Friday, January 15, 2010
From Olivia
I've posted all our class documents here, which means that you can click on anything on the sidebar (right there---->) and see the document. "The Schedule" has steps to you can follow the get access to the reading homework for Wednesday (you'll need it to complete RR2).
Reading Response Guidelines
RR Guidelines:
These must be typed. While I do want you to answer each of the questions below clearly and thoughtfully, I expect these assignments to be about 1/2 page to 3/4 page (single-spaced) only. Answer the questions in one long paragraph. Each response to a question should be between one and three sentences long. Do not number the components. Try to move from question to question coherently—these are just responses; you are not trying to write a complete essay. I expect you to bring the assignment with you to class AND to contribute your ideas/responses during class. Later, these might prove useful in other writing assignments.
1. What is the thesis of this piece? If you can identify it in one, clear sentence, quote it. Otherwise, paraphrase what you see as the main idea. Is there evidence to support it? What is that evidence? Are there other ways in which the thesis is developed? Is it ever contradicted? {Don’t forget: a thesis is NOT a topic, but a statement about a topic.} (5 points)
2. Who is the individual? What is the system? What does this relationship have to do with the thesis? (2 points)
3. Look for “tricks,” or techniques, in pieces of writing that you might mimic in or remember for your own work. The author/filmmaker might have a particularly good line or interesting image. There might be something about the way the information is arranged. You might like the way the title works with the content. There might be some fascinating bit of information in the essay. Look for a technique you like. Does its effectiveness relate to the thesis in any way? (5 points)
4. Compare this to something else you have read/seen/heard. How is it like that? Feel free to make a strange connection. (1 point)
5. Consider the overall effectiveness of this piece. Does it successfully do what it sets out to do? Does it have any weaknesses? Does anything need to be clarified? (1 point)
6. What is one new word you learned while reading this? (Look up the definition and include it here.) If there were no unfamiliar words, look up a new word in general and record it here. (1 point)
These must be typed. While I do want you to answer each of the questions below clearly and thoughtfully, I expect these assignments to be about 1/2 page to 3/4 page (single-spaced) only. Answer the questions in one long paragraph. Each response to a question should be between one and three sentences long. Do not number the components. Try to move from question to question coherently—these are just responses; you are not trying to write a complete essay. I expect you to bring the assignment with you to class AND to contribute your ideas/responses during class. Later, these might prove useful in other writing assignments.
1. What is the thesis of this piece? If you can identify it in one, clear sentence, quote it. Otherwise, paraphrase what you see as the main idea. Is there evidence to support it? What is that evidence? Are there other ways in which the thesis is developed? Is it ever contradicted? {Don’t forget: a thesis is NOT a topic, but a statement about a topic.} (5 points)
2. Who is the individual? What is the system? What does this relationship have to do with the thesis? (2 points)
3. Look for “tricks,” or techniques, in pieces of writing that you might mimic in or remember for your own work. The author/filmmaker might have a particularly good line or interesting image. There might be something about the way the information is arranged. You might like the way the title works with the content. There might be some fascinating bit of information in the essay. Look for a technique you like. Does its effectiveness relate to the thesis in any way? (5 points)
4. Compare this to something else you have read/seen/heard. How is it like that? Feel free to make a strange connection. (1 point)
5. Consider the overall effectiveness of this piece. Does it successfully do what it sets out to do? Does it have any weaknesses? Does anything need to be clarified? (1 point)
6. What is one new word you learned while reading this? (Look up the definition and include it here.) If there were no unfamiliar words, look up a new word in general and record it here. (1 point)
The Syllabus without The Schedule
English 101: Writing I
Olivia Cronk
Instructor: Olivia Cronk
Office: CLS/LWH-2084
Phone: 773.442.5958
E-mail: o-cronk@neiu.edu
Office Hours: Mondays 11:45-12:45 and 4-5, Wednesdays 4-5
A few introductory words: first of all, please call me “Olivia” or “Ms. Cronk.” I prefer my first name, as it contributes to the conversational atmosphere of our class, but if you are more formal, you may use “Ms. Cronk”—but not “Mrs.” or “Miss.”
Second, you can always e-mail me with questions or to set up a mutually convenient meeting time. I will answer as soon as I get the message, and I check my e-mail at least once a day.
Third, syllabi are legal documents. Your teachers owe you a thorough explanation of the course via the syllabus; it’s your contract and your guide. Syllabi can also be kind of long. This one certainly is. We’ll go over everything, but you’ll need to constantly look at it for assignments, policies, and answers to other questions. Get comfortable finding the sections you will need: basics come first (course description, book list, goals, points, policies, etc.). Then come the specifics (how to keep track of your points, lists of assignments, a rubric, etc.). Our reading and writing schedule is at the very end. This document is posted on our blog, “Individuals, Systems, Patterns,” at www.composition1neiu.blogspot.com, where it will be updated or revised as necessary. Please note that you will receive several packets of information, in addition to this syllabus, including “Assignment Descriptions.” You should keep your supplies in a folder for class. If you misplace anything, most documents will be on the blog for easy access.
Fourth, our class includes an optional “Enrichment Seminar,” led by our Graduate Assistant, Angella Lamondi. Angella will be able to help you one-on-one and may participate in some of our in-class work. She is quite familiar with our syllabus and our texts, so she is great resource. There is more information contained herein, but you should know from the start how to reach her.
Angella’s e-mail is a-lamondi@neiu.edu.
Course Description:
This course will provide you with strategies for planning, writing, and revising essays (primarily in the expository mode). You will also develop your critical reading and thinking skills. We will cover general grammatical rules, as well as specific grammatical issues related to your writing. We will work on three formal essays and two creative essays. One formal essay will be an in-class essay; it will be treated like an exam. You will work on multiple drafts of most of the essays. You will also create a final portfolio that represents your best work and includes a statement about the process of writing these pieces over the term. You will be writing about 25 pages in this class.
The theme of this course is “the individual against the system.” In order to explore how writing reveals things about our culture, the world, and human behavior and belief, we will write about and discuss many different kinds of texts. Our class will use all of these texts (readings from your nonfiction book, literature, blogs, videos, audio texts, news and magazine articles, art) to make connections. These connections will feed your own writing projects with ideas and techniques; also, we’ll be looking to constantly expand and re-imagine the theme. How does this kind of dynamic affect the way we think? How does that thinking-process lead to writing?
Another important component of the class is “the find”: discovery through critical and creative reading. We will read (and talk) in order to “find” things. First of all, we are looking for “tricks” (writing techniques) a writer employs (sentence structure, style, tone, use of dialogue, conclusion, use of examples, etc. etc.). Secondly, we want to engage with the ideas the readings suggest. Over the term, you will get better and better at finding in what you read what is most useful to your own style. Reading is a creative act; each of us responds to words in a unique way. We will always keep in mind that reading and writing are linked, like inhaling and exhaling. Sometimes we will read to obtain information about a formal writing assignment (examples). Sometimes we will read to discover things about the world. Sometimes we will read to understand, isolate, and lift “tricks.” The way that you will process each assigned text is by submitting five pages worth of Reading Responses (more on that later).
Methods of instruction are: lecture (about readings and about grammatical concepts), discussion (led by me, and by you and your peers), workshop, reading, writing, game, and blogging. Some terms you will learn, know, and practice include: analysis, audience, exposition, genre, paraphrase, process, revision, rhetoric, summary, theme, thesis, tone, and voice.
Textbooks and Materials:
You need all of the books and supplies listed here. You should purchase them by the second class meeting. You can keep track of what books to bring on what days by following the schedule (much, much further down).
• Nickel and Dimed by Barbara Ehrenreich
• The Metamorphosis and Other Stories by Franz Kafka
• Rules for Writers by Diana Hacker
• a folder or binder in which to keep ALL handouts
• a folder or binder in which to keep ALL drafts and ALL RRs
• a notebook/journal
• a gmail address (free and easy to set up) AND an NEIU address
A note about your folders: you MUST practice good record keeping; you will need all of your work at various points in the term. When you submit RDs and FDs to me, you should simply put them in the folder listed in #4 (where everything can accumulate over the term). Also, keep all your RRs in this same folder. This comprehensive pile of your work will also help when we meet and discuss your writing.
A note about e-mail: I expect you to use your NEIU address to e-mail me with drafts, questions, or clarifications. It’s a good habit to have an academic address from which you conduct school business; keep your personal address for personal use. You do NOT have to use or check your gmail account; we simply need to set up gmail names for the purpose of blogging—another useful thing.
Course Learning Outcomes:
All sections of English 101 at NEIU are founded on the same learning-goals. It is the job of your instructor (me!) to lead the class to those goals. We don’t want these outcomes to be something we just quickly skim over on the first day of class; we want to use these statements to guide our thinking, reading, talking, and writing every step of the way. Your assignments will often be graded with these goals in mind, and I will often mention how the things we’re doing are related to desired outcomes (and, sometimes, what the terms in each outcome mean). So, here’s what the English Department says of our work together:
Students who pass English 101 will have demonstrated the following learning outcomes:
• Rhetorical knowledge, including the ability to articulate the rhetorical situation of texts that students read and write (the relationship between the writer, purpose, audience, genre, topic and context);
• Knowledge of rhetorical principles such as thesis or focus, development, organization (including major modes of organization, paragraphing, and transitions), and style, and the ability to appropriately adapt these principles for various rhetorical situations;
• Engagement with writing as both a process of composing and an occasion for learning that includes discovery, multiple drafts, and proofreading;
• Critical thinking, reading, and writing skills, including the ability to interpret, question, and evaluate a variety of texts, and the ability to justify these analyses using textual evidence and/or considerations of students’ own experiences and wider contexts;
• The ability to accurately summarize and synthesize sources and to appropriately integrate the discussion of others’ writing into students’ own texts;
• The ability to compose a variety of texts in electronic environments and to use electronic resources and tools to aid students’ writing process in academic, professional, and personal contexts;
• Satisfactory mastery of standard academic writing conventions including grammar, syntax, punctuation, spelling, and, when appropriate, citation formats.
Course Requirements and Breakdown of Points:
Following all the components of your grade can be a little confusing. We’ll often stop and “check in” with each other to make sure that everyone is clear on our schedule and steps.
Your points will be recorded on the grade sheet you fill out at the start of the term; there’s a copy of that here, which you can use to record your own points. At any time, you can request the total points earned thus far, as an estimate of your grade. There are 690* points; your final grade is calculated as a percentage of points earned vs. total points. Basically, each and every point is worth 0.14%. For example, if you earned 581 total points, your grade would be 581/690 (84%).
The relationship between percentages and letter grades is as follows:
A=90-100
B=80-89
C=70-79
D=60-69
F=59 and below
*(Class Membership=360 points, Writing=320 points)
Class Membership
Participation=50
This portion includes your attendance (no more than 3 misses) and your in-class efforts. I expect you to be alert and engaged, to either make thoughtful contributions to our conversation or to carefully and respectfully listen to others’ comments. If you miss more than three classes, 10 points for each extra day will be deducted from your grade. If you miss more than six classes, you will not be eligible to pass the class, regardless of your other points earned. Three tardies will equal an absence. I make a note on your grade sheet if you come in more than 5 minutes late.
Journal and other informal writing (in and out of class)=80
We will begin every class with a journal entry (25-30, usually worth 1 point each) and we will regularly complete quizzes or writing exercises in class; I’ll collect your journal at the end of the term. Additionally, you will post some assignments, writing exercises, and comments on our blog: http://composition1neiu.blogspot.com.
* Please note that I will often post announcements, guidelines, and reminders on the blog; you should check it regularly.
Leadership of two RR discussions=50
You will sign up for two discussions. You and one to three other people will create the journal question for the day and a selection of three discussion questions each. This is NOT a presentation; this is a regular class discussion—led by you (and a “panel” of people). You will be expected to share all the work, to fill about 25 minutes of class time, and to guide the class in thinking and responding to the text(s). You can feel free, also, to create a supplementary activity or game. You will be graded on your preparation and your thoughtfulness.
Reading Responses=180 (12 @ 15 points each)
There are 14 to 20 RRs assigned; you are responsible for 12 of them. Please note that you CANNOT turn RRs in outside of the class meeting in which they are discussed (no e-mailed submissions, no late submissions). The guidelines for RRs are further down. Note, also, that if you complete extra RRs, only two can be counted as extra points in your RR grade.
Writing
Formal Essays
Formal Essays are completed over three drafts—and may even be revised a fourth time for your final portfolio. Usually, the beginnings of these essays will happen in class, through our discussions and writing exercises.
The first Rough Draft (RD1) will be reviewed by a classmate.
The second Rough Draft (RD2) will be reviewed by me. You’ll get points for simply completing RD2 and following the assignment guidelines. And, most importantly, you’ll get notes from me about things to fix, change, expand, think about, rewrite, etc. I expect you to use these notes as you work on the Final Draft (FD).
The Final Draft (FD) is submitted to me, with a packet of EVERY old version of the essay. (Just put everything into your writing folder.) You’ll get it back with a grade that corresponds to our rubric (see below).
• Definition Essay=50 points
4 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class, using our RRs and our own ideas.
RD1: Due in class (should be 2 complete pages; 20 points for bringing it and participating in Peer Review)
RD2: Due to me in hard copy (should be 3 complete pages; 10 points for following guidelines and submitting it for review)
FD: Due to me in hard copy (4 complete pages; graded according to our rubric and worth 20 points)
• Narrative Connections Essay=60 points
5 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class, using our RRs and our own ideas.
RD1: Due in class (should be 3 complete pages; 20 points)
RD2: Due to me in hard copy (should be 4 complete pages; 10 points for following guidelines and submitting it for review)
FD: Due to me in hard copy (5 complete pages; graded according to our rubric and worth 30 points)
• In-class Essay (EXAM)
Response Essay: Image as evidence for a claim=50 points
2 complete pages, composed during a class visit to a computer lab
This essay, unlike our others, is done in class. Before “Exam Day,” we will plan for and discuss how to write this essay and how to demonstrate all the wonderful tricks and ideas you have collected over the term.
Creative Essays
Creative Essays are completed in two or three drafts (depending on the assignment). For one, you will submit an RD and FD to me, for a grade, and for another, you will post your FD on our blog for others to see and comment on.
• Satire: Fake Headline & Newspaper Article=20 points
2 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class.
FD: Post on the blog for others’ comments and to be graded.
• Observation/Description from an Alien’s perspective=50 points
3-4 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class.
RD: Due in class (should be 2 complete pages; 10 points)
FD: Due to me in hard copy (3-4 complete pages; graded according to our rubric and worth 40 points)
Finished Essays
Your Final Portfolio will be 10-12 pages long. It includes: new revisions of 2-3 essays, a personal statement of 2-3 pages (based on a Statement of Belief and on your reflections on your writing process). You will get more specific details in class.
Final Portfolio=100 points
. . . Phew! So, that’s a lot of information to process. How will we keep track of it? Below is a miniature copy of the grade sheet I will use to record your points. You can record them for yourself, right here, every time you get back graded work, submit an RD, post on the blog, write a journal entry, or come to class.
Name:
Class Membership
Participation: /50
Journal & Informal Writing: /80
Leadership of two discussions: /25 /25: /50
Reading Responses: /180
Writing
Definition Essay: /50
Narrative Essay: /60
Exam: Response: Thematic Connections: /50
Satire: /20
Observation/Description: /50
Final Portfolio: /100
Total Points: /690
Academic Integrity:
Please refer to NEIU’s student conduct code at: http://www.neiu.edu/~DeanSt/survival/conduct.pdf
In general, anything that falls under the following list is a violation:
• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation*),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats
*Generally, this is the most relevant issue for an English class. Do NOT turn in anything that fails to distinguish between your writing and someone else’s. You will fail the assignment and will NOT be allowed to make it up. More than one incident will immediately result in failure of the course.
Enrichment Seminar
As noted on the first page, you will have the option of working with our Graduate Assistant in an Enrichment Seminar. Mostly, this work will take the form of individual conferences. Angella will be able help you with: sentence structure problems, organizational problems, editing, proofreading, revising, creating a thesis, incorporating others’ ideas, and more. If your RRs or essays seem to require extra proofreading/editing help, I’ll let you know that you should schedule a meeting. Students who meet regularly with Angella, according to arrangements you and she make, will be allowed to revise all (upcoming) RRs (due the next class after receipt). Additionally, a long-term commitment (okayed by Angella) will entitle you to 25 extra credit points.
Policies:
Turn cell phones off completely before coming to class. If you need to be available for a call, inform me in advance and turn the phone to vibrate. If your cell phone rings during class, you may be asked to leave.
Do not come to class if you are more than 15 minutes late. If you are late three times, those tardies will count as one absence.
If you appear to be unprepared for class (lacking materials, books, drafts, having failed to complete the homework), I may ask you to leave (and you will be marked absent).
I will shuffle our schedule as necessary if things come up; I will never move a deadline closer.
You are entitled to three absences without penalty. I do not distinguish between excused or unexcused absences. After three, you lose 5 points per day. You are responsible for contacting a classmate to find out what handouts/information you are missing. After an absence, you should e-mail me to request handouts or any other relevant information.
I do NOT accept late or e-mailed RRs (see below). They can ONLY be turned in the day of discussion, in class (typed). This rule applies even when you are sick.
Final Drafts are graded, but not commented on. I can accept late essays up to three days, but they will lose 2 points for each day late. If you have documentation of an emergency, I will accept late work without a penalty. If you miss class on a deadline day, you may e-mail your essay to me as an attachment THAT SAME DAY, by 10:00 p.m. I will use the e-mail as a way to verify that you will not be penalized for lateness, but you MUST bring me a hard copy during our next class meeting. I will NOT print your essay. You can also put essays in the box on my door. Please note that a hard copy of an e-mailed essay must be submitted within three days of the e-mail.
Often, Rough Drafts are due in class; if you do not have an RD during a Peer Review day, you will be asked to leave class and you will be marked absent. If you miss class on a RD day, you can get credit for your work by taking your RD to a Writing Tutor at the Writing Lab, CLS 2046, (773) 442 - 5480, http://www.neiu.edu/~ewlab/ and turning it in with your Final Draft (and a receipt from the tutor).
Please note here, also, that you might make up for or enhance your RD or FD grade by meeting with Angella.
Other Rough Drafts are turned in to me, for comments. On those RDs, you’ll receive points for simply following the guidelines and meeting the deadline. If you fail to turn in one of those, you will need to make an appointment with me in order to discuss your draft and get credit for it. Failure to follow that step will mean a zero on that section your essay grade.
I will give 10 points extra credit for every documented visit to a writing tutor, up to three visits; any appointments for extra credit have to be scheduled before Spring Break.
I will announce occasional (other) extra credit as it arises; it is your responsibility to take advantage of those opportunities in a timely manner.
If you miss more than one essay or more than 1/2 of the required RRs, you will not be eligible to pass the class.
I will return your essays as quickly as possible. Some of your Rough Drafts (RD2) will be returned with notes on how to improve or expand—and possibly a grammar/mechanics checklist that you will need to use in order to look up your errors in your handbook. Your Final Drafts will include an evaluation form identifying the components of the grade (see the rubric below). Please feel free, at any stage of writing, to meet with me to discuss any unclear comments or notes.
I expect all members of the class to share opinions and writing samples. Because of this, it is necessary to have an environment that is completely open to diversity in background and ideas. No negativity in this way will be tolerated. You should be mindful of diversity when you make comments in conversation, being careful to avoid generalizations and stereotypes. Our class must be anti-racist, anti-heterosexist, anti-label. Exercise great care in listening to others respectfully and quietly.
I think of my job as a conversation with you all. I try to expose you to an interesting variety of readings, give you a variety of forms in which to write, give you concrete mechanical and grammatical information, provide feedback on the technical details and content of each of your essays, and generally encourage an atmosphere of “ideas.” Please feel free to bring in any outside materials that you think have some sort of value. Please also let me know if there are topics/rules/writers that you want me to cover in lectures.
Nuts and Bolts, Guidelines, Stuff:
Okay, moving along . . .
Question: How will you complete your Reading Responses? Answer: We will cover the guidelines on the second day of class, and you will always have this list handy. After you have completed a reading assignment, you’ll need to sit down at a computer and answer these questions. Your RR must be printed out before class. You’ll get better and better at this as the term progresses.
RR Guidelines:
These must be typed. While I do want you to answer each of the questions below clearly and thoughtfully, I expect these assignments to be about 1/2 page to 3/4 page (single-spaced) only. Answer the questions in one long paragraph. Each response to a question should be between one and three sentences long. Do not number the components. Try to move from question to question coherently—these are just responses; you are not trying to write a complete essay. I expect you to bring the assignment with you to class AND to contribute your ideas/responses during class. Later, these might prove useful in other writing assignments.
(over---)
1. What is the thesis of this piece? If you can identify it in one, clear sentence, quote it. Otherwise, paraphrase what you see as the main idea. Is there evidence to support it? What is that evidence? Are there other ways in which the thesis is developed? Is it ever contradicted? {Don’t forget: a thesis is NOT a topic, but a statement about a topic.} (5 points)
2. Who is the individual? What is the system? What does this relationship have to do with the thesis? (2 points)
3. Look for “tricks,” or techniques, in pieces of writing that you might mimic in or remember for your own work. The author/filmmaker might have a particularly good line or interesting image. There might be something about the way the information is arranged. You might like the way the title works with the content. There might be some fascinating bit of information in the essay. Look for a technique you like. Does its effectiveness relate to the thesis in any way? (5 points)
4. Compare this to something else you have read/seen/heard. How is it like that? Feel free to make a strange connection. (1 point)
5. Consider the overall effectiveness of this piece. Does it successfully do what it sets out to do? Does it have any weaknesses? Does anything need to be clarified? (1 point)
6. What is one new word you learned while reading this? (Look up the definition and include it here.) If there were no unfamiliar words, look up a new word in general and record it here. (1 point)
Rubric!
A rubric, in general, is a statement of purpose or a set of categories. A writing rubric is a list (with categories and specific statements and descriptions) that helps you do the following: 1) it acts as a guide in evaluating your work for yourself, 2) it allows me to show you how certain parts of your essay are working or not working, 3) it creates a standard for our class by which you can understand why you get the grades you get and how you might improve and grow.
Although there are many sections of English 101 at NEIU, all teachers of this course strive to grade students’ writing according to similar standards. The descriptions below explain the qualities of writing that are expected of all students enrolled in English 101.
Please be aware that the five skill areas below are not equally important; they are listed here in order of their general importance to a text. Also, although the skill areas are described separately, in written texts these skills often intersect and overlap.
Thesis or Focus
Thesis or focus refers to the main idea that unifies a text. In excellent writing, the thesis/focus is appropriate for the text’s purpose and audience, is supported throughout the text, and is original and complex. In good writing, the thesis/focus is clear throughout the text, although it may be somewhat less original or complex. In adequate writing, there is still a thesis or focus, but parts of the text may stray from this main idea. In inadequate writing (graded below a C), there is no clear thesis or focus that guides the whole text.
Development of Ideas
Development refers to how thoroughly and thoughtfully you have discussed the ideas in your text (the complexity of your evidence, support, and analysis). In excellent writing, the development is insightful and extensive throughout the text. In good writing, the development is appropriate and consistently sufficient, though perhaps less insightful. In adequate writing, the text may be unevenly developed, with parts of the essay requiring further development. In inadequate writing (graded below a C), the text offers little or no support, may simply restate the thesis, and/or fails to meet the minimum length requirement.
Organization
Organization refers to the structure of a text (introduction, body, and conclusion) and the connections between and within paragraphs. In excellent writing, the organization is logical and flows smoothly. In good writing, the organization is clear but less smooth. In adequate writing, the organization is occasionally disjointed or simplistic. In inadequate writing (graded below a C), the introduction and/or conclusion may be missing, the connections between paragraphs may be missing or blurred, and/or the body may not contain suitable paragraph breaks.
Written conventions
Written conventions refer to the text’s grammar, syntax, punctuation and spelling. The most important conventions involve recognizing when a sentence ends (avoiding run-ons, comma splices, and fragments). Using verbs correctly (S-V agreement; verb tense; verb forms) is also a major concern. Correct use of other punctuation and spelling is somewhat less important, but errors here shouldn’t be numerous. Conventions are evaluated based on the seriousness, quantity, and variety of errors. Writing is inadequate (graded below a C) if the errors are so extensive that they interfere with a reader’s ability to understand the text.
Style
Style refers to the sentence structure and word choice in your writing. In excellent writing, the style is both creative and clear. In good writing, the style is consistently clear but perhaps less creative. In adequate writing, the style is usually clear but at times may be unclear or redundant. In inadequate writing (graded below a C), the style is often unclear and/or overly simple.
So, how will we use this thing?
First of all, before work begins on each essay, we’ll discuss how these categories apply to the assignment. You can use your class notes to guide your essay planning—and you’ll have explanations and descriptions that explain your writing goals.
When you submit an RD for comments, I’ll use the rubric to direct my feedback; that way, you’ll know what to work on for the future drafts.
Sometimes, we’ll use the rubric in peer review or in self-evaluation. Our goal is to internalize all the “excellent” descriptions so that we can become better, slicker, more stylish writers.
Since it is our goal to get all pieces of writing up to the “excellent” category, you should consider this rubric a good set of guidelines for informal writing that is posted on the blog, for Reading Responses, and for your Final Portfolio.
Olivia Cronk
Instructor: Olivia Cronk
Office: CLS/LWH-2084
Phone: 773.442.5958
E-mail: o-cronk@neiu.edu
Office Hours: Mondays 11:45-12:45 and 4-5, Wednesdays 4-5
A few introductory words: first of all, please call me “Olivia” or “Ms. Cronk.” I prefer my first name, as it contributes to the conversational atmosphere of our class, but if you are more formal, you may use “Ms. Cronk”—but not “Mrs.” or “Miss.”
Second, you can always e-mail me with questions or to set up a mutually convenient meeting time. I will answer as soon as I get the message, and I check my e-mail at least once a day.
Third, syllabi are legal documents. Your teachers owe you a thorough explanation of the course via the syllabus; it’s your contract and your guide. Syllabi can also be kind of long. This one certainly is. We’ll go over everything, but you’ll need to constantly look at it for assignments, policies, and answers to other questions. Get comfortable finding the sections you will need: basics come first (course description, book list, goals, points, policies, etc.). Then come the specifics (how to keep track of your points, lists of assignments, a rubric, etc.). Our reading and writing schedule is at the very end. This document is posted on our blog, “Individuals, Systems, Patterns,” at www.composition1neiu.blogspot.com, where it will be updated or revised as necessary. Please note that you will receive several packets of information, in addition to this syllabus, including “Assignment Descriptions.” You should keep your supplies in a folder for class. If you misplace anything, most documents will be on the blog for easy access.
Fourth, our class includes an optional “Enrichment Seminar,” led by our Graduate Assistant, Angella Lamondi. Angella will be able to help you one-on-one and may participate in some of our in-class work. She is quite familiar with our syllabus and our texts, so she is great resource. There is more information contained herein, but you should know from the start how to reach her.
Angella’s e-mail is a-lamondi@neiu.edu.
Course Description:
This course will provide you with strategies for planning, writing, and revising essays (primarily in the expository mode). You will also develop your critical reading and thinking skills. We will cover general grammatical rules, as well as specific grammatical issues related to your writing. We will work on three formal essays and two creative essays. One formal essay will be an in-class essay; it will be treated like an exam. You will work on multiple drafts of most of the essays. You will also create a final portfolio that represents your best work and includes a statement about the process of writing these pieces over the term. You will be writing about 25 pages in this class.
The theme of this course is “the individual against the system.” In order to explore how writing reveals things about our culture, the world, and human behavior and belief, we will write about and discuss many different kinds of texts. Our class will use all of these texts (readings from your nonfiction book, literature, blogs, videos, audio texts, news and magazine articles, art) to make connections. These connections will feed your own writing projects with ideas and techniques; also, we’ll be looking to constantly expand and re-imagine the theme. How does this kind of dynamic affect the way we think? How does that thinking-process lead to writing?
Another important component of the class is “the find”: discovery through critical and creative reading. We will read (and talk) in order to “find” things. First of all, we are looking for “tricks” (writing techniques) a writer employs (sentence structure, style, tone, use of dialogue, conclusion, use of examples, etc. etc.). Secondly, we want to engage with the ideas the readings suggest. Over the term, you will get better and better at finding in what you read what is most useful to your own style. Reading is a creative act; each of us responds to words in a unique way. We will always keep in mind that reading and writing are linked, like inhaling and exhaling. Sometimes we will read to obtain information about a formal writing assignment (examples). Sometimes we will read to discover things about the world. Sometimes we will read to understand, isolate, and lift “tricks.” The way that you will process each assigned text is by submitting five pages worth of Reading Responses (more on that later).
Methods of instruction are: lecture (about readings and about grammatical concepts), discussion (led by me, and by you and your peers), workshop, reading, writing, game, and blogging. Some terms you will learn, know, and practice include: analysis, audience, exposition, genre, paraphrase, process, revision, rhetoric, summary, theme, thesis, tone, and voice.
Textbooks and Materials:
You need all of the books and supplies listed here. You should purchase them by the second class meeting. You can keep track of what books to bring on what days by following the schedule (much, much further down).
• Nickel and Dimed by Barbara Ehrenreich
• The Metamorphosis and Other Stories by Franz Kafka
• Rules for Writers by Diana Hacker
• a folder or binder in which to keep ALL handouts
• a folder or binder in which to keep ALL drafts and ALL RRs
• a notebook/journal
• a gmail address (free and easy to set up) AND an NEIU address
A note about your folders: you MUST practice good record keeping; you will need all of your work at various points in the term. When you submit RDs and FDs to me, you should simply put them in the folder listed in #4 (where everything can accumulate over the term). Also, keep all your RRs in this same folder. This comprehensive pile of your work will also help when we meet and discuss your writing.
A note about e-mail: I expect you to use your NEIU address to e-mail me with drafts, questions, or clarifications. It’s a good habit to have an academic address from which you conduct school business; keep your personal address for personal use. You do NOT have to use or check your gmail account; we simply need to set up gmail names for the purpose of blogging—another useful thing.
Course Learning Outcomes:
All sections of English 101 at NEIU are founded on the same learning-goals. It is the job of your instructor (me!) to lead the class to those goals. We don’t want these outcomes to be something we just quickly skim over on the first day of class; we want to use these statements to guide our thinking, reading, talking, and writing every step of the way. Your assignments will often be graded with these goals in mind, and I will often mention how the things we’re doing are related to desired outcomes (and, sometimes, what the terms in each outcome mean). So, here’s what the English Department says of our work together:
Students who pass English 101 will have demonstrated the following learning outcomes:
• Rhetorical knowledge, including the ability to articulate the rhetorical situation of texts that students read and write (the relationship between the writer, purpose, audience, genre, topic and context);
• Knowledge of rhetorical principles such as thesis or focus, development, organization (including major modes of organization, paragraphing, and transitions), and style, and the ability to appropriately adapt these principles for various rhetorical situations;
• Engagement with writing as both a process of composing and an occasion for learning that includes discovery, multiple drafts, and proofreading;
• Critical thinking, reading, and writing skills, including the ability to interpret, question, and evaluate a variety of texts, and the ability to justify these analyses using textual evidence and/or considerations of students’ own experiences and wider contexts;
• The ability to accurately summarize and synthesize sources and to appropriately integrate the discussion of others’ writing into students’ own texts;
• The ability to compose a variety of texts in electronic environments and to use electronic resources and tools to aid students’ writing process in academic, professional, and personal contexts;
• Satisfactory mastery of standard academic writing conventions including grammar, syntax, punctuation, spelling, and, when appropriate, citation formats.
Course Requirements and Breakdown of Points:
Following all the components of your grade can be a little confusing. We’ll often stop and “check in” with each other to make sure that everyone is clear on our schedule and steps.
Your points will be recorded on the grade sheet you fill out at the start of the term; there’s a copy of that here, which you can use to record your own points. At any time, you can request the total points earned thus far, as an estimate of your grade. There are 690* points; your final grade is calculated as a percentage of points earned vs. total points. Basically, each and every point is worth 0.14%. For example, if you earned 581 total points, your grade would be 581/690 (84%).
The relationship between percentages and letter grades is as follows:
A=90-100
B=80-89
C=70-79
D=60-69
F=59 and below
*(Class Membership=360 points, Writing=320 points)
Class Membership
Participation=50
This portion includes your attendance (no more than 3 misses) and your in-class efforts. I expect you to be alert and engaged, to either make thoughtful contributions to our conversation or to carefully and respectfully listen to others’ comments. If you miss more than three classes, 10 points for each extra day will be deducted from your grade. If you miss more than six classes, you will not be eligible to pass the class, regardless of your other points earned. Three tardies will equal an absence. I make a note on your grade sheet if you come in more than 5 minutes late.
Journal and other informal writing (in and out of class)=80
We will begin every class with a journal entry (25-30, usually worth 1 point each) and we will regularly complete quizzes or writing exercises in class; I’ll collect your journal at the end of the term. Additionally, you will post some assignments, writing exercises, and comments on our blog: http://composition1neiu.blogspot.com.
* Please note that I will often post announcements, guidelines, and reminders on the blog; you should check it regularly.
Leadership of two RR discussions=50
You will sign up for two discussions. You and one to three other people will create the journal question for the day and a selection of three discussion questions each. This is NOT a presentation; this is a regular class discussion—led by you (and a “panel” of people). You will be expected to share all the work, to fill about 25 minutes of class time, and to guide the class in thinking and responding to the text(s). You can feel free, also, to create a supplementary activity or game. You will be graded on your preparation and your thoughtfulness.
Reading Responses=180 (12 @ 15 points each)
There are 14 to 20 RRs assigned; you are responsible for 12 of them. Please note that you CANNOT turn RRs in outside of the class meeting in which they are discussed (no e-mailed submissions, no late submissions). The guidelines for RRs are further down. Note, also, that if you complete extra RRs, only two can be counted as extra points in your RR grade.
Writing
Formal Essays
Formal Essays are completed over three drafts—and may even be revised a fourth time for your final portfolio. Usually, the beginnings of these essays will happen in class, through our discussions and writing exercises.
The first Rough Draft (RD1) will be reviewed by a classmate.
The second Rough Draft (RD2) will be reviewed by me. You’ll get points for simply completing RD2 and following the assignment guidelines. And, most importantly, you’ll get notes from me about things to fix, change, expand, think about, rewrite, etc. I expect you to use these notes as you work on the Final Draft (FD).
The Final Draft (FD) is submitted to me, with a packet of EVERY old version of the essay. (Just put everything into your writing folder.) You’ll get it back with a grade that corresponds to our rubric (see below).
• Definition Essay=50 points
4 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class, using our RRs and our own ideas.
RD1: Due in class (should be 2 complete pages; 20 points for bringing it and participating in Peer Review)
RD2: Due to me in hard copy (should be 3 complete pages; 10 points for following guidelines and submitting it for review)
FD: Due to me in hard copy (4 complete pages; graded according to our rubric and worth 20 points)
• Narrative Connections Essay=60 points
5 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class, using our RRs and our own ideas.
RD1: Due in class (should be 3 complete pages; 20 points)
RD2: Due to me in hard copy (should be 4 complete pages; 10 points for following guidelines and submitting it for review)
FD: Due to me in hard copy (5 complete pages; graded according to our rubric and worth 30 points)
• In-class Essay (EXAM)
Response Essay: Image as evidence for a claim=50 points
2 complete pages, composed during a class visit to a computer lab
This essay, unlike our others, is done in class. Before “Exam Day,” we will plan for and discuss how to write this essay and how to demonstrate all the wonderful tricks and ideas you have collected over the term.
Creative Essays
Creative Essays are completed in two or three drafts (depending on the assignment). For one, you will submit an RD and FD to me, for a grade, and for another, you will post your FD on our blog for others to see and comment on.
• Satire: Fake Headline & Newspaper Article=20 points
2 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class.
FD: Post on the blog for others’ comments and to be graded.
• Observation/Description from an Alien’s perspective=50 points
3-4 complete pages
Look at your packet titled “Assignment Descriptions.” We will talk about and prepare for this essay in class.
RD: Due in class (should be 2 complete pages; 10 points)
FD: Due to me in hard copy (3-4 complete pages; graded according to our rubric and worth 40 points)
Finished Essays
Your Final Portfolio will be 10-12 pages long. It includes: new revisions of 2-3 essays, a personal statement of 2-3 pages (based on a Statement of Belief and on your reflections on your writing process). You will get more specific details in class.
Final Portfolio=100 points
. . . Phew! So, that’s a lot of information to process. How will we keep track of it? Below is a miniature copy of the grade sheet I will use to record your points. You can record them for yourself, right here, every time you get back graded work, submit an RD, post on the blog, write a journal entry, or come to class.
Name:
Class Membership
Participation: /50
Journal & Informal Writing: /80
Leadership of two discussions: /25 /25: /50
Reading Responses: /180
Writing
Definition Essay: /50
Narrative Essay: /60
Exam: Response: Thematic Connections: /50
Satire: /20
Observation/Description: /50
Final Portfolio: /100
Total Points: /690
Academic Integrity:
Please refer to NEIU’s student conduct code at: http://www.neiu.edu/~DeanSt/survival/conduct.pdf
In general, anything that falls under the following list is a violation:
• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation*),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats
*Generally, this is the most relevant issue for an English class. Do NOT turn in anything that fails to distinguish between your writing and someone else’s. You will fail the assignment and will NOT be allowed to make it up. More than one incident will immediately result in failure of the course.
Enrichment Seminar
As noted on the first page, you will have the option of working with our Graduate Assistant in an Enrichment Seminar. Mostly, this work will take the form of individual conferences. Angella will be able help you with: sentence structure problems, organizational problems, editing, proofreading, revising, creating a thesis, incorporating others’ ideas, and more. If your RRs or essays seem to require extra proofreading/editing help, I’ll let you know that you should schedule a meeting. Students who meet regularly with Angella, according to arrangements you and she make, will be allowed to revise all (upcoming) RRs (due the next class after receipt). Additionally, a long-term commitment (okayed by Angella) will entitle you to 25 extra credit points.
Policies:
Turn cell phones off completely before coming to class. If you need to be available for a call, inform me in advance and turn the phone to vibrate. If your cell phone rings during class, you may be asked to leave.
Do not come to class if you are more than 15 minutes late. If you are late three times, those tardies will count as one absence.
If you appear to be unprepared for class (lacking materials, books, drafts, having failed to complete the homework), I may ask you to leave (and you will be marked absent).
I will shuffle our schedule as necessary if things come up; I will never move a deadline closer.
You are entitled to three absences without penalty. I do not distinguish between excused or unexcused absences. After three, you lose 5 points per day. You are responsible for contacting a classmate to find out what handouts/information you are missing. After an absence, you should e-mail me to request handouts or any other relevant information.
I do NOT accept late or e-mailed RRs (see below). They can ONLY be turned in the day of discussion, in class (typed). This rule applies even when you are sick.
Final Drafts are graded, but not commented on. I can accept late essays up to three days, but they will lose 2 points for each day late. If you have documentation of an emergency, I will accept late work without a penalty. If you miss class on a deadline day, you may e-mail your essay to me as an attachment THAT SAME DAY, by 10:00 p.m. I will use the e-mail as a way to verify that you will not be penalized for lateness, but you MUST bring me a hard copy during our next class meeting. I will NOT print your essay. You can also put essays in the box on my door. Please note that a hard copy of an e-mailed essay must be submitted within three days of the e-mail.
Often, Rough Drafts are due in class; if you do not have an RD during a Peer Review day, you will be asked to leave class and you will be marked absent. If you miss class on a RD day, you can get credit for your work by taking your RD to a Writing Tutor at the Writing Lab, CLS 2046, (773) 442 - 5480, http://www.neiu.edu/~ewlab/ and turning it in with your Final Draft (and a receipt from the tutor).
Please note here, also, that you might make up for or enhance your RD or FD grade by meeting with Angella.
Other Rough Drafts are turned in to me, for comments. On those RDs, you’ll receive points for simply following the guidelines and meeting the deadline. If you fail to turn in one of those, you will need to make an appointment with me in order to discuss your draft and get credit for it. Failure to follow that step will mean a zero on that section your essay grade.
I will give 10 points extra credit for every documented visit to a writing tutor, up to three visits; any appointments for extra credit have to be scheduled before Spring Break.
I will announce occasional (other) extra credit as it arises; it is your responsibility to take advantage of those opportunities in a timely manner.
If you miss more than one essay or more than 1/2 of the required RRs, you will not be eligible to pass the class.
I will return your essays as quickly as possible. Some of your Rough Drafts (RD2) will be returned with notes on how to improve or expand—and possibly a grammar/mechanics checklist that you will need to use in order to look up your errors in your handbook. Your Final Drafts will include an evaluation form identifying the components of the grade (see the rubric below). Please feel free, at any stage of writing, to meet with me to discuss any unclear comments or notes.
I expect all members of the class to share opinions and writing samples. Because of this, it is necessary to have an environment that is completely open to diversity in background and ideas. No negativity in this way will be tolerated. You should be mindful of diversity when you make comments in conversation, being careful to avoid generalizations and stereotypes. Our class must be anti-racist, anti-heterosexist, anti-label. Exercise great care in listening to others respectfully and quietly.
I think of my job as a conversation with you all. I try to expose you to an interesting variety of readings, give you a variety of forms in which to write, give you concrete mechanical and grammatical information, provide feedback on the technical details and content of each of your essays, and generally encourage an atmosphere of “ideas.” Please feel free to bring in any outside materials that you think have some sort of value. Please also let me know if there are topics/rules/writers that you want me to cover in lectures.
Nuts and Bolts, Guidelines, Stuff:
Okay, moving along . . .
Question: How will you complete your Reading Responses? Answer: We will cover the guidelines on the second day of class, and you will always have this list handy. After you have completed a reading assignment, you’ll need to sit down at a computer and answer these questions. Your RR must be printed out before class. You’ll get better and better at this as the term progresses.
RR Guidelines:
These must be typed. While I do want you to answer each of the questions below clearly and thoughtfully, I expect these assignments to be about 1/2 page to 3/4 page (single-spaced) only. Answer the questions in one long paragraph. Each response to a question should be between one and three sentences long. Do not number the components. Try to move from question to question coherently—these are just responses; you are not trying to write a complete essay. I expect you to bring the assignment with you to class AND to contribute your ideas/responses during class. Later, these might prove useful in other writing assignments.
(over---)
1. What is the thesis of this piece? If you can identify it in one, clear sentence, quote it. Otherwise, paraphrase what you see as the main idea. Is there evidence to support it? What is that evidence? Are there other ways in which the thesis is developed? Is it ever contradicted? {Don’t forget: a thesis is NOT a topic, but a statement about a topic.} (5 points)
2. Who is the individual? What is the system? What does this relationship have to do with the thesis? (2 points)
3. Look for “tricks,” or techniques, in pieces of writing that you might mimic in or remember for your own work. The author/filmmaker might have a particularly good line or interesting image. There might be something about the way the information is arranged. You might like the way the title works with the content. There might be some fascinating bit of information in the essay. Look for a technique you like. Does its effectiveness relate to the thesis in any way? (5 points)
4. Compare this to something else you have read/seen/heard. How is it like that? Feel free to make a strange connection. (1 point)
5. Consider the overall effectiveness of this piece. Does it successfully do what it sets out to do? Does it have any weaknesses? Does anything need to be clarified? (1 point)
6. What is one new word you learned while reading this? (Look up the definition and include it here.) If there were no unfamiliar words, look up a new word in general and record it here. (1 point)
Rubric!
A rubric, in general, is a statement of purpose or a set of categories. A writing rubric is a list (with categories and specific statements and descriptions) that helps you do the following: 1) it acts as a guide in evaluating your work for yourself, 2) it allows me to show you how certain parts of your essay are working or not working, 3) it creates a standard for our class by which you can understand why you get the grades you get and how you might improve and grow.
Although there are many sections of English 101 at NEIU, all teachers of this course strive to grade students’ writing according to similar standards. The descriptions below explain the qualities of writing that are expected of all students enrolled in English 101.
Please be aware that the five skill areas below are not equally important; they are listed here in order of their general importance to a text. Also, although the skill areas are described separately, in written texts these skills often intersect and overlap.
Thesis or Focus
Thesis or focus refers to the main idea that unifies a text. In excellent writing, the thesis/focus is appropriate for the text’s purpose and audience, is supported throughout the text, and is original and complex. In good writing, the thesis/focus is clear throughout the text, although it may be somewhat less original or complex. In adequate writing, there is still a thesis or focus, but parts of the text may stray from this main idea. In inadequate writing (graded below a C), there is no clear thesis or focus that guides the whole text.
Development of Ideas
Development refers to how thoroughly and thoughtfully you have discussed the ideas in your text (the complexity of your evidence, support, and analysis). In excellent writing, the development is insightful and extensive throughout the text. In good writing, the development is appropriate and consistently sufficient, though perhaps less insightful. In adequate writing, the text may be unevenly developed, with parts of the essay requiring further development. In inadequate writing (graded below a C), the text offers little or no support, may simply restate the thesis, and/or fails to meet the minimum length requirement.
Organization
Organization refers to the structure of a text (introduction, body, and conclusion) and the connections between and within paragraphs. In excellent writing, the organization is logical and flows smoothly. In good writing, the organization is clear but less smooth. In adequate writing, the organization is occasionally disjointed or simplistic. In inadequate writing (graded below a C), the introduction and/or conclusion may be missing, the connections between paragraphs may be missing or blurred, and/or the body may not contain suitable paragraph breaks.
Written conventions
Written conventions refer to the text’s grammar, syntax, punctuation and spelling. The most important conventions involve recognizing when a sentence ends (avoiding run-ons, comma splices, and fragments). Using verbs correctly (S-V agreement; verb tense; verb forms) is also a major concern. Correct use of other punctuation and spelling is somewhat less important, but errors here shouldn’t be numerous. Conventions are evaluated based on the seriousness, quantity, and variety of errors. Writing is inadequate (graded below a C) if the errors are so extensive that they interfere with a reader’s ability to understand the text.
Style
Style refers to the sentence structure and word choice in your writing. In excellent writing, the style is both creative and clear. In good writing, the style is consistently clear but perhaps less creative. In adequate writing, the style is usually clear but at times may be unclear or redundant. In inadequate writing (graded below a C), the style is often unclear and/or overly simple.
So, how will we use this thing?
First of all, before work begins on each essay, we’ll discuss how these categories apply to the assignment. You can use your class notes to guide your essay planning—and you’ll have explanations and descriptions that explain your writing goals.
When you submit an RD for comments, I’ll use the rubric to direct my feedback; that way, you’ll know what to work on for the future drafts.
Sometimes, we’ll use the rubric in peer review or in self-evaluation. Our goal is to internalize all the “excellent” descriptions so that we can become better, slicker, more stylish writers.
Since it is our goal to get all pieces of writing up to the “excellent” category, you should consider this rubric a good set of guidelines for informal writing that is posted on the blog, for Reading Responses, and for your Final Portfolio.
The Schedule
HMWK for WEDNESDAY:
1. RR2: E-Res, Elliot, Where I Slept (You'll need to sign in to NEIUport, click on the Library tab, search Course Reserves, look under "Instructor" and "Cronk 101" for the title "Where I Slept."
2. Make sure you have ND for next week’s readings
M Jan 18
NO CLASS
W Jan 20
Discussion // Model: How to prepare for discussion leadership // Sign-up for leadership dates
Bob Dylan song: Lonesome Ballad of Hattie Carroll
HMWK:
RR3: ND Introduction and Ch 1 (just to p. 21)—leaders
F Jan 22
Discussion (Leaders) // List of themes/ideas/words so far // Writing game
HMWK:
1. RR4: ND, finish Ch. 1
2. Read Definition Essay in Assignment Descriptions
3. DH: TBA (write down p. #s in class)
M Jan 25
Definition Essay // Aligning with the rubric // Definition game: Balderdash
HMWK:
1. RR5: Read news at nytimes.com; find a story that links to our theme—leaders (prep for general news discussion)
2. Brainstorm for RD1 of Def. Essay (due Fri)
W Jan 27
News day // Definition Essay, continued // RD1 requirements
HMWK:
1. RD1
2. Bring DH to class
F Jan 29
Grammar lesson // Peer Review
HMWK:
RD2
M Feb 1
Turn in RD2 // North Country, pt. 1
HMWK:
RR6: the “text” of the movie (so far)
W Feb 3
North Country, pt. 2
HMWK:
1. Look at the links on the blog (Faces of the Dead, Miss America)
2. Post responses/ideas/questions on the blog
3. Leaders: prepare discussion ideas for just Faces of the Dead (a 15-minute discussion, no journal)
F Feb 5
Get back RD2 // Quickie grammar lesson // Quickie rubric check-in // Leaders: short discussion of Faces of the Dead
HMWK:
1. FD due Wed.
2. RR7: ND p. 51-69—leaders
M Feb 8
Discussion // Questions on FDs? Questions on recent blog posts? // Other housekeeping?
HMWK:
1. FD
2. RR8: ND p. 69-86
W Feb 10
Turn in FD // Read Descriptive Essay Assignment // Lesson: Figurative Language (Craig Raine, kennings, Vocal Impressions)
HMWK:
1. Post on the blog: four quotes (from any of our readings) that demonstrate figurative language // FOR EACH ONE: label the “mode” of figurative language
2. RR9: ND p.86-119
F Feb 12
NO CLASS
M Feb 15
Review assignment (terms, modes, etc.) // Review the rubric // Writing exercises
HMWK:
1. RD is due Fri: Complete your observation before W
2. Read (no RR yet): FK Part 1—leaders
W Feb 17
Discussion // Questions on RD?
HMWK:
1. RD (Fri)
2. RR10: FK Parts 2 and 3—leaders
F Feb 19
Discussion // Housekeeping, questions?
HMWK:
1. Work on FD (due next W)
2. Bring DH to class
M Feb 22
Grammar lesson // Peer Review
HMWK:
FD (attach your observation chart)
W Feb 24
Turn in FD // Begin King of Kong
F Feb 26
King of Kong
HMWK:
RR11: Read news at nytimes.com; find a story that links to our theme—leaders (prep for general news discussion)
M Mar 1
News discussion—leaders // Housekeeping?
RR12: E-Res: The Future’s Not Ours to See—leaders
W Mar 3
Discussion // Read aloud: Narrative Essay assignment // List: Narrative Techniques
HMWK:
RR13: E-Res: Ghost Children—leaders
F Mar 5
Discussion // more Narrative stuff: six-word memoirs!
HMWK:
1. Post your six-word memoir on the blog by 9:30 on Monday morning
2. Post a list of three writing techniques we can use in story-telling (there can be NO repeats; if yours is already posted, you need to think of a new one)
3. Brainstorm for your Narrative Essay (RD1 due W)
M Mar 8
More Narrative Essay // In-class writing
HMWK:
1. RD1
2. DH online exercises: TBA
3. Bring DH to class
W Mar 10
Grammar lesson // Peer Review // Sign up for conferences
HMWK:
RD2
F Mar 12
Turn in RD2 // Watch: clips from THX 1138
HMWK:
RR14—choose one of the following topics, and compose your RR based on the film’s exploration of the topic (modify any questions that don’t fit): food, work, TV, individuality, medicine/drugs, religion—RR14 should be turned in when you come to your conference. Please also bring: a list of three questions, your folders, your old work
M Mar 15
CONFERENCES in CLS/LWH-2084—get back your RD in conference
W Mar 17
CONFERENCES in CLS/LWH-2084—get back your RD in conference
F Mar 19
CONFERENCES in CLS/LWH-2084—get back your RD in conference
HMWK: (FOR AFTER BREAK) FINAL DRAFT! due Monday March 29
M Mar 29
Business // Catching up // Writing game
RR15: http://people.virginia.edu/~pmc4b/spring98/readings/Mother.html (it’s by Amy Tan; it’s called “Mother Tongue”)—leaders
W Mar 31
Discussion // Social issues // Themes and connections
HMWK:
RR16: Read news at nytimes.com; find a story that links to our theme—leaders (prep for general news discussion)
F Apr 2
News discussion // List of news-writing techniques // Terms: tone, satire
HMWK:
RR17: Read Jonathan Swift’s “A Modest Proposal” at http://www.gutenberg.org/catalog/world/readfile?fk_files=852817--click on “read online” and be sure to read the FULL text (7 pages)
M Apr 5
Discussion // More social issues, satire // The Onion // Satire assignment
HMWK:
1. Work independently on your RD; come to class with a plan in your notes
2. Extra credit RR (OR: example of satire FYI): http://www.smashboards.com/archive/index.php/t-17966.html
W Apr 7
Questions on the satire assignment? // Reading aloud: Brad Carrigan // Peer feedback on satire ideas
HMWK:
FD of Satire: DO NOT PRINT: post it on the blog by 9:30 a.m. on Friday (Cannot be submitted late!)
F Apr 9
Reading aloud: our Satires (blog) // Discussion // Selection of satires for homework
HMWK:
Satires (selection)—leaders
M Apr 12
Discussion
HMWK:
Satires (selection)—leaders
W Apr 14
Discussion
HMWK:
Satires (selection)—leaders
F Apr 16
Discussion
HMWK:
RR18: ND p. 121-146—leaders
M Apr 19
Discussion
List: An entire reading semester of tricks/techniques
HMWK: Read the upcoming work reminders on the blog; begin planning
W Apr 21
Catching up // Missing things?
HMWK:
In your journal, make a list of ten or more questions (grammatical, practical, textual, etc.)
F Apr 23
Questions Day // Portfolio guidelines and preparation
HMWK:
Get your materials together; decide on portfolio components
M Apr 26
Questions on portfolios? // Explanation of FINAL EXAM
HMWK:
1. Choose your FINAL EXAM image, and bring it to class
2. Work on your portfolio
W Apr 28
Work Day: image, thesis, outline, peer review of thesis statement
HMWK:
Portfolio and Final
F Apr 30
FINAL
Location: TBA
Portfolios (with ripped out journal pages organized and stapled together) are due on Monday, May 3, by 4 p.m. in my office (CLS/LHW-2084). If your work is not in my hand (no e-mailed copies) at this time, you will get a zero. Absolutely no exceptions.
1. RR2: E-Res, Elliot, Where I Slept (You'll need to sign in to NEIUport, click on the Library tab, search Course Reserves, look under "Instructor" and "Cronk 101" for the title "Where I Slept."
2. Make sure you have ND for next week’s readings
M Jan 18
NO CLASS
W Jan 20
Discussion // Model: How to prepare for discussion leadership // Sign-up for leadership dates
Bob Dylan song: Lonesome Ballad of Hattie Carroll
HMWK:
RR3: ND Introduction and Ch 1 (just to p. 21)—leaders
F Jan 22
Discussion (Leaders) // List of themes/ideas/words so far // Writing game
HMWK:
1. RR4: ND, finish Ch. 1
2. Read Definition Essay in Assignment Descriptions
3. DH: TBA (write down p. #s in class)
M Jan 25
Definition Essay // Aligning with the rubric // Definition game: Balderdash
HMWK:
1. RR5: Read news at nytimes.com; find a story that links to our theme—leaders (prep for general news discussion)
2. Brainstorm for RD1 of Def. Essay (due Fri)
W Jan 27
News day // Definition Essay, continued // RD1 requirements
HMWK:
1. RD1
2. Bring DH to class
F Jan 29
Grammar lesson // Peer Review
HMWK:
RD2
M Feb 1
Turn in RD2 // North Country, pt. 1
HMWK:
RR6: the “text” of the movie (so far)
W Feb 3
North Country, pt. 2
HMWK:
1. Look at the links on the blog (Faces of the Dead, Miss America)
2. Post responses/ideas/questions on the blog
3. Leaders: prepare discussion ideas for just Faces of the Dead (a 15-minute discussion, no journal)
F Feb 5
Get back RD2 // Quickie grammar lesson // Quickie rubric check-in // Leaders: short discussion of Faces of the Dead
HMWK:
1. FD due Wed.
2. RR7: ND p. 51-69—leaders
M Feb 8
Discussion // Questions on FDs? Questions on recent blog posts? // Other housekeeping?
HMWK:
1. FD
2. RR8: ND p. 69-86
W Feb 10
Turn in FD // Read Descriptive Essay Assignment // Lesson: Figurative Language (Craig Raine, kennings, Vocal Impressions)
HMWK:
1. Post on the blog: four quotes (from any of our readings) that demonstrate figurative language // FOR EACH ONE: label the “mode” of figurative language
2. RR9: ND p.86-119
F Feb 12
NO CLASS
M Feb 15
Review assignment (terms, modes, etc.) // Review the rubric // Writing exercises
HMWK:
1. RD is due Fri: Complete your observation before W
2. Read (no RR yet): FK Part 1—leaders
W Feb 17
Discussion // Questions on RD?
HMWK:
1. RD (Fri)
2. RR10: FK Parts 2 and 3—leaders
F Feb 19
Discussion // Housekeeping, questions?
HMWK:
1. Work on FD (due next W)
2. Bring DH to class
M Feb 22
Grammar lesson // Peer Review
HMWK:
FD (attach your observation chart)
W Feb 24
Turn in FD // Begin King of Kong
F Feb 26
King of Kong
HMWK:
RR11: Read news at nytimes.com; find a story that links to our theme—leaders (prep for general news discussion)
M Mar 1
News discussion—leaders // Housekeeping?
RR12: E-Res: The Future’s Not Ours to See—leaders
W Mar 3
Discussion // Read aloud: Narrative Essay assignment // List: Narrative Techniques
HMWK:
RR13: E-Res: Ghost Children—leaders
F Mar 5
Discussion // more Narrative stuff: six-word memoirs!
HMWK:
1. Post your six-word memoir on the blog by 9:30 on Monday morning
2. Post a list of three writing techniques we can use in story-telling (there can be NO repeats; if yours is already posted, you need to think of a new one)
3. Brainstorm for your Narrative Essay (RD1 due W)
M Mar 8
More Narrative Essay // In-class writing
HMWK:
1. RD1
2. DH online exercises: TBA
3. Bring DH to class
W Mar 10
Grammar lesson // Peer Review // Sign up for conferences
HMWK:
RD2
F Mar 12
Turn in RD2 // Watch: clips from THX 1138
HMWK:
RR14—choose one of the following topics, and compose your RR based on the film’s exploration of the topic (modify any questions that don’t fit): food, work, TV, individuality, medicine/drugs, religion—RR14 should be turned in when you come to your conference. Please also bring: a list of three questions, your folders, your old work
M Mar 15
CONFERENCES in CLS/LWH-2084—get back your RD in conference
W Mar 17
CONFERENCES in CLS/LWH-2084—get back your RD in conference
F Mar 19
CONFERENCES in CLS/LWH-2084—get back your RD in conference
HMWK: (FOR AFTER BREAK) FINAL DRAFT! due Monday March 29
M Mar 29
Business // Catching up // Writing game
RR15: http://people.virginia.edu/~pmc4b/spring98/readings/Mother.html (it’s by Amy Tan; it’s called “Mother Tongue”)—leaders
W Mar 31
Discussion // Social issues // Themes and connections
HMWK:
RR16: Read news at nytimes.com; find a story that links to our theme—leaders (prep for general news discussion)
F Apr 2
News discussion // List of news-writing techniques // Terms: tone, satire
HMWK:
RR17: Read Jonathan Swift’s “A Modest Proposal” at http://www.gutenberg.org/catalog/world/readfile?fk_files=852817--click on “read online” and be sure to read the FULL text (7 pages)
M Apr 5
Discussion // More social issues, satire // The Onion // Satire assignment
HMWK:
1. Work independently on your RD; come to class with a plan in your notes
2. Extra credit RR (OR: example of satire FYI): http://www.smashboards.com/archive/index.php/t-17966.html
W Apr 7
Questions on the satire assignment? // Reading aloud: Brad Carrigan // Peer feedback on satire ideas
HMWK:
FD of Satire: DO NOT PRINT: post it on the blog by 9:30 a.m. on Friday (Cannot be submitted late!)
F Apr 9
Reading aloud: our Satires (blog) // Discussion // Selection of satires for homework
HMWK:
Satires (selection)—leaders
M Apr 12
Discussion
HMWK:
Satires (selection)—leaders
W Apr 14
Discussion
HMWK:
Satires (selection)—leaders
F Apr 16
Discussion
HMWK:
RR18: ND p. 121-146—leaders
M Apr 19
Discussion
List: An entire reading semester of tricks/techniques
HMWK: Read the upcoming work reminders on the blog; begin planning
W Apr 21
Catching up // Missing things?
HMWK:
In your journal, make a list of ten or more questions (grammatical, practical, textual, etc.)
F Apr 23
Questions Day // Portfolio guidelines and preparation
HMWK:
Get your materials together; decide on portfolio components
M Apr 26
Questions on portfolios? // Explanation of FINAL EXAM
HMWK:
1. Choose your FINAL EXAM image, and bring it to class
2. Work on your portfolio
W Apr 28
Work Day: image, thesis, outline, peer review of thesis statement
HMWK:
Portfolio and Final
F Apr 30
FINAL
Location: TBA
Portfolios (with ripped out journal pages organized and stapled together) are due on Monday, May 3, by 4 p.m. in my office (CLS/LHW-2084). If your work is not in my hand (no e-mailed copies) at this time, you will get a zero. Absolutely no exceptions.
Wednesday, January 13, 2010
Homework for Friday
Do a RR (follow the guidelines on p. 8-9) on the blog Baghdad Burning. Focus on the posts you read for Wednesday and on any other posts you've read.
For further information/reading ideas: also read from here and here and here.
For further information/reading ideas: also read from here and here and here.
Monday, January 11, 2010
Welcome to Olivia Cronk's English 101 blog
You can browse the site for an overview of our blogging work, and you can check back here for course documents and links.
Wednesday's homework is listed in the syllabus: the blog Baghdad Burning.
Read two or three posts on that blog, and look at the RR guidelines in the syllabus to think about how you would answer the questions.
Wednesday's homework is listed in the syllabus: the blog Baghdad Burning.
Read two or three posts on that blog, and look at the RR guidelines in the syllabus to think about how you would answer the questions.
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