry
Monday, November 27:
• Further literary analysis
• Review MLA format
• Bring two copies of paper draft to class
for peer review
• Log response to poetry

Wednesday, November 29:
• Peer review for Paper #3
• Gilman, “The Yellow Wallpaper”
• Hempel, “The Harvest”
• Log response to poetry
• Paper #3 due. Bring final draft and
marked draft to class.
• Final portfolio due on 12/6.
WRITING 2 R. MONTGOMERY
Reading Logs
One of the most important types of writing we’ll be performing this quarter is the informal reading log. You’ll be writing in your log both at home and in class, and this log will be one of your primary sources for both in-class discussion and out-of-class formal writing. Keeping that in mind, it is extremely important that your log be brought with you to every class and kept up to date.
How does the reading log work? Good question. In short, it’s a place for you to write about what we’re reading and doing in Writing 2. When you’re writing at home about a particular reading, your log might be a summary of the text; a series of questions for the author; an analysis of the ideas presented; a personal reflection related to the reading; a dissection of a particular interpretive problem you’re having with the text; or any number of other types of responses. Many of the log assignments I give you will simply be stipulated as “personal responses,” meaning you’re free to write about whatever you want, just as long as it’s related to the reading.
One word of caution: Responses simply stating that they didn’t “get” the reading or didn’t like the reading without any form of explanation will not receive credit. If you didn’t understand the text, what was impeding your understanding? If you didn’t like it, why didn’t you like it? The log is an ideal place for you to explore your own strengths and weaknesses.
As mentioned earlier, we’ll also be using these logs in class, both as a jumping-off point for discussion, and as a place to do some writing about issues brought up that day. In any event, whether writing at home or in class, the reading log will be a place for you to wrestle with the issues we’re dealing with, as well as a reservoir of ideas for our formal papers.
While not every log response will be collected every day, I will be checking on a regular basis to make sure you’re keeping up with the log. In addition, halfway through the quarter you’ll be turning in a reading log inventory where you take stock of the writing you’ve done so far in Writing 2. More on that once we get farther into the class.

The most important part of the reading log is not to look at it as an onerous task to be completed as quickly as possible, but as a way for you to become fully engaged with the work we’re doing in class, and as one of the best methods for you to develop as a reader, writer, and thinker.
WRITING 2 R. MONTGOMERY
Final Course Portfolio
Your final evaluation in Writing 2 will be a comprehensive portfolio consisting of three sections, and collected in a folder, binder, or something comparable. The portfolio is due Wednesday, December 6.
The Collection
The first section of the portfolio will include all the work you’ve done for Writing 2.
This includes formal papers and their drafts, reading logs, Question of the Day writings, and pertinent in-class assignments (exercises and quickwrites, for instance).
Please provide a Table of Contents at the beginning of the portfolio to help guide me through your work. The only thing missing from The Collection should be the work you’ve chosen for the second section of the portfolio.
The Selection
The second section of the portfolio will consist of 8-10 pages of your best writing that you want to submit for the most rigorous evaluation. This can include entire papers, sections of papers that you feel to be particularly strong, reading log entries that you especially like, answers to Questions of the Day that you think are particularly illuminating, responses to quickwrites, or any combination of the above. The choice is yours to make, but you should focus on the writing that you feel represents you the best.
The Reflection
The final section of the portfolio will consist of reflective pieces about your writing. The
Reflection should include an introduction to your portfolio as a whole, and individual pieces where you write about other writings you completed during the quarter. For instance, you might write a piece comparing your first and last papers and examining any progress you made, a reflection of your reading logs (as a whole or looking at individual entries), or an examination or evaluation of the process you used to write

one of your papers from first draft to final draft. These are only suggestions. The point is to get you to think about the work you did for this class and write about those impressions.
While there is no required length for the portfolio as a whole, you should keep in mind that it is worth 20% of your final grade. Portfolios that receive the highest evaluation will be ones that are truly comprehensive, display 8-10 pages of high-quality writing, and include a variety of reflective pieces that illustrate your views on your writing.
Only those portfolios demonstrating a thorough and genuine engagement with our work this quarter will receive the highest evaluation.