1 Sep 4–6 | Course Overview & Class Policies | Elizabeth Wardle’s “You Can Learn to Write in General” (audio version also available) | • Savini’s “Looking for Trouble: Finding Your Way into a Writing Assignment” • Warner’s “Rethinking My Cell Phone/Computer Policy” • Bunn’s How to Read Like a Writer • Rosenberg’s Reading Games: Strategies for Reading Scholarly Sources • Irvin’s What is Academic Writing | • Mallory Helmes’ “The Training Wheels Need to Come off of the 5 Paragraph Essay” • Jennifer Gross’s “First-Year Composition Prepares Students For Academic Writing” • “Habits of Mind” from WRI@SLU | Relationship with writing: Strengths & desired improvements |
2 Sep 9–13 | Rhetorical Reading & Multiliteracies | Haas & Flower’s “Rhetorical Reading Strategies and the Construction of Meaning” | • Dryer’s “Words Get Their Meanings from Other Words” • Roozen’s “Texts Get Their Meaning from Other Texts” • Brooke and Grabill’s “Writing is a Technology through Which Writers Create and Recreate Meaning” | • “Reading Rhetorically” from WRI@SLU • “Reading and Writing as a Researcher” from WRI@SLU | Unexpected literacies |
3 Sep 16–20 | Peer Review & Revision: Literacy Narrative | • James Paul Gee’s “Literacy, discourse, and linguistics: Introduction” • Hawisher & Selfe’s “Becoming literate in the information age: Cultural ecologies and the literacies of technology” | • Maddalena’s “I need you to say ‘I’”: Why First Person is Important in College Writing • Ramsdell’s Storytelling, Narration, and the “Who I Am” Story • DePeter’s How to Write Meaningful Peer Response Praise | • Danielle Dell’Aquila’s “Put Yourself In Your Writing” • Sister Molly Heine’s “Find Your Style and Voice” | Writing the Right Words (in context) |
4 Sep 23–27 | The Writing Process: Historical Views | Carol Berkenkotter’s “Decisions and Revisions: The Planning Strategies of a Publishing Writer” and Donald Murray’s “Response of a Laboratory Rat: Or, Being Protocoled” (same link) | • Lamott’s Shitty First Drafts [see Canvas > Files] • Dila’s “Rethinking the Shitty First Draft” • “Finding Your Way In”: Invention as Inquiry Based Learning in First Year Writing from Writing Spaces | • Geena Scirica’s “Research Begins with Unsettling Problems and Questions” • Emily Contreras’s “Research Starts With A Hypothesis” • “Brainstorming” from WRI@LEO | Process Questions |
5 Sep 30 – Oct 4 | No class: Service Trip | [none] | • Reid’s “Ten Ways To Think About Writing: Metaphoric Musings for College Writing Students” • Grauman’s “What’s That Supposed to Mean? Using Feedback on Your Writing” | • “First Drafts” from WRI@SLU • “Editing and Revising” from WRI@SLU | Relationship with Revision |
6 Oct 7–11 | The Writing Process: Self-Study | Nancy Sommers’ “Revision Strategies of Student Writers and Experienced Adult Writers” | • Brooke & Carr’s “Failure Can Be an Important Part of Writing Development” • Downs’ “Revision is Central to Developing Writing” | • Alexus Yeakel’s “Failure is Awesome” • Haleigh Cedervall’s “Revision Is Not the Nail in the Coffin” | Iterative Writing |
7 Oct 14–18 | Peer Review & Revision: Writing Process Research Report | [none] |
8 Oct 21–25 | Discourse Communities v Speech Communities; lexis | John Swales’ “The concept of discourse community.” [See Canvas > Files] | • Melzer’s Understanding Discourse Communities • Tremain’s What Can I Add to the Discourse Community? How Writers Use Code Meshing and Translanguaging to Negotiate Discourse | “Discourse Communities” from WRI@SLU | Community Membership |
9 Oct 28 – Nov 1 | DCs: Genres as social action | Amy J. Devitt’s “Generalizing about Genre: New Conceptions of an Old Concept” | • Hart-Davidson’s “Genres are Enacted by Writers and Readers” • Lerner’s “Writing is a Way of Enacting Disciplinarity” | “Genre & Lexis” from WRI@SLU | Enacting Genres |
10 Nov 4–8 [No class 11/5] | DCs: Expertise, authority, and membership | • Penrose & Geisler’s “Reading and Writing Without Authority” • Wardle’s “Identity, authority, and learning to write in new workplaces.” [See Canvas > Files] | • Yancey’s “Writers’ Histories, Processes, and Identities Vary” • Lunsford’s “Writing is Informed by Prior Experience” • Villanueva’s “Writing Provides a Representation of Ideologies and Identities • What Color Is My Voice? Academic Writing and the Myth of Standard English from Writing Spaces • Workin’ Languages: Who We Are Matters in Our Writing from Writing Spaces | • Lavenda Oluoch’s “Official American English is a Choice” • Zachary Martin’s “African American Language is Good English” • Maya Ostfeld’s “There are Infinite Correct Ways to Communicate” • “Authority & Belonging” from WRI@SLU | Identity & Authority in Writing |
11 Nov 11–15 | Peer Review & Revision: DC Ethnography | [none] |
12 Nov 18–22 | Rhetorical Situations: Purpose & Exigence, Rhetor & Audience | Grant-Davie’s “Rhetorical Situations and Their Constituents” | • Carroll’s “Backpacks vs. Briefcases: Steps toward Rhetorical Analysis” • Duffy’s What Is Rhetoric? A “Choose Your Own Adventure” Primer • Boyd’s Murder! (Rhetorically Speaking) | “Rhetorical Situations” from WRI@SLU | Situating Rhetoric |
13 Nov 25–27 [No class 11/28–12/1] | Rhetorical Situations: Genres, Affordances, & Constraints | Miller & Shepherd’s “Blogging as social action: A genre analysis of the weblog” | • Mirabelli’s “The Language and Literacy of Food Service Workers.” [See Canvas > Files] • “Make Your “Move”: Writing in Genres” from Writing Spaces • Dirk’s Navigating Genres | • Catherine Garner’s “Excellent Academic Writing Can Be Funny” • Keith Erickson’s “Pop Culture is Good for Writing” | Demonstrating Values through Genres |
14 Dec 2–6 | Peer Review & Revision: Rhetorical Analysis | [none] |
15 Dec 9–13 [Wed 12/11 on Tue Schedule] | Reflective Writing | • Yancey & Wiser’s “Situating portfolios: Four perspectives” • Desmet et al’s “Reflection, revision, and assessment in first-year composition ePortfolios” | • Giles’ “Reflective Writing and the Revision Process: What Were You Thinking?” • Duffy’s “Writing Involves Making Ethical Choices” • Klein & Shackelford’s “Beyond Black on White: Document Design and Formatting in the Writing Classroom” | • “Building a Portfolio” from WRI@SLU • “Writing for Academic Audiences” from WRI@SLU | Function of a Portfolio and cover letter |
Exams Dec 16–20 | Final Portfolios; Peer Review & Revision: Course Audit | [none] |