Click here to schedule a writing conference

What's due?
What did we cover in class?
M 1/12
 Syllabus & course overview; 
Writing surveys;
Read & discuss:  Ballenger, "The Importance of Writing Badly"
T 1/13
WRITEclick here
Cognitive Biases: What Are They and Why Should We Care;
Read first half of Williams & McInerney, "Writing in College"
What is Argument? What role does it play in learning?
W 1/14
  • Williams & McInerney, "Writing in College" (handout & online)
  • How to Write Anything, Ch. 3 (pp. 72-94)
WRITEclick here
What are the parts of an argument?
Identifying and evaluating warrants (how assumptions can make or break an argument)
R 1/15 
  • Lynn Ehlers, "Play 'Free Bird'!" (HTWA 95-100)
  • Cathy Young, "Duke's Sexist Sexual Misconduct Policy" (HTWA 101-103)

click here
More practice recognizing and critiquing assumptions;
Strong vs. weak arguments: 
  • Generalizations
  • Arguments from authority
F 1/16
READHTWA Ch. 22 (372-378)

WRITE:  After reading Chapter 22 and learning about some of the different logical fallacies that plague arguments, quiz yourself by completing the Logical Fallacy Identification Worksheet (handout). 
Logical fallacies;
Strong vs. Weak arguments:
  • Analogies
  • Causal arguments
M 1/19    
T 1/20
WRITEclick here
A1:  Topic workshop
A2:  Work time (bring a laptop if you have one)
W 1/21

Work day (bring a laptop if you have one)
R 1/22 
READ:  Graff & Birkenstein, "Planting a Naysayer in Your Text" (handout)

Suggested readingHTWA, Chs. 29-34 (pp. 408-429)

WRITEClick here
A1:  Incorporating counterarguments (planting a "naysayer" in your essay)
A2:  Work time (bring a laptop if you have one)
F 1/23    
A1:  Discuss upcoming peer review workshop;
A2:  Work time (bring a laptop if you have one)
M 1/26
ROUGH DRAFT OF ARGUMENT ESSAY (Bring 5 copies; you may single space but PLEASE increase your margins and add 2 or 3 extra spaces between paragraphs)Exchange drafts in peer review groups; begin reading & annotating
T 1/27
Peer Responses (Bring 2 copies of each: one for me & one for each writer)
In-class peer review
W 1/28

Continue peer review/begin essay revisions
Writing conferences
R 1/29

Read & discuss Ken Macrorie, "The Poison Fish" (handout)
Work on revisions
Writing conferences
F 1/30    
Class cancelled
M 2/2
  • Zinsser, "Simplicity" & "Clutter" (handout)
  • HTWA, Ch. 37

WRITE:  Bring a copy of your current draft
Eliminating clutter & "Engfish"
T 2/3
WRITE:  Bring revised draft
Peer reviewing for conciseness & other problems;
Work on revisions / writing conferences
W 2/4
REVISED ARGUMENT ESSAY (due in class & on by noon)Read & compare review/evaluation essays (in-class handouts)
  • What are some common features of this kind of writing?
  • How is it similar and dissimilar to writing argument essays?
R 2/5
READHTWA Ch. 4 (pages 106-130)
WRITE: Click here
Practice with categories & criteria
F 2/6
Class cancelled--College Day
M 2/9
  • Carrie Brownstein, "So I Thought I Could Dance" (HTWA 765)
  • Ann Powers, "Lady Gaga Live at Staples Center" (HTWA 795)

WRITE: click here

Structuring an evaluation essay
In-class topic workshop
T 2/10

Work day (bring a laptop if you have one)
Writing Conferences
W 2/11

Work day (bring a laptop if you have one)
Writing Conferences
R 2/12
ROUGH DRAFT OF EVALUATION ESSAY (Bring 5 copies)Exchange drafts, read, annotate & begin writing letters
F 2/13
M 2/16

T 2/17
Peer review letters due (2 copies of each)
Peer review; Writing conferences (C Block)
W 2/18

Writing conferences; time to work on revisions
R 2/19
 Writing conferences; time to work on revisions
F 2/20
 READ:  June Casagrande, "The Being and the Doing are the Killing of your Writing" (handout)

WRITEclick here
Actors, actions & nominalizations (FUN!) click here for notes

Practice sentences
M 2/23
READ:  HTWA, Ch. 7 (pp. 206-239)
WRITE:  Click here

Bring Extremely Loud & Incredibly Close with you today
Intro to Extremely Loud & Incredibly Close (ELIC);
Go over student-led discussions, journal assignments
T 2/24
  • ELIC pp. 1 - 34
  • Thomas C. Foster, "Every Trip is a Quest" (handout)
WRITE:  Dialectical journal
Whole class discussion
W 2/25
READ:  ELIC pp. 35 - 85Work time / optional conferences
R 2/26
Snow Day
F 2/27
READ:  ELIC pp. 86 - 141
WRITE:  Dialectical journal on pp. 35-85
Discussion:  pp. 35-85
Leaders: Emily, Cait, Lia
M 3/2
READ:  ELIC pp. 142 - 207
WRITE:  Dialectical journal on pp. 86-141

Discussion:  pp. 86-141
Leaders:  Aleyna, Kim, Megan
T 3/3
READ:  ELIC pp. 208 - 261
WRITE:  Dialectical journal on pp. 142 - 207
Discussion: pp. 142 - 207
Leaders:  Emma, Heidi, Jennifer (click for the video)
W 3/4
READ:  ELIC pp. 262 - 326
WRITE:  Dialectical journal on pp. 208 - 261
Discussion: pp. 208 - 261
Leaders:  Briony, Ryan, Gunnar (click for the video)
R 3/5
F 3/6
M 3/9
WRITE:  Dialectical journal on pp. 262 - 326
Discussion: pp. 262 - 326
Leaders:  Zach, Brandon, Dustin (click for video)
T 3/10
READ:  Sandra Bloom, "Trauma Theory Abbreviated" -- the following sections ONLY (you can read more, but only the ones below are required)
  • Psychological Trauma Defined (page 1)
  • The Fight-or-Flight Response (page 2-3)
  • Thinking under Stress--Action Not Thought (page 4-5)
  • Remembering under Stress (page 5-7)
  • Emotions and Trauma -- Dissociation (page 8 -10)
  • Traumatic Reenactment (page 12-13)
  • Creating Sanctuary (page 15-16)

W 3/11
READ: Interviews with Foer

WRITE:  2-3 inquiry questions for your upcoming literary analysis essay (choose 2 or 3 topics/issues in the novel that you are interested in thinking more about and try to turn them into focused questions

R 3/12

F  3/13
Two-page "sketch" (i.e., preliminary draft) of your literary analysis essay
Workshop sketches:

M  3/16

Conventions of literary analysis essays:
  • summarizing vs. quoting
  • integrating quotations
  • author & characters' names
  • titling your essay
  • Works Cited
T 3/17

Work day (bring a laptop if you can)
W  3/18
Exchange drafts, read & annotate, begin writing peer review letters
R  3/19
Peer review letters due
In-class peer review
F 3/20

Work day: revise literary analysis essay (bring a device if you can)
3/23 - 3/30
T 3/31

Work day/writing conferences
W 4/1
 Work day/writing conferences
R 4/2
 Work day / writing conference
F 4/3
 Work day / writing conferences
M 4/6
Introduction to academic research writing
T 4/7
  • Graff & Birkenstein, They Say/I Say, Preface & Introduction
  • From Inquiry to Academic Writing, pp. 1-10
WRITEclick here
Go over HW responses:  how well did you avoid binary thinking?  what are some other ways of looking at the issue? 

Building an Interest Inventory

Begin reading "Is Google Making Us Stupid?"
W 4/8
  • They Say / I Say, Chs. 4 & 5 ("Three Ways to Respond" & "Distinguishing What You Say from What They Say")
  • Nicholas Carr, "Is Google Making Us Stupid?"

WRITE:  click here
Discuss Carr's essay

In-class exercise: the myth of the boring topic

Assign homework

R 4/9
Homework dueclick here
Go over homework;

In-class exercise

Distribute Exploratory Research Report assignment (download the assignment and an example report here)
F 4/10

WRITEclick here
Discuss website evaluations;
The information cycle & the information pyramid (identifying different types of sources);
Exploratory vs. focused research
M 4/13
READFIAW, Ch. 4 (pp. 73-90)

C1:  Identifying the issue & finding the focusing question
C2:  Work time (BYOD)
T 4/14
Exploratory Research Report due (download the assignment and an example report here)Developing a deep knowledge;
What is an Annotated Bibliography and how do I write one?
optimizing database searches

W 4/15
  • FIAW, Ch. 7 (pp. 139-151)
  • They Say/I Say, Ch. 2 ("The Art of Summarizing")

WRITE:  click here

C1:  Workshop exercises
C2:  Work time

R 4/16
READ:  Fox, Bailenson, & Tricase, "The embodiment of sexualized virtual selves" (handout & downloadable here)

WRITEclick here
C1:  Summarizing scholarly studies (in-class practice exercise)

C2:  Work time (BYOD)
F 4/17

Work time (BYOD)
M 4/20

Work time (BYOD)
T 4/21
Annotated Bibliography DueSample student leads;
What should a lead paragraph do?;
Flashlight vs. floodlight leads;
Two Leads Assignment
W 4/22
READ:  FIAW, Ch. 9 (pp. 247-254)Work time (BYOD)
R 4/23
Two Leads due: compose two different "flashlight" leads for your essay (refer to the handout we discussed in class on Tuesday).  Each lead should be at least one substantial paragraph (i.e., a fully developed paragraph).  Graded on effort.  Workshop leads;
What's the difference between a lead & an introduction?
Work time (BYOD)
F 4/24
M 4/27
  • FIAW, Ch. 5 ("From Formulating to Developing a Thesis")
C1:  Establishing a context for your thesis & compose a working thesis

C2:  work time (BYOD)
T 4/28

NO SCHOOL (ACT testing)--continue researching on your own
W 4/29
FIRST DRAFT DUE (Bring 5 typed copies; single spacing is fine but add spaces between paragraphs and increase margins)
Exchange, read & annotate peer drafts
R 4/30

In-class peer review
F 5/1
NO SCHOOL (testing)--work on revision/second draft
M 5/4
  • Bruce Ballenger, "Considering Methods of Development" (handout)
  • Helen Sword, "The Story Net" (handout)
A1: What "story" are you telling?  Who are your "characters"?  What methods of development might work for your essay?

A2:  Work time (BYOD)
T 5/5

Work time / optional conferences
W 5/6
Exchange drafts and begin annotating
R 5/7

Peer review workshop
F 5/8
BRING CLEAN COPY OF YOUR DRAFT (single spaced, no broken paragraphs across pages)
Frankenstein Revision!!!
M 5/11
NO CLASS: Optional conferences by appointment

T 5/12
FINAL DRAFT DUE by 8:00 AM (on