Homework calendar

 Last updated 15 April 2007


Creative Commons License
This site is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License.

WRT 205, Critical Research and Writing:
Crimes of Writing

Spring 2007
Syracuse University

Sect. 243, TTh 11-12:2, 213B HBC;
Sect. 272, TTh 12:30-1:50, 213A HBC

Rebecca Moore Howard
Office: 237 HB Crouse
Office hours
Phone 315-443-1620
FAX: 315-691-9821
rehoward@syr.edu
AIM: ProfBfromWV

16 January

In class

  1. Course introduction;
  2. Contact information;
  3. Blackboard orientation;
  4. Reading strategies;
  5. Preliminary writing

18 January

In class

  1. Discussion of course topics;
  2. Approaches to responding to texts
  3. Discussion of assigned readings

Prepare for class

  1. Read and prepare for class discussion on Wadman, O'Rourke, Shenk

23 January

No class meeting

Prepare for class

  1. Written response to readings: Townley & Parsell, Lowe & Schendel, Ganesan.
  2. Send your response as an email attachment; follow format and design specs, items 17 and 18.

25 January

In class

  1. Discussion of assigned readings;
  2. Discussion of methods of reading texts critically by summarizing them;
  3. Explanation of patchwriting.

Prepare for class

  1. Read "The Summary Essay";
  2. Write a 500-word summary of Valentine. In this assignment you practice summary-writing as a tool of critical reading. I won't grade this assignment, but I will respond to it. For February 1 you will be writing a graded summary, so this assignment is a warm-up for that one.

Bring to class

  1. Copy of your summary;
  2. Copies of Townley & Parsell, Lowe & Schendel, Ganesan, Valentine, Wadman, O'Rourke, Shenk
  3. The Writer's Harbrace Handbook

30 January

In class

  1. In-class working groups, collaboratively summarizing and responding to Rossner & Yamada. Tentative groupings: Sect. 243 = Emir, Isabella, Erin, Alexi, Dan, Josh, Rachel, Mark, Cally, Ashley; Sect. 272 = Saurab, Paul, Aaisha, David, Carolyn, Kevin, Jorge, Jason, Lauren, Chantelle.
  2. In-class working groups, collaboratively summarizing and responding to Bierut. Tentative groupings: Sect. 243 = Liz, Jessica, Pearly, Charlie, Mario, Yoomi, Mileidy, Marina, PJ, Alison; Sect. 272 = Sydney, Nicole, Christina, Beth, Marco, Alyson, Sarah, Gabe, Ashley, Rachel.
  3. Discussion of Lethem

Prepare for class

  1. Read and prepare for class discussion: Rossner & Yamada; Bierut
  2. Read Lethem and make notes about passages that seem opaque, repetitive, or irrelevant; we'll discuss these in class, in preparation for your writing a summary for February 1.

Bring to class

  1. Copies of Townley & Parsell, Lowe & Schendel, Ganesan, Valentine, Wadman, O'Rourke, Shenk, Bierut, Rossner & Yamada

1 February

In class

  1. Discussion of assigned readings;
  2. Collaborative revision of project list;

Prepare for class

  1. Write a 500-word summary of Lethem for 10% of your course grade; you'll find a detailed assignment here.
  2. Browse the Projects list and consider which you find most interesting and what you would like to add to the list;
  3. Read and prepare for class discussion on "CAI Research"

Bring to class

  1. Copies of Townley & Parsell, Lowe & Schendel, Ganesan, Valentine, Wadman, O'Rourke, Shenk, Bierut, Rossner & Yamada, "CAI Research"
  2. Copy of your summary

6 February

Class meets in 227 HB Crouse

Please refrain from checking IM and email while seated at a classroom computer

In class

  1. Discussion of assigned readings;
  2. Topic selection;
  3. How to frame research questions
  4. Using social software in research

Prepare for class

  1. Choose three projects that you are interested in pursuing. Think carefully about this, because if too many or too few people want the same topic you do, you may have to turn to your second or third choice. Think, too, about how you might persuade others to join you in the topic you most want to research.
  2. Read the article you've been assigned:
    Read Price: Sect. 243 = Alexi, Alison, Ashley, Cally, Charlie, Dan; Sect. 272 = Aaisha, Alyson, Ashley, Beth, Carolyn, Chantelle.
    Read Constable: Sect. 243 = Emir, Erin, Isabella, Jessica, Josh, Liz; Sect. 272 = Christina, David, Gabe, Jason, Jorge, Kevin.
    Read Robillard: Sect. 243 = Marina, Mario, Mark, Mileidy, Pearly, PJ, Rachel, Yoomi; Sect. 272 = Lauren, Marco, Nicole, Paul, Rachel, Sarah, Saurab, Sydney.
  3. Prepare to explain your assigned article to the rest of the class: you'll be asked to summarize and/or respond to it.
  4. Study handbook sect. 7b
  5. Go to del.icio.us; click "get started," and set up an account for yourself (unless you already have one). Record your username and password.

Bring to class

  1. Copies of Price, Constable, Robillard, Townley & Parsell, Lowe & Schendel, Ganesan, Valentine, Wadman, O'Rourke, Shenk, Bierut, Rossner & Yamada, "CAI Research"
  2. The Writer's Harbrace Handbook
  3. Your del.icio.us username and password

8 February

In class

  1. Discussion of your research process
  2. Source-finding problem-solving
  3. MLA citation Q&A

Prepare for class

  1. Revise the list of possible research questions that you began drafting in class on February 6.
  2. Study handbook sect. 9c
  3. Choose a method (index cards? PDA? word processing file?) for compiling your working bibliography.
  4. Find possible sources for your research topic. Record the promising ones in your working bibliography. For online sources, be sure to record the URL. In class, you'll be asked to explain what you've done, what problems you've encountered, and what successes you are having.
  5. Study Howard, "Formatting Works Cited Entries in MLA Style: General Guidelines" (available in the "Assigned Readings" subfolder of the "Documents" folder on Blackboard). This handout overviews information that is available in your handbook Chapter 10a beginning on p. 201. As you work on your research project, you'll need to consult the handbook for detailed answers to citation questions.

Bring to class

  1. Two copies of your working bibliography--one for you, one for me
  2. Copies of promising sources you have found on your topic. For online sources, URLs are sufficient.
  3. A copy of Howard, "Formatting Works Cited Entries in MLA Style: General Guidelines"
  4. The Writer's Harbrace Handbook

13 February

Class meets in 009 HB Crouse

Please refrain from checking IM and email while seated at a classroom computer

In class

  1. Bibliography workshop
  2. How to find specialized reference sources
  3. Advanced techniques with del.icio.us
  4. Search engines vs. databases
  5. Citing from search engines such as Google Scholar

Prepare for class

  1. Study handbook 7d
  2. Find 15 peer-reviewed scholarly sources on your topic (or on background issues)

Bring to class

  1. Two copies of your bibliography-in-progress--one for you, one for me
  2. A copy of Howard, "Formatting Works Cited Entries in MLA Style: General Guidelines"
  3. The Writer's Harbrace Handbook

15 February

 Winter storm; you have bibliographic work to do; and so we'll have a

Virtual class meeting
  • I will be holding IM office hours on Wednesday, Thursday, and Friday.

  • If you'd like to talk with me by phone rather than on IM, just drop me an email, and I'll send you my phone number. Please phone only during office hours. Feel free to ping me, though, anytime you find me on IM, regardless of whether it's during office hours.

  • I will not be in my office, but at home, due to the winter storm.

  • My regular email is working again, so you should use it rather than the Yahoo address.

    • Prepare for class

    1. Prepare your preliminary bibliography (10% of course grade). When you're looking for specialized reference works, you may find it useful to consult a handout I've put on Blackboard, Documents folder, Assigned Readings subfolder: it's Howard, "Finding Specialized Reference Works."
    2. Send me your bibliography as an email attachment by Saturday, Feb. 17. Be sure to follow the manuscript guidelines; look at items 17 and 18 for how to prepare the file for email attachment so that I can read it.

    Bibliography Q&A

     I'll update this as questions arise, so check back here from time to time as you work. And IM or email questions to me.
    1. Question: How do I know whether a source is scholarly and peer reviewed?
      Answer:
      (1) As you're seaching in a database or search engine, look for options that allow you to limit your search to scholarly, peer-reviewed sources. This will narrow your field but not finish the task, because most databases will return sources such as the Chronicle of Higher Education, which is scholarly but not peer reviewed. So when you locate sources that look promising,
      (2) search on the open Web for the journal home page. If you find an editorial board (which is different from an editor), a list of peer reviewers, or an explanation of the journal's peer review process, you have a scholarly, peer-reviewed source.
    2. Question: How do I cite a PDF downloaded from Google Scholar?
      Answer: Look on the PDF itself (or perhaps on the Google Scholar search returns page) for identifying information. Usually what you have is a journal article, so follow the guidelines in #23-24 on p. 211 of the Writer's Harbrace. Then add information about your online access: your access date + URL. The URL should not, however, be the search engine URL (Google Scholar). Instead, you'll need to scout around the Google Scholar search page until you can locate where the search engine found the source. That's the URL you should use.
    3. Question: When Google Scholar takes me to an SU Library database, how do I cite the source?
      Answer: Google Scholar is a search engine, not a database, so it isn't included in your citation. (Databases are, search engines aren't.) So cite the SU Library database, following the guidelines in item #54 on p. 222 of the Writer's Harbrace.
    4. Question: How do I cite a source accessed through Google Books?
      Answer: Start your entry as you would for any other book. (See Writer's Harbrace pp. 203-208.) Then your date of access, and then the URL. You can get some of the needed information about the book on the search page; for example, when I searched Google Books for John Dewey's Ethics, the search page told me the title, the author's name, and the year of publication. When the online PDF came up, it showed who published it. As for URL, Google Books sometimes acts as a search engine, linking to books that are already on the Web. In these cases, scout around as you would with a Google Scholar entry until you can find the URL for the website rather than the search engine. At other times, though, Google Books is itself the host of the book; the book is located on the Google Books website. In these cases, you can give the Google Books URL in your citation. Make sure that the URL is for the book itself and not for the search page it is listed on.
    5. Question: What databases should I consult?
      Answer: Lots of people are using Google Scholar and Google Books. These are useful search engines, but I would urge you to use library subscription databases, as well. LexisNexus will find popular sources (magazines, newspapers). ProQuest Research Library is a great all-purpose database. Project Muse and MLA International Bibliography are tops for humanities-based topics such as imitation, originality, ghostwriting, and genres, and they may be useful for other topics, too. JSTOR is wonderful and gives full-text access, but its purpose is to make available sources that are not current.
    6. Question: I'm not finding any reference sources for my particular topic. What more general reference sources should I consult?
      Answer: Try a few of these. You may not find an entry for your topic, but if you browse them, you may find entries that help you think about or develop your topic:
      Enos, Theresa, ed. Encyclopedia of Rhetoric and Composition: Communication from Ancient Times to the Information Age. New York: Garland, 1996.

      Kennedy, Mary Lynch, ed. Theorizing Composition: A Critical Sourcebook of Theory and Scholarship in Contemporary Composition Studies. Westport, CT: Greenwood P, 1998.

      Sloane, Thomas O., ed. Encyclopedia of Rhetoric. New York: Oxford, 2001.

      -- If you're researching ethics, ghostwriting, or fraud, you'll want to consult ethics reference sources.
      -- If you're researching ghostwriting, you may find good material in technical writing reference sources. The Science Library has a bibliography on technical writing (T11 .A559 1966). Although it's a little outdated, it may have sources on ghostwriting. And a bibliography counts as a reference source!
      -- If you're researching honor codes, you might find good material in education reference sources.
      -- If you're researching imitation, talk with me about your topic so that I can help you find the right sorts of sources. Depending on your focus, you may want to consult education, rhetoric, or literary reference sources.
      -- If you're researching international textual standards, your reference sources will probably be entries about plagiarism or academic integrity in rhetoric or education encyclopedias or dictionaries. These entries will give you background information about U.S. textual standards that can provide a contrast to what you find internationally.
      -- If you're researching fiction and memoir, you'll need definitions of each of those terms from literary reference sources. You might start with Harner, James L. Literary Research Guide: An Annotated Listing of Reference Sources in English Literary Studies. This may lead you directly to useful sources, or it may give you ideas for keyword searching. Also take a look at the Johns Hopkins Guide to Literary Theory and Criticism, which is available as a database from SU library; and Makaryk's Encyclopedia of Contemporary Literary Theory Also, rhetoric reference sources (see above) will have entries on genre.
      -- If you're researching journalism, you may want to look at ethics or rhetoric reference sources, in addition to journalism reference sources.
      --If you're researching originality, you may want to look at literary and rhetoric reference sources.
      --If you're researching scientific misconduct, you'll probably find useful material both in science and ethics reference sources.

    7. Question:
      Answer:

    20 February

    In class

    1. Annotating articles without being influenced by published abstracts
    2. Practice annotations
    3. Evaluating sources

    Prepare for class

    1. Study "How to Prepare an Annotated Bibliography"
    2. Update your del.icio.us account so that it has all your sources on it
    3. Read handbook Chapter 8. Prepare for class discussion about what is useful here and what questions remain unanswered.
    4. Write two practice annotations, and email them to me before class. Follow directions on the annotated bibliography assignment.
    5. If you're finding yourself falling behind on assignments, you should review the late paper policy and have a chat with me about getting caught up.

    Bring to class

    1. Copies of the Valentine, Price, Robillard, and Constable articles. (In class you'll annotate them.)
    2. A copy of the summary you wrote of the Valentine article on January 25
    3. The URL for a source that you would like the class to evaluate. (You needn't copy down the URL if you can readily access it on your del.icio.us account.)

    22 February

    No class meeting

     I'll have IM office hours over the weekend so that we can talk about whatever questions you have as you write your annotated bibliography, and then I'll be in the office on Monday.

    Prepare for class

    1. Send four practice annotations as an attached email file. Follow directions on the annotated bibliography assignment. Be sure to follow steps 17 & 18 of "Manuscript Formatting and Design." The document should tell me what your research topic is and what research question(s) you are presently pursuing. I'll look over these practice annotations and let you know by Feb. 24 how you're doing with them.
    2. If you're finding yourself falling behind on assignments, you should review the late paper policy and have a chat with me about getting caught up.

    27 February

    In class

    1. Revising research questions
    2. Drafting thesis for the research synthesis
    3. Techniques for writing the research synthesis

    Prepare for class

    1. Annotated bibliography (15% of course grade)
    2. Read Writer's Harbrace Handbook sects. 7b and 2b

    Bring to class

    1. Writer's Harbrace Handbook
    2. Your annotated bibliography

    1 March

    In class

    1. Organizing research
    2. Techniques for writing the research synthesis
    3. Make individual appointments (March 8, 9, 19)

    Prepare for class

    1. Revise your research question(s)
    2. Study "The Literature Review: A Few Tips on Conducting It"
    3. Study "Literature Reviews"
    4. Review the sources you've found in your research. Which ones are going to be helpful to you? What do you still need to find? Continue researching your topic, and let me know what problems you're encountering.
    5. Revise the thesis that you drafted in class on Feb. 27. If what you drafted was really a thesis for the researched argument that you will be writing at the end of the semester, set it aside and draft a new thesis statement, one for the research synthesis. You might try filling in the rest of this sentence: "These sources show - - - "
    6. Before class, email me your research questions and thesis

    Bring to class

    1. A copy of your research questions and thesis
    2. Copies of the assigned readings
    3. A copy of the research synthesis assignment

    6 March

    Virtual class meeting

     I'll be on IM and email for much of the day to chat with you about your work.

    Prepare

    1. Read the oral presentation assignment. What questions do you have, and how would you want to revise it?
    2. Read Howard, "Oral presentations" (in Assigned Readings folder in Documents on Blackboard)
    3. Write one section of your research synthesis
    4. Revise your thesis
    5. Before class, email me your thesis + preliminary writing for your research synthesis. I'll respond by email during the day to all the work that I receive by class time, but I won't be able to respond to anything that I receive after that.

    8 March

    In class

    1. Distribute SAB postcards
    2. Discuss issues in oral presentations: stereotyped role expectations; members' varying talents; slackers; diverging viewpoints
    3. Discuss techniques for oral presentations: Howard, "Oral Presentations"
    4. Discuss grading criteria for oral presentations: see March 20-22 directions
    5. Collaboratively revise oral presentation assignment
    6. Review theses & preliminary writing for the research synthesis
    7. The mechanics of citation: direct and indirect in-text references; using signal phrases and parenthetical notes for in-text citations; using brackets and ellipses for deletions from quotations; using brackets for insertions into quotations
    8. The ethics of citation: acknowledging quotation, paraphrase, summary, and sources of ideas (including bibliographies)
    9. Workshop on citation techniques in your research synthesis: determine where you need to cite, and whether you will use parenthetical notes or signal phrases

    Prepare for class

    1. Arrange to meet with your research group during the week of March 20. I've sent you an email with the names and addresses of your group members.
    2. Write first draft of your research synthesis
    3. Send me an electronic copy of your research synthesis draft
    4. Study handbook sect. 9c and 10a

    Bring to class

    1. Writer's Harbrace Handbook
    2. "The Literature Review: A Few Tips on Conducting It"
    3. "Literature Reviews"
    4. The current draft of your research synthesis
    5. Howard, "Oral presentations"

    Individual conferences

     Bring the current draft of your research synthesis with you to your conference.
    8:20 Kevin
    8:40 Rachel
    9:00 Jason
    2:00 Erin
    2:20 Pearly
    2:40 Sydney
    3:00 Isabella
    3:20 Alyson
    3:40 Ashley Tabor
    4:00 Saurab
    4:20 Jorge

    9 March

    Individual conferences

     Bring the current draft of your research synthesis with you to your conference.
     10:00 Chantelle
    10:20 Christina
    11:00 Mark
    11:20 David
    12:00 Mario
    12:20 Gabe
    12:40 Carolyn
    1:10 Ashley
    2:00 PJ
    2:20 Sarah
    2:40 Charlie

    19 March

    Individual conferences

     Bring the current draft of your research synthesis with you to your conference.
    9    :30 Yoomi
    9:50 Aaisha
    10:10 Lauren
    10:30 Marco
    10:50 Beth
    11:10 Emir
    11:30 Josh
    11:50 Callie
    12:10 Marina
    12:30 Liz
    12:50 Jessie
    1:10 Alexi

    20-22 March

    Individual and small-group work

     No class meeting

    During the week of March 20

    1. Meet with your research group to accomplish the following tasks:
      --Choose a group coordinator who will keep everybody on task and who is responsible for intergroup communications and reports to the Esteemed Professor;
      --Brainstorm the topic of your oral presentation;
      --Allocate work for the presentation;
      --Plan the presentation;
      --Practice the presentation;
      --Revise the presentation;
      --Determine how to handle slacking. Decide whether one grade will be assigned to the paper regardless of the balance of effort; whether a shirking member will receive a lesser grade than the others; or whether a shirking member will be ejected from the group and be given a zero for the assignment.
    2. By March 25, each group coordinator writes an email to me, reporting what the group has decided about the question of possible slackers.
    3. Continue researching your topic. Consult reference librarians if you need help finding sources.
    4. Revise your research synthesis, paying particular attention to citation of sources
    I will be in NYC and not on IM during the week, but I may have a chance here and there to answer emails. So email your questions, but know that my answer may be delayed.

    27 March

    In class

    1. Return annotated bibliographies
    2. Workshop in evaluating sources
    3. Discuss oral presentation techniques
    4. Collaborative citation quiz (ungraded)

    Prepare for class

    1. Study handbook sects. 10a, 32g-h; review notes from March 8.
    2. Study handbook Ch. 8
    3. Send me an email, telling me any concerns or questions you have about your oral presentation or your research synthesis.

    Bring to class

    1. Writer's Harbrace Handbook
    2. Copies of the Bierut and Valentine sources
    3. Howard, "Oral presentations"
    4. The URL for one source that you would like us to evaluate in class. (A del.icio.us bookmark is an acceptable alternative.)

    29 March

    In class

    1. Oral presentations, ethics, fraud, and genres research groups
    2. Interview methods in primary research

    Prepare for class

    1. Oral presentations (10% of course grade): Ethics research groups (Sect. 243 = Alison, Jessica, Mileidy, Marina; Sect. 272 = Saurab, Rachel Truong)
    2. Oral presentations (10% of course grade): Fraud research group (Sect. 272, Jason & Gabe)
    3. Read Howard, "Interviewing" (on Blackboard)

    Bring to class

    3 April

    In class

    1. Oral presentations, ghostwriting and honor codes research groups

    Prepare for class

    1. Research synthesis, final draft (25% of course grade)
    2. If you are planning to use interviews in your research, email me a list of people whom you plan to interview and questions you plan to ask them.
    3. Oral presentations (10% of course grade): Ghostwriting research groups (Sect. 243 = Callie, Mark; Sect. 272 = Alyson, Carolyn, Chantelle, Aaisha)

    Bring to class

    5 April

    In class

    1. Oral presentations, imitation and international research groups

    Prepare for class

    1. Oral presentations (10% of course grade): Imitation research groups (Sect. 243 = Charlie, Dan, Pearly; Sect. 272 = Jorge, Marco, Lauren, Christina)
    2. Oral presentations (10% of course grade): International: Sarah (Sect. 272)
    3. Oral presentations (10% of course grade): Genres research group (Sect. 243, Alexi & Rachel Epstein)

    Bring to class

    10 April

    In class

    1. Oral presentations, journalism, originality, honor codes (sect. 272), and science research groups
    2. Developing your thesis for the researched argument

    Prepare for class

    1. Oral presentations (10% of course grade): Originality research group (Sect. 243, Isabella, Mario, Erin, Liz)
    2. Oral presentations (10% of course grade): Science research group (Sect. 243, Josh, PJ)
    3. Oral presentations (10% of course grade): Journalism research group (Sect. 272, Beth & Kevin)
    4. Oral presentations (10% of course grade): Honor codes research group: Sydney, Ashley Tabor, and David (Sect. 272)
    5. Study handbook sect. 2b.
    6. Draft one or more versions of a thesis statement for your researched argument

    Bring to class

    1. The handbook!
    2. Your thesis

    12 April

     No class meeting--snow day!

    17 April

    In class

    1. Previewing the last assignment
    2. Thesis-evidence-counterevidence workshop
    3. Oral presentations, sect. 243

    Prepare for class

    1. Study handbook sect. 2b-c and 6d-g
    2. Oral presentations (10% of course grade): Honor codes: Ashley Van Hoff (Sect. 243)
    3. Oral presentations (10% of course grade): International: Yoomi (Sect. 243)

    Bring to class

    1. Outline for, notes toward, or draft of your researched argument
    2. The handbook!

    19 April

    In class

    1. Paragraph development workshop
    2. Schedule individual conferences
    3. Preview of parallelism, emphasis, and variety

    Prepare for class

    1. Compose a full draft of your researched argument , applying the principles of thesis, evidence, and counterevidence that we worked on in class on April 12
    2. Email a copy of your draft to me before class
    3. Study handbook sects. 2d-e and 3b-d. Each class member should study one section intensively:
      Sect. 2d: Ashley Van Hoff, Pearly, Jessie, Ashley Tabor, Chantelle, Saurab, Gabe
      Sect. 2e: Callie, Charlie, Liz, Rachel Truong, Aaisha, Sarah
      Sect. 3b: Alison, Mario, Mark, Isabella, Lauren, David, Alyson
      Sect. 3c: PJ, Yoo-mi, Rachel Epstein, Erin, Jason, Carolyn, Marco, Sydney
      Sect. 3d: Marina, Mileidy, Josh, Alexi, Jorge, Kevin, Christina, Beth

    Bring to class

    1. Five copies of the current draft of your researched argument
    2. The handbook!

    24 April

    Mayfest

     No class meeting
    1. Revise your researched argument , applying the principles of sentence style that we worked on in class on April 19
    2. Email me a copy of the revised draft of your researched argument

    26 April

    In class

    1. Sentence style workshop. We'll work in small groups, working sentence by sentence on drafts of the researched argument. Each class member will have particular responsibility for one aspect of sentence style.
    2. Using the research synthesis for the researched argument
    3. Course grading; procedures for submitting final paper
    4. Course evaluations

    Prepare for class

    1. Revise your researched argument, applying the principles of paragraph organization and development that we worked on in class on April 17
    2. Study handbook Chs. 22-24. Each class member should study one chapter intensively:
      Ch. 22: Isabella, Mark, Liz, Yoo-mi, Mileidy, Ashley Van Hoff, Sydney, Sarah, Gabe, Kevin, Jorge, Rachel Truong
      Ch. 23: Erin, Rachel Epstein, Jessie, Mario, Marina, Callie, Christina, Alyson, Saurab, Carolyn, Jason, Ashley Tabor
      Ch. 24: Alexi, Josh, Pearly, Charlie, PJ, Alison, Beth, Marco, Aaisha, David, Lauren, Chantelle

    Bring to class

    1. Four copies of the revised draft of your researched argument
    2. The handbook!

    27 April

    Individual conferences

     No class meeting

    Prepare for your conference

    1. Make a list of concerns you have about your researched argument

    Bring to your conference

    1. Your list of concerns
    2. A copy of the current draft of your researched argument

    Conferences

    11-11:20 Ashley Van Hoff
    11:20-11:40 Allison
    11:40-12 Jessie
    12-12:20 Chantelle
    12:20-12:40 Beth
    12:40-1 Erin
    1-1:20 Sarah
    1:20-1:40 Mileidy
    1:40-2 Mark

    30 April

    Individual conferences

    Prepare for your conference

    1. Make a list of concerns you have about your researched argument

    Bring to your conference

    1. Your list of concerns
    2. A copy of the current draft of your researched argument

    Conferences

    10:20-11 Yoo-mi
    11-11:20 Pearly
    11:20-11:40 Jason
    11:40-12 Rachel Epstein
    12-12:20 Josh
    12:20-12:40 Christina
    12:40-1 Mario
    1-1:20 Alexi
    1:20-1:40 Charlie
    1:40-2 Alyson
    2-2:20 Aaisha
    2:20-2:40 Gabe

    2 May

    Individual conferences

     No class meeting

    Prepare for your conference

    1. Make a list of concerns you have about your researched argument

    Bring to your conference

    1. Your list of concerns
    2. A copy of the current draft of your researched argument

    Conferences

    11-11:20 Kevin
    11:20-11:40 Jorge
    11:40-12 Carolyn
    12-12:20 Rachel Truong
    12:20-12:40 David
    12:40-1 PJ
    1-1:20 Marco
    1:20-1:40
    3:40-4 Saurab
    4-4:20 Lauren

    4 May

         		Researched argument, final draft (25% of course grade), due. Papers received by May 4 will be returned with grades and comments.

    7 May

         		Last possible date to submit researched argument, final draft (25% of course grade), due. Papers received after May 4 but by May 7 will only be graded, but with no comments.