TENTATIVE CLASS SCHEDULE (SUBJECT TO CHANGE)
The instructor reserves the right to make changes to the syllabus. One day of accelerated English 1A instruction features the equivalent of over one week of full-term English 1A instruction. Plan accordingly when considering the time and effort required for successful completion of class activities and homework assignments. Always bring both books and class materials to class; also, retain copies of all submitted essays.
DAY ONE (8/14)Introduction to English 1A
Welcome! / DAY TWO (8/16)
Text Analysis:
Including Audience, Purpose, Tone, Genre, Role & Dialectical Responses
Idea Generation: Project One
Checklist: Work Due Today
Read:Critical Reading, a guide from Colorado State University(website link)
Read: Reading Critically 3-27 (Patterns for a Purpose)
Read, print, and annotate:
Excerpt from Marley and Me(website)
Review, Marley and Me, Popular (Website)
Review, Marley Me, Academic(website)
DAY THREE (8/21)
Writing as a Process / Idea Generation / Essay Structure / Rhetorical Strategies
Checklist: Work Due Today:Read the following texts and complete dialectical responses as discussed in class:
Some We Love, Some We Hate, Some We Eat: Why It's So Hard to Think Straight About Animalspages 1-35
"The Deer at Providencia" pgs. 150-153 (Patterns)
"Am I Blue?" pages 379-382 (Patterns) Read the following materials fromPatterns and add to the Writer's Notebook activity, "A Writer's Palette,"as discussed in class: "Planning an Essay and Using the Patterns of Development" pages 29-54, "Writing and Rewriting" pages 59-86, "Description" 119 - 129/135-137, "Narration" 181-189/195-196, "Exemplification" 233-239/245-248 / DAY FOUR (8/23)
Rhetorical Strategies Continued / Providing and Considering Feedback
Checklist: Work Due Today: Complete for Project One: Idea Generation, Outline, Rough Draft
Read, print, annotate, and bring: (preparing for Projects Three & Four) "What is an editorial cartoon?"(website)
Select, print, and bring:an editorial cartoon, addressing an issue of interest to you(website)
DAY FIVE (8/28)
Idea Generation: Project Two / Cause and Effect / Process Analysis / Primary and Secondary Sources
Checklist: Work Due Today
Final Draft of Project One Essay
Select, print, and bring:(preparing for Projects Three & Four)a second editorial cartoon, addressing an issue of interest to you / DAY SIX (8/30)
Continued: Idea Generation: Project Two / Cause and Effect / Process Analysis / Primary and Secondary Sources
Checklist: Work Due Today
Read and complete dialectical responses as discussed in class:
Some We Love, Some We Hate, Some We Eat: WhyIt's So Hard to Think Straight About Animalspages 36-95
Two of the following for group activity as assigned in class (Patterns):"What Is Behind the Growth ofViolence on College Campuses?" 454-459, "Shoot to Kill" 325-330, "College Pressures" 509-515, "The Art of Failure" 551- 559, "Watcher at the Gates" 55-57
Read all of the following materials fromPatterns for a Purposeand add to the Writer's Notebook activity, "A Writer's Palette," asdiscussed in class:
"Writing in Academic Settings" (91-114)
"Definition" 523-528/532-534
"Process Analysis" 291-297/303-305,
Cause and Effect 413-419/424-425
Classification 473-480/485-486
Primary andSecondarySources (web)
DAY SEVEN (9/4)
Rhetorical Strategies Continued / Coherence and Unity / Revising and Editing / Finding Sources
Checklist: Work Due Today
Complete: Project Two Idea Generation
Outline, Rough Draft
Read, print,annotate:(preparing for Projects Three & Four) Introductionone essay from: Editorial Cartoons: The Impact and Issues of an Evolving Craft(website)
Select, print, and bring:third andfourtheditorial cartoonsof interest to you / DAY EIGHT (9/6)
Editorial Cartoons / Comparison and Contrast / Finding Sources
Checklist: Work Due Today
Final Draft of Project Two Essay
Read/Complete Online: Editorial Cartoon Interactive(website)
DAY NINE(9/11)
Editorial Cartoons / Comparison and Contrast / Finding Sources / Idea Generation: Project Three
Checklist: Work Due Today
Read: Editorial Cartoon Materials
Read, print, and annotate: a second essay fromEditorial Cartoons: The Impact and Issues of an Evolving Craft(website)
Complete: Analysis of four editorial cartoons, using the cartoon analysis forms, discussed in class
Read the following materials fromPatterns for a Purpose, add to the activity, "A Writer's Palette," and complete dialectical
responses (as explained in class): for "Comparison-Contrast" 349-41 and "Dissect an Ad" 685-688
Read: "Locating, Evaluating, and Drawing on Sources" (701-716) / DAY TEN (9/13)
Documenting & Incorporating Source Uses
Checklist: Work Due Today
Idea Generation, Outline and Annotated Bibliography
Read the following(website):
Evaluating Web Sites
Works Cited Page
MLA Sample Paper
Documenting Electronic Sources
Works Cited Samples: Library Database Examples
Review previously read section fromPatterns for a Purpose:"Writing in Academic Settings" (91-114)
DAY ELEVEN (9/18)
Providing and Considering Feedback
Checklist: Work Due Today
Rough Draft of Project Three / DAY TWELVE (9/20)
Argumentation
Checklist: Work Due Today
Final Draft of Project Three
DAY THIRTEEN (9/25)
Argumentation continued
Checklist: Work Due Today
Complete: Idea Generation and Outline for Project Four
Read the following fromPatterns for a Purpose,add to the Writer's Notebook activity, "A Writer's Palette," and completedialectical responses as discussed in class: Argumentation-Persuasion (571-651) / DAY FOURTEEN (9/27)
Argumentation / Idea Generation, Project Four/ Incorporating & Documenting Sources
Checklist: Work Due Today
Rough Draft and Works Cited Draft for Project Four
DAY FIFTEEN(10/2)
Preparing for Project Five Presentations and In-Class Essays
Checklist: Work Due Today
Final Draft of Project Four
Project Five Materials (to work with in class) / DAY SIXTEEN (10/4)
Project Five: Your Group Presentation and Individual In-Class Essay
Checklist: Work Due Today
Writer's Notebook (includes the Writer's Notebook activity, "A Writer's Palette," as discussed in class
Project Five Materials, including: dialectical responses for at least one additional chapter fromSome We Love, Some We Hate, SomeWe Eat(as discussed in class)
Today's In-Class Essay