Methods
- Reading
- Summary: show don’t tell
- Rhetorical Analysis: SMH
- Writing with precision: words matter
- Values/Ideology
- Putting writers into conversation: comparison & contrast — synthesis
- What happens?
- What do you notice?
- “Every wolf in Yellowstone therefore …”
Contexts and skills
- Method, perspective, authority: writing with confidence
- Revising, editing, proofreading: SMH
- Time management; what’s going on week 5 through finals? What’s your plan? Do you have a plan? Start here.
- Identifying and using resources: office hours, writing center, SMH, each other
What should we add?
- Moving from writer-based prose to reader-based prose
- Where else can you remember to use this contextual analysis method? Can you transfer it from our course to other projects in other courses?
- Test my claim from the first day of class: writing isn’t hard — thinking is hard. David Brooks (!) suggests that when you sit down to start writing, you should already be 80% done: “
“I tell college students that by the time they sit down at the keyboard to write their essays, they should be at least 80 percent done. That’s because “writing” is mostly gathering and structuring ideas.”
“For what it’s worth, I structure geographically …”
