ENGL 0312 Coursemap: Spring Semester, 2019.
Spring Semester, 2019 calendar of
Owen Williamson, MA, Instructor
Instructor reserves the right to modify calendar to meet the needs of the class.
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Note: Later editions of this book have a chapter 5, which was written later and which is not included for this course. However, if you wish to find out about the later lives of some of the characters in the book, please feel free to get the newer version of the book and read chapter 5 on your own.
14th ed., by Paul Eschholz and Alfred Rosa. This book is available for purchase or as a rental at the UTEP bookstore. You are required to have and to follow reading assignments in this text.
Week 1: Jan. 22-25, 2019
Optional Resource: "Our Country Passes from Undeclared War to Declared War," by Dorothy Day.
Writing diagnostic: Plagiarism.
Week 2: Jan. 28-Feb 1, 2019
Continue reading chapters 1 and 3 of Escholz and Rosa.
Tentative: Respond to "I Hate Reading"
Resource: Real world summary: Aspects of Sexual Assault, Harassment.
Resource: College Reading.
Resource: Heavy Drinking may Change DNA (2019)
Tentative Exercise: Read: A Dozen Things You Can Do On Your Own to Improve Your Reading Answer questions.
Tentative resource: Alien Apocalypse (2018); OR, tentative resource: Chronic Sleep Restriction Negatively Affects Athletic Performance. Summary practice.
Resource: "Our Country Passes from Undeclared War to Declared War," by Dorothy Day. Read if not read already.
Start reading Chapter 2, Writing, in Escholz and Rosa.
Resource: (Video): Battle Hymn of the Republic).
Review Correct First Sentences.
In-class assignment: Eating Insects. Tentative: Respond to this article, with your own opinion.
|Resource: "If Conscription Comes for Women." by Dorothy Day (1943)|
|Optional Background Resource: Sample World War II Draft Registration Card.|
1. Understanding vocabulary in context
2. Finding main ideas
Census Day Wed., Feb. 6, 2019
Video [Trigger Warning: Content includes violence and may be highly disturbing for some viewers. May require Facebook signon. ]
Another real-world summary example:
Longitudinal Links Between Fathers' and Mothers' Harsh Verbal Discipline and Adolescents’ Conduct Problems and Depressive Symptoms, by Ming-Te Wang and Sarah Kenny.
Example of a real-world summary:
1. Understanding supporting details & identifying types of details.
2. Recognizing transitions.
Optional resource: First Semester GPA.
Resource (from last week): "Grave Injustice done Japanese on West Coast," by Dorothy Day, Tentative: Read "A US Apology for Japanese Internment." (2013). Tentative: Respond with your own opinion on this theme. Quote Day's article in your response.
Reading Journal 3 on your choice of ONE of the following articles (look over both options plus check optional background resource for each one, and then choose only one):
Either: 1. "Where is Sanctuary?" by Dorothy Day, (Optional background resource for information only: Dorothy Day being considered for Catholic Sainthood.)
Credit: Littleton Coin Co. Click on images for link.
Resources for in-class summary exercise:
"Caudate Over Heels in Love." [Trigger warning: Contains scientific discussion of adult subject matter.]
Tentative Background resources:
The Spirit of '43 Video- ~7 min. Warning: No subtitles available.
Fifth Column Mouse (1943) Video --7 1/2 min.
Remember Pearl Harbor (1942) Audio--~3 min. Warning: No subtitles available.
1. Understanding Author’s Purpose & Tone
2. Distinguishing facts from opinions
Exercise See headlines on front page of June 22, 1942 NY Times. Response: Give your own response (opinion) in one or two paragraphs: Judging from this paper, how was the war going for America in June, 1942? How can you tell? Use a correct first sentence. Discuss the NYT's purpose and emotional tone Discuss the importance of not always defaulting to a purpose of "to inform" and an intended audience of "anyone who reads this."
Tentative In-class assignment: Summary practice. Resource: Article on Success in College. Tentative: Respond to this article, with your own opinion.
Optional resource: Dorothea Lange’s Censored Photographs of FDR’s Japanese Concentration Camps.
Optional resource (audio): Lift Every Voice and Sing.
Tentative in-class exercise :Respond to article: "Milwaukee." Instructions to be given in class.
Discussion / "chalk talk": Identifying patterns of organization. Briefly review structures of the summary, the argumentative/persuasive essay and the comparative essay. Introduce/discuss other common academic writing structures: Chronological, process, listing, and cause and effect.
Thursday/Friday: Continue discussion of emotional tone.
Continue reading Chapter 14 of Escholz and Rosa.
Video: from "Hitler's Children" (1 1/2 minutes). Trigger warning: May be highly offensive to some viewers.
|Exercise on inferences. Resource: Hate, by Arch Oboler (from Molendyk & Edwards, 1947, pps 66-69). Tentative: Read out loud. [Trigger warning: Story has intensely violent content.]|
Instructions: Read this article Respond: 1. What does this author infer about the nature of Fascist control? Support your conclusion with quotes from the article. Respond: 2. Did Pastor Hilverson do wrong? Why or why not? Support your conclusion with quotes from the article.
Afterword: Instructor's personal comments on the reading.
Resource on "Tone": Read How to Read a Scientific Paper, by Adam Ruben, Discuss the emotional tone of the article.
Resource article: Succeeding in College, Don't Be a Diva. . Tentative: Respond--What are the three best suggestions in this article, and why? (Explain "Why?" individually for each of the three suggestions you choose. )
Optional: An example of why not to use "you" in academic writing: "Why Did the Passenger Pigeon Die Out?"
Opinion, Fake news vs. facts. Regular Google vs
SUMMARY Paragraph cont'd.