Unit1 course calendar
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This document provides a course calendar for an English 101 class' first unit on personal narratives over 4 weeks. Week 1 introduces the class and assigns a skills assessment and topic generation. Week 2 focuses on discussing sample essays and identifying patterns. The first draft of Essay 1 is due at the end of week 2. Week 3 discusses more samples and revising. Research methods are covered. Week 4 discusses sentence crafting and using research in personal narratives. The second draft of Essay 1 is due at the end of week 4 along with a library scavenger hunt.
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This document provides an overview of the class schedule and assignments for a college writing course over 12 weeks. It includes:
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Unit 1 schedule / english 102 / shearer / fall 2019 / 9.11.19
This document provides the class schedule and assignments for English 102's first unit on personal narrative writing. It outlines the weekly readings, discussions, and assignments over a 5 week period beginning in late August. The schedule introduces students to personal essay writing through readings by Didion, Jamison, Iyer, Fuhrman, and Barnes. Students are guided through drafting and revising a personal narrative essay with peer reviews, conferences with the instructor, and a final draft due at the end of the 5 weeks. The unit also introduces the next research-based unit and assignments.
Unit 1 / Schedule / English 102 / Shearer / Fall 2019 / 9.25
This document provides the class schedule and assignments for English 102 during the first 5 weeks of the semester. It includes the following:
- An overview of the readings, discussions, and assignments for the personal narrative essay assignment in Unit 1, including readings on writing personal essays and examples of personal narratives.
- Details of class meetings and assignments such as discussion posts, drafting exercises, conferences, and peer reviews to help students complete a first draft and final draft of their personal narrative essay.
- An introduction to the research project in Units 2-3 and assigned reading from another text to transition to the next assignment.
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This document provides the class schedule and assignments for Unit One of an English 102 course titled "Exploring Personal Narrative". It is divided into five weeks. Week 1 introduces the unit and assignments through readings and discussions on personal essays. Week 2 focuses on writing place through readings on nature and identity. Week 3 covers finding focus and structure through draft work. Week 4 includes individual conferences on rough drafts. Week 5 consists of peer review sessions and introduces the next research project. The schedule outlines daily readings, writing assignments, and goals for developing a personal narrative essay over the first five weeks of the course.
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This document outlines the schedule and assignments for a four-week unit on personal narratives and place-identity. In week 1, students will be introduced to the unit and assignment, and read examples of personal narratives. They will also submit their first journal post. Week 2 focuses on extending narratives beyond the personal with techniques like "The Thing & The Other Thing" and includes required readings. There are also one-on-one conferences and students submit a rough draft. Week 3 has more conferences, peer workshops, and readings on revision as students work to edit their drafts. They also submit another journal post. Week 4 is when the final narrative essay is due along with another journal post.
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The document outlines a 7-step process for effectively previewing a chapter in a textbook: 1) Read the title to understand the topic, 2) Skim the introduction for an overview, 3) Read headings and subheadings to grasp the organization, 4) Examine visuals for a deeper understanding, 5) Identify important vocabulary terms in bold or italics, 6) Scan the summary or conclusion, and 7) Read any chapter questions to focus on key points. Following these steps takes 3-5 minutes to help students optimize their reading comprehension and retention.
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The document provides reading and writing prompts for students based on Chapter 1 of the book "Mr Majeika" by Humphrey Carpenter. It includes 5 activities: 1) reading comprehension questions about characters and the most important character after reading an excerpt, 2) a two paragraph writing prompt about imagining being a student on the day Mr. Majeika arrives as their new teacher, 3) grammar and spelling exercises, 4) practicing spelling words and writing definitions/sentences, and 5) practicing handwriting the spelling words neatly. Students are encouraged to complete the activities and email any work to their teachers.
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This document provides the class schedule and readings for Unit One of an English 102 course titled "Exploring Personal Narrative". The schedule outlines the topics to be covered each week from August 26 to September 27, including discussions of assigned readings on personal essays and narrative writing. Students are expected to complete discussion posts responding to the readings each week and work on drafting a personal narrative essay over the course of the unit, with peer reviews scheduled for the final two weeks. Administrative deadlines are also noted.
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Unit 1 schedule / english 102 / shearer / fall 2019 / 9.11.19
Unit 1 schedule / english 102 / shearer / fall 2019 / 9.11.19
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Unit 1 / Schedule / English 102 / Shearer / Fall 2019 / 9.25
Unit 1 / Schedule / English 102 / Shearer / Fall 2019
Unit 1 / Schedule / English 102 / Shearer / Fall 2019
Unit 1 / Schedule / English 102 / Shearer / Fall 2019
Unit 1 / Schedule / English 102 / Shearer / Fall 2019
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Unit 1 / Schedule / English 102 / Shearer / Fall 2019
More from Jamie Flathers
Chicago nb citations
The document provides an overview of Chicago style citations. It discusses why citations are used in different styles depending on academic disciplines. Chicago style uses footnote citations and a bibliography. The presentation covers general formatting guidelines, in-text citations, footnote format, bibliography entries, and citing primary sources. Examples are provided to illustrate Chicago citation style. Additional resources for citations are also listed.
Apa sample no formatting sec 3
This document is a scholarly essay that analyzes the poem "That Now Are Wild and Do Not Remember" by David Ferry as an example of traumatic poetry. The essay discusses how the poem depicts the crisis of language, disruption of linear time, and destruction of a sense of place that are characteristics of the literature of trauma. Through repetition and an inability to fully articulate the traumatic event, the poem's speaker, like characters in trauma fiction, struggles to narrate their experience. The essay argues that poetry is an effective medium for communicating trauma and should be considered alongside other forms in discussions of the traumatic aesthetic.
Apa style citations revised2
The document provides information about citing sources in APA style. It discusses the purpose of citations, which is to avoid plagiarism and allow readers to find the sources themselves. It explains that citations have two parts - in-text citations and a reference list. Examples are provided of how to cite different sources, including books, journal articles, and websites, within the text and in the reference list. Templates are given for common citation situations, such as direct quotes with and without signal phrases.
Apa style citations revised
The document provides information about citing sources using APA style. It discusses including in-text citations with author's name and date in parentheses when paraphrasing or quoting a source. It also explains including a references list with full bibliographic citations of all sources used. The references list includes author, date, title, publisher, and is alphabetized with a hanging indent. Examples are provided of in-text citations and reference list entries.
Apa style citations
The document provides an overview of APA citation style, explaining why citations are important, how to format in-text citations and reference list entries, and providing examples of direct quotes, paraphrases, and reference list entries for various source types like books and journal articles. It covers topics such as using signal phrases, handling multiple authors, and including page numbers in citations. Additional resources for APA style are also listed.
Major assignment 3 lecture nine integrating quotes
This document provides a guide to integrating quotes into academic essays using MLA citation style. It discusses using signal phrases to introduce quotes and paraphrasing, and provides examples of citing sources with and without page numbers in both the text and works cited list. Whether the author's name is mentioned in the signal phrase or not determines whether only the page number or both the name and page number appear in parentheses. Additional resources for citing different source types are also included.
Major assignment 3 lecture eight analyzing the text
This document provides guidance on analyzing a scholarly article for a rhetorical analysis assignment. It begins with an explanation of how to integrate quotes from the text to support claims about the text. Then, it analyzes the exigence, motivations, and aims of Donald Murray's article "Response of a Laboratory Rat" through relevant quotes. The analysis of exigence discusses the context of writing process research at the time. For motivations, it examines quotes that explain Murray's willingness to participate. Finally, it identifies Murray's aims as helping readers understand writing processes and encouraging more humane research methods based on quotes from the article. The document concludes by advising the analysis of one element at a time using evidence from the text.
Major assignment 3 lecture seven formatting the essay
This document provides instructions on formatting an essay for a rhetorical analysis assignment using MLA style. It recommends including headings to organize the various required elements, such as an introduction, sections on historicizing the text and summarizing the text, and a section for analyzing the text's exigence, motivations, and aims. Sample headings suggested include "Introduction", "Historicizing the Text", "Summarizing the Text", and "Analysis" with subheadings for "Exigence", "Motivations", and "Aims". The conclusion should discuss what was learned from conducting the analysis and implications of the insights.
Major assignment 3 lecture six summarizing the text
In the short article "Response of a Laboratory Rat—Or, Being Protocoled" by Donald M. Murray, the writer reflects on his experience as the subject of an experiment about the writing process of professional writers conducted by researcher Carol Berkenkotter. Murray discusses in eleven short, numbered sections the things that surprised him about his own writing process, what he learned, and the implications for his teaching and further research in the area. Berkenkotter asked Murray to think aloud as he wrote and analyzed his writing process, seeking to learn more about how skilled writers plan and revise. Murray was surprised by aspects of his process and discovered the value of making himself available to students during their writing. He advocates for more
Major assignment 3 lecture five historicizing the text
The document provides instructions for students to analyze a scholarly article by historicizing the text. It explains why this type of analysis is important for understanding the context in which a piece was written. Students are directed to research the author's credentials, publication details, intended readership, and date to properly situate the text. Specific questions are outlined to guide the research process, including the author, publisher, typical audience, and timeframe. Answering these questions will help students comprehend the text and broader discussion it engages with.
Major assignment 3 lecture four going back to the prompt
This document provides guidance on rhetorically analyzing a scholarly article. It summarizes an article by Christina Haas and Linda Flower that discusses reading texts for both content and context. It explains how to read "beyond the content" by considering an author's intentions, the surrounding discourse, and intended effects on readers. An example Facebook post is analyzed rhetorically. The document stresses the importance of rhetorical reading strategies, especially for evaluating information during crises. It also lists transferable skills learned from this type of textual analysis.
Major assignment 3 lecture three haas and flower
This document provides context and instructions for students to read the scholarly article "Rhetorical Reading Strategies and the Construction of Meaning" by Christina Haas and Linda Flower. It summarizes the article's key points about more experienced readers using different reading strategies than less experienced ones. It informs students that reading this article will help complete their assignment to practice the rhetorical reading strategies described. It provides due dates for reading the article and responding to it in a Blackboard post.
Major assignment 3 lecture one_the prompt
This document summarizes a lecture on approaching a rhetorical analysis writing assignment. It begins by defining key terms in the prompt like "rhetorical", "exigence", "motivation", and "aim". It then uses examples and analogies to explain how to analyze a text's context, reasons for being written, and intended outcomes. The lecture emphasizes reading the prompt thoroughly, finding a relevant text to analyze, and producing a one page summary as the first step. The goal is to walk students through the process of completing the assignment as a professional writer would.
Online options and reading discussion 3.12.20
This document outlines the agenda for an online class meeting that was moved fully online due to COVID-19. It includes announcements about assignment due dates being adjusted, online class options being surveyed, and demonstrations of the online tools Zoom and Panopto. It also describes a planned class activity called "The Voices in My Head" where students identify influences on their writing. The instructor expresses their commitment to supporting students' writing development online and caring for students' well-being during this difficult time.
Peer review procedure, portrait of a writer
This document outlines a four-part peer review procedure for reviewing writing portraits:
1. Evaluate the flow and organization of ideas through rearranging sentences and paragraphs.
2. Assess whether the conclusion discusses what was learned from the process.
3. Check that all claims are supported by specific examples and evidence.
4. Discuss goals, strengths, weaknesses, and possible topics for revision with the writing partner.
Flathers engl101.2020sp syllabus_final
This document is the syllabus for an English 101 course taught by Jamie Flathers at Washington State University in Spring 2020. The syllabus provides Flathers' contact information and office hours. It describes the course as introducing students to writing as both a skill and academic subject through sustained writing practice and revision. Students will complete assignments such as a literature review, literacy narrative, discourse community analysis, and rhetorical reading. The syllabus outlines policies on attendance, late work, communication, academic integrity, and reasonable accommodations.
Unit3 essay instructions
This document provides assignment instructions for Essay 3 in an English 101 class. Students are asked to research and advocate for a solution to the problem identified in Essay 2. They must discuss at least two solutions proposed by stakeholders and argue why one solution or a combination of solutions is superior, supported by evidence. The essay should follow an ordered outline and be formatted according to MLA style. Drafts are due on November 1st and 15th as printed and stapled hard copies.
Mla style citations
The document provides guidance on integrating research using MLA citations in 3 sentences or less:
It discusses the need to cite sources for direct quotes and paraphrases using both in-text citations and a works cited list. Examples are given for citing sources with page numbers and without page numbers. Basic templates are also provided for citing different source types like books in a works cited list.
Sentence revision strategies
The document provides three strategies for revising sentences to make them more concise:
1. Remove unnecessary modifiers like "so", "just", and "really" that don't contribute meaning.
2. Remove auxiliary or "helping" verbs like "is", "are", "was" that aren't needed to convey action.
3. Resist explaining obvious details and instead remove redundant information to make sentences more direct.
Unit2 essay instructions
This document provides instructions for an assignment in Jamie Flathers' English 101 class to write an essay defining a problem. Students are asked to identify a problem suggested by an experience discussed in a previous essay and research its history and 2-3 causes. The essay should be between 1600-2000 words, include at least 5 credible sources with one scholarly source, follow MLA format, and be double spaced with stapled paper copies turned in on two due dates. The goal is to inform classmates about the identified problem and its causes in a neutral, objective manner.
More from Jamie Flathers (20)
Major assignment 3 lecture nine integrating quotes
Major assignment 3 lecture nine integrating quotes
Major assignment 3 lecture eight analyzing the text
Major assignment 3 lecture eight analyzing the text
Major assignment 3 lecture seven formatting the essay
Major assignment 3 lecture seven formatting the essay
Major assignment 3 lecture six summarizing the text
Major assignment 3 lecture six summarizing the text
Major assignment 3 lecture five historicizing the text
Major assignment 3 lecture five historicizing the text
Major assignment 3 lecture four going back to the prompt
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Unit1 course calendar
- 1. Jamie Flathers English 101.50 and 56, Fall 2019 Page 1 of 1 Course Calendar for Unit 1: Personal Narrative Week 1 August 19 Introduction to class Agenda: attendance; Blackboard site; four major essays; draw your relationship to writing August 21 Introduction to Essay One Agenda: assignment instructions; skills assessment; Adichie short Due: Doodle poll for office hours August 23 Orientation: AML Read: Ede, p. 262-269 Due: try at least one of the strategies from the textbook and use those to generate three possible topics for essay one Agenda: narrow down essay topics; how to start an essay Week 2 August 26 Read: Bad Eyes by Erin McGraw Agenda: discuss McGraw; identify possible patterns in your essay August 28 Read: Werner by Jo Ann Beard Agenda: discuss Beard; how to use luminous details August 30 – first draft due (peer review) Agenda: peer review Week 3 September 2 – Labor Day- no class September 4 Read: Magical Dinners by Chang-Rae Lee Agenda: discuss Lee; how to use vertical and horizontal movement September 6 Read: Ede p. 287-292 Agenda: revision plan for essay one Week 4 September 9 Read: The New Mecca by George Saunders Agenda: discuss Saunders; sentence craft September 11 Read: chapter one of Dead Man Walking by Sister Helen Prejean Agenda: discuss Prejean; research in personal narratives FYF: Library Scavenger Hunt, 6pm (see FYF module for more details) September 13 – second draft due (autopsy report)