Tag Archives: secondary

Class, Tues, 4/14/2015

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

  1. 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.)
  2. Thurs, 4/16, class: Read Chapter 3, “Countering”, of Rewriting (54–72). We’ll discuss Chapters 2 and 3 in class.
  3. Mon, 4/20, 11:00: Post e2d1 to your group Dropbox folder.

Class, 4/09/2015

Some Comments on Grades

Finding Secondary Texts

Ask a librarian!

After you do that, here are some other places to start as you look for other people who have written about your primary text.

Make Your Own Web

When you read a  piece that cites other writers—or that comments on other films, books, images, songs, etc.—then look up those texts. They are much more likely to be of interest and relevance than texts generated by an ordinary google search.

Citing Films, Videos, and DVDs

Oddly, the Chicago Manual does not offer guidelines for citing audiovisual texts. But it is easy  enough to adapt their basic formula:

Author. Date. Title. Location/Publisher.


Director. Date. Title. Studio (DVD, Netflix, iTunes, Amazon, etc.).

For example

Chandor, J. C. 2013. All Is Lost. Lion’s Gate (Netflix).


Chandor, J. C. 2013. All Is Lost. Official Trailer. Lion’s Gate (https://www.youtube.com/watch?v=Lk_R04LfUQU).

In quoting from a film or video, if you can, you may want to note the approximate time of the speech or scene, much as you would note a page in a print text.

For example

In All Is Lost, the character of Our Man speaks only once, when he curses God for his incredible streak of bad luck  (46:00).

 Coming to Terms (slides)

  • Defining a project
  • Noting keywords
  • Assessing uses and limits
  • Gilligan on Freud (16–20)
  • An exercise: Brown and Duguid (26)

To Do

  1. Mon, 4/13, 11:00 am: Post your proposal for Essay Two to your Dropbox folder.
  2. Tues, 4/14, class: Read Chapter 2, “Forwarding”, of Rewriting (34–53).
  3. Tues, 4/14, class: Bring a print copy of your proposal and your primary text with you to class. We will work with both.