Expository Writing Seminar: Skills Outline
Course Description
The Expository Writing Seminar is built upon the guiding philosophy that students are effective curricular partners and should therefore play an integral role in fashioning the course to accommodate their individual writing needs. Additionally, the course recognizes the challenges of writing in the twenty-first-century and the subsequent needs arising for student writers. The instructor’s chosen theme (for 2011-2012, food) will generally inform students’ writing as they explain, examine, discuss, and illustrate via the written word. Based on their individually chosen goals, students will practice intentional language manipulation to create meaning and interpretation extending beyond the surface level.
Course Skills: Overview
1. Metacognition: Given the course objective, students work with the instructor to identify individualized curricular goals; subsequently, they utilize course assignments to work towards their goals.
2. Conventions: Students demonstrate correct usage of sentence structure, punctuation, tenses, pronoun cases, and confused words.
3. Style (Voice, Word Choice, Sentence Fluency): Students identify and develop the style of major pieces based on chosen topic, audience, purpose, and genre.
4. Writing Process: Students submit work that reflects completion of all stages of the writing process.
5. Speaking: Students formally present written work to the class.
6. Research & Reading: Students utilize specific writing strategies models discovered through course readings and individual research in their own major pieces.
Course Skills: Rationale, Resources, & Activities
1. Metacognition: Given the course objective, students work with the instructor to identify individualized curricular goals; subsequently, they utilize course assignments to work towards their goals.
a. Rationale: Research indicates that students are aware of their own learning strengths and weaknesses and can capably partner with teachers to develop curricula that are therefore interesting and relevant to them. Within the general parameters of this course, students will be expected to take ownership of it by developing individual writing goals and major writing assignments that will help them meet those goals.
b. Resources
i. Course Syllabus & Guidelines
ii. Final Project Proposal Assignment
iii. Goal Setting Form
c. Activities
i. Class Brainstorm Sessions: Exercises to Practice Goals, Evidence for Proving Goals
ii. Individual Teacher Conferences
2. Conventions: Students demonstrate correct usage of sentence structure, punctuation, tenses, pronoun cases, and confused words.
a. Rationale: Culver students have demonstrated a lack of understanding in these convention areas, both on an anecdotal basis and across the department (grammar test, SAT scores).
b. Resources
i. Purdue OWL (includes lessons and practice quizzes)
ii. Eats, Shoots, & Leaves: The Zero Tolerance Approach to Punctuation, Lynne Truss
iii. On Writing Well, William Zinsser
iv. In-Class Exercises (pinpointing specific struggles)
1. Sentence Understanding: fragments, run-ons, variety
2. Tense Understanding: past tense for history and stories, present tense for literary analyses
3. Punctuation: commas, apostrophes, colons, semi-colons, quotation marks, dashes, hyphens, parentheses
4. Personal Pronouns: objective and nominative case
5. Confused Words
v. Class Discussions
vi. Peer Review
vii. Teacher Review
viii. Student Journal (Convention Log)
c. Activities
i. Required use of specific punctuation, sentence variety, and/or dialogue in polished pieces
ii. Class or partner practice incorporating research quotations into works; discussion of options and effects
iii. Reviewing a variety of authors’ works for sentence variety and style; class discussion of overall effect created
iv. Use of on-line quizzes
v. Student presentations
vi. Writing same paragraph in two or three versions to practice
vii. Created a Confused Word List dictionary (or in journal)
viii. Peer Editing
ix. Individual Teacher Conferences
3. Style (Voice, Word Choice, Sentence Fluency): Students identify and develop the style of major pieces based on chosen topic, audience, purpose, and genre.
a. Rationale: Considering topic, audience, purpose, and genre to develop an appropriate style requires intentional thought and deliberation that students often neglect to practice. These components are essential for crafting effective pieces. Within style, students will consider: imagery, figurative language, diction, syntax, and sound.
b. Resources
i. On Writing Well, William Zinsser
ii. Everything’s an Argument, Angela Lunsford, et al. (Chapter 12, Style in Writing)
c. Activities
i. Writing a letter (or ad, story, etc.) on the same topic to two different audiences; ensuing discussion of differences
ii. Analysis of variety of examples—identify style and contributing factors
iii. Figurative language dictionary (or journal)—analyze examples used in variety of articles and documents
iv. Word of the Day presentations
v. Peer Editing
4. Writing Process: Students submit work that reflects completion of all stages of the writing process.
a. Rationale: Completing all stages of the writing process results in more thoughtful and deliberate final products.
b. Resources
i. Skills Handbook, Prewriting Exercises
ii. Everything’s an Argument, Angela Lunsford, et al. (Chapter 11, Creating Proposals)
iii. Publications mediums (newspapers, blogs, etc.)
c. Activities
i. Complete a variety of prewriting activities to reflect thought on paper; find one that suits you best
ii. Complete formal proposals for major pieces
iii. Individual Conferences
iv. Brainstorm with Partner
v. Submit major works to an authentic audience (letter to editor, online blog, magazine)
vi. Peer Editing (Six Traits Model, break down trait by trait)
vii. Personal Revisions (based on peer editing, teacher feedback, and personal readings)
5. Speaking: Students formally present written work to the class.
a. Rationale: If students’ work isn’t shared with an authentic audience, impact is lost. Students need to develop formal presentation skills.
b. Resources
i. Skills Handbook, Speaking Chapter
ii. Sample Speeches (YouTube)
iii. Everything’s an Argument, Angela Lunsford, et al. (Chapter 15, Presenting Arguments)
iv.
c. Activities
i. Present to a partner (direct dramatic reading of a piece, summary, presentation)
ii. Analysis of sample speeches as a class, critique by providing specific feedback
iii. Harkness discussion of readings or speech critiques
iv. Final culminating project with presentation component
6. Research and Reading: Students utilize specific writing strategies models discovered through course readings and individual research in their own major pieces.
a. Rationale: If students’ work isn’t shared with an authentic audience, impact is lost. Students need to develop formal presentation skills.
b. Resources
i. Skills Handbook, Reading Chapter
ii. “Good Readers, Good Writers,” Vladimir Nabokov (class set of reading skills)
iii. Everything’s an Argument, Angela Lunsford, et al. (Chapter 16, What Counts as Evidence)
c. Activities
i. Research components required of most major pieces
ii. Class discussion of “What Counts as Evidence”
iii. Individual Student Presentations, bring an article to share and analyze aloud for the class; lead a discussion
iv. Analysis of sample speeches as a class, critique by providing specific feedback
v. Harkness discussion of readings or speech critiques
vi. Final culminating project with presentation component
Expository Writing Seminar: Weekly Plan
Week One | |
Goals | · Metacognition: Students Set Individual Goals · Conventions: Punctuation Introduction · Writing Style: Personal Writing · Writing Process: Prewriting · Speaking: Informal, Full Class · Research & Reading: Personal and Expository Writing Models (related to seminar topic) |
Activities & Assignments | · Introduce Seminar (skills & content) · Introduce Major Writing Assignment One: Personal Writing · Discuss Eats, Shoots, & Leaves, Preface · Read and Assess Writing Models · Introduce & Model Prewriting Strategies |
Readings | · Eats, Shoots, & Leaves, Preface · On Writing Well, Ch 2-4 (Simplicity, Clutter, Style) · Everything’s an Argument, Ch 1 (Everything is an Argument) · Personal and Expository Writing Models (*samples below specific to 2011-2012 food topic) o “Chocolate Equals Love,” Diane Ackerman in Short Takes: Model Essays for Composition o Animal, Vegetable, Miracle, Ch 1, Barbara Kingsolver o An Edible History of Humanity, Introduction, Tom Standage o “Advantage France” Robert Cohen o “Why Take Food Seriously? Because Your Life Depends on It,” Mark Bittman in Everything’s an Argument, p. 779-783 |
Idea for Major Writing Assignment One: Personal Writing
· Examine your eating habits. Try to emphasize super foods in your diet this weekend. Then, write an essay where you describe your typical eating habits, what you ate this weekend and how you feel in comparison to your usual dietary lifestyle. Please also focus on making your work interesting and worth reading. Look for a good hook, or way of writing that makes your words gold.
Week Two | |
Goals | · Metacognition: Finalize Individual Goals, Personal Writing Reflection · Conventions: Colon & Semicolon Use · Writing Style: Analytical Writing: Topic, Audience, Purpose, & Genre · Writing Process: Drafting · Speaking: Formal, Full Class (Harkness Discussion) · Research & Reading: Expository Writing Models (related to seminar topic) |
Activities & Assignments | · Introduce Major Writing Assignment Two: Analytical Writing · Introduce and Discuss Drafting · Colon & Semicolon Practice · Read and Assess Writing Model in Harkness |
Readings | · Eats, Shoots, & Leaves, Airs & Graces · On Writing Well, Chapters 5-7 (The Audience, Words, Usage) · “Shitty First Drafts,” Anne Lamott · The Language of Composition, Ch 2 (The Art & Craft of Analysis) · Analytical Writing Models (*samples below specific to 2011-2012 food topic) o “For Fasting and Football, a Dedicated Game Plan,” Samuel G. Freedman in The Language of Composition o “Bananas for Rent,” Michiko Kakutani in Short Takes o “Food Industry and Health Experts Face Off Over Package Labeling,” by April Fulton and Maureen Langlois on NPR: http://www.npr.org/blogs/health/2011/06/22/137344357/food-industry-and-health-experts-face-off-over-food-package-labeling?ps=sh_topprev o “Introduction: Fighting over Food—Change in the Agrifood System,” Wynne Wright & Gerad Middendorf in Everything’s an Argument, p. 784-793 o “Review of Bottlemania: How Water Went on Sale and Why We Bought It,” Mark Coleman in Everything’s an Argument, p. 831-833 · Visual Texts Examples (*samples below specific to food topic) o “Vegetarians do it with relish” in Everything’s an Argument, p. 99 o Mike Lester cartoon in Everything’s an Argument, p. 110 o “Apples to Oranges,” Claire Ironside in Everything’s an Argument, p. 805-815 o Cookbooks, variety o Food Magazines, variety |
Idea for Major Writing Assignment Two: Analytical Writing
· Find a short essay, article, or chapter on a food related topic. Analyze the text using the techniques we practiced in class. Finally, write an essay analyzing the rhetorical strategies the author uses to achieve his or her purpose.
· Find any visual text related to food. Analyze the visual text using the techniques we practiced in class. Finally, write an essay analyzing the strategies the author uses to achieve his or her purpose.
Week Three | |
Goals | · Metacognition: Analytical Writing Reflection · Conventions: Dash, Hyphen, Italics, Parentheses, Bracket Use · Writing Style: Argument Writing · Writing Process: Revising & Editing · Speaking: Informal, Partner (Peer Editing); Formal, Small Group (Literature Circles) · Research & Reading: Argument Models (related to seminar topic) |
Activities & Assignments | · Introduce Major Writing Assignment Three: Argument Writing · Introduce & Practice Peer Editing · Dash, Hyphen, Italics, Parenthesis, Bracket Practice · Read and Assess Writing Models in Literature Circles · Watch and Analyze Food, Inc. |
Readings | · Eats, Shoots, & Leaves, Cutting a Dash · On Writing Well, Chapters 8 (Unity) · Everything’s an Argument, Ch 7 (Structuring Arguments) · Excerpt from How to Argue and Win Every Time, Gerry Spense (handout) · Intensifying and Downplaying: Strategies for Persuasion (handout) · Food, Inc. · Argument Writing Models (*samples below specific to 2011-2012 food topic) o “Consider the Lobster,” David Foster Wallace in The Norton Reader, Twelfth Edition o “What’s Eating America” Michael Pollan in 50 Essays: A Portable Anthology, Third Edition o Dinner at the New Gene Café, Bill Lambrecht o Fast Food Nation, Eric Schlosser o “The World Food Crises: An Overview of the Causes and Consequences,” Solomon H. Katz in Everything’s an Argument, p. 794-799 o “Vegetarianism is the New Prius,” Kathy Freston in Everything’s an Argument, p. 800-803 o “Excerpt from Bottlemania: How Water Went on Sale and Why We Bought It,” Elizabeth Royte in Everything’s an Argument, p. 834-839 o “The End of the Line,” Bryan Walsh, Time magazine |
Idea for Major Writing Assignment Three: Argument Writing
· Using the information from this week’s viewing of Food, Inc. and your own reading, craft an argument for a specific audience and purpose. As you organize your argument, take our study of structure into consideration.
Week Four | |
Goals | · Metacognition: Argument Writing Reflection · Conventions: Review · Writing Style: Writing a Proposal · Writing Process: Revising & Editing · Speaking: Informal, Teacher (Growth Conference) · Research & Reading: Personal Research & Reading (related to individual seminar topic) |
Activities & Assignments | · Introduce Portfolio Proposal Assignment · Prepare for Writing Growth Conference · Quotation Use Practice · Conduct Individual Writing Growth Conferences · Begin Individual Research |
Readings | · Everything’s an Argument, Chapter 12 (Proposals) |
Idea for Proposal Assignment
· The Food Network has a problem: one of its most popular hosts has suddenly left the network, leaving an open slot during prime time. Given this opportunity, what television series would you propose to Food Network’s CEO? You’ll need to consider your own strengths as a host or hostess along with your interests in food. The course will culminate with a multimedia presentation to the class during which you will pitch your television series idea to us. Along the way, you’ll craft at least three written works that will help you prepare for your show. You’ll compile these written works into a portfolio that you submit after your presentation. Your proposal should include the following components:
o Claim/Angle
o Rationale
o Intended Audience
o Challenges
o Required Reading and Research
o Three Written Works
Week Five | |
Goals | · Metacognition: Growth Conference Reflection · Conventions: Quotation Use, Sentence Structure · Writing Style: Individual Choice (based on portfolio plan) · Writing Process: Revising & Editing · Speaking: Informal, Class (share portfolio plan) · Research & Reading: Personal Research & Reading (related to individual seminar topic) |
Activities & Assignments | · Begin Major Writing Assignment Four (for portfolio) · Sentence Structure Practice · Share Portfolio Plans · Identify First Individual Reading—Share with Class |
Readings | · The Language of Composition, Ch 3 (Synthesizing Sources) · Everything’s an Argument, Ch 13 (Style in Argument) · Individual Student Reading Lists (at least one reading this week) |
Week Six | |
Goals | · Metacognition: Portfolio Progress Reflection · Conventions: Verb Tense · Writing Style: Individual Choice (based on portfolio plan) · Writing Process: Revising & Editing · Speaking: Formal, Small Groups & Class (Harkness) · Research & Reading: Personal Research & Reading (related to individual seminar topic) |
Activities & Assignments | · Revise Major Writing Assignment Four (for portfolio) · Begin Major Writing Assignment Five (for portfolio) · Verb Tense Practice · Small Group Discussions Based on Individual Readings · Harkness: Everything’s an Argument, Ch 14 |
Readings | · Everything’s an Argument, Ch 14 (Visual Arguments) · Individual Student Reading Lists (at least one reading this week) |
Week Seven | |
Goals | · Metacognition: Portfolio Progress Reflection · Conventions: Pronoun Use · Writing Style: Individual Choice (based on portfolio plan) · Writing Process: Revising & Editing · Speaking: Informal, Teacher (share portfolio plan) · Research & Reading: Personal Research & Reading (related to individual seminar topic) |
Activities & Assignments | · Revise Major Writing Assignment Five (for portfolio) · Begin Major Writing Assignment Six (for portfolio) · Pronoun Use Practice · Student-Teacher Portfolio Conferences · Small Group Discussions Based on Individual Readings · Introduce Presentation Requirements |
Readings | · Everything’s an Argument, Ch 15 (Presenting Arguments) · Individual Student Reading Lists (at least one reading this week) |
Week Eight | |
Goals | · Metacognition: Portfolio Progress Reflection · Conventions: Review · Writing Style: Individual Choice (based on portfolio plan) · Writing Process: Revising & Editing · Speaking: Informal, Small Groups (revisions) · Research & Reading: Personal Research & Reading (related to individual seminar topic) |
Activities & Assignments | · Revise Major Writing Assignment Six (for portfolio) · Revise All Portfolio Assignments · Assemble Portfolio & Finalize for Submission · Begin Final Presentation · Film Trailers |
Readings | -- |
Week Nine | |
Goals | · Metacognition: Formal Portfolio Reflection · Conventions: Review · Writing Style: Individual Choice (based on portfolio plan) · Writing Process: Publishing · Speaking: Formal, Class (final presentation) · Research & Reading: Personal Research & Reading (related to individual seminar topic) |
Activities & Assignments | · Finalize Portfolio for Submission · Finish Filming Trailers · Formal Presentations to Class |
Readings | -- |
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