Unit 1 (Weeks 1-4) : Differences Between High School and College English Week 1 Session 1

Unit 1 (weeks 1-4): Differences between High School and
College English
Week 1 Session 1
Welcome speech (going over syllabus, course details, etc.)
Activity: Writing your own literacy narrative (what is your relationship with reading?)
-reflect on your experiences as a reader by answering questions such as (ITAW 27):
when did you first begin to read? What kind/types of reading do you do?
Favorite books/authors/types of books? Most important thing learned from
reading? etc.
-write one or two pages about your “growing into literacy” using these question
-if time, workshop/share with others in groups of 3-4.
Homework: Bring in a “scholarly” article on a subject that interests you.
Week 1 Session 2:
Lecture (w/ powerpoint): What is academic writing?

-what scholars do to communicate with other scholars in their field of study
(communicating ideas effectively)
-goal to learn to think/read/do research/write like an academic
-“academics strive to go beyond what is quick, obvious, and general” (page 2), asking
questions, making connections, doing extensive research that includes different perspectives,
and eventually uses all that to write a cohesive, intellectual paper
-must make an argument to persuade your audience (incorporate bullet points on page
2 here); argument must be based on REASONING and THOUGHTFUL INSIGHTS
-you will learn:
good habits of mind (2) that will teach how to think critically as both a reader
and a writer. This gives us the ability to make our own judgements about information
presented to us (you already do this when you, say, compare brands when making a
buying decision, or compare voting candidates). This is you conducting an analysis.
Analysis is the process of continually asking questions and looking for answers (4), thus
prompting a skeptical habit of mind
4 key habits of mind: inquiring, seeking and valuing complexity, understanding
that academic writing is a conversation, and understanding that writing is a process.
Activity: Go over example texts/articles in detail from textbook/internet. Maybe 2/3. Point out
what works and how they do it well. Look at Edmonson’s essay “On the uses of Liberal
Education.” What are the key points in the essay and how do they do it well?
Homework: Using the information above (and your scholarly article you picked as a guide) write
your own paragraph (500 words) about a subject that interests you. Don’t forget to start
tweeting!
Week 2 Session 1:
Lecture (w/ powerpoint): 4 key habits of mind

Making inquiries: asking why?
-questioning the way the world works. The ability to ask good questions is extremely
valuable in both the writing process and in daily life. First step in understanding how the world
works and how it can be changed (4).
-inquiry begins with observation (careful noting of something that puzzles you or
challenges your beliefs/values). This prompts an attempt to understand them by asking
questions and examining alternatives (4).
-“The academic writing you will read-and write yourself- starts with questions and seeks
to find rich answers” (5).
Seeking/valuing complexity
-always look for multiple explanations; don’t settle for either/or reasons
-binary thinking: imagining there are only two sides to an issue, when in fact there can
be many. It is important to remember than an issue is a subject that can be explored/debated
(6).
-steps to doing so: reflect on what you observe, examine issues from multiple points of
view, ask issue-based questions (6).
Discussion: Analyze example print and/or tv advertisements.
Writing as a conversation
-important to understand that academic writing is the understanding that ideas always
build on and respond to other ideas (8)
-academic writing places value on the belief that good, thoughtful ideas comes from
conversations with many others/perspectives, and then draw your conclusion from there
-empathy, respect, and a willingness to exchange/revise ideas makes for effective
academic conversation. Good to acknowledge the argument of the “other side.”
-people engaging in productive conversation try to create change by listening and
responding to one another rather than dominating one another. Instead of trying to win an
argument, they focus on reaching a mutual understanding. You also have to be willing to accept
your logic/opinions may be flawed.
-steps to joining an academic conversation: be receptive and respectful to/of the ideas
of others, engage with ideas of others, be flexible and willing to change/revise your own
opinions.
Writing is a process
-choosing an idea that matters to you will make it easier to write about (and care about
what you are writing). Writers who invest in developing/revising their ideas will improve the
quality of both their ideas and their language.
-three main stages to process: collecting information/material, drafting, and revising
(12-14).
Homework: Looking at the ads discussed earlier, use the information above to write a brief
paragraph in response (whether you agree, disagree, have a comment, etc.)
Week 2 Session 2:
Lecture: Reading Critically

-Reading as an act of composing: annotating. Critical (active) reading of the text; this is
different from just memorization of the text.
-look for key ideas, claims, connections w other texts. What is the author trying to say?
How are they trying to say it? Etc. (page 30)
-write in margins, underline, circle, etc. Helps clarification and also drills point of essay
into head.
-analyzing a text rhetorically

identify the situation (why the author is motivated to write)
identify writer’s purpose (what is the author trying to accomplish/want the
reader to take away?)
identify writer’s claims (assertions that authors justify/support with evidence
and reason. The thesis is the controlling idea of the paper).
Identify writer’s audience.
-steps to analyzing an argument
identify type of claim (fact/value/policy?)
analyze reasons used to support this claim (recent/relevant/reliable/accurate?)
identify concessions (is there another argument author acknowledges as
legitimate?)
identify counterarguments
-They say vs. I say
responses to works
How to express their ideas in an academic way. Purpose is to practice
summary/paraphrasing/gist, etc.
Workshop: look at example essays/articles/poems/songs. Assign one to each student group of

3/4 and have them analyze it using they say vs. I say template.
Homework: Assign two or three essays/articles/poems/songs, have students pick one and
analyze it in a response.
Week 3 Session 1:
*Labor Day (no class). Assign debate groups and prompts via online announcement/email.
Either everyone will debate different parts of one thing or two groups will debate one thing at a
time (I haven’t decided yet).
Homework: debate assignments/prep (either have it ready by today or send out online)
Week 3 Session 2:
Lecture (w/ powerpoint): Writing Process

-Steps to collecting information and material (12-13)
-Steps to drafting
-steps to revising
-steps to formulating a working thesis (and establishing context) (103)
-steps to drafting introductions (253) Thesis focus maybe?
Activity: go over sample material critically and have students draft an argument in response
(brief intro paragraph). If time, go over paragraphs in student groups or have students
volunteer to share.
Homework: Draft introductory paragraph to own essay.
Week 4 Session 1:
Lecture (w/powerpoint): The Peer Editing Process (275)
Workshop: Students workshop first paragraphs using info in lecture, give feedback in groups of
3/4.
Lecture cont. (w/powerpoint): Writing Process

-steps to developing paragraphs (265)
-steps to drafting conclusions (271).
Week 4 Session 2:
Lecture (w/ powerpoint): The Writing Process (con’t.)

-steps to drafting body paragraphs
-steps to drafting a conclusion

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Unit 1 (weeks 1-4): Differences between High School and

Welcome speech (going over syllabus, course details, etc.)

Homework: Bring in a “scholarly” article on a subject that interests you.

Lecture (w/ powerpoint): What is academic writing?

Lecture (w/ powerpoint): 4 key habits of mind

Discussion: Analyze example print and/or tv advertisements.

Lecture: Reading Critically

-analyzing a text rhetorically

Workshop: look at example essays/articles/poems/songs. Assign one to each student group of

Lecture (w/ powerpoint): Writing Process

Homework: Draft introductory paragraph to own essay.

Lecture (w/powerpoint): The Peer Editing Process (275)

Lecture cont. (w/powerpoint): Writing Process

Lecture (w/ powerpoint): The Writing Process (con’t.)

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