Unit
One: Memoirs.
Read: Writing With Style, Chapter 1&2: "Thinking Well," and
"Getting Launched."
Read: Raya, "It's Hard Enough Being Me" on ERES. Print it out and bring
it in.
Glossary Exercise: Choose one word from the reading that stands
out to you, or that you thought was particularly important for the
writer to use in getting her point across to a reader. Create
a page on the Wiki site for that word. On that page, write a short
paragraph in which you explain why you chose the word--that is, why you
think that it is important within the context of the reading.
Should somone else have already chosen the word that you want
to write on, add a paragraph to their page with your own take on the
word in question. Post these entries no later than 7PM,
Tuesday, 1/15
Monday
1/21
Martin
Luther King Jr. Day-No Class
Wednesday
1/23
Read:
Orwell "Shooting An Elephant" on ERES. Print out and
bring in. Writing With Style, Chapter 3 & 4,
"Openers," "Middles."
Glossary Exercise: Choose one passage from the reading that stands
out to you, or that you thought was particularly important for the
writer to use in getting her point across to a reader. Create
a page on the Wiki site for that passage. On that page, write a short
paragraph in which you explain why you chose the passage--that is, why
you think that it is important within the context of the reading.
Should somone else have already chosen the passage that you
want to write on, add a paragraph to their page with your own take on
the passage in question. Post these entries no later than 7PM,
Tuesday 1/22
Monday,
1/28
Read:
Writing With Style Chapter 5, "Closers."
Read: Sedaris, "I Like Guys," on ERES. Print it out and bring it
in.
Glossary Exercise on Sedaris. For this one, don't just pick
out a word or passage. Instead, consider a "theme" or "idea" that you think that story gets
you to think about. What one word or words (they could be
your words) sums up what the story is about? Consider why
Sedaris wrote this piece in this particular way. What effect
was he hoping to have on a reader, or what idea was he trying to get
them to reconsider? Create a wiki page in the name of that theme or
idea. Define the word as you did earlier, and copy and paste
an on-line dictionary definition of the term you have chosen.
Then, write a paragraph in which you explain why you came up
with that term. What in the story made you choose that word
as your "key term?" Post these entries no later than 7PM,
Sunday, 1/27
Wednesday
1/30
Student
Showcase: 3 students will sign-up to write short papers (3 to 4 pages)
on the Memoir prompt (which is on the home page). These are
"pre-first drafts," and the writers will e-mail them to me the night
before class. I will then upload them to the wiki site.
Read the essays prior to class, and we'll review them
together when we meet. Writers: E-mail papers to me by 8PM, Tuesday, 1/29
Monday
2/4
Student
Showcase: 3 students will sign-up to write short papers (3 to 4 pages)
on the Memoir prompt (which is on the home page). These are
"pre-first drafts," and the writers will e-mail them to me the night
before class. I will then upload them to the wiki site.
Read the essays prior to class, and we'll review them
together when we meet. Writers: E-mail papers to me by 8PM, Sunday, 2/3
Wednesday
2/6
Paper
#1: First Draft Due. Bring 3 copies to class.
Also: Submit 1 copy to me electronically by class time, via e-mail. In-Class Pee r Review
Monday
2/11
First
Drafts Returned
Read: Writing With Style, Chapters 6 & 7, "Diction,"
"Readability."
Class Critique of 2 Drafts. I will choose them from your
electronically submitted work and e-mail them to you the night before
class. Read them, print them out and bring them to class.
Wednesday
2/13
Read:
Writing With Style Chapter 12, "Punctuation."
Reading: "Choke" at http://www.newyorker.com/reporting/2007/09/03/070903fa_fact_lane Print out and bring in.
Glossary Exercise: Choose either one phrase, use of language, or use of
punctuation (you’ll have to think about that one carefully)
that you thought stood out to you as particularly significant in
helping the writer establish his “voice.”Create a wiki page with
that phrase, use of language, or use of punctuation in the title (for
punctuation, do the best you can).Re-type that phrase at the top of your page, and
then write a paragraph explaining why you chose it, and why you think
it is significant. Post these entries no later than 7PM,
Tuesday 2/12
Monday
2/18
Paper
#1-Final Draft Due.
Unit Two: Evaluations, begins
Read: Writing With Style, Chapter 12, "Quoting."
Readings: "Transmography: Polydactyly" at http://www.austinsound.net/?q=TransmographyRev4-25-07
and "Beck: Odelay: Deluxe Edition”
Print
out both and bring in. Glossary
Exercise. Choose ONE of the readings (not both).
Consider a word, phrase, or use of
language, that you found in that reading that you think is particularly
significant in helping to convey the sound, impact, or pleasure of
listening to the musical work being described.Create a page on the Wiki site in the name of that
word, phrase, or use of language. Then, write a short
paragraph in which you explain why you chose what you chose--that is,
why you think that it is important within the context of the reading.
Should someone else have already chosen that term to post on,
add a paragraph to their page with your own take on the term in
question. Make sure that you sign your work, and also that
you are clear about which reading you are referring to. Post these entries no later than 7PM,
Sunday, 2/17
Print out both and bring in.
Glossary Exercise. Choose ONE of the readings (not both).
Consider a word, phrase, ort use of
language that you found in that reading that you think is particularly
significant for that writer in establishing a sense of the
“visual” in prose.Create a page on the Wiki site for what
you’ve chosen.Then,
write a short paragraph in which you explain why you chose the
word--that is, why you think that it is important within the context of
the reading. Should someone else have already chosen the word
that you want to write on, add a paragraph to their page with your own
take on the word in question. Post these entries no later than 7PM, Monday, 2/19
http://videogames.yahoo.com/xbox360/the-darkness/review-520424 Glossary
Exercise. Choose one of the two readings, and
consider a word,
phrase, use of language, or use of punctuation that you found
in that reading that you think is particularly significant for that
writer in establishing the "excitement" or "gameplay" experience
of the game. Create a page on
the Wiki site in the name of that word, phrase, language or punctuation
usage. Then, write a short paragraph in which you explain why you chose
what you chose--that is, why you think that it is important within the
context of the reading. Should someone else have already
chosen that term to post on, add a paragraph to their page with your
own take on the term in question. Make sure that you sign
your work. Post these entries no later than 7PM,
Sunday, 2/24
Wednesday
2/27
Proposals
Due: Choose a media example to write on. Write a
short outline (which could be no more than 3 or 4 items long) in which
you explain what it is that you are reviewing, why you are reviewing
it, and what you hope to prove to a reader about it.
Create a wiki page called "(you name's) Proposal," and post your
proposal to it. Post these Proposals no later than 8PM, Tuesday, 2/26
Monday
3/3
Proposal
Edits: In class, you should have received at least 3 questions from a
fellow student on your proposal. Answer those 3 questions as
best
you can on the same page, without changing your prior entry.
Student
Showcase: 3 students will choose an option from the paper prompt to
write a review of (song, album, live performance). These are
"pre-first drafts," and the writers will e-mail them to me the night
before class. I will then upload them to the wiki site.
Please read the essays prior to class, and we'll review them
together when we meet. Writers: E-mail these to me by 8PM Sunday, 3/2
Wednesday
3/5
Student
Showcase: 3 students will choose an option from the paper prompt to
write a review of (song, album, live performance). These are
"pre-first drafts," and the writers will e-mail them to me the night
before class. I will then upload them to the wiki site.
Please read the essays prior to class, and we'll review them
together when we meet. Writers: E-mail these to me by 8PM Tuesday, 3/4
Monday
3/10
Spring
Break-No Class
Wednesday
3/12
Spring
Break-No Class
Monday
3/17
Read:
Mark Morford, "When Apple Rules The World," at http://www.sfgate.com/cgi-bin/article.cgi?f=/g/a/2006/11/17/notes111706.DTL&hw= apple+morford&sn=006&sc=714 Print out and bring in. Also: Read
Trimble, Chapter 8: Superstitions Glossary
Exercise:
Consider a word, phrase, use of
language, or use of punctuation that you found in the reading that you
think is particularly significant for that writer in establishing a
"tone" or "voice." Create a page on the Wiki site in the name
of that word, phrase, language or punctuation usage. Then, write a
short paragraph in which you explain why you chose what you chose--that
is, why you think that it is important within the context of the
reading. Should someone else have already chosen that term to
post on, add a paragraph to their page with your own take on the term
in question. Post these entries by 7PM, Sunday, 3/16.
Wednesday
3/19
Paper
#2. First Drafts Due. Bring 3 copies to
class.
Also: E-mail one copy to me.
Peer Review
Monday
3/24
Review
one draft that you took home with you.
E-mail it to the writer. E-mail a
copy of the review to me, as well.
First
Drafts returned
Class Critique of 2 Drafts. I will choose these from the
electronically submitted papers and e-mail them to you. Print
them out and bring them to class.
Wednesday
3/26
Read: "American Kids, Dumber
Than Dirt" http://www.sfgate.com/cgi-bin/article.cgi?f=/g/a/2007/10/24/notes102407.DTL&hw=student+morford&sn= 002&sc=989
Glossary Exercise: Consider a word, phrase, use of
language, or use of punctuation that you found in that reading that you
think is particularly significant for that writer in making a
connection to a reader, and in persuading a reader to accept the
writer's main point. Create a page on the Wiki site in the
name of that word, phrase, language or punctuation usage. Then, write a
short paragraph in which you explain why you chose what you chose--that
is, why you think that it is important within the context of the
reading. Should someone else have already chosen that term to
post on, add a paragraph to their page with your own take on the term
in question. Post
these entries by 7PM, Tuesday, 3/25
Monday
3/31
Paper
#2--Final Drafts Due Read:
"The War As We Saw It" at http://www.nytimes.com/2007/08/19/opinion/19jayamaha.html Print out and bring in.
Glossary Exercise: Consider a word, phrase, use of
language, or use of punctuation that you found in that reading that you
think is particularly significant for that writer in making a
connection to a reader, and in persuading a reader to accept the
writer's main point. Create a page on the Wiki site in the
name of that word, phrase, language or punctuation usage. Then, write a
short paragraph in which you explain why you chose what you chose--that
is, why you think that it is important within the context of the
reading. Should somone else have already chosen that term to
post on, add a paragraph to their page with your own take on the term
in question. Post these entries by 7PM, Sunday, 3/30
Wednesday
4/2
Class Cancelled
Monday
4/7
Proposals
for Paper #3 Due.
Post these to the wiki site by 8PM, Sunday, 4/6
Wednesday
4/9
Student
Showcase. 3 students will consider a topic that they want to
write a trend analysis on. These are "pre-first drafts," and
the writers will e-mail them to me the night before class (that is,
Wednesday night). I will then upload them to the wiki site.
Please read the essays prior to class, and we'll review them
together when we meet. Writers: E-mail these to me by 8PM Tuesday, 4/8
Monday
4/14
Student
Showcase. 3 students will consider a topic that they want to
write a trend analysis on. These are "pre-first drafts," and
the writers will e-mail them to me the night before class (that is,
Wednesday night). I will then upload them to the wiki site.
Please read the essays prior to class, and we'll review them
together when we meet Writers: E-mail these to me by 8PM Sunday, 4/13
Wednesday
4/16
First
Drafts Due. Bring 3 copies to class.
Also: E-mail one copy to me.
Peer Review
Monday
4/21
Class
Critique of 2 drafts. I will choose these from the
electronically submitted papers and e-mail them to you. Print
them out and bring them to class.
Wednesday
4/23
First
Drafts Returned
Wiki
Post:
The War As I See It. Before we see this film in class, I'd
like
you to all get your thoughts clear about the subject in question--the
Iraq war. Post a paragraph to the wiki site in which you
attempt
to articulate for someone else what you think the "trend" of the war in
Iraq is. How do you know this is the trend of the war?
What
caused that trend to happen? What do you think the ultimate
effects of this trend will be?
Post These by 7PM Tuesday, 4/22
Watching:
No End In Sight
Monday
4/28
Watching:
No End In Sight
Wiki
Post: Find a recent news article on the war in Iraq. Create a
wiki page with the name of the article or posting. Then, write a brief
summary of the writer's argument, and a brief evaluation of the piece.
That is, how well did the article support, undermine, change, or leave
the same your earlier stated view of the war? Copy and paste
the URL of the posting to your wiki page (if someone has already
created a page for the article that you want to evaluate,
you can add on to their page).
Post These by 7PM Sunday, 4/27
Wednesday
4/30
Final
Paper Due
Goodbyes, Evaluations, and so forth.
