Course Calendar – Spring 2018

Daily Schedule

W. Jan. 17 | M. Jan. 22 | W. Jan. 24 | M. Jan. 29 | W. Jan. 31 | M. Feb. 5 | W. Feb. 7 | M. Feb. 12 | W. Feb. 14 | M. Feb. 19 | W. Feb. 21 | M. Feb. 26 | W. Feb. 28 | M. Mar. 5 | W. Mar 7 | M. Mar.19 | W. Mar. 21 | M. Mar. 26 | W. Mar. 28 | M. Apr. 2 | W. Apr. 4 | M. Apr. 9 | W. Apr. 11 | M. Apr. 16 | W. Apr. 18 | M. Apr. 23 | W. Apr. 25 | M. Apr. 30 | W May 2

Introduction

On this page, you’ll find due dates for major assignments and the daily schedule for UNE’s ENG 123-B College Reading and Writing II, Spring 2018.

The daily schedule will develop over the term, with updates taking place here on the course website.  Be sure to use the course website schedule as your reference for assignments and due dates!

Expect to have both reading and writing assignments for each class meeting.  After all, this is a reading and writing class.

Due Dates for Major Assignments

  • Making Sense of Our Literacy Narratives Archive Draft – Wednesday, February 21
  • Making Sense of Our Literacy Narrative Archive Revision – Monday, March 5
  • Thinking about Thinking Draft – Monday, April 16
  • Thinking about Thinking Revision – Wednesday, April 25
  • Draft Eportfolio – Monday, April 30
  • Polished Eportfolio –Final Progress Meeting Appointment
  • Last Week Writing Assignment – Draft Monday, April 30; Revision – Wednesday, May 2

Materials Needed for Class

Plan to keep an electronic or paper notebook with all homework assignments, drafts, revisions, and printouts of readings in it.  Bring your notebook with all assignments and readings in it to class every time.

Please bring Habits of the Creative Mind, They Say/I Say, and all other assigned readings to class each time. Students will be required to print articles on paper for the purpose of annotating them.  I recommend that you print at the library or a computer lab since most articles will be multiple pages.

Please bring a laptop or tablet to class with you each time.  If you don’t have access to one, please let me know, so that I can provide one for you to use in class.

Snow Day Policy

Because larger paper assignments build from smaller homework assignments, all homework assignments are due when scheduled, even when classes are canceled unexpectedly. To earn homework completion points, be sure to submit all assignments due for a canceled class via your ePortfolio no later than the starting time of that class – 9:30 am.

DigiSpace – ePortfolio Consultants

The DigiSpace is located in Decary 051. Peer consultants can help with digital projects of any kind: ePortfolio, video, audio, slideshows. They have an array of equipment (including a green screen!) to use as well.

Monday-Friday 10:00-1:00 (except Wednesday is 11:00-1:00)
Monday-Thursday 5:00-8:30
Sundays 2:00-8:30

 

W. Jan. 17

  • Autonomy, point system, learning outcome levels, homework quality standards, homework pass, snow day policy
  • Review ePortfolio skills: post, page, upload media, add a link, add/delete/rearrange menu items, add a “Recent Posts” widget.
  • Free-write: what can a literacy narrative teach us?
Homework due next time:  PRO TIPS: Spread this homework out over 4 days; don’t start item 5 on Sunday.
  1. Take the essential course information quiz. Edit your answers until you answer all questions correctly. All the information you need can be found on these pages: “Course Calendar – Spring 2018,” “ENG 123-B College Reading and Writing II  Syllabus,” “Course Points System,” and “Homework Quality Standards”
  2. Log in to your ePortfolio and add an ENG 123 menu item and “Recent Posts” widget to your ePortfolio
  3. Make a whole life planner that includes a minimum of 6 hours a week  (spread out over 4 days) for ENG 123 homework.  Upload this template to Google Sheets, filling it out, and commit to maintaining it for the rest of the semester.  Earn 500 weekly engagement points by sharing it (or a paper copy) with me, with additional points earnable for each week you maintain and use it.
  4. Read and annotate “Going Down the Rabbit Hole” in Habits of the Creative Mind (73-77). To earn homework completion points, create a post called “Annotations” on your ePortfolio and post pictures of your annotated reading on it.
  5. Read 8 literacy narratives from Rising Cairn and write and publish a post of your ePortfolio titled “Reading Rising Cairn” in which you answer the following questions about your experience/reactions in complete TRIAC paragraphs or paragraph sequences:

PRO TIP: Before you start answering the following questions, read this to understand how your “Reading Rising Cairn” post will be evaluated for homework quality points

    1. Which literacy narratives did you read? (This can be in the form of a list.)
    2. What ideas and experiences do some of the literacy narratives you read seem to share?
    3. What unique ideas and experiences did you find in the literacy narratives you read?
    4. What are the literacy narratives you read saying to you about reading, writing, and learning?
    5. What questions might you want to put to the writers of the literacy narratives you read? PRO TIP: Think back to Gee.

 

 

M. Jan. 22

Homework due next time: 
  1. Print, read and annotate the Literacy Narrative Archive Paper Assignment Prompt.   Be sure to look for any conceptual, rhetorical, or logistical parameters to the assignment.  Spend at least 20 minutes analyzing the prompt and writing down questions, making notes with ideas or plans on how to approach parts of the assignment. To earn homework completion points, create a post on your ePortfolio called “Paper 1 Planning” on your ePortfolio and post your questions, notes, and plans on it.
  2. Read How to Analyze Literacy Narratives and spend at least 20 minutes composing, revising, and editing a blog post called “How I Plan to Analyze Literacy Narratives” that summarizes the essential analytical moves you’ll need to make in order to turn these literacy narratives into data that can raise and answer questions.
  3. Preview these discussions questions, then print, read and annotate Kara Poe Alexander’s essay “Successes, Victims, and Prodigies” (pp. 608-16 – Stop after reading Table 2). Spend 90 minutes or more composing, revising, and editing answers to these questions; then publish them on your ePortfolio in a post called “Reading Alexander.”
  4. Post photos of at least 4 pages of your Alexander annotations on your “Reading Alexander” post.  In the Add Media dialogue, be sure to change the Attachment Display Settings of your photos to “link to media file” to ensure that your photos are enlargeable when clicked.
    • Remember, the learning outcomes ask you to show evidence of your annotation practices, so your annotations should:
      • ask questions
      • show work to understand key concepts or examples
      • make connections between parts of a text or across multiple texts
      • challenge claims in a text

W. Jan. 24

  • Daily Engagement Form
  • Literacy Narrative Assignment Prompt questions
  • Discuss Alexander (608-616 ) and the Rising Cairn Literacy Narratives and add to our Project Word Bank and Questions.
    • What do literacy narratives do for their writers? – needs more discussion
    • Does literacy really lead to success in our word today? – needs more discussion
    • Master v. little narratives
    • Alexander’s analytical method: demographics matter; break each lit. narrative into “episodes”; determine where they’re abstract and where they’re contextualized/concrete.
  • Introduction to and practice using the DESCRIBE-PROFILE-CONTEXTUALIZE/CONNECT analysis tool
  • Weekly Engagement Form
Homework due next time: 
  1. Use the DESCRIBE-PROFILE-CONTEXTUALIZE/CONNECT tool to analyze fully two Rising Cairn literacy narratives.  Est. time-on-task: 2 hours.  Scan or take pictures of your results and post them to your ePortfolio in a post titled “DPCC 1.”
  2. Preview these discussions questions, then read and annotate Alexander (pp. 616-627).  Spend 90 minutes or more composing, revising, and editing answers to them; then publish your answers on your ePortfolio in a post called “Reading Alexander 2.”

M. Jan. 29

  • Daily Engagement Form
  • Discuss Alexander (616-627) and the Rising Cairn Literacy Narratives and add to our Project Word Bank and Questions.
    • Pay attention to the way she describes students’ literacy narratives, how she profiles the people who write them, and how she contextualizes the literacy narratives by connecting them to the questions driving her research and ideas she’s building on from other literacy scholars.
    • Imagine the process Alexander must have gone through to characterize the trends and tendencies in her data set.
Homework due next time: 
  1. Use the DESCRIBE-PROFILE-CONTEXTUALIZE/CONNECT tool to analyze fully two Rising Cairn literacy narratives.  Est. time-on-task: 2 hours. Scan or take pictures of your results and post them to your ePortfolio in a post titled “DPCC 2.”
  2. Preview these discussion questions, then print, read and annotate pp. 555-562 of Deborah Brandt, “Sponsors of Literacy.” Spend 90 minutes or more composing, revising, and editing answers to them; then publish your answers on your ePortfolio in a post called “Connecting Brandt and Gee.”  If you didn’t keep your copy of “Literacy, Discourse and Linguistics,” get it here.  PRO TIP: Use the laminated Active Reading card to level up your annotations. Many of you are solidly in the Journeyman column; make a purposeful effort to do some level Advanced Journeyman annotations by challenging ideas and using annotations to independently explore ideas about literacy narratives.
  3. Post photos of at least 4 pages of your Brandt annotations on your “Connecting Brandt and Gee” post. In the Add Media dialogue, be sure to change the Attachment Display Settings of your photos to “link to media file” to ensure that your photos are enlargeable when clicked.

W. Jan. 31

  • Daily Engagement Form
  • Discuss Brandt and the Rising Cairn Literacy Narratives – Update our project keyword bank and research questions.
  • Values and Imperatives
  • Weekly Engagement Form
    Homework due next time:  PRO TIP: Spread this work out
    1. Use the DESCRIBE-PROFILE-CONTEXTUALIZE/CONNECT tool to analyze fully two more Rising Cairn literacy narratives.  Est. time-on-task: 2 hours. Scan or take pictures of your results and post them to your ePortfolio in a post titled “DPCC 3.”
    2. Preview these discussion questions, then find relevant passages from Gee, Brandt, and Alexander. Spend 90 minutes or more composing, revising, and editing your answers to them; then publish your answers on your ePortfolio in a post called “Connecting Gee, Brandt, and Alexander.”
    3. Identify at least two questions about literacy acquisition to which you don’t know the answer and about which you are curious that emerge for you from your reading of Alexander, Brandt, and Gee. Review your DESCRIBE-PROFILE-CONTEXTUALIZE/CONNECT analyses of the four literacy narratives to see what the evidence you find in these stories suggests as possible answers to your questions. As you do this work to understand what the Rising Cairn literacy narratives can teach us about literacy, you’re likely to generate new ideas and additional questions.  Write them down! We’ll use them in class on Monday. PRO TIP: Use words and phrases from our project Word Bank (Brandt, Gee, and Alexander) in your questions.

M. Feb. 5

  • Daily Engagement Form
  • Working with your research questions, Gee, Brandt, and Alexander.
  • Previewing the Questions, Archival Work, and Synthesis Google Doc template
Homework due next time: 
  1. Use my Questions, Archival Work, and Synthesis Google Doc template to complete this assignment: Get the Template here. You won’t be able to edit that GDoc, so you need to make a copy (File > Make a copy) in order to be able to edit it.
  2. In Step 2 of the document, add your own questions from the assignment that was due on Jan. 31 and consider what each of the four literacy narratives you’ve analyzed so far tells you about each of your questions. The template sort of formats this for you, though you need your own content. Be sure both to quote from the literacy narratives and write about the ways each narrative helps you explore your question. 60 minutes
    • Each of those responses should be a minimum of 100 words, plus quotation. With 2 questions and 4 narratives, that amounts to 800 words, plus quotes.
    • NOTE: You need literacy narratives that help you explore your questions, or you need different questions!
  3. In Step 3 of the document template, fill out the synthesis tables at the bottom of the template. Substitute your own content. You must fill out the “Intellectual Conversation Synthesis Table” and two other tables (Gee, Alexander, Brandt). 90-120 minutes

W. Feb. 7

Homework due next time: 

Re-read Gee, Brandt, Alexander and your Rising Cairn narratives as needed to:

  1. Compose, revise, and edit two or three lengthy TRIAC or Barclay’s formula paragraphs toward your paper. Each paragraph should:
    • attempt to explain and answer some aspect of one or another of your two research questions
    • effectively integrate concept words from the Project Keyword Bank
    • use quoted and paraphrased details from literacy narratives as evidence in support of your answers
  2. Publish  your paragraphs on your ePortfolio on a post called “Drafting 1.”

M. Feb. 12

  • Daily Engagement Form – Earn 500 Active Participation points by consulting with Eric
  • Writing Workshop – Earn 500 Bonus Active Participation points by reaching the goal of drafting two new TRIAC or Barclay’s formula paragraphs by the end of class. These paragraphs must be posted on your ePortfolio in a post titled “Writing Workshop 1” before you leave class to earn the bonus points.
Homework due next time: 

Re-read Gee, Brandt, Alexander and your Rising Cairn narratives as needed to:

  1. Compose, revise, and edit two or three new lengthy TRIAC or Barclay’s formula paragraphs. Each paragraph should:
    • attempt to explain and answer some aspect of one or another of your two research questions
    • effectively integrate words from the Project Keyword Bank
    • use quoted and paraphrased details from literacy narratives as evidence in support of your answers
  2. Publish  your paragraphs on your ePortfolio on a post called “Drafting 2.”
  3. Print the “Active, Critical Reading Process” rubric page from this pdf. Use it to select the best evidence of your skill in integrating your ideas with others. As you select evidence, check off the “markers of learning” that best describe your current skills. Then, digitize and publish your evidence on your “Evidence of Learning 123-Midterm” page beneath your Writing as a Recursive Process heading under a heading (heading size 3) that says the following: Active, Critical Reading Process. Beneath the heading, write one or two paragraphs that explain what you have learned about reading actively and critically. Then provide multiple pieces of evidence to illustrate your reading skills. Digitize your filled out rubric and insert it into your post at the end of the section. Be prepared to explain and interpret your evidence for me at our conference.

W. Feb. 14

  • Daily Engagement Form
  • Review and practice: Introductions in academic writing.
Homework due next time: 

Re-read Gee, Brandt, Alexander and your Rising Cairn narratives as needed to:

  1. Compose, revise, and edit at least four new paragraphs. One paragraph should be a draft of your introduction, in which account for all five critical tasks in an academic introduction. Three paragraphs should:
    • attempt to explain and answer some aspect of one or another of your two research questions
    • effectively integrate words from the Project Keyword Bank
    • use quoted and paraphrased details from literacy narratives as evidence in support of your answers
  2. Publish  your paragraphs on your ePortfolio on a post called “Drafting 3.”
  3. Weekly Engagement Form

M. Feb. 19

Homework due next time: 
  1. Compose, revise, and edit a complete draft of your Literacy Narrative Archive

W. Feb. 21

Literacy Narrative Archive Essay Draft Due

Homework due next time: 
  • Finish commenting on your peers’ drafts

M. Feb. 26

  • Daily Engagement Form
  • Peer Review
Homework due next time: 
  1. Make a post called “Revision Plan 1” in which you summarize in 5 or 6 sentences the feedback you received on your draft. Then make a bullet point list of your plans for revision. Your list should have three sections: Body – Introduction – Local and be organized from highest priorities to lowest.

 As you prepare to revise:

  • Re-read your paper.  As you re-read, make notes (by replying to your peers’ comments) explaining to yourself what you’ll need to do to address the issues raised in the comment, or explaining why you disagree with the comment.
  • Review all of the work you’ve done so far (discussion questions, DESCRIBE-PROFILE-CONTEXTUALIZE/CONNECT analyses, synthesis tables) looking for new material to strengthen your paper; make notes on  your draft (by inserting new comments) about where they’ll fit in your paper

W. Feb. 28

  • Daily Engagement Form – Earn 500 Active Participation points by consulting with Eric
  • Writing Workshop – Earn 500 *Bonus* Active Participation points by completing two of the following revision tasks in class.
    • revising your introduction: improve the framing of your project, better establish the conversation and sources in play, improve the connection between your own point of view and the conversation among Gee, Brandt, and Alexander
    • introducing new evidence in support or complication of an existing point or improving your explanation of existing evidence
    • writing a new paragraph to add to or develop an existing point
    • NOTE: Before (draft) and after versions of your revisions must be posted on your ePortfolio on a post titled “Writing Workshop 2” by 10 pm tonight  to earn the Bonus points
  • Using the Learning Outcome Rubrics to prepare for your end-of-project conference.
  • Weekly Engagement Form
Homework due next time: 
  1. Use the Integrating Ideas with Others and Writing as a Recursive Process Learning Outcome Achievement Levels to guide your revision of your Literacy Narrative Archive essay
  2.  Print the “Integrating Ideas with Others” rubric page from this pdf. Use it to select the best evidence of your skill in integrating your ideas with others. As you select evidence, check off the “markers of learning” that best describe your current skills. Then, digitize and publish your evidence on a page titled “Evidence of Learning 123-Midterm.”  Be sure to include a heading (heading size 3) that says the following: Integrating Ideas with Others. Beneath the heading, write one paragraph that explains what you have learned about integrating your ideas with others. Then provide multiple pieces of evidence to illustrate your skill in integrating ideas with others. Digitize your filled out rubric and insert it into your post at the end of the section. Be prepared to explain and interpret your evidence for me at our conference.

M. Mar. 5

– Revised Literacy Narrative Archive Essay Due

  • Edit and polish
  • Publication
  • Print the “Writing as a Recursive Process” rubric page from this pdf. Use it to select the best evidence of your skill in integrating your ideas with others. As you select evidence, check off the “markers of learning” that best describe your current skills. Then, digitize and publish your evidence on your “Evidence of Learning 123 – Midterm” page beneath your Integrating Ideas with Others heading under a heading (heading size 3) that says the following: Writing as a Recursive Process. Beneath the heading, write one or two paragraphs that explain what you have learned about the writing process. Then provide multiple pieces of evidence to illustrate your writing process skills. Digitize your filled out rubric and insert it into your post at the end of the section. Be prepared to explain and interpret your evidence for me at our conference.
Homework due next time: 
  • Print the “Active, Critical Reading Process” rubric page from this pdf. Use it to select the best evidence of your skill in integrating your ideas with others. Remember, you’ll need to display answers to discussion questions, pre-writing, and other “informal writing” in response to readings, as well as annotations. As you select evidence, check off the “markers of learning” that best describe your current skills. Then, digitize and publish your evidence on your “Evidence of Learning 123-Midterm” page beneath your Writing as a Recursive Process heading under a heading (heading size 3) that says the following: Active, Critical Reading Process. Beneath the heading, write one or two paragraphs that explain what you have learned about reading actively and critically. Then provide multiple pieces of evidence to illustrate your reading skills. Digitize your filled out rubric and insert it into your post at the end of the section. Be prepared to explain and interpret your evidence for me at our conference.
  • Add a Critique Own Work & Others’ heading under your Active, Critical Reading Process heading. You DO NOT need to write a paragraph summarizing what you’ve learned. Instead, select three or four of your best comments, publish photos of them and upload your filled out “Critique Own Work & Others'” rubric to your post. Be sure to provide a link to your Revision Plan.

What you need to have done before our meeting:

  • Full learning outcome entries for Integrating Ideas with Others, Active Critical Reading Process, & Writing as a Recursive Process;
    • Full entries include: 1) a paragraph summarizing what your evidence of learning shows (PRO TIP: incorporate the language of the rubrics, 2) evidence of each of the “markers of fluency” you’re claiming – clearly labeled with language from the rubric, 3) a photo of your completed rubric
  • Partial learning outcomes entry for Critique Your Own Work and Others’ including 1) evidence of each of the “markers of fluency” you’re claiming – clearly labeled with language from the rubric, and 2) a photo of your completed rubric.
  • We will discuss Sentence level control and Documentation in session – no prior selection of evidence needed. We’ll complete rubrics in the session.

Tu. Mar. 6

  • Individual learning outcomes assessment meetings

W. Mar. 7

  • Individual learning outcomes assessment meetings

Th. Mar. 8

  • No Class: Individual learning outcomes assessment meetings

F. Mar. 9

  • Individual learning outcomes assessment meetings

Spring Break

M. Mar. 12 – Spring Break

W. Mar. 14 – Spring Break

M. Mar. 19

  • Daily Engagement Form
  • Introduce the paper project: Prelistening activities: 3-2-1 Bridge (Analogy: Asking me what’s wrong with the way I eat is like ________); Draw
  • View and take notes on Mark Bittman, “What’s Wrong with the Way We Eat?”
    • Neuroscientists have found that doodling while working helps people “stay focused, grasp new concepts, and retain more information” by maintaining the brain at a base-level of attention. So, doodle while you listen to Bittman’s talk, and once in a while write down something you find interesting, surprising, or worth thinking more about. There’s a transcript for Bittman’s talk, so don’t worry about capturing all of the facts and details. Focus instead on understanding the problems that motivate his talk, where they came from, and the implications for you, your daily life, our society, and our planet that come along with them.
  • Post-listening activity: 3-2-1 Bridge ((Analogy: Changing the way I eat is like ________); Draw
  • Focused freewriting – Your relationship to food:
    • What’s your favorite food and why?  In addition to describing how your favorite food looks and tastes, tell us about where and when you typically eat it, with whom, and how you feel while you’re eating it.
    • What food do you hate, and why? Describe how your most hated food looks and tastes, who fed it to you in what circumstances, and how you feel when you think about it. What would you do if you were eating at a friend’s house, and were served this food?
Homework due next time: 
  • Use the transcript to make a timeline of the “food history” contained in Mark Bittman’s “What’s Wrong with the Way We Eat.” Be sure to follow the “make a timeline” link to learn how. Limit your research/information-gathering to the transcript of Bittman’s talk. There is no need to consult Google. Here are some rough dates to account for on your timeline: 1907-1910s, 1920s, 1930s, 1950s, 1970s, 2007.  Please don’t spend time making your timeline look fancy. Keep it simple. It can be as simple as using these dates as headings and making bullet point lists of key events, innovations, and trends in the history of industrial food production.
  • Preview these discussion questions.
  • Print, read (30 minutes), chunk, and annotate Hal Herzog, “Animals Like Us.” Spend 60 single-tasking minutes composing answers to the discussion questions; then publish your answers on your ePortfolio in a post called “Herzog and the Troubled Middle.” Be sure to include photos of your annotations demonstrating the highest level of achievement in your post.

W. Mar. 21

  • Daily Engagement Form
  • Weekly Engagement Form
  • Discuss: How did we get to where we are today with our eating patterns?
    • Combine Timeline
    • Implications?
  • Discuss Herzog and how we think about animals
    •  Defying logic, emotionally-complicated, morally-inattentive
    • How does this connect to how we think about food?
  • Freewrite: What do you think about Mark Bittman’s argument that “the time has come to stop raising [animals] industrially and stop eating them thoughtlessly” (about 18:43).  Give and explain reasons for your answer. To what degree is your response to Bittman logic-defying and emotionally complicated? To what degree are you willing to consider the moral and ethical implications of eating industrially-produced food? Why (not)?
  • Eating the Dead
  • Endocannibalism
Homework due next time: 
  • Preview these discussion questions.
  • Print, read, chunk, and annotate Barbara Kingsolver’s “Called Home.” Spend 60 minutes or more composing answers to the discussion questions; then publish your answers on your ePortfolio in a post called “Reading Kingsolver.” Be sure to include photos of your annotations demonstrating the highest level of achievement in your post.
  • Get a sense of how one branch of the food production industry is responding to the issues raised by Bittman by browsing through these pages from WATT Poultry USA.

M. Mar. 26

  • Daily Engagement Form
  • Discuss Kingsolver
    • Freewrite for 10 minutes: To what degree might you be willing to change the way you eat? If you are willing to change at all, describe what a diet less reliant on industrially produced food and beverage would look like for you in a 24-hour period. If you’re not willing to change the way you eat at all, explain why you’re unwilling to change. What would have to happen to push or pull you to change?
  • Discuss Kingsolver & Herzog
    • Freewrite for 10 minutes on a post titled “Connecting Kingsolver and Herzog”: Given Kingsolver’s view of the industrial food system, is being stuck in the “troubled middle” regarding it a useful ethical position? Arrive at your answer by explaining how being stuck in the troubled middle on this issue might be useful, and also how being stuck in the troubled middle might be ethically problematic. If, in the end, you have a clear answer to the question, be sure to indicate what it is and why you hold it.
Homework due next time: 

W. Mar. 28

  • Daily Engagement Form
  • Read and annotate “Thinking About Food Assignment Prompt“
  • Discuss Kingsolver, Bittman, and global food consumption patterns
  • Discuss Kingsolver & Herzog
    • Freewrite for 10 minutes on a post titled “Connecting Kingsolver and Herzog”: Given Kingsolver’s view of the industrial food system, is being stuck in the “troubled middle” regarding it a useful ethical position? Arrive at your answer by explaining how being stuck in the troubled middle on this issue might be useful, and also how being stuck in the troubled middle might be ethically problematic. If, in the end, you have a clear answer to the question, be sure to indicate what it is and why you hold it.
  • Discuss eating low on the food chain
    • Spend 15 minutes working with a partner to use a search engine to locate local resources for eating low on the food chain, consider what foods you’d need to eat, where to buy them, and how to prepare them. Freewrite for 10 minutes: What items on your list of food and beverage consumed in 24 hours would you have to give up to eat low on the food chain? How different would your diet be? Do you have options to avoid the kinds of agriculture and livestock production that Kingsolver criticizes? How realistic are those options for you while living at UNE? While living at home?
  • Weekly Engagement Form
Homework due next time: 
  • Use active reading strategies to read and interpret the “Thinking about Food Assignment Prompt.” This is an opportunity to start planning for your draft. Be sure to find and understand my suggestions about the purpose, content and structure/organization of your paper, and make note of important requirements.
  • Preview these discussion questions.
  • Print, read, chunk, and annotate pp. 208-219 of Michael Pollan, “The Animals: Practicing Complexity.” Spend 60 minutes or more composing, revising, and editing answers (in full, standalone TRIAC paragraphs) to the discussion questions; then publish your answers on your ePortfolio in a post called “Reading Pollan 1.” Be sure to include photos of your annotations demonstrating the highest level of achievement in your post.

M. Apr. 2

  • Daily Engagement Form
  • Discuss: Polyface Farm – operations compared to industrial farming/food production
  • Discuss: Polyface Farm – core values at work
    • Visit the Polyface Farm website.  Learn more about how the farm works by clicking on “Production” under the “About” menu. Also (under “About”) visit the “Principles” and “Our Story” pages to get a sense of why the Salatins’ farm the ways they do.
    • Freewrite for 10 minutes: On a blog post titled “The Values of Polyface Farm” list the values that inform the farm’s practices and explain the two that seem most important to you. Try to connect specific values to specific farm practices (in what farm actions do you see, for example, the principle of “individuality” being realized?).
Homework due next time: 
  • Preview these discussion questions.
  • Print, read, chunk, and annotate pp. 219-225 of Michael Pollan, “The Animals: Practicing Complexity.” Spend 60 minutes or more composing, revising, and editing answers (in full, standalone TRIAC paragraphs) to the discussion questions; then publish your answers on your ePortfolio in a post called “Reading Pollan 2.” Be sure to include photos of your annotations demonstrating the highest level of achievement in your post.

W. Apr. 4

  •  Daily Engagement Form
  • Discussion: To what degree might the practices of Polyface Farm address some of Kingsolver’s and Bittman’s concerns about the industrial food production system? Which practices might address which concerns? How?
  • Discovery: The core values of capitalism and the core values of Polyface Farm
    • Work with a partner to do some encyclopedia research to list and define the core values (or principles) of capitalism. Make a Venn diagram to compare them to Polyface Farm’s core values. To what degree do they overlap? Identify some of your own core values and put them in the diagram. If one or more of your values doesn’t fit in with the core values of capitalism or the core values of Polyface Farm, write them outside of both circles.
  • Weekly Engagement Form
Homework due next time: 
  • Do some encyclopedia research to list and define the core values of capitalism. Then write a blog post titled “Polyface and Capitalism” in which you consider these questions: From your reading of Pollan and your analysis of the Polyface Farm website, in what ways is Polyface Farm’s founder Joel Salatin critical of capitalism? In what ways is he a proponent of capitalism? To what degree, in your view, would the 54% of Americans who say that capitalism is working well accept Polyface Farms’ business model? Be sure to define the core values of capitalism in your post. Be sure to quote from relevant texts in your post.
  • Do a web search to find other, more recent articles, about Polyface farm. Skim at least 3 articles and their comments section. Use these prompts to collect samples of people’s viewpoints and take notes: What criticisms are people making of the farm? From what principles, values and perspectives are those criticisms coming?  Publish your notes on a post titled “Criticisms of Polyface Farm.”

M. Apr. 9

  • Daily Engagement Form
  • Discuss: Can capitalism address the ethical and environmental problems Kingsolver, Bittman, and Pollan find in the industrial food production system? Support your claims with evidence drawn from any of the readings or activities we’ve used so far in this unit.
  • Discovery: Criticisms of Polyface Farm
    • Do a web search to find other, more recent articles, about Polyface farm. Skim at least 3 articles and their comments section. Use these prompts to collect samples of people’s viewpoints and take notes: What criticisms are people making of the farm? From what principles, values and perspectives are those criticisms coming?
    • Freewrite: How useful are the criticisms of Polyface Farm, if the goal is to address the problems inherent in the industrial food production system?
Homework due next time: 
  • Write a 3-4 paragraph blog post titled “Connecting Kingsolver, Bittman, and Pollan” in which you consider the following questions: In what ways might the practices of Polyface Farms contribute to a solution to the problems Kingsolver and Bittman say come along with industrial food production practices? Based on your review of the criticisms of Polyface Farm, how far, in your view, do the practices of Polyface Farm take us in solving the problems that attend industrial food production?
    • POST REQUIREMENTS: Be sure to quote from at least two of the following texts in your post: Kingsolver, Bittman and Pollan. Be sure to quote/paraphrase and discuss critiques of Polyface using evidence from your web search.  Use Barclay’s Formula, TRIAC, signal phrasing with well-chosen signal verbs, [square brackets], and ellipses in your post. At the end of the post, include a photo of a well-formatted MLA Works Cited page for all sources used in this post (you’ll need to write this in a word processor or Google Docs to get the formatting correct).
  • Bring your Little Seagull Handbook to class with you on Wednesday.

W. Apr. 11

  • Daily Engagement Form
  • Take this quiz – while it’s OK to preview the quiz before class, please don’t take it until I ask you to in class.
  • Writing Workshop Day
  • Weekly Engagement Form
Homework due next time: 
  • Prepare a complete draft of your paper (min. 1,000 words – with all three segments as outlined in the assignment prompt, intro/conclusion, quotations/paraphrases, signal phrases, citations and Works Cited).

M. Apr. 16

  • Daily Engagement Form
  • Draft due
Homework due next time: 
  • Preview these discussion questions.
  • Print, read, chunk, and annotate pp. 187-197 (ending on p. 197 with “…not foreseen and proved catastrophic”) of The Dalai Lama, “Ethics and the New Genetics.”  Spend 60 minutes or more composing, revising, and editing answers (in full, standalone TRIAC paragraphs) to the discussion questions; then publish your answers on your ePortfolio in a post called “Reading The Dalai Lama 1.” Be sure to include photos of your annotations demonstrating the highest level of achievement in your post.
  • Peer review one colleague’s paper.

W. Apr. 18

  • Daily Engagement Form
  • Discuss: The characteristics of complex ethical problems in the 21st Century.
  • Weekly Engagement Form
Homework due next time: 
  • Preview these discussion questions.
  • Print, read, chunk, and annotate pp. 197-end of The Dalai Lama, “Ethics and the New Genetics.”  Spend 60 minutes or more composing, revising, and editing answers (in full, standalone TRIAC paragraphs) to the discussion questions; then publish your answers on your ePortfolio in a post called “Reading The Dalai Lama 2.” Be sure to include photos of your annotations demonstrating the highest level of achievement in your post.
  • Peer review another colleague’s paper.

 

M. Apr. 23

  • Peer Review Workshop

W. Apr. 25

  • Writing workshop
  • Final paper due

HW for next time: make significant progress on your eportfolio – See ePortfolio expectations on April 30. Time on tasks – 2 hrs.

M. Apr. 30

  • ePortfolio – create pages for each of the major writing projects this semester and an “End of Semester Evidence of Learning” page
  • Survey

ePortfolio expectations:

  1. Literacy Narrative Archive Assignment
    • Draft
    • Final
  2. Thinking About Food Assignment
    • Draft
    • Final
  3. Full learning outcome entries for Integrating Ideas with Others, Active Critical Reading Process, & Writing as a Recursive Process;
    • Full entries include: 1) a paragraph introducing the learning outcome: explain your understanding of the learning outcome – paraphrase the learning outcome language in the syllabus and in these rubrics, 2) several pieces of evidence documenting each of the “markers of fluency” you’re claiming – clearly labeled with language from the rubric, 3) a lengthy paragraph or two summarizing what your evidence of learning shows (PRO TIP: incorporate the language of the rubrics, 4) a photo of your completed rubric
  4. Partial learning outcomes entry for Critique Your Own Work and Others’ including 1) a paragraph introducing the learning outcome, 2) several pieces of evidence documenting each of the “markers of fluency” you’re claiming – clearly labeled with language from the rubric, and 3) a photo of your completed rubric.
  5. We will discuss Sentence Level Control and Documentation in session – no prior selection of evidence needed. We’ll complete rubrics in the session.

W. May 2

ePortfolio/Wrap up