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English
1A-25:
Beginning Composition
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Announcements
11/30/03
I have posted instructions for the
final portfolio to the course web site (I have also emailed them
out to all of you). See Week 10.
Interactive Course
Calendar
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Week 5 |
Week 6 |
Week 7 |
Week 8 |
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For each class meeting, this calendar identifies the
required reading, study, and writing assignments. To access the
"Study Notes" for a particular class meeting, click on
the date. To review or download assignment instructions and other
materials relevant to a class meeting, click on the linked text
for that assignment.
A word about "Study Notes": You must read
any study notes that I post to the calendar. I strongly suggest
you read these notes BEFORE you begin any of the assignments for
a particular date on the calendar. I frequently suggest ideas for
how to approach readings and prepare for class activities that will
help you maximize your learning and study efficiency. Because I
like to keep these notes as directly responsive to what is going
on in class as I possibly can, I usually do not post "Study
Notes" for more than a class or two in advance of where we
are in the course. This means you should regularly check the calendar
and this homepage (ideally, after each class meeting).
Week 1:
Top- - Next
Monday September
29
- Carefully review course syllabus and web
site
- Read and study SMG Chapter 1 (1-4) and
SMG Chapter 13 "Narrating" (573-588)
- Complete “Writer’s Inventory”
(word
file / rtf
file / pdf
file) and email to the
instructor.
- In Class: discuss narration techniques
(students must bring SMG and Always Running
to class everyday unless told otherwise by the instructor)
Wednesday October 1
- Read and study SMG Chapter 15: "Describing"
- Read and study Always Running "Preface"
- Sign up for “Discussion Starter” (word
file / rtf / pdf file) assignment on Blackboard
Discussion Board
- In Class: discuss narration techniques
and the "Preface" to Always Running.
Friday October
3
- Read and study SMG Chapter 1 (4-14)
- Read and study SMG Chapter 2: “Remembering
Events” 25-50
- "Remembered Event" essay instructions:
word file
/ rtf file
/ pdf file
- In Class: "Finding an event
to write about" invention activity (51-52)
Week
2: The Remembered Event Essay
Top- - Previous - - Next
Monday
October 6
- Read and study SMG Chapter 2: "Guide to Writing
51-56
- Complete "Describing the place," "Recalling
Key People", and" Reflecting on the Event's Significance"
invention activities (52-56) [Bring all invention activities to
class in "Remembered Event" folder distributed on 10/3)
- Read Chapter 1 Always Running
- In class: Discuss invention activities
for "Remembered Event" essay / discuss Chapter 1 of
Always Running
Wednesday October 8
- Read and study "Planning and Drafting"
(56-59); write answers to "Setting goals" questions
and include those answers in the essay folder with the other invention
activities.
- Complete full-length (1200 word) "Remembered
Event." Bring the draft and TWO copies of
your cover sheet (page two of the essay instructions) to class
in your folder/ email backup copy of draft to instructor
- In class: begin peer critiques
/ complete Always Running Chapter 1 discussion
Friday October
10
- Read and study "Critical Reading Guide"
(59-61)
- Bring completed peer critique to class (email
backup copy to instructor)
- In class: discuss Peer Critiques
and strategies for revision and editing
Week
3: Conference #1 Week
Top- - Previous - - Next
Monday,
October 13
- Read and study "Revising" and "Editing
and Proofreading" (61-65)
- Revise and edit your "Remembered Event"
essay; submit a final draft in class and email a backup copy to
the instructor
- Submit all invention activities, drafts, peer critiques
and any other writing completed for the "Remembered Event"
essay in the folder distributed in class.
- Sample MLA formatted document: word
file / rtf
file / pdf
file
- In Class: Discuss Final Drafts,
preview "Remembered Person" essay, sign up for conference
#1
Wednesday,
October 15
- Read and study SMG Chapter 3 "Remembering
People" 79-104
- "Remembered Person" Instructions:
word file
/ rtf file
/ pdf file
- In Class: discuss sample essays
and basic features, complete "Finding a Person to Write About"
invention activity (105)
Thursday, October 16
- Conference Hours:
12:00-5:00
- Complete "Conference Preparation Worksheet"
(distributed in class) before conference.
Friday October 17
- Read and study Always Running Chapter
3
- Read and study SMG 105-110
- Complete"Describing the Person" and "Reflecting
on the Person's Significance" invention activities (105-110)
and bring to class (you will submit all invention activities with
your final draft)
- In Class: evaluate "Remembered
Person" topics and discuss Always Running Chapter
3
- Conference Hours:
1:30-5:00
Top
Week
4: "Remembered Person" Essay
Top- - Previous - - Next
Monday, October 20
- Read SMG 110-112; complete Setting Goals"
planning activity (111), complete a "scratch outline"
(112)
- Write a full-length (1200 words) draft. Bring your
draft and TWO copies of your cover sheet to class / email backup
copy of draft to instructor
- In Class: Discuss drafting process
and preview the peer critique
Wednesday October 22
- Read and study SMG 118-123
- Bring to class completed "Remembered Person"
Peer Critique (based on "Critical Reading
Guide" on page 112-113) / email backup to instructor.
- Complete "Remembered Event" Correction
Log and email to instructor (you do not need to bring
a hard copy of this to class):
word file /
rtf file / pdf
file
- In Class: Review and discuss peer
critiques; discuss revision strategies and approaches
Friday, October 24
- Read and study SMG "Revising" and "Editing
and Proofreading" (114-118)
- Revise "Remembered Person" draft
- Proofread and edit "Remembered Person" draft
- Bring "Remembered Person" final draft
to class / email backup copy to instructor
- Submit final draft, full-length draft, peer critique,and
all writing process activities in a manila file folder
- In Class: discuss revision process, preview
"Profile" essay
Top
Week
5: Planning Field Research
Top- - Previous - - Next
Monday, October 27
- Bring Remembered Person final draft to class /
email backup copy to instructor
- Submit final draft and all writing process activities
in a manila file folder
Wednesday October 29
- Read and study SMG Chapter 4
Friday, October 31
- Finalize profile topic selection / Complete assigned
invention activities
- Complete Field Research Planning sheet
- Email response to "Remembered Person"
evaluation and comments
Top
Week
6: Conference #2
Top- - Previous - - Next
Monday, November 3
- Complete Field Research report (completed version
of field planning research sheet)
- Complete "Remembered Person" Error Record
and Correction Log Updates
- Bring recorded interviews to class
Wednesday November 5
- Complete full-length draft of Profile
Friday, November 7
- Complete Profile Critique
- Read and study Always Running chapter
5
Top
Monday, November 10
- Final Draft of Profile Essay
- Read and study Always Running Chapter
6
Wednesday November 12
- Read and study Always Running Chapter
7
Friday, November 14
- Read and study Always Running Chapter
8
- Due date for optional "Remembered Person"
or "Remembered Event" essay
Top
Week
8: Concept Essay
Top- - Previous - - Next
Monday, November 17
- Read SMG Chapter 5
- Complete assigned invention activities
- Email response to "Profile" evaluation
to instructor and complete update of Error Record and Correction
Log
Wednesday November 19
- Read and study Always Running Chapter
9
- Complete Draft Thesis statement and Schematic Outline
and bring copy to class / email backup to instructor
Friday, November 21
- Complete full-length draft of "Concept"
essay; bring a copy of the essay and TWO copies of the cover sheet
to class; email a backup copy to the instructor.
Top
Monday November 24
- Read and study Always Running Chapter
10 and Epilogue
- Complete Peer Critique for Concept Paper; email
backup copy to instructor
Wednesday November 26
- Class only for those students who do not attend lunch at my
home on Sunday November 23
- Email final draft of "Concept Paper" to me by 5 PM.
Bring folder to class on Monday December 1
Monday, December 1
- Before Class: Email revised remembered
person or remembered event essay
- In Class: Distribute graded profiles,
complete response journal, discuss misplaced modifiers, the "it"
problem, person problems (one, 1st and 3rd person vs. "you")
Wednesday October 3
- Update error record with Profile errors (make copy
for your portfolio)
- Update your correction log with corrections for
your Profile errors
- Proofread and edit your Concept paper one last
time; submit final draft, draft, peer critique, and invention
activities in your essay folder in class (no electronic backup
necessary).
- Print out and review Portfolio / Analytical
Narrative instructions: word
/ rtf / pdf
Thursday, October 4: Conferences
(all day)
Friday, December 5
- bring draft of analytical narrative to class
- In Class: Final Exam Workshop
Finals Week
Monday, December 8: ********** 9:30 AM in
Physics 2000 **********
- submit completed portfolio
- turn in take home essay part of final exam (750
- 1000 word essay in response to Rodriguez)
- During Exam: Complete six passage
identification questions and answer
Thursday, December 11
- 12-5 PM I will be available in my office to return
graded portfolios (please email me what time you will come by)
Friday, December 12
- 12-5 PM I will be available in my office to return
graded portfolios (please email me what time you will come by)
Assessment Rubric
Paper Evaluation: Although each assignment
will have specific instructions and evaluation criteria, the following
general rubric will apply:
A range papers – Outstanding
An “A” essay answers the demands of
the assignment exceptionally; in addition, it displays particularly
thoughtful or creative insights; it displays few or no mechanical
flaws; it demonstrates complex, varied word choice that is appropriate
to the demands of the essay; it displays a command of sentence
variety and organization; and it may contain stylistic devices
which illuminate the material
“B” range papers – Very
Good
A “B” essay answers the demands of the
assignment effectively; in addition, it displays effective insights
(possibly acknowledging multiple perspectives), has few or no
major mechanical flaws, and has an organization and tone appropriate
to the material.
“C” range papers – Competent
A “C” essay is one which manages to
convey information to the reader competently. It has adequately
logical organization with a clear thesis statement or controlling
idea; it contains coherent and complete sentences, and appropriately
fulfills the assignment; and it does not have so many mechanical
flaws that legibility suffers. Essays with few or no grammar flaws
can still receive a “C”.
“D” range papers – Shows
potential
A “D” essay is one that is appropriate
to the assignment at times, but lacks overall focus or coherence.
It may have several major grammatical errors that make the essay
difficult to understand. Although it is not a passing grade, a
“D” paper shows potential and gestures toward fulfilling
the assignment.
“F” range papers—Clearly
inadequate
A “F” essay has significant flaws in
organization, content, or mechanics that seriously impair its
meaning. It demonstrates an inappropriate or incoherent response
to the assignment.
Top
Community of Writers
For each of us (including the instructor) to achieve
our goals in this class, we must commit to a set of principles
and practices from which we can establish a community of writers
who respect, stimulate, and empower each other. I offer the following
ideas as a working draft of those principles. We can build on
these as the quarter advances.
We each understand that we write in this course
for a public audience (each other)
We each recognize that this course provides each
of us (including the instructor) an extraordinary opportunity
to develop our ability to communicate with others through writing.
Each of us has ideas and experiences to share
with others through our prose and class discussion.
Each of us will arrive to class on time, having
completed all reading and writing assignments according to the
class schedule.
Each of us will treat the other members of the
class with respect, listening attentively while others speak.
In the context of this mutual respect, we will not hesitate
to disagree with each other and offer constructive critical
responses to each other’s compositions.
Each of us understands that racist, sexist, or
otherwise inflammatory language contradicts our commitment to
respect each other and develop our community of writers. It
also violates the standards of the broader UC Riverside community
of which we are a part.
Each of us commits to submitting our own original
work for each assignment in this class (ideas, language, and
assignments taken from others without proper documentation constitute
plagiarism).
Top
Civility
in the Classroom
I would like to welcome all students into an environment
that creates a sense of community, courtesy, and respect; we come
to this classroom to work cooperatively and learn together.
To help us make the most of the limited time we
have together, please make every effort to come to class on time
and to stay until the end of the class meeting unless you have
informed me that you must leave early. I ask that any student
who arrives late to class or misses class come see me during my
office hours before the next class meeting. If you miss
class, you are responsible for all material covered or distributed
in class.
Because we meet in such short sessions--only fifty
minutes--and need to make the most of that limited time, I ask
that you not leave the classroom once you arrive unless you have
an emergency. The same need for focus requires that only one person
at a time is speaking in the class (when we are all working together)
or within a smaller working group. Side conversations distract
surrounding students and me.
Please also turn off all cell phones, pagers, beepers,
and other instruments of communication torment. Think of this
50 minutes as your escape from the outside world. And remember
that the piercing cry of the cell phone has an astonishingly chilling
impact on class discussion and activities. So many times I have
seen myself and other students paralyzed as we all hear that chipper
blast and wonder anxiously whether we forgot to turn off our phones.
Any teacher can tell you that the sight of twenty-three college
students flinching involuntarily can derail even the most insightful
and inspiring of class discussions or activities.
If, after reading this, you feel a little bit offended
that I would have to state such obvious principles of courtesy
here ("after all, we are in college aren't we?"), I
don't particularly blame you. In my defense, I can only say that
it is exactly because we are in a college environment that we
need some reminders about these issues. College liberates us in
so many ways (from parents and other authority figures, from other
people controlling our schedules, and from the normal rules of
human civilization--have you been to a college party lately?)
that we forget to reorient ourselves when we enter a classroom.
Please help all of us enjoy a focused, productive,
and welcoming environment by following the principles of courtesy
and respect that I have outlined here.
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Luis Rodriguez / Always Running
Related Web Sites
Luis
Rodriguez's home page: Has a commercial feel to it,
but also has lots of great information about Rodriguez and his
work.
Luis
Rodriguez: A site designed and hosted by the Steven
Barclay agency (Rodriguez's management company?). Has great links
to interviews, recorded poetry, and other goodies.
American Academy of Poets Luis
Rodriguez page: Not a particularly great page--basic
bio and some good links--but in general this site is a great place
to begin exploring American poets and poetry.
e-poets.network's Luis
Rodriguez Page: Has some interesting audio recordings
of Rodriguez poetry.
Metroactive
(a bay area arts web-site sponsored by Metro newspapers) features
an article based on an interview with Rodriguez about the appropriateness
of Always Running for schools and libraries. Rodriguez defends
his book and places efforts to ban it in a larger context: "In
Rockford, Illinois, when they banned my book, which was the first
time [book banning] was ever done in the Rockford school district,
they went ahead and banned 16 other books," he says. "So
there seems to be more than just my book at stake. There's an
agenda of keeping other voices, certain experiences, certain kinds
of literature out of the hands of our kids. It's bigger than just
Always Running ."
Streetgangs.com:
A chilling reminder of the literal and symbolic importance of
gang life and culture in America. The site features lots of newspaper
stories, articles, statistics, and links to other resources.
The
Violence Prevention Coalition of Greater Los Angeles
has a useful "fact"sheet about gangs in L. A. County.
It cites various "myths" about gang life and offers
factual counterpoints. The site sometimes echoes Rodriguez's perspective
but sometimes also challenges it. Worth a visit.
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Page last updated:
11 March, 2004
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