Week 4 Assignments

For Tuesday, Jan. 29:

• Read p. 60-66
• Be prepared to discuss "More Room." Do a Reader Response on this piece for your writing journal.

For Thursday, Jan. 31:

• Mock workshop in class
  
• 'Case History' essay due; bring 1 copy for teacher and 1 for each groupmate.
• Read ch. 4, p. 71-77. (Take notes, etc.)
• Review p. 51-52 and 67-68.

*All reading assignments refer to the class text, unless otherwise noted.

Essay # 2: Case History of You as a Writer

A case study describes an individual’s experience with a particular activity, place, event, activity, etc. For this assignment, you’ll write a brief case history of yourself as a writer.

Assignment: Write a short narrative essay that tells the reader about your experience with and relationship to writing. Consider one or more of the following:

• How do you write? (By hand? On computer?) Where do you write? (In a coffee shop? In a favorite chair?) When do you write, and what kind of surroundings do you prefer

• Tell us about your first memory of writing. Provide lots of detail for the reader.

• What do you consider to be good writing? What makes good writing? Do you have any favorite writers?

• What have you learned about writing? What’s your favorite kind of writing? (Letters? Essays? Stories? Email?)

• Do you have any favorite writers? Explain.

• Do you have any humorous or poignant anecdotes to relate that deal with writing?

• How have your school experiences influenced your writing ability, for better or worse? (Do you have a Mr. Fleagle in your past?)

• Do you have any writing treasures? Old family scrapbooks or recipe books? Letter collections? Do you keep a diary or journal?

• What do you know about writing? What do you still want to learn?

Structure: Create a fun, catchy title. Use an introduction, three or more body paragraphs, and a conclusion. You may follow the five-paragraph model, or you may wish to write a longer piece.

Follow the class style guide in formatting the paper.

Length: Two or more pages.

Audience: Your groupmates and your teacher. Be sure to use lots of description.

Writer: You may use first or third person. Since this is a personal narrative, first person will probably work best.

Due dates:

Rough draft due: Thursday, Jan 31 (Bring copies for teacher and groupmates; attach invention work to teacher's copy)

Workshop: Tuesday, Feb. 5 (MANDATORY-- don't miss class!

Revision due: Tuesday, Feb. 12 (Staple together graded rough draft, invention work, and revision, with revision on top)

Week 3 Assignments

Week 3

For Tuesday, Jan. 22:

• Read p. 30-42
• Be prepared to discuss “Rain of Fire.” Do a Reader Response on this piece for your writing journal.
• Continue working on your 'catastrophe' essay.
  

For Thursday, Jan, 24:

• Read p. 53-59
• Be prepared to discuss “A Guard’s First Night on the Job.” Do a Reader Response on this piece for your writing journal.
• 'Catastrophe' essay due in class today.
• By the end of this week, your writing journal should have 15+ pages filled in.

The Reader Response

Lots of bits and pieces go into developing good critical reading skills. One of these is the reader response journal, in which you—the reader—create an informal piece of writing that discusses your interactions with your “partner”—the text.

When you write a reader response journal, you literally respond to what you’ve read. In doing this, you give voice to your ideas and impressions as you identify details, grapple with symbolic meanings, and began to uncover the tools used by the author. In doing so, you “talk back” to the text and increase your own understanding of its elements. You become a better critical reader, and you'll be better able to understand and recall what you read.

Note: a reader response doesn’t include summary (a “nutshelling” of the piece’s content), nor does it include analysis (where you ponder the author’s meaning or intentions in writing the piece.) A reader response is 100% subjective: it focuses on your response to the reading. Since this is a casual piece of writing, you’ll use first person.

Here are some ideas to consider in the response:

• What is the writer saying?
• What is the main idea?
• How are the ideas presented?
• Is this a familiar theme, or something new?
• How does it make you feel?
• Did you like the piece? Why or why not?
• Is there a cultural or historical link or context? Does this remind you of anything?
• What is the writer’s purpose?
• What is the writer saying about people, laws, beliefs, ethics, values, etc.?
• How does the writer use such concrete techniques as voice, sentence structure, vocabulary, etc., to make her point?
• How does the writer use stylistic methods—setting, tone, point of view, dialect, etc.—to support the overall effect of the piece?
• What symbolism do you find, and what does it mean?
• How does imagery support the main ideas?
• What is confusing?
• What don’t you understand?

Week 2 Assignments

Week 2

For Tuesday, Jan. 15:

• Read chapter 2-- remember to annotate, take notes, etc. Note-taking helps fill up your weekly quota of five journal pages.
  
• Turn in a 1+ page response to either question 1 or 2 on p. 28-29 of your text. This should be typed and set up as shown in the syllabus.
• Turn in the paragraphing assignment (from handout given on 10 Jan)

For Thursday, Jan. 17:

• Be prepared to discuss “Learning to Write” (p. 26-28). Do a Reader Response on this piece for your writing journal.
• Write about a catastrophe. Use the instructions on page 41 of your text. Aim for 1-2 pages, and use the class style guide. This is due next Thursday, Jan. 24.
• By the end of this week, your writing journal should have 10+ pages filled in.
  

The Skinny on Textbook Buy-Back

Following a discussion about textbook buy-back, and whether or not annotating or highlighting PSU textbooks changed their buy-back value, I decided to find out for sure. So, I called Sarah, the textbook manager at the PSU Bookstore. Here's what she told me:

1. To the folks at the PSU Bookstore, a used book is a used book, whether pristine, highlighted, or annotated. Once the book is sold to someone and out of the shrink-wrap, it's considered used.

2. If PSU intends to use a textbook again for future classes (the process by which this happens is vague), the Bookstore will buy back used copies of the book from previous terms at 1/2 of the original new price. This is true whether the book is marked inside or unmarked. Annotation doesn't change the buy-back value of a future-use textbook.

3. The only time the Bookstore won't buy back a future-use textbook is when the book has truly been mutilated, i.e., pages are torn or missing, the book looks as if it was dropped in a mud puddle and then run over, etc.

4. If PSU does not intend to use a specific textbook again ( same vague decision process), the book still may be bought-back, but this is up to the publisher-- as is the amount they'll pay for it. If the book is bought at all, it will almost certainly be for less than 50% of the new price.

Bottom line: annotate freely!

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Just for fun: Check your typing speed

Typing-- or keyboarding-- is a valuable skill for college students, and the faster and more accurately you can type, the better.

Here's a site that will help you polish your keyboarding and check your typing speed. You can get code that looks like this (this is my test result) for a blog or MySpace page:

69 words

free Touch typing

Week 1 Assignments

Week 1

For Thursday, Jan. 10:

• Read chapter 1 from your text*
• Review the course syllabus and come to class ready to ask any questions you have about it.
• Complete your diagnostic essay and turn it in during today's class. Make sure to staple it to the rough draft you started in class on Tuesday.

Essay #1: Diagnostic

We’ve just finished the annual winter holiday break period. No doubt you managed to have some fun over the past few weeks—maybe you enjoyed Christmas with your family, or perhaps you went skiing or simply hung out and caught up on your favorite TV show. You might have enjoyed every minute of your break, or you might have had times when you were stressed by holiday expectations, work schedules, etc.

Assignment:

1. Please think about your time off, and freewrite for 5-10 minutes in response. Let your mind roam free as you capture your thoughts and impressions. How do you feel about you winter break? What things did you do? What activities and memories stand out?

2. Stop and read what you wrote. Take some more notes if new ideas come to you. You might decide to do some more freewriting. Your task is to pick one anecdote or example to write about.

3. Use your notes and ideas to draft a 1-page (or longer) essay about a memorable aspect of your holiday break. You’ll have time in class to begin writing this. Make use of the time!

4. Tonight, at home, continuing revising your work and create a typed final draft. Follow the class style guide (see syllabus). Your finished letter should be least one page long.

6. Return both the handwritten and typed versions to class on Thursday (day 2 of class), stapled together.

WR 115: Course Syllabus

WR 115: Introduction to College Writing

Winter Term, 2008
Tuesday-Thursday, 10:00-11:50; Neuberger Hall 352

Instructor: Sue Pesznecker (PEZ-nekker)
Office: NH 376
Email: peszneck@pdx.edu
Office hours: 9:00-10:00 T/R
Phone: Please use email

This class is meant to help you get ready for Freshman Inquiry and College Writing (WR 121). In this class, you’ll explore the writing process through readings, classroom activities, and writing practice. (Lots!) You’ll also delve into study skills, time management, and small group work. All of these approaches will help you explore writing at four levels:

a. Ideas—critical thinking and academic dialog
b. Access—using invention to turn your ideas into writing
c. Style—an introduction to the conventions and rhetoric of scholarly writing
d. Mechanics—grammar rules, punctuation, etc.

Writing 115 emphasizes paragraph construction, short papers, and the basics of simple essay development. By the end of the class, you’ll have gained experience with basic concepts of scholarly writing and should feel more confidence in approaching writing projects. And hopefully, you’ll have fun, too!

Texts and Materials

Required—these should be brought to every class:

1. Robert Funk (et al). The Simon and Schuster Short Prose Reader (4th Ed). ISBN 0-13-192589-X
2. A spiral notebook and pen/pencil

Strongly Recommended:

1. A Pocket Style Manual, by Diana Hacker. Fourth edition. ISBN 0-312-40684-3. This pocket-sized, basic writing text includes great information on structure, grammar, citations, and other terrific content. (Available in the PSU Bookstore)
2. An empty folder (for handouts)
3. A dictionary or dictionary/thesaurus

Technical needs:

1. A robust word processor, with printer access, for your own work.
2. You will occasionally be asked to make copies of your writing for the teacher or for peer sharing. This must be done before class on the day the pieces are due. Allow enough time!
3. Online access. As part of this class, I’ve created a class blog: http://psuwritinginthewinter.blogspot.com/. You can read (and respond to) the blog simply by going to this URL. I’ll use the blog to post homework assignments, a copy of the syllabus, and materials to help you with the class.
4. A stapler

Course Requirements

The following details are provided so that you can look back on them as needed whenever you have questions. Don’t worry if it seems like a lot of information—we’ll review it as we go along.

**Attendance and Participation: 20 percent of final grade

a. Regular attendance is essential to your development as a writer. You are allowed two absences—no questions asked. Miss more than two classes, and your grade will be affected. Miss six or more, and you’re likely to fail the class.

b. Be on time for class. Late arrivals are disruptive; if they occur regularly, your grade will be affected. The same is true of leaving early—please plan to stay for the entire class.

Most classes will begin with a short quiz (to be explained on Day 1)—if you miss the quiz, there won’t be any way to make it up. So once again: be on time!

c. Keep up with class work. Simply showing up to class won’t earn you anything higher than a ‘C,’ if that. This class requires participation—as an individual, as a class member, and as a member of your group. Come to class each day with your assignments done and ready to participate fully in class and work group discussions. Make sure to get up early enough to wake up, eat breakfast, and have a big cup of coffee—or to do whatever it is that gets you going in the morning!

d. I require that you meet with me (via my office hours) at least once during Weeks 4-6. I’ll circulate a sign-up sheet during Week 3. You may also meet with me at other times, if we can get our schedules to mesh. I’m here to help you and am always interested in talking with you about your writing.

e. Be an active group member! During Week 2, you’ll be placed in a 5-person writing group. Exchange emails—if you have a question about an assignment, email one of your group members. Your active participation is important to your group—the more effort your group gives, the better you’ll all do.

**Process Work: 20 percent of final grade

Process work refers to all invention, drafting, polishing, and revision tasks that you do in and out of class. Your work in this class will be organized around revision. Revision means, literally, “to see again,” and when you are willing to look at your writing with a fresh eye and make changes to it, you’ll be well on your way to becoming a stronger writer.

Your process grade will include some of the following:

a. Group work: Once placed in a writing group, you’ll sit with and work with them throughout the term, including in-class projects, sharing of writing, workshops, and more.

b. Writing journal: Your spiral notebook will function as a writer’s journal. In it, you’ll write down assignments, take notes, do freewriting, write reader responses, and carry out other class-related tasks. Please start each entry on a fresh page; put the assignment label (e.g., reading response, free write, etc.) and date at the top.

Aim to fill at least 5 pages per week. I will collect the journals once or twice during the term, and you’ll also turn them in with your portfolios.

c. Reading assignments: Most classes will include assigned reading. Do the reading before class, so you’ll be ready for discussion (and for the quiz!).

d. Did I mention the quiz? Many classes will begin with a very short, very simple quiz. If you’ve read the material, you’ll pass the quiz.

e. Reader responses. For some of the assigned readings, I’ll ask you to write a 1-page reader response, sharing your reaction to the story and answering any questions the story brings up.

Since the journals are handwritten, please write as neatly as possible. If I can’t read your writing, you may not receive credit for an assignment.

f. Other writing tasks—to be explained as we get to them.

**Final Portfolio: 60 percent of final grade

You final portfolio is a collection of writing from the entire class.

You cannot pass this class unless you submit a final portfolio.

We’ll talk about the portfolio in detail later in the term. For now, make sure to save all of your work, including both rough and refined pieces.

Grading

A word to those who have chosen the pass-fail option: In order to issue a grade of “pass” in this class, you need to score 75% or better. I will calculate pass-fail grades in exactly the same way that I calculate regular grades. If you “pass” the class, your letter grade would therefore be a ‘C’ or better. Therefore, I strongly suggest that you might as well take the class for a grade, and the credit.

Below is a grading rubric for the class:

• A: Final portfolio contains everything needed for a grade of ‘B,’ but with excellent quality and skilled execution of the class requirements, as well as explicit attention to detail in all aspects of process and participation. There are few or no absences.

• B: Final portfolio contains all content as specified in the portfolio instructions. Work is complete and shows effort. The ‘B’ student has no more than 1 absence, little or no late or missing work, and is an active participant in class and small group activities.

• C: Final portfolio has missing or incomplete work. Level of class participation and attendance is below the minimum requirements.

• D/F: Portfolio, participation, and process work are unsatisfactory. There is failure to meet minimum requirements and failure to submit a portfolio.

Late Papers
You’ll have plenty of advance notice as to when assignments are due, and ample time to turn them in. I won’t accept papers after the due dates, unless you’ve met with me in person to make special arrangements. I can’t accept late portfolios under any circumstances. Given our abbreviated schedule, I’m unlikely to grant permission for submitting any late work unless the situation is dire.

Additional Policies

Class Email List
I will ask you to add your name to a class email list. If our class schedule changes suddenly for any reason (for instance, if I need to cancel a class), if I need to clarify an assignment, etc., I will use the list to contact everyone.

Winter Weather Issues
If we have a snowy day, class may be cancelled—this may be true even if Portland State is open. If snow falls, watch the class blog for updates.

Electronic Issues
Our class is a CELL PHONE-FREE zone. Cell phones, pagers, PDAs, iPods, MP3 players, laptops, and all related electronic items must be OFF during class sessions. Each class will include a break, during which you can indulge your electronic needs.

Plagiarism
Plagiarism means that you misrepresent someone else’s work or thoughts as your own. This includes material that is cut-and-pasted or copied. It also includes using someone’s ideas—even if paraphrased—without giving them credit. Plagiarism is an extremely serious action. It is completely unacceptable and is grounds for failure of the essay in question and possibly for removal from the class. We will discuss plagiarism throughout the term. If you have questions about it at any time during the term, please ask me, or send me an email.

Submitting Assignments
All assignments must be submitted as hard copy—no electronic copies, please. (Viruses, spoofers, and worms—oh my!)

Writing Center Visit
I encourage you to make use of the Writing Center (located in Cramer Hall, Rm. 188, phone 725-3570). The Writing Center can help you with any level of writing, from brainstorming to organization to final polishing. It’s completely free (and with what you pay to come to college, anything that’s free is worth snapping up)! You're allowed to use the Center for up to 90 minutes each week. All sessions are by appointment only; the schedule fills up quickly, so it’s best to schedule a few days before you actually want the appointment.

Email and Internet Access
PSU offers a free email account to all PSU students. PSU also offers you a free ODIN account, which allows you to access the campus library from any computer. And, PSU offers you the chance to use them as your Internet service provider for free. To find out more, visit the Internet Technology folks in the Smith basement.

Learning Disabilities
If you have a documented learning disability and need special provisions in order to succeed in the class, let me know during the first week of the term.

Extra Credit
You may earn extra credit for the following activities:
1. Attending a public reading by a poet or writer or a summer-related community event and then writing a typed, 1-page summary of the event.
2. Reading a book during the class and writing a typed, 1-page summary of the work.
3. Completing other extra credit tasks that you have negotiated with me before the event.

Note: extra credit is a way to improve the “process” portion of your final grade. However extra credit does not replace regular class assignments. All extra credit work is due by the end of Week 9.

Style Guide

Exercises, invention, and free-writes done in the classroom may be handwritten. Drafts and revisions of “formal” essays must be typed.

• Use a 12 point standard font (Times New Roman is preferred).
• Double-space the entire paper, including the header.
• Leave 1-inch margins all around.
• Indent paragraphs with 1 tab.

See the hard-copy syllabus for an example of how to set up your pages.