English 102, Spring 2012 Daily Schedule
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 the next class, along with any assigned research or writing.
SG = A Student’s Guide, RW = Rules for Writers, WPL = Writing Public Lives
Weeks One – Seven: Unit 1
The Language of Rhetorical Analysis
pre-course email:
Welcome back to campus! I'm looking forward to
meeting you, and beginning our course of study together. Below are a few items
I need you to take care of before
coming to our
R 1.12 In-class: Syllabus & Questionnaire review; course
overview, contextualize course; review of textual analysis from
T 1.17 In-class:
remember to bring your Shelton desert-poem summary; word count reminder,
annotating reminder/examples; label 3 sheets, then numerous exercises to
introduce & practice rhetorical analysis with our three sheets of
rhetorical terms and appeals (review Shelton summaries in small groups, then
onto Robert Bly’s “The Face in the
Toyota”) and Federico Garcia Lorca’s “Memento” Homework: read
& annotate WPL p.xi-xix “Introduction” and then
Ch.2 p.37-63 “Classical Rhetorical Analysis: Turning Daydreams into Rhetorical
Analysis”; in order to
continue strengthening your knowledge of how to incorporate rhetorical language
into your summaries, scan these 2 examples: three and four; rewrite your Shelton summary,
incorporating today’s conversation as you see fit; revisit your annotated MLK Jr. speech,
re-annotating to get closer to the rhetorical situation (do a closer reading)
R 1.19 In-class: remember to bring your re-written Shelton summary; introduce “varying appeals” from sheet #3 “Art of
Rhetoric;” then whole-class rhetorical analysis of Shelton’s desert poem
focusing on what text-proofing was helpful; tackle the rhetorical situation of
T 1.24 In-class: trio-discuss
R 1.26 In-class: finish our rhetorical conversation of King’s “Dream
Speech,” then move into Brooks’ “People Like Us”; turn in Brooks Critique to me
after class via email attachment Homework: 1) scan WPL
p.131-192 with an eye toward picking one of these texts to write your
Rhetorical Analysis on (no need to reread Brooks’ essay again, as you cannot
pick that text); 2) pick one, then
read & annotate your chosen text, then type a minimum of 3 pages of your
Rhetorical Analysis rough draft (in MLA
format), again making use of Writing
a Rhetorical Critique and your 3 cheat-sheets of rhetorical
terms/vocabulary --- due at start of class on Tuesday, paper or digital
(failure to show up with your draft, and meeting the minimum length requirement
(3 full pages), will have you being
ask to leave class, and receiving an unexcused absence)
T 1.31 In-class: 3-page
typed MLA format rough draft of Rhetorical
Analysis due at the start of class
(failure to show up with your paper or digital draft, and meeting the minimum
length requirement of 3 full pages, will have you being ask to leave class, and
receiving an unexcused absence); discuss Brooks Critiques and my comments and
apply to R.A. rough drafts, then review Writing the Rhetorical Analysis
and how to apply to the next draft due Thursday, then peer workshop Rhetorical
Analysis rough drafts Homework: review Writing the Rhetorical
Analysis and use the listserv if you’ve any questions/concerns; read &
annotate SG Ch.5 “Re-Visioning Your Work” and write the next draft of your
Rhetorical Analysis, incorporating today’s workshop to your essay
R 2.02 In-class: close reading of Edward Abbey’s “[The Storm Approached]” in order to study 3
main appeals, especially logical appeal as related to the metaphors; peer
workshop for revision of Rhetorical Analysis (we’ll discuss then workshop
P.I.E. (P.oint, I.llustrate,
E.xplain))
Homework: write another draft of your Rhetorical Analysis,
incorporating today’s P.I.E. workshop to your essay (this will be your third
draft, and you will be required to turn in drafts with your final draft)
T 2.07 In-class: workshop
the relationship between [thesis = title + thesis statement +
topic sentences (genre-specific and topic-specific verbs)]; workshop on
editing weak verbs into strong/active verbs with weak-to-strong verbs and forms of “be” verbs Homework: revise
your Rhetorical Analysis, incorporating today’s workshop and using the Writing the Rhetorical
Analysis assignment sheet as you see fit (this will be your fourth draft,
and you will be required to turn in drafts with your final draft)
R 2.09 In-class: peer workshop Rhetorical Analysis for the relationship
between [thesis = title + thesis statement +
topic sentences (genre-specific and topic-specific verbs)]; mini-lecture on
strong/active verbs, especially in topic sentences, studying the not-so-strong
verb ‘uses’ and the too-general ‘logical appeal, ethical appeal, emotional
appeal’; discuss topic sentences (P.oint), review incorporating textual evidence (I.llustrate) and introduce micro-quoting as writing trick for explanation (E.xplain)
part of paragraphs; signup for next week’s one-on-one Conferences Homework: based on
today’s class, revise your essay; read SG Ch. 6 “Working with Sources: Summary,
Paraphrase, and Quotation” and incorporate into your draft; bring a new&clean PAPER draft to your required one-on-one
Conference next week (also write down on the back of your PAPER draft two specific questions that you want me to help
you with, and neither of them can be “Will you read my essay and give me
feedback?”)
T 2.14 and R 2.16 Classes are cancelled as make-up for required Conferences on T 2.14 and W 2.15
T 2.14 and W 2.15 one-on-one Conferences in my office at CCIT 236, Pod G --- bring your PAPER draft and make
sure to attend the time you signed up for, and arrive early in order to
possibly get done early Homework: print out a grading rubric for yourself that
you will turn in with your Rhetorical Analysis, complete
the final draft of your Rhetorical Analysis, and bring your Conference and
Final drafts to next Tuesday’s class --- Rhetorical Analysis due at beginning
of class on Tuesday 2.21 (do not staple everything in one packet; staple each
draft to itself and put in chronological order, oldest draft to final draft,
and place the grading rubric on top) and here’s your Works Cited page reminder
(follow the information below exactly, placing your chosen text’s author, title
and pages where appropriate) --- A Work
in an Anthology, Reference, or Collection --- Works may include an essay
in an edited collection or anthology, or a chapter of a book. The basic form
for this sort of citation is as follows:
Lastname, First name. “Title of Text.” Writing
Public Lives: From Personal Interests to Public Rhetoric, 3rd edition.
Ed. Christopher Minnix and Carol Nowotny-Young. Plymouth: Hayden-McNeil Publishing,
2012. Page range of entry. Print.
Weeks Seven – Eleven: Unit 2
Research and Its Application to My Controversy Analysis
T 2.21 In-class: Conference
and Final drafts of Rhetorical
Analysis due at beginning of class and remember to print&bring
your own grading rubric (do not staple
everything in one packet; staple each draft to itself and place in
chronological order, oldest draft to final draft, and place the grading rubric
on top); short reflection writing exercise on back of grading rubric 1) what
did you learn about writing from the Rhetorical Analysis, and 2) what does the
final draft show different from the conference draft; grade self on rubric;
review Foreshadowing of
Accomplishments; introduce Unit 2 (discuss why the Rhetorical Analysis
essay, why the Controversy Analysis essay, introduce
Annotated Bibliography and Writing the Controversy
Analysis;); Interest Inventory exercise Homework: review
the following documents for this unit in the order given Writing the Controversy
Analysis, Controversy Analysis.rubric, Controversy Analysis.example1, Controversy Analysis.example2
(example2 is the stronger of the two; come to next class prepared to discuss
why?); read&annotate SG Ch. 11 “Exploring a
Controversy”; read&annotate WPL p.193-222 and SG
p.194 thru top-of-p.198; then read WPL p.265-282 (ignore p.269, as we are not
focusing on that cluster; we are focusing on Cluster A) for Cluster A: 6 pieces
on one topic: the recent US economic collapse (you won’t be using these sources
in your A.B. but do note how all 6 show numerous perspectives of this
“controversy”)
R 2.23 In-class: discuss the most important reason how the Controversy
Analysis example2 is stronger than example1; review the following pages: WPL
p.201, SG p.221 & 230; further work with the Interest Inventory (finish
sources inquiry, then do second page), moving toward “communities of interest”
(WPL p.210) Homework: go to WPL Ch.9 “Finding and Conducting Research on
a Local Issue” and apply each of the steps to your current “Community
Interests” list of 5 subjects/topics (this will help you narrow your topic (a
narrowed topic by Tuesday’s class will be a very good thing)); familiarize yourself with this library
research page and then click&complete the
“Exploring Topics” tutorial by noon Friday, and then actually use CQ Researcher to further
your research; also, read&annotate
WPL Ch. 11 p.241- 264 “Student Examples: Controversy Analysis Essays” (you
should scan for what you’re looking for); read&annotate
SG Chapter 7 “Research as Part of the Writing Process”; *bring your laptop/notebook to
Tuesday’s class
T 2.28 In-class: *bring your
laptop/notebook (if you don’t have one, one will be provided) in order to further your topic
selection for your A.B. and Controversy Analysis, we’ll complete the “Narrow
Your Topic” tutorial at the library
research page; then you’ll incorporate the process of inquiry into your
research, redoing the tutorial to find options for your next step; allowing
research to steer your topic-choice
Homework: at the library
research page, click on the “Begin Your Research” tab and then click&complete the “Academic Search Complete Tutorial”
and then actually search “Academic Search Complete” to add to your sources list
R 3.01 In-class: *bring your laptop/notebook (to help find more sources
for your A.B. and Controversy Analysis we will again use laptops) review the following documents: Annotated Bibliography, Annotated Bibliography.example1,
Annotated Bibliography.example2 in order to find additional sources for
your A.B., we’ll complete the “JSTOR Tutorial” at the "Begin
Your Research" page; then you’ll search JSTOR for additional sources
to add to your sources list; remind
of interview; discuss how to
discover/uncover the controversy(ies) within your
chosen topic; return graded essays
Homework: review your graded essay and rubric, and decide if
you want to meet with me next week to discuss how you can do even better in
Unit 2; continue with JSTOR adding
sources to your list; complete the
“LexisNexis Academic Tutorial” at the "Begin
Your Research" page and add sources to your sources list; do your interview(s); keep researching and writing your
annotated citations (remember you will most likely end up doing more than 5
annotated citations, even though only 5 will show up on your A.B.); read SG p.141-144 “The Annotated
Bibliography” then study A.B. example
1 and A.B. example 2
and make sure you follow the Annotated
Bibliography assignment sheet as you make&bring
your A.B. rough draft to Tuesday’s class
T 3.06 In-class:
discuss what resources on campus can help you do even better in Unit 2;
workshop A.B. rough drafts (this will be our only workshop on your A.B. so be
sure and bring a paper copy); review the “LexisNexis Academic Tutorial” at the
"Begin Your Research" page, then review the “Further
Your Research” tab (especially the ‘Specialized databases’), and continue
your research Homework: at the ‘Using
Your Research’ tab, complete the following 3 tutorials (the ‘Popular vs, Scholarly Articles’ tutorial, the ‘Evaluating Web
Resources’ tutorial, and the ‘Accidental Plagiarism: Don’t Let It Happen To
You’ tutorial); complete your A.B.
(due next class); study Writing the Controversy
Analysis and Controversy Analysis.rubric and come to next class prepared to ask
questions and prepared to write a rough draft of your Controversy Analysis
R 3.08 In-class:
Annotated Bibliography due; Controversy Analysis Q & A; study Controversy
Analysis example 2’s title
and introductory paragraph, then write our own rough draft’s title and
introduction Homework: reread WPL p.193-197 “[Introduction to Section Two:
Controversy Analysis]”; in addition to
today’s title & introduction exercise, start your rough draft by following
the Writing the
Controversy Analysis prompt, specifically steps 1-7 that start on page
2; study Controversy Analysis.example1
and Controversy Analysis.example2
(example2 is the stronger of the two) and finish your rough draft of
Controversy Analysis (bring a minimum of 2 full pages to next class on T
3.20) also, you must pass your Annotated Bibliography in
order to attend Tuesday’s class
SPRING BREAK don’t forget about your Controversy
Analysis rough draft (2 full pages minimum due next class, and you must have
passed your Annotated Bibliography to attend next class)
T 3.20 In-class: workshop
Controversy Analysis rough drafts for 1) thesis (introduction, topic sentences)
and 2) synthesize the A.B. 5 with a short lecture on paragraph order; discuss
how to move out of pro-con approach (research); remind of Think Tank help Homework: apply
today’s workshop to next draft, then read WPL p.199-202 on “[defining a
Controversy Analysis]”; review Writing the Controversy
Analysis and Controversy Analysis.rubric I will use to grade; then read WPL
p.202-210, to explore additional approaches to your analysis; a severely helpful and smart step would
be to re-read your 5 sources for your
thesis, then revise your Controversy Analysis accordingly --- bring your
revised Controversy Analysis to class Thursday; consider taking advantage of the Think Tank; remember to keep researching and to
allow your research to guide your ideas on/about your topic, and to allow new
ideas to guide your synthesis
R 3.22 In-class: workshop Controversy Analysis revision drafts for 1)
thesis (title, thesis statement, topic sentences) and 2) synthesis of the 5
sources; how to move out of pro-con approach (additional approaches from WPL
homework); revisit how to find page numbers for correct citing Homework: incorporate
today’s workshop into your draft, and create a Works Cited page
(once at the link, check out the links on the left-side of the page); here’s
that Transitions worksheet I
mentioned (go at it ASAP); for those so inclined, I suggest you revisit the Integrating Sources worksheet and incorprate into your current draft; keep re-reading your 5
sources for your thesis, and allow
your synthesis writing to change and bring a new&clean
copy to Tuesday’s class
T 3.27 In-class:
individual work on Works Cited page, verbs, and citing correctly (in-text and
parenthetical); pair-workshop Controversy
Analysis for transitionary language and its relation
to synthesizing sources; conclusion
(as related to thesis, but more towards where the conversation is
leading/leads) Homework: in
addition to applying today’s workshops to your draft, revisit the active verbs
worksheet (weak-to-strong verbs
and forms of “be” verbs)
and incorporate into your essay; complete your
Controversy Analysis (review Writing the Controversy
Analysis and Controversy Analysis.rubric);
print and bring a Controversy
Analysis.rubric
(word to the wise: do not miss class on Thursday as we will catapult
ourselves into the 3rd and most difficult unit)
R 3.29 In-class: Controversy Analysis due (turn in a completed rubric
with final draft); after a short Controversy Analysis reflection writing
exercise (what did you learn about research? and what did you learn about your
chosen topic through your synthesizing of sources? if you had one more draft,
what is most needed/what would you do differently?); introduce Writing the Public Argument
{mention Controversy Analysis = Public Argument, similar as the Summary =
Critique}; create list of steps to ease writing of rough draft; review Six Stages of
Students' Research Process Homework: for an excellent introduction to the Public
Argument, read WPL Section Three Introduction
p.315-322 and Ch. 12 “Audiences and Opportunities: How to Use Research and
Rhetorical Analysis to Get Your Voice Heard” paying special attention to the
shaded gray boxes; then read SG Ch.12 “Writing Public Arguments”; further your own research and subtopic
discoveries by using one
or more of the UA library research engines after reading example one and example two,
deepen your research and subtopic discoveries, and write a 5-page
minimum rough draft of your Public Argument, bring to class on Tuesday, with
which we’ll focus our energies in class to developing your ideas, current
position, research needs, audience issues
Weeks Eleven – Fourteen: Unit 3 Incorporating the Controversy Analysis into
My Public Argument
T 4.03 In-class: bring 5-page
minimum copy of Public Argument rough draft --- review and Q&A of Writing the Public Argument,
articulate information needs that are focused, revisit Six Stages of
Students' Research Process;
workshop for developing current position, research needs, audience
issues; workshop rhetorical appeals
(you-the-author/ethical appeal, your-audience/pathological appeal,
your-argument/logical appeal) Homework: write/revise your Public Argument per today’s
workshop (incorporate the three cheat-sheet’s regarding issues of your
audience/pathological appeal: 1st) Aristotle's
3 Major Appeals, 2nd) The
3 'A's of Rhetorical Analysis and 3rd) Art
of Rhetoric); read WPL Ch.
17 p. 411 thru top-of-422 “Writing Your Public Argument”
R 4.05 In-class: bring next draft of Public Argument (it’s still okay at
this point to have gaps in your argument or research) --- after reviewing this rhetorical situation
reminder, workshop Public Argument drafts for rhetorical appeals
(you-the-author/ethical appeal, your-audience/pathological appeal,
your-argument/logical appeal);
sign-up groups-of-3 for next week’s Conferences Homework: read WPL
Ch. 13 “Persuasive Possibilities: Thinking through the Audience and Genre of
Your Public Argument” paying special attention to the shaded gray boxes; read
SG 8.4 p.158-161 “Visual Analysis” and 8.6 p.165-169 “Spatial Analysis”; per today’s workshop revise your
essay’s ethos, pathos and logos (do additional research, add sources, figure
out the development of your argument);
apply transitions between your paragraphs in order to justify their
order; *** in Conference we’ll
focus on 1) introduction (title, background/summary of topic, thesis
statement), thesis/paragraph development, 2) P.I.E., and 3) synthesizing&rhetorical-analysis
of sources to support thesis (thesis = title + thesis statement + topic
sentences) prepare as much as you can
for your Conference (pretend the final draft is due at your Conference); so arrive at Conference with a
clean, new draft and 2 questions for your group to answer and be sure to print&bring the Writing the Public Argument
assignment sheet (after printing, fill in your 2 questions in the appropriate
place on page 2 of the assignment sheet before
arriving for your Conference)
M 4.09 & T 4.10 Conferences
in groups-of-3 with me (in CCIT 236) to discuss
progress of your Public Argument and to address your 2 questions Homework:
use each other’s email and/or meet face-to-face to revise your Public Argument
per today’s Conference, and go deeper, closer to your subtopics allowing yourself
to wander/wonder where your current draft leads to, where it goes, what does
your paper suggest is next … then, write it out, incorporating sources as
necessary; review Writing the Public Argument
and per the rubric, please decide
not to settle for a ‘C’; note: on Tuesday the 17th you’ll turn in your Public
Argument and print a rubric on one
page and to prepare for our final unit, read
WPL p.432-438 and p.300-306 paying special attention to and thinking about how
to drastically revise your Public
Argument, your revised “essay’s” form/genre/function/audience (we’ll
discuss/focus on this at next class on Tuesday 4.17)
T 4.10 and R 4.12 In-class: Class is cancelled both days, to make up for
Conferences M 4.09 & T 4.10 (don’t
forget the above homework)
Weeks Fourteen – Sixteen: Unit 4 Revision & Reflection
T 4.17 In-class: ***bring the WPL textbook prepared to discuss the assigned reading and to annotate more; Public Argument due with your printed rubric; short Public Argument reflection writing exercise: 1) What did you learn about applying the rhetorical situation to your writing? (appeals of ethos/pathos/logos/varying) 2) If you had one more draft, what is most needed/what would you do differently? 3) If, in the last unit, you were asked to dramatically revise the genre and form of your Public Argument, what choices would be most interesting for you as the “writer,” and most effective for your focused/chosen audience? (& grading exercise); introduce the final unit of the course (Revision and Reflection); then review the concept of Revision by revisiting drafting process of each assignment and by seeing the Public Argument as simply a complex, different draft of the Controversy Analysis; introduce & discuss the Revision with examples from the WPL textbook (ads on p.388, 390, 437-438) and the Revision prompt, which is: the Adbusters steps to making your own ad found in WPL p.432-436 (google “create adbuster ad” and check out this master-list link) Homework: reread WPL p.432-436 and create a rough draft of your Revision (yes, your Revision is of a subtopic of your choice found in the final draft of your Public Argument); scan this visual rhetoric article, especially for visual- and genre-ideas, and be prepared to discuss how it influences your reading of your Revision of your Public Argument and/or its subtopics; study genre- and form-related sources online to help your text’s chosen genre&form snap, crackle & pop; bring your rough draft of your Revision to class Tuesday (clearly, the more clear&complete your rough draft is, the better feedback you will receive from your peers)
R 4.19 In-class: rough draft of Revision due; discuss readings and workshop Revisions; review software tools, and places on campus to get help Homework: in addition to applying today’s workshop and discussion to your next draft of your Revision, read&apply WPL Ch. 16 “Designing and Writing Visual-Spatial Public Arguments,” and bring in a new draft of your Revision on Tuesday, which will be our last class workshop on your Revision
T 4.24 In-class: next draft of Revision due; workshop Revisions to better address specific audience, avoid plagiarism, and increase pathological and logical appeals; reflective writing exercise on the Revision (what did you learn about revision? about how to discover and address a more specific audience?); the Reflection Essay (final exam) prompt: Your reflection on your work this semester will take the shape of a one-inch-margined, single-spaced, two-page essay focusing on what you learned from the Course and how you applied this learning to any of your University work this semester. Your grade on the Reflection Essay will consider how well you document your ideas (yes, actually cite from your own or other texts that you discuss in your Reflection); receive graded Public Argument (for discussion, visit office hours this Thursday) Homework: after reviewing this rhetorical situation reminder, and revisiting the 102 Foreshadowing of Accomplishments, and reading SG “Personal and Reflective Writing” p.257 thru top-of-p.266, scan this Reflection Example and these four Reflection Examples, then gather all your reflective writing exercises from this course, and create a strong rough draft of your Reflection Essay --- due on Thursday (the stronger your rough draft, the better feedback you will receive from your peers); for further ideas, you might read ahead to see what we will be doing in-class Thursday and next Tuesday, our last class
R 4.26 In-class: rough draft of Reflection Essay due; workshop Reflection Essays --- which sources? Summary, Critique, A.B., Controversy Analysis, Public Argument, Revision, 3 R.A. sheets, WPL/SG, peers/ThinkTank, , __, ___ --- what topics? close reading, rhetorical situation/rhetorical analysis, interest inventory, research, P.I.E., active verbs, peer feedback, reflection, commas, conciseness, relationship of title/thesis-statement/topic-sentences, visual rhetoric, ____, ____ --- which focus/logos? chronos, craft items, assignment text, revision, metaphor, relevance, , ____ ***note on SG and WPL donation Homework: write another draft of your Reflection Essay --- due on Tuesday --- decide to meet in groups-of-3 to workshop drafts? get help from dorm-mates, ThinkTank, office hours online? the listserv?
T 5.01 In-class: bring your STUDENT’S GUIDE and WRITING PUBLIC LIVES to donate to needy students in a summer program (see the email I sent) next draft of Reflection Essay due; review thesis = title + thesis statement + topic sentences, and then focus (does the evidence match the topic sentence?), review formatting and attaching; workshop Reflection Essays; reflective writing exercise for possible use in conclusion (how have you applied the course to your university writing career? how might you in the future coursework, jobs?); Course Evaluations Homework: finish and polish your Final Exam = Revision of Public Argument + Reflection Essay --- due this Friday 9 a.m. via email attachment as one document (one pdf file) to me and only me at freybaby@email.arizona.edu ***practice sending your pdf final to your own email addresses (personal and UA email) to make sure you attach your final correctly
R 5.03 READING
F 5.04 Final Exam = Revision of your Public Argument and your Reflection Essay due 9 a.m. via email attachment as one document (one pdf file) to me and only me at freybaby@email.arizona.edu; as this is the final exam, no late final exams accepted unless in case of emergency (attaching problems can be solved quickly, and aren’t emergencies – to avoid such problems, practice sending your pdf final to your own email addresses (personal and UA email) to make sure you attach your final correctly) (course grades will be posted online by next Friday)
Have a great summer break!
