Pacing the Work
Sample Schedule using sequence Cultural Politics and Public Discourse: Shaping Values                      

DATE

Assignment Due this class

Class work/activity

wk 1, day 1

Survey of writing. Discussion of class, introductions, explanation of syllabus.

wk 1, day 2

Assignment 1: Response to Introduction;

authorial notes written in class; discussion of introduction to review project of the course and expectations; survey of sequence with overview of schedule; discussion of survey results to set up Frisch

wk 2, day 1

Read Chapter 5 Part II on Surveys using SQRMR method

discussion of chapter and comparison of marking the text; close consideration of student sample; what revisions would be necessary to pursue the survey of writing as a real inquiry? class activity moving from research question to survey

wk 2, day 2

Read Frisch focusing on the steps of his methods

Discussion of Frisch in relation to assignment – how could you do similar work? what were the steps in Frisch’s process? ( or adapt example of Teaching Reading -- following the steps of a inquiry)

wk 3, day 1

first draft of survey and research question

initial pilot of survey in class groups. discussion of relationship between research question and survey questions. return to Frisch and Rosina examples for movement between data and argument

wk 3, day 2

small scale pilot (10-12 people) with data table;

Read Working on Writing with Numbers

what do your results indicate about your survey? how do you interpret the results? what tentative interpretations can be made? return to Frisch and student model for discussion of how to present the information; complete survey checklist

wk 4, day 1

survey done (usually 50-75 participants), data compiled, tentative argument or interpretation drafted; at least one graphic drafted

work with data and argument; discussion of evaluation criteria for this assignment

wk 4, day 2

Assignment 2: Frisch assignment due; authorial notes to be done in advance

proof reading – using chart in Chapter 2; peer review exchange with a partner using version of questions in Chapter 2

wk 5, day 1

Read Thelen using Advanced Organizer

discussion of Thelen noting how interviews are used as data and difference in presentation; discussion of generated lists – who will you interview and what are you wanting to know?

wk 5, day 2

Read Chapter 4 on Interviews and develop both the theoretical and conversational questions; note transcription marks in figure 6.1

show excerpt of Watergate video and have students practice note taking from oral speech; or work OR work from Practice Activity 6.5. Critique questions in small groups, then practice the interviewing with a partner.

wk 6, day 1

interview transcripts due in class

do activity 4.6 as class; discuss. Turn to students’ interview transcripts and discuss in groups.

wk 6, day 2

Reread Chapter 2 on analysis and working with quotations, Read Chapter 4 on Writing from Interviews and Sample student essays

Discussion of student essays and evaluation criteria for this assignment; peer work on drafts

wk 7, day 1

Assignment 3: Thelen assignment due with authorial notes done in advance

set up archival work with presentation by librarian or using Practice Activity 6.7

wk 7, day 2

Read Jackson noting different kinds of evidence

discussion of reading in relation to assignment – what archives are available and interesting? what research questions would you pursue with these materials? who would be your audience?

wk 8, day 1

initial archival material to class

analysis – what does the data tell us?

wk 8, day 2

working on writing and analysis

wk 9, day 1

working on writing and analysis

wk 9, day 2

Assignment 4: Jackson assignment, authorial notes done in advance

set up work with visuals using practice activities in chapter 3

wk 10, day 1

Read Edwards and Winkler with attention to theoretical lens

discussion of Edwards and Winkler in relation to assignment – how will you do similar work? how do you test their theory?

wk 10, day 2

Read Chapter 3 section on visuals; bring initial collection of cartoons (at least 5 examples)

discussion – what would you say about these visuals? how would you support or continue this work? use editorial cartoon checklist in groups

wk 11, day 1

draft of introductory frame that includes a summary/restatement of Edwards and Winkler’s work

rereading Edwards and Winkler to follow their use of a theoretical lens (adapt reading as a researcher lesson or use understanding the writer's move focused rereading) peer critique of the introductory frame/summary

wk 11, day 2

Assignment 5: Edwards and Winkler assignment due; authorial notes done in advance

set up textual work with library visit/presentation; have students practice with various data bases to consider how they might pursue a revision of earlier assignments that adds secondary source material?

wk 12, day 1

Read White noting different kinds of evidence and analysis; Read Chapter 6 on Textual Analysis

discuss White in relation to assignment. What topics or questions might you pursue? or, how might you add textual analysis to an earlier assignment? see student writer Sanderson in chapter 6.

wk 12, day 2

draft of revision for peer review

use facets of a critical reading to generate a list of points that might be made about your textual data. discuss analysis in relation to how you have use this material in a revision; work with drafts in relation to evaluation criteria

wk 13, day 1

Assignment 6: revision adding textual analysis or assignment based on White

discussion of final portfolio submissions

wk 13, day 2

reread eye toward revision in chapter 2; reread all essays and authorial notes

working on writing issues; analyzing your own work

wk 14, day 1

tentative portfolio essay due

peer review on portfolio essay

wk 14, day 2

Final Portfolio due

course evaluations, celebrations of final written products