QuikAccess Calendar

English 1310indy-Reading Studies
Detailed Calendar [Tentative]

Week 1, Day 1
Introduction to 1310indy (small group setup)
Introductions, class overview, technology introduction, and scheduling times and a room

This will technically be our first day of class since was just talking about the 1310 plans for this group of students. We’ll need to briefly discuss the syllabus, get you set up on Google Docs, and figure out how and when the group can meet for a total of 150 minutes a week.
Homework
  • Find and print all three of our shared readings


Week 1, Day 2
Reading Grid
  • Address any Qs regarding Syl and Calendar
  • LASSI, Please input and e-mail address when asked (UTPA EMAIL PREF). You will be taking and exit survey at the end of the semester, without inputting and email when asked this will be difficult.
  • Reading Autobiography Blog Post : On the blog, post a response that addresses the questions below. Include a picture of an actual object you have that relates to your past reading experiences. I also want you to write a comment for each post other than your own (4 total).
    • What do you think about reading? How does it make you feel? What do you associate with it?
    • What kinds of reading do you have in each of your classes?
    • What kinds of reading do you do other than what gets assigned to you in school?
    • How do you read?
    • What ideas do you have about reading in and out of school, and how do they compare? Where do these ideas about reading come from? You can also discuss your families reading histories here too, in and out of school.
    • What are your biggest challenges with reading?
  • Introduce Brandt's “Remembering” by doing our first COLD Reading in class.
  • You need to start a grid on paper that shows the types of reading you’ve done this week in your classes and the types you’ll be dealing with in the weeks to come. So bring the syllabi and assignments so far from all your classes. (If we can't get to this we'll push it to next class meet)
  • Discuss the READ & TEACH (Bonnie will do one, then Josh and Jordan before you guys do one, but start looking for different readings you can bring in! ;) )

Homework
  • Finish Reading Autobiography Blog Post : On the blog, post a response that addresses the questions below. Include a picture of an actual object you have that relates to your past reading experiences. I also want you to write a comment for each post other than your own (4 total).
    • What do you think about reading? How does it make you feel? What do you associate with it?
    • What kinds of reading do you have in each of your classes?
    • What kinds of reading do you do other than what gets assigned to you in school?
    • How do you read?
    • What ideas do you have about reading in and out of school, and how do they compare? Where do these ideas about reading come from? You can discuss your families readings histories here too, in and out of school.
    • What are your biggest challenges with reading?
  • Read Deborah Brandt's article, "Remembering Writing, Remembering Reading."
  • Do at least two journal entries for a word/concept from the Brandt article that challenges you.


Week 2, Day 1
Starting a New Reading
  1. How did you approach reading the Brandt article? 
  2. What strategies did you use (e.g. highlighting, underlining, annotating, talking to friends/family, taking notes, looking up words, reading part or all of it more than once, using one part to make sense of another)?
  3. What difficulties did you have? Where did your understanding of what she was saying break down?
  4. Which parts helped you understand what she’s saying?
  5. Annotating, what is it? Why do we do it? How can I annotate effectively?


Blog Post Questions (1 each)
  1. What is Brandt's purpose in writing the article? This should be within the first few pages of the article; find the place and mark it (if you haven't already).
  2. Where is Brandt getting her ideas and examples from? How does she use other people and their ideas to help her make her own argument?
  3. In the major section, "Cultural Dissociations of Reading and Writing," Brandt includes several subsections. What were the most important things Brandt says in "The Prestige of Reading"? Mark the places in your text so you can find them later as you revise your summary.
  4. What were the most important ideas from "The Ambiguity of Writing"? Mark the places in your text so you can find them later as you revise your summary.
  5. What key ideas does she add in "Reading and Writing Across Generations"? Mark the places in your text so you can find them later as you revise your summary.
  6. The next major section is "Writing and Reading Relationships in School." What are the most important things Brandt says about reading and writing in school? Mark the places in your text so you can find them later as you revise your summary.
  7. In the final section, "Compelling Literacy," Brandt explains why what she's written matters. What does she say? What difference does knowing what she's researched/written make? Mark that place in your text as well.
  8. Discuss Summaries: Group class summaries


Homework
  • Re-read the Brandt article, annotating as you read, take notes and comment on the other Brandt posts (4 total)


Week 2, Day 2
  • Discuss reading grids
  • Review and give feedback to Vocabulary Journals


Week 3, Day 1
In-Class Reading Response to Brandt
  • I’ll either bring copies or pull them up on a computer in our room.
  • Discuss what works and what we think needs work in your responses.
  • Turn in your original written responses so I can scan them in and put them in your folder.


Homework
  • Type your responses into a blog post. Feel free to revise and edit.


Week 3, Day 2
  • Revision workshop for Brandt responses based on feedback and discussion from our last meeting.


Week 4
  • Jolliffe and Harl


Weeks 5 & 6
  • Haas and Flower


Week 7
  • Reading and responding to unfamiliar texts


Week 8
  • Reflective essay on reading


Week 9
  • Individual reviews


Weeks 10-15
  • TBA
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