My
courses aren't canned: I will undoubtedly revise the following schedule
as the quarter plays out in response to how things are going, or if
I get better ideas about stuff, or if heads begin to asplode. This revision
will almost always mean less work or due dates pushed forward; it will
never mean added assignments. Check the schedule frequently (daily would
be best) to stay informed of changes.
It's
possible that your browser may present you with a cached schedule that
is no longer up-to-date, so be sure to manually refresh this page every
time you visit.
Make
reading for this class a daily habit, even if you only manage a few
pages sometimes. Only students who read regularly (and welll)
write solid essays and other assignments, flat out. They also make wonderfully
significant and original contributions to class discussions and forum
threads, are happier to be in class because they have something to share
and the curiosity to hear what others have discovered, and basically
lift the mood of the proceedings overall with their inspiring and pleasant
company. Students who cultivate happiness learn better and help other
people to learn better.
Conversely,
students who try to fake it by skimming and skipping and cramming can't
arrive at sophisticated analyses because they aren't familiar with the
data (the essays) and therefore don't do well on their own essays and
other assignments. They don't have a clear idea about what other people
are discussing in class, and therefore lurk about in the margins not
having much fun and hoping that nobody makes them participate in anything.
I don't say this because this is what teachers say--I've observed the
effects of hurried or incomplete reading quarter after quarter.
Of
course, I want you all to have a wonderful time in the most stimulating
and productive English class you've ever taken, but this largely depends
on your ability to keep up with the reading. You'll simply enjoy the
essays a lot more (and therefore understand them better and have better
ideas about them to take to your own writing) if you're not repeatedly
trying to cram them into your noggin the night (or the hour) before
class.
So
do the reading, ok? But do let me know if your ears start to leak gray
matter, and I can see about making adjustments. I think a little stress
can be a good thing, like using a muscle, but nobody ever learned much
in the middle of an anxiety attack.
One
more thing: the dates for the reading assignments indicate the reading
you should have done by a given day, but they don't mean that we will
discuss a given reading ONLY on the day it's due. The specific discussion
of a given reading may move around a little: this is because I value
your conversation more than this schedule. I'm not going to cut you
off just to keep my schedule tidy. This is just a heads up to avoid
any confusion later.
This
schedule only includes reading assignments and graded writing assignments;
we will undoubtedly work through a variety of in-class drafting and
activity as well.
Week
One: An Introduction to The Process of Ideas
| |
|
| |
|
| 9/24 |
Syllabus
Overview |
| 9/25 |
Introduction
to the Critical Approach |
| 9/26 |
Introduction
to the Critical Approach cont. |
Week
Two: Composing a Reading
(Conferences
this week!)
| 9/29 |
Writing
Due: IWA #1: Undivided |
| 9/30 |
In-class
reading: "Double Take"
(pp. 102-104) |
| 10/1 |
In-class
reading continued: "Double Take" |
| 10/2 |
Reading
Due: "Sleepy Head" (pp. 170-172) |
| 10/3 |
Introduction
to "Badlands" |
Week
Three: Reading With Purpose
| 10/6 |
Writing
Due: IWA #2: Marking a Text
Reading
Due: "Badlands" (pp. 13-28) |
| 10/7 |
Working
with "Badlands" |
| 10/8 |
Working
with "Badlands"
Introduction
to Descriptive Outline |
| 10/9 |
Working
with "Badlands" |
| 10/10 |
Working
with "Badlands" |
Week
Four: Gathering, Organizing, Responding
| 10/13 |
Writing
Due: IWA #3: Descriptive Outline for "Badlands" |
| 10/14 |
Reading
Due: "The Cipher in Room 214" |
| 10/15 |
Working
on "The Cipher" |
| 10/16 |
Working
on "The Cipher" |
| 10/17 |
Working
on "The Cipher" |
Week
Five: Consolidating the Analytic Moves
| 10/20 |
Writing
Due: IWA #4 |
| 10/21 |
Reading
Due: "Notes on the Space We Take" |
| 10/22 |
|
| 10/23 |
|
| 10/24 |
|
Week
Six: Interpretive Contexts: Rhetorical Analysis
| 10/27 |
Writing
Due: IWA #5 |
| 10/28 |
Reading
Due: "The Truth About Cops and Dogs" |
| 10/29 |
Reading
Due: "Pimp" |
| 10/30 |
|
| 10/31 |
|
Week
Seven:
Interpretive Contexts:
Cultural/Historical Perspectives
| 11/3 |
Writing
Due: IWA #6 |
| 11/4 |
Reading
Due: "Wild Flavor" |
| 11/5 |
|
| 11/6 |
|
| 11/7 |
|
Week
Eight: Still More Interpretive Contexts: Reader
Response
| 11/10 |
Writing
Due: IWA #7 |
| 11/11 |
Veteran's
Day |
| 11/12 |
Reading
Due: "Trapeze Lessons"
|
| 11/13 |
|
| 11/14 |
|
Week
Nine: Evolving
an Idea
| 11/17 |
|
| 11/18 |
|
| 11/19 |
Writing
Due: IWA #8 |
| 11/20 |
Writing
Due: Critical Analysis Essay Proposal |
| 11/21 |
|
Week
Ten: A
Return to Revision
| 11/24 |
Writing
Due: Critical Analysis Essay Working Draft |
| 11/25 |
|
| 11/26 |
|
| 11/27 |
Thanksgiving |
| 11/28 |
Thanksgiving |
Week
Eleven: The
Question of Style
| 12/1 |
|
| 12/2 |
|
| 12/3 |
|
| 12/4 |
|
| 12/5 |
Writing
Due: Critical Analysis Essay Evaluation Draft |
Final
Revisions/Portfolio Due December 12, 12-4 pm, Hu 357
ek
Ten
Week
Eleven
