| Professor:
Sandra Jamieson
http://www.depts.drew.edu/engl/sjamieso/ Contact: (email): sjamieso@drew.edu (office): 973.408.3499 (home): 908.757.1051 Class meetings: Mon., Wed., &, Fri. 11:15-12:05 p.m. EMB 205 Office: S.W. Bowne 118; Office hours: Mon & Wed., 1:00-2:00, Tues 2:00-5:00 and by appointment Virtual Office Hours: TBA. IM screen name: “ProfJamieson” |
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| The Schedule |
Week
1:
Jan. 31
(Mon.): No
class today. Don’t laugh too loud
though—there is homework!
Homework: Please write two things and
either send them to me as email attachments (sjamieso@drew.edu)
or bring them to class on Wednesday.
1) Write a brief essay in which you describe yourself as a writer, include a narrative of your writing process (what you do before and during the time you are working on a paper) and how you feel about writing. Include any changes you experienced in your writing as a result of your first semester in college.
2) In
one sentence, describe
two aspects of your writing with which you are satisfied, then, in a
second sentence, describe two aspects of your writing
that you
would like to strengthen. Please do this even if you were in my class
last
semester and even if your goals remain the same.
Feb. 2
(Wed.): Introduction
to the course, the focus of the
class, the course (k) drive, the on-line syllabus, the New
York Times project, and the public discussion board. Sign up
for individual appointments. Summary
Writing: select an
article from
today’s New York Times and write
a summary of it. (This is summary #1. It will not be graded. I will give it back in our individual
meetings next week.)
Homework:
Finish your summary, and read the New York Times (http://www.nytimes.com/) Wednesday AND
Thursday nights. List a few stories that
you find interesting, puzzling, annoying, boring, depressing, or
uplifting
(yes, this can include the sports section!) and write a second summary
of one
of them. (Summary #2)
Feb. 4
(Fri.): Bring
your computers and network cables to class today—PLEASE DO NOT
FORGET!). Summary #1 due in
class (save a copy on to your computer hard drive as well). Test of the
K:drive.
Discussion of summaries,
summary writing, and the stories you read the last two evenings.
Reading
newspapers on line. Discussion of summary topics
and the "following the news" project Short writing workshop of summary #1.
Homework: Read the New York Times on
line and select three
news stories of interest to you.
Summarize those stories (cited correctly) and then write an
explanation
of why you consider each story of interest. These are summaries #3, #4,
and #5.
Write your summary in Word, and save it in your k:drive folder and on your hard drive. Then
send me
the summary and the article by email (see below). SEND A COPY TO
YOURSELF AS
WELL!
If you are using
Internet Explorer: with
the news article open,
select "Send" from the "File" menu, then select "Send
as Email." When the email window
opens, paste your summary and response AT THE VERY TOP of the message
window
(so that it shows up above the forwarded page).
Don't forget to send a copy to yourself.
If you are using Mozilla: with
the new article open,
select "Send page" from the "File" menu. When the email window
opens, paste your
summary and response AT THE VERY TOP of the message window (so that it
shows up
above the forwarded page). Don't forget
to send a copy to yourself.
Week
2
Feb. 8 (Tue.)
and Feb. 9 (Wed.): Meet with Prof. Jamieson in her
office (118 S.W. Bowne)
on one of these days, to discuss your writing, the homework, and what
you want
to accomplish in this course. (Times posted on the door in case you
forget!)
Feb. 7
(Mon.): Bring your
computers and network cables to class.
When
you get to class, scan the New York Times
online (arrive early if you can). Scanning the
"front
page," selecting stories, understanding the structure of news articles,
and effectively summarizing content. Brief
introduction to the Writer's Resources peer review guides. What
information must be included in a summary?
Homework: Read
the New York Times between
now and Wednesday and
decide which topic you'd like to think about for the first half of the
semester. Select topics that produce a
story at least every other day if possible.
Send copies of interesting articles to yourself (you may summarize
them,
too, which will save you time later and provide valuable practice in
summary
writing). Summarize at least one story
and image (Summary #7). Write a brief response to the way both work
together to
tell the story.
Feb. 9 (Wed.): Bring your computers and
network cables to class. When you
get to class, open the on-line
syllabus, check the assignment for the day,
and then
scan the
New York Times
online
(arrive early if you can).
List
topics students found interesting. Students select five or six
stories
that will be tracked for the next two weeks, divide into groups of
three or
four based on their interest in those topics, and prepare brief
presentations
to update the rest of the class on the progress of the story. Post the updates
on the class discussion list for that topic.
The writer’s
stance: What is the position (or
stance) of the newspaper on each
topic? How can you tell that? Do the authors all seem to
take the
same position? How can you tell? How did your position
influence
the way you wrote your summaries? Write a brief summary of your
position
on the topic you are following (summary #8).
Homework: Review
of the Writer's Resources peer review guide on
summary-writing. What should a summary accomplish? How can
it best
do that? Are yours as good as they can be?
Read the New
York Times and look for articles on your topic. Look at other
national and
international newspapers to see how they cover your story.
(Many on-line newspapers and media sources
are listed on the "Media Page") Write
a
150 word summary of an article from today's New York Times
(or other on-line
newspaper) on your topic
(summary #9), and write another on Thursday on the same topic (Summary
#10). Paste these summaries into the discussion board for your
project
(see below). If you cannot post them, bring both to class Friday, along
with a
printout of the articles you summarized. (You may want to work with
others also following
your topic and each look at one source and post a summary from there). [For more information on summary
writing, see
the class on-line resources.]
First
Public Journal assignment: Write a
brief annotation of each of the articles you have read on your topic
and
post it
on the “Discussion Board” for your topic [<https://forums.drew.edu>] including a link to the
article. Your
purpose here is both to update your group and also to keep the rest of
the
class informed. You’ll draw from these
public postings to make a brief presentation in class on Monday.
Feb. 11 (Fri.): Bring your computers and
network cables to class for the rest of the
semester. When you get to class,
open the on-line syllabus, check the assignment for the day, and then
scan the New
York Times
online. Do
the News
Quiz (and tell me your score!) Quick
update on stories being covered and discussion of topics and how
to expand them. In class writing and workshop of summaries
Homework: Read the New York Times and continue to look for
articles on your topic and summarize any you find (you may want to work
with
others and each look at one source and post a summary
from there). All summaries written so far (and all drafts) are due in
class on
Monday in a folder entitled “Summaries” (or in the k:/drive in the
“Summaries”
folder in your inbox. (There should be at least 10 summaries in this
folder!)
First weekly
e-dialogue (due by
Week
3
Feb. 14 (Mon.): Summary Portfolio due.
All summaries due today in a folder
entitled “Summaries” (or in the k:/drive in the “Summaries” folder in
your
inbox). Students work together to generate brief reports of how each
news story
is going: What has happened since last week? Introduction
to
synthesis writing and paper #1, due
Wednesday, Feb 23. [For more information on synthesis writing,
see the
class on-line resources or the Writer’s Resources at:
<www.users.drew.edu/~sjamieso/Synthesis.htm>]
Homework:
Continue to follow the stories that interest
you in the New York Times
between now
and Wednesday and send copies of relevant articles to yourself and
write
summaries and responses to save yourself time later.
Second
Public Journal assignment: Write a brief annotation of each of the
articles
you have read on your topic this week and post it on the “Discussion
Board” for
your topic [<https://forums.drew.edu>] including a link to the
article. Your
purpose here is both to update your group and also to keep the rest of
the
class informed. You’ll draw from these
public postings to make a brief presentation in class on Tuesday.
Feb. 16
(Wed.): Check the syllabus and
on-line assignments, then scan
the New
York Times
.
Synthesis
writing: We will discuss
synthesis
within articles (quotations, sources, etc.), and narrative,
informative, and
background syntheses of several articles in college-level papers. Write
a brief
synthesis using articles on the topic you have already summarized.
Homework: Write a
very rough draft of
your synthesis paper (Paper #1).
Whatever you have is due in class Friday. Continue to follow the
stories that
interest you in the New York
Times
between now and Friday and send copies of relevant articles to yourself
and
write summaries and responses to save yourself time later (The more
summaries
you have, the easier your synthesis will be).
Feb. 18
(Fri.): Draft #1
of Paper #1 due in the k:drive
and in class today.
Sign up for an appointment
with me if you’re stuck. Check the syllabus and on-line assignments, then scan the New York Times
.
Find a story
on your topic in the New York Times or another
on-line newspaper that synthesizes
sources (using quotations, reports, "experts," etc.) and analyze
whether it uses those sources to "simply" report or whether it takes
a stand. Save the article to your K:/drive folder, and make notes on
how
objective the coverage is. note: save
these
notes, they will be very useful later.
Homework:
Continue to work on Paper #1,
checking to make sure you remain objective. Good draft of Paper #1 due
in class
Monday.
Second weekly e-dialogue (due by
Week
4
Feb. 21
(Mon.): TODAY IS A SNOW DAY!
Drew is closed. Draft #2
of Paper #1 STILL due in the k:drive
and in class today. If you would like specific feedback, please
send it to me as an email attachemnt and ask specific qwuestions in
your email message. I will return it to you with comments and
suggestions for revision. I will also be reading Instant Messages for
most of the day ("ProfJamieson")
Homework:
Continue to work on your synthesis, using the
feedback generated in class today. Final paper due in class
on Wednesday.
Feb. 23
(Wed.): A better draft of the synthesis paper
should appear in the k:drive folder today. When you get to
class, check the syllabus, then scan
the New
York Times.
Work on paper
#1 in class. The art of
introductions. How does one introduce and organize a synthesis? In class
collaboration workshops.
Students will work with group members on perfecting each other's
drafts.
Look at peer review
questions. What must a synthesis achieve? Do
these
syntheses do that? Why? Does the organizational pattern
selected
work? Why? What else do you need to know? How might
the topic
sentences work more effectively?
Paper
#2: explanation of the
assignment and examples of papers students might write. Due
Mon., March 7.
Prewriting suggestions.
AIM
office
hours Thursday evening in case you’re stuck.
Feb. 25 (Fri.): Synthesis
paper #1 due in class today (or in the K:drive “paper #1” folder in your in-box).
Your
portfolios should include the final draft of the paper, all earlier
drafts,
notes, summaries, AIM transcripts, etc.When you get to
class, check the syllabus, then
scan the New
York Times
.A bit of Boolean logic to help you find
sources. Find five or more
sources to
help you write a background synthesis on your topic. Make an annotated
list
(correct citation and one sentence summary). Discussion
of reliability
of web resources. Find a good background source
on your topic and a bad one.
Evaluation of on-line sources What makes
one bad and
the other good?
Homework: Work
on paper #2. Conduct
research or think about how you can use material from another class to
help you
explain your topic. Bring notes, drafts, questions, etc. to class on
Monday.
Week
5
A brief
introduction to the library
component of this class. Sign up for
library appointments for next week.
Feb. 28
(Mon.): When
you get to
class, check the syllabus, then scan the New York Times. Work
on paper #2 in
class. Sign up to meet with me if you are stuck.
Homework:
Keep working on Paper #2. Working
draft due in class on Wednesday.
Mar. 2
(Wed.): Rough
draft of Paper #2 due in the k:drive
by the beginning of class today (draft #1). When you get to class, check
the syllabus, then
scan the New
York Times. Work on
paper #2 in class. In class workshop on
organization and
argument.
Homework:
Keep working on Paper #2. Pretty good draft
due in class on Friday.
Mar. 4
(Fri.): Better
draft of Paper #2 due in the k:drive
by the beginning of class today (draft #2). When you get to class, check
the syllabus, then
scan the New
York Times
. Work
on paper
#2 in class. In class workshop on use of sources
and
sentence-level editing.
Homework:
Keep working on Paper #2. Due on Monday,
March 7.
Week
6
Library appointment this week. Don’t forget to go! Even
if you are writing option #2 you’ll need
this information for papers #3, 4, and 5! Look for contemporary sources
you can
use for paper #3.
Mar. 7
(Mon.): Paper
#2 due in class today (or in the K:drive “paper #2” folder in your in-box).
Your portfolios should include the final draft of the paper, all
earlier
drafts, notes, summaries, AIM transcripts, etc. When
you get to class, check the syllabus, then
scan the New
York Times
.
Comparison
Writing:
We will discuss comparison and the different
stances we see in various news articles from The National
Review, The New
Republic, and Newsweek. Work with
your group to describe and analyze the stance of the contemporary
sources you
found when you went to the library (or since then).
You should have thorough notes and the
beginning of a comparison of each by the end of today's class. Brief discussion of the
paper topic. (This is
Paper #3, due
on Monday, March 21)
[For more information on comparison
writing, see your handbook and the Writer’s Resources page at
<www.users.drew.edu/~sjamieso/Comparison.htm>]
Homework:
Write a very rough draft of Paper #3, a paper
in which you compare the different stances people in the media take on
your
topic, bring a draft to class on Wednesday and save a copy to the k:drive folder named “Paper #3.”
Mar. 9
(Wed.): Rough draft of
Paper #3 due in the k:drive by
the beginning of class today (draft #1). When
you get to class, check the syllabus, then
scan the New
York Times
. Work on paper #3 in class.
Homework:
Work on Paper #3. A decent draft is due in
class on Friday.
Mar. 11
(Fri): Better
draft of Paper #3 due in the k:drive
by the beginning of class today (draft #1). When you get to class, check
the syllabus, then
scan the New
York Times
.
Revising Outlines: Discussion of the perfect comparison
essay--organization, style, audience, etc.
Working with the guidelines on the Web Resources page
[<www.users.drew.edu/~sjamieso/Comparison.htm>], we will compare
different strategies for comparison paper outlines and revision
outlines and
review editing questions. How well does
each present the information? How might
different organization change the way you read the piece?
How does the writer's stance influence the
way he or she organizes an article? How
do we introduce comparisons? Topic
sentences, etc. Students will work
together
to revise each other’s papers using the guidelines in the Writer’s
Resources
(students can work online using the copy saved to Blackboard, or work
with
paper copies if they prefer).
Homework: Work on
paper #3. A final draft is due in class on
Monday March 21.
Week
7
Week
8
Mar. 21
(Mon.): Paper
#3 due in class. Your
portfolios should include the final draft of
the paper, all earlier drafts, notes, summaries, AIM transcripts, etc.
When
you get to class, check the syllabus, then
scan the New
York Times. Discussion of mid-term
portfolio, evaluation, and introductory essay. Brief discussion about
which two papers you will select and about editing for correct source
use. (The portfolio is due Friday
25th at
Homework: Decide
which two papers you will revise for the
mid-term portfolio and begin work on one of them.
Mar. 23
(Wed.): When
you get to
class, check the syllabus, then scan the New York Times. Work on
papers for the
portfolios (I will return paper #3).
Homework:
Work on the papers for your mid-term
portfolio (don't forget that the
Mar. 25
(Fri): When
you get to class, check the syllabus, then
scan the New
York Times. Work on perfecting the
mid-term portfolio including on the introductory preface. Sign
up for meetings next week to get your portfolio back.
Homework:
Perfect that portfolio, then get some sleep!
Friday Mar
25: Mid-term portfolio due by
Week 9
Mar. 28
(Mon.): No class
today: Meetings with me to discuss
your mid-term portfolio and your overall mid-term grade and progress in
the
course so far.
Week 10
Week 11
Week 12
April.
18
(Mon.):
Research proposals--see the online guide and the handout
in the k:drive ("Paper 5" folder)
Homework: Perfect your
research proposal and start looking for sources.
April.
19
(Tues.): Office
hours to discuss papers and problems, delights, fascinating facts, etc.
April.
20
(Wed.): When
you get to
class, check the syllabus, then scan the New York Times. Discussion of
focus and the single research question
Homework: Work on exploring
and annotating sources for Paper #5 You need four
annotations on Friday. Aim for sources that provide background
information and help you to get a beter sense of the topic. We will
talk about
sources, background, the thesis, and any other issues that you need to
discuss. Students will work on their annotations and findng additional
sources and I will talk with individual students as needed.
April. 21 (Fri): When you get to class, check the syllabus, then scan the New York Times. Four annotations/summaries due in class today (don't worry if you end up not using all of them, they are still helpful and you will still get credit for them!). Aim for sources that provide background information and help you to get a beter sense of the topic. We will talk about sources, background, the thesis, and any other issues that you need to discuss. Students will work on their annotations and findng additional sources and I will talk with individual students as needed.
Homework: Work on exploring and annotating sources for Paper #5 You need four more annotations on Monday.Week 13
April.
25
(Mon.):
Four more annotations/summaries due in class today (that
is a total of eight--don't worry if you end up not using all of them,
they are still helpful and you will still get credit for them!). We
will talk about sources, background, the thesis, and any other issues
that you need to discuss. Students will work on their annotations and
findng additional sources and I will talk with individual students as
needed.
Homework: Work on Paper #5
A sloppy draft
is due on Wednesday (aim for 4 pages!) Don't forget that the
April.
26
(Tues.): Office
hours to discuss papers and problems, delights, fascinating facts, etc.
April.
27
(Wed.): When
you get to
class, check the syllabus, then scan the New York Times. A
sloppy draft of paper #5 is due in the "A sloppy draft" folder inside
"Paper#5" in the k:drive by 11:15 today. Aim for four pages and try to
work on the background to the project, synthesis, summary, and if
relevant a discussion of the questions or issues people argue about
when they discuss your topic We will
talk about revision in the class and I will work with individual
students as needed.
Homework: Work on Paper #5
A much better
draft is due on Friday (aim for 8 pages!) Don't forget that the
April.
29
(Fri): When
you get to class, check the syllabus, then
scan the New
York Times. A better draft of paper #5 is
due in the "A better draft" folder inside "Paper#5" in the k:drive by
11:15 today. Aim for eight pages! We will talk about revision in the
class and I will work with individual students as needed.
Week 14
May. 2
(Mon.): Decent draft of paper #5 is due in the "A
very decent draft" folder inside "Paper#5" in the k:drive by 11:15 today. Aim for
perfection!
In class we will discuss how you can do something with your new and
improved knowledge. Think about how you will put this knowledge to
use--this is the final project. A website? A brochure? A letter to the
newspaper? A proposal for the Dean? A letter to your mayor? A
powerpoint presentation? A poster session? A wikipedia entry? Who is
your audience? Why might they want to know about this topic? How can
your knowledge improve life for someone else? This is serious business.
Think about it
Homework: Work on
Paper #5 or your project.
May 4
(Wed.): Perfecting
the paper--final check for source use, works cited list, introductions,
topic sentences, all that good stuff!
Homework: Work on
paper #5. A final draft is due in class on Friday
May 6
(Fri): Paper
#5 due in class. Your
folder should include the final draft of
the paper, all earlier drafts, notes, summaries, annotated
bibliography, research proposal, list of questions, AIM transcripts,
etc.
Week 15
May 9
(Mon.): Fianl class.
Evaluations of the class, final revision guidelines, portfolio
guidelines, last minute questions and panics.
Homework: Perfect the papers for your
final
portfolio (don't forget that the
I WILL HAVE IM OFFICE HOURS TONIGHT
AND TOMORROW. FIND ME AT "PROFJAMIESON"
May 11
(Wed.): Final
portfolio due to the box outside SWBowne 115 by 6:00PM tonight.
Homework:
Work on your final project (due Friday 13th), then get some sleep!
May 13
(Fri): Final project due aklong with ALL of the work
yuou have done this semester for this class (midterm and final), due at
my office by 6:00PM