ENC 1102 Prep Sheet 1 Read the prep sheet before reading the text.

. Complete the questions below. Write your name and the date of the class this is for at the top and turn in to the instructor at the end of the class day. 1. BEFORE YOU READ, answer this question: What is your writing process? Be honest. If its type up the paper the night before its due, then admit to it.

Commented [CL1]: Students have been assigned to read the first chapter of the textbook, excerpts from later in the text about expert habits, and the essay Shitty First Drafts by Anne Lamott. My objectives for this prep work are 1) to get students to think about writing tasks, 2) to encourage honesty, 3) and to have them consider the roles of time and thinking in the writing process.

These questions can be answered AFTER YOU READ: 2. What are some other complex tasks that you break into manageable subtasks? (Can you come up with 2-3?)

3. Think about audience and purpose and the syllabi you receive at the beginning of a semester. Choose a syllabus (any class) you have and find something that you can tell the author put in with the audience in mind. Who is the audience? How can you tell? Now find something that was put in because the author had a specific purpose, something s/he wanted to communicate to the audience. How can you tell?

5. Good writers address problems rather than topics (11). What are some problems youd like to understand better? See how specific you can get. For example, not just homelessness, but why is there such a large homeless population in Gainesville or how come the homeless population is treated so poorly by the city of Gainesville?

6. What is rhetoric?

7. What do you enjoy reading?

ENC 1102 Prep Sheet 2 Read the prep sheet before reading the text. Complete the questions below. Write your name and the date of the class this is for at the top and turn in to the instructor at the end of the class day. These questions can be answered AFTER YOU READ: 1. William Perrys research on the intellectual development of college students concludes that students develop from dualist to multiplist to relativist. I think (really, this part is just my opinion) that even if we develop this way, it might not happen across the board. For example, in one area of study we may be at the multiplist level, but in another, we may still be a dualist thinker. I think by the time we reach the relativist stage, though, this way of thinking has become how we take in everything. We might not know a lot about some subjects, but we still understand that they are complex and need to be thought of as such. Where do you think you are in this development? Why? Do you think there is room for variation in the first two levels (like I do)? Why or why not? Give an example from your own experience.

Commented [CL2]: Students have been assigned to read about reading, working through, and writing about complex ideas. My objective for this prep work is to get students to think about complexity, a concept we will continue throughout the semester.

2. On p.28, the authors show the kinds of questions different disciplines might ask about hip-hop. What is your major and what is a question your major discipline might ask about hip-hop?

3. Vocabulary, unfamiliar rhetorical context, unfamiliar genre, and lack of background knowledge can make reading in college challenging. What was the most difficult thing youve read? How did you react to it? Did you overcome it? How?

4. The word revision breaks down into parts that mean see again. Explain how revision can also be a reading process. If you can, give an example of when you read something more than once and on the second (or more) attempt, you saw it again?

ENC 1102 Prep Sheet 3 Read the prep sheet before reading the text. Complete the questions below. Write your name and the date of the class this is for at the top and turn in to the instructor at the end of the class day. 1. BEFORE YOU READ: Who is Michel Foucault? If you dont know, look it up. Please write in your own words; dont just copy what Wikipedia says, for example.

Commented [CL3]: Students have been assigned to read the textbook chapter about persuasion and Foucaults Panopticon. My objectives for this prep work are 1) to show students how to approach unfamiliar texts (Before you read questions), 2) to help them think about Foucaults ideas and respond to aspects of the text they can understand on their own. 3) and to help them develop confidence when dealing with complex texts and ideas. We will return to ideas in this text throughout the semester.

2. BEFORE YOU READ: What does the term panoptic break down to mean? Look in a dictionary like Merriam-Webster (m-w.com) or the Oxford English Dictionary (oed.com) if you need help with its roots.

These questions can be answered AFTER YOU READ: 3. The Panopticon is a machine for dissociating the see/being seen dyad: in the peripheric ring, one is totally seen, without ever seeing; in the central tower, one sees everything without ever being seen (my emphasis). Foucault references prisons and insane asylums when he describes this. Can you think of another situation in which this situation (the underlined statements) is the case?

4. Paragraph 38 (Begins with A few years after Bentham, Julius gave this society its birth certificate (Julius 384-386). and is found on p.300-301 of our textbook) comments on antiquity and the modern age (early to midTwentieth century), spectacle, who has access to what information, and regulation. Paragraph 39 continues to work on this subject (and is a little bit clearer). In our even more modern age of spectacle and mass access to information, how does panoptic regulation fit? Does it fit? Does it fit only in certain areas? Reflect on this in writing.

ENC 1102 Prep Sheet 4 Read the prep sheet before reading the text. Complete the questions below. Write your name and the date of the class this is for at the top and turn in to the instructor at the end of the class day. These questions can be answered AFTER YOU READ. 1. Use the criteria on p.102 of Allyn & Bacon to evaluate the success of Summary 2 and Summary 3 on p.103-104. Write your response in a short paragraph. Use key words and phrases from the criteria list in your assessment.

Commented [CL4]: Students have been assigned textbook readings about summary writing and How to Tame a Wild Tongue by Gloria Anzalda. My objectives for this prep work are 1) to introduce and prepare students for successful summarizing, 2) to help them understand Anzaldas text and argument, 3) and to prepare them for the Summary/Analysis assignment which is about this essay.

2. Use the does/says method of reading paragraphs (p.114-115 Allyn & Bacon) on these paragraphs of Anzaldas essay: a. Paragraph 1 of section Chicano Spanish (p.88) Says:

Does:

b. Paragraph 2 of section Vistas, Corridos, y Comida: My Native Tongue (p.90) Says:

Does:

c. Paragraph 2 of section Overcoming the Tradition of Silence (p.86) (It begins The first time I heard) Says:

Does:

3. If you didnt understand the Spanish language text, how did that make you feel? What did you do about it? If you did understand it, what did it add to the text as a whole?

4. For this final prep question, choose one of the following: a. Think of an instance in which someones language was restricted (this could be your own experience, but you dont have to use yourself as the example). Briefly describe and reflect on the situation. b. Anzalda uses violent terminology in her exploration of this subject. What are some of these examples and why does she use them?

ENC 1102 Prep Sheet 5 Read the prep sheet before reading the text. Complete the questions below. Write your name and the date of the class this is for at the top and turn in to the instructor at the end of the class day. 1. (Based on the passages on p.68-69) In a short paragraph, compare and contrast the two passages based on the complexity of the sentences, the word choice (vocabulary, formality), voice (authoritative, for example?), and tone.

Commented [CL5]: Students have been assigned to about style in writing. My objectives for this prep work are 1) to get students to think about style as a conscious activity, 2) to encourage revision and editing, 3) and to know how to fix or revise problematic sentences.

2. (Based on the passages on p.68-69)Based on clues from style and genre, who is the intended audience of each piece? What is the writers purpose? How does each writer hope to surprise the intended audience with something new, challenging, or valuable?

3. Find the longest sentence you can from a piece of your own writing (from this class or another, new or old). Add some of the context from around that sentence (at least 100 words) and run the passage through the test at http://www.writersdiet.com/WT.php. Print out the results and attach to this page. a. Read these pages: http://owl.english.purdue.edu/owl/resource/572/02/, http://owl.english.purdue.edu/owl/resource/572/04/. Using the rules from these pages, streamline your sentence by cutting deadwood. (Show your work.)

b. Consider where the emphasis in the sentence is. Write the subject, verb, and object or complement here:

c. Use the paramedic method (http://owl.english.purdue.edu/owl/resource/635/1/) to assess the sentence(s) you used for the Writers Diet test. (Show your work on the back or a separate page.)

ENC 1102 Prep Sheet 6 Read the prep sheet before reading the text. Complete the questions below. Write your name and the date of the class this is for at the top and turn in to the instructor at the end of the class day. Answer these questions AFTER THE FIRST READING: 1. The structure of Wallaces text is complex, with its footnotes, interpolations, digressions, numbered lists, and assorted oddities. Though he mentions a thesis at several points, he doesnt announce a thesis in the opening paragraph and then dutifully follow it with examples and the way to a conclusion. As you reread, pay attention to the argument (or arguments) that are developed in this essay. What are the key terms? Where does Wallace begin, and where does he move thereafter? What are his major contentions? How does he support them? Where does he end? As an exercise in understanding, prepare a summary or paraphrase of at least one paragraph to explain what you take to be the key argument in this essay. You may include a 2-3 short quotes or 1-2 sentence-length quotes. (Do #1 on the back or another sheet of paper please.)

Commented [CL6]: Students have been assigned to read Authority and American Usage by David Foster Wallace. (On this class day or the next, we also watched "The Joy of Lexicography" by Erin McKean (http://www.ted.com/talks/erin_mckean_redefines_the_di ctionary.html.) My objectives for this prep work are 1) to help students untangle the language carnival that is Wallaces style of writing 2) and to give them the confidence to work through and understand dense texts.

2. According to Bruce Weber, writing for the New York Times, Wallaces sentences showed the playfulness of a master punctuator and the inventive-ness of a genius grammarian. As you reread, choose a sentence that might fit this description and write it below. Then create a sentence of your own in direct imitation the same length, punctuation, grammar, and rhythm, but with new words and a different topic. Dont be afraid to show your work (let me see you scratch things out and make changes).

ENC 1102 Prep Sheet 7 Read the prep sheet before reading the text. Complete the questions below. Write your name and the date of the class this is for at the top and turn in to the instructor at the end of the class day. Do after or during reading on another sheet of paper or the back of this one: 1. Berger refers often to the reciprocal nature of seeing when you acknowledge seeing something or someone, you recognize that you are seen. Respond to a) or b) below: a) Ponder and reflect on how you seeing others affects how you create your own image, how you make yourself to be seen by others. b) Imagine how you appear to another person. Create a specific person in your mind know their qualities, beliefs, background, etc. (gender? Age? Where theyre from? Experiences theyve had?) How does that person see you? Be as honest and as thoughtful as you can. 2. On p.142-143, Berger says in several different ways that an image acts as a record of how X had seen Y. Find 2 images of a similar subject but from different times (one should be a well-known image) and include them when you turn this in. Write at least 1 paragraph explaining how they show the subject differently or the same and why. (If you dont know what to choose, look up Salvador Dalis Guernica and Art Greenspoons Vietnam No. 13 (http://bit.ly/15nKrTg). Dont look up any stories about these images; just simply look at them together. The subject for these images is war.) Do #3 or #4 (or both if you want): 3. On p.147 Berger writes about perspective. How does his understanding of it relate to Foucaults panopticon. 4. The final paragraph of the essay brings Bergers ideas together to comment on one of his fears that(groups of) people have lost their authority over seeing and creating images, which becomes a political issue when one considers that the loss means a group (or person) oppresses another. Connect Bergers statements here (you may focus on one of his ideas or sentences rather than the entire paragraph) to either Anzaldas essay or Wallaces essay.

Commented [CL7]: Students have been assigned to read Ways of Seeing by John Berger. My objectives for this prep work are 1) to help the students think about synthesis by using language weve used to discuss past essays to think about this one (especially #3 & 4) 2) and to help them think about the theme of the course identity, specifically how others see us affects how we see ourselves.

ENC 1102 Prep Sheet 8 Read the prep sheet before reading the text. Complete the questions below. Write your name and the date of the class this is for at the top and turn in to the instructor at the end of the class day. 1. Look over the tables on pages 13-14 and 40-41 [in Allyn & Bacon, How Writers Become Gripped by a Problem and Strategies for Creating a Thesis with Tension or Surprise]. Using the descriptions listed there describe how Bordo became gripped by a problem and how she developed a thesis with tension or surprise. Also answer the feasibility [of Bordos research question] questions at the bottom of page 519 from Bordo's perspective. Use the language from the textbook.

Commented [CL8]: Students have been assigned to read Bordos Beauty (Re)Discovers the Male Body because it is an example of how someone finds a problem, asks a questions, and researches it. My objective for this prep work is to get students to think about Bordos essay as a case study in research writing.

2. What question(s) is/are Bordo asking in her essay?

3. As part of the introduction, what conversations does Bordo reference or start to ease into?

4. How would someone in each of the roles of a researcher (on p.520-521) [reporter to fill knowledge gap, reporter on the best thinking on a problem, conductor of original field research, reviewer of a controversy, advocate for a position in a controversy, analyzer of an interpretive or evaluative question who also positions himself or herself within a critical conversation] approach the subject matter of Bordo's essay?

ENC 1102 Prep Sheet 9 Complete the questions below. Write your name and the date of the class this is for at the top and turn in to the instructor at the end of the class day. 1. Open up your Summary/Analysis and/or Synthesis paper in Word. Use Ctrl + F to check for and then. How many instances, if any, of and then do you have in the document? 2. List several Chunks you want to include in your research paper.

Commented [CL9]: Students have been assigned to read excerpts from the textbook that will help them plan their research paper. My objectives for this prep work are 1) to get students to think about their papers topically rather than chronologically, 2) to help them approach the research paper from a question rather than a topic, 3) and to focus on crafting paragraphs.

3. Use the following questions to create the nutshell of your argument: a. What puzzle or problem initiated your thinking about X? b. Template: Many people think X, but I am going to argue Y. Before reading my paper, my readers will think X: [specify what you imagine your readers initially think about your topic]

But after reading my paper, my readers will think Y: [specify the new or different way readers will think after finishing your paper]

c. The purpose of my paper is: d. My paper addresses the following question: e. My one-sentence summary answer to this question is:

f. A tentative title for my paper is:

4. Using the chunks listed above, find a sub-chunk that could be a topic of ONE paragraph in your research paper and write the topic sentence for that paragraph here:

5. Using the topic sentence from #4, write a paragraph below.

6. Underline the topic sentence of the paragraph. 7. Read each sentence alone and see if fits with the topic sentence. If so, its a unified paragraph. If not, highlight the problem sentence(s). (You may want to write all the sentences as a list to help you with this.) 8. Have a classmate read your paragraph and point out where particulars are needed (facts, statistics, quotations, research summaries, examples, or further subpoints). Peer reader initials here: 9. Mark all transitions (squiggly underline, different color, or circle, etc.). Use p.475 to help you.

ENC 1102 Prep Sheet 10 Complete the questions below. Write your name and the date of the class this is for at the top and turn in to the instructor at the end of the class day. Before you read the essay, answer these questions: 1. How can Shelbys definition of classic black nationalism (p.583) help us understand the group consciousness of other identity groups? Choose an identity group and rewrite his definition for that group.

Commented [CL10]: Students have been assigned to read Social Identity and Group Solidarity by Tommie Shelby as a way to integrate all the essays weve read and discuss more about identity. My objectives for this prep work are 1) to get students to apply the ideas theyve learned about this semester to outside situations 2) and to consider how papers based on research can be constructed.

2. Plan to create an outline or other visual organizer for the essay (on a blank page). Its a long essay, so plan to read it at least twice to be able to fully construct the outline. If there words you dont know, LOOK THEM UP!

After reading and after constructing an outline, answer these questions: 3. How does the first sentence forecast the trajectory and content of the essay?

4. What is the thesis of this essay?

5. There are several concepts that Shelby defines in his essay. In fact, he says he must define them. What are some of them, and why do you think he had to define them?

6. How does Shelby make transitions and use repetition to create unity and cohesion? Give at least one example.

7. How does the conclusion bring his essay to a satisfying conclusion? Or does it? Explain your reasoning.

WOOT! 10 Extra Credit Points! Find a cartoon (or draw one of your own) that relates to the concepts in Shelbys article. Briefly explain the connection between the article and the cartoon.