102 scheduleupdatethrumar31
•
1 like•134 views
This document outlines the schedule for a Spring 2017 semester class. It is divided into 18 weeks. Each week covers different reading assignments and writing assignments. Week 1 introduces why students will write and asks them to write about a time when words failed them. Week 2 has no class for MLK Day and assigns reading on curiosity and draft writing. Week 3 discusses writing about those around students and assigns reading on identifying stakeholders. Later weeks cover larger perspectives, research skills, presenting work, and completing a final research paper.
Report
Share
Report
Share
Download to read offline
Recommended
102 scheduleupdatethrufeb10
This document provides the semester schedule for a Spring 2017 writing course. It is divided into 18 weeks. The first four weeks introduce concepts like why writing is important and the rhetorical situation. Students will write two essays, with the second being a researched apologia. Week 5 focuses on larger perspectives. Library research occurs in week 8 to prepare for an annotated bibliography assignment in week 9. Spring break is in week 10. Later weeks involve presenting research and exploring writing beyond the page. The final weeks involve completing a research paper and multi-modal presentation. Readings are from the textbook Becoming Rhetorical and other sources on the learning platform.
102 scheduleupdatethrumar1
This document outlines the schedule for a spring 2017 semester composition course. It is divided into 18 weeks. The first four weeks introduce key concepts like rhetorical awareness and the writing process. Weeks 5-7 focus on research and annotation. Week 8 is devoted to library research. Weeks 9-12 cover continued research, argumentation, and source integration. Week 13 shifts to proposing perspectives. Weeks 14-15 are for a research paper draft and conferences. Week 16 is for finalizing the research paper. Weeks 17-18 involve a multi-modal presentation and culminating activity. Key readings are from a text on rhetorical awareness and composition. Assignments include reflective, analytical and research-based essays.
102 schedule
This document provides the semester schedule for a Spring 2017 writing course. It is divided into 18 weeks. The schedule outlines the weekly readings, assignments, and activities. Students will write 3 essays on various topics and complete an annotated bibliography and research paper. They will also work on a multi-modal presentation and have presenting/activity days at the end of the semester. The final weeks and readings are only tentatively planned and will be scheduled more fully later in the semester.
102 schedulethruend
This document outlines the schedule for a spring 2017 semester class. It includes 18 weeks of classes divided into topics such as "Why Write?" and "Beyond the Page". Each week contains assigned readings from textbooks and online sources as well as writing assignments and in-class activities. Students will write essays, research papers, and present their findings at the end of the semester.
102 schedulethruend (1)
This document outlines the 17-week schedule for a spring semester writing course. It includes the following:
- Weekly readings from assigned texts such as "Becoming Rhetorical" and outside sources.
- Writing assignments due most weeks such as drafts of two essays and a research paper.
- Class activities and discussions focused on developing writing and research skills.
- Library visits to learn about source types and research techniques.
- Presentation of final projects during the last few weeks of the semester.
The schedule provides students an overview of the reading materials, assignments, and classroom activities they will complete throughout the semester to improve their writing and research abilities.
CPalmer Spring 2018 eng 102 schedule
This document provides a semester schedule for a spring 2018 class. It is broken into 17 weeks with readings and assignments due each week. Week 1 introduces personality styles and rhetorical analysis. Week 2 focuses on a personal essay assignment. Week 3 covers rhetorical appeals and writing summaries. Week 4's assignment is a final draft of the personal essay. Week 5 introduces letters and direct addresses. Week 6 includes a library workshop. Week 7 has no class for a holiday. Weeks 8-10 cover research methods and there is no class for spring break in week 10. Weeks 11-12 include conferences and readings on explaining and defining. Weeks 13-14 cover source types, images, and research papers. Week 15's assignment is a draft
Fall 17 end of sept (4)
This document outlines the schedule and assignments for a Fall 2017 semester course. It includes readings and assignments due each week for the first 14 weeks of the semester. Topics covered include digital and visual mediums, print mediums, academic mediums, and a library research week. Assignments include essays, a video project, critical analysis and research paper drafts, and a book review. Presentations are scheduled for the last week of class.
Secrets to Writing a Great Personal Letter
http://www.personalletter.net/ Whether it is in the professional world, or just individuals that want to connect with each other, it is still supported. So, let us reveal the secrets on how to write a great personal letter.
Recommended
102 scheduleupdatethrufeb10
This document provides the semester schedule for a Spring 2017 writing course. It is divided into 18 weeks. The first four weeks introduce concepts like why writing is important and the rhetorical situation. Students will write two essays, with the second being a researched apologia. Week 5 focuses on larger perspectives. Library research occurs in week 8 to prepare for an annotated bibliography assignment in week 9. Spring break is in week 10. Later weeks involve presenting research and exploring writing beyond the page. The final weeks involve completing a research paper and multi-modal presentation. Readings are from the textbook Becoming Rhetorical and other sources on the learning platform.
102 scheduleupdatethrumar1
This document outlines the schedule for a spring 2017 semester composition course. It is divided into 18 weeks. The first four weeks introduce key concepts like rhetorical awareness and the writing process. Weeks 5-7 focus on research and annotation. Week 8 is devoted to library research. Weeks 9-12 cover continued research, argumentation, and source integration. Week 13 shifts to proposing perspectives. Weeks 14-15 are for a research paper draft and conferences. Week 16 is for finalizing the research paper. Weeks 17-18 involve a multi-modal presentation and culminating activity. Key readings are from a text on rhetorical awareness and composition. Assignments include reflective, analytical and research-based essays.
102 schedule
This document provides the semester schedule for a Spring 2017 writing course. It is divided into 18 weeks. The schedule outlines the weekly readings, assignments, and activities. Students will write 3 essays on various topics and complete an annotated bibliography and research paper. They will also work on a multi-modal presentation and have presenting/activity days at the end of the semester. The final weeks and readings are only tentatively planned and will be scheduled more fully later in the semester.
102 schedulethruend
This document outlines the schedule for a spring 2017 semester class. It includes 18 weeks of classes divided into topics such as "Why Write?" and "Beyond the Page". Each week contains assigned readings from textbooks and online sources as well as writing assignments and in-class activities. Students will write essays, research papers, and present their findings at the end of the semester.
102 schedulethruend (1)
This document outlines the 17-week schedule for a spring semester writing course. It includes the following:
- Weekly readings from assigned texts such as "Becoming Rhetorical" and outside sources.
- Writing assignments due most weeks such as drafts of two essays and a research paper.
- Class activities and discussions focused on developing writing and research skills.
- Library visits to learn about source types and research techniques.
- Presentation of final projects during the last few weeks of the semester.
The schedule provides students an overview of the reading materials, assignments, and classroom activities they will complete throughout the semester to improve their writing and research abilities.
CPalmer Spring 2018 eng 102 schedule
This document provides a semester schedule for a spring 2018 class. It is broken into 17 weeks with readings and assignments due each week. Week 1 introduces personality styles and rhetorical analysis. Week 2 focuses on a personal essay assignment. Week 3 covers rhetorical appeals and writing summaries. Week 4's assignment is a final draft of the personal essay. Week 5 introduces letters and direct addresses. Week 6 includes a library workshop. Week 7 has no class for a holiday. Weeks 8-10 cover research methods and there is no class for spring break in week 10. Weeks 11-12 include conferences and readings on explaining and defining. Weeks 13-14 cover source types, images, and research papers. Week 15's assignment is a draft
Fall 17 end of sept (4)
This document outlines the schedule and assignments for a Fall 2017 semester course. It includes readings and assignments due each week for the first 14 weeks of the semester. Topics covered include digital and visual mediums, print mediums, academic mediums, and a library research week. Assignments include essays, a video project, critical analysis and research paper drafts, and a book review. Presentations are scheduled for the last week of class.
Secrets to Writing a Great Personal Letter
http://www.personalletter.net/ Whether it is in the professional world, or just individuals that want to connect with each other, it is still supported. So, let us reveal the secrets on how to write a great personal letter.
Personal letter 1
The document provides information about personal letters, including:
1. It defines personal letters as letters written to people you know like friends and family to strengthen relationships.
2. It explains the generic structure of personal letters includes elements like the date, salutation, introduction, body, closure and signature.
3. It discusses the linguistic features of personal letters, noting they use accurate grammar, complete sentences, contractions, personal pronouns and an informal, conversational style.
Informal Letter
This document provides information and guidelines for writing an informal letter. It discusses the common reasons for writing informal letters such as to ask questions, convince or persuade someone, or give advice. Important aspects of the letter are outlined, including using formalities in paragraph 1 and including relevant details in subsequent paragraphs. Useful expressions for beginning and ending an informal letter are listed. The format of the informal letter is also described, including the address, date, greeting, opening, contents, signing off, and signature. References for more information are included at the end.
Personal letter
This document provides instructions and examples for writing a personal letter. It begins with an example personal letter from Lana to her friend Siti describing her trip to Lombok, Indonesia. It then asks a series of questions to guide a group discussion about the purpose and structure of personal letters. Examples are given of rearranged personal letters, and students are instructed to construct their own personal letter about a relevant topic in their daily lives. The learning outcomes are listed as reading, discussion, and constructing a personal letter.
Kls 11 chapter 5 ( personal letter)
The document provides instructions for writing a personal letter, including its purpose and structure. A personal letter is written to someone you know for reasons like sharing news, asking for help, or apologizing. It should include a heading with address and date, greeting, body paragraphs, closing, signature, and optional postscript. An example personal letter is then provided following this structure with a greeting, 3 body paragraphs, and closing of "Sincerely," before the signature. The purpose is to teach students how to properly write a personal letter.
Personal letter kelas xi
This document provides information about personal letters, including their purpose and structure. Personal letters are written to people you know well, such as family, friends, pen pals, or classmates. They can be used for apologies, thanks, congratulations, or invitations. The structure typically includes the date, address, salutation, introduction, body, closure, complimentary close, and signature. Examples of personal letters in Indonesian are also provided to illustrate this format.
Library
Mrs. Thomas introduces herself as the friendly librarian and teacher. She shares three facts about herself - that she is a musician, enjoys shopping, and is a mom. The purpose of the document is to familiarize students with the library and proper citation format MLA. Students participate in activities to learn how to cite sources like books, articles, and websites in MLA format. They set up Noodle Tools accounts to practice creating citations and bibliographies. The homework assignment is to email Mrs. Thomas with personal information and a summary of what was learned.
English cem high school 2nd grade - 20.14
The document contains instructions for two writing assignments. The first asks the student to write a 100-word letter to an English friend answering questions about their plans and hopes for the future. The second prompts the student to write a 140-190 word article for the school magazine on how teenagers communicate and whether they do so appropriately in different social settings, and to include a title. Both assignments are part of the student's English homework.
Unit 4
This document outlines the schedule and readings for a 4-week English course on narrative essays. In week 1, students will be introduced to the concept of detail as rhetoric and select an essay topic. Week 2 focuses on pacing, structure, and analyzing textual rhetoric. Students will complete a peer review and read two articles. A rough draft of the first essay is due in week 3. Week 4 includes conferences, and readings on emotional contagion. The final draft of the first essay is due at the end of week 4.
Unit 1
This document outlines the schedule and readings for a 4-week English course on narrative essays. In week 1, students will be introduced to the concept of detail as rhetoric and select an essay topic. Week 2 focuses on pacing and structure, with a peer review. Readings include "Driving Mr. Albert" and a chapter on analyzing textual rhetoric. Week 3 has a rough draft due and conferences, with readings on "Shitty First Drafts." The final week covers emotional contagion, with no class for conferences and two example essays; the final draft is due at the end.
Spring 2018 eng 102 schedule
This document outlines the schedule for a spring 2018 semester. It includes the following:
- Weekly readings and assignments from the textbook "Becoming Rhetorical" as well as other sources.
- In-class activities focused on rhetorical analysis, research methods, source evaluation, and presentations.
- Major assignments include a personal essay, research paper with annotated bibliography, and final draft of the research paper.
- Key weeks include library research, conferences, and presentations toward the end of the semester.
Palmer Spring 2018 eng 102 schedule
This document provides the schedule for a Spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Week 1 introduces the syllabus and discusses personality styles and rhetorical analysis. Students read the first few chapters of Becoming Rhetorical. Week 2 focuses on a personal essay assignment and has students read The Glass Castle. Later weeks cover additional essay types like letters and research papers. Students read related chapters in Becoming Rhetorical and complete drafts, presentations, and a final research paper. Library research is conducted in Week 8. Conferences are held in Week 11 and presentations in the final weeks of class.
Palmer Spring 2018 eng 102 schedule 3
This document provides the schedule for a Spring 2018 semester class. It is divided into 17 weeks. Week 1 introduces the syllabus and covers personality styles and rhetorical analysis. Week 2 focuses on a personal essay assignment. Week 3 covers rhetorical appeals and analyzing texts. Week 4 is for catching up on readings and submitting a draft. Later weeks cover different text types like letters and addresses, conducting library research, and completing a research paper with drafts and peer reviews. Readings are primarily from the textbook "Becoming Rhetorical" and include analyzing, defining, and evaluating arguments. Class meetings involve discussion, exercises, and presentations to prepare for assignments.
Spring 2018 eng 102 schedule mar (1)
This document provides the schedule for a spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Each week covers specific chapters from the textbook "Becoming Rhetorical" and additional readings on Blackboard. Students will write a personal essay, letter, and research paper. They will engage in activities like double entry journals, source evaluation, and peer reviewing. The schedule includes no class days for holidays and conferences with the instructor to discuss drafts.
Spring 2018 eng 102 schedule mar
This document provides the schedule for a spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Week 1 introduces personality styles and rhetorical analysis. Weeks 2-4 focus on a personal essay assignment. Weeks 5-6 cover letters and direct addresses. Weeks 7-9 address argument and classification. Weeks 10-11 are dedicated to a research paper. Weeks 12-14 cover research methods and source evaluation. Week 15 includes a research paper draft. Weeks 16-17 conclude with presentations and final project work. Readings are primarily from the text "Becoming Rhetorical" and additional materials on the learning platform.
Fall 17 end of sept
This document outlines the schedule and assignments for a Fall 2017 semester rhetoric course. It includes weekly readings, in-class activities, and assignment due dates. The course covers a range of mediums including digital, visual, print, academic, and multimodal. Key assignments include Essay 1 on a resonant message, a video project in small groups, a critical analysis rough draft, book review, and research paper with drafts and peer review. Readings are primarily from the textbook "Becoming Rhetorical" and discuss rhetorical analysis and composition across different mediums.
Ewrt 1 b t th syllabus winter 2015
This document outlines the class schedule and assignments for an identity and passing literature course over 12 weeks. It includes the following key details:
- The course will focus on exploring concepts of identity and passing through readings, discussions, and essays. Readings include works by Larsen, Hughes, Morrison, and Feinberg.
- Students are required to complete 4 essays over the course analyzing themes of passing in assigned texts, as well as weekly reading responses and self-assessments. Essays include a personal narrative, an argument essay, a response to literature, and a research paper.
- Each class meets twice a week and includes presentations, discussions, lectures, and in-class writing related to the week
Ewrt 1 b mw syllabus winter 2015
This document contains the class agenda, homework assignments, and reading schedule for an identity and passing literature course taught over 12 weeks. Some of the key activities and assignments included are:
1. Students will write 4 essays analyzing themes of identity and passing in assigned texts. They will also complete regular discussion posts and reading responses.
2. Readings include works by Larsen, Hughes, Far, Morrison, Feinberg, and Chesnutt that explore themes of racial, gender, and sexual passing.
3. Class time will include lectures, discussions of the readings, writing workshops, and in-class writing assignments. Students will peer review drafts of their essays.
4. Additional assignments include
Ewrt 1 b t th syllabus winter 2015
This document outlines the class agenda, assignments, and readings for an identity and passing literature course over 11 weeks. It includes discussion of assigned texts, lectures on writing strategies, in-class writing exercises, and the development of four essays on topics of personal and racial passing. Students are expected to complete close reading questions and responses (QHQ), outlining, drafting, and revising multiple essays. They will also participate in a library research workshop to prepare for a final research paper on trickster characters. The class meets twice weekly and incorporates exams, film screenings, and peer review sessions to support the writing assignments.
Ewrt 1 b t th syllabus winter 2015
This document provides the class agenda, homework assignments, and reading assignments for an identity and passing literature course over 11 weeks. It includes the following:
- An outline of the weekly classes which will include presentations on course concepts, discussions of assigned readings, author lectures, and in-class writing exercises.
- Homework assignments that involve posting responses to assigned readings to the class website, completing short writing assignments, and drafting and revising essay assignments.
- Reading assignments that progress through works exploring concepts of identity and passing like poetry, short stories, novels and scholarly articles.
- Details of four major essay assignments that will be drafted, workshopped, and revised throughout the course requiring analysis of themes in the
Ewrt 1 b t th syllabus winter 2015
This document outlines the class agenda, assignments, and readings for a college course on identity and passing over 11 weeks. It includes weekly class presentations, discussions, lectures, and in-class writing assignments. Students are assigned readings, response posts, and essays on topics like personal and racial passing. They develop an outline and thesis for their final research paper comparing trickster characters (Essay 4). The course introduces concepts and literary works on identity, passing, and how individuals navigate social expectations and norms around race, gender, sexuality and more. Assignments require close analysis of texts and developing arguments through multiple drafts.
Ewrt 1 b tth syllabus winter 2016
This document provides the class agenda, assignments, and reading schedule for an identity and passing literature course over 10 weeks. It includes discussion topics, author lectures, in-class writing assignments, and homework assignments that involve reading, posting responses online, and drafting essay assignments. The major assignments are a personal narrative essay, an argumentative essay on passing, a response to literature essay on the novel Stone Butch Blues, and a research paper analyzing characters as trickster figures.
Ewrt 1 b t th syllabus winter 2015
This document provides the class agenda, assignments, and reading schedule for an identity and passing literature course. It summarizes the weekly plans over 11 weeks. The course introduces concepts of identity and passing through discussions of assigned texts. Students complete response posts and 4 essays on these topics. Essays include a personal narrative, an argument, a response to the novel Stone Butch Blues, and a research paper comparing characters as trickster figures. Class time involves presentations, discussions, lectures, and in-class writing to develop the essays.
More Related Content
What's hot
Personal letter 1
The document provides information about personal letters, including:
1. It defines personal letters as letters written to people you know like friends and family to strengthen relationships.
2. It explains the generic structure of personal letters includes elements like the date, salutation, introduction, body, closure and signature.
3. It discusses the linguistic features of personal letters, noting they use accurate grammar, complete sentences, contractions, personal pronouns and an informal, conversational style.
Informal Letter
This document provides information and guidelines for writing an informal letter. It discusses the common reasons for writing informal letters such as to ask questions, convince or persuade someone, or give advice. Important aspects of the letter are outlined, including using formalities in paragraph 1 and including relevant details in subsequent paragraphs. Useful expressions for beginning and ending an informal letter are listed. The format of the informal letter is also described, including the address, date, greeting, opening, contents, signing off, and signature. References for more information are included at the end.
Personal letter
This document provides instructions and examples for writing a personal letter. It begins with an example personal letter from Lana to her friend Siti describing her trip to Lombok, Indonesia. It then asks a series of questions to guide a group discussion about the purpose and structure of personal letters. Examples are given of rearranged personal letters, and students are instructed to construct their own personal letter about a relevant topic in their daily lives. The learning outcomes are listed as reading, discussion, and constructing a personal letter.
Kls 11 chapter 5 ( personal letter)
The document provides instructions for writing a personal letter, including its purpose and structure. A personal letter is written to someone you know for reasons like sharing news, asking for help, or apologizing. It should include a heading with address and date, greeting, body paragraphs, closing, signature, and optional postscript. An example personal letter is then provided following this structure with a greeting, 3 body paragraphs, and closing of "Sincerely," before the signature. The purpose is to teach students how to properly write a personal letter.
Personal letter kelas xi
This document provides information about personal letters, including their purpose and structure. Personal letters are written to people you know well, such as family, friends, pen pals, or classmates. They can be used for apologies, thanks, congratulations, or invitations. The structure typically includes the date, address, salutation, introduction, body, closure, complimentary close, and signature. Examples of personal letters in Indonesian are also provided to illustrate this format.
Library
Mrs. Thomas introduces herself as the friendly librarian and teacher. She shares three facts about herself - that she is a musician, enjoys shopping, and is a mom. The purpose of the document is to familiarize students with the library and proper citation format MLA. Students participate in activities to learn how to cite sources like books, articles, and websites in MLA format. They set up Noodle Tools accounts to practice creating citations and bibliographies. The homework assignment is to email Mrs. Thomas with personal information and a summary of what was learned.
English cem high school 2nd grade - 20.14
The document contains instructions for two writing assignments. The first asks the student to write a 100-word letter to an English friend answering questions about their plans and hopes for the future. The second prompts the student to write a 140-190 word article for the school magazine on how teenagers communicate and whether they do so appropriately in different social settings, and to include a title. Both assignments are part of the student's English homework.
Unit 4
This document outlines the schedule and readings for a 4-week English course on narrative essays. In week 1, students will be introduced to the concept of detail as rhetoric and select an essay topic. Week 2 focuses on pacing, structure, and analyzing textual rhetoric. Students will complete a peer review and read two articles. A rough draft of the first essay is due in week 3. Week 4 includes conferences, and readings on emotional contagion. The final draft of the first essay is due at the end of week 4.
Unit 1
This document outlines the schedule and readings for a 4-week English course on narrative essays. In week 1, students will be introduced to the concept of detail as rhetoric and select an essay topic. Week 2 focuses on pacing and structure, with a peer review. Readings include "Driving Mr. Albert" and a chapter on analyzing textual rhetoric. Week 3 has a rough draft due and conferences, with readings on "Shitty First Drafts." The final week covers emotional contagion, with no class for conferences and two example essays; the final draft is due at the end.
What's hot (9)
Similar to 102 scheduleupdatethrumar31
Spring 2018 eng 102 schedule
This document outlines the schedule for a spring 2018 semester. It includes the following:
- Weekly readings and assignments from the textbook "Becoming Rhetorical" as well as other sources.
- In-class activities focused on rhetorical analysis, research methods, source evaluation, and presentations.
- Major assignments include a personal essay, research paper with annotated bibliography, and final draft of the research paper.
- Key weeks include library research, conferences, and presentations toward the end of the semester.
Palmer Spring 2018 eng 102 schedule
This document provides the schedule for a Spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Week 1 introduces the syllabus and discusses personality styles and rhetorical analysis. Students read the first few chapters of Becoming Rhetorical. Week 2 focuses on a personal essay assignment and has students read The Glass Castle. Later weeks cover additional essay types like letters and research papers. Students read related chapters in Becoming Rhetorical and complete drafts, presentations, and a final research paper. Library research is conducted in Week 8. Conferences are held in Week 11 and presentations in the final weeks of class.
Palmer Spring 2018 eng 102 schedule 3
This document provides the schedule for a Spring 2018 semester class. It is divided into 17 weeks. Week 1 introduces the syllabus and covers personality styles and rhetorical analysis. Week 2 focuses on a personal essay assignment. Week 3 covers rhetorical appeals and analyzing texts. Week 4 is for catching up on readings and submitting a draft. Later weeks cover different text types like letters and addresses, conducting library research, and completing a research paper with drafts and peer reviews. Readings are primarily from the textbook "Becoming Rhetorical" and include analyzing, defining, and evaluating arguments. Class meetings involve discussion, exercises, and presentations to prepare for assignments.
Spring 2018 eng 102 schedule mar (1)
This document provides the schedule for a spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Each week covers specific chapters from the textbook "Becoming Rhetorical" and additional readings on Blackboard. Students will write a personal essay, letter, and research paper. They will engage in activities like double entry journals, source evaluation, and peer reviewing. The schedule includes no class days for holidays and conferences with the instructor to discuss drafts.
Spring 2018 eng 102 schedule mar
This document provides the schedule for a spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Week 1 introduces personality styles and rhetorical analysis. Weeks 2-4 focus on a personal essay assignment. Weeks 5-6 cover letters and direct addresses. Weeks 7-9 address argument and classification. Weeks 10-11 are dedicated to a research paper. Weeks 12-14 cover research methods and source evaluation. Week 15 includes a research paper draft. Weeks 16-17 conclude with presentations and final project work. Readings are primarily from the text "Becoming Rhetorical" and additional materials on the learning platform.
Fall 17 end of sept
This document outlines the schedule and assignments for a Fall 2017 semester rhetoric course. It includes weekly readings, in-class activities, and assignment due dates. The course covers a range of mediums including digital, visual, print, academic, and multimodal. Key assignments include Essay 1 on a resonant message, a video project in small groups, a critical analysis rough draft, book review, and research paper with drafts and peer review. Readings are primarily from the textbook "Becoming Rhetorical" and discuss rhetorical analysis and composition across different mediums.
Ewrt 1 b t th syllabus winter 2015
This document outlines the class schedule and assignments for an identity and passing literature course over 12 weeks. It includes the following key details:
- The course will focus on exploring concepts of identity and passing through readings, discussions, and essays. Readings include works by Larsen, Hughes, Morrison, and Feinberg.
- Students are required to complete 4 essays over the course analyzing themes of passing in assigned texts, as well as weekly reading responses and self-assessments. Essays include a personal narrative, an argument essay, a response to literature, and a research paper.
- Each class meets twice a week and includes presentations, discussions, lectures, and in-class writing related to the week
Ewrt 1 b mw syllabus winter 2015
This document contains the class agenda, homework assignments, and reading schedule for an identity and passing literature course taught over 12 weeks. Some of the key activities and assignments included are:
1. Students will write 4 essays analyzing themes of identity and passing in assigned texts. They will also complete regular discussion posts and reading responses.
2. Readings include works by Larsen, Hughes, Far, Morrison, Feinberg, and Chesnutt that explore themes of racial, gender, and sexual passing.
3. Class time will include lectures, discussions of the readings, writing workshops, and in-class writing assignments. Students will peer review drafts of their essays.
4. Additional assignments include
Ewrt 1 b t th syllabus winter 2015
This document outlines the class agenda, assignments, and readings for an identity and passing literature course over 11 weeks. It includes discussion of assigned texts, lectures on writing strategies, in-class writing exercises, and the development of four essays on topics of personal and racial passing. Students are expected to complete close reading questions and responses (QHQ), outlining, drafting, and revising multiple essays. They will also participate in a library research workshop to prepare for a final research paper on trickster characters. The class meets twice weekly and incorporates exams, film screenings, and peer review sessions to support the writing assignments.
Ewrt 1 b t th syllabus winter 2015
This document provides the class agenda, homework assignments, and reading assignments for an identity and passing literature course over 11 weeks. It includes the following:
- An outline of the weekly classes which will include presentations on course concepts, discussions of assigned readings, author lectures, and in-class writing exercises.
- Homework assignments that involve posting responses to assigned readings to the class website, completing short writing assignments, and drafting and revising essay assignments.
- Reading assignments that progress through works exploring concepts of identity and passing like poetry, short stories, novels and scholarly articles.
- Details of four major essay assignments that will be drafted, workshopped, and revised throughout the course requiring analysis of themes in the
Ewrt 1 b t th syllabus winter 2015
This document outlines the class agenda, assignments, and readings for a college course on identity and passing over 11 weeks. It includes weekly class presentations, discussions, lectures, and in-class writing assignments. Students are assigned readings, response posts, and essays on topics like personal and racial passing. They develop an outline and thesis for their final research paper comparing trickster characters (Essay 4). The course introduces concepts and literary works on identity, passing, and how individuals navigate social expectations and norms around race, gender, sexuality and more. Assignments require close analysis of texts and developing arguments through multiple drafts.
Ewrt 1 b tth syllabus winter 2016
This document provides the class agenda, assignments, and reading schedule for an identity and passing literature course over 10 weeks. It includes discussion topics, author lectures, in-class writing assignments, and homework assignments that involve reading, posting responses online, and drafting essay assignments. The major assignments are a personal narrative essay, an argumentative essay on passing, a response to literature essay on the novel Stone Butch Blues, and a research paper analyzing characters as trickster figures.
Ewrt 1 b t th syllabus winter 2015
This document provides the class agenda, assignments, and reading schedule for an identity and passing literature course. It summarizes the weekly plans over 11 weeks. The course introduces concepts of identity and passing through discussions of assigned texts. Students complete response posts and 4 essays on these topics. Essays include a personal narrative, an argument, a response to the novel Stone Butch Blues, and a research paper comparing characters as trickster figures. Class time involves presentations, discussions, lectures, and in-class writing to develop the essays.
Ewrt 1 b t th syllabus winter 2015
This document outlines the class schedule and assignments for an identity and passing literature course over 12 weeks. It includes the following key details:
- The course will cover topics of identity, passing, and tricksters through close readings of texts like Passing, Stone Butch Blues, and "The Passing of Grandison."
- Students will complete 4 essays over the course analyzing themes of passing in different contexts. They will also complete weekly reading responses and vocabulary exams.
- Each class meets twice a week and includes discussions of the texts, lectures on writing and analysis strategies, and in-class writing exercises.
- The schedule provides the reading and homework assignments due for each week, including drafts of essays
Ewrt 1 b mw syllabus winter 2015
This document contains the class agenda, homework assignments, and reading assignments for a college literature course on identity and passing. The course meets twice a week for 3-hour sessions over 11 weeks. It covers topics like racial, gender, and sexual orientation passing through readings such as novels, short stories, poems and scholarly articles. Students are assigned regular reading, weekly blog posts responding to the texts, and 4 essays over the course of the semester. The document outlines the topics, assignments, and deadlines for each class session.
Ewrt 1 b mw syllabus winter 2016
This document provides the class agenda, assigned readings, and homework for an identity studies course over 12 weeks. It includes:
1) An introduction to identity and assigned readings on the topic in Week 1, including an in-class writing assignment.
2) Discussion of assigned texts on racial passing in Weeks 2-4 and an in-class exam on identity terms.
3) Continued exploration of passing and sexuality/gender passing in Weeks 5-7, including work on the first three essays.
4) Examination of trickster characters and assigned research for the final paper on the topic in Weeks 8-10, culminating in a library workshop.
5) Discussion of reverse
Ewrt 1 b mw syllabus winter 2015
This document contains the class agenda, homework assignments, and reading assignments for a college literature course on identity and passing. It summarizes two weeks of the course, which focuses on exploring concepts of identity through assigned readings, discussions, and writing assignments, including three essays. The course introduces concepts of identity and passing through introductory lectures and in-class writing. Students are assigned short response posts and begin working on their first essay on personal narratives of identity. They also begin discussing assigned readings that explore racial passing, including works by Langston Hughes, Nella Larsen, and others. The document outlines the class meetings, assignments, and readings for continuing to explore these concepts and developing the first two essays over the next two weeks.
January 11, 2010
The document outlines the homework assignments and agenda for an English class on January 11th. It includes discussing potential ideas for a semester project and finalizing those ideas. Students are asked to research three non-American cultures and explain their choices. They are also reminded to prepare for an upcoming Socratic seminar and in-class essay on the assigned summer reading. Students must purchase a vocabulary book and binder with specific dividers by January 19th.
Ewrt 1 b winter 2014 tth new f ilm version sheet1
This document provides an overview of the syllabus and assignments for an English writing course focused on identity and passing. Over the 12-week semester, students will write 5 essays exploring different types of passing: narrative, argument, response to literature, research paper, and a final reflective essay. They will read works addressing racial, gender, and sexual passing. Discussions center on defining identity, judgments based on appearance, and experiences passing intentionally or unintentionally. Students complete weekly blog responses, in-class writings, and peer reviews to develop their analytical and writing skills for the series of passing-themed essays.
Unit Two / Class Schedule / English 102
This document outlines the class schedule and assignments for English 102 during weeks 7-13 of the spring 2019 semester. It focuses on Unit 2, which involves performing research and asking questions. During weeks 7-8, students will finalize their research topics, complete library research, and write a topic abstract and source list. Weeks 9-11 involve discussing readings, integrating research into personal essays, and working on exploratory research essay drafts. Week 12 consists of conferences to discuss rough drafts. Weeks 13 includes peer review of drafts and submission of the final exploratory research essay and annotated bibliography.
Similar to 102 scheduleupdatethrumar31 (20)
More from Caitlin Palmer
Listicle remediation Palmer
This document provides instructions for creating a "listicle", which is a list-based article format, as a way to remediate and share research findings. It instructs students to choose 4 examples in a category related to their research topic, summarize each example in 1-2 sentences with details like who, what, where, when, why, and what readers can learn. An image with caption should accompany each example. Students should include a link to a relevant source after each example and present their listicle in 2-3 minutes for optional bonus points. The listicle is worth up to 50 points total.
Research paper ( 2500 words or 8 pages) edited
This document outlines the requirements for a research paper that will analyze an issue by considering different perspectives and solutions. It provides questions for students to guide their research and analysis. The paper should be 8 pages and include an introduction discussing the student's perspective on the issue and how their background shapes their view. The main body will present research from 3-4 sources that support the student's approach and 1-2 sources with alternative views. A conclusion will synthesize what was learned and reflect on the research process. Students must incorporate different source types, including an image, data, and an unconventional source.
CPalmer Apologia
The document provides an assignment asking students to write an 800-1000 word "apologia", which is a Greek term for a defense or justification of an issue. Students are asked to take a complex real-world problem, define it from multiple perspectives, summarize the key point of conflict or "stasis point", and propose a potential solution or next step. The apologia should incorporate research from two outside sources and aim to clearly and concisely present an argument while addressing an opposing viewpoint with the goal of moving the issue forward.
Palmer 102 Personal Essay
This personal essay prompts the writer to tell a story about themselves using the themes of knowledge, experience, and familiarity. The essay should be 3-4 pages and focus on something the writer knows to be true about themselves based on their unique experiences. The essay should have 3 parts: setting the scene by describing a situation, developing the situation by providing context, and resolving the situation while reflecting on how it affected the writer then and now. Elements like coming back to an initial item or image at the end and using specific details in their own voice are encouraged.
Spring 2018 102 syllabus
This document provides the syllabus for an English 102 college writing course. The course will focus on developing skills in persuasive and expository writing through assignments such as a personal essay, letter, and research paper. Students will analyze the perspectives and writing styles of diverse authors. The goals of the course are to improve students' abilities to write for different audiences, analyze and synthesize sources, conduct research, and provide constructive peer feedback. The syllabus outlines assignments, deadlines, required materials, attendance policies, and course expectations.
“The pitch” due wed, dec 6
The document provides instructions for a one to two minute presentation to pitch a research paper. It outlines the components that should be included in the presentation: an image, explanation of the image, facts the audience already knows ("set-up"), something new revealed in research ("closer look"), and why the topic matters ("So What?"). Transitions should tie each piece of information together, moving from the image to set-up, set-up to closer look, and closer look to why it matters. An example presentation is provided that discusses independent films, revealing they have higher representation of women and minorities than blockbuster films, and concluding audiences would be missing important voices if they did not investigate these films.
Notes on the conclusion
The document provides guidance for reflecting on key aspects of the research process in the conclusion of a research paper, including the research process itself, sources used, concepts explored, and a single source. It emphasizes using specific examples and details rather than vague statements. For reflecting on the research process, it advises addressing whether the original question was answered or proved more complicated, and suggesting avenues for further research. When discussing sources, it recommends describing the range of perspectives incorporated. In reflecting on concepts, it prompts naming concepts that were not covered but could be. And for analyzing a source, it says to discuss how its style and format contributed to its message and credibility.
Book review ( 750 words, 2
This document provides options and guidelines for two rhetorical analysis assignments: a book review or visual analysis. For the book review, students will write a 750-word review of a short story, discussing how the author creates narrative empathy for characters through details, plot, and tension. For the visual analysis, students will analyze a photo or film clip using concepts from the textbook such as emphasis, framing, and lighting to discuss how formal elements convey mood and atmosphere. Both assignments require close analysis and should demonstrate an understanding of rhetorical techniques.
Steps for research CP
This document provides steps for conducting research for an English 102 class. It outlines strategies for developing a thesis question such as combining a topic with additional keywords. Some key steps include asking librarians, classmates, or experts about sources; Googling examples to find related articles and keywords; checking citations on Wikipedia pages; and following sources in other articles' citation sections. The document also recommends finding stories related to the thesis angle, researching how different groups are affected by the topic, using anecdotes, and including relevant statistics.
Research paper ( 2500 words or 8 pages)
This document outlines the requirements for a research paper that will analyze how a message is presented to different audiences. Students must pick a message and examine how its form varies based on the intended audience. They are asked to consider questions like which forms are most effective and how understanding message forms will impact how they consume information in the future. The paper should include an introduction discussing the student's perspective on the topic, 3-4 representative research sources, 1-2 opposing sources, and a conclusion reflecting on what was learned. Sources must incorporate analyzing an image, data, and an unconventional source like art.
Questions to ask about “style” and “medium”
This document provides questions to consider when analyzing the style and medium of a creative work. For style, it suggests considering the tone of the author, how they establish credibility, any images used, and whether they aim to create an emotional impact or logical argument. For medium, it recommends examining the type of work, its length, visual layout, intended purpose, target audience, and how it is meant to be consumed. Analyzing these elements can provide insight into how the work was created and intended to be interpreted.
Peer review guidelines
The document provides peer review guidelines for revising an essay. It lists 7 areas of focus for revision: 1) word choice and style, 2) visualization, 3) describing two forms of the message's medium, 4) avoiding cliches, 5) including a moment of tension, 6) properly introducing quotes, and 7) meeting formatting requirements. Reviewers are instructed to provide specific examples and suggestions for improvement in each area and submit their review as a typed response.
Paraphrasing and quoting
The document provides guidance on paraphrasing and quoting sources. It discusses paraphrasing by describing the content and function of information in a source. It also discusses when to quote, summarize, or paraphrase based on factors like impactful language, authority, or statistics. The document advises introducing quotes with attribution and context, and integrating them grammatically into own sentences. It also offers punctuation choices for quoting and a two-step process for summarizing and quoting.
Personal narrative 750 words or 2 (1)
This document provides instructions for a personal narrative assignment requiring students to analyze a message that has resonated with them. It instructs students to describe the content of the message, analyze the medium through which they received the message multiple times, and reflect on how analyzing the message has changed their perspective. The narrative should be structured like a story, using the analysis of the message to reveal aspects of the student's identity, influences, relationships, and experiences as a consumer in their generation and culture.
Fall 2017 102 syllabus
This document provides the syllabus for an English 102 college writing course taught by Caitlin Palmer in fall 2017. The course will examine how messages are perceived based on their medium or genre, including digital media, visual, print, and academic forms. Students will complete writing assignments such as a personal narrative, critical analysis essay, group visual project, book review, research paper, and multimodal remediation. The course aims to improve students' skills in persuasive and expository writing, and develop their ability to comprehend and analyze various types of prose. Major assignments are outlined, along with participation expectations, attendance policies, textbook information, and the instructor's contact details.
Updated assignment4researchpaper (1)
This document outlines the requirements for Assignment 4 Research Paper. It asks students to research one issue in depth by developing their own claim and answering an initial question. The paper should have three sections - an introduction explaining the student's perspective on the issue; a research section analyzing at least three representative sources, one to two alternative sources, and one to two supporting sources; and a conclusion reflecting on what was learned and how the research broadened or focused the issue. Students are asked to consider their background and how it shapes their view of the issue. The research section should incorporate different source types and address images, studies, and an unconventional source.
Updated assignment4researchpaper
This document outlines the requirements for Assignment 4 Research Paper. Students are asked to choose one issue to research in depth. The paper should be divided into three sections - an introduction, research body, and conclusion.
In the introduction (1-1.5 pages), students should provide their perspective on the issue, background knowledge, questions, and how learning about the issue may benefit them.
The research body (4.5-6 pages total) should incorporate three representative sources, one to two alternative/opposing sources, and one to two supporting sources on a similar theme.
The conclusion (1-1.5 pages) should synthesize what was learned and its importance. Students should reflect on the research
Copyof assignment4researchpaper
This document outlines the requirements for Assignment 4, a research paper. Students are asked to pick one issue they find intriguing and research it from multiple perspectives. They will examine their initial assumptions about the issue and how their background affects their view. The bulk of the paper involves researching the "dominant discourse" around the issue, including the rhetoric and language used by supporting and opposing groups. Students should look at words, images, concepts valued by each group. Finally, students will reflect on what they learned, how their understanding changed, and the importance of gaining different perspectives on issues. The paper requires sources from books, scholarly articles, pop culture, websites, and one image, research study, or unconventional source.
More from Caitlin Palmer (19)
Recently uploaded
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Recently uploaded (20)
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
102 scheduleupdatethrumar31
- 1. Spring 2017 Semester Schedule Week One: M W F Why Write? Myself Winter Break In Class: Syllabus Reading Due BbLearn: Jeremiah O'Hagan's "Essaying" Jan 9,11,13 In Class: Essay 1: A Time When Words Failed You Week Two: M W F No Class, MLK Jr. Day Reading Due BbLearn: Alain de Botton's "On Curiosity"; Ann Lammott’s “Shitty First Drafts” Reading Due: Becoming Rhetorical, Ch 2 “Exigence” & “The Communicators,” p 6 - 8 Jan 16,18,20 Writing Due: Essay 1 Draft Week Three: M W F Why Write? Those Around Me Reading Due Becoming Rhetorical, Ch 6 “Everyday Problems,” p 63 - 65 Reading Due: Becoming Rhetorical, Ch 6 “Identify Stakeholders - Presence Generator,” p 67 - 70 Reading Due BbLearn: "Dear Sugar," The Rumpus, 3 responses Jan 23,25,27 Writing Due: Essay 1 BbLearn: "Dear Sugar," The Rumpus, 3 letters Reading Due: Becoming Rhetocial, “What It Means - Why Rhetoric Production,”p1-3 Week Four: M W F Reading Due: Becoming Rhetorical, “Purpose - Appealing to Emotion” p9-13 Reading Due: BbLearn: Bill Clinton’s White House Speech Reading Due BbLearn: Excerpt Becoming Rhetorical Ch 3 “Thinking - Understanding How” p1-4 Jan30,Feb1, 3 Writing Due: Essay Prep - An Issue Reading Due: BbLearn: Jennifer Lawrence “Why Do I..” Writing Due: Essay Prep - A Response Week Five: M W F Reading Due: Becoming Rhetorical Ch 1 p 4; Excerpt Becoming Rhetorical Ch 8 “Explaining” p 1-4 Writing Due: Essay 2) Apologia Rough Draft, hard copy In Class: Revisions No Class - Instructor Absence for Conference
- 2. Feb 6,8,10 Week Six: M W F Reading Due: Becoming Rhetorical Ch 6 “Articulating - For Discussion” p 70-73 Reading Due BbLearn: "The Clan of the Nacirema" Reading Due: Feb 13,15,17 Week Seven: M W F Why Write?: A Larger Perspective, and What's Mine? No Class - President’s Day Reading Due BbLearn: Photo Essay on Syrian Refugee Children Reading Due BbLearn: Ishmael,pgs 21 - 54 Feb 20,22,24 Writing Due: Apologia Final Draft due Sunday midnight Reading Due Becoming Rhetorical Ch 4 “Visual Rhetoric,” pgs. 24 - 30 In Class: Small Prompt: Going down the rabbit hole Week Eight: M W F Library Week Meet in Library Lobby Meet in Library Second Floor Classroom Meet in Library Second Floor Classroom Feb 27, Mar 1,3 Week Nine: M W F Reading Due: Becoming Rhetorical Ch 10 “Evaluating” p XX In Class: Annotated Bibliography Lesson Reading Due: Becoming Rhetorical Ch 12 “Research” p XX Mar 6,8,10 Week Ten: M W F No Class - Spring Break Mar 13,15,17 Week Eleven: M W F Conferences Catch up day Reading Due: BbLearn pdf, Becoming Rhetorical Ch 7, p 2 (H1) - 6 (not Assignment/ Discussion sections)
- 3. Mar 20,22,24 Week Twelve: M W F Reading Due:BbLearn pdf, Becoming Rhetorical Ch 8 “Explaining” p 3 - 5, 7 - 9 Reading Due:BbLearn pdf, Becoming Rhetorical Ch 9 “Defining” p 1-5, Reading Due:BbLearn pdf, Becoming Rhetorical Ch 9 “Defining” p 7 (Arguments about…) - 10 Mar 27,29,31 Week Thirteen: M W F Reading Due: Article on coming to a new perspective Reading Due: Becoming Rhetorical Ch 11 “Proposing” p XX Apr 3,5,7 Week Fourteen: M W F Reading Due BbLearn: Activism, Organizations, etc Apr 10,12,14 Writing Due: Research Paper First Draft Week Fifteen: M W F Why Write?: Beyond the Page No Class: Conferences No Class: Conferences No Class: Conferences Apr 17,19,21 Week Sixteen: M W F Apr 24,26,28 Writing Due: Research Paper Week Seventeen: M W F Reading Due: Becoming Rhetorical Ch 13 “Creating Visual Comp.” p XX May 1,3,5 In Class: Work on Multi-modal Presentation Week Eighteen: M W F Presenting/ Activity Forum Presenting/ Activity Forum No Class OR Party May 8,10,12
- 4. * The final weeks and readings are as yet only roughly planned; they will be more fully scheduled when Jodie Nicotra has completed these last chapters towards the middle of next semester. Highlighted sections include page areas unknown; as well, the pagination to complete chapter reading will be spread out to nearby “blank” days.