ENG 132 Integration of Online Workshops
Students completing ENG 132 will work primarily in expository and argumentative modes as they practice research writing process and strategies. English 132 instructors will assign no more than four formal, essays, including a research paper. The research paper must be substantive, lengthy, well-researched, and orginal. Essay assignments, in English 132 must correspond with the assigned text. Part 1 may be used for review purposes. English 132 assignments will be aligned with at least 16 hours of Guided Practice Workshops (GPAWs) approved for use in ENG 132.
Writing: A Guide for College & Beyond
Faigley Grammar Handbook
Matching Essay Assignments
Integrate Handbook sections into your calendar and for individual help with common errors
Compatible Online Workshops (GPAW)
Editing Bugaboos (reviews editing skills and grammar): assign as a review and as needed workshop
Topics and Practice Skills
Mycomplab exercises
Text Part 3: The Writer as Researcher Chapter 15 Planning Research Chapter 16 Exploring Libraries Chapter 17Exploring Online Libraries Chapter 18 Exploring the Web Chapter 19 Exploring the Field Chapter 20 Writing the Research Paper Chapter 21 MLA Documentation
Integrate the chapters of Part 3 into your 132 Evaluating Sources (focuses on how to identify credible sources) paper assignments.Chapters are applicable to all Citing Sources (practice with integrating and citing source materials) assigned essays and many class assignments. Research Writing Checklist (reviews key research strategies) For instructors using Mycomplab Research: Citation Diagnostics and Exercises, Evaluating Sources Tutorial, Avoiding Plagiarism, Research Video Tutorials are available (hours TBA)
English 132 requires students to study and work in the stages of the research process. All 132 papers in this course should emphasize research writing skills. One paper (generally referred to as 'Research Paper') should require students to engage all phases of the research proces at a proficiency level.
Interpret and explain information; consider implications, focus topic, create effective leads, hold reader interest, define key terms, maintain objectivity, integrate outside sources into text , engage peer review
Chapter 9 Informing Supplements to Chapter 9 may include: Chapter 4 Returning and Revising (review) Chapters 16-18 Exploring Research Sources Chapter 19 Exploring in the Field Chapter 24 Creating Visuals Handbook Sections 9, 11, 12, 16-17, 27
Informative projects include: Writing Instructions, Defining a Concept, Writing Instructions, Profiling people, places, or events, Writing Reports
Please select from the following: Leads (focuses on writing effective introductions) Summary, Quote, Paraphrase OR Paraphrase (discusses the techniques for using source material student essays and how to use these skills to avoid plagiarism; connects with text pages 593-97) Evaluating Sources (offers guidelines and practice for choosing reliable sources) Citing Sources(focuses on avoiding plagiarism and MLA style documentation) Objective Point of View (offers rationale for and practice in using 3rd person objective language)
Chapter 10 Analyzing Texts Supplements to Chapter 10 may include: Chapter 23 Thinking Visually Chapters 16-18 Handbook: Sections 6, 11, and Thesis & Organizational Planning Strategies pp 36-39
Textual Analysis projects include: Rhetorical Analysis, Visual Analysis, Critical Literary Analysis
Please select from the following: Leads (focuses on writing effective introductions) Summary, Quote, Paraphrase OR Paraphrase(discusses the techniques for using source material student essays and how to use these skills to avoid plagiarism; connects with text pages 593-97) Evaluating Sources (offers guidelines and practice for choosing reliable sources) Citing Sources (focuses on avoiding plagiarism and MLA style documentation) Objective Point of View (offers rationale for and practice in using 3rd person objective language)
Select a topic; analyze subject & its context; identify genres, understand visual and verbal concepts; write effective thesis; identify significance; writing details and descriptions; practice outlines for advance planners and deep revisers, engage peer review (text pg 31)
Chapter 11 Analyzing Causes Supplements to Chapter 10 may include: Chapter 24 Creating Visuals Chapters 15, 20, 21; review of 16-18; Handbook: Sections 9, 26, 27 Chapter 12 Evaluating Handbook Chapter 10 Writing to Persuade Part 3 Chapters 15, 20, 21; review of 16-18; Chapter 19 optional
Analytical projects include: Causal Anaylsis of a Trend, Analyzing Claims and Stakeholders, Causal Analysis of a Human Influenced Phenomenon
Revision Strategies (presents process of re-seeing, re-thinking, re-arranging essays) Rhetorical Situation (discusses audience, purpose, tone and style) Objective Point of View (discusses writer role as observer, focus on subject)
Apply key elements of causal analysis including trends analysis, identifying stakeholder concerns and underlying causes; distinguishing between correlation and causation;organizing causal analysis (pp 35455)incorporating graphs & charts, revising globally and locally
Evaluating projects include: Evaluating a controversial subject,Evaluating a campus policy, Evaluating a film
Evaluating Sources (practice selecting, using, and evaluating source materials) For instructors using Mycomplab Evaluating Sources Tutorial (hours TBA) Citing Sources (provides practice integrating and documenting source material; a good workshop for helping students avoid plagiarism using MLA guidelines) For instructors using Mycomplab Citation Diagnostics and Exercises (hours TBA) Arguments (strategies and techniques for persuasive writing)
Apply techniques of evaluating a subject: persuasion, writing an effective claim, providing practical and ethical criteria, providing adequate and accurate support; source integration and MLA documentation, Strategies and techniques for writing an argument including clearly defined position, arguable & focused claim, accurate supports, effective organization, formally introducing sources in essay; MLA in-text citations; MLA works cited page; creating visuals (Chapter 24) Strategies and techniques for writing an argument including clearly defined position, arguable & focused claim, accurate supports, effective organization, formally introducing sources in essay; MLA in-text citations; MLA works cited page; creating visuals (Chapter 24)
Chapter 13 Arguing for a Position
Arguing for a Position projects include: Arguing for your position, Aguring against a position, Arguing based on personal experience
Chapter 14 Arguing for Change
Arguing for Change projects include: Proposing a Arguments (strategies and techniques for persuasive writing) solution to a problem (proposal) Reconstructing a proposal (evaluating a solution) Countering a proposal (counterposposals)
Appendix B. Creating Portfolios pp 692-95
May 2007 Penguin Handbook Chapter 13: Verbal Brief
PORTFOLIO
Portfolio Review (check list and review of portoflio criteria; this workshop should be completed during the final weeks of the semester; offered online & face-to-face) Planning a presentation: topic selection, rhetroical situation, organizing individual or group presentations, supports and visual elements
and Visual Presentations The Writer as Designer
Part 4: