English 101+, Fall 2009 Daily Schedule
025: STUDIO M 11-1215 HARV 301, CLASS T&R 1230-145 ILC 135
026: STUDIO M 1230-145 HARV 301, CLASS T&R 1230-145 ILC 135
047: STUDIO M 200-315 SSCI 307, CLASS T&R 330-445 ILC 145
048: STUDIO M 330-445 SSCI 307, CLASS T&R 330-445 ILC 145
instructor Jeremy
Frey website www.u.arizona.edu/~freybaby/ email freybaby@email.arizona.edu phone 626.4875 (only during office hours)
office Computer Center (CCIT), room 236, pod G, desk 1 (at
messages & mailbox
621.1836 Department of English office; Modern
Languages, room 445 (wire basket – sign the
ledger)
listservs engl101-025@listserv.arizona.edu, engl101-026@listserv.arizona.edu, engl101-047@listserv.arizona.edu, engl101-048@listserv.arizona.edu
Due to fluctuations in our rate of progress and the
needs of the class and/or course, this Daily Schedule will change;
in order to come to class prepared it is your
responsibility to check this document online
often.
When the
schedule indicates a reading in one of the texts, bring it with you to class,
along with any assigned research or writing.
SG = A
Student’s Guide, RW = Rules for Writers, HO = Handout
Weeks One – Five: Unit 1 Literacy Narrative
The pre-semester email of Friday, 8.21 Subject: a welcome from your
M 8.24 In-studio: introductions; course overview, contextualize course;
Syllabus, annotating (practice on Syllabus), Journal; Q&A based on Syllabus
and Teaching Philosophy; concept-maps of 101&102/writing/English; writing
exercise Homework: if you haven’t done so already print, read & annotate Syllabus;
complete a Questionnaire --- do NOT
print, just fill it out digitally, save a copy of your completed Questionnaire
on your computer or on a disc and then email me <freybaby@email.arizona.edu>
your completed Questionnaire as an attachment. Complete this homework by
T 8.25 In-class: ELMO textbook covers and quick textual analysis of
cover photo; discuss Syllabus, Daily Schedule (show for first time), Questionnaire;
writing exercise “who am I as a reader, a writer, a student,” then pair share
then large group then writing exercise “one fantabulous experience with writing
or reading,” then different pair share then large group; introduce ‘literacy’
and 1st
Essay Assignment Sheet - Literacy Narrative Homework:
read & annotate SG Part 1 “Introduction to First-Year Writing” and Ch. 3
“Close Reading and Interacting with the Text”; if
R 8.27 In-class: bring your annotated SG to class; show updated Daily
Schedule and note 1st Essay links on Daily Schedule; practice textual analysis
thru close reading exercise on “The
Face in the Toyota” and salmon
commercial (how-to-annotate tip of 'details' and 'devices'); ELMO SG
p.10&15 box-vocabulary discussion/review; then SG p.47-9 annotating and
inquiry (inquiry means 'how to read by questioning'), then practice textual
analysis thru close reading exercise on “Memento” Homework: print,
read & annotate HO Baca “Coming into Language”,
then after reading/annotating Baca, pick a passage that stands out to you and Journal
(in your notebook) a one-page response to the passage you pick. What do you see
Baca saying about literacy, language, writing? How does he say it? What
strategies does he use? ***for Monday’s Studio, bring a paper copy of
your completed Questionnaire and
all of your writing exercises thus far (aka your Journal)
M 8.31 In-studio: bring a paper copy of your completed Questionnaire and
all of your writing exercises thus far (aka your Journal); finish 8.25 writing exercise “one positively important person”;
writing exercise Material
Generators for Literacy Narrative rough draft
T 9.01 In-class: reminder of weekly Writing Workshops found @ bottom of Syllabus; do 6-7
of Material
Generators writing exercise; review 1st Essay’s goals by reading
2 key paragraphs; practice textual analysis thru close reading exercise on “Leaf and the
Cloud (excerpt)” and “We
Are Virginia Tech”; begin discussion of Baca with trio-share, then use the
Categories and Literary Devices sheet Homework: print,
read & annotate HO Kincaid “On Seeing England for the
First Time” – Journal in response to the questions found at the end
of the essay. Come prepared to discuss both what
she says and how she says it
R 9.03 In-class: do 8-9 of Material
Generators writing exercise; finish
discussion of Baca, then pair- or trio-share on your Kincaid annotations, then
discuss Kincaid using the
Categories and Literary Devices sheet for both essays, adding to sheet as
you see fit (you'll incorporate these devices into your own Literacy
Narrative) Homework: print, read & annotate HO Tan “Mother Tongue” – Journal in response to the questions
found at the end of the essay. Come prepared to discuss her “Language is the
tool of my trade. And I use them all – all the Englishes I grew up with.”; read
& annotate SG Ch. 2 “Academic Discourse as Writing for Specific Audiences
and Puposes”; print, read & annotate 1st
Essay Assignment Sheet - Literacy Narrative (here’s the Grading Rubric I will use); compose a rough draft of your 1st Essay – 3
pages minimum due on Tuesday, using any&all of the in-Studio and
in-Class writing exercises as you see fit
M 9.07 In-studio: Studio Cancelled – Labor Day
T 9.08 In-class: bring 1 copy
of rough draft, 3 pages minimum; discuss 1st Essay assignment
sheet, review the assignment, brainstorming & interrogating assignment for
strategies & forms of a Literacy Narrative essay. What is the assignment
asking me to do? How do I go about doing that?; discuss Baca, Kincaid and Tan
and how these might fulfill the assignment as literacy narratives; further
brainstorm rough-out draft with Invention
Activity writing exercise for Literacy Narrative next draft Homework:
read & annotate SG Ch. 4 “Writing as a Process”; print, read &
annotate HO Alexie “The
Joy of Reading and Writing: Superman and Me” – Journal in response
to the cultural explorations throughout the essay, and come prepared to discuss
what cultural expectations this essay explores, and how he goes about it;
read another
way of thinking about your literacy narrative; further write into
your personal literacy narrative; apply today’s writing exercise to your whole
draft, reworking your draft, sharpening for the best forms and strategies of
your approach; bring 1 new paper copy of your newest draft to class on Thursday (failure to do so will
result in your being asked to leave class and therefore receive an absence)
R 9.10 In-class: peer-workshop newest drafts (read own draft &
annotate for vivid detail, then write statement to self about how to improve;
read a peer draft & respond to their annotations-of-detail in order to more
fully achieve vivid detail, then write statement; read own again for peer
comments and write note-to-self based on the workshop on how to improve;
pair-share on process; ELMO help on
particular details-needing-help); discuss Alexie; start Shaq & Kimmel
Scrabble Homework: (DO
M 9.14 In-studio: “Girl”
writing exercise; Developing Evidence in a Narrative Essay exercise (focus on
extended metaphor in details from The
Storm Approached on “Desert
Solitaire”) Homework: use today’s exercises on your draft as you
revise your essay, and bring a new&improved&clean copy to Tuesday’s
class
T 9.15 In-class: show updated Syllabus
regarding Swine Flu & Related Symptoms; discuss Nicholson, and its
literacies; review 3 approaches from assignment sheet, choose 1 that yours is
leaning towards, pair-share, large group discussion; exchange drafts in trios,
and referencing the assignment sheet, annotate only for the 1) approach?, 2)
what do you like?, 3) what do want more of?, 4) what’s completely missing/absent?;
discuss why this exercise, how to use; verb
exercise; remind of grammar/spelling/punctuation issues and help on campus
(schedule now) Homework: revise your essay per all of today’s
approach and verb work; relook at the Grading
Rubric I will use and decide what help you need; bring a clean draft on Thursday
(failure to do so will result in your being asked to leave class and therefore
receive an absence)
R 9.17 In-class: peer-workshop in pairs, annotating for use of strong
and weak verbs; The
Significance of Your Narrative exercise; short lecture on thesis of your
literacy narrative as related to thesis in academic essays Homework:
review HOs, and the writing exercises done throughout Unit 1 by
revisiting the up-to-date Material
Generators; revise for a new draft, bringing all of your drafts to Monday’s
Studio
Weeks Five – Eight: Unit 2
Literacy Narrative Analysis
M 9.21 In-studio: write a statement of what you see as the focus of your
essay (one specific statement); workshop on Global (thesis, focus), Specific
(thesis statement, paragraph order (P.I.E. as Point, Illustrate, Explain),
paragraph development) and Micro-Specific Issues (spelling, punctuation,
grammar, format); work relationship of title, thesis statement and topic sentences
(Point of P.I.E.); work essay for focus with P.I.E; examine essay’s paragraph
development, perhaps use conclusion as introduction? Homework: apply
today’s work in Studio to your final draft; if
using dialogue you should check out Quoting
Dialogue; complete 1st Essay, especially all formatting requirements and other Micro-Specifics – 1st Essay due at beginning of
Class tomorrow as well as the dated drafts listed on 1st
Essay Assignment Sheet - Literacy Narrative and bring your own printed copy
of the Grading Rubric
T 9.22 In-class: 1st
Essay due at beginning of class as well as drafts listed on assignment sheet;
reflection writing exercise on back of grading rubric 1) process of unit 1 and
2) if one more draft what would you change, and on front of rubric your name
and grade each section; introduce the 2nd unit and Foreshadowing of
Accomplishments; practice textual analysis on John West salmon commercial, Mad
TV’s "The
I-Rack" and Goodman’s “Who Would Win” Homework:
keeping in mind textual analysis, reread the Syllabus in preparation of
taking your Journal even more seriously in Unit 2
R 9.24 In-class: textual analysis exercises on “Human Remains,” in your
own words Journal all details and devices in the text, discuss details
and devices via the
Categories sheet Homework: do the following ASAP to the final draft of
your 1st Essay: 1. Re-read your essay. For each
paragraph, write down: A) What you wanted the reader to THINK after reading the
paragraph, B) What you wanted the reader to FEEL after reading the paragraph,
C) How effectively you think the paragraph achieved those goals, and D) How you
might revise to more effectively achieve those goals (example: include a story,
use a different voice, give more specific details)
2. Then consider the entire essay. Write down: A) The essay's biggest
strengths/achievements, B) The essay's biggest weaknesses/failings, and C) If
you had another week to revise, what you'd change. due at Monday’s Studio: SG Ch. 8 “Analysis”, and bring one short
text or one visual text (an advertisement, a flyer, a painting, a short poem,
etc.) to Studio and be prepared to analyze it for your peers. You don’t need to
write up your analysis – we’ll do that in Studio. due at next class: SG Ch. 6 “Working with Sources: Summary.
Paraphrase, and Quotation”, reread HOs Baca, Kincaid and Tan annotating for all
details and devices in the text, then write a summary of each HO using the SG
section (p.120-122) titled “Summary: Main Ideas”
M 9.28 In-studio: writing exercise: Getting Started with
Textual Analysis Homework: DUE
T 9.29 In-class: CANCELLED for grading and homework catch-up
R 10.01 In-class: review last Thursday’s ASAP homework, and explain how
it will be used later; review SG p.157 box for unit 2 goals; discuss the 2nd
Essay Assignment Sheet - Literacy Narrative Analysis, and which HO do you
most want to interact with? Also, discuss student example of a textual
analysis, then discuss second student example; discuss summaries of all 5 HOs
using the literary devices
& strategies sheet and What (author, title, genre of text, , ,), Why
(message, audience, meaning, , ,), How (literary devices, strategies); in your
Journal, add today’s discussion regarding What, Why, How to all 5 HOs Homework: SG
p.122-124 on paraphrasing, then print out and do a Reading Report for each of the 5 HOs (Baca, Kincaid, Tan,
Alexie and Nicholson); bring everything-related-to-the-5-HOs to Studio
M 10.05 In-studio: discuss Reading Reports, focusing on differences
between quoting and paraphrase; approach to writing the rough draft Homework:
DECIDE which of the 5 HOs you want to focus on
for your 2nd Essay; re-examine “Bottom Line” from assignment sheet
and how to use Reading Report homework for rough draft; WRITE your rough draft
– 3 pages minimum – and bring 1 copy to next class, as well as bringing your
annotated-for-literary-devices HOs
T 10.06 In-class: rough draft
due; review assignment sheet and write down needs for your next draft,
then discuss at tables, then annotate your rough draft for those needs; using
peer drafts on ELMO workshop on topic sentences and
thesis statement, and relationship to PIE; discuss literary devices showing
up in topic sentences and strategies for outlines, turning outlines into topic
sentences (and paragraphs!) for next draft; return 1st Essays Homework:
check out the 1st Essay grading rubric, decide if grade is accurate,
and whether you want to meet with me during office hours over this next week to
discuss how you can improve in the 2nd unit; apply today’s work to your draft
ASAP; reread SG Ch. 8 p.157 thru top-of-p.173,
then read Ch. 2 p.27-41, then Journal on what you learned from today’s
workshop, and from the SG reading. Also, read the student example of a textual analysis
found in SG p. 264-267. Next draft due Thursday.
R 10.08 In-class: next draft
due; textual analysis exercise on
Rickel’s “Pink Stranger.”; peer workshop on thesis statements and topic
sentences Homework: apply today’s work to your draft ASAP;
bring a seriously revised draft to Studio
M 10.12 In-studio: revision draft due; workshop on PIE (Point: literary
device relationship, functioning verb; Illustrate: paraphrases, quotes &
micro-quotes; Explain: micro-quote!); Integrating
Sources review – how to incorporate, cite, and document the essay; sign up
for Conferences Homework: micro-editing for flow, conciseness, active
verbs; paragraph purpose (write down in the margin beside each paragraph the
purpose of that paragraph); Integrating
Sources; here’s the transitions
cheat-sheet for those of you so ready, but do now that I’ll review this in
Thursday’s class; bring one clean, most recently revised draft to your
Conference on Tuesday or Wednesday, and arrive with 2 questions/concerns about
your essay that I can help you with
T 10.13 & W
10.14 In-class: DO NOT GO TO REGULAR CLASSROOM --- one-on-one CONFERENCES
in my office: Computer
Center (CCIT), room 236, pod G, desk 1 (at
R 10.15 In-class: CLASS CANCELLED --- check your UA email Homework:
review the 2nd
Essay Assignment Sheet - Literacy Narrative Analysis and the 2nd Essay grading rubric, and
complete 2nd Essay – Final
Draft due next Thursday
do the following by Monday’s Studio: SG Ch. 9 “Text-in-Context
(Contextual Analysis)”; read & annotate 3rd
Essay Assignment Sheet; come prepared to discuss each of your 1st
and 2nd essays and the HO as either lens/context texts and/or the focus text;
finish and type-up your ASAP homework from Thursday 9.24, adding to it as you
see fit to fully meet that prompt (failure to take this seriously will
detrimentally effect your 3rd Essay) – bring one copy of that
typed-up homework, and bring the HO you did your 2nd Essay on to
Studio on Monday
Weeks Nine – Thirteen: Unit 3 Literacy
Narrative in Context
M 10.19 In-studio: introduce the 3rd unit; discuss 3rd
Essay and how to use 2nd Essay on 1st Essay = 3rd
Essay; introduce lenses, and how to use secondary sources as context for the
primary source; introduce Thesis
Statements & Introductions for Text-in-Context; introduce Organizing Workshop for
3rd Essay and use SG p.270 essay as example of contextual writing Homework:
to begin the 3rd Unit, read & annotate SG Ch. 9
“Text-in-Context (Contextual Analysis)”; study student examples one, two,
three and four; write 3 pages minimum of rough draft, then do the rest of Organizing Workshop for
3rd Essay; work Thesis
Statements & Introductions for Text-in-Context into your draft and
bring in 1 copy of highlighted rough draft on Thursday remember that no class tomorrow
and that your 2nd Essay is due on Thursday; here’s some more help
with your 2nd Essay --- on "strong verbs" (page 1, page2); introduce transitions (print out a grading guide and bring to Thursday’s class
with your Final and Conference drafts)
T 10.20 In-class: CANCELLED as partial make-up for earlier Conferences
R 10.22 In-class: 2nd Essay due at
beginning of class, as well as the
Conference draft of 10.13 or 10.14 and a printed out grading guide; reflection writing exercise 1)
what did you learn in Unit 2?, and 2) if you had one more draft what would you
do differently?; introduce 3rd
Essay Assignment Sheet, with reminders that the “I” is allowed and that the
strongest paragraphs provide illustrations of revision as exampled in student two; small group workshops on
highlighting rough drafts by revisiting Organizing Workshop for
3rd Essay, then work on Thesis
Statements & Introductions for Text-in-Context Homework: revise
your rough draft per today’s workshop – bring new draft of your essay Monday, with a Works Cited page
attached
M 10.26 In-studio: review lenses, and how to use secondary sources as
context for the primary source; workshop peer essays for global issues
(focus, purpose, thesis, thesis statement, claiming topic sentences) Homework: work
today’s workshop into your draft
T 10.27 In-class: announce adjusted date on 3rd
Essay Assignment Sheet; revisit student
example 2 and student example 3 for
PIEIEIE.xampling and topic sentences
(regarding topic sentences, 3 is better than 2); study Thesis
Statements & Introductions for Text-in-Context for assertions, then
apply notes/guesses/attempts to your own draft’s thesis statement Homework:
work Thesis
Statements & Introductions for Text-in-Context into your draft; do the Organizing Workshop for
3rd Essay on your draft (underline primary text references/citations,
double- underline secondary text references/citations); bring 2 copies of your
revised draft to Thursday’s Class
R 10.29 In-class: sign up for Conferences; turn in both paper copies of
your draft to me, then I’ll pass out first copy of revised draft, workshop peer
essays for global issues (focus, purpose, thesis, thesis statement,
claiming topic sentences); I’ll pass out your 2nd copy to a peer and
you’ll do this take-home peer
workshop in class on a peer’s essay as practice for homework Homework:
use today’s workshop on your draft ASAP; do this take-home peer workshop on your own
work and bring to Conference, as well as bringing a new&clean draft
M 11.02 In-studio
R 11.05 In-class: introduce Michael’s solution to E.xampl-ing
(D.emostrate); peer workshop on Paragraph Order
(PIEIE/D); show Basic Essay
Revision Guide; return graded 2nd essays Homework:
check out the 2nd Essay grading rubric,
decide if grade is accurate, and whether you want to meet with me during office
hours next week to discuss how you can improve in the 2nd unit; apply today’s
workshop to your draft, then study&apply Basic Essay Revision Guide to
your draft and bring 2 paper copies to Monday’s Studio
M 11.09
In-studio: workshop essays for specific
issues (removing words: ‘compare,’ ‘comparison,’ ‘comparing,’ ‘both,’
‘these two,’ etc.), then workshop citations; exchange essays for homework Homework: annotate
peer essay for moments-of-demonstrating (where do you think the writer/peer
could demonstrate applying the context to the text?); use today’s workshop on
your own draft ASAP; use transitions
worksheet and integrating sources
on your draft, and if you haven’t already study&apply Basic Essay Revision Guide;
bring everything to class on Tuesday, including 1 clean&new paper draft
T 11.10 In-class: continue
workshop for specific issues (removing words: ‘1st Essay,’ ‘2nd
Essay,’ ‘primary,’ ‘secondary,’ ‘my work,’ ‘my essay,’; study student example 3 for in-sentence and
parenthetical citations, incorporating evidence (blending your writing with
your sources) and text-in-context Topic Sentences); review Works Cited
page Homework:
apply today’s workshop to your draft, continue applying Basic Essay Revision Guide, transitions worksheet and integrating sources to your draft bring 1
paper copy to Thursday’s Class
R 11.12 In-class: workshop
essays for global issues (linking
Thesis Statement to Title and Topic Sentences, paragraph development), specific
issues (blending Demonstrate sections), then review micro-specific
issues (documentation, editing, proofreading) Homework: print & complete a Grading Rubric and hand in with your final draft; complete, micro-edit &
proofread your 3rd Essay – due at beginning of Monday’s Studio
Weeks Thirteen – Fourteen: Unit 4 Revision
M 11.16 In-studio:
3rd Essay and grading rubric
due at beginning of Studio; underline thesis statement and topic sentences;
reflection writing exercise on 1) one more draft, 2) what did you learn about
contextual analysis; introduce 4th Unit’s Revision of 1st
Essay by showing previous student work, and pass out 4th Essay
Assignment Sheet Homework: study 4th
Essay Assignment Sheet - Revision of Literacy Narrative; write your own rough draft, highlighting all
changes as you make them (apply your 3rd Essay’s Demonstrations to your graded 1st
Essay draft) and bring 1 highlighted paper copy to Class tomorrow; also, bring
your 9.24 ASAP homework
T 11.17 In-class: workshop: apply
1) your 3rd Essay’s Demonstrations
throughout your Revision rough draft, and 2) apply ASAP homework of 9.24 Homework: make
further additions/subtractions/revisions throughout your draft based on both of today’s workshop (take this
extremely seriously, as Thursday’s work is completely different and just as
difficult); bring 1 highlighted paper
copy of next draft to Thursday’s Class
HERE’S the 9.24 ASAP work: For each
paragraph, write down: A) What you wanted the reader to THINK after reading the
paragraph, B) What you wanted the reader to FEEL after reading the paragraph,
C) How effectively you think the paragraph achieved those goals, and D) How you
might revise to more effectively achieve those goals (example: include a story,
use a different voice, give more specific details)
R 11.19 In-class: workshop Revision
for 1) thesis (what is stated?, what is inferred?), 2) moments to state thesis
in the actual body of the essay, 3) what reflection is in the Revision and 4)
moments to reflect in the actual body of the essay Homework:
read SG p.239-244 and address the p.243 questions in your draft; then
read SG p. 246-top of p.252; review 4th
Essay Assignment Sheet - Revision of Literacy Narrative to make sure you
fulfill the assignment; revise your draft and bring 1 highlighted paper copy to Monday’s Studio,
which will be your last workshop before due date
Weeks Fourteen – Sixteen: Unit 5 Reflection
M 11.23 In-studio: final peer workshop on Revision for 1) thru 3) from last Thursday’s class: a) read title, introduction & conclusion to discover thesis, b) annotate body paragraphs for stated thesis, c) suggest moments to state thesis, d) annotate body paragraphs for reflection, e) suggest moments to reflect, f) write one-sentence on what you think peer essay claims about literacy Homework: complete, micro-edit, proofread and highlight your Revision Essay – due at beginning of Tuesday’s class, and a copy of your 1st Essay’s final draft; print, complete and hand in a Grading Rubric with your final draft
T 11.24 In- class: Revision Essay and a copy of 1st Essay due at beginning of class; introduce Reflection Essay Homework: read SG p.252-256 for Reflection Essay concepts, then read SG p.302-305 for student example; then write rough draft of Reflection Essay, due next Tuesday
R 11.26 Thanksgiving Break: no Classes (eat, drink, be merry)
M 11.30 In-studio: CANCELLED for last unit’s Conferences (partial make-up)
T 12.01 In- class: show previous students’ Reflection Essays; workshop Reflection for 1) evidence (and micro-quotes); return 3rd Essays Homework: apply today’s workshop to your Reflection
R 12.03 In- class:
workshop Reflection for 1) what it “looks back on” Homework: make sure to attend your registered Studio section on Monday,
bringing a new&clean draft of your Reflection
M 12.07 In-studio: attend your registered Studio section today – workshop Reflections; Studio Evaluations Homework: make sure to attend our final class on Tuesday
T 12.08 In-class: attend this final class – polish Reflection; Class Evaluations Homework: workshop Reflection with numerous peers over the next few days; complete, micro-edit & proofread your Reflection
R 12.10 DEAD
F 12.11 9-10 AM, my office in CCIT 236, Pod G: turn in your Reflection Essay, receive Revision Essay (course grades will be posted online by next Friday)
