Tuesday, 9/7: Carr, "Is Google Making Us Stupid?" (in Fields); work on short response #1 (narrative/reflection)
Thursday, 9/9: Sullivan, "Why I Blog" (Fields); work on short response #1; Essay #1 assigned
Due by Sunday, 9/12 at midnight: blog post #3 -- respond to my post on Carr and Sullivan
Tuesday, 9/14: Grafton, "Future Reading: Digitization and Its Discontents" (Fields)
Thursday, 9/16: Essay work; Short response paper (memoir) due in class
Due by Sunday, 9/19 at midnight: blog post #4 on Grafton
Tuesday, August 31, 2010
Monday, August 23, 2010
Welcome to our class blog. Here's how it works.
This blog is where we'll do some of our reading and writing for this course. Each of you will be posting at least once per week, but I will be posting more often than that. Some of my posts will consist of reading and assignment schedules, and so you should check this blog regularly, several times per week, to make sure you know what's due when.
But many of my posts will begin a discussion about the texts we're reading and writing--a discussion we may begin or complete in person, but which can be developed in a particularly thoughtful way through the collaborative writing that occurs when we contribute to a multi-authored blog like this one.
A few ground rules, then:
-- Blog posts are due by midnight on Sunday. You post by adding a "comment" to my original post. Look for the link that allows you to comment at the bottom of each of my posts. **To see your fellow students' comments, you'll have to click on the "comments" link at the bottom of the post. Do skim their comments before you leave yours!**
-- All posts must be written in reasonably correct English. No acronyms like the ones used in email or texting. Real sentences only, please--preferably sentences that express whole thoughts.
-- Posts should be a minimum of three complete sentences long.
-- Posts should comment directly on the text or issue under discussion. No tangents or out-of-nowhere comments.
-- Anyone who uses language that denigrates another person, for any reason, will be barred from the blog, and thus his/her grade will suffer. Be nice. Be thoughtful and interested and lively, but be nice.
-- No ad hominem attacks. (If you don't know what that means, look it up. Everyone should learn something new every day. That can be your new bit of knowledge for today, and because it's Latin, you can feel smug about it.)
Alright, then. Off we go.
But many of my posts will begin a discussion about the texts we're reading and writing--a discussion we may begin or complete in person, but which can be developed in a particularly thoughtful way through the collaborative writing that occurs when we contribute to a multi-authored blog like this one.
A few ground rules, then:
-- Blog posts are due by midnight on Sunday. You post by adding a "comment" to my original post. Look for the link that allows you to comment at the bottom of each of my posts. **To see your fellow students' comments, you'll have to click on the "comments" link at the bottom of the post. Do skim their comments before you leave yours!**
-- All posts must be written in reasonably correct English. No acronyms like the ones used in email or texting. Real sentences only, please--preferably sentences that express whole thoughts.
-- Posts should be a minimum of three complete sentences long.
-- Posts should comment directly on the text or issue under discussion. No tangents or out-of-nowhere comments.
-- Anyone who uses language that denigrates another person, for any reason, will be barred from the blog, and thus his/her grade will suffer. Be nice. Be thoughtful and interested and lively, but be nice.
-- No ad hominem attacks. (If you don't know what that means, look it up. Everyone should learn something new every day. That can be your new bit of knowledge for today, and because it's Latin, you can feel smug about it.)
Alright, then. Off we go.
Activites and due dates, weeks 1-2
Tu, 8/24: Introduction
Th, 8/26: Morrison, "The Dancing Mind" (handed out in class; also sent over email as a .PDF); annotation exercise (in class)
By Su, 8/29 at midnight: blog post #1 (This time, all you have to do is leave a comment with your name somewhere in it, so I can see you that are able to access and leave messages on the blog.)
Tu, 8/31: Douglass, "Learning to Read and Write" (in Fields of Reading); sentence clarity exercises (in class)
-- Reading assignment: As you read the Douglass essay, I'd like you to note (in writing, on the page, if possible) which experiences Douglass describes in detail, and which he passes over quickly. Think: how is the essay structured, and why does he choose to structure it that way? What response or effect is he trying to achieve through the use of more or less detail?
Th, 9/2: Hampl, "The Dark Art of Description" (Fields)
By Su, 9/5 at midnight: blog post #2 (Short, informal response to my post.)
Th, 8/26: Morrison, "The Dancing Mind" (handed out in class; also sent over email as a .PDF); annotation exercise (in class)
By Su, 8/29 at midnight: blog post #1 (This time, all you have to do is leave a comment with your name somewhere in it, so I can see you that are able to access and leave messages on the blog.)
Tu, 8/31: Douglass, "Learning to Read and Write" (in Fields of Reading); sentence clarity exercises (in class)
-- Reading assignment: As you read the Douglass essay, I'd like you to note (in writing, on the page, if possible) which experiences Douglass describes in detail, and which he passes over quickly. Think: how is the essay structured, and why does he choose to structure it that way? What response or effect is he trying to achieve through the use of more or less detail?
Th, 9/2: Hampl, "The Dark Art of Description" (Fields)
By Su, 9/5 at midnight: blog post #2 (Short, informal response to my post.)
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