Welcome to the 104 Homework Page! This is where all homework assignments will be posted. The newly assigned homework will be listed, with details, at the top of this page. Throughout the semester, when you miss any homework assignments, you will be expected to check this page to see what is due and when. Always feel free to contact me with any questions you have about the assignments listed here. Email:lindy_briggette@my.uri.edu Attention: UPDATE!! As promised: PORTFOLIO Assignment
As a reminders: 1.) Revisions for Project #2 are due by Wednesday, April 30th (extended one day) – let’s say by 11:59pm - email submission is fine, or post to dropbox and let me know it's there. 2.) Revisions for Project #4 (if there is time) will due between May 6th and May 8th (This all depends on when you get them back, but I will try to give everyone at least some suggestions for revision.) 3. PORTFOLIOS ARE DUE BY NOON ON MAY 6th – all in one document, post to dropbox in Sakai. Entire assignment is above…
Homework for Monday, April 28, 2014: 1.) Start thinking about what steps you can take to revise at least one of your projects - BRING an expected revision plan. (Read through your essay, decide what you think you can do for a revision. Bring plan.) 2.) Start drafting the Learning Synthesis. At this point you should be consistently working toward the completion of your portfolio. Don’t wait until the last minute to do everything because it will affect your writing and your reflections – and your grade. 3.)For TWO homework grades: In an email message, please send me your thoughts on the following questions. Be as candid and honest as you feel comfortable with, and please elaborate as much as you can on all questions. I take your feedback seriously in planning future semesters.
What are a few things that went well for you in WRT 104?
What are a few things that did not go well for you in WRT 104?
Regarding the course itself, what are a few things you think should stay the same?
Conversely, what are a few things you think should change? What do you suggest I change about the course?
Homework for Friday, April 25, 2014: --- 1) Many of you owe me a revision of Project #1 - be working on them; the FINAL day I'll accept them is Friday. I will collect the original copy with my comments, and your revised copy (printed, only!) --- 2) Be thinking about whether or not you'd like to revise Project #4. If you already know that you'll need to improve your essay, you must write up a "proposal" that explains: a) why you need to revise Project #4, b) why improving your writing is important to you, and c) why revision, as part of a general writing process, is important. ---You may email me your proposal, and I must receive it by Thursday at 10pm. This gives you 24 hours after handing in your post-write. This will determine my grading process.
Homework for Wednesday April 23, 2014: --- Essay for Project #4 DUE in Sakai by 9am --- Postwrite will be DUE in Sakai by 10pm - assignment is posted here, no late submissions
In class we will reflect on your projects and look ahead to the Portfolio assignment...
Homework for Monday, April 21, 2014:
------ Monday is our Revision Workshop for Project #4 1. Please bring a printed copy of at least FOUR pages of your essay. 2. Come prepared to discuss what your top two concerns with your essay are. 3. Come prepared to discuss what your own plan for a revision might entail.
To also keep in mind: I have given you all of the tools you need to successfully complete this essay. You have your articles, which you should have read as closely as possible. You've chosen quotations you want to use from those articles. You have the instructions from the assignment sheet (also found here). You have the They Say/I Say Templates (orange 1/2 sheet) for writing about others' texts. You also have the two chapters about how to "enter the conversation," the rubric I'll be using to grade your essay, and a model (though not a perfect one) to give you an idea about how another student approached this assignment. Using these tools and resources, you can complete this assignment to the best of your ability.
Homework for Friday, April 18, 2014: --- 1.) Continue to compose pieces of your essay. This might entail:
Work through comparisons in arguments that are made, and contrasts of arguments that are made.
Think about your opinion and whether or not you’re swayed.
--- 2.) Make a list of 5-6 main points you wish to make in your essay, and decide one possible order in which you might discuss them in your essay. --- 3.) Read the model I’ve posted here – For each paragraph, determine: What’s the content? and What’s the purpose? – make a list for class discussion. Also note places that need attention - this model IS NOT PERFECT and we should recognize what would be revised. --Bring a printed version or e-version of the model with you to class (laptop, tablet, not a phone…) Example of Critical Analysis:
Homework for Wednesday, April 16, 2014: 1.WRITING: You should be starting to compose your essay for Project #4. With the information you've collected from your articles, decide what connections you wish to write about and just start writing. Use the templates we went over in class to help you write about what each author argues. Worry about formatting after you get started with writing. 2. READING: Please read through the WRT 104 Outcomes that are posted here (PDF). Choose one outcome from each of the three categories and come prepared to discuss how you think we’ve been working toward meeting this outcome. We WILL discuss this in class.
3.REVIEW: Please review MLA formatting in the Little Seagull Handbook (In-text citations: pgs. 96-102; Work Cited: pgs 103-129), see if you can write out the Work Cited citation for each of your articles. Please being your Little Seagull Handbook with you to class - we will review the MLA information.
4. FYI: We will also go over the Portfolio Assignment, I'll try to post it here before class for your review.
Homework for Monday, April 14, 2014: 1. Before Monday, please perform a full close-reading of your articles. Not sure what this looks like?: ----Determine the argument or message the author/s is trying to convey and for what purpose, then pick out as many quotations as you can that might be helpful for your purpose with Project #4. For this, I might suggest you use the “double entry notes” system to do the prep-work for this paper. (See below at Feb 17th – example is there.)
2. Use the “They Say/I Say” templates (orange sheet given out in class) to practice writing out full sentences of what you find. See if you can write out 4-5 sentences pertaining to your articles or perhaps write up a few paragraphs of your comparison thus far. We’ll talk about this in class.
3.For your own use: Take a look at “As He Himself Puts It” – a brief piece about quoting from a book called They Say/I Say. This will also help you better understand how best to quote the authors you’re writing about.
Homework for Friday, April 11, 2014: 1. Read the excerpt from Joe Harris’ “Forwarding” that was given out in class. (PDF below for those absent.) Come prepared to discuss a few reasons how this helps us approach Project #4, including a few quotations that jump out at you.
2. You should have most, if not all, of your scholarly article read (at least once) by Friday.
3. Please have your magazine or newspaper article chosen for Friday. You can either use the URI databases for this search, or use Google to see what you find.
4. Bring a printed copy of your scholarly journal (or you can use a tablet, or laptop - NOT YOUR PHONE). --Come prepared to talk about the differences between the articles/arguments – maybe ones that you expect, or ones that you’ve found thus far.
Homework for Wednesday, April 9, 2014: 1. Please have your “scholarly” article chosen before Wednesday's class. --- Using what we learned at the Library session, you should have started looking for this over the weekend – if you didn’t, use this URI Library Databases link to get started.
2. Come prepared to report the title, author/s, publication and year of your article.
3. Read, at least, the first five pages of your scholarly article. ---Take notes while you read and come prepared to discuss what you’ve found thus far as well as what interests you
4. Start looking for an accompanying magazine or newspaper article for Project #4. You can use library data bases or you may find some looking directly sources’ webpage/site.
Homework for Monday, April 7, 2014: 1. Due: Project #3 Individual Reflection – PDF is below
4. Starting Project #4: Begin to dig around the URI databases for a “scholarly” (aka “peer reviewed”) article to work with for Project #4. Try to find at least two that you like and that you can understand. If you found an article already, start looking for a newspaper or magazine article. Write me if you don’t know how to begin…
Homework for Friday, April 4, 2014: We have seven groups that need to present during our 50-minute class time; that’s about seven minutes per group.
Here is what I propose: a.) Make sure your project is posted in SOMEONE’s Sakai dropbox (I have access to all). b.) We will watch movie clips first, then we’ll do PPTs/Prezi/other formats. c.) Every group will have about FIVE AND A HALF minutes total; movie clips can be quickly introduced by group members, and PPT/Prezis/websites can have ongoing commentary by group members (you may end up going to 6 minutes). d.) For those with PPT/Prezi/website, all group members should be prepared to at least say one thing about the project. e.) Your role as active viewers will be to think of one question or comment to give each group – if there is time left, we’ll have a round of question/comments. ALSO – I will send/post an evaluation so you can score your group members on their work and effort. This will be online or via email so you can feel safe to fairly and accurately score your partners.
Homework for Wednesday, April 2, 2014 - LIBRARY VISIT:
I. We will be meeting in the LIBRARY at our class time on Wednesday. --- a. Before Wednesday, make list of interesting things you’ve learned over the course of this semester (in any of your classes). --- b. From your list, pick a couple of topics that you might like to explore in our last project, which is a research project. --- c. Please look over the handout I gave out in class on Monday – see page 3 and fill out the concept map as best you can. Note: I will send along Project #4 assignment so you can review it before Wednesday.
Homework for Monday, March 31, 2014: Each group: You will meet - two or three groups at a time - to share your progress thus far. Each group member should be able to say a few things about your project (in other words, all of you should be prepared to say something). Come to prepared to: Deliver a 2-3 minute excerpt of/version of your project (on computer or mobil device - NOT YOUR PHONE) and to discuss the following items in a workshop: - What is your audience, purpose, and message? - What steps are you taking to actually show purpose and message to that audience? - What is left for actual production work? - What do you think you need feedback about? BRING TWO QUESTIONS to ask of your peers about your project? - You will all receive guidelines for giving feedback on Monday.
Proposed Scoring Rubric & Reflection Guidelines...(to view on or before Friday) Rubric:
Homework for Friday, March 28, 2014 and Models to Consider: --- You will all arrive at 9am to check in with me, then what you do as a group is up to you. You determine what you need in order to make progress on your project. I'll be the classroom to answer questions or give guidance where needed. --- You will deliver to me some version of your Group Contract --- I will give you (or make available on wiki) the Rubric for which this project will be graded
1). In the Harbrace Guide to Writing, please read the following excerpts: --- “Honda Challenges Students to Market Its Latest Car to Younger Buyers,” pgs 181-183 --- “Big Oil Berkeley: The BP-UC Berkeley Research Deal Pushes Academic Integrity Aside for Profit,” pgs 195-196 2). For each of these “investigative reports,” please determine the perspective and purpose of each paragraph. You’ll see that the authors present differing perspectives throughout the report; you might want to think about how you’ll do the same. You can do this as a group.
3). Review “Understanding the Rhetorical Situation” regarding investigative reports from page 197 – We will go over parts of this in class.
4). Begin drafting a Group Project Contract stating the responsibilities everyone will need to uphold as well as consequences should one person’s work lag behind the rest. You can work on it in class on Wednesday – I’ll want to see signed contracts by Friday (in hardcopy or picture of all signatures)
Homework for Monday, March 24, 2014:
So...here is a plan to make sure we all make use of our time.
I'm giving you three tasks for Monday. You will need to meet with/consult with your group, plus you'll want to work on initial steps to start your project:
1) Watch the following Youtube clip at least two times: http://www.youtube.com/watch?v=LgDwNxGIuCQ 2) As a group, take note of the idea of "storyboard" - try to "story board" a version of what you want your project to look like on paper. Think about the "map" and the "story" you want to tell - and storyboard the whole thing out. (It's like an outline for a paper.) This will help you put your project - whatever the format - into a REALISTIC perspective. Think about - what are you realistically going to do? 3) Just like you did for your movie/tv show/commercial - please also take note of characteristics you notice in the youtube video. What's appealing and not? What's the message, and are you convinced? What could you adopt into in your project?
On Monday, we'll go over some of what was due on Friday and all that I've asked for Monday. As a group - you will remain responsible for this project so please don't just sit back and not do this...contact your group members and make a plan to get this work done.
Homework for Friday, March 21, 2014:
1. Individually: Find a scene from your favorite movie, music video, or TV show - OR use a television commercial. --- Make a list of brainstorms re: the following questions:
What are visual ideas that are appealing? Are there any that are not appealing?
Are you convinced of the message that being sent?
What’s the rhetoric that you witness?
What elements from this scene can you adopt in your aims for Project #3?
Come prepared to discuss your findings.
2. Individually: Find a Public Service Announcement (“PSA”) on Youtube that might have a similar message as the one you want to send or that “does” what you think you’d like to do. --- Consider:
What do you like and not like?
Are you convinced of the message?
Are there elements that you can adopt in your own aims for Project #3?
Come prepared to discuss your findings.
3. As a group:
Establish final decisions regarding the SPECIFIC audience, message and purpose of your project.
Establish what your final product will be – what visual form will it take?
Make a list of major steps that need to happen throughout the project.
Establish a “working list” of who will do what throughout the project.
Homework for Monday, March 17, 2014: Please come prepared to report on the following (you do not have to write anything): Regarding Your Message – What is the Message you want to send with your investigative report? Will your message have more of a positive spin or a negative spin? What kind of change or thinking do you wish to inspire? Do you want to draw attention or change behavior, or a little bit of both? (This is related to purpose…) What “message” do you want your audience to walk away with? -- Come prepared having thought about 2 options for the message you’d like to send.
Regarding Audience – What population of people will make up the audience for your report? Is there one very specific audience you wish to address, a few specific audiences, or is there a larger audience you wish to address? -- Come prepared having thought about 2 different audiences for which you could raise awareness. ------- None of this is set in stone as, in your group, you have may have differing opinions or intentions for this project. You will be able to work through that as we go along. This is just some initial thinking to get you started.
Homework for Friday, March 7, 2014 1. -- DUE – Essay for Project #2: Evaluating Advertisements a) Be sure that your image is embedded somewhere in your document (cut and paste will typically work) b) Submit via your Sakai Dropbox 2. -- DUE – Postwrite for Project #2: Please address the following in a brief reflection.
How do you feel about this draft so far? What are its strengths and weaknesses?
If you were to start over, what would you do differently?
Do you feel as though your real-life audience would be inspired by your report? Why or why not?
Are you proud of this evaluation in any way?
Did you enjoy working with images and advertisements?
What, if any, roadblocks did you run into, and how did you manage them? Could you have done more? Do you wish you did more (or less…)?
3. -- Come to class prepared to discuss the various things you love and loathe about being a student here at URI. This discussion will feed directly into Project #3. Also, come prepared to discuss how you might feel about working on a video project in this class.
Homework for Wednesday, March 5, 2014: --- 1) Wednesday is our ONLY Revision Workshop for Project #2 (“Evaluation of an Advertisement”) – Please bring a PRINTED copy of a near complete draft.
--- 2) Please also be prepared to discuss the following with a revision-partner:
a. Your two biggest concerns with your draft,
b. Why this image is worthy of evaluation,
c. Who you are writing for - your "audience"
Homework for Monday, March 3, 2014: 1.) Write up a 2-3 paragraph introduction: Try to introduce your advertisement, what you intend to use as your criteria for judgment and begin your in-depth “reading” of the advertisement. ----------> Bring hardcopy or e-copy with you to class.
2.) Make a list of other elements needed in your Project #2 essay – begin brainstorming for each element. Come to class prepared to talk through what you’ll discuss in your essay.
Homework for Friday, February 28, 2014: -- 1. Reading: HGW, Chapter 9, pages 291-303 only. (Skip ‘Identifying an Opportunity’ on page 293 and ‘Describing Images on Campus’ on page 296, and stop at ‘Analyzing the Rhetorical Situation’ on page 303). Pay close attention to the two The Matrix reviews and be prepared to make connections between them and your own evaluations – we’ll do group work on this. Please bring your book (HGW) to class.
-- 2.Start looking and thinking about a still-image ad you’d like to use for this project. By Friday's class meeting, choose an ad you’d like to use and make a list of everything you notice in the ad (take some time to really study the ad), and be prepared to discuss the ad’s rhetorical appeals (ethos, logos, pathos).
----- This is a “Pre-Portfolio” draft and can be resubmitted (with revisions) for a better grade after the first round of grading. Another revision can be done for the portfolio, which we’ll talk about in a few weeks. 2) Post-Write Assignment – In a 1-2 page informal reflection, please respond to the following questions:
If you were to start your essay from scratch, would you do anything differently?
How has your essay changed since your first draft?
What kinds of surface level edits did you make and what sort of other, more global revisions did you make?
What kinds of major roadblocks did you run into, if any?
What do you anticipate Lindy’s feedback to be focused on?
3) Via email: please send me a still-image advertisement for one of your favorite products or brands
Homework for Monday, February 24th, 2014 Monday is Draft Workshop #2 – please bring a printed copy of your UPDATED draft with you. --- I expect that you will have gone through and thought carefully about your peer’s suggestions from Friday, and that you will have made appropriate changes.
--- Come prepared to discuss:
What are your lingering concerns?
Does your essay address the prompts as carefully and as thoroughly as possible?
What are the final things that need to happen – for you?
Homework for Friday, February 21, 2014: Friday is Revision Workshop #1 – please bring a printed copy of your draft with you. ---- I expect that you will have at least three full pages to work with (but also feel free to write as much as you can or want – if you want to go beyond three pages!) ---- Come prepared to discuss the following:
What are the top TWO concerns you have with your draft so far?
Does your introduction somehow address the same or similar concerns as your conclusion?
If this classifies as an Education Memoir, why take advantage of this “opportunity”?
And – what is the “message” you want to deliver?
Homework for Wednesday, February 19, 2014: a) Brainstorming: Decide on the two learning experiences that you’ll be writing about for your essay. Make a list of elements from each learning experience (activities, assignments, conversations, classroom happenings, etc) then try to identify which elements are examples of “banking,” “problem-posing,” or some combination of both. Or neither.
b) Writing:
Start to put your work and brainstorms into writing.
Write up a few paragraphs in a document even if the order isn’t appropriate yet.
Make up a work plan for yourself that leads up to Friday morning’s workshop.
------ Come to class prepared to read out loud what you have written so far as well as share what you’ll do to get your draft ready for Friday’s workshop.
Homework for Monday, February 17, 2014: a) Take some time to fully re-reading Freire’s “The Banking Method of Education.” Keep our list of definitions in mind and add to them on your own. b) This time through, mark 6-8 sentences/passages, which you will then write about. c) After you’ve finished reading (or during), make a chart where you type out each passage (include pg #), interpret what you see in the passage and note how it relates to education (if possible), and see what you can say about its connection to any of your own educational experiences.
It should look something like this, or create your own design:
Quote:
Interpretation:
Connection to edu:
1. “Banking education resists dialogue” (83).
Banking, maybe, is a straight lecture where only the teacher does the talking.
Like in my biology lecture where there are 200 of us taking notes on his slides?
2. “…the problem-posing educator constantly re-forms his reflections in the reflection of the students” (80-81)
A teacher who teaches like this must get input and knowledge from students so she can then use the info for teaching them to reflect on their own lives.
I think my HS English teacher was this type of teacher. He asked us about our own reflections on life in highschool and then we could use “life in highschool” as a type of subject for our own learning. We talked about what life was like for us and read texts related to it, too.
--------Come to class with your charts (printed) and be prepared to discuss ways in which the reading and your passages relate to your own experiences.
Homework for Friday, February 14th (how sweet!): I’ve given you a copy of chapter two from Brazilian educator Paulo Freire’s book Pedagogy of the Oppressed. (It's also in PDF below.) The chapter is called “The Banking Method of Education.” This chapter is found in many First-Year Writing/Composition course textbooks/anthologies so while it may seem difficult at first (it will), you are capable of this reading level and I’ll urge you to be patient with yourself.
Your active-reading tasks: I am going to require that you engage in some type of “active reading,” which is why I’ve given you a hard copy. a) While you read, I expect that you will mark, highlight, underline, circle, star, bullet, write in margins (whatever you’d like) any passages/sentences that are interesting, confusing, fascinating or frustrating. Mark things you both agree and disagree with. Mark this all up. b) I am going to ask that EVERYONE share some response to this chapter so come to class prepared to at least say something about what got from it (you may want to pick 3-4 passages to point out). c) And, finally, while you’re reading see if you can make some connections to what you wrote about in your mini essay (significant educational experience) – this brainstorming will feed into our first major assignment.
Homework for Wednesday, February 12, 2014: -----One Journal – Two Parts: Part 1: Please write a reflective response based on the following: Based on our class discussions, do you think there is value in reading and re-reading your own writing? What does re-reading do for us? Is there value in thinking about your writing a second or third time? And what happens when we do that? What is the end result? Please elaborate on as much as you can. Part 2: What might happen to your writing process when you have a better idea of your own audience, purpose, message? With these concepts in mind, are there other writing steps that we can incorporate into our writing practices that might help us in the long run?
--Please email this assignment to me before class, but please come prepared to discuss what you came up with.
Homework for Monday, February 10, 2014: Part One: Brainstorming revision: 1) Please list as many words and/or phrases as you can think of when you think of the word "revision" as it pertains to YOU, your life and your writing processes. 2) Please write a 1-2 page reflection (typed) that explains some of the terms you've listed above and that answers the following THREE questions: -- What has been your experience with revision in past classes (high school or college)? -- What other experiences do you have with revision? -- Do you have any particular revision practices - if so, what are they?
Part Two: 1) In the Harbrace Guide for Writing, skim pgs 28 – 53 in Chapter 2. Rather than read word-for-word, I want you to take notes on the following vocabulary words: fitting response, available means, rhetorical appeals, ethos, logos, and pathos. 2) When you’re done – see if you can take a stab at identifying the ethos, logos, and pathos in the lyrics of ONE of the songs you discussed on Friday. You can also use the handout posted to the wiki here (I'll hand out Monday). Bring all of your notes and be prepared to discuss them on Monday.
Homework for Friday, February 7, 2014: Please bring in lyrics to TWO of your favorite songs - either print them or have available on e-device. Also - homework from Wednesday still stands...please be prepared to discuss the following:
1) Carefully read through both versions of your Mini Essay (First version, plus version with your additions). 2) Make a list of all the differences you notice between the two essays (think of as many as you can). 3) Then jot down a few notes/ideas as to why you think these differences may have occurred. If you’re technically going back to the same essay with the same prompt, why are there differences this time around? What lead you to these differences?
This is where we’ll begin...
Homework for MONDAY, Feb. 3, 2014 Mini Essay: Part 2 – 1.)Slowly and carefully re-read what you wrote in response to Mini Essay Part 1 (significant, positive educational experience - see below if you forget). 2.) On/in your draft, find and make note of three or four places where you know and/or can remember more than what you wrote. 3) Take what you wrote originally (i.e., open a new document and paste in the original), and in those places you identified for step 2, rewrite or alter that passage or set of paragraphs by adding more of what you know and/or can remember. Please be as thorough as you can. NOTE: Please work through at least three of the places you noted in earlier in Step 2. --------------------> Bring hard copy of BOTH VERSIONS of Mini Essay to class with you.
Homework for Friday, January 31, 2014: -- Part 1a: Write a brief narrative that explains the steps you took in writing about your significant educational experience. In other words, using full and complete sentences, please explain what your process was. Please include as many of the steps as you can, and please touch on which of your steps seemed most difficult and least difficult.
-- Part 1b: (Optional, but highly recommended and worth extra credit – have fun with it!!) Please “illustrate” your process using some type of diagram or drawing that you can explain your process with. Feel free to get as creative as you’d like with this exercise—you can draw a simple diagram, you can make a chart of some sort, you can color things out somehow. You decide what illustration best captures your process (not the process you think you should have, but the process you actually used to write about your educational experience). ---------> Bring both the typed narrative and your diagram to Friday's class for discussion.
-- Part 2: In the Harbrace Guide for Writing - read Chap. 1, pgs 1-16 (only pgs. 1-16). You do not need to do any of questions/activities (most are noted in teal) - we'll get to those later. Pay close attention to words you recognize from class.
Homework for Wednesday, January 29, 2014: Mini Essay:
- Part A: Please write about an educational experience that has significantly influenced you in a positive way. There is no page length; write as much or as little as you need to in order to answer the prompt.
- Part B: While you compose your draft, keep track of ALL of the steps in your writing process, from beginning to end. Make a list of every single step that you take to complete this assignment.
- Part C: Bring separate printed copies of your draft and your list of steps in your process to class. We'll discuss both parts, but I'll only collect the Mini Essay.
NOTE: This is a "low stakes" assignment, but please consider Part A a formal writing assignment.
Homework for Monday, January 27th, 2014: Read the entire letter I’ve written to the class (PDF is below, if you need it). I’d like all of you to write a letter back to me. This should be in formal letter format; in other words, start your letter with “Dear Professor Briggette,” or “Dear Lindy.” And be sure to close with an e-signature of your choosing – it can be your name is plaint font, in fancy font, or it can be a visual icon of some sort, too. Please EMAIL the assignment to me before the start of class on Friday (lindy_briggette@my.uri.edu).
Please address the following items in your letter:
1. Tell me a little bit about yourself and how you came to be in WRT 104 at URI.
2. How do you feel about writing, in general?
3. What specifically do you enjoy about writing and why? And what do you specifically not enjoy about writing and why? *(Please give detailed and specific reasoning such as “I love to write because it helps me deal with negative emotions,” and/or “I do not enjoy writing because it makes me anxious”.)
4. What do you like to write about?
5. What is your typical writing process? (Please be as specific as possible.)
6. Do you feel like you are a good writer?
7. What is one thing that you are proud of?
8. What is one thing you’d like to accomplish this semester?
9. What is one thing you’d like to accomplish in this English class?
(This assignment does have to be typed, however don’t really worry about structure or grammar or what you think is right or wrong. And don’t even censor if you don’t want to. Just go with whatever you want to say.)
Homework for Friday, January 24th, 2014: - Read the entire syllabus carefully. Bring three specific questions to ask about it for Friday. You can ask about the course, the assignments, the readings, or anything about me or the way I teach this course.
This is where all homework assignments will be posted. The newly assigned homework will be listed, with details, at the top of this page. Throughout the semester, when you miss any homework assignments, you will be expected to check this page to see what is due and when. Always feel free to contact me with any questions you have about the assignments listed here.
Email: lindy_briggette@my.uri.edu
Attention: UPDATE!!
As promised:
PORTFOLIO Assignment
LAST THINGS TO KEEP IN MIND:
As a reminders:
1.) Revisions for Project #2 are due by Wednesday, April 30th (extended one day) – let’s say by 11:59pm - email submission is fine, or post to dropbox and let me know it's there.
2.) Revisions for Project #4 (if there is time) will due between May 6th and May 8th
(This all depends on when you get them back, but I will try to give everyone at least some suggestions for revision.)
3. PORTFOLIOS ARE DUE BY NOON ON MAY 6th
– all in one document, post to dropbox in Sakai.
Entire assignment is above…
Project #4 Rubric
Homework for Monday, April 28, 2014:
1.) Start thinking about what steps you can take to revise at least one of your projects - BRING an expected revision plan. (Read through your essay, decide what you think you can do for a revision. Bring plan.)
2.) Start drafting the Learning Synthesis. At this point you should be consistently working toward the completion of your portfolio. Don’t wait until the last minute to do everything because it will affect your writing and your reflections – and your grade.
3.) For TWO homework grades: In an email message, please send me your thoughts on the following questions. Be as candid and honest as you feel comfortable with, and please elaborate as much as you can on all questions. I take your feedback seriously in planning future semesters.
Homework for Friday, April 25, 2014:
--- 1) Many of you owe me a revision of Project #1 - be working on them; the FINAL day I'll accept them is Friday. I will collect the original copy with my comments, and your revised copy (printed, only!)
--- 2) Be thinking about whether or not you'd like to revise Project #4. If you already know that you'll need to improve your essay, you must write up a "proposal" that explains:
a) why you need to revise Project #4,
b) why improving your writing is important to you, and
c) why revision, as part of a general writing process, is important.
---You may email me your proposal, and I must receive it by Thursday at 10pm. This gives you 24 hours after handing in your post-write. This will determine my grading process.
Homework for Wednesday April 23, 2014:
--- Essay for Project #4 DUE in Sakai by 9am
--- Postwrite will be DUE in Sakai by 10pm - assignment is posted here, no late submissions
In class we will reflect on your projects and look ahead to the Portfolio assignment...
Homework for Monday, April 21, 2014:
------ Monday is our Revision Workshop for Project #4
1. Please bring a printed copy of at least FOUR pages of your essay.
2. Come prepared to discuss what your top two concerns with your essay are.
3. Come prepared to discuss what your own plan for a revision might entail.
To also keep in mind: I have given you all of the tools you need to successfully complete this essay. You have your articles, which you should have read as closely as possible. You've chosen quotations you want to use from those articles. You have the instructions from the assignment sheet (also found here). You have the They Say/I Say Templates (orange 1/2 sheet) for writing about others' texts. You also have the two chapters about how to "enter the conversation," the rubric I'll be using to grade your essay, and a model (though not a perfect one) to give you an idea about how another student approached this assignment. Using these tools and resources, you can complete this assignment to the best of your ability.
Homework for Friday, April 18, 2014:
--- 1.) Continue to compose pieces of your essay. This might entail:
- Work through comparisons in arguments that are made, and contrasts of arguments that are made.
- Think about your opinion and whether or not you’re swayed.
--- 2.) Make a list of 5-6 main points you wish to make in your essay, and decide one possible order in which you might discuss them in your essay.--- 3.) Read the model I’ve posted here – For each paragraph, determine: What’s the content? and What’s the purpose? – make a list for class discussion. Also note places that need attention - this model IS NOT PERFECT and we should recognize what would be revised.
--Bring a printed version or e-version of the model with you to class (laptop, tablet, not a phone…)
Example of Critical Analysis:
Homework for Wednesday, April 16, 2014:
1. WRITING: You should be starting to compose your essay for Project #4. With the information you've collected from your articles, decide what connections you wish to write about and just start writing. Use the templates we went over in class to help you write about what each author argues. Worry about formatting after you get started with writing.
2. READING: Please read through the WRT 104 Outcomes that are posted here (PDF). Choose one outcome from each of the three categories and come prepared to discuss how you think we’ve been working toward meeting this outcome. We WILL discuss this in class.
3. REVIEW: Please review MLA formatting in the Little Seagull Handbook (In-text citations: pgs. 96-102; Work Cited: pgs 103-129), see if you can write out the Work Cited citation for each of your articles. Please being your Little Seagull Handbook with you to class - we will review the MLA information.
4. FYI: We will also go over the Portfolio Assignment, I'll try to post it here before class for your review.
Homework for Monday, April 14, 2014:
1. Before Monday, please perform a full close-reading of your articles.
Not sure what this looks like?:
----Determine the argument or message the author/s is trying to convey and for what purpose, then pick out as many quotations as you can that might be helpful for your purpose with Project #4. For this, I might suggest you use the “double entry notes” system to do the prep-work for this paper. (See below at Feb 17th – example is there.)
2. Use the “They Say/I Say” templates (orange sheet given out in class) to practice writing out full sentences of what you find. See if you can write out 4-5 sentences pertaining to your articles or perhaps write up a few paragraphs of your comparison thus far. We’ll talk about this in class.
3. For your own use: Take a look at “As He Himself Puts It” – a brief piece about quoting from a book called They Say/I Say. This will also help you better understand how best to quote the authors you’re writing about.
Homework for Friday, April 11, 2014:
1. Read the excerpt from Joe Harris’ “Forwarding” that was given out in class. (PDF below for those absent.) Come prepared to discuss a few reasons how this helps us approach Project #4, including a few quotations that jump out at you.
2. You should have most, if not all, of your scholarly article read (at least once) by Friday.
3. Please have your magazine or newspaper article chosen for Friday. You can either use the URI databases for this search, or use Google to see what you find.
4. Bring a printed copy of your scholarly journal (or you can use a tablet, or laptop - NOT YOUR PHONE). --Come prepared to talk about the differences between the articles/arguments – maybe ones that you expect, or ones that you’ve found thus far.
Homework for Wednesday, April 9, 2014:
1. Please have your “scholarly” article chosen before Wednesday's class.
--- Using what we learned at the Library session, you should have started looking for this over the weekend – if you didn’t, use this URI Library Databases link to get started.
2. Come prepared to report the title, author/s, publication and year of your article.
3. Read, at least, the first five pages of your scholarly article.
---Take notes while you read and come prepared to discuss what you’ve found thus far as well as what interests you
4. Start looking for an accompanying magazine or newspaper article for Project #4. You can use library data bases or you may find some looking directly sources’ webpage/site.
Homework for Monday, April 7, 2014:
1. Due: Project #3 Individual Reflection – PDF is below
2. Due: Group Evaluation – Doc is below
3. Read: The first four pages of this excerpt from a text called Rewriting
4. Starting Project #4: Begin to dig around the URI databases for a “scholarly” (aka “peer reviewed”) article to work with for Project #4. Try to find at least two that you like and that you can understand. If you found an article already, start looking for a newspaper or magazine article. Write me if you don’t know how to begin…
Homework for Friday, April 4, 2014:
We have seven groups that need to present during our 50-minute class time; that’s about seven minutes per group.
Here is what I propose:
a.) Make sure your project is posted in SOMEONE’s Sakai dropbox (I have access to all).
b.) We will watch movie clips first, then we’ll do PPTs/Prezi/other formats.
c.) Every group will have about FIVE AND A HALF minutes total; movie clips can be quickly introduced by group members, and PPT/Prezis/websites can have ongoing commentary by group members (you may end up going to 6 minutes).
d.) For those with PPT/Prezi/website, all group members should be prepared to at least say one thing about the project.
e.) Your role as active viewers will be to think of one question or comment to give each group – if there is time left, we’ll have a round of question/comments.
ALSO – I will send/post an evaluation so you can score your group members on their work and effort. This will be online or via email so you can feel safe to fairly and accurately score your partners.
Homework for Wednesday, April 2, 2014 - LIBRARY VISIT:
I. We will be meeting in the LIBRARY at our class time on Wednesday.
--- a. Before Wednesday, make list of interesting things you’ve learned over the course of this semester (in any of your classes).
--- b. From your list, pick a couple of topics that you might like to explore in our last project, which is a research project.
--- c. Please look over the handout I gave out in class on Monday – see page 3 and fill out the concept map as best you can.
Note: I will send along Project #4 assignment so you can review it before Wednesday.
Homework for Monday, March 31, 2014:
Each group: You will meet - two or three groups at a time - to share your progress thus far. Each group member should be able to say a few things about your project (in other words, all of you should be prepared to say something).
Come to prepared to: Deliver a 2-3 minute excerpt of/version of your project (on computer or mobil device - NOT YOUR PHONE) and to discuss the following items in a workshop:
- What is your audience, purpose, and message?
- What steps are you taking to actually show purpose and message to that audience?
- What is left for actual production work?
- What do you think you need feedback about? BRING TWO QUESTIONS to ask of your peers about your project?
- You will all receive guidelines for giving feedback on Monday.
Proposed Scoring Rubric & Reflection Guidelines...(to view on or before Friday)
Rubric:
Reflection Guidelines:
Homework for Friday, March 28, 2014 and Models to Consider:
--- You will all arrive at 9am to check in with me, then what you do as a group is up to you. You determine what you need in order to make progress on your project. I'll be the classroom to answer questions or give guidance where needed.
--- You will deliver to me some version of your Group Contract
--- I will give you (or make available on wiki) the Rubric for which this project will be graded
Visual Models:
-- My PPT from class
-- A video I made for a class at UMass-Boston (it may take a minute to load):
Lindy's Digital Story HERE!
-- The PSA Franco mentioned in class:
http://www.youtube.com/watch?v=oZzgAjjuqZM
-- Other links we looked at in class:
Procrastination - http://www.youtube.com/watch?v=l1lgVIEeXGs
Student documentaries - http://www.youtube.com/watch?v=DEwQXnYU37A
Paper at URI - http://www.youtube.com/watch?v=YgDv1_KCLJo
Pet adoption - https://www.youtube.com/watch?list=PLF6AC5B360BEC9457&v=pDISaoGsZZA
Basketball coaches - http://www.youtube.com/watch?v=H1YZF89S1zU
RAs - http://www.youtube.com/watch?v=j9WDo3YfbFA
Smoke free campus - http://www.youtube.com/watch?v=9_1k3qDunlo
Campus Escorts - http://www.youtube.com/watch?v=nEuXDPHEjqc
Grammar - http://www.youtube.com/watch?v=0Ny4wWVmGOk
Homework for Wednesday, March 26, 2014:
1). In the Harbrace Guide to Writing, please read the following excerpts:
--- “Honda Challenges Students to Market Its Latest Car to Younger Buyers,” pgs 181-183
--- “Big Oil Berkeley: The BP-UC Berkeley Research Deal Pushes Academic Integrity Aside for Profit,” pgs 195-196
2). For each of these “investigative reports,” please determine the perspective and purpose of each paragraph. You’ll see that the authors present differing perspectives throughout the report; you might want to think about how you’ll do the same. You can do this as a group.
3). Review “Understanding the Rhetorical Situation” regarding investigative reports from page 197 – We will go over parts of this in class.
4). Begin drafting a Group Project Contract stating the responsibilities everyone will need to uphold as well as consequences should one person’s work lag behind the rest. You can work on it in class on Wednesday – I’ll want to see signed contracts by Friday (in hardcopy or picture of all signatures)
Homework for Monday, March 24, 2014:
So...here is a plan to make sure we all make use of our time.
I'm giving you three tasks for Monday. You will need to meet with/consult with your group, plus you'll want to work on initial steps to start your project:
1) Watch the following Youtube clip at least two times: http://www.youtube.com/watch?v=LgDwNxGIuCQ
2) As a group, take note of the idea of "storyboard" - try to "story board" a version of what you want your project to look like on paper. Think about the "map" and the "story" you want to tell - and storyboard the whole thing out. (It's like an outline for a paper.) This will help you put your project - whatever the format - into a REALISTIC perspective. Think about - what are you realistically going to do?
3) Just like you did for your movie/tv show/commercial - please also take note of characteristics you notice in the youtube video. What's appealing and not? What's the message, and are you convinced? What could you adopt into in your project?
On Monday, we'll go over some of what was due on Friday and all that I've asked for Monday. As a group - you will remain responsible for this project so please don't just sit back and not do this...contact your group members and make a plan to get this work done.
Homework for Friday, March 21, 2014:
1. Individually: Find a scene from your favorite movie, music video, or TV show - OR use a television commercial.
--- Make a list of brainstorms re: the following questions:
2. Individually: Find a Public Service Announcement (“PSA”) on Youtube that might have a similar message as the one you want to send or that “does” what you think you’d like to do.
--- Consider:
3. As a group:
Homework for Monday, March 17, 2014:
Please come prepared to report on the following (you do not have to write anything):
Regarding Your Message –
What is the Message you want to send with your investigative report?
Will your message have more of a positive spin or a negative spin?
What kind of change or thinking do you wish to inspire? Do you want to draw attention or change behavior, or a little bit of both? (This is related to purpose…)
What “message” do you want your audience to walk away with?
-- Come prepared having thought about 2 options for the message you’d like to send.
Regarding Audience –
What population of people will make up the audience for your report?
Is there one very specific audience you wish to address, a few specific audiences, or is there a larger audience you wish to address?
-- Come prepared having thought about 2 different audiences for which you could raise awareness.
------- None of this is set in stone as, in your group, you have may have differing opinions or intentions for this project. You will be able to work through that as we go along. This is just some initial thinking to get you started.
Homework for Friday, March 7, 2014
1. -- DUE – Essay for Project #2: Evaluating Advertisements
a) Be sure that your image is embedded somewhere in your document (cut and paste will typically work)
b) Submit via your Sakai Dropbox
2. -- DUE – Postwrite for Project #2: Please address the following in a brief reflection.
- How do you feel about this draft so far? What are its strengths and weaknesses?
- If you were to start over, what would you do differently?
- Do you feel as though your real-life audience would be inspired by your report? Why or why not?
- Are you proud of this evaluation in any way?
- Did you enjoy working with images and advertisements?
- What, if any, roadblocks did you run into, and how did you manage them? Could you have done more? Do you wish you did more (or less…)?
3. -- Come to class prepared to discuss the various things you love and loathe about being a student here at URI. This discussion will feed directly into Project #3. Also, come prepared to discuss how you might feel about working on a video project in this class.Homework for Wednesday, March 5, 2014:
--- 1) Wednesday is our ONLY Revision Workshop for Project #2 (“Evaluation of an Advertisement”)
– Please bring a PRINTED copy of a near complete draft.
--- 2) Please also be prepared to discuss the following with a revision-partner:
Homework for Monday, March 3, 2014:
1.) Write up a 2-3 paragraph introduction: Try to introduce your advertisement, what you intend to use as your criteria for judgment and begin your in-depth “reading” of the advertisement.
----------> Bring hardcopy or e-copy with you to class.
2.) Make a list of other elements needed in your Project #2 essay – begin brainstorming for each element. Come to class prepared to talk through what you’ll discuss in your essay.
Homework for Friday, February 28, 2014:
-- 1. Reading: HGW, Chapter 9, pages 291-303 only. (Skip ‘Identifying an Opportunity’ on page 293 and ‘Describing Images on Campus’ on page 296, and stop at ‘Analyzing the Rhetorical Situation’ on page 303). Pay close attention to the two The Matrix reviews and be prepared to make connections between them and your own evaluations – we’ll do group work on this. Please bring your book (HGW) to class.
-- 2. Start looking and thinking about a still-image ad you’d like to use for this project. By Friday's class meeting, choose an ad you’d like to use and make a list of everything you notice in the ad (take some time to really study the ad), and be prepared to discuss the ad’s rhetorical appeals (ethos, logos, pathos).
-- 3. Review Project #2 Assignment - Bring whatever questions you have.
Homework for Wednesday, February 26, 2014:
1) DUE: Essay for Project #1
Essay #1 Rubric (for your reference)
----- This is a “Pre-Portfolio” draft and can be resubmitted (with revisions) for a better grade after the first round of grading. Another revision can be done for the portfolio, which we’ll talk about in a few weeks.
2) Post-Write Assignment – In a 1-2 page informal reflection, please respond to the following questions:
- If you were to start your essay from scratch, would you do anything differently?
- How has your essay changed since your first draft?
- What kinds of surface level edits did you make and what sort of other, more global revisions did you make?
- What kinds of major roadblocks did you run into, if any?
- What do you anticipate Lindy’s feedback to be focused on?
3) Via email: please send me a still-image advertisement for one of your favorite products or brandsHomework for Monday, February 24th, 2014
Monday is Draft Workshop #2 – please bring a printed copy of your UPDATED draft with you.
--- I expect that you will have gone through and thought carefully about your peer’s suggestions from Friday, and that you will have made appropriate changes.
--- Come prepared to discuss:
Homework for Friday, February 21, 2014:
Friday is Revision Workshop #1 – please bring a printed copy of your draft with you.
---- I expect that you will have at least three full pages to work with (but also feel free to write as much as you can or want – if you want to go beyond three pages!)
---- Come prepared to discuss the following:
Homework for Wednesday, February 19, 2014:
a) Brainstorming:
Decide on the two learning experiences that you’ll be writing about for your essay. Make a list of elements from each learning experience (activities, assignments, conversations, classroom happenings, etc) then try to identify which elements are examples of “banking,” “problem-posing,” or some combination of both. Or neither.
b) Writing:
- Start to put your work and brainstorms into writing.
- Write up a few paragraphs in a document even if the order isn’t appropriate yet.
- Make up a work plan for yourself that leads up to Friday morning’s workshop.
------ Come to class prepared to read out loud what you have written so far as well as share what you’ll do to get your draft ready for Friday’s workshop.Homework for Monday, February 17, 2014:
a) Take some time to fully re-reading Freire’s “The Banking Method of Education.” Keep our list of definitions in mind and add to them on your own.
b) This time through, mark 6-8 sentences/passages, which you will then write about.
c) After you’ve finished reading (or during), make a chart where you type out each passage (include pg #), interpret what you see in the passage and note how it relates to education (if possible), and see what you can say about its connection to any of your own educational experiences.
It should look something like this, or create your own design:
Homework for Friday, February 14th (how sweet!):
I’ve given you a copy of chapter two from Brazilian educator Paulo Freire’s book Pedagogy of the Oppressed. (It's also in PDF below.) The chapter is called “The Banking Method of Education.” This chapter is found in many First-Year Writing/Composition course textbooks/anthologies so while it may seem difficult at first (it will), you are capable of this reading level and I’ll urge you to be patient with yourself.
Your active-reading tasks:
I am going to require that you engage in some type of “active reading,” which is why I’ve given you a hard copy.
a) While you read, I expect that you will mark, highlight, underline, circle, star, bullet, write in margins (whatever you’d like) any passages/sentences that are interesting, confusing, fascinating or frustrating. Mark things you both agree and disagree with. Mark this all up.
b) I am going to ask that EVERYONE share some response to this chapter so come to class prepared to at least say something about what got from it (you may want to pick 3-4 passages to point out).
c) And, finally, while you’re reading see if you can make some connections to what you wrote about in your mini essay (significant educational experience) – this brainstorming will feed into our first major assignment.
Homework for Wednesday, February 12, 2014:
-----One Journal – Two Parts:
Part 1: Please write a reflective response based on the following: Based on our class discussions, do you think there is value in reading and re-reading your own writing? What does re-reading do for us? Is there value in thinking about your writing a second or third time? And what happens when we do that? What is the end result? Please elaborate on as much as you can.
Part 2: What might happen to your writing process when you have a better idea of your own audience, purpose, message? With these concepts in mind, are there other writing steps that we can incorporate into our writing practices that might help us in the long run?
--Please email this assignment to me before class, but please come prepared to discuss what you came up with.
Homework for Monday, February 10, 2014:
Part One:
Brainstorming revision:
1) Please list as many words and/or phrases as you can think of when you think of the word "revision" as it pertains to YOU, your life and your writing processes.
2) Please write a 1-2 page reflection (typed) that explains some of the terms you've listed above and that answers the following THREE questions:
-- What has been your experience with revision in past classes (high school or college)?
-- What other experiences do you have with revision?
-- Do you have any particular revision practices - if so, what are they?
Part Two:
1) In the Harbrace Guide for Writing, skim pgs 28 – 53 in Chapter 2. Rather than read word-for-word, I want you to take notes on the following vocabulary words:
fitting response, available means, rhetorical appeals, ethos, logos, and pathos.
2) When you’re done – see if you can take a stab at identifying the ethos, logos, and pathos in the lyrics of ONE of the songs you discussed on Friday. You can also use the handout posted to the wiki here (I'll hand out Monday). Bring all of your notes and be prepared to discuss them on Monday.
Homework for Friday, February 7, 2014:
Please bring in lyrics to TWO of your favorite songs - either print them or have available on e-device.
Also - homework from Wednesday still stands...please be prepared to discuss the following:
1) Carefully read through both versions of your Mini Essay (First version, plus version with your additions).
2) Make a list of all the differences you notice between the two essays (think of as many as you can).
3) Then jot down a few notes/ideas as to why you think these differences may have occurred. If you’re technically going back to the same essay with the same prompt, why are there differences this time around? What lead you to these differences?
This is where we’ll begin...
Homework for MONDAY, Feb. 3, 2014
Mini Essay: Part 2 –
1.) Slowly and carefully re-read what you wrote in response to Mini Essay Part 1 (significant, positive educational experience - see below if you forget).
2.) On/in your draft, find and make note of three or four places where you know and/or can remember more than what you wrote.
3) Take what you wrote originally (i.e., open a new document and paste in the original), and in those places you identified for step 2, rewrite or alter that passage or set of paragraphs by adding more of what you know and/or can remember. Please be as thorough as you can.
NOTE: Please work through at least three of the places you noted in earlier in Step 2.
--------------------> Bring hard copy of BOTH VERSIONS of Mini Essay to class with you.
Homework for Friday, January 31, 2014:
-- Part 1a:
Write a brief narrative that explains the steps you took in writing about your significant educational experience. In other words, using full and complete sentences, please explain what your process was. Please include as many of the steps as you can, and please touch on which of your steps seemed most difficult and least difficult.
-- Part 1b: (Optional, but highly recommended and worth extra credit – have fun with it!!)
Please “illustrate” your process using some type of diagram or drawing that you can explain your process with. Feel free to get as creative as you’d like with this exercise—you can draw a simple diagram, you can make a chart of some sort, you can color things out somehow. You decide what illustration best captures your process (not the process you think you should have, but the process you actually used to write about your educational experience).
---------> Bring both the typed narrative and your diagram to Friday's class for discussion.
-- Part 2:
In the Harbrace Guide for Writing - read Chap. 1, pgs 1-16 (only pgs. 1-16). You do not need to do any of questions/activities (most are noted in teal) - we'll get to those later. Pay close attention to words you recognize from class.
Homework for Wednesday, January 29, 2014:
Mini Essay:
- Part A: Please write about an educational experience that has significantly influenced you in a positive way. There is no page length; write as much or as little as you need to in order to answer the prompt.
- Part B: While you compose your draft, keep track of ALL of the steps in your writing process, from beginning to end. Make a list of every single step that you take to complete this assignment.
- Part C: Bring separate printed copies of your draft and your list of steps in your process to class. We'll discuss both parts, but I'll only collect the Mini Essay.
NOTE: This is a "low stakes" assignment, but please consider Part A a formal writing assignment.
Homework for Monday, January 27th, 2014:
Read the entire letter I’ve written to the class (PDF is below, if you need it). I’d like all of you to write a letter back to me. This should be in formal letter format; in other words, start your letter with “Dear Professor Briggette,” or “Dear Lindy.” And be sure to close with an e-signature of your choosing – it can be your name is plaint font, in fancy font, or it can be a visual icon of some sort, too. Please EMAIL the assignment to me before the start of class on Friday (lindy_briggette@my.uri.edu).
Please address the following items in your letter:
- 1. Tell me a little bit about yourself and how you came to be in WRT 104 at URI.
- 2. How do you feel about writing, in general?
- 3. What specifically do you enjoy about writing and why? And what do you specifically not enjoy about writing and why? *(Please give detailed and specific reasoning such as “I love to write because it helps me deal with negative emotions,” and/or “I do not enjoy writing because it makes me anxious”.)
- 4. What do you like to write about?
- 5. What is your typical writing process? (Please be as specific as possible.)
- 6. Do you feel like you are a good writer?
- 7. What is one thing that you are proud of?
- 8. What is one thing you’d like to accomplish this semester?
- 9. What is one thing you’d like to accomplish in this English class?
(This assignment does have to be typed, however don’t really worry about structure or grammar or what you think is right or wrong. And don’t even censor if you don’t want to. Just go with whatever you want to say.)Homework for Friday, January 24th, 2014:
- Read the entire syllabus carefully. Bring three specific questions to ask about it for Friday.
You can ask about the course, the assignments, the readings, or anything about me or the way I teach this course.