WRT 101 • UNIT III ASSIGNMENT + ESSAY SHEET • FALL 2014
☼ TUES, NOV 4 ☼
► Turn in Unit II portfolio + self-evaluation = first 10 minutes of class
→ Homework: read Ch. 8 in your Guide, pg. 153-162 & pg. 168-177. This is our main chapter
for UNIT III—-“Text-in-Context (Contextual Analysis)”—which will be our go-to guide through
Dec. 11.
→ Journal Entry 18 is a bulleted list of important points in this chapter. Look at how to
construct a contextual thesis; look closely at “primary” & “secondary” sources. Give more than
½ a page. Be thorough with notes here: it will pay off in December when preparing this essay.
→ Homework: read Brent Staples’ seminal essay “Black Men and Public Space” (on D2L:
must print & have on your person in class)
→ Journal Entry 19: 250 words of critical thinking that analyzes the very brief two and a half
page essay. What devices/strategies is Staples utilizing to prove his central thesis? How can you
contextualize? See D2L where I push you to think on Trayvon Martin & Michael Brown.
☼ THURS, NOV 6 ☼
► Go over what will constitute your UNIT III Contextual Essay
► Brent Staples discussion + rhetoric
→ Homework for Thurs, Nov 13:
→ read Susan Minot’s racy short story “Lust” (D2L: print & have on your person in class)
→ Journal Entry 20 is 250 words of critical thinking discourse + you must use the textual strategy
lit terms. Start engaging in contextual issues around the story. What “larger” thing/s is/are
going on here? The actual “thing” of the story is not the narrative but the “thing” underneath
the storyline. What is up with our girl, our narrator? Is her coming-of-age narrative
commonplace in your generation? Must try a contextual thesis statement here.
☼ TUES, NOV 11 ☼
► VETERAN’S DAY HOLIDAY
☼ THURS, NOV 13 ☼
► “Lust” discussion + watch a few scenes from Bernardo Bertolucci’s Stealing Beauty
(screenplay written by Minot & starring a young Liv Tyler)
Homework: read James Baldwin’s “Sonny’s Blues” on pg. 510 in your WR anthology. This is
without a doubt one of the greatest short stories ever written. It’s certainly my favorite, even
though it absolutely guts me. I predict it’ll gut you too. But, I think you’ll love it too.
→ Journal Entry 21 is 250 words of contextual critical thinking analysis. Generate a rough
draft of a contextual thesis statement. What are the “larger” issues? Focus on how Baldwin
plays with “light/dark” & “inside/outside.” Find out some info about Harlem & the time period
in which Baldwin situates his short story. How will you contextualize/build source materials?
☼ TUES, NOV 18 ☼
► “Sonny’s Blues” discussion
Homework: read Raymond Carver’s “Cathedral” (D2L: print & have in class)
→ Journal Entry 22 is 250 words of contextual critical thinking analysis over this short story.
Analyze the text fully + include literary strategy terms. How would you contextualize this short
story? There is something being said here about sight/sightlessness, right? What do you make
of this oddly revelatory short story? What kind of source materials would you go to in order to
build a context?
☼ THURS, Nov 20 ☼
► “Cathedral” day
→ Homework: read George Orwell’s “Shooting An Elephant” (D2L: print & have in class)
→ Journal Entry 23 is 250 words of contextual critical thinking analysis over this globally HUGE
essay. Is the whole thing a metaphor for something bigger? YO! When the elephant is dying,
it becomes larger than itself, encompasses the whole British Empire, even. America is largely
known as a global big dog, a mega-superpower, right? What is the deal with imperialism? Is
America an “Empire”?
Are we, Americans, imperialistic? Find some sources to help
contextualize. Try a rough draft contextual thesis. Think about rhetoric.
☼ TUES, Nov 25 ☼
► Last class discussion: Orwell day
Homework: choose your primary text + start your Formal Outline. You will need a contextual
analytical thesis statement + 10-12 topic sentences + supporting details fully organized (primary
text analysis + contextual research integrated.
→ A copy of this Formal Outline will constitute your last Journal Entry, #24.
→ Journals will be due on Thurs, Dec 4TH or Tues, Dec 9th: turn in either/or!
 PLEASE UTILIZE THIS THANKSGIVING HOLIDAY TO GET WORK DONE SO
THAT THE LAST WEEK OF SCHOOL ISN’T SO KILLLLLLLLLLLLLLLLER.
☼ THURS, Nov 27 ☼
► Thanksgiving break: eat well & get some good rest. Go Pack!
☼ TUES, DEC 2 ☼
► WORK DAY: either work on Formal Outline for peer review on Thursday or finish up
Journal Entries.
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BRING LAPTOPS: UTILIZE ME FOR HELP WITH CONTEXTUAL THESIS
STATEMENT + 10-12 TOPIC SENTENCES!
For Thursday’s FORMAL OUTLINE PEER REVIEW: you need a strong contextual
analytical thesis statement + 10-12 topic sentences + supporting details with primary text
analysis + contextual research integrated.
You can hand in Journals on Thurs, Dec 4 or either on Tues, Dec 9!
☼ THURS, DEC 4 ☼
► FORMAL OUTLINE PEER REVIEW: must have the full Outline to be counted as
“present” in this peer revision session.
► YOU MAY HAND IN JOURNALS TODAY OR EITHER ON TUES, DEC 9.
→ Homework: ROUGH DRAFT PEER REVIEW
 WHOLE THING MUST BE COMPLETE TO BE COUNTED IN CLASS ON
TUESDAY
☼ TUES, DEC 9 ☼
►Journals are due today if you did not hand in on Thursday!
► ROUGH DRAFT PEER REVIEW: MUST HAVE FULL 8 PAGE ROUGH DRAFT TO
BE COUNTED PRESENT IN PEER REVIEW SESSION
 I’ll have the 7.5% peer review session overall tabulated by the end of class.
→ Homework: FINAL DRAFT OF YOUR UNIT III ESSAY
 MUST BE A POLISHED, TRUE FINAL DRAFT
 25% of your overall final grade in this 101 section
 Utilize me in office hours + the Think-Tank to produce stellar, polished work
☼ THURS, DEC 11 ☼
► UNIT III ESSAY IS DUE!
► Hand in as a portfolio: RUBRIC + FINAL DRAFT + PEER REVIEWED ROUGH
DRAFT + PR SHEET + FORMAL OUTLINE + PR SHEET.
→ You will need a binder clip, as a common stapler will not do.
► ESSAYS ARE DUE THE FIRST 10 MINS OF CLASS.
→ Afterwards, we will fully go over the WRT DEPT required final exam & I’ll allow for a “work
day” in class; bring your laptop & whichever essay (either I or II) you want to revise.
→ I will be ready to answer all your questions on this revision + the required “Reflection Essay”.
☼ FRI, DEC 12 ☼
► WRT DEPT Final exam day. Details TBA, i.e. When the WRT DEPT lets me know what’s
up, I’ll let you know what’s up.
ENGL 101: First Year Composition / Fall 2014 / Instructor: S. Taylor
Unit III Essay Assignment Sheet: Contextual Analysis
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7-8 pages of contextual analytical writing
Works Cited must have 5 sources
25% of your overall 101 grade
► Chapter 8 in your Student Guide covers the Text-In-Context (Contextual Analysis)
► Contextual analysis essays build on the skills that you began with the textual analysis essay.
Text-in-context adds a new layer of complexity to your analysis. In this essay, you still analyze a
text, but you’ll do so using additional sources to enrich your understanding. This is “building a
context” or “building a framework.”
► You will argue a “controlled thesis” using contextual evidence. You must also incorporate
PIE for paragraph organization.
► Your audience is an educated, college audience (in other words, your classmates). Therefore,
this assignment must be completed according to rules and standards of academic discourse.
Failure to do so will result in a failing grade.
► This essay is 25% of your overall grade average. Workshopping/Peer Revision is 7.5% of
your overall average, so it’s imperative that you show up for these last peer critiques.
Guidelines: 7-8 pages of contextual analytical writing – Works Cited will be page 8 at the very
least. Required 5 sources on your Works Cited page.
► Choose a primary text. This is the main text you’re analyzing—the main focus of your
analysis. You may choose from texts taught this semester but not one you have previously
written over.
You must do a thorough analysis of your primary source, just as you did in the Unit I & II
Essay, utilizing literary terms from Ch 7, pg. 124-5.
► Secondary texts: you are required to have two secondary texts on your Works
Cited page. These texts create the context or framework. Does not have to
directly address the primary text.
► Secondary sources: You must have two secondary sources on your Works Cited
page. These are sources that comment on & have a direct relationship to the
primary texts.
► Acknowledge your sources in the body of your paper using MLA in-text citations formatting
(this is 59a—you must master in-text citations by this essay) & provide an accurate Works Cited
page (this is 59b), otherwise your essay grade will have major deductions.
The Hacker—Rules for Writers— has every MLA tidbit you need to know. If you copy from
sources without giving proper credit, this is PLAGIARISM. You will not pass this section of
ENGL 101 if you have even one instance of plagiarism in your Contextual Analysis. When in
doubt, cite. When in doubt, over-cite.
► Avoid problems you had in earlier essays.
► Make use of my office hours throughout the writing process. I would love to help!
► Make use of the peer critique workshopping session. The University of Arizona stresses the
importance of peer review, & you must participate to get full credit on your Unit III Essay.
► Remember to edit your essay for content, organization, & grammar. Revision is necessary for
a polished final draft.
► Give your essay a unique & innovative title that helps forecast what you’re writing. Please be
creative with your research. Use personal interviews, music, film, as well as your literary
criticism sources found through the Library databases.
► Each body paragraph still needs to point towards your primary text analysis while building a
context.
► To “use” a text as a source means that you quote from the source or paraphrase it at least
once-to-twice.
What You Will Turn In:
► 7-8 typed pages. You must at least have 7 full pages of contextual analysis.
► Works Cited page must be page 8 at the very least. **Required 5 sources.
► Don’t worry if your paper runs a bit longer (keep it under 9, though), but remember that for a
page to “count”, it must be at least ¾ full of text.
► You will turn in the Contextual Essay as a portfolio:
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Rubric
Final draft
Rough draft w/ peer revision sheet
Formal outline w/ peer revision sheet
Self-evaluation
You will need to get a binder clip to hold portfolio materials together.