Week 1 |
M 8/29 Eng
| Class: Introduction to course—Class completion of notecards (Icebreaker Activity) Lab: A close look at the contract Lab rubric--(lab assistant may begin to create folders for students) HW: Purchase texts for the class/Complete lab activity. |
W 8/31 Eng | C: Continued class discussion about syllabus and course requirement and polices L: Complete Diagnostic writing assignment HW: Read "Up from Slavery" in Higher Learning , pp. 2-5. Then complete the freewriting activity below: Booker T. Washington talks about the many barriers he had to overcome to get to Hampton. Choose two that intrigued you the most. Describe the barriers and how Washington overcame them. Why do you think his strategy was effective? Under similar circumstances, do you think you would or would not have behaved similarly? Why or why not? |
Week 2 |
M 9/5 | Some views about writing-- Click on the hyperlink: In-class reading of “The Watcher at the Gates” (pp. 8-9 in FOW). Lab: Do you have a watcher? What does your watcher look like? What does he or she say or do to you? Draw a picture of your watcher. Then develop a plan to defeat him, her, or it. |
W 9/7 | C: Class discussion of reading Prepare an informal response or answer the following question: Booker T. Washington describes Hampton Institute as his promised land. To what extent is HCC a land of "promise" for you? Consider what an education at HCC or any institution of higher learning promises. Are there any stipulations to that promise? Are there things that you have to do to see that promise fulfilled? Writing topic for Essay #1: Explain what your journey of getting to HCC has been like. As you write your own narrative, consider the struggles and victories Booker T. Washington faced and discuss how those same struggles and victories may have factored into your own academic journey. L: Discussion of thesis (FOW 39-44).
HW: Develop a thesis statement for Essay #1 |
Week 3 |
M 9/12 | C: Thesis workshop--Option A Thesis Workshop--Option B
L: Present a writing proposal and thesis statement to lab instructor or to instructor for credit. The writing proposal should state a) your topic b) who you are writing to c) an idea of how you plan to develop your topic and d) what you hope your audience learns or gains and e) your thesis
HW: Continue to revise thesis statements for Essay #1. |
W 9/14 Eng EngE | C: Preparing an organizational plan for Essay#1: What do my readers need to know most of all? Which information from all of my writing sessions will help explain my point?See pages 46-52 in FOW for outline models.
L: Work on outlines HW: Complete outlines and read pages 65-70 in FOW on paragraph development |
Week 4 |
M 9/19 | C: Practice with paragraph development L: Writing paragraphs from outlines HW: Continue to revise Essay # 1, paying close attention to topic sentences, details, and concluding sentences. Read pages 81-84 in FOW on revising and editing the draft.
Complete draft for Essay #1. Drafts should be typed, double-spaced
and saved to disk. Print out four additional copies to share with class members. |
W 9/21 | Only students who have designated conference times should come to class on this day. All groups, please check your e-mail as a reminder of your conference times. Click here for the peer-editing response sheet C: Student-teacher peer review of Essay #1-- L: Student-Teacher peer review of Essay #1-- HW: Continue to make both global and local revisions to Essay #1 to submit for a grade. |
Week 5 |
M 9/26 | C: A look at learning dependent words (see FOW 102-104; 166-172) and compound and complex sentences L: Student-teacher peer review of Essay #1 HW: Complete final revision for Essay #1 along with answering the reflective questions. |
W 9/28 | Final Revision of Essay #1 and Reflective Questions #1 due C: More work with compound/complex sentences L: Compound/complex sentences exercise HW: Read "Dear Concerned Mother" in Higher Learning (150-54). After reading it, write your own letter to the author, giving her advice about her son (at least 250 words). |
Week 6 |
M 10/3 | C: What's Up, Doc? Essay #2: Describe a specific moment in your life when it was difficult being a teenager or a member of some other group. How did you handle the situation? Provide advice to others who might be experiencing similar challenges. L: Begin brainstorming for Essay #2. Be sure to answer the important questions who, what, when, where, why, and how. HW: Develop thesis and outline for Essay #2. Prepare for quiz on compound/complex sentences. |
W 10/5 | C: Quiz 1 on compound-complex sentences L: Thesis and outlines checked for Essay #2. HW: Write first draft for Essay #2. Print out 5 extra copies to share in peer-editing group. |
Week 7 |
M 10/10 | C: Student-teacher peer editing session L: Student-teacher peer editing session HW: Read pages 189-194 on comma splices and complete all exercises, including run-on tests 1 and 2. Bring Essay #2 to class. |
W 10/12 | C: Class discussion of comma splices and run-ons L: Student-teacher peer editing session HW: Complete homework assignment on comma splices and run-ons. Prepare for Quiz 2 on comma splices and run-ons. |
Week 8 |
M 10/17 | C: Work on comma splices and run-ons L: Quiz 2 on comma splices and run-ons HW: Complete final revision of Essay #2 and Reflective Essay to turn in. |
W 10/19 | Essay #2 and Reflective Essay Due C: A look at introductions and conclusions (see pp. 60-63 and pp. 72-75 in the FOW) L: Discussion of fragments (177-82 in FOW). HW: Read "Saved" (HL 15-17) and Lummox (HL 75-80). Prepare at least a 250-word freewrite on the following: Compare who Malcolm X and Mike are before they go to prison with who they become afterwards. Why does reading have such a huge impact on their identities? |
Week 9 |
M 10/24 | C: Response to reading assignment L: Complete freewriting exercise for Topic 3. Complete a writing proposal. HW: Develop outlines and thesis statements for Essay #3 Topic for Essay 3: In "Saved" and "Lummox: Evolution of a Man," reading transforms the main characters. The point to both stories appears to be that learning changes us. Explain how learning something significant changed you. In your explanation, compare or contrast who you were before with who you became afterwards. Where you can, incorporate ideas from "Saved" or "Lummox." |
W 10/26 | C: Work on fragments L: Outlines and thesis statements checked for Essay #3 HW: Complete Essay #3 for peer workshop. Bring copies for members of your group. |
Week 10 |
M 10/31 | C: Student-teacher peer review L: Student-teacher peer review HW: Prepare for Quiz #3 on fragments |
W 11/2 | C: Quiz #3--Fragment Quiz L: Student-teacher peer review HW: Revise Essay #3 to submit for a grade. |
Week 11 |
M 11/7 | Final Revision of Essay #3 due along with Reflective Essay #3 due C: Class discussion of transitions. (see pp. 84-87 and 107-108 in FOW) L: Work with eliminating the use of "you." HW: Read "LD" (HL 32-35). Then freewrite on the following in at least 250 words: What is it like for Jeff Richards to have a disability? Compare or contrast how others see him with how he sees himself. How does his perception of LD compare or differ with your understanding of this condition? |
W 11/9 | C: Discussion of reading L: Freewriting exercise/topic for Essay #4 distributed Write an essay that clarifies a perception of a group that is "othered" or misunderstood in our society. Contrast these misperceptions with what you know to be true about this particular group. HW: Develop thesis and phrase outline for Essay #4 |
Week 12 |
M 11/14 | C and L: Thesis statement and phrase outlines checked for Essay #4 |
W 11/16 | C and L: In-Class writing of Essay 4 |
Week 13 |
M 11/21 | C: In-class revision of Essay #4
L: Peer editing of Essay #4 (if time permits) HW: Reading TBA |
W 11/23 | Thanksgiving Holiday--No Class |
Week 14 |
M 11/28 | C: Class discussion of reading L: More work on "eliminating you." HW: Complete grammar quiz. |
W 11/30 | C: More discussion of reading L: Group activity/distribution of topics for Essay #5 HW: Prepare thesis and outline for Essay #5 |
Week 15 |
M 12/5 | C: and L: Thesis statement and outlines checked for Essay #5 HW: Prepare for Final In-Class Essay |
W 12/7 | Final In-Class Essay |
