Weekly Blogs 30%
On our course site by Friday nights; Response to partner’s blog before class on Mondays

Each week, you will post a response to the assigned readings. Your purpose in these responses is to consider the author’s project: give an overall (brief) summary, talk about some take aways in the text, and reflect on how the reading helps you to make sense of your internship or your own writing practices. You might pull out a quote or two and try to make sense of it carefully, adding your insights and questions and connections along the way. Feel free to include images, links, videos that might support or augment your post.

Example here.

You will have a blog partner too. Respond to your partner’s blog before class on Mondays.

Pilot Self-Study 5%
Data in class Jan 30

As best you can, keep track of your reading and writing for one-two days from Jan 24-Jan 27. This will be challenging. You might keep track by taking a photo every time you switch from one literate task to a new one: from email to reading for class to posting on Instagram. Or you might keep a journal handy. As you’re tracing what you read and write, keep some notes about purpose and the ecology in which the reading and/or writing are situated. Try to keep track of time, the kind of device you use (are you reading/writing on a tablet, phone, laptop, book, paper…) etc.

Before coming to class Jan 30, organize your notes and/or images. We will work in small teams in class with our small data set: how could you quantify everyone’s literacy notes? What categories emerge? What literate activities take up the most time? What counts as a literacy? How are the writing practices inside and outside of school different? You’ll use this in your blog posts as well.

This is What I Know So Far…paper 25% 
Draft due Wednesday, March 6; Revision due March 8

The purpose of this paper is to take a moment to synthesize what we’ve read and talked about to date in the class. What have you learned so far about the teaching of writing from the readings and your internships? We will create criteria for this paper together. Share with peer and Kim in Google Doc:






Keyword Entry 20%
Due: April 17th

Sign up for a “Keyword” on the Google Doc that we create in class. Each of you will choose a different word. These words will emerge from our readings and discussions in the first few weeks of class.

Write an entry to our glossary of terms from composition and literacy. This assignment requires you to review all of the readings assigned so far and entries and postings from class members. Each entry should:

  • Define the word in your own words or quote from one of the articles that you think defines it well.
  • Discuss its relationship to other words, synonyms and antonyms.
  • Give 3 or 4 examples of how the word is used in context. Describe the idea or concept.
  • Say why it is a useful or an important term for studying the teaching of writing.
  • Explore questions that emerge from this word.

Due April 17th. Entries should be around 500 words. Edit carefully. You’ll post on our class Google Doc and we will share with the public. (We will also turn our keywords into multimodal designs as a class after we write our entries.)

Links that may be useful:

“Technology.” Keywords for American Culture Studies by Jentery Sayers

“Culture” Excerpts from Raymond Williams.

National Writing Project’s Keyword Project

Multimodal Project & Reflection 20%
Due: May 1 (portion); final project and reflection due May 10

We will design the project portion of the assignment together. Our goal will be to represent our theory of writing in multimodal form. The reflection portion will ask you to think about your composing choices for your project: what worked? what were the challenges? what do you hope your audience understands from your project? You’ll end by reflecting on your work in the course overall. Share image of project or link to project and the reflection on our course site.