Will this work?

Syllabus:
AB for Research Project (min. 10 entries) Due. Creating your Research Project rough draft (bring in clusters/notes/outlines)

In Class:
Try out some of the research plans available via Bedford Researcher.
You may want to especially consider:

• Developing Timeline (Note: Absolute latest to write and revise additional drafts [not first draft] is before class on 5/9; we will workshop your draft next Monday in class)
• Invention Techniques
• Consideration: Pyramid Power
• Narrowing Your Topic Checklist
• Selecting Roles Consistent with Your Purpose
• Considering the TYPES of Questions you may need to ask
• Testing your research question

For 5/4

Bring in working thesis and outline for final project

Syllabus:

Research Project Proposal (500 words) Due. Research Project Annotated Bibliography (AB) Workshop. Considering types of sources and their value.

In Class:

Reading/Reviewing Workshop

• One copy of RPP is to be handed in to me.
• During class, you will read/review two other proposals (15 mins)
  Is the project proposed analytical (it should be)?
  *What appear to be the strengths of the proposed project?
  ...Has the writer identified these?
  *What appear to be the weaknesses?
  ...Has the writer identified these?
  ***If so, are the writer's strategies to deal with these weaknesses adequate?
  ***If not, what might you suggest?
  Is the proposed project original, creative, and/or interesting?
  *Identify what is O/C/I, or suggest possible ways of framing the conversation so that it becomes O/C/I
  Dystopia, Utopia, or Other?
  *How well does the vision work as a strategy?
• 5 minutes to read/review others’ commentary

Annotated Bibliography Workshop

Assignment:

For Monday, 5/2, submit an Annotated Bibliography (10 entries or more) for your research project. AB should represent a range of resources.

• Each AB entry is comprised of two parts: the citation (all of that MLA stuff we love so much) and the annotation (usually a BRIEF summary and analysis)
• Each entry in the AB is listed in the same order as one would with a ‘regular’ (non-annotated) Works Cited (i.e., alphabetical)
• Your AB should have an appropriate title that marks it as specific to your project and an Annotated Bibliography (e.g., “The Historical Foundations of Gay Pride: An Annotated Bibliography”)

For a sample entry, see SMH 14i (Keeping a Working Bibliography: Preparing Annotated Bibliographies [note Substantive/Evaluative Entry])

Popular magazines, personal home pages/ web sites, and general encyclopedias are generally unsuitable for college-level research. See me if you have a ‘research situation’ that you feel is grounds for special consideration.

Types of Sources (from strongest to weakest)

• Primary Sources (Why?)
• “Outside the Box” Sources (Behavioral studies concerning acceptance and exposure; parallel research in fields)
• Sources that refute your stance (if you have one)
• Sources that ‘agree’ with you

Remember, part of your mark as a writer is made by the way that you work with concepts and materials.

Overview of quick source evaluation

• Books: TOC (Chapters), Introduction, Index, Skimming
• Journal Articles: Introductory section/ paragraph(s), section introductions/headings, final sections/ paragraphs. Consider evidence, development. Note research used (this may lead you to other sources or point out possible flaws/inconsistencies with research)
• Web sites: Cautions concerning publishing. Look to provenance of site. Who funds?

For all types of sources:

• Who is author?
• Credentials?
• Author(s)’(s) or Publisher’s affiliations?
• Always question what degree of responsibility does the individual have in publishing this information (web sites, high to none; peer reviewed journals, high; newspapers, high to little [due to changing nature of news])

Looking Ahead:

4/27	Bring in at least three prospective sources for your research project. In Class: Research Project AB Workshop. Bringing together the Research Project.

Syllabus:
Evaluating sources review; working with your proposal. What is an Annotated Bibliography (AB)?

Today:

Essay II Due.

In Class:
Review of Project Proposal. A wonderful overview of research considerations can be found at http://bedfordresearcher.com/downloads/proposal.doc

Proposals (Bring in three final versions for Monday):

Remember what we had developed at the beginning of the semester:

• Intro. Provides overview of problem/situation and proposed solution and/or stance (via thesis) Background of topic/ writer's interest in topic / relevance and importance to reader
• Consideration of Alternative Viewpoints
• Methodology-- What types of sources will you use and why? ('books' is not an appropriate response)
• Limitations (possible ways in which you will have to confine/refine your research)/Opportunities (interesting 'places' your analysis may bring you-- perhaps alternative considerations)/ Challenges (anything from considerations to overcoming assumed prejudices)

Annotated Bibliography:

General Format

Samples (note content more than format):

• Butch/Femme
• Nazi Persecution of Homosexuals
• Homosexuality in Young Adult Fiction & Non-Fiction

Looking Ahead:
4/25
Research Project Proposal (500 words) Due (BRING IN THREE FOR CLASS). Research Project Annotated Bibliography (AB) Workshop. Considering types of sources and their value.

4/18 Syllabus
Essay II Due (2000 words minimum). In Class: Final Project Preparation: Considering the Possibilities (and making the possibilities realities). Writing the Research Project Proposal (due 4/25)

In Class Today:
Bookkeeping:
All: Digitally accessible = on disk or emailed to self.
Sec. 26: Don't forget that original submission and grading sheet must be turned in with revision. If you haven't, please bring in for next class.

Events:
Sec. 27: Presentations (see 4/11 for more information)

Goals:

• Consider roles of proposal for me (as teacher), you (as writer), and class (as community)
• Consider purpose of final paper. What are you actively questioning?
• How are you approaching binaries (why, from last round of readings, might that be important)?
• How is/will your approach be creative?
• Dystopia/ Utopia
• Consideration of terms such as "other"

Workshop:

• Last chance review. Take out digital version.
• Goal is for two reviews of work tonight.
• Hand in printout to me. This will form the basis of your process work.
• Get and give input (how does it help you as writer to read another's work? how does it help you as reader? how does this help the class community?).
• If you want, can print out peer responses. Refer to WS guide for information.

Looking Ahead:
4/20
In Class: Evaluating sources review; working with your proposal. What is an Annotated Bibliography (AB)? Essay II Due (Really). 2000 wds. min. + Outline and WC.

4/13

(also at http://eng101ab.blogspot.com)

Day of Silence

Please do not talk as you enter or are in today’s class. Today is the National Day of Silence, which began as a way to recognize and protest the discrimination and harassment—in effect, the silencing—experienced by LGBTQ students and their allies.

The meaning of today has influenced my decision to hold a “no talking” class, but I want you to know that I am not asking you to be silent as a form of political or ethical protest. I am asking you to remain silent because in this class—and in many days and ways of life—we seem uncomfortable with silence: the blank page, the empty screen, and any quiet that is not filled with voices, music, or other noise.

We can only begin to listen when we stop speaking.

Timeline for today’s class:

6:15-6:20 7:35-7:40	Come in, sit down. Get out your ID and pick up a laptop, please. Boot it up. If you have problems with your laptop, remember that extra batteries are available (come get me and I’ll help you find them) or simply get another PC. While you are waiting for class to start, feel free to visit some sites that explain and/or provide insight into the Day of Silence and a response event, the Day of Truth: www.dayofsilence.org http://www.alliancedefensefund.org/actions/Default.aspx?mid=410&cid=3308 And a parent's blog: http://blogcritics.org/archives/2005/04/13/070227.php
6:20 7:40	Go to http://myscsu.southernct.edu. Login (on left). On the top, you’ll see “My Courses.” Click on that, and under “Courses I’m Attending,” select Composition II. Under “Course Tools,” you will see “Course Chat.” Click on that link. A chat window will open. Note where the text appears (top left box), where everyone else in the room appears (top/side right box), and where you type questions and responses (bottom box) Online Chat about Reverberations and Metaphors Readings Reading Texts: Jeanette Winterson. “Vintage Living Texts” · Flavio Risech: "Political and Cultural Cross-Dressing " Carmen Vazquez: "Appearances" · Robert McRuer: "Composing Bodies " · Connie Monson and Jacqueline Rhodes: "Risking Queer " Consider: What brings these texts together? (common themes, images, concepts) What do you think they mean? How are they different from other readings? How did you consider the writings on Queer Theory? What do these readings mean in the context of this course? What about concepts of completion or composition?
6:50 8:10	Essay II Workshop. Assuming you have your draft (as assigned) (if you don’t, read end of this section): Open your essay in progress in MS Word. Stand up, and move to the person-less laptop (with on-screen essay in progress) two spaces to your left. Have a seat J. 1. Click on file-> Save As-> and add WS-YourInitials to the document name just before the .doc. For example: My initials are ALB. If the file was originally named EngEss1.doc, I would save as EngEss1WS-ALB.doc 2. Click on Tools--> Track Changes (Ctrl-Sh-E). The Reviewing Toolbar should appear. Make sure it reads "Final Showing Markup." If it doesn't, click on the menu to select it (it is one of many options). Click on "Show" to verify that Comments, Insertions and Deletions, and Formatting will show. 3. To make comments, place the cursor to the area that you want to comment on (or highlight a range of text, if you want to comment upon a particular sentence or phrase), and either: Insert->Comment on the main toolbar or from the Reviewing Toolbar click on [New Comment] a red comment box will appear that connects to the text you highlighted. Type your comment. 4. To delete or correct text or punctuation, simply type in the correction. Your changes will be noted in the document with red italics, and the red comment box to the right will show what was originally within the document. First Impressions Read the first paragraph of the paper. · From the thesis, what is the "argument" or purpose for this essay? What are the main components of this argument/claim? Based on the thesis, in what order will the writer develop the essay? Does this order seem effective? Are you at all confused by the phrasing or intent of this essay? · Remember, for this course, a thesis should be one sentence that indicates the topic, the commentary (e.g., the point to be proven or particular perspectives that will be explored), and the order of the essay (the main points of the analysis or "landmarks" in your essay). · Even if you think that the thesis is "good," how do you think it could be made better? · How does the introductory paragraph function? Does it engage your interest? Does it entice you to read more of the essay? Does it provide important or necessary information? · Remember, the introduction is not simply supposed to be filler words around a thesis; it's supposed to be an invitation that the reader would want to accept. · Quickly skim the body paragraphs of the essay. o Does the first sentence of each paragraph clearly indicate the topic of that paragraph? o Do the topic sentences appear to reflect back to the content of the thesis? · Read the conclusion, then read the introduction once more. Does the conclusion merely restate the thesis, or does it add a new dimension to the topic? Does it reflect critical thinking, or does it digress into cliches or general, "blandisms"? Even if you think that the conclusion is "good," how do you think it could be made better? Development (Organization & Support) Read the essay again. · Can you determine a logical progression of ideas? Why or why not? Does it seem that some points are being repeated or assumed? · What suggestions might you make to the writer to make the organization more effective? · Do the paragraphs read like a "grocery list" of proofs? (If the paragraphs or sections do read as such, when was the last time you looked forward to reading a grocery list?) · How well does the writer support his or her claims? · If the writer used other sources, is quotation/ paraphrasing/ summarizing pertinent, or is it "filler"? o Could the writer have made better use of his or her sources? Why or why not? o Are the sources appropriate for college writing? o Is it clear what the writer is citing and what constitutes his or her original scholarship (this is very important!)? Does the writer use clear signal phrases to introduce each source? · Are you confused by any of the "connections" made in the paper? Why or why not? · Ultimately, does the writer fulfill the promise that he or she made in the thesis (keep this in mind not only for the topic and the commentary, but the order as well)? Style · Does the phrasing appear artificial, mechanical, "boring," or awkward? · Is the writer's vocabulary precise and suitable for college writing? · Does the writer use slang (which, unless quoting a source, is inappropriate)? · Generally, how effective are the writer's methods in these regards? What suggestions might you make to the writer? 5. Write a final note at the end of the essay (as a comment) with a general response. Please note your first name. 6. Once you've completed all of your notes, click the Acrobat PDF Icon 7. Save the file to the desktop. (check the desktop to make sure the file you just workshopped is there!) 8. Stand up. See who else might be standing up. Switch off with that person. (you should review at least two other essays during class; you may read more) No Draft? While you will miss out on full credit for participation today, you have two choices: One: If you’re having a real problem with your essay, contact me via the chat and let me know what’s going on. Two: If you’re just not prepared, you may use the session to draft and research. Email me a copy of your in-class work at the end of class (beaudina1@southernct.edu)
7:20 8:40	Return to “your” laptop. Now you will need to save the files for yourself as well as email a copy of all the drafts (with comments) to me. To do this: Return to MySCSU (you may have to login again) Click on Email Click on Compose Under “to” enter the email address to which you want your commented drafts to go Under “CC” enter my email: beaudina1@southernct.edu Under “Subject” Please put something appropriate (like “Essay II WS Drafts for June Roberts”) Click on “attach” (bottom left button) Click on “browse” Click on “desktop” Select the first file you want to attach Click “Open” Click “attach” (number 2—if you don’t do it, you won’t attach the file) Wait until the file appears in the box on the right Repeat as necessary for all drafts When you’ve attached all of the files that you need, Click the “ok” on the bottom right-ish side Click “send” (bottom right) Great! Now shut down the PC (don’t just log off!) Put the laptop back (making sure, of course, that the ID is showing and that it’s plugged in). Check to see if you have any papers to pick up Have a good night and thank you.

For Monday, 4/18

Section 26: Essay II Due (one digitally accessible, one printout). In Class: Final Project Preparation: Considering the Possibilities (and making the possibilities realities). Writing the Research Project Proposal.

Section 27: (7:35): Essay II Due (one digitally accessible, one printout). In Class: Final Project Preparation: Considering the Possibilities (and making the possibilities realities). Writing the Research Project Proposal.

Reverberations & Metaphors presentation. Essay I Revisions will be due 4/27.

Syllabus:
Reverberations & Metaphors Presentations. Draft of Essay II (One printout; one digitally accessible). In Class: Workshop.

In Class:

Reverberations and Metaphors Presentations

General Evaluation of Presentations (Written)
Consider following facets of oral presentation assignment:

• Presenters: Expected to develop and strengthen speaking skills, become better aware of the type(s) of writing necessary for oral presentations, and to consider creative approaches to material in this course. Use skills to help class to discover alternative perspectives, become additional sources, and/or other considerations concerning your topic.
• Time: 10-20 minutes
• Overlap and Connection: If the subject of your lesson overlaps with others, be sure you make a cross-reference rather than take over or repeat the other subject’s material. In general, try to make connections with other lessons and with projects the class is working on.
• Media: You are welcomed and encouraged to employ different media in your presentation, from music to posters, use of presentation software, handouts—you are only limited by your creativity. Remember, however, that the medium should not overshadow the message (in other words, all the cool effects in the world won’t help if you haven’t developed your content).
• Submission: The group should submit, as a single document the day of the presentation, a formal outline (see SMH 3e for information; sample begins on page 442) of the entire presentation along with an MLA Works Cited (see SMH 20) for the texts researched for the presentation.
• Grading Criteria: Includes the achievement of and/or accordance with the above guidelines, expectations, and requirements, plus a consideration of time management, maintaining eye contact, presenting (as opposed to simply “reading”), avoidance of empty words (like, basically, ummm), and cohesion of group’s presentation.

With this in mind, respond (in writing) to the following:

1. Other than your group's presentation, which presentation was strongest and why?
2. Other than your group's presentation, which presentation was weakest and why?
3. Other than your group's presentation, from which presentation did you learn the most (and how and why)? Was it the method? The delivery? Creative use of subject matter or media?
4. Finally, what grade do you think your group's presentation earned and why? In other words, step outside of your experience in preparing the presentation, but think of how your audience would evaluate your group's performance in achieving the goals.

View presentation schedule

Reading Texts:

• Jeanette Winterson. “Vintage Living Texts.”
• Flavio Risech: "Political and Cultural Cross-Dressing: Negotiating a Second Generation Cuban-American Identity" (reserve)
• Carmen Vazquez: "Appearances" (reserve)
• Robert McRuer: "Composing Bodies; or De-Composition: Queer Theory, Disability Studies, and Alternative Corporealities" (reserve)
• Connie Monson and Jacqueline Rhodes: "Risking Queer: Pedagogy, Performativity, and Desire in Writing Classrooms" (reserve)
  
• What brought these texts together?
• What do you think they mean? How are they different from other readings?
• How did you consider the writings on Queer Theory?
• What do these readings mean in the context of this course?
• What about concepts of completion or composition?

Considerations of Essay II Proposals & Essays in Progress:

• For many, this site may be useful.
• It is expected that at least half of your sources will be scholarly sources accessed via the Buley databases (do we need to review citation?). Many of the sources that have been used at this point would be considered biased sources in that they come from general websites created by individuals and/or organizations with agendas. While every writer may have an agenda, peer-reviewed scholarship (such as that found through ProQuest, JSTOR, or Medline) generally has to meet stricter criteria than 'published on the fly' websites.
• In class research: working with your draft, evaluate your sources. Look to find out who has written and published the works you're using, and check to see what possible biases may exist.
• Bring in furthered draft for Wed.

A note about a new citation mark:

)O (turn your head to the left to view).
This means "devil's advocate." This is a comment I have to you as a question or observation that takes another side of the issue. The )O mark doesn't mean that I personally disagree (or agree) with you, but that there's another part of this issue that you may need to address and consider.

For Wednesday:

• Section 26 (6:15): Essay I Revisions Due. Continue working on drafts and in-class discussion of Queer Theory and writing.
• Section 27: (7:35): Continue working on draft (electronically accessible and printout) for in-class review. Essay I Revisions will be due 4/27.