Unit Overview for English 1010 Weber State

University
Instructor Andrea Richards
Unit I-- approximately 4-5 class periods
Understanding Discourse Communities, Introduction to the Benefits of Becoming
Proficient in Academic Discourse while Creating a Safe and Collaborative Learning
Community

Objective 1: Students will able recognize the diversity of discourse

communities. They will be able to analyze discourse conventions and
identify how audience affects discourse expectations and the
effectiveness of chosen writing or speaking conventions. In class writing and
guided discussion on discourse communities culminates in students producing a
personal literacy narrative. Examples of personal literacy narratives will be
analyzed and discussed. (LO2) (LO3) (LO4)

Objective 2: Students will be able to explain and use key components of

academic discourse and conventions used academic writing and academic
settings in preparation for using them in upcoming units. (respecting diverse
opinions, thinking critically, using quality research and research methods,
communicating findings effectively, arguing with logic and evidence, understanding
rhetorical devices, and using and documenting appropriate sources). Elements of
academic discourse and discussion etiquette will be introduced through the course
textbook "They Say / I Say": The Moves That Matter in Academic Writing, with
Readings (Third Edition) ISBN: 9780393937510 Edition: 3 reading assignments:
Intro and chapters 7, 1, 12. (LO2) (LO5)

Objective 3: Students will be encouraged to contribute to the creation of a

safe and collaborative learning community benefitting from peer
interaction and peer teaching. A scavenger hunt activity with the syllabus will
stimulate comments and discussions concerning class policies, protocol and
standards of behavior. Active instructor participation in initial discussions will set
expectations for interactions and will be positively reinforced by recognizing
instructors and classmates demonstration of respect for diverse discourse
backgrounds, the using of conventions of academic discourse, and the modeling of
instructive criticism and questioning. This foundation will allow for positive
experiences using reciprocal peer teaching, including peer review of writing
throughout the course. (LO1) (LO5)
 Unit IIapproximately 18 class periods
Guided Reading, Summarizing, Connecting and Writing to Communicate What
They Are Saying

Objective 1: Students will be able to critically read, analyze and summarize

a text. Assigned readings from the text book They Say / I Say": The Moves That
Matter in Academic Writing, with Readings (Third Edition) ISBN: 9780393937510
Edition: 3 Chapter 2 and a sample essay (summarizing) and 8 (connections) will
assist in directing the writing of summary and connection essay. Assigned readings
on a subject will be explored through class discussions (panels, jigsaw reciprocal
peer teaching, cold call question sessions, debates, whole group discussion), in
class writing (paired share response, graffiti methods,) and /or discussion posts.
(LO1) (LO5)

Objective 2: Students will be able to write a quality summary and

connection essay using academic conventions and following assignment
protocols. The elements of a summary and connection essay will be lectured on in
class, samples examined and a rubric introduced. Students will then be assigned to
produce summary and connection essays from assigned reading and connecting in
at least one specific way to another assigned text. In class writing may also be done
allowing students to connect to outside reading material, current events or personal
experience. Assigned reading from the text book They Say / I Say": The Moves That
Matter in Academic Writing, with Readings (Third Edition) ISBN: 9780393937510
Edition: 3 chapter 8 will address quoting. Citation styles will be introduced and MLA
established as the preferred method for this course. Reading and writing activities
will be used to reinforce the basic elements of MLA formatting included guided
notes, academic games, and practice samples. Discussion of plagiarism,
paraphrasing and patchwork with any necessary reinforcing exercises will be part of
this unit. (LO1) (LO2) (L03) (LO5) (LO6)

Objective 3: Students will be able to revise a text giving and applying

suggestions for both global and local revision. Instructor feedback on the first
two summary and connection essays will help prepare students for peer review on
summary and connection essays 3 and 4. Peer review training will be done.
Students will choose to revise essay 3 or 4 for graded submission. For summary and
connection essay 5 peer review will be optional. Online and class wide
workshopping activities to develop these skills can be used as scaffolding as class
strengths and weaknesses are evaluated. These activities lend themselves to
reciprocal peer teaching which fosters confidence in individuals and in peers,
reveals knowledge gaps to both teacher and learner and promotes development of
language to communicate about the writing process. (LO2) (LO3) (LO5) (LO6)
Objective 4: Students will use reading and writing skills to produce a
cohesive literature review developed from assigned reading enhanced
with two sources acquire through personal research. They will
demonstrate the ability to separate personal views from reporting others
ideas and how pieces of academic writing converse with each other. A mini
lecture will introduce the purposes and format of a literature review. There will be an
assigned reading of a literature review with in class group activities to analyze the
review. The literature review assignment and grading rubric will be reviewed. An
assigned reading will expose students to the basics of university library search
engines and a mini lecture will follow up on the basics of source evaluation and
research tools. Students will complete the guided literature review with peer review
at determined intervals encouraging recursive writing practices. (LO1) (LO2) (LO3)
(LO4) (LO5) (LO6)
 Unit IIIapproximately 18 class periods
Independent Research, Reading, Evaluating, Summarizing, Connecting and Writing
to Communicate What They Are Saying

Objective: Students will practice scholarly research and evaluation in an

area of their own choosing and demonstrate critical thinking, evaluation
and connection skill by creating an annotated bibliography in preparation
for a writing literature review. Research protocols and strategies will be
lectured on and practiced with the assistance of university library professionals
when possible. Assigned readings and samples of annotated bibliographies will be
analyzed in class room activities. Students will be submit and have both instructor
and peer review feedback in early stages. (LO1) (LO2) (LO6)

Objective: Students will use reading and writing skills to produce a

cohesive literature review developed from personal research. Classroom
and/or online workshop opportunities will mentor students as they develop a focus
and working thesis for their literature review. One or two summary and connection
essay may be assigned. Instructor and Peer review progress checks will monitor
progress and encourage revision and global focus during writing. (LO1) (LO2) (LO3)
(LO4) (LO5) (LO6)

Objective: Students will acquire language to discuss the writing process. In

class discussion and writing as well as a final portfolio explaining revisions in their
own work will demonstrate the ability to speak about writing as a process. A
reflection essay in their portfolio will also give opportunity for students to self-
evaluate and display high level thinking about their writing experience. (LO2) (LO3)
(LO4) (LO5)

Objective: Students will show the ability to differentiate between

summarizing or reporting, and communicating their personal stance. They
will be able to analyze how research and reading has informed or changed
their original ideas on their chosen research. Students will be given in class
writing, discussion, and reflection essay opportunities to write how they would
follow their literature review with an argument that agrees with, disagrees with or
converses with a point in their literature review. (LO1) (LO2) (LO3) (LO4) (LO5)

Weber State University Course Outcome are as follows and listed at the end of
objectives.

1. Identify connections between and among texts and their ideas.

2. Compose writing that is structurally coherent and unified.

3. Compose writing assignments with a clear thesis or main idea.

4. Control such surface features as syntax, grammar, punctuation, and spelling.

5. Paraphrase, summarize, and use sources appropriately.

6. Use MLA and/or APA citation method correctly.