Each chapter contains an introduction, an overview, guidelines, and writing checklist/activities. For each chapter, write a summary, draw a map of main ideas, subtopics, and significant details, and complete an exercise. You also need to create your own course blog with the following among items to be included on the blog:
1. Summaries for each chapter
2. Maps for each chapter
3. A minimum of one sentence for your thoughts of each day during the semester.
Note: Although you will place these items on your blog, you also need to email all your work to me at-- drsylvia2007@blogspot.com
Unit topics should be selected and outlined for possible development into the unit paper for each of the three units (I: Narrative, Descriptive, and Reflective Writing; II: Analytical; and III: Persuasive).
1 Intro 8-28-9-3 | I. A Rhetoric: College Student's Guide to Writing |
| Brief Overview Chapters | Reading, Thinking, Viewing, and Writing 1. Critical Thinking Through Reading, Viewing, and Writing The Writing Process 2. Beginning the Writing Process 3. Planning 4. Drafting 5. Revising 6. Editing and Proofreading 7. Submitting, Writing, and Creating Portfolios The College Essay 8. One Writer's Process |
-------------- Unit I | Narrative, Descriptive, and Reflective Writing |
| 9-10-9-24 | 9. Forms of College Writing Narrative, Descriptive, and Reflective |
| 10. Narration and Description | |
| "Mzee Owitti" by Jacqui Nyangi Owitti | |
| "That Morning on the Prairie" by James C. Schaap | |
| "A Hanging" by George Orwell | |
| "Sunday in the Park" by Bel Kaufman | |
| "Northing" by Annie Dillard | |
| 11. Description and Reflection | |
| "The Stream in the Ravine" by Nicole Suurdt | |
| "Call Me Crazy But I Have to Be Myself" by Mary Seymour | |
| "None of This Is Fair" by Richard Rodriguez | |
| "Who Shot Johnny?" by Debra Dickerson | |
Week 5 9-24 | Unit I (Narrative, Descriptive, and Reflective Writing) Paper Due |
-------------- Unit II | Unit II -- Analytical Writing |
| 12. Cause and Effect | |
| "Adrenaline Junkies" by Sarah Hanley | |
| "The Legacy of Generation N" by Christy Haubegger | |
| "Our Tired, Our Poor, Our Kids" by Anna Quindlen | |
| 13. Comparison and Contrast | |
| "A Fear Born of Sorrow" by Anita Brinkman | |
| "Two Views of the River" by Mark Twain | |
| "Shrouded in Contradiction" by Gelareh Asayesh | |
| "Like Mexicans" by Gary Soto | |
| 14. Classification | |
| "Three Family Cancers" by Kim Brouwer | |
| "Four Ways to Talk About Literature" by John Van Rys | |
| "No Wonder They Call Me a Bitch" by Ann Hodgman | |
| 15. Process Writing | |
| "Wayward Cells" by Kerri Mertz | |
| "Downloading Photographs from the MC-150 Digital Camera" (from WFB) | |
| "Hair Today, Gone Tomorrow" by Verne Meyer | |
| "Campus Racism 101" by Nikki Giovonni | |
| 16. Definition | |
| "The Gullible Family" by Mary Beth Bruins | |
| "Understanding Dementia" by Sarah Anne Morelos | |
| "Deft or Daft" by David Schelhaas | |
| On Excellence by Cynthia Ozick | |
Week 10 10-30 | Unit II (Analytical Writing) Paper Due |
-------------- Unit III | Persuasive Writing |
| 11-6- 12-4 | 17. Strategies for Argumentation and Persuasion |
| 18. Taking a Position | |
| "An Apology for Ms. Barbie D. Doll" by Rita Isakson | |
| "In Defense of the Animals" by Meg Greenfield | |
| "Apostles of Hatred Find It Easy to Spread Their Message" by Leonard Pitts Jr. | |
| "Pornography" by Margaret Atwood | |
| "Demystifying Multiculturalism" by Linda Chavez | |
| 19. Persuading Readers to Act | |
| "To Drill or Not to Drill" by Rebecca Pasok | |
| "Soul of a Citizen: Living with Conviction in a Cynical Time" by Paul Rogat Loeb | |
| "I Have a Dream" by Dr. Martin Luther King, Jr. | |
| "The Media's Image of Arabs" by Jack G. Shaheen | |
| 20. Proposing a Solution | |
| "Preparing for Agroterror" by Brian Ley | |
| "Uncle Sam and Aunt Samantha" by Anna Quindlen | |
| "The Media and the Ethics of Cloning" by Leigh Turner | |
| Week 15 12-4 | Unit III (Persuasive Writing) Paper Due |
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