ENGL 101: Introduction to Academic Writing
Spring 2011
Course Calendar
ABBREVIATIONS: (T) = Tuesday AWH = The Academic Writer’s Handbook
(Th) = Thursday BB = Blackboard
(Su) = Sunday EWR = Engagements with Rhetoric
TSIS = They Say/I Say
Week 1
January 25 (T) Introduction to the Course
Syllabus and Course Policies (distributed in class)
Writing Autobiography exercise (distributed in class)
What is Participation? (Class Discussion)
Information Sheet (distributed in class)
Assign Figures of Speech
Blogging: How It Fits in
January 27 (Th) SNOW DAY
Academic Writing: Argument, Inquiry, and Rhetoric
Individual Blogs Created; Blogging Groups Assigned
Readings: “Introduction: Entering the Conversation” (TSIS 1-14),
“’They Say’:
“Argument of Inquiry—What is It? What’s the Point?” (EWR 143)
“’They Say’:
“Argument of Inquiry—What is It? What’s the Point?” (EWR 143)
January 30 (Su): DUE by 9pm:
· Blog Post #1 (Author Autobiography)
Post a comment on each of your group-mates’ blogs by Tuesday’s class
· Figure Of Speech Entry on Class Blog
Week 2
February 1(T) Defining Illness
Kleinman, selections from The Illness Narratives (Preface (xi-xv); “The
Meanings of Symptoms and Disorders” (3-8); “The Stigma and Shame of
Illness” (158-169)) (BB)
Meanings of Symptoms and Disorders” (3-8); “The Stigma and Shame of
Illness” (158-169)) (BB)
Audience and Exigence
Introduce Summary Assignment
Readings: Ureña, “The Digital Draft: Preserving Process in a
Computerized World”
National Museum of American History; “‘So What? Who Cares?’: Saying
Why It Matters” (TSIS 92-100), “Exigence” (EWR 11-13), “Writing for
an Audience” (EWR 20-22), “The Civic and Academic Discourse
Communities” (EWR 38-41)
Computerized World”
National Museum of American History; “‘So What? Who Cares?’: Saying
Why It Matters” (TSIS 92-100), “Exigence” (EWR 11-13), “Writing for
an Audience” (EWR 20-22), “The Civic and Academic Discourse
Communities” (EWR 38-41)
February 3 (Th) Reading Illness: Why Narratives Matter
Charon, “Narrative Medicine: Attention, Representation, Affiliation” (BB)
Selections from Fadiman, The Spirit Catches You and You Fall Down
(“The Spirit Catches You and You Fall Down” (20-31); “Take as
Directed” (38-59); and “The Eight Questions” (only 260-261)) (BB)
(“The Spirit Catches You and You Fall Down” (20-31); “Take as
Directed” (38-59); and “The Eight Questions” (only 260-261)) (BB)
Doctor’s Confessions
Wear and Jones, “Bless Me Reader for I Have Sinned” (BB); Gawande,
“The Final
“The Final
Argument, Inquiry, and Rhetorical Situation
Introduce Rhetorical Situation, Rhetorical Situation:
TRACE Method (distributed in class), Reader- vs. Writer-Based Prose
Readings: “Using Narrative” (EWR 144-149)
***NOTE: Friday, February 4 is the last day for Schedule Adjustment (Drop/Add) ***
February 6 (Su) DUE by 9pm:
· Blog Post #2 (prompt forthcoming)
Post a comment on each of your group-mates’ blogs by Tuesday’s class
· Figure Of Speech Entry on Class Blog
Week 3
February 8 (T) DRAFT WORKSHOP: Summary #1
Summarizing for your Audience: How the Two Fit
Readings: “Peer Review: An Introduction” (EWR 26-27)
Grading Criteria (EWR 379-383), “‘Her Point Is’: The Art of
Summarizing” (TSIS
23-25)
Summarizing” (TSIS
23-25)
Optional: Harris “Coming to Terms” from Rewriting: How to Do Things with Texts (BB), “Summarizing, Paraphrasing, and Quoting Sources” (AWH 98-115)
Feb 10 (Th) FINAL DUE: Summary, with Audience Analysis
Experience as Evidence: Illness Narratives
Sontag, Illness as Metaphor (BB); Frank, “Tricksters and Truthtellers: Narrating
Illness in an Age of Authenticity and Appropriation” (BB)
Invention
Introduce Experience and Other Evidence
Introduce Stasis Theory, Invention Workshop,
Readings: “Using the Five Canons of Rhetoric as Steps in the Process of Writing” (EWR 3-8), “Invention—Generating Ideas with Stasis Theory” (EWR 9-10), Optional: “Sources of Argument: The Common Topics” (EWR 14-17)
February 13 (Su) DUE by 9pm:
· Blog Post #3 (Three possible topics for Experience and Other Evidence Paper)
Post a comment on each of your group-mates’ blogs by Tuesday’s class
· Figure Of Speech Entry on Class Blog
Week 4
February 15 (T) CONFERENCES
NOTE: All students will have individual conferences during this week (February 15-17) to discuss Experience and Other Evidence Paper topic.
February 17 (Th) CONFERENCES
February 20 (Sun) DUE by 9pm:
· Blog Post #4 (Prompt forthcoming)
Post a comment on each of your group-mates’ blogs by Tuesday’s class
· Figure Of Speech Entry on Class Blog
Week 5
February 22 (T) Illness Made Visual
Philadelphia (BB or Hornbake)
Visual Rhetoric and the Rhetorical Appeals
Introduce Rhetorical Analysis Group Project, Form Groups, Thesis Workshop
Readings: “Analyzing Texts” (EWR 51-79), “Writing a Rhetorical Analysis” (EWR 128-132), “Understanding Strategies of Persuasion” (EWR 80-103)
February 24 (Th) Health Made Visual
Gawande, “The Score” (BB)
Rhetorical Appeals, cont’d
Rhetorical Analysis Groups Meet, Create Group Google Docs
Readings: “A Closer Look at the Three Rhetorical Appeals: Individually and In Tandem” (EWR 104-108), “Reasoning, Logic, and Fallacies” (EWR 109-112), “Inquiring about Facts and Information” (EWR 113-118) “Inquiring into Values” (EWR 119-127), “Writing a Working Thesis and a First Draft” (AWH 17-25)
February 27 (Su) DUE by 9pm:
· Rhetorical Analysis Group Google Docs: Begin Collaborative Work on Google Doc (Details forthcoming)
· Figure Of Speech Entry on Class Blog
Week 6
March 1 (T) LIBRARY WEEK
Library Day (meet in McKeldin Library, room 6103, 6th floor)
COMPLETE: Brainstorming Keywords Exercise (BB)
REVIEW: “Identifying Research Resources” (BB)
Process”/“Locating Electronic and Print Sources” (AWH 125-163)
“Identifying Periodical Types” and “Periodical Comparison Chart” (BB)
“Evaluating Books and Periodicals” (BB)
Sources” and “Evaluating Print Sources” (AWH 69-83)
Sources” and “Evaluating Print Sources” (AWH 69-83)
March 3 (Th) DUE: Part 1 of Rhetorical Analysis Group Project Written
up on Google Docs
up on Google Docs
The Power (and Limitations) of Evidence
Willrich, “Why Parents Fear the Needle” (BB)
Library Day Review & Civic Engagement
Civic Engagement Handout, De Copia
Readings: “Avoiding Plagiarism” (AWH 116-124), Academic Integrity links (BB), Readings on Civic Engagement (EWR 28-36)
March 4 (Su) DUE by 9pm:
· Blog Post #5 (Begin Research Log)
Post a comment on each of your group-mates’ blogs by Tuesday’s class
· Figure Of Speech Entry on Class Blog
Week 7
March 8 (T) The Body’s Politics
John Q (BB/Hornbake)
Marmot, “Understanding Social Inequalities in Health” (BB)
Research as Evidence: Engaging with Sources
Blogging Groups Remixed
Readings: “‘As He Himself Puts It’: The Art of Quoting” (TSIS 42-51), “‘Yes/No/Okay, But’: Three Ways to Respond” (TSIS 55-67)
March 10 (Th) DRAFT WORKSHOP: Experience and Other Evidence
Bring TWO copies of your paper.
Writing and Health
Pennebaker, “Health Benefits of Narrative” (BB)
Integrating Experience and Other Evidence; Paragraph
Coherence
Readings: “‘And Yet’: Distinguishing What You Say from What They
Say” (TSIS 68- 77), “‘As A Result’: Connecting the Parts” (TSIS
105-120), “Parts of a Full
Coherence
Readings: “‘And Yet’: Distinguishing What You Say from What They
Say” (TSIS 68- 77), “‘As A Result’: Connecting the Parts” (TSIS
105-120), “Parts of a Full
March 13 (Su) DUE by 9pm:
· Blog Post #6 (Prompt forthcoming)
Post a comment on each of your group-mates’ blogs by Tuesday’s class
· Figure Of Speech Entry on Class Blog
Week 8
March 15 (T) Group Rhetorical Analysis Presentations and Feedback
(Rough Draft and Final Analysis due after Spring Break)
Time Permitting: Class Time for Working on Group Project
March 17 (Th) FINAL DUE: Experience and Other Evidence
Narrating the Body
Miller, “Reading’ the Body of Terri Schiavo: Inscriptions of Power in Medical and Legal Discourse” (BB); Selections from Scarry, The Body in Pain (BB)
The Research Project, Part 1
Introduce Final Paper Proposal and Annotated Bibliography
Assignment
Assignment
Readings: “Stasis Theory—Identifying the Issues and Joining the Debate” (EWR 187-189) (Exercises: EWR 190-191), “Determining What’s at Issue in a Text”(EWR 133-36)
*SPRING BREAK*
March 22 (T) NO CLASS
March 24 (Th) NO CLASS
Week 9
March 29 (T) DUE: Summary #2
Re-defining Life
Dresser, “Stem Cell Research: The Bigger Picture” (BB)
The Research Project, Part 2
Readings: “Creating Annotated Bibliographies” (BB), “‘What’s Motivating This Writer’: Reading for the Conversation” (TSIS 145-155),
March 31 (Th) ABBREVIATED DRAFT WORKSHOP:
Rhetorical Analysis Group Project (integrating sound, visuals)
From Inquiring to Arguing a Position
Introduce Considering Another Side, Sign Up Sheet for Conferences
Readings: “Maintaining Positive Arguments When Considering Another Side”
(EWR 195-196) “‘The Data Suggest’: Writing in the Sciences” (TSIS 156-174), “‘Analyze This’: Writing in the Social Sciences” (TSIS 175-192)
April 4/6 (M/W) DUE by 9pm:
· Blog Post #7 (Five Annotations, Blog Entry Rough Draft of Research Proposal)
Post a comment on each of your group-mates’ blogs by Tuesday’s class
· Figure Of Speech Entry on Class Blog
Week 10
April 5 (T) FINAL DUE: Rhetorical Analysis Group Project
April 5 (T) CONFERENCES
NOTE: All students will have individual conferences during this week (April 5-7) to discuss research topics. To be prepared for your conference, you should bring a copy of your Annotated Bibliography to the conference.
April 7 (Th) CONFERENCES
***NOTE: Friday, April 8, is the last day to drop the course with a “W.”***
April 10 (Su) DUE by 9pm:
· Blog Post #8 (Prompt forthcoming)
Post a comment on each of your group-mates’ blogs by Tuesday’s class
· Figure Of Speech Entry on Class Blog
Week 11
April 12 (T) FINAL DUE: Annotated Bibliography and Final Paper Proposal
Trauma
Waltz with Bashir (BB or Hornbake); Gawande, “Hellhole” (BB)
Keeping Your Voice
Readings: “‘Ain’t So/ Is Not’: Academic Writing Doesn’t Always Mean Setting
Aside Your Own Voice” (TSIS 121-128)
April 14 (Th) DRAFT WORKSHOP: Considering Another Side
Bring TWO copies of your paper.
April 17 (Su) For Blogging Exercise on 4/17 (Choose 1): Fictionalized Illness Narratives
Díaz, “The Pura Principle” (BB)
Gilman, “The Yellow Wallpaper” (BB)
DUE by 9pm:
· Blog Post #9 (Prompt forthcoming)
Post a comment on each of your group-mates’ blogs by Tuesday’s class
· Figure Of Speech Entry on Class Blog
Week 12
April 19 (T) Trauma cont’d
Schwab, “Writing Against Memory and Forgetting” (BB)
Optional: Clark, “Holocaust Video Testimony, Oral History, and Narrative Medicine: The Struggle against Indifference” (BB)
Going “Meta”
Readings: “‘But Don’t Get Me Wrong’: The Art of Metacommentary” (TSIS 129-138), “Being Clear, Concise, and Direct” (AWH 38a-38b:425-428),
April 21 (Th) FINAL DUE: Considering Another Side
Approaching the Limits
Garden, “Telling Stories about Illness and Disability: The Limits and Lessons of Narrative" (BB), Gawande “The Way We Age Now” (BB)
Arguing a Position in a Full Research Paper; Responding to Opposing Views
Introduce Final Research Paper
Readings: ‘Skeptics May Object’: Planting a Naysayer in Your Text” (TSIS 78-91)
Review: “Parts of a Full Argument” (EWR 259-262)
Week 13
April 26 (T) DUE: Rough Draft of Final Paper Introduction
Defining Death
Belling “The Living Dead: Fiction, Horror, and Bioethics” (BB); Gawande, “Letting
Go” (BB)
Responding to Opposing Views (continued)
Readings: “Responding to Opposing Views: Refuting, Conceding, and Bridging”
(EWR 217-218), “Responding to Counterarguments” (AWH 294-295), “Considering Refutation in Arrangement” (EWR 220), Review: readings on Logical Fallacies (EWR 88-89 and 109-112, AWH 77-80)
April 28 (Th) Figures of Speech Presentations
May 1 (Su) DUE by 9pm:
· Blog Post #10 (Prompt forthcoming)
Post a comment on each of your group-mates’ blogs by Tuesday’s class
Week 14
May 3 (T)
DRAFT WORKSHOP
DUE: As much of your paper as you have written – the more the better!
(Thesis statement workshop; arrangement and voice; other recurrent topics as determined)
May 5 (Th) DRAFT WORKSHOP
DUE: Full Rough Draft of Paper #4
May 8 (Su) DUE by 9pm:
· Final Blog Post (Prompt forthcoming)
Post a comment on each of your classmates’ blogs by Tuesday’s class
Week 15
May 10 (T) DUE: PAPER #4 (Final Position Paper) AND PORTFOLIO
(INCLUDING GRADED COPIES OF PAPERS #1, #2, and #3)
Final Wrap Up
