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Writing 20: Education and Identity

Writing is about freeing yourself up, about giving yourself the means to be active, to take agency, to make changes⎯Gloria Anzaldúa, “Toward a Mestiza Rhetoric…”

Dr. Yolanda Santiago VenegasEmail: [email protected] (the best way to reach me)Office: Merrill College Annex Office 101B (Behind Merrill Academic building next to Casa Latina)Office Hours: MW 4:00-5:00 p.m.

Course Description

Welcome to Writing 20: Education and Identity. In this section of Writing 20, we are dedicated to expanding our understanding of what higher education really means by reading, writing, and reflecting on different ways of learning and thinking. We will begin with an argumentative essay through which we will examine what it means to enter the University of California as an underprepared student. What does it mean to enter the UC system as an ELWR-required student and what is your role in what Stanley calls the University’s “the rhetoric of remediation”? Each essay you will read presents a method, a way of seeing and questioning higher education. The writing assignments have you moving in for careful reading of the texts, and moving out to apply this new frame of reference to your own experience. In this class we not only acknowledge and legitimize the complex cultural, socioeconomic, and ethnolinguistic features that shape your experiences and writing, we also practice using your differánce as a valuable rhetorical resource.

The writing, reading, and discussions in our class will enable you to become increasingly self-aware as a student in the Universitythe work we do in this class will help you develop a critical subjectivity that connects your experiences and ways of being and knowing to reflective habits of mind and projects for change. Our objective here is to learn to use writing as a tool for critical intellectual inquiry: to teach you how to perceive critically the way you exist in the world with which and in which you find yourself—for an emergence of critical consciousness through reading, writing, and discussion. If you do the work in this class, you will emerge as a stronger reader and writer with the increased sense of academic self-confidence you will need to successfully navigate the University.

What we will do in this course and why

While the theme of this course is Education and Identity: the subject of this course is writing and in particular how to be a strong writer in different rhetorical situations. This course is one where you will practice writing and revising regularly, at least one draft or essay per week. You will be writing three full essays for this class not counting your ELWR Literacy Narrative. One of our primary goals in this class is to have you write thoughtful, developed, well-organized essays that you have polished through multiple revisions. By end of week six you will be able to choose your best essay to submit as a portfolio satisfying the University of California Entry-Level Analytical Writing Requirement.

Yolanda Santiago Venegas UCSC Writing 20 Winter 2017 1

In this course we will focus not only on the process and practice of writing, but also on the ways that reading, thinking, and writing interact and complement each other. A premise guiding our approach is that writing, reading, and thinking are all interconnected and you become better at these by learning how to use one to improve on the otheras you become a better writer, you become a better reader and a more a more careful and critical thinker.

In addition to the assigned course readings, the second type of primary text will be your writing and the writing of your classmates. This is a class where your writingand how you can continue to develop and hone your writing skillswill be taken seriously. We will therefore make use of in-class writing workshop on a regular basis. Each week I will ask you to bring your writing or replicate your essays and/or excerpts from your writing to allow us to focus on issues of writing. This is an essential part of learning to return to your writing and beginning to create a language for talking about writing. You will also, throughout the term, be responsible for responding to the work of your peers in written format, and thus helping each other to write more engaging, complex, precise, and reflective essays. This class’s success depends above all on the learning community we are able to build as writers who respect and are interested in the work that individual writers are doing.

A last important point is that his course stresses revisionboth in terms of the work you will do and in terms of how I grade. You can expect to practice writing and revising regularly. In other words, this class is a place where you will practice writing but it is also a place where the writing is expected to change. You will be writing regularly, but I will also be asking you to reviseto step outside your writing to see what it might represent (not just what it says), and to make changes. I will teach you how to read your own writing, how to pay close and critical attention to what you have written, and I will teach you how to make this critical attention part of the cycle of production, part of your work as a writer.

Our Course Objectives (what we will do in Writing 20) 1. Students in Writing 20, 21, and 23 learn—when reading, writing, listening, or speaking—to analyze rhetorical situations so as to understand their different purposes and contexts and to respond to these with appropriate strategies. 2. Students in Writing 20, 21, and 23 learn to recognize, evaluate, and discuss matters of opinion and interpretation (their own and others’). 3. Students in Writing 20, 21, and 23 learn to develop different effective processes for writing in different contexts, particularly those used within the academic community, and to use a variety of strategies for discovering, developing, analyzing, and defending ideas, for making sense, for revising, and for editing. 4. Students in Writing 20, 21, and 23 learn to produce writing that• establishes and maintains an appropriate purpose in relation to the assignment and the audience.• employs appropriate strategies of development in relation to the assignment, its context, and itsaudience. • uses sources’ information and ideas accurately and effectively and cites sources appropriately. communicates in accurate, appropriate, effective prose. 5. Students in Writing 20, 21, and 23 learn strategies for becoming more accurate readers and critical analysts of all texts, including their own. 6. Students in Writing 20, 21, and 23 learn how to collaborate with others in generating andevaluating ideas and revising texts.

A Few Tips to Succeed: You will have reading or writing homework to do after each class. You can expect to write regularly, at least one draft or essay per week. If you are not writing, you can expect to be reading. You will need to develop the habits and the discipline of a writer/reader. You will need a regular schedule, a regular place and time for reading and writing. There is nothing fancy about this.


You need to learn to organize your time so that there is time for writing/readingso that it becomes part of a routine. Make sure once you schedule your writing/reading time that you do nothing else during these sessions. You need to develop the discipline (or kind of physical training) to focus on the writing/reading task at hand only, turn off the phone, internet, etc. These are writing times, when you will be working closely with your words and the words of your peers. If you begin to have a hard time with the routine of our course, you will have to work on your time management and develop a time management plan. You can do this in one of three ways: with the help of an academic/EOP advisor; with me during office hours; or on your own by selecting the “Time Management” link on the EOP website.

Our approach to grammar in this course: We will be working on grammar and punctuation and you will practice learning how to use your grammar handbook and online grammar resources to revise and proofread your work and the work of your peers. The grammar and punctuation work we do in this class will be based on your own work. In other words, the specific issues we will focus on will come from your essays and we will use your essays to do our grammar/punctuation/mechanics work. We will use your writing, not as examples of “bad” writing but as opportunities to collectively learn how to improve everyone’s prose. What matters to me is not so much that you remember all of the different parts of speech, the grammar terminology, but that you develop a language to talk and think about your writing. The emphasis of our grammar work is to help you see patterns in your own writing. i.e. the things you need to work on and to help you learn how to prioritize or know what is MOST getting in the way of comprehension. Instead of focusing on marking errors, the emphasis of our grammar work will be on expanding the possibilities of your sentences, of your paragraphs, of your essays. The work on grammar we do in this class will enable you to proofread your own writing, your own sentences and be able to revise them. You will learn to see what kinds of sentences you are now writing and learn to combine and expand your sentences. Revising in this way makes your writing flow.

The UC Entry-Level Analytical Writing Requirement

All UC students must satisfy the Entry-Level Analytical Writing Requirement. At UCSC students must satisfy that requirement before enrolling in Writing 2. Students in Writing 20 compile a portfolio of work, which is read by two or more members of the Writing Program at the end of the quarter. The portfolios consist of one essay and will be due around week 6. We will work in this class to create a strong essay. In addition to our work in class and in Writing Group, I encourage you to meet with me one on one if you need additional help on your portfolio.. I will give you further guidelines on due dates as the quarter progresses.

Course Requirements1. Attend all class meetings, prepared (see attendance policy)2. Attend all Writing Group meetings on time and prepared3. Attend 2.5 hours of meetings with your Writing Assistant4. Complete assigned reading or writing homework by the next class (you will have reading or writing due each time you come, plan on 2 hours of homework for each class)5. Participate in class discussion6. Peer-reviews: showing up to peer review on time with the required pages7. Draft, write, and revise three essays of various lengths and purposes


8. Complete various short (1-2 pg.) reading logs, writing assignments, and reading quizzes

Assignments

As we move through the quarter we will achieve the class goals through the following assignments:

Reading Quizzes and Assignments: Careful reading is crucial to your work in this class. You should plan to read some of the assigned reading twice before we begin to discuss it in class (this is particularly true for the theoretical work). The first time through you should read it quickly to get a sense of what the writer is doing, what the reading is about. Then you should read through a second time, this time working more closely and deliberately with the text, focusing on those sections that seem difficult, puzzling, or mysterious. You should read with a pen or pencil in hand marking the text in a way that will help you when you go back to it (particularly when you go back to it as a writer). If you can't bring yourself to write in the book, there are post its and reading flags available that you can use for this purpose. The readings become more challenging as the term progresses, and I expect the assigned readings will give you much to think about as you shape and reshape your own responses, and as you think about your own position as a reader, writer, and thinker. You will have time in the course to build, modify, and rethink your writing about these texts in light of other readers’ responses, and as you gain a richer sense of context from the other assigned readings, your other coursework, and outside (of the classroom) activities during the fall term.

Writing Assignments. I have designed several types of writing activities to help foster the learning goals of our course. They include:

• 3 EssaysOver the course of our 10 weeks together you will write three separate essays, each one informed by the assigned readings and class discussions. The sequence of the essays is designed to reproduce, in a condensed period of time, the rhythm and texture of academic life. Each week you will write one essay or revise one essay. You will be required to revise (multiple times, if you wish) most of the writing you do in this course. NOTE: late papers will not be accepted.

I will read individual essays carefully each week and write comments on them. I spend a lot of time on these comments and I will expect you to take the time to read what I have written. All of our energy and attention—yours and mine—will be directed toward the revision process, a process most successful writers, and virtually all professional writers, take very seriously. The best way to read my comments is to start at the beginning of your essay, reread what you have written, and stop to read my comments along the way. This is how I write the marginal comments, while I am reading. They show my reactions and suggestions at that moment. The final comment is where I make a summary statement about your essay. As you read my comments know that my goal is to provide you with comments designed to help you revise the work into a more effective piece of writing.

If your work seems thoughtless or quickly done, I will notice. I have taught writing for years and know when writers are working hard and when they are fooling around. I will tell you if I think you are fooling around.

Sample Essay Topics:


Essay 1: How We Learn: According to the “texts” we have read, the videos we have watched, and your own experience and observations as a student (if you wish), explain why some students struggle as they begin their studies in the University and what ultimately determines their academic success at UCSC and beyond?

Essay 2: Who Gets to Graduate

Essay 3 What Does Higher Education Mean to You? This essay will focus on developing what Ira Shor via Freire call a critical subjectivity “that connects student experience to reflective habits of mind and to projects of change.” We will read Gloria Anzaldúa’s “Mestiza Rhetoric” and her inner work-public acts essay, they will also read a piece (or watch a talk by Freire) on the idea of critical subjectivity.

• Shorter Writing Assignments in the form of Dialectical Reading Journals, Critical Reading Logs (responses to reading) and Difficulty Essays: The introduction to Ways of Reading (which you will read later today) encourages you to become “strong readers” of “strong texts” and to learn to read both “with and against the grain.” Each of these assignments will ask you to respond in a variety of ways to the assigned readings. One of the primary ways you will engage the texts in your Critical Reading Log is by writing a Difficulty Paper. A Difficulty Paper assignment will help you pay greater attention to what your mind is doing as you read and will allow you to explore a text in greater depth. Difficulty Papers help you develop a repertoire of meaning construction strategies for reading and writing and to know both how and when to use them. If you are absent, late or otherwise miss any of these assignments you will receive a 0. There are no makeups.

• 3 “Substantial” Revisions. You will be required to submit 3 substantial revisions of earlier essays. For each revision assignment I will give you a handout with specific instructions about how to revise and what the focus of our revision is on each particular revision. By “substantial” revision I mean that you will integrate new pages or rewrite your initial draft completely. The revisions I expect from you should evidence deep re-thinking and re-seeing of previous drafts, not just surface-level corrections. I will give you a revision assignment handout to guide your process and make sure you meet my revision requirements. We will review the difference between revision and proofreading/editing in class.

Writing Groups

Several times over the course of the quarter, we will meet in a small writing group with 4-5 other students and myself in my office. We will spend 90 minutes reading and discussing copies of your papers. This means that you will need to come to writing groups with a total of SIX COPIES of your typed, double-spaced paper. To make these multiple copies less expensive for you, consider photocopying instead of printing, reusing paper, downloading a free eco-font that uses 30% less ink, and/or printing double-sided. Please do not use any font size smaller than 10. Writing groups are a central element of this course, and it is crucial that you be present and prepared with your essay at each writing group meeting. Absence for any reason (including illness) from more than one writing group meeting is alone grounds for not passing the course.

Writing Assistants: During the quarter you are required to meet with your assigned Writing Assistant for 2.5 hours total. You will meet your WA for 30 minutes a week during a set day/time starting week


3. You will meet your WA and sign up for your weekly meeting time/day with her/him in class at the end of week 2. Once everyone has signed up we will post the WA tutoring schedule on Canvas in case your need to look up your information. Be sure to bring to these meetings: the latest draft of the essay you will be working on, the essay/assignment prompt, any readings you are using in the essay and any notes or feedback related to this revision (In other words, bring your well-organized course binder). These meetings are required and missing a meeting with your Writing Assistant is the equivalent of missing a classyour assistant will notify me the same day as I am in regular contact with her about your work and progress.

Attendance and Class Participation: Since this is a MWF class you cannot miss more than three days or one week of class to pass. This includes excused absences due to illness and emergencies. I will reproduce your papers and use them for class discussion (with your name removed). Much of our class time will be spent discussing copies of your essays. This is as important to your education as the time you spend alone working on your writing. I expect you to attend all classes. If you are absent you are not taking the course and I will ask you to drop. From what you have already read it should be clear that attendance is crucial to achieve the learning goals and objectives of the course. You must be here, every day, on time, prepared. We will make the content of the course together in discussion in this classroom. We cannot reproduce for you the discussions you miss when you do not attend class. Consequently you cannot pass this class without attending regularly.

Attendance and Participation grade will drop 5% for each day you are absent. Your class participation grade begins to be affected upon the first absence, and I will consider the student who misses more than one week of class dropped from the class. If you must miss a class email me to let me know in advance. You may not make up any in-class work you miss, but you will be responsible for all assignments made, and all material covered, in your absence. Class will begin on time. After your second tardy, you will be marked absent on days you are late. Moreover, if you are late more than once, I will ask you to begin meeting with me to develop and evaluate a time management plan.

Similarly, all written work must be completed on schedule. Because you will be writing every week, and because one week's work will lead to the next assignment, you cannot afford to fall behind. Once again, I will not accept work that is late. If you are not doing the writing, you are not taking the course.


GRADING POLICY AND RUBRIC: Writing 20 is now a graded course. Final grades are comprehensive. Your final course grade accounts for all aspects of your work over the quarterthe conceptual work of reading writing and thinking; the cooperative work of participating in a writing community; and the procedural work of completing reading and writing assignments, meeting essay draft deadlines, and attending class; writing group meetings, and student-teacher conferences

During the quarter, students will receive written assessment and advice concerning what your work has accomplished and how it can be improved, and may or may not receive letter grades on individual assignments. If you have a question about your grade in the class or on a specific assignment, please come to office hours.

Note: UCSC will now assign grades of C- and D+, yet you should know that a C- or below is not a passing grade, therefor a grade of C- or below in Core means you will receive credit towards graduation but you will not satisfy the C1 GE Requirement. Students who receive a C- or below may have to repeat Merrill 80A; students receiving an F must repeat it.

A (or P)The grade of "A" is appropriately given to students whose preparation for and execution of all course assignments (for example, reading, in-class discussions, presentations, group projects, informal writing, essay drafts, and revisions, etc.) have been consistently thorough and thoughtful. In addition, by the end of the quarter students who earn an "A" are consistently producing essays that are ambitiously and thoughtfully conceived, conscious of the demands of a particular assignment, purposeful and controlled, effectively developed, and effectively edited.

B (or P)The grade of "B" is appropriately given to students who have satisfactorily completed all class assignments, although some of these efforts may have been more successful than others. By the end of the quarter, students who earn a B are consistently producing essays that are clearly competent in that they meet the demands of assignments, are controlled by an appropriate purpose, are sufficiently developed, and are accurately edited. A "B" performance may well reveal areas of strength that are not sustained throughout.

C (or P)The grade of "C" is appropriately given to students who have fulfilled course requirements although, in some instances, minimally so. By the end of the quarter, students who have earned a "C" have provided sufficient evidence that they can produce focused, purposeful writing that satisfies the demands of an assignment, is adequately developed, and is carefully edited although, in some instances, achieving that standard depended on multiple revisions.

D or (NP)The grade of "D" is appropriately given to students whose work has been unsatisfactory in some significant way: they have not completed all the course requirements and/or their essays have not yet achieved the level of competency required for passing work in Merrill 80A. Students receiving a "D" may have to repeat Merrill 80A to satisfy the C1 requirement.

F or (NP)


The grade of "F" is appropriate for students whose work in Merrill 80A is so incomplete or so careless that it does not represent a reasonable effort to meet the requirements of the course.

Grade Breakdown

Attendance 25% Homework, Preparedness, and Participation 25%(includes reading quizzes and homework assignments due on Canvas)Essays 50 %(This is the work you do in Writing Group and revisions between drafts)

Use and misuse of sources: I will spend quite a bit of time with you discussing why and how we use sources, and will provide instruction in how to cite sources appropriately. To avoid plagiarism and other misuses of sources, you must quote exactly, paraphrase accurately, and credit and accurately document your sources, including websites. Documentation (that is, acknowledgment and citation) is also required for ideas, concepts, and paraphrases that you borrow from sources.

Accessibility: UC Santa Cruz is committed to creating an academic environment that supports its diverse student body. If you are a student with a disability who requires accommodations to achieve equal access in this course, please submit your Accommodation Authorization Letter fromthe Disability Resource Center (DRC) to me privately during my office hours or by appointment,preferably within the first two weeks of the quarter. At this time, we would also like us to discussways we can ensure your full participation in the course. We encourage all students who maybenefit from learning more about DRC services to contact DRC by phone at 831-459-2089 orby email at [email protected]

Course Schedule (The course schedule is posted in Canvas Modules)

Arrive promptly to each seminar class. Attendance will be recorded. This course schedule is subject to change to suit the needs of the class. The syllabus, including the course schedule below, is our contract and you are responsible for knowing what is on it from week to week. I will post your homework assignment in the week’s module on Canvasplease be sure to log in and check the site between classes. As a general rule, if there is reading or writing due, bring it to class. If you have a laptop, you can bring it on your computer, otherwise, you will have to print out the reading or writing/homework due each time.

Before the course begins: Read through “Syllabus” tab on Canvas and the “Getting Started” and “Handouts” modules.

Week 1Course Objectives for this week: introduce the work and routine of the course; introduce work on self-efficacy; introduce genre and genre toolkit; prepare students to write literacy narrative; Introduce IRW double-entry reading journal strategy; metacognition—using the ELWR essay from fall, students establish their learning goals for this quarter

Monday Jan. 8


Introductions; Attendance; Course overview of our approach and expectations; How to access course materials on Canvas

Homework:

We will begin class on Wed. with a reading quiz that will include the course syllabus and readings belowPlease note that any readings and handouts assigned that are not in They Say, I Say are in the “Handouts” and “Course Reader” Canvas modules

1. Read Sherman Alexie “Superman and Me” and Gloria Anzaldúa “How to Tame a Wild Tongue”2. Begin your ELWR Literacy Narrative based on your analysis of your Fall ELWR Essay and bring it to class on Friday3. Bring a printed or electronic copy of the ELWR Portfolio Essay you submitted in the Fall for in-class work

Wed. Jan 10

Attendance; reading quiz discussion forum; begin work to develop self-efficacy Angela Duckworth Ted Talk “Grit: The Power of Passion and Perseverance” (7 min.); Introduce genre and gere toolkit; analysis of Alnzaldua and Alexie; Assign ELWR Literacy Narrative due Friday; Assign dialectical reading journal for Introduction to Ways of Reading and the IRW course

Homework: 1. Read the Introduction to Ways of Reading and complete a dialectical reading journal assignment on Canvas due Monday @ 2:00 p.m.2. Write your ELWR Literacy Narrative due Friday by 2:00 p.m.

**Important Note** If you are in Section 20-04 MW 5:20-6:55 section, you will be responsible for the homework assigned Wed and Friday of each week.

Fri. Jan 12

Return to Dialectical Reading Journals why we use them, what is the theory behind them?; Begin in-class reading of Literacy Narratives in groups (20 min); in-class review of the ELWR Scoring Guide and your Fall ELWR Essay (20 min); Begin the Writing Skills Inventory in-class (20 min); Watch Carol Dweck Ted Talk “The Power of Believing That You Can Improve” (10 min.)

Homework due Wed. Jan 17:

1. Read the ELWR Scoring Guide and re-read your Fall ELWR essay and as you read take note of what you know you need to work on then…2. Complete the Writing Skills Inventory and bring it to class on Monday3. Read Marina Kravosky “The Effort Effect” and watch Carol Dweck Ted Talk “The Power of Believing That You Can Improve” (10 min.)4. Read They Say/I Say “Preface” and Ch. 1 page xvi -29


*We will begin class with a reading quiz on Wed, you should have read:-- the Introduction to Ways of Reading--“The IRW Course”--“The Effort Effect”-- Read They Say/I Say “Preface” and Ch. 1 page xvi -29

Week 2 (Students will meet their WA and establish meetings for the quarter by Friday of this week)

Monday January 15 MLK Holiday

No Class

Wednesday January 17

Begin with the Writing Skills Inventory: What did you list in your work to do this quarter? (15); In-class group work with Ways of Reading, “The IRW Course,” and They Say/I Say Preface to p.29--as foundation for our IRW approach in this class and demystifying academic writing (30); Assign Essay 1& Rose Reading/Summary and Response Assignment

Homework:1. Read Rose “The Politics of Remediation”2. Write Summarizing and Applying Rose Response Paper (in your response, write one paragraph that you could use for Essay 1)3. Review the Thesis Statements and Topic Sentences handout and the Shaping Paragraphs handout (in “Handouts” module)

Friday January 19

MWF Section: WA Sign ups (20 min); Review the Course Learning Goals: Does anyone want to add anything? (5); Sign up to receive Canvas notifications in your email account (5 min); Finish work with Ways of Reading, “The IRW Course;” (30 min); Read through the entire Essay 1 prompt and through the reading assignments—explain how they build on each other (10)

Homework:1. Read They Say, I Say, “The Art of Summarizing” and “The Art of Quoting” (p. 30-51)2. Read Tough “Who Gets to Graduate”3. Write Summarizing and Applying Tough Paper

Week 3

Monday January 22: Thesis Statements and Topic Sentences: work with The Effort Effect” and Carol Dweck’s


Review Thesis Statements and Topic Sentences and Shaping Paragraphs handouts (15); In-class work with the Rose paragraphs you wrote for homework. (students first do a peer-review of the Rose paragraphs using a checklist of what a paragraph must have, then after the peer-review, students will use the checklist to do a Self-Review of Make-Believe thesis and body Paragraph for their Tough reading (30); Return to “The Effort Effect” and Carol Dweck’s idea of Growth Mind-set, and after discussing it, ask students to free-write about a point they could make for Essay 1 using these 2 “texts” then write a make-believe Topic Sentence for that point—share it on our discussion forum (20 min).

Homework:1. Read Anyon “Social Class and the Hidden Curriculum of Work”2. Write Summaring and Analyzing Response Paper for Anyon 3. Develop your outline using outline worksheet: Thesis and Topic Sentences plus who you will engage in each paragraph

Wednesday January 24-Thesis Statements and Topic Sentences cont. –work with Rose in class

Work with Anyon graphic organizer; In-class review of outlines: we will review each outline- We will develop outline worksheets that include the paragraphs you will develop and how you will integrate the sources to substantiate and develop your paragraphs; Review Thesis statement and Topic Sentences, one at a time; pre-reading for Kozol--view Kozol video

Homework:1. Read Kozol, “Educational Apartheid”2. Write Summary and Response to Kozol (in your response, write one paragraph that you could use for Essay 1)3. Read How to Write Strong Introductions and Conclusions handout 4. Read They Say, I Say chapter 7 “Saying Why It Matters” (10 pgs)5. Write your Introduction + Thesis for Essay 1 and revise/develop your outline (first draft is due Monday Jan 29)

Friday January 26-Strong Introductions—work with Anyon in class

Review handout “Elements of a strong Introduction and Conclusion”; What are successful Introductions? What moves should you make in your Introduction? mini peer-review of introductions and share back; In-class work with Kozol

Homework: 1. Lamott “Shitty First Drafts” 2. Write Essay 1: How We Learn due Monday Jan 29 (1500 words)

Week 4 (Students have their first 45 minute meeting with their writing tutor—you will revise given feedback from Writing Group BEFORE you meet your tutor)

Monday January 29-Peer Review of Essay 1 Structure


Introduce Backward Outline Strategy; Model/or do a Backward together; then Reverse outline peer review--students to do a backward outline of their peer’s essay; second half of the class—go over selected Introductions/Thesis statements

Summary vs. Analysis Check; Peer-review of drafts with a focus on developing body paragraphs Homework:1. Re-read They Say, I Say chapter 3 The Art of Quoting, and chapter 5 “Distinguishing What You Say from What They Say”2. Read Davis Working with sources3. Selection from Easywriter

Wednesday January 31-Paragraph Development—then ---Integrating Sources

In-class work with in-text citation; In-class work to build substantive paragraphs, work to identify strong body paragraphs and to develop analysis in body paragraphs.

A Review of useful (for this essay templates from They Say I Say) the Mechanics of Integrating Sources Self Review; Highlighting our signal phrases-in-text citation workshop-on framing quotations, using signal phrases and including analysis; Review Writing Group Expectations; Writing Group Sign Ups

Homework:1. Read They Say I Say chapter nine “Academic Writing Doesn’t Always Mean Setting Aside Your Own Voice”.2. Venegas Peer-Review Guidelines3. Guidelines for Peer-Review4. Read Writing Group Expectations5. Complete your final revisions for Essay 1

Friday February 2

Writing Group Meetings for Final Draft of Essay 1: make time to revise before your first meeting with your Writing Assistant (tutor) next week

Homework:

1. Revise Essay 1 by Monday (and bring the old (Writing Group) draft and the new revised drafts. You are to highlight the changes you made to Essay 1 after your Writing Group Meeting and bring both drafts to class for in-class work. On Monday in class you will write a revision paragraph where you explain what you revised

Week 5 (You will have your second 45-minute meeting at the beginning of this week)

Monday February 5


{we did not do this work last week: Mechanics of Integrating Sources Self Review; Highlighting our signal phrases-in-text citation workshop-on framing quotations, using signal phrases and including analysis;}

Analyze your revisions and write one revision paragraph that includes a list of the top 3 things you see now you need to work on; post your revision paragraph on our discussion forum and we will review them one-by one (30); Assign Essay 2 (10); Introduce PPPC and Pre-reading for Solorzano and Yossu (20)

Homework:1. Read Solorzano and Yossu “Toward a Critical Race Theory of Chicana/o Education”2. Trudeau article “Students’ View of Intelligence Can help Grades” 3. Begin Essay 2

Wednesday February 7

3 Ways of Looking at Analysis for Essay 1; Check PIE structure in your body paragraphs then Practice using these on your essays; Share your analysis with your table; (Sec 4 only) Begin discussion of Yossu and Solorzano and Trudeau; (both sections) Assign 3 Readings for Essay 2 to Groups

Homework:1. Read Patricia Gandara “The Latino Educational Crisis” 2. Work on, Write Essay 2 Due Monday—bring the draft of the essay PLUS a one page sheet with the thesis and topic sentences ONLY for in-class work

Friday February 9

Groups present on their reading; In-class work with Trudeau; Yossu and Solorzano; Gandara readings

Week 6--(You will have your third WA meeting at the beginning of this week to work on your ELWR Essay)

Monday February 12 Essay 2 Due—Turn in to Canvas draft 1 of Essay 2 plus a worksheet with the thesis and topic sentences

Student Conferences Wed. Feb 14—Sign up Today!

Discuss Portfolio Contents & Deadlines for Portfolio Essay

Essay 2 Shitty First Draft Peer-Review: Students bring in their “shitty first draft” of Essay 2 plus a backwards outline of their drafts for in-class work

Wednesday February 14 Essay 2 Students Conferences—all day—leave space open for Watsonville Meeting with Nereida


Friday February 16

Writing Group Meetings for Final Draft of Essay 2

Homework:

1. Revise your ELWR Essay

Week 7

Monday February 19

NO CLASS-Holiday

Wednesday February 21

What is Genre? What are genre conventions? Introduce the personal essay genre; introduce readings for this essay

Homework:1. Read The Art of the Personal Essay by Phillip Lopate2. Select 3 essays from the list below and read one by Wed. taking note of how the essay you have selected fits the genre characteristics outlined by Lopate—what genre conventions is the essay you have selected following? 3. Decide on the topic you will write about

Friday February 23

Work with Personal Essay Genre in class deconstructions of the genre into conventions

The immigrant experience, culture and identity:Le Thi Diem Thuy “The Gangster We Are All Looking For:” Richard Rodriguez “The Achievement of Desire”

On reading, language, and the Englishes we speak:Sherman Alexie “Superman and Me”Amy Tan “Mother Tongue”Gloria Anzaldúa “Hot to Tame a Wild Tongue”

On Ethnicity, Racism and Race Race-relations in AmericaJames Baldwin’s “Notes of a Native Son” James Baldwin “A Stranger in the Village”

On place, identity, and history


Jamaica Kincaid “On Seeing England for the First Time”Barry Lopez “The Stone Horse”N. Scott Momaday “The Way to Rainy Mountain”

On the environment:John McPhee “Duty of Care” Terry Tempest Williams “Prayer Dogs”

Week 8The Art of the Personal Essay

Monday February 26

Reading Quiz; Read Essay 3 prompt; Work with Lopate’s Introduction to The Art of the Essay make a list of the genre features/characteristics Lopate outlines in groups; Each table share their list; Freewrite—take 7 minutes to write about the 2 essays you selected and how they are helping you think about your own topic—then share with your table which 2 personal essays you selected—and how they are helping you think about your own topic

Homework: 1. Re-read the other 2 essays you selected and complete two genre analysis graphs (by Wed)2. Read sample essays from the last Writing 20 Class

Wednesday Feb 28

Use the genre analysis double-entry journal to analyze how the essay you read for today conforms to the genre characteristics we outlined; In groups by similar topic you will write about, discuss what you found in your genre analysis ; Each student will select their favorite paragraph from the essay they analyzed for HW and read it, then explain why you selected that paragraph; Group work in tables-share the essays that you read and what you wrote in your genre analysis; Reading of your introductions-using the projectors-each student will read their introduction

Homework:

1. Write the first chunk of your personal essay (at least 2 pages of your 4-5 page personal essay) by Friday. I will ask you to submit this as part of your Essays grade2. Read the 3 sample student essays assigned on Monday Feb 26. homework page

Friday March 2

In groups of 4/5 Center of Gravity Peer-Review of 2 pages you brought in today; In-class work to develop an outline for our personal essay

Homework:1. Write the first draft of your personal essay (at least 5 pages)

Week 9


https://canvas.ucsc.edu/courses/3287/files/35536/download?wrap=1

Monday March 5

Full draft of Essay 3 peer-review (assigned pairs)

Homework:

1. Select a third essay from our Personal Essay Reader to read and prepare a 5 minute presentation where you will explain why this is a personal essay—how it fits the genre—discuss the conventions or characteristics that make it a personal essay and offer specific examples—be ready to present this in class on Wed.

Wednesday March 7:

In-class presentations of the third essay you read: Do a backward outline of your own essay to see how you might develop it

Friday March 9

Final Writing Group Meeting for Essay 3Full draft of your personal essay due!

Week 10

Monday March 12

Begin Class Readings of Personal Essay; first half

Wednesday March 14

Finish Class reading of Personal Essays: second half

In-class metacognitive activities: Taking stock self-evaluation in class using Writing Inventory we began with; you will spend the class time reading through your essays and making a list (completing the handout) of the revision (global) issues you need to work on and sentence level, grammar, mechanics work you need to do moving forward

Friday March 16Last Day of Instruction

Explain to students how registration will work for Writing 2 and 23

Course evaluation: During the first half of the class we will review the work we have done thus far; what we have learned in this class and you will revisit your goals for the quarter; during the second half of the class you will complete an in-class course evaluation

Final Exams: March 19-23


The quarter ends March 23. Grades will be available shortly after that.

Acknowledgements: This syllabus borrowed from Ellen Newberry’s Writing 20 (Winter 2014) syllabus, Tara Lockhart’s English 114-First-Year Composition @ SFSU syllabus, and from David Bartholomae’s “Sample Course Description” in Resources for Teaching Ways of Reading: An Anthology for Writers


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