John Metoyer's English 97
- Page ID
- 359718
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 1: Module 1- The National Guard in Chicago
- MODULE 1: The National Guard in Chicago: Consider Module 1 our maiden voyage into the world of informed and evidence-based argumentative writing. Following the process of academic writing, we will read, investigate, analyze, organize, and draft in preparation for our final essay. In Module 1, you will examine arguments and evidence about the National Guard policing Chicago and apply your insights to writing and reflection tasks.
- 2: NG in Chicago- WK 2
- This page focuses on Week 2's curriculum, emphasizing comma usage through readings and practice. Students will tackle common errors, engage in interactive quizzes, and analyze Donna More's article on a discussion board. Key learning objectives include applying Standard Edited English conventions in writing revision and honing skills in summarizing and evaluating arguments. Activities include brainstorming and utilizing D2L's Discussion feature for sharing initial thoughts on relevant topics.
- 3: NG in Chicago- WK3
- This page covers Week 3, where students learn to identify and correct sentence fragments and engage in an interactive quiz for practice. It emphasizes technical writing by teaching students to create structured outlines for essays. Key learning objectives include directing arguments to a target audience, developing a thesis, establishing organizational frameworks, and applying Standard Edited English conventions in revision, all aimed at enhancing grammar and essay planning skills.
- 4: NG in Chicago-WK4
- This page emphasizes the development of writing skills in Week 4, focusing on correcting run-on sentences and revising for clarity. Students will prepare essay rough drafts by organizing thoughts for coherent writing and applying various conventions, such as formatting and paragraph structure, while integrating ideas and avoiding plagiarism.
- 5: Module 2- "The Vaccination War"
- This page outlines the activities for Week 5 of the course, focusing on analytical reading in Module 2: The Vaccine War. It emphasizes breaking down complex texts, identifying main arguments, and annotation techniques to boost comprehension. Students will also start their Personal Writing Handbook project, using generative A.I. to develop a tailored writing resource that targets their common writing mistakes.
- 6: Vaccine War- WK6
- In Week 6 of Module 2: The Vaccine War, students will participate in discussion activities to share personal insights and critique readings, honing their communication and critical thinking skills. Emphasis will also be placed on mastering semicolon usage for improved clarity in writing. The week's aims include applying Standard Edited English and evaluating peer arguments, ultimately enhancing understanding of effective communication and writing mechanics.
- 7: Vaccine War- WK7
- Students will learn A.I. prompting to generate a personal writing handbook chapter focused on one of the student’s most reoccurring writing error. Students will organize their ideas by creating clear, and structured outlines.
- 8: Vaccine War- WK8
- Welcome to Week 8, which concludes Module 2: “The Vaccine War.” This week, your focus will shift to developing your essay drafting skills. Students will develop skills to turn outlines into essay drafts and improve their writing through effective communication and revision. Students will practice conjugating verbs to inusre they agree in number with their subjects.
- 9: Module 3- Gender and Toys
- This page covers Module 3, which explores the relationship between gender and toy marketing and its effects on children's self-perception and gender roles. It encourages critical analysis of marketing strategies and their implications through writing exercises. Students will draft essays and create a Personal Writing Handbook to improve writing skills and incorporate feedback. Key focuses include audience awareness, thesis development, and MLA formatting in academic writing.
- 10: Gender and Toys- WK10
- Students will organize their ideas by creating clear, and structured outlines. Students will develop skills to turn outlines into essay drafts and improve their writing through effective communication and revision.
- 11: PWH and Code Switching
- This section provides a brief break from the weeks long modules. As students write their final gender and toys draft for English 101, English 97 will focus on other issues and mechanics.
- 12: Module 4- “College, Inc.”
- Module 4 is concerned with the various types of colleges and universities operating in the U.S. In the United States, higher education is offered through several types of colleges, including public universities, private non-profit colleges, community colleges, and for-profit institutions.
- 13: College, Inc.- WK13
- This is an introduction to week 13, where students will experience a condensed planning and drafting timeline. Students will also continue working on their PWH Chapter 5.
- 14: Module 5- Exit Essay Prep
- This page details Week 14's emphasis on preparing for the Exit Essay through reading, discussions, and prewriting activities. Students will focus on pronoun usage in academic writing, engage in self-assessment and quizzes to solidify their understanding, and participate in practice readings to aid their preparation. This blend of grammar instruction and essay preparation is designed to improve writing skills and ensure students are well-prepared for their final essay.
- 15: Wrapping Up!
- In this final week, students will complete and submit your final PWH project chapters and conclude the semester with a final reflection on language.