Everyday Writer - Bedford, Freeman & Worth College Publishing ...

Sample Syllabi 3
Confer with students individually either during office hours or in
classroom writing workshops. Identify specific error patterns you
have noticed; conduct mini-lectures for students who share error
patterns (the specific chapters you will need to refer to will emerge
from the class’s needs: see Chapters 24–51).
4 First essay due.
Assign the second essay: identify the task clearly, provide models of
successful at tempts, link the assignment to learning objectives, suggest
ways for students to use the assignment to learn about something
that interests them. Repeat invention techniques used for the
first essay; repeat free writing sessions and exchange freewrites to
share ideas, approaches to the assignment.
5 Draft of the second essay due; peer response in class, teacher
re sponse to focus and questions to promote further research or de -
vel opment. Conciseness (Chapter 28); creating coordinate and subordinate
structures (Chapter 24).
Writing workshop and/or individual conferences. Second draft of
second essay due.
6 Understanding diction; enriching vocabulary; building common
ground; considering language diversity (Chapters 19–21). Confer
with students individually either during office hours or in classroom
writing workshops. Identify specific error patterns you have noticed;
conduct mini-lectures for students who share error patterns (the
specific chapters you will need to refer to will emerge from the
class’s needs: see Chapters 24–51).
7 Second essay due.
Assign the third essay: identify the task clearly, provide models of
successful attempts, link the assignment to learning objectives, suggest
ways for students to use the assignment to learn about something
that interests them. Repeat invention techniques used for the
second essay; add tagmemic heuristic or clustering.
Thinking critically: constructing and analyzing arguments (Chapters
12 and 13).
8 Draft of the third essay due; peer response in class, teacher response
to focus and questions to spur research or development. Creating
and maintaining parallel sentence structures (Chapter 26); varying
sentence structures (Chapter 29). Confer with students either individually
in class or during office hours.
9 Identify specific error patterns you have noticed; conduct minilectures
for students who share error patterns (the specific chapters