ENWR 105: Sample Day to Day Syllabus (MWF class)


Many of the activities and some assignments for this 105 syllabus come from the activities section of the site. Clicking on highlighted activities will bring you to explanations, worksheets, and answer keys for the activity.

Note: "Prep" is the work students must do to be ready for class.

 

ENWR 105 August/September

Prep:

none

In class:

icebreaker

what kind of writing/what kind of writers?

language of argument

review course policies

 

 

 

 

 

Prep:

Photocopy ID

Write: Your impressions/knowledge of the theme (directed question; no research)

In class:

icebreaker

talk about student writing in small groups: what did they agree about? disagree about? (post on class website)

what do you expect from me? yourself? each other? making a class contract

 

 

Prep:

Read two short articles on the theme

In class:

name game

best/worst teacher (adapted to theme)

identify claims, reasons, evidence, a&r (crear) in reading

 

 

 

Prep:

Read two short articles on theme, identify crear (argument boxes)

In class:

name game

review reading crear, evaluate the crear of the four articles

author claims v. our claims

 

 

 

Prep:

Read two claim summaries that I provide; fill in rear (argument boxes)

In class:

name game

Review rear from reading

What makes a good claim? (claim rank I & II)

 

 

Prep:

Write 10 questions about the theme so far; post them. Check the directory, choose two claims you'd like to use as the center of an essay. Write two paragraphs (one for each claim) explaining your choices.

In class:

What makes a good claim for us? (Claim Rank III, variation B)

turning questions into claimsŠ

Prep:

Choose another claim from the class directory. Write: What question it answers, how it fulfills the three criteria.

In class:

imagining reasons and evidence; the order of reasons

 

 

Prep:

Write an outline essay for essay 1 (argument boxes)

In class:

workshop argument boxes

 

 

 

 

Prep:

Same claim, same source, different evidence

In class:

talk about evidence

evidence match

 

 

Prep:

Begin essay 1

In class:

variation on evidence from the experts (using excerpts of articles I provide in class)

 

 

Prep:

Finish essay 1: post your claim & reasons

In class:

plagiarism & citation

brainstorming the future: where have we been, where are we going? (We talk about what sub-topic we want to write about next.)

library day

Prep:

Gather evidence and reasons about the future topic; post them.

In class:

sharing results; talking about the new topic

 

 

Prep:

Come in with one acknowledgment and response from the posted reasons & evidence.

In class:

a&r workshop: using some examples from reading, talk about the language of a&r and how to anticipate objections from different audiences

 ENWR 105 0ctober

Prep:

Read the posted claims & reasons; pick 2 claims & 2 reasons you might disagree with. Write about why; what will you need to disagree?

In class:

identifying warrants: vegetarians & Martians; claim and reason: what's your warrant?

 

 

Prep:

Make a list of 9 sources you could use for Essay 2 (in which you disagree with at least one posted claim or reason): only 3 can be web sources. Post them.

In class:

talking about reliable sources

warrant practice: multicultural proverbs

 

Prep:

3 reading summaries of sources for Essay 2

In class:

discuss readings

shared warrants

 

 

 

Prep:

argument boxes for Essay 2; mid-term eval prep

In class:

workshop boxes

mid-term eval

 

mid-term conferences/class cancelled

Prep:

begin Essay 2

In class:

problem statement fairy tales

spool of twine

mad libs

Prep:

finish Essay 2

In class:

problem statements in coming attractions

label problem statements

rearrange problem statements

 

Prep:

read 2 articles; label the parts of the problem statements

In class:

talking about problem statements from reading; incomplete problem statements

 

 

Prep:

read 2 articles

In class:

editing problem problem statements; talking about the difference between our problems and the authors'

 

 

Fall Break

 

 

 

 

 

 

Prep:

Take a break.

In class:

Consequences: how do they change according to audience?

Choosing a new sub-topic

discussing the status quo

 

Prep:

revise Essay 2

In class:

Status quo database; compare results (post these on web) brainstorm groups for status quo survey

 

 

Prep:

status quo survey

In class:

discuss status quo survey results. What's missing/incorrect about our first impressions? How will we know?

 

 

 

Prep:

Research sub-topics: post 3 reading summaries.

In class:

Discuss research results

Tangible vs. Conceptual Problems

Tangible vs. Conceptual Assignments

 

Prep:

Essay 3 (problem statement & argument boxes)

In class:

workshop problem statements

 

 

 

 

ENWR 105 November/December

Prep:

continue research for essay 3

In class:

More practice generating conceptual consequences

brainstorming ideas for a movie to watch & write about

 

 

Prep:

Begin revision of essay 3; write claim & reasons in support of a movie

In class:

problem statement variations: when and how to make changes (using sample problem statements from readings & student writing)

choosing a movie

 

Prep:

finish Essay 3 revision

In class:

Film evidence

 

 

 

 

 

Prep:

movie screening; make a list of possible claims

In class:

Discussing movie and movie claims

 

Prep:

Read articles about movie

In class:

Discuss articles

Preludes (looking at examples from different sources, then asking students to write preludes for Essay 3)

Prep:

Begin Essay 4 (about movie)

In class:

Conclusions (looking at examples, writing conclusions for short essays with no conclusion)

 

Prep:

Complete Essay 4

Workshop

 

Thanksgiving

Thanksgiving

Prep:

Give Thanks.

In class:

Responding to common bad assignments (how to make arguments out of compare/contrast assignments, or "read this and tell me what it says" papers, or in-class essays.

Introduce portfolio assignments; review examples.

 

Catch-up day

Prep:

Begin Essay 4 revision

In class:

Lessons learned: Ask students to write on the same topic they did for the 2nd class meeting; compare with original writing. Compile a list of writing techniques they want to remember; what seems most valuable?

Fill out evals.

Prep:

Complete Essay 4 revision

In class:

A preview of 106: paragraphs and sentences

 

Prep:

One portfolio revision and letter

In class:

portfolio workshop

 

Prep:

e-mail me SCHEV documents

In class:

closing shenanigans