writ 100 sample syllabus

7/31/2019 WRIT 100 Sample Syllabus

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Sample Syllabus Writing 100

Instructor:

Email: Phone:

Office Hours: Office:

Course Description: Writing 100 helps students develop successful strategies for composing for a variety of

audiences and purposes. In assigned readings and class discussions, students examine and evaluate rhetorical

purposes and strategies of other writers. Through writing assignments, students develop their own recursive writing

process that nurtures ideas, cultivates multiple drafts, incorporates frequent peer and instructor conferencing, and

emphasizes self-reflection. Students compose five major projects, including a multimodal project, in addition to

constructing a reflective electronic portfolio. The assignments in Writing 100 are deliberately sequenced from

summary to analysis to argument to help students understand and engage confidently in academic discourse. Class

sizes are limited to accommodate frequent student/instructor conferences.

Student Learning Outcomes1. Writing Process: Students will demonstrate writing as a process that requires brainstorming, drafting, revising,

editing, and proofreading.

2. Exploration and Argumentation: Students will use writing to respond to readings, explore unfamiliar ideas,

question thinking different from their own, reflect on personal experiences, and develop sound arguments.3. Purposes and Audience: Students will produce writing suitable for a variety of purposes, with an emphasis on

academic purposes, and a variety of audiences.

4. Research: Students will conduct research using printed and electronic sources, evaluate the reliability of those

sources, integrate them with their own ideas, and document their research properly.

5. Conventions and Mechanics: Students will produce writing that is free of serious grammatical and mechanical

errors.

Required TextsThe Norton Field Guide to Writing, With Readings, 2

ndedition

Richard Bullock, Maureen Daly Goggin, and Francine Weinberg ; W.W. Norton & Company, 2010.

ISBN: 978-0-393-93381-9

A Writers Reference, 7th

Edition (Please buy the Ole Miss custom edition from the Ole Miss Bookstore.)

Diana Hacker and Nancy Sommers ; Bedford/St. Martins, 2011.ISBN: 978-1-4576-0413-3

Common Reading Text (Crooked Letter, Crooked Letter, Tom Franklin; Harper; ISBN: 978-0-06221856-8)

Required MaterialsWi-fi enabled laptop, notebook, pens, pencils

Conference RequirementsYou are required to attend three, fifteen-minute conferences with the instructor during the semester. The weeks for

conferences are noted on the attached course calendar. Attendance at these conferences is mandatory.

Major Assignments and Grade Weighting Grading Scale1. Summary Essay (10%) A 94-100%

2. In-class Essay (5%) A- 90-93%

3. Analysis Essay (15%) B+ 87-89%

4. Argument Essay (20%) B 83-86%


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5. Multimodal Project (15%) B- 80-82%

6. Electronic Portfolio (25%) C+ 77-79%

7. Journals/In-class Writing (10%) C 73-76%

C- 70-72%

D 65-69%

F 64-below

Electronic Portfolio DescriptionBeginning with the 2011 fall semester, the CWR will be using electronic portfolios in every 100-level course.

Google Sites is the platform for the ePortfolios. Students will be asked to submit a portfolio at or near the end of the

semester as a culminating summative assessment piece. Through the composition of the reflective introduction,

students will be asked to make specific claims about their learning and to evaluate the learning experience by

placing it in a larger context.

Attendance PolicyStudents are expected to attend all class meetings. Improving writing skills takes time and is a process unlike

learning content alone. In acknowledgment of the fact that students may experience some circumstances which

prevent complete attendance, the following policy is in effect:

MWF Courses5 absences: final course grade lowered by 1 letter grade

6 absences: final course grade lowered by 2 letter grades

7 absences: final course grade lowered by 3 letter grades

8 absences: failure

There is no distinction between excused and unexcused absences.

Scholarship Clause

If a student is attending UM with a scholarship requiring course absences (e.g., athletics, band), the following

exception applies: students will not be penalized for required absences alone, as long as the student presents to the

instructor by the end of the course drop/add period an official letter from the scholarship-issuing program declaring

the required absences for the entire semester. If a scholarship student accrues absences beyond those designated by

the letter, he or she will incur the penalty listed above. (For example: A scholarship student who documents arequirement to miss 5 T/Th course meetings for a scholarship and is absent 5 times will suffer no penalty; a student

who documents a requirement to miss 5 T/Th course meetings for a scholarship and is absent 6 times will have the

final course grade lowered by three letter grades). Students who miss 8 MWF or 7 T/Th classes for any reason will

fail the course regardless of scholarships, and students who plan to miss 10% of the course should enroll in the

course during another semester. Students whose scholarship-issuing programs cannot produce such a letter, or

determine a schedule in advance, should take the course during another semester. Letters cannot be amended.

Students suffering traumatic hardships (hospitalization, emergency service, etc.) should promptly consult section VI

of the M-Book for procedures on contacting the Dean of Students.

If a student is absent from a class, then he or she must seek permission from the course instructor as to whether or

not the missed work can be submitted for a grade. In general, students who notify an instructor of an absence in

advance will be afforded the ability to submit their coursework.

Late Work Policy

Due to the structured nature of this class, late work is unacceptable. If you are aware that you will be unable to meet

a deadline, contact the instructor prior to the assignment due date. Accommodations can be arranged prior to the

due date, never after the due date.

Tardiness Penalties


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Please make every attempt to be in class on time. If you cannot make it on time for some reason, arriving late is

preferable to not arriving at all. It is, however, a distraction to the class when a student enters the room late. As a

precaution against tardiness, I am including a clause that affects your paper grades. The first instance of tardiness

will be overlooked; a second instance results in a five-point reduction, and a third instance in a ten-point penalty. If

a fourth instance of tardiness occurs, it will be considered a chronic problem, and you will be required to meet with

me regarding the issue in addition to receiving an additional ten-point penalty. In other words, make all possible

efforts to get to class on time. If you arrive more than fifteen minutes late, you will be marked absent.

CommunicationThe official communication channel for this course is the University of Mississippi Webmail system, accessed

through olemiss.edu. Check Webmail and Blackboard each day.

Academic HonestyAs a student at the University, all work submitted under your name, for your credit, is assumed to be your original

work. While teachers hope and expect you to incorporate the thinking of others in your work, you must credit

others work when you rely upon it. In your written assignments, there are only three methods for properly

importing the work of others: quotation, paraphrase, and summary (see pp. 358-361, 418-420, and 463-466 inA

Writers Reference).

The penalty for plagiarism in WRIT 100, 101, 102, or LIBA 102 is failure of the course. Additional penalties are

possible.

Upon determining plagiarism, the instructor will notify the student and the Director of the Center for Writing and

Rhetoric in writing. Students may appeal this finding and/or penalty by notifying the UM Academic Discipline

Committee within 14 days of the instructors decision.

The applicable full UM policy is ACA.AR.600.001 and should be consulted by any student concerned with

plagiarism. Broadly speaking, plagiarism is completely avoidable: if you are ever uncertain whether or not you are

committing plagiarism, ask your instructor.

Classroom DecorumThe classroom is a place of learning; others are paying to be here too. Please make sure not to distract others fromlearning and to respect the opinions of others. From time to time we will review each others writing, either in peer

review sessions or by workshopping an essay. Please follow the guideline of being a critical friend in reviewingyour classmates work.Students who cannot adhere to these behavioral expectations are subject to discipline in

accordance with the procedures described in the M Book.

Laptop and Internet Use PoliciesUse the laptop and internet for coursework and activities related to coursework only. Please do not instant message,

e-mail, surf the internet for non-class-related material, play games, or do work for other classes. Be mindful of

fellow students, and refrain from activity or screen displays that may be distracting or offensive.

Charge your laptop battery fully before class. Turn off your laptops sound before class begins.

Cell Phone PolicyTurn off your cell phone, and put it into your backpack before class begins. No cell phones should be on desks or

laps during class. Texting is prohibited during class.

Students with Disabilities

If you have a documented disability as described by the Rehabilitation Act of 1973 (P.L. 933-112 Section 504) or

the Americans with Disabilities Act (ADA) and would like to request academic and/or physical accommodations

please contact Student Disability Services at 234 Martindale Center, 662-915-7128. Course requirements will not be

waived but reasonable accommodations may be provided as appropriate. Please consult

http://www.olemiss.edu/depts/sds/ for more information on student disability services.


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Library Resource GuideThe J.D. Williams library website hosts a Writing 100/101 resource guide with valuable links to library resources.

Access that guide through this link: http://apollo.lib.olemiss.edu/guides/courseguides.

University Writing CenterMake contact with a Writing Center tutor AS SOON AS POSSIBLE. Aside from one-on-one meetings with your

instructor during office hours, the best way to improve your writing is to work with the tutors at the UM Writing

Center - 3rd floor, J.D. Williams Library. Many successful students begin going to the Writing Center with essay

one and continue working with various tutors over the course of a semester, making appointments with tutors for

each essay they write. The goal of the Writing Center is to help students become better, independent writers, so the

tutors don't "proofread" or merely "correct" errors. They will help you to brainstorm, talk about research and explore

resources, and yes, they will answer your grammar questions. To learn more about Writing Center hours, scheduling

and services, please go to http:///www.olemiss.edu/depts/writing_center/.

Venture OnlineFreshman writers and artists have had a chance to publish their works through the CWRs online magazine, Venture

Online. Every student in this class is encouraged to submit something for review and possible publication. Short

stories, poems, or memoir piecesall creative writing is acceptable. Art pieces can be paintings, mixed media, or

photography. Venture editor Milly West will work with artists to submit appropriate sized files for print. Though

Venture has been read by thousands online, each student whose work is accepted will receive a hard copy of the

magazine and a t-shirt at our end of the semester reading. This is a wonderful opportunity for each of you to beincluded in a university literary magazine. Get busy! We need your submissions. Contact Venture via email at

[email protected].

ChangesAll information in this syllabus is subject to change at any time, especially during the first weeks of the semester. I

will announce changes to our schedule during class time and also via BlackBoard. You are responsible for changes

to the schedule as they arise, regardless of whether or not you attend class.


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Sample Course Calendar Writing 100

Calendar is subject to change. Changes will be announced in class and on Blackboard. Bring laptop for every class.

BringNorton and/orA Writers Reference when indicated on syllabus. All writing assignments designated R.J. are Reading Journal assignments and should be submitted

through the Blackboard Reading Journal. Reading Journal entries should be 250-300 words.

On the rare occasion that the internet is not accessible, you may submit your reading journalassignments on paper.Date Topic Under Discussion Reading Due Writing Due

Week 1

M Aug. Intro to Course

Transition to College Writing

W Aug. Transition to College Writing

And

Intro to Portfolio

College Writing

(Access the reading through the

Blackboard Transition to College

Writing tab on our Blackboard

course page.)

And

Listening, Natalie Goldberg

(Access the reading through the

Blackboard Transition to College

Writing tab on our Blackboard

page.)

R.J. 1: In a 250-300 word

journal entry, summarize

the authors argument for

how college writing is

different from high school

writing. Then discuss how

your own high schoolwriting experiences

compare with the UNC

authors description of high

school writing and your

reaction to Goldbergs

essay. (Submit the

assignment through

Reading Journal 1 under

the Blackboard Transition

to College Writing tab.)

F Aug. Intro to Summary

BringNorton

NortonEssays: Us and Them,

p. 802; Multitasking Can Make

You Lose . . . Um . . . Focus, p.653; Whats the Matter with

Kids Today, p. 666, and

Facebook in a Crowd, p. 958

And

Summary Assignment Sheet

(posted in Blackboard under the

Summary Projecttab)

R.J. 2: Decide which

article you will use for this

assignment. Write a 250-300 word Reading Journal

entry on why you chose

this article rather than the

others. Be sure to explain

why you rejected each of

the other articles in

addition to explaining why

you chose the article you

did. Then, describe what

you think will be the

hardest aspect of the

summary project and what

will be easiest. (Submit the

assignment through

Reading Journal 2 under

the Blackboard Summary

Projecttab.


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Date Topic Under Discussion Reading Due Writing Due

Week 2

M Aug. Writing a summary

BringNorton

Three page (or longer) article,

found through research, dealing

with the same topic as the article

you chose fromNorton. The

article must be signed and befrom a reputable source.

R.J. 3: In 250-300 words,

describe the article,

including author, title, and

source. Explain why you

chose the article, placingparticular emphasis on how

this article offers a

different perspective from

theNorton article. Also

explain why it meets the

assignment criteria in terms

of length and source.

W Aug. Writing a summary

BringNorton andA Writers

Reference

A Writers Reference, A1, pp. 67-

73

Draft a typewritten

summary of theNorton

article in your own words,

being sure to include the

author, title, and main idea

of the article at the

beginning of the summary.

F Sept. Writing a Response

BringA Writers Reference

Draft a summary for the

article from outside of

Norton. Remember, the

topic of this article will be

the same as the topic of the

Norton article, but the

authors main idea or

perspective on the topic

will be different.

Week 3

M Sept. Labor Day Holiday

No class

W Sept. Revising a draft for

completeness


Reference

Prepare a complete draft

(150-200 words for each

summary and same for

response paragraph). This

draft should provide the

reader with a condensed,

accurate version of each of

the articles, transitions

between the articles to

guide the reader, and yourown response to the issue.

F Sept. Peer Review Session Revise the draft for peer

review. Be prepared to

discuss the strengths of

your draft as well as the

weaknesses.


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Week 4 Conference Week

M Sept. Revising a Draft for Style

BringNorton andAWR

Incorporate suggestions

from peer reviewer, and

bring revised draft to class.

W Sept. Editing a Draft

BringNorton andAWR

Incorporate revisions and

bring revised draft to class.

F Sept. Reflecting on the Summary and

Response ProjectSummary Project Due

Week 5

M Sept. Intro to Analysis

BringNorton and A Writers

Reference

A Writers Reference, A1-d, pp.

74-77

and

Doug Lantry's "Stay as Sweet As

You Are," pp.43-49, Norton

and

Diana Georges Changing the

Face of Poverty on pages 622-31

ofNorton.

and

Analysis Assignment Sheet

posted in Blackboard under the

Analysis Project tab

R.J. 4: In 250-300 words,

identify Lantrys thesis and

major points. Tell whether

you were convinced by the

authors analysis and why.

Then, identify Sanchezs

thesis and major points

(student sample inA

Writers Reference). Tellwhether you wereconvinced by the authors

analysis and why. Submit

through the R.J. 4 tab under

the Analysis Project tab in

Blackboard.

andR.J. 5: In 250-300 words,

Identify Georges thesis

and major points. Tell

whether or not you were

convinced by the authors

analysis and why. Then,examine the guidelines for

analyzing a text on p. 77

ofA Writers Reference

and discuss how Georges

essay does or does not

exemplify any one of those

expectations.

W Sept. 21 Writing the analysis

BringNorton

Find a technology product

advertisement you might use as a

basis for this assignment.

And

Norton, pp. 49-54

R.J. 6: In 250-300 words,

write about a technology

product advertisement you

might use as the basis for

this assignment. Describe

the advertisement and

where you found it. Thenexplain what you find

intriguing about it. What

unanswered questions

remain for you about the

ad? Then, explain the

most important piece of

advice theNorton authors

offer on pp. 49-54.


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F Sept. Writing the analysis

BringNorton

Find an alternative advertisement

you might use as the basis for this

assignment.

And

Norton, pp. 55-58

R.J. 7: In 250-300 words,

write about a different

advertisement you might

use as the basis for this

assignment. Describe the

advertisement and whereyou found it. Then explain

what you find intriguing

about it. What unanswered

questions remain for you

about the ad? Then, explain

the most surprising thing

Norton says about writing a

draft on pp. 55-58 and why

you find it surprising.

Week 6 Conference Week

M Sept. Summary Project Returned

Revising the analysis

BringNorton

Rough Draft: Craft a 2-3

page visual analysis,

including an introduction,

organized body, and

conclusion.

W Sept. Peer Review of the Analysis


Reference

Peer Review Draft:

This draft should include

solid, specific evidence and

be peer review ready.

F Sept. Editing the Analysis


Reference

Editing Draft:

This draft should

incorporate revisions made

after the peer review.

Week 7

M Oct. Metacognitive reflection on

Analysis Project

andIntroduction to Timed Analysis

Bring Common Reading

Experience text to class.

Analysis Project Due

W Oct. Timed Analysis

BringNorton

Norton, Chapter 41, pp. 367-72. R.J. 8: Choose the passage

or piece of advice from this

chapter which stands out

the most for you. In 250-

300 words, describe the

passage and why it stood

out for you. Also, describe

your past experience with

essay exams. Do you like

them? How do you preparefor them? What are some

strategies you use while

writing your answers?

F Oct. In-class Essay

BRING COMMON

READING EXPERIENCE

TEXTTO CLASS

In-Class Analysis Essay


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Week 8

M Oct. Return of Analysis Projectand

Introduction to Evaluation

A Writers Reference, pp. 78-86

and

Norton, pp. 128-132

R.J. 9: In 250-300 words,

explain why evaluation, as

described inNorton, is

classified as a type of

argument, as defined inAWF.

W Oct. Introduction to Evaluation

BringNorton

David Pogues No

Keyboard? And You Call this a

Blackberry, pp. 719-723,

Norton.

R.J. 10: In 250-300 words,

identify Pogues thesis and

major points. Tell whether

or not you were convinced

by the authors evaluation

and why.

F Oct. Introduction to Evaluation

BringNorton

Seth Schiesels Playing God, the

Home Game, pp. 725-30,

Norton.

R.J. 11: In 250-300 words,

identify the authors thesis

and major points. Tell

whether or not you were

convinced by the authors

evaluation and why.

Week 9

M Oct. Return of In-class Analysis

Writing the evaluation

BringNorton

Choose a product you might use

as the basis for this assignment.

R.J. 12: In 250-300 words,

write about a product you

might use as the basis for

this assignment. Describe

the product and why you

chose it. Then explain




about the product?

W Oct. Writing the evaluation

BringNorton

Choose an alternative product you

might use as the basis for this

assignment.

R.J. 13: In 250-300 words,

write about a product you

might use as the basis forthis assignment. Describe

the product and why you

chose it. Then explain




about the product?

F Oct. Writing the evaluation

BringNorton

Exploratory Draft: Write a

two page draft about one

product. The draft can besloppy but should offer

some history of the

product, evaluation, and

beginning insights.


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Week

10

Conference Week

M Oct. Revising the evaluation


Reference

Complete Rough Draft:

Craft a 3-5 page evaluation,

including an introduction,

organized body, andconclusion.

W Oct. Revising the evaluation


Reference

Mid-process Draft:


solid, specific evidence

documented in MLA form

and be peer-review ready.

F Oct. Revising the evaluation


Reference

Mid-process Draft:


solid, specific evidence

documented in MLA form

and be peer-review ready.

Week

11

M Oct. Intro to multimodal Evaluation Project Due

W Nov. Understanding the multimodal

BringNorton

Chapter 53, "Electronic Text," in

Norton. Then visit one of these

technology websites:

engadget.com, gizmodo.com,

lifehacker.com, cnet.com or

boingboing.com. Read a few of

the posts, and think about

Norton's advice on electronic

text.

R.J. 14: In a journal entry,

evaluate the website in

light of the advice given in

Norton. Does the website

seem to followNorton's

suggestions regarding

electronic text? What was

engaging about the

website? What seemed

wrong or out-of-place in

the website?F Nov. Collaborating on the

multimodal

BringNorton

Norton, pp. 215-16 R.J. 15: In a journal entry,

describe a group project

that you have worked on in

the past. How well did the

group followNortons

advice? How well did the

group succeed? What werethe groups strengths?

What were the groups

weaknesses?


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Week

12

M Nov. Return of Argument essayExploratory draft of the

multimodal

BringNorton andA WritersReference

By the end of class, your

group should have a

written exploration of your

website, giving an idea ofwhat you plan to talk

about, the visual(s) you

plan to use, and the design

you might try.

W Nov. Rough draft of multimodal


Reference

Rough Draft of Multimodal

F Nov. Rough draft of multimodal

Week

13

M Nov. Revising the Multimodal


Peer-Review Ready Draft

of Multi-modal

W Nov. Revising the Multimodal


Peer-Review Ready Draft

of Multi-modal

F Nov. E-Portfolio Discussion Multimodal Project Due

Nov.

21-25

Thanksgiving Break

Week

14

M Nov. E-Portfolio Discussion


Materials for E-Portfolio

W Nov. Return of MultimodalRevising the E-Portfolio


Materials for E-Portfolio

F Dec. Portfolio Presentation Electronic Portfolio Due


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Writing 100 ePortfolio Assignment Information for Instructors

The Writing 100 ePortfolio is an ongoing assignment throughout the semester. For a great explanation of the

ePortfolios role in CWR courses, see this page of the CWR website:http://cwr.olemiss.edu/for-cwr-

teachers/resources/portfolios/.

Students should build the Google sites for their ePortfolios within the first two weeks of class. At the end of eachproject, Writing 100 students compose a reflective piece that should be uploaded to the ePortfolio upon completion.

Instructors may also encourage students to upload representative work from each project when they upload the

reflection. Working inside the ePortfolio space throughout the semester helps students understand the purpose of the

ePortfolio and the capabilities of that electronic space.

The reflective introduction to the ePortfolio can be introduced anytime during the semester. In the sample

assignments included with this guide, the reflective introduction is introduced during the multimodal unit.

Instructors should decide for themselves the most opportune time to introduce the reflective introduction, but

instructors are cautioned not to wait until the final class day. The ePortfolio project is a major portion of the

students final grade for the course, and the reflective introduction is weighted heavily in the ePortfolio grade.

Sample Calendar for ePortfolio Assignment for Instructors

Early in the semester: Introduce the ePortfolio assignment and build the Google site within the first two weeks of

class.

Throughout the semester: Have students upload project reflections to the Google site throughout the semester at

the end of each unit. You may choose to ask students to upload sample work from each project as well.

During the multimodal: Use one or two days during the multimodal project to introduce the reflective introduction

assignment. The prompt for the Writing 100 reflective introduction is on the next page of this guide.

In the final weeks: Dedicate at least three, but preferably more, class periods in the last weeks of class to workingon the reflective introduction.
http://cwr.olemiss.edu/for-cwr-teachers/resources/portfolios/http://cwr.olemiss.edu/for-cwr-teachers/resources/portfolios/http://cwr.olemiss.edu/for-cwr-teachers/resources/portfolios/http://cwr.olemiss.edu/for-cwr-teachers/resources/portfolios/http://cwr.olemiss.edu/for-cwr-teachers/resources/portfolios/http://cwr.olemiss.edu/for-cwr-teachers/resources/portfolios/


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University of Mississippi Center for Writing and Rhetoric

Writing 100/101 ePortfolio Reflective Introduction Writing Prompt

After reviewing the learning outcomes listed in the syllabus and reflecting on the major assignments you have

completed for this course, please write an essay of 750 - 1500 words to answer the following questions:

Which one (1) course learning outcome would you identify as being the most significant in your personal learningexperience this semester? Which one (1) assignment, completed for this course, would you point to as most

significant toward your progress toward this outcome?

As you compose your response, be sure to:

Identify or reproduce (cut and paste) the learning outcome, and put it into your own language if doing so clarifies

the outcome for you and/or the reader;

Describe the major assignment and related coursework that was significant in helping you work toward this

outcome;

Apply the work to the learning outcome, explaining how the work is related to the outcome. You might describe

specific ways in which you have made progress toward the outcome and specific ways you have struggled or still

struggle with the outcome;

Analyze why your work toward this outcome is significant to your class learning experience;

Consider how your work toward this outcome may help you in other contexts outside of this class. You might

consider what this learning experience means to you now or what it might mean to you in the future. You might

consider if this experience has led to a change in your thinking.

Please do not compose statements for each bullet point in a question and answer format. Rather, your response

should be in the form of a complete essay that explores your learning experience. Your essay will be addressed to a

private audience composed of you, your classmates, and your teacher, with an emphasis on yourself (this is a

reflective exercise). You do not need to provide documentation (i.e., a works cited page or bibliography) for eitherthe course syllabus or your work.

Any one major paper/project you have completed for this course is eligible to be considered as evidence of your

work toward a learning outcome. Please place the selected assignment in your Google Sites ePortfolio. Any

artifact(s) related to that assignment may also be used to support your Reflective Introduction. For example, you

might reference a homework assignment, an in-class activity, or a reading that took place during the composition of

that paper/project.


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Sample Calendar for ePortfolio Reflective Introduction for Students

First classDuring class: Introduction to ePortfolios reflective introduction. Begin examining each project through the Bird

by Bird exercise.

Second classBefore class: Finish Bird by Bird and have it posted to your Google Site. Do not forget to answer the final three

questions. They will help you formulate your thesis for the reflective introduction.During class: Begin drafting the reflective introduction.

Third classBefore class: Finish the rough draft of the reflective introduction.

During class: Revising the rough draft.

Fourth classBefore class: Finish the ePortfolio, and post it to your Google site.

During class: Peer review of ePortfolios.

Fifth class

Before class: Incorporate suggestions from the peer review session.During class: Submit and present ePortfolios.


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Summary Project Sample Assignment

Writing 100Instructor Name

Summary and Response Project

(extra help: Hacker, A1-C)

The real danger is not that computers will begin to think like men, but that men will begin to think like

computers. ~Sydney J. Harris

Has television made us self-centered? Are Facebook friends true friends? Are we more efficient when we multi-

task? Technologys effect on our lives and work is a common theme in 21st

century writing and the subject of

several essays in The Norton Field Guide to Writing. David Sedaris considers the influence of television on our lives

on page 802. Alina Tugend describes research about multitasking in Multitasking Can Make You Lose . . . Um . . .

Focus on page 653. Amy Goldwasser looks at generational attitudes toward technology in Whats the Matter with

Kids Today, on page 666, and Hal Niedzviecki describes his personal experiment testing the limits of Facebook

friends in Facebook in a Crowd, on page 958. Critically reading and engaging in conversation with these authors

helps us more fully understand technologys influence on us.

For this assignment, you will read all of the essays, and choose the one that is most interesting to you. Then, you

will find another reading, at least three pages long, outsideofNorton, which offers a different perspective on the

same topic (the topic oftelevisions influence for the Sedaris article, the topic of Facebook for the Niedzvieckiarticle, the topic of multitasking for the Tugend article, the topic of generational attitudes toward technology for the

Goldwasser article). That article must be signed and be from a reputable source. Finally, you will write a paper

summarizing the Norton article you have selected, summarizing the article you found, and offering your own

response to the issue.

Learning Objective: To develop skills in summarizing and to demonstrate critical understanding of an issue.

Audience: A reasonable, informed, general reader who has not read the articles but is interested in their content.

Purpose: Provide the reader with a condensed, accurate version of each of the articles and an indication of your

thoughts on the issue.

Format: The paper will be 300-450 words, including a 100-150 word summary of theNorton article, a transitionbetween the articles, a 100-150 word summary of the article you found, and a 100-150 word response to the issue.

The paper should be typed in 12 point font and double-spaced. Header, title, and page numbers should be in MLA

essay format (refer to Hacker, pp. 48-49). No Works Cited page is required for this essay, but the author, title, and

source of each article must be identified in the paper.

Due Date: Day of Week and Date. Submit the final draft through SafeAssign on Blackboard. Submit the final

draft, along with the supporting materials, in a two pocket folder in class. The folder should include in the left

pocket: at least one example of pre-writing, at least 2 preliminary drafts, the peer review of your paper done by

another student, and the metacognitive reflection on revision. In the right pocket, include the final draft and the

metacognitive reflection on the project (done in class on the due date).

Assessment: This assignment is worth 10% of your final grade. You will be assessed on your ability to give an

accurate sense of the complete text in a condensed form and your ability to formulate a response. See theAssignment Library for some reflection prompts.


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Summary Project Sample Calendar for StudentsFirst Class

Before class: Read all of the technology articles inNorton (Sedaris, Tugend, Goldwasser, Niedzviecki). Decide

which article you will use for this assignment. Then, access Reading Journal 2 through Blackboard, and write a

250-300 word reading journal entry on why you chose this article rather than the others. Be sure to explain why you

rejected each of the other articles in addition to explaining why you chose the article you did. Explain also what you

think will be most difficult about the Summary Project and what will be easiest.

In class: Discussion of articles, and modeling of summary.

Second Class

Before class: Find an article, of at least 3 pages, outside ofNorton, dealing with the same topic as the article you

chose fromNorton. Then, access Reading Journal 3 through Blackboard, and in a 250-300 word reading journal

entry, describe the article, including author, title, and source. Explain why you chose the article, placing particular

emphasis on how this article offers a different perspective from the Norton article and how it meets the criteria of

the assignment.

In class: Discussion of articles, and modeling of summary.

Third Class

Before class: Draft a 230- 250 word summary of theNorton article in your own words, being sure to include the

author, title, and main idea of the article at the beginning of the summary. Do not describe the articlechronologically. Describe the central point and main ideas.

In class: Revising the summary.

Fourth Class

Before class: Draft a 230- 250 word summary the article from outside ofNorton. Remember, the topic of this article

will be the same as the topic of theNorton article. Be sure to include the author, title, and main idea of the article at

the beginning of the summary. Do not describe the article chronologically. Describe the central point and main

ideas.

In class: Revising the summary.

Fifth Class

Before class: Prepare a complete draft (150-200 words for each summary paragraph and 150-200 word response

paragraph). This draft should provide the reader with a condensed, accurate version of each of the articles, as wellas providing a transition between the articles to guide the reader, and your own response to the issue.

In class: Revising the complete draft, and metacognitive reflection on revision.

Sixth Class

Before class: Continue revising the draft in preparation for peer review.

In class: Peer review.

Seventh Class

Before class: Incorporate suggestions from peer reviewer.

In class: Revising for style.

Eight Class

Before class: Incorporate revisions from class on Monday and continue revising.In class: Editing

Ninth Class

Before Class: Submit the final draft through SafeAssign. Prepare the project folder for submission in class on

Monday, Feb. 14. See the requirements for the folder on the front page of this document.

In class: Metacognitive reflection on project.


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Summary Project Sample Calendar for Instructors

First Class: Introducing the Assignment

Introduce the assignment by distributing and going over the assignment sheet and rubric. Students should come to

class having read all of the assigned articles inNorton. Discuss theNorton readings to help students decide which

Norton article to use as the basis for this assignment. Give students directions on how to use the library databases to

find the companion article.

Second Class: Drafting the Summary of the Norton Article

Work on drafting the summary of the Norton article. Pay particular attention to complete bibliographic information,

isolating the thesis and major points, and avoiding retelling the article by mimicking the original organization.

Also emphasize keeping personal opinion and first person references out of the summary. Students may also need

to be reminded to refer to the author by last name after the first reference.

Third Class: Drafting the Summary of the Companion Article

Work on drafting the summary of the companion article. Reemphasize key ideas from the previous class. Work on

crafting a transition between the summaries. If there is time, start revision on theNorton summary.

Fourth Class: Drafting the Response and the Introduction

Work on drafting the introduction and the response to the articles. For the introduction, emphasize the importance

of garnering the readers interest and providing some context for the articles. For the response paragraph, emphasizethe importance of making a concrete point and providing specific evidence (from the articles themselves or from

experience/history/culture, etc.).

Fifth Class: Revising the Draft for Completeness

Share a student sample of the assignment from the CWR Assignment Library and talk about where the students

summary succeeded and where it didnt succeed as well. Have students compare their drafts with the model and with

the assignment sheet. Work on revising areas that dont meet the assignment well.

Sixth Class: Peer Review

Run a peer review session. Since these papers are short, there may be time for students to review more than one

paper. Since this may be their first experience with peer review, you might model how to review a peers paper.

Seventh Class: Revising for StyleStudents should have incorporated the suggestions from their peer reviewers before class. In this class, work on

revising for style with such strategies as revising for powerful language, revising for concise language, reading

aloud for clarity, etc.

Eighth Class: Editing for Accuracy, Mechanics, and Formatting

In this class, emphasize the importance of editing a paper so that it is publication-ready. UseA Writers Refto

discuss formatting. Provide some strategies for accurate proof-reading such as printing the paper in landscape

orientation, reading the paper backwards sentence by sentence, etc. Go over submission requirements.

Ninth Class: Reflection

Students should have submitted their final drafts through SafeAssign before class. Check to make sure you can

access each draft. Have students write a metacognitive reflection on their papers and submit that reflection to their

ePortfolios by the end of class. You may also ask students to submit to the ePortfolio space a draft of the projectthat demonstrates the learning considered in the reflection.


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Analysis Project Sample Assignment

Writing 100 (M/W/F schedule)

Instructor

Science and Technology: Visual Analysis of a Technology Ad (Norton, Chapter 7)

"I have always believed that writing advertisements is the second most profitable form of writing. The first, of

course, is ransom notes."~Philip Dusenberry

Every day we are bombarded with advertisements for technology. "More Bars in More Places." "I'm a P.C." "The

3G network." "Can you hear me now?" These ads try to convince us to fork over our hard-earned dollars to buy

machines. Sometimes the ads work. Sometimes they don't. Nevertheless, they are hard to ignore and interesting to

study.

In this assignment, you will analyze a technology advertisement. Analysis closely examines an artifact both for

what it says and for how it says it, with the goal of demonstrating to readers how the artifact achieves its effects. An

analysis of an advertisement involves breaking down the elements of the advertisement and understanding how

those elements convey ideas and feelings, how they influence the consciousness of the viewer, how they speak to a

surrounding culture, and how they resonate with surrounding values and beliefs. In addition to studying the details

of the advertisement (textual analysis), the writer of an analysis sometimes incorporates contextual analysis in whichhe or she considers the time and place in which the visual text was created, the author, and the audience.

For this assignment you will choose a technology advertisement (print or video) that you consider successful and

analyze how that advertisement works. Who is its target audience? How can you tell? How does it use logos,

pathos, and ethos to appeal to that audience? How does the advertisement use perspective and color to convey its

message? If there is print (or dialogue) in the advertisement, how does it work to reinforce or contradict the images

shown? How does the ad use shared cultural knowledge or assumptions to convey its message?

Learning Objective: To develop skills in analyzing a visual text, namely by developing skills to systematically

categorize and consider the parts of the text as well as the context in which the text was created.

Audience: A reasonable, general reader who may or may not be familiar with the object of analysis.

Purpose: Convince your audience to support your interpretation of an advertisement. In order to do this, you will

need to summarize the content of the ad, lead your audience through a careful examination of the elements of the ad,

and provide reasonable evidence in support of your analysis.

Format: Two to three pages, typed, double-spaced. Header, title, and page number should be in MLA essay format

(refer to Hacker, pp. 48-49). No Works Cited page or parenthetical citation is required for this essay.

Due Date and Submission Requirements: Day of Week and Date. Submit the final draft through SafeAssign on

Blackboard. Submit the final draft, along with the supporting materials, in a two pocket folder in class. The folder

should include in the left pocket: at least one example of pre-writing, at least 2 preliminary drafts, the peer review of

your paper done by another student, and the metacognitive reflection on revision. In the right pocket, include the

final draft and the metacognitive reflection on the project (done in class on the due date).

Assessment: This assignment is worth 15% of your final grade. You will be assessed on your ability to account for

the context in which the ad was created, the various parts of the ad, and your ability to organize those parts into a

coherent essay that explains to your audience how those parts work.


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Analysis Project Sample Calendar for StudentsFirst Class

Before class: ReadA Writers Reference, A1-d, pp. 63-66, the analysis assignment sheet posted in Blackboard under

the Analysis Project tab, and Doug Lantry's "Stay as Sweet As You Are" on pages 43-49 ofNorton. In a 250-300

word journal entry (RJ 4), identify the author's thesis and major points. Tell whether or not you were convinced by

the author's analysis and why. Then, identify Sanchezs thesis and major points (student sample inA Writers

Reference). Tell whether you were convinced by the authors analysis and why.

Then read Diana George's "Changing the Face of Poverty" on pages 622-31 ofNorton. In a 250-300 word journal

entry (RJ 5), identify the author's thesis and major points. Tell whether or not you were convinced by the author's

analysis and why. Then, examine the guidelines for analyzing a text on p. 77 ofA Writers Reference and discuss

how Georges essay does or does not exemplify any one of those expectations.

In class: Discussion of reading, and modeling of analysis.

Second Class

Before class: Read Norton, pp. 49-54, and find an advertisement you might use as the basis for this assignment.

Write a 250-300 word journal entry (RJ 6) about an advertisement you might use as the basis for this

assignment. Describe the advertisement and where you found it. Then explain what you find intriguing about

it. What unanswered questions remain for you about the ad? Then, explain the most important piece of advice the

Norton authors offer on pp. 49-54.

In class: Analyzing the text, and Aristotles appeals.

Third Class

Before class: Find an alternate advertisement you might use as the basis for this assignment. Write a 250-300 word

journal entry (RJ 7) about an advertisement you might use as the basis for this assignment. Describe the

advertisement and where you found it. Then explain what you find intriguing about it. What unanswered questions

remain for you about the ad? Then, explain the most surprising thingNorton says about writing a draft on pp. 55-58

and why you find it surprising.d it.

In class: Analyzing the text, and Aristotles appeals.

Fourth Class

Before class: Craft a 2-3 page visual analysis, including an introduction, organized body, and conclusion.

In class: Revising the analysis. Metacognitive reflection.

Fifth ClassBefore class: Revise the draft so that it is peer-review ready.


Sixth Class

Before class: Continue revising, incorporating ideas from peer review.

In class: Editing.

Seventh Class: ANALYSIS PROJECT DUE

Before Class: Prepare the project for submission in class on ___________.

You must submit:

At least one example of pre-writing, At least 2 preliminary drafts, The peer review of your paper done by another student, The metacognitive reflection on revision, The final draft.

In class: Metacognitive reflection on project.


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Analysis Project Sample Calendar for Instructors

First Class: Introducing the Assignment

Students should come to class having read the assignment sheet; the analyses by Lantry, George, and Sanchez; and

the explanation of analysis inA Writers Ref. Devote this class to helping students understand what analysis is and

the project requirements. You might have students identify the hallmarks of analysis in the articles assigned for

homework. Another option might be to show some technology ads and identify contextual clues and textual details

within the ads.

Second Class: Practicing Analysis

Students should come to class having read theNorton discussion of analysis and having chosen a possible ad for the

project. This class provides a good opportunity to practice analysis as a class. You might try using a provocative

text, such as a controversial ad or magazine cover. Emphasize how to break down and examine individual parts of

the text. Discuss Aristotles appeals and how they are represented in the sample text. Practice devising a thesis

based on the analysis. Remind them that an analytic thesis answers the questions why, how, and/or so what.

Third Class: Drafting the Analysis

Students should come to class having found a second possible ad for the project. Work on drafting an analysis of

one of their ads. Reemphasize key ideas from the previous class, such as breaking down the ad, examining the

appeals, and identifying an analytic thesis. If the student is struggling with his or her choice, suggest he or she tries

drafting an analysis of the other ad they have identified.

Fourth Class: Revising the Analysis

Students should come to class with a complete draft. Spend this class working on focus, organization, and evidence.

Students often try to cover too many ideas. A reverse outline exercise, in which students write the major idea of

each paragraph in outline form, can help them examine the structure of their drafts. A claim, support, explanation

exercise (in which they underline each claim, circle the supporting evidence for the claim, and draw a box around

the explanation of the evidence) can help them uncover areas that need more evidence.

Fifth Class: Peer Review

Share a student sample of the assignment from the CWR Assignment Library and talk about where the students

analysis succeeded and where it didnt succeed as well. Run a peer review session, perhaps based on the key features

of analysis outlined inNorton on page 49.

Sixth Class: Editing the Analysis

Students should have incorporated the suggestions from their peer reviewers before class. In this class, work on

revising for style and editing.

Seventh Class: Reflection

Students should have submitted their final drafts through SafeAssign before class. Check to make sure you can

access each draft. Have students write a metacognitive reflection on their papers and submit that reflection to their

ePortfolios by the end of class. Include as part of the reflection an assessment of the time demands of writing the

analysis and, perhaps, ask them to upload a sample from the project that illustrates what they have discussed in the

reflection.


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In-class Analysis Project Sample Assignment

Writing 100

Instructor

Timed Analysis Project (extra help:Norton, Chapter 41)

Analyzing the Cover ofCrooked Letter, Crooked, Letter

You will face essay exams throughout your college career. The material covered on the exams will change, but the

basic format of the exam essay will not. No matter the subject, all essay exams challenge you to express in writing

what you already know from reading and lectures. Because you are under time pressure during an essay exam, you

may feel you lack sufficient time to complete all the steps of the writing process.

Our preparation for this exam will focus on using the writing process to construct an effective essay within time

constraints. This skill will remain useful throughout your college career. For this assignment, you will demonstrate

the skills you learned in the analysis project by writing an in-class analysis of another technology ad.

On Friday, you will be given a choice of two questions concerning the design of the cover ofCrooked Letter,

Crooked Letter. You will choose one of the two to analyze in a large blue book to demonstrate your understanding

of the composition and design principles we have been discussing. Between now and Friday, read Chapter 41 of

Norton. Complete Writing Journal 8 as described on the syllabus, on the Course Calendar on the back, and on

Blackboard. Bring a blue book and Crooked Letter, Crooked Letter to class on Friday.

The directions for the in-class essay will read like this: Answerone of the following questions in a large blue

book to demonstrate your skills in analysis. Use the first page of the blue book to plan your essay. State your thesis

clearly. Provide reasons and specific evidence from the cover AND from the novel to support your thesis. Provide

transitions to help the reader follow your logic. Write on every other line and on one side of a page so you will have

room for corrections and additions. If you have time left, read over your essay, looking for areas that need

development. Also, check for mechanical errors and places where your handwriting is illegible.

Learning Objective: To develop skills in timed writing, such as the exam essays required in collegecourses. Those skills include brainstorming, developing, and drafting a response to a question in a timed setting.

Audience: A college professor who is evaluating your skills of analysis.

Purpose: To conceive an idea relatively quickly and organize, develop, and support that idea in a complete essay

with minimal mechanical errors. Also, to demonstrate an understanding of the methods of analysis.

Format: Handwritten in a large blue book. Please write legibly. Also, please write on every other line. Use the

first page in the blue book for brainstorming.

Assessment: The in-class essay is worth 5% of your final grade. Your essay will be assessed both on your ability

to write a clear, reasonably error-free, complete essay and by how well you apply ideas from the readings to explain

your response to the question you chose.


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In-class Analysis Sample Calendar for Students

First Class

In class: Write metacognitive reflection on analysis. Discuss time requirements of analysis.

Second Class

Before class: Read Chapter 41 ofNorton. Choose the passage or piece of advice from this chapter which stands out

the most for you. In a journal entry, describe the passage and why it stood out for you. Also, describe your past

experience with essay exams. Do you like them or hate them? How do you prepare for them? What are some

strategies you use while writing your answers?

In class: Answer practice questions.

Third Class:

Before class: Review Crooked Letter, Crooked Letterlooking for possible evidence for in-class essay.

In class: Write the in-class essay. Bring Crooked Letter, Crooked Letterand a blue book to class.

In-class Analysis Sample Calendar for Instructors

First Class

As part of the metacognitive reflection on analysis, ask students to consider how they apportioned time in the

project. At the end of this class period, take ten minutes or so to hear some of their reflections on that point and

discuss the flexibility that is needed to compose an analysis under time constraints.

Second Class

Students should come to class having read Chapter 41 ofNorton. Provide a practice question and work with the

class as a whole or in small groups on composing a response. Cover isolating key information in the prompt to

formulate an analytic thesis, outlining, incorporation of evidence, and time management.

Third Class:

Provide at least two prompts, but be sure students understand they only have to respond to one. Keep track of time

in 15 minute increments by announcing the time or writing it on the board. Remind students that they can ask youquestions during the exam.


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Argument Project Sample Assignment

Writing 100

Instructor

Argument/Evaluation Assignment (Norton, Chapter 12)

Science and Technology: Evaluating a Mobile Technology Product

"A lot of people think that the new economy is all about the internet.

I think that it's being fueled by the internet--as well as by cell phones, digital assistants, and like--but that it's really

about the customers." ~Patricia Seybold

As Seybold notes, no technology is successful without customers. If nobody buys a product, the product disappears.

But how do you decide whether to buy a product or not? In this assignment, you will research and evaluate a piece

of mobile technology, such as a cell phone, a laptop, an mp3 player, a electronic reader, etc. As noted in Chapter 12

ofNorton, evaluation is a judgment. In an evaluation, you develop a set of criteria, judge the product based on those

criteria, and provide reasons for that judgment.

Your first step will be to choose a specific mobile technology product. You may choose something you already ownor something you might consider purchasing, and it should be something you have access to so that you can truly

study it. You may also choose a web application you are interested in, such as a video game or a dating website.

Find and read at least three articles about the history, development, and marketing of this product. You will use

information from those sources to provide some background on the product for your reader. Then, develop a set of

criteria on which the product should be judged. Next, study the product, determine how well it fits the criteria, make

a judgment about it, and support that judgment with evidence.

Learning Objective: To develop skills in research, evaluation, and argumentation.

Audience: A reasonable, informed, general reader over the age of 40 who may or may not be familiar with the

object under evaluation.

Purpose: Provide the reader with background on the product, a judgment of the product, and a sound argument

supporting that judgment.

Format: Three to five pages, typed, double-spaced. Header, title, and page numbers should be in MLA essay

format (refer to Hacker, pp. 48-49). A Works Cited page and parenthetical citation is required for this essay (refer to

Norton, Chapter 49).

Assessment: This assignment is worth 20% of the final grade. You will be assessed on your ability to construct a

fair and balanced argument in which you evaluate the product. You will also be assessed on your incorporation of

outside sources to provide support for your claim.

Due Date: Weekday, Date


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Argument Project SampleCalendar for Students

First Class

Before class: ReadA Writers Reference, pp. 78-86,Norton, pp. 128-132 and David Pogues No Keyboard? and

You Call This a Blackberry on pages 719-723 ofNorton. In 250-300 words, explain why evaluation, as

described inNorton, is classified as a type of argument, as defined inA WritersReference. Then, identify Pogues

thesis and major points. Explain why you were or were not convinced by the evaluation.

In class: Introduction to Evaluation Assignment and models

Second Class

Before class: Read A.O. Scotts 007 is Back, and Hes Brooding on pages 737-40 ofNorton. In a journal entry

(R.J. 10), identify the authors thesis and major points. Tell whether or not you were convinced by the authors

evaluation and why.

In class: Audience consideration,topic selection and brainstorming

Third Class

Before class: Choose a technology product you might use as the basis for this assignment. In a journal entry (R.J.

11), describe the product and why you chose it. Then explain what you find intriguing about it. What unanswered

questions remain for you about the product?In class: Testing topics by generating criteria

Fourth Class

Before class: Choose an alternative technology product you might use as the basis for this assignment. In a journal

entry (R.J. 12), describe the product and why you chose it. Then explain what you find intriguing about it. What

unanswered questions remain for you about the product?

In class: Evidence and support

Fifth Class

Before class: Choose one of the products you have described in the two previous assignments, and write a draft of

at least two pages.

In class: Researching the history of the product and other reviews.

Sixth Class

Before class: Incorporate some of the research you found into the draft. Develop the draft so that it is at least three

pages. This draft can be sloppy, but it should offer some history of the product, your evaluation, and some

beginning insights.

In class: Organizing an evaluation and documenting evidence

Seventh Class

Before class: Revise the draft into a 3-5 page evaluation, including an introduction, organized body, and

conclusion.

In class: Revising the paper, particularly the introduction and conclusion.

Eighth Class

Before class: Continue reworking the draft so that it is ready for peer review. Include solid, specific evidence

documented in MLA form with a Works Cited page.

In class: Peer Review

Ninth Class

Evaluation project due.


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Argument Project Sample Calendar for Instructors

First Class

Students should come to class having readA Writers Reference, pp. 78-86; Norton, pp. 128-132; and David Pogues

No Keyboard? and YouCall This a Blackberry on pages 719-723 ofNorton. Introduce evaluation as a specific

type of argument. Distribute and review the assignment sheet. Provide some models of student papers from the

assignment library and consider the strengths/weaknesses of the samples.

Second Class

Since students will be re-visioning this project for the multimodal assignment, use this class to focus on audience

consideration and its impact on topic selection. Look at a text-based evaluation and a digital evaluation (for

example, aN.Y. Times review and anEngadgetreview of the same product). Consider the different demographics

and audience expectations for each piece. Examine how the composers respond to those expectations.

Third Class

Students should come to class with a possible topic for the assignment. Work on brainstorming criteria for an

evaluation of this product, perhaps by round-robin-ing the topics and asking classmates what they would be

interested in knowing, and brainstorming types of evidence. Ask students to evaluate the potential of this productfor the assignment.

Fourth Class

Students should come to class with an alternative topic for the assignment. Work on brainstorming criteria for an

evaluation of this product and brainstorming types of evidence. Ask students to evaluate the potential of this

product for the assignment in comparison with the product considered in the last class. Have students choose which

product they will use for their projects.

Fifth Class

Students should come to class with an exploratory draft of at least two pages. Spend the class researching the history

of the product and other reviews of the product. Class could be held in the library if internet access in the classroom

is absent or unreliable.

Sixth Class

Students should come to class with a more fully developed draft that incorporates research. Cover organizing

strategies for an evaluation and ask students to evaluate the organization of their current drafts. Work also on

fundamentals for incorporating and documenting outside evidence.

Seventh Class

Students should bring to class a 3-5 page draft, including an introduction, organized body, and conclusion.

Work in class on revising the paper, particularly in regards to responding to counter-reviews and counter-

evaluations.

Eighth Class

Conduct a peer review session.

Ninth Class

Evaluation project due. Ask students to compose a reflection on the evaluation project and submit the reflection to

the ePortfolio.


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Multimodal Project Sample Assignment

Writing 100

Instructor

Multimodal Assignment (Norton, Chapter 53)

Science and Technology: Composing A Technology Review Website for Ole Miss Students

"After all, when you come right down to it, how many people speak the same language even when they speak the

same language? ~ Russell Hoban

In your last paper, you reviewed a mobile technology product in a very traditional, academic form, the

argumentative essay, using a moderate, academic voice for a general, academic audience over the age of 30. For

this assignment, you will change the form, the voice, and the audience of that paper. Your assignment is to rework

your mobile technology review into a webpage for a technology review website that you will create by yourself or

with one other classmate. Your website may contain any of the information you used for your argumentative paper,

but it may also include personal anecdotes, funny graphics, and pictures. It should also address student issues like

whether this product is too expensive for the average student, whether it is too heavy or fragile to carry around in a

backpack, how likely it is that this product will be stolen from your library cubby while you are grabbing a cup of

coffee, how much the product increases your personal attractiveness, or any other issue that would interest an Ole

Miss student. The purpose of the website you design is to provide student-to-student reviews of mobile technology

products. The website design should appeal to Ole Miss students.

Learning Objective: To develop skills in composing electronic text for a specific audience and to develop skills in

working collaboratively.

Audience: Ole Miss students.

Purpose: Provide Ole Miss students with information about a product, an evaluation of the product, and an

engaging argument supporting that evaluation.

Format for website: A home page; two or three review pages (depending on group size) and any additional pages

the group decides to include.

Assessment: This assignment is worth 15% of the final grade. You will be assessed on your ability to design a

website that engages a specific audience and to compose a website that presents a well-supported evaluation in

electronic text that engages a specific audience.

Due Date: Weekday, Date


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Multimodal Project SampleCalendar for Students

First Class

Before class: Read Chapter 53, "Electronic Text," inNorton. Then visit one of these technology websites:

engadget.com, gizmodo.com, reviews.cnet.com, or lifehacker.com. Read the sites, and think about Norton's advice

on electronic text. Write a journal entry (R.J. 13) reviewing the site in light of the advice given in Norton. Does the

site seem to follow Norton's suggestions regarding electronic text? What was engaging about the site? What

seemed wrong or out-of-place in the site?

In class: Elements of electronic composition

Second Class

Before class: Read pages 215-16 of Norton on collaborative writing. Then write a journal entry (R.J. 14)

describing a group project that you have worked on previously. How well did the group follow Nortons advice?

How well did the group succeed? What were the groups strengths? What were the groups weaknesses? Then

explain your choice to work alone or with a partner for this project.

In class: Collaborative writing

Third Class

Before class: Plan the website with group members

In class: Work on the website.

Fourth Class

Before class: Continue working on website

In class: Work on the ePortfolio.

Fifth Class

Before class: Work on website

In class: Work on ePortfolio.

Sixth Class

Before class: Prepare a peer review draft


Seventh ClassBefore class: Revise website

In class: Editing in an electronic medium

Eighth Class

Before class: Prepare final draft

In class: Project due; metacognitive reflection


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Multimodal Project Sample Calendar for Instructors

First Class

Students should come to class having read Chapter 53, "Electronic Text," inNorton and having visited one of these

technology websites: engadget.com, gizmodo.com, reviews.cnet.com, or lifehacker.com. Use class time to

introduce the assignment through the assignment sheet and to discuss the defining elements of electronic

composition. Share some samples of student-composed websites from the assignment library.

Second Class

Students should come to class having read pages 215-16 ofNorton on collaborative writing and having decided to

work alone or with a partner. Have students declare their intentions and then introduce them to the Jimdo website

and work with them to set up a site for the project.

Third Class

Continue working with students on the website. Tell students that they should continue to work on the website

outside of class. The next in-class time devoted to the website will be Class 6 for peer review.

Fourth Class

Focus on the ePortfolio assignment as it relates to electronic text and digital composition. Introduce the reflective

introduction assignment.

Fifth Class

Work with students on the ePortfolio assignment.

Sixth Class

Students should come to class prepared for a peer review session of their multimodal projects. Conduct a peer

review session.

Seventh Class

Work with students on editing in an electronic medium. Focus particularly on documenting visuals and

proofreading backlit text.

Eighth Class

Students should compose a reflection on their multimodal project and upload it to their ePortfolio.

writ 100 sample syllabus

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