|
Roberts
ENG 1510 Fall, 2005
Unit
II Schedule (weeks 4, 5, 6, 7, 8)
Concept
Definitions with Information Synthesis
What
does it mean to “take something for granted?” Just what
constitutes “incivility” in a classroom, at a sporting event, or at
any other public gathering? Are baseball “free agents” really
“free” (just how successful or ironic has that concept been)?
Why are some psychotherapy techniques like EMDR controversial?
For
the next unit, over the next month or so, we will be analyzing concepts
and writing concept analysis. The assignments go beyond looking up
“dictionary” definitions of terms, beyond the basics of an
encyclopedia, to examine why concepts are sometimes difficult, and how
first hand experience, interview, and reading/research all help us
understand concepts. This unit will include a mid-term in
class writing and practice of the academic writing skills of synthesizing
and documenting material from sources. When it’s time to being
your essay for this unit, you’ll be asked to choose a topic from a list
I provide (though I often approve topics you choose if you suggest them in
a timely fashion, and they lend themselves to the kind of writing practice
you need from this assignment).
WHAT
IS THE PURPOSE OF THE CONCEPT ESSAY?
The
assignment asks you to take a concept:
Sample
topic: “urban”
greenbelt
And
explain what it is:
A theoretical line drawn around the
periphery of a metropolitan area within which no future large developments
(housing, office complex, light industrial) will be allowed to build new
structures and complexes. ( At this point, you can use your own words
and personal experience, or paraphrase from a neutral source or sources)
Then,
review at least some of the things that make your concept complex and
perhaps controversial. Here, the assignment requirements are that
you write a synthesis -- quote and/or paraphrase material from more
than one source, at least two of which must be written sources for which
you can bring in printouts (with URL’s and dates of access for any
electronic source) or photocopies (if using book or other print sources)
- Some people believe
greenbelts control the destruction
- Another advantage is
economic, because
- However, those in
opposition believe the economics…
- Another criticism is
development will just be pushed…
BE
SURE TO BRING TO CLASS COPIES OF ANY SOURCES YOU WILL USE (whether you
summarize them, paraphrase them, or quote them).
Schedule
II
Plans for the next four or five weeks:
Week
4 (TH Sept. 22 -- or TH 22/T 27)
In
class: Process Review
Proofreading
Turn in Essay 1 Folder
Do You Speak American? (turn in notes at end of class)
Homework:
Read Chapter 4 on Concepts: 162-163; 179-185; 188-189
Week
5 (TH, Sept. 29 or TH 29/T Oct. 4)
Essay 1 Returned
Editing Logs Discussed
Continue with Concept Essay
Continue with Do You Speak American?
Homework:
Complete Revision of Essay 1 if not passing
Complete First Editing Log on Essay 1 by October 13)
Week
6 (TH October 6 or 6/11)
Continue with Do You Speak American?
Sources and MLA format for Concept Essays and Midterm
Homework:
Read and take handwritten notes on two essays in CEL:
Richardson
’s What is
College For? (169-171) as well as the Benlow essay “Have it
Your Way” (172-174); Read also 306-307. This is important
midterm
Week
7 (October 13 or 13/18)
In Class Writing (any makeup must be done in the IIC outside of class
time
and will be on an alternate topic)
Library
work
October 13 is last day to turn in Essay 1 editing log
Homework
for next class:
Read 190-196; 578-579; 600-603
Bring photocopies of sources to class
Bring draft of concept essay
Week
8 (October 20 or 20/25
Partner Peer Review of Concept Essays
In Class Writing Discussion
Revised drafts; Read 604;
608-610 for next class
|
