1. An extensive writing log/journal that records the writing issues we define in class, your progress and process as a writer, your strengths and weaknesses and strategies for meeting the writing requirements of the class.
2. Class discussion of selected readings that establish a context for our writing assignments-- this will include E-mail responses to the class list with ideas, thoughts, questions, emotions about the writing issues raised from these readings.
3. Writing Assignments: 4 short (2-3 pages) one long (6-8 pages). These assignments will be determined partly by the context of class reading/thinking; in this sense, the class's responses to and evaluations of the readings are as important as the reading itself. Our discussion is, in fact, an important "text" of the class! In part, I will direct these writings so that they form an assignment sequence designed to help you progressively develop your writing voice, awareness of your own process as a writer, your analytical and argumentative skills.
4. A midterm and a final, to give you practice with the structures and expectations of college writing/evaluation.

The text:
We're using Rereading America, Fourth Edition, Eds. Gary Colombo, Robert Cullen, Bonnie Lisle, as our primary source. Through readings from this text, we will focus on the ways in which language helps to shape our identities, how culture and language and identity are mixed up together, and what this all has to do with us.
The workshops
You are all intelligent and already know how to use language. This class uses what you already know about your world and using language to work with writing-- how writing allows us to manipulate language, learn from our language, study and think and rethink our language use. As such, the class is heavily workshopped-based, and our writing workshops count significantly towards your grade. You are expected to be present for workshops and to write about them in your writing log.