English 1AF & English 1AS, Stretch English I and II 1AF-41 Patchigondla.pdf · 2019-10-07 · Stretch English I and II, Engl 1AF & Engl 1AS, Fall 2016 and Spring 2017 Page 2 of 15

Stretch English I and II, Engl 1AF & Engl 1AS, Fall 2016 and Spring 2017 Page 1 of 15

SanJoséStateUniversity HumanitiesandArts,DepartmentofEnglishandComparativeLiteratureEnglish1AF&English1AS,StretchEnglishIandII

Section41,Fall2016&Spring2017 Instructor: ProfessorJadaPatchigondla

OfficeLocation: FacultyOfficeBuilding,room109

Telephone: (408)924-4447

Email: [email protected]

OfficeHours: TR3:00-4:00pmandbyappointmentand/orchat

ClassDays/Time: TR1:30-2:45pm[Thisisthecoursedayandtimeforthefullyear.Youwillenrollinthissamesectionduringthespringterm,providedyouearnCRinfall.]

Classroom: BBC120

Prerequisites: DirectedSelfPlacementisaprerequisitetoStretchEnglishI(English1AF).CreditforStretchEnglishI(English1AF)isaprerequisiteforStretchEnglishII(English1AS).

GE/SJSUStudiesCategory:

English1ASsatisfies*WrittenCommunicationI,GEAreaA2.*Toearngraduationcreditinthiscategory,youmustcompletetheyearlongcoursewithagradeofC-orbetter.

WhatWeWillExploreTogetherinThisSectionofStretch:21stCenturyLiteraciesforaGlobalCitizen"Thebasisofourgovernmentsbeingtheopinionofthepeople,theveryfirstobjectshouldbetokeepthatright;andwereitlefttometodecidewhetherweshouldhaveagovernmentwithoutnewspapers,ornewspaperswithoutagovernment,Ishouldnothesitateamomenttopreferthelatter."--ThomasJeffersonJeffersonextolstherolethatnewspapersplayinafunctioningdemocracy:informingcitizensistheirfirststeptoaccessthepowerneededtoexercisetherighttoself-determinationpromisedtoallinademocracy.Increasinglydemocracyplaysoutonaninternationalstage;increasinglytheworldturnstowarddemocraticvaluesandsystemsforprotectingthosevalues.Andwearecalledontobecitizensinaglobalcommunity.Onthisglobalstagethereismuchformillennialstodotosecuretheirownrightsandtherightsoftheirinternationalbrethren—andthereareglobalmediatoolsavailabletodothatwork.Americansreadthestoriesofdailylivesinthepagesofnewspapersandjournals,accessedthroughtheinternet.Indoingso,theyengageanarrativeanddialogueofglobaldimension:ThestoriesoftheconflictsintheMiddleEast,ofdebatesaboutimmigrationlaws,offloodsandfiresandextremestorms,ofecologicaldisastersandpoliticaltriumphs.Thesearethestoriesofourneighborsandneighborhoods,ofourfellowcitizensandourcountry,ofourglobalbrothersandsistersandourglobalcommunity.


ThisyearwewillexploretogetherthedigitalpagesoftheInternationalNewYorkTimes,toexploretheroleofreadingthenewsasamodeof21stcenturydemocracy:whatroledoespublicreadingplaytocreateademocraticdialogueandtogeneratedemocraticactioninaglobalcommunity;wherecanwe(locally)seesuchdialogueandactionmodeledforus;howarebroaddemocraticprinciplessustainedindiscretepublicstories?WhyYouAreStretchingThisYearAspartofyourgeneraluniversityeducation,youareofferedthiscoursetoexplorehowreadingandwritinginformtheworkwedotogetherattheuniversity.Acrosstheuniversity,inalldisciplinesandmajors,readingandwritinginformthecollaborationsbetweenstudentsandfacultyaswecreatenewknowledgetogether.SJSUstudiesincludeanemphasisondiversity.IchosetheInternationalNewYorkTimesasthemaintextforourreadingpreciselybecauseyouwillfindandengageinthesepagesafullrangeofvoicesinourdemocraticconversationonglobalissues.

WhatYouWillLearninStretchEnglishIandIITheGeneralEducationguidelinesforinstructorsoutlinefivebroadlearningoutcomesforallcoursesthatsatisfyAreaA2.Ihavedesignedthiscoursetoensurethatyoumeettheseoutcomes.FormoreinformationontheStretchCurriculumdeignedtomeettheselearningoutcomes,seetheStretchEnglishProgramSyllabus:(link).Table1mapshowtheyearlongcoursewillmeetWrittenCommunicationIrequirementsandstandardsaswellastheGElearningobjectives.

Assignment WordCount/Assignment TotalWords

AssignmentType Term

GELearningObjective

Criticalreading/reflection Essay1:600wordsEssay2:750wordsEssay3:750words

2100

in-classwriting

FFS

GELO1,2,3,4,5

Data-drivenanalyses PersonalEssay1000wordsInterview1000wordsEthnography1000words

2800

outofclasswriting

FSS

GELO2,3,5

MajorEssays Blog1000wordsProfileEssay1000wordsCriticalEssay1200words

2950

outofclasswriting

FSS

GELO2,3,4,5

Portfolio/self-reflectionessays

Midyear750wordsFinal1000words 1750 in-classwriting

outofclasswritingFS GELO1,2,3,4,5

Table1:SummaryofWritingAssignmentsforStretchEnglishIandII.

GELearningOutcomes(GELO)Uponsuccessfulcompletionofthiscourse,studentswillbeableto:1. demonstratetheabilitytoreadactivelyandrhetorically2. demonstratetheabilitytoperformtheessentialstepsinthewritingprocess(prewriting,organizing,composing,revising,andediting)anddemonstrateanawarenessofsaidperformance

3. articulateanawarenessofandwriteaccordingtotherhetoricalfeaturesoftexts,suchaspurpose,audience,context,andrhetoricalappeals

4. demonstratetheabilitytointegratetheirideasandthoseofothersbyexplaining,analyzing,developing,andcriticizingideaseffectivelyinseveralgenres

5. demonstratecollege-levellanguageuse,clarity,andgrammaticalproficiencyinwriting


HowtoPrepareforClassSessions.

Thisyearwewillcollaboratetoanswerthequestion:Whatistherelationshipbetween21stcentury-literaciesanddemocraticengagementascitizensinaglobalworld?Wewillusereadingandwritingtocollaborateinresearchingthisquestion,andwritingaboutit.Youwillcometoclasseverydayreadytodowriting—thatis,toexploreideas,shareresearchandreading,analyzesourcematerials,critiquesamplesandworkshopdrafts.Inshort,towrite.Allclasseswillinvolvein-classactivitiesintendedtofurtheryourprogressonthecurrentessayassignmentorproject.YouwillwanttosavethisclassworktoyourCanvasaccount,ortoyourlaptop,orboth.Soyouwillwanttobringyourownlaptoportablet.(Laptopsandtabletsarealsoavailabletobecheckedoutinthelibrary.)

WheretoFindCourseAssignmentsandMaterials.Coursematerialssuchassyllabus,handouts,assignmentsheets,andsomereadingscanbefoundontheCanvaslearningmanagementsystemcoursewebsite.YouareresponsibletocheckthemessagingsystemthroughMySJSUtolearnofanyupdatestoourschedule.

WheretoPurchasetheTextsYouNeed.Readingisanintegralpartofwriting.Readingforthecourseisbothextensiveandintensive.Itincludesusefulsamplesofwritingforavarietyofaudiences.YouwillreadstoriesdailyinTheNewYorkTimes(International)aswellasarticlesandessaysonliteracyanddemocracy.Thefollowingtextsarepartoftheextendedinvestigationwewillconductthisyearintotherelationshipbetweenliteracyanddemocracy;readingthesetexts,youwillpracticereadingtolearn,toreflect,andtorespond.Thesetextswillalsoserveaswritingsamplesforstudy,andmodelsforimitation.Allofthesebooksarerequired.TextbookBallenger,Bruce.TheCuriousWriter,Brief,BooksalaCarteEdition,4thEdition

ISBN-13:9780134121444

SubscriptiontotheInternationalNewYorkTimes:YourWindowinto21st-CenturyLiteracies’RoleinDemocracyTogetherweareembarkingonanexplorationoftherolereadingandwritingplayinbeingacitizeninademocracy.Tostudythatrelationship,wearegoingtoreadthenewspaperandshareourlearningandexperiencesinwriting.Theinformationwegeneratetogetherwillhelpyou,inyourfinalassignment,toassesstheroleof21st-centuryliteraciesinourdemocraticpracticeascitizens.YouwillpurchaseadigitalversionofTheNewYorkTimesforthefullyear(4weeks@99cents,then$1.88perweek).Thisdigitalversionwillallowyoutokeepapersonalarchiveofstoriesyouarefollowingforyourwritingassignmentsinthiscourse.Usethefollowinglinktoaccesstheeducationalsubscriptionpage.YouwilluseyourMySJSUaccount(@sjsu.edu)tosetupaspecialeducationrateforthesubscription:http://www.nytimes.com/subscriptions/edu/lp1474.html?campaignId=48U9FOtherReadingsaboutOurThemeWolf,Naomi.GiveMeLiberty:AHandbookforAmericanRevolutionaries.NewYork:SimonandSchuster.

ISBN:978-4165-9056-9AlthoughwewillbeginreadingWolf’sbookthisterm,overJanuaryyouwillreadNaomiWolf’sbookinfull.

http://www.nytimes.com/subscriptions/edu/lp1474.html?campaignId=48U9F


Otherreadings(newspaperarticles,publicspeeches,andscholarlyarticles)on21stcenturyliteracyanddemocracyarelocatedonCanvas,amongtheAssignments.Thesesharedreadingswillhelpustodevelopasharedcontextofreadingtoinformourarguments.TheWorkYouWillDoinThisCourse:AnOverviewTheCoreStretchCurriculum.Table1outlinedthemajorwritingassignmentsforStretchEnglish.AllsectionsofStretchEnglishsharethiscorecurriculum.Thefallwritingassignmentsinclude:Abenchmarkessayand2criticalreadingandreflectionessays,writteninclass;apersonalessay;anessayforapublicforum;aself-reflectionessay(writteninclass).Thespringwritingassignmentsinclude:Aninterviewproject,aprofileessay,acritical/reflectionessay(writteninclass),anethnographicproject,acriticalessay,andaself-reflectionessay.MidyearandYear-EndSelf-ReflectionandPortfolioReviewAttheendofthefallandspringtermsyouwillsubmitaportfolioforStretchinstructorstoreview.TheseportfolioswillaskyoutoenterintoanassessmentofyourwritingwithtwomembersoftheStretchfaculty:meandoneofmycolleagues.OurDailyLearningActivities.Thescheduleofreadingandwritingassignmentsattheendofthissyllabusbreaksthisworkdownintodailyactivitiesyouwillengagebothinandoutofclass.TheTimeYouWillSpendonThisWorkLikeallfacultyatSJSU,Ihavedesignedthiscoursetohelpyouachievethelearninggoalsthatdefineitsroleinyourprogresstoearnadegree.Ina3-unitcourselikethisone,facultyexpectthatstudentswillspendaminimumofforty-fivehoursforeachunitofcredit(normallythreehoursperunitperweek).Thistimeincludespreparingforclass,participatingincourseactivities,completingassignments,andsoon.MoredetailsaboutstudentworkloadcanbefoundinUniversityPolicyS12-3athttp://www.sjsu.edu/senate/docs/S12-3.pdf.

Reflecting on Your Own Learning: The Stretch Course Learning Outcomes (CLO)

When you have completed this coursework, you will have made considerable progress in developing yourself as a reader and writer. At the end of the fall and the spring term, you will assemble this work in a portfolio, and reflect on the work to gauge and define your progress. Presenting this portfolio to me and to one other member of the Stretch Faculty Learning Community, you will demonstrate to us your own ability to:

Read to learn: • annotate a reading selection to develop a summary and response in

your writing (GELO 1); • identify audience & purpose in several genres (GELO 1, 3, 4); • explain how genres work to serve audience and context (GELO 1, 3).

Read to write: • identify rhetorical appeals and devise strategies for an effective

appeal to a specific audience (GELO 1, 3); • develop a text to appeal to a specific audience (GELO 1, 3); • identify choices a writer has made to produce a text (GELO 1, 3, 4); • use readings as models for your own writing strategies (GELO 1, 4); • concisely, accurately explain and critique information and ideas from

your reading (GELO 1, 3, 4); • use information gleaned from your reading as evidence in your text

and cite that information (GELO 1, 4); • use quotation & summary to create context for readers(GELO 1, 4, 5).

Write with an increased awareness of the process: • discuss specific strategies for prewriting and revision that have

worked for you (GELO 2); • repurpose acquired skills and information to tackle new writing

problems (GELO 2). Read and write with an increased awareness of the language you use: • identify new grammatical forms and imitate them (GELO 1, 2, 3, 4,

5); • analyze and discuss the structure of sentences and the grammatical

choices you make (GELO 2, 3, 5); • identify editing problems in your own writing (GELO 2, 5); • identify and apply effective strategies for editing your work (GELO 2,

5); • identify and apply effective proofreading strategies (GELO 2, 5);

Reflect on and assess your own writing, process and product, to support continued language and writing development (GELO 2, 3, 4).

http://www.sjsu.edu/senate/docs/S12-3.pdf


Whileallstudentswillcompletethesesameassignments,thecoursedesigndoesnotandcannotaccountforindividualneedsofeachstudent.Theremaybeaddedworkyouneedtodo.Youmayneedextrahoursfortutoring;youmaytakelongertoreadtextssothatyoucanlookupwordsyoufindunfamiliar;youmayneedmoretimeforediting.Yourgoalinthisclassistolearnwhatyouneedasawriterinordertodevelopyourskillsasawriter—andtogetwhatyouneed.Thatwilltakecommitment,ofyourtimeandyourattention,totheworkofthisclass;commitmenttoseekoutthesupportandresourcesyouneed,bothinclassandoutofclass.Besuretofactorintoyourstudyplanforthissemester,thetimeandattentionyouneedtodevelopyourwritingskills.

HowYourWorkWillBeAssessedandGradedinThisCourseFeedbackonyourworkisintendedtohelpyouapplylessonsfromclassasyoucompleteassignments,andtotransferlessonslearnedfromoneassignmenttothenext.Gradesareintendedasatoolforassessmentandreportingofoutcomesduringacourseofinstruction.Notethat“Allstudentshavetheright,withinareasonabletime,toknowtheiracademicscores,toreviewtheirgrade-dependentwork,andtobeprovidedwithexplanationsforthedeterminationoftheircoursegrades.”SeeUniversityPolicyF13-1athttp://www.sjsu.edu/senate/docs/F13-1.pdfformoredetails.

FeedbackforIndividualAssignmentsWewillbothassessaswellhoweffectivelyyourfinishedwritingisachievingthegoalsoutlinedforthecourse;thispartofthegradingwilldetailhoweffectivelyyouareperformingtheskillsthatyouarelearningandpracticingintheclass.Yourgradeonanassignmentwillmeasureyourprogressandachievementsothatyoucanmanageyourlearningthroughthefullthirtyweeksofinstruction.ScoringGuide:Foreachassignment,youwillbegivenascoringguidethatdetailshowtheassignmentwillbeevaluatedandscored.Typically,theassignmentwillbeevaluatedbothasaprocesscompletedandasaproductofthatprocess.Asyourwritingcoach,Iwillmarkessaysandmakenotesforrevisiononthescoringguide.CoverSheet:Becausewehave“stretched”theEnglish1Acurriculumtoayear,eachassignmentistheresultofweeksofworkyouwillhavecompletedbothinclassandoutofclass:whenyousubmityourworkformyevaluation,youwillaccountforthelearningyouhaveachievedthroughthisprocess.Thesecoversheetswillhelpyoutopracticeself-reflectionasawriter,andsowillprepareyoutowritethemidyearandfinalself-reflectionessays.HowAssignmentsAreWeightedAssignmentstoDetermineGradesFall2015:Gradesinthefallarebasedonmeasuredprogresstowardproficiencyinthelearningobjectivesoutlinedabove.Toearncreditinthecourse,youwillneedtohavecompletedalloftheassignedwork,andyouwillneedtodemonstratemeasurableprogressinatleast3outof4(75%)oftheCLOcategoriestoearncredit(CR)inEnglish1AF.Item %ofCourseGradeWordCount* TypeofAssignmentCriticalReading/Reflection1 3% 600 in-classPersonalEssay 5% (1000) outofclassNYTBlog 8% (1000) outofclassCriticalReading/Reflection2 5% 750 in-classSelf-Reflection/MidyearPortfolio 8% 750 in-classParticipationinCanvasDiscussionBoards 8% N/A N/AFallTotal[37%]

http://www.sjsu.edu/senate/docs/F13-1.pdf


Spring2016:AfinalgradeofC-orbetterinEnglish1ASisneededtoclearremediationandsatisfyGEAreaA2.Item %ofCourseGradeWordCount* TypeofAssignmentInterviewTranscript 3% 1000 outofclassProfileEssay 10% (1000) outofclassEthnographyPresentation 5% 500 outofclassCriticalReading/Reflection3 8% 750 in-classCriticalEssay 15% (1200) outofclassSelf-Reflection/FinalPortfolio 15% (1000) outofclassParticipationinCanvasDiscussionBoards 7% N/A in-classSpringTotal[63%]WordCount/FallandSpring:9550(5150finishedwriting)Table2:GradeDistributionintheYearlongStretch

HowICalculateCourseGradesInStretchEnglish,yourcoursegradeisbasedonthegradesyouearnthroughbothsemestersontheworkyouproduce;notethatIweightthesegradestodeterminethefinalgrade,ratherthanaveragingthem..Inweightinglettergrades,anA+willbevaluedat12,anAat11,anA-at10,etc.SoanA+ontheProfileEssayassignment,forinstance,willbecalculatedas12x.5ofthecoursegradeinHA96S.HowtoGettheMostOutofOurCollaborationIhavedevelopedthesepoliciesoverthelastthreedecadesofteachingcomposition.Theyareintendedtoensurethesmoothoperationoftheclassandtoencourageaprofessionalworkingenvironmentcongenialtoall.

• Officehoursareyours:youpaidforthem;usethem.Universityprofessorsexpectstudentstoseekoutwhattheyneedastheytakechargeoftheirownlearningoutcomes.Wemakeourselvesavailableduringofficehourstoprovidestudentsaccesstoourtimeasakeyresourceintheirstudies.

• DeadlinesmustbehonoredIdonotacceptlatework.• Emailisusefultoscheduleappointmentsortoadvisemeofanabsence.Iwilluseemailtoupdateyouon

schedulechangesortoadviseyouofmyabsence.Icannotacceptpapersviaemail.Norisemailasuitablevehicleforstudent-teacherconferencing.

• Formatyourpapersassingle-spacedpages.Thispracticewillconservepaperwhenprinting.(Don’ttrythisinyourotherclasseswithoutclearingitwithyourprofessorfirst;itisnotstandardforminMLA.)

• Yourworkispublicinthisclass,partofourcollectiveinquiryintowriting,reading,anddemocracy.WewillshareworkinCanvasregularly.Ireservetherighttopublishyourworktotheclassaspartofourworkshopactivities.

• Recordingclasssessionsispossible,butyoumustadvisemeinwritingsothatImayseekpermissionfromtheclassforsucharecording.Iwillneedtoknowwhatwillberecorded,when,howandwhy,aswellashowtherecordingswillbestoredandused.Norecordingsoftheclassmaybeuploadedorsharedelectronicallywithoutwrittenconsentfromme.

• Makeupsforinclassworkcanbemadeuponlywithdocumentationofacompellingreasonformissingtheplannedworkinthefirst.place.Thisappliestoalldiscussions,activities,in-classessays,andworkshops.Iwillexpectanemailadvisingmeoftheabsenceandrequestingthemakeup.

• Workshopsareanessentialpartofthewriter’sworkingexperience.Yourparticipationinworkshopsiscriticaltoyoursuccessinthisclass,andmandatory.Theseworkshopsareconductedinclass:Youmustbringtoworkshopsacompleteddraft,andyoumustturnintometheworkshopcopiesaswellasthefinal,reviseddraftoftheessay.(OnlywithdocumentedreasonandpriorapprovalwillIallowyoutocompleteworkshopswithyourgroupviaemail.)


WhereCanIFindInformationaboutUniversityPolicies?TheOfficeofGraduateandUndergraduatePrograms(GUP)maintainsuniversity-widepolicyinformationrelevanttoallcourses,suchasacademicintegrity,accommodations,etc.Youmayfindallsyllabus-relatedUniversityPoliciesandresourcesinformationlistedonGUP’sSyllabusInformationwebpageathttp://www.sjsu.edu/gup/syllabusinfo/

WhereCanIFindInformationaboutEarning A2 Credit and Clearing Remediation? The Stretch program syllabus is located in our Canvas files. In that syllabus you will find information about how, in Stretch I and II, you can earn A2 credit and, if you need to, clear your remediation in English.

http://www.sjsu.edu/gup/syllabusinfo/


WhatWeWillExploreTogetherinThisSection:21stCenturyLiteraciesforaDemocraticWorld"Thebasisofourgovernmentsbeingtheopinionofthepeople,theveryfirstobjectshouldbetokeepthatright;andwereitlefttometodecidewhetherweshouldhaveagovernmentwithoutnewspapers,ornewspaperswithoutagovernment,Ishouldnothesitateamomenttopreferthelatter."--ThomasJeffersonJeffersonextolstherolethatnewspapersplayinafunctioningdemocracy:informingcitizensistheirfirststeptoaccessthepowerneededtoexercisetherighttoself-determinationpromisedtoallinademocracy.Increasinglydemocracyplaysoutonaninternationalstage;increasinglytheworldturnstowarddemocraticvaluesandsystemsforprotectingthosevalues.Onthisglobalstagethereismuchformillennialstodotosecuretheirownrightsandtherightsoftheirinternationalbrethren—andthereareglobalmediatoolsavailabletodothatwork.Americansreadthestoriesofdailylivesinthepagesofnewspapersandjournals,accessedthroughtheinternet.Indoingso,theyengageanarrativeanddialogueofglobaldimension:ThestoriesoftheconflictsintheMiddleEast,ofdebatesaboutimmigrationlaws,offloodsandfiresandextremestorms,ofecologicaldisastersandpoliticaltriumphs.Thesearethestoriesofourneighborsandneighborhoods,ofourfellowcitizensandourcountry,ofourglobalbrothersandsistersandourglobalcommunity.ThissemesterwewillexplorethedigitalpagesoftheNewYorkTimesInternational,toexploretheroleofreadingthenewsasamodeof21stcenturydemocracy:whatroledoespublicreadingplaytocreateademocraticdialogueandtogeneratedemocraticactioninaglobalcommunity;wherecanwe(locally)seesuchdialogueandactionmodeledforus;howarebroaddemocraticprinciplessustainedindiscretepublicstories?

Schedule of Reading and Writing in Stretch English for Fall 2016 and Spring 2017 Theschedulebelowisintendedtoprovideusallanoverviewoftheworkinthisclass.Ibasedthisprojectedscheduleonwhatworkedlastyear,butthatmaybedifferentthisyear,withanewclass.Wewillseeaswego.WhileIexpectthegeneralframeworkofassignmentduedatestostaythesame,thedetailsofthedailyschedulewillbeadjustedasweworktogetherthisyeartodevelopyourwriting.IwillpublishanupdatedschedulewitheachassignmentsheetandwillposttheserevisedschedulesonourCanvashomepage. Week Date DeadlinesforReadingandWritingAssignments

Readingandwritingassignments,includingCanvaspoststothediscussionthreads,aredueinclassonthedaylistedbelow.ComepreparedtodiscussyourreadingsandthecorrespondingCanvasposts.Discussionofthesepostswillearnyouyourfullparticipationpointfortheday.SeeCanvasforDiscussionprompts.

1 August25 Ifyoucan,pleasebringalaptoporotherinternet-capabledevice(phone?)toclass.Read(beforeclass):SyllabusBringtoclass:QuestionsaboutSyllabusDiscuss:“MillennialsReadPrintNews”(demonstration:accessingCanvasfilesandpages)In-ClassActivity:Languagebackgroundsurvey(online)In-ClassActivity:SubscribetotheInternationalNewYorkTimes(NYT)digital(online).CanvasDiscussionBoard:ReadingNYT,week1.(Postonetitlethatcaughtyoureye.)

2 August30 InClass:ShareDSPliteracynarratives.Read:StoriesfromtheInternationalfrontpageoftheNYT.CanvasDiscussionBoard:ReadingNYT,week1.(Findonerelatedstoryorlink.)

2 September1 Read:StoriesfromtheInternationalfrontpageoftheNYT;andBallenger,Chapter2,“ReadingasInquiry.”Assignmentfromreading:AnnotatetwopagesoftheBallengertextforclassonThursday(seesampleannotationonpage53).


Week Date DeadlinesforReadingandWritingAssignmentsReadingandwritingassignments,includingCanvaspoststothediscussionthreads,aredueinclassonthedaylistedbelow.ComepreparedtodiscussyourreadingsandthecorrespondingCanvasposts.Discussionofthesepostswillearnyouyourfullparticipationpointfortheday.SeeCanvasforDiscussionprompts.CanvasDiscussionBoard:ReadingNYT,week2.(Whatdidyoulearn?)

3 September6 Read:storiesfromtheInternationalfrontpageoftheNYT;and“FewRead,ManyTwitter”Bringtoclass:annotationexercise.In-ClassActivity:vocabularywork,withtheOEDonline.CanvasDiscussionBoard:ReadingNYT,week2.(Listofwordsthatpuzzleyou.)

3 September8 Read:HandoutonObservingSentencesCanvasDiscussionBoard:StudyingsentencesinNYT,week3.

4 September13 Read:storiesfromtheInternationalfrontpageoftheNYT.Review:pages50to52inBallengertoprepareforKWL+exercise.In-classActivity:KWL+(onhandout)CanvasDiscussionBoard:ReadingNYT,week3.(Twitterpostforyournewsstory).

4 September15 Read:storiesfromtheInternationalfrontpageoftheNYT.Review:pages52-57inBallengertopreparedouble-entryjournal.Bringtoclass:double-entryjournalpagesforyourstory(seeBallenger54,55)In-ClassActivity:workshopthesisforessay.CanvasDiscussionBoard:ReadingNYT,week4.(Whatareyoustillcuriousabout?)

5 September20 Read:storiesfromtheInternationalfrontpageofNYT.Bringtoclass:acompletedKWL+foryourstory(atleast3storiesonyourNYTtopic);andyourdouble-entryjournalpageforyourstory(Toreview“double-entryjournal,”seeCanvasassignment,whichincludesahandout;alsoreviewBallenger54,55).In-ClassActivity:selectingevidenceforyouressay;asentencegeneratingexercise;usingappositivesandadjectiveclausestoinformreaders.Read:Lunsford,appositivesandadjectiveclauses;HandoutbasedonWilliams,Lesson4,“Characters.”CanvasDiscussionBoard:StudyingsentencesinNYT,week5.

5 September22 Read:storiesfromtheInternationalfrontpageoftheNYT.Lunsford,“PartsofSentences”(31jthrough31m);HandoutbasedonWilliams,Lesson3,“Actions.”Bringtoclass:KWL+ofyourNYTstoryanddouble-entryjournals.Inclasstoday:Aworkshoponrehearsingevidenceforyouressay.CanvasDiscussionBoard:StudyingsentencesinNYT,week5.

6 September27 In-ClassActivity:CriticalReading/ReflectionEssay1:writeinclass.Bringtoclass:yourannotatedstory,yourKWL+,yourdouble-entryjournal,youroutline,tobesubmittedwithyourdraft.CanvasDiscussionBoard:ReadingNYT,week6.(SubmityouressaytoCanvasinclass.)

6 September29 Read:Ballenger,Chapter1,“WritingasInquiry”;and“WriteWhatHappened”(onhandout/Canvas);and“Introduction”inNaomiWolf’sGiveMeLiberty,pages3-12)Bringtoclass:acopyofthePersonalEssayassignmentfromCanvas;anannotatedcopyof“WriteWhatHappened”(ReadinglocatedinAssignmentsonCanvas.)In-ClassActivity:writingprocessinventory/plan.CanvasDiscussionBoard:ReadingNYT,week6.(GettoknowyourNYTaudience:Pew.)

7 October4 Read:Ballenger,Chapter3,“WritingaPersonalEssay”;and“WeavingStoryintoBreakingNews”(Canvas/Assignments);andstoriesfromtheInternationalfrontpageoftheNYT.Bringtoclass:anannotatedcopyof“WeavingStory”essay;thefirststepinyourprewritingplan,completed.In-ClassActivity:aworkshoptorepurposeyourreading/reflectionforanewaudience.CanvasDiscussionBoard:ReadingNYT,week7.(Describeyourdevelopmentasareaderofthisstorysofar.)

7 October6 Bringtoclass:yourprewritingandaquicksketchforyouressay(Ballinger95-101);


Week Date DeadlinesforReadingandWritingAssignmentsReadingandwritingassignments,includingCanvaspoststothediscussionthreads,aredueinclassonthedaylistedbelow.ComepreparedtodiscussyourreadingsandthecorrespondingCanvasposts.Discussionofthesepostswillearnyouyourfullparticipationpointfortheday.SeeCanvasforDiscussionprompts.In-ClassActivity:aworkshoptochooseapatternfordevelopinganarrativeby“markingthebeats.”Read:Handouton“Correctness”CanvasDiscussionBoard:StudyingSentencesinNYT,week7.

8 October11 Read:storiesfromtheInternationalfrontpageoftheNYT,andWilliams,“GlobalCoherence.”In-ClassActivity:asentencecomposingexercisetogeneratedetailsinnarrativewriting.CanvasDiscussionBoard:StudyingForminNYT,week8.

8 October13 Read:Ballenger,Chapter14,“TheWriter’sWorkshop.”Bringtoclass:threecopiesofacompletecontent-formdraftofyourpersonalessay.In-ClassActivity:apeerworkshopofyourcontent-formdraft.CanvasDiscussionBoard:ReadingNYT,week8.

9 October18 Read:HandoutonPunctuation.Read:Lunsford,studythesemicoloninsections37aandc,and40a,b,andc.PatternsofPunctuation(handoutonCanvasamongPages).Bringtoclass:anewdraftthatincorporatesthesuggestionsfromthecontent-organziationworkshoponOctober12.Inclassactivity:asentence-editingworkshop(removing/replacingpunctuation).CanvasDiscussionBoard:StudyingsentencesinNYT,week9.(Find3compoundsentences.)

9 October20 Read:ContinuereadingstoriesfromtheInternationalfrontpageoftheNYT.Bringtoclass:afinaldraftofyourPersonalEssay:submitallprewriting(includingyourprewritingplan),outlines,drafts,alongwiththecoversheetandessay.In-classactivity:adiscussion/workshopaboutre-purposingnarrativeasargument.(Seesamplesinclass)CanvasDiscussionBoard:ReadingNYT,week9(GettoknowtheNYTaudience:Pew).

10 October25 Read:OpinionpagesNYT.(LookinarchiveforOp-EdsrelevanttoyourNYTstory.)Readandannotate:Wolf,““BecometheMediaYourself,”221-244.Bringtoclass:thecopiesofWolf’sIntroductionandofthePope’saddresstoCongress.InClass,Discussion:shapinglanguageforapublicaudience.CanvasDiscussionBoard:StudyingtheLanguageofArgumentintheNYT,week10.

10 October27 Read:OpinionpagesNYTRead:Ballenger,Chapter7,“WritinganArgument.”Annotate:pages235to250;260-267.InClass,Workshop:framinganargument(bringinaframingparagraphthatdefinestheissueforyourreaders).Read:HandoutonUsingSources.InClass,SentenceActivity:usingquotations(whole;5words).CanvasDiscussionBoard:StudyingsentencesinNYT,week10.(Postsentenceswithquotations:whole,5words).

11 November1 Read:OpinionpagesNYT.Read:Ballenger,Chapter12,pages477-492.Review:Ballenger,Chapter7,pages260-67.InClass,Workshop:repurposingcriticalreading/reflectionandpersonalnarrativeforanewaudienceandcontext:choosingvisualevidenceandlinkingtosources.CanvasDiscussionBoard:StudyingsentencesinNYT,week11.(Introducingasource.)

11 November3 Read:OpinionpagesNYT.Review:Ballenger,235-50.Read:HandoutonMotivatingReaders.InClass,Workshop:bringintwosamplesofopeninggesturesandtwosamplesofclosingappealsfromtheopinionpiecesyouhavereadintheNYT.InClassActivity:imitationexercise.CanvasDiscussionBoard:StudyingForminNYT,week11.(usingtheseries)


Week Date DeadlinesforReadingandWritingAssignmentsReadingandwritingassignments,includingCanvaspoststothediscussionthreads,aredueinclassonthedaylistedbelow.ComepreparedtodiscussyourreadingsandthecorrespondingCanvasposts.Discussionofthesepostswillearnyouyourfullparticipationpointfortheday.SeeCanvasforDiscussionprompts.

12 November8 Read:OpinionpagesNYT.BringtoClass:Asketchofyourargument(seeBallengerpages238-40,and267-73).InClass,Workshop:shapingevidenceinparagraphs:claims,reasons,andevidence.CanvasDiscussionBoard:StudyingSentencesinNYT,week12.(usingconjunctions)

12 November10 Read:OpinionpagesNYT.Read:Ballenger,Chapter13,“Revisionstrategies.”InClass,FirstDraftWorkshop:bringtoclassthreecopiesofacompletedraftofyourblog.Read:Lunsfordonclauses.CanvasDiscussionBoard:StudyingSentencesinNYT,week12.(usingcomplexsentences.)

13 November15 Holiday,noclass.Read:OpinionpagesNYT.CanvasDiscussionBoard:PostonelessonlearnedfromNovember9workshopthatyouwillapplyasyourevise.

13 November17 InClass,EditingDraftWorkshop:bringtoclass3copiesofyourreviseddraft(thatis,arevisionofyourdraftbasedonthefeedbackfromtheNovember11workshop).In-ClassActivity:inventoryofstrategiesforemotionalandlogicalappealinyouressays.CanvasDiscussionBoard:Post3NYTsentencesthatuseadashorcolon.

14 November22 Turninforevaluation:Blog;submitallwritingexercises,bothpeer-revieweddrafts,thecoversheetandtheessay.In-classactivity1:Inventoryoflearningobjectivesandassignmentsformidyearreflection.CanvasDiscussionBoard:PostanimprovedsentencefromtheNovember16workshop.Read:PortfolioAssignmentIn-classactivity1:Inventoryoflearningobjectivesandassignmentsformidyearreflectionandportfolioassignment.CanvasDiscussionBoard:Oneclaimaboutwritingprogress.

15 November29 Read:“WhyLocalNewspapersAretheBasisforDemocracy.”Bringin:andannotatedcopyofthereading,ANDadouble-entryjournalforit.Reread:“AFirstReflectiononYourWritingProcess”(Ballenger,pages16-33).Workshop:creative-criticalprocessesforfindingathesis.In-classactivity1:inventoryofprocessstrategies.In-classactivity2:commonplacebook,transformationexerciseCanvasDiscussionBoard:StudyingsentencesinNYT,week14.Imitationexercise

15 December1 WriteinClass:CriticalReading/ReflectionEssay2Bringin:annotations,double-entryjournalpages,otherprewriting,outline/sketch,andyourCR/R1,tosubmitwithyourdraft.Bringin:writingtoolsforpaperorCanvassubmission

16 December6 Read:Ballenger,AppendixA,“TheWritingPortfolio.”In-classactivity:ShareDSPcriticalessays(Whatiscollegewriting?)CanvasDiscussionBoard:StudyingSentencesinNYT,week15.(Imitation)

1 December8 BringtoClass:completedworksheetfordevelopingyourportfolioActivityinclass:aninventoryofsentenceandlanguagedevelopmentstrategies.CanvasDiscussionBoard:StudyingsentencesinNYT,week15.(Imitation.)

16 December7 Writeinclass:Self-reflectionessay;submittheportfolioformidyearassessment,whichwillincludeallprewritingandoutline/sketchoftheself-reflectionessay.CanvasDiscussionBoard:SubmityourdrafttoCanvasinclass.

FinalExam

December15 SH444,9:45a.m.to12:00noonRead:Ballenger,Chapter4,“WritingaProfile.”Bringtoclass:Alistofpossibleinterviewsubjectsforyournewsinvestigation.Activityinclass:Workshoponexpandingtheview:conductingresearchinthefield.


Week Date DeadlinesforReadingandWritingAssignmentsReadingandwritingassignments,includingCanvaspoststothediscussionthreads,aredueinclassonthedaylistedbelow.ComepreparedtodiscussyourreadingsandthecorrespondingCanvasposts.Discussionofthesepostswillearnyouyourfullparticipationpointfortheday.SeeCanvasforDiscussionprompts.Activity:MidyearFreshmanWritingExitSurvey

YourJanuaryReadingandInterviewAssignmentsOverJanuaryyouwillbereadingNaomiWolf’sbookGiveMeLiberty.OnaweeklybasisyouwillpostcommentstotheCanvasDiscussionBoardinresponsetothisreading.English1AS/StretchEnglishII,Spring2016,ProjectedCourseScheduleThefollowingisabriefoverviewofmajorreadingandwritingassignmentsforspring.Iwillpublishanupdatedversionofthisschedulewhenyoureturnfromwinterholiday.

Week Date Topics,Readings,Assignments,Deadlines1 Conferences:duringthefirstthreeweeksofthesemesterIwillholdconferencestodiscussyour

midyearself-reflectionandportfolio.Conferenceswillbeheldinmyoffice,FO110.BringtoClass:3copiesofyourinterviewtranscriptandyourKWL+forthisproject.In-ClassActivity1:DebriefingtheInterview:doyouneedafollowup?In-ClassActivity2:Findingtheelementsofaprofileinyourrawdatafromthefield.CanvasDiscussionBoard(inclass):Postasentencethatcapturesadistinguishingcharacteristic.

1 Read:ThetwoNYTprofilespostedinCanvas(seeAssignments,ReadaProfile).Review:Williams,Lesson5,“CohesionandCoherence.”(Canvas)BringtoClass:Yourprofileinprogress(yourworkfromActivity2onthetheassignmentsheet).In-ClassActivity1:Imitatesentences(embeddingdialogueandquotations).In-ClassActivity2:Rehearsesentences(integratingquotationanddialogue).In-ClassActivity3:Workshoptoanalyzeandinterpretfieldnotesandtoidentify“whatthereaderwilllearn”(L);“whatthereaderknows”(W):“whatneedstoknow”(K).(FrameandTheme)CanvasDiscussionBoard:StudyingSentencesinNYT,week1(capturingvoices).

2 Review:Ballenger,Chapter4,“WritingaProfile.”Discussion:thefeaturesofaprofile.BringtoClass:ascene,adialogue,ananecdote.In-ClassActivity1:Workshopascene,adialogue,ananecdote.CanvasDiscussionBoard:StudyingVisualsinNYT,week2.(PostavisualyouthinkwillworkinyourProfileessay,toestablishcontext.)

2 Read:HandoutonEmphasis.BringtoClass:Interviewtranscriptannotatedtoidentifyfeatures/beatsforprofile.CanvasDiscussionBoard:StudyingSentencesinNYT,week2(establishingscene).

3 Read:Ballenger,Chapter13Discussion:openingandclosingstrategies.Bringtoclass:samplesofintroductoryparagraphsandclosingparagraphs.Workshop:openinggestures/scenesandclosingreflections.CanvasDiscussionBoard:StudyingvisualargumentinNYT,week3(framingthesubject).

3 SubmittoCanvasbyTuesday,February16at8a.m.:draftoftheProfileEssay.Bringtoclass:commentsonthe3profileessaysyouwereassignedtoreadandannotatefortoday’sworkshop.In-ClassActivity:roundtableworkshopofdraftsslatedfortodayonDiscussionthread.CanvasDiscussionBoard:postdraft;readdrafts;commentonthethreedraftsassignedtoyou.

4 SubmitonCanvasbySunday,February21at8a.m.:draftoftheProfileEssay.Bringtoclass:commentsonthe3profileessaysyouwereassignedtoreadandannotatefortoday’sworkshop.In-ClassActivity:roundtableworkshopofthedraftsslatedfortodayonDiscussionthread.


Week Date Topics,Readings,Assignments,DeadlinesCanvasDiscussionBoard:readdrafts;postcommentonthethreedraftsassignedtoyou.

4 SubmitonCanvasbyTuesday,February23at8a.m.:draftoftheProfileEssay.Bringtoclass:commentsonthe3profileessaysyouwereassignedtoreadandannotatefortoday’sworkshop.In-ClassActivity:roundtableworkshopofthedraftslistedabove.CanvasDiscussionBoard:readdraftsandpostcommentstothethreedraftsassignedtoyou.

5 Submit:ProfileEssay.Alongwiththefinalversion,submityourfieldnotesandinterviewtranscript(s),allprewriting,peerreviewcomments(mineandyour3peers’),andthecoversheet.Read:Wolf,“HowtoPitchaFeaturePiece,”page231.BringtoClass:printedcopiesoftheassignmentsheetsforthirdseriesofwritingassignments:CriticalReadingandReflectionEssay3;EthnographicEssay;CriticalEssay.Discussion:Brainstormingideasandsettingupgroupsforthefinalsseriesofassignments.CanvasDiscussionBoard:Posta75-wordpitchforyourprofileessay.

5 Review:Ballenger,Chapter2,“ReadingasInquiry.”Read:“NewLiteraciesforDigitalCitizenship”BringtoClass:KWL+ofNYTreading;completedActivity1fromCRR3assignmentsheet.In-ClassActivity:WorkshoptodevelopathesisforCriticalReading&Reflection#3CanvasDiscussionBoard:StudyingSentencesinNYTGraphics,week5.

6 Read:continuereading“NewLiteraciesforDigitalCitizenship”;usethediscussiontohelpyouannotatethesamplesyoubringtoclass.Bringtoclass:AnnotatedsamplesofNYTtextandimages:Whataretheliteracypracticesrequiredfordigitalreadingofthenews?Whatnewmeansforprocessinginformationintoargumentdoesdigitalpresentationmakeavailabletoreaders?In-ClassActivity:rehearsingtopicsentences(claims)toinventargumentsforCRR3.CanvasDiscussionBoard:StudyingSentencesinNYTGraphics,week6.

6 WriteinClass:CriticalReading/ReflectionEssay3;submitdraftwithallprewritingandsketch/outline.CanvasDiscussionBoard:StudyingsentencesinNYTgraphics,week6.

7 Read:“TheBiggestChallengesof2016”Read:Ballenger,Chapter9,“EthnographicEssay.”In-ClassActivity(presentationgroup):Locatingprimarysourcesforyourethnographicresearch:samplingdigitalforums.Discussion:Whatismultimodality?CanvasDiscussionBoard:ReadingNYT,week7(postonaninfographicfromanNYTstory).

7 BringtoClass:yourdouble-entryjournalpagesonsamplesfromthedigitalforumyourgroupintendstostudyandpresenttotheclass.In-ClassActivity:presentationgroupworkshop:definingtheprojectanddevelopingtheprojectplanRevisionWorkshop:revisingaparagraphfromCR/R3(paragraphsaslogicalunits).CanvasDiscussionBoard:ReadingNYT,week7(WhatdonutgrafsimplyaboutthevaluesandstandardsofNYT?).

8 Read:Ballenger,Chapter7onargumentation,pages235-54.Payparticularattentiontoanalysisofvisualanddigitalarguments.BringtoClass:KWL+with2images,2infographics,and1videoclipfromNYTrelatedtoyourgroup’s2016challenge,ifnotyourownNYTstory.In-ClassActivity1:testingthevisualparagraph(slide)asamediumforevidenceandconclusions.In-ClassActivity2:RhetoricalAnalysisofavisualimage.CanvasDiscussionBoard:StudyingvisualsinNYT,week8(rhetoricalanalysis).

8 Bringtoclass:roughcutoftwoslidesforamultimodalPowerPointpresentation.Read:Lunsford,parallelism.


Week Date Topics,Readings,Assignments,DeadlinesView:PowerPointinCanvas,“CanaSentenceBeElegant?”In-ClassActivity1:revisionworkshoponsentencesaslogicalunits;revisingsentencesfromCR/R3todevelopsentence-revisionstrategies.In-ClassActivity2:workshopmultimodalslidesCanvasDiscussionBoard:StudyingsentencesinNYT,week8.(Postanelegantsentence.)

9 SpringBreakontheCanvasDiscussionBoard:StudyingMultimodalRhetoric,week9.ByApril1,uploadyourgroup’smultimodalethnographytoCanvas.

9 SpringBreakontheCanvasDiscussionBoard:CritiquingMultimodalPresentationsonline,week9.ByApril4,postacommentforeachmultimodalpresentation,includingyourowngroup’spresentation.

10 In-ClassActivity:RoundtablediscussionofPowerPointPresentations(5grouppresentations:5minutesforpresentationitself;5minutesforgrouptodiscusstheiruseofmultimodality;5minutesforaudiencecritique.)CanvasDiscussionBoard:Individualaudiencecritiquesofmultimodalpresentations(week10):onestrength,oneweakness.

10 ProjectWorkshop:Workingroupstoreviseprojectforsubmission.Bringin:Sketchofreflectionessayonyourproject.AssessmentWorkshop:Illustratingaself-critiqueIn-classProjectAssessmentActivity:Developandcompleteassessmentsurveys.

11 SubmitforEvaluation:EthnographicExercise:individualsamplings+individualself-reflection(800words)+groupPowerPointorPrezi+assessmentsheet.Read:Handouton“Shape.”Bringtoclass:aduplicateMSWordfileofyourCRR3—withnotrackingcomments.In-Class:thePlay-DohworkshopCanvasDiscussionBoard(inclass):RhetoricalAnalysisStatements:conclusionsonPlayDoh(week11).

11 Read:Ballenger,Chapter8,“WritingaCriticalEssay.”Read:“TheNewsinMyBackyard”CanvasDiscussionBoard:StudyingSentences,week11.(Postawell-shapedsentencefromyourreading.Foradefinitionofthecriticalterm“well-shaped”returntothePowerPoint“CanaSentenceMakeaFashionStatement?”)Bringtoclass:anyKWL+and/ordouble-entryjournalpagesfrompreviousassignmentsandanydiscussionthreadpostingsorselectionsfrompostingsthatyoumaywanttouseasyoubuildyourcritiqueofNYT.InClassActivity:Generatingthetermstodriveacritique:thinkingandplanningrhetorically.

12 BringtoClass:draftofbodyparagraphsforyourcriticalessayIn-ClassActivity:paragraphdevelopmentworkshopInClassActivity:First-YearWritingProgram’sReadingassessment.CanvasDiscussionBoard:StudyingForminNYT,week12.

12 SubmitonCanvasbyTuesday,April19at8a.m.:draftoftheCriticalEssay.Bringtoclass:commentsonthecriticalessaydraftsyouwereassignedtoreadandannotatefortoday’sworkshop.In-ClassActivity:roundtableworkshopofthedraftslistedabove.CanvasDiscussionBoard:readdraftsandpostcommentstothedraftsassignedtoyou.

13 SubmitonCanvasbyMonday,Aprilxxat8a.m.:draftoftheCriticalEssay.Bringtoclass:commentsonthecriticalessaysyouwereassignedtoreadandannotatefortoday’sworkshop.In-ClassActivity:roundtableworkshopofthedraftslistedabove.CanvasDiscussionBoard:readdraftsandpostcommentstothedraftsassignedtoyou.

13 SubmitonCanvasbyWednesday,Aprilxxat8a.m.:draftoftheCriticalEssay.Bringtoclass:commentsonthecriticalessaysyouwereassignedtoreadandannotatefor


Week Date Topics,Readings,Assignments,Deadlinestoday’sworkshop.In-ClassActivity:roundtableworkshopofthedraftslistedabove.CanvasDiscussionBoard:readdraftsandpostcommentstothedraftsassignedtoyou.

14 Submit:CriticalEssay;withfinalessay,submitallprewriting,sketchesoroutlines,bothpeer-revieweddrafts,andcoversheet.CanvasDiscussionBoard:ReadingNYT,week14.(PostonemajorchangeyouseeinyourapproachtoreadingafterspendingayearwiththeNYTonline.)

14 Submit:CriticalEssay;withfinalessay,submitallprewriting,sketchesoroutlines,bothpeer-revieweddrafts,andcoversheet(inclass).In-ClassActivity:Coversheetparagraphsinclass:whatmakesareflectionparagrapheffective?CanvasDiscussionBoard:ReadingNYT,week14.(PostonemajorchangeyouseeinyourapproachtoreadingafterspendingayearwiththeNYTonline.)

14 Read:Ballenger,Chapter5,“WritingaReview.”BringtoClass:yourmidyearportfolioandself-reflectionessay.In-ClassActivity:workshoptoinventoryanddocumentimprovedskills.CanvasDiscussionBoard:StudyingSentencesinNYT,week14.(Postonelessonlearnedabouttheroleof“rules”incraftingsentencesbyexplainingthenutsandboltsofoneNYTsentence.)

15 In-ClassActivity1:reflectingonyourownwriting(double-entryjournaling).In-ClassActivity2:quotingyourself;critiquingyourself.CanvasDiscussionBoard:StudyingSentencesinNYT,week15.(PostonelessonlearnedaboutsentencewritingbyreadinglikeawriterintheNYTthissemester.)

15 In-ClassActivity1:planningparagraphsaslogicalunits.In-ClassActivity2:rehearsingsentencesanalyzingevidence.CanvasDiscussionBoard:ReadingNYT,week15.(Postonelessonlearnedabouttheroleofreadingasyouwritetoinquireandtolearn.)

16 Submit:FinalSelf-ReflectionEssayandPortfoliodue.Bringtoclass:yourportfolioandself-reflectionessayallreadytoturnin!

FinalExam

SH444,9:45-noonIn-ClassActivity1:First-YearWritingExitSurvey.In-ClassActivity2:AssembleanddownloadePortfolios.

Documents

English 1AF & English 1AS, Stretch English I and II 1AF-41 Patchigondla.pdf · 2019-10-07 · Stretch English I and II, Engl 1AF & Engl 1AS, Fall 2016 and Spring 2017 Page 2 of 15