Monday -- Bring a Rough Draft of YOUR WP3? to Class for Peer Review -- The Draft and Peer Review will be worth 20 points. This means you should have a draft and BE IN CLASS!
- Week 11--Draft and Revise/Working on your other Genre
- Week 12 --Polish, Edit, and Publish --WP3? is Due on Friday & it's your last day to drop.
- Week 13--Prepping for Symposium
- Week 14--Thanksgiving Week --Monday's Class is online
- Week 15--Symposium is on Wednesday; Friday is a portfolio workshop
- Week 16--Last Day of Class; History Exam 3
- Office Hours Extended: Monday and Thursdays from 12 to 2 and Tuesdays 10 - 12:30
- Writing Center Visits -- NOW is the time to start scheduling and attending the Writing Center visits. You can earn up to 9 extra points on your final grade for Writing Project 3 with 3 points given for each 30 minute appointment.
- I am creating an Office Hour Assignment in Blackboard. This assignment is worth 10 points. In order to get full credit for this assignment, you must bring your draft in to get help from me sometime during my office hours. I will be holding extra office hours on tuesday from 10 to 1 on Tuesdays. Everyone should get in two visits to get the full 10 points.
5 Minute Reflection on Your Composing Process
- Think about some connections you can make between how writers compose and how artists compose. Do you see any similarities between the way you write and the way Niemann creates art? Is this process linear -- marching in a straight line towards completion? Or is it different?
Making Decisions as a Writer -- Setting Historical Context
Questions to Consider
- How are You Going to Help Your Readers Understand the time period, cultural attitudes, important people, and key events associated with your primary source document?
- What do you think needs to be told?
Working in Pairs start by discussing historical context.
- Begin the session by asking each other what are the KEY IDEAS being presented in the historical context? These should be broad ideas rather than details or facts. Each person should write his or her own ideas down!
For instance, with Gabriel's Rebellion (my example topic) and the letter from Mason to Jefferson about this event --- the KEY IDEAS I would want to get across for historical context is that there were different perspectives on slavery --- the enslaved were hoping for liberty but the slaveowners were concerned about order.
- Listen to Professor Burnett for the next set of instructions!
Homework for Friday -- It's all about the Introduction and the Thesis
Things to Keep in Mind for Your Introduction and Thesis --
- You should reread the assignment description to help you compose your introduction and thesis.
- You must set a bit of historical context (a mini-historical context) for your readers -- the who (the writer or the rhetor), the what (the primary source document and the issue or problem it was addressing), the when (the timeframe).
- Your thesis statement should make some claim about HOW your primary source document went out into the world and made something happen in a particular historical context. It should also include a sentence about the way the this source
Pay Close Attention to the following Part:
- an intriguing example—for example, Douglass writes about a mistress who initially teaches him but then ceases her instruction as she learns more about slavery.
- a provocative quotation that is closely related to your argument—for example, Douglass writes that “education and slavery were incompatible with each other.” (Quotes from famous people, inspirational quotes, etc. may not work well for an academic paper; in this example, the quote is from the author himself.)
- a puzzling scenario—for example, Frederick Douglass says of slaves that “[N]othing has been left undone to cripple their intellects, darken their minds, debase their moral nature, obliterate all traces of their relationship to mankind; and yet how wonderfully they have sustained the mighty load of a most frightful bondage, under which they have been groaning for centuries!” Douglass clearly asserts that slave owners went to great lengths to destroy the mental capacities of slaves, yet his own life story proves that these efforts could be unsuccessful.
- a vivid and perhaps unexpected anecdote—for example, “Learning about slavery in the American history course at Frederick Douglass High School, students studied the work slaves did, the impact of slavery on their families, and the rules that governed their lives. We didn’t discuss education, however, until one student, Mary, raised her hand and asked, ‘But when did they go to school?’ That modern high school students could not conceive of an American childhood devoid of formal education speaks volumes about the centrality of education to American youth today and also suggests the significance of the deprivation of education in past generations.”
- a thought-provoking question—for example, given all of the freedoms that were denied enslaved individuals in the American South, why does Frederick Douglass focus his attentions so squarely on education and literacy.
Come to Class on Friday with an electronic copy of your Introduction and Thesis Statement and an Outline for Peer Review
0399 for Week 11