Honors – Advanced Composition

(ENG W131: Elementary Composition 1 – IPFW)

Fall 2013 Semester Syllabus[SS1]

8/14

Course Introduction/Writing Sample on Moodle

Learning Target: Students will be able to discuss, and understand course outcomes and expectations for W131; Students will reflect on the idea of “composition”.

  • Handout Textbooks
  • Introduce course (course description and schedule) and IPFW credit. Briefly explain the major assignments, clarifying more information will be given as we come to each throughout the course
  • Remind students they must have a 100-page composition notebook no later than Friday.
  • Introduce to Moodle, enroll in course.
  • Moodle Writing Sample: What is “composition”? What does writing mean to you?

Homework: Backpack Writing Chapter 8 (69-73) for Friday; Writer’s Notebook Due Friday, Aug. 16!

8/15

Syllabus/ Writer’s Notebook / Final Portfolio

Learning Target: Students will be able to understand and define course outcomes and expectations.

  • Discuss Syllabus
  • Discuss Writer’s Notebook Rubric
  • “What are the Rules of Writing” Partner / Group Activity & Discussion
  • Moodle Writing Sample: Goals and Thoughts
  • Remind students they must read and annotate important ideas fromthe reading for Friday.

Homework:Backpack Writing Chapter 8 (69-73) for Friday; Writer’s Notebook Due Friday, Aug. 16!

8/16

Begin Unit #1: Literacy Narrative

Discuss Reflections as a Writing Genre

Respond in Writer’s Notebook

Learning Target: Students will be able to compose poetry, reflecting on personal characteristics; students will collaborate to determine the meaning of “reflection” and “narrative”.

  • Review Writer’s Notebook Rubric Expectations
  • Writer’s Notebook Entry #1: “I Am” Poetry – Get to Know you activity
  • First students write individually, then share what they are comfortable with table buddy, then share as class
  • Introduction to Literacy Narratives (pgs. 69-73)
  • Class Discussion: Talk about what it means to reflect, its purpose, if they ever do it.

Homework: Read & Annotate Backpack Writing Chapter 8 (74-77) for Monday

Week #1

8/19

Discuss Backpack Writing Reading (74-77)

Discuss Literacy Narratives in-Depth / Examples on Moodle

Learning Target: Students will be able to make connections between sample reflections and their own experiences with literacy.

  • Discuss Sample Reflection from reading – What are the qualities of a good reflection?
  • Read/Discuss “Proficiency” (on Moodle) as a class
  • Writer’s Notebook – Entry #2: Introduce PQW: Praise, Question, Wish. As I read, have them record in Writer’s Notebook under “Brainstorming and Craft” section.
  • Discuss Lit. Narr. Assignment Sheet and Rubric (on Moodle). Explain prompt, metacognitive (Define), expectations, process, and assessment. Emphasize gradual release throughout semester.
  • Review Examples, as time allows

Homework: None

8/20

Writer’s Workshop: Brainstorming

Respond in Writer’s Notebook (Lit. Narrative Brainstorm)

Learning Target: Students will be able to identify significant moments in their literary history through brainstorming. Students will be able to develop potential topic ideas for their Literacy Narrative.

  • Review Metacognitive instructions and Rubric
  • Writer’s Workshop: Brainstorming
  • In Writer’s Notebook,
  • Literacy Timeline (10-15 events from your past)
  • Pick 3-5 and write a brief explanation of what they are
  • Groups of 3-4: Chat about potential topics – tell the stories, give advice on which ones are “preferred” or which ones have potential
  • Pick just one to develop further - 1) Give a general overview of the event. 2) Focus in on the details of the event. 3) What details are going to be most important in defining the significance of the event?

Homework: None

8/21-22

Literacy Narrative Example: “Se Habla Español”

Respond in Writer’s Notebook (Se Habla)

Writer’s Workshop: Sensory Details

Respond in Writer’s Notebook (Smell Stimuli)

Learning Target: Students will analyze a sample literacy narrative, noting key features and author’s purpose and impact on the audience. Students will utilize sensory details as they write narratives, focusing on the impact the sense of smell has on their memory.

  • Literacy Narrative Example: “Se Habla Español”
  • Pass out copy of “Se Habla” (Moodle Example) for students to read and annotate,
  • Discuss as Class: How did this Lit. Narr. make you feel? How did it achieve its purpose? What techniques were used to enhance it?
  • Writer’s Notebook: – “Se Habla” Question #5 – p. 491 on PDF – (Moodle)
  • Writer’s Workshop: Sensory Details
  • Explain that in order to have the biggest impact with your writing, you must “write small”.
  • Begin by discussing the significances of the senses. Explain we will be focusing on the sense of smell today, something that is often overlooked in narrative writing.
  • 11 Cupsof smell stimuli (like car freshener, orange peel, vanilla, cinnamon, pinesol (on cotton ball), dried apples, perfumes (on cotton ball), etc.). Students record in Writer’s Notebook what they think each is. Discuss as class what each might be, then reveal the answers.
  • Students pick ONE scent and write personal narrative or something creative (think outside the box) about a memory related to that smell, capturing it in detail.
  • Have them record in their Writer’s Notebooks what they learned about the sensory detail of smell today.

Homework:Read/Annotate Backpack Ch. 8 (81-87); Read/Review IPFWHandbook Ch. 11 (p101-108); Ch. 12 (p109-111)Ch. 13 (p113-121) and Ch. 14.4 and 14.5 (p123-126)

8/23

Writer’s Workshop: Word Choice

Respond in Writer’s Notebook (Verbs w/Verve)

Learning Target: Students will evaluate the impact words have on readers, paying specific attention to word choice used within their own writing to convey particular ideas.

  • Discuss reading from textbook as a class – thoughts and responses?
  • Review IPFW Handbook information
  • Writer’s Workshop: Word Choice
  • Begin by addressing any questions or observations they have about the Chapter 12. Emphasize specific and varied word choice.
  • Talk about what it means to have good Word Choice. Review and Add to list of strategies they are familiar with (Moodle – Word Choice)
  • Have students read example Word Choice Blog (Moodle) and then discuss impactful words.
  • Verbs with Verve - Show list of bland verbs (on I drive). In Writer’s Notebook, pairs have 5 minutes to come up with as many spicy, original, detailed alternatives as possible (no computers, dictionaries, etc.). After time is up, each pair shares alternative verbs. Compile a class list as you go along. If another pair has the same word, both pairs must cross out that word on their list. Only verbs that no other team has will count toward their points. Go through each team (whatever words haven’t yet been called). The team with the most points wins!
  • Focus on Word Choice as you write/develop Draft #1

Homework: Lit. Narrative Draft #1 Due on Monday

Week #2

8/26

Writer’s Workshop: Sentence Fluency & Word Choice

Respond in Writer’s Notebook

Lit. Narr. Draft #1 DUE Today;

Learning Target: Students will collaborate to discuss and improve sentence fluency within their writing; Students will identify sentences that need strengthened to fulfill the author’s purpose.

  • Writer’s Workshop: Sentence Fluency
  • Begin by addressing any questions or observations they have about IPFW Reading. Explain this is the technical side of sentence fluency.
  • Talk about what it means to have good Sentence Fluency. Review and Add to list of strategies they are familiar with (Moodle – Sentence Fluency)
  • Use Student example of Lit. Nar. to analyze SF
  • Highlight every other sentence to better reveal sentence length. Underline every sentence that begins with a noun phrase to reveal repetitive sentence beginnings.
  • Sentence Stretching (6+1, p202): Start with a simple sentence, then pass it around the room, with each kid adding just one word/phrase to alter or enhance sentence fluency. Example on I drive. Alternative: Kids start Word document on computer, then physically move around the room, entering a new line and adding the next generation of the sentence.
  • Writer’s Workshop: What’s a Thing
  • Discuss “Thing” and “Stuff” and other Weak Word Choices as a reference for writing
  • Writer’s Notebook Response
  • Time to “revise” 1st Drafts, paying close attention to sentence fluency and Word Choice

Homework:Lit. Narrative Draft #2 Due on Friday

8/27

Writer’s Workshop: Imagery and Fig. Lang. & Description

Writer’s Workshop: Writing with Limitations

Respond in Writer’s Notebook (Limitations)

Learning Target: Students will utilize specific words and phrases in their writing to help their audience recognize ideas being conveyed and to fulfill their purpose with a text.

  • Writer’s Workshop: Writing with Limitations
  • Writer’s Notebook: Writing with Limitations (6+1 p163) – As class, discuss the feelings, thoughts, emotions, and events that precipitate a moment when you have been incredibly scared. Have students visualize a time in their lives when they have been profoundly afraid. Just before writing, limit kids by not allowing them to use the lists of words (on I drive).
  • After writing for a specific time, share work with partner and then talk as class about how limitations helped and hindered them. Discuss how they should limit their Lit. Narr. What phrases should they avoid?
  • Continue drafting Lit. Narrative

Homework:Lit Nar. Draft #2 DUE on Friday;Read/Annotate Backpack Ch. 5 (51-55) for Friday;

8/28-29

Writer’s Workshop: Crafting an Exposition

Learning Target: Students will engage in per revision exercises, focusing on Content and Rubric elements. Students will examine and craft an exposition and a conclusion that utilize narrative styles and unique voice.

  • Writer’s Workshop: Crafting an Exposition
  • Use examples of starts of stories (YouTube videos - Moodle) to discuss impact:

GOOD:

  • Imagery
  • Character’s Thoughts (Could also start with dialogue)
  • Humor
  • Figurative Language
  • Allusion
  • Voice
  • Repetition

BAD:

  • Distracting details
  • Random background info (better to start in midst of action)
  • Jump right into the main significance
  • Exposition Forum / PQW
  • Post a “New” exposition to the forum and respond to three peers by Friday.

Homework: PQW Responses (Participation); Lit Nar. Draft #2 DUE on Friday; Read/Annotate Backpack Ch. 5 (51-55) for Friday

8/30

Writer’s Workshop: Peer Evaluation

Lit Nar. Draft #2 DUE

Learning Target: Students will engage in per revision exercises, focusing on Content and Rubric elements.

  • Discuss Reading from Textbook
  • Writer’s Workshop: Peer Evaluation
  • RAGS – Have students get into groups of 3 and evaluate each other’s work using the rubric – each student gets a different element of the rubric to assess. They should record constructive criticism in the margins of each paper (might want to model this) – each with a different color and their names identified on the paper.
  • Each group must come up with the overall winner and pick a passage demonstrating why at this point in the process that particular draft shines.
  • Try to leave time at end to read comments and ask questions of peer evaluators if possible.

Homework: Respond in Writer’s Notebook (Reflection #1); Read/Review Handbook Ch. 6 (p39-50) for Tuesday

Week #3

9/2 - Labor Day – No School

9/3

Writer’s Workshop: Self-Revision, Editing, and Comma Use

Respond in Writer’s Notebook (Prepositional Phrases)

Learning Target: Students will be able to evaluate their word choice and sentence construction, focusing on description, reader clarity, and sensory details.

  • Discuss Reading from textbook.
  • Writer’s Workshop: Self-Revision
  • Discuss difference between Revision and Editing.
  • Wordle – Show students how to use Wordle to find repetitive Word Choice.
  • Show how to track changes of their drafts using Microsoft Word.
  • Review Prepositions with Students
  • Discuss Prepositional Phrase rules (Commas after introductory phrases)
  • Respond in Writer’s Notebook (Prepositional Phrases)
  • Discuss what students found.

Homework: Conference forms due on Block Day

9/4-5

Writer’s Workshop: Description & Detail

Respond in Writer’s Notebook (Object Writing)

Learning Target: Students will be able to produce writing that fully describes an object, giving readers a true perception of the “image”. Students will use detail to show their purpose to readers.

  • Writer’s Workshop: Description and Detail
  • Discuss what imagery is, how to achieve it in writing, and what it adds to a piece.
  • Bring in objects from home – students will pick a single object, then describe it with figurative language – metaphors and similes, with attentions to sensory details. The object should be the central focus of a poem or short story.
  • As time remains - Work Day – Adding detail to Lit. Narrative

Homework: Lit. Narrative Final Draft (#3) Due on Monday

9/6

Instructor/Student Conferences – Literacy Narrative

Learning Target: Students will be able to discuss strengths and weaknesses in writing, focusing on improving and revising areas of concern.

  • Work Day / Conferencing

Homework:Lit. Narrative Final Draft (#3) Due on Monday; Respond in Writer’s Notebook (Mother Tongue / My Dropout…); Read/Annotate Backpack Ch. 10 (p160-163, 198)

Week 4

9/9

Lit. Narrative Final Draft (#3) Due Today

Begin Unit #2: “Visual” Rhetorical Analysis

Learning Target: Students will be able to define Rhetoric and its role in understanding how authors write.

  • Discuss Textbook readings
  • Discuss Rhetorical Analysis of piece in Writer’s Notebook.
  • What did the authors do to target their readers and to maintain their interest in the piece? What choices did the authors make when writing their piece, given the audience?
  • Discuss “Visual” Rhetorical Analysis assignment guidelines

Homework: Read/Annotate Backpack Ch. 10 (p190-192);

9/10

Discuss Student Examples of Rhetorical Analysis (Moodle)

Learning Target: Students will be able to identify patterns, strengths, and weaknesses in Rhetorical examples.

  • Discuss reading from Textbook.
  • Review Rhetorical Analysis.
  • Discuss various student examples on Moodle
  • Patterns observed
  • Strengths & Weaknesses
  • Look at a Commercial and discuss audience, purpose, choices made by creator to influence, etc…
  • Allow time to review “visuals” for assignment.

Homework: Read/Annotate Backpack Ch. 10 (164-165); “Visual” selection due on Block Day

9/11-12

Writer’s Workshop: Analyzing Images

Respond in Writer’s Notebook (Optic Theory)

Learning Target: Students will be able to identify patterns, strengths, and weaknesses in an author’s presentation of an idea. Students will be able to identify and analyze an author’s approach to their reader’s perception of varying characteristics in an image;

  • Discuss Reading from Backpack Writing from Tuesday
  • In groups of 3, define Analysis based on the examples provided in the textbook – identify specific features of Rhetorical Analysis as well as examples of each from the selections.
  • Review “Visual” example from Tuesday
  • Discuss/review “choices” made to influence
  • Review OPTIC Theory PPT
  • Respond in Writer’s Notebook: OPTIC Theory

Homework:Read/Annotate Backpack “When Handouts Keep Coming…” (p300-304) for Block Day

9/13

Writer’s Workshop: Rhetorical Situation

Respond in Writer’s Notebook (When Handouts)

Learning Target: Students will be able to recognize how different authors use different rhetorical methods to accomplish their purpose; Students will be able to define and evaluate an author’s use of rhetorical appeals and fallacies to accomplish their purpose.

  • Writer’s Workshop: Rhetorical Situation, Persuasive Appeals & Fallacy
  • Select 3 articles from 3 different sources to place side-by-side for look at differences in rhetorical situations. (See Moodle)
  • Discuss the Persuasive Appeals PowerPoint to talk about Rhetorical methods: Ethos, Pathos, and Logos.
  • Divide the class into groups of 2-3; assign each group a fallacy (p24-25 in BP). They will read the content and also look up other examples/definitions, then record it and a single example on a PP. Then present to the class or Post on Moodle.
  • Read pgs 541-543 (Patterns for College Writing) about Fallacy (Moodle pdf)

Homework: Visual Analysis Draft #1 Due on Monday

Week #5

9/16

Visual Analysis Draft #1 Due Today

Instructor/Student Conferences

Learning Target: Students will be able to describe, identify, and discuss strategies used by an author to influence their audience.

  • Instructor/Student Conferences, as needed by students
  • Work Day

Homework:Read/Annotate Backpack Ch. 10 (p193-197) for Tuesday

9/17

Writer’s Workshop: Analyzing Persuasion

Learning Target: Students will be able to identify, describe, and explain how varying rhetorical methods are used by speakers to accomplish their purpose for their audience.

  • Writer’s Workshop: Analyzing Persuasion
  • Watch 3 Speeches from TED – Discuss Rhetorical methods used.
  • Use of Fallacy? Ethos, Logos, Pathos? Body Language? Voice inflection? Props?
  • Why does the author include their various points?
  • Finish Instructor/Student Conferences, as necessary

Homework: Visual Analysis Final Draft (#2) due on Friday

9/18-19

Writer’s Workshop: Rhetorical Strategies

Learning Target: Students will be able to evaluate the rhetorical approach of media to identify the purpose of different appeals and strategies in order to accomplish a purpose.

  • Writer’s Workshop: Rhetorical Strategies
  • Begin by having students review the list of rhetorical strategies, familiarizing themselves with new terms.
  • Use Queen Gorgo’s speech from 300to teachhow to analyze a speech and identify rhetorical strategies.
  • Watch several commercials from YouTube
  • Discuss “manipulation” – how do the speakers/creators try and alter the viewer’s perception?
  • Discuss Organization of speaker’s approach
  • Why are the different appeals included? What are some fallacies used?
  • Ethos, Logos, Pathos approaches?
  • Remaining time will be spent working on analyzing their own speeches and starting to organize their central ideas to focus on one element.

Homework: Visual Analysis Final Draft (#2) due on Friday; Read/Annotate Backpack Ch. 10 (p182-189) for Friday; Respond in Writer’s Notebook (Reflection #2) – Lit. Narrative Final Reflection

9/20

Visual Analysis Final Draft (#2) Due Today

Begin Unit #3: “Textual” Rhetorical Analysis

Writer’s Workshop: Selecting a Speech

Discuss Examples of Rhetorical Analysis (TED & Others)

Learning Target: Students will be able to define and identify Rhetoric and its purpose as it is used in writing and speaking.

  • Discuss textbook reading for today.
  • Discuss “Textual” Rhetorical Analysis Essay Guidelines
  • Link w/”Visual” analysis – same concept, different essay focus
  • Writer’s Workshop: Selecting a Speech
  • Explain requirements significance of speech selection.
  • Review American Rhetoric.com & “TED” options
  • Writer’s Notebook: Reflect on why analysis is an important life skill.

Homework:Watch this Clip on Ted & Respond in Writer’s Notebook for Monday.