Note: this schedule is subject to change; you are responsible for frequently checking this version, which will be updated when changes are necessary.
Abbreviations:
Lives on the Boundary = Lives
The Curious Researcher = CR
Understanding Style = US
A Pocket Style Manual = Hacker
Reavis Journalism Lab 2, Reavis Hall 206 = RJL2
| January 15
Class orientation, icebreaker, book introduction, and syllabus overview. Fill out Student Information Sheet. |
January 17
Writing sample in class. Come prepared to write (see the prompt handed out in class). |
| January 22
In Lives read Preface and Chapters One and Two. For Chapter One, write and be prepared to discuss your reactions, including the following questions: Why have you been successful in school? What are some of the factors that may have led to Laura, Bobby, and Dr. Gunner’s students’ academic limitations? For Chapter Two, underline spots
that interest you stylistically. Write about two pages responding
to the readings. Include answers to at lease some of the following
questions: What were you like as a high school student? What were
your interests? Who were your friends and why? What role did
school play in your life? What do you remember about your English
classes?
|
January 24
Lab Day, in RJL2 Read US 3-25 (Chapter One) Do US exercises 4, 6, 9-3 Leadership Groups Assigned |
| January 29
In Lives read Chapters
Three and Four, and underline passages that interest you stylistically.
In the margin, put a + next to any passage that you strongly agree with;
put a ! next to any passage that you disagree with; put a ? next to any
passage that you are not sure you understand. (You must have at least
one ?)
|
January 31
Lab Day, in RJL2 Evaluating Webbed sources and thesis workshop for Essay One
|
| February 5
In Lives, read chapters
five and six. Write a letter (one page minimum) to your partner
(assigned in class) about the things you found most important, irritating,
and/or disturbing in these chapters. Exchange with a partner and discuss
your issues in the letters with the class.
NIU Oxford program presentation at the end of class. |
February 7
Lab Day, in RJL2 Read US 26-41 (Chapter 2) Do US exercises 1-2, 4-3, 6-2, 10-2 Revision workshop: bring a rough draft of Essay one in electronic form. |
| February 12
Read the rest of Lives. Freewrite a few pages on the educational issues and problems the book brings up, and bring the writing to class prepared to discuss. Bring a brief response (one
page minimum) to your partner’s letter, agreeing or disagreeing, and pointing
out further areas for discussion and analysis. Turn in both letters
to me.
|
February 14
Lab Day, in RJL2 Essay one first draft due: bring it electronically and be prepared to edit and print out in class |
| February 19
Essay two assigned: discuss ideas for nonprint media papers. Revision workshop.
|
February 21
Lab Day, in RJL2 Read US 42-58. (Chapter 3) Do US exercises 3-3, 5, 7-3. Thesis workshop on essay two. Group one leads discussion of this chapter and the computer exercises |
| February 26
Read the Introduction and chapters 1-3 in The Curious Researcher. Mark passages you think may be of use to you later. Imagine you are a high school teacher and I am your department chair. The department is planning to abandon its required "research an author" paper for eleventh grade. Write me a memo (no more than one page) explaining what research skills (not writing skills) students should acquire in high school. Group two leads discussion of these chapters. |
February 28
Lab Day, in RJL2 Essay one second draft due Discuss grammar and correctness.
What were your biggest problems so far, and what advice have you been given
on correctness in your writing?
|
| March 5
Essay three assigned. Begin applying techniques in The Curious Researcher to find and develop a topic for essay three. Group three leads class discussion and exercises. |
March 7
Lab Day, in RJL2 Essay
two first draft due: bring it electronically and be prepared to edit
and print out in class
|
| SPRING | BREAK |
| March 19
Read Hacker 196-206 Write one page in class breaking as many usage rules as you can. Exchange it with a partner who will "grade" it (respond to it) outside of class. Small Group Instructional Diagnosis |
March 21
No Lab! Peer revision day for essay two Group four models then leads
the peer revision exercises.
|
| March 26
Essay two second draft due Bring draft of experimental piece in progress. Be prepared to discuss it with a partner |
March 28
Lab Day, in RJL2 Read US 95-110 (Chapter 6)
Group five leads class discussion
and exercises.
|
| April 2
Read chapters four and five in The Curious Researcher and underline helpful passages to discuss in class. Group six leads class discussion and exercises. |
April 4
Lab Day, in RJL2 Read US 142-156 (Chapter 9) Do US exercises 2, 3-3, 5,
7- 3
|
| April 9
Thesis Day for Essay
three
|
April 11
Lab Day, in RJL1 Drafting and revision Bring all notes and prewriting
for essay three
and be prepared to research and write in the lab. Practice using Research
Assistant to collect sources, and when you are ready, answer the questionnaire
and e-mail your answers to mday@niu.edu.
|
| April 16
Writing workshop: bring draft of Essay 3to exchange with a partner |
April 18
Draft one of essay three due: bring it electronically and be prepared to proofread, edit, and print out in class |
| April 23
NO CLASS, INDIVIDUAL CONFERENCES |
April 25
NO CLASS, INDIVIDUAL CONFERENCES |
| April 30
Essay 3, second draft due Final portfolio briefing Review course syllabus |
May 2
Fill out official course evaluation form. Draft self-assessment letter |
| May 9
Final exam scheduled 12-1:50 Work on Program Portfolio and professor's evaluation form Class Portfolios due by 4:30 PM |
May 10
Program Portfolio Due by 4:30 PM |