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|Personal & Professional Background|
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ENGLISH 100AJ: COMPOSITION
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Name is your last name, preferred first name ID Code is the code I provide for you. |
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(under "Reference Articles") Gale Virtual Reference Library Encyclopedia Britannica |
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Please note that homework is listed under the day it was assigned; unless otherwise noted, assume it must be completed by the following class meeting. Any revisions are noted
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(1) Monday, January 23
OUTCOMES: Tap into schema and make inferences from primary documents about “citizenship”; explain classroom policies; brainstorm ideas for the diagnostic essay.
Write your diagnostic essay, and by Thursday, midnight, e-mail me two copies, one as an attachment (preferably a .pdf file) and one within the text of the e-mail.
From Composing a Civic Life (CaCL), read 46- 56, and then complete the handout. The scanned “Declaration of Independence” will be sent to your school e-mail address.
Also read 121-132. Write two page journals for each of the declarations. For both the Susan B. Anthony and Black Panthers declarations, answer the following three sets of questions. Use MLA format if you cite quotes, and be sure to explain the quotes: (a) What is the overall thesis? (b) Analyze both declarations. For example, what does the declaration suggest about the writer(s)’ views of America and the situation in which she was writing (or they were writing)? Even if you don’t know the actual situation, what inferences can you make from the declaration, and what would you like to find out about the situation back then? (c) Also consider the writer(s)’ strategies. How does she (or they) try to persuade her (or their) readers? How does she (or they) cater to her (or their) contemporaries, and how might that audience’s needs be different from ours? Which strategies were particularly effective and why? Which fell short and why?
From CaCL, peruse Chapter One as well as review the syllabus.
Download and print the English 100 Reader.
(2) Monday, January 30
OUTCOMES: Ace the quiz; brainstorm ideas for the first essay; generate research questions and initiate research on the biographical and historical context of the declaration authors.
From the library database page, whose link is in the green table above, conduct some basic research about the socio-historical context of either Susan B. Anthony's time, OR the Black Panthers'. Print and annotate at least one source, and then...
On web access, post one pertinent quote from your research and the insights you gained from it about the author(s) of the declaration and/or the social conditions by Thursday, midnight, and then post responses to two of your classmates' postings by Saturday, midnight.
From Composing a Civic Life, read and annotate 60- 82.
To receive full credit, bring three copies total of your 2.5 page rough (and it can be very rough) draft and come on time.
To prepare for peer response, read 11 in your Reader.
(3) Monday, February 6
OUTCOMES: Ace the quiz; generate theses and outlines for the first essay; give and receive constructive feedback.
Work on your final draft. Staple your essay cover letter (Reader 12), your final draft, and your two blue peer response sheets together.
Complete the chart to measure your impact upon the Earth in your daily life. Be honest, as the point will be to reflect on your findings and move forward from where you currently are. Then attach your responses to the following questions to your chart: (a) What patterns did you observe in your daily habits? For instance, what was your most surprising discovery, if anything, and why? Or what was your most disturbing realization, and why? (b) What conclusions can you draw from this experiment? Consider the ethical and political consequences of the way you conduct your life. Should anything be changed, and if so, why? If not, why not?
From Composing a Civic Life, read and annotate 137- 148.
Last updated 2/6/12. Please direct any feedback to wongk@smccd.edu.
