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Literacy Narrative Unit Plan - Instructor Copy

Florida International University

ENC 1101: Writing and Rhetoric

Note to Instructor: Student Copy of Unit Plan includes all of the information below that is not highlighted.

Goals: By the end of the Literacy Narrative unit, you will:

● Produce a final written project that indicates a clear rhetorical purpose and that is appropriate

for a diverse audience of peers ● Use conventions of open-form prose

● Illustrate engagement with issues of language, literacy, rhetoric, or cultures

● Demonstrate knowledge of persuasive appeals and rhetorical concepts learned in the

introductory unit

● Use specific language (descriptive, figurative, with attention paid to word choice)

● Produce a final draft that shows evidence of a thoughtful writing process, including invention,

revision, and proof-reading

● Use syntax, punctuation, and spelling effectively in service of rhetorical purpose

Week 1: Introduction

Week 2: Audience

Week 3: Style

Week 4: Execution

Please Note:

● “EW” = Lunsford, Andrea. The Everyday Writer. Boston: Bedford/St. Martin’s.

4th edition, 2009. Customized for Florida International University.

● “A&B” = Ramage, John, John Bean and June Johnson. The Allyn & Bacon

Guide to Writing. New York: Pearson, 2010. Customized for Florida International

University. Fourth Edition.

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Daily Class Plans for Literacy Narrative, Unit 1

Week I, Day I Monday, January 9th

Class Goals: ● Introduce Each Other ● Convey Course Expectations ● Form Unit Groups

Class Plan: (15 min): Roll/Names & Intro/Syllabus-Course Policies

Class Activity -- syllabus scavenger hunt (5 min): Unit Outcomes Discussion (10 min): Moodle Introduction (10 min): Form groups of four

Class Activity -- Have the students write down three questions they will use to interview their classmates.

1) What is your major? 2) What is your writing process or how do you normally write your papers? 3) What classes are you taking this semester?

(5 min): Each group-write down (on one piece of paper) the first & last names of individuals in each group and turn in one paper with four names to the instructor. Instructor should post Unit Groups in Moodle. (5 min): Tell students there will be quizzes throughout the semester to hold them accountable for reading.

● Give students their first homework assignment ● Read A&B Chapter 3 pgs 51-67, be ready to use rhetorical terminology

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Week I, Day II Wednesday, January 11th

Class Goals:

● Grasp rhetorical terminology ● Expose students to structures (open form) used in literacy narrative ● Introduce free-writing to begin developing literacy narrative ideas

Homework Due:

● Come to class having read A&B Chapter 3 and be familiar with rhetorical terminology

Class Plan: (5 min): In-class Quiz-serves as attendance (establish importance of reading & in class participation) (15 min): Discuss Logos, Ethos, and Pathos. Have the students come up with examples of how to use each appeal in their own writing. (5 min): Discuss Open/Closed form from reading assignment (5 min): Discuss reading as a writer vs reader (10 min): Hand out “The Naturalization” (Trevino Lit. Narrative example) and read the first few paragraphs and discuss the way Trevino opens the narrative. (5 min): In-class writing--Have the students free write about a time when reading, writing, or language impacted them. Point out that it doesn’t have to be a life-changing event, just something they remember having an effect on their personal experience with reading, writing, or language. (5 min): Explain homework: read articles for next week. Have the students keep in mind their own experiences while reading.

● Read “The Naturalization,” Trevino--paper copies/posted in Moodle (Please bring to next class) ● Alexie from A&B pg 135-137 ● Read A&B Chapter 6 ● Post responses to In-class writing activity in Moodle

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Name: ____________________

In-Class Quiz 1 (Day 2)

● What are the three ways the text says that messages appeal to readers? ● Strategies, Examples, & Common Sense ● Logos, Ethos, & Pathos ● Rhetorically, Verbally, Sensory

● What philosopher named the three ways messages appeal to readers? ● Aristotle ● Plato ● Socrates

● Logos is the appeal to ________. ● Reason ● Character of speaker/writer ● Sympathies, values, beliefs, and emotions

● Ethos is the appeal to ________. ● Reason ● Character of speaker/writer ● Sympathies, values, beliefs, and emotions

● Pathos is the appeal to ________. ● Reason ● Character of speaker/writer ● Sympathies, values, beliefs, and emotions

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Week I, Day III Friday, January 13th

Class Goals: ● Understand the structures used in literacy narrative ● Understand what literacy narrative means ● Be prepared to compose an exploratory draft

Homework Due:

● Come to class having read A&B chapter 6 & Trevino’s “The Naturalization” ● Response to In-class writing from Day 2 should be posted in Moodle before class starts

Class Plan: (5 min): In-class Quiz-on reading (Serves as attendance. Pop quizzes should increase in difficulty to reinforce the importance of reading the material presented for homework.) (15 min): Class discussion--define Literacy, define Narrative, define Autobiographical.

○ Hand out Literacy Narrative assignment sheet (also available on Moodle) Class Activity: Assignment sheet scavenger hunt

(20 min): Discuss A&B Chapter 6. Cover the following terms and have the students work in groups using the Alexie & Trevino texts to point out examples of:

● Tension ● Literary Elements

○ Plot ○ Character ○ Setting ○ Theme

(10 min): Discuss homework due Monday-Topic Invention Homework considering rhetorical situation (A&B 121-122) Students should complete the section “For Writing & Discussion: Discovering Experiences with Literacy” pg. 122 and post their response in Moodle before class begins on Monday. Read: A&B Chapter 1 and be ready to discuss the next class, revisit A&B Chapter 3

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In Class Quiz 2 (Day 3)

● The rhetorical aim discussed in the beginning of Chapter 6 is… ● writing to persuade a reader. ● writing to shock or horrify. ● writing to express or share.

● According to the reading, good writing is rooted in the writer’s…

● perception of a problem. ● desire to please a teacher. ● sense of humor.

● Key events in autobiography are characterized by a clash of opposing

values or points of view. ● True ● False

● Which of the following does the book say is a narrative technique that

carries over to an autobiographical narrative? ● Authority ● Plot ● Profanity

● In the Trevino story, “The Naturalization,” the mother is studying for her

test to… ● become a citizen. ● get an A in biology. ● get her driver’s license.

__________________________________________________________________________ __________________________________________________________________________________

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Week II, Day I

Monday, January 16th

Class Goals: ● Understand Angle of Vision

● Utilize their Angle of Vision to express the Purpose, Audience, and Genre

● Introduce the Literacy Narrative Exploratory Draft

Homework Due: ● Guide to Writing Chapter 1 and Chapter 3

● Literacy Narrative Exploratory Draft Instructions

● Bring Topic Invention Results (Either Electronic or Hard Copy)

● Bring Literacy Narrative Exploratory Draft Instruction

Class Plan: (5 Minutes): Topic Invention Recap

● Take roll.

Go over Topic invention, get an idea of how the life of these students has been affected by the issue

of Literacy

● Call on a few students to explain how the process is going for them

● The Issue of Literacy is their Subject Matter!

○ Make sure that the class is focusing on the Literacy as the core

concept of the assignment

(15 Mins): Angle of Vision- the way the author chooses to present the narrative

● Topic Invention + Angle of Vision = Literacy Narrative

● Factors of Angle of Vision

● Angle of Vision as a Lens

● The Party: Grandmother vs. Best Friend

Instructor Notes:

Now that the Class has completed the Topic Invention assignment, it is time to start making the literacy

narrative their own.

●Raw Materials (Topic Invention)

●Raw Materials+Angle of Vision= beginning stages of the Narrative

●Factors of Angle of Vision

●Details-Either selected or omitted

●Word Connotation- positive, negative, or mixed

●Sentence structure and Organization- Emphasize or Demphasize a

Point

●Tone and Style

This is the Lens the author uses

●The audience will see the narrative in a particular way based on the

angle of vision

●The Lens will show what the author views as the important and

substantial parts of the narrative

●If its not important or appropriate to the story, don’t spend four

paragraphs describing it.

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The Party: Grandmother vs. Best Friend

●Image of the storyteller (party animal vs. soda sipper)

●Details Included (Who would you tell that the party was so crazy that

the police were called, maybe tell Grandma you called the police)

●Emphasis of the Party (Every Detail or a Vanilla description of fun that

was had)

●Language (Who would you use slang with?)

●Just Like Describing the Party, the way you describe your Literacy

experience will depend on who the audience is.

○Your FIU Community of Students is most appropriate for the

Open Form. This is who you are writing to!

○Keep Your Angle of Vision in your Mind throughout the writing

process, this will help your essay stay focused.

(15 Minutes): Purpose, Audience, Genre

● Building off the Angle of Vision

● Purpose: What am I trying to Accomplish in the this paper? What do I want my readers to know,

believe, or do?

● Audience: Who are you Addressing in this Literacy Narrative

● Genre: What kind of document am I writing? What are its requirements for structure, style, and

document design?

● Building off the Angle of Vision

Instructor Notes:

Tangible ways to put this into practice.

Purpose: What am I trying to Accomplish in the this paper? What do I want

my readers to know, believe, or do?

Rhetorical Aim: Express, Explore, Inform, Analyze, Synthesize, Persuade,

and to Reflect

●Which of these will be effective in the Literacy Narrative?

Motivating Occasion or Factors

●Internal versus External

●Internal: Enlighten your audience to how Literacy made a profound

impact on your life.

●External: The due date and Assignment parameters have to be met.

●The Delicate Balance between the Two of these.

Audience:

What are my readers’ values and assumptions?

●Back to the Idea of Grandmother vs. Best Friend

●Different Audience members from different groups will have different

expectations.

What do they already know or believe about my Subject?

●Do you need to introduce important background information?

●Think about your fellow FIU students and how much they know about

the Literacy Issue your are presenting.

How much do they care about it?

●Captive Audience?

●Do you need to hook them in?

Genre: What kind of document am I writing? What are its requirements for

structure, style, and document design?

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●Page 24 in the A&B lists 46 examples of Genres (can you think of a

few Genre’s)

●These all have their own parameters for how they should be put

together

●In the Instructions for the Literacy Narrative it is made clear that this

is an Open Form Writing Assignment.

○Form of Personal Open Form Writing

○Meaning that it will be much more free flowing than a Scholarly

Essay or a Research Paper

Genre reflects back on Audience as well

●If an audience member is expecting to read a Blog Entry, then don’t

write them a research proposal

●Genre will give the audience clues about what they are reading.

●Also gives clues to the writer about what to include.

(5 Minutes): Introduce the Literacy Narrative Exploratory Draft

Start the Process of Telling the Story

● Free-Write 2.0

● Turnitin.com Trial

Instructor Notes:

●Start the Process of Telling the Story

○Utilizing your Angle of Vision to express the Purpose for a

particular Audience within the Literacy Narrative Genre

●Free-Write 2.0

○Should be like Throwing the Pottery on the Wheel

○Still need to focusing on Paragraph Format and Sentence

Structure.

●Topic Invention (Raw Materials) +Angle of Vision

●Turnitin.com

○All Major Assignments in this class will be submitted via

turnitin.com (Plagiarism Detector)

○Technical Issues will not be seen as a excuse for late

assignments

○Consider this your Trial Run

(5 Minutes): Introduction of the Writers Memo

● A writers memo will be turned in with your First and Final draft

● Free Write on The topic discussed in this class (Angle of Vision)

● A writers memo will be turned in with your First and Final draft

● This will be turned in at the end of class, will count as your attendance grade for this class period.

● Reminder: Homework - Chapter 19 A&B

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Writer’s Memo Instructions Florida International University

ENC 1101: Writing and Rhetoric

Purpose:

● Helps writer focus his or her paper ● Develops understanding of audience ● Develops awareness of writing process ● Helps focus the reader’s response and guide suggestions for revision

What to Include:

● Standard memo headings: To, From, Date, Subject: ● Analysis of rhetorical situation: Briefly state topic, purpose, audience,

genre and any other rhetorical considerations that will help to orient and focus your reader.

● Writing process: Briefly discuss your writing process on this piece up to this point. Include discussion of drafts and events or realizations that prompted revision.

● Strengths: What do you like best about this piece in its current form? ● Weaknesses: What do you not like about this piece in its current form?

What do you plan to work on next? ● Statement on recycling: Explain what you have learned thus far and

predict how you may use it in the future. ● Questions and/or points for revision: Pick two or three points for

revision to help your reader help you.

Note: Please include a Writer’s Memo with each project. It is considered part of your grade.

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Week II, Day II

Wednesday, January 18th

Class Goals: ● Reemphasize Rhetorical Triangle (Emphasis on Pathos)

● Scale of Abstraction (Concrete, Revelatory, Memory Soaked)

● Banana Ladder

Homework Due: ● Chapter 19 A&B

Class Plan:

(5 Minutes): Audience/Level of Abstraction/Banana Ladder

● Take roll.

● Reviewing the Rhetorical Triangle

● Logos- appeals to Reason and Logic

● Ethos- refers to the credibility of the writer or speaker

● Pathos- appeals to the Audience

○When considering the audience the pathos is what you use to

draw them in.

(25 Minutes): The Scale of Abstraction

● Appeal to Pathos

● Types of words that are Low on the Scale

● Concrete Words

● Revelatory Words

● Memory Soaked Words

Instructor Notes:

In order to effectively appeal to the Pathos, make sure to use words that

are low on the Scale of Abstraction

●Very Abstract=Clothing, Living Creature

●Very Specific=My FIU Sweatshirt with the Tear in the right Sleeve, My

Guinea Pig Dave that my Girlfriend and I Bought during our Junior

Year in College.

Types of words that are Low on the Scale

Concrete Words

●Example about Kakadu. Slightly concrete versus completely concrete

●Helps bring forth clear images and sensations

Revelatory Words

●Specific details revealing social status, lifestyle, beliefs, and values of

people.

●Example of the Aristocrat and the Pauper

○Types of clothes, posture, facial expressions

●Tom Wolfe: gestures, habits, manners, customs, styles of furniture,

clothing, decoration, styles of Traveling, eating, keeping house, modes

of behaving towards children, servants, superiors, inferiors, peers,

plus the various looks, glances, poses, styles of walking, and other

symbolic details.

Memory Soaked Words

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●Words that trigger ideas, emotions, and sensations in readers who

share memories from a particular era.

●1960’s versus 2000’s

●Also The Word Apple

○For many of our parents this was the Record Label for James

Taylor and Janis Joplin founded by the Beatles

○For us it refers to Electronics and Steve Jobs

(10 Minutes): The Banana Ladder

● At the bottom of the ladder the audience gets a very vague description

● Life- This is General

● Banana-This is Specific

● The Audience knows exactly what someone is referring to when it gets to the Banana

● Planet Earth Example

● In Class activity.

○ This will count as your attendance for this class period.

○ Turn in a hard copy with all group members names.

Instructor Notes:

●At the bottom of the ladder the audience gets a very vague

description

○As They go up the ladder it gets more and more descriptive

○Life—Being alive, Board Game, The length of a Prison Sentence?

○Nourishment—Nourish the Mind, Nourish the Body, Nourish the

Soul?

○Food—Any of the Seven Food Groups could be referred to here

○Fruit—Apple, Pear, Tomato, Plum?

○Banana-This is Specific

●The Audience knows exactly what someone is referring to at the top

of the ladder

(10 Minutes): Explain the Luc Sante Assignment

Print out the Article for Friday

We will be discussing Concrete and Figurative Language on Friday

Highlight the Luc Sante Article Showing...

●Example of Concrete Language, that is low on the scale of Abstraction

●Example of Figurative Language

●Words that you don’t know the meaning of

This will be due at the start of class on Friday

Definitions of Concrete and Figurative Language will driven home more

Clearly on Friday

Also Touch on the Exploratory Literacy Narrative being Due

●Ask who has been able to take care of Turnitin.com???

Reminder: Homework:

●Chapter 22 Everyday Writer

●Chapter 4 and 19 Guide to Writing

●Bring 2 Hard Copies of Exploratory Draft

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Week II, Day III

Friday, January 20th

Class Goals: ● Turnitin.com Tutorial

● Introduce Concrete and Figurative Language

● Get Students started on their Writers Memo

Homework Due: ●Chapter 22 Everyday Writer

●Chapter 4 and 19 Guide to Writing

●Bring 2 Hard Copies of Exploratory Draft

Class Plan: (5 Minutes): Quick Discussion on how the Exploratory Draft writing went

● Take roll.

● Drive home that they need to get a grasp of Turnitin.com, as technical issues will not be an

excuse for late assignments.

(15 Minutes): Concrete and Figurative Language Definitions.

● Concrete vs. General Words

● Figurative Language

Instructor Notes:

Concrete vs. General Language

● General- Gives the overall Picture of the scene

● Concrete- gives the details that will fill in the cracks of the picture

● General-Less General-Specific-More Specific

● Picture Description. Start with a House, then start filling in the

background of the House(Weather, Grass, Trees, Animals, People,

Color of the House)

● Exercise 22.5 on 236 Everyday Writer. Making sentences more Specific

Figurative Language

● Language that helps paint pictures in the reader’s mind, allowing one

to “see” a point readily and clearly.

● Might Come off as Decorative, however if the writer is writing about a

somewhat Esoteric subject this can be crucial to the understanding.

● Similies- Using Like or As

● Metaphors- Comparing without the Use of Like or As

● Analogies- Comparing something Unfamiliar with something

Commonly Known

● Example: Have Someone in the Class think of a Person, Place, or

Thing. Then make a Similie, Metaphor, and an Analogy with it.

(15 Minutes): Group Activity with These Types of Language

● Break into Groups of Three and have them read over each others Literacy Narratives.

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● Students locate one place in the literacy narrative where their classmate utilized

Concrete/Figurative Language effectively and a place where they feel this could help drive home

their point

● This will be turned into the Moodle Forum

Instructor Notes:

●Break into Groups of Three and have them read over each others Literacy Narratives.

●Have the Students locate one place in the literacy narrative where

their classmate utilized Concrete/Figurative Language effectively and a

place where they feel this could help drive home their point. This will

be turned into the Moodle Forum Under Concrete/Figurative.

(10 Minutes): Class Presentation Time

●Have 2-3 Groups read their discussions aloud.

●If no one is Brave Enough then Cold Call a few groups, or just put some of the Moodle Discussions

on the Screen.

(5 Minutes): Free Write for the Writers Memo

●Spend the last 5 Minutes of Class doing a free write on the use of Concrete and Figurative

Language

● This Free Write will be your attendance grade for the class period. ● Homework for next time: Complete code-switching log (instructions on Moodle) and bring to

class ○ Assignment for Monday (Note: assign this today so they have time to work on it over the

weekend and to ask questions): Assess the rhetorical situation for your literacy

narrative. Base this on the concepts in A&B ch. 1. Ask yourself: Who is your audience?

What is your communicative purpose in writing the literacy narrative? You will bring a

hard copy to class on Monday.

○ Read Exploding a Moment (handout on Moodle) and print to bring to class

○ Read Amy Tan's "Mother Tongue" (A&B Guide, pp. 152-156)

Instructor Note:

● Make it known that the Writers memo will be worth 10% of their Literacy Narrative Grade, and

that they must discuss Concrete/Figurative Language in it.

● Over the weekend, assess the exploratory draft.

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Literacy Narrative Exploratory Draft

Florida International University

ENC 1101: Writing and Rhetoric

Purpose:

Begin applying learned concepts to a written project.

Instructions:

Compose a minimum 700 word draft of your Literacy Narrative (about 2 pages double-spaced) and submit to the assignment “Literacy Narrative Exploratory Draft” on Moodle. Keep in mind your final draft will be 1000-1500 words. Now you want to start thinking about purpose and audience. You want to start telling the story to your classmates of how speaking, listening, writing, or reading (or a combination of these) changed your life in some significant way, and give insight into what shaped the literate person you’ve become. Still, you are early in the process. This draft might be considered the wet clay you are throwing on the pottery wheel—you have to get it down before you can begin shaping it. That being said, I am looking for a draft that has been at least shaped into paragraphs and shows some coherent thought placed towards purpose and organization. This should not be seen as freewrite. By putting an adequate amount of effort into this exploratory draft, you will be better prepared for the first draft of Literacy Narrative. However if you do not take this seriously, you will have wasted a chance to get a head start on your Literacy Narrative. If you aren’t happy with your Topic Invention freewrite, and you want to start fresh, go back to Generating and Exploring Ideas on pp. 121-122 and do some more freewriting based on one or more of these questions, and then from this new set of ideas draft out your assignment. Finally, as you draft, think about the concepts and strategies we’ve covered, as well as the models we’ve looked at:

● Purpose & Audience ● Open Form Writing ● Logos, Ethos, Pathos ● Angle of Vision ● Sherman Alexie’s “The Joy of Reading and Writing: Superman and Me”

How to Submit:

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SUBMIT TO THE ASSIGNMENT "LITERACY NARRATIVE EXPLORATORY ASSIGNMENT" LOCATED BENEATH THE LINK TO THIS PAGE.

● Make sure and familiarize yourself with the In’s and Out’s of Turnitin.com when completing this assignment

● Technical Issues will not be acceptable reasons for late assignments. ● This is a great practice run for you all, consider it your dress rehearsal

for turning in later assignments via Turnitin.com

__________________________________________________________________________ __________________________________________________________________________________

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Week III, Day I Monday, January 23rd Instructor Note: Keep in mind you have assessed the exploratory draft by now, so they should be aware of this and use your notes on TurnItIn to write their first draft of the literacy narrative.

Class Goals:

● Analyze your personal use of language in different situations

● Select moments to serve as examples of a part of your literacy journey

Homework Due: Complete code-switching log (instructions on Moodle) and bring to class Read Exploding a Moment (handout on Moodle) and print to bring to class

Read Amy Tan's "Mother Tongue" (A&B Guide, pp. 152-156)

Bring in your hard copy of your analysis of the rhetorical situation for the literacy narrative.\

Class Plan: (15 minutes) Class discussion of “Mother Tongue”

● Take roll.

● What were Tan’s main points about literacy?

● How might Tan define literacy?

● Pick out examples of when Tan “exploded a moment” (see handouts). Implode them, then

compare with the exploded version.

(5 minutes) Writing Activity (Project the Prompt)

● On your own, pick events from your code-switching log that you could explode in your literacy

narrative.

(25 minutes) Group Activity with Code-Switching logs ● In your groups of 3-4, pick moments for explosion in your code switching logs. Explode them!

(5 minutes) Class discussion ● Wrap up the importance of “exploding a moment” ● Homework for next time: read A&B 563 - 568 (Skills 2 & 3); read A&B 578 - 582 (Skill 5)

● Reminder: Your Exploratory Draft has been reviewed by now! You can start editing it for your

Peer Review on Friday!

Instructor Note: Grade and comment on the analysis of the rhetorical situation for the literacy narrative.

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Code-Switching Log

Florida International University

ENC 1101: Writing and Rhetoric

Assignment:

Keep a code-switching log for at least one day in which you include who you spoke with, the

context in which you spoke with them, your purpose in speaking with them, and how your

language changes in each situation.

Instructions:

You can keep this log in any format you wish (columns, a chronological list, etc.), but try to

include each of these elements: ● Who you spoke with — Make sure to identify who they are in relation to you (e.g.

Rhonda, my older cousin; Bill, my younger brother’s friend)

● The context and purpose — Why were you talking to this person? When and where?

This does not have to be extremely detailed, just give us a general idea of place and

purpose. (e.g. I spoke to Rhonda in her car to convince her to buy me beer; I talked to

Bill because he’s funny and we were waiting for my brother to get ready.)

● Your language — How did you talk to this person? Were you casual or formal? Fast or

slow? Loud or soft? Did you speak in English? (e.g. I talked quietly and casually to

Rhonda; I mostly listened to Bill, but said “mhmm” and “okay” every once in a while to

encourage him to keep talking.)

* * Keep in mind that you will be able to discuss how you code-switch in your literacy narrative.

Bring your code-switching log to class. It’s fine if you write it by hand.

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EXPLODING A MOMENT

This revision technique is especially helpful in eliciting rich details. It’s almost like writing in slow motion--slowing down the moment--to capitalize on sights, thoughts, feelings, and more. BEFORE:

(1) I woke up late this morning--as usual. (2) I had no clean clothes and the fridge was next to bare. (3) Traffic was heavy as I sped to work. Some jerk cut me off and I almost had a wreck. (4) At work I went to my desk and there was a note to go and see the boss. (5) I waited outside her office for a while before she called me in. (6) I couldn’t figure out why she wanted to see me. (7) I went inside and sat down. (8) My boss handed me an envelope. (9) She told me that my services were no longer needed and that I was free to go. (10) I got my belongings from my desk and left. (11) The drive home was quick. I am now unemployed. AFTER:

Some jerk cut me off and I almost had a wreck. I hate people who can’t drive. I decided to teach him a little lesson by playing near bumper cars with his bright red 300 ZX. He kept hitting his brakes, and eventually even shook a fist of rage at me. I giggled gleefully--kind of like that lady in Fried Green Tomatoes who got immense pleasure from repeatedly rear-ending the car of the person who had stolen her parking space. Space is crucial, and that jerk will probably think twice before he cuts into mine again. REVISION EXERCISE:

Take out your most recent draft and choose a sentence you feel is ripe for explosion (with actual details this time). Work with a partner to explode the moment you’ve chosen as a means of adding interesting details to your draft. Courtesy of FSU’s Inkwell: http://writing.fsu.edu/inkwell

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Week III, Day II Wednesday, January 25th Class Goals:

● Develop stronger understanding of rhetorical situation (for the Writer’s Memo)

● Assess your audience

● Learn about your personal strengths and weaknesses

Homework due: read A&B 563 - 568 (Skills 2 & 3)

read A&B 578 - 582 (Skill 5)

(5 minutes) Individual Writing ● Take roll. ● Return rhetorical situation analyses with comments ● Students write 1-2 sentences to enhance their description of the rhetorical situation based on

these comments ● Students who did not turn one in can now start it in class.

(15 minutes) Discussion and Lecture ● What is the purpose of the Writer’s Memo? ● How can you assess the rhetorical situation? ● How does it help?

(5 minutes) Revision Lecture ● What’s the difference between revision and editing? ● What’s the difference between local and global revisions?

(5 minutes) Individual Activity Note: Put the prompt up on the document viewer or project from Moodle.)

● Write a story about dinner last night using memory-soaked words. (10 minutes) Group Activity part 1

● Form groups of 3-4 students ● Give your paper to a group member and tell them what global revisions they could make as they

would develop this story (10 minutes) Group Activity part 2

● In your groups of 3-4 students, give your paper to another group member ● Have each member pick out what they view as the memory-soaked words ● Also, pick out places where they think they can add more memory-soaked words ● Remember to bring 2 copies of your literacy narrative and the peer response sheet!

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Week III, Day III Friday, January 27th Class Goal: Learn to conduct effective peer reviews

Homework (due today): Print 2 copies of your literacy narrative and bring them to class Print 2 copies of the peer response sheets and bring them to class

(5 minutes) Individual Writing: (Note: Put the prompt up on the document viewer or project from Moodle.)

● Take roll. ● What concepts from the past few weeks do you need to consider while reviewing your peer’s

literacy narratives? ● Which do you need to consider while revising your own literacy narrative?

(10 minutes) Discussion: ● Review of concepts: logos, ethos, pathos, angle of vision, local and global revisions, theme, title,

banana/scale of abstraction, audience and writing for the rubric. (15 minutes) Peer Review Workshop:

● In pairs, use the peer response sheet (instructor bring extra) for WP1 to guide you through your discussion of the first writer’s essay

(15 minutes) Peer Review Workshop: (5 minutes) Wrap-up:

● Depending on how involved the students seem in their peer review workshop, the wrap up should be a discussion of what they learned from the peer review exercise revolving around audience

● What did your peers help you learn about audience? Homework for next: Prepare two hard copies for use in-class on Monday.

__________________________________________________________________________ __________________________________________________________________________________

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Week IV, Day I Monday, January 30th Class Goals: the students will develop a basic understanding of the manner in which an

autobiographical essay is written. They will review the following aspects of such a paper: rhetorical purpose, audience, how to avoid chronological writing, author’s voice, using imagery to describe a scene. Students will also be introduced to the logic behind the rubric. What is the grader looking for in the student’s essay?

Homework due to-day: Read The Allyn & Bacon Guide to Writing pages 87-106 (seeing

rhetorically) and 119-124 (description of a literacy narrative) prior to class

Class Plan: (5 Minutes)

● Take roll ● Pass out conference sign-in sheet ● Explain the sheet’s purpose

(10 Minutes) ● Lecture: What is an autobiographical essay? This will be a review of the homework assignment

followed by a Q&A (5 Minutes)

● Review rhetorical purpose and introduce the concept of “audience” ● Q&A with students. Have them describe examples of the way in which they employ rhetorical

purpose in their writings (5 Minutes)

● Describe how to avoid chronological writing (first this happened, then that happened...) (5 Minutes)

● What is author’s voice? Conduct Q&A (5 Minutes)

● How to use imagery to describe a scene ● Conduct Q&A have students provide examples of the manner in which they might describe a

scent to their audience Event

● Display Rubric. This will have been previously posted to Moodle (15 Minutes)

● Understanding the logic at the root of the rubric ● Go over each section of the rubric ● Q&A: What do the students think each of the requirements within the various categories mean? ● Homework for next time: Bring a hard copy of your literacy narrative.

Outcomes: the students should understand what the grader will be looking for in the final draft of the

literacy narrative.

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Week IV, Day II Wednesday, February 1st Class Goals: to point out any strong and weak-points in the initial literacy narrative writings

Homework Due: Bring a hard-copy of your literacy narrative

Activities:

Eight Hours ● Conferences ● I will provide the students with a copy of the rubric and ask them to use it to grade their own work

while I look at their paper on Moodle

Outcomes: the students should leave the session with a good idea of what needs to be changed in

their papers in order to satisfy the rubric’s parameters.

Week IV, DAY III Friday, February 3rd Class Goals: a review of the sources employed by ENC-1101 students in order to check their work for

common grammatical errors. Also, students will review the use of Moodle and Turnitin.com in their efforts to check their comments and grades on-line.

Activities: (2 Minutes)

● Take roll (13 Minutes)

● Short lecture on grammar ● project slides on grammar derived from the textbooks: The Everyday Writer, pages 283-365; and

Allyn & Bacon’s, Guide to Writing, pages 807-809 ● The instructor will place an emphasis on what he/she knows to be common grammatical errors

(15 Minutes) ● Individual activity: using their textbook as a guide the students will correct grammatical errors on

their own papers (10 Minutes)

● Q&A with class. What were some of the problems that you found? How would you avoid these in the future?

(10 Minutes) ● Use Moodle to describe to students how to check their grades in Moodle ● Explain how to view grades in Turnitin.com ● Discuss with class. Q&A session

Outcomes: the students should have a better grasp on the editing process. They should also be

familiar with the learning aids meant to assist them in this process.

Reminder: Final Draft Due on Sunday February 5th at Noon via Turnitin.com