• What are the different expectations and interpretations that different audiences might have of a text?
• How can a writer imagine an audience?
• What kinds of information about the "world" must we have in order to imagine diverse audiences and their probable reading/interpretative strategies?
• What are the risks of imagining audience (or: what kinds of stereotypes and assumptions do we carry about groups of people on which we might base our assumptions of audience?).
• How can we increase our awareness of different reading/interpretative groups (audiences) and their different knowledges and perceptions?

What I Expect From You:

• 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.
• Active participation in class discussion.  (This includes E-mail responses to the class list with ideas, thoughts, questions, emotions about the writing issues raised from our readings.)
• 4 short (2-3 pages) and one long (6-8 pages) formal papers. 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.
• A final exam that defines your progress as a writer

• We will be doing a great deal of writing for this class.  Our informal writing, such as class E-mail, postings to the class Forum, and the Writing Workshop Wrap-ups, count as 20% of the course grade.
• The bulk of the course grade, 70%, will be determined by the formal writing assignments.  Thus, the grade breakdown is as follows:
• 20% -- Informal Writing (including discussion board postings, e-mail, quizzes, and workshops)
• 10% -- Final Exam
• 70% -- Formal Writing Assignments

• Track your writing progress: what writing issues are you working on, how are you working on them, how is your writing is changing, how are you as a writer evolving?  Use your writing issues checklist and your reading notebook entries for your evaluated work to track your progress.
• Towards the middle of the semester, you should find that you are making fewer of the errors that you were making at the beginning of the term.
• Your final exam will be an essay evaluating your progress as a writer throughout the semester; this essay must cite specific writing issues on which you have worked, how you addressed them, and what kinds of issues you still have left to address.

Readings/Texts

• We'll be deciding readings as a class, based on the types of writing that you have to complete and the cultural violence/social justice theme of the course.  Readings selections will include Internet sites, short books, and articles.
• You will also need the Blair Handbook; a good portion of our work will use the support web site for this handbook at http://cw.prenhall.com/bookbind/public_html/pubbooks/fulwiler/-
• You will need a college level dictionary; I also have handbooks and dictionaries available online at http://www2.gasou.edu:80/facstaff/lamy/tools.html. 

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Reading Notebook Entry #10
Free-write about your project plans--  what is your focus?  What questions have you posed for your research?  How are you analyzing the cultural violences implied in your project?  What help have your group members been?  What help do you need from me?  Are you ready to write your proposal?  Is there anything about this project that you don't yet understand?

Reading Notebook Entry #11
What progress have you made revising your first two essays (the Response Paper and the Interview Paper)?  E-mail this notebook entry to me; I will reply to this mail, and you must print out the full text of your message and my reply to include in your Reading Notebook submissions at the end of the semester.

Reading Notebook Entry #12
Progress Report-- what have you so far accomplished for your final project?  What do you still need to do?  E-mail this notebook entry to me; I will reply to this mail, and you must print out the full text of your message and my reply to include in your Reading Notebook submissions at the end of the semester.

Reading Notebook Entry #13

Essay #3
Choose one of the Regents Practice Tests that we did and revise one of these into a formal writing for your portfolio.  This assignment serves two purposes:

1. GOOD writing requires revision, and we can consider the Regents' practice essays we wrote in class as first drafts for a formal writing assignment-- use my commentary to revise these drafts into a formal essay with a clear thesis statement, clear topic sentences for each paragraph, specific details/examples that support your topic, etc.;
2. I don't want the Regents' Practice to be dead time in our class, so the prompts you practiced from are samples of possible thesis questions from the TRC documentary from which you wrote your response paper; practice writing from these prompts reinforces your revision work for your response papers

• 4 sources for me to review.  These can include Internet sites, articles, interview notes, any library materials you have found.
• Images or materials that you want to scan
• The categories of things about which you'll write.  The other way to think about this: specific points that you will make.
• At least two of your categories/points sketched out; I need to start getting an idea of the kinds of things you want to address and be able to give you input.
• Any questions that you have about what you have done so far, what you still need to do, the overall direction of your project

• A draft that at least sketches the most important ideas for each of your main points
• Link structure: what you want on your homepage, the links you will have, the link structure (what will link to what; this includes text, images, external web sites, and a method for navigating between pages in your project)
• Your analysis of cultural violence

1. Review each of the writing assignments we have done for this class.  Make sure you have all of your paperwork together.  Beginning with the summary paper and working all the way through the final project, review your first drafts, the comments from you peer review, my critique on the paper you submitted for my evaluation, my notes on the writing issues check list I returned with your paper.  Make a list of each of the writing issues identified for your paper, when and how your worked on the issue, what you learned (i.e., what actually helped you understand the writing problem... a conference? reviewing your handbook?  using online resources?), and when you revised
2. From your lists, format a readable and clear chart for me.
3. Write a paragraph explaining how well you think you revised each paper, what your best work is and why, and what was most help in your writing and revision process.  Assess yourself as a writer-- where do you think you are and what do you still have left to do.
4. Tell me what grade level you think your final project is at and why.

Paragraph expaling how well you rvised each paper, best work and why, what strategies you learned most from, final project assessment
 

What grade level do you think your final project is at?