Mike Kroll -- HOW I USE THE WAYNE WRITER FOR 1010 -- HIGHLIGHTS
1. The Introduction for the first couple of weeks to introduce the assignments
and the class. Also, before each major essay using the Intro to talk about each
major essay in outline format. (Revisit periodically throughout the semester)
(WW pp. xi-lii)
A. Define major concepts that have to follow students through the English
series. (Talk about what they can look forward to in 1020 and 3010 at the
beginning of the semester).
B. Revisiting the Intro throughout the semester…. Bouncing back and forth…
(Because the Intro material is helpful)
2. The reading material follows for weeks 3-4. But reading is something I also
talk about here and there throughout the semester. I might bounce back and
forth several times depending on the reading. (WW Chp. 4 pp. 121-128)
3. Scenes of writing material follows for weeks 5-6. Useful to explain audience
considerations and bigger pictures issues and across the curriculum talks.
(WW Chp. 1 pp. 3-12 and pp. 44-45. WW Chp. 2 pp. 48-52 and pp. 93-94. The
thought was to save some of the examples and activities for ENG 1020.)
4. Genre material for 7-8. Useful for a discussion of audience and types
sometimes necessary to help explain summarizing. (WW Chp. 7 pp. 216-221
and Chp. 8 pp. 253-259. The thought was to save some of the examples and
activities for ENG 1020.)
5. Rest of the semester on the arguments chapters. This is done towards the
second half of class when I teach the analysis and argument paper. (WW Chp.
5 pp. 133-159 and WW Chp. 6 pp. 176-214).
A. Revisit the analysis material when I’m looking at the argument section of
the text. WW pp. li-lii.
B. Research Material from the Intro pp. xxxiv - xl). This is used as I try to
steer the discussion towards what can be expected in 1020… the 1020
labeled material is useful for this as well as a predictor of what they can
expect.
I like how the Intro is broken down into sections labeled for the respective classes:
IE stuff for 1010, 1020, 3010… it’s helpful for me to decide what to reach and what
to choose from.
In each section I introduce the information and talk about it in an outline kind of
way saving the specific examples for use in 1020 or 3010… either for myself or
other instructors so the students won’t get the material twice or repeated. I used a
reader for this reason to try to avoid repetition throughout the classes.
The newness of the book? I guess that the policies are not set in stone yet?
CLASS SCHEDULE FROM FALL 2013
SCHEDULE OF EVENTS
(1) Week 1 – Aug 28-30
Intro to class
Read for Next Week: WW – “Introduction” pp. xi-lxxiv; TSIS: “Are Too Many People Going
to College?” pp. 222-243
(2) Week 2 – Sept 2-6
No class Monday Sept 2
Discuss: WW – “Introduction” pp. xi-lxxiv; TSIS: “Are Too Many People Going to College?”
pp. 222-243
Journal #1 (DO NOT TURN JOURNALS IN TO ME UNTIL I COLLECT THEM); Assignment:
(Essay 1 – Response Paper)
Read for Next Week: WW – “Introduction” pp. xi-lxxiv; TSIS: “2b Not 2b” pp. 335-347
(3) Week 3 – Sept 9-13
Discuss: WW – “Introduction” pp. xi-lxxiv; TSIS: “2b Not 2b” pp. 335-347
Due: Assignment: Essay 1 – Response Paper draft
Read for Next Week: WW – Chapter 4 “Critical Reading Process” pp. 121-133; TSIS: "YES /
NO / OKAY, BUT": Three Ways to Respond” pp. 55-68
Journal #2: (TBA)
(4) Week 4 – Sept 16-20
Discuss: WW – Chapter 4 “Critical Reading Process” pp. 121-133; "YES / NO / OKAY, BUT":
Three Ways to Respond; pp. 55-68
Hand Back: Essay 1 – Response Paper draft
Read for Next Week: WW – Chapter 4 “Critical Reading Process” pp. 121-133; TSIS: “Why
Sports Matter” pp. 489-512
Journal #3: (TBA)
(5) Week 5 – Sept 23-27
Discuss: WW – Chapter 4 “Critical Reading Process” pp. 121-133; TSIS: “Why Sports
Matter” pp. 489-512
DUE: Essay 1 – Response Paper
Assignment: Essay #2 Summary Paper
Read for Next Week: WW – Chapter 1 – “Understanding Scenes of Writing” pp. 3-12; TSIS:
“‘HER POINT IS’: The Art of Summarizing” pp. 30-42; TSIS: “We, the Public Place the Best
Athletes on Pedestals” pp. 545-553
Journal #4: (TBA)
(6) Week 6 – Sept 30- Oct 4
Discuss: WW – Chapter 1 – “Understanding Scenes of Writing” pp. 3-12; TSIS: “‘HER POINT
IS’: The Art of Summarizing” pp. 30-42; TSIS: “We, the Public Place the Best Athletes on
Pedestals” pp. 545-553
Due: Essay #2 -- Summary Paper draft
Quiz 1:
Read for Next Week: WW – Chapter 2– “Using Genres to Read Scenes of Writing” pp. 4863; TSIS: “Income Inequality: Too Big to Ignore” pp. 580-586
Journal #5: (TBA)
(7) Week 7 – Oct 7-11
Discuss: WW – Chapter 2– “Using Genres to Read Scenes of Writing” pp. 48-63; TSIS:
“Income Inequality: Too Big to Ignore” pp. 580-586
Hand back essay #2 summary paper draft
Read for Next Week: WW – Chapter 9 – “Writing Analyses and Arguments” pp. 297-366;
TSIS: “Confronting Inequality” pp. 586-606
Journal #6: (TBA)
(8) Week 8 – Oct 14-18
Discuss: WW – Chapter 9 – “Writing Analyses and Arguments” pp. 297-366; TSIS:
“Confronting Inequality” pp. 586-606
Due: Essay #2 – Summary Paper
Assignment: Essay #3 – Analysis Paper
Read for Next Week: WW – Chapter 9 – “Writing Analyses and Arguments” pp. 297-366;
TSIS: “Resisting the Moralizing of Eating” pp. 442-448
Journal #7: (TBA)
DUE: JOURNALS COLLECTED FOR THE FIRST TIME
(9) Week 9 – Oct 21-25
Discuss: WW – Chapter 9 – “Writing Analyses and Arguments” pp. 297-366; TSIS: “Resisting
the Moralizing of Eating” pp. 442-448
Due: Essay #3 Analysis Paper draft
Read for Next Week: (Handout) –Plagiarism; TSIS: “‘SO WHAT? WHO CARES?’: Saying Why
it Matters” pp. 92-103; TSIS: “Escape from the Western Diet” pp. 434-442
Journal #8
(10) Week 10 – Oct 28 – Nov 1
Discuss: (Handout) –Plagiarism; TSIS: “‘SO WHAT? WHO CARES?’: Saying Why it Matters”
pp. 92-103; TSIS: “Escape from the Western Diet” pp. 434-442
Hand back Essay #3 Analysis Paper draft
Quiz #2
Read for Next Week: WW – Chapter 5 – “Writing an Argument” pp. 133-160; TSIS: “‘AIN'T
SO / IS NOT’: Academic Writing Doesn't Mean Setting Aside Your Own Voice” pp. 121-129;
TSIS: “Cheating and CHEATING” pp. 553-561
Journal #9: (TBA)
(11) Week 11 – Nov 4-8
LAST DAY TO WITHDRAW – 11/9/13
Discuss: WW – Chapter 5 – “Writing an Argument” pp. 133-160; TSIS: “‘AIN'T SO / IS NOT’:
Academic Writing Doesn't Mean Setting Aside Your Own Voice” pp. 121-129; TSIS:
“Cheating and CHEATING” pp. 553-561
Due: Essay #3 – Analysis Paper
Assignment: Essay 4 – Argument paper
Read for Next Week: WW – Chapter 5 – “Writing an Argument” pp. 133-160; TSIS: “Hidden
Intellectualism” pp. 380-389
Journal #10: (TBA)
(12) Week 12 – Nov 11-15
Discuss: WW – Chapter 5 – “Writing an Argument” pp. 133-160; TSIS: “Hidden
Intellectualism” pp. 380-389
Due: Essay 4 – Argument paper draft
Read for Next Week: WW – Chapter 6 – “Constructing an Argument” pp. 160-216; TSIS: “A
Lifetime of Student Debt? Not Likely” pp. 256-275
Journal #11 (TBA)
(13) Week 13 – Nov 18-22
Discuss: WW – Chapter 6 – “Constructing an Argument” pp. 160-216; TSIS: “A Lifetime of
Student Debt? Not Likely” pp. 256-275
Hand Back Essay 4 – Argument paper draft
Read for Next Week: WW – Chapter 6 – “Constructing an Argument” pp. 160-216;
Journal #12: (TBA).
(14) Week 14 – Nov 25-29
Discuss: WW – Chapter 6 – “Constructing an Argument” pp. 160-216;
No class 11/27-11/29
Read for Next Week: WW – Chapter 6 – “Constructing an Argument” pp. 160-216; TSIS:
“The I.M.s of Romeo and Juliet” pp. 347
(15) Week 15 – Dec 2-6
Discuss: WW – Chapter 6 – “Constructing an Argument” pp. 160-216; TSIS: “The I.M.s of
Romeo and Juliet” pp. 347
Quiz # 3 (12/6/13)
Due: Essay 4 – Argument paper
(16) Week 16 -- Dec 9
12/9/13: Last day of class. Review (catch up/review for Final Essay)
Read for Final Essay: TSIS: “Blue Collar Brilliance” pp. 243-256; TSIS: “In Defense of
Cheering” pp. 524-529
DUE: Journals (Number #2; Turn in Journals)
(Thursday): Final Essay
Final Essay: Tuesday 12/17/13 – 8:00 am – 10:40 am
SAMPLE ASSIGNMENT:
(Readings in The Wayne Writer that correspond with this assignment: WW – Chapter 9 –
“Writing Analyses and Arguments” pp. 297-310. Then I used the outline from Wayne Writer
in the Introduction on the day I assigned the essay pointing out that it’s a useful summary of
analysis pp. (li-lii).
The essay must be word-processed. 1000 words = about four pages with 1" margins on each
side using the font Times News Roman set at 12 point (the default for most Microsoft Word
programs). Include a word count on your draft.
The rough draft of this essay is due: Oct 25
The essay should contain; what I am looking for: 1. An introduction that leads us in. 2. A thesis statement positioned in a predictable spot in the introduction (second to last
sentence in the introduction). Briefly, a thesis is your claim, your main point, the heart of
your essay, or if you like driving, the steering wheel of your essay. We should be able to read
your thesis and know what you are going to argue, describe, or explain in your essay. 3. In the body of your essay develop at least three ideas that support and defend your thesis.
But be aware, your ideas don't have to be 1 paragraph. If it takes 2 or 3 to fully realize your
idea, OK. 4. You must have a conclusion that concludes. Restate your thesis, but do not reproduce it.
How has your thesis changed over the course of writing? Conclusions that conclude: What
are your suggestions? What are your predictions? Sum up your analysis.
5. You must analyze one of the readings you are responding to. Either: "Income Inequality:
Too Big to Ignore" pp. 580-586, or See "Food as Thought: Resisting the Moralization of
Eating" pp. 442-448 AND "Escape from the Western Diet" pp. 434-442)
6. Include a Works Cited Page.
CHOOSE 1 TOPIC BELOW TO DEVELOP YOUR ESSAY:
1. Robert Frank cites statistics in paragraph 3 of "Income Inequality": Too Big to Ignore"
showing that the share of total income going to the top 1 percent of earners tripled from
1976 to 2007, while average wages declined (when adjusted for inflation) during this same
period. Take the perspective of a person in that top 1 percent, and write as essay arguing
against the view that the increased disparity in Americans' incomes is a bad thing. (See
"Income Inequality: Too Big to Ignore" pp. 580-586)
2. Maxfield concludes "Food as Thought: Resisting the Moralization of Eating" by offering a
formula for eating: "Trust yourself. Trust your body. Meet your needs" (446). This formula
contrasts with Michael Pollan's "Eat food. Not too much. Mostly plants" (440). Michael
Pollan is writing in the essay "Escape from the Western Diet" (TSIS pp. 434-442). Write an
essay analyzing these arguments and presenting your own formula for eating. (See "Food
as Thought: Resisting the Moralization of Eating" pp. 442-448 AND "Escape from the
Western Diet" pp. 434-442).