Week 1

• Monday, July 1
• (9:30-12:00): All students meet in EMB 205. 

Writing sample (describe your self as a writer; describe two things you do well as a writer, and two things you'd like to strengthen this summer). Topic #1: Language, literacy, and higher education.  Discussion of literacy narratives, literacy profiles, interviews, public speaking, and the assignment for the rest of today.  Generate interview questions for a literacy profile of a fellow student.  Divide into pairs and interview each other.
• (1:30-4:00):  All students meet in EMB 205.

* Peer literacy profile: Complete your interview and work on writing up the literacy profile of the person you interviewed.  Select the most interesting features of your subject and write out in prose form the presentation you will give in class tomorrow.  Try to stand back from the information you learned and use it to make sense of the person you interviewed.  Based on the answer to several questions, do you conclude that this person loves to write or read, prefers to talk than write, has learned conflicting things about writing, or had some great teachers who really made a deep impression?  Did the person teach you anything or  make you want to read something?  Try to show us how this person has been influenced as a writer and reader by various events, circumstances, and people, and give us a sense of who the person is as a writer at this moment in time (think of it as a snapshot of your person at the beginning of the 2002 EOS Summer Program).  As you write it up, imagine that you are writing a profile of the person for a magazine or a website.  Don't ask how long this should be.  The answer is, as long as it needs to be to finish saying what it needs to say (but 20 pages is definitely too long!).
* Personal literacy narrative:  Now you have interviewed someone else, turn your attention to yourself.  Think about your history as a writer, reader, and thinker:  when did you learn to write?  who taught you?  when did you learn to read?  who taught you?  how did you feel about reading and writing?  how much do you remember family members reading and writing as you were growing up?  how much do you remember them encouraging (or discouraging) your reading and writing?  what role did school play in your developing literacy? teachers? friends? members of your community, church, extended family, etc.? what setbacks did you encounter? what encouragements? who or what has been the single most important influence on your literacy so far? what is your favorite book? why? who is your favorite book character? why? what advice about writing and reading would you give to a young writer? a writing teacher? the parent of a young child? Write out answers to these questions in note form, and then look over your answers and look for patterns and connections.  Use these to help you organize your ideas into paragraphs.  You may structure your paper thematically, focusing on specific topics (such as good reading experiences, influential people, bad experiences, etc.), or you may write your narrative chronologically, describing your evolving literacy over your lifetime.  Use whichever structure most makes sense to you (but you need to answer the questions in order to decide this).  And, yes, you can use "I" and "me" to write about yourself!  (This will eventually be paper #1.) 
homework: 
• Perfect and practice reading your peer literacy profile ready to present it to the class tomorrow morning.  (You will hand in the notes you took in class, and any rough drafts in addition to the final version.)
• Continue working on your personal literacy narrative so that you have a rough draft for class tomorrow (this draft should have the basic structure of your narrative and the main points but it does not need to be finished and perfect yet--we will work on organization, introductions, and the development of ideas in class tomorrow).

• Tuesday, July 2 
• (9:30-12:00):  Hall of Science 52.

Bring the notes you took for your peer literacy profile, all your drafts, and your final profile.  Also, bring all notes and draft(s) of your personal literacy narrative (the draft can be handwritten or typed, but either way it should be double spaced).  Presentation of peer literacy profiles and general discussion of the identity "writer" and the role of advanced literacy in college and in the world.  Hand in the notes you took for your peer literacy profile, and any rough drafts in addition to the final version. Introduction to the class, our collective goals, and our standards of evaluation.  Develop general criteria for evaluating peer literacy profiles and personal literacy narratives (paper #1) and for differentiating between an A, a B, a C, and a D paper. [See draft grade description sheet.]  Think about theses, introductions and conclusions, organization, transitions, degree of explanation, degree of evidence, use of sources and examples to support the point, title, and overall style and tone.  (We will type these up and hand them out to everyone so that you remember what you are aiming for and we remember how to grade you!) 
• (1:30-4:00):  Hall of Science 52.

Continue discussion of evaluation criteria and move into discussion of how to revise and develop the drafts written last night.  Work on revision using the criteria developed by the class.  Focus on your introduction, your organization, and the development of your ideas (I'll work on these issues with you in class).  Brief introduction of the "Brain Teaser."
homework:
• Work on revising your personal literacy narrative using the criteria developed in class today.  Pay particular attention to the title, the introduction, overall organization, transitions, explanation, and examples.   Make changes to the rough draft, then TYPE the paper (double line spaced, with one inch margins justified on the left side only--don't panic if you don't know how to do this: ask!)
Tuesday's brain teaser (a.k.a. "mental workout"):
• Is "Standard American Written English" a good thing? 

Take me on the journey as you explore the question, think about an answer, and then explain why you believe it. If this doesn't make your brain hurt, you're not thinking hard enough!!  (email your thoughts to your instructor by 5 pm Friday)

• Wednesday, July 3 
• (9:30-12:00): 

BRING YOUR COMPUTER TO CLASS. Bring a printed copy of the draft you wrote last night (double spaced). Discussions of grammar, punctuation, style, standard written English, academic language, and the notion of error.  Which error annoys you the most?  Why?  Which error annoys your teachers the most?  Why? Which error should not be an error?  Together students will generate a list of five errors they would like to never make again.  Introduction of the handbook.  Use of handbook to perfect the draft by removing all five errors.  Small group editing session.  Make the changes on your typed draft, proofread it one more time.  Due in class at 1:30.
• (1:30-4:00): 

BRING YOUR COMPUTER, NETWORK CABLE, AND PASSWORD TO CLASS. BRING IN THE NEWS, TOO.
Paper #1 is due at 1:30.
Introduction to the Vocabulary Logs and the New York Times response assignment. 
Review In The News, and think about the first and second exercise.  Look at The International Herald Tribune on-line and the New York Times on-line.  Complete exercises 1, 2, and 3 in class using  the New York Times on-line.  Now skim the paper and complete exercise 4.  Select one of the stories you identified in exercise 4, read it over more carefully,  make some notes, and write a brief summary of it. [If you are not sure how to write a summary, check your handbook and the Online Guide to Writing Summaries.]  Note any new vocabulary you encounter in your Vocabulary Log.
Brief discussion of the homework for July 4 (yes, that's right...)
• (6:00-9:00-118 S.W.Bowne Hall): 

Prof. Jamieson's office hours.  Sign up to talk about your writing and your IWP
homework:
• Finish the summary you began writing in class.  Now write a response to that article.  These two pieces should be typed and sent  to me as email messages or attachments to email messages by 9 pm tonight.  My email address is sjamieso@drew.edu.  I will be in my office until 9 pm, so if you have problems call me (x3499) or come by.

• Thursday, July 4
• No class today!  Enjoy the celebration (then come back to school).
homework:
• You think I'm that mean?  You're right!  Pay attention to literacy and list 5-10 literacy items you see between leaving Drew and coming back.  Note what purpose they serve (instruction, advice, warning, information, explanation, evaluation, analysis, or something else) and the role, if any, of the author (do you see any bias, error, insufficient information, lack of clarity?).  Note also to what extent literacy is demanded in the various communities we inhabit (if you could not read, would your July 4 have been any different?)
• Write a brief literacy analysis of your July 4 using the list you made in response to the questions above.  First, summarize what you observed, then respond to it commenting on the role of literacy in contemporary North American cultures (you may also comment on assumptions about literacy if this is relevant).
Thursday's brain teaser (a.k.a. "mental workout"):
• Can we think before we can understand language, or do we need language in order to think? 

Take me on the journey as you explore the question, think about an answer, and then explain why you believe it.   (email your thoughts to your instructor by 
5 pm Monday)

• Friday, July 5 
• (9:30-12:00): 

BRING YOUR COMPUTER, NETWORK CABLE, AND PASSWORD TO CLASS. 
In class writing.  Read over the literacy analysis you wrote last night/this morning and think about literacy in North America.  Free write for 15 minutes on any aspect of literacy in the United States.  Just type.  Don't stop.  If you can't think of anything to say type "literacy, literacy, literacy" over and over until you do.  Don't read back over what you have written.  Don't worry about spelling, grammar, punctuation, or anything.  Just try to make your fingers move as fast as your brain.  Class discussion on literacy, advanced literacy, and the role of written information in our society.  Make notes during this discussion.  Read over your notes from the discussion, what you wrote for homework, and the free writing you just did.  Now write a provocative statement about literacy (something that someone else might disagree with you about).  Students will write their statements on the board.  Discussion of thesis, antithesis, and argument.  You will revise this statement into the thesis for paper #2, a draft of which is due on Monday.
• (1:30-4:00): 

BRING YOUR COMPUTER, NETWORK CABLE, AND TEXTBOOK TO CLASS. 
Brief introduction to the television watch section of the course.
Structuring an argument: How to develop a thesis and organize a paper  to support it.  Discussion of the paper you started this morning. Second New York Times response.  Look for a news article that has something to do with literacy or education.  Note any new vocabulary in your Vocabulary Log. 
3:00:  Begin to draft your paper using notes from the class. You may also incorporate the material you find in the New York Times for your response (introduce and cite it just as you did with the quotations from your classmates).  [If you want some more advice about structuring an argument, check out the Online Guide to Writing Arguments.]
homework: 
• Review the notes on revision and the evaluation criteria developed on Wednesday.
• Review the relevant sections in the Longman Writer's Reference
• Revise your paper and bring a final copy to class on Monday.
television watch:
• Watch episode #125 of Bill Moyers' "Now" on Public Television (Channel 13) at 9 p.m. on Friday. [Review the website.]  Write notes as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed).  Due in class Monday.  [If you miss the show on Friday, check the schedule to see when the show will be repeated over the weekend.]
• Read The New Yorker article on which this is based, "Letter from Bolivia: Leasing the Rain," by William Finnegan (published on April 8, 2002).

• Monday, July 8: 
• (9:30-12:00): 

BRING YOUR COMPUTER, NETWORK CABLE, and PASSWORD TO CLASS and In The News.
Discussion of "Now" viewed on PBS on Friday evening.  (Hand in your notes, summary, and response at the end of this discussion.)
Topic #2: Freedom, responsibility, and the law. Read In The News, article 1, "Smokers Under 18 in Iowa Now Outlaws" (pp. 6-7) complete the pre-reading questions, the comprehension questions (p.6), and review the vocabulary and idioms (p. 8) and note any new vocabulary in your Vocabulary Log.  Complete  Part IV ("Analyzing Paragraphs," pp 8-9).  Now write a brief summary of the article and then a response that takes a position on this topic (you may incorporate some of the quotations you gathered in Part IV if you like--remember to incorporate them as the text shows on p. 9).  Next, write a second response arguing the other side from your first response, again using quotations from classmates and/or people cited in the article if you like.  Try to make both arguments so effective that I cannot tell which side you are on.  Both responses, the summary, and the pre- and post-reading notes are due at the end of class.  Note any new vocabulary in your Vocabulary Log.
• (1:30-4:00): 

BRING PENS OF AT LEAST TWO DIFFERENT COLORS TO CLASS WITH YOU 
Discuss the art of Comparison writing using the two papers you wrote in class this morning.  (If you want to refresh your memory about structuring a comparison, check out the Online Guide to Writing Comparisons.)  We will use them to make a comparison grid.  In class writing: write a paper comparing the two arguments you made this morning (one hour--write on every other line of the page please). Exchange papers with someone else and evaluate the effectiveness of the draft.  Write at least one paragraph of revision advice for your partner.  What is the most important thing he or she needs to fix?  Why?  What is the best aspect of the paper?  Why?  Review the guidelines developed in class on 7/3 and make sure you comment on specific aspects of the paper that are strong as well as those that need revision (see handout).  Sign your comments and return the sheet to the author.  Look at the advice your partner gave you.  Do you have any questions?  Work on the paper, writing in changes in another color in the lines you left empty.  Now rewrite it incorporating your changes.  This is paper #3.  Finally, write an evaluation of this process.  Did you like it?  Why/why not?  Was it helpful?  Why/why not?  If you had more time to work on the paper, what would you do?  Why?  Due at the end of class.
homework:
• Perfect Paper #2 using what you learned in class today and bring an almost perfect draft to class tomorrow.
• Look at In the News, and read article #2, "Should ID's be Required?  Dutch Agonize" (p. 11).  When you have finished, review the sections on vocabulary and idioms (pp. 10-11) and note any new vocabulary in your Vocabulary Log.  Complete exercise 1 (pp 10-11) and Part IV ("Analyzing Paragraphs," p. 13).  Write a brief summary of the article and a response. 

• Tuesday, July 9
• (9:30-12:00): 

BRING YOUR COMPUTER AND NETWORK CABLE TO CLASS. 
Discussion of the papers students worked on last night.  The class will discuss this issue of identification cards and individual freedom, don't forget to make notes during the discussion.  Look at the New York Times and find an article that addresses the issue of individual freedom versus security/national or community well being.  Send me a copy of the articles you find  (go to "File" in the Netscape menu,  select "Send Page" and type in  "sjamieso@drew.edu").  Write a summary and a brief response and send me a copy of the response (this is your third New York Times response).  Discussion of the pieces everyone found and the issues raised in them.  What questions do you have?  What concerns?  To what extent do you think the New York Times presents and even (fair) discussion of the issue?  Select one of the topics and as a class brainstorm an outline for a biased story on this event (class can select the audience and the bias).
• 1:30-4:00): Continued discussion of the role of audience. To what extent does audience always influence the tone and content of our writing?  What implications does this have for you?  Audience analysis of the New York Times based on articles, style, content, advertisements, etc.  Together we will do the pre-writing for a paper that analyses the audience of the New York Times This is paper #4, and a draft is due in class tomorrow.  [If you want some more advice about writing an analysis, check out the Online Guide to Writing Analysis papers.]
homework:
• Finish writing your draft for paper #4 ready for class tomorrow.  Remember, this is a draft.  It doesn't have to be perfect, but the skeleton of the paper--the basic argument and ideas that support it--need to be in place.  A draft is the result of a lot of thinking.  It is the place where you are "talking to yourself" about an idea and reminding yourself of your argument and how you got there--kind of like a map of your thought process.)
Tuesday's brain teaser:
• How much freedom should we give up for the good of society?  (email your thoughts to your instructor by 5 pm Friday)

• Wednesday, July 10
• (9:30-12:00): 

Paper #2 (+ drafts, notes, free writing, and all other writing related to this paper) due in class. (Fill out the self analysis forms and hand them in with the paper.)
BRING PENS OF AT LEAST TWO DIFFERENT COLORS, YOUR COMPUTER, and a printed copy of the draft you wrote last night (double spaced). Review of the evaluation guidelines developed last Wednesday,  the five errors to which you should become allergic, and the revision guidelines developed in class today.  In groups of three, students will use the handbook and the guidelines to help each other perfect the draft (each reviewer should write out comments, sign them, and return this to the author.  Reviewer's revision suggestions will be handed in along with the paper this afternoon.  Make the changes on your typed draft, proofread it one more time, ask me questions.  Paper #4 is due in class at 9:30 on Thursday (you may take it to the Writing Center tonight--remember to try to ask specific questions about how you might strengthen the paper.)
• (1:30-4:00): 

BRING YOUR COMPUTER and In The News.
Continuation of the discussion of audience and situatedness.  Read In The News, article 4 "A Rain of Protest on Columbia's Parade" (pp. 19-20) and complete the  the comprehension questions (p. 20) .  Review the vocabulary and idioms (p. 21) and note any new vocabulary in your Vocabulary Log.  Complete  Part IV ("Focusing on Style and Tone," p. 22).  Now write a brief (neutral!) summary of the article and then a response that takes a position on this topic (you may use any of the comments in the article to support your position--don't forget to quote them correctly).  Next, write a second response arguing from the perspective of an American Indian or an Italian American (again, use the comments in the article to help you think about these positions).  Try to avoid simplistic stereotypes.  Imagine you are writing a letter to the International Herald Tribune in response to this article.  Now write a third response from the other perspective (again, use the comments in the article to help you think about your position and get into character).  Try to make both responses so effective that I cannot tell which side you are really on.  All three responses, the summary, your answers to the comprehension questions and the response to IV are due at the beginning of class tomorrow. 
• At the end of class we will have a brief visit to the Writing Center.
homework:
• Complete the work you started in class today and then look through the New York Times on-line and find a story about an event or situation that could be looked at from more than one perspective.  Write a summary of the story, then respond to it in the voice of anyone who has a vested interest in that story (use the same strategies as you used in class today and imagine you are writing a response to the New York Times letters page. Send me a copy of the article you find (go to "File" in the Netscape menu,  select "Send Page" and type in  "sjamieso@drew.edu") and send me a copy of the response by midnight tonight (this is your fourth New York Times response). 
• 6:30-8:00--Don't forget to go to the Writing Center!  (Work on Paper #4)-appointments
• 6:00-8:00--Prof. Jamieson's office hours.  Sign up to get your papers back!!

• Thursday, July 11
• (9:30-12:00): 

BRING YOUR COMPUTER, NETWORK CABLE, AND PASSWORD TO CLASS and In The News.
Paper #4 (+ drafts, notes, revision suggestions, and all other writing related to this paper) due in class. (Fill out the self analysis forms and hand them in with the paper.)
Topic #3: The construction of identity and attitudes. We have been talking about the role of audience in shaping a paper.  How much do your audience and environment shape you?  Read the first "Before you Read" question in In The News (p. 26) and write a brief response.  Next, read article 5 "You Can't Learn Soccer in the Suburbs" (p. 27) and complete the comprehension questions (p. 28) .  Review the vocabulary and idioms (p. 28-9) and note any new vocabulary in your Vocabulary Log.  Complete  Part IV ("Analyzing Paragraphs," p. 29).  Now write a brief (neutral!) summary of the article.  We will discuss timed essay writing and the strategies students can use to write excellent timed essays.  Practice:  In 30 minutes, write a response to questions 1 and 2 in "Talking and Writing" (p.28).  You will have 15 minutes for each mini-essay.   You may consult your summary and the article if you like.  Remember that if you borrow words or paraphrase ideas from the article you must cite them!
• 1:30-4:00)  Embury 205, both sections meet together: 

BRING YOUR COMPUTER, NETWORK CABLE, AND PASSWORD TO CLASS and In The News.
Introduction to N.E.R.D.'S News.  Look at the index to In The News and review the seven kinds of articles commonly found in newspapers.  How many of these sections should be in EOS News?  Divide into groups to review each section you have decided to include.  Read the "Focus on the Newspaper" section for each kind of news and select an article of that kind from the New York Times on-line.  Work together as a group to explore the questions at the end of the "Focus" section, and then to write a brief description of the kinds of articles that might go into such a section.  Think about the kinds of articles your fellow EOS students might want to read and brainstorm a list.
• 8:00 Kirby Shakespeare Theatre, Drew University Campus

A performance of  Pericles, by William Shakespeare. Directed by Gabriel Barre.  Check out the website to learn more about this performance!  Read some production notes. 
Read the entire Pericles, Price of Tyre online!!
                    "Pericles, Prince of Tyre, has recently and unexpectedly lost his
                       father and king, leaving him heir to the throne and faced with the
                       awesome responsibility of governing his country at a young age.
                       He wisely ascertains that before he can manage a country he must
                       manage and know himself - he must grow, become a man. This
                       sets into motion his quest to the center of himself. Full of hardship
                       that equals Job's, he willingly accepts the contests placed in his
                       path, and emerges, as we all must, from pain, full, whole and
                       enriched. " (from "Production Notes"  by Gabriel Barre, the Director. 
.......................available at <http://www.njshakespeare.org/season/per_dm.html>)
homework: 
• Continue brainstorming that list ready for class on Monday.
• The artistic members of the group will decide on a header, logo, and general design for N.E.R.D.'S News, to be voted on by the group on Sunday night and presented to the professors on Monday.
Thursday's brain teaser:
• To what extent do we have free will and to what extent are our actions determined for us? (email your thoughts to your instructor by 5 pm Monday)

Friday television watch:
• Watch episode #125 of Bill Moyers' "Now" on Public Television (Channel 13) at 9 p.m. on Friday. [Review the website.]  Write notes as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed).  Due in class Monday.  [If you miss the show on Friday, check the schedule to see when the show will be repeated over the weekend.]

• Monday, July 15
• (9:30-12:00): both classes meet in Embury 205

9:30-10:00: Discussion of  "Now" viewed on PBS on Friday evening.  (Hand in your notes, summary, and response at the end of this discussion.)
10:00-11:00: Editorial Board for N.E.R.D.'S News, edition #1: meet to determine the sections that will be in this edition and who will edit each section.
Writers for N.E.R.D.'S News, edition #1:  Go to the New York Times  and other newspapers and research stories.  What is going on in the world that will be of interest to your readers?  What do you think is important?  What should they know about?  Send copies of interesting stories to yourself and make a list of two or three things you'd like to write about for this week's paper.
11:00-12:00:  General news meeting.  Writers will identify the stories they think should be covered (professors will list them on the board), and then the editors and writers will select stories.  Each writer will be assigned a story within one of the six categories determined by the editors, two stores for each category.  Each editor is responsible for two stories.  Once the stories have been assigned, writers can begin working on them and discussing the story with the relevant editor.
1:15-3:00: LC 30: Screening of "Wide Angle" because you could not watch it Thursday
Thursday television watch on Monday:
Watch episode #101 of "Wide Angle," " Saddam's Ultimate Solution: Iraqi Kurdistan," on Public Television (Channel 13)  [Review the website for this episode.]  Write notes as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed).  Due in class Monday.  [If you miss the show on Thursday, check the schedule to see when the show will be repeated over the weekend.] 
• You may also read  The New Yorker article on this topic, "The Great Terror," by Jeffrey Goldberg (published on March 25, 2002),

learn more about this topic from online resources,
or join an online discussion group and comment on the show.
homework: 
• Writers, continue to work on stories (you may take drafts to your writing center appointment if it is today). 
• General Editors, work on familiarizing yourselves with every aspect of the story (check out as many different newspapers as possible, preferably from different countries and definitely from different perspectives--it is your job to make sure the stories you edit are fair, accurate, and fully informed.)

• Tuesday, July 16
• (9:30-12:00):  both classes meet in Embury 205   BRING YOUR COMPUTERS, NETWORK CARDS, AND CABLES TO CLASS -- the wireless cards won't work in this room  :-( 

Newsroom 2:  Each group will work on research and writing:
Article Writers: research and work on your stories.  Remember to consult more than one source!
General Editors: conduct additional research on stories using as many different sources as possible--you will have to check the articles for bias, accuracy, and overall quality of information in addition to general writing, so you need to have a good understanding of the details of both stories for which you are responsible.
Teachers and peer counselors will act as advisors as needed during the writing process.
Writers and editors will each produce an annotated bibliography of sources consulted.  Each entry will include a full citation (including the URL of on-line sites and the time and date consulted) and 3-5 sentence summary of the source.  Any bias in  the article should be noted at the end of the summary.  Annotated bibliographies for all stories in this edition of the paper will be due in class on Thursday.
homework: 
• General Editors, review the drafts of the two stories for your section, check for accuracy, bias, and overall quality of information.  Also review overall organization and suggest additions, revision, and so forth.  DO NOT COPY EDIT OR OTHERWISE "CORRECT" THESE DRAFTS.  Offer advice using the feedback form handed out in class.
• Article Writers: work on homework for your other classes, revisions for your final portfolio, or your article.

Tuesday's brain teaser:
• Is your personality the result of nature or nurture?   (email your thoughts to your instructor by 5 pm Friday)

• Wednesday, July 17
• (9:30-12:00): Back in HS 52 (just section 002)  BRING YOUR COMPUTERS, THE WIRELESS CARDS,  AND IN THE NEWS TO CLASS

Select a story from In The News (any story that looks interesting), read it, complete the comprehension questions, review the vocabulary and idioms sections (don't forget to add new vocabulary to your Vocabulary Log), write a summary and then respond to it.  In your response, include your reasons for selecting this piece, and briefly discuss whether it lived up to your expectations.  Instead of a response, you may complete one or more of the writing questions at the end of the section if you find them interesting.
In class writing:  Read the two news articles (on the same subject but from two different sources) and write a comparison of them.  First you'll need to work out the criteria you might use to compare them, then you should look at how each one is written and make notes under each category.  You might look at the tone; the style; the reading level (complexity, word choices, and so on); the amount of back ground information it assumes readers possess (how much it explains the background of the topic); any bias (look at specific words and the order of information to evaluate this); who is quoted as part of the story; the article length; the title; the first sentence; any images that accompany the piece; anything that appears in one article but not in the other; and/or whatever categories make sense to you.  Make a comparison grid, then organize the information in it and say something about the two articles based on what you have found.  This is your thesis.  Write an introduction identifying the two articles (author, title, source, topic) and stating your thesis. Now write at least three paragraphs in which you compare the two articles focusing on whichever features support your thesis; don't forget to acknowledge any points that you might give to the alternative position.  Finally, write a conclusion.  Due at the end of class. This is paper # 5.
homework:
• Article Writers: work on revising your articles using the feedback sheets from the General Editors.  You may need to conduct additional research, (if you do, don't forget to write an annotated bibliography entry on each new source you consult) and you may need to consult the General Editors and/or the Peer Counselors.  The article should be as good as it can possibly be by the time you arrive in class tomorrow. 
• General Editors, work on homework for your other classes, or on revising papers for your final portfolio. 
• Read relevant editing sections in Longman Writer's Reference as needed.
• 6:00-9:00--Don't forget to go to the Writing Center  (you should work on revising a paper for the final portfolio)
• 6:00-8:00--Prof. Jamieson's office hours.  Sign up to get your papers back!!

• Thursday, July 18
• (9:30-12:00): Both sections meet in Embury 205:  BRING YOUR COMPUTERS, NETWORK CARDS, AND CABLES TO CLASS

Newsroom 3:  Final editing and production of the newspaper.  Editors and writers will work together on layout, any necessary compression of articles, filler cartoons and announcements, and the overall production of the very best edition of N.E.R.D.'S News anyone could imagine!
At the end of this session, write a brief evaluation of the process.  What did you like?  What should we do differently next week?  What should we not do next week?  What did you learn through this process? 
homework: 
•  Chill a little!  Work on your other classes. Watch a little television . . .
Thursday's brain teaser:
• Are people basically "good" or basically "bad"?   (email your thoughts to your instructor by 5 pm Monday)

Thursday television watch:
• Watch episode #102 of "Wide Angle," "To Have and Have Not: China," on Public Television (Channel 13) at 10 p.m. on Thursday (note the time change!). [Review the website for this episode.]  Write notes as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed).  Due in class Monday.  [If you miss the show on Thursday, check the schedule to see when the show will be repeated over the weekend.]

Friday television watch:
• Watch episode #126 of Bill Moyers' "Now" on Public Television (Channel 13) at 9 p.m. on Friday. [Review the website.]  Write notes as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed).  Due in class Monday.  [If you miss the show on Friday, check the schedule to see when the show will be repeated over the weekend.]

• Monday, July 22
• (9:30-12:00): Both sections meet in Embury 205:  BRING YOUR COMPUTERS, NETWORK CARDS, AND CABLES TO CLASS
9:30-10:00: Discussion of "Wide Angle" viewed on PBS on Thursday evening, and "Now" viewed on PBS on Friday evening.  (Hand in your notes, summary, and response at the end of this discussion.)
10:00-11:00: Newsroom 1:  Editorial Board for N.E.R.D.'S News, edition #2: meet to determine the sections that will be in this edition and who will edit each section.
Article Writers for N.E.R.D.'S News, edition #2:  Go to the New York Times  and other newspapers and research stories.  What is going on in the world that will be of interest to your readers?  What do you think is important?  What should they know about?  Send copies of interesting stories to yourself and make a list of two or three things you'd like to write about for this week's paper.
11:00-12:00:  General news meeting.  Writers will identify the stories they think should be covered (professors will list them on the board), and then the editors and writers will select stories.  Each writer will be assigned a story within one of the six categories determined by the editors, two stores for each category.  Each editor is responsible for two stories.  Once the stories have been assigned, writers can begin working on them and discussing the story with the relevant editor.
homework: 
• Article Writers, continue to work on stories. 
• General Editors, work on familiarizing yourselves with every aspect of the story (check out as many different newspapers as possible, preferably from different countries and definitely from different perspectives--it is your job to make sure the stories you edit are fair, accurate, and fully informed.)
• Everyone: Work on perfecting your paper for ENGL 35!
1:00-2:00--Optional writing lab (EMB 205)

• Tuesday, July 23
• (9:30-12:00): 
• BRING YOUR COMPUTERS AND IN THE NEWS TO CLASS

Discussion of international news and why it is significant.  In class writing:  Write for 30 minutes on the question  "Why read the news?"  You may take a position on either side, but you need to take a position.  Spend five minutes brainstorming an answer, five minutes making an outline map, and about fifteen minutes writing a reasonable draft.  Finally, spend five minutes revising making sure that you have topic sentences and at least one example per paragraph.  Due at the end of class.  This is paper # 6.  Write a brief analysis of this process.  What was hardest?  What was easier than you thought it would be?  What would you do differently if you could do this again?  If you would like to revise this essay for your final portfolio, or so that you can practice your writing skills, a revision is due in class on Thursday, August 1.
We will spend the last hour of class working on a revision of the paper you started in class last week, the comparison of the plans for the WTC site.  (You can use the written descriptions, the three dimensional plans, and the maps to help you in this paper.  Don't forget: you need to provide specific details to help you create your argument.)  Check out the story describing the plans (NYT, 17 July), and stories about Saturday's meeting at the Javit's Center as well.
homework:
• Article Writers, continue to work on stories. 
• General Editors, work on familiarizing yourselves with every aspect of the story (check out as many different newspapers as possible, preferably from different countries and definitely from different perspectives--it is your job to make sure the stories you edit are fair, accurate, and fully informed.)
• Read relevant editing sections in Longman Writer's Reference

Tuesday's brain teaser:
• To what extent do we have a responsibility to help others? (email your thoughts to me by 5 pm Friday)

• Wednesday, July 24
• (9:30-12:00): Both sections meet in Embury 205:  BRING YOUR COMPUTERS, NETWORK CARDS, AND CABLES TO CLASS

Newsroom 2:  Each group will work on research and writing:
Article Writers: research and work on your stories.  Remember to consult more than one source
General Editors: conduct additional research on stories using as many different sources as possible--you will have to check the articles for bias, accuracy, and overall quality of information in addition to general writing, so you need to have a good understanding of the details of both stories for which you are responsible.
Teachers and peer counselors will act as advisors as needed during the writing process.
Writers and editors will each produce an annotated bibliography of sources consulted.  Each entry will include a full citation (including the URL of on-line sites and the time and date consulted) and 3-5 sentence summary of the source.  Any bias in  the article should be noted at the end of the summary.  Annotated bibliographies for all stories in this edition of the paper will be due in class on Thursday.
homework: 
• Article Writers: work on revising your articles using the feedback sheets from the General Editors.  You may need to conduct additional research, (if you do, don't forget to write an annotated bibliography entry on each new source you consult) and you may need to consult the General Editors and/or the Peer Counselors.  The article should be as good as it can possibly be by the time you arrive in class tomorrow. 
• General Editors, review the drafts of the stories for your section, check for accuracy, bias, and overall quality of information.  Also review overall organization and suggest additions, revision, and so forth.  DO NOT COPY EDIT OR OTHERWISE "CORRECT" THESE DRAFTS.  Offer advice using the feedback form handed out in class.
• 6:00-9:00--Don't forget to go to the Writing Center  (work on revising a paper for the final portfolio)
• 6:00-8:00--Prof. Jamieson's office hours.  Sign up to get your papers back!!

• Thursday, July 25
• (9:30-12:00): Both sections meet in Embury 205:  BRING YOUR COMPUTERS, NETWORK CARDS, AND CABLES TO CLASS

Newsroom 3:  Final editing and production of the newspaper.  Editors and writers will work together on layout, any necessary compression of articles, filler cartoons and announcements, and the overall production of the best edition of N.E.R.D.'S News anyone could imagine!
At the end of this session, write a brief evaluation of the process.  What did you like?  What should we do differently next week?  What should we not do next week?  What did you learn through this process? 
homework: 
•  Chill a little!  Work on your other classes. Watch a little television . . . 
Thursday's brain teaser:
• Is nationalism beneficial or restrictive? (email your thoughts to your instructor by 5 pm Monday)

Thursday television watch:
• Watch episode #103 of "Wide Angle," "Greeting From Grozny: Chechnya," on Public Television (Channel 13) at 9 p.m. on Thursday (note the time change back to 9 pm!). [Review the website for this episode.]  Write notes as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed).  Due in class Monday.  [If you miss the show on Thursday, check the schedule to see when the show will be repeated over the weekend.]

Friday television watch:
• Watch episode #127 of Bill Moyers' "Now" on Public Television (Channel 13) at 9 p.m. on Friday. [Review the website.]  Write notes as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed).  Due in class Monday.  [If you miss the show on Friday, check the schedule to see when the show will be repeated over the weekend.]

• Monday, July 29
• (9:30-12:00): Both sections meet in Embury 205:  BRING YOUR COMPUTERS, NETWORK CARDS, AND CABLES TO CLASS

9:30-10:00: Discussion of "Wide Angle" viewed on PBS on Thursday evening, and "Now" viewed on PBS on Friday evening.  (Hand in your notes, summary, and response at the end of this discussion.)
10:00-11:00: Newsroom 1:  Editorial Board for N.E.R.D.'S News, edition #3: meet to determine the sections that will be in this edition and who will edit each section.
Article Writers for N.E.R.D.'S News edition #3:  Go to the New York Times  and other newspapers and research stories.  What is going on in the world that will be of interest to your readers?  What do you think is important?  What should they know about?  Send copies of interesting stories to yourself and make a list of two or three things you'd like to write about for this week's paper.
11:00-12:00:  General news meeting.  Writers will identify the stories they think should be covered (professors will list them on the board), and then the editors and writers will select stories.  Each writer will be assigned a story within one of the six categories determined by the editors, two stores for each category.  Each editor is responsible for two stories.  Once the stories have been assigned, writers can begin working on them and discussing the story with the relevant editor.
homework: 
• Article Writers:  continue to work on stories. 

General Editors: work on familiarizing yourselves with every aspect of the story (check out as many different newspapers as possible, preferably from different countries and definitely from different perspectives--it is your job to make sure the stories you edit are fair, accurate, and fully informed.)

• Tuesday, July 30
• (9:30-12:00): Meet in HS 52 (our old classroom...):  BRING YOUR COMPUTERS, NETWORK CARDS, ALL OF THE PAPERS YOU HAVE HAD RETURNED THIS SUMMER, AND A COPY OF THE PAPER YOU WROTE ABOUT LITERACY IN THE USA (paper #2)

We will spend this class period working on revision strategies based on what you have learned so far this summer.  I'll provide colored pencils, and your job is to "play teacher" on your papers.  Write comments in the margins, and a summary comment at the end. Look for patters of error, but look just as hard for patterns of brilliance.  You need to be able to realistically assess what you do well in addition to beating yourselves up for what you need to fix! 
      Once this process is complete, you'll select a paragraph or part of the paper and actually revise it using your feedback.  I'll provide feedback on your feedback at our Wednesday meeting.  If you don't want to include this paper in your final portfolio, you may apply what you learned in this process to your revision of another paper and work on that for the remainder of class.  Isaura and I will be available to provide feedback as you work.
homework: 
• Work on revising your papers for the final portfolio and/or catching up with the various things you owe me!
Tuesday's brain teaser:
• Who determines what constitutes "news"? (email your thoughts to your instructor by 5 pm Friday)

• Wednesday, July 31
• (9:30-12:00): Both sections meet in Embury 205:  BRING YOUR COMPUTERS, NETWORK CARDS, AND CABLES TO CLASS

Newsroom 2:  Each group will work on research and writing:
Article Writers: research and work on your stories.  Remember to consult more than one source
General Editors: conduct additional research on stories using as many different sources as possible--you will have to check the articles for bias, accuracy, and overall quality of information in addition to general writing, so you need to have a good understanding of the details of both stories for which you are responsible.
Teachers and peer counselors will act as advisors as needed during the writing process.
• Writers and editors will each produce an annotated bibliography of sources consulted.  Each entry will include a full citation (including the URL of on-line sites and the time and date consulted) and 3-5 sentence summary of the source.  Any bias in  the article should be noted at the end of the summary.  Annotated bibliographies for all stories in this edition of the paper will be due in class on Thursday.
homework:
• Article Writers: work on revising your articles using the feedback sheets your  General Editor gave you in class.  You may need to conduct additional research, (if you do, don't forget to write an annotated bibliography entry on each new source you consult) and you may need to consult the General Editors and/or the Peer Counselors.  The article should be as good as it can possibly be by the time you arrive in class tomorrow. 
• General Editors, review the drafts of the stories for your section, check for accuracy, bias, and overall quality of information.  Also review overall organization and suggest additions, revision, and so forth.  DO NOT COPY EDIT OR OTHERWISE "CORRECT" THESE DRAFTS.  Offer advice using the feedback form handed out in class.
• Read relevant editing sections in Longman Writer's Reference
• 6:00-9:00--Don't forget to go to the Writing Center  (you should work on revising a paper for the final portfolio or on a paper for one of your other classes if you prefer)
• 6:00-8:00--Prof. Jamieson's office hours.  Sign up to get your papers back!!

• Thursday, August 1
• (9:30-12:00):  Both sections meet in Embury 205:  BRING YOUR COMPUTERS, NETWORK CARDS, AND CABLES TO CLASS

Newsroom 3:  Final editing and production of the newspaper.  Editors and writers will work together on layout, any necessary compression of articles, filler cartoons and announcements, and the overall production of the best edition of N.E.R.D.'S News anyone could imagine!
At the end of this session, write a brief evaluation of the process.  What did you like?  What should we do differently next week?  What should we not do next week?  What did you learn through this process?  We will also ask you to fill out a brief questionnaire about your news-gathering habits.
homework: 
•  Chill a little!  Work on your other classes. Watch a little television . . .
Thursday's brain teaser:
• "One man's bias is another man's truth" (email your thoughts to your instructor by 5 pm Monday)

Thursday television watch:
• Watch episode #104 of "Wide Angle,"  "Land of the Wandering Souls : Cambodia." on Public Television (Channel 13) at 9 p.m. on Thursday (note the time change back to 9 pm!).  [Review the website for this episode.]  Write notes as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed).  Due in class Monday.  [If you miss the show on Thursday, check the schedule to see when the show will be repeated over the weekend.]

Friday television watch:
Watch episode #128 of Bill Moyers' "Now" on Public Television (Channel 13) at 9 p.m. on Friday. [Review the website.]  Write notes as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed).  Due in class Monday.  [If you miss the show on Friday, check the schedule to see when the show will be repeated over the weekend.]

• Monday, August 5
• (9:30-12:00): Both sections meet in Embury 205:  BRING YOUR COMPUTERS, NETWORK CARDS, AND CABLES TO CLASS

9:30-10:00: Discussion of "Wide Angle" viewed on PBS on Thursday evening, and "Now" viewed on PBS on Friday evening.  (Hand in your notes, summary, and response at the end of this discussion.)
Newsroom 1:  Discussion of  N.E.R.D.'S News, omnibus edition.  The class will vote to determine the articles that will be in this edition, which (if any) will be translated, and who will be responsible for organizing each section.  Do we need any new articles?  Do you want a brief biography of each student along with a picture?  If so, work on this in class (and set up a photo session as well).  Vote on the best edition of N.E.R.D.'S.  NEWS.
By the end of class the general structure of the paper should be decided.  New articles and translations will be due by noon on Wednesday.
homework: 
• Work on new stories or translations, personal comments, statements, quotes, advice for the future and "thank you" lists.  Email these to Sandra at sjamieso@drew.edu as soon as possible, by Wednesday at the latest. 
• Perfect your papers for ENGL 35 and A2E.
• 6:00-9:00--Don't forget to go to the Writing Center 
 

• Tuesday, August 6
• (9:30-12:00):  (001) in EMB 205; (002) in HS 52:  BRING YOUR COMPUTERS AND NETWORK CARDS TO CLASS ALONG WITH ALL THE WORK YOU HAVE DONE FOR THIS CLASS THIS SUMMER IN A MANILLA FOLDER

Work on the preface to your portfolio and final revisions.  You will need to make an index, and you might want to give your portfolio(s) a name.  The final, beautiful, "Perfect Product Portfolio" is due in class at 10:00 on Wednesday along with the "Extreme Effort Portfolio." People who need to print things out may get to Embury any time after 9:00 on Wednesday to do so.
homework: 
• Work on your final portfolio. Due at 10:00 tomorrow.
• Work on anything you are doing for the Omnibus Edition of N.E.R.D.'S NEWS.
Tuesday's brain teaser:
• "You can't teach an old dog new tricks" (email your thoughts to your instructor  by 5 pm Thursday)
• 6:00-9:00--Don't forget to go to the Writing Center 

• Wednesday, August 7
• (9:30-12:00): Both sections meet in Embury 205:  BRING YOUR COMPUTERS, NETWORK CARDS, AND CABLES TO CLASS

The final, beautiful, "Perfect Product Portfolio" is due in class at 9:30, along with the "Extreme Effort Portfolio." People who need to print things out may get to Embury any time after 9:00 today to do so. 
Newsroom 3:  Final editing and production of the omnibus newspaper.  Editors and writers will work together on layout, any necessary compression of articles, filler cartoons and announcements, and the overall production of the best edition of N.E.R.D.'S News anyone could imagine!
Write final evaluations and evaluations of the class and yourself.
• 7:30:  Thompson Commons:  Mr. Micha Fink, MA, Associate Producer of "Wide Angle" will come to Drew to talk with students about the process of editing a News show.  Come prepared to impress him with your insightful questions and thoughtful observations.  It would make us happy if everyone would say something!

• Thursday, August 8
• (9:30-12:00):  No class today.  Use this time to work on your final paper for ENGL 35!
homework: 
•  Chill a little!  Pack. Sleep. Watch a little television . . 

Thursday television watch (just one more...):
• Watch episode #105 of "Wide Angle," "Bitter Harvest: The Opium Trade in Central Asia," on Public Television (Channel 13) at 9 p.m. on Thursday (note the time change back to 9 pm!). [Review the website for this episode.]  Write notes as you watch, then write a brief summary of the show and write a response (these can be handwritten if you prefer, or typed).  You can impress us by handing this in on Friday or emailing it to us tonight.  You might find yourselves curious to watch it after yesterday's visit . . . :-)

• Friday, August 9
• (9:30-12:00):  SW Bowne 115 (Chase) or 118 (Jamieson):

15-20 minute meeting to discuss our evaluations of your writing skills, your grades for the summer, and your writing placement for the Fall semester.
• 12:00: End of summer lunch.  Not Commons food!!

homework: bye, it's over (the squirrel is waving...) Sleep;  have some fun (not too much!!); get ready for the fall . . .  (Yes, the rumor is true, the squirrels do decide the final grades--but they are quite fair...).