English 101 Course Calendar:: Fall 2020

How to read this document

Calendar is subject to revision; students will be notified of any changes.
Each assignment involves multiple steps that must be completed on time. Details to come.
RUWU refers to Read Up, Write Up
E refers to Educated.
Additional readings will also be assigned
Complete assigned reading before we discuss it in class.
Assignments are due on the date they are listed.

Readings:
- RUWU, “First-year Writing Concepts”
- Educated, Chs 1-6
Activities:
- Discuss 1st-year writing concepts & the conventions of academic writing.
- Discuss what conversation Educated enters. Discuss themes and issues introduced at the beginning of the memoir.
- Introduce and discuss "Literacy Narrative" assignment. Discuss the writing process.

Readings:
- RUWU, “Literacy Narrative” and “Finding Comfort in Tragedy,” by Anna Smith OR “Split Ink,” by Brock Adams
- Educated, Chs 7-12
Activities:
- Discuss the features and significance of Smith’s narrative.
- Discuss the writing process.
- What choices do writers have to make? How do audience considerations affect these choices?
- Discuss plot developments in memoir.
Due:
- Write first draft of your own literacy narratives.

Readings:
- RUWU, “The Writing Process”
- Educated, Chs 13-18
Activities:
- Peer review.
- Revise draft based upon peer review.
- Discuss the review and revision processes, especially the difference between editing and proofreading.
- What kinds of choices has Westover made in the memoir?
- What kinds of choices have you made in your literacy narrative?
Due:
- Final draft of Literacy Narrative, in correct MLA format, submitted on Blackboard.

Readings:
- RUWU, “Summary and Analysis”
- Educated, Chs 19-24
Activities:
- Introduce and discuss the "Summary and Analysis" assignment.
- Discuss methods for summary and methods for analysis.
- Discuss memoir and identify a topic for summary and analysis assignment.
Due:
- Identify topic for summary and analysis paper.

Readings:
- Educated, Chs 25-31
Activities:
- Discuss memoir.
- Isolate differences between summary and analysis.
- Discuss paraphrasing and quoting, and practice paraphrasing and quoting from Educated.
Due:
- Craft thesis and outline for summary and analysis paper.

Readings:
- Educated, Chs 32-36.
- Sample Summary & Analysis papers, written by previous students OR articles selected by instructor on some issues raised in Educated.
Activities:
- Discuss memoir.
- Study sample summary and analysis papers by reviewing the original arguments the papers are summarizing and analyzing.
- Discuss the argument of the assigned reading. How would you summarize the argument? Do you agree? Why or why not? Be prepared to paraphrase and quote effectively.
Due:
- Draft of summary and analysis paper.

Readings:
- Educated, Chs 37-40
Activities:
- Peer review.
- Revise draft based upon feedback from peer review.
- Discuss memoir.
Due:
- Final draft of Summary and Analysis, in correct MLA format, submitted on Blackboard.

Readings:
- RUWU, “The Elements of Rhetoric” UP-5-11 and “Writing Projects: Popular Culture Analysis” UP-63-8
- Popular Culture Topic of Your Choice or RUWU, “Go Ahead, Waste Time on the Internet” 556-60 or “I’m Gay and African American. As a Dad, I Still Have it Easier Than Working Moms” 638-44
Activities:
- Introduce Pop Culture Analysis assignment.
- Discuss rhetorical appeals
- Discuss assigned reading: What is the central argument? Paraphrase the thesis. How does the author support his argument? How are the rhetorical appeals used in the argument?
- Practice how to cite sources in MLA Style
Due:
- Potential topic and approach for Pop Culture Analysis.

Readings:
- RUWU, “Don’t Blame the Eater,” “What You Eat is Your Business” 709-17 or “Hidden Intellectualism” and “Blue-Collar Brilliance” 425-45
Activities:
- Discuss assigned readings: What are the central arguments? Paraphrase the theses. How does the author support each argument? How are the rhetorical appeals used in the arguments?
- Discuss the on-going conversation: what is the topic of conversation and each author’s thesis on the topic, i.e. how does each author answer the question that is up for discussion? How does each essay contradict, support or complicate the arguments of the others?

Readings:
- RUWU, “Shut Up about Harvard” and “On the Front Lines of a New Culture War” 446-76
- Peer review of classmates’ essays.
Activities:
- Peer review and revising of Pop Culture Analysis. How does the essay critique and use rhetorical appeals?
Due:
- WEDNESDAY at 11:59pm: Draft of Pop Culture Analysis due.

Readings:
- RUWU, “The Critical Response Paper" UP-75-97
- RUWU, “Should Everyone Go to College?” and “The New Liberal Arts” 374-99
Activities:
- Discuss assigned readings: what conversation do the authors enter? How do the authors engage other voices that are present in that conversation?
- Introduce and discuss The Critical Response paper
- Discuss various critical conversations.
- Identify gaps in conversation and additional research goals.
- Formulate critical response position.
- Discuss (and model) effective topic proposals.
Due:
- MONDAY at 11:59pm: Final draft of Pop Culture Analysis due.

Due:
- 2 copies of a complete draft of topic proposals for Critical Response Paper, in correct MLA format.
Readings:
- RUWU, “Are Too Many People Going to College?” and “Two Years Are Better Than Four” 400-24
- Sample Critical Response Paper: "Show Me the Money," by Sarah Gullickson. Online at https://www.uscupstate.edu/globalassets/academics/college-of-arts-and-sciences/llc/english-literary-file/elf-volume-4-2012-gullickson.pdf
Activities:
- Discuss assigned readings: what conversation do the authors enter? How do the authors engage other voices that are present in that conversation?
- Peer review topic proposals. Does the proposal include credible sources that contain different points of view?
- Evaluate the sample Critical Response Paper using rubric.
- Discuss assigned reading. How does this essay introduce the topic? Paraphrase the thesis. Evaluate the choice of sources. Evaluate the use of sources to support the argument.

Due:
- Draft of introduction, thesis statement, and outline for paper
Activities:
- Workshop introduction, thesis statement, and outline with peers

Due:
- Revised and completed draft of Critical Response Paper, in correct MLA format. Be sure to include your sources, properly cited.
- Final revised draft of Critical Response Paper, submitted to Blackboard, to be graded.
Activities:
- Peer review.
- Discuss how to compile your optional final paper portfolio.
- Review principles of academic writing learned and practiced over the course of semester.
- Discuss what to expect in English 102 and in your future academic writing.