|
|
|
|
1 |
5/20 |
1 |
Welcome to the Class: Objectives and Means
Why Writing is Difficult
The Scale of Abstraction
Writing as Inquiry
Research and How Ideas Develop Over Time
Audience, Discourse Communities, and Genre
|
— |
2 |
5/21 |
1.5 |
Argument
Conceptual vs. Practical Essays
The Rhetorical Triangle
Platonists and Sophists
Basic Logic
Toulmin Analysis
Logical Fallacies |
Read the Format Rules for submissions in this class and follow them on your exercise. |
Exercise: Initial Thoughts on an Area of Inquiry |
3 |
5/22 |
1.5 |
Toulmin Analysis, continued
Primary, Secondary, and Tertiary Sources
Type 1, Type 2, and Type 3 Quotations
Research Methods
Finding Useful Secondary Source Quotations |
Read Stephen Jay Gould, “The Median Isn’t the Message” (Blackboard)
Read Lewis Thomas, “How to Fix the Medical Curriculum” (Blackboard) |
4 |
5/23 |
1.5 |
Setting Up Quotations
Formatting Quotations
Citing Quotations Parenthetically
Discipline Awareness Project: Tracing the Path of Scholarship Assignment |
Read Karen Rosenberg, “Reading Games: Strategies for Reading Scholarly Sources” (Blackboard)
Read Kyle D. Stedman, “Annoying Ways People Use Sources” (Blackboard) |
— |
5/27 |
Memorial Day — Class Does Not Meet |
5 |
5/28 |
1.5 |
The Development of the Writer: Objectivity, Empathy, Courtesy, Hygiene
Writing for a Specific Audience
Transitions
Concision
Finding Useful Secondary Source Quotations, continued |
Read Advice on Cutting Words and The Incredibly Annoying Error List |
Exercise: Mining a Source for a Quotation |
6 |
5/29 |
2 |
Peer Response #1 Instructions
Revision Advice
MS Word Revision Tools
The Hall Scale
|
Discipline Awareness Project:
Tracing the Path of Scholarship |
7 |
5/30 |
2 |
Peer Response Session #1
Workshop: Revising (revision)
Research Project I: Sources, Quotations, Commentary, Thesis, and Citations Assignment
Using Type 1 Quotations Effectively: Extending, Applying, and Rebutting
|
Peer Response to Discipline Awareness Project:
Tracing the Path of Scholarship |
Revision of Discipline Awareness Project:
Tracing the Path of Scholarship with Reflective Commentary due by midnight |
8 |
6/3 |
1.5 |
Using Type 1 Quotations Effectively: Extending, Applying, and Rebutting, continued
Bad Writing
|
Exercise: Quotations and Planning |
9 |
6/4 |
1.5 |
Thesis Statements
Closed-Form and Open-Form Essay Structures
Stylistic Issues
|
Exercise: Correcting Errors |
10 |
6/5 |
1.5 |
Thesis Statements, continued
Introductions
Closed-Form and Open-Form Essay Structures, continued |
Review the Writing Center’s Guidelines on Thesis Statements |
Exercise: Thesis Statement and Planning |
11 |
6/6 |
1.5 |
Closed-Form and Open-Form Essay Structures, continued
Documentation: MLA Works Cited and APA Reference Pages |
Exercise: Closed-Form and Open-Form Introductions |
12 |
6/10 |
1.5 |
Documentation, continued |
Exercise: Works Cited or Reference List |
13 |
6/11 |
2 |
Individual Conferences
(Class does not meet. We meet individually in my office.) |
— |
14 |
6/12 |
1.5 |
Peer Response #2 Instructions
Subheads |
Research Project I: Sources, Quotations, Thesis, Citations, Commentary, and Thesis |
In-Class Exercise: Organizing the Essay with Subheads |
15 |
6/13 |
2 |
Peer Response #2
Workshop (revision) |
Peer Response for Research Project: Sources, Quotations, Citations, Commentary, and Thesis |
Revision of Research Project I: Sources, Quotations, Citations, Commentary, and Thesis with Reflective Commentary due by midnight |
16 |
6/17 |
1.5 |
Peer Response #3 Instructions
Workshop (to begin peer responses) |
Research Project: The Essay |
17 |
6/18 |
2 |
Peer Response Session #3
Workshop (revision)
Class Evaluations |
Peer Response for Research Project: The Essay |
18 |
6/19 |
— |
Class Does Not Meet |
Revision of Research Project: The Essay complete with your Reflective Commentary due by 5:00 p.m. |