annotated bibs
Topic: 102 Teach

Annotated Bibliography (due 3/8/05) Klinger (102)

Cite at least four sources (book, article, interview, survey) according to MLA style
Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that
(a) evaluate the authority or background of the author (credibility)
(b) comment on the intended audience
(c) compare or contrast this work with another you have cited
(d) explain how this work illuminates your Word
_______________________________________________________________________
Here are two examples from an annotated bibliography:

Kerr, Frances. "Feeling Half-Feminine: Modernism and the Politics of
Emotion in The Great Gatsby." American Literature 68 (1996): 405-31. A brilliant analysis of the homoerotics in the novel--Nick's attraction to McKee and to Gatsby. Kerr thinks the tennis girl with sweat on her lip is Jordan (which I think is wrong); she notes that Jordan has more control over her emotions than the other women in the novel (Daisy and Myrtle). Kerr argues that Nick's narrative about his dumping her "leads the reader to believe that it is Jordan's indifference, shallowness, and dishonesty that prompt his move. The psychological subtext of Gatsby, however, suggests a motivation entirely different. Nick Carraway identifies with and feels most romantically drawn not to 'masculine' women but to 'feminine' men" (418).
Mandel, Jerome. "The Grotesque Rose: Medieval Romance
and The Great Gatsby." Modern Fiction Studies 34(1988): 541-558. Mandel argues that Gatsby follows many of the conventions of medieval romance, and analyzes East and West Egg as competing courts, Buchanan as a prince/Lord with Daisy as unattainable queen/fair lady. Gatsby and Nick are both construed as knights; Jordan is only mentioned in passing as a sort of attendant figure on Queen Daisy. This whole analysis seems somewhat farfetched.

new syllabus
Mood:  irritated
Topic: 102 Teach


Daily Schedule: Unit Two

February 22: Titles; Nominatives; Persuasions

Introduction (Conversations 152-153); writing about language
Review ?Bitch? (Conversations 234-243?)

February 24: Diction & Rhetoric & Punctuation

Briefing Paper on English Only (180-185): READ THIS FIRST.
The English Education for Children Initiative (175-180)

Writing Assignment: Type out a research schedule, based on page 370 in Rules for Writers. Handwritten schedules will not be accepted.

March 1: Information; Ethics; Credible argument

Discuss Assignment Sheet for Essay 2.
Finding Research Materials (RW, 376-386)
SABIO Exercises
Set-up office appointments (mandatory).

March 3: Speculation & Assumptions

Argument 1 (RW 348-350, 364-367)
Evaluating Sources Checklist (RW 391)
Discussion of Class topic list

March 8: Integrating Sources (RW 406-413)
Historical Dimensions of Analysis
Perils of Pornophobia (Conversations 538-543)

March 10: Document Design

Essay 2, 1st Draft Due
Formatting Guidelines (RW 444-447)

March 15: Spring Break

March 17: Spring Break

March 22: Timing An Argument:
(RW 387-400)

March 24: Review Day
Assignment: Bring two copies of your latest draft to class.

March 29: Conferences

March 31: Conferences (Final Draft Due Friday, April 1)

COH Computing Workshops
Mood:  accident prone
Topic: 102 Teach
Beginning week of February 21, 2005

-- The Theory and Practice of Electronic Teaching Portfolios (3 Parts)--
Instructor: Claire Lauer
Dates Offered:
Part I:
- Monday, February 21 from 2:00 to 4:00 pm in ML 412
- Tuesday, February 22 from 4:00 to 6:00 pm in ML 412
Part II:
- Monday, February 28 from 2:00 to 4:00 pm in ML 412
- Tuesday, March 1 from 4:00 to 6:00 pm in ML 412
Part III:
- Monday, March 7 from 2:00 to 4:00 pm in ML 412
- Tuesday, March 8 from 4:00 to 6:00 pm in ML 412
Description: This three-part workshop will get you started with building
and maintaining a personal website and electronic teaching portfolio
using Macromedia Dreamweaver. We will discuss the role that electronic
portfolios play in higher education and on the job market, as well as
discuss web-specific considerations for designing and organizing your
teaching materials. You will become familiar with Dreamweaver's basic
program interface, learn how to set up a site map, and create a
template that you can use to quickly and easily create all of your site
pages. You will learn how to perform basic tasks such as modifying page
properties, copying and pasting text, creating tables, and inserting
images. Finally, you will learn how to create links (from within a
document, to site pages, and to outside websites) and practice
publishing your site to your u.arizona.edu account.


Open Hours will be offered in ML 511 and are available for COH
Instructors and students that are currently enrolled in a class offered
in one of the COH Instructional Computing classrooms. A member of the
COH Instructional Computing staff should be onhand to provide
assistance and answer questions. If you would like to schedule an
individual appointment for Instructional assistance, please email Mark
Bryant (mbryant@email.arizona.edu), Claire Lauer
(lauer@email.arizona.edu), or any other member of the COH Instructional
Computing staff.

Open hours this semester will be:
Mon: 2:00 - 5:00 pm, ML 511
Tues: 1:00 - 5:00 pm, ML 511
Wed: 2:00 - 5:00 pm, ML 511
Thur: 1:00 - 5:00 pm, ML 511

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Assignment Sheet
Mood:  lazy
Topic: 102 Teach


English 102
Section 164 Unit One
Instructor: Klinger Assignment Sheet

Writing Situation: Essay 1

Length: No more than three pages, typed, double-spaced, in 12 point Times New Roman.

Due Dates: 1st draft: 2/10
Final draft: 2/17

Your assignment is to analyze the persuasive/rhetorical strategies of a text we have covered in the ?Conversations? textbook:

?Letter from Birmingham Jail?
?Message to the Grass Roots?
?The Society that Pretends to Love Children?

As in all analysis essays, you must quote and reference the text to back up your claims, the points of your argument. Your introduction should contain a summary and a thesis, your paragraphs reflect the organizational techniques (namely PIE) that we covered in class.

Between the first and final draft, you are required to review a large section of Rules for Writers, the section on Clarity (how accessible your writing is to your reader), which is one my major criteria in grading your essays. The first section (RW pgs 84-92) covers Active Verbs and Parallel Ideas. The second section you must read (RW 115-153) covers Emphasis, Variety, Wordy Sentences, Appropriate Language, and Exact Words.

While proceeding through these sections, you should have your first draft out, ready to mark a proposed change or question that the reading provokes. What you must do is alternate between a reading of your essay and Rules for Writers so that the reading informs your personal revision process.

From this interaction between your essay and the Clarity Section of RW, you will write a condensed two page account of what revisions you make based on the reading. Detail the specific changes you plan to make to the essay, changes that are real, not word fluff. It will read like self-analysis. You should employ the terms the book offers you. Part of the value of this assignment is advancing your understanding of your writing by building a language specifically to that end. You will turn this 2 page document in with the final draft on 2/17.

Mood:  accident prone
Topic: 102 Teach


Daily Schedule: Unit One

Theme: Self-direction.

The hierarchy of motives and actions,
sorting through the rubble of thought.

January 25: SG Ch. 15: Rhetorical Analysis
[Selzer 599-610: Message to the Grass Roots, Malcolm X]
Film Clip; Close Analysis of Speakers.
Multi-directional Sentences Exercise.
Compound-Complex, The Impression of Control
Sentence Structure as a type of credibility
Your credentials as a writer.
Resume:

Lecture: How the rhetorical situation relates to your writing; how it can define your thesis for you, through restricting your purpose and audience.

January 27: Summary Due; SG Ch. 5: Close Reading
[Selzer 375-385: The Society That Pretends to Love Children]
How-to exercises: THESIS, SUBJECT, TOPIC


February 1: SG Ch. 6: The Writing Process;
RW 39-57; Paragraphing
Opening Bit: Traffic Signs, Comma, Colon, Semicolon
What idea, phrase, clause, line of logic, has the right of way?

February 3: Sample Essays; SG Ch. 7: Feedback
RW 83-154; Summary, or Personal Writing Profile.

Assignment:
Create a primer, a specialized language, for this class.
Relate to the grading criteria. Clarity, development, mechanics, content.

Ask them about individual meetings. Should we Cancel class the 10th and 15th?

February 8: 4 papers must be posted to the list serve.
Marks; Commenting on drafts; Sample Remarks

February 10: Workshop [1st draft of Paper 1 is due]

February 15: Workshop

February 17: Final draft Due [end of Unit One]