Calendar MWF

STAGE 1
Week 1 
August 26th -- 20th
MON
●      Introductions
●      Review syllabus
●      Demonstrate using blog
Homework
●      Find and read the class syllabus and calendar. Write down any questions you have and be prepared to ask them next class.
WED
●      Discuss syllabus
●      Class discussion: “What is good writing”
●      Preview Downs & Wardle’s “Teaching About Writing, Righting Misconceptions: (Re)Envisioning “First-Year Composition” as “Introduction to Writing Studies”: We’ll look at the title and the opening of  our first reading  by Downs & Wardle  (D&W) on the ELMO.
 Write a paragraph addressing the following questions: What are your experiences with writing? What have you been taught about writing in school, the work place, or anywhere else?
Homework
●      Find and print out our first reading, Downs and Wardle’s “Teaching About Writing, Righting Misconceptions: (Re)Envisioning ‘First-Year Composition’ as ‘Introduction to Writing Studies.’” Preview the article and begin reading it (I know it’s a little long!)
FRI
●      Discuss reading strategies for D&W and review what we want to do in English 1301 in terms of writing, reading, and learning.
●      In groups, you will take a paragraph from the beginning of the article and draft a summary of it, a question you have about it, and some possible ways you could respond to it. Share group work on board.
Homework
●      Find all the readings for the semester and print them out.  Read our first reading, by Downs and Wardle, twice—no joke. I don’t care how you take notes or read or procrastinate. Just get through the article twice before our next class.
●      Address the following questions, and type out/print your responses.
1.     What did you expect 1301 to be about, to be like? What do you think about it so far having only survived one meeting? What do D&W want 1301 to be and do for students (and even teachers)?
2.     What are the reasons D&W discuss to support a "writing studies" approach, and what are the misconceptions they are fighting against? What other approaches to this class can you imagine? What do you think a college writing class should be?     
3.     According to D&W, what does scholarly inquiry involve? And what does writing involve/look like?     
4.     Do you recognize Jack and/or Stephanie (in yourself, in others)? How would you characterize yourself as a student just starting 1301, as a writer, as a reader, as a person trying to make sense of this class right now? How would your story of 1301 begin from your perspective?
Remember, in this class, I am asking you to read articles for which you are NOT the primary audience. They will be challenging, but they are also written about people like you--college students. And I believe undergraduates, especially first- and second-year students, can benefit from being part of this kind of academic conversation. My job is to push you and support you. And don’t think I find these articles easy to read; I still struggle.
Week 2:
September 2nd - 6th
MON
●      Labor Day - No Classes
WED
●      Discuss D&W. Discuss reading questions and how they could inform a student response paper.
●      Assign Stage 1. Review expectations on blog
Homework
●      Begin drafting stage I
                                                                                                   
FRI

 What is "peer review?"
Conduct an in class peer review of a sample paper
           
Homework
            Finish Stage I drafts bring 3 copies to class on MONDAY. Begin reading FLOWER
STAGE 2
Week 3 
September  9th -- 13th
MON 

Stage I Drafts due for peer review. Bring 3 copies to class today.
●    Discuss Peer Review expectations. 
Begin discussing FLOWER
Homework
1.     Revise your drafts. Due to instructor Wednesday.
2.     Finish reading FLOWER and bring to class.

WED 
Peer review critiques due today
In class peer review session

Homework
●      Finish reading FLOWER, revise stage I
FRI 
●    Stage I DRAFTS due to instructor!
●      Class discussion – according to FLOWER, what makes a good reader?
●      Review stage II assignment.
Homework
●      Practice putting yourself in conversation with both our readings. Write a paragraph in which you tell us what you think each article is saying, to what degree you agree with their positions, and how these two readings might be connected with each other. Include at least one direct quote, and one indirect paraphrase. Include citations, using MLA format citations for both articles. If you need help with citations, visit the writing center or noodletools.com DUE MONDAY, SEPTEMBER 17TH.
●      Review Stage II assignment and bring an idea for a “construct” you’d like to explore.
Week 4: September 17th – 22nd
MON
●      Discuss Stage 2
●      Review Downs and Flower
●      Group work – Discuss your construct and your claim. Turn in a rough idea as to what you want to do before you leave class.
Homework
●      Read Rose, begin drafting your stage II assignment
WED
●      Quiz over Rose
●      Discuss Rose
Homework
●      Continue working on Stage II drafts, begin reading Neubert
FRI
No class today. Stage II workday
STAGE 3
Week 5: September 24th – 29th
MON DRAFT STAGE II DUE!
●     Discuss Neubert
●     Distribute drafts
Homework
●     Review your classmates’ essays and be ready to response to them WEDNESDAY
WED
●     Peer Review
●     Discuss stage III
Homework
●     Revise stage II (due Monday) Look at stage III assignment and bring any questions you have
FRI
No class today. Work on Stage II revisions
Homework
●     Stage 3, Read Gilliam.
Week 6: September 31st – Oct 6th
MON 
●     Discuss Gillam in groups. Due in class today – summary and reflection of Gillam and Neubert.
STAGE II REVISIONS DUE TODAY
Homework
Continue working on stage III. Begin looking for sources.
WED
●     Research day in the library/Begin Sommers Discussions
Homework
●     Draft your annotated bibliography, due FRIDAY. Read Lamott
FRI
●     Research Day in the library/Begin Sommers Discussions

Homework: Finish STAGE III drafts and bring to class MONDAY.  Finish Reading Sommers.
STAGE 4
Week 7: October 8th – 12th
MON 
●      Research Work Day. No formal class, but I'm available in my office if you'd like to discuss your Stage III plan of inquiry
Homework                                                                               
●  Finish stage III to turn in Friday. Read Lamott
WED
●      Sommers Quiz/lecture


Homework
●      Finish Stage III, look at stage IV
FRI
●     Stage III due to instructor!
●       Review stage IV requirements
Discuss LAMOTT

HOMEWORK: Work on stage 4, Read Kantz
Week 8: October 15th – 20th
MON
●    Discuss Kantz in class
WED
●     Discuss Kantz
FRI
            Research/workday for stage IV
Homework: Finalize stage IV, turn in to instructor on Monday
Week 9 Oct 21st – 27th
MON
●      Stage IV DRAFTS due
●      Sign up for instructor conferences today
WED
●      Conferences
FRI
●      Conferences
STAGE 5
Week 10 – Oct 28 – Nov 3rd
MON
●    Conferences


Review Stage V Expectations
WED  
 Conferences
FRI
●      Conferences
Week 11 – Nov. 5th – Nov 10th
MON
●      Stage IV Due to instructor today! Discuss Stage V!
WED
●      Discuss Stage V
FRI
●      Stage V Work Day
Week 12: Nov 12th – 17th
MON
●      Stage V Work Day
WED
●      Stage V Presentations
FRI
●      Stage V Presentations
STAGE 6
Week 13 . Endings & Beginnings Nov. 19th – 23rd
MON
●      Stage 5 Essays and Revisions due!
●      Presentations
WED
●      Introduce Stage VI, finish presentations
Friday
  • Stage VI Work Day. No Class
Week 14 . Portfolio Nov 26th – 30th
MON
●       Stage VI drafts due (3 copies to class for peer review!)
Discuss portfolio requirements today in class.
WED
●    In Class Peer Review Session Stage VI
FRI
●      Thanksgiving holiday. No class.
Week 15 . Portfolio
MON
●      STOP! GRAMMAR TIME!              
WED - Last Day of Classes
●      Portfolio due, ABSOLUTELY NO LATE WORK.
TH & FRI
●      Study Days - No Classes
Week 16 . Finals Week -- No class. Professor Hoerth is feverishly grading in her office. Bring her coffee and chocolates.

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