Formal Writing Projects: Over the course of the semester you will complete four formal writing projects:
Project 1: Literacy Narrative. In this project, you will identify an event from your life that represents who you are as a reader and/or writer now, and discuss how this event continues to influence your life with reading and/or writing.
Project 2: Rhetorical Analysis. In this project, you will analyze a text according to elements of rhetoric. You will support your claims by citing and referencing your text.
Project 3: Field Research Paper. In this project, you will select a Discourse community and develop a research question that relates to an issue within this community. You will then conduct primary research and analyze your results.
Project 4: ePortfolio and Final Reflection. In this last project, you will compile your first three projects into a digital portfolio on D2L. You will also write a Final Reflection that overviews and describes what you learned in this class.
At the beginning of each unit in class, I will provide you with more detailed assignment information for each writing project.
For each project, you are required to turn in several drafts of your work. More specific information about this is typically given in each respective unit, however, here is a general overview:
Early Draft: This draft is about starting. My requirements are typically minimal, I'm mainly looking to see your brainstorming, outlining, or data collection for your project. This draft is about collecting ideas and beginning the writing process. Sometimes this looks like the beginning of an essay, sometimes it's a detailed outline. Regardless, this draft is all about beginning your writing process. I provide brief feedback on early drafts, mainly recommending where to develop ideas and which ideas might need to be left behind.
Working Draft: This draft is written with a more specific focus in mind. This is a fully written draft, but some parts of the project may still be missing or need to be developed more. You will turn in your working draft for peer review and for feedback from me, your professor. To fully take advantage of peer review, I encourage you to write this draft to the best of your ability. I provide global feedback, typically focusing on suggestions and notes for revision.
Final Draft: This draft is turned in at the end of its respective unit, and is written to the best of your ability. It meets the assignment requirements and has been revised according to feedback from your peers and professor. Consider this your "complete" draft, it represents all you've learned in this unit and shows your best effort. I provide general feedback, adding final notes regarding your progress.
In-Class Informal Assignments: In each unit, you will be assigned various individual writing tasks, group activities, and discussions in the class designed to support your knowledge-building and drafting of your formal writing projects. These assignments are either due by the end of the class or soon after, and my instructions are shared in class. These assignments look like the following:
Writing warm-ups or exercises.
In-class reading assignments.
Discussion questions or forums.
Small group discussions.
Group writing exercises.
Quizzes on the reading.
Online learning activities.
To put the best effort into these assignments, I recommend staying on top of the class readings. Come to class prepared!
Weekly Writing/Reading Journal: Each week, you will need to visit the Weekly Writing/Reading Journal Assignment Information and Prompts provided on D2L. On the last day of the week (Sunday), you will have a 250-word writing response due by midnight. This response must answer a minimum of one prompt from the week listed. Prompts for the journal entry vary but might consist of the following:
Notes from the readings.
Freewrites about in-class lessons or discussions.
Brainstorming and prewriting for a formal writing project.
You are welcome to complete the prompt and turn it in earlier in the week, but it must be submitted by the end of the week at midnight. Further assignment instructions will be provided on D2L for each week.
Additional Peer Response Partnerships (out of class)
For each formal writing project in class, you must have one other person give feedback on your project outside of class time. This could be another student in class, a student that is not in our class, or an adult/instructor that is not me! This peer response MUST be done before the final deadline for the project.
Mini Writing Project: Choose ONE of the following mini writing projects to complete during the semester. Each project aligns with one unit in class—therefore, the mini writing project is due at the end of that unit. Due dates are listed with each project below. Your mini writing project should be 600–900 words (2–3 double-spaced pages).
Option 1: Letter to a Literacy Sponsor
During Unit I, we’ll read an article by Deborah Brandt titled “Sponsors of Literacy,” and you’ll think, talk, and write about people who have been influential to your literacy education. For this mini writing project, you’ll compose a letter addressed to one of your literacy sponsors. It can be anyone you deem influential to your literacy education—a family member, friend, teacher, coach, etc. Tell the person why you view them as an influential person in your literacy education—what they did to help you learn about reading and writing. Some guiding questions: What, specifically, do you remember learning from them? Why does this stick out in your memory? What does this experience mean for you now, as a student in ENG 101? Keep your focus on literacy, specifically, even if the person has helped you grow in other areas too. You do not have to send your letter to the sponsor, but you’re most welcome to send it if you want to.
Option 2: Letter to Research Participants
During Unit III in class, you will work in a group to study an issue within a particular discourse community. For this mini writing project, you will compose a letter to your research participants updating them on the status and findings of your project. Remind the participants what you studied and why, thank them for their participation, and share what you learned. Additionally, share any implications from your research that you think would affect the participants’ participation in their discourse community and why. Please do not send this letter to any participants, even if you know. Sending the letter would be a breach of confidentiality.
Option 3: Letter to a Future Composition Student
By this point in the semester, you’ve completed the majority of the work required in ENG 101 and you’ve been introduced to several new concepts about writing. You’ve almost finished composing your own theory of writing, based on what you’ve learned. For this mini writing project, you’ll take that knowledge and turn it into a meaningful (and honest) recommendation for a future ENG 101 student. Some guiding questions: What can the student expect to learn in this class? What advice do you have? Perhaps, what do you wish you’d known coming in to this class? Keep your focus on the content of the class—what future students can hope to learn—not on the instructor, time of day, etc.