WRTG 121 Course Schedule
Date |
Due |
In Class |
Week One
W, 1/6 |
Not a thing!
|
Introductions
Beliefs About Research Syllabus Reading Project 1 Assignment Sheet Rhetorical Concepts |
Week Two
M, 1/11 |
Reading: Irvin, “What is “academic” writing?”
and Writing In Action, 14f, pp. 179-186 Writing: Annotate Irvin “What is “academic” writing?” Create folder in Google Drive and invite me ([email protected]) to edit. The folder name should include your last name and our course number. Ex: smith_wrtg121, Jackson Writing 121, Williams-WRTG121, etc. |
Irvin discussion
What are worknets? Personal worknet activity |
W, 1/13
|
Reading: Understanding Rhetoric Intro, pp. 2-14
Carroll, "Backpacks vs. Briefcases" Project One: Bring printed copy of your selected worknets article to workshop in class |
Carroll discussion
Cohort collaboration |
Week 3
M, 1/18 |
OPTIONAL (but so important):
Honor Dr. King's legacy by spending 15ish minutes watching his most famous speech. (Video linked here. Transcript linked here.) For 5 extra credit points in Unit 1, compose 3 or so paragraphs of inquiry in response to this piece of history. This should just be an informal brainstorm of researchable questions that arise in your mind. Submit via Google before midnight, 1/18. |
NO CLASS
|
W, 1/20
|
Half Draft, Project 1 Due
Submit to Google Drive and bring hard copy to class |
Week 4
M, 1/25 |
Reading discussion
Show and Telepaths activity and reflection |
W, 1/27
|
Project Reflection
How to ask questions |
Week 5
M, 2/1 |
Bring a list of 3 possible topics for research to conference
Reading: Purdy, "Wikipedia is good for you?" Writing: Inquiry log – 3 questions |
NO CLASS MEETING!
Schedule your MANDATORY individual conference. |
W, 2/3
|
Bring a list of 3 possible topics for research to conference
Reading: Stedman, "Annoying Ways People Use Sources" Writing: Inquiry log – 3 questions |
Week 6
M, 2/8 |
Reading: Krause, Chapter 1
Writing: Reflecting on the readings for 2/1, 2/3 & 2/8, generate a list of 5 new or challenged understandings about research that might support you in your future projects. (Via Google Docs) |
W, 2/10
|
Workshop with Sarah Fabian. Class will meet in Halle Library, Room G11. That's down on the ground floor, to the right of the cafe.
|
Week 7
M, 2/15 |
About plagiarism ...
Presence of mind ... In-class work time (laptop carts) |
W, 2/17
|
Half Draft, Project 2 Due
Submit to Google Drive and bring hard copy to class |
Peer Review
Draft Workshop |
Week 8
M, 2/22 |
ENJOY YOUR WINTER BREAK!
|
NO CLASS MEETING
|
W, 2/24
|
ENJOY YOUR WINTER BREAK!
|
NO CLASS MEETING
|
Week 9
M, 2/29 |
About MLA ...
Talking it through |
W, 3/2
|
Peer Review
Draft Workshop |
Week 10
M, 3/7 |
Narrowing inquiry
Brainstorming your primary research |
Week 11
M, 3/14 |
Reading:
Dana Driscoll, Introduction to Primary Research (AND choose ONE from below to support your primary research path) Qualitative Interviews Surveys Participant Observations Covert Observations Writing: Generate a list of 5 new or challenged understandings about primary research that might support you in this and future projects. (Via Google Docs) ALSO: Bring 2 artifacts to class: 1 will be meaningful to you in some way 1 will be worthless to you, it could even be a found object, discarded by someone else |
Trying on your method - in-class draft time |
W, 3/16
|
Reading: (Choose ONE based on your primary research path. Bring a printed/digital copy to class. You should only perform a "distant reading" of your article - not reading word-for-word as you would for content. You should be simply analyzing the way these authors are writing about their primary research and integrating both primary and secondary sources.)
Interview Sample: Conversation with Cameroonian Student Observation Sample: A New Heuristic Device Survey Sample: Practitioner Research Capacity Writing: Generate a list of 5 noticings about the writing in your reading for today (via Google). |
Research genre activity
Field Notes Activity |
W, 3/23
|
Bring a piece of art (or a photograph of a piece of art) that you see as presenting an argument.
Create a "Gallery Card" that tells us what we are looking at and how it is argumentative. |
Making a visual argument |
Week 13
M, 3/28 |
Peer Response - Identifying Claims |
W, 3/30
|
Bring materials for Project 3 to class
AND bring a written question (or list of a few questions) that you have regarding Project 3 |
In-class work time
Mini-conferences |
Week 14
M, 4/4 |
Bring Project 4 (ideas in process) to class to workshop (Upload notes to Google)
|
Reflection on Project 3
Project 4 workshop |
Week 15
M, 4/11 |
Mini CSW Gallery Walk
Reflection |
W, 4/13
|
Be prepared to present your final reflections on your research process to the class.
|
5 Min Reflective Share-Outs
|
Th, 4/14
30th Annual Celebration of Student Writing
Student Center Ballroom
4-5:30 pm
30th Annual Celebration of Student Writing
Student Center Ballroom
4-5:30 pm
Week 16
M, 4/18 |
5 Min Reflective Share-Outs
|