FIQWS: Fall 2018 Phase 2 Calendar
Abbreviations:
HW = Homework due that day is in bold*
IC = In class activities and discussions
BB = Blackboard
UTSA = Upload to Submit Assignments
BTC = Bring to class
Note: You are required to “BTC” all readings. While you are asked to print and BTC only some assignments, it is recommended that you have access to all reading and all assignments every class (in print or on your laptop/phone). This is because we’ll likely refer back to previous assignments/readings.
*Check BB every night for further explanation of HW and assignments
| Date | Topic Section | Writing Section |
|
W 10/3 |
HW: Read and annotate Anzaldua’s “How to Tame a Wild Tongue” (pages 33- mid-40). Compete and UTSA a “Charting Worksheet” (on BB) where you chart each section in her article (2-4 sentences each section). IC: Discuss Anzaldua. |
HW: Read about summary in They Say I Say (Chapter 2 on BB). Print and BTC a copy of Rolling Stone article “Donald Glover’s ‘This Is America’ Is a Nightmare We Can’t Afford to Look Away From” (found under Readings on BB)
IC: Demo setting up WordPress site. Activity: What is a summary, what is it not. Introduce the summary assignment. |
| Week 7
M 10/8
|
NO CLASS |
NO CLASS |
|
W 10/10 |
HW: Finish reading Anzaldua’s text. Then complete and UTSA a “Charting Worksheet” AND a “rhetorical Situation Worksheet” for Anzaldua.
IC: Discuss Anzaldua. Introduce and practice using the rhetorical précis format for summary. |
HW: Activate ID/Library card before Wednesday’s class.
IC: Class meets 11:00am in the Student Technology Center, Cohen Library, room # STC2 Librarian will introduce resources available to CCNY students and help students navigate the library website. |
| Date | Topic Section | Writing Section |
| Week 8
M 10/15 |
HW: Read and annotate MacNeil’s “English Belongs to Everybody.” Complete and UTSA on BB a rhetorical worksheet AND rhetorical précis for MacNeil.
IC: Discuss and analyze MacNeil. Discuss topic ideas for researched exploratory essay. |
HW: Email yourself or upload onto a hard drive a copy of your Language & Literacy Narrative, accompanying visuals and audio artifacts, etc. Review/Skim “A Brief Intro to WordPress” and “Opening A WordPress Account” on BB.
Print and BTC the rhetorical worksheet and rhetorical précis for MacNeil’s essay IC: Class meets 11:00am in the Student Technology Center, Cohen Library, room # STC3. Begin summary. assignment. Developing WordPress sites.
|
|
W 10/17 |
HW: Read and annotate Wolfram’s “Everyone Has an Accent.” Complete and UTSA on BB a rhetorical worksheet AND rhetorical précis of Wolfram.
IC: Discuss and analyze Wolfram. Introduce Exploratory Essay Assignment. |
HW: Summary Assignments are due – write and UTSA on BB a 1-2 page summary of either MacNeil or Wolfram, drawing on the rhetorical précis model.
Print and BTC June Jordan’s “Nobody Means More to Me Than You and the Future of Willie Jordan” (on BB)
IC: Practice citations. Read June Jordan’s “Nobody Means More to Me Than You and the Future of Willie Jordan” and discuss topic ideas for EE. In class writing activity – brainstorm proposal for essay. |
| Week 9
M 10/22 |
HW: Read and annotate Lippi-Green’s “Accent, standard language ideology, and discriminatory pretext..” (163 to top of 185). Complete and UTSA on BB a “Charting Worksheet” for every section and sub-section in her article.
IC: Discuss Lippi-Green and the range of topics our course texts expose. |
HW: Read and BTC “Evaluating Sources Handout”. Write a brief description of your topic idea. UTSA on BB and BTC.
Bring back to class – copy of June Jordan’s passage.
IC: BTC June Jordan’s “Nobody Means More to Me Than You and the Future of Willie Jordan” Review source evaluation, integration, and synthesis. Meet in small groups to share topic ideas and give feedback. |
|
W 10/24 |
HW: Finish reading Lippi-Green’s “Accent, standard language ideology and discriminatory pretext..” Complete and UTSA on BB a “Charting Worksheet” AND “Rhetorical Situation Worksheet”
IC: Discuss Lippi-Green. Draw connections between the various course texts. Putting texts in conversation activity.
|
HW: Review annotations and rhetorical situation worksheets from at least 3 course texts. Select and copy down 3 excerpts (1-4 sentences) for each text that you find most meaningful (for a total of 9 quotes). Be sure to add quotation marks and cite page numbers. UTSA and BTC.
Print and BTC Zadie Smith’s “Getting In and Out” (on BB) IC: Practice composing synthesis. Workshop thesis and dialogue—using Zadie Smith’s “Getting In and Out” |
| Date | Topic Section | Writing Section |
| Week 10
M 10/29 |
HW: Locate 1 additional peer-reviewed source and 2 videos, articles or sources of your choice for your essay. Summarize the sources (one paragraph each), UTSA and BTC. IC: Midterm Reports while students work independently organizing sources and outlining essay. |
HW: Locate 1 additional peer-reviewed source and 2 videos, articles or sources of your choice for your essay. Summarize the sources (one paragraph each), UTSA and BTC.
IC: Midterm Reports while students work independently organizing sources and outlining essay. |
|
W 10/31
|
HW: Using the outline created in class and the guidelines on BB, write a draft of the Researched Exploratory Essay. UTSA and BTC 2 copies.
IC: Peer review: exchange essays with one student. Complete peer review using questions on the board. Exchange with another student and complete the same process.
|
HW: Using the outline created in class and the guidelines on BB, Write a draft of the Researched Exploratory Essay. UTSA and BTC 2 copies.
IC: Peer review: exchange essays with one student. Complete peer review by answering questions on the board. Exchange with another student and complete the same process.
|
| Week 11
M 11/5 |
HW: Due Researched Exploratory Essay and Cover Letter. UTSA on BB.
IC: Class meets 9:30am in the Student Technology Center, Cohen Library, room # STC2.
|
HW: Due Researched Exploratory Essay and Cover Letter. UTSA on BB.
IC: Debrief the EE essay. Introduce phase 3. |
