SCHEDULE

JANUARY


Week 1 -Welcome Back

W 18 (Re)Introductions and ePortfolio

  • Revisit Literacy Narratives: make sure all narratives are tagged edited, and  published in Rising Cairn. Review for any remaining editing (e.g., adding an original & engaging title, removing writer’s memos or other notes)
  • Review organizational structure for ePortfolio
  • Outline first paper assignment: free-write/warm-up: what can a literacy narrative teach us?

Homework: 

  • Read “Going Down the Rabbit Hole” in HCM (73-77).
  • Read 10 literacy narratives from Rising Cairn and write a blog post about your experience/reactions: what did you notice about the narratives you chose (and why aren’t you choosing others?) What are they saying to you about reading, writing, and learning? What questions might you want to put to them?

Week 2- Literacy Narrative as Primary Material: Researching and Writing about Our Stories

M23 Discovering the Literacy Narrative Archive

  • What can we learn from literacy narratives? recap
  • What is an archive?
  • Discuss posts/findings from the archive
  • Using tags and Developing questions to guide exploration

Homework: Read “On Asking Questions” in HCM (55-66) and raise 10 questions about the stories archived in Rising Cairn. Review key terms/concepts from Gee to prepare for “3 Questions”

W25  Working in the Archive: from Discovery to Research

  • Discuss HCM and questions; try out practice session one as a group by listening to the podcast “An Equation for Good” We’re listening not just for answers to their questions but also listening for the questions themselves: what do the hosts ask? What’s their big question and what smaller, follow-up questions emerge?

TO DO: Listen and write down as many questions as you hear. We’ll pool our lists at the end and try to organize them.

  • Work in groups to narrow/focus questions: what will you read for? Create list of Global/Local questions.
  • Review key elements of Discourse: “3 Questions”: the James Paul Gee edition

Homework:

  • Locate Kara Poe Alexander’s essay “Successes, Victims, and Prodigies” using UNE library services. The essay appeared in the journal College Composition and Communication 62.4 (June 2011). Print out a copy to annotate and bring to class
  • Read Alexander, pp. 608-14 and complete questions for reading and discussion in your blog.
  • Pay attention to Alexander’s description of her methodology and the two tables she includes (pp. 13-14) and make your own table for organizing your set of literacy narratives. Include one column for each of Alexander’s categories and another for the tags in each Rising Cairn narrative you include. Be sure that each narrative gets its own row. You’ll be updating this table as new narratives enter your set.

Week 3-Joining the Conversation: Readings on Literacy

M30 Alexander, “Successes, Victims, and Prodigies” (608-14)

Homework: Read Alexander, 622-27 and They Say, I Say, Chap 2 (pp. 30-42). Write a blog post that summarizes Alexander’s project in a way she would recognize.

FEBRUARY

W01  Discuss Alexander, 622-27 and summaries

Homework: Read Brandt and answer questions connecting Brandt and Alexander. Which of your chosen literacy narratives fit these descriptions? Which ones seem to complicate their claims and how?


Week 4-Spinning the Conversation

M06 Class cancelled Brandt, “Sponsors of Literacy” (555-62)

  • Discuss reading, responses, and evidence from the archive
  • Review Barclay’s formula and other models for paragraph development

Homework: Read They Say, I Say (pp. 55-68) on “I Say”  and write a blog post that 1) makes/observes a connection between Gee, Brandt and/or Alexander, 2) responds to that connection in each of the three possible ways. Be sure to use Barclay’s formula to help frame your response.

W08 Brandt, “Sponsors of Literacy” (555-62)

  • Discuss reading, responses, and evidence from the archive
  • Review Barclay’s formula and other models for paragraph development

Homework: To make up for our missed class, we’ll combine homework activities and discuss both your claims AND their implications on Monday. These are pre-writing or topic invention activities to get you started on your first essay.

  • Read They Say, I Say (pp. 92-105) and write a blog post that quotes, paraphrases, or describes how Gee, Alexander, and Brandt answer the “so what” question for their readers.  What values, ideas, or outcomes are at stake for these writers?
  • Then read They Say, I Say (pp. 55-68) on “I Say”  and expand on your blog post by  1) making/observing a connection between Gee, Brandt and/or Alexander,  and 2) responding to that connection in each of the three possible ways Graff and Birkenstein discuss.
  • Be sure that your own responses (your agreement, ambivalence, or possible objection/question) also answer the “so what” question: Are their values, outcomes, or ideas  also at stake for you, and if so how do your own responses impact them?
  • Be sure to use Barclay’s formula to help frame your response.

Week 5-What do you say? 

M13  UNE CLOSED Making your claims matter

  • Discuss Essay 1 prompt
  • Discuss possible responses and their implications
  • Work on introductions and conclusions

Homework: Be sure you’ve completed the homework that was due today. 

W15 Make-up work from Monday’s class Finding the Evidence

  • Meet in small groups to evaluate selected evidence from readings
  • Put these passages into conversation with evidence from your working set of literacy narratives.
  • Discuss Essay 1 prompt
  • Discuss possible responses and their implications
  • Decide which 2-3 narratives you’ll discuss in your paper

Homework: 

  •  Using your claim as a filter, locate three relevant passages from each of the readings you’ll be bringing into the conversation.
  • Update your organizational/synthesis table of literary narratives. Choose three narratives on which to focus your analysis.
  • Take a picture of your table and post it to your ePortfolio blog

Week 6-Connecting Primary and Secondary Sources

M20  Finding the Evidence & Connecting Readings to the Archive: Revising claims

  • In-Class activity on developing claims
  • Meet in small groups to evaluate selected evidence from readings: how does this evidence connect to your set of narratives?
  • Discuss how your focused set of narratives impacts your original claim (from weeks 4-5) and make adjustments

Homework: Drawing on your reading, notes, class discussion and informal writing, complete a first draft of essay 1. Create a GoogleDoc called LastName_Essay1_ENG123 and share this draft with me (cfrank@une.edu) and two other students in the class.

W22 First Draft of Paper 1 Due 

  • First Draft of Paper 1 Due
  • Workshop on integrating quotations (They Say/I Say, chap. 3 ) using sample student writing
  • Begin drafting Framing Statement/Writer’s memo

Homework : Share your draft with two other students and complete peer review using the guidelines


Week 7- 

M27    Discuss Peer Review

Homework: Complete writer’s memo. Read They Say, I Say (pp.139-44). Using feedback and the templates, make a revision plan that includes at least  two revised paragraphs and one new paragraph.  Write out this plan as a blog post. Your plan should include:

  • identifies the paragraphs to revise
  • identifies the specific comment (s) you’re responding to
  • lists any new textual evidence, from the Rising Cairn narratives and/or from the scholarly readings
  • Briefly describes  how this new evidence may impact your original analysis
  • identifies the work your new paragraph will do e.g., to develop an example, to  add a naysayer,  to synthesize readings, or to fill out Barclay’s formula, etc. Be sure to include any new, specific evidence you’ll use

MARCH

W01 Discuss plans and revisions

Homework: Incorporate feedback and revise draft to hand in on Monday. Be sure to complete your writer’s memo.


Week 8- The Purposes of College: Why We Learn

M06 Final Draft of Paper 1 Due

  • Use the “novice to mastery” rubric to begin self-assessment/write framing statement
  • Add essay and framing statement to ePortfolio
  • Introduce new project, Being Educated.

Homework: Write a blog post that describes how you understand the  purposes of college. Where do your ideas about higher education come from: your family, your high school or other communities you belong to? How does your experience so far compare to these preconceptions and values and how has your first semester altered these views, if at all?

W08 Discuss Posts

Homework: Review Gee (pp. 11-13) and/or scan Lisa Delpit’s  “The Politics of Teaching Literate Discourse”  (pp. 545-47 ), paying particular attention to their ideas about access.

Examine the core curriculum: what does either the CAS or WCHP core curriculum (e.g. their themes, subjects, skills, and core values) tell you about what means it means to be an educated person?


Week 9

M13          SPRING BREAK

W15         SPRING BREAK


Week 10-Being Educated: What We Learn in College | Mid-Term Assessment Conferences

M20  Discuss undergraduate core curricula and blog posts

Work in groups to review your blog posts and analyze the curricula and answer the question: What characterizes a UNE graduate?

  • What subject areas are represented in the Core? Name three.
  • What sorts of skills should students completing the Core have learned and practiced?
  • Which values are stated explicitly, and which are implied e.g., in a set of activities or requirements? Give an example of a specific requirement and connect it to the core value(s) it expresses.
  • How do the core themes connect to these values?

Homework: Read Sanford J. Ungar, “The New Liberal Arts” and complete questions 1-3 ( 233) for reading and discussion as blog post.  Write a response to a fourth question:  If the  CAS or WCHP curriculum is an answer to one of Ungar’s misperceptions, which one is it answering and how?

W22 Discuss Ungar, “The New Liberal Arts” (pp. 226-33)

Homework: Examine the curriculum map for your individual majors: what does this tell you about what it means to be literate in this particular Discourse?


Week 11-  What We Learn (cont)| Mid-Term Assessment Conferences

M27 Discuss major maps (Here’s a sample of an early version of the curriculum map for ENGLISH majors)

Homework: Read Jacob Neusner, “What People Learn in College: The Major” (pp. 210-16) and answer questions for reading and discussion

W29 Discuss Neusner and blog posts

Homework: Review responses to questions for reading and discussion and your annotated readings.  Review the Gee and Delpit excerpts [see links for homework for March 8th above]. Make an idea map or other schematic that identifies the big issues each author discusses alongside specific claims and examples. What points of connection or disconnect do you see? Which ideas are you drawn to?

Write a blog post that includes at least one paragraph each on three different possible topics you might pursue. (You can make a new map that focuses on  your ideas). Be sure to address the what, how, and why of each possible topic.

NOTE: By “topic” I mean the conversation as you think it should be framed, the focus or angle of that conversation, and what you want to say about it. Think of our big questions: what are the purposes of education? What should we learn? What does it mean to  “be educated”? Who is education for and how well are we in America set up to provide it?


Week 12- What We Learn in Action: Making Connections & Developing Claims

APRIL

M03 Topic Invention

  • Discuss possible responses, claims, and naysayers (questions and counterclaims)

Homework :  Read the prompt for project #2: Discourse of Higher Education.   Working from class notes, responses to reading questions, and annotated readings, continue mapping connections and raising questions.  Come to class on Wednesday with at least one possible  claim or question that might be developed into a claim. Make sure you have textual evidence to show why you are raising this question.

 Choose one of your claims to work with and locate at least 4 quotations from each of our readings that connect to your claim.

W05 Topic Selection and Evaluating Evidence

  • Discuss questions, claims, and evidence

Homework: Make necessary adjustments to choice of supporting and complicating evidence. Complete first full draft of essay 2.


Week 13- Drafting Week

M10 Draft 1 of Paper 2 Due

Homework: Post your sample of in-class work to your ePortfolio. Using the peer review guidelines, provide commentary on two peers’ essays for discussion in class on Wednesday.

W12   Peer Review Discussion

Homework: Read “On Revising”  and “The Post-draft Outline” in HCM 208-29 and  complete revision plan assignment. Post plan to ePortfolio.


Week 14-Re-envisioning Your Essays

M17    Discuss Post-Draft Outlines and new Ideas; continue work on peer review

  • share  outlines and new ideas
  • look at sample paragraphs

Homework: revise at least 2 paragraphs and write at least 1 new paragraph. Post these to your ePortfolio as “Revisions and new paragraphs.” Be prepared to compare the original and revised paragraphs and discuss the specific changes you’ve made.

  • What did you change? In what way is the revision an improvement? What are you still finding challenging? What, if any, further change to the draft do these revisions necessitate?

W19 Workshop: Revisions and New Paragraphs

  • workshop on revised paragraphs and new material
  • Work with sample paragraphs

Homework : incorporate changes


Week 15

M24 Open Day |TBA

  • Learning Outcomes survey. Review Fall 2016 survey and complete Spring 17 survey. Place both in ePortfolio
  • Discuss/complete “Writing Beliefs and Practices” survey (from SASC)
  • Work on revised paragraphs

  Homework : incorporate peer feedback and other revision plans to complete essay 2.

W26 Final Draft Paper 2 Due 

  • Use the “novice to mastery” rubric to continue self-assessment/write framing statement in class. 
    • Make a new page called “Higher Discourse Framing Statement”
    • Write one paragraph on each learning outcome that discusses what your paper shows about your performance
    • Add essay and framing statement to ePortfolio
  • Assign and discuss exit response prompt

Homework: Complete first draft of exit response for Monday. Continue work on ePortfolio.


Week 16-ePortfolio and Exit Response Work

MAY

M01 Peer Review  of Exit prompt draft and ePortfolio work

  • Peer Review, Exit Responses. Be sure you read and comment on two peers’ papers
  • ePortfolio work. Continue work on framing statement for entire ENG 123 portfolio.
  • Literate Practices (SASC) Survey (if not yet complete)

For next class: Revise exit prompt responses; complete work on ePortfolio, including framing statement; bring calendars to schedule conferences

W03 Wrapping Up!

  • ePortfolios Due
  • Exit Prompt Response, Final Draft due
  • Sign up for end-of-term assessment conferences. Remember to complete the novice to mastery rubric, assemble evidence, and prepare to present your evaluation at our final conference. Please bring your completed self- evaluation rubric with you to the meeting.

Week 17-Conferences