Introduction to and Overview of Course

Critical Thinking and Critical Reading

• Read:  B&B, Ch. 1, pp. 3-19; in Ch. 2, pp. 31-50; W, Ch. 1, pp. 11-17.
• Write:  A summary/reading response as described in the reading response handout for “Why the Pledge of Allegiance Should Be Revised,” B&B, pp. 47-51.  NOTE:  When your reading response is returned, place it in your portfolio folder.
• Prepare for discussion:  “Topics for Critical Thinking and Writing,” B&B, pp. 50-51, #s 2-8, 12, 13.  NOTE:  You need not write anything formally—just make notes and be ready to talk about the issues and topics in class.
• Select in class:  Essay for discussion on 02/03.
• Write in class:  Diagnostic Essay, a response either to #10 or 11, B&B, p. 51.  NOTE:  Your essay should be approximately 250 words.  You may write an outline or make some notes prior to class, but do not write the essay ahead of time.  If you do prepare an outline and/or notes, attach these to your essay when you turn it in.  When your diagnostic essay is returned to you, place it in your portfolio folder.

Argument and Analyzing Arguments          

• Read:  B&B, in Ch. 3, pp. 75-111; in Ch. 5, pp. 177-191; essay selected in class on 01/29 for discussion.
• Prepare for discussion:  Essay selected in class on 01/29.  Use the “Topics” following the essay as a guide.
• Write:  A reading response to the essay, following the guidelines on the reading response handout.  When your reading response is returned, place it in your portfolio folder.
• In class:  Formation of small groups and selection of essays for Thursday’s class.  Divide tasks among group members for brief presentation (to be made on 02/10).  NOTE:  The essay your group selects to read will become the basis of your analysis of an argument for Essay #1.

Images as Arguments and More on Analyzing Arguments

• Read:  B&B, Ch. 4, pp. 141-173; essay your group selected on 02/03.
• Bring to class:  An image you find effective as an argument.  Using one of the checklists in B&B, pp. 154, 158, or 162 (depending on the type of image you’ve selected), prepare a brief analysis of the image to share with the class.  Make sure your image is large enough so the entire class can see it.
• Write:  A reading response to the essay your small group selected on 02/03; follow earlier guidelines.  When your reading response is returned, place it in your portfolio folder.
• Workshop:  Small group discussion, argument analysis, and thesis statement based on the essay selected 02/03.  Use the checklist in B&B, p. 104, to prepare for small group discussion.
• Before next class:  Draft Essay #1, Analysis of an Argument.  Review the checklist in B&B, p. 190, and look at the Peer Review Sheet for Essay #1 to help your writing process.  Also read W, pp. 35-58, on drafting, reviewing, and revising.  Refer to B&B, pp. 300-312, and W, pp. 53-58, for MLA format, as well as examples at <http://www.uoregon.edu/~sfagan>.  As you will not have a title page, use the first page format in W, p. 53, for your essay.  Review using transitions in W, pp. 62-66, and the “Helpful Hints” and “Clarifying the Point of View” handouts.

Peer Review, Revision, and Brief Group Presentations

• Bring to class:  Rough draft of essay analyzing an argument, 3 pp.; Peer Review Sheet for Essay #1.
• Discussion:  Groups summarize their essay for the rest of the class.
• Workshop:  Peer review and revision; revision guidelines and checklists (handed out in class).

Developing an Argument, Thesis Generation, Taking Notes, Using Sources

Due at beginning of class:  Essay #1, Analysis of an Argument, 3 pp.  Turn in your portfolio folder with your essay.  Your folder at this point should include three reading summaries/responses and your diagnostic essay; the manila envelope should contain your thesis generating worksheet, outline, rough draft, completed peer review sheet, revision checklists, and final version of Essay #1.

• Read:  B&B, Ch. 6, pp. 221-256; Ch. 7, pp. 257-284; W, pp. 17-35 & 78-101; skim:  B&B, Ch. 7, pp. 284-298.
• In class:  Discussion of Argument assignment (Essay #2).  Formation of groups for presentations and selection of essays.  NOTE:  The section your group selects will become the basis for your argument in Essay #2.

Using the COD Library, Electronic Indexes and Databases, and the WWW To Locate Sources

• Read:  B&B, all essays selected by your group; W, pp.391-407; skim:  W, pp. 353-363 & 368-391.
• Write:  A reading response for your individual essay.  Make sure to keep a copy so you will have it to prepare for your group’s presentation.  Place the reading response in your portfolio when it is returned to you.
• Workshop:  Small groups prepare for presentations.
• In class:  Assignment of reading responses for 02/19—half the class will do one group and half the other.
• Looking ahead:  Beginning 02/19, each class day two groups will make a presentation and lead the discussion.  Prior to the presentations, you should read the essays selected by these groups and be prepared for general discussion of the issues involved, including preparing a reading response to the issues raised as a whole, using the new handout on casebook reading responses.  In addition, you should be thinking about your next paper (Essay #2) and complete a Thesis Generating Worksheet in preparation for researching your topic and writing the essay.  Use the checklists in B&B, pp. 229 and 233, in working on your thesis.  Also begin reading Cannery Row, to be completed by 03/12.
• Optional, but highly recommended:  Have your instructor review/approve your thesis statement worksheet for Essay #2 during office hours.

Groups, readings, and presentation dates: 7:15 section; 11:45 section   

Group Presentations Begin

1. Read:  Essays selected by today’s groups.
2. Write:  Reading response for section assigned on 02/17.  When your reading response is returned, place it in your portfolio folder.
3. In class:  Assignment of reading responses for 02/24—half the class will do one group and half the other.
4. Outside of class:  Work on Essay #2 by completing an outline for your essay; read Cannery Row.

Group Presentations Continue

• Read:  Essays selected by today’s groups.
• Write:  Reading response for section assigned on 02/19.  When your reading response is returned, place it in your portfolio folder.
• In class:  Assignment of reading responses for 02/26—half the class will do one group and half the other.
• Outside of class:  Locate at least three different types of sources to use in Essay #2; prepare a rough draft of your Works Cited page; read Cannery Row.

Group Presentations Continue

1. Read:  Essays selected by today’s groups.
2. Write:  Reading response for section assigned on 02/24.  When your reading response is returned, place it in your portfolio folder.
3. Outside of class:  Write rough draft, Essay #2, referring to checklists in B&B, pp. 247 & 249; W, p. 102; and Peer Review Sheet for Essay #2; read Cannery Row.

Writing Workshop; Peer Review

• Bring to class:  Rough draft of Essay #2, an argument with at least 3 different types of outside sources, 3-4 pp., and Peer Review Sheet for Essay #2.  Be sure to bring your Works Cited page as well, so it can be checked for accurate citation style.
• Workshop:  Peer review and revision.
• Outside of class:  Continue reading Cannery Row, due 03/12.

Explanation of Comparison and Contrast, Literary Analysis, and Research Paper Assignments; Background on Steinbeck and the Novel Form

Due at beginning of class:  Essay #2, Argument, 3-4 pp.  Turn in your portfolio folder with your essay.  Place your thesis generating worksheet, outline, rough draft, completed peer review sheet, revision checklists, and final version of Essay #2 in your unsealed manila envelope and put the envelope in your folder.  Your folder should also contain all materials previously turned in with Essay #1, the Grammar/Mechanics sheet prepared by your instructor, and 4 new reading responses.

• Read:  B&B, in Ch. 13, pp. 465-471, 486-487; W, pp. 103-111; “Elements of Fiction” and “Writing About Short Stories,” on reserve in the COD Library (Call # PN 6120.2 .S85 1999); skim examples in B&B, Ch. 13.
• Outside of class:  Continue reading Cannery Row.

FLEX DAY--NO CLASSES

Cannery Row

• Complete reading:  Cannery Row.
• Write:  A reading response to Cannery Row, using new guidelines for literature.
• In class:  Small group work on discussion questions; large group discussion of Cannery Row.
• Outside of class:  Work on Essay #3 assignment.

Cannery Row

• In class:  View movie.
• Outside of class:  Work on Essay #3 assignment, rough draft due 03/24.
• Looking ahead:  Like Water for Chocolate will be due almost right after we finish Cannery Row.  You might want to begin reading it now.

Cannery Row

• In Class: Follow-up discussion of Cannery Row.
• Workshop: Review of Thesis Generating Worksheet and Outline for Essay #3.
• Outside of Class: Work on Essay #3, Comparison and Contrast or Literary Analysis, rough draft due next class.

Peer Review and Writing Workshop

• Bring to class:  Rough draft of Essay #3, either a Comparison and Contrast or a Literary Analysis, 3 pp., and Peer Review Sheet for C&C or LA (depending on which you’ve selected).
• Workshop:  Peer review and revision.
• Looking ahead: Read Like Water for Chocolate, to be completed by 04/14. Essay #4 will be due very quickly after Spring Break; you will want to have the novel read early so you can begin work on the essay. Please note that you should be working on Essay #s 4 and 5 concurrently. If you follow the timelines given, you should be able to keep on top of both essays.

Introduction to Esquivel, Magical Realism, and Like Water for Chocolate

Due at beginning of class:  Essay #3, Comparison and Contrast or Literary Analysis, 3 pp.  Turn in your portfolio folder with your essay.  Place your thesis generating worksheet, outline, rough draft, completed peer review sheet, revision checklists, and final version of Essay #3 in your unsealed manila envelope and put the envelope in your folder.  Your folder should also contain all materials previously turned in with Essay #2 and one new reading response.

• In class:  Sign up for an individual conference for next week.
• Outside of class:  Read Like Water for Chocolate, due 04/14.  Also begin work on your Research Paper (Essay #5) by completing a Thesis Generating Worksheet and Thesis Statement.  Bring these to your conference next week for your instructor to review.

Individual Conferences

• Bring to your conference:  Thesis Generating Worksheet and Thesis Statement for Essay #5 (Research Paper).
• On your own:  Read Like Water for Chocolate.  Conduct research for Essay #5 by finding sources, gathering information, taking notes, and preparing your Works Cited (due 04/28).

04/07 &04/09

SPRING BREAK

Like Water for Chocolate

• Complete reading: Like Water for Chocolate.
• Write: A reading response to Like Water for Chocolate using new guidelines for literature.
• In class:  Small group work on discussion questions; large group discussion of Like Water for Chocolate.
• Outside of class:  Work on Essay #s 4 & 5.

Like Water for Chocolate

• In class:  View movie.
• Outside of class:  Work on Essay #s 4 & 5.
• Optional, but strongly suggested: Meet with your instructor during office hours to have your thesis generating worksheet for Essay #4 approved. Some additional afternoon hours may be added if demand warrants them.

Like Water for Chocolate

• Bring to class:  Rough draft of Essay #4, either a Comparison and Contrast or a Literary Analysis, 3 pp., and Peer Review Sheet for C&C or LA (depending on which you’ve selected).
• Workshop:  Peer review and revision.
• Begin drafting your Research Paper, Essay #5.

Giving an Oral Presentation; Writing Workshop

Due at beginning of class:  Essay #4, Comparison and Contrast or Literary Analysis, 3 pp. Turn in your portfolio folder with your essay.  Place your thesis generating worksheet, outline, rough draft, completed peer review sheet, revision checklists, and final version of Essay #4 in your unsealed manila envelope and put the envelope in your folder.  Your folder should also contain all materials previously turned in with Essay #3 and 1 new reading response.

• Bring to class:  Work completed on the Research Paper (Essay #5).
• In class:  Sign-up for presentations and choose peer review partners for Essay #5.
• Workshop:  Research Paper—Questions?  Problems?  Get help from your instructor.
• Outside of class:  Continue drafting your Research Paper, Essay #5. Begin working with your peer review partner. NOTE: Your final version of the Research Paper is due in one week. You need to work with your peer partner outside of class. If you haven't started writing by now, you will have difficulty completing an adequate Research Paper on time.

Research and Writing Workshop

• Bring to class: Rough draft of Works Cited page for Essay #5 and Wadsworth Handbook.
• In class: Review of MLA format and style for the Works Cited for Essay #5 and revising as needed.
• Outside of class:  Complete drafting the Research Paper, Essay #5, 8-10 pp; meet with your peer review partner.

Oral Presentations Begin

• Outside of class: Complete peer review process with your partner; polish, revise, and prepare the final version of your Research Paper to turn in at the beginning of the next class session.

Oral Presentations Continue

Due at beginning of class:  Essay #5, Research Paper, 8-10 pp.  Turn in your portfolio folder with your essay.  Place your thesis generating worksheet, outline, rough draft, completed peer review sheet, revision checklists, and final version of Essay #5 in your unsealed manila envelope and put the envelope in your folder.  Your folder should also contain all materials previously turned in with Essay #4.

Oral Presentations Continue

• In class:  Sign-up for Portfolio Conferences.
  

Reflective Essay and Class Participation Self Evaluation, to be written in class during the final exam time.  Section 1349 exam is from 8:00-9:50am; Section 1243 is from 10:00-11:50am.  Bring your portfolio with you so you will have your work to refer to while writing the reflective essay.  You may also have an outline for the essay and/or notes prepared ahead of time, but may not write any parts of the essay itself prior to the exam. 

IMPORTANT NOTE:  Bring a self-addressed, stamped envelope if you would like to have your reflective essay, your class participation self-evaluation, and your final grade returned to you.