Wrtg 121 Course schedule
date |
Due |
In class |
Week One
W, 1/4 |
Not a thing!
|
Week Two
M, 1/9 |
Reading: Irvin, “What is “academic” writing?”
and Writing In Action, 14f, pp. 179-186 Writing: Annotate Irvin “What is “academic” writing?” Create folder in Google Drive and invite me ([email protected]) to edit. The folder name should include your last name and our course number. Ex: smith_wrtg121, Jackson Writing 121, Williams-WRTG121, etc. |
W, 1/11
|
Reading: Understanding Rhetoric Intro, pp. 2-14
Carroll, "Backpacks vs. Briefcases" Project One: Bring printed copy of your selected worknets article to workshop in class |
Carroll discussion
Cohort collaboration |
Week Three
M, 1/16 |
OPTIONAL (but so important):
Honor Dr. King's legacy by spending 15ish minutes watching his most famous speech. (Video linked here. Transcript linked here.) For 5 extra credit points in Unit 1, compose 3 or so paragraphs of inquiry in response to this piece of history. This should just be an informal brainstorm of researchable questions that arise in your mind. Submit via Google before midnight, 1/16. |
NO CLASS MEETING, Dr. Martin Luther King, Jr. Day
|
W, 1/18
|
Half Draft, Project 1 Due
Submit to Google Drive and bring hard copy to class |
Week Four
M, 1/23 |
Reading: Reid, “Ten Ways”
Writing: Conversationally annotate “Ten Ways” (Google Docs) Inquiry log – 3 questions |
Reading discussion
Show and Telepaths activity and reflection |
W, 1/25
|
Project Reflection
How to ask questions |
Week Five
M, 1/30 |
Bring a list of 3 possible topics for research to conference
Reading: Purdy, "Wikipedia is good for you?" Writing: Inquiry log – 3 questions |
W, 2/1
|
Bring a list of 3 possible topics for research to conference
Reading: Stedman, "Annoying Ways People Use Sources" Writing: Inquiry log – 3 questions |
Week Six
M, 2/6 |
W, 2/8
|
Reading: Writing in Action, 14d-14e (pp.172-179)
Writing in Action, 15-16 (pp.187-204) Writing: Launch Sustained Inquiry Log |
Workshop with Sarah Fabian. Class will meet in Halle Library, Room 111
(on the main floor against the wall behind the information desk. You pass it when you're rounding the corner into the study tables area). |
Week Seven
M, 2/13 |
Writing: Sustained Inquiry Log
|
Plagiarism vs. remix
|
W, 2/15
|
Half Draft, Project 2 Due
Submit to Google Drive and bring hard copy to class |
Peer Review
Draft Workshop |
Week Eight
M, 2/20 |
Enjoy your winter break!
|
NO CLASS
|
W, 2/22
|
Enjoy your winter break!
|
NO CLASS
|
Week Nine
M, 2/27 |
Writing: Sustained Inquiry Log
|
About MLA ...
Talking it through |
W, 3/1
|
3/4 Draft, Project 2 Due
Bring hard copy to class |
Peer Review
Draft Workshop |
Week Ten
M, 3/6 |
Reading: Conduct field research, Writing in Action, 13e (pp. 165-168)
Writing: Sustained Inquiry Log |
Narrowing inquiry
Brainstorming your primary research |
W, 3/8
|
Final Draft, Project 2 Due to Google Drive
Bring one hard/digital copy of Project 2 to class for your own notes Primary Research Proposal Due to Google Drive |
Week Eleven
M, 3/13 |
Reading: Dana Driscoll, Introduction to Primary Research
(AND choose ONE from below to support your primary research path) Qualitative Interviews Surveys Participant Observations Covert Observations Writing: Generate a list of 5 new or challenged understandings about primary research that might support you in this and future projects. (Via Google Docs) ALSO: Bring 2 artifacts to class: 1 will be meaningful to you in some way 1 will be worthless to you, it could even be a found object, discarded by someone else |
Trying on your method
Finding themes |
W, 3/15
|
NO CLASS
|
NO CLASS
|
Week Twelve
M, 3/20 |
Reading: (Choose ONE based on your primary research path. Bring a printed/digital copy to class. You should only perform a "distant reading" of your article - not reading word-for-word as you would for content. You should be simply analyzing the way these authors are writing about their primary research and integrating both primary and secondary sources.)
Interview Sample: Conversation with Cameroonian Student Observation Sample: A New Heuristic Device Survey Sample: Practitioner Research Capacity Writing: Generate a list of 5 noticings about the writing in your reading for today (via Google). |
Research genre activity
Field Notes Activity |
W, 3/22
|
Reading: Constructing Arguments, Writing in Action, 11 (pp. 122-14)
Project 3, Field Notes Due Bring hard copy of field notes to class. |
Coding
What is your argument? |
Week Thirteen
M, 3/27 |
Half Draft, Project 3 Due
Submit to Google Drive and bring hard copy to class |
Peer Response - Identifying Claims
|
W, 3/29
|
Bring a piece of art (or a photograph of a piece of art) that you see as presenting an argument.
Create a "Gallery Card" that tells us what we are looking at and how it is argumentative. |
Making a visual argument
|
W, 4/5
|
Bring Project 4 to present
|
Mini CSW
|
Week Fifteen
M, 4/10 |
Final Draft, Project 3
Submit to Google Drive |
Project 3 & 4 Reflection
CSW Debrief |
W, 4/12
|
Be prepared to present your final reflections on your research process to the class.
|
5 Min Reflective Share-Outs
|
Week Sixteen
4/17 |
Be prepared to present your final reflections on your research process to the class.
Final Written Account Due |
5 Min Reflective Share-Outs
|