Eng 1102: Research & Writing as Being, in the Academy, in the World

Fall 2018

Week 1

Monday Aug 20

Wednesday Aug 22

Introduction to the course & syllabus

Dialogue: What is writing? What is good writing?

Writing: Tell me something about yourself few teachers know about you. Also, tell me something you think will help me understand your thinking, your writing, and your work in this course this semester.

Grading contracts signed and submitted.

Double entry notebook introduction and practice.

Intro to Project 1: The Notebook

Dialogue: What does success look like for this project?

In-class writing: In a “double entry notebook” write about the poem given in class.

Homework: Read Ann Berthoff’s F/T/W (“Introduction,” and “1. The Composing Process is a Continuum”)

In your notebook, on the left side of the page, write about what the reading makes you think about or feel or remember. (Leave the right side blank.)* You might include quotations or “glosses” from the book (include page number)

*We will place all of our initial compositions on the left side.

Grading contracts; Intro to Project 1: The Notebook

In-class reading: F/T/W pp 8-10

In-class writing: Record, using quotation marks, 2-3 passages from the reading that seem meaningful or important to you.

Dialogue: What do you think about what you’ve read? What do you think about what you’ve written?

Homework: Read the handout chapter from Ann Berthoff’s F/T/W (“Introduction,” “1. The Composing Process is a Continuum, and “2. Observing; Observing Your Observations; Observations on Observing,” pp 8-12)

In your notebook, record, using quotation marks and page numbers, 2-3 (or more) passages from the reading that seem meaningful,  important, or confusing to you and, on the right, explain why you’ve chosen them, comment on the meaning being made there.


Week 2

Monday Aug 27

Wednesday Aug 29

The Notebook

Dialogue: Is the project easy? What do you notice about your mind when you write?

In-class writing: Natural object drawing and response

Dialogue: What did you you notice? What does this exercise have to do with the reading? With writing?

Homework: Read F/T/W i.2 (pp 12 - 28)

Homework: write each day (10 days in a row) for 10 minutes “in response to” your natural object:

  • ask it questions
  • let it answer back
  • record your observations of it
  • let it spark memories and feelings and dreams in you (but always come back to the object)

Bring the object with you for next class.

Continue composing your “natural objects” daily journal.

The Notebook

Dialogue: What did you think about the reading? Did it shape your daily observation? Why or why not? How?

In-class writing:Continued “daily journal” entry (3rd?)

In-class reading: “3. Seeing relationships: Paragraph Sequence I” (28-30)...While you read, write your “observations,” of what you’re reading on the left side of your notebook.

Dialogue: What kinds of things did you write when reading “Sensory Knowing: Muir’s Girnel”

Homework: Complete the reading and response initiated in today’s class in your notebook. Also, in a new entry (maybe Wednesday?), look back at the work you’ve done so far in the class. On every page of your notebook is evidence of how your mind composes. What do you notice about how your mind composes? What is it that you tend to do in your writing? Give one or two examples of this, referring to the date of entry and quoting your work, and explain how that work illustrates your answer.

Optional: Read and “consider” (in your notebook) any of the following exercises: “Interpretation: Arnheim’s Droodles,” p. 32; “Oppositional Structures: Ogden’s Starfish,” p. 33, “Re-cognition: Barfield’s House,” p. 34, “Forming: Langer’s ‘Things,’” p. 38, “Forms of Limitation: Whitehead’s Squirrel,” p. 40, “Thinking about Thinking: Burke’s Trout,” p. 41.


Week 3

Monday 03 Sept

Wednesday 05 Sept

Labor Day: No class

The Notebook

In-class Writing: “Physiognomic Knowing: Gombrich’s Ping/Pong”

Dialogue: How did your mind work during ping/pong?

Homework: Read “4. Form Finds Form” (43-63); Record responses in notebook. Complete TWO “assisted invitations” in your notebook.

Optional: 1) record your observations as you read (and then observe your observations: what is your mind doing when you’re reading? 2) complete more “assisted invitations”

Week 4

Monday 10 Sept

Wednesday 12 Sept

The Notebook

Dialogue: What did you think about a list as a composition?

In-class reading: “Naming and Defining: Chaos and Dialectic” paragraph

In-class writing: Assisted invitation 63-64

Homework: Generate another “chaos” (steps 1-7).

Read pp 66-79: What do you think about this “method” of writing? Record response in notebook, then complete two of the “assisted invitations”

The Notebook

Dialogue: What is ‘HDWDWW’ and how does it work?

In-class writing: Take notes as we, as a class, complete several “assisted invitations” in response to HDWDWW (74, 77)

Sign-up for next week’s assessment conferences.

Homework: In preparation for our conference, go back and read all of the left-side notes you’ve taken over the course of the last several weeks. Count each entry and record the number. Then take notes on the right side about your notes: what is your mind doing? When do you find something surprising or interesting happening in your writing? Is reading the writing easy? Clear? When is the writing confusing or muddled? Why do you think so? Bring your notebook to our meeting.


Week 5

Monday 17  Sept

Wednesday 19 Sept

The Notebook

Assessment conferences:

  1. How did you do on the project? Does it achieve the project goals? Does the work qualify as “A” quality work? Is that what you’re going for?
  2. Project 2: Definition Essay

A) Compose a “Chaos” for this assignment for two different terms or phrases

  • B) Read “2: Forming Concepts” (79-111) and respond to this reading in your notebook (record by date or/and by page #) (which one? why?).
  • C) Also complete 2 “assisted invitations” (Optional: do more; visit the writing studio with your project description, notebook, and an intent to brainstorm ideas with a tutor)

The Notebook

Assessment conferences (cont.)

Week 6

Monday 24 Sept

Wednesday 26 Sept

The Definition Essay: Introduction (review)

Dialogue:  Let’s generate a list of words, a chaos, surrounding the word “XXXX” (you choose). Let’s generate a list of opposites, then a classification. Let’s write some sentences: HDWDWW regarding “XXXX”? Now let’s combine them.

Homework: In your notebook, compose a “checklist of relatedness” in the form of questions based on the model on page 77. Complete the “assisted invitation” exercises on pages 77 & 78 for at least 20 words or word/sets. Then compose one paragraph focusing on one aspect of relatedness associated with your term.

The Definition Essay

Dialogue: in small groups, discuss the words you’ve chosen and why. One person takes notes while the other person speaks. Here you might want to read and discuss the paragraphs generated for homework.

In-class writing: Rewrite your notes so that they will make sense for your groupmate. Then, in your notebook, write about what changes you made and why you made them. Give your mate the notes you composed for them.

Homework: In your notebook, play with structure/sentences/punctuation: Create model sentences based on those offered on page 81. Then find “out there” two sentences you really like: “workhorse sentences” (p. 82). Copy them into the left side of your notebook. Read pages 83-88  (taking notes). Then, complete the writing requested in steps 1-5 (page 89) for a new potential word for this project. End with composing a paragraph or more establishing a concept and “using the opposite case.”

Optional: compose a paragraph in which you “describe a person or place, using the opposite case” (88)  or complete the “assisted invitation on page 94 “Consider a part of the country you know well…”


Week 7

Monday 01 October

Wednesday 03 Oct

The Definition Essay:

Dialogue: Share and discuss some of the sentences you’ve brought to class from the homework.

In-class writing: On the right side of your notebook, respond to the sentences brought for homework. What relationships are articulated in the forming of those sentences? Explain them.

Dialogue &  Review: What are we doing (revisit project description)? Why?  What are we learning? Why? How is it affecting the way we write, read, think, live? What about research?

In-class writing: How might research help you build a stronger case for your definition?

Homework: Read pages 94 (“Defining”) to 112, taking notes,  and complete the “assisted invitation” at the top of page 99. Optional: other “assisted invites”...

The Definition Essay

Dialogue: Beginning Research

In-class writing: “Notes”: Primary vs. Secondary research.

Homework:Do some research.

Find 3 sources (cite each one with an “end citation”... choose APA or MLA)

Quote something useful from each source

Paraphrase each quotation:

Explain what you find interesting and useful about each quotation; how can do the ideas forming in the quoted material affect the way you think about your term or idea? Be specific.

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Week 8

Monday 08 Oct

Wednesday Oct 10

The Definition Essay

Dialogue: Read and discuss the given quotation. Paraphrase it. What can we learn about writing & thinking & meaning through this exercise?

In-class writing: Compose a paragraph of our “definition essay” (left side)

Homework: Read pages 167-173, take notes, and complete the “assisted invitation” on page 170 (“12 jumbled sentences”).

The Definition Essay

Dialogue: Review the notion of INTERPRETATION. What’s the difference between paraphrase & quotation? What kinds of sources should I use? Why? How do I choose?

How to use sources (not just “add” them)....

In-class writing: Compose a paragraph of our “definition essay” (left side) using research

Week 9

Monday 15 October

Wednesday 17 October

Project 3: The Digital Notebook

Dialogue: What is “digital media”? What does it have to do with making meaning? With reading and writing?

In class writing: Read GSU FYGW Chapters XX. Blog setup docs, and Writer/Designer XXX; generate a chaos of terms to help us form an understanding of digital media

Homework: set up a DoOO website with a blog platform. Keep a d.e. notebook record of the process. What choices are you making? Why?

In-class writing: Compose a “paragraph review,” a la 180-181 guide, of the paragraph composed for the project (use right side); sign up for conferences.

Homework: Read pp 173 “Revising” to 188, taking notes (left side). Then complete the Definition Essay Project.The Definition Essay

**The Definition Essay: Continue crafting your essay for submission week 10; in class we will move on to the digital notebook project

Assessment conferences:

The Digital Notebook

Dialogue: Let’s bring our chaoses together. What meanings have we generated forming the concept of digital composing? What happens when we mesh chaoses? (digitech/physitech)

In-class writing: DoOO WP Blog set-up

Note your design choices on the left side of your notebook. Read three “About Me” pages of blog sites you admire, and in notebook, left side, write as you read.

Dialogue: Let’s discuss the “About Me” pages you found. Why did you choose them? How are they composed? Why are they composed that way? How might they have been composed differently?

In-class writing: Establish a category of “Notebook.” Compose a post in which you examine the “right side” notes in your notebook. Write a blog post (not a page) saying something about those right side notes: What do they teach or reveal to you about how your mind works?

Homework: SGTW pp. ##, ##, ## On the right side of your physitech notebook,, respond to your left side writing: what is your mind doing in the notes to the left? Compose an “About Me” page for your site.

**The Definition Essay: Continue crafting your essay for submission week 10; in class we will move on to the digital notebook project           Assessment conferences THURSDAY, FRIDAY, MONDAY, TUESDAY:

How did you do on the project? Does it achieve the project goals? Does the work qualify as “A” quality work? Is that what you’re going for?

Week 10

Monday 22 October

Wednesday 24 October

The Definition Essay

Assessment conferences:

How did you do on the project? Does it achieve the project goals? Does the work qualify as “A” quality work? Is that what you’re going for?

The Definition Essay

Assessment conferences:

Week 11

Monday 29 Oct

Wednesday 31 Oct

The Digital Notebook: Intro to the project

TRIP TO THE NAMES PROJECT Foundation and the AIDS quilt

In-Class writing: Take notes about what you hear and see; take photo of the panel you choose

Homework: In D.N., compose a page that introduces, in your own words, the NPF and the AMQ. Then compose a post reflecting on the writing you did in your notebook (#MIA...Mind in Action)

The Digital Notebook: Primary Research & Thick Description

Week 12

Monday 05 November

Wednesday 07 November

The AIDS Memorial Quilt: A Personal Research Project

Secondary Research

The AIDS Memorial Quilt: A Personal Research Project

Secondary Research

Week 13

Monday 12 Nov

Wednesday 14 Nov

The AIDS Memorial Quilt: A Personal Research Project

What’s your message?

POSTER Creation

The AIDS Memorial Quilt: A Personal Research Project

POSTER Creation

Sign up for final assessment conferences

Homework: Over the break, continue working on your poster, move into composing your final research project (a paper or a website). Also, in preparation of our final assessment conferences, compose a notebook entry (digital or physical) that thinks about the process of writing this final project. Come prepared to dialogue about the project, the course, and writing in general. We will also discuss your grade.


Week 14

Monday Nov 19

Wednesday Nov 21

The Digital Notebook: The AIDS Memorial Quilt: A Personal Research Project

THANKSGIVING BREAK

The Digital Notebook: The AIDS Memorial Quilt: A Personal Research Project        

THANKSGIVING BREAK

Week 15

Monday Nov 26

Wednesday Nov 28

Friday Nov 30

The Digital Notebook: The AIDS Memorial Quilt: A Personal Research Project

Final Assessment Conferences:

The Digital Notebook: The AIDS Memorial Quilt: A Personal Research Project

Final Assessment Conferences:

(Poster Presentation at the NPF)?

Week 16

Monday Dec 03

Compose, in class, Project #5: Written Final Assessment

LAST DAY OF CLASS