Class, Tues, 10/04

Taking Stock

  • Essay One
  • Grades
  • Plans and Conferences

Developing a Plan

Exchange proto-drafts with the person next to you. Your task as a reader is to help your partner create a plan to develop this proto-draft into a full-fledged essay.

Read the draft with a pen in your hand. As you go along, mark passages that strike you as strong, that the writer will want to keep pretty much as is, with a solid line. Mark passages that the writer might want to rework or cut with a squiggly line. Draw arrows indicating points where you think the writer could say more, develop their line of thought or add an example, and then add a brief note suggesting what that “more” might be. (See my sample annotations.)

Check also on some details. Does the essay have a strong title? Does the writer make the sources of their examples clear—whether these come from experience, observation, or reading? If the writer discusses other texts than Spelman, do these appear in a list of references?

Finally, while your main task here is not line-editing or proofreading, if a typo or mistake jumps out at you, circle it.

Take your time. I want you to spend at least 15-20 minutes working on this piece. Err on the side of over-annotating. Sign your name when you’re done so the writer can thank you in their acknowledgments.


Add 200 words (or more) to your essay.

To Do

Before you leave today: Make sure you know when and where you are meeting with your GTA and me. Make sure you give each of us a copy of your proto-draft.

  1. Wed, 10/05, Thurs, 10/06, and/or Fri, 10/07: Bring your annotated draft to your conferences with your GTA and me.
  2. Tues, 10/11, class: Bring a print copy of an all-but-final draft of your first essay with you to class.
  3. Wed, 10/12, 4:00 pm: Email the final version of your first essay, saved as a PDF, to both your GTA and me.
  4. Thurs, 10/13, class: Have at least two good ideas for “projects of repair” that you’d like to write about in your second essay.

Class, Thurs, 9/01

Conditions for Learning to Write

  • Commitment
  • Ownership
  • Work Over Time

The Course

Your Questions

Divide into groups of four or five. Share the questions you have about the course. As a group, come up with three questions that (a) you’d really like the answers to, and (b) you don’t think other groups will ask.

Elizabeth Spelman, Repair

Fastwrite: Spelman writes: “The family of repair activities shares the aim of maintaining some kind of continuity with the past in the face of breaks or ruptures to that continuity” (4). In your own words, explain what Spelman means. Why and how does she believe that repair connects us to the past?

Writing Geek

  • Colons, or the mark of addition
    • Use a colon (a) after a full sentence, and (b) to introduce a list. See Mignon Fogarty, “Colons” (Grammar Girl 2010).

To Do

  1. Tues, 9/06, class: Read Chapter 2 of Repair. Be ready to pass a simple reading quiz.
  2. Thurs, 9/08, class: Read Chapter 3 of Repair. Be ready to pass a simple reading quiz.
  3. Mon, 9/12, 4:00 pm: Post r1 to this website.
  4. Tues, 9/13, class: Read Chapter 4 of Repair. Be ready to pass a simple reading quiz.