Responses to Course
Worked Well
- “Multiple chances to begin”
- Workshops, seeing other students’ writing
- Choice of what to write about
Do Differently
- Better advance idea of final essay grade
- Woolf: Do more with or do less with
- Earlier conferences
- Sharing writing in class vs. smaller groups
Proposals: Some Key Questions
- How do you ground your discussion of an issue in a reading of your primary text?
- How do you use your secondary texts to inform your reading of your primary text?
Moving Toward a Draft
- Quick Write: Take 10-15 minutes to describe a key scene or passage in your primary text as vividly and evocatively as you can. You may quote sparingly from your primary text, but your main goals should be to (a) describe in detail, in your own language, what happens in this passage or scene, and (b) to begin to suggest why you find it important or interesting.
- Groups: Read your descriptions to each other. Readers: What would you like to know more about (a) this scene or passage, and/or (b) the text as a whole?
- Exit Ticket: Write down the following info about your primary text: Author. Title. Date. Genre. Three or four keywords from your description. Fill in the class form when it comes to you.
To Do
- Thurs, 4/16, class: Write at least 500 words in which you connect at least one of your secondary texts to the passage from your primary text you have described today in class. (You may use some of the prose you generated in class today.)
- Thurs, 4/16, class: Read Chapter 3, “Countering”, of Rewriting (54–72). We’ll discuss Chapters 2 and 3 in class.
- Mon, 4/20, 11:00: Post e2d1 to your group Dropbox folder.
E110 | Critical Reading & Writing 