Friday, August 06, 2004
Observing Places
As stated in your CEL textbook:
Careful observers go beyond the casual glance; they study their subjects, and learn something by seeing them in a particular way. In some ways, then, learning how to observe involves learning how to see things, how to notice what is beneath the surface.
Observers find the hidden meaning, the significance, issues, and the important aspects of a particular subject. They point out how and why a particular subject is of interest to a broader public.
(… they also) focus their perspective on a particular issue or subject. They analyze that issue or subject to find the most important or valuable thing to say - to find the significance for their audience. Throughout this process, the observing writer is always looking to discover, to find and communicate a fresh and interesting idea.
With this in mind, consider the prompt for your third paper:Recall the details of a special place. Pay extra attention to the tone of your essay, including details and using language that helps you develop, or support, the purpose of your description.
In other words, what point can you make by describing this place?
Type a multi-paragraph paper of 2-3 double spaced pages (roughly around 500-700 words). Take extra steps in using the correct format for college papers and integrating a meaningful title.
We will need copies of the rough draft distributed to your group members and one to your instructor by Wednesday, October 20, 2004. We will be doing distribution and workshop on the same day.
The final draft, along with all rough drafts will be due by the end of the day on Monday, October 25 2004.
As stated in your CEL textbook:
Careful observers go beyond the casual glance; they study their subjects, and learn something by seeing them in a particular way. In some ways, then, learning how to observe involves learning how to see things, how to notice what is beneath the surface.
Observers find the hidden meaning, the significance, issues, and the important aspects of a particular subject. They point out how and why a particular subject is of interest to a broader public.
(… they also) focus their perspective on a particular issue or subject. They analyze that issue or subject to find the most important or valuable thing to say - to find the significance for their audience. Throughout this process, the observing writer is always looking to discover, to find and communicate a fresh and interesting idea.
With this in mind, consider the prompt for your third paper:Recall the details of a special place. Pay extra attention to the tone of your essay, including details and using language that helps you develop, or support, the purpose of your description.
In other words, what point can you make by describing this place?
Type a multi-paragraph paper of 2-3 double spaced pages (roughly around 500-700 words). Take extra steps in using the correct format for college papers and integrating a meaningful title.
We will need copies of the rough draft distributed to your group members and one to your instructor by Wednesday, October 20, 2004. We will be doing distribution and workshop on the same day.
The final draft, along with all rough drafts will be due by the end of the day on Monday, October 25 2004.
Relationships
This paper is to help you explore relationships within your life and to convey their significance to your audience. The topic should be something you will feel comfortable making public, as it will be shared within groups of the class.
Consider the prompt,"Explain a hidden or unique relationship you have with a specific non-human subject."
Be sure that your analysis focuses on how the details of the subject work together to convey a significant point about a relationship. The relationship should include you and an important object in your life - you may choose to write about a recent or one from your past.
I am looking for expository writing - an exploration of the relationship with some insight on how the relationship exists and came about, why it exists, and what it may mean to others as they read your paper. Be sure to include examples, analysis of the relationship, and a reflection. Also, keep in mind your audience and how you may relate it back to them.
Type a multi-paragraph paper of 2-3 double spaced pages (roughly around 550-750 words). The format for the paper should be based on the sample found on the course website (http://bsucollegewriting1.blogspot.com/).
Due Dates
We will need copies of the rough draft handed to your group members and one to me on Wednesday, September 29.
The final draft and a rough draft will be due Monday, October 4.
This paper is to help you explore relationships within your life and to convey their significance to your audience. The topic should be something you will feel comfortable making public, as it will be shared within groups of the class.
Consider the prompt,"Explain a hidden or unique relationship you have with a specific non-human subject."
Be sure that your analysis focuses on how the details of the subject work together to convey a significant point about a relationship. The relationship should include you and an important object in your life - you may choose to write about a recent or one from your past.
I am looking for expository writing - an exploration of the relationship with some insight on how the relationship exists and came about, why it exists, and what it may mean to others as they read your paper. Be sure to include examples, analysis of the relationship, and a reflection. Also, keep in mind your audience and how you may relate it back to them.
Type a multi-paragraph paper of 2-3 double spaced pages (roughly around 550-750 words). The format for the paper should be based on the sample found on the course website (http://bsucollegewriting1.blogspot.com/).
Due Dates
We will need copies of the rough draft handed to your group members and one to me on Wednesday, September 29.
The final draft and a rough draft will be due Monday, October 4.
Thursday, August 05, 2004
Memory Paper
Ayleen Lindahl College Writing I
This paper is to help you rediscover a specific situation or event from your past, explore it in depth, develop a particular point about it, and communicate your ideas in writing. We have and will be working on prompts that will help you determine a subject for your paper. Please choose one that has significance and not just a recount of 'the big game'. Feel free to be creative but true to life. Try to illustrate the significance through details and other techniques discussed in class.
This topic should be something you will feel comfortable making public as it will be shared within groups of the class.
Consider the prompt,
'What moment represents an important aspect of your upbringing? What significance does this memory have to you that can be related to others?'
Type a multi-paragraph paper of 2-3 double spaced pages (500-750 words) in which you might consider:
*Who your intended audience is
*How you can engage the reader to find the same significance
*What kind of voice you will use
*How much detail can convey the significance to the reader without drowning them in sensory details.
We will need four (4) Copies of the Rough Draft handed out to your group members on Wednesday (September 15).
The Final Draft (only 1 Copy for Instructor) will be due Monday (September 20).
Ayleen Lindahl College Writing I
This paper is to help you rediscover a specific situation or event from your past, explore it in depth, develop a particular point about it, and communicate your ideas in writing. We have and will be working on prompts that will help you determine a subject for your paper. Please choose one that has significance and not just a recount of 'the big game'. Feel free to be creative but true to life. Try to illustrate the significance through details and other techniques discussed in class.
This topic should be something you will feel comfortable making public as it will be shared within groups of the class.
Consider the prompt,
'What moment represents an important aspect of your upbringing? What significance does this memory have to you that can be related to others?'
Type a multi-paragraph paper of 2-3 double spaced pages (500-750 words) in which you might consider:
*Who your intended audience is
*How you can engage the reader to find the same significance
*What kind of voice you will use
*How much detail can convey the significance to the reader without drowning them in sensory details.
We will need four (4) Copies of the Rough Draft handed out to your group members on Wednesday (September 15).
The Final Draft (only 1 Copy for Instructor) will be due Monday (September 20).
Wednesday, August 04, 2004
FORMAT OF ALL PAPERS
Last Name & Pg. # on top right
Name on top left
Date on top left
Course Name on top left
Assignment Name on top left
title centered
Date on top left
Course Name on top left
Assignment Name on top left
title centered
12 pt. Times New Roman
Double Space Throughout
NO extra spaces
Do not bold, highlight, underline or in any way make the title embellished
Tuesday, August 03, 2004
Proposing Solutions Project
Ayleen Lindahl CW I
4 Cs of content
For the drive-thru reader
Credibility - words, phrases, design that goes to convince reader that the document is sincere and honest. Heavily depends on writing style. Promotional marketese, exaggeration, subjective claims, boasting, emptiness, detract from cred and usability.
Clarity - creating text that is easily readable and clear to expected readers. Keeps focus on information rather than the writer. Uses plain style: writing that doesn't call attention to itself. Topics are made clear by organization and presentation and not by reduction to simplemindedness or dumbing down. Writers use structural elements (page titles headings, lists, and highlighting key words), design elements and diction to create clarity. Clarity is served by making text apparently objective or factual, without marketing hype and without an idiosyncratic (personal) point of view.
Conciseness - textual conciseness is presenting a topic in the most economical manner, compacting, embedding, consolidating text to make the transaction efficient. Conciseness is part of clarity in using reduced verbiage but also includes effective use of text elements such as heads and lists. Like clarity, conciseness is not the same as short and simple.
Coherence - At a macro-level refers to pamphlet design, to structuring content across thepamphlet individual pages. At a micro-level, it refers to placing text on the page, the order of paragraphs, structures of sentences. In print text, coherence is the feel that all parts of the text hold together in clear and logical ways: that is, coherence is the sensing of the principles of organization and structure - the logic - of the page.
Ayleen Lindahl CW I
4 Cs of content
For the drive-thru reader
Credibility - words, phrases, design that goes to convince reader that the document is sincere and honest. Heavily depends on writing style. Promotional marketese, exaggeration, subjective claims, boasting, emptiness, detract from cred and usability.
Clarity - creating text that is easily readable and clear to expected readers. Keeps focus on information rather than the writer. Uses plain style: writing that doesn't call attention to itself. Topics are made clear by organization and presentation and not by reduction to simplemindedness or dumbing down. Writers use structural elements (page titles headings, lists, and highlighting key words), design elements and diction to create clarity. Clarity is served by making text apparently objective or factual, without marketing hype and without an idiosyncratic (personal) point of view.
Conciseness - textual conciseness is presenting a topic in the most economical manner, compacting, embedding, consolidating text to make the transaction efficient. Conciseness is part of clarity in using reduced verbiage but also includes effective use of text elements such as heads and lists. Like clarity, conciseness is not the same as short and simple.
Coherence - At a macro-level refers to pamphlet design, to structuring content across thepamphlet individual pages. At a micro-level, it refers to placing text on the page, the order of paragraphs, structures of sentences. In print text, coherence is the feel that all parts of the text hold together in clear and logical ways: that is, coherence is the sensing of the principles of organization and structure - the logic - of the page.
Elements of pamphlet coherence (macro-structures of design)
- well built info architecture
- pages that can stand alone as rhetorical (effect or style of writing) units of information
- coherence of design
Elements of textual coherence (micro-structures)
- cohesive ties such as repetition, synonyms, reference, conjunction, ellipsis, substitution
use of headings and lists
College Writing 1101 MWF 1-2pm
Ayleen Lindahl Group Workshops
Why write in a workshop environment?
· Get to know classmates and understand and help their problems with writing
· Wide range of ideas
· Stress off the author
· Help with grammar/punctuation...etc.
· Stress off the teacher
· Work off of other peoples experiences - different backgrounds
· Use of their advice
· Help through writers block
· Approaching your writing through another persons perception
· Sharing skills
· More feedback (not just the instructor)
What do you expect from your classmates in group critiques?
· Open Mindedness - open to the authors thoughts and authors being open to suggestions
· Be honest
· Be positive
· Be accurate
· Be respectful
· Use of teamwork
· Do the work
· Communicate on a professional college level
· Bring your ideas to the table
· Listen to the author
· Big smiles and happy faces - keep it pleasant
· Help with problems - we all have mistakes we always make!
· Be objective and able to compromise
Holding a workshop
· When the author is reading their piece - do not disturb or distract in anyway - just listen. As they read out loud, keep the copy you have in front of you and correct any differences from paper to vocalization - write in the margins.
· Let the other group members discuss what is happening in the essay, using the assignment sheet for reference (making sure the essay meets all goals).
· When the group members are finished and the author has answered questions - then the author should recap exactly what they were going for and how it has stayed the same or has changed since inception of the idea.
Ayleen Lindahl Group Workshops
Why write in a workshop environment?
· Get to know classmates and understand and help their problems with writing
· Wide range of ideas
· Stress off the author
· Help with grammar/punctuation...etc.
· Stress off the teacher
· Work off of other peoples experiences - different backgrounds
· Use of their advice
· Help through writers block
· Approaching your writing through another persons perception
· Sharing skills
· More feedback (not just the instructor)
What do you expect from your classmates in group critiques?
· Open Mindedness - open to the authors thoughts and authors being open to suggestions
· Be honest
· Be positive
· Be accurate
· Be respectful
· Use of teamwork
· Do the work
· Communicate on a professional college level
· Bring your ideas to the table
· Listen to the author
· Big smiles and happy faces - keep it pleasant
· Help with problems - we all have mistakes we always make!
· Be objective and able to compromise
Holding a workshop
· When the author is reading their piece - do not disturb or distract in anyway - just listen. As they read out loud, keep the copy you have in front of you and correct any differences from paper to vocalization - write in the margins.
· Let the other group members discuss what is happening in the essay, using the assignment sheet for reference (making sure the essay meets all goals).
· When the group members are finished and the author has answered questions - then the author should recap exactly what they were going for and how it has stayed the same or has changed since inception of the idea.
Monday, August 02, 2004
Radical Thinking Group - Oral Presentation
Ayleen Lindahl College Writing I
Pick one from these two prompts:
What is the essence of __________?
What is the most fundamental quality of _________?
The very act of living in our own skin can conceal the basic meaning of our lives, but radical thinking allows us to examine what we would otherwise overlook. In fact, the term radical comes from the Latin radix, which means root or source. Radical thinking might be seen as a process of finding the root or essence. For example, someone might explore the essence of womanhood or manhood, the true meaning of growing old, or the essence of education. (CEL 554)
Imagine the possibilities beyond your experiences. And because you are searching for a topic to explore (not a simple question to answer), you should gravitate toward ideas that provoke an exploration (rather than an easy answer)...the ultimate goal is to escape conventional thinking and to imagine something entirely outside of common intellectual activity. (552)
Using chapter 11 (528-575) as a guide, I would like a collaborative project between you and your group members. The project, in a sense, is a rough draft since I only expect notes for reference and not a written draft. The presentation will take place as a panel discussion held in front of the class. Individual grades on participation and contribution will be assessed. Feel free to meet out of class for further work on this presentation.
It would be a good idea to have one or more group member’s bring their book when you meet - the chapter has many helpful suggestions.
Panel Presentation
A Panel Presentation is a way in which the group members discuss their topic in depth in front of an audience. The audience listens in on the panel’s ideas and examples, forming more questions and ideas. After 7-10 minutes, the panel should wrap up their discussion - not all members having to decide on the same outcome. Then a 2 minute question/answer period will follow - be prepared to defend or help the audience to understand points that were missed or not articulated clearly. The presentation is a total of 100 points, the equivalent of an essay.
The use of visual aids is encouraged - graphs, images, note headings, objects, outlines, etc... Be creative and bring interest to the topic in discussion. The way in which you present may also be creative, such as skits and rehearsed dramas that will bring more interest.
Make sure to keep well documented notes of your own plus an understanding of your group member’s ideas and inclusions.
· These notes will be later utilized Monday, Dec. 13 for an in-class writing assignment.
Ayleen Lindahl College Writing I
Pick one from these two prompts:
What is the essence of __________?
What is the most fundamental quality of _________?
The very act of living in our own skin can conceal the basic meaning of our lives, but radical thinking allows us to examine what we would otherwise overlook. In fact, the term radical comes from the Latin radix, which means root or source. Radical thinking might be seen as a process of finding the root or essence. For example, someone might explore the essence of womanhood or manhood, the true meaning of growing old, or the essence of education. (CEL 554)
Imagine the possibilities beyond your experiences. And because you are searching for a topic to explore (not a simple question to answer), you should gravitate toward ideas that provoke an exploration (rather than an easy answer)...the ultimate goal is to escape conventional thinking and to imagine something entirely outside of common intellectual activity. (552)
Using chapter 11 (528-575) as a guide, I would like a collaborative project between you and your group members. The project, in a sense, is a rough draft since I only expect notes for reference and not a written draft. The presentation will take place as a panel discussion held in front of the class. Individual grades on participation and contribution will be assessed. Feel free to meet out of class for further work on this presentation.
It would be a good idea to have one or more group member’s bring their book when you meet - the chapter has many helpful suggestions.
Panel Presentation
A Panel Presentation is a way in which the group members discuss their topic in depth in front of an audience. The audience listens in on the panel’s ideas and examples, forming more questions and ideas. After 7-10 minutes, the panel should wrap up their discussion - not all members having to decide on the same outcome. Then a 2 minute question/answer period will follow - be prepared to defend or help the audience to understand points that were missed or not articulated clearly. The presentation is a total of 100 points, the equivalent of an essay.
The use of visual aids is encouraged - graphs, images, note headings, objects, outlines, etc... Be creative and bring interest to the topic in discussion. The way in which you present may also be creative, such as skits and rehearsed dramas that will bring more interest.
Make sure to keep well documented notes of your own plus an understanding of your group member’s ideas and inclusions.
· These notes will be later utilized Monday, Dec. 13 for an in-class writing assignment.
Proposing Solutions
Ayleen Lindahl College Writing I
The topic you will choose will be a particular problem - some situation that needs to be changed or idea that needs to be rethought. (Be cautious of too broad of a topic - like poverty in general - find a focus.)
Some problems are not necessarily physical or material; they can be intellectual, spiritual, and psychological. Consider some bad policies, narrow thinking, or troubled systems.
Remember that proposing a solution involves two layers: persuading the readers that the problem is worthy of addressing and persuading them that the solution is appropriate and valuable.
What I will be looking for is a thorough discussion of the problem, your possible solution, and readily available step-by-step instructions on how to achieve your solution. Also, organization will be a large part of this paper.
This project will be written in the pamphlet format - such as the one below. We will be working together on organizational techniques, headings, bulleted lists, appropriate images, and the imperative verb mood.
The rough draft will be shown to group members on November 19, Friday.
The final draft and Professional Letter will be handed into me, or into the box outside my office, or e-mailed to me by midnight, Monday, Nov. 22.
Ayleen Lindahl College Writing I
The topic you will choose will be a particular problem - some situation that needs to be changed or idea that needs to be rethought. (Be cautious of too broad of a topic - like poverty in general - find a focus.)
Some problems are not necessarily physical or material; they can be intellectual, spiritual, and psychological. Consider some bad policies, narrow thinking, or troubled systems.
Remember that proposing a solution involves two layers: persuading the readers that the problem is worthy of addressing and persuading them that the solution is appropriate and valuable.
What I will be looking for is a thorough discussion of the problem, your possible solution, and readily available step-by-step instructions on how to achieve your solution. Also, organization will be a large part of this paper.
This project will be written in the pamphlet format - such as the one below. We will be working together on organizational techniques, headings, bulleted lists, appropriate images, and the imperative verb mood.
The rough draft will be shown to group members on November 19, Friday.
The final draft and Professional Letter will be handed into me, or into the box outside my office, or e-mailed to me by midnight, Monday, Nov. 22.
CWI Syllabus
Required Texts:
The Composition of Everyday Life: A Guide to Writing, John Mauk & John Metz
Overview:
College Writing I is a course designed to help the student realize the power behind writing for academic and beyond. Upon completion of this class we will have discussed how writing can influence social change and how it can help us see the world beyond what we know. We will also address various audiences, voices, and enable you to give and receive constructive criticism through working in a workshop environment.
The Composition of Everyday Life: A Guide to Writing, John Mauk & John Metz
Overview:
College Writing I is a course designed to help the student realize the power behind writing for academic and beyond. Upon completion of this class we will have discussed how writing can influence social change and how it can help us see the world beyond what we know. We will also address various audiences, voices, and enable you to give and receive constructive criticism through working in a workshop environment.
Required Work and Grading
- An assortment of readings
- Peer Critique
- 6 Essays (60%)
- An oral report (10%)
- Journaling / Free-writing (Midterm and final check 10% total)
- Attendance and Participation (10%)
- Group Work and Presentations (10%)
The Grading technique may change due to factors unforeseen.There will be an announcement of readings in class and on the course website.
Attendance Policy:As this is a workshop and participation is needed, class attendance is required. In an emergency, contact me and we will arrange something. If your schedule will cause you to miss more than 4 sessions, please find another section. An excessive amount of unexcused absences will affect your grade.
Tardiness:A workshop works best when all participants assemble at the same time. One or two instances will go unnoted, but numerous occurrences will affect the "Participation" portion of your grade.
Late Paper Policy:
A "late" assignment is turned into me after the end of the day of the due date. If you know you will not be able to turn in a paper on the announced due date, see me before the paper is due and we will arrange a new due date. Each day late will be worth ten points off the grade. For example: if you have written a '90' paper and it is brought to me the next day, you will receive an '80' and so on.
Revisions:
Revisions will be accepted if you would like to improve your grade. You will have by the end of the next class day to turn it in. A paper can be revised only once. If the revision is found as lacking more than the first, the grade will not go down. Please hand in the original, the revision and a cover letter discussing the focus of your revision. An attempt of revision to improve your grades and writing will be considered in your final evaluating grade of the course.
Plagiarism is the deliberate or unsuspecting use of another person's words, ideas, or statistics as one's own. Claiming credit for any portion of another's work, deliberately or out of ignorance is against the law. Further, individuals who knowingly allow their work to be plagiarized are considered to be in collusion with the plagiarist.
Please refer to your BSU student handbook for further details.
* Note: Syllabus is tentative and subject to change. *
Sunday, August 01, 2004
Introductory paper
Goal:
This paper is to help me get to know you and your writing a little, as well as to give you a chance to get used to writing in this class. I will not comment on or grade this paper. But I will read it, in part to get to know you as a writer and student, and in part to see where you are with your writing at this moment, to see what you know how to do already. Please do your best on this paper so I can get an accurate sense of your writing skills as they stand.
This paper also marks a beginning point for you; it serves as a reminder of how you wrote at the beginning of this course. I will return your paper to you near the end of the course so you may see the kind of progress you have made.
Assignment:
Write a multi-paragraph paper of 2-3 double spaced pages (500-750 words) in which you do two things:
This paper is to help me get to know you and your writing a little, as well as to give you a chance to get used to writing in this class. I will not comment on or grade this paper. But I will read it, in part to get to know you as a writer and student, and in part to see where you are with your writing at this moment, to see what you know how to do already. Please do your best on this paper so I can get an accurate sense of your writing skills as they stand.
This paper also marks a beginning point for you; it serves as a reminder of how you wrote at the beginning of this course. I will return your paper to you near the end of the course so you may see the kind of progress you have made.
Assignment:
Write a multi-paragraph paper of 2-3 double spaced pages (500-750 words) in which you do two things:
- Introduce yourself briefly in a paragraph.
- Who are you?
- Where are you from?
- What are your interests or major?
- And what has brought you to BSU?
Compose a writing history. You might start this section by giving an overview of your experience in writing, considering such things as the reasons why you write, the kinds of writing you do, and how your writing has developed or changed over the years. You may have written primarily for classes in school. Or you may write in other situations outside of school. Perhaps you write poetry, short stories, essays, or novels. Perhaps you write memos or reports for your job. You may not have written much lately, but don't let that stand in your way. In any case, everyone has a history.
In this history, you might consider in some detail how you got to go about writing. Do you have a process to go through? Does that process change as the situation for writing changes? Any myths about writing you trust in? Any rituals you engage in? What for you, makes for successful writing? And what do you do to compose successful writing?
Due Date:
Have this essay ready to be turned in on Friday in class.
Taking A Stance on Concepts
Ayleen Lindahl | College Writing I
Paper #5
Concepts are all around us. Take for instance, the concept of college: bills, friends education, jobs, dorm-life, experience, etc. Analyzing the concept of college can bring you closer to what college means to you and more importantly to society in general.
Choose a single concept and analyze it using the "why" method. Take up a position and back it up with examples.
Credibility will be a large issue for the concepts as you are taking a stance and showing us why it should or shouldn't be. Or comparing to what it was to what it is. Or what it is comparable through other cultures or other viewpoints. Make sure you take into consideration the other viewpoints as you make claims on your concept - you will need to be able to meet any opposition head on and give reasons to why your way of thinking is the right way.
The essay is not to be narrative, but expository (explanatory and illustrative). There does not have to be a set conclusion, but a statement that you would use to persuade your readers to see the concept as you do. The "invisible I" should be considered with this type of essay.
Type a multi-paragraph paper of 3-4 double spaced pages (roughly around 650-850 words).
Rough drafts will be handed out to your groups on November 5th (Friday). Workshop will be held on November 8th (Monday) and the final will be due on November 10 (Wednesday).
Ayleen Lindahl | College Writing I
Paper #5
Concepts are all around us. Take for instance, the concept of college: bills, friends education, jobs, dorm-life, experience, etc. Analyzing the concept of college can bring you closer to what college means to you and more importantly to society in general.
Choose a single concept and analyze it using the "why" method. Take up a position and back it up with examples.
Credibility will be a large issue for the concepts as you are taking a stance and showing us why it should or shouldn't be. Or comparing to what it was to what it is. Or what it is comparable through other cultures or other viewpoints. Make sure you take into consideration the other viewpoints as you make claims on your concept - you will need to be able to meet any opposition head on and give reasons to why your way of thinking is the right way.
The essay is not to be narrative, but expository (explanatory and illustrative). There does not have to be a set conclusion, but a statement that you would use to persuade your readers to see the concept as you do. The "invisible I" should be considered with this type of essay.
Type a multi-paragraph paper of 3-4 double spaced pages (roughly around 650-850 words).
Rough drafts will be handed out to your groups on November 5th (Friday). Workshop will be held on November 8th (Monday) and the final will be due on November 10 (Wednesday).
