REMINDERS, TASKS, DEADLINES, HOMEWORK, & PREP THIS WEEK

 

Office Hours: Wednesday, November 18th, 1:00pm – 3:00pm EST

Link is on Blackboard!

Help me help you!

I. Project #3 Deadline:

The Project #3 deadline window is Tuesday, November 17th at 10:00pm EST thru Thursday, November 19th at 10:00pm EST. [Submissions coming in after Thursday at 10pm will be considered late and will be subject to a late-penalty; each will be addressed on a case-by-case basis.]

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Please BE SURE to review all elements of the rubric before you submit the project.

Rubric linked here!

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The entire project shall be submitted in three separate documents as follows:

1. Field Notes – Google doc, Word doc, PDF (no other formats, please)

2. The Research Report – Google doc or slides, Word doc, PDF (no other formats, please)

3. Postwrite – embedded in email or as separate Word, Google doc, or PDF document [the Postwrite does not belong in your Field Notes or in The Research Report]

4. Send or share all with: ENGLAssignments.Briggette@gmail.com

 

II. READING for Friday, November 20, 2020:

Class will occur on Zoom!

1. Silverman & Rader, “Reading & Writing About Technology,” from The World is a Text

[As always, the reading will be posted in our Course Readings folder!]

2. Be prepared to share ideas about the reading as well as the “technologies” that you use in your everyday lives.

3. I will introduce Project #4 in class!

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Lindy’s Friday Obsession: Plants! At the start of the semester, I brought a number of beautiful plants to my office. I have a wonderful window and window sill with great light. The green of plants has always helped me feel more connected to nature (which I need!), and I love having a collection of plants. Yesterday, I brought all my office plants home, and now—just as others might have a “gallery wall”—I have a plant wall. See it here! I have a large Ikea shelf with all kinds of green! It makes my living space just a hair brighter during this pandemic life!

 

Office Hours: Monday, November 16, 2020

2:00pm – 4:00pm

Link is on Blackboard.

Pop in to ask me anything!

 

HOMEWORK & PREP FOR TUESDAY, NOVEMBER 17, 2020:

 

I. COMPLETE & POLISH ALL OF PROJECT #3:

Your only goal between Friday Nov. 13 and Tuesday Nov. 17 is to finish and polish the entirety of your Project #3. That might include:

• Ensuring that your entire research process (research methods/steps + reflections + brainstorms) is described in your Field Notes and formatting from the rubric is adhered to.

• You’ve followed and composed all sections of The Research Report (Title, Abstract, Introduction, Discussion, Conclusion, Work Cited/References)

• Your Discussion section Headings capture themes from your research; each offers various pieces of evidence; and, throughout, you address ideas of rhetorical ecology as they relate to reading and writing practices within your discourse community.

• You’ve incorporated quotations and scholarship in contextually appropriate ways and ideas therein are fully discussed.

• You’ve begun a final polish that includes reviewing and meeting the requirements under “Tone, Language, Grammar, Mechanics” on pg. 3 of the rubric.

 

For those who did not participate in the Workshop on Fri. Nov. 13th, you will have the option to make up half of the 20 points you missed. When the assignment is ready, I'll post it here to the homework page.

 

In my letter at the beginning of the semester, I noted that asking for help is a necessary life-skill, and it’s okay if you’re just learning that skill now. I believe every. single. one. of. you. is capable of successfully finishing this complex project; however, I cannot help you if you do not ask for help.

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FOR CLASS ON Tuesday, November 17 (on Zoom, as is our usual plan):

• Just a note to remind you that The Research Report is a particularly formal document that is meant to be prepared for a formal audience (with high status here on campus).

• In class, I'll dedicate some time on final polishing steps and check-lists.

• I'll also give you a bit of time to work on your final polishing steps and the postwrite. 

 

!!  PROJECT #3 DEADLINE  !! 

The deadline timeframe for Project #3 is Tuesday, Nov. 17th at 10:00pm to Thursday, Nov. 19th at 10:00pm. You're submitting Field Notes, The Research Report, and a Postwrite (all separate). 

Feel free to submit early! A late submission will result in a reduction of points earned.

 

Heads up for last 4 weeks:

• Project #4 (in which you will teach someone else about rhetoric) will be announced and assigned on Friday, November 20th, and it will be due on Tuesday, December 8th.

• The Final Reflective Digital Portfolio (which will be a slides presentation) will be made available during the last week of class and it will be due on Friday, December 18th before 10:00pm (hard deadline, no extensions can be made).

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Office Hours: Wednesday, November 11, 2020

1:00pm – 3:00pm

Zoom link is in Blackboard. Pop in to ask me anything!

 

HOMEWORK & PREP FOR FRIDAY, NOVEMBER 13, 2020

!! Friday's Peer Response Workshop will occur on Zoom !!

 

I. Project #3 Draft Expectations for Peer Response Workshop:

I expect that you will have a working-draft of your Discussion section (for The Research Report) ready for Friday’s Peer Response workshop.

That means:

• A short intro paragraph for the section as a whole,

• At least two to four headings that identify patterns, themes, or characteristics you’ve identified/witnessed,

• At least 2-3 paragraphs written out with evidence/examples that support each of the headings.

• If you have other parts written, you can get feedback on those, too.

• It doesn’t have to be perfect, but it should be written out in full sentences and paragraphs. The more you write now, the more you have to work with later.

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If you have no idea what I am referring to re: the Discussion section items above, please review the two models I’ve created for The Research Report. The Discussion section is a crucial element of this project and it will need the most amount of writing, revision, and tweaking--and time. Hopefully you've started the thinking and writing, and perhaps write a little bit every day this week.

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Update: Before the workshop on Friday, be SURE to review the details of what is expected in the Discussion section in both the assignment and the rubric. If you're not sure how The Research Report should look, review the models for ideas and guidance (they also offer details of what's expected).

All materials are in Course Assignments folder here!

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QUIP: Review your Reading Group members' posts on Quip this week. Please make 1 comment on each member's post. This process is to help you all learn from each other -- use each other as resources!

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II. PEER RESPONSE WORKSHOP PROCESS - Fri. Nov. 13:

Friday’s Peer Response Workshop will occur in PAIRS across the whole class, not just within your Reading Groups. I’ll send out assignments on Thursday night (via email) so you can plan to share your projects with each other sometime before the start of class on Tuesday. I’ll be putting you all into Breakout Rooms of 2! (This plan is based on your feedback, which was SO INCREDIBLY HELPFUL!)

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In order to get the full 20 points for this part of Project #3:

• You must send me a draft of your Research Report thus far before the start of class on Fri. Nov. 13. (Send to ENGLAssignments.Briggette@gmail.com). If I don't get a draft, I'll assume it's not written.

• You must have the elements completed that I note above. (And more, if you're ahead!)

• You must fully participate in the Peer Response workshop, which means you give feedback on a classmate’s draft and you have a draft for a classmate to review.

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--> If you do not have a draft ready, you will still be expected to review your partner's draft.

--> If you will not be ready for the Peer Response workshop or cannot attend, please let me know at least 24-hours in advance so I can make alternate plans for your partner and work out a plan with you individually.

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Heads up for Tuesday, November 17:

As The Research Report is a particularly formal document that is meant to be prepared for a formal audience (with high status here on campus), I'll dedicate some time on Tuesday to final polishing steps. I'll also give you a bit of time to work on your own final polishing steps and the postwrite. 

The first final deadline for all of Project #3 is Tuesday by 10:00pm E.S.T (aim for this one!)

The extension will go to Thursday, Nov. 19 by 10:00pm E.S.T.

(There will be a brief reading assignment due for Friday, Nov. 20th to jumpstart Project #4.)

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Office Hours Monday – !! Changed time !!

Monday, November 9th from 1:30pm – 3:30pm

Let’s chat about your research progress!

 

Lindy’s Friday Obsession: Like most US citizens right now, I’m refreshing news outlets like crazy. It’s totally unhealthy, isn’t it! BUT at the same time, I’m reading a book called Breath by James Nestor. It’s completely fascinating. He researched the varying ways in which breath and breathwork can affect and heal the body. As a life-long yogi, I’m into learning as much as I can about staying calm and grounded during what many consider dark and divisive times. Breath to the rescue!

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HOMEWORK & PREP FOR TUESDAY, NOVEMBER 10, 2020

I. CONTINUE WORK ON PROJECT #3

Your primary task is to make forward progress on your own research process. (The space close reading(s), the artifact rhetorical analyses, the interviews, and the scholarly article.)

• By Tuesday you should have a document with most of your Field Notes completed…right now, bullets and casual notes are fine to work with, if that’s what you have.

• By Tuesday you should re-read your own notes to start making sense of them.

You might start asking yourself: What does this all tell me about reading and writing in the discourse community? How are members and artifacts and communication connected? What are a few patterns that I can see from all this information? 

THIS THINKING PROCESS will set you up to be successful in composing The Research Report.

If you’re in a place to, start working on your Discussion section of your Research Report.

 

Be sure to that you’re reviewing the following items as you go:

Project #3 Assignment, Rubric, Models for The Research Report (written and slides)

 

II. Rhetor Reflection #9 – due before the start of class

Read through whatever you have done for your Field Notes – really read them closely so as to understand your discourse community (in general) and its methods of reading, writing, and communication.

Then:

1. If I were to ask you, “What are few characteristics of the discourse community, based on information you’ve gathered thus far?” – how would you answer?

2. If I were to ask you, “What are some of the values and expectations that play a role in how members communicate within the discourse community?” – how would you answer?

Please write up a brief response to these two questions for your RR #9 (no word minimum). This thinking is what will lead you into writing The Research Report (in other words – this thinking is a crucial step for discovering or establishing what patterns and/or themes you might write about).

• Send to ENGLAssignments.Briggette@gmail.com before class on Tuesday.

• Post your response to Reading Group “Rhetor Reflection Discussions” on Quip just before or just after class. (Then I’ll ask you all to read and comment on each others’ responses throughout the week.)

As a reminder, this interaction on Quip counts toward your participation grade

(worth 12% of the course) for this semester.

 

III. PREP for Class on Tuesday – via Zoom!

In class, I’ll facilitate a workshop that will help you make sense of your Field Notes and reflections in preparation for writing the Discussion section of The Research Report. The Discussion section is the KEY to a successful Research Report!

• We’ll talk about making meaning from your data, using evidence to back up any patterns or themes you identify, and working with ideas and quotations from other sources. (For one example on strong quote integration, review slide #12 in the slides model here.)

• I will end up doing a lot of the talking on Tuesday (which is never ideal); however, at key moments, I will be asking everyone to participate!

 

Happy Reading & Writing everyone!

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PREP & HOMEWORK FOR FRIDAY NOVEMBER 6, 2020:

I. PROJECT #3:

All work for class should be geared toward completing the Research Process, writing Field Notes, and documenting patterns or themes that you begin to notice about reading and writing practices in your discourse communities and their spaces (for The Research Report).

• Review full assignment & rubric here.

• Review Fri. Oct. 30 slides (w/ research process & details) here.

• Review scholarship menu here.

Also, I am working on written & slides models to guide your writing of The Research Report, but start yours in a way that feels right (do not wait for models to be posted).

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II. QUIP:

Please read through your Reading Group members' Quip posts from T. Nov. 3, and respond at least once to all members' posts (which should be in the Rhetor Reflection Discussion document).

• This will be helpful for brainstorming and offering ideas for each other. (You are in a discourse community yourselves - take full advantage!) :-)

 

III. FRIDAY'S CLASS: 

In place of Friday’s usual class meeting, I’m hosting optional one-on-one consultations for you all to continue speaking with me about Project #3. It’s a good time for you to focus your energy on your own progress and continue with your research steps; these consultations give you both the structure to stay accountable as well as the space to get things done. (No official class meeting will be held.)

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Please review the process and sign-up options here, and they will occur on ZOOM.

There are many options on both Thursday and Friday to choose from. And, even if we have talked this week, I invite you to join me again for a consultation on how things are going!

(The Zoom link is in the sign-up work sheet!!)

 

Heads up for Tuesday, Nov. 10: I will facilitate a Research and Writing Workshop focused on writing through The Research Report, working with quotations and citations, and making forward progress with your working-drafts.

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Lindy’s Friday Obsession: Funny dog videos!! I need ‘em bad!

 

Office Hours: Monday, November 2, 2:00pm – 4:00pm

(Link is on Blackboard!)

 

HOMEWORK & PREP FOR TUESDAY, NOVEMBER 3, 2020:

I. Continue Research Process

Identify three steps you can begin or continue—and perhaps complete—before Tuesday. And DO THEM!

• Write your interview questions and email your interview participants, or set up a Zoom chat!

• Spend time in your physical or digital spaces!

• Review the various articles I made available to you! Review the scholarship options HERE!

• Be kind to yourself and know that YOU GOT THIS!

Whenever I feel overwhelmed by something, my amazing partner Mike reminds me to be like a small ant moving one pebble at a time. Be like small ants and aim to move your pebbles, one by one. That’s all you need.

 

II. Rhetor Reflection #8 – due before the start of class (aim for 300-400 words for this one)

You can either embed your response in the body of an email or attach a doc/PDF…

1. Attach any notes you’ve taken thus far (an official document that is your Field Notes in progress) or reflect upon why you do not yet have Field Notes started.

2. What advice do you feel like you need right now? What can Dr. B do to help your forward momentum on Project #3?

- Submit to ENGLAssignments.Briggette@gmail.com

- On or before Tuesday, please also share what you’ve worked on with your Reading Group on Quip.

Share ideas and progress, and feel free to ask for advice or offer suggestions.

 

III. FOR TUESDAY'S CLASS:

Studies show that writers who make time to write together are able to hold each other and themselves accountable for their writing goals and tasks. And they tend to meet goals more often, individually and as a group. This is one reason why you’re in Reading Groups this semester...to spend time together reading, writing, and understanding each other's goals.

 

As such – Tuesday will be an optional Research & Writing Workshop, to be held via our usual Zoom.

• Join class to hold yourself and your classmates accountable for work dedicated to this project.

• Spend some dedicated time working through tasks, writing up Field Notes, and making new knowledge about your discourse community.

• You'd be amazed at how much you can get done throughout sustained writing moments.

• PS: I think Election Day should be a national holiday - did you all get out to vote?

If you’d like, you can also spend time in your Reading Groups to talk about your progress. And you can consult with me individually about your project (I’ll find a way to put two of us in a breakout room). Decide now to USE THE TIME WISELY!

--> If you end up not coming to class on Tuesday, I will expect you to check in with me during Office Hours on either Monday 11/2 or Wednesday 11/4.

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OFFICE HOURS: Wednesday, October 28, 1:00pm - 3:00pm

(Zoom link is on Blackboard!)

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HOMEWORK & PREPARATION FOR FRIDAY, OCTOBER. 30

 

I. STEPS FOR BEGINNING RESEARCH for Project #3, your Case Study in Rhet Ecology:

You should spend the time you’d allocate to reading and writing for our homework assignments to starting your research process. (Consult with me if you’re not sure what to do.)

[This project is both to work through your knowledge of rhetorical ecology but also to help you gain/build 

self-motivating, organization, and time-management skills. All crucial life skills.]

• You might choose a space/location to work with and perhaps try to spend a bit of time there, making observations about reading and writing practices, and taking notes (for a close-reading).

• You might identify other members of the community whom you might want to interview for this project, and perhaps even reach out to them to ask them if they are willing to participate.

• You might identify a few of the different genres from the discourse community so you can choose artifacts for the project…thinking about your options ahead of time will allow you to make some strategic choices.

• Update: THE RUBRIC IS NOW IN ASSIGNMENTS FOLDER! Review where necessary.

 

II. RESEARCH WORKSHOP IN CLASS, 10/30:

We’ll go over how to start and conduct each research method and you’ll outline a timeline and plan for working through and completing Project #3 (continue to review the assignment here, if needed). Bring your calendar or be sure to have access to your full weekly schedule. (You will most likely have time to work on your own as well.)

Campus students, meet in classroom.

Remote students, join us via Zoom.

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III. Options to Review RE: Field Notes:

https://libguides.usc.edu/writingguide/fieldnotes

http://www.engagingcommunities.org/writing-fieldnotes/4a-rhetorical-strategies-for-writing-observations/

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HEADS UP: For Tuesday, the focus of the RR will be related to research steps you've taken thus far (so you’ll be expected to begin your research before then), which will then give you something to write about and reflect upon.

 

PS: If your inclination is to rationalize to yourself “I have plenty of time,” and figure you'll start later, I might advise trying to convince yourself otherwise. I’ll keep reminding you that this project cannot be done at the last minute or through the process of an all-nighter. You must begin contemplating the research steps (or starting them) as soon as possible as they will require your full engagement with ideas, with the world, and with our course concepts.

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Lindy’s Friday Obsession: Yin & Power Yoga (and all yoga, really). I’ve been practicing various types of yoga since 2002, but lately I find restorative practices really helpful for sleeping and staying balanced during this really nutty time, and I balance that with Power Flow when I can build in time for it. I've been watching a lot of Travis Eliot on his YouTube channel! 

 

Office Hours: Monday, Oct. 26, 2:00pm – 4:00pm

(Link is on Blackboard!)

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HOMEWORK & PREP for Tuesday, October 27, 2020:

I. READ

All short pieces in the chapter, “Writing Speaks to Situations Through Recognizable Forms” from Naming What We Know

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II. REVIEW EDBAUER

It’ll help to review parts of Edbauer's article (about ecology) that you want to make sense of – her rationale and ideas will ground the entirety of Project #3, so if you are confused about ecology (or if you blew off the reading), this project will get very confusing very quickly.

 

III. Make decisions about Project #3 and BEGIN RESEARCH

Try to decide what discourse community to use, then begin by “collecting” the artifacts you’ll close-read and perhaps start reviewing them closely.

• The chapter above about genre will help you make sense of the genres within your discourse community as well.

• Review the details of the assignment itself for further information & context.

 

IV. Decide (and commit) to NOT PROCRASTINATE – (really! do it right now!)

Students who procrastinate on this project ALWAYS regret it. Every single semester. Give yourself time to think, time to make decisions, time to do the research, and set yourself up for success.

 

V. RHETOR REFLECTION #7 due before the start of class on Tuesday

RR #7 Prompt:

What is one discourse community that you might be able to work with for Project #3 (it’s okay if it’s the same one you wrote about for RR #6, OR it can be different) and what are THREE “genres” that are common to the community? (Three forms of writing that people use within the community.) AND, do you think those genres help maintain “shared expectations, shared participation, and commonly held ways of expressing” within the discourse community itself? (Johns)

• Use at least two ideas/passages/quotations from the Naming What We Know chapter (about genre) above to explain. Feel free to use personal experiences and connections with the community to elaborate.

 

REMINDER: Class on Tuesday Oct 27th will be on Zoom as per usual! See you then!

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Office Hours: WEDNESDAY 1:00pm – 3:00pm

(Link is on Blackboard. Pop in to ask me anything!)

 

!! QUIP Assignment !! Please post an excerpt from your RR #6 into your Reading Group folders on Quip, then spend the week reviewing each other’s ideas and thoughts.

• Aim to make 1 comment on each of your Reading Group members’ posts. (You will be surprised how much you can learn from each other!)

 

HOMEWORK & PREPARATION for Friday, October 23, 2020

I. READ & Take Notes:

Jenny Edbauer, “Unframing Models of Public Distribution: From Rhetorical Situation to Rhetorical Ecologies,” from Rhetoric Society Quarterly

 

Heads up + Tips:

• Before reading the above article, I recommend priming yourself (for context) with Downs’ section on Ecology, paragraphs 24-30 in his article. With the major notions of rhetorical ecology on your mind, you’ll have an easier time understanding Edbauer's argument.

• This is a LONG article, and you’ll need some patience (I need it, too!). The article has multiple sections. It starts with previous notions of rhetoric and follows with ideas related to rhetorical ecology. The author then applies her theory to real-life situations and genres in to order to illustrate a new way of thinking about rhetoric.

• An article such as this one requires a certain way of reading—try not to get bogged down in understanding every single word or even every single sentence but rather try to watch for big and complex ideas that are communicated. Making sense of statements is important, but pulling out major ideas is crucial. Having read Downs on ecology will help a lot.

• You may want to even take two sittings to complete this (don't wait until the night before!).

  • --> Please create a set of detailed notes as you read. Note each heading, then note statements and ideas that strike you as related to what we’ve been studying. THEN, when you’re finished reading, go back and review your notes – make sense of them with some of your own ideas and in your own words (feel free to write out your own responses to the notes – that is what I do).

 

II. REVIEW the entirety of Project #3 (linked here)…

Be thinking about ideas and about what spaces you might like to examine…

Come with any questions you have!

 

III. PREP FOR FRIDAY’S CLASS

Campus students, we’ll meet in the classroom on Friday (DMH 149).

Remote students, please join us via Zoom.

We’ll start by going through a few ideas from Ann Johns’ chapter about Discourse Communities, and then we’ll proceed to talk about Edbauer's article about rhetorical ecology. We'll also use Witte's article to talk about why we're doing this kind of research project. Together, we'll make sense of Edbauer’s article by relating it to what we’ve done thus far in class. We'll use Edbauer to talk about Project #3, which is our major research project (which I will go over in detail).

• Please be prepared for class discussion by having a strong handle on the readings for the week.

• Please also have your notes ready for class on Friday (see above instructions)—I will ask you to refer to them for our discussion and conversation in class.

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Lindy’s Friday obsession: You better believe I’ll be watching the new Netflix version of Song Exploder!

You want to learn about rhetorical ecology? Check out any episode of the Podcast or (I’m betting) any of these episodes of the show. If you can identify all the “influences and factors” that went into a song’s creation, you’ll be able to watch for ecology anywhere! (I also highly recommend the latest podcast episode with Dua Lipa!)

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!! REMINDER !! Office Hours, MONDAY, Oct. 19, 2:00pm - 4:00pm

Link is on Blackboard. Pop in to ask me anything!

 

Homework & Prep for Tuesday, October 20, 2020

 

I. READ:

1. Ann Johns, “Discourse Communities and Communities of Practice,” from Writing About Writing (you’ll see that I’ve omitted an entire section, which makes the piece more manageable)

2. Alison Witte, “Research Starts with Answers,” from Bad Ideas About Writing

 

II. RHETOR REFLECTION #6

Prompts:

1. Choose one discourse community that you belong to. Describe: a) some of the community’s values and expectations, b) the genres that act as “vehicles for communication," and c) any “costs of affiliation” of being a member of the community. Use at least two ideas/concepts from Johns in your description.

2. Alison Witte claims, “Researching isn’t meant to be a narrow task of looking up information, but of creating and discovering new information in response to problems” (228). How is this idea different from the “research” projects you’ve completed in the past? OR, if it accurately represents what you’ve done – say how you’ve experienced “creating and discovering new information.”

• SUBMIT RR #6 to ENGLAssignments.Briggette@gmail.com before the start of class on Tuesday.

 

III. TUESDAY'S CLASS via ZOOM

COMPLETE Library Tutorials for Class Session with Librarian here:

https://librarybestbets.fairfield.edu/engl1001

Tuesday’s class will be facilitated by Fairfield librarian, Rachel Leff. She will walk you through some helpful research procedures that the library can help with. These are resources that will be useful throughout your time at Fairfield.

• Just a heads up: you will not be using all the resources for our Project #3; however, the thinking process Rachel brings us through will help you make some decisions about your topic, options, and choices.

 

IV. OPTIONAL: Review Project #3 here - (which is posted in Assignments Folder)

I won’t get a chance to fully go through Project #3 with you as a class until Friday, October 23rd. If you’d like to review the full assignment before Tuesday, you’re welcome to.

• I’ll definitely ask you to review after Tuesday (I’ll remind you by listing it in the homework items).

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Office Hours: Wednesday Oct. 14, 1:00pm - 3:00pm

(Link is in Blackboard. Pop in for an AMA!)

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Homework & Prep for Friday, October 16, 2020

I. Revise/Compose/Revise/Compose

Your primary task for Friday is to complete the best possible Project #2 that you can.

• You have feedback from Project #1, tips from me, and feedback from a classmate; use that new information to your advantage. 

• And, as a reminder, you haven't had any reading assignments for the past week and you've had four hours of office hours available to you this week; you should be in a position to produce a strong Project #2.

 

II. Friday's Class - Meet in the Classroom, DMH 149

In class on Friday, I'll facilitate another Writing Workshop  – Attendance is REQUIRED

Campus Students, meet in classroom.

Remote Students (only students who've applied to learn remotely in Fall 2020), join us via Zoom.

[The only reason a campus student should join via Zoom is if they don't feel well and want to get a Covid-test.]

• We will work through a few reflection activities as well as your lingering questions, and then we'll jump into writing.

• You’ll also be able to consult with me as you’re finishing up Project #2 or you can take the opportunity to give your project finishing touches or compose the Postwrite. All are great options.

• If you end up being done with Project #2 before the start of class on Friday, I’ll invite to review Project #3 (which we’ll jump into on Tuesday, Oct. 20th) or you may work on your revision for Project #1 or another assignment of your choice.

 

III. REVIEW the assignment for Project #2 here AND the rubric for Project #2 here

(I recommend not submitting until you’ve done this)

 

IV. Heads Up...To Submit Project #2:

• When you’re ready to submit on Friday by 8:00pm (or within 24-hrs after):

• In an email to ENGLAssignments.Briggette@gmail.com,

• Attach your assignment as a PDF or URL link to Google, PPT, or Adobe Spark

• Embed your Postwrite in the body of the email OR attach as a PDF to the same email.

• CLICK SEND!

• Celebrate being done with our first two Projects in ENGL 1001! (Reward yourself – safely!)

• I will remind you of all this again on Friday!

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Lindy’s Friday Obsession:

Finding as many pockets of time as possible to get your Project #1s back to you!

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Reminder: Office Hours Monday, Oct. 12th from 2:00pm – 4:00pm

(Zoom link is on Blackboard! Pop in for an AMA!)

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HOMEWORK & Prep for Tuesday, October 13, 2020

I. COMPOSING/WRITING/DRAFTING:

Your top priority for Tuesday is to compose a near-complete draft of Project #2 for our Peer Response workshop which will be held in class (via Zoom).

• Set yourself up for success by having a full-draft to work with going into Tuesday so that, upon next Friday’s due date (10/16), you don't have to write anything new but rather can improve upon what you already have.

 

II. RR #5 + Draft due for Peer Response Workshop

Before the start of class on Tuesday, in an email to ENGLAssignments.Briggette@gmail.com, please attach your draft as a PDF, WordDoc, GoogleDoc, or URL.

In the body of the email, please respond to the following questions (no min/max – please write freely):

1. Related to your writing process, is there anything you did differently to complete the draft for Project #2 vs. what you did for Project #1?

2. How would you describe the state of your draft today?

3. What are your top two concerns with your draft thus far?

4. What is one interesting characteristic of the space you close-read for Project #2?

 

III. TUESDAY’S Peer Response Workshop – via Zoom

Before Tuesday, please review the rubric here. Use it as a check-list to make sure you’re hitting all the required elements of the assignment.

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On Monday night, I will send out pair/trios for each Reading Group.

• You will be expected to send along your draft to your partner/reader just before the start of class or at the start of class. (You can find the names and your reader’s email address right in my email.)

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On Tuesday, we’ll start as a full class via Zoom. I will give instructions for the workshop and then put all Reading Groups into Breakout Rooms for about 40-45minutes, and everyone will have a Peer Response Workshop Worksheet to fill out via Quip.

• If you end up not having a draft ready for our Peer Response workshop, you WILL STILL be expected to review a classmate’s draft and offer feedback.

• If you have a draft ready, but your partner doesn’t, I'll either do some switching around, or you’ll be able to use class time for writing and I will try to review your draft.

• Anyone who wants to consult with me will be able to; however, the priority will be that you review your partner’s draft first. That means…if you have questions about your draft (or if you think you’ll not have a draft), you should plan to meet with me during Office Hours on Monday or ask me a few questions during the first few minutes of class on Tuesday. It benefits everyone to have a draft ready for Tuesday! :-)