ENG 1050, COMPOSITION I

1050 Course Map

Objective 3: Synthesizing

reactions and responses

first reads/second reads

summaries

objectives

transfer books

In Class Day 1

revising

a) look over your draft and choose one most pressing question you want to ask me

drafts

collations

Rubric

1.Format

Is the paper in proper format? Yes No

Has the paper been fully proofread? Yes No

Does the paper use proper MLA style in text citation? Yes No

Does the paper include a properly formatted works cited page? Yes No

Bonus included? Yes No

2. Summaries

Summaries are accurate to the author’s intentions and clearly summarized: Excellent Good Fair Poor No

Summary balances so whats and data so that reader can follow author’s argument: Excellent Good Fair Poor No

3. Analytical Response

Response is clearly relevant to and accurate about a specific so what from Young and the analytical question he addresses and answers: Excellent Good Fair Poor No

Response offers relevant specific details to both AND and BUT Young’s claim and explains the connection between data and Young to the reader: Excellent Good Fair Poor No

Response goes on to explain the particular ways chosen data modifies Young’s claim in a way reader can follow: Excellent Good Fair Poor No

Clear organization that the reader can follow: Excellent Good Fair Poor No

Clear differentiation between details from outside information, claims from sources, and your so whats:

Excellent Good Fair Poor No

b) highlight all the summary sentences in 1 color, all of the yes AND sentences in another, all of the yes BUT sentences in a third

i) are all the colors in a block?

ii) are there any uncolored sentences?

Objective 1: Reading College Level Writing

revising

so whats

c) can your reader tell the purpose?

revising and scaffolding

Purpose

rather it should start with a particular analytical so what (most likely about assumptions or causality) that you see Young as making and clearly explain that to the reader. Because I value reading instructions, if you create a cover page with a picture of a French bulldog, I will add five points to your final grade. Then you should offer one yes AND—that is a place where you agree with Young, but can see other specific details from your knowledge/experiences that would show how this applies even more broadly or lets you offer an even more specific take on how this plays out – and one yes BUT—that is a specific set of data that you see as challenging his assumption/claim of causality/analytical argument in terms of application or specificity. In each the AND and the BUT you should a) put specific OUTSIDE data/details with a specific claim from Young b) explain to the reader what the connection is in terms of the assumption, or cause, or definition, or other analytical category c) spend 2-3 sentences taking you reader through the thinking of the SO WHAT-that is how have you expanded/detailed the initial claim in some way.

• Read a sustained argument
• Surprising, unexpected connections and outcomes
• Young is a poet by training: he's really interested in language and how it creates effects and how that works/doesn't work with an academic writing style

First reads/ Second Reads

data dumps

Talk Show

Analytical Questions

So Whats

murphy approved!

Summaries

Choosing a

Reading

Source as Lens

Unit 1: College Level Reading

reading--->writing

first reads/second reads

transfer books: focusing on demands and uses

active reading--text as dialogue

contexts

"subtlle, complex,...finely nuanced" argument that relates to a problem and "establish[es] a position": identify and look for response

my catch phrase: surprising, specific, explanation requiring

ENG 1050, COMPOSITION I

Course Description

Provides students with a foundation in critical reading and writing practices by introducing different types of texts and ways of working with them; students will recognize and interpret differing perspectives and will analyze and synthesize others’ work, producing several texts of moderate length. Credit, 3 semester hours. PREREQ: Placement into ENG 1050 or “C” grade or better in ENG 0104.

Course Objectives

ENG 1050 places students in a text-rich environment for the purpose of cultivating skills in critical reading and writing through analysis and synthesis. Within this context, students develop rhetorical reading and writing practices, recognizing and interpreting differing perspectives and constructing claims about texts.

Outcomes

By the end of this course, students will:

● employ strategies of pre-writing, drafting, and revising.

● identify and explain the purpose, audience, genre, context, claims, reasoning, and assumptions of a given text.

● write with a clear purpose.

● compose texts that develop a sustaining idea or thesis, demonstrate engagement with an issue, explore different perspectives on the issue, and avoid sweeping generalizations.

● summarize, paraphrase, synthesize, incorporate direct quotations from, and respond to text(s) in support of a sustaining idea or thesis.

● produce clear and readable prose that demonstrates unity and coherence.

● follow conventions of Standard Edited English.

● know when and how to document information from texts using a citation style such as MLA or APA.

(ENG 0104 outcomes are implicit in 1050.)

Objective 2: Summarizing College Level Writing

Objective 4: Transfer

What is a hoax?

before and afters

summaries

so whats

What personal interest/investment might you or others have in this issue (ie, why make it a movie?)

What sort of ethical/moral/political investment might you or others have in this issue?

What sort of academic interest might you or others have in this issue?

paper 1: find info about hoax

Formal summaries

paper 2: integrating sources