Schedule

Fall 2019

Project 1: Engaging Literacies: Sustainability Literacy Narrative

WEEK ONE__________________________________________

Tuesday 8/20

  • Class Activities:
    • Course introduction
    • Multimodality in the writing classroom
    • Preview the S-Blog and course website
    • Preparing for the first online assignment
    • Visualizing Sustainability

Online

  • Activities:
    • Reading like a writer: in our first online activity, we will practice describing our own writing and that of others as a series of intentional writerly choices grounded in a clear sense of audience, purpose, and genre that shape the meaning of any given text. A secondary goal is to familiarize ourselves with the blogging platform.
  • Readings Due: 
  • Assignment Due: 
    • Blog 1: Reading Like A Writer. Due at 8pm on Thursday 8/22. In a post of 450 – 500 words, share some of the ways that you applied the tips and tools in Bunn’s essay to Davis’s essayBe sure to cite quoted evidence from both Bunn and Davis, incorporate media in fitting ways (image or video), insert at least two links (in this case, at least to the Bunn and Davis essays) and conclude by reflecting briefly on where you think you are in your own reflective and “writerly” approach to composition. What do you hope or think your peers would say if asked to read your first blog post “like a writer”?
    • I will use this blog rubric (note that it is two pages in the print version) to evaluate your blog posts, and you will have an opportunity to revise this first one.

WEEK TWO_____________________________________

Tuesday 8/27

  • Readings Due:

ONLINE

  • Readings Due:
    • Anders Edwards, from The Heart of Sustainability (2015) . Available under “Readings” tab.
  • Assignments Due: 
    • Student Info and Goals Sheet
    • Blog 2: Summary & ResponseDue 8pm on Thursday 8/29. 500-700 word summary & response related to the the Edwards selection from Heart of Sustainability. Refer to “Writing an Effective Summary.” The bulk of the post should be summary-based. Please use the strategies we discussed and employed when discussing Brandt’s essay in the previous class. Please save your “response” for the concluding paragraph or two.

WEEK THREE_____________________________________

Tuesday 9/3–Storm Cancellation [end-of-week conferences will likely be moved to next week unless the evacuation is called off earlier than expected]

  • Online Activities:
  • Assignment Due:
    • I understand the some of us will have readier access to both working space and time during the mandatory evacuation and I will be flexible and understanding of any delays.  That said, if you are able, in place of our regularly scheduled class, please do your best to accomplish the following by 8pm on Tuesday:
      • Respond, as a comment under the relevant post, to two of the linked Sustainability Literacy Narratives (see below under “Readings Due”) by Tuesday at 8pm. The goal is to constructively engage them by adapting the strategies noted on the feedback tool linked above. You don’t have to address each category on the feedback tool, but please engage at least three areas in each of your two comments.
      • In one of your comments, please also share 1-2 or your own ideas for your Sustainability Literacy Narrative.
      • Ideally, your comments will engage not only the relevant SLN, but also the ideas and comments of your peers.
  • Readings Due: 

WEEK FOUR______________________________________

Tuesday 9/10

  • Class Activities:
  • Readings Due:
    • Richard Straub, “How To Respond–Really Respond–To Other Students’ Writing” (available under “Readings” tab–see past e-mails for password)
    • Writing Tips (note linked readings within page)
  • Assignments Due:
    • By Tuesday 9/10 at 8pm: Post a complete draft of your SLN to the course blog (publish it as a private rather than public post). These drafts will form the basis for your electronic peer review.
    • Sign up for Individual Consultations
    • Prior to our conference, please note the reflective questions at the end of the SLN assignment sheet and fill out the Student Info and Goals Sheet

Online + Individual Consultations

  • Activities:
    • Electronic Revision Workshop and Individual Consultations
  • Assignment Due: 
    • Post feedback by Thursday 9/12 at 8pm for the other SLNs in your assigned peer-review group.

*** Final SLN project posted to the blog by Sunday 9/15 at 8pm ***

Project 2: Sustainability in Professional and Community Contexts: Rhetorical Situation Analysis

WEEK FIVE_______________________________

Tuesday 9/17 

  • Class Activities:
  • Readings Due: 
  • Assignment Due
    • As we move from this first unit to the the subsequent units, we will shift our analytical gaze beyond the self to various professional, community, and academic contexts. In your SLN, you concluded by projecting the values grounding your story into your present and future endeavors. Now, you have the opportunity to begin selecting an area of interest in which you will explore ideas and arguments related to sustainability for the rest of the semester. Please be prepared to introduce the class to your chosen emphasis this semester in the the broader field of sustainability and how that interest might filter through various community, professional, and academic contexts. Please also note just not just what that area it is, but why it is important to you–or, in other word, why you think it will sustain your interest across the semester.

Online

  • Assignments Due: 
    • Blog 3: Rhetorical Inventory. In a blog post of 450-500 words, please select an artifact that you are likely to choose for this project and practice the kinds of analysis we performed in our last class class. Please be sure to identify the exigence, audience, and constraints of the artifact in particular, and also identify key rhetorical appeals related to ethos, pathos, and logos. Make sure to embed videos, link to the article or website, and/or include pictures relevant to the artifact. After building your inventory, conclude your post by briefly noting the possible argumentative “story” you might choose to draw out from this inventory. Remember, the story you are telling relates to the success or failure (or somewhere in between) of the given argument, and the best arguments focus most intently on the rhetorical and sustainability-based appeals that have the most interesting, telling, or problematic relationship to their broader rhetorical situation.

WEEK SIX________________________________

Tuesday 9/24

  • Assignment Due
    • For this assignment, you must select an artifact to analyze. As we discussed in class, this artifact can be just about anything: a local organization, a website, an article, a photograph, a building. During this class, you will introduce your artifact to the class, essentially a summary of and response to that source and concluding with some ideas about how you plan to analyze it.
  • Readings Due: 

Online

  • Activities:
  • Assignment Due:
    • By Thursday at 8pm, post a fully developed first paragraph as a private post on the blog, with emphasis on strategic opening moves and a focused argumentative thesis. By 8pm on Friday, please respond in detail to 2 of your peers’ first paragraphs, carefully addressing the questions noted in the “Intros in Depth” assignment sheet linked above under “activities.” Your response should be 300-500 words.

*** DUE: First Draft of Rhetorical Situation Analysis due Sunday 9/29 by 8 pm ***

Post as “Private” on the course blog

WEEK SEVEN_________________________________

Tuesday 10/1 

Online & Individual Consultations

  • Activities
  • Assignment Due: 
    • Post your feedback letter as a comment by Thursday 10/3 at 8pm for the RSAs in your peer review group.
  • Assignments Due:
    • On the Blog: Rhetorical Situation Analysis (RSA). Post your final RSA draft to the course blog by Sunday 10/6 at 8pm

Project 3: Exploring the Disciplines: Disciplinary and Interdisciplinary Academic Conversations

WEEK EIGHT___________________________________

Tuesday 10/8

  • Class Activities:
  • Readings/ Viewings Due:
    • Watch the CofC Library Tutorials and follow the link to OWL above the tutorials to review MLA Guidelines (these items are also accessible under “OWL” in the navigation bar).Be prepared to answer questions such as “what’s the difference between a catalog and a database,” “what are the different databases used to search,” and “how can you use research guides to help with your research process.”

Online

  • Activities:
    • Independent Research. Next week we will be meeting to discuss your research progress reports. It is essential that you use time dedicated to this class this week to pursue your independent research. Note the extended office hours for optional research consultations. I also encourage you to schedule a consultation with our dedicated librarian.

WEEK NINE_____________________________________

Tuesday 10/15

Fall Break

Online + Individual Conferences

  • Activities
    • Research Consultation Conferences: from Wednesday through Friday, we will be meeting to discuss Research Progress Reports in detail. Your RPRs are due at the time of your conference.
  • Readings Due: 
  • Assignment Due:
    • Blog Post 4: Journal Article Summary & Review, 300-400 words, due by Sunday 10/20 at 8pm. For this assignment, you will select a peer-reviewed article that you intend to include in your DIAC and offer a two-three paragraph overview of the source. Be sure to introduce your author (establish their ethos), offer a big-picture overview of the article, set up and integrate a well-chosen quote (refer to the “Four Levels of Quote Integration” handout), and attend to important details as well (key findings, methodology, how the results were determined). Please also think of ways that you can engage the source analytically. Be sure to maintain the summary frame (using attributive tags like “as Evans argues…”) so as to more clearly distinguish what the article says and what you say by way of explaining the article. You might also want to refer back to the primer on how to compose an effective summary from earlier in the semester.
    • After you have offered this overview, take a step back and use the CARS model to introduce the broader disciplinary discourse in play. Note how the article establishes its territory, identifies a niche, and how to will attempt to fill that niche. Here, quote some phrases that reflect these key academic “moves.” Though this portion of the post will not translate directly to the DIAC, it will give you a chance to sharpen your awareness of disciplinary discourse.

WEEK TEN____________________________________

Tuesday 10/22

Online

  • Assignment Due:
    • Intro Section of your DIAC including your conversational thesis posted as a private post in the DIAC category to the blog by Thursday at 8pm. Your peer responses will be due Friday by 8pm. This section will most likely be two paragraphs, and perhaps even 3. Remember to capture the “contours” and “characters” of the conversation in your conversational thesis (see both our samples for some examples of how to manage this).
  • Activities:
    • Electronic Peer Review of Intro Paragraphs

***Submit complete DIAC Drafts as a private post to the DIAC category by the start of class on Tuesday, Oct. 29 ***

 

WEEK ELEVEN____________________________________

Tuesday 10/29 

  • Class Activities:
    • Assignment Introduction: Project 4: Genre Remediation
    • Defining Genre: A Group approach
    • In-Class Workshop on DIAC–a focus on the fundamentals
  • Due:
    • Sign up for conferences

Online + Individual Consultations

  • Activities:
    • Attend Individual Consultations

*** DUE: DIAC Finals due on the blog by the start of class on Tuesday 11/5 ***

Project 4: Engaging New Audiences: Genre Remix

WEEK TWELVE__________________________________________

Tuesday 11/5

Online

  • Assignments Due: 
    • Blog 5: Genre Proposal Posts: By Friday at 5pm, in a post of 400-500 words, please post a “genre pitch” to the course blog. You can view this as a preliminary draft of the reflective and analytical essay that will accompany your remediation project. In your post, first describe the materials you’re working with as it relates to your DIAC, RSA or some other project. Then, identify the genre in which you plan to compose and the audience for your remediation (this will either be the DIAC or the RSA); make sure the exigence and audiences for your remediation are clear. Please also identify relevant constraints, including those related to the broader historical or cultural context and audience, that you anticipate. You might also address constraints that you will face (technical skills, additional research required, etc.). Finally, in addition to your specific genre pitch, provide a genre analysis that relates the “moves” and “steps” that the genre, as you see it, encourages authors to make. If you plan to tweak the genre in any way, please indicate both how and why you might do that.

WEEK THIRTEEN___________________________________

Tuesday 11/12

  • Class Activities:
    • Library Workshop #4: Meet in one of the instruction rooms (room TBA).

Online and Consultations: 

  • Activities:
    • Attend optional individual consultations to review progress on remix projects.

WEEK FOURTEEN___________________________________

Tuesday 11/19

  • Class Activities:
  • Assignments Due: 
    • Please have a complete draft–or something at least substantially sharable–of your remix project (posted in the “Remix” category as a “private” post) in time for online peer review, which will take place from Friday at 5pm through Sunday at 8pm.

Individual Consultations & Peer Review

*** Final ReMix Projects Due on the Blog by midnight on Monday 11/25 ***

Project 5: Sustainable Futures Narrative

WEEK FIFTEEN___________________________________

Tuesday 11/26

*** In Place of a Final: Due on the blog by Tuesday, Dec. 10 at 4:00 PM Sustainable Futures Narrative. Please also update the post associated with your chosen assignment revision (optional) by this date, and submit an e-mail to me notifying me of the update ***

 

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