Assignment+Schedule


 * __Schedule of Assignments:__**

T 1/10 Introduction Focused freewriting: The Agony and Ecstasy of School Writing Peer response: 3 questions

Th 1/12 **Writing with Purpose** Read Gallagher, Chap 1 **Obsessions: What are some topics you think about a lot? Make a list of three. Here are mine.** Read __Student Writing__– “Defending a Grade” **(Student Writing**, p. 1)
 * Request access to** **http://graphopoeia.wikispaces.com**

T 1/17 **Writing for Expression and Reflection** Read Gallagher, Chap 2

Th 1/19 **Responding to Writers and Writing** Read Elbow, “Feedback” (Wiki – Assignments) Write: Draft of Expressive/ Reflective Writing Peer response

T 1/24 **Revision and the Writing Process** Read: Fleischer/ Andrew-Vaughn, Chap 1
 * Submit**: **Expressive/ Reflective Paper**
 * “**Skeletons Out of the Closet: The Case of the Missing 162 Per Cent”


 * Wiki Response;** “The Right Question” (Student Writing, p. 2)



Th 1/26 **What is Genre?** Read Fleischer/ Andrew, Chap 2

T 1/31 **What is Genre?** Read Fleischer/ Andrew, Chap __3__ Post to your personal wiki page: **Proposal for “Unfamiliar Genre”**

Th 2/2 **Genre Immersion** Read Fleischer/ Andrew, Chap 3

T 2/ 7 **Genre Inquiry** __Post to your personal wiki page__:

Annotated Bibliography and “User’s Guide to [Your Genre]“
Th 2/9 **Genre Instruction** Read Fleischer/ Andrew, Chap 4 T 2/14 **Genre Integration** Response Groups on Paper #3: UGP
 * Read** Fleischer/ Andrew, Chap 5
 * Bring a draft of Unfamiliar Genre**

Th 2/16 **Genre and Style** Read Ehrenworth and Vinton, Chapter 1
 * Wiki Response**: Explain how grammar and voice are related, according to Chapter 1 (Ehrenworth & Vinton)

T 2/21 **Genre and Style**
 * Submit Portfolio on Unfamiliar Genre Project**
 * Teaching Groups Assigned Chapters from Gallagher**

Th 2/23 **Genre and Style** Read your chapter from Gallagher
 * Wiki Response**: Describe the topic, genre and exigency of an effective writing assignment from your chapter. Why do you think it is effective?

2/28 – 3/4 Winter Break

T 3/6 **Assessment: High Stakes –ACT Writing** Brainstorm questions for Interviews with high school writers Teaching Groups Meet (Gallagher 3-7)

Th 3/8 **Writing to Inform and Explain** Read Gallagher, Chap 3 Group Mini-lesson, Prompt, Workshop

T 3/13 **Writing to Evaluate and Judge** Read Gallagher, Chap 4 Group Mini-lesson, Prompt, Workshop

Th 3/15 **Writing to Inquire and Explore** Read Gallagher, Chap 5 Group Mini-lesson, Prompt, Workshop

T 3/20 @Indicate which purpose your draft addresses Peer Response
 * Draft of Expository Writing**

Th 3/22 **Writing to Analyze and Interpret** Read Gallagher, Chap 6 Group Mini-lesson, Prompt, Workshop
 * Submit Draft of Expository Writing**

T 3/ 27 **Writing to Take a Stand/ Propose a Solution** Read Gallagher, Chap 7 Group Mini-lesson, Prompt, Workshop Submit **Student Writer Profile, Interview notes and writing** from high school writers

Th 3/29 **Draft of Persuasive Writing** Peer Response Groups Which purpose does your writing address?

T 4/3 **Polishing the Paper** Read Gallagher, Chap 8
 * Submit Final Draft of Persuasive Writing**

Th 4/5 **Reflection and Portfolios**
 * Bring in previous work for Portfolios**
 * Previous Teaching Groups will work together on CAC Presentations **

T 4/10 **Collaborative Assessment Conferences (2)**
 * "Evaluate and Judge" Group**
 * "Inquire and Explore" Group**

Th 4/12 **Collaborative Assessment Conferences (2)**
 * "Analyze and Interpret" Group**
 * "Take a Stand" Group**


 * T 4/17 Collaborative Assessment Conferences (1)**
 * "Inform and Explain" Group**
 * Reflections: What were your most valuable insights from the Collaborative Assessment Conferences? Be as specific as possible. **
 * Did anything about your perspective on student writing change? Share responses and e-mail them to me before Thursday. **
 * Portfolio workshop: questions, consultations. **


 * Th 4/19 Portfolio Due**


 * Th 4/26 Return Portfolios – Group Share**