English 10: Accelerated Academic Literacy [Sample]
California State University- Fresno, Fall 2009
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Course Information:
English 10 (3 Units), MWF
Course Overview
English 10: Accelerated Academic Literacy is a first-year course created to extend your opportunities for
reading, writing, thinking, and inquiry. This course is designed to develop your abilities as a reader and
writer – a literacy user – as an active participant in the world of language in which you are already
immersed. The primary focus is on the analytical thought, reading methods, and writing processes literacy
users employ to participate in the various communities we belong to. The secondary focus is on how
literacy users develop and use these processes to join academic and public conversations as citizens in our
society. At the end of the course you should feel more confident reading a wide selection of material
because we will talk about how our reading leads to different kinds of meaning making. In addition, you
should feel more confident when approaching various writing tasks because you will have had more
sustained practice writing with a rhetorical framework in mind; writing with a rhetorical framework in
mind means that you are shaping your writing to address an audience through the purpose you want to get
across in your writing. You will gain more experience assessing the rhetorical context – the situation you
are writing into – so that you can make decisions about genre and purpose. Generally, then, this course
challenges you to think critically about who you are and what you do as a literacy user, and it challenges
you to think critically about how a social context will shape and change readers’ purposes and writers’
texts. The bottom line is that this class will prepare you to understand and evaluate the literacy
expectations and practices of various communities – particularly the university community – so you can
learn the abilities, practices, and habits of mind to be an active member of this community.
Directed Self-Placement and Course Expectations
Taking English 10 is one option out of three to fulfill the first-year writing requirement. At most
universities students are placed into first-year writing based only on test scores. At this university,
students get to choose which course they will take to fulfill the first-year writing requirement. Our firstyear writing program believes that students are the best people to make choices about their learning so we
foster that through our program practices. That said, there is a responsibility that comes with making
choices for your education. I want to be sure that you are making the best choice for your future as a
student and that you are not choosing a course because it seems easier or you can get done faster. Below
are the indicators for student ability that I have used to design this class. If you feel these indicators do not
represent where you are as a literacy learner right now, you should talk to me immediately about changing
classes.
Students who take this class should be
 strong readers and writers
 comfortable with reading complex essays and taking notes as they read
 able to make connections to other things they have read or experienced as a means of
understanding a reading
 comfortable identifying the structure and organization of the things they read
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able to find topics to write about and can relate their ideas to the ideas of others
able to find effective strategies for outlining and organizing their writing
comfortable doing research, know how to locate and evaluate sources and know how to relate
them to their own writing
confident about the conventions of grammar, punctuation, and spelling
ready to work at a quick pace with the instructor as their guide.
First-Year Writing Program Goals and Outcomes
At the end of English 10 students should be able to:
1. Understand and practice effective, academic reading strategies, processes, and assessment of
written work, including participating meaningfully in a community of readers and writers.
a) READING/WRITING STRATEGIES: Demonstrate or articulate an understanding of
reading strategies and assumptions that guide effective reading, and how to read actively,
purposefully, and rhetorically
b) REFLECTION: Make meaningful generalizations/reflections about reading and writing
practices and processes
c) COMMUNITY PARTICIPATION: Articulate or demonstrate meaningful participation in
a community of readers/writers, and ethical and self-conscious practices that address the
concerns of that community of reader/writers (e.g. using and giving feedback on drafts in
peer response groups)
2. Understand and practice effective, academic summary, demonstrate rhetorical awareness and
purpose, enter academic conversations, and make analyses and connections from/with
research.
a) SUMMARY/CONVERSATION: Demonstrate summarizing purposefully, integrate
“they say” into writing effectively or self-consciously, appropriately incorporate quotes
into writing (punctuation, attributions, relevance), and discuss and use texts as
“conversations” (writing, then, demonstrates entering a conversation)
b) RHETORICALITY: Articulate or demonstrate an awareness of the rhetorical features of
texts, such as purpose, audience, context, rhetorical appeals, and elements, and write
rhetorically, discussing similar features in texts
c) INTEGRATING RESEARCH: Demonstrate analyzing research to develop an argument,
incorporating others’ ideas (through quotations, summary or paraphrase) into writing
effectively or self-consciously, and appropriately integrating citations into text
(punctuation, attributions, relevance)
3. Practice appropriate language use, clarity, proficiency in writing, and citation mechanics.
d) LANGUAGE COHERENCE: Have developed, unified, and coherent paragraphs and
sentences that have clarity and some variety
Required Texts, Materials and Expenses
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Ballenger, Bruce. The Curious Writer. Custom Edition for English 10, California State
University-Fresno. New York, NY: Pearson Custom Publishing 2009.
Pollan, Michael. In Defense of Food: An Eater’s Manifesto. Penguin: New York, 2008.
A College Dictionary
Materials: a portfolio, a folder to keep all of your work for the course, paperclips, a stapler
Money set aside to copy individual writing projects for workshopping (see schedule below)
About the Course
Writing Assignments
Writing is not just a demonstration of one’s ability to write. Writing is about thinking on paper. It is about
learning something new. It is about expressing important ideas. It is about connecting to an audience. The
writing I will ask you to do will emerge from the concepts, processes, and issues that we will read and
discuss in this class. All of these writing projects will encourage you to choose topics that are important to
you, that connect with issues, ideas and experiences that you are familiar with. There will be four writing
projects that you will do in this course. As we move through the course, each writing project will
challenge you to add more knowledge, skills, and practices of writing to what you already know from the
assignment before.
Specifications: All writing projects must be formatted with one-inch margins with a twelve-point
font. The length of these writing projects will vary from 5 pages to 7 pages. An author’s note
must be included when a writing project is turned in. You will need to bring three copies of your
writing project and an author’s note each time we do workshopping (see the schedule below).
Reading
Reading and writing go hand in hand. The reading we will do in this class will be necessary for our topics
of class discussion, for modeling approaches to writing, and for developing a better understanding about
form, rhetorical approach, and the use of evidence in writing. There will be roughly 20-25 pages of
reading each week. I will expect that when a reading assignment is due that you will have read the text
actively; that is, you will have made notes in the margins, will have questions to ask, and will be ready to
engage in conversation with others about the reading. You are required to participate every day when
readings are assigned. In addition, there are a couple types of reading responses that will be done
periodically during the course.
Reading Responses: Responses to published texts help you prepare for class participation. Your
reading response is meant to get you to think critically about the text and it is to help you to think
about how the writing functions in a text. All reading responses need to be at least one full page,
double-spaced, 12-point font, 1-inch margins. In these responses I will be looking for your ability to
make connections between the writing and your experiences, and I will be looking for an analysis of
the reading: what is important about this topic? What did the writer get wrong? What does this mean
for you and your experiences? What other ways are there of understanding this issue?
Online Workshops: This response includes participation in whole class workshops online. Three
quarters of the student will be asked to post a draft of her or his writing project for the whole class to
read (the other one third will have their texts brought into class for a whole class workshop). Posted
writing projects are to be posted before class on the day it is due. When it is your turn to post, you do
not have to respond to others online. When the writing projects are posted, each class member will
have to respond to two writing projects of their choosing (being sure to read what others have already
written so that the workshop is a conversation). Generally, online workshops will start when the paper
is posted and will end a few days (or up to a week) later. See the schedule below for more details.
These responses should provide feedback to the writer about his or her ideas, show an engagement by
the reader in the subject of the writing, and provide concrete suggestions for revision.
IMPORTANT: To be able to deal with the sometimes inconsistent nature of technology, I would
encourage you to write your workshopping responses in a word processing program, save it to
disk, and then PASTE that work into the text field on blackboard.
Small Group, Class Discussions, Workshops, and Conferences:
Class participation is mandatory and will be a necessary part of your success in this class. Therefore, you
will need to come to class prepared with homework done and ideas to share – everyday. Graded class
participation will include small group work, small group workshopping, online workshops, and large
group discussions. If class participation is a problem for you, please see me and we will discuss strategies
that might be helpful for you.
Workshopping is an important component to this class. Workshopping gives you the opportunity to get
audience feedback on your writing; workshops are also an opportunity to get ideas for approaching
various writing tasks, to understand the range of rhetorical components – besides grammar – that are
available for revision, and finally to assess a piece of writing for it’s rhetorical effectiveness. Participating
in these workshops will help you to read and revise your own work with more fluency and expertise.
In addition to small group workshopping, where you will be asked to bring copies of your writing projects
for all of the group members, ONCE during the semester you will also be asked to participate in a whole
class workshop online or in the classroom. On the day that you sign up, you will need to bring 26 copes of
your writing project to class OR you will be asked to post a draft of your writing project online in the
appropriate forum.
Finally, every student will need to meet with me in conference (see the schedule below). Generally, I like
to meet with students in the early part of the semester and check up with you at the midterm portfolio.
You are always welcome – and encouraged – to make conferences with me as well at any time during the
semester.
Evaluation
Your final grade will – first of all – depend on meeting the requirements of the course (see below). After
the requirements of the course have been met, the percentage of work accomplished will be figured to get
your final grade. Failure to meet any of the requirements of the course listed below may cause the
student to receive a failing grade for the class.
Requirements for the course
1. All four writing projects must be attempted
2. Six absences or less (see attendance policy below)
3. Turn a midterm and a final portfolio on time (Late portfolios will not be accepted)
4. Participate and turn in all assignments required for the Midterm and Final Portfolio readings
5. Participation – every day – in class and on-line
In addition, final grades will be based on the following:
Participation, Citizenship, and Short Writing Assignments
Process
Final Portfolio
Grading Scale
40%
30%
30%
90-100%
80-89%
73-79%
64-72%
0-63%
A
B
C
D
F
Class Participation, Assignments, and Citizenship– 40%
This part of your grade includes work that you do as part of the community of learners in this classroom.
As we will do a lot of group work, and as you will all depend on each other for feedback and learning in
this classroom, it will be important for everyone to come to class prepared, willing to participate in class
discussions or small group work, and ready to take risks in responding to the opinions and work of others
-- every single day. Specifically, “class participation, assignments and citizenship” includes writing and
reading assignments done for class, being prepared to participate – and participating—in class discussion
and group work, coming to conferences, and being willing – and able – to help others, being respectful of
learning and inquiry, as well as being open to learning new things. It also means doing what you can to
facilitate learning during class; thus please turn off cell phones and pagers. Final presentations will also
be figured into this grade.
Process – 30%
This part of your grade includes the work you do on your writing over time during the semester. One of
the main emphases of this class is learning how to revise a piece of writing. You will be given several
opportunities to revise each of the writing projects we do. To be clear, revision is not just adding a
sentence or two or proofreading. Revising is rethinking an idea, reorganizing an entire essay, cutting out
chunks of writing, creating new writing, moving sentences and paragraphs, framing ideas, and, yes,
editing. For each draft you do you will get points in this category based on the amount and kind of
revision you do.
Please Note: To be clear, I will respond to the writing projects you turn in to me, but your formal writing
projects will not be graded until the portfolio. I am always willing, though, to answer questions about
grades and give you grades-for-now if you ask.
Portfolios - 30%
A portfolio is a collection of your written work over time. As an evaluative tool, the portfolio will be a
representation of your best work and your growth as a writer over the semester. Accordingly you will
need to have a folder or a binder in which to keep all of your work for this course. At the midterm
and at the end of the semester, you will turn in a portfolio. We will read each others’ portfolios as a class.
Two of your peers will read, respond, and assess your portfolio. This assessment will become part of the
landscape of assessment; in other words, it will help you to consider how several readers respond to your
portfolio and allow you to consider how you need to move forward as a writer. Your portfolio is worth
30% of your grade. Your portfolio grade will be based on criteria found in the rubric that we will discuss
as a class later in the semester. The midterm portfolio will include only the work we have done in the first
half of the semester, and the midterm is an opportunity for you to get a sense of how your writing will be
assessed as it is at that point. The midterm and final portfolio grades are not cumulative. The final
portfolio will count for the entire 30% of the grade and will include your best writing of the semester.
You are free to revise any piece of writing from the midterm portfolio for the final portfolio.
Please Note: In order to meet university requirements for writing, all students must receive a C or better
to pass this class.
Late Work Policy:
Portfolios cannot be turned in late. Late portfolios will automatically receive a failing grade. Other
assignments such as reading responses and writing project drafts turned in late will be lowered by one
grade for each day they are late. I will occasionally accept homework by email, but please don’t make it a
habit.
Attendance
It is very important that you show up to class. Since we do a lot of in-class writing and discussion, good
attendance is essential. You can have up to six absences for any reason; there are no excused absences for
this class, so any emergency or last minute illnesses will need to fall within these six. On your seventh
absence, you are in danger of failing the course. Coming late to class is distracting to both the students
and the instructor. Please try to show up on time for every class meeting. Three tardies (more than 10
minutes late) equals one absence.
For those students who will need to take time off for university sponsored events, I will need to know the
date of those absences by the second week of classes in order to excuse those absences. This will need to
be on letterhead from the person in charge of your organization. Having excused absences does not mean
that you get an additional 6 absences on top of the excused one. It means that you and I will need to work
out what is fair in relation to the number of classes you need to miss for university sponsored events and
create an attendance contract that both you and I sign. If you need to be excused for an excessive number
of classes (10 or more), I may request that you take this class another semester.
Please note: The in class midterm portfolio reading assessment activities (week 8) are mandatory and
cannot be excused except for the most serious reasons.
Please note: If you are absent from class, it is your responsibility to check on announcements made while
you are away. It is also your responsibility to make sure that your name appears on the daily attendance
sheet each day that you do attend class.
Religious Observances
Students who will be absent from class due to religious observance must provide notice of the date(s) to
me, in writing, by the end of the second week of classes.
University Policies
Students with Disabilities
Upon identifying themselves to the instructor and the university, students with disabilities will receive
reasonable accommodation for learning and evaluation. For more information, contact Services to
Students with Disabilities in Madden Library 1049 (278-2811).
Cheating and Plagiarism
Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving
one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically,
such acts occur in relation to examinations. However, it is the intent of this definition that the term
'cheating' not be limited to examination situations only, but that it include any and all actions by a student
that are intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is
a specific form of cheating which consists of the misuse of the published and/or unpublished works of
others by misrepresenting the material (i.e., their intellectual property) so used as one's own work."
By enrolling in this course, you join a community requiring intellectual integrity. When you write your
name on an assignment, you take credit for the work contained, whether that be an entire text or only a
sentence. Plagiarism, cheating, and other forms of academic dishonesty demonstrate a disrespect of the
community and will not be tolerated. Penalties for cheating and plagiarism range from a 0 or F on a
particular assignment, through an F for the course, to expulsion from the university.
For more information on the University's policy regarding cheating and plagiarism, refer to the Class
Schedule (Legal Notices on Cheating and Plagiarism) or the University Catalog (Policies and
Regulations)
Computers
"At California State University, Fresno, computers and communications links to remote resources are
recognized as being integral to the education and research experience. Every student is required to have
his/her own computer or have other personal access to a workstation (including a modem and a printer)
with all the recommended software. The minimum and recommended standards for the workstations and
software, which may vary by academic major, are updated periodically and are available from
Information Technology Services (http://www/csufresno.edu/ITS/) or the University Bookstore. In the
curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources."
Disruptive Classroom Behavior
"The classroom is a special environment in which students and faculty come together to promote learning
and growth. It is essential to this learning environment that respect for the rights of others seeking to
learn, respect for the professionalism of the instructor, and the general goals of academic freedom are
maintained . . . . Differences of viewpoint or concerns should be expressed in terms which are supportive
of the learning process, creating an environment in which students and faculty may learn to reason with
clarity and compassion, to share of themselves without losing their identities, and to develop an
understanding of the community in which they live . . . . Student conduct which disrupts the learning
process shall not be tolerated and may lead to disciplinary action and/or removal from class."
Honor Code
"Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual
respect while engaged in university work and related activities." You should: a) understand or seek
clarification about expectations for academic integrity in this course (including no cheating, plagiarism
and inappropriate collaboration), b) neither give nor receive unauthorized aid on examinations or other
course work that is used by the instructor as the basis of grading, and c) take responsibility to monitor
academic dishonesty in any form and to report it to the instructor or other appropriate official for action.”
Academic Resources
The Writing Center
The Writing Center offers a one-unit CR/NC tutorial that runs concurrently with the course and meets
twice a week for 50 min. You will work in a small group of 2-3 students and a trained tutor discussing
your writing and by giving one another feedback and sharing strategies for revision. The tutorial will
enhance your learning and help you succeed in this class. It will also help you prepare your writing for
submission to the portfolio. The tutor will not give you any homework assignments; you will simply work
with the writing you'll be doing in this and your other classes.
In addition, you can also work with a tutor in one-to-one tutorials by appointment or submit your writing
for feedback on-line. The Writing Center can be contacted at 278-0334 or
www.csufresno.edu/writingcenter
The Learning Center
The Learning Center offers free drop-in tutoring in multiple subjects including writing, math, sciences,
business, and languages. If you need a place to study, the Learning Center has a computer lab, private
study rooms, and open study space. Visit the Peters Building Annex from 8am-7pm Monday through
Thursday, 8am-5pm on Fridays, and 10am-2pm on Saturdays. For information about the Academic
Success Workshops or tutoring schedule go to http://csufresno.edu/lc or call 278-3052.
SupportNet
Our campus has developed SupportNet to connect students with specific campus resources promoting
academic success. I have agreed to participate in this program and may refer you to it if I believe you
need the services provided by SupportNet to succeed in this course.
Responsibility
College is different than high school: there are different expectations, different sets of requirements, and
different levels of responsibility. I would like to take a moment, now, to talk a bit about responsibility and
what responsibility means in the context of this course. You, as a student in this class, have a
responsibility to yourself and to the class to do the work required of you, to attend and participate during
class time, to ask questions of me or your classmates if you do not understand or want more information,
and to know what assignments have been turned in and where your stand with your grade. I have the
responsibility to be prepared for every class, to answer any questions and consider any feedback, to
provide, in a timely manner, helpful and honest suggestions for revisions on your writing projects, and to
make myself available to you for questions and concerns inside and outside of class. When we work
together to meet our respective responsibilities, our experience in this class will be improved because we
will know what to expect from each other. This syllabus acts as a contract between the student and the
teacher and these responsibilities are part of the guidelines for your participation and success in this class.
TENTATIVE SCHEDULE:
This schedule is subject to change
Week 1: Monday: Syllabus; in-class writing
Wednesday: student introductions; writing center tour
Homework Due: Read “The Importance of Writing Badly” and use this text to revise the in-class writing
we started on Monday into a 2 page writing sample to turn in.
Friday: Reading discussion
Homework Due: read the syllabus thoroughly. Come to class with questions. Read Chapter 2 “Reading as
Inquiry” and be prepared to discuss it in class (skip the exercises and any essays included in the chapter).
Week 2: Monday: What is good writing?
Homework Due: none
Wednesday: Reading Discussion
Homework Due: Read Chapter 1: “Writing As Inquiry” and be prepared to discuss it in class (skip the
exercises and any essays included in the chapter).
Friday: Reading Rhetorically and Joining the conversation
Homework Due: None
Week 3: Monday: No Class, Labor Day
Wednesday: Discuss Reading
Homework Due: Read “Introduction,” chapter 1:“From Foods to Nutrients,” Chapter 2 “Nutritionism
Defined,” Chapter 3 “Nutritionism Comes to Market,” and Chapter 4: “Food Science’s Golden Age” in In
Defense of Food (DoF). Write a one page reading response where you consider how and why this text
positioned you to take up one or more of the reading perspectives listed on page 41 in The Curious Writer
(TCW).
Friday: Researching Local Issues
Homework Due: Bring in your favorite newspaper, local magazine, or several articles from an online
sources that focuses on issues you care about
Week 4: Monday: Writing Project #1: Arguing about Local Issues.
Homework Due: Bring your issue and inquiry questions from Friday or if you need to, do more research
on local issues and bring 2-3 to class.
Wednesday: Integrating Research
Homework Due: Read pages 341-350 in TCW. Do the library tutorials: 1) Finding key words and
evaluating sources, 2) finding a book, 3) finding an article, and 4) avoiding plagiarism. Bring the
homework from the first tutorial to class.
Friday: Double entry journal (see pages 47-48 in TCW) on three sources you can use for WP#1
Homework Due: Find, read, and bring three sources to use for WP#1
Week 5: Monday: Discuss Reading
Homework Due: Read chapter 11 (in part 2): “Writing a Research Essay” starting on page 429 in TCW
(skip any exercises or essays in that chapter). Bring three one page double entry journals from the work
we did in class on Friday. Bring all of the other writing you have done in and outside of class for WP#1.
Wednesday: Revision Strategy 11.12 “Beyond Examples” on page 433 in TCW
Homework Due: Bring at least three pages of writing toward Writing project #1
Friday: Minilesson: author’s notes; Revision strategy 11.3, “Finding the Focusing Question” on page
423-424 in TCW
Homework Due: Bring Writing Project #1, revised from the revision strategy done in class on
Wednesday, with author’s note (to be done in class).
Week 6: Monday: Discuss Reading
Homework Due: Read In Defense of Food pages 50-82, including chapter 6: “Eat Right, Get Fatter,”
chapter 7: “Beyond the Pleasure Principle”, chapter 8: “The Proof in the Low-Fat Pudding,” chapter 9:
“Bad Science,” and chapter 10: “Nutritionism’s Children.” Write a one page reading response where you
analyze the research genre of these chapters: how does Pollan integrate research? How does he cite it?
How is his citation different from what we’ve talked about in this class? Does Pollan include personal
experience or opinions in the text? How does he make choices about what information to include or
exclude? How does he make decisions about what belongs in which chapters? Your purpose in this
response is not to answer all of these questions, but to use these questions as a prompt to get you thinking
about how this text represents one genre of the researched essay (or in this case, book).
Wednesday: Minilesson: A Note about My Comments; Minilesson: Citing Sources and MLA style
guidelines
Homework Due: If you didn’t do one for WP1, D1 bring a works cited page.
Friday: Introduction to All Class Workshopping
Homework Due: Writing project 1, draft 2 due with author’s note.
Students who bring copies of WP#1, draft 2 for All Class Workshop: _____________________, and
_______________________. Students who post WP1 online: ______________________,
_______________________, _______________________, _____________________, and
_______________________
Week 7: Monday: Discuss Reading
Homework due: Reading chapter 10 (the second one) “Writing an Ethnographic Essay” starting on page
371 in TCW.
Wednesday: Writing Project #2 introduction and brainstorming.
Homework Due: Respond to 2 of the 5 writing projects online. Read pages 329-338 in Chapter 9
“Research Techniques”
Friday: Portfolio Criteria
Homework Due: none
Week 8: Monday: Portfolio Reading
Homework Due: MIDTERM PORTFOLIO DUE: NO LATE PORTFOLIOS WILL BE ACCEPTED!
Wednesday: Portfolio Reading
Homework Due: Post your response to the portfolio(s) you read in class on Blackboard
Friday: Portfolio Reading Reflection
Homework Due: Post your response to the portfolio(s) you read in class on Blackboard by Thursday,
5pm. Read the posts about your own portfolio.
Week 9: Monday: Discuss Reading
Homework Due: Read In Defense of Food pages 83-136, including “The Aborigine in All of Us,” “The
Elephant in the Room,” and “The industrialization of Eating: What We Do Know.” Write a reading
response where you consider why it is important to look at different culture’s eating habits.
Wednesday: Revision Strategy 11.11: “Explode a Moment”
Homework Due: Bring at least three pages of writing toward WP#2
Friday: All Class Workshop
Homework Due: Writing project 2, draft 1 due with author’s note (this draft should be revised based on
the revision strategy we did on Wednesday).
Students who bring copies of WP#2, draft 1 for All Class Workshop: _____________________, and
_______________________. Students who post WP1 online: ______________________,
_______________________, _______________________, _____________________, and
_______________________
Week 10: Monday: Discuss reading
Homework Due: Reading In Defense of Food pages 137-201, including “Escape from the Western Diet,”
“Eat Food: Food Defined,” “Mostly Plants: What do Eat,” and “Not Too Much: How to Eat.” Write a one
page reading response where you respond to the argument that Pollan is making in this section and
throughout the book.
Wednesday: Writing Project #3 Introduction and Brainstorming [
Homework Due: Revise your reading response from Monday to two pages based on the class discussion
on Monday: After the class discussion do you still respond in the same ways to Pollan’s text? How would
you evaluate his use of rhetorical appeals in this text? How could he have done a better job persuading
you to understand his point of view and/or to change your actions? Respond to 2 of the 5 Writing
Projects posted on Blackboard.
Friday: Revision strategy 11.8: Believing and Doubting on pages 429-430 in TCW.
Homework Due: Bring at least 3 pages of writing for WP# 2 based on what we did in class on Tuesday.
Week 11: Monday: Minilesson: Genre; discussion of reading
Homework Due: Read a chapter in TCW on the genre you chose in revision strategy 14.1. Be prepared to
discuss it in class.
Wednesday: Small Group workshopping
Homework Due: Writing Project #3, draft 1 with author’s note
Friday: Writing Project #4: Reflection on Writing and Learning, introduction and brainstorming
Homework Due: Read pages A-6 to A-8 in the Appendix of TCW.
Week 12: Monday: “Backing Up Your Assumptions” Revision strategy 11.14 on pages 435-436 in TCW
Homework Due: Bring at least 3 pages of writing toward WP#4
Wednesday: No Class, Veteran’s day
Homework Due: none
Friday: All Class Workshop
Homework Due: Writing project 4, draft 1 due with author’s notes.
Students who bring copies of their text for All Class Workshop: _____________________, and
_______________________. Students who post their WP online: ______________________,
_______________________, _______________________, _____________________, and
_______________________
Week 13: Monday: Untangling paragraphs, Revision Strategy 11.19 on pages 443-445 in TCW
Homework Due: Bring all writing projects you are working on.
Wednesday: Minilesson: Introductions and conclusions; small group workshopping
Homework Due: Follow revision strategy 14.16, “Multiple Leads” on pages 622-624 in TCW and bring
three copies of all five leads to class (one original and four revised). Respond to 2 of the 5 writing
projects online.
Friday: All Class Workshop
Homework Due: Bring a revised writing project (1, 2, 3, or 4) with an author’s note.
Students who bring copies of their text for All Class Workshop: _____________________, and
_______________________. Students who post their WP online: ______________________,
_______________________, _______________________, and _____________________
Week 14: Monday: Revision strategy 11.20, Cutting Clutter on pages 445-447 AND/OR Revision
strategy 11.22, Actors and Actions on pages 448-449 in TCW.
Homework Due: Bring all writing projects that you are working on for the portfolio. In addition, turn in 2
revised introductions, 2 revised conclusions, and 4 revised paragraphs. These chunks of writing can be
taken from any of the writing projects that you have chosen to revise for the portfolio. On the paper you
turn in, please paste the original chunk of writing and mark it “original” and then underneath it, put the
revised chunk of writing and mark it “revised.” Though it should be obvious, please also mark whether
the chunks of texts are paragraphs, introductions, or conclusions as well.
Wednesday: No Class, Thanksgiving Break
Homework Due: none
Friday: No Class, Thanksgiving Break
Homework Due: none
Week 15: Monday: Titles and flabby verbs
Homework Due: Bring all writing projects that you are working on for the portfolio. Respond to two of
the 4 posted writing projects online.
Wednesday: small group workshopping
Homework Due: Bring three copies of WP#4 with author’s note.
Friday: Portfolio criteria, review
Homework Due: Turn in 20 revised sentences from any of your writing projects based on our
conversation on Friday and Monday. On the paper you turn in, please copy and paste the original sentence
and mark it “original” and then put the revised sentence below the original and mark it “revised.”
Week 16: Monday Editing Table
Homework Due: Bring three copies of one writing project that is ready for editing (with author’s note).
Wednesday: Final Portfolio Reading
Homework Due: FINAL PORTFOLIO: NO LATE PORTFOLIOS WILL BE ACCEPTED! Prepare for
presentation
Final: Final Portfolio reading