Course Schedule

Below is the schedule for the course, subject to change (check in regularly!)

To view the lesson plan for the day (and to access possible activities/links/etc. for that day’s lesson), click the date in the schedule to navigate to the lesson plan webpage (e.g., click “Thursday, August 27”). Lesson plans will be live by a few minutes before the beginning of class–though they may sometimes be live a few hours or a day earlier.

Finally, typically (**but not always! check the schedule**) the rhythm of our course meetings will be a Learning Module on Tuesdays where you will be required to go through the lesson plan and complete activities to submit by 5pm on Tuesday and a full class synchronous (i.e., at the same time) meeting on Thursdays. 

The full-class meetings will be conducted on Zoom where we will do a number of activities and discussions. In the Learning Modules, I’ll have a combination of videos and text to read, with activities to complete and submit interspersed.

On some Tuesdays, you will meet with me as part of a small group over Zoom. More information on that will come soon.

Finally, around midterm, we will meet individually to check in on how things are going and to plan for rest of term together. More on this later, as well.

 

To know what is happening each day, use the below key:

* (asterisk) next to date = We are meeting together as a full class, synchronously (i.e., all at the same time). The first few classes this will be close to our full class time of 2:55pm-4:35pm; after that, it will be from 3pm-4pm. Typically these are Thursdays but not always.

No asterisk next to date = Learning Module this day (asynchronous work to complete by 5pm, usually on the Tuesday it is due).

 

To know where to find a reading, use the below key:

(textbook) = you can find reading in textbook

(Blackboard) = you can find reading on Blackboard at Course Documents>Additional Readings

 

Week 1

Thursday, August 27*

Reading Due: None

Writing Due: None

Topic(s): Go over the class, the syllabus, introduce yourself, the role of reading in writing

 

Week 2

Tuesday, September 1*

Reading Due:

  • “If Black English Isn’t a Language, Then Tell Me, What Is?” by James Baldwin (Blackboard)
  • “The Maker’s Eye: Revising Your Own Manuscripts” by Donald Murray, p. 27-30 (textbook)

Writing Due:

  • Reading Annotation for Baldwin
  • Reading Annotation for Murray
  • If doing Direct Fire Highlights for 9/1, share the link to public highlights with me (email me at daniel.libertz@baruch.cuny.edu)
  • Complete Learning Needs Survey as soon as you can
  • Introduction Presentation prep
  • Set up: Microsoft Word (or Office in general), Adobe Reader (or another pdf reader), your Zoom account

Topic(s): the writing process, revision (in reading and writing: working on QSRs), identity and language, literacy narrative assignment

 

Thursday, September 3*

Reading Due: “How to Tame a Wild Tongue” by Gloria Anzaldúa, p. 69-79 (textbook)

Writing Due:

  • Reading Annotation for Anzaldúa
  • Question for Second Reading response to Murray (for instructions, see Blackboard>Course Documents>QSR prompts)
  • Comment on two other introduction posts following the commenting guidelines from the Blogs@Baruch mini-module.

Topic(s): language and identity, planning, goal setting, set up logistics for Tuesday learning modules

 

Week 3

Tuesday, September 8

Reading Due:

  • “Responding–Really Responding–to Other Students’ Writing” by Richard Straub, p.  34-45 (textbook)

Writing Due:

  • Question for Second Reading response to Anzaldúa (for instructions, see Blackboard>Course Documents>QSR prompts) by 3pm
  • Reading Annotation for Straub by 3pm
  • Learning Module Activities: Setting up Slack, Email, QSR/identity/language, Peer Response, Writing Practice Inventory by 5pm

Topic(s): language and identity, developing a writing practice, style and full range of rhetoric

 

Thursday, September 10*

Reading Due: 

  • “On Writing as Style and Entering a Conversation” by Lisa Blankenship, p. 16-18 (textbook)
  • “Translingualism: Approaching Language from a Global Perspective” by Kamal Belmihoub and Lucas Corcoran, p. 61-65 (textbook)

Writing Due:

  • Reading Annotation for Blankenship by 3pm
  • Reading Annotation for Belmihoub and Corcoran by 3pm

Topic(s): language and identity, developing a writing practice, style and full range of rhetoric, peer response logistics

 

Week 4

Tuesday, September 15

Small Group Meeting at 3pm: Group 1

Small Group Meeting at 3:30pm: Group 2

Reading Due: None

Writing Due: 

  • Literacy Narrative Draft 1 by 11:59pm
  • Peer Response Report by 5pm
  • Learning Module Activities by 5pm

Topic(s): language and identity, developing a writing practice, drafting, peer response

 

Thursday, September 17*

Reading Due: 

  • “Defining My Identity Through Language: What I Learned about Literacy Narratives” by Kim Liao, p. 53-60 (textbook)
  • “The Four Letter Code to Sell Just About Anything” by Derek Thompson (Blackboard)

Writing Due:

  • Reading Annotation for Liao by 3pm
  • Reading Annotation for Thompson by 3pm
  • Writing Schedule Activity Process Document by 3pm

Topic(s): revision, language and identity, audience, genre, developing a writing practice

 

Week 5

Tuesday, September 22

Small Group Meeting at 3pm: Group 3

Small Group Meeting at 3:30pm: Group 4

Reading Due: 

  • “Introduction” by Lisa Blankenship (introduction to Section 4 of textbook), p. 93-94 (textbook)
  • “What is Rhetoric?” by Seth Graves, Lucas Corcoran, and Lisa Blankenship, p. 95-100 (textbook)
  • “Tools for Analyzing Texts” by Lisa Blankenship, Seth Graves, and Kate Eickmeyer, p. 101-113 (textbook)

Writing Due:

  • Reading Annotation for Blankenship by 3pm
  • Reading Annotation for Graves, Corcoran, and Blankenship by 3pm
  • Reading Annotation for Blankenship, Graves, and Eickmeyer by 3pm
  • Learning Module Activities by 5pm

Topic(s): the functions of rhetoric, the rhetorical situation, analysis vs. summary, applying theoretical lenses

 

Thursday, September 24*

Reading Due: “One Step Towards Equality, Two Steps Back for Asian-Americans” by Tristen Chau, p. 132-138 (textbook)

Writing Due:

  • Reading Annotation for Chau by 3pm
  • Rhetorical Analysis Proposal Process Document by 3pm
  • Writing Session Plan Process Document by 3pm
  • Not due today, but: please work with your Writing Groups on when you are going to share an in-progress version of your Literacy Narrative Revision with your group members and deadlines for getting feedback to each other. Activity Accountant: make sure everyone is set on this. Group Historian: let me know by October 1 how this went.

Topic(s): material concerns and constraints in rhetoric, genre, using textual evidence, textual analysis and argument

 

Week 6

Tuesday, September 29

**NO CLASS** and NO SMALL GROUP MEETINGS (Yom Kippur)

Writing Due: No writing due (or anything due) today. However, please work with your Writing Groups on when you are going to share an in-progress version of your Literacy Narrative Revision with your group members and deadlines for getting feedback to each other. Activity Accountant: make sure everyone is set on this. Group Historian: let me know by October 1 how this went.

 

Thursday, October 1*

Reading Due: None

Writing Due: 

  • Literacy Narrative Draft 2 by 11:59pm
  • Group Historians: Email me a quick update on how the Peer Response went for the Literacy Narrative Revision: who reviewed what, what the deadlines were, how it went in general. Do this by 3pm.

Topic(s): analysis vs. summary, using textual evidence, textual analysis and argument, style and audience

 

Week 7

Tuesday, October 6

Small Group Meeting at 3pm: Group 1

Small Group Meeting at 3:30pm: Group 2

Reading Due: None

Writing Due:

  • Question for Second Reading response to Chau (for instructions, see Blackboard>Course Documents>QSR prompts) by 3pm
  • Learning Module Activities by 5pm
  • Revision Reflection Process Document by 5pm

Topic(s): apply theoretical lens, using textual evidence, textual analysis and argument

 

Thursday, October 8*

Reading Due: “Writing Physics” by N. David Mermin (Blackboard)

Writing Due: Reading Annotation for Mermin by 3pm

Topic(s): writing to learn, using textual evidence, writing with other voices

 

Week 8

Tuesday, October 13

Small Group Meeting at 3pm: Group 3

Small Group Meeting at 3:30pm: Group 4

Reading Due: None

Writing Due:

  • Rhetorical Analysis Draft 1 by 11:59pm
  • Learning Module Activities by 5pm

Topic(s): writing to learn, information literacy, peer response, reflection at midterm

 

Thursday, October 15*

Reading Due: None

Writing Due: Question for Second Reading response to Mermin (for instructions, see Blackboard>Course Documents>QSR prompts) by 3pm

Topic(s): writing to learn, information literacy, writing with other voices, research genres

 

Week 9

Tuesday, October 20

NO SMALL GROUP MEETING – Will do 1 on 1 meetings with all students this week, we will schedule this ahead of time

Reading Due: None

Writing Due: 

  • Mid-term Learning Narrative by 3pm
  • Learning Module Activities by 5pm

Topic(s): goal setting, process, taking a pause, information literacy, research writing

 

Thursday, October 22*

Reading Due: 

  • “The Research Process” by Seth Graves, p. 148-149 (textbook)
  • “Finding Evidence” by Andrea A. Lunsford and John J. Ruszkiewicz, p. 150-159 (textbook)
  • “Evaluating Sources” by Andrea A. Lunsford and John J. Ruszkiewicz, p. 160-164 (textbook)

Writing Due: 

  • Research Proposal Process Document by 3pm
  • Reading Annotation for Graves by 3pm
  • Reading Annotation for Lunsford and Ruszkiewicz by 3pm
  • Reading Annotation for second piece by Lunsford and Ruszkiewicz by 3pm

Topic(s): information literacy, research writing and writing to learn, organizing an argument around research

 

Week 10

Tuesday, October 27

Small Group Meeting at 3pm: Group 1

Small Group Meeting at 3:30pm: Group 2

Reading Due: “Questions to Consider as You Choose Sources” by Lisa Ede, p. 165-166 (textbook)

Writing Due:

  • Research Attempt Process Document by 3pm
  • Reading Annotation for Ede by 3pm
  • Learning Module Activities by 5pm

Topic(s): information literacy, research writing and writing to learn, organizing an argument around research

 

Thursday, October 29*

Reading Due:

  • “Using Sources” by Andrea A. Lunsford and John J. Ruszkiewicz, p. 167-180 (textbook)
  • “When Should I Quote, Paraphrase, or Summarize?” by Lisa Ede, p. 181-182 (textbook)

Writing Due:

  • Reading Annotation for Lunsford and Ruszkiewicz by 3pm
  • Reading Annotation for Ede by 3pm

Topic(s): writing with other voices, writing to learn and disciplinary knowledge, synthesis vs. analysis

 

Week 11

Tuesday, November 3

NO SMALL GROUP MEETINGS TODAY

Reading Due: None

Writing Due: 

  • Annotated Bibliography by 3pm
  • Learning Module Activities by 5pm

Topic(s): information literacy, research writing and writing to learn, organizing an argument around research

 

Thursday, November 5*

Reading Due: None

Writing Due: Rhetorical Analysis Draft 2 by 11:59pm

Topic(s): information literacy, research writing and writing to learn, organizing an argument around research

 

Week 12

Tuesday, November 10

Small Group Meeting at 3pm: Group 3

Small Group Meeting at 3:30pm: Group 4

Reading Due: “Stasis Theory: Finding and Developing a Thesis in Argument Genres” by Lisa Blankenship, p. 189-194 (textbook)

Writing Due:

  • Research Argument Process Document by 3pm
  • Reading Annotation for Blankenship by 3pm
  • Learning Module Activities by 5pm

Topic(s): research writing and writing to learn, organizing an argument around research

 

Thursday, November 12*

Reading Due: “Organizing Your Ideas” by Lisa Blankenship, p. 195-199 (textbook)

Writing Due:

  • Research Argument Process Document by 3pm
  • Reading Annotation for Blankenship by 3pm

Topic(s): research writing and writing to learn, organizing an argument around research

 

Week 13

Tuesday, November 17

Small Group Meeting at 3pm: Group 1

Small Group Meeting at 3:30pm: Group 2

Reading Due: “Avoiding  Misconceptions: Immigrants Are Beneficial to Society” by Suhaib Qasim, p. 240-245 (textbook)

Writing Due:

  • Reading Annotation for Qasim by 3pm
  • Learning Module Activities by 5pm

Topic(s): research writing and writing to learn, organizing an argument around research

 

Thursday, November 19*

Reading Due: None

Writing Due: Research-Driven Writing Draft 1 by 11:59pm

Topic(s): research writing and writing to learn, organizing an argument around research

 

Week 14

Tuesday, November 24

NO SMALL GROUP MEETINGS TODAY

Reading Due: None

Writing Due:

  • Question for Second Reading response to Qasim (for instructions, see Blackboard>Course Documents>QSR prompts) by 3pm
  • Learning Module Activities by 5pm

Topic(s): research writing and writing to learn, organizing an argument around research, quantification to reflect by distant reading

 

Thursday, November 26

***NO CLASS***

 

Week 15

Tuesday, December 1

Small Group Meeting at 3pm: Group 3

Small Group Meeting at 3:30pm: Group 4

Reading Due: None

Writing Due: 

  • Reflection Process Document by 3pm
  • Learning Module Activities by 5pm

Topic(s): quantification to reflect by distant reading, closely reading your own writing to learn about it

 

Thursday, December 3*

Reading Due: None

Writing Due: Research-Driven Writing Draft 2 by 11:59pm

Topic(s): quantification to reflect by distant reading, closely reading your own writing to learn about it

 

Week 16

Tuesday, December 8*

Reading Due: None

Writing Due: None

Topic(s): quantification to reflect by distant reading, closely reading your own writing to learn about it

 

FINALS WEEK

Reading Due: Your own writing!

Writing Due:

  • Experiential-Learning Document
  • Any assignment you would like to revise once more