• 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 withideas, thoughts, questions, emotions about the writing issues raised from our readings.)
• 3 short (2-3 pages) and one long (7-10 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

• 10% -- Informal Writing (including discussion board postings, e-mail, quizzes, and workshops)
• 20% -- Final Exam
• 70% -- Formal Writing Assignments

• As you keep your log, pay attention to how your ability to interpret text, manipulate language, and write is changing, how you as a writer are evolving.
• 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.
• This log is also importnat for your final exam, which 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 -- available at the University Bookstore
Etal Adnan's Sitt Marie Rose
The Blair Handbook
Journal of Contemporary Ethnography
Various Internet sites and readings -- check syllabus daily for these.  I also have handbooks and dictionaries available online at http://www2.gasou.edu:80/facstaff/lamy/tools.html.

Regents' Test
Regents' Test preparation is an important aspect of your 1102 course.  In general, most students will want to take the Regents' Exam during the 1102 semester.  Regents' test dates for the Spring 2001 term are March 3, 5, 6, and 7.  Sign-up for the Regents' January 29 through February 9, 9 to 4, in the Testing Office of the Williams Center.  There is no late registration for the exam.  For more detailed information, visit the Regents' site at http://www2.gasou.edu:80/facstaff/stefcomp/regents.html.
 

Post your writing log to the Blackboard discussion board -- I will read it there and give you credit for it -- but you will also have to print this and keep it together with the rest of your writing logs for this semester as you must turn all of your logs in at the end of the term in your portfolio.  Remember, these count for 10% of your grade.

Using Blackboard

• Go to http://www.blackboard.com/courses/ENGL1102LoriAmy.
• Click "enroll" and fill out the name and password information.
• The access code is lamy.
• Click submit and move to next screen-- fill out the information sheet and click enroll.
• Be sure to keep the enrollment information-- ideally, you should print the enrollment information page so that you do not lose your login ID and password.
• You will receive an email confirming your enrollment-- keep this also.

Writing Log #6
From Time III of Sitt Marie Rose, draft a set of questions that would help somebody reading the text identity main points, understand the plot and characters in the text, and think through difficult and complicated passages.  Use the questions I developed for Time II as a model.  Be especially sure to craft good questions for any passage that seems to be controversial, that might push an emotional trigger for readers.  For example, the passages in which Marie Rose accuses Buona Lias and Christianity of violence and bloodshed might be likely to trigger emotional reactions from readers.  This log is intended to help you

• critically read texts -- it is thus preparation for you independent research
• identify themes, points, ideas that you might develop into a final project

• define a topic/area of research and writing;
• articulate what interests you in this topic -- why do you want to write about it?  What is your relationship to this topic?  Using the ways in which we defined emotionally charged sections of SMR as a process model, define your relationship to this topic, what emotional triggers this topic evokes;
• define questions to research-- what are you interested in finding out about this topic?  Moving from what you do know, define gaps in your knowledge, issues about which you need to know more in order to write well about your topic;

review the project proposal you will have to submit for your final projec and begin brainstorming the key points you will have to explain (sample proposals: 1 & 2