Download the Phase 1 Calendar|View the Phase 1 Assignment Prompt
During Phase 1, you will study a variety of texts and ideas and practice skills like rhetorical reading, narrative writing, self-reflection, and analyzing social/political forces in writing. Among other smaller assignments, you will compose two Language & Literacy Narratives, one spoken and one written.
Notes:
- “GC” stands for “Google Classroom”
- You should have access to all readings & all assignments every class (in print or on your laptop/phone). This is because we’ll likely refer back to previous assignments/readings.
| WK1 | HW DUE BEFORE CLASS | IN-CLASS TOPICS/GOALS | |
| Tu
8/29 Topic: | No work due. | Introductions to the course & to each other Syllabus Review | |
| Writing: | No work due. | Introductions to the course & to each other Syllabus Review | |
| Th
8/31 Topic: | Complete & SUBMIT to Google Classroom (GC) the “Questionnaire.” Familiarize yourself with our Google Classroom & WordPress Site. | Grading Contract Languaging Your take on Hughes | |
| Writing: | View “A Guide to Annotating
Texts” Read “Rhetoric and Rhetorical Situations” handout Read Hughe’s “Theme for English B” | Rhetorical Concepts Annotating Readings (on paper and on the computer) Hughes’ Poem | |
| WK2 | HW DUE BEFORE CLASS | IN-CLASS TOPICS/GOALS | |
| Tu
9/5 Topic: | View Leung’s “Embracing Multilingualism and Eradicating Linguistic Bias.” Make a copy of the Reading Log. Here’s how. Add notes to your Reading Log for Leung. Create a shareable link of your Reading Log. Here’s how (just minutes 2:18-3:15). SUBMIT your shareable link to your reading log. | Linguistic Bias Our take on Leung and Tan Believing and Doubting Game | |
| Writing: | Read & annotate Tan’s “Mother
Tongue.” Complete & SUBMIT to GC a “Rhetorical Situation. Worksheet” for Tan (it’s ok if you’re unsure about answers). Write & SUBMIT to GC a 1-page response to Tan. What parts of Tan’s essay resonate with you most? Why? | Tan’s Rhetorical Situation “Charting” texts for what they do (handout) Introduce Phase 1 Assignment | |
| Th
9/7 Topic: | View BET Network’s “Black English.” Add notes to your reading log. Read & annotate pages 363-369 ofJordan’s “Nobody Mean More to Me Than You…” | Our take on BET Our take on Jordan Our take on Saleem | |
| Writing: | View Saleem’s “Why
I Keep Speaking Up…” Complete & SUBMIT to GC a “Rhetorical Situation Worksheet” for Saleem. Complete & SUBMIT to GC the “Language & Literacy Narrative Brainstorms” worksheet (on BB). | Saleem’s Rhetorical Situation View Lozada-Oliva’s video Workshop LLN brainstorms Discuss the WLLN Cover Letter & SLLN Presentation Audience Analysis | |
| WK3 | HW DUE BEFORE CLASS | IN-CLASS TOPICS/GOALS | |
| Tu
9/12 Topic: | Finish reading & annotating Jordan’s “Nobody Mean More to Me Than You…” Complete & SUBMIT to GC a “Rhetorical Situation Worksheet” for Jordan. | Jordan’s Rhetorical Situation Practice Charting (Worksheet) QUE’S narrative. Freewriting | |
| Writing: | Read Tomayo’s “Red
Missed Aches…” Write a 1-page snapshot of 1 meaningful moment in your language &/or literacy experiences. SUBMIT to GC. Print 2 copies and bring to class. | Tomayo’s Rhetorical Situation Workshop snapshots (peer review) | |
| Th
9/14 Topic: | View Miracle’s “Appalachian Dialect or Standard English? Place is the Answer.” Add notes to your reading log. View Owen’s “My Voice, My Choice.” Add notes to your reading log. | Our take on Miracle Our take on Owen Code-switching vs. Code-Meshing | |
| Writing: | Read Norton’s“Writing
a Literacy Narrative” (pages 28-34). Write and SUBMIT to GC a full draft of your Written L&L Narrative (at least 2.5 pages long). Print 2 copies and bring to class. | Writing a L&L narrative and making larger connections Analyze Model Narrative Workshop drafts | |
| WK4 | HW DUE BEFORE CLASS | IN-CLASS TOPICS/GOALS | |
| Tu
9/19 Topic: | Read Flores and Rosa’s “Undoing
Appropriateness” (just the introduction section, pp. 149-151). Add notes to
your reading
log. View Mena’s “Undoing Appropriateness” (just minutes 6:47-10:00). | Appropriateness Politics White Listening Subjects Diversifying our Audiences Backwards Outlines | |
| Writing: | Write a full draft of your Spoken L&L Narrative. Practice it a few times (ideally with a friend/classmate/family member) and revise/enhance it at least once. Be ready to practice it with peers and email yourself any files you need. | View Lyiscott’s video Sign up for SLLN presentation Assign peer review groups Workshop SLLNs | |
| Th
9/21 Topic: | Complete & SUBMIT a backwards outline of your WLLN. | Workshop outlines | |
| Writing: | Revise & SUBMIT to GC your 2nd draft of your WLLN based on peer feedback. | Introduce Phase 2 Assignment Brainstorm ideas for Phase 2 | |
| WK5 | HW DUE BEFORE CLASS | IN-CLASS TOPICS/GOALS | |
| Tu
9/26 Topic: | No work due. Complete assignments for Writing section. | SLLN Presentation Group 1 Discuss connections | |
| Writing: | Read & give feedback on two of your peers’ essays using the “Take-Home Peer Review” worksheet. SUBMIT your worksheets to your peers’ respective folders. | SLLN Presentation Group 2 Discuss connections | |
| Th
9/28 Topic: | No work due. Complete assignments for Writing section. | SLLN Presentation Group 3 Discuss connections | |
| Writing: | Review your peers’ take-home peer review feedback. Make revisions to your Written L&L Narrative in response to that feedback. Work on your Cover Letter. | SLLN Presentation Group 4 Discuss connections | |
| F 9/29 | Revise & polish the final draft of your Written L&L Narrative. Then, write & paste your Cover Letterat the beginning of your document. SUBMIT to GC and alsoupload your final draft of your WLLN to this shared folder. | NO CLASS, of course | |
