Welcome to WRT 102!

 

Virtual Classroom

 

TTh

Luis - "More Dangerous Air," Margarita Engle

James - "Thanking My Mother for Piano Lessons," Diane Wakoski

Jordan S. - "Report to Crazy Horse," William E. Stafford

Renee - "My Daily Creed," author unknown

Brayan - "Food of Love," Carolyn Kizer

Shaley - "It's Going to Hurt," Sandra Simonds

Citlalli - "Oh Antic God," Lucille Clifton

 

 

 

 

MW

Ana - "Phenomenal Woman," Maya Angelou 

Martin - "Jaguar," Francisco X. Alarcón 

Kiara - "Dreams," Langston Hughes

Lisa Ann - "Tulips," Sylvia Plath 

Chris - "Snow," Louis MacNiece 

 

"Much Madness is divinest Sense," Emily Dickinson 

"Fame is a Bee," Emily Dickinson 

 

Juan Felipe Herrera, U.S. Poet Laureate 2015

"Borderbus," Juan Felipe Herrera 

 

"10 Commandments of Being Mexican," Jose Martinez, 2014 Tucson Youth Poetry Slam

"Introduction to Poetry," Billy Collins

"Holy Sonnet X" ("Death, be not proud"), John Donne

"Eyes Fastened with Pins," Charles Simic

"Metaphors," Sylvia Plath

 

 

"Do not go gentle into that good night," Dylan Thomas

"Do Not Go Gentle into That Good Night," Dylan Thomas reads

 

assimilation -

 

Cultural assimilation is the process in which a minority group or culture comes to resemble a dominant group or assume the values, behaviors, and beliefs of another group. (Wikipedia, Spielberger, Charles (2004). Encyclopedia of Applied Psychology. New York: Academic Press. p. 615.

 

Jomo Kenyatta 

 

Prometheus 

 

Pan-Africanism 

 

 

9 & 10 March

 

timed writing practice prompt: Define the "American Dream." What does it mean to you? How do you see it working (or not working) in your life or your family's life? How do you see it working (or not working) for most people you know?

 

"Harlem," Langston Hughes

 

1961 film version of Lorraine Hansberry's play, A Raisin in the Sun

 

The American Dream is freedom through earned privilege accomplished by an individual.

The American Dream is the idea that one is able to be financially comfortable and achieve anything they set their mind to.

The American Dream is the opportunity to better ourselves with putting in effort, although it is less accessible to those with less money.

The American Dream before was having a nice, 1-2-story house, a nice flowery yard, and a white picket fence. A husband or father who has a 9-5 job and a wife who is a stay-at-home mother, and 1-2 kids, and 1 dog. Now anything can be the American Dream as long as you better the situation you were in before.

 

 

 

2 & 3 March

 

Timed writing prompt #1: What is a stereotype? How does a stereotype work? Can you name a stereotype that you believe?

 

Timed writing prompt #2: What do you need to know in order to better understand this play, its historical context, and the references in the play?

 

Los Vendidos (21:01 - Los Vendidos begins at 5:50)

 

 

 

26 Feb.

IN CLASS

DO THIS FIRST!

11:15-11:30 – Visit the “Congrats Graduate” table in the atrium. Fill out a pink slip for a chance at a $300 tuition scholarship. Talk to the folks at the table!

IN-CLASS WORK:

11:30-12:30

1. Sign up for an in-class conference with me.
2. Research Susan Glaspell. Do this with a partner and post your answers to the Discussion 6B. Research Glaspell’s biography. Research the actual murder case that Trifles is based on. What were the similarities and differences? State where you found your information. How do you know your source is reliable? (Please address all these questions in your post. Include word count and at least one quotation.)
3. Identify your top three kinds of errors in your paper. For each type of error, write down the sentence. Then correct the error and explain why you corrected the sentence the way you did. PRINT OUT and hand in at the end of class. 

 

24 & 25 Feb.

 

"Five Tips to Help You Read a Play Script"

 

Trifles (22:46)

 

17 Feb.

******Number paragraphs. Highlight thesis. Underline topic sentences.

1) Open a Word document and write a REVISION REFLECTION by responding to the following prompts about your paper. Please enter substantive comments about your paper, NOT "I like that I'm finished," or "I am concerned about my grade." (For full credit, answer ALL questions to the best of your ability.)

• I like ...
• I am concerned about ...
• If I had more time, I would ...

2) Write a paragraph or two discussing your revisions. Be specific. If you revised your thesis statement, reasons, examples, vivid language, organization, or transitions, describe how you revised. Discuss the process of getting and giving feedback. Who commented on your paper? What feedback was helpful or not helpful? Whose paper did you comment on? How did you feel about offering feedback?

3) Please also comment on this essay: What was the most challenging aspect of this essay for you? What did you enjoy about this essay?

4) Print out this revision reflection AND save it to your Google Drive with an appropriate file name (example: RevisionReflection-1) AND SHARE WITH ME (sshattuck@pima.edu). You will write a revision reflection for all three essays, and at the end of the semester, you will review these reflections as part of a final reflective essay.

5) Order your papers as follows and choose one paragraph to read aloud:

essay

revision reflection

writing tutor slip (if you have one)

rubric

 

12 & 13 Feb.

Giving feedback in response groups

1) Upload your essay. Choose a file name that helps your readers identify the file easily. Example: LastNameFirstInitial-Essay1 (for "Jane Doe," the file name would be "DoeJ-Essay1").

 

Make sure you upload your essay as a Google Doc and not as a Word document. Here are the directions:

• Sign into MyPima and select Gmail@PCC and then select Google Drive (or click on "Docs" and go into Google Drive).

• Go into your Google Drive and select "My Drive" on the left-hand menu.

• Select "Settings" (the gear icon in the upper right-hand side) and from the pull-down menu, select "Upload settings" and then select "Convert uploaded files to Google Docs format." NOW you can upload your Word document to your Google Drive.

 

2) Share your file with everyone in your response group, including me (sshattuck@pima.edu). If you want, include a message that finishes the following phrase: I am concerned about...

 

3) To give feedback: In Google Drive, click on "Shared with me" (first link under "My Drive"). Click on a group member's paper. Use the "Insert -- Comment" option to offer your response as follows:

• What do you like and why?

• Where are you confused and why?

• Where do you want to know more? What and why?

 

Comments should save automatically. When you are finished commenting, just close out of the document. All comments from all members should remain on the document accessible to all members of the response group.

 

PLEASE respond only to the global level of the paper (main point, support, organization) and NOT to the local level (spelling, punctuation, grammar, mechanics). PLEASE do NOT correct the paper. Your job as a reader is to inform the writer how that writer's work affects you -- what do you like, where are you confused, where do you want to know more?

 

10 & 11 Feb.

 

Audience Awareness

 

1) EMAIL ME (sshattuck@pima.edu) your TOPIC, the SHORT STORY YOU'RE REFERRING TO, and YOUR WORKING THESIS STATEMENT (complete sentence, states something about what you learned from the topic).

 

2) Complete Analyzing Your Audience and print out for yourself.

 

3) When you finish, exchange your prewriting with another writer. Each of you list 5 questions you have about the other writer's work. Discuss. (Refer to your "Analyzing Your Audience" worksheet to help with this discussion.)

 

 

5 & 6 Feb.

 

writing practice prompt: Write about a best or worst birthday--yours or someone else's. Write about birthdays in general--do you like them? not like them? are indifferent to them? OR write about a time you were wrongly accused of something. OR write about a time you were embarrassed.

 

Sandra Cisneros

 

Sandra Cisneros with Dorothy Allison (8 Oct. 1996) (Cisneros reads the beginning of "Eleven" until 3:20)

In groups, introduce yourselves. Each person agree or disagree with the publisher who rejected "Eleven" because, as the publisher said, it was not a children's story.  

 

narrator   (present tense)

first person? second person? (Rachel)

Mrs. Price

Sylvia Saldivar

Phyllis Lopez 

"The Iceberg Theory and Hemingway's Style"   

 

3 & 4 Feb.

PCC's Community of Writers series - Frankie Rollins, interviewed by Dr. Shattuck (28:23)

 

30 Jan.

 

John Cheever - Karen, Hayden, Carlos, Brayan, Adrian, Litzy, Gabriel, Jordan S.

Kate Chopin - Luis, Jaide, Camila, Alex, James, Celeste, Tanya, Adriana

 

In groups, introduce yourselves. Choose a recorder who will present to the class. Each person say whether or not you think a reader should read the author's biography BEFORE or AFTER reading the short story and why.

 

29 Jan.

 

Try some biographical literary criticism. In other words, how does the author's biography influence your reading of the story? Choose either "Reunion" and research John Cheever or choose "The Story of an Hour" and research Kate Chopin.

RESOURCES:

 

"Historical criticism," Encyclopedia Britannica

"Biographical criticism," Wikipedia

 

27 & 28 Jan.

 

Writing prompt: Which story did you like better (John Cheever's "Reunion" or Kate Chopin's "The Story of an Hour") and why?

 

 

Writing prompt: First published in Vogue (6 Dec. 1894) as "The Dream of an Hour," Chopin's story was then published in St Louis Life (5 Jan. 1895) as "The Story of an Hour." Which title do you like better and why? Which title do you think is more fitting for the story? Why do you think Chopin changed the title?

 

Groups: Introduce yourselves to each other. Choose a recorder (someone who will present your ideas to the class).

Each person state which title you prefer and why.

As a group, come to a consensus: Which title do you prefer? If you want to, you may come up with another title that the group agrees on.

 

22 Jan.

 

• Read and annotate John Cheever's "Reunion." (See the "Reading Critically" handout.) Also, please listen to the story: "Richard Ford Reads John Cheever," Fiction Podcast, The New Yorker, with Deborah Treisman (3 May 2007). Ford begins reading the story at :55 and ends the story at 7:15, after which Treisman and Ford discuss "Reunion" from 7:18-11:38 (you don't need to listen to the discussion). You can listen as you read, or listen first and then read, or read first and then listen. Think about the choices you make. Are you more of an auditory learner or a visual-spatial learner?
• Watch How to Read Short Stories (Shmoop).
• Read the Discussion Guidelines BEFORE posting.
• Post to Discussion 1A during class. 
• Read the syllabus and bring in any questions you have.

 

21 Jan.

 

Guided writing practice: Why do you think John Cheever titled his short story "Reunion"?

 

Group work:

• Introduce yourselves to each other.
  
• Choose a recorder to present your ideas to the class.
• Each person say whether you think the title should be "Reunion" or another title and offer your reasons.
• As a group, decide to either keep "Reunion" or offer a new title.

 

16 Jan.

1. Introductions

2. Guidelines to Writing Practice

3.  How to Read Short Stories at Shmoop

4. How do you annotate? (group work)

Introduce yourselves to each other and choose someone to present the group's ideas.

Each person state how you annotate assigned readings for classes.

As a group, decide on three strategies you can share with the class.

 

5. Syllabus (group work - list questions)

6. In-class writing: Open a Word document and respond to the following:

 

• Discuss your strengths and challenges as a reader. What do you like to read? How do you read (hard copy, online, phone, tablet, e-reader)? If you don't like to read or are indifferent, write about that dislike or indifference.
• Discuss your strengths and challenges as a writer.
• What do I need to know about you as a student (reader, writer, thinker) to help you succeed?
• Do you have any questions about this class?

Print out and hand in. Be sure your name is on your paper.