Week 15

Monday, December 3 through Wednesday, December 5

We will be holding conferences in leu of class (or we will not be holding class; you should come to your conference instead).  All conferences will be held in Ellis Hall 341.

You need to bring the following to your conference meeting

• Draft of your Reflective
• Revision plan
• list of your works you are including in your Selected Portfolio

Conferences:
Monday, December 3

1. 8:00 a.m.--Greg Ornella
2. 8:30 a.m.--Michael Bruggeman
3. 9:00 a.m.--Taylor Henning
4. 9:30 a.m.--Abby Seitz
5. 10:00 a.m.--Wesley Hemmelgarn
6. 10:30 a.m.--George Zuspan
7. 11:00 a.m.--JD Walter
8. 11:30 a.m.--Aubrey White
9. 12:00 p.m.--Ally Zavoda

Tuesday, December 4

1. 10:00 a.m.--Peter Zeisler
2. 10:30 a.m.--Allison Sharp
3. 11:00 a.m.--Quinn Kender
4. 11:30 a.m.--Megan Lallathin
5. 1:30 p.m.--Ginal Kirby

Wednesday, December 5

1. 8:00 a.m.--Allison Shenk
2. 8:30 a.m.--Maia Wachter
3. 9:00 a.m.--Aaron Reed

Friday, December 7

Last day of class.  Nothing is due this day.

FINAL

We will not be meeting during the scheduled time.  Your Reflective Essay, Revised Essay, and Selected Portfolio are due by 5 p.m. on Friday, December 14.

Zipping your portfolio

Creating and zipping your portfolio folder on a Mac

·      In Finder, select File and New Folder. A new folder will appear on your desktop with a text box open beneath it.

·      Simply type the title for the folder (“YourName_Collected_Portfolio”)

·      Open the folder and create any number of new folders by selecting File and New Folder in Finder and name them. This will create new folders within the first. If you want folders inside those subsequent folders to further organize your material, open the desired folder and again select File and New Folder.

·      Drag and drop files into the desired folders.

When your portfolio is complete:

·      In Finder, select the first folder by clicking on it once.

·      Select File and select Compress. Compress with be followed by the folder’s name.

·      A Zipped file “Collected Portfolio.zip” will appear on your desktop next to the original.

Creating and zipping your portfolio folder on a PC

·      Create a new folder by right-clicking on your desktop and selecting "New Folder."

·      Rename the folder by right-clicking on it (“YourName_Collected Portfolio"

·      Open the folder and create new folders within it by right-clicking and selecting “New folder.”

·      Drag and Drop files or use copy/paste to fill folders with files.

When your portfolio is complete:

·       Right click on the main folder. 

·       Left click on "Send to."

·       Left click on "Compressed (Zipped) Folder."

Once you have organized and zipped your folder, attach it to an e-mail to send to the instructor. This same process can be repeated for your "Selected Portfolio." 

Office hours

My office hours will be cancelled for Monday, November 26.  I have to be mom to a couple of sick kids (mine).

Assignments: Week 14

Monday, November 26

READ:  Cixous, "The Laugh of the Medusa" ROW (p. 247-60)

DUE:  On your blog

1. define whiteness, marginalized, and heterotypical.  Use BOTH dictionary sites and other sites that clearly define the term.  Make up a Works Cited of the websites you reference.  Write a short response to the terms and definitions.  Try to link them to how you perceive the world. (this response should be at least 6 sentences long)
2. Do a dialectical notebook on Cixous (use at least 5 quotations)

Peter and Aaron leading discussion.  They will have a handout.

Wednesday, November 28   

Workshop/Peer work on Project #4--I am not sure how this will work yet.  I will update this section as soon as I know.

DUE:  Collected Works Portfolio (due by midnight)

Friday, November 30

READ: (last reading)

• Anzaldúa, "Tlilli, Tlapalli:  The Path of the Red and Black Ink" ROW (p.220-25)
• Lunsford, "Toward a Mestiza Rhetoric" ROW (p. 226-46)

DUE:  Reading response to Alzaldúa.  Include

• summary
• synthesis
• dialectical notebook (include at least 4 quotations)
• your thoughts on both articles (at least 6 sentences; be thoughtful)

Quinn and Greg leading discussion.  They will have a handout.

Interesting articles related to transgender awareness

If transgender and transgender rhetorics interest you, you might be interested in the following articles:

Becoming Katie
Transgender Americans face high suicide risk
Startling Stats on Transgender Discrimination

Assignments: Weeks 12 and 13

Wednesday, November 14

READ:  Flynn

• "Composing as a Woman" ROW (p. 156)
• "Contextualizing 'Composing as a Woman'" ROW (p. 167)

DUE:

• Project #3 Peer review:  if emailing, send to your partner and CC me; if bring to class, bring 2 copies
• Reading response to Flynn (apparatus posted on Blackboard)
• 1 before you read activity
• summary
• synthesis (connect to at least 3 other articles)
• dialectical notebook (at least 4 quotations)
• QD3
• your thoughts (at least 4 sentences)

Friday, November 16

READ:

• Delpit, "The Politics of Teaching Literate Discourse" ROW (p. 181)
• Smitherman, "'God Don't Never Change':  Black English from a Black Perspective" ROW (p. 189)

DUE:

• Project #3 progress report:  1 paragraph on your blog updating what you have done since peer review
• Reading response to Delpit or Smitherman (apparatuses on Blackboard)
• 1 before you read activity
• summary
• synthesis (connect to at least 3 other articles)
• dialectical notebook (at least 4 quotations)
• Delpit AE4/Smitherman QD7
• your thoughts

Wesley, George, and Michael leading discussion and will have a handout on the readings

Monday, November 19

READ:  Alexander, "Transgender Rhetorics:  (Re)Composing Narratives of the Gendered Body" ROW (p. 195-the bottom of 202; 210 "Critiques and conclusions" to the very top of 213)

DUE:

• Project #3 to SafeAssign: extension to Wed., 11/21 at 5 p.m.
• Reading response to Alexander


• synthesis (connect with as many articles as possible)
• dialectical notebook (at least 6-10 quotations)
• your thoughts (at least 5 sentences)
• post a video clip from YouTube that connects with what you think Alexander is trying to say.  Here is one that I thought of (it is about cross dressers and a different type of rhetoric):

Assignments: Week 11

Monday, November 5

READ:

• Guide to Primary Research for the Discourse Community Ethnography (on Blackboard in the Project #2 folder)
• Chapter 5 introduction, WAW (p. 578)
• Heilker and Yergeau, "Autism and Rhetoric" ROW (p. 261)

DUE:

• Project #3 Interview questions (these should be the questions you plan to ask during your interviews)
• Reading response to Heilker and Yergeau 
• summary
• synthesis (make at least 3 connections)
• dialectical notebook (use at least 6 quotations)
• your thoughts (at least 5 sentences)

Peter, Maia, and Taylor presenting Project #2

Wednesday, November 7

READ:  Villanueva, "Memoria is a Friend of Ours:  On the Discourse of Color" ROW (p. 169)
DUE:

• Project #3 progress report (elaborate on what you have done so far)
• Reading response to Villanueva (apparatus on Blackboard)
• 1 pre-reading activity
• summary
• synthesis (make at least 3 connections
• dialectical notebook (use at least 6 quotations)
• AE 3
• your thoughts (at least 5 sentences)

Greg, Gina, Abby, and Megan presenting Project #2

Ally and Abby leading discussion on Villanueva for 20 minutes.  They will have a handout.

Friday, November 9

READ:

• Branick, "Coaches Can Read, Too:  An Ethnographic Study of a Football Coaching Discourse Community," WAW (p. 557)
• Project 4 assignment (in syllabus packet and on Blackboard)

DUE:  Project #3 for peer review (turn in to SafeAssign Project #3) by 9 p.m. on SUNDAY, November 11

Ally, Allison, JD, and Aubrey presenting Project #2

Wardle

Assignments: Week 10

Monday, October 29

READ:  Devitt, et al., "Materiality and Genre in the Study of Discourse Communities," ROW (p. 98)
DUE:

• Project #3 Topic proposal
• Reading response to Devitt, et al. (apparatus posted on Blackboard)
• 1 Pre-reading activity
• Summary
• Synthesis (connect with at least 3 other articles)
• Dialectical notebook (at least 5 quotations)
• MM
• Your Thoughts (at least 4 sentences) 

Wednesday, October 31

READ:  Malinowitz, "Queer Texts, Queer Contexts," ROW (p. 110)
DUE:  Reading response to Malinowitz (apparatus will be posted on Blackboard)

• 1 pre-reading activity
• summary 
• synthesis (connect with at least 3 other articles)
• dialectical notebook (at least 6 quotations)
• AE 2
• your thoughts (at least 5 sentences; try to go into why you did or did not connect with the reading)

Wesley, Quinn, and Aaron presenting Project #2.

Megan, Allison, and Maia are leading a 20 minute discussion and will have a handout.

Friday, November 2

DUE:  synthesis of the readings about discourse communities from class and synthesis/lit review/conversation of the research you have done on the discourse community you are studying:  bring 3 copies to class

George, Michael, and Allison presenting Project #2

Glenn and Pollan; Swales and Gee

Glenn and Pollan

Upcoming presentations

"not a reading response" presentations

October 31:  Megan, Allison, and Maia will have a handout for and lead part of the discussion for Harriet Malinowitz's "Queer Texts, Queer Contexts" (ROW 110)

November 7:  Ally and Abby will have a handout for and lead part of the discussion for Victor Villanueva's "Memoria is a Friend of Ours:  On the Discourse of Color" (ROW 169)

November 16:  Wesley, George, and Michael will have a handout for and lead part of the discussion for Delpit and Smitherman

November 26:  Peter and Aaron will have a handout for and lead part of the discussion for Helene Cixous' "The Laughter of the Medusa" (ROW 247)

November 30:  Quinn and Greg will have a handout for and lead part of the discussion for Gloria Anzaldua's "Tilli, Tlapalli:  The Path of the Red and Black Ink" (ROW 220)

***If any of these are incorrect based on your knowledge, please let me know so that I can fix the mistake.

Project #2 Presentations

October 31:  Wesley, Quinn, and Aaron
November 2:  George, Michael, and Allison
November 5:  Peter, Maia, and Taylor
November 7:  Greg, Gina, Abby, and Megan
November 9:  Ally, Allison, JD, and Aubrey

These presentations are informal.  Be prepared to present and explain your project to the class and answer questions.

Assignments: Week 9

Monday, October 22

READ:

• Glenn, "Constructing Consumables and Consent:  A Critical Analysis of Factory Farm Industry Discourse"  ROW (p. 144)
• Pollan, "Farmer in Chief" (posted on Blackboard in "Readings")

DUE:

• Project #2 Peer Review:  bring 2 copies of (1) peer review cover letter to group, (2) comments on project, and (3) answers to questions on peer review handout.  Be a thorough as possible.  Go into detail.  Be constructive.
• Reading response for Glenn (apparatus is posted on Blackboard); include
• one pre-reading activity
• summary
• synthesis (include at least 2 works we have read for class)
• dialectical notebook (include at least 5 quotations typed out all the way) 
• answer QD 1
• Your thoughts (this should be a small paragraph.  try to connect the reading with your life. at least 4 sentences)
• Reading response for Pollan (no apparatus)
• summary
• synthesis
• dialectical notebook (include at least 5 quotations fully typed out)
• Your thoughts (minimum 4 sentences)

Wednesday, October 24

READ:

• Chapter 4 introduction, "Discourses:  How Do Communities Shape Writing?" WAW (p. 463)
• Swales, "The Concept of Discourse Community" WAW (p. 466)
• Gee, "Literacy, Discourse, and Linguistics:  Introduction" WAW (p. 481)

DUE:

• Reading response for Swales
• one Before you Read activity
• summary
• synthesis (at least 3 connections)
• QD 5 and 6
• your thoughts (at least 4 sentences)
• Reading response for Gee
• one Before you Read activity
• summary
• synthesis (at least 3 connections)
• dialectical notebook (at least 5 quotations)
• MM
• your thoughts (at least 4 sentences)
• Compare and contrast Swales and Gee:  should be at least 2 paragraphs

Friday, October 26

READ:  Wardle, "Identity, Authority, and Learning to Write in New Workplaces" WAW (p. 520)
DUE:

• Project #2 with group cover letter due by 9 p.m.
• One page individual evaluation of how you feel the project went, of the feedback you received from your peers, and of your partners in the project due by 9 p.m.
• Reading response for Wardle
• one Before you Read activity
• summary
• synthesis (at least 3 connections)
• dialectical notebook (at least 5 quotations)
• QD 4
• your thoughts (at least 4 sentences)

Project 2 Survey request

One of the project groups would like the class to take the following survey:  http://www.surveymonkey.com/s/FJSF727
Please do so before class on Wednesday morning.

Assignments: Week 8

Monday, October 15 and Wednesday, October 17

We will still be in Gordy 9 working on Project #2.  No other class time will be allocated for the production of this project.  You may want to start making arrangements for working outside of class.


Monday
Storyboard due by the end of class.
READ (click on links): "Hyperlinks Are the 'Tubes' of the Internet" and "Page Titles, Headlines, and Subheaders, OH MY!"

Wednesday
Significant progress on your project needs to be made.
READ (follow links):  "Damnit, Jim, I'm a Writer, Not a Graphic Designer! (Or, Who Gives a CRAP?)" and "It's Not Plagiarism If It's On the Web, Right?"

Friday, October 19

READ:  Project #3 assignment sheet
DUE:

• Be prepared to give progress report to class.  You should include 
• where you are in you project
• who has done what
• what still needs to be completed before submission for peer review
• what you are specifically looking for from your peers
• address any concerns you have at this time 
• Project #2 for peer review.  Email all projects to me by 9 p.m.  I will distribute them to the reviewing groups, so as to alleviate any confusion.  Please do not forget a cover letter for your project.

Resources

1. You might find Alden Library helpful.  The English 1510 website put up by Lorraine Wochna had been added to.  You might want to go look at the resources Alden Library provides that you can use in your project.
2. The eLearning Coach has a number of storyboard templates and other resources for designing with visual rhetoric.

Wysocki

Baron Synthesis

Assignments: Week 7

Monday, October 8

READ:  Wysocki, "The Sticky Embrace of Beauty" ROW (p. 78)

DUE:  Reading Response (apparatus posted on Blackboard)

• Do 1 "Before you Read" exercise
• Summarize
• Synthesize (connect with at least 3 other readings)
• Dialectical notebook (include at least 5 quotations, typed out in full)
• AE 1
• Your thoughts (go as in depth as you can)

PROJECT #2:  Email you partners with any questions you have about the assignment and any ideas you have about approaching the assignment.  CC me these emails.
***Remember that you can find email addresses through Blackboard and through the Ohio.edu website, where you enter the name in the Search bar and select "people" from the pull down menu.***

Wednesday, October 10 and Friday, October 12

We will be in Gordy 09 working on our projects.  Please take time to review the Project #2 assignment.

DUE on Friday, 10/12:  Text of each group member’s contribution & summary of argument

GROUP MEETINGS with INSTRUCTOR
Each group will meet with me for up to ten minutes during each class meeting to update me on group progress and let me know where you are planning on going.  We should also use this time to troubleshoot any problems you are having.
 

hooks, Malcolm X, and Alexie

Brandt synthesis

Works Cited

Here is what we did in class for both an article from a database and an article from the book.

Dawkins, John.  “Teaching Punctuation as a Rhetorical Tool.”  Writing About Writing:  A College Reader.  Eds. Elizabeth Wardle and Doug Downs.  Boston:  Bedford/St. Martin’s, 2011.  139-54.  Print.

Kavaldo, Jesse.  “Preventing Plagiarism, Promoting Honor:  Or, How I Learned to Stop Worrying and Love Online Discussions.”  Currents in Teaching and Learning 2.2 (2010):  54-63.  ArticlesPlus.  Web.  15 September 2012. 

If you have problems citing other sources or want to double check what you have, go to Purdue Owl.