University of Arizona School of Information Resources & Library Science 1515 East First Street Tucson, AZ 85719
TEACHING PORTFOLIO
520.621.0242 londiem@email.arizona.edu www.londietmartin.com
required textbooks
Alvarado, Beth, and Barbara Cully, eds. Writing as Revision. 3rd ed. Boston, MA: Pearson, 2010. Print. Hacker, Diana. Rules for Writers. 6th ed. 2009 MLA Update. Boston, MA: Bedford/St. Martins, 2009. Print. Jurez, Marissa M., Jacob Witt, and Jennifer Haley-Brown, eds. A Students Guide to First-Year Writing. 31st ed. Plymouth, MI: Hayden-McNeil, 2010. Print.
course requirements
The table below lists all course assignments and their point values. To receive an A in this course, you must accumulate at least 90%; for a B, 80%; for a C, 70%; and for a D, 60%.
Unit 1: Writing Our Environment Exploring relationships between writing, identity, and environments: What do we mean when we talk about nature? Unit 2: Writing Our Conflicts Locating ourselves, our relationships, and our writing within rhetorics of war, peace, and reconciliation: What do we mean when we talk about culture? Unit 3: Writing Our Relationships Exploring how our relationships are gendered, complex, and culturally situated: What do we mean when we talk about gender? Final Essay Short Assignments Essay #1: Textual Analysis 15%
25%
35%
Essay #4: Revision and Reflection Essay Journals, quizzes, and homework
20% 10%
Textual and Cultural Analysis: Writing Our Conflicts This assignment gives you an opportunity to refine the analytical skills you will learn during our first assignment. Therefore, the purpose of Essay #2 is very similar to the purpose of Essay #1: select one text, conduct several close readings of it, and compose an engaging, academic essay that examines how the text workshow its words, structure, style, tone, ideas, metaphors, or other textual strategies work together to elicit meaningful responses from readers. Furthermore, we will continue to explore the extent to which our diverse personal experiences shape the way we read and analyze texts. In this respect, your job is the same: help your readers thoughtfully consider the perspective through which you are analyzing a specific text by including a brief but meaningful personal anecdote or story that begins to shed some light on youyour personality and your ways of seeing the world and the text. In Essay #2, however, we will include culture as an analytical lens. Your copy of A Students Guide to First-Year Writing articulates the purpose of Essay #2 very well on p. 207: While engaging in cultural analysis, you will be looking for ways in which texts and culture are intricately connected, the ways that culture affects audiences readings of a text, and/or the value that is placed on cultural texts. You need to also consider whether the text youre analyzing challenges or accommodates dominant beliefswho is being empowered/disempowered and how? Contextual Analysis: Writing Our Relationships Essay #3 brings together the various threads weve been weaving with all semester: textual analysis, personal experience, and cultural analysis. Thus, Essay #3 is similar to our previous essays: select one primary text, conduct several close readings of it, and compose an engaging essay that examines how the text workshow its words, structure, style, tone, ideas, metaphors, or other textual strategies work together to elicit meaningful responses from readers. Essay #3 is different, however, because it invites you to explore a theme as it is expressed in our Unit three texts by doing the following: 1. Select a primary text and analyze the textual strategies the author uses to explore gender and romance. 2. Through group presentations, class readings, and your own research, select at least three sources that provide an interesting context for your primary text; these sources are your secondary sources. These secondary sources should help you shed new light on gender and romance in your primary text. Finally, as you write Essay #3, consider the ways in which your personal experience with love is shaped by a larger culture and how culture and personal experience help you understand the way love works in the Unit three texts. As you compose Essay #3, keep these questions in mind:
LONDIE T. MARTIN, PH.D.
teaching portfolio
Daily In-Class Activities Compose Journal #1 and introductions Group visual/poetry analysis Quiz over Syllabus and Policy Review Course Policy: Q & A Read excerpt from Vonneguts Palm Sunday and compose Journal #2 Discuss Mother Tongue and composing as thinking/revising/imagining Discuss course/unit theme Introduce Essay #1 Introduce close reading techniques and analysis of sonora desert poem and Daffodils
Amy Tans Mother Tongue pp. 2731 in WAR o Read: Course Syllabus and Policy Sheet on D2L
o Read:
Mon 8/30
Wed 9/1
Small/Large group analysis of Escudilla and landscape photography Labor Day No Classes Meet in the lobby of the Center for Creative Photography Be prepared to demonstrate your understanding of todays reading by applying its concepts to photographs at the CCP. Introduce midrash as invention Read/Watch Billy Collinss Litany and discuss metaphor, description, word choice Analyze Knowing Our Place Small group analysis and presentation of reading Sign up for Essay #1 text Focus on imaginative and analytical thesis statements
3 4
Haker and Wright-Harriss Writing the Environment on D2L o Read: Analysis, Textual Analysis, and Writing as Inquiry, pp. 164-171 in SG o Read: Lucille Cliftons sonora desert poem on D2L o Read: Wordsworths Daffodils on D2L o Journal #3 Approaching Analysis o Read: Close Reading and Annotation and Active Reading, pp. 53-61 in SG o Read: Aldo Leopolds Escudilla on D2L o Journal #4 Identity and Landscape
o Read:
Visual Analysis and Reading Visual Rhetoric, pp. 171-178 in SG o Read: Visual Text Analysis on D2L
o Read:
Mon 9/13
Wed 9/15
Invention Strategies and Invention and the Imagination, pp. 85-90 in SG o Read: Barbara Kingsolvers Knowing Our Place on D2L o Journal #5 Textual/Visual Midrash o Read: Terry Tempest Williamss The Clan of One-Breasted Women on D2L o Journal #6 Personal Experience and Cognitive Dissonance
teaching portfolio
Daily In-Class Activities This American Life excerpt on William Carlos Williams and This is Just to Say Write/Share our own versions of the poem Discuss invention and peer response Sign up for Rough Draft Workshops Peer response exercise with Found texts Workshop: Peer response for 3 page drafts of Essay #1 Workshop: Share revised rough drafts with larger groups Bring RFW to class As a class, revise our scoring guide for Essay #1 based on this units SG readings Compose Journal #7: Essay #1 Reflection Introduce Unit 2 and Essay #2 Introduction to film analysis Begin Group Short Assignment: Background on Persepolis Begin viewing Persepolis Finish viewing Persepolis Roundtable Discussion: Persepolis , Understanding Comics, and Journal #8 responses
Writing Workshops
Readings & Assignments Due at the Beginning of Class o Read: Drafting and Revision, pp. 92101 in SG o Due: At least 3 typed pages of Essay #1. Bring 1 paper copy and email an electronic copy to Ms. Martin.
Wed 9/22
o Read:
Mon 9/27
Receiving and Making Sense of Comments and Feedback Leads to Revision, pp. 116-123 in SG o Due: If you are workshopping your rough draft today, bring 13 copies of Essay #1. o Due: Final draft of Essay #1 is due o Read: Reading a Film, pp. 178-183 in SG
Wed 9/29
o Read:
Mon 10/4
Wed 10/6
Discuss visual analysis & culture Small/Large group analysis of The Homeland, Aztln/El Otro Mxico Spontaneous analysis of Border Dynamics sculpture in front of Harvil: We will spend the second half of class at the sculpture. Be prepared to travel. Youll need a notepad and a pen. No laptops. Discuss/apply the SG readings Share responses to Journal #9 Class analysis of lyrics by Nina Simone and Talib Kweli Discuss rhetorical appeals Large group discussion of Address
Mon 10/11
Wed 10/13
Discuss readings & journals Sign up for Essay #2 text Discuss Conference Week
McClouds Understanding Comics, posted to D2L o Journal #8: Visual Analysis, Culture, and Memoir, prompt posted to D2L o Worksheet: Your groups completed Preparing for Persepolis worksheet is due in class. o Read: Gloria Anzaldas The Homeland, Aztln/El Otro Mxico pp. 257-267 in WAR o Read: Jack Kerouacs Essentials of Spontaneous Prose, posted to D2L o Read: Spatial Analysis, pp. 183-90 in SG o Write: Complete the Anzalda: Discussion Questions, posted on D2L. o Read: Culture: Another Kind of Text and Culture as Text, pp. 203-207 in SG o Read/Listen: Nina Simones Four Women and Talib Kwelis For Women, lyrics and music on D2L o Journal #9: Cultural Analysis & Song o Listen/Read: George W. Bushs Address to a Joint Session of Congress and the American People, audio/text link on D2L o Journal #10: Cultural Analysis & Conflict, part 1 o Read: Arundhati Roys The Algebra of Infinite Justice, posted to D2L o Journal #11: Cultural Analysis & Conflict, part 2
teaching portfolio
Date Mon 10/18 10/20 Mon 10/25 Wed 10/27 Mon 11/1
Conference Week
10 11
Wed 11/3
12
Group Presentations
13 14
Readings & Assignments Due at the Beginning of Class Group Conferences NO OFFICIAL CLASS MEETINGS Make sure you sign up for a conference time. Bring a 3 page discovery draft of Essay #2 to your conference appointment. Before you come to your conference, do the following: Read: Academic Writing Conventions, Choosing Specific Words, and Style Conventions in First-Year Writing, pp. 41-51 in SG Read: Summary, Paraphrase, Quotation, and Integrating Sources, pp. 126-36 in SG Workshop: Peer response for 4 page drafts o Due: At least 4 revised and typed pages of of Essay #2 Essay #2. Bring 1 paper copy and upload Focus on organization and style an electronic copy to the D2L dropbox . Workshop: Share revised rough drafts with o Due: If you are workshopping your rough larger groups draft today, bring 11 copies of Essay #2. Focus on analysis and style Grammar, grammar, grammar... Compose Journal #12: Essay #2 Reflection o Due: Final drafts of Essay #2 due in class Introduction to Essay #3: expectations and o Read: Gender and Romance by Meagan opportunities Lehr, pp. 119-121 in WAR Discuss love! o Read: Text-in-Context: An Overview Discuss group research projects and The Many Faces of the Primary Text, pp. 192-197 in SG Discuss sight, objectivity, analysis, and argu- o Read: John Bergers Ways of Seeing, pp. ment 7-20 on D2L Discuss Ways of Seeing o Read: excerpt from Remix on assumptions others, with difference, collaborative!. them about romance, on D2L about homework. Well talk about how to o Read: Fosss Narrative Criticism on D2L use these in your projective analysis with fairy tales 40 minutes to work on group research projects. Groups present on their text o Read: Charlotte Perkins Gilmans The Yellow Wallpaper pp. 122-33 in WAR o Read: Karen Brennans Floating pp. 137139 in WAR Groups present on their text o Read: Jamaica Kincaids Girl pp. 148-149 in WAR o Read: Ander Monsons To Reduce Your Likelihood of Murder pp. 155-6 in WAR o Read: Boyer Rickels Pass pp. 145-47 in WAR Peer Response: using sources, creating o Due: Compose a 3 page (minimum) transitions Discovery Draft of Essay #3. Bring 1 paper copy to class. Peer Response: you decide the focus o Due: Compose a more developed 4 page Writing Workshop: one volunteer shares draft of Essay #3. Bring 1 paper copy to her/his paper with the class class. Turn in Essay #3 Final Drafts at the begino Due: Final Draft of Essay #3 is due. ning of class and Reflection Discuss remaining class assignments No Class Meeting Daily In-Class Activities
teaching portfolio
15 16
Introduction to the final exam Discuss revision as a way of re-seeing Discuss extra credit journal Map out the rest of the semester Workshop: Work with partners to draft a plan of attack for the final exam. Mini Conferences: Meet with me to discuss ideas for final exam revision Workshop: Share revised rough drafts of the Final Exam with larger groups
Last Class Day! Student evaluations Review guidelines for Final Exam and last peer response session
teaching portfolio