calendar

Week 1

 * Mon, 1/12** Introduction to the course. Defining “Public Education.”

For homework: Read and annotate Bruffee’s “Collaborative Learning and the ‘Conversation of Mankind’ and read pp. 52-55 in Thomson and “Reading Critically” (NOTE: all readings will be mounted on the course wiki under Readings except for the pages specified in the Thomson Handbook).


 * Wed, 1/14** Meet in Computer Cluster HBC 227. Set up accounts for course wiki and learn to use software. Begin to discuss ethics of collaboration.

For homework: Read and annotate Slaughter and Leslie's “Professors Going Pro,” and keep a running list of concepts, keywords, and scholars from the readings. Participate in the online formulation of a collaboration policy on the wiki. Important tip: Keep in mind that your writing goal this unit involves deeply engaging with the arguments of the shared texts, and developing a position(s) of your own. Read with those goals in mind.


 * Fri, 1/16** In class: Final review of collaboration policy. Then, we will discuss the main arguments made in Slaughter and Leslie, and share our keywords.

For homework: Read “Paraphrasing.” Read and annotate Freire’s “The Banking Concept of Education,” and continue your running list of concepts, keywords, and scholars from the readings. Write a paraphrase of two key passages from Freire. Quick Read pp 128-140 in Thomson. Quick and Dirty Research on Paolo Freire’s work. Post your findings on the wiki entry for Freire.

Week 2

 * Mon, 1/19** No Class: Martin Luther King Day.

For homework: Write a 500 word response that draws connections between Slaughter and Leslie and Freire.


 * Wed, 1/21** In class: We will discuss your paraphrases and connections. We will also brainstorm and practice research strategies to bring you into contact with one more text.

For homework: Read “Reader Summary.” Read and annotate Fraser's “Rethinking the Public Sphere,” and continue your running list of concepts, keywords, and scholars from the readings. Work on moving between Fraser’s text and the footnotes provided. Mark which footnotes were helpful to you in reading, which would be helpful if returning to this article for further research, and which you did not find helpful. Write a reader summary of Fraser’s article. Quick and Dirty Research on a scholar that Fraser cites. Bring your results to class.


 * Fri, 1/23** In class: Discussion of Fraser’s arguments. How does she help us to reconceptualize “the public”? What is the role of citation, notes, etc. and how do they help us read as researchers?

For homework: Read pp. 72-85 Thomson. Complete Heuristic to map Fraser’s argument following the Toulmin method. Read “Unit 1 Assignment” (linked on the Assignments page) and post any questions that you have about the assignment in the discussion section.

Week 3

 * Mon, 1/26** **Meet in Computer Cluster HBC 227**. Discuss assignment sheet. Introduction to database research

For homework: Read and annotate Gramsci's “The Intellectuals,” and continue your running list of concepts, keywords, and scholars from the readings. Read “Claim-Driven Summary.” Write a 250 word summary of the Gramsci reading that is claim-driven rather than chronologically driven.


 * Wed, 1/28** In class: Close reading work with Gramsci.

For homework: Write a 3-4 page exploratory draft of your unit 1 paper.


 * Fri, 1/30** In class: Discuss connections and larger questions that you found in your exploratory drafts. Partner and small group work. Discuss personal relationships to intellectualism based on the ideas Gramsci presents.

For homework: Read pp. 158-161 and 164-165 in Thomson and “Conversing with Sources.”

Week 4
Mon, 2/2 In class: In-text work with sources, citation, working with your drafts. Make sure to bring your Thomson Handbook to class today.

For homework: Write a complete unit 1 draft


 * Wed, 2/4** In class: Peer Workshop

For homework: Revise and complete Unit 1 paper.

In class: Screen Film //You Got to Move//
 * Fri, 1/23 Unit 1 Assignment Due**

For homework: Read and annotate Thayer-Bacon.

Week 5

 * Mon, 2/9** Discussion of Film. Tying connections across the film and the Highlander School reading. How are claims being made? How can you identify them? How are claims tailored to the author’s purpose?

For homework: Quick and Dirty Research on a community-based education initiative. Write your findings, in paragraph form, and post to the course wiki under “Community Initiatives.”


 * Wed, 2/11** Share Research Findings. Why may certain education initiatives be geared towards particular populations? What values are underlying these initiatives? Return to Monday’s readings. How would you evaluate these sources as credible or not?

For homework: Read and annotate Gorzelsky **(pages 1-8, 10-13, and 21-23)**. Identify passages where she talks about her research methodology, paying particular attention to her move between primary and secondary resources.


 * Fri, 2/13** Discuss Gorzelsky and the relationship between writing and education. Brainstorm primary research strategies.

For homework: QnD Research on one of the following: Street Papers, the International Federation of Worker Writers, and Espejos y Ventanas. Read "Working" and read around in "Street Sights." Write 3 questions that you have for class guest. Steve has done service learning projects with the Fed of Worker Writers, and is the executive editor for Espejos y Ventanas.

Week 6

 * Mon, 2/16** Class guest - Steve Parks, editor of New City Community Press. Continue discussion of writing and education.

For homework: Comment on 2 other people's wiki posts about their community initiatives (the two directly below yours). Write notes on the topic you are most interested in researching for unit 2. Include both “knowledge” and “questions.”


 * Wed, 2/18** In class: What makes a good proposal? Practice working on our proposals.[[file:J proposal worksheet.doc]]

For homework: Write a research proposal for unit 2 essay.


 * Fri, 2/20** Discuss proposals.

For homework: Read Kantz "Using Sources Persuasively." Find at least one solid source for your own research project.

Week 7

 * Mon, 2/23** **Meet in Computer Cluster HBC 227**. Write sample annotation for a reading we have done so far. Identify claims across the sources. Research practice.

For homework: Choose an artifact from your community initiative. Write an analysis of the piece using the Five Analytical Moves. Read Kearney: selections from //Girls Make Media// **(Read first page through 99, then read 109-124)**.


 * Wed, 2/25** Discussion: What are the different types of research happening in this piece? What types of evidence did each research method yield? How does this evidence allow Kearney to make different types of claims? In Class: Inquiry Questions Heuristic [[file:Initiative Questions.doc]]

For homework: Read about different types of claims: Cause Definition  and Action. Write a list of seven possible claims that you could make about your community initiative--one from each category and four of your own choosing.


 * Fri, 2/26** In class: work with claims, so bring your list of claims to class. We'll go over the different types, discuss how some of the readings have fit into these categories, think about other "types" of claims we've seen, and do some workshopping of your own possible claims. If there's time, we'll think about how to hierarchy multiple claims underneath a universal claim.

For homework: Read “Conversing with Sources” and “Sample paper 1”  and “Sample paper 2”

Week 8

 * Mon, 3/2** In class: Working with sample student drafts. How did they converse with sources? How did they work with their evidence?

For homework: Write a working thesis. Write a dialogue between yourself and at least 2 of your own sources (give a context [ie-you want into Chuck's off Marshal street and you run into Freire, Fraser, and Gorzelsky having a beer together and arguing about the current state of volunteerism and its effects on community education inititatives. You ask if you can buy them another round, and they invite you to join them at the table....] and attribute the dialogue to each person as if you were writing a screen play. Make sure that the 'characters' are responding to each other like in a normal conversation, not stating their positions in isolation). How would they respond to your claims? How would you respond to theirs? Post your dialogue as a link from your profile page.


 * Wed, 3/4** **Group Library Day. Meet with your group mates at Bird Library.** Follow guidelines for today: [[file:Group Library Day.doc]]

For homework: Write four pages toward your essay.


 * Fri, 3/6** In class: Short presentations – where is your project right now? Also, short workshop on titling an essay and sign up for individual conferences.

Week 9
No Class - Spring Break Please post a draft to the wiki (on your profile page) by **Saturday at noon**.

Week 10

 * Mon, 3/16** Class cancelled – sign up for 205 Fa09 individual conferences


 * Wed, 3/18** Class cancelled – sign up for 205 Fa09 individual conferences


 * Fri, 3/20** In class practice with student drafts

Week 11

 * Mon, 3/23** Final Workshop[[file:205 Kayley Sample.doc]]


 * Wed, 3/25** I will introduce you to the unit 3 collaborative project and assign you to small groups. We will discuss what it means to work collaboratively on a writing assignment, examining the short pieces in “Dear Co-Authors” and “Why Write Together” and the guidelines for ethical collaboration the class set up at the beginning of the semester.

For homework: read and annotate Hyatt’s “From Citizen to Volunteer: Neoliberal Governance and the Erasure of Poverty.” There will only be two topic-based readings this unit, and thus both will play important roles in your Unit 3 work; please leave time to read closely and carefully. Come to class with an example of neoliberal values (that you have experienced, been witness to, or read or heard about). Be prepared to explain how and why. Set up times to meet with your group outside of class and begin doing research on your community organization.


 * Fri, 3/27** We will unpack Hyatt’s text and share the experiences that you have brought to class. We will spend some time interrogating SU’s “Scholarship in Action” policy. What are the claims and warrants being made in the policy? What values seem to be prominent?

For homework: Continue researching your group’s community organization, and post a description and interesting information to your groups' page: AIDS Community Resource Center, Syracuse Peace Council, Syracuse United Neighbors, or CNY NOW. Be prepared as a group to give a brief discussion of your organization in the next class. Read and annotate chapter two “Laying out a design plan” from Compose, Design, Advocate. Make a list of the factors addressed in chapter 2 that your group will need to pay the most attention to given your communication situation. Then, read and annotate Nancy Cantor’s “Multiculturalism, Universalism, and the 21st century Academy.” This is your audience for the proposal, so make sure that you understand the arguments she is trying to make. Keep track of what confuses you, as we will address these confusions in class. Be prepared to make connections between Hyatt and Cantor, and to apply their ideas and claims to your topics.

Week 12

 * Mon, 3/30** Unit 2 Portfolio and Reflection Due. In class: Why create a statement of purpose before drafting your documents? How does the information you gathered from Cantor’s article inform your proposal?

For homework: read and annotate selections from chapters 3 and 4 from Compose, Design, Advocate. Individually write a statement of purpose for the proposal. This statement should provide a theoretical and rhetorical grounding for your project, making connections across key ideas and claims from the class reading and any pertinent research you have done.


 * Wed, 4/1** We will apply the concepts from the Hyatt and Cantor pieces to the skills addressed in Design, Compose, Advocate. We’ll also share our ideas from your individual statements of purpose—what seems to make the strongest connections between the readings and your topic? What seems to best address the task at hand?

For homework: Each member of the groups will explore one possible methodology for creating a university-community partnership. See assignment slip for additional information. Collaboratively write a 500 wd proposal outlining your group’s project—the product you are working toward, the arguments/claims you are building toward, the theoretical material you are drawing on, the ideas you are brainstorming about your presentation, and the role each person intends to play as writer/researcher/presenter. Make time to send the proposal to each member so that you each have an opportunity to contribute to and revise the document.


 * Fri, 4/3** Due: 500 word collaborative project proposal. In class: we’ll analyze sample grant proposals. What is the audience for each grant proposal? What elements successfully reflect that audience? How do these proposals make theoretical connections?

For homework: each group member should tackle one of the research/writing requirements in the assignment. Locate sources specific to your topic, and bring them to class on Monday. Also each member of each group will compose two tentative claims based on your research so far. Bring the claims to class.

Week 13

 * Mon, 4/6** We will share all of our tentative claims, and put pressure on them—can they be supported? Are they analytical enough? Do they suggest the complexity of the topic?

For homework: Write, bring to class, and turn in your group agenda. Read sample grant proposals, ,. Print these out and bring copies to class. Please also bring a copy of the assignment sheet to class.


 * Wed, 4/8** In class we will read and respond to the sample proposals.

For homework: A //complete// draft of your written grant proposal for workshopping in class.


 * Fri 4/10 No Class – Spring Holiday**

Week 14

 * Mon, 4/13** We'll workshop your written drafts.

For homework: Read around the website: [] for the qualities of a strong presentation. Make notes of the most important information, and bring these notes to class to share with your group. Write, bring to class, and turn in your group agenda. Continue revising your written drafts based on feedback.


 * Wed, 4/15 Meet in HBC 227.** We’ll sample different modes and technologies for creating the multi-media component of your presentations.

For homework: Continue to work with group mates on all the required elements of the final projects. Write, bring to class, and turn in your group agenda. Continue revising your written drafts.


 * Fri, 4/17 Meet in HBC 009.** Meet with your groups in class to work on final projects and presentations. Please have your unit materials and your Thomson handbook with you. Round I of group conferences. Unit 3 Visual Expectations

For homework: Continue to work with group mates on all the required elements of the final projects. Write, bring to class, and turn in your group agenda. Continue revising your written drafts and presentations.

Week 15

 * Mon, 4/20 Meet in HBC 227.** I will briefly review the final reflection assignment. Meet with your groups in class to work on final projects and presentations. Please have your unit materials and your Thomson handbook with you.

For homework: Continue to work with group mates on all the required elements of the final projects. Begin composing your final reflection (this is an individual writing project). Write, bring to class, and turn in your group agenda. Continue revising your written drafts and presentations.


 * Wed, 4/22 Meet in HBC 227.** Meet with your groups in class to work on final projects and presentations. Please have your unit materials and your Thomson handbook with you. We will also do round 2 of group conferences

For homework: Continue to work with group mates on all the required elements of the final projects. Write, bring to class, and turn in your group agenda. Continue revising your written drafts and presentations.


 * Fri 4/24 Group Presentations. Evaluations.**

Week 16

 * Mon 4/27 Last Day of Class and final Group Presentations. All materials for unit 3 due.**