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Texas Womans University

ENG 1003 Introduction to Academic Writing:
POPULAR CULTURE/SOCIAL MEDIA EDITION

Spring 2016
MW 11 am 12:20 pm in Pioneer Hall (PH) 105

Instructor: Erika Johnson

Office: CFO 127 Office Hours: Mondays from 1 2 pm & by appointment
Phone: Email: ejohnson15@twu.edu

COURSE DESCRIPTION
Required of all freshmen who do not meet entrance requirements for ENG 1013. Includes intensive
instruction and exercise in syntax, punctuation, spelling, and vocabulary development. English 1003
does not satisfy any English requirement, and hours earned will not count toward graduation
requirements. Three lecture hours, week. Credit: Three hours.

This section of ENG 1003 is themed. While this class will adhere to the course description as listed
on the syllabus, there is a specific focus on popular culture/social media. Towards that end, the class
will use, discuss, and analyze various social media platforms throughout the semester. There is
neither expectation of expertise about popular culture nor any social media platform, but I will
require all students to sign up for various social media platforms for course use.

STUDENT LEARNING OUTCOMES

EXEMPLARY EDUCATIONAL OBJECTIVES; FIRST-YEAR COMPOSITION PROGRAM AND COURSE
OUTCOMES

ENG 1003 Spring 2016


STATE CORE OBJECTIVES
Courses in the Communication Year Composition should be
category focus on developing
ideas and expressing them
clearly, considering the effect
of the message, fostering
understanding, and building
the skills needed to
communicate persuasively.
Courses involve the command can be assessed, with overall
of oral, aural, written, and
visual literacy skills that enable that of the authors' intended
people to exchange messages
appropriate to the subject,
occasion, and audience.
COMMUNICATION:
Includes effective
development, interpretation
and expression of ideas
through written, oral and visual points according to a logical
communication
CRITICAL THINKING:
Includes creative thinking,
innovation, inquiry, and
analysis, evaluation and
synthesis of information
TEAMWORK: Includes the
ability to consider different
points of view and to work
effectively with others to
support a shared purpose or
goal
PERSONAL
RESPONSIBILITY:
Includes the ability to connect
choices, actions and
consequences to ethical
decision-making
ENG 1003
ENGLISH 1003
First-Year Composition
(program outcomes: all FYC
courses)
A student completing First-
able to write an expository
essay meeting the following
criteria:
COMMUNICATION:
Accurately paraphrases key
points of two articles clearly
enough that comprehension
comprehension on par with
readers.
CRITICAL THINKING:
Clearly and accurately
identifies areas of agreement
and disagreement in a paired
set of articles, directly
comparing topically related
plan and arriving at a
supported conclusion about
the wedge issue driving the
debate.
TEAMWORK: Fairly
represents opposing
perspectives in a debate,
implicitly recognizing the value
of considering alternative
perspectives by anticipating
within the essay the sorts of
reactions readers might have to
the student's analysis.
PERSONAL
RESPONSIBILITY:
Remains faithful to the spirit
of academic integrity ethics
and documentation
expectations, including
Spring 2016
2
English 1003
Student Learning Outcomes
By the end of the term,
students will
1. Develop active reading
strategies through classroom
exercises aimed at the
identification of genres and
multiple perspectives,
effectively building on that
insight to develop positions in
composed work.
(Communication)
2. Use genre conventions to
effectively shape discourse for
purpose, occasion, and
audience in papers.
(Communication)
3. Develop a personal
approach to the process of
invention, drafting, revising,
and editing ideas.
(Communication)
4. Effectively develop claims
in papers by applying modes
of expression (i.e., description,
exposition, narration) as part
of the rhetorical event.
(Critical Thinking)
5. Develop broader
perspectives through peer
review and class discussion,
effectively drawing on those
perspectives when shaping
written discourse. (Teamwork)
6. Write readable, coherent
prose in papers, with
deliberate attention to
conventions of academic
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accuracy of quotations, clear writing. (Communication &

distinctions between Personal Responsibility)
paraphrased and quoted
material, and matching of in-
text citations to an ordered list.

REQUIRED COURSE MATERIALS

The following textbooks are required components of this class and the entire First-Year
Composition sequence, including ENG 1003, ENG 1013, and ENG 1023. You must obtain the St.
Martins Guide. You may purchase your textbook at the TWU Bookstore, at KB Books (across from
Lowry Hall), or Voertmans (111 E University, or on Hickory near UNT).

Axelrod, Rise B., and Charles R. Cooper. The St. Martins Guide to Writing. 10th ed. ISBN-13: 978-1-
4576-5415-2.

Axelrod, Rise B., and Charles R. Cooper. Sticks & Stones and Other Student Essays. 8th ed. (Note: This
small text should come with the above textbook for free if you order using the above ISBN
number or buy it through the bookstore.)

Texas Womans University. First-Year Composition Essay Reader. (Your instructor will tell you how and
where to download this ebook. It will cost $1.99.)

You will also need access to the following:

flash drive, Pioneer network storage, or internet cloud service (i.e. Dropbox.com, Google
Docs, Icloud.com) for keeping copies of drafts
internet access outside of class (for accessing Blackboard and other links for the class)
Pioneer Portal and Blackboard (for supplemental handouts and materials)
COURSE REQUIREMENTS
Here is how your grade will be calculated:

Diagnostic and Capstone Learning Experiences (5% each, 10% total)

At the start and end of the term, you will have a chance to practice a very
common task in academic writing: an analysis of conflicting sources. Credit for
the two Learning Experiences is based on how fully you prepare for each step in
the task and participate in class. We will be collecting your completed responses
and studying them to learn how effectively the writing program is instilling these
skills. Accordingly, what you write for these exercises may help us determine
what to emphasize in future classes.

Major Writing Assignments (75%) Major writing assignments will be graded within
two (2) weeks of submission.
Writing Assignment #1: Digital Technology Narrative w/Remembered
Event. (15%) 750-1,000 words. Students write a self-reflective narrative
examining their prior experiences with writing. After reading examples of other
narratives, students write a narrative about a significant event in their life, honing
their skills with chronological organization and cues. (SMG, Ch. 1 and 2)

ENG 1003 Spring 2016

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Writing Assignment #2: Close Reading & Analysis. (25%) 800-1,200 words.
Students annotate, outline, and analyze a published argument, drawing on active
reading strategies to reach reasonable conclusions about cuing or rhetorical
strategies. (SMG, Ch. 12, 13, 19)

Writing Assignment #3: Revision & Process Reflection. (35%) 900-1,100

words. Students annotate and revise a paper, then compose a new writing
narrative reflecting on their writing and revision process, with attention to pre-
writing, planning, drafting, peer-review, revision, and editing. Students should
draw from and selectively quote from previous materials, metacognitive
reflections, and journal entries as needed to back up the narrative.

Minor Writing Assignments (15%)

Analyzing Stories and Visuals: Students analyze a short story and a photo or
other visual from a list provided by the instructor. (SMG, Ch. 10 and 20)
Analyze & Write Exercises: Choose a reading from Ch. 2 and complete the
Analyze & Write activities that follow it. Write a narrative describing what you
did and what you learned, citing examples as needed. (SMG, Ch. 2)
Description: Drawing on Chapter 15 from the St. Martins Guide, annotate and
analyze a passage of description from a novel, short story, article, or book. Then
write a description of a new subject in which you emulate at least one of the
descriptive strategies you identified in your analysis.
Reflection Journal: Maintain and update an online journal of your impressions,
responses to, and thoughts about a novel, book, series of short stories, or other
long text that you have agreed to read in addition to this classs other assigned
readings. (Reading rate should approximate 10-20 pages a week.) At the end of
the journal series, re-read your weekly posts and write a reflection about your
overall experience, drawing on your journals for material and quotes as necessary.
How did your impressions or thoughts change or evolve over the reading
experience?

TIPS FOR SUCCEEDING IN FIRST YEAR COMPOSITION

Read the syllabus. This document is the most important success tool that you will receive all
semester. It provides information on course expectations, how grades are tabulated, and advice on
coping with issues that may arise. When in doubt about an assignment deadline or course policy,
your first step should be to check the syllabus.

Pay attention to any possible syllabus changes. This syllabus is subject to change. I may need to
modify portions of this syllabus (particularly the calendar of assignments) to adjust for your learning
needs, resources availability, changes in university or department policy, or other teaching reasons.
When changes occur, I will announce them in class, I will adjust the syllabus, and post a revised
syllabus on the class Blackboard site. Handouts and assignment prompts distributed to yall during
the term, physically or virtually, are considered extensions of this syllabus. Always refer to the most
recent version of the syllabus.

ENG 1003 Spring 2016

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Purchase your textbooks. There is nothing else to be said here. I will try my best to have copies of
any books for this class on reserve at the library, but library reserves are usually only for four (4)
hours, so try your best to purchase textbooks.

Take the Diagnostic and Capstone Learning Experiences seriously. To assess how our First-
Year Composition program is doing, we will ask you to complete two learning experiences, one near
the beginning of the term and one near the end. These exercises are required of all composition
students. Completion of the two exercises is worth a combined 10% of your grade.

Pay attention to the schedule. Pay careful, close attention to assignment due dates as well as your
homework each day.

Attend class regularly. Student success in this program depends a great deal on whether yall show
up to class and participate. Missing a writing class isnt like missing a lecture, where a friend who
takes good notes can help you get caught up. Missing a writing class is more like missing team
practice or a workout: Someone can tell you that everyone ran laps or practiced batting or did drills,
but that isnt going to help you get caught up on the workout that you missed. For the most part,
what happens in writing classes benefits only the people who fully participate in them: the act of
giving an effective peer review sharpens your own ideas of how to write better; the act of analyzing
and discussing a text in class teaches you a process you can use on other texts; the pre-writing,
researching, and sentence strategy exercises in a writing class help students write better papers.
For this reason, if you miss a class, you need to understand that you will probably not be able to
make up the missed experience, and there will probably be consequences in terms of your
understanding or performance later, even if the absence is excused.

Now, I realize that life happens. I also know sometimes, yall just dont want to come to class; this is
why there is an attendance policy. You have two (2); yes, only two (2) absences without penalty.
After those two (2), grades may be reduced one (1) whole letter grade because you have probably
missed too much in class work.

I want you to succeed. If you know in advance you have to miss a class, talk to me ahead of time
and we can try to minimize the side effects. I can be reached by email at ejohnson15@twu.edu or by
phone at _940-898-2253_.

What Is the Official TWU Attendance Policy?

TWU Attendance Policy: Consistent attendance is vital to academic success and is expected of all
students. Grades are determined by academic performance, and instructors may give students
written notice that attendance related to specific classroom activities is required. Absences do not
exempt students from academic requirements. Excessive absences, even if documented, may result
in a students failing the course. Excused absences are within the purview of the instructor.

Contribute in class. The best learning is collaborative learning. The classroom is a space where
everyone from the instructor to the student can learn from each other. To achieve that optimal
learning environment, you need to contribute to the class. Contribution doesnt involve merely
showing up to class, however: pay attention to the work being done in class, take assignments
seriously, provide support and feedback to others in class, and contribute meaningfully to class
discussion.

ENG 1003 Spring 2016

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Complete the course assignments. This syllabus provides a list of assignments for this class,
along with their respective weights. Pay attention to the percentage that each assignment is worth.
The major assignments comprise the majority (75%) of your grade. If you fail to complete any of
those assignments or receive a poor grade on those assignments, it is unlikely that you can succeed
in the class. Also, keep in mind that minor assignments together make up 15% of your grade, and
poor performance on them (often by lack of attendance) will also factor heavily into your final
grade.

Turn your assignments in on time. As a rule, the first-year composition program does not accept
late assignments. However, I know sometimes life happens, but keep in mind that I must be fair to
everyone. This means that I will take late work, but for every day the assignment is late, it is reduced
by one (1) entire letter grade. After four (4) days, the assignment will not be accepted at all. No
exceptions. Absence is not an excuse for late work. If you must miss class when an assignment is
due, turn it in prior to the due date.

Keep a professional attitude. This comes down to respecting your classmates and me. When you
use electronic devices (unless specifically instructed to do so), or when you do work that is unrelated
to the course, you are potentially infringing on the educational opportunities for others in class.
Turning off or silencing cell phones, using the class printer before class, putting away ear-buds,
saving your text messaging until after class is over, and keeping your computer screen focused on
class-related activities all help everyone else around stay focused, too.

Professionalism also means that when you communicate with your professor by email that you use
professional standards, which includes using email from your TWU account with a subject line
stating the purpose of the email, uses appropriate language, and signs your first and last name to the
email as well as your class section day and time. I do not normally answer emails on weekends, and I
do not respond to emails that use profanity or other inappropriate language.

For group assignments, consider other students your professional colleagues: do them the courtesy
of addressing them respectfully when you communicate with them, and honor any promises to meet
or complete work.

Communicate with me. To get the most from the classroom experience, you should communicate
to me any issues that you may be having. Attend my office hours or make an appointment if those
hours do not work for you. I cannot always know you are having trouble understanding something if
you dont communicate it keep me informed. Let me know wassup!

Use The Write Site. Write Site services are paid for with your tuition. Yall can schedule up to two
hours of appointments per week to work one-on-one with a writing consultant, who can assist you
with any phase of the writing process. As you meet with a consultant, youll discover ways not only
to improve the assignment youre currently working on, but also realize how to improve as a writer.
The Write Site is open Monday through Thursday from 9-5 p.m. and from 9-1 p.m. on Fridays.
There are evening hours in Pioneer Center for Student Success, located on the second floor of the
Blagg-Huey Library Sunday through Wednesday from 6-9 p.m. Meetings are by appointment only.
To make an appointment, go online to www.twu.edu/writesite, call 940-898-2341, or visit CFO 131.
Keep in mind that the center is used by the entire university, so it is best to schedule your
appointments as early as possible in your writing process.

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Remember that writing is public. Even when writing is in draft form, professional writers
circulate copies of what they are working on for feedback. For this reason, yall need to become
comfortable sharing your writing with peers and hearing, seeing, or reading reactions to it. In this
class, expect to share your work with your peers, face-to-face, one-on-one, or, at times, with the
entire class at once. This sharing is intended to provide you with models of effective writing,
feedback to improve your writing, and give you experience offering feedback. It is imperative we all
respect this process and come to class prepared to share writing and comment constructively.

Follow the assignment directions. Every assignment has a specific set of instructions. Be sure to
check the assignment sheet when you receive it, before you begin working, and before an
assignment is due to ensure you are meeting the criteria for the assignment. That includes
following the course guidelines for manuscript preparation, which require that assignments
use are double-spaced using black ink in Times New Roman font (no larger or smaller than
12pt). Use MLA guidelines for spacing, margins, heading, and page numbering.

I also recommend that you regularly save your work on a hard drive and email a copy to yourself.
You can also use a flash drive or your university storage. Computer labs are located in the following
areas: MCL Mega Lab (218), Technology Resource Center (MCL 221), Blagg-Huey Library (Lab),
Student Center (Rm. 112), and University Housing (Guinn Commons).

Additional University/Program Information

Academic Dishonesty Statement: Honesty in completing assignments is essential to the

mission of the University and to the development of the personal integrity of students. In
submitting graded assignments, students affirm that they have neither given nor received
unauthorized assistance, and that they have abided by all other provisions of the Code of
Conduct in the TWU Student Handbook. Cheating, plagiarism, fabrication or other kinds of
academic dishonesty will not be tolerated and will result in appropriate sanctions that may
include failing an assignment, failing the class, or being suspended or expelled. Suspected
cases in this course may be reported to Student Life. The specific disciplinary process for
academic dishonesty is found in the TWU Student Handbook. The TWU library link,
Avoiding Plagiarism, will aid students in completing their assignments with integrity.

Turnitin Statement: In an effort to ensure the integrity of the academic process, Texas
Womans University vigorously affirms the importance of academic honesty as defined by
the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty
members at Texas Womans University may use a tool called Turnitin to compare a students
work with multiple sources. It then reports a percentage of similarity and provides links to
those specific sources. The tool itself does not determine whether a paper has been
plagiarized. Instead, that judgment must be made by the individual faculty member.

Disability Support Policy Statement: If you anticipate the need for reasonable
accommodations to meet the requirements of this course, you must register with the office
of Disability Support Services (CFO 106, 940-898-3835, dss@twu.edu ) in order to obtain
the required official notification of your accommodation needs. Please plan to meet with me
by appointment or during office hours to discuss approved accommodations and how my
course requirements and activities may impact your ability to fully participate.

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Dropping this Course: Students may drop a course without penalty before the census day of
each regular semester. However, after the census date, students enrolling fall 2007 or later (at
TWU or any Texas public higher education institution), are allowed only 6 unexcused drops
during their undergraduate academic careers. Drops after the census day will count toward
the 6-drop limit unless they are supported by timely, appropriate documentation and excused
by the university review process. Drop forms are available in the Registrars Office and
require the signature of the student, instructor, and academic advisor.

What follows is a skeletal outline of reading and writing assignments for the semester. This calendar
does not include all the many ways well think and write about writing; its simply a guide. This
calendar is subject to change.

Tentative Schedule
Week 1: January 18-22
Monday, January 18 Martin Luther King, Jr. (Holiday)
Friday, January 22: Late registration period ends, 5:00 p.m. No new registrations for spring will
be allowed after this date. Late registration payment deadline, 6:00 p.m. Payments not received
will result in deletion of class schedule.
Session 1.
o No class this day, MLK Holiday (Monday, January 18)
Session 2.
o Syllabus introduction, first day of class forms, and students receive access to readings
for Diagnostic Learning Experience (Wednesday, January 20)

Week 2: January 25-29

Monday, January 25: Last day to withdraw from the University and receive 80% of the refundable
amount of tuition and fees, 5:00 p.m.
Session 1.
o Diagnostic Learning Experience (Monday, January 25)
Session 2.
o Diagnostic Learning Experience (Wednesday, January 27)

Week 3: February 1 - 5
Major Writing Assignment# 1: Digital Technology Narrative w/Remembered Event,
SMG Chs. 1, 2, and 14
Monday, February 1: Last day to withdraw from the University and receive 70% of the refundable
amount of tuition and fees, 5:00 p.m.
Session 1. (Monday, February 1)
o Prep: Read SMG Ch. 1, read [example(s) of writing narratives], and skim SMG Ch.
11, picking two invention strategies you would like to try out or practice. Read
assigned PDFs from How to Not Write Bad: The Most Common Writing
Problems and the Best Ways to Avoid Them and Essays and Arguments: A
Handbook for Writing Student Essays posted on Blackboard. Familiarize
yourself with the Digital Archives of Literacy Narratives (DALN).

o Activity: Discuss writing narratives; practice invention strategies for WA #1:

Digital Technology Literacy Narrative. Choose one of the bullet points on page 5
and complete the reflection in the St. Martins Guide. In-class writing/drafting.

ENG 1003 Spring 2016

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Be prepared to read the reflection aloud to your peers. Discuss the DALN.

(Wednesday, February 3) Wednesday, February 3: Last day to drop a class, but not withdraw
from the University, and receive a refund for the amount of the course, 5:00 p.m. Courses
dropped by this date will not appear on the official transcript and will not count towards the 6-
drop limit.
Session 2.
o Prep: Complete Invention and Planning sections of Guide to Writing from Ch. 2.
Learn what a genre is and why its useful to be able to recognize the genre of a
piece of writing. Find a story from the DALN that closest matches your own story.

o Activity: Post a link to the DALN in the discussion board that closely matches your
own story. Be prepared to discuss why the story you have chosen matches your
own. Read the reflection from chapter one aloud to a peer. In class activity to help
you consider the digital technology aspect of this assignment. Begin drafting the
Digital Technology Literacy Narrative w/Remembered Event. In-class
writing/drafting.

Week 4: February 8 - 12
Session 1. (Monday, February 8)
o Prep: Read pgs. 8-17 and 22-24 in SMG and read assigned PDFs (chapter excerpts
from How to Not Write Bad: The Most Common Writing Problems and the Best
Ways to Avoid Them and Essays and Arguments: A Handbook for Writing
Student Essays) posted on Blackboard.

o Activity: Discuss Brandts Calling Home and Desmond-Harris Tupac and My

Non-thug Life.

Session 2. (Wednesday, February 10)

o Prep: Review formatting dialogue handout on Blackboard; review cohesion and
cuing strategies from SMG, Ch. 13.

o Activity: Troubleshooting -- Learn why its useful to review and revise during the
planning stage. How does the DALN you chose match the remembered event
genre? How is it similar? How is it different? Discuss how this platform (DALN)
might affect the production of the story. Discus weekly reading journals that
will begin next week. Troubleshooting -- Share plans for essays in class. Review
essay draft. Annotated essay draft. For the last 20 minutes of class, we will
walk over to the Write Site, CFO 131, for a tutoring presentation.

Week 5: February 15 - 19
Monday, February 15: Last day to withdraw from the University and receive 25% of the refundable
amount of tuition and fees, 5:00 p.m.
Session 1. (Monday, February 15)
o Prep: Finish reading PDFs from Monday, February 8 (excerpts from How to Not
Write Bad: The Most Common Writing Problems and the Best Ways to Avoid
Them and Essays and Arguments: A Handbook for Writing Student Essays).
Review ch.14 (561-573) in SMG. Continue drafting narratives.

o Activity: Narrative activity.

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Session 2. (Wednesday, February 17)

o Prep: Continue drafting narratives. Complete a full first draft of the essay for peer
review.

o Activity: Peer review.

Week 6: February 22 26
Friday, February 26: Last day to drop a class or withdraw from the University without academic
penalty, 5:00 p.m. No Refund.
Session 1. (Monday, February 22)
o Prep: Reflect on peer comments and decide what, if any revisions to make.
Construct a revision plan. Revise according to the revision plan. Use editing
guidance from SMG, Ch. 2 to fine-tune and then have revisions completed for
final draft submission on Monday, February 29.

o Activity: Reflect on challenges encountered during drafting and revision. Discuss

strategies for improvement. Learn why its useful to review and revise during the
planning stage. Self-review.

Session 2. (Wednesday, February 24)

o Prep: Revise according to self-review. Read revised essay to a friend or family
member, or better yet make an appointment with the Write Site for professional
assistance. Review cohesion and cuing strategies from SMG, Ch. 13.

o Activity: Read essay aloud to peers during class. Introduce/discuss Major

Writing Assignment #2: Close Reading & Analysis. Facebook, Genius,
Instagram, Storify, Tumblr, and Twitter introduction/discussion.

Major Writing Assignment #2: Close Reading & Analysis, SMG, Ch. 10, 12, 13, 19-20, 25-27
Week 7: February 29 March 4
Session 1. (Monday, February 29)
o Prep: Read pages 457-470 and 472-483 in SMG. Read assigned PDFs (chapter
excerpts from How to Not Write Bad: The Most Common Writing Problems and
the Best Ways to Avoid Them and Essays and Arguments: A Handbook for
Writing Student Essays) posted on Blackboard.

o Activity: Discuss Basic Features. Practice analysis using Isabella Wrights For
Heavens Sake! Submit via Blackboard a metacognitive reflection on writing
processes on Blackboard: discuss what you believe are primary lessons of
narrative assignments and submit it to the Minor Writing Assignments by
Monday, February 29, before 5 pm. All students must submit a final draft of
Major Writing Assignment #1: Digital Technology Literacy Narrative
through a Turnitin link on Blackboard before 12:20 pm today, Monday, February
29.

Session 2. (Wednesday, March 2)

o Prep: Finish reading pages 457-470, 472-483 and 561-568 in SMG.

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o Activity: Discuss Basic Features. Practice analysis using Isabella Wrights For
Heavens Sake!

Week 8: March 7 - 11
Session 1. (Monday, March 7)
o Prep: Read pages 521-543, 608-625, and 626-639 in SMG. Complete group
assignment from Wednesday, March 2. Read A Rose for Emily and Everyday
Use both are posted on Blackboard.

o Activity: Complete group assignment from Wednesday, March 2. As homework

create an annotation chart or use Basic Features to create a chart on A Rose for
Emily, OR Everyday Use. Discuss the Storify or Genius story. Discuss how
to analyze Storify and Genius.

Session 2. (Wednesday, March 9)

o Prep: Discuss charts. Troubleshoot charts. Using Ways In as a class, there will
be a practice of analyzing of stories. Find a story to analyze from the list on page
474 or a story on Storify or Genius or Tumblr or converse with me about a
different story. If you choose a story from outside both the approved list on page
474 or a story on Genius or Storify or Tumblr, please make sure the story is short.
Make sure you can provide copies, or make sure you can provide a link to the
Storify or Genius or Tumblr, so the entire class is able to read it.

o Activity: Discuss Ways In for Everyday Use. Post story choice on Blackboard
in a Discussion Board. Complete the annotation of the story you have chosen to
analyze for the report using the Ways In chart on pages 475 479, and bring
the annotation chart to class on Monday, March 21.

Week 9: March 14 18 NO CLASSES! SPRING BREAK! WOOHOO!

Week 10: March 21-25
Session 1. (Monday, March 21)
o Prep: Recuperate from Spring Break fun!
o Activity: In-class essay drafting

Session 2. (Wednesday, March 23)

o Prep: Continue drafting essays
o Activity: In-class essay drafting

Week 11: March 28 - April 1

Session 1. (Monday, March 28)
o Prep: Complete a full draft of the essay.
o Activity: Peer Review

Session 2. (Wednesday, March 30)

o Prep: Review both previous major writing assignments. Pay attention to how each
essay does or does not adhere to its respective Basic Features.

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o Activity: Discuss Basic Features of both previous major writing assignments.

Introduce/discuss Major Writing Assignment #3: Revision and Process
Reflection.

Major Writing Assignment #3: Revision and Process Reflection

Week 12: April 4 8 (No class on Wednesday, April 6, but there is still work to post on
Blackboard.) Friday, April 8: Last day to drop a class or withdraw from the University, 5:00 p.m.
Session 1. (Monday, April 4)
o Prep: Using comments from peer review, revise accordingly, edit and then submit
final draft of Close Reading & Analysis during class.

o Activity: Submit a final draft of Major Writing Assignment #2: Close

Reading & Analysis

Session 2. (Wednesday, April 6)

o Prep: Write a reflection about your experiences with each of the two previous
major writing assignments. Answer these questions (use MLA format): What
worked? What didnt? Which essay do you feel most comfortable trying to
improve? Why? What was most challenging? What became easier the second
time around? What would you like more help with? Using the basic features, how
do you think you did?

o Activity: Annotate both previous major writing assignments: Digital

Technology Literacy Narrative and Close Reading & Analysis using the
basic features of each respective essay. Post annotations in a discussion board
and discuss how these annotations will affect the revision process for both essays.
Troubleshoot annotations.

Week 13: April 11 - 15

Session 1. (Monday, April 11)
o Prep: Review grades for Close Reading & Analysis. Review your annotation charts.

o Activity: Discuss choices for revised essay. Why that essay? Try to think beyond
answers of to get a better grade or because I need a higher grade or because
it is easy.

Session 2. (Wednesday, April 13)

o Prep: Post your essay choice for revision to the discussion board BEFORE class
on Wednesday, April 13.

o Activity: Group work based on essay choice. Discuss revision and editing. Review
assigned PDFs. Work with peers to write up a revision plan, and sign up for one-
to-one conferences that will take place next week.

ENG 1003 Spring 2016

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Week 14: April 18 22 (No classes this week, but each person is required to meet with me
individually for one-to-one conferences.)
Session 1. (Monday, April 18)
o Prep: Bring your essay draft, annotations, and revision plan with you to the one to
one meeting.

o Activity: Conferences.

Session 2. (Wednesday, April 20)

o Prep: Bring your essay draft, annotations, and revision plan with you to the one to
one meeting.

o Activity: Conferences.

Week 15: April 25 29 (Return to regular class meetings.)

Session 1. (Monday, April 25)
o Prep: Complete any necessary revisions.

o Activity: Peer Review

Session 2. (Wednesday, April 27)

o Prep: Complete any necessary revisions.

o Activity: Editing activity. Submit a final draft of Major Writing Assignment

#3: Revision & Process Reflection using the Turnitin link on Blackboard by
12:20 pm today, Wednesday, April 29. Begin Capstone Learning Experience

Week 16: May 2 6

Session 1. (Monday, May 2)
o Capstone Learning Experience

Session 2. (Wednesday, May 4)

o Capstone Learning Experience

Week 17: May 9 12: FINALS WEEK

Wednesday, May 11, from 10:30 am 12:30 pm.
o Finish Capstone Learning Experience
End of Semester

ENG 1003 Spring 2016