Writing 1120, Section 3
Schedule
Schedule
The following is tentative and subject to change according to the needs of the class. Please anticipate that assignments will shift and that I will add a few more as online course rhythms establish themselves.
| Module One: The Opinion Piece | ||
| Th | January 14 | Introduction Introductory Questionnaire In-class writing assignment: your goals for Writing 1120 |
| T | January 19 | They Say / I Say, Introduction: Entering the Conversation In-class writing: Exercise 1 or 2 (your choice) on pp. 16-17 |
| Th | January 21 | They Say / I Say, Part One: "They Say," pp. 19-52 Little Seagull Handbook, pp. 2-16, W-1—Writing Contexts, W-2—Academic Contexts, and W-3—Writing Processes In-class writing: Exercise 1 on p. 41 in They Say / I Say Small-group discussions in breakout rooms: Bring an op-ed to class today that has made you think about a chosen topic and inspired you to learn more about it. |
| T | January 26 | Paper 1 First Draft Due—one-on-one Zoom meetings with me instead of class today |
| Th | January 28 | They Say / I Say, Part Two: "I Say," pp. 53-100 Little Seagull Handbook, W-4—Developing Paragraphs, pp. 17-29 In-class writing: They Say / I Say, Exercise 2 on p. 100 (use a draft of your op-ed for this) |
| T | February 2 | Discussion: Making the Most of Peer-Editing Working Draft of Op-Ed due for peer-editing in accordance with guidelines to be shared in class (you will share your op-ed with your peer-editor) |
| Module Two: Joining the Conversation | ||
| Th | February 4 | Topic One in They Say / I Say: How Can We Bridge the Differences that Divide Us? Sean Blanda, "The 'Other Side' Is Not Dumb" (212-218) danah boyd, "Why America Is Self-Segregating" (219-229) Discussion questions on the two readings Research Strategies Little Seagull Handbook, Doing Research, pp. 90-102 Library Module 1 |
| T | February 9 | Topic One, continued: Michelle Alexander, "The New Jim Crow" (230-250) J. D. Vance, "Hillbilly Elegy" (251-268) Little Seagull Handbook, Arguments, W-7—Arguments, W-8—Rhetorical Analysis, pp. 43-53 Exercise on Alexander and Vance Paper 1 Final Draft due by the end of the day |
| Th | February 11 | They Say / I Say, Part Three: "Tying It All together," Chapters 8-9 In-class writing: Exercise One on p. 130 Topic One, continued: Gabriela Moro, "Minority Student Clubs: Segregation or Integration?" (270-278) Robert Leonard, "Why Rural America Voted for Trump" (279-285) --Process post on Op-Ed due by the end of the day on Friday 12 February 2021 |
| T | February 16 | Topic One, continued: Joseph E. Stiglitz, "A Tax System Stacked against the Ninety-Nine Percent" (286-295) Barack Obama, "Howard University Commencement Speech" (296-314) Paper 2 Proposal Memo Due in class MLA Format overview: Little Seagull Handbook, pp. 119-169 --You do not have to read this, but be aware of what this section has to offer you. Breakout Room activity: topic development |
| Th | February 18 | Topic Two: Is College the Best Option? Stephanie Owen and Isabel Sawhill, "Should Everyone Go to College?" (318-335) Sanford J. Ungar, "The New Liberal Arts" (336-343) Liz Addison, "Two Years Are Better Than Four" (355-368) Breakout room exercises on Owen, Ungar, and Addison and other readings up to this point |
| T | February 23 | They Say / I Say, Part Three: "Tying It All together," Chapters 10-11 Topic Two, continued: Gerald Graff, "Hidden Intellectualism" (369-376) Mike Rose, "Blue-Collar Brilliance" (377-389) Paper 2 Second Draft Due for Peer Editing in class |
| Th | February 25 | One-on-one conferences to discuss Paper 2 |
| T | March 2 | Topic Three: Are We in a Race against the Machine? Clive Thompson, "Smarter Than You Think: How Technology Is Changing Our Minds for the Better" (441-461) Michaela Cullington, "Does Texting Affect Writing?" (462-473) Breakout room exercise on technology and culture Paper 2 Final Draft Due by the end of the day |
| Module Three: College Writing | ||
| Th | March 4 | Topic Three, continued: Jenna Wortham, "How I Learned to Love Snapchat" (474-479) Carole Cadwalladr, "Google, Democracy, and the Truth about Internet Search" (480-499) Little Seagull Handbook, Research—Evaluating Sources, pp. 102-118 Library Module Two: Adopting a Research Plan |
| T | March 9 | Spring Break (abbreviated) |
| Th | March 11 | They Say / I Say, Part Four: "In Specific Academic Contexts," Chapters 12-13 Little Seagull Handbook, pp. 74-78, Annotated Bibliographies In-class writing: Exercise Two on p. 174 of They Say / I Say followed by breakout room activity |
| T | March 16 | Topic Three: continued: Kenneth Goldsmith, "Go Ahead: Waste Time on the Internet" (500-504) Sherry Turkle, "No Need to Call" (505-524) Zeynep Tufekci, "Does a Protest's Size Matter?" (525-529) Exercise on Goldsmith, Turkle, Tufekci Library Module Three: Sometimes Plans Change |
| Th | March 18 | Discussion of updating research plans Annotated Bibliography Due |
| Module Four: The Supported Argument | ||
| T | March 23 | Topic Four: What's Gender Got to Do with It? Anne-Marie Slaughter, "Why Women Still Can't Have It All" (534-554) Richard Dorment, "Why Men Still Can't Have It All" (555-575) Exercise on Slaughter and Dorment Paper 3 First Draft (Proposal) Due in Class |
| Th | March 25 | They Say / I Say, Part Three, Chapters 14-15 Little Seagull Handbook, Giving Presentations, pp. 37-42 Audience Analysis Exercise |
| T | March 30 | Topic Four, continued: Raynard Kington, "I'm Gay, and African American. As a Dad, I Still Have It Easier than Working Moms" (576-582) Andrew Reiner, "Teaching Men to Be Emotionally Honest" (589-595) Exercise comparing different stances on Topic Four |
| Th | April 1 | Topic Four, continued Dennis Baron, "Facebook Multiplies Genders But Offers the Users the Same Three Tired Pronouns" (721-725) Paper 3 Second Draft Due for Peer Editing in Class |
| T | April 6 | One-on-one conferences to discuss Paper 3 --Process post on research strategies due |
| Th | April 8 | Topic Five: What's There to Eat? Michael Pollan, "Escape from the Western Diet" (624-631) David Zinczenko, "Don't Blame the Eater" (647-650) |
| T | April 13 | Topic Five, continued: Radley Balko, "What You Eat Is Your Business" (651-655) Michael Moss, "The Extraordinary Science of Addictive Junk Food" (656-680) Presentation planning in groups Exercise on Balko and Moss |
| Th | April 15 | Topic Five, continued: David H. Freedman, "How Junk Food Can End Obesity" (681-712) Sara Goldrick-Rab, Katharine Broton, Emily Brunjes Colo, "Expanding the National School Lunch Program to Higher Education" (713-729) Exercise on different perspectives on Topic Five Abstract/Cover Sheet exercise |
| T | April 20 | Paper 3 Final Draft Due Paper 3 presentations |
| Th | April 22 | Paper 3 presentations |
| T | April 27 | Paper 3 presentations |
| Th | May 6 | Final Exam 8-9:50am on Canvas |
14 April 2021