English 101

Winter Quarter 2008

Instructor: Michael Buckhoff 

Office Phone: 537-5824 (Leave message)

mbuckhoff@aol.com, michael@csusb.edu

Office: UH 301.27

Office Hours: MW 12:00-1:50 pm and by appointment

M and W English 101 Course Outline 2:00-3:50 in JB144

T and R English 101 Course Outline 2:00-3:50 in JB116

T and R English 101 Course Outline 4:00-5:50 in JB116

 

 

 

 

Course Description

This English 101 course encourages you to compare your own writing processes with those of others, to consider how our shifting fads and fashions are influenced by culture, and to consider the role that gender plays in shaping language. Additionally, emphasizing the interconnectedness between reading and writing, this course encourages you to view reading as a way of understanding your own and others’ thinking by reflecting on the moves that you make as reader, writer, and thinker. Finally, this course is designed to help you develop the kind of reading, writing, and thinking expected in U.S. universities and to help you in terms of thinking critically about the culture in which you live.

During this quarter, you will be asked to listen to the ideas and perspectives of your classmates as well as writers from 75 Readings plus; after careful and thoughtful consideration, you will be asked to respond with your own ideas and perspectives. Through a variety of writings such as responses, reflective commentaries, and assessments about the assigned readings, as well as informal writings about your own opinions, longer essays developed out of your earlier writings, revisions, self-assessments, and peer reviews, you will develop your critical literacy in thinking, reading, and writing by questioning your own views and by considering the views of others. By the end of the quarter, you will have gained experience developing and revising critical arguments, organizing essays around a central theme, and revising and editing your own work as well as the work of others.

Course Materials

75 Readings plus 8th Edition by Santi V. Buscemi. McGraw Hill, 2007. ISBN: 978-0-07-312508-4. Always bring this textbook to class.

Flash drive, CD, or floppy disk

A large notebook or folder in which to keep all of your writing you will do this quarter

A dictionary

Optional Materials

A Writer’s Reference, 6th Ed. By Diana Hacker. Boston: Bedford Books, 2004. ISBN: 0-312-4162-2. Buy this book if you need guidance with writing, grammar, and research skills.

Without buying A Writer’s Reference, you can get free premium content in instruction on all parts of the writing process at http://www.dianahacker.com/writersref

 

Course Requirements and Grading Policies

This course is graded on an A, B, C, or No Credit.

A 95-100

A- 90-94

B+ 87-89

B 84-86

B- 80-83

C+ 77-79

C 74-76

NC 73 and below

You are guaranteed a "C" if you have 75 of the 100 points, all of which are based on the following:

Reading, Participation, and Attendance

Due dates for reading assignments are listed in the syllabus, so you need to complete these reading assignments before coming to class. Also, this type of active involvement will prepare you for our class discussions and paper assignments. If you are not prepared for, and therefore unable to actively participate in class discussions and other activities, you will be considered absent from class that day. Five absences (either from nonparticipation, from missing class, or from coming to class at least 30 minutes late) will result in a failing grade. Please note that in-class assignments can not be made up unless prior arrangements have been made. Your diligent attendance and active involvement will help you to make satisfactory progress.

 

Reading Response and Exploratory Writings = 10 points

For reading response journals: After an assigned reading, you will reflect in an "evaluation free" writing journal about the moves that you made as a reader and a thinker. Designed to be an introspective approach to reading, this assignment helps you to understand your own and others’ thinking. During this writing, you should

1. Write a response to a text.

2. Construct a reflective commentary on the moves you made as a reader and the possible reasons for them.

3. Formulate an assessment of a particular text that your reading produced.

For exploratory writings: These include unannounced quizzes and informal writing assignments. Like your reading response journals, you will continue to explore the readings from multiple perspectives. You will also delve into critical questions related to your three multi-draft writing assignments. In other words, your informal responses in these exploratory writings will develop into your formal or academic essays.

Both reading response and exploratory writings are "evaluation free" writing zones in that they are meant as a space for you to think through the readings and writing assignments, in writing, without having to worry about grammar, organization, and other features characteristic to polished presentation final draft writing. Keeping this in mind, I will not grade them, but you will get credit for completing them, and your completion of this writing assignment will help me to better address your questions and comments during in-class activities.

 

Assignment One: Comparing Writing Processes = 15 points

Richard Marius, in his article on "Writing Drafts" on page 91-94 of your textbook, presents his ideas toward writing. Read his article to pin down as precisely as you can what his ideas are. Your assignment is to write a short comparison (emphasizing similarity) and/or contrast (emphasizing difference) between your writing processes and those proposed by Marius.

When comparing your own writing processes, consider how you have approached college, high school, or private forms of writing. Formulate your judgment (often called a thesis statement) as an introductory sentence that announces the basis of your comparison and/or contrast. Or if your judgment falls somewhere between comparison and contrast, you can frame your introductory sentence to reflect that complexity. Support your judgment with enough reasons to make a persuasive case for similarity and/or difference. Shoot for 2-3 pages.

 

Assignment Two: How Things Get to Be Cool = 25 points

The cartoon sequence (Figure 1 in your handout) presents an implicit theory about how––and why––things get to be "cool." After a careful reading of the cartoon, you are asked to evaluate derf’s theory of "how it works." In other words, you will be testing his theory against your own experience of shifting fads and fashions, of how things come to be "in," and how they go "out" again.

During the course of the essay, address the following:

1. Pin down what derf’s theory actually is.

2. Interpret the meaning or "message" presented by derf.

3. Choose a fad or style that you or close friends adopted and see how closely derf’s theory explains your experience.

Your essay should make it clear whether your experience affirms, revises, or refutes derf’s theory. Shoot for 4-5 pages.

Assignment Three: Differences in Men’s and Women’s Talk = 40 points

You will critically read and respond to "Talk in the Intimate Relationship: His and Hers" by Deborah Tannen on pages 199-209 of your textbook. During the course of your response, you will compare her article about men’s and women’s talk with your own experience and that of your peers. To accomplish this, you should address the following:

1. Write two paragraphs defining what Deborah Tannen calls "metamessages:"
a. In the first, use "academic discourse"––the language of the article itself.
b. In the second, use "colloquial discourse"––the language of the dorm or street, which you use to talk to your friends (especially same-sex friends) about dating and courtship.

2. In about a page, summarize Tannen’s article about men’s and women’s talk , quoting its most salient phrases.

3. Decide whether or not Tannen’s article about men’s and women’s talk is fair to both genders. Is her language entirely objective, or is she pushing a political or gender-biased agenda? Illustrate your answer with two examples quoted from the passage.

4. Decide to what extent you agree with Tannen’s article about men’s and women’s talk. Test her ideas against your own personal experience and the experience of at least six of your peers. For this, you should interview six or more student "subjects," explaining Tannen’s ideas about men’s and women’s talk (see 2 above) and recording their responses.

Your essay should be 5-7 pages.

**To receive a passing grade, you must hand in all three of the multi-draft writing assignments.**

In-Class Impromptu Writing = 10 points (5 points each)

You will take two impromptu essays, each worth five points. These writing assignments will ask you to respond to one of the assigned textbook readings. Using a large CSUSB bluebook during the completion of this writing assignment, you will have the entire class period.

Self-Assessments and Peer Responses

These assignments, the successful completion of which will count toward your overall grade in your multi-draft essays, are important activities to help you to revise your essays in substantive ways and to help you become more aware of the strengths and weaknesses of your own writing processes.

Assessment of Written Work

Three multi-draft writing assignments and two in-class essays will be assessed in the following areas: meeting the assignments' requirements, exploring the issues thoughtfully and in depth, coherently and logically organizing ideas supported by apt reasons and well-chosen examples, and being generally free from errors in mechanics, usage, and sentence structure.

Writing Center Visits

Per my recommendation, you may be required to discuss your writing with a tutor at the writing center located in UH387, or you may choose to go on your own. Many knowledgeable, interested, and friendly tutors in the center are ready to help. If you are required to go, get a signed slip from a tutor documenting your visit.

Late Paper Policy

All papers are due at the beginning of class on the day they are due. I will not accept late papers unless you’ve made arrangements with me in advance. If your extenuating circumstances warrant an extension, I will give you one. However, you do need to talk to me about it; therefore, we can work out an acceptable plan together, in advance, that will allow you to successfully complete the assignment. Avoid the following unacceptable scenarios:

Submitting paper after the due date without having made prior arrangements

Missing class and then submitting paper the next class

Sliding paper under office door on the day it is due or after

Giving paper to English Department administrative assistant and having her place paper in my box on the day it is due or after

Submitting the paper by E-mail on the day it is due or after

Making excuses for why the paper is not submitted on time (i.e., file cannot be retrieved from hard drive or was somehow mistakenly deleted or infected by a virus)

ADA Information

If you are in need of accommodation due to a documented disability, please let me know and also contact Services to Students with Disabilities (SSD), located in UH 183 (909-537-5238 or 909-537-5242-TDD).

Plagiarism

The university has strict guidelines regarding this issue: "Plagiarism is the presentation as one’s own ideas and writings of another. Students must make appropriate acknowledgment of the written source where material is written or compiled." Keep in mind the following forms of plagiarism and the consequences for each offense:

1. Cheating: Borrowing, buying, or otherwise obtaining writing composed bysomeone else and submitting it under your name. Minimum penalty is "NC" in the course; the maximum penalty is suspension from the university. Dean of students is notified of the offense.

2. Non-attribution: Writing your own paper but including passages from another work without providing parenthetical notes citing the source and quotation marks or block indentation to indicate exactly what has been copied from the source. Minimum penalty is subsequent revision of the paper to avoid an "F;" depending on the degree of deception, another penalty may be "F" in the course; the maximum penalty may result in suspension from the university. Dean of students may be notified of the offense.

3. Patchwriting: Writing passages have not been copied exactly but have been borrowed from another source. Even though parenthetical notes citing the source have been provided, you have paraphrased the source’s language too closely. Though patchwriting may appear in your preliminary drafts, it is not acceptable in final draft academic writing. Minimum penalty is a subsequent revision of the paper. Dean of students is not notified of the offense.

For additional information regarding cheating and plagiarism, please refer to the CSUSB Bulletin under "Academic Regulations," under which information about course withdrawals can also be found. You should follow all policies contained therein.

Final Note

Welcome to English 101! Together we can make this a great class, and I will do everything I can to help you reach the high expectations this university has set forth for this writing class. If you have questions, please contact me before or after class, by E-mail, or in my office. As a result, we can work out any questions, concerns that you may have relating to matters of instruction.

 

M and W English 101 Course Outline 2:00-3:50 in JB144

T and R English 101 Course Outline 2:00-3:50 in JB116

T and R English 101 Course Outline 4:00-5:50 in JB116

 

M and W English 101 Course Outline 2:00-3:50 in JB144

Tentative Schedule (This may be subject to change.)

Jan 7 In-Class: Introduce class.

Complete exploratory writing for essay one.

Homework: Read Richard Marius: Writing Drafts page 91, Bruce Catton: Grant and Lee: A Study in Contrasts page 194

Begin drafting essay one.

Jan 9 In-Class: Complete reading response journal. Discuss Marius.

Homework: Continue drafting essay one.

Read Mark Twain: Two Views of the Mississippi on page 211 and Scott Russell Sanders: The Men We Carry in our Minds on page 215

Jan 14 In-Class: Complete reading response journal. Discuss Twain.

Homework: Read Suzanne Britt: Neat People vs. Sloppy People on page 220 and Virgnia Woolf: Shakespeare’s Sister on page 224.

Jan 16 In-Class: Complete reading response journal. Discuss Twain and Sanders.

Bring first draft of essay one and complete self-assessment.

Homework: Read Bharati Mukherjee: Two Ways to Belong in America on page 231. Continue drafting essay one.

Jan 23 In-Class: Bring second draft of essay one and complete peer reviews (two readers).

Homework: Continue drafting essay one.

Read Judy Brady: Why I Want a Wife on page 451 and Frank Bures: Test Day on page 511

Jan 28 In-Class: Bring third draft of essay one and complete final draft editing workshop.

Complete reading response journal.

Discuss Judy Brady: Why I Want a Wife and Bharati Mukherjee: Two Ways to Belong.

Homework: Read Judith Ortiz Cofer: A Partial Remembrance of a Puerto Rican Childhood on 55 and Robertson Davies: A Few Kind Words for Superstition on page 238.

Jan 30 In-Class: Submit essay one portfolio at beginning of class: final draft, exploratory writing, draft one and self-assessment notes, draft two and peer reviews (two readers), and draft three and editing notes.

Discuss Robertson Davies: A Few Kind Words for Superstition. Complete exploratory writing for essay two.

Homework: Begin drafting essay two. Read Joseph Epstein: The Green-Eyed Monster: Envy Is Nothing to Be Jealous Of on page142 and Edward T. Hall: The Anthropology of Manners on page 242.

Feb 4 In-Class: Bring first draft of essay two and complete self-assessment.

Complete reading response journal.

Discuss Edward T. Hall: The Anthropology of Manners.

Homework: Continue drafting essay two.

Read Medicine Grizzlybear Lake: An Indian’s Father’s Plea on page 455 and John (Fire) Lame Deer and Richard Erdoes: Alone on the Hilltop on page 96.

Feb 6 In-Class: Take in-class essay one.

Homework: Read Horace Miner: Body Ritual among the Nacirema on page 350 and N. Scott Momaday: Revisiting Sacred Ground on page 62.

Feb 11 In-Class: Bring second draft of essay two and complete peer reviews (two readers).

Homework: Continue drafting essay two.

Read Kesaya E. Noda: Growing Up Asian in America on page 165 and Naomi Shihab Nye: To Any Would Be Terrorists on page 446

Feb 13 In-Class: Bring third draft of essay two and complete final draft editing workshop. Complete reading response journal. Discuss Kesaya E. Noda: Growing Up Asian in America.

Homework: Continue drafting essay two. Read George Orwell: Shooting an Elephant on page 2 and Richard Rodriguez: Bilingual Education: Outdated and Unrealistic on page 441.

Feb 18 In-Class: Submit essay two portfolio at beginning of class: final draft, exploratory writing, draft one and self assessment notes, draft two and peer reviews (two readers), and draft three and editing notes. Complete exploratory writing for essay three.

Homework: Begin drafting essay three. Read William Lutz: Doubzlespeak on page 80 and Deborah Tannen: Talk in the Intimate Relationship: His and Hers on page 199.

Feb 20 In-Class: Complete exploratory writing for essay three. Discuss Deborah Tannen: Talk in the Intimate Relationship: His and Hers.

Homework: Continue drafting essay three. Read Gloria Naylor: Meaning of a Word on page 131 and David Sedaris: Me Talk Pretty One Day on page 25.

Feb 25 In-Class: Bring first draft of essay three and complete self-assessment. Complete reading response journal.

Homework: Continue drafting essay three. Read Amy Tan: Mother Tongue on page 471 and Judith Viorist: The Truth about Lying on page 173.

Feb 27 In-Class: Bring second draft of essay three and complete peer reviews (two readers).

Homework: Continue drafting essay three. Read Malcolm X: Coming to an Awareness of Language on page 20.

Mar 3 In-Class: Bring third draft of essay three and complete peer review (one reader). Complete reading response journal. Discuss Malcolm X: Coming to an Awareness of Language.

Homework: Continue drafting essay three. Read William Zinsser: Clutter on page 265

Mar 5 In-Class: Complete reading response journal. Discuss William Zinsser: Clutter. Bring fourth draft of essay three and complete editing workshop.

Homework: Continue drafting essay three.

Mar 10 In-Class: Bring fifth draft of essay three and complete final draft editing workshop. Conferencing

Homework: Continue drafting essay three.

Mar 12 In-Class: Submit essay three portfolio at beginning of class: final draft, exploratory writings, draft one and self assessment notes, draft two and peer review notes (three readers), and draft four and five editing notes. Report field research to class.

Mar 17 In-Class: Report field research to class.

Mar 21 In-Class: Take in-class essay two

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

T and R English 101 Course Outline 2:00-3:50 in JB116

 

Tentative Schedule (This may be subject to change.)

Jan 8 In-Class: Introduce class.

Complete exploratory writing for essay one.

Homework: Read Richard Marius: Writing Drafts page 91, Bruce Catton: Grant and Lee: A Study in Contrasts page 194

Begin drafting essay one.

Jan 10 In-Class: Complete reading response journal. Discuss Marius.

Homework: Continue drafting essay one.

Read Mark Twain: Two Views of the Mississippi on page 211 and Scott Russell Sanders: The Men We Carry in our Minds on page 215

Jan 15 In-Class: Complete reading response journal. Discuss Twain.

Homework: Read Suzanne Britt: Neat People vs. Sloppy People on page 220 and Virgnia Woolf: Shakespeare’s Sister on page 224.

Jan 17 In-Class: Complete reading response journal. Discuss Twain and Sanders.

Bring first draft of essay one and complete self-assessment.

Homework: Read Bharati Mukherjee: Two Ways to Belong in America on page 231. Continue drafting essay one.

Jan 22 In-Class: Bring second draft of essay one and complete peer reviews (two readers).

Homework: Continue drafting essay one.

Read Judy Brady: Why I Want a Wife on page 451 and Frank Bures: Test Day on page 511

Jan 24 In-Class: Bring third draft of essay one and complete final draft editing workshop.

Complete reading response journal.

Discuss Judy Brady: Why I Want a Wife and Bharati Mukherjee: Two Ways to Belong.

Homework: Read Judith Ortiz Cofer: A Partial Remembrance of a Puerto Rican Childhood on 55 and Robertson Davies: A Few Kind Words for Superstition on page 238.

Jan 29 In-Class: Submit essay one portfolio at beginning of class: final draft, exploratory writing, draft one and self-assessment notes, draft two and peer reviews (two readers), and draft three and editing notes.

Discuss Robertson Davies: A Few Kind Words for Superstition. Complete exploratory writing for essay two.

Homework: Begin drafting essay two. Read Joseph Epstein: The Green-Eyed Monster: Envy Is Nothing to Be Jealous Of on page142 and Edward T. Hall: The Anthropology of Manners on page 242.

Jan 31 In-Class: Bring first draft of essay two and complete self-assessment.

Complete reading response journal.

Discuss Edward T. Hall: The Anthropology of Manners.

Homework: Continue drafting essay two.

Read Medicine Grizzlybear Lake: An Indian’s Father’s Plea on page 455 and John (Fire) Lame Deer and Richard Erdoes: Alone on the Hilltop on page 96.

Feb 5 In-Class: Take in-class essay one.

Homework: Read Horace Miner: Body Ritual among the Nacirema on page 350 and N. Scott Momaday: Revisiting Sacred Ground on page 62.

Feb 7 In-Class: Bring second draft of essay two and complete peer reviews (two readers).

Homework: Continue drafting essay two.

Read Kesaya E. Noda: Growing Up Asian in America on page 165 and Naomi Shihab Nye: To Any Would Be Terrorists on page 446

Feb 12 In-Class: Bring third draft of essay two and complete final draft editing workshop. Complete reading response journal. Discuss Kesaya E. Noda: Growing Up Asian in America.

Homework: Continue drafting essay two. Read George Orwell: Shooting an Elephant on page 2 and Richard Rodriguez: Bilingual Education: Outdated and Unrealistic on page 441.

Feb 14 In-Class: Submit essay two portfolio at beginning of class: final draft, exploratory writing, draft one and self assessment notes, draft two and peer reviews (two readers), and draft three and editing notes. Complete exploratory writing for essay three.

Homework: Begin drafting essay three. Read William Lutz: Doubzlespeak on page 80 and Deborah Tannen: Talk in the Intimate Relationship: His and Hers on page 199.

Feb 19 In-Class: Complete exploratory writing for essay three. Discuss Deborah Tannen: Talk in the Intimate Relationship: His and Hers.

Homework: Continue drafting essay three. Read Gloria Naylor: Meaning of a Word on page 131 and David Sedaris: Me Talk Pretty One Day on page 25.

Feb 21 In-Class: Bring first draft of essay three and complete self-assessment. Complete reading response journal.

Homework: Continue drafting essay three. Read Amy Tan: Mother Tongue on page 471 and Judith Viorist: The Truth about Lying on page 173.

Feb 26 In-Class: Bring second draft of essay three and complete peer reviews (two readers).

Homework: Continue drafting essay three. Read Malcolm X: Coming to an Awareness of Language on page 20.

Feb 28 In-Class: Bring third draft of essay three and complete peer review (one reader). Complete reading response journal. Discuss Malcolm X: Coming to an Awareness of Language.

Homework: Continue drafting essay three. Read William Zinsser: Clutter on page 265

Mar 4 In-Class: Complete reading response journal. Discuss William Zinsser: Clutter. Bring fourth draft of essay three and complete editing workshop.

Homework: Continue drafting essay three.

Mar 6 In-Class: Bring fifth draft of essay three and complete final draft editing workshop. Conferencing

Homework: Continue drafting essay three.

Mar 11 In-Class: Submit essay three portfolio at beginning of class: final draft, exploratory writings, draft one and self assessment notes, draft two and peer review notes (three readers), and draft four and five editing notes. Report field research to class.

Mar 13 In-Class: Report field research to class.

Mar 20 In-Class: Take in-class essay two

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

T and R English 101 Course Outline 4:00-5:50 in JB116

 

Jan 8 In-Class: Introduce class.

Complete exploratory writing for essay one.

Homework: Read Richard Marius: Writing Drafts page 91, Bruce Catton: Grant and Lee: A Study in Contrasts page 194

Begin drafting essay one.

Jan 10 In-Class: Complete reading response journal. Discuss Marius.

Homework: Continue drafting essay one.

Read Mark Twain: Two Views of the Mississippi on page 211 and Scott Russell Sanders: The Men We Carry in our Minds on page 215

Jan 15 In-Class: Complete reading response journal. Discuss Twain.

Homework: Read Suzanne Britt: Neat People vs. Sloppy People on page 220 and Virgnia Woolf: Shakespeare’s Sister on page 224.

Jan 17 In-Class: Complete reading response journal. Discuss Twain and Sanders.

Bring first draft of essay one and complete self-assessment.

Homework: Read Bharati Mukherjee: Two Ways to Belong in America on page 231. Continue drafting essay one.

Jan 22 In-Class: Bring second draft of essay one and complete peer reviews (two readers).

Homework: Continue drafting essay one.

Read Judy Brady: Why I Want a Wife on page 451 and Frank Bures: Test Day on page 511

Jan 24 In-Class: Bring third draft of essay one and complete final draft editing workshop.

Complete reading response journal.

Discuss Judy Brady: Why I Want a Wife and Bharati Mukherjee: Two Ways to Belong.

Homework: Read Judith Ortiz Cofer: A Partial Remembrance of a Puerto Rican Childhood on 55 and Robertson Davies: A Few Kind Words for Superstition on page 238.

Jan 29 In-Class: Submit essay one portfolio at beginning of class: final draft, exploratory writing, draft one and self-assessment notes, draft two and peer reviews (two readers), and draft three and editing notes.

Discuss Robertson Davies: A Few Kind Words for Superstition. Complete exploratory writing for essay two.

Homework: Begin drafting essay two. Read Joseph Epstein: The Green-Eyed Monster: Envy Is Nothing to Be Jealous Of on page142 and Edward T. Hall: The Anthropology of Manners on page 242.

Jan 31 In-Class: Bring first draft of essay two and complete self-assessment.

Complete reading response journal.

Discuss Edward T. Hall: The Anthropology of Manners.

Homework: Continue drafting essay two.

Read Medicine Grizzlybear Lake: An Indian’s Father’s Plea on page 455 and John (Fire) Lame Deer and Richard Erdoes: Alone on the Hilltop on page 96.

Feb 5 In-Class: Take in-class essay one.

Homework: Read Horace Miner: Body Ritual among the Nacirema on page 350 and N. Scott Momaday: Revisiting Sacred Ground on page 62.

Feb 7 In-Class: Bring second draft of essay two and complete peer reviews (two readers).

Homework: Continue drafting essay two.

Read Kesaya E. Noda: Growing Up Asian in America on page 165 and Naomi Shihab Nye: To Any Would Be Terrorists on page 446

Feb 12 In-Class: Bring third draft of essay two and complete final draft editing workshop. Complete reading response journal. Discuss Kesaya E. Noda: Growing Up Asian in America.

Homework: Continue drafting essay two. Read George Orwell: Shooting an Elephant on page 2 and Richard Rodriguez: Bilingual Education: Outdated and Unrealistic on page 441.

Feb 14 In-Class: Submit essay two portfolio at beginning of class: final draft, exploratory writing, draft one and self assessment notes, draft two and peer reviews (two readers), and draft three and editing notes. Complete exploratory writing for essay three.

Homework: Begin drafting essay three. Read William Lutz: Doubzlespeak on page 80 and Deborah Tannen: Talk in the Intimate Relationship: His and Hers on page 199.

Feb 19 In-Class: Complete exploratory writing for essay three. Discuss Deborah Tannen: Talk in the Intimate Relationship: His and Hers.

Homework: Continue drafting essay three. Read Gloria Naylor: Meaning of a Word on page 131 and David Sedaris: Me Talk Pretty One Day on page 25.

Feb 21 In-Class: Bring first draft of essay three and complete self-assessment. Complete reading response journal.

Homework: Continue drafting essay three. Read Amy Tan: Mother Tongue on page 471 and Judith Viorist: The Truth about Lying on page 173.

Feb 26 In-Class: Bring second draft of essay three and complete peer reviews (two readers).

Homework: Continue drafting essay three. Read Malcolm X: Coming to an Awareness of Language on page 20.

Feb 28 In-Class: Bring third draft of essay three and complete peer review (one reader). Complete reading response journal. Discuss Malcolm X: Coming to an Awareness of Language.

Homework: Continue drafting essay three. Read William Zinsser: Clutter on page 265

Mar 4 In-Class: Complete reading response journal. Discuss William Zinsser: Clutter. Bring fourth draft of essay three and complete editing workshop.

Homework: Continue drafting essay three.

Mar 6 In-Class: Bring fifth draft of essay three and complete final draft editing workshop. Conferencing

Homework: Continue drafting essay three.

Mar 11 In-Class: Submit essay three portfolio at beginning of class: final draft, exploratory writings, draft one and self assessment notes, draft two and peer review notes (three readers), and draft four and five editing notes. Report field research to class.

Mar 13 In-Class: Report field research to class.

Mar 18 In-Class: Take in-class essay two

 

 

 

 
Copyright (C) By Michael Buckhoff