ENC 1101 - UNIT PLANS

Week Day Goals Activities Homework and Readings DUE: Links:

- Welcome: Introduction [10 min]

- Watch: TED Talk - "The Power of Believing That You Can Improve”
- To discuss mindset and a positive approach to
[10 min] TED Talk - "The Power of
Week 1: M learning None :)
- Ad hoc groups: Mindset Activity [10 min] Believing That You Can Improve”
- To learn how to navigate Canvas
- Discuss: As a class, share findings [10 min]
- Closure: Review Canvas, assignments due next session [15 min]

- Unpack & Discuss: Syllabus [10 min]

Lesson 1 [10 min]
- To review & discuss the syllabus Read: The Syllabus,
- Ad hoc groups: Why is it important to clarify our definition of
- To focus on & discuss our understanding of the Becoming a College Writer - Lessons 1 (Writing)
W writing? [10 min]
term writing Write: Sylabus Quiz on Canvas
- Discuss: As a class [15 min]
- Closure: Remind students to read Lesson 2 & complete discussion
questions on Canvas [5 min]

- Unpack & Discuss: Lessons 2 & 3 [10 min] Read: Becoming a College Writer – Lesson 2
- Free write: Why do you think it's important for writers to consider (Writer)
their audience? [5 min] Read: Becoming a College Writer – Lesson 3
- To write about & discuss why audience is an
F - Discuss: Ask students to share [10 min] (Audience)
important part of writing
- Lecture: Audience Powerpoint [15 min] Write: Respond to Discussion questions on Canvas;
- To discuss and articulate the assignment sheet
- Closure: Go over Discourse Community Writing Project [10 min]; engage with a peer
Remind students of HW

- Unpack & Discuss: Discourse Communities PDF [20 min]

- Free Write: Can you think of any discourse communities that you
- To write about & discuss discourse are a part of? [5 min] Read: Writing About Writing - "Discourse
Week 2 M communities - Ad hoc groups: Share free-write results [10 min] Communities" PDF Discourse Communities PDF
- To define rhetorical context & how it influences - Discuss: As a class [10 min]
writing - Closure: Ask students to start thinking about Discourse Community
Writing Project [5 min]
 Unpack & Discuss: A & B Ch. 1 [10 min] + TED Talk [10 min]
Free write: Recall a time you made a deliberate choice about how to
present information based on your purpose and the person(s) you
- To write about & discuss making decisions
were communicating with. Why did you make the choice(s) you did? Read: Allyn & Bacon Guide to Writing - Chapter 1 -
about writing based on purpose, audience, & Allyn & Bacon Guide to Writing -
Etc. [5 min] "The Demands of College Writing" PDF TED Talk: Jamie Lyiscott –
W genre Chapter 1 - "The Demands of
Ad hoc groups: On rhetorical context [10 min] Watch: TED Talk: Jamie Lyiscott – “Three Ways to “Three Ways to Speak English”
- To define rhetorical context & how it influences College Writing" PDF
Discuss: With class [10 min] Speak English”
writing
Closure: Ask students to select a fan community for their Discourse
Community Writing Project, ask them to begin reading A & B Ch 3 [5
min]

Unpack & Discuss: A & B Ch. 3 [10 min]

Free write: Why do you think it’s important to be aware of an author /
speaker’s “angle of vision”? Why is it useful to understand the
- To write about & discuss how messages Read: Allyn & Bacon Guide to Writing - Chapter 3 -
different types of rhetorical appeals (ethos, logos, pathos)? [5 min] Allyn & Bacon Guide to Writing -
persuade through their angle of vision "How Messages Persuade" PDF
F Ad hoc groups: Share free write [10 min] Chapter 3 - "How Messages
- To write about & discuss how messages Write: Respond to Discussion questions about the
Discuss: With class [20 min] Persuade" PDF
persuade through ethos, logos, pathos readings in Canvas; respond to a peer
Closure: Remind students about the Discourse Community Writing
Project [5 min]

Discuss: Choosing a fan community. How did it go? [10 min]

Peer Review: Each other’s topic + introduction. Project questions to
- To practice peer review
consider. [30 min]
- To ensure everyone is on the right track with
Week 3 M Meet with: Students that did not submit or did not understand the Write: Topic Selection + Introduction Paragraph
the writing project
assignment. [Simultaneous]
Closure: Remind students to read Lesson 7: Genre [10 min]

Unpack & Discuss: Lesson 7 [10 min]

Free write: Why do you think genre conventions change from one
Read: Becoming a College Writer – Lesson 7
context to another? Why is it important to be aware of this as a writer?
(Genre)
[5 min]
- To write about & discuss genre and why it’s Write: Respond to Discussion questions on Canvas
W Ad hoc groups: Share free write [10 min]
important for “good” writing (these questions will lead student to expand on their
Discuss: With class [20 min]
introduction paragraph by considering some of the
Closure: Remind students about the Discourse Community Writing
key components of discourse in their fan community)
Project [5 min]

Free write: In what area do you think your writing has the most room
for improvement? What part of the writing process is most difficult for
you? [5 min]
Ad hoc groups: Discuss the free write prompt together [10 min]
Class Q & A Session: Students can ask any questions they have
- To address any lingering doubts / questions in Write: Discourse Community Writing Project First
F about grammar, mechanics, writing, rhetoric, the assignment, etc.
a productive way Draft (approx ~500) words by midnight
Take class notes in Google Docs on projector [30 min]
Closure: Remind students to submit first draft by midnight Friday &
respond with feedback to at least one classmate's draft by Monday [5
min]
 - Meet with instructor(s) to discuss first draft + Peer Review: Students should have responded to a
Week 4 M Participate: Student conferences [15 min. incriments]
upcoming assignments, etc. classmate's draft over the weekend with feedback.

- To write about & discuss the difference

Unpack & Discuss: Revising & Proofreading [20 min] Read: Becoming a College Writer - Lesson 15
between revising and editing, in terms of large-
Free write: What do you think is the difference between revising & (Revising) & Lesson 16 (Proofreading)
scale/small-scale paper errors
W proofreading? Why does it matter? [5 min] Read: Stanford University article: "Top Twenty Errors
- To practice peer review, which can be an
Ad hoc groups: Peer review each other’s most recent drafts [20 min] in Undergraduate Writing"
important part of the writing process
Closure: Remind students Writing Project is due on Sunday. [5 min]

Participate: Grammar workshop [15 min.]

- To discuss common grammar errors in Apply: Stanford University's article to your own writing; what common
undergraduate writing errors do you make? Do you know how to fix them? [10 min.] DUE: Discourse Community Writing Project
F
- To answer any last-minute questions about the Revise: final drafts (due on Sunday) [15 min.] (submitted on Canvas by Sunday at 11:59 p.m.)
Discourse Community Essay Ask: last-minute essay questions [10 min.]