Sample Syllabus Writing 100 Instructor: Email: Office Hours:

Phone: Office:

Course Description: Writing 100 helps students develop successful strategies for composing for a variety of audiences and purposes. In assigned readings and class discussions, students examine and evaluate rhetorical purposes and strategies of other writers. Through writing assignments, students develop their own recursive writing process that nurtures ideas, cultivates multiple drafts, incorporates frequent peer and instructor conferencing, and emphasizes self-reflection. Students compose five major projects, including a multimodal project, in addition to constructing a reflective electronic portfolio. The assignments in Writing 100 are deliberately sequenced from summary to analysis to argument to help students understand and engage confidently in academic discourse. Class sizes are limited to accommodate frequent student/instructor conferences. Student Learning Outcomes 1. Writing Process: Students will demonstrate writing as a process that requires brainstorming, drafting, revising, editing, and proofreading. 2. Exploration and Argumentation: Students will use writing to respond to readings, explore unfamiliar ideas, question thinking different from their own, reflect on personal experiences, and develop sound arguments. 3. Purposes and Audience: Students will produce writing suitable for a variety of purposes, with an emphasis on academic purposes, and a variety of audiences. 4. Research: Students will conduct research using printed and electronic sources, evaluate the reliability of those sources, integrate them with their own ideas, and document their research properly. 5. Conventions and Mechanics: Students will produce writing that is free of serious grammatical and mechanical errors. Required Texts The Norton Field Guide to Writing, With Readings, 2nd edition Richard Bullock, Maureen Daly Goggin, and Francine Weinberg ; W.W. Norton & Company, 2010. ISBN: 978-0-393-93381-9 A Writers Reference, 7th Edition (Please buy the Ole Miss custom edition from the Ole Miss Bookstore.) Diana Hacker and Nancy Sommers ; Bedford/St. Martins, 2011. ISBN: 978-1-4576-0413-3 Common Reading Text (Crooked Letter, Crooked Letter, Tom Franklin; Harper; ISBN: 978-0-06221856-8) Required Materials Wi-fi enabled laptop, notebook, pens, pencils Conference Requirements You are required to attend three, fifteen-minute conferences with the instructor during the semester. The weeks for conferences are noted on the attached course calendar. Attendance at these conferences is mandatory.

Major Assignments and Grade Weighting 1. Summary Essay (10%) 2. In-class Essay (5%) 3. Analysis Essay (15%) 4. Argument Essay (20%)

Grading Scale A AB+ B

94-100% 90-93% 87-89% 83-86%

5. Multimodal Project (15%) 6. Electronic Portfolio (25%) 7. Journals/In-class Writing (10%)

BC+ C CD F

80-82% 77-79% 73-76% 70-72% 65-69% 64-below

Electronic Portfolio Description Beginning with the 2011 fall semester, the CWR will be using electronic portfolios in every 100-level course. Google Sites is the platform for the ePortfolios. Students will be asked to submit a portfolio at or near the end of the semester as a culminating summative assessment piece. Through the composition of the reflective introduction, students will be asked to make specific claims about their learning and to evaluate the learning experience by placing it in a larger context. Attendance Policy Students are expected to attend all class meetings. Improving writing skills takes time and is a process unlike learning content alone. In acknowledgment of the fact that students may experience some circumstances which prevent complete attendance, the following policy is in effect: MWF Courses 5 absences: final course grade lowered by 1 letter grade 6 absences: final course grade lowered by 2 letter grades 7 absences: final course grade lowered by 3 letter grades 8 absences: failure There is no distinction between excused and unexcused absences. Scholarship Clause If a student is attending UM with a scholarship requiring course absences (e.g., athletics, band), the following exception applies: students will not be penalized for required absences alone, as long as the student presents to the instructor by the end of the course drop/add period an official letter from the scholarship-issuing program declaring the required absences for the entire semester. If a scholarship student accrues absences beyond those designated by the letter, he or she will incur the penalty listed above. (For example: A scholarship student who documents a requirement to miss 5 T/Th course meetings for a scholarship and is absent 5 times will suffer no penalty; a student who documents a requirement to miss 5 T/Th course meetings for a scholarship and is absent 6 times will have the final course grade lowered by three letter grades). Students who miss 8 MWF or 7 T/Th classes for any reason will fail the course regardless of scholarships, and students who plan to miss 10% of the course should enroll in the course during another semester. Students whose scholarship-issuing programs cannot produce such a letter, or determine a schedule in advance, should take the course during another semester. Letters cannot be amended. Students suffering traumatic hardships (hospitalization, emergency service, etc.) should promptly consult section VI of the M-Book for procedures on contacting the Dean of Students. If a student is absent from a class, then he or she must seek permission from the course instructor as to whether or not the missed work can be submitted for a grade. In general, students who notify an instructor of an absence in advance will be afforded the ability to submit their coursework.

Late Work Policy Due to the structured nature of this class, late work is unacceptable. If you are aware that you will be unable to meet a deadline, contact the instructor prior to the assignment due date. Accommodations can be arranged prior to the due date, never after the due date. Tardiness Penalties

Please make every attempt to be in class on time. If you cannot make it on time for some reason, arriving late is preferable to not arriving at all. It is, however, a distraction to the class when a student enters the room late. As a precaution against tardiness, I am including a clause that affects your paper grades. The first instance of tardiness will be overlooked; a second instance results in a five-point reduction, and a third instance in a ten-point penalty. If a fourth instance of tardiness occurs, it will be considered a chronic problem, and you will be required to meet with me regarding the issue in addition to receiving an additional ten-point penalty. In other words, make all possible efforts to get to class on time. If you arrive more than fifteen minutes late, you will be marked absent. Communication The official communication channel for this course is the University of Mississippi Webmail system, accessed through olemiss.edu. Check Webmail and Blackboard each day. Academic Honesty As a student at the University, all work submitted under your name, for your credit, is assumed to be your original work. While teachers hope and expect you to incorporate the thinking of others in your work, you must credit others work when you rely upon it. In your written assignments, there are only three methods for properly importing the work of others: quotation, paraphrase, and summary (see pp. 358-361, 418-420, and 463-466 in A Writers Reference). The penalty for plagiarism in WRIT 100, 101, 102, or LIBA 102 is failure of the course. Additional penalties are possible. Upon determining plagiarism, the instructor will notify the student and the Director of the Center for Writing and Rhetoric in writing. Students may appeal this finding and/or penalty by notifying the UM Academic Discipline Committee within 14 days of the instructors decision. The applicable full UM policy is ACA.AR.600.001 and should be consulted by any student concerned with plagiarism. Broadly speaking, plagiarism is completely avoidable: if you are ever uncertain whether or not you are committing plagiarism, ask your instructor. Classroom Decorum The classroom is a place of learning; others are paying to be here too. Please make sure not to distract others from learning and to respect the opinions of others. From time to time we will review each others writing, either in peer review sessions or by workshopping an essay. Please follow the guideline of being a critical friend in reviewing your classmates work. Students who cannot adhere to these behavioral expectations are subject to discipline in accordance with the procedures described in the M Book. Laptop and Internet Use Policies Use the laptop and internet for coursework and activities related to coursework only. Please do not instant message, e-mail, surf the internet for non-class-related material, play games, or do work for other classes. Be mindful of fellow students, and refrain from activity or screen displays that may be distracting or offensive. Charge your laptop battery fully before class. Turn off your laptops sound before class begins. Cell Phone Policy Turn off your cell phone, and put it into your backpack before class begins. No cell phones should be on desks or laps during class. Texting is prohibited during class.

Students with Disabilities If you have a documented disability as described by the Rehabilitation Act of 1973 (P.L. 933-112 Section 504) or the Americans with Disabilities Act (ADA) and would like to request academic and/or physical accommodations please contact Student Disability Services at 234 Martindale Center, 662-915-7128. Course requirements will not be waived but reasonable accommodations may be provided as appropriate. Please consult http://www.olemiss.edu/depts/sds/ for more information on student disability services.

Library Resource Guide The J.D. Williams library website hosts a Writing 100/101 resource guide with valuable links to library resources. Access that guide through this link: http://apollo.lib.olemiss.edu/guides/courseguides. University Writing Center Make contact with a Writing Center tutor AS SOON AS POSSIBLE. Aside from one-on-one meetings with your instructor during office hours, the best way to improve your writing is to work with the tutors at the UM Writing Center - 3rd floor, J.D. Williams Library. Many successful students begin going to the Writing Center with essay one and continue working with various tutors over the course of a semester, making appointments with tutors for each essay they write. The goal of the Writing Center is to help students become better, independent writers, so the tutors don't "proofread" or merely "correct" errors. They will help you to brainstorm, talk about research and explore resources, and yes, they will answer your grammar questions. To learn more about Writing Center hours, scheduling and services, please go to http:///www.olemiss.edu/depts/writing_center/. Venture Online Freshman writers and artists have had a chance to publish their works through the CWRs online magazine, Venture Online. Every student in this class is encouraged to submit something for review and possible publication. Short stories, poems, or memoir piecesall creative writing is acceptable. Art pieces can be paintings, mixed media, or photography. Venture editor Milly West will work with artists to submit appropriate sized files for print. Though Venture has been read by thousands online, each student whose work is accepted will receive a hard copy of the magazine and a t-shirt at our end of the semester reading. This is a wonderful opportunity for each of you to be included in a university literary magazine. Get busy! We need your submissions. Contact Venture via email at venture@olemiss.edu. Changes All information in this syllabus is subject to change at any time, especially during the first weeks of the semester. I will announce changes to our schedule during class time and also via BlackBoard. You are responsible for changes to the schedule as they arise, regardless of whether or not you attend class.

Sample Course Calendar Writing 100 Calendar is subject to change. Changes will be announced in class and on Blackboard. Bring laptop for every class. Bring Norton and/or A Writers Reference when indicated on syllabus. All writing assignments designated R.J. are Reading Journal assignments and should be submitted through the Blackboard Reading Journal. Reading Journal entries should be 250-300 words. On the rare occasion that the internet is not accessible, you may submit your reading journal assignments on paper. Date Week 1 M W Aug. Aug. Topic Under Discussion Intro to Course Transition to College Writing Transition to College Writing And Intro to Portfolio Reading Due Writing Due

College Writing (Access the reading through the Blackboard Transition to College Writing tab on our Blackboard course page.) And Listening, Natalie Goldberg (Access the reading through the Blackboard Transition to College Writing tab on our Blackboard page.)

Aug.

Intro to Summary Bring Norton

Norton Essays: Us and Them, p. 802; Multitasking Can Make You Lose . . . Um . . . Focus, p. 653; Whats the Matter with Kids Today, p. 666, and Facebook in a Crowd, p. 958 And Summary Assignment Sheet (posted in Blackboard under the Summary Project tab)

R.J. 1: In a 250-300 word journal entry, summarize the authors argument for how college writing is different from high school writing. Then discuss how your own high school writing experiences compare with the UNC authors description of high school writing and your reaction to Goldbergs essay. (Submit the assignment through Reading Journal 1 under the Blackboard Transition to College Writing tab.) R.J. 2: Decide which article you will use for this assignment. Write a 250300 word Reading Journal entry on why you chose this article rather than the others. Be sure to explain why you rejected each of the other articles in addition to explaining why you chose the article you did. Then, describe what you think will be the hardest aspect of the summary project and what will be easiest. (Submit the assignment through Reading Journal 2 under the Blackboard Summary Project tab.

Date Week 2 Aug.

Topic Under Discussion Writing a summary Bring Norton

Reading Due Three page (or longer) article, found through research, dealing with the same topic as the article you chose from Norton. The article must be signed and be from a reputable source.

Writing Due R.J. 3: In 250-300 words, describe the article, including author, title, and source. Explain why you chose the article, placing particular emphasis on how this article offers a different perspective from the Norton article. Also explain why it meets the assignment criteria in terms of length and source. Draft a typewritten summary of the Norton article in your own words, being sure to include the author, title, and main idea of the article at the beginning of the summary.

Aug.

Writing a summary Bring Norton and A Writers Reference

A Writers Reference, A1, pp. 6773

Sept.

Writing a Response Bring A Writers Reference

Draft a summary for the article from outside of Norton. Remember, the topic of this article will be the same as the topic of the Norton article, but the authors main idea or perspective on the topic will be different.

Week 3 M W Sept. Sept. Labor Day Holiday No class Revising a draft for completeness Bring Norton and A Writers Reference

Sept.

Peer Review Session

Prepare a complete draft (150-200 words for each summary and same for response paragraph). This draft should provide the reader with a condensed, accurate version of each of the articles, transitions between the articles to guide the reader, and your own response to the issue. Revise the draft for peer review. Be prepared to discuss the strengths of your draft as well as the weaknesses.

Date Week 4 Sept.

Topic Under Discussion Conference Week Revising a Draft for Style Bring Norton and AWR Editing a Draft Bring Norton and AWR Reflecting on the Summary and Response Project Intro to Analysis Bring Norton and A Writers Reference

Reading Due

Writing Due Incorporate suggestions from peer reviewer, and bring revised draft to class. Incorporate revisions and bring revised draft to class. Summary Project Due

W F

Sept. Sept. Week 5 Sept.

A Writers Reference, A1-d, pp. 74-77 and Doug Lantry's "Stay as Sweet As You Are," pp.43-49, Norton and Diana Georges Changing the Face of Poverty on pages 622-31 of Norton. and Analysis Assignment Sheet posted in Blackboard under the Analysis Project tab

Sept. 21

Writing the analysis Bring Norton

Find a technology product advertisement you might use as a basis for this assignment. And Norton, pp. 49-54

R.J. 4: In 250-300 words, identify Lantrys thesis and major points. Tell whether you were convinced by the authors analysis and why. Then, identify Sanchezs thesis and major points (student sample in A Writers Reference). Tell whether you were convinced by the authors analysis and why. Submit through the R.J. 4 tab under the Analysis Project tab in Blackboard. and R.J. 5: In 250-300 words, Identify Georges thesis and major points. Tell whether or not you were convinced by the authors analysis and why. Then, examine the guidelines for analyzing a text on p. 77 of A Writers Reference and discuss how Georges essay does or does not exemplify any one of those expectations. R.J. 6: In 250-300 words, write about a technology product advertisement you might use as the basis for this assignment. Describe the advertisement and where you found it. Then explain what you find intriguing about it. What unanswered questions remain for you about the ad? Then, explain the most important piece of advice the Norton authors offer on pp. 49-54.

Date Sept.

Topic Under Discussion Writing the analysis Bring Norton

Reading Due Find an alternative advertisement you might use as the basis for this assignment. And Norton, pp. 55-58

Writing Due R.J. 7: In 250-300 words, write about a different advertisement you might use as the basis for this assignment. Describe the advertisement and where you found it. Then explain what you find intriguing about it. What unanswered questions remain for you about the ad? Then, explain the most surprising thing Norton says about writing a draft on pp. 55-58 and why you find it surprising. Rough Draft: Craft a 2-3 page visual analysis, including an introduction, organized body, and conclusion. Peer Review Draft: This draft should include solid, specific evidence and be peer review ready. Editing Draft: This draft should incorporate revisions made after the peer review. Analysis Project Due

Week 6 Sept.

Conference Week Summary Project Returned Revising the analysis Bring Norton

Sept.

Peer Review of the Analysis Bring Norton and A Writers Reference Editing the Analysis Bring Norton and A Writers Reference

Sept.

Week 7 Oct.

Oct.

Metacognitive reflection on Analysis Project and Introduction to Timed Analysis Bring Common Reading Experience text to class. Timed Analysis Bring Norton

Norton, Chapter 41, pp. 367-72.

Oct.

In-class Essay BRING COMMON READING EXPERIENCE TEXT TO CLASS

R.J. 8: Choose the passage or piece of advice from this chapter which stands out the most for you. In 250300 words, describe the passage and why it stood out for you. Also, describe your past experience with essay exams. Do you like them? How do you prepare for them? What are some strategies you use while writing your answers? In-Class Analysis Essay

Date Week 8 Oct.

Topic Under Discussion Return of Analysis Project and Introduction to Evaluation

Reading Due A Writers Reference, pp. 78-86 and Norton, pp. 128-132

Writing Due R.J. 9: In 250-300 words, explain why evaluation, as described in Norton, is classified as a type of argument, as defined in AWF. R.J. 10: In 250-300 words, identify Pogues thesis and major points. Tell whether or not you were convinced by the authors evaluation and why. R.J. 11: In 250-300 words, identify the authors thesis and major points. Tell whether or not you were convinced by the authors evaluation and why. R.J. 12: In 250-300 words, write about a product you might use as the basis for this assignment. Describe the product and why you chose it. Then explain what you find intriguing about it. What unanswered questions remain for you about the product? R.J. 13: In 250-300 words, write about a product you might use as the basis for this assignment. Describe the product and why you chose it. Then explain what you find intriguing about it. What unanswered questions remain for you about the product?

Oct.

Introduction to Evaluation Bring Norton

David Pogues No Keyboard? And You Call this a Blackberry, pp. 719-723, Norton. Seth Schiesels Playing God, the Home Game, pp. 725-30, Norton.

Oct.

Introduction to Evaluation Bring Norton

Week 9 Oct.

Return of In-class Analysis Writing the evaluation Bring Norton

Choose a product you might use as the basis for this assignment.

Oct.

Writing the evaluation Bring Norton

Choose an alternative product you might use as the basis for this assignment.

Oct.

Writing the evaluation Bring Norton

Exploratory Draft: Write a two page draft about one product. The draft can be sloppy but should offer some history of the product, evaluation, and beginning insights.

Date Week 10 Oct.

Topic Under Discussion Conference Week Revising the evaluation Bring Norton and A Writers Reference

Reading Due

Writing Due

Complete Rough Draft: Craft a 3-5 page evaluation, including an introduction, organized body, and conclusion.

Oct.

Revising the evaluation Bring Norton and A Writers Reference

Oct.

Revising the evaluation Bring Norton and A Writers Reference

Mid-process Draft: This draft should include solid, specific evidence documented in MLA form and be peer-review ready. Mid-process Draft: This draft should include solid, specific evidence documented in MLA form and be peer-review ready.

M W

Week 11 Oct. Nov.

Intro to multimodal Understanding the multimodal Bring Norton

Chapter 53, "Electronic Text," in Norton. Then visit one of these technology websites: engadget.com, gizmodo.com, lifehacker.com, cnet.com or boingboing.com. Read a few of the posts, and think about Norton's advice on electronic text.

Nov.

Collaborating on the multimodal Bring Norton

Norton, pp. 215-16

Evaluation Project Due R.J. 14: In a journal entry, evaluate the website in light of the advice given in Norton. Does the website seem to follow Norton's suggestions regarding electronic text? What was engaging about the website? What seemed wrong or out-of-place in the website? R.J. 15: In a journal entry, describe a group project that you have worked on in the past. How well did the group follow Nortons advice? How well did the group succeed? What were the groups strengths? What were the groups weaknesses?

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Date Week 12 Nov.

Topic Under Discussion

Reading Due

Writing Due

Return of Argument essay Exploratory draft of the multimodal Bring Norton and A Writers Reference

Nov.

Rough draft of multimodal Bring Norton and A Writers Reference Rough draft of multimodal

By the end of class, your group should have a written exploration of your website, giving an idea of what you plan to talk about, the visual(s) you plan to use, and the design you might try. Rough Draft of Multimodal

Nov. Week 13 Nov.

Revising the Multimodal Bring A Writers Reference Revising the Multimodal Bring A Writers Reference E-Portfolio Discussion Thanksgiving Break

Peer-Review Ready Draft of Multi-modal Peer-Review Ready Draft of Multi-modal Multimodal Project Due

W F

Nov. Nov. Nov. 21-25 Week 14 Nov. Nov.

M W

Dec.

E-Portfolio Discussion Bring A Writers Reference Return of Multimodal Revising the E-Portfolio Bring A Writers Reference Portfolio Presentation

Materials for E-Portfolio Materials for E-Portfolio

Electronic Portfolio Due

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Writing 100 ePortfolio Assignment Information for Instructors The Writing 100 ePortfolio is an ongoing assignment throughout the semester. For a great explanation of the ePortfolios role in CWR courses, see this page of the CWR website: http://cwr.olemiss.edu/for-cwrteachers/resources/portfolios/. Students should build the Google sites for their ePortfolios within the first two weeks of class. At the end of each project, Writing 100 students compose a reflective piece that should be uploaded to the ePortfolio upon completion. Instructors may also encourage students to upload representative work from each project when they upload the reflection. Working inside the ePortfolio space throughout the semester helps students understand the purpose of the ePortfolio and the capabilities of that electronic space. The reflective introduction to the ePortfolio can be introduced anytime during the semester. In the sample assignments included with this guide, the reflective introduction is introduced during the multimodal unit. Instructors should decide for themselves the most opportune time to introduce the reflective introduction, but instructors are cautioned not to wait until the final class day. The ePortfolio project is a major portion of the students final grade for the course, and the reflective introduction is weighted heavily in the ePortfolio grade.

Sample Calendar for ePortfolio Assignment for Instructors Early in the semester: Introduce the ePortfolio assignment and build the Google site within the first two weeks of class. Throughout the semester: Have students upload project reflections to the Google site throughout the semester at the end of each unit. You may choose to ask students to upload sample work from each project as well. During the multimodal: Use one or two days during the multimodal project to introduce the reflective introduction assignment. The prompt for the Writing 100 reflective introduction is on the next page of this guide. In the final weeks: Dedicate at least three, but preferably more, class periods in the last weeks of class to working on the reflective introduction.

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University of Mississippi Center for Writing and Rhetoric Writing 100/101 ePortfolio Reflective Introduction Writing Prompt After reviewing the learning outcomes listed in the syllabus and reflecting on the major assignments you have completed for this course, please write an essay of 750 - 1500 words to answer the following questions: Which one (1) course learning outcome would you identify as being the most significant in your personal learning experience this semester? Which one (1) assignment, completed for this course, would you point to as most significant toward your progress toward this outcome? As you compose your response, be sure to: Identify or reproduce (cut and paste) the learning outcome, and put it into your own language if doing so clarifies the outcome for you and/or the reader; Describe the major assignment and related coursework that was significant in helping you work toward this outcome; Apply the work to the learning outcome, explaining how the work is related to the outcome. You might describe specific ways in which you have made progress toward the outcome and specific ways you have struggled or still struggle with the outcome; Analyze why your work toward this outcome is significant to your class learning experience; Consider how your work toward this outcome may help you in other contexts outside of this class. You might consider what this learning experience means to you now or what it might mean to you in the future. You might consider if this experience has led to a change in your thinking. Please do not compose statements for each bullet point in a question and answer format. Rather, your response should be in the form of a complete essay that explores your learning experience. Your essay will be addressed to a private audience composed of you, your classmates, and your teacher, with an emphasis on yourself (this is a reflective exercise). You do not need to provide documentation (i.e., a works cited page or bibliography) for either the course syllabus or your work. Any one major paper/project you have completed for this course is eligible to be considered as evidence of your work toward a learning outcome. Please place the selected assignment in your Google Sites ePortfolio. Any artifact(s) related to that assignment may also be used to support your Reflective Introduction. For example, you might reference a homework assignment, an in-class activity, or a reading that took place during the composition of that paper/project.

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Sample Calendar for ePortfolio Reflective Introduction for Students First class During class: Introduction to ePortfolios reflective introduction. Begin examining each project through the Bird by Bird exercise. Second class Before class: Finish Bird by Bird and have it posted to your Google Site. Do not forget to answer the final three questions. They will help you formulate your thesis for the reflective introduction. During class: Begin drafting the reflective introduction. Third class Before class: Finish the rough draft of the reflective introduction. During class: Revising the rough draft. Fourth class Before class: Finish the ePortfolio, and post it to your Google site. During class: Peer review of ePortfolios. Fifth class Before class: Incorporate suggestions from the peer review session. During class: Submit and present ePortfolios.

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Summary Project Sample Assignment Writing 100 Instructor Name Summary and Response Project (extra help: Hacker, A1-C) The real danger is not that computers will begin to think like men, but that men will begin to think like computers. ~Sydney J. Harris Has television made us self-centered? Are Facebook friends true friends? Are we more efficient when we multitask? Technologys effect on our lives and work is a common theme in 21 st century writing and the subject of several essays in The Norton Field Guide to Writing. David Sedaris considers the influence of television on our lives on page 802. Alina Tugend describes research about multitasking in Multitasking Can Make You Lose . . . Um . . . Focus on page 653. Amy Goldwasser looks at generational attitudes toward technology in Whats the Matter with Kids Today, on page 666, and Hal Niedzviecki describes his personal experiment testing the limits of Facebook friends in Facebook in a Crowd, on page 958. Critically reading and engaging in conversation with these authors helps us more fully understand technologys influence on us. For this assignment, you will read all of the essays, and choose the one that is most interesting to you. Then, you will find another reading, at least three pages long, outside of Norton, which offers a different perspective on the same topic (the topic of televisions influence for the Sedaris article, the topic of Facebook for the Niedzviecki article, the topic of multitasking for the Tugend article, the topic of generational attitudes toward technology for the Goldwasser article). That article must be signed and be from a reputable source. Finally, you will write a paper summarizing the Norton article you have selected, summarizing the article you found, and offering your own response to the issue. Learning Objective: To develop skills in summarizing and to demonstrate critical understanding of an issue. Audience: A reasonable, informed, general reader who has not read the articles but is interested in their content. Purpose: Provide the reader with a condensed, accurate version of each of the articles and an indication of your thoughts on the issue. Format: The paper will be 300-450 words, including a 100-150 word summary of the Norton article, a transition between the articles, a 100-150 word summary of the article you found, and a 100-150 word response to the issue. The paper should be typed in 12 point font and double-spaced. Header, title, and page numbers should be in MLA essay format (refer to Hacker, pp. 48-49). No Works Cited page is required for this essay, but the author, title, and source of each article must be identified in the paper. Due Date: Day of Week and Date. Submit the final draft through SafeAssign on Blackboard. Submit the final draft, along with the supporting materials, in a two pocket folder in class. The folder should include in the left pocket: at least one example of pre-writing, at least 2 preliminary drafts, the peer review of your paper done by another student, and the metacognitive reflection on revision. In the right pocket, include the final draft and the metacognitive reflection on the project (done in class on the due date). Assessment: This assignment is worth 10% of your final grade. You will be assessed on your ability to give an accurate sense of the complete text in a condensed form and your ability to formulate a response. See the Assignment Library for some reflection prompts.

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Summary Project Sample Calendar for Students First Class Before class: Read all of the technology articles in Norton (Sedaris, Tugend, Goldwasser, Niedzviecki). Decide which article you will use for this assignment. Then, access Reading Journal 2 through Blackboard, and write a 250-300 word reading journal entry on why you chose this article rather than the others. Be sure to explain why you rejected each of the other articles in addition to explaining why you chose the article you did. Explain also what you think will be most difficult about the Summary Project and what will be easiest. In class: Discussion of articles, and modeling of summary. Second Class Before class: Find an article, of at least 3 pages, outside of Norton, dealing with the same topic as the article you chose from Norton. Then, access Reading Journal 3 through Blackboard, and in a 250-300 word reading journal entry, describe the article, including author, title, and source. Explain why you chose the article, placing particular emphasis on how this article offers a different perspective from the Norton article and how it meets the criteria of the assignment. In class: Discussion of articles, and modeling of summary. Third Class Before class: Draft a 230- 250 word summary of the Norton article in your own words, being sure to include the author, title, and main idea of the article at the beginning of the summary. Do not describe the article chronologically. Describe the central point and main ideas. In class: Revising the summary. Fourth Class Before class: Draft a 230- 250 word summary the article from outside of Norton. Remember, the topic of this article will be the same as the topic of the Norton article. Be sure to include the author, title, and main idea of the article at the beginning of the summary. Do not describe the article chronologically. Describe the central point and main ideas. In class: Revising the summary. Fifth Class Before class: Prepare a complete draft (150-200 words for each summary paragraph and 150-200 word response paragraph). This draft should provide the reader with a condensed, accurate version of each of the articles, as well as providing a transition between the articles to guide the reader, and your own response to the issue. In class: Revising the complete draft, and metacognitive reflection on revision. Sixth Class Before class: Continue revising the draft in preparation for peer review. In class: Peer review. Seventh Class Before class: Incorporate suggestions from peer reviewer. In class: Revising for style. Eight Class Before class: Incorporate revisions from class on Monday and continue revising. In class: Editing Ninth Class Before Class: Submit the final draft through SafeAssign. Prepare the project folder for submission in class on Monday, Feb. 14. See the requirements for the folder on the front page of this document. In class: Metacognitive reflection on project.

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Summary Project Sample Calendar for Instructors First Class: Introducing the Assignment Introduce the assignment by distributing and going over the assignment sheet and rubric. Students should come to class having read all of the assigned articles in Norton. Discuss the Norton readings to help students decide which Norton article to use as the basis for this assignment. Give students directions on how to use the library databases to find the companion article. Second Class: Drafting the Summary of the Norton Article Work on drafting the summary of the Norton article. Pay particular attention to complete bibliographic information, isolating the thesis and major points, and avoiding retelling the article by mimicking the original organization. Also emphasize keeping personal opinion and first person references out of the summary. Students may also need to be reminded to refer to the author by last name after the first reference. Third Class: Drafting the Summary of the Companion Article Work on drafting the summary of the companion article. Reemphasize key ideas from the previous class. Work on crafting a transition between the summaries. If there is time, start revision on the Norton summary. Fourth Class: Drafting the Response and the Introduction Work on drafting the introduction and the response to the articles. For the introduction, emphasize the importance of garnering the readers interest and providing some context for the articles. For the response paragraph, emphasize the importance of making a concrete point and providing specific evidence (from the articles themselves or from experience/history/culture, etc.). Fifth Class: Revising the Draft for Completeness Share a student sample of the assignment from the CWR Assignment Library and talk about where the students summary succeeded and where it didnt succeed as well. Have students compare their drafts with the model and with the assignment sheet. Work on revising areas that dont meet the assignment well. Sixth Class: Peer Review Run a peer review session. Since these papers are short, there may be time for students to review more than one paper. Since this may be their first experience with peer review, you might model how to review a peers paper. Seventh Class: Revising for Style Students should have incorporated the suggestions from their peer reviewers before class. In this class, work on revising for style with such strategies as revising for powerful language, revising for concise language, reading aloud for clarity, etc. Eighth Class: Editing for Accuracy, Mechanics, and Formatting In this class, emphasize the importance of editing a paper so that it is publication-ready. Use A Writers Ref to discuss formatting. Provide some strategies for accurate proof-reading such as printing the paper in landscape orientation, reading the paper backwards sentence by sentence, etc. Go over submission requirements. Ninth Class: Reflection Students should have submitted their final drafts through SafeAssign before class. Check to make sure you can access each draft. Have students write a metacognitive reflection on their papers and submit that reflection to their ePortfolios by the end of class. You may also ask students to submit to the ePortfolio space a draft of the project that demonstrates the learning considered in the reflection.

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Analysis Project Sample Assignment Writing 100 (M/W/F schedule) Instructor Science and Technology: Visual Analysis of a Technology Ad (Norton, Chapter 7)

"I have always believed that writing advertisements is the second most profitable form of writing. The first, of course, is ransom notes."~Philip Dusenberry Every day we are bombarded with advertisements for technology. "More Bars in More Places." "I'm a P.C." "The 3G network." "Can you hear me now?" These ads try to convince us to fork over our hard-earned dollars to buy machines. Sometimes the ads work. Sometimes they don't. Nevertheless, they are hard to ignore and interesting to study. In this assignment, you will analyze a technology advertisement. Analysis closely examines an artifact both for what it says and for how it says it, with the goal of demonstrating to readers how the artifact achieves its effects. An analysis of an advertisement involves breaking down the elements of the advertisement and understanding how those elements convey ideas and feelings, how they influence the consciousness of the viewer, how they speak to a surrounding culture, and how they resonate with surrounding values and beliefs. In addition to studying the details of the advertisement (textual analysis), the writer of an analysis sometimes incorporates contextual analysis in which he or she considers the time and place in which the visual text was created, the author, and the audience. For this assignment you will choose a technology advertisement (print or video) that you consider successful and analyze how that advertisement works. Who is its target audience? How can you tell? How does it use logos, pathos, and ethos to appeal to that audience? How does the advertisement use perspective and color to convey its message? If there is print (or dialogue) in the advertisement, how does it work to reinforce or contradict the images shown? How does the ad use shared cultural knowledge or assumptions to convey its message? Learning Objective: To develop skills in analyzing a visual text, namely by developing skills to systematically categorize and consider the parts of the text as well as the context in which the text was created. Audience: A reasonable, general reader who may or may not be familiar with the object of analysis. Purpose: Convince your audience to support your interpretation of an advertisement. In order to do this, you will need to summarize the content of the ad, lead your audience through a careful examination of the elements of the ad, and provide reasonable evidence in support of your analysis. Format: Two to three pages, typed, double-spaced. Header, title, and page number should be in MLA essay format (refer to Hacker, pp. 48-49). No Works Cited page or parenthetical citation is required for this essay. Due Date and Submission Requirements: Day of Week and Date. Submit the final draft through SafeAssign on Blackboard. Submit the final draft, along with the supporting materials, in a two pocket folder in class. The folder should include in the left pocket: at least one example of pre-writing, at least 2 preliminary drafts, the peer review of your paper done by another student, and the metacognitive reflection on revision. In the right pocket, include the final draft and the metacognitive reflection on the project (done in class on the due date). Assessment: This assignment is worth 15% of your final grade. You will be assessed on your ability to account for the context in which the ad was created, the various parts of the ad, and your ability to organize those parts into a coherent essay that explains to your audience how those parts work.

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Analysis Project Sample Calendar for Students First Class Before class: Read A Writers Reference, A1-d, pp. 63-66, the analysis assignment sheet posted in Blackboard under the Analysis Project tab, and Doug Lantry's "Stay as Sweet As You Are" on pages 43-49 of Norton. In a 250-300 word journal entry (RJ 4), identify the author's thesis and major points. Tell whether or not you were convinced by the author's analysis and why. Then, identify Sanchezs thesis and major points (student sample in A Writers Reference). Tell whether you were convinced by the authors analysis and why. Then read Diana George's "Changing the Face of Poverty" on pages 622-31 of Norton. In a 250-300 word journal entry (RJ 5), identify the author's thesis and major points. Tell whether or not you were convinced by the author's analysis and why. Then, examine the guidelines for analyzing a text on p. 77 of A Writers Reference and discuss how Georges essay does or does not exemplify any one of those expectations. In class: Discussion of reading, and modeling of analysis. Second Class Before class: Read Norton, pp. 49-54, and find an advertisement you might use as the basis for this assignment. Write a 250-300 word journal entry (RJ 6) about an advertisement you might use as the basis for this assignment. Describe the advertisement and where you found it. Then explain what you find intriguing about it. What unanswered questions remain for you about the ad? Then, explain the most important piece of advice the Norton authors offer on pp. 49-54. In class: Analyzing the text, and Aristotles appeals. Third Class Before class: Find an alternate advertisement you might use as the basis for this assignment. Write a 250-300 word journal entry (RJ 7) about an advertisement you might use as the basis for this assignment. Describe the advertisement and where you found it. Then explain what you find intriguing about it. What unanswered questions remain for you about the ad? Then, explain the most surprising thing Norton says about writing a draft on pp. 55-58 and why you find it surprising.d it. In class: Analyzing the text, and Aristotles appeals. Fourth Class Before class: Craft a 2-3 page visual analysis, including an introduction, organized body, and conclusion. In class: Revising the analysis. Metacognitive reflection. Fifth Class Before class: Revise the draft so that it is peer-review ready. In class: Peer review. Sixth Class Before class: Continue revising, incorporating ideas from peer review. In class: Editing. Seventh Class: ANALYSIS PROJECT DUE Before Class: Prepare the project for submission in class on ___________. You must submit: At least one example of pre-writing, At least 2 preliminary drafts, The peer review of your paper done by another student, The metacognitive reflection on revision, The final draft. In class: Metacognitive reflection on project.

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Analysis Project Sample Calendar for Instructors First Class: Introducing the Assignment Students should come to class having read the assignment sheet; the analyses by Lantry, George, and Sanchez; and the explanation of analysis in A Writers Ref. Devote this class to helping students understand what analysis is and the project requirements. You might have students identify the hallmarks of analysis in the articles assigned for homework. Another option might be to show some technology ads and identify contextual clues and textual details within the ads. Second Class: Practicing Analysis Students should come to class having read the Norton discussion of analysis and having chosen a possible ad for the project. This class provides a good opportunity to practice analysis as a class. You might try using a provocative text, such as a controversial ad or magazine cover. Emphasize how to break down and examine individual parts of the text. Discuss Aristotles appeals and how they are represented in the sample text. Practice devising a thesis based on the analysis. Remind them that an analytic thesis answers the questions why, how, and/or so what. Third Class: Drafting the Analysis Students should come to class having found a second possible ad for the project. Work on drafting an analysis of one of their ads. Reemphasize key ideas from the previous class, such as breaking down the ad, examining the appeals, and identifying an analytic thesis. If the student is struggling with his or her choice, suggest he or she tries drafting an analysis of the other ad they have identified. Fourth Class: Revising the Analysis Students should come to class with a complete draft. Spend this class working on focus, organization, and evidence. Students often try to cover too many ideas. A reverse outline exercise, in which students write the major idea of each paragraph in outline form, can help them examine the structure of their drafts. A claim, support, explanation exercise (in which they underline each claim, circle the supporting evidence for the claim, and draw a box around the explanation of the evidence) can help them uncover areas that need more evidence. Fifth Class: Peer Review Share a student sample of the assignment from the CWR Assignment Library and talk about where the students analysis succeeded and where it didnt succeed as well. Run a peer review session, perhaps based on the key features of analysis outlined in Norton on page 49. Sixth Class: Editing the Analysis Students should have incorporated the suggestions from their peer reviewers before class. In this class, work on revising for style and editing. Seventh Class: Reflection Students should have submitted their final drafts through SafeAssign before class. Check to make sure you can access each draft. Have students write a metacognitive reflection on their papers and submit that reflection to their ePortfolios by the end of class. Include as part of the reflection an assessment of the time demands of writing the analysis and, perhaps, ask them to upload a sample from the project that illustrates what they have discussed in the reflection.

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In-class Analysis Project Sample Assignment Writing 100 Instructor Timed Analysis Project (extra help: Norton, Chapter 41) Analyzing the Cover of Crooked Letter, Crooked, Letter You will face essay exams throughout your college career. The material covered on the exams will change, but the basic format of the exam essay will not. No matter the subject, all essay exams challenge you to express in writing what you already know from reading and lectures. Because you are under time pressure during an essay exam, you may feel you lack sufficient time to complete all the steps of the writing process. Our preparation for this exam will focus on using the writing process to construct an effective essay within time constraints. This skill will remain useful throughout your college career. For this assignment, you will demonstrate the skills you learned in the analysis project by writing an in-class analysis of another technology ad. On Friday, you will be given a choice of two questions concerning the design of the cover of Crooked Letter, Crooked Letter. You will choose one of the two to analyze in a large blue book to demonstrate your understanding of the composition and design principles we have been discussing. Between now and Friday, read Chapter 41 of Norton. Complete Writing Journal 8 as described on the syllabus, on the Course Calendar on the back, and on Blackboard. Bring a blue book and Crooked Letter, Crooked Letter to class on Friday. The directions for the in-class essay will read like this: Answer one of the following questions in a large blue book to demonstrate your skills in analysis. Use the first page of the blue book to plan your essay. State your thesis clearly. Provide reasons and specific evidence from the cover AND from the novel to support your thesis. Provide transitions to help the reader follow your logic. Write on every other line and on one side of a page so you will have room for corrections and additions. If you have time left, read over your essay, looking for areas that need development. Also, check for mechanical errors and places where your handwriting is illegible. Learning Objective: To develop skills in timed writing, such as the exam essays required in college courses. Those skills include brainstorming, developing, and drafting a response to a question in a timed setting. Audience: A college professor who is evaluating your skills of analysis. Purpose: To conceive an idea relatively quickly and organize, develop, and support that idea in a complete essay with minimal mechanical errors. Also, to demonstrate an understanding of the methods of analysis. Format: Handwritten in a large blue book. Please write legibly. Also, please write on every other line. Use the first page in the blue book for brainstorming. Assessment: The in-class essay is worth 5% of your final grade. Your essay will be assessed both on your ability to write a clear, reasonably error-free, complete essay and by how well you apply ideas from the readings to explain your response to the question you chose.

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In-class Analysis Sample Calendar for Students First Class In class: Write metacognitive reflection on analysis. Discuss time requirements of analysis. Second Class Before class: Read Chapter 41 of Norton. Choose the passage or piece of advice from this chapter which stands out the most for you. In a journal entry, describe the passage and why it stood out for you. Also, describe your past experience with essay exams. Do you like them or hate them? How do you prepare for them? What are some strategies you use while writing your answers? In class: Answer practice questions. Third Class: Before class: Review Crooked Letter, Crooked Letter looking for possible evidence for in-class essay. In class: Write the in-class essay. Bring Crooked Letter, Crooked Letter and a blue book to class.

In-class Analysis Sample Calendar for Instructors First Class As part of the metacognitive reflection on analysis, ask students to consider how they apportioned time in the project. At the end of this class period, take ten minutes or so to hear some of their reflections on that point and discuss the flexibility that is needed to compose an analysis under time constraints. Second Class Students should come to class having read Chapter 41 of Norton. Provide a practice question and work with the class as a whole or in small groups on composing a response. Cover isolating key information in the prompt to formulate an analytic thesis, outlining, incorporation of evidence, and time management. Third Class: Provide at least two prompts, but be sure students understand they only have to respond to one. Keep track of time in 15 minute increments by announcing the time or writing it on the board. Remind students that they can ask you questions during the exam.

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Argument Project Sample Assignment Writing 100 Instructor Argument/Evaluation Assignment (Norton, Chapter 12) Science and Technology: Evaluating a Mobile Technology Product "A lot of people think that the new economy is all about the internet. I think that it's being fueled by the internet--as well as by cell phones, digital assistants, and like--but that it's really about the customers." ~Patricia Seybold As Seybold notes, no technology is successful without customers. If nobody buys a product, the product disappears. But how do you decide whether to buy a product or not? In this assignment, you will research and evaluate a piece of mobile technology, such as a cell phone, a laptop, an mp3 player, a electronic reader, etc. As noted in Chapter 12 of Norton, evaluation is a judgment. In an evaluation, you develop a set of criteria, judge the product based on those criteria, and provide reasons for that judgment. Your first step will be to choose a specific mobile technology product. You may choose something you already own or something you might consider purchasing, and it should be something you have access to so that you can truly study it. You may also choose a web application you are interested in, such as a video game or a dating website. Find and read at least three articles about the history, development, and marketing of this product. You will use information from those sources to provide some background on the product for your reader. Then, develop a set of criteria on which the product should be judged. Next, study the product, determine how well it fits the criteria, make a judgment about it, and support that judgment with evidence. Learning Objective: To develop skills in research, evaluation, and argumentation. Audience: A reasonable, informed, general reader over the age of 40 who may or may not be familiar with the object under evaluation. Purpose: Provide the reader with background on the product, a judgment of the product, and a sound argument supporting that judgment. Format: Three to five pages, typed, double-spaced. Header, title, and page numbers should be in MLA essay format (refer to Hacker, pp. 48-49). A Works Cited page and parenthetical citation is required for this essay (refer to Norton, Chapter 49). Assessment: This assignment is worth 20% of the final grade. You will be assessed on your ability to construct a fair and balanced argument in which you evaluate the product. You will also be assessed on your incorporation of outside sources to provide support for your claim. Due Date: Weekday, Date

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Argument Project Sample Calendar for Students First Class Before class: Read A Writers Reference, pp. 78-86, Norton, pp. 128-132 and David Pogues No Keyboard? and You Call This a Blackberry on pages 719-723 of Norton. In 250-300 words, explain why evaluation, as described in Norton, is classified as a type of argument, as defined in A Writers Reference. Then, identify Pogues thesis and major points. Explain why you were or were not convinced by the evaluation. In class: Introduction to Evaluation Assignment and models Second Class Before class: Read A.O. Scotts 007 is Back, and Hes Brooding on pages 737-40 of Norton. In a journal entry (R.J. 10), identify the authors thesis and major points. Tell whether or not you were convinced by the authors evaluation and why. In class: Audience consideration, topic selection and brainstorming Third Class Before class: Choose a technology product you might use as the basis for this assignment. In a journal entry (R.J. 11), describe the product and why you chose it. Then explain what you find intriguing about it. What unanswered questions remain for you about the product? In class: Testing topics by generating criteria Fourth Class Before class: Choose an alternative technology product you might use as the basis for this assignment. In a journal entry (R.J. 12), describe the product and why you chose it. Then explain what you find intriguing about it. What unanswered questions remain for you about the product? In class: Evidence and support Fifth Class Before class: Choose one of the products you have described in the two previous assignments, and write a draft of at least two pages. In class: Researching the history of the product and other reviews. Sixth Class Before class: Incorporate some of the research you found into the draft. Develop the draft so that it is at least three pages. This draft can be sloppy, but it should offer some history of the product, your evaluation, and some beginning insights. In class: Organizing an evaluation and documenting evidence Seventh Class Before class: Revise the draft into a 3-5 page evaluation, including an introduction, organized body, and conclusion. In class: Revising the paper, particularly the introduction and conclusion. Eighth Class Before class: Continue reworking the draft so that it is ready for peer review. Include solid, specific evidence documented in MLA form with a Works Cited page. In class: Peer Review Ninth Class Evaluation project due.

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Argument Project Sample Calendar for Instructors First Class Students should come to class having read A Writers Reference, pp. 78-86; Norton, pp. 128-132; and David Pogues No Keyboard? and You Call This a Blackberry on pages 719-723 of Norton. Introduce evaluation as a specific type of argument. Distribute and review the assignment sheet. Provide some models of student papers from the assignment library and consider the strengths/weaknesses of the samples. Second Class Since students will be re-visioning this project for the multimodal assignment, use this class to focus on audience consideration and its impact on topic selection. Look at a text-based evaluation and a digital evaluation (for example, a N.Y. Times review and an Engadget review of the same product). Consider the different demographics and audience expectations for each piece. Examine how the composers respond to those expectations. Third Class Students should come to class with a possible topic for the assignment. Work on brainstorming criteria for an evaluation of this product, perhaps by round-robin-ing the topics and asking classmates what they would be interested in knowing, and brainstorming types of evidence. Ask students to evaluate the potential of this product for the assignment. Fourth Class Students should come to class with an alternative topic for the assignment. Work on brainstorming criteria for an evaluation of this product and brainstorming types of evidence. Ask students to evaluate the potential of this product for the assignment in comparison with the product considered in the last class. Have students choose which product they will use for their projects. Fifth Class Students should come to class with an exploratory draft of at least two pages. Spend the class researching the history of the product and other reviews of the product. Class could be held in the library if internet access in the classroom is absent or unreliable. Sixth Class Students should come to class with a more fully developed draft that incorporates research. Cover organizing strategies for an evaluation and ask students to evaluate the organization of their current drafts. Work also on fundamentals for incorporating and documenting outside evidence. Seventh Class Students should bring to class a 3-5 page draft, including an introduction, organized body, and conclusion. Work in class on revising the paper, particularly in regards to responding to counter-reviews and counterevaluations. Eighth Class Conduct a peer review session. Ninth Class Evaluation project due. Ask students to compose a reflection on the evaluation project and submit the reflection to the ePortfolio.

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Multimodal Project Sample Assignment Writing 100 Instructor Multimodal Assignment (Norton, Chapter 53) Science and Technology: Composing A Technology Review Website for Ole Miss Students "After all, when you come right down to it, how many people speak the same language even when they speak the same language? ~ Russell Hoban In your last paper, you reviewed a mobile technology product in a very traditional, academic form, the argumentative essay, using a moderate, academic voice for a general, academic audience over the age of 30. For this assignment, you will change the form, the voice, and the audience of that paper. Your assignment is to rework your mobile technology review into a webpage for a technology review website that you will create by yourself or with one other classmate. Your website may contain any of the information you used for your argumentative paper, but it may also include personal anecdotes, funny graphics, and pictures. It should also address student issues like whether this product is too expensive for the average student, whether it is too heavy or fragile to carry around in a backpack, how likely it is that this product will be stolen from your library cubby while you are grabbing a cup of coffee, how much the product increases your personal attractiveness, or any other issue that would interest an Ole Miss student. The purpose of the website you design is to provide student-to-student reviews of mobile technology products. The website design should appeal to Ole Miss students. Learning Objective: To develop skills in composing electronic text for a specific audience and to develop skills in working collaboratively. Audience: Ole Miss students. Purpose: Provide Ole Miss students with information about a product, an evaluation of the product, and an engaging argument supporting that evaluation. Format for website: A home page; two or three review pages (depending on group size) and any additional pages the group decides to include. Assessment: This assignment is worth 15% of the final grade. You will be assessed on your ability to design a website that engages a specific audience and to compose a website that presents a well-supported evaluation in electronic text that engages a specific audience. Due Date: Weekday, Date

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Multimodal Project Sample Calendar for Students First Class Before class: Read Chapter 53, "Electronic Text," in Norton. Then visit one of these technology websites: engadget.com, gizmodo.com, reviews.cnet.com, or lifehacker.com. Read the sites, and think about Norton's advice on electronic text. Write a journal entry (R.J. 13) reviewing the site in light of the advice given in Norton. Does the site seem to follow Norton's suggestions regarding electronic text? What was engaging about the site? What seemed wrong or out-of-place in the site? In class: Elements of electronic composition Second Class Before class: Read pages 215-16 of Norton on collaborative writing. Then write a journal entry (R.J. 14) describing a group project that you have worked on previously. How well did the group follow Nortons advice? How well did the group succeed? What were the groups strengths? What were the groups weaknesses? Then explain your choice to work alone or with a partner for this project. In class: Collaborative writing Third Class Before class: Plan the website with group members In class: Work on the website. Fourth Class Before class: Continue working on website In class: Work on the ePortfolio. Fifth Class Before class: Work on website In class: Work on ePortfolio. Sixth Class Before class: Prepare a peer review draft In class: Peer review. Seventh Class Before class: Revise website In class: Editing in an electronic medium Eighth Class Before class: Prepare final draft In class: Project due; metacognitive reflection

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Multimodal Project Sample Calendar for Instructors First Class Students should come to class having read Chapter 53, "Electronic Text," in Norton and having visited one of these technology websites: engadget.com, gizmodo.com, reviews.cnet.com, or lifehacker.com. Use class time to introduce the assignment through the assignment sheet and to discuss the defining elements of electronic composition. Share some samples of student-composed websites from the assignment library. Second Class Students should come to class having read pages 215-16 of Norton on collaborative writing and having decided to work alone or with a partner. Have students declare their intentions and then introduce them to the Jimdo website and work with them to set up a site for the project. Third Class Continue working with students on the website. Tell students that they should continue to work on the website outside of class. The next in-class time devoted to the website will be Class 6 for peer review. Fourth Class Focus on the ePortfolio assignment as it relates to electronic text and digital composition. Introduce the reflective introduction assignment. Fifth Class Work with students on the ePortfolio assignment. Sixth Class Students should come to class prepared for a peer review session of their multimodal projects. Conduct a peer review session. Seventh Class Work with students on editing in an electronic medium. Focus particularly on documenting visuals and proofreading backlit text. Eighth Class Students should compose a reflection on their multimodal project and upload it to their ePortfolio.

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