Please note that this calendar is designed to be flexible: we may make changes along the way, depending on your interests and the needs of the class. Should you miss a class, you are responsible for knowing about—and adjusting for—any changes by getting notes and other materials from a classmate. Professional protocols and collegiality call for you to alert us if you’ll be missing on a day when we’re having a workshop or when you are scheduled to present materials.
 Week 1Introductions, key concepts, & course goals |
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| Wednesday September 11th | In class: Introductions, key concepts, & course goals Due: Course Survey Preview:
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| Week 2 Designing compositions rhetorically: purpose, audience, context |
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| Monday 9/16 | In class: NYT as assigned — I’ll email instructions on Sunday
Due #1: Rhetorical précis on “Darwin Was Wrong About Dating” Due #2: post your revised initial, first summary in précis form, and keep both versions; we want to be able to see your original summary and the revised version, in précis form. Here’s one possible organizing principle for that. St. Martin’s 13b: “Working with quotations”; note how some of the signal verbs are rhetorically active verbs (“claims”) and some are not (“says”). Can you tell the difference? Samples. |
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| Wednesday 9/18 |
In class: We will begin class by going around the room and hearing an informal 60-90 second overview of an interesting article that you read in the Sunday NYT — any section, any topic — why it was important and relevant to you, and why it should be important and relevant to us. It’s a great way to get a tour of the Sunday paper, and to find out what people are interested in. Due: Rhetorical précis |
| Week 3 Reading and writing rhetorically: ethos, pathos, & logos |
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| Monday 9/23 | In class: Page One: Inside the New York Times Due: Rhetorical précis Reading: NYT, as assigned Sunday via email:
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| Wednesday 9/25 | Reading: NYT, as assigned Due: Rhetorical précis — your choice — any argument from the Op-Ed page — it can be from last Sunday’s paper or any daily edition this week. In class:
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| Week 4 Planning and drafting a textual analysis & individual conferences — schedule and sign-up TBA |
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| Monday 9/30 |
We will begin class by going around the room and hearing an informal 60-90 second overview of an interesting article that you read in the Sunday NYT — any section, any topic — why it was important and relevant to you, and why it should be important and relevant to us. It’s a great way to get a tour of the Sunday paper, and to find out what people are interested in. Due: Dialogic reflection #1, posted to your Digication workspace |
| Wednesday 10/2 | Reading: NYT, as assigned In class: Writing Center Presentation Due: Textual Analysis draft |
| Week 5 Advocacy and Argument: Op-Ed Project … and why you’ll want to be in a good writing group the next several years |
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| Monday 10/7 | Reading: NYT, as assigned Due: Dialogic #2: Replica Edition Previewing the argument & advocacy Op-Ed assignment:From your St. Martin’s Guide:
Background: |
| Wednesday 10/9 | Reading: NYT, as assigned In class: Persuasive Writing Workshop Due: Op-Ed Statement of Purpose Due: Textual Analysis, Final Draft |
| Sunday 10/13 Deadline |
Mid-term Self Assessment |
| Week 6 Writing workshops: advocacy and argument |
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| Monday 10/14 | Reading: NYT, as assigned Due: Op-Ed Draft
The first sentence of your first paragraph will begin, “I have come to believe that _______________________ …” The first sentence of every subsequent paragraph will begin with some variation on, “I wonder sometimes, however …” |
| Wednesday 10/16 | Reading: NYT, as assigned Due: Op-Ed project, second draft |
| Sunday 10/20 | Due: Rhetorical précis and Peer Review: St. Martin’s 1.4b |
| Week 7 Advocacy and Argument |
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| Monday 10/21 |
Reading: NYT, as assigned Preview Letters to the Editor:
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| Wednesday 10/23 | Reading: NYT, as assigned In class: Op-Ed Project, final draft |
| Week 8 Print & Digital Literacy Project: Reading the New York Times |
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| Monday 10/28 | Reading: NYT, as assigned In class: Digication Design Workshop (UCWbL) and Print & Digital Literacy Project Draft #1 |
| Wednesday 10/30 | Reading: NYT, as assigned In class: Print & Digital Literacy Project Draft #2 |
| Week 9 Print & Digital Literacy Project, Continued & Individual conferences — schedule and sign-up TBA |
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| Monday 11/4 | Reading: NYT, as assigned In class: Print & Digital Literacy Project Draft #3 |
| Wednesday 11/6 |
TBA |
| Week 10 Conclusion and portfolio development |
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| Monday 11/11 |
TBA |
| Wednesday 11/13 |
In class: Digital Portfolio Workshop Reading: St. Martin’s e-Handbook
Types of First Year Writing Portfolios:
Due: Letter to the Editor |
| Conclusion & Preparing for Course Portfolios |
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| Monday 11/18 |
Portfolio workshop and editorial feedback
You can work on your portfolios during this time; we will problem-solve any technical or organizational issues; and we will discuss editing and visual, logistical coherence
It’s a good opportunity to reflect on the conventions of academic and professional discourse and how you can use them to establish credibility for yourself and for the work you present in your portfolio.
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| Finals Week |
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Our scheduled exam time, when we will meet for the final, official delivery of your WRD103 Portfolio: Section #129: Monday November 25th, 8:45-11:00 a.m.
I’m also available:
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