Week Two—Exploratory Essay Introduction

Class One, “Visual Narratives” (01.13)

Readings: “The Psychological Comforts of Storytelling”

Daily Breakdown:
• Attendance (5 min)
• Free Write in Journals (10 min)
• Reading Discussion (25 min)
o Why do we tell stories?
o Do stories have power?
o Another word for stories = narratives
o So, what is a visual narrative? Examples?
o How are its affordances different from a written narrative?
• Assignment Introduction: Exploratory Essay (10 min)
o Read through assignment sheet
o Why use visual narratives as a starting point?
§ Bridge the gap from last semester
§ Rich with interesting moments for inquiry
o What to expect this week

Homework Due: N/A

Homework Assignment: Watch “The Power and Pride of Representation in Film” and
read “Why It’s Healthy to Cry Over TV Shows” linked on Blackboard
Class Two, “TV Shows & Movies as Texts” (01.15)

Readings: “The Power and Pride of Representation in Film” and “Why It’s Healthy to
Cry Over TV Shows”

Daily Breakdown:
• Attendance (5 min)
• Free Write in Journals (10 min)
• Reading Discussion (15 min)
o Students break into groups of three or four
§ Discuss “The Power and Pride of Representation in Film”
§ Discuss “Why It’s Healthy to Cry Over TV Shows”
§ Focus question: How can television and films function as “texts”?
o Come together as a class
§ Discuss reactions
§ Answer focus question
• Activity: Generative Writing Model (10 min)
o Have a student volunteer their favorite film or television show
§ Summarize (very quickly)
§ What larger theme does the narrative comment on?
§ What questions does that inspire for you?
§ What does it make you curious about?
• Write: Generate Ideas for the Exploratory Essay (10 min)
o Choose a film or television show and explore the questions in the
model to begin brainstorming for your Exploratory Essay.

Homework Due: N/A

Homework Assignment: Read “Music Videos Can Be Too Powerful to Ignore” and
“What We Can Learn from Video Game Violence” linked on Blackboard
Class Three, “Video Games & Music Videos as Texts” (01.17)

Readings: Read “Music Videos Can Be Too Powerful to Ignore” and “What We Can
Learn from Video Game Violence” linked on Blackboard

Daily Breakdown:
• Attendance (5 min)
• Free Write in Journals (10 min)
• Reading Discussion (15 min)
o Students break into groups of three or four
§ Discuss “Music Videos Can Be Too Powerful to Ignore”
§ Discuss “What We Can Learn from Video Game Violence”
§ Focus question: What affordances do today’s mediums have that
differentiate them from the mediums we discussed yesterday?
o Come together as a class
§ Discuss reactions
§ Answer focus question
• Activity: Generative Writing Model (10 min)
o Have a student volunteer their favorite music video or video game
§ Summarize (very quickly)
§ What larger theme does the narrative comment on?
§ What questions does that inspire for you?
§ What does it make you curious about?
• Write: Generate Ideas for the Exploratory Essay (10 min)
o Choose a music video or video game and explore the questions in the
model to begin brainstorming for your Exploratory Essay.

Homework Due: N/A

Homework Assignment: N/A

Reminders: No class on Monday. Bring Norton on Wednesday.

Week Three—Exploratory Essay Development

Class One, “Work Day” (01.22)

Readings: “Writing as Inquiry,” Ch. 27- Norton

Daily Breakdown:
• Discuss: The Research Cycle (5 min)
o connection between assignments
o exploratory essay will lead to research topic/question
• Discuss: “Writing as Inquiry” (5 min)
o Read introductory paragraphs aloud
o Read starting questions
• Write: Draft Exploratory Essay (40 min)
o Using the generative writing/brainstorming you did in class last week,
your assignment sheet, and “Writing as Inquiry,” begin drafting your
exploratory essay. It may be useful to develop an outline first, but you
can use whatever writing process works best for you. You may listen to
music while you write. I will periodically circulate around the room to
check in and answer questions.

Homework Due: N/A

Homework Assignment: Continue working on your draft. Bring a hard copy of at

least two pages of your draft to class on Friday for peer review. Your completed
draft is due on Sunday, 01/26 @ 11:59pm.
Class Two, “Peer Review” (01.24)

Readings: N/A

Daily Breakdown:
• Activity: Speed-Reading Peer Review (45 min)
o Students will sit across from one another in two rows
o Students will have ten minutes to:
§ Read as much of their partner’s Exploratory Essay draft to
themselves (5 min)
§ Respond on the peer review sheet (2 min)
§ Discuss (2 min)
o Students on one row will rotate, and repeat the activity for as many
cycles as possible before class is over
• Activity: Sign-up for conferences (5 min)

Homework Due: Hard copy of at least two pages of Exploratory Essay Draft

Homework Assignment: Completed Exploratory Essay Draft due to Blackboard by

11:59pm on Sunday, 01/26.
Week Four— Conferences

Student Objectives:
• Be able/willing to discuss progress as a writer throughout the class.
• Be able to articulate what is working for them, and what they are having
trouble with.
• Feel comfortable asking questions about the writing process/nature of the
class/literature we have read.
• Be able to discuss progress on upcoming project.

Leading Questions:
• What are your main successes/concerns in the course so far?
• What can I do as an instructor to help you improve your writing?
• What tools can I provide for you to help you further succeed?
• What processes are working for you in your writing?
• What questions/comments do you have about the upcoming project?
o Struggles
o Clarifications
o Reactions

Homework Due:
• Completed Exploratory Essay Draft submitted to Blackboard

Homework Assignment:
• Final version of Exploratory Essay due to Blackboard by 11:59pm on Sunday,
02/02.

Reminders: Bring Norton to class on Monday, 02/23.