ENGW 1302 Calendar (Spring 2015)

 Return to ENGW 1302 Syllabus

Rhetoric & Composition II Weekly Calendar (Spring 2015)

NOTE: The calendar is our game plan for the semester, but the dates and assignments are subject to change depending on our needs as a class. Check here often for updates and modifications. You’ll get plenty of notice when I adapt the anticipated schedule. You can always find a calendar at a glance here.

WEEK 1 | Introductions

Monday, January 12—Course Introduction

  1. Course Introduction
  2. Getting started in ENGW 1302

Homework: What you need to prepare before our next class meeting

  • Create your 1302 course folder as described here. You may also want to familiarize yourself with Google Drive by watching the recommended videos or searching on your own for instructions on YouTube. Remember to share your course folder with me, but I also need you to create subfolders for each major writing project and your Reading Reflection Logs.
  • You have two readings to complete before our next class meeting. You should read “Introduction to the Conversation” in your Writing about Writing textbook (pages 1-11).
  • You also need to read Nathalie Singh-Corcoran’s “Composition as a Write of Passage.” Complete your first Reading Reflection Log and add this to your private Google Drive folder. I’ll also want to see how you made notes in the reading, so please print out the article and bring it (or your reading notes) to class.

Remember that your grades and attendance will be available via Blackboard, but otherwise, everything related to this course will be posted here and/or available via Google Drive. If you ever wonder what’s due on a particular date, or what you need to read before you come to class, you can check here or our overview calendar.

If you don’t find what you’re looking for or you are confused about something, you can email me (ilamc@stedwards.edu) or stop by my office during my office hours (Sorin Hall 117; MW 10:00 to 11:00 am, 5:00 to 6:00 pm; F, 10:00 to 11:00 am; or by appointment).

Wednesday, January 14—What are we doing in this class?

    1. Transfer discussion
    2. Singh-Corcoran discussion

Homework: What you need to prepare before our next class meeting

  • Read “Active Reading” on the Writing Commons website. (The “Active Reading” video is optional—you can watch it if you’d like.)
  • Read Alfred North Whitehead’s “Universities and Their Function,” which is available via Blackboard in our Course Documents folder.
  • You have a RRL due for the Whitehead reading, and you will also be required to submit your annotated copy of the reading (which will be part of your RRL grade—see your RRL rubric).

Pre-READING QUESTIONS for Whitehead: What claims does Whitehead seem to be making about learning, imagination, and experience? What is the relationship between education and research (425)? How can experience, or lack of experience, be a “difficulty” for institutions of higher education (424)? What does it mean for imagination to be communicated, not taught, or learned, but communicated (425)?

Friday, January 16—What shall we learn?

    1. Annotation and active reading discussion
    2. Whitehead discussion

Homework: What you need to prepare before our class meeting on Wednesday

  • No class on Monday because of the MLK, Jr. holiday, but you do have two low-stakes assignments. First, read the assignment sheet for Writing Project 1.
  • Read “What is Rhetoric?” by William Covino and David Jolliffe (WAW, 325-346). You’ll want to take the advice from “Making Sense of the Readings” (10-11) into account.
  • Complete a RRL for Covino & Jolliffe. Annotate your reading and, if necessary, make me a copy for review. Add to your RRL folder in Google Drive, making sure to save the file with the appropriate name.
  • Start filling in your Terminology Bingo sheet. Use pencil, and include page numbers for your reference.

READING QUESTIONS for Covino and Jolliffe: Think about times you’ve heard people use the term rhetoric: what kind of situation? how were they using the term? Now, compare how you’ve heard the term used with how you understand it after this reading. What are the most obvious differences? For instance, do you understand the differences Covino and Jolliffe are trying to draw between the three kinds of rhetoric: situationally contingent art, epistemic art, philosophical rhetoric? Finally, Covinio and Jolliffe claim it is important to think of texts as “active” (para. 8). What do they mean by using this term, and if a text is active, what would it not be?

WEEK 2 | What is rhetoric?

Monday, January 19—

Wednesday, January 21—Defining Rhetoric for Analysis

    1. Covino and Jolliffe discussion
    2. WP1 Introduction
    3. Starting Rhetorical Bingo

Homework: What you need to prepare before our next class meeting

  • Revise your Rhetorical Terminology Bingo sheet as necessary.
  • Read “Why I Write Bad” by Milo Beckman. Complete a RRL.
  • Annotate this reading. In your annotations, focus on applying rhetorical terms from your bingo sheet. Mark particular moments that you think illustrate at least three (3) terms introduced by Covino and Jolliffe.

Friday, January 23—Rhetorical Bingo Applied

    1. Rhetorical Terminology discussion and application
    2. Understanding analysis as it applies to WP1

Homework: What you need to prepare before our next class meeting

We’re writing WP1 but starting to think about the major research assignment for this semester. To that end, start watching headlines for information about your discipline and/or about writing and reading as it relates to your future career plans. For example, if you are a kinesiology major (or a health nut), you may have seen this story circulating in the last week or so. If you’re just paying attention for writing-based research, you may have seen this, and this. The goal is for you to simply be curating your own resources that you might use for our Researched Argument. What should you do with these? For now, bookmark them, print them out, make a copy of them. You’ll be sharing these sources with me digitally, but you can track and curate them as you’d like.

WEEK 3 | (student) Writers, Researchers, & the Academy

 Monday, January 26—No Classes, Labor Day Holiday

  1. McClure Seminar (Student-Led Discussion)
  2. Previewing Library Instruction Day

Homework: What you need to prepare before our next class meeting

  • No homework.

Wednesday, January 28—Library Instruction Day

  1. We are meeting with four other 1302 classes in Carter Auditorium today. You cannot bring food or drinks into the classroom. Don’t be late, and don’t shame me (or make me shame you) by using electronic devices during the lecture.
  2. This session will be the foundation for 3 follow-up instruction days, so your attendance is not optional. You will accrue 2 absences if you fail to appear for this session.

Homework: What you need to prepare before our next class meeting

  • Read “Teaching the Rhetorical Dimensions of Research,” which is in our Blackboard course documents folder.
  • Complete your notes for the student-led seminar on Friday, which will serve as your RRL grade. Here’s a link to our questions.

Friday, January 30—What role does the library play in research?

  1. Fister discussion
  2. Library Instruction debriefing

Homework: What you need to prepare before our next class meeting

  • It’s time to start writing. The first step for a successful WP1 is to complete an analysis of each article. Using the questions embedded in WP1, complete an analysis sheet for Beckman, Fister, and McClure. What does this mean? Answer each question provided, keeping track of the various sections. You’ll need a separate file for each reading, and these should all be shared in  GDrive folder: 1302 / WP1 folder. There aren’t “right” answers to these questions; instead, they’re meant to get you thinking about rhetorical situations and rhetorical choices, which will be the foundation of WP1.
  • AFTER you have answered the questions, then take a stab at writing ~3 paragraphs. I’m not looking for introductions here. Jump right into the analysis discussion. Remember, your task is to make some claims about the choices each writer made when assembling these texts. Do not tell us about your reaction to the texts. Focusing on how the texts work for the rhetorical situation of each piece. I’ve offered some general advice for this project in WP1, but don’t make the mistake of answering all these questions. You need to focus on the rhetorical choices that stand out for you and that unite the various readings we’ve completed as a class.
  • Before you come to class on Monday, you should have (1) three analysis sheets for our three articles and (2) at least three paragraphs of analysis shared in your WP1 folder.

The only wrong way to do this work is to not do it at all. Don’t get behind. You’ll be overwhelmed. You can look ahead at samples, but I’d rather you start writing before we look at model texts.

NOTE: Here are the slides from our library session on Wednesday. Please retype your answers from the end of the session (the two reflection questions), and share these as an RRL, using the name Library Session. I’ll replace a 0 RRL if you have one; if you don’t need a replacement grade, then this will get you “credit” for upcoming RRLs should you need to skip one.


WEEK 4  |  Drafting, Revising, Drafting, Revising, Drafting…

Monday, February 2—Starting Analysis

  • Quick Sample Analysis
  • Quick Self-Assessment

Homework: What you need to prepare before Wednesday’s class meeting

  1. Use our discussion in class today to draft three (3) new paragraphs for Writing Project 1. You’ll be getting feedback from me about your project, but don’t wait to generate more content. You need a full draft by Friday, so you should be writing new paragraphs (in a new file) for Wednesday. Save these new paragraphs in your WP1 folder, using the title, 2nd Draft, WP1.
  2. Review the sample we started analyzing in class today, “Discovering the Truth: The Operation of Ethos in Anti-Smoking Advertising.” Focus on how Feldmann establishes the conversation for her scholarship. Pay attention to the various paragraphs that make up the introduction. What does each one seem to be doing? How do they seem to build on each other and connect? Then, notice the other sections of her project. How do they continue to build on the “sandwiches” we discussed in class today: Context > Evidence and/or Example > Explanation and/or Discussion.

Wednesday, February 4—Writing a Fullish Draft

  • Getting into the Analysis
  • Organizing and Arranging the Analysis

Homework: What you need to prepare before Friday’s class meeting

  1. Take approximately 6 minutes and watch this video about the use of peer review in writing classrooms. We’re going to put some of these practices to use on Friday.
  2. Prepare a full draft of your WP1. You should organize a new copy of this into our WP1 Peer Review folder. First, make a new copy of your WP1. The title of this file should be your name (Last Name, First Name) + WP1 Peer Review Draft. So, if I was sharing a file, my file name would be: McCracken, Moriah WP1 Peer Review Draft. To share the file, you simply need to drag and drop it into the WP1 Peer Review folder, which you should have added to your Google Drive.

Friday, February 6—Peer Review of WP1

  • Review of Peer Review Rubric
  • Time for Questions
  • Peer Review Completion

Homework: What You Need to Prepare for Monday

  1. Please finish leaving feedback for you peer. You have the file and the notes. You should complete your peer review before class time on Monday, so make sure you’ve given your two substantive recommendations by 12:00 pm on Monday, February 9.
  2. A full draft of your project must be in your GDrive 1302 folder by 7:58 am on Sunday, February 8 for instructor feedback. All your various paragraphs should be organized and formatted according to my specifications. Make sure you include a Works Cited page, and please title your draft: WP1 for Instructor Feedback. Do not delete or save over your existing versions—you need to keep all the versions for your Author’s Note.
  3. Your WP1 for Instructor Feedback draft should include a copy of your Author’s Note. Make this page 1 of your document. Here are the specific questions you should answer in your note:

(1) In WP1, you were asked to write an essay that closely examined, analyzed, and made a claim about the rhetorical situation and/or arguments presented in three articles we read. What experience did you have with these terms before this semester? How, if at all, did this assignment change your understanding of rhetorical terms? of rhetorical analysis? Use specific examples as appropriate.

(2) Thinking about the activities of this week—draft 3 paragraphs, receive feedback, draft 3 new paragraphs, receive feedback, write a full draft, receive feedback. Explain how these deadlines have or have not changed your understanding of writing as a recursive process.

(3) What changes have you made to your WP1 since Monday? Note at least three (3) key revisions or deletions. Explain why you made these changes, noting your use of instructor AND peer feedback. Be specific.

(4) How, if at all, has this assignment affected your understanding of rhetorical situations? In other words, how, if at all, has WP1 changed the way you understand and approach academic writing? In your answer, be sure to include your past understanding of academic writing (i.e. its purpose, function, and audience). Also, include your definition for rhetorical situation.

This draft is a perfect place to ask me questions. Use your Comment feature to highlight specific moments or places of concern. I’ll answer these as I read through the draft.

WEEK 5 |  Submitting WP1, Starting WP2

Monday, February 9—Working Day

I have an off-campus appointment that will prevent me from being in class today, so you have the day to work with my feedback, which you’ll receive over the weekend, and to polish and finalize your draft. You will have specific instructions from me about what I’d like to see revised in WP1 before you submit it for a grade on Wednesday.

Please remember that peer review feedback is due by 12:00 pm today.

I will be available via email and via Google Hangouts, so you will be able to contact me after 2:00 pm on Monday.

HOMEWORK, or what you need to do for Wednesday’s class meeting:

  1. Make a copy of your WP1 for Instructor Feedback file. Save this new file as Final WP1. I don’t want you to lose my feedback
  2. Using my feedback, revise your Author’s Note and WP1. Resolve any comments I left. Make sure you erase or re-format any sections I may have color coded. Delete any interlinear comments I embedded in a new color.
  3. Review the Caveats and Submission information on the Writing Project 1 sheet one last time.
  4. All edits should be completed by 11:59 am on Wednesday, February 11.

Wednesday, February 11—Asking Questions

  • Topics to Questions
  • Questions to Problems for WP2

Homework, to be completed before Friday

  1. Complete our Week 5 Barometer.
  2. Work on your own topics, narrowing your interests by experimenting with our four verbs: conflict, describe, contribute, develop.
  3. Write four potential research questions for your WP2. Put these in 1302 / WP2 folder.
  4. Read “Cupping the Spark in Our Hands” by Bernice Olivas. Complete RRL 7.

Friday, February 13—Revising Questions

  • Olivas Discussion
  • Research Question Workshop #1

Homework, to be completed before Monday

  1. Revised Research Questions due, using Olivas workshop. Add as a file to your 1302 / WP2 folder. Label this file Research Questions. NOTE: It is 1:49 pm on Friday. If you had a questions file in WP2, then you should have some notes from me about your existing questions. There are lots of really cool, relevant questions being asked. Great work so far!
  2. Draft of Sections 1, 2, and 5 due to your 1302 / WP2 folder. You’ll find the information you should copy and paste in the WP2 assignment sheet. This information should be clearly labeled in a single file, which should be saved as Draft 1 of WP2.

WEEK 6 | Research Questions and Proposals

 Monday, February 16—Understanding the Proposal

  1. Writing Project 2 Review
  2. Sample Writing Project 2 Discussion
  3. Q&A for Sections 1, 2, 5

Homework for Wednesday

  • Identify three (3) potential sources for your WP2. You should be using McClure’s recommendations about Wikipedia and Google here.
  • Add these three sources to Draft 2 of WP2, which will include any revisions of Sections 1, 2, and 5 as well as a first draft of Section 3.

Wednesday, February 18—Identifying Sources

  1. Review and Discussion of Selected Sources
  2. Q&A for Section 3
  3. Thinking about Section 4: Person, Place, or Thing?

Homework for Friday

  • Complete this short survey in advance of our conversation with Brittney.
  • Based on our discussion and my feedback, revise your three (3) sources as appropriate for Friday’s discussion.
  • Start thinking about who you could talk to, what you could study or analyze, or what you could observe to flesh out your research project. Draft Section 4 and add to Draft 3 of WP2, which should include ongoing revisions for Sections 1, 2, 3, and 5 as well.

Friday, February 20—Identifying Conversations via Sources

  1. Library Instruction Day with Brittney Johnson

Homework for Monday

  • Read “Activity Theory: An Introduction for the Writing Classroom” (WAW, 273-283).
  • Complete the Student-Led Seminar questions; you will need to submit the notes you prepare for RRL8 credit.
  • You’ll notice that there is no work on WP2 due this weekend. This doesn’t mean you shouldn’t be thinking about and researching your project. This work is self-paced in some respects. You may feel like you know where your project is going and what you want to do. If so, then just wait for comments on Draft 3—and there should be three drafts now, not one. If you’re still not happy and want more time, then just add notes to Draft 3. Tell me where you’re concerned, confused, lost, uncertain. The full draft of this project needs to be completed by March 4, but if you can finish early, and get my approval, then you’ll have more time for reading and thinking and writing for WP3: Annotated Bibliography.

WEEK 7 | Activity Theory + WP2

 Monday, February 23—Understanding Activity Theory

Homework for Wednesday

  1. Read “The Genres of Chi Omega: An Activity Analysis” by Victoria Marro (WAW, 302-313).
  2. Complete the activity triangle worksheet I provided in class (which is also on page 282 in your textbook) using one of the activity systems you talked about in your seminar notes. This doesn’t have to be complete. Bring your questions to class on Wednesday.

WP2 isn’t done yet. We’re still thinking about it and working on it. If you’re feeling stuck and/or want more help than written comments are providing, then you should schedule an appointment to talk with me.

Wednesday, February 25—Working with Activity Theory

  • Activity Triangle Worksheet Discussions
  • Marro Discussion

Homework for Friday

  1. Sign up for your short (~15 minutes) conference with me to discuss your Writing Project 1. You’ll find a rubric and a WP1 w/ comments file in your 1302 Google Drive folder. There are a few big picture notes in the rubric, but you and I will discuss your project and performance more in-depth during the conference time, making notes and suggestions for you to consider as you move into WP3 and WP4. If you cannot make any of the proposed times listed on the sign-up sheet, just let me know. Also, please be very careful when signing up. Don’t “bump” someone out of their time slot. All conferences will take place in my office: Sorin Hall 117; you don’t need to bring anything special to the conference. Just show up.
  2. Take a minute and reread your WP2. Think about your question and its topic as an activity system. Go back to your own Activity System triangle worksheet, and identify the various parts of that system. Note the tools and community members you have easy access to now; note the ones that you may not yet know.

Friday, February 27—Crafting Activity System Research

  • Activity System Worksheets

Homework for Monday

  1. Your task, should you choose to accept it, is to not produce any more writing for this project. Take the weekend off. Enjoy Homecoming festivities. Make your families feed you if they come to town. Sleep. Reset. Give me a chance to dig out of the weeds.
  2. If you must think about WP2, then really focus on Section 4: how is activity theory changing and modifying the person, place, or thing you want to use for this project? We’ll be working with Brittney on Monday to refine your search for scholarly articles for Section 3, so you should revise and finalize any presearch sources you’d like me to approve.


WEEK 8 | Finalizing Research Plans

Monday, March 2—Secondary Research

  • Mining the Databases


  1. Keep looking for secondary sources to help answer your question. We’re moving away from presearch sources now, and we’re looking for peer-reviewed and scholarly sources.
  2. You can find undergraduate research sources here, and these will be acceptable for this project.

Wednesday, March 4—Finalizing Primary Research

  • Choosing the “right” Research
  • Ethical Considerations in Primary Research
  • Designing Instruments
  • Building in Time for Research


  1. Complete your Primary Research timeline; either scan this and put the .PDF in your WP2 folder or bring it back with you on Friday with the dates filled in.
  2. Keep revising and finalizing your instruments; I need drafts of your informed consents and your questions as you will ask them in your final WP2 draft.
  3. If you’d like additional help writing your interview or survey questions, here’s a great resource you can consult.
  4. Keep identifying your sources for WP3; if you’d like help or more input from me, just ask.
  5. Create your Final WP2 draft; make sure it is in your folder. Make sure the sections are in order.

Friday, March 6—Moving from Proposals to Annotations

  • Q&A for WP2
  • Writing Annotations :: A Collaborative Effort

Homework, or What We Need to Do by Monday

  1. Writing Project 2 is due to your private Google Drive folder by 7:59 am on Saturday, March 7. These projects will be graded, and you will also receive one of the following ratings: Approved, Approved with Revisions, Rejected. You’ll know if there are any specific revisions required before you can continue with your research for WP3.
  2. Take the group pieces and craft your own annotation for Kain & Wardle. Put this draft in your WP3 folder as Collaborative Annotation Draft. 
  3. Sign up for your WP3 Conference with me, which will be holding next week. Do not erase someone else’s name; be very careful when editing this document. These conferences are mandatory because we will be holding them in lieu of regular class meetings.

WEEK 9 | Writing Project 3 + Conferences

Monday, March 9—Annotations + Corder Sheets

  • Corder Sheets
  • WP2 Q&A
  • WP3 Conference Q&A

HOMEWORK, or what you should work on this week:

  1. It’s conference week. I’m trying to set aside some time for you to get reading on your sources before Spring Break. We’ll have a peer review of your full draft on Monday, March 23, and then the revised project will be due at midnight on Wednesday, March 25. If you look at our calendar at a glance, you’ll see there is a reading assignment for Wednesday. Don’t plan on writing all your annotations the week after Spring Break. There’s not nearly enough time. Between now and March 23, you want to dive in and read like a crazy person.
  2. Remember to double- and triple-check your day and time for your WP3 Conference. You can always reschedule yourself if there is an open time.
  3. Prepare at least one (1) complete annotation for me to review at your conference. This is your best chance to receive feedback from me.
  4. Remember to also have your Corderian Analysis sheets ready for us to discuss.

Wednesday, March 11—WP3 Conferences

Thursday, March 12—WP3 Conferences

  • WP3 Conferences are not optional; failure to attend your conference will negatively impact your final grade.

Friday, March 13—WP3 Conferences


Monday, March 16—Friday, March 20

HOMEWORK, or what needs doing before we meet again:

  1. Upload a complete draft of your Writing Project 3 to our WP3 Peer Review folder.
  2. You’ll receive feedback from your peer on Monday, and I’ll also be commenting on Monday evening and Tuesday morning.
  3. The final draft will be due at 11:59 pm on Wednesday, March 25.

WEEK 10 | Writing Project 3 into Writing Project 4

Monday, March 23—Peer Review

HOMEWORK, or what needs doing before we meet again:

  1. Finish up your peer review feedback before 9:00 am on Tuesday.
  2. Using your peers’ feedback from class today (and my feedback from this evening and tomorrow), revise your annotations for WP3.
  3. Read John Swales’ “‘Create a Research Space’ (CARS) Model of Research Introductions” (WAW, 12-15).

Wednesday, March 25—Moving into WP4

HOMEWORK, or what you should be doing:

  1. Draft your own synthesis maps for WP4.

Friday, March 27—Student Seminar

  • Synthesis Maps Discussion, Show & Tell

HOMEWORK, or what’s next for us:

  1. Read Angelica T. Nava’s “Where Teachers and Students Meet: Exploring Perceptions in First-Year Writing.”
  2. Complete the Student-Led Seminar Questions in advance of Monday’s meeting for RRL 9 credit.
  3. Synthesis Maps (which are part of WP4’s final grade) are due on Monday.

NOTE: Draft 1 of WP4 will be due for Instructor Feedback on Wednesday, April 1. We’re heading into Easter Break, so you don’t want to miss this deadline. I’ll make notes and suggestions to keep you writing over the long weekend.

WEEK 11 | Writing WP4

 Monday, March 30—Nava as a Model Essay

HOMEWORK, or what you need to focus on:

  1. Before the Easter weekend, I want you to turn your synthesis maps into working skeletons for getting words onto the page. You should begin sketching out WP4. On Wednesday, you want to complete your Synthesis Skeleton for me to review over the break. I can give you ideas and recommendations for getting your claims in print.
  2. You should be wrapping up your primary research in the next two weeks, so don’t delay.
  3. If you’re feeling stuck, overwhelmed, or lost, then you should be scheduling appointments with me.

Wednesday, April 1—Library Instruction Day

  • Diving Back into Conversations
  • Finding Additional Support and Disagreements

HOMEWORK, or what you need to focus on:

  1. We have another long weekend ahead of us, but that doesn’t mean our research writing stops. You’ll notice on our calendar at a glance that we have three, back-to-back peer critique workshops after Easter. You must participate in each of these to receive full credit on WP4, as each is worth 10 points toward your final WP4 grade. Missing one workshop will automatically deduct 30 points from your final grade.
  2. On the Wednesday we come back from Easter, you’ll be expected to have drafted a territory section for WP4. This means you’ll use my feedback on your skeleton to convert notes and ideas into paragraphs.



WEEK 12 | Writing Week :: WP4

Wednesday, April 8—Audience and Purpose

  • Conceptual vs. Practical Argument
  • Audience + Purpose = Form

Homework, or What you should be working on this week

  1. Review my notes in your Corder Sheets and WP3.
  2. Use today’s discussion to refine your audience and purpose, revising the draft you prepared for class. I’ll be leaving feedback tomorrow. Watch for my notes and suggestions.
  3. Organize a copy of your draft into 04/10/15 Peer Review folder. You should save your file as Name, 04/10/15 Draft. So, mine would be Moriah, 04/10/15 Draft.

NOTE: Keeping track of your drafts is essential for the next week. Make a copy of today’s file. Rename it 04/13/15 Draft before you begin revising. You’ll repeat this process after each drafting and reviewing session. Also, do NOT resolve any comments made by me or by your peer.

Friday, April 10—Audience and Purpose Peer Review

Please be sure to add our WP4 Peer Review :: 04/10/2015 sheet to page 1 of your draft. It is in our shared folder.

  • Peer Review of Territory Sections, focusing on Audience and Purpose (Controlling Idea + Argument)
  • Previewing Methods Section

Homework, or what you should be working on

  1. Take a few minutes and complete this final survey for Brittney and our info literacy work. You’ll be helping us with our own research and a presentation we’re preparing for July.
  2. If your primary research is not done, you need to focus on wrapping that up ASAP.
  3. Make a copy of today’s peer review file before you begin working on revisions. Again, do no resolve any comments made by your peers or by me. You can wait until after you see my feedback, which should be there by end of day or by noon on Saturday.
  4. Revise the opening sections based on feedback.
  5. Use our short review session to begin preparing your Methods section for review on Monday.
  6. Organize a copy of your draft into our 04/13/15 Peer Review folder.


WEEK 13 | Conference Week :: WP4

Monday, April 13—Writing Project 4 Conferences

  • Sign up for your one-on-one conference with me.
  • Keep drafting and writing for Friday’s Peer Review workshop.

Wednesday, April 15—Writing Project 4 Conferences

  • Sign up for your one-on-one conference with me.
  • Keep drafting and writing for Friday’s Peer Review workshop.

Homework, or What You Need to Do Before Friday

  1. Add a full draft of WP4 to our 04/17/2015 Peer Review folder.
  2. Make sure you’ve included a title, headings and subheadings, and a works cited page.

Friday, April 17—Peer Review of WP4

  • Meet in our regular classroom!
  • Peer Review Workshop
  • SOURCE Day (9 am to 3 pm, Mabee Ballrooms and Jones Auditorium)

Homework, or What You Need to Do Before Monday

  1. Remember to attend a SOURCE presentation of your choice. Select something based on your interest, your major, or your college. Complete your final RRL for the semester. You should give me the name of the student and the title of the presentation. Then, tell me about their research and presentation. What did you notice about how the researcher entered the conversation? What was “new” or unexpected about the research methodology? What is one thing you learned about SEU expectations for research from the presentation?
  2. Finish your WP4. This is due at noon on Monday, April 20.



WEEK 14 | Moving from Research into Final Arguments

Monday, April 20—Submitting WP4

  • Research Author’s Note
  • Last Minute Questions & Revisions

Writing Project 4: Author’s Note

  1. In WP4, you were asked to pick your audience, purpose, and even the form for you project—that is, you had to write like a novice scholar, an undergraduate researcher, contributing to what others already knew about your topic. Describe for me how the change in audience and purpose affected the choices you made while writing. What was easier? Why? What was harder? Why? Which did you prefer? Why?
  2. Thinking about all the steps you completed for WP4—reading articles, writing a proposal, conferencing with Dr. McCracken, writing an annotated bibliography, sketching a synthesis map, drafting—which of these do you think you will apply in a future class? Be sure and explain why you think you’ll use these steps or practices again.
  3. In what ways has this assignment influenced the way you think about constructing an argument and entering academic conversations? In other words, how, if at all, has WP4 changed the way you understand and approach academic writing? In your answer, be sure to include your past understanding of academic writing (i.e. its purpose, function, and audience).
  4. How, if at all, can the heuristics you’ve implemented in composing WP4 translate to other academic tasks? Can you see any value to the heuristics in non-academic areas?

Wednesday, April 22—Introducing WP5

  • Reviewing Visual Arguments
  • Reviewing Showcase Criteria

Homework, or What You Need to Do Before Friday @ 8:00 am

  1. Identify a visual argument you might use as inspiration for WP5.
  2. Add a file to our WP5 Show and Tell folder. Save it with your name, and add a link to your visual argument and a brief analysis (see below).
  3. In a brief paragraph, conduct a rhetorical analysis of your image. Try to figure out the audience for this visual argument. What might be the aims of designer toward his/her audience? Describe at least one of the design elements in this piece. Do you think it is an effective choice for the target audience? If you don’t think the image is making an argument by itself, you might take a different approach: consider how someone might use this image, in combination with text, to bolster their claim. Do you think it could be used by different, even opposing viewpoints, on your issue? Which audience(s) might be most persuaded by this image, and why? Make sure to link to your image so that we can discuss your findings in Friday’s class.

Friday, April 24—Drafting WP5

  • Show and Tell Discussion

Homework, or What You Need to Do Before Monday

  1. Draft a version of your visual argument, focusing either on your research findings or your findings about research practices.
  2. Add a copy to your own WP5 folder for instructor review.

WEEK 15 | End-of-Course Wrap UP

Homework, or What You Need to Do Before Monday

  1. Draft a version of your visual argument, focusing either on your research findings or your findings about research practices. You’ve seen an example and reviewed a reflection, so you should have a clearer sense about what you need to produce.
  2. Prepare your 90-Second Pitch. On Monday, we’ll go alphabetically, and each of you will pitch your visual argument to the class. We’ll vote and provide ideas and suggestions for you. To help these presentations go smoothly, upload your sketch and/or design ideas (something we can see) to our 90-Second Pitch folder.

If you are struggling with the technology of your choice, I encourage you to check out the Innovation Creation Lounge, which is available on Mondays from 10:00 am until 12:00 pm @ LIBR 248.

Monday, April 27—Drafting & Refining WP5

  • 90-Second Pitches
  • Workshop Time

This week, you’ll have lots of time in class to work on your project and get feedback from your peers and from me about your overall design. We’ll do a workshop on Wednesday, but there won’t be the formal comment-revise-submit sequence we’ve been working with all semester. Advice and help from me will come during class time.

Homework for Wednesday

  1. Keep refining WP5. Ask for help. You need a draft of the visual argument and the reflection for class review.
  2. Add your reflection and visual argument to our WP5 Peer Review folder.

Here’s a link to the sample visual argument we discussed in class; it also includes the reflection for your reference.

Wednesday, April 29—WP5 Peer Review

  • Peer Review session
  • Course Evaluations

Homework, or What You Need to Do Before Friday

  1. Start finalizing your WP5 for submission.

Friday, April 24—Last Day of Class

  • Showcase Reminders & Preparation Advice
  • Q&A for Visual Argument or Reflection

The final draft of WP5 is due at 11:59 pm tonight. You shouldn’t have any lingering questions or concerns about this project.

WEEK 16 | Showcase Presentations

Tuesday, May 5 @ 1:30 pm

Our First-Year Writing Research Showcase is meeting in the North Reading Room of Munday Library. You should arrive no later than 1:20 pm so that we can begin promptly at 1:30 pm.

There will be a short introduction, and then we’ll have approximately 21 minutes of “Lightning Talks,” which will be 3-minute presentations by a handful of student researchers. Then, we’ll take a short break for snacks and goodies before we begin the Research Scavenger Hunt, which will be explained that day.

You’ll have a worksheet to submit to me at the end of our showcase time, but otherwise, your visual argument and participation in the showcase are your final obligations to me.

Thursday, May 7 @ 4:59 pm

Any final revisions you want to make for WP4 are due at this time. Please remember the following if you submit a revision:

  1. Make a Copy of your WP4 file that includes my comments and suggestions.
  2. Rename this copy Revised WP4.
  3. Delete and remove any suggestions or comments I may have left for you.
  4. Replace your Author’s Note with a Revision Memo, which should (a) summarize my feedback to you on the original draft and (b) offer an explanation for the changes you made and why.
  5. No Revision Memo? No revised grade.
  6. No original copy with my feedback? No revised grade.

I will be available during the day on Tuesday (05/05) and Wednesday (05/06) from 10:00 am until 3:00 pm to answer questions. I won’t be able to hold one-on-one conferences, but if you have specific questions about specific changes, then stop by during this time.