Earlier I told you 10-12 as a turn-in time. But I'll be in my office all four hours, so anytime between 8:00-12:00 is fine. But be prompt-- I'll be leaving soon after 12:00 noon.1. Has this class helped to improve your writing skills? If so, how? If not, why not?Please submit your portfolio in a 3-ring binder. Separate each section with some sort of labeled divider.
2. Have you accomplished what you wanted to in this class? (explain)
3. Which essay was your favorite? Why?
4. Which essay taught you the most? Why?
5. What was the most useful aspect of the work we did in this class? The least? (Please explain)
6. Is there anything else you’d like to add? Note that your comments will help adjust the class for future students.
For Tuesday, March 11:
1. Do a free-write about a favorite or memorable place. [Label this 1/6.]
1b. On a new piece of paper, rewrite/revise/tidy up the writing done for #1. Add things, remove them, move sentences and paragraphs around, etc. [Label: 1b/6]
2. On a new piece of paper, rewrite the work done in #1b. This time, add something to the original piece. [Label: 2/6] This might include:
• Another scene
• A new character
• A piece of dialog, etc.
3. On a new piece of paper, rewrite the work done in #2. This time, either change the tense or the point of view. [Label: 3/6] For example:
• If it was in present tense, change it to past.
• If it was in past tense, change it to present.
• If it was told in first person (I walked), change to third person (he/she walked).
• If it was told in third person, change to first person.
4. On a new piece of paper, rewrite the work done in #3. This time, transform the form of the piece. [Label: 4/6] For example:
• Change it into a poem.
• Write the piece as a blog entry or letter.
• Use the piece to create an imaginary advertisement.
• Write a scene for a screenplay.
5. On a new piece of paper, rewrite the work done in either #3 or #4. This time, take something away. [Label: 5/6] For example:
• Condense the time. If you wrote about a week, write about a day. If you wrote about a day, write about an hour.
• Or, make the piece shorter by actually removing something from it—a character, a scene, a whole paragraph, etc.And now... (drum roll)… Please pick your favorite draft from either #3, #4, or #5. Polish that favorite version to create a typed “final draft.” [Label: 6/6] You may revise or change it in any way you wish, or you may simply choose to type it neatly but leave it unchanged.
This extra credit is no longer available, but I'm leaving the link up as an FYI.9:30- Stephanie I.
11:45- Lily H.
12:00- Janette S.
12:15- Wyatt F.
12:30- Charles A.
12:45-
1:00-
1:15-
Rough draft due: Thursday, Feb. 14 (Bring copies for teacher and groupmates; attach invention work)
Workshops: Tuesday, Feb. 19
Revision due: Tuesday, Feb. 26 (Staple together graded rough draft, invention work, and revision, with revision on top)
• 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 preferStructure: 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.
• 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?
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)
• 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?
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.Bottom line: annotate freely!
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.
a. Ideas—critical thinking and academic dialogWriting 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!
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.
1. Robert Funk (et al). The Simon and Schuster Short Prose Reader (4th Ed). ISBN 0-13-192589-XStrongly Recommended:
2. A spiral notebook and pen/pencil
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)Technical needs:
2. An empty folder (for handouts)
3. A dictionary or dictionary/thesaurus
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
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.**Process Work: 20 percent of final grade
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 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.**Final Portfolio: 60 percent of final grade
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.
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.
• Exercise original thought in generating, selecting, and narrowing topics;
• Choose appropriate supporting material for an essay;
• Arrange ideas in a logical way, maintaining unity and coherence in a well-developed essay;
• Use various methods of development to explain and support a thesis in multi-paragraph essays;
• Write grammatically correct and complete sentences in class activities and in graded assignments;
• Summarize the main ideas of various essays and read essays critically to analyze thesis, structure, and verbal/written patterns of development;
• Use MLA format to cite sources appropriately and correctly, both in class activities and in graded assignments;
• Work through a personal writing process that includes these stages of choosing and narrowing a topic, generating ideas, drafting, revising, and proofreading.
• Use word-processing software to create, save, and print a file;
• Use a computer to access and navigate course-related web sites (as necessary).
Regular attendance is essential! This class requires participation—as an individual, as a class member, and as a member of your writing group. Simply just showing up to class won’t earn you anything higher than a ‘C’—you must take an active role. You may miss up to two classes without penalty; after that your grade will be affected. If you miss six or more classes, you’ll likely fail the class. Workshop days—noted on the schedule—are especially important; please don’t be absent on those days. Note: classes may begin with a short quiz covering assigned reading; if you’re late, you’ll miss it, and it can’t be made up.**Essays: 40 percent of course grade; 10 percent for each 3-4 page essay:
I would like to meet with each of you at least once this term. This meeting counts for 5% of your final grade. I’ll work with you on scheduling, and I’m also available to you at any time you have questions or if you’d like to discuss your work in the class. Feel free to drop by during office hours for help, encouragement, or just conversation. If you receive consistently low marks you should definitely come see me for individual tutoring. If possible, email me first so I can set aside and devote the time to you.
a. Diagnostic essay (written in-class on day one or two)**Writing Process Assignments: 20 percent of course grade; 5 percent for each 2-page task:
b. Analysis essay
c. Personal narrative essay
d. Position (proposal) essay
a. Reader response journal**Final Reflective Letter: 5 percent of course grade
b. Review of film, book, short story, or nonfiction piece
c. Summary of a nonfiction essay
d. Critique of an argument/position paper
A: (90-100%) Assignment includes everything needed for a grade of ‘B,’ and shows skilled execution of the basic tenets of writing, as well as explicit attention to detail and careful proofreading. The work has few if any errors.Final grades will be assigned as follows:
B: (80-89%) Written assignments are complete and work is of good quality. Essays are at least 3-4 pages long with few errors. All work shows evidence of careful reading, thoughtful preparation, and a genuine interest in improving one’s writing.
C: (70-79%) Assignment meets the minimum course requirements. There may be multiple spelling, grammar, or punctuation errors.
D/F: (below 70%) Assignment is short, unsatisfactory, or missing key elements; the work does not meet the minimum course requirements, there are frequent errors, and the student shows insufficient interest in developing his or her writing skills.
A: (90-100%) All requirements for a grade of ‘B’ are met. There is explicit attention to detail in all aspects and opportunities of “process” and class participation. Work is of high quality and shows excellent effort.Extra Revision Option (ERO): Most written work turned in on time is eligible for an extra revision option, under the following guidelines:
B: (80-89%) Individual assignments are of ‘A’ or ‘B’ quality with few or no absences and little or no late work. The student has been an active participant in class and small group activities. The student’s work shows improvement as the term progresses.
C: (70-79%) Individual assignments are of ‘C’ quality or above. Assignments and participation meet the minimum class requirements. Work over the term shows minimal improvement or effort. There may be late or missing work and multiple absences.
D/F: (Below 70%) Assignments are short, unsatisfactory, or missing key elements. There may be excessive absences or failure to be active in class or in small group work. Assignments do not meet minimum course requirements, nor has the student shown genuine interest in developing better writing skills.
• From the day a graded draft is returned to you, you’ll have one week to write and submit an optional extra revision. In other words, if you receive a paper back on Monday, a revised draft would be due the following Monday. Tracking this schedule is up to you.Late work: Work turned in late receives a 1-grade deduction (e.g., an A- becomes a B+, etc.) for each day of lateness. If not turned in by 1 week after the original due date, work receives zero points. Note that an essay turned in on time and graded as D or F still receives points and receives the ERO (see above). The moral of the story? Turn your work in on time!
• Your revision must be turned in with the original graded draft.
• The ERO is not available for late papers or for in-class essays.
• Essay #4 is not ERO-eligible, as it’s due the Friday before Finals Week.
