Writing

• Revised (syllabus, assignment sheet, usable site design) portfolio due
• Include a short reflection about what you changed as you revised your syllabus and assignment sheet and why you made those changes (perhaps even referring to class discussion and/or course readings as you reflect).

In class

• Video sharing
• Conference proposal sharing

Reading

College Writing and Beyond, pp. 106-176

Writing

• Live tweet one chapter.
• Prepare to lead discussion. Summarize the chapter in two or three sentences and develop two discussion questions.

Thinking Ahead

If you’re not producing a video, then you need to prepare a conference proposal to share during our final class meeting (next week):

Develop a proposal for next year’s 4Cs. Consider using John Swales’s create a research space (CARS) model as an organizing principle. Draw on your independent reading, if possible.

Guest Speakers: Heather Julien, Tina Colvin, Lauren Holt, McKenna Rose

Reading

College Writing and Beyond, pp. 5-105

Writing

• Live tweet one chapter.
• Prepare to lead discussion. Summarize the chapter in two or three sentences and develop two discussion questions.
• Develop instructions (assignment sheet) for one of your high-stakes assignments. As you prepare this assignment sheet, please review the assignment-sheet checklist and cover the areas specified therein. You might also consider the innovative way Shanna Early chose to address those areas. Her 101 Syllabus is also something to consider as you think about working with page space and design elements. Be prepared to talk about how the assignment sequence enables students to practice alphabetic, oral, and visual communication and how you’re thinking about framing the genre of the assignment as part of an activity system that works outside of the classroom (notice here that I do not say “outside of the academy”).

Reading

Writing Studies Research in Practice, pp. 101-139; 185-196; 220-230; 231-244

Writing

• Live tweet one chapter.
• Prepare to lead discussion.
• Develop article annotation in Zotero for independent reading (250 words, max). Tag the bibliography entry with your last name. Make sure to join our Zotero group so you can share your source.

Reading

Writing Studies Research in Practice, pp. 1-97

Writing

• Live tweet one chapter
• Prepare to lead discussion
• Develop rationale memo (see details below)

Address the reflection/rationale to the Writing Program Assessment Committee, a group composed of English graduate students who have taught Eng 101 and 181 and faculty/staff from English, the Writing Program, and ESL services.Your chief goal is to explain how the course plan will help students achieve the new learning outcomes (as well as other outcomes that you’ve developed). Other elements you might explain include (but certainly aren’t limited to)

• the role student texts play in your course
• how the theme of your course will help direct student inquiry throughout the semester
• the sequencing of your assignments (i.e., the shape of your semester)
• the scaffolding you plan to provide with a high-stakes assignment you’ve developed
• how the textbook and readings you’ve selected will contribute to the students’ development as writers
• how you plan to include the portfolio in your course and the kinds of reflective writing and revision you will have students do as part of their work
• how you plan to have students write in multiple genres and modes
• how you plan to make multilingualism and the capabilities of multilingual students an asset to your course

Writing

Syllabus for ENG 101 or CPLT 110. This syllabus should include

• A revised version of your course description.
• The required sections that appear in the syllabus template.
• A portfolio component, though how you implement assignment, revision, and assessment with the portfolio is up to you. The writing program will be collecting a number of these portfolios for program assessment at the conclusion of each semester.
• A weekly schedule or unit schedule (e.g., analysis unit, argument unit, research unit) that details the reading and writing (including exercises and writing-to-learn activities) students will in each segment of your course. You don’t have to have plans for each day at this point.

In class

Syllabus sharing

• Revised course theme
• Major assignments and why you’ve sequenced them as you have
• How you envision the texts you’ve selected informing daily attention to and practice with writing

Reading

Required

• Adsanatham, Chanon. “Integrating Assessment and Instruction: Using Student-Generated Grading Criteria to Evaluate Multimodal Digital Projects.” http://www.sciencedirect.com/science/article/pii/S8755461512000230
• Anderson, Daniel. “The Low Bridge to High Benefits: Entry-Level Multimedia, Literacies, and Motivation.” http://ac.els-cdn.com/S8755461507000977/1-s2.0-S8755461507000977-main.pdf?_tid=809a18c4-af5a-11e3-bdb1-00000aab0f6b&acdnat=1395229079_8a3ee40f02861bcea0503195148839dd 
• Ball, Cheryl E. “Assessing Scholarly Multimedia: A Rhetorical Genre Studies Approach.” https://login.proxy.library.emory.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ufh&AN=69699764&site=ehost-live
• Kress, Gunther. “Multimodality.” (reserves link)

Optional

From Steve Stockman’s How Shoot Video that Doesn’t Suck.

• “Think in Shots.”  (reserves link) (5 pages with pictures)
• “Plan with a Shot List.” (reserves link) (10 pages with pictures)

Writing

• Live tweet one reading
• Prepare to lead discussion – For these practically oriented readings, develop two or three discussion questions and one in-class writing activity that you could incorporate into a first-year class.

Planning – Course Syllabus Due Wednesday, March 25

Use the syllabus boilerplate to develop your own syllabus for ENG 101 or CPLT 110. The syllabus needs to be complete, including a weekly schedule or unit (e.g., analysis unit, argument unit, research unit) schedule that details writing (and reading) that you’ll ask students to do. You do not have to have each day of your course planned at this point.

Students are the audience for this syllabus. Do not “narrate your course” in this document (e.g., “This week, I’m planning on . . .”). I’ll ask you to do that kind of reflection in a rationale document that’s to accompany the syllabus.

You should seriously consider using a brief rhetoric to help with writing instruction. We have a number of these available in Callaway N205A. Several students have had good luck with They Say/I Say and Understanding Rhetoric: A Graphic Guide to Writing. As future teachers of record, you can order review copies at no cost.

*Please sign up for the next round of discussion leadership.*

Reading

• Bizzup, Joseph. “BEAM: A Rhetorical Vocabulary for Teaching Research-Based Writing.” https://login.proxy.library.emory.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=31561117&site=ehost-live
• Bean, John C. “Designing and Sequencing Assignments to Teach Undergraduate Research.” Engaging Ideas. (reserves link)
• Gardner, Traci. Designing Writing Assignments http://wac.colostate.edu/books/gardner/ –>Chapter 3: Designing Writing Assignments and Chapter 4: Defining New Tasks for Standard Writing Activities

Writing

• Prepare to lead discussion – For these practically oriented readings, develop two or three discussion questions and one in-class writing activity that you could incorporate into a first-year class.
• Develop a blog post in which you forward what you believe might be two high-stakes assignments for your course. Suggest two low-stakes assignments (two for each high-stakes assignment) that you could use to scaffold students’ experience as they prepare. Note: I’m not asking you to produce “assignment sheets” for this post, merely to forward assignment and scaffolding ideas.

Planning

Review the syllabus boilerplate in anticipation of developing your own syllabus for ENG 101 or CPLT 110. Start a document in which you include the boilerplate text and begin to customize for what you anticipate as your own course policies.

Writing

• Live tweet one reading.
• Blog post: Video proposal/plan (see details below)

Your video proposal should address the following issues and be brief, yet as specific as you can be. You don’t have to divide your post up into sections corresponding to the following points, though you are welcome to, if you like. For more information about the entire assignment, see this page.

1. Communication objectives (Desired outcomes for the video. What should the audience know after watching?)

2. Creative treatment

a) format (drama, documentary, presenter, animation)

b) creative concept (controlling idea)

d) style and tone (informal, upbeat, challenging)

e) opening sequence

f) summary of how you see middle sequences working

g) conclusion (pay off)