W    In-class writing;introduction to the course.
H    Ways of reading and writing; building and testing first impressions on practice
        readings.
F    Accounting for different responses to a reading.

Readings:
"Indian Appetites"
"Just Say 'No."(These pieces will be handed out in class).

M    Observing readings; discussion of readings. (Miner)
T    Taking notes & marking a text; discussion of readings.
W    Seeing patterns of response (Morris).
H    In-class problem on minimum wage in relations to Gorov.
F    Writing in response to our group’s observations about what we learned from the
       minimum wage exercise.

Readings:
Horace Miner, "Body Rituals of the Nacerima" (5-12).
Linda Gorov, "Classes Clashing" (15-17).
Morris, David, "Rootlessness," (99-103).

M    Listening to a text (using summaries).
T    Making meaning (interpreting reading); discussion of readings.
W   Thinking about paper #1. (You'll receive topic #1 today);
H    Seeing a reading within a larger context; discussion of readings.
F    *Evolving a thesis & building a response; 4 journal entries due.

Readings:
“How Anandale Went Out” (handout).
Newsweek essay (handout).
The Economist, "Why Willy Loman Lives," (259).
Adler, Jerry, "Stars and Stripes--Stress," (277).

M    Bring three copies of paper #1 to class today.
T     Developing your own perspective; discussion of the reading.
W    No class today (Instructor is on university business during class time).
H    Revision workshop.
F    Paper #1 due; in-class writer’s memo.

Readings:
Pimentel, Benjamin, "A New Kind of Street Smarts," (227).

M   No class;20 minute conferences today.
T    No class;20 minute conferences today.
W   Revising for ideas.
H    Revising for ideas.
F    Revision workshop on Paper #l;4 entries are due today.

M    Discussion of readings.
T     Discussion of readings.
W   Group reading responses. (You’ll receive topic #2 today).
H    Discovering what to write for Paper #2.
F    Prewriting workshop.

Readings:
Reitman, Janet, "Warning: Viewer Discretion Advised," (464).
Powers, Ann, "The Stress of Youth, the Strains of Its Music," (480).

M   *Rough draft workshop for Paper #2; bring 3 copies of your paper to class.
T    Discussion of readings (Powers, Postman, Bukowski).
W   Expanding ideas.
H    Revising for readers; expanding ideas.
F    *Paper #2 due;writer’s memo; revising for readers.

Readings:
Postman, Neil, "Of Luddites, Learning, and Life," (506).
Bukowski, Charles , "maybe we'll see...," (537).

M   Shaping Sentences
T     No Classes (Veteran's Day Observed)
W   Shaping Sentences.
H    Discovering ideas for Paper #3.
F    Writing Paper #3

M    Writing Paper #3
T     *Bring 3 copies of Paper #3 to class.
W    No class; 20 minute conferences.
H    No class; 20 minute conferences.
F    *Paper #3 due; discusssion of readings.
        Four journal entries are due today (last set).

Readings:
John Cloud, "Tracking Down Mom"(181)
Jeffrey Gibson, "Adoption Battles  for Gay Prospective Parents" (159)
Marjorie Ingall, "Alternative Brtide," (334)
Donald Hall, "The Wedding Couple," (352)

M   Revision workshop for Paper #3.
T    Preparing for the final exam.
W   Writing the introduction to your portfolio; constructing yourself as a writer.
H    No Class (Thanksgiving Holiday)
F    No Class (Thanksgiving Holiday)

M    *Bring 3 copies of your introduction to your portfolio and a Table of Contents to
        Class; submit your anthology piece.
T      Course Review: thinking about English 101; preparing for the final exam.
W    Portfolio Workshop (bring your portfolio to class); group reading of portfolios.
H     Present your portfolio to the class.
F     *Present your portfolio to the class. All portfolios are due today.

NOTE: An * indicates you must bring an assignment to class on this day.

Your final grade in English 100 is based on your portfolio.  The portfolio must hold
between 10and 12 pages of polished work written for English 100 and should contain
the following items:

• a 3-5 page introduction.   The introduction should describe you as a writer and
inform your readers about the contents of your portfolio, e.g., what’s in it, why
you selected these particular pieces, how you wrote the selections, and what they
say about you as a writer, etc.  These items should not be discussed as a list, but as
an essay that reflects on the course and your progress as a writer.  In short, the
introduction is similar to a writer’s memo and should be a space where you discuss
writing progress and what you’ve learned as illustrated in your portfolio.

• at least one essay (4-6 pages).  You may submit two essays if you wish, as long
as you do not exceed 12 pages.  Of course, if you submit more than two essays,
you’ll need to eliminate some journal entries.

• at least two polished and expanded journal entries.  If you are short in your page
count, you may include more journal entries to reach the required limit.

Deadlines:
Monday, December 1................Three copies of your Introduction
Wednesday, December 3.......... Portfolio rough draft (for peer review)
Friday, December 5.................. Two copies of the final portfolio are due at the
                                                  beginning of class.

One copy will remain in my office; the other will be returned to you.   Your final
portfolio will be evaluated by me and read over by one other professor. You may
pick up your portfolio on Thursday, December11, in Humanities 328.  If you can’t
pick up your portfolio, it will remain in HU 328 until February.  If you provide a
self-addressed, stamped envelop, I will mail your work to you.

Your portfolio is part of your final exam.  Consequently, your reviewer will expect
you to have spent a great deal of time on your portfolio.  Since your reviewer will
not know what we did in our English 100 class, you’ll need to contextualize your
portfolio selections, explain the assignments for each essay, and names of readings
and authors you’re referring to in your writing.

Your goal is to show your reviewers how well you not only write, but also how well
you can discuss your own writing. Remember: your introduction should focus on the
contents of your portfolio, not on English 100.

Here are some questions to ask yourself:

1.  Which writings are you going to put in your portfolio and why?
2.  What is the purpose of your introduction?
3.  How have your referred to your selections to illustrate your point?

Tips:
a.  Don't forget to focus on your writing and reading,  not on English 100.
b.  Your goal is to analyze your writing and show what is significant about your
     portfolio
c.  Your introduction should have a thesi
d.  Quote from your selections when necessary to clarify your analysis.

Assignment:
Bring 3 copies of your introduction to class on Monday, December 1.

Name:__________________________________________

                                            Unacceptable   In Progress   Satisfactory    Superior

Introduction
• Quality of Discussion          ________________________________________
• (Self analysis/reflection)      ________________________________________
• Central Focus                    ________________________________________
• Idea Development             ________________________________________
• Clear rationale for each     ________________________________________
   Portfolio piece

Writings
• Quality of  Discussion               _____________________________________
(analysis & reflection)
• Organization                            _____________________________________
• Supporting examples          ________________________________________
• Effective sentences                  _____________________________________
• Effective Paragraphs

Portfolio
• Sense of you as a writer            _____________________________________
• Proofreading                              _____________________________________
• Overall Effectiveness                ______________________________________

      Portfolio Grade:   U     IP   S    S+

Strong:  Meets all the requirements for the portfolio in an exceptional way.  The intro
shows a clear understanding of the writer’s perspective on writing, revision, and
development of ideas.  Uses examples and details effectively, clearly states a main
point, and writes with a sense of style appropriate for the audience and topic. Displays
a few errors and uses sentences and paragraphs effectively.  Ready for English 101.

Satisfactory:  Meets all the criteria for the portfolio.  Shows a developing writer who
moves beyond stereotypical responses and uses examples and details to support points.
Contains some awkward sentences, but overall reads smoothly. Has some minor errors
and uses sentences and paragraphs adequately.  Ready for English 101.

In Progress:  Barely meets the criteria for the portfolio.  Displays organizational
problems.  Contains some awkward sentences and frequently has difficulty expanding
ideas or connecting them to a thesis.  Content is generally commonplace responses that
offer surface level discussion of ideas.  Contains some minor errors and a few ineffective
sentences and paragraphs.  Will probably need tutorial help in English 101.

Unacceptable.  Does not meet the criteria for the portfolio.  Main points, if any, are
broad and seldom developed.  Examples are inappropriate or unconnected to the point
under discussion. Demonstrates unfamiliarity with course content.  Filled with error,
written on a high level of generality, and seldom completes a discussion before moving
onto a new idea.  Not yet ready for English 101.

• Unsatisfactory(U)
• In Progress (IP)
• Satisfactory (S)
• Superior (S+)

Weight for the final grade will be given predominantly to the portfolio.  Grade:   U    S

Satisfactory
This grades means you scored S, or S+ on the portfolio and the final exam.  You met all
course requirements and turned in your journal and exercises on time.  You also missed
no more than four classes.  You are ready for English 101.

Unsatisfactory
This grades means you scored IP, S, or S+ on either the portfolio or the final exam.
You did not meet course requirements and either did not turn in one or more assignments.
You also exceeded the four absence minimum. Based on work you submitted this term,
you are not yet ready for English 101 and would benefit from more practice before you
take that course.