The Writer s Harbrace Handbook, 6e Glenn/Gray, 2017 16-week course schedule Suggested Grading Distribution: Use the Grade Categorization tool in the Progress App to drag and drop assignments into these categories and assign these overall grade percentages. (Note: you will want to turn Category Weighting ON to use this tool) Getting Started and ConnectYard Activities (Class Discussion and Participation) 5% Homework (Powered by Aplia) 15% Narration Essay Project Final Draft Submitted to InSite Grade Mark 10% Multimodal Project Final Draft Submitted to InSite Grade Mark 20% Research Project Final Draft Submitted to InSite Grade Mark 15% Essay and Documentation Project Final Draft Submitted to InSite Grade Mark 25% Peer Reviews Submitted through InSite Peer Mark 10% Total 100% Suggested Major Assignments Narration Essay Project (weeks 1 4): Writing a narrative involves discussing a series of events to develop a particular point or set a mood. In this project, you will write a narrative essay about some event in your life or something you witnessed in another s life using the steps you learn about planning, drafting, and revising an essay. Multimodal Project (weeks 5 8): These days, writing often doesn t just involve putting pen to paper. Writers often create multimodal documents, which are documents that use sound, visuals, and words to communicate with an audience. In this project, you will create a multimodal document that combines the written word with other forms of communication. Research Project (weeks 9 13): Research is something you may need to do for many essays written for a variety of classes in your college career. In this project, you ll get experience doing research on a subject you choose.
Essay and Documentation Project (weeks 14 16): No matter what the field, a writer of a research paper must properly document all sources used, though the documentation style is different for different fields. In this project, you will write an essay using the sources you gathered, and you will end that essay with a Works Cited, a Reference List, or a Bibliography. Suggested Course Schedule Narration Essay Project Week Activity What It Is Why It Matters 1 Syllabus Reading This syllabus or your own uploaded to MindTap Students read course schedule and expectations. 1 Part 1: Getting Started with Writing and the Rhetorical Situation 1 MindTap Reading Chapter 1 1 InSite Paper Essay Submission 2 Aplia Homework Chapter 1 2 Chapter 2 2 MindTap Reading Chapter 2 Forum activity where students post their suggestions on how to turn a hasty text message into an email to a professor. Read Chapter 1: Reading, Writing, and the Rhetorical Situation Add an InSite activity via the plus sign in MindTap. Students respond to Exercise 2 in Chapter 1 by writing two paragraphs on one of the subjects listed. In the Chapter 1 problem set, students review elements of a rhetorical situation, how to respond to a rhetorical opportunity, different rhetorical audiences, how to determine a specific purpose, and writing and reading a message within a context. discuss methods or procedures they use for selecting a suitable subject when they have an essay to write. Read Chapter 2: Planning and Drafting Essays Students consider the rhetorical situation in everyday correspondence. Students read about understanding the rhetorical situation, responding to a rhetorical opportunity, considering audience, and determining a specific purpose. Students get practice in developing an expressive, expository, or argumentative essay. Students practice recognizing elements of a rhetorical situation, identifying specific audiences, and matching specific purposes with types of writing. discussion. Students begin thinking about good ways to select suitable subjects for writing projects. Students read about selecting a subject for an essay, focusing a subject, clearly stating a thesis, outlining ideas, writing first drafts, writing well-developed paragraphs, and employing rhetorical methods of development.
2 Questia Activity Students watch the Questia video Composing a Thesis. developing a good thesis statement. 2 InSite Paper Thesis Statements 3 InSite PeerMark Draft of the Narrative Essay Project 3 Aplia Homework Chapter 2 3 Chapter 3 3 MindTap Reading Chapter 3 9 Chapter 3 #2 4 Aplia Homework Chapter 3 4 InSite Paper Final Draft of Narrative Essay Project Add an InSite activity via the plus sign in MindTap. Students select three subjects they would like to write about and for each one submit a thesis statement. Add an InSite PeerMark paper and PeerMark assignment to the learning path via the plus sign in MindTap. Students submit a first draft of a narrative essay. In the Chapter 2 problem set, students review traditional academic genres and forms, how to clearly state a thesis, drafting welldeveloped paragraphs, and employing rhetorical methods of development. discuss the best ways to begin and end an essay. Read Chapter 3: Revising and Editing Essays discuss how to develop a good opening to various types of essays they might be asked to write in classes. In the Chapter 3 problem set, students review the essentials of revision, introductions and conclusions, transitions, editing for clarity, and proofreading. Students submit final draft of their Narrative Essay Project to InSite. Students get practice in writing good thesis statements. Students engage with writing as a social activity as they get feedback from their peers about the first draft of the narrative essay. Students practice identifying traditional academic writing genres, writing well-developed paragraphs, and employing rhetorical methods of development. discussion. Students begin thinking about introductions and conclusions to their essays. Students read about the essentials of revision, developing an introduction and conclusion, revising paragraphs, transitions between and within paragraphs, peer review, editing for clarity, and proofreading. Students begin thinking about effective introductions to their essays. Students practice revising sentences and paragraphs, writing introductions, transitioning within paragraphs, editing sentences, and proofreading. Students demonstrate their understanding the process for writing essays in this final draft of the essay.
4 Part 1: Reflecting on Writing and the Rhetorical Situation Students reflect on their writing process. Students discuss how they approached their subject, audience and purpose in their narrative essay. Multimodal Project Week Activity What It Is Why It Matters 5 Chapter 4 make a list of suggestions for writing an essay as part of an examination. discussion. Students consider how best to approach taking an essay examination. 5 MindTap Reading Chapter 4 5 Chapter 4 #2 5 Aplia Homework Chapter 4 6 Chapter 5 6 MindTap Reading Chapter 5 Read Chapter 4: Managing Academic Writing discuss the five steps described in Chapter 4 to help improve a student s ability to take essay examinations and write effectively under pressure. In the Chapter 4 problem set, students review how to manage deadlines, steps to taking essay examinations, and how to prepare a writing portfolio. discuss what to think about when planning to build a personal website. Read Chapter 5: Communicating Online Students read about managing deadlines, abbreviating the writing process, taking essay examinations, and preparing a writing portfolio. and more confident in their ability to writer under pressure. Students review ways to abbreviate the writing process and ways to improve taking essay examinations. discussion. Students begin considering the rhetorical situation when writing online. Students read about assessing the online rhetorical situation, participating in online discussion communities, netiquette and online writing, composing effective online documents, and visual elements and rhetorical purpose.
7 Aplia Homework Chapter 5 In the Chapter 5 problem set, students review the rhetorical situation when writing online, the conventions of online communication, and the visual aspects of a website. Students practice assessing the rhetorical situation when writing online, conforming to netiquette, and composing effective online documents. 7 InSite PeerMark assignment Proposal and Design of the Multimodal Project 7 Chapter 6 8 MindTap Reading Chapter 6 8 InSite PeerMark assignment Analyze a Visual Document 8 Aplia Homework Chapter 6 8 InSite Paper Final Draft of the Multimodal Project Add an InSite PeerMark paper and PeerMark assignment to the learning path via the plus sign in MindTap. Students submit a proposal of a multimodal document together with a written description of a projected design of the document. analyze a public service announcement in terms of the effectiveness of its multimodal design. Read Chapter 6: Multimodal Composing Add an InSite PeerMark paper and PeerMark assignment to the learning path via the plus sign in MindTap. Have groups of students work together to complete Exercise 1 in Chapter 6. Ask that each group submit an analysis for peer review. In the Chapter 6 problem set, students review elements of a visual document, principles of visual design, charts and graphs, and features of multimodal documents. Students submit final draft of the Multimodal Project to InSite. This project should combine writing with visuals or sound or both. Students engage with writing as a social activity. Students get feedback from their peers about their proposed projects and designs. discussion. Students begin considering the effectiveness of various features in a multimodal document. Students read about multimodal documents and the rhetorical situation, visual design principles, combining visual, verbal, and sonic elements, and effective features of multimodal documents. Students work together to analyze a visual document and get peer feedback on the analysis submitted. This assignment will help prepare students to complete the multimodal project. Students practice identifying elements of a visual document, applying principles of visual design, and combining elements in a multimodal document. Students apply their understanding of multimodal documents.
Research Project Week Activity What It Is Why It Matters 9 Part 2: Getting Started with Research Forum activity where students form research questions based on a space exploration photo. Students practice writing research questions before starting their research project. 9 MindTap Reading Chapter 8 14 InSite Paper Questions about Subjects 9 Aplia Homework Chapter 8 10 Chapter 9 10 MindTap Reading Chapter 9 10 Chapter 9 #2 Read Chapter 8: Planning Research Add an InSite assignment to the learning path via the plus sign in MindTap. Have students complete Exercise 1 in Chapter 8 and submit two questions about each of the six subjects listed. In the Chapter 8 problem set, students review the rhetorical situation in a research project, how to formulate research questions, and the steps involved in carrying out a research plan. describe a specific kind of field research to gather information for a given research project in a social science course. Read Chapter 9: Finding Appropriate Sources discuss each of the common types of field research discussed in the chapter and share experiences with each type. Students read about research and the rhetorical situation, formulating research questions, testing research questions, and creating a research plan. Students gain a better understanding of how to narrow down subjects for a research paper. Students practice identifying elements of the rhetorical situation in a research project and formulating research questions. discussion. Students consider common methods of field research. Students read about considering kinds of sources, searching electronically, locating reference works, locating articles, locating books, locating images, keeping track of sources, and doing field research. the common types of field research used in research projects. 10 Questia Activity Students complete a research activity related to media by using Questia, an online database. online databases.
10 Aplia Homework Chapter 9 11 Chapter 10 10 MindTap Reading Chapter 10 11 InSite Paper Evaluation of Online Sources 11 Aplia Homework Chapter 10 11 InSite PeerMark Proposal and Description of Design of Research Project 12 Chapter 11 12 MindTap Reading Chapter 11 In the Chapter 9 problem set, students review different kinds of sources, how to locate articles, books, and images, keeping track of sources, and common types of field research. evaluate the credibility of an online source. Read Chapter 10: Evaluating Print and Online Sources Add an InSite assignment to the learning path via the plus sign in MindTap. Have students submit written evaluations of five online sources they ve found while researching a subject. In the Chapter 10 problem set, students review how to evaluate the credibility of authors, publishers, and online sources, and establishing the relevance and timeliness of a source. Add an InSite PeerMark paper and PeerMark assignment to the learning path via the plus sign in MindTap. Students submit a preliminary list of sources they ll use to write an essay about a subject of their choosing. Sources should include primary sources, secondary sources, books, journals, online sources, and any other relevant sources students can find. quote or paraphrase material without plagiarizing given a passage from a standard source. Read Chapter 11: Using Sources Critically and Responsibly Students practice identifying primary and secondary sources, selecting databases for appropriate sources, and choosing types of field research for finding different data. discussion as they consider how to evaluate the credibility of an online source. Students read about the credibility of authors, the credibility of publishers, evaluation of online sources, the relevance and timeliness of sources, and reading closely and critically. Students better understand how to evaluate an online source. Students practice evaluating the credibility of authors, publishers, and online sources and identifying the relevance of sources. Students engage in writing as a social activity. Students receive feedback from peers about the number and kind of sources listed. discussion. Students begin to understand problems associated with quoting and paraphrasing without plagiarizing. Students read about taking and organizing notes, creating a working bibliography, acknowledging sources, using direct quotations, paraphrasing and summarizing,
analyzing and responding to sources, synthesizing sources, and avoiding plagiarism. 13 Evernote Activity Students submit their notes for Chapter 11 to Evernote and then compare their notes to those of other students. Students gain greater understanding of taking and organizing notes. 13 Aplia Homework Chapter 11 In the Chapter11 problem set, students review how to acknowledge sources, how to use direct quotations, and how to paraphrase and summarize without plagiarism. Students practice acknowledging sources, using direct quotations from sources, and identifying plagiarism in paraphrased passages and summaries. 13 InSite Paper Final Draft of the Research Project Students submit final draft of the Third Project to InSite. Students submit a list of sources for a research project, complete with all information needed for documentation as well as a description of each source. Students show their understanding of how to find valid, relevant sources for a research project. 13 Part 2: Reflecting on Research Students reflect on their research process. Students consider how their research project joined a larger conversation about their chosen topic. Essay and Documentation Project Week Activity What It Is Why It Matters 14 Part 3: Getting Started with Disciplines and Documentation Styles Students discuss why expert sources in the humanities are important. Students consider the importance of expert sources in a specific discipline. 14 MindTap Reading Chapter 12 Read Chapter 12: Writing about Literature Students read about literature and its genres, rhetorical reading and literary interpretation, vocabulary for discussing literature, approaches to interpreting literature, and conventions for writing about literature.
14 InSite Paper Analyzing a Film, Play, or Poetry Reading Add an InSite assignment to the learning path via the plus sign in MindTap. Have students complete Exercise 1 in Chapter 12 and submit a review of a film, play, or poetry reading using one of the theoretical approaches to interpreting literature. Students reinforce their understanding of the theoretical approaches to interpreting literature described in the chapter. 14 Aplia Homework Chapter 12 In the Chapter 12 problem set, students review types of literary interpretation, vocabulary used in discussing literature, and approaches to interpreting literature. Students practice identifying types of literary interpretation, using the vocabulary of literary interpretation, and identifying approaches to interpreting literature. 14 MindTap Reading Chapter 13 Read Chapter 13: MLA Documentation Students read about Modern Language Association (MLA) documentation, including MLA-style in-text citations and MLA list of works cited, 14 InSite Paper MLA Documentation Add an InSite assignment to the learning path via the plus sign in MindTap. Have students submit a document showing documentation of five different sources using MLA style. Students better understand the details of MLA documentation. 14 Aplia Homework Chapter 13 In the Chapter 13 problem set, students review examples of MLA documentation. 15 Chapter 14 Create a Yard in ConnectYard. Have students discuss what should be included in a case study prepared for a social science course. 15 MindTap Reading Chapter 14 Read Chapter 14: Writing in the Social Sciences Students practice documenting a variety of sources using MLA documentation. discussion. Students begin to identify what elements should be included in social-science reports. Students read about audience, purpose, and the research question; evidence, sources, and reasoning; conventions of language and organization; and examine examples of writing in the social sciences.
15 Chapter 14 #2 Create a Yard in ConnectYard. Have students compare the organization of two examples included in Chapter 14, the literature review and the case study. conventions of language and organization in the social sciences. 15 Aplia Homework Chapter 14 In the Chapter 14 problem set, students review types of evidence, conventions of language, and types of writing in the social sciences. Students practice identifying types of evidence used in the social sciences and the contents of the various types of writing in the social sciences. 15 MindTap Reading Chapter 15 15 InSite Paper APA Documentation Read Chapter 15: APA Documentation Add an InSite assignment to the learning path via the plus sign in MindTap. Have students submit a document showing documentation of five different sources using APA style. Students read about American Psychological Association (APA) documentation, including APA-style in-text citations and APA-style reference lists. Students gain a better understanding of the details of APA documentation. 15 Aplia Homework Chapter 15 In the Chapter 15 problem set, students review examples of APA documentation. Students practice documenting a variety of sources using APA documentation. 15 InSite PeerMark Draft of the Essay and Documentation Project Add an InSite PeerMark paper and PeerMark assignment to the learning path via the plus sign in MindTap. Students submit a first draft of the research paper, complete with Works Cited, Reference List, or Bibliography. Students engage with writing as a social activity. Students get feedback on the first draft of their essays and on the documentation style used for the subject chosen. 16 Chapter 16 Create a Yard in ConnectYard. Have students classify a list of sources used by an historian as either a primary source or a secondary source. 16 MindTap Reading Chapter 16 Read Chapter 16: Writing in the Humanities discussion. Students begin to think about primary and secondary sources in the humanities. Students read about audience, purpose, and the research question; evidence, sources, and reasoning; conventions of language and organization; and examine examples of writing in the humanities.
16 Chapter 16 #2 Create a Yard in ConnectYard. Have students compare and contrast the organization of the five examples of writing in the humanities described in the chapter: reflection or response paper, historical research paper, position paper, critical review, and critical analysis. the various types of writing in the humanities. 16 Aplia Homework Chapter 16 In the Chapter 16 problem set, students review types of sources in the humanities, organizing information in humanities papers, and types of writing in the humanities. Students practice identifying primary and secondary sources, identifying different types of research questions, and analyzing various kinds of writing in the humanities. 16 MindTap Reading Chapter 17 14 InSite Paper CMS Documentation Read Chapter 17: CMS Documentation Add an InSite assignment to the learning path via the plus sign in MindTap. Have students submit a document showing documentation of five different sources using CMS style. Students read about the Chicago Manual of Style (CMS) documentation, including CMS note and bibliographic forms. Students better understand the details of CMS documentation. 16 Aplia Homework Chapter 17 In the Chapter 17 problem set, students review examples of CMS documentation. Students practice documenting a variety of sources using CMS documentation. 16 Part 3: Reflecting on Disciplines and Documentation Styles Students reflect on how they ll use documentation styles in college and beyond. Students consider the long-term benefits of learning about different documentation styles. 16 InSite Paper Final Draft of Essay and Documentation Project Students submit final draft of the Essay and Documentation Project to InSite. Students show their understanding of writing a research paper and documenting the sources used. 16 InSite Paper Reflection Letter Students write a reflection letter about the course and their experiences. Students engage in an important stage of the writing and critical thinking process: reflection.