Class, Tues, 11/15

Speed Editing

Each of you will be responsible for reading and editing five essays with regard to only one of the following categories. You will have 4 minutes to read each piece.

Format

  • Document: 1.25″ margins, different first page
  • First page: Name, E110, Assignment, Date, sans serif, 1.0 spacing
  • Title: Bold, centered, sans serif
  • Paratext: Subheads, running head, sans serif
  • ¶s: 0.25 or 0.5 indent, 1.5 spacing, 6 points between ¶s, serif
  • BLQs: Indented left and right, 1.0 spacing

Quotations (In-Text)

  • Author identified
  • Page identified
  • Cross-listed in references
  • BLQ for quotations more than one sentence

References (End-of-Text)

  • Author, date, title, place
  • Alphabetical by author
  • Hanging indent, 1.0 spacing, 6 points between items

Project

  • Read the first page (or so). Mark where the author defines their project in writing their essay. Offer any advice you may have about phrasing or placement.

Take-Away

  • Read the last page (or so). Mark where the author states the take-way of the piece. Offer any advice you may have about phrasing or placement.

Sign your name and the category of your work to each piece you edit. Scan your essay once it has been returned to you. If you have any questions, ask your editors about them.

Titles

Read through your essay. Highlight (a) the names of other writers, artists, or works you discuss; (b) words or phrases you take from someone else; and (c) important words or phrases that you bring to the discussion. Then draw on these words to create the following types of titles:

  • Straightforward
  • Allusive
  • Doubled

Acknowledgments

  • In pairs: Here are two acknowledgments written by UD students. Using these two texts as examples of the genre, identify (a) what both writers do [constraints], and (b) what each does differently [options].
  • Fastwrite: Draft a version of the acknowledgments for your essay. The final version of your acknowledgments should appear after your main text and before your list of references.

To Do

  1. Wed, 11/16:I need to cancel my regular office hours tomorrow morning. If you would like to talk with me, please seem me to set up an appointment for later today or Thursday.
  2. Wed, 11/16, 4:00 pm: Email the final version of your second essay to your GTA and me. This essay should be at least 2000 words long, and include a list of references and a note of acknowledgments. Title your document “lastname e2 final”. Good luck!
  3. Thurs, 11/17: Please bring a laptop with you to class.

 

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Class, Thurs, 10/20

Developing a Thick Description of a Project of Repair

Workshop Groups

Please read your beginning drafts aloud and get feedback from your group members. At the end of this session, I will ask you add at least 200 words to your description.

At this point the key question for each of you as a writer is: How do I move from 500 to 1000 words? I want you think about doing this not through adding examples but rather by saying more about each example you’re writing about. And so I’d like readers to consider:

  • How fully and well does this writer describe the thing that is being repaired?
  • How fully and well do they describe the person doing the repair?
  • What particular problems or challenges in repair do they describe?

Note what the writer does well and where you’d like to hear more.

Fastwrite

Add 200 words to your current description.

Writing Geek6a0115710fc794970c014e890c16c3970d-320wi

Punctuating Quotations: Logical Punctuation vs. American Style.

Handout

 

To Do

  1. Mon, 10/24, 4:00 pm: Post e2d1, a 1,000-word description of a project of repair, to your group Google Drive folder. Title your document “lastname e2d1.docx”.
  2. Tues, 10/25, class: Read your group members’ e2d1s before class. I will ask each group to choose one piece to be presented to the class as a whole on Thursday.
  3. Tues, 10/25, class: Read the first three essays (Dawson, DiUbialdi, McNulty) in the 2016 issue of Arak Journal. Be read to talk about (a) how the writer describes a particular topic they want to write about, and (b) the stance they take toward that topic.