Description
Assignment Content
You should now have completed all four entries of your Annotated Bibliography in Blackboard, received feedback from Peer Review, and made edits using Track Changes. To submit your edited draft, please copy/paste the share link to you document in the text box below.
Go to your own annotated bib in the ENGL 161 OneDrive folder
In the upper right corner of your document, click on “Share”
Click on “Copy Link,” then “Copy”
Paste the link belowEnglish 161: Academic Writing II
Writing for Inquiry and Research
Climate Change and Environmental Justice
Course Details
Instructor
Spring 2023
M/W/F 5:00-5:50
Lincoln Hall 206
CRN: 14400
Heather O’Leary (she/her)
Email: heather@uic.edu
Office: UH 1950
Zoom Drop-In Hours:
Heather’s Zoom Room
Tues 4:00-6:00pm
Student Learning Outcomes (SLOs)
After completing English 161, students will be able to:
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Conduct academic research drawing from multiple sources in multiple media.
Read texts in a variety of disciplines and genres, using critical reading strategies.
Defend a position in relation to the range of ideas surrounding a topic.
Construct a logically supported argument.
Demonstrate knowledge of writing as a process, including consideration of peer and
instructor feedback, from initial draft to final revision.
Demonstrate intent and awareness of rhetorical and grammatical choices in creating
communicative sentences.
Course Description
The climate crisis has become an unavoidable concern for everyone on the planet. Fires, floods,
drought, species extinction and other environmental problems are affecting every part of the
globe. In this course, we will explore the issue of climate change and other environmental
concerns such as plastic pollution. We will read a variety of sources on these issues, learn how
to critically analyze this writing, and create our own arguments. We will also learn about
environmental justice and investigate how climate change intersects with issues around race,
gender, class, etc.
You will learn how to write about a climate/environmental issue of your choice, using four
genres: an annotated bibliography, a research proposal, a literature review, and a research
essay. The goal of this course is to prepare you for future writing in UIC courses and in the
world, while engaging in issues that are important to you.
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Course Policies
Important Notice
This syllabus is subject to change to best suit the needs of the class. Always check the course
Blackboard site for the latest version of this document.
Student Accountability
It is your responsibility to read all of the information in this syllabus carefully and ask for
clarification, if necessary. University, program, and course policies are not negotiable. By
remaining enrolled in this course, you are implicitly agreeing to abide by these policies and
accept the consequences if you violate them.
Course Method of Instruction
This class will meet in person in Lincoln Hall 206 unless the university switches to remote or
hybrid instruction later in the semester. Please look for emails and Blackboard announcements
from me about possible changes to the way our class will meet – whether in person or remotely
– throughout the semester. Given the continuing, evolving, and exhaustive nature of the
COVID-19 pandemic, we will all need to adjust to whatever the situation presents. Please stay in
contact should you or your home life be affected in any way. I am committed to helping
everyone complete the work in this course, even if that means we need to make some
adjustments along the way. I will notify you if anything in the syllabus schedule changes.
Face Mask Policy for In-Person Classes for Spring 2023
Masks covering both the mouth and nose must be worn at all times by all students, faculty,
and staff in classrooms, lecture centers, research labs, the libraries and learning/success
centers, health care settings, and on UIC shuttles and buses. If you do not wear a mask, you
will be asked to leave the classroom and will not be allowed back in class until you wear a
mask. If you have forgotten your mask, you may pick one up from one of the student
information desks in the Student Center East during the first two weeks of the semester.
Students who do not comply with the mask wearing policy will be reported to the Dean of
Students. Eating and drinking is not allowed in classrooms.
First-Year Writing Program Add/Drop Policy
Students enrolled in First-Year Writing courses may add, drop, or switch their FYW classes
during the first two weeks of the semester. After the second week, however, students may
neither add nor switch classes.
Name and Pronoun Policy
If your name does not match the name on my course schedule (and my class roster), please let
me know as soon as possible so I may adjust my records. My pronouns are she/her. If you
would like to share your pronouns with me, I welcome that. For more information about
pronouns, see this pronoun resource website.
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Course Texts and Resources
Required Texts
All required readings for this course will be provided to you on our course Blackboard site. You
do not need to purchase any books.
We will be extensively using the ENGL 161 eBook: Writing for Inquiry and Research
Recommended Resources
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Graff, Gerald and Cathy Birkenstein. “They Say/I Say”: The Moves that Matter in
Academic Writing 4th or 5th ed., Norton, 2018 or 2021.
Purdue Online Writing Lab (OWL)
o We will use the OWL website for writing resources, especially for MLA citations
Grammar Girl
o This is my favorite website for grammar tips! Anytime you have a grammar
question, try Googling “Grammar Girl” and then your question
o Ex: Affect Versus Effect
UIC Writing Center
The UIC Writing Center, located in 105 Grant Hall, offers free one-on-one tutoring sessions for
FYWP courses and help with any other academic or professional writing from January 18
through May 5. You can schedule appointments with a tutor for in-person or online sessions.
The tutor will be able to work with you for up to 50 minutes per appointment.
To schedule an appointment, visit the WC scheduling website. For more information including
any updates, visit the WC website. If you ever have questions or would like help making an
appointment, please contact us: wconlinehelp@gmail.com
You can learn more from this video about the Writing Center.
Assessment
Federal law (FERPA) prohibits me from disclosing or discussing grades over email. Come and see
me during remote office hours or make an appointment if you want to talk about your work,
though please be aware that it’s your responsibility to keep these conversations private without
anyone else listening if you choose to meet remotely.
For more information about FERPA, consult the UIC Office of the Registrar.
Grading Scale
Midterm and Final Course Grades:
• A = 90% and above
• B = 80-89%
• C = 70-79%
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D = 60-69%
F = 59% and below
Midterm grades will be posted for you to view as of Thursday of Week 9.
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Grading Breakdown
Item
WP1: Annotated Bibliography
WP2: Research Proposal
WP3: Literature Review
WP4: Research Essay
Discussion Leading (2×45)
Discussion Board (12×10)
Journal Entries (12×10)
Total
Due Date
2/20
2/20
3/13
4/28
Assigned by group
Every Sunday
Every Sunday
Points
120
150
200
200
90
120
120
1000
Percentage
12%
15%
20%
20%
9%
12%
12%
100%
Assessment Criteria
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For each major Writing Project (WP), you will be provided with a detailed assignment
sheet and grading criteria for each part of the project.
For Discussion Leading, you will be put in groups and assigned two days during the
semester where your group will be responsible for leading the class discussion on that
day’s topic.
The discussion board will supplement in-class discussion and give you a space to share
your ideas and resources with the class.
Journal entries will be completed in Blackboard each week.
First Year Writing Program Policies
Attendance and Course Engagement
Students are allowed up to two weeks of absence from the course without penalty. However,
each additional absence will reduce a student’s final grade by one letter. For example, a student
earning a B at the end of the semester with one absence beyond two weeks will receive a C.
Students who miss four sessions beyond the two weeks will not receive credit for the course.
You are required to let me know as soon as possible if you have health-related or other
concerns that keep you from attending class and participating in the coursework so that we
may make additional arrangements if you’ll be absent for more than two weeks.
Religious Holiday Policy
Students who wish to observe their religious holidays will not be penalized for missing class, but
they must notify their instructor within the first ten days of the semester of the day(s) they will
be absent, unless their religious holiday is observed on or before the tenth day. In such cases,
the student shall notify the instructor as early as they can about the day(s) they’ll be absent.
See the official UIC Senate Policy on religious holidays for a schedule and more information.
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Disability / COVID-19 Accommodations
Students with disabilities, or health-related concerns related to COVID-19, who require
accommodations for access to and/or participation in this course should register with the
Disability Resource Center (DRC). Please contact the DRC at (312) 413-2183 or visit the DRC
website.
Academic Integrity Policy
A student who submits work, at any stage of the writing process, which in whole or part has
been written by someone else or which contains passages quoted or paraphrased from
another’s work without acknowledgment (quotation marks, citation, etc.), has plagiarized. In
addition, a student who submits work for an FYW course that they have also submitted for
other courses has plagiarized. Maintain your integrity when completing assignments and give
credit where it is due. If you are ever unsure about what constitutes plagiarism, ask me.
Students who are found to have plagiarized may be subject to various disciplinary actions,
including a failing grade on a particular assignment or failure of the entire course; I may also file
an incident report with the Office of the Dean of Students. For more information about
violating academic integrity and its consequences, consult the website of the UIC Office of the
Dean of Students.
Instructor Policies
Late Work Policy
Meeting deadlines for assignments is a major component of academic success and you are
expected to turn work in on time. However, sometimes (especially during a pandemic) things
happen that are outside of our control. If you find you are struggling with an assignment or
have things outside of class that are affecting your work, please come talk to me and we can
make a plan together to complete your assignment.
Drafting and Feedback Policy
Each writing project requires a minimum of two drafts, and at least one of these drafts will
receive instructor feedback prior to being graded. After they are graded and returned,
assignments may be revised for full credit. This excludes the final assignment at the end of the
semester.
Submission Policy
All assignments must be in the format of Microsoft Word documents and submitted either in
Microsoft OneDrive or in the Blackboard site for the class. Each assignment sheet will provide
directions for submission. MLA Style is the default for FYWP courses, we will go over the
requirements in class.
Extra Credit Policy
Opportunities for extra credit may arise over the course of the semester. If extra credit is
offered, the requirements will be posted on the course Blackboard site.
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Students who make an appointment with the UIC Writing Center will receive 20 points of extra
credit. You may receive these points once over the course of the semester.
Videorecording of Class Sessions
We may be recording the class sessions, or portions of the class, for students who are unable
to attend in person. The recorded class sessions will be posted on our Blackboard class
website unless otherwise notified. If you have privacy concerns and do not wish to appear in
the recording, notify me via email.
Students are not permitted to record class sessions on their own devices. If you have an
accessibility need, please let me know so we can arrange an Echo 360 recording.
Course Communication Guidelines
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Be respectful of others’ views and opinions.
Be mindful of different cultural and linguistic backgrounds, as well as different political
ideologies and religious beliefs.
Take a professional approach to your written communications.
Use good judgment when composing your written responses. Swearing and profanity
should be avoided. Also consider that slang terms can be misunderstood or
misinterpreted.
Be careful using all capital letters when composing your written responses. This can be
considered “shouting” on the internet and is regarded as impolite or aggressive. It can
also be stressful on the eye when trying to read your message.
In emails, always identify yourself and what class and section you are in. It is a good
practice to put your course and section in the subject line. This helps your instructor
identify course-related emails.
I might not always be able to respond to an email right away, but I should respond
within 24 hours during the week. An email sent on a Friday might not receive a reply
until Monday.
Student Drop-In Hours
Student drop-in hours is a time reserved for you. Tell me about your academic life at UIC. Come
discuss the material presented in the course. Ask questions about your assignments. I am
looking forward to connecting with you and supporting your academic success!
Join me in my Zoom Room (Passcode: Spring161) from 4:00-6:00 on Tuesdays. I am also happy
to schedule meetings on campus if you’d prefer to meet in person, or on Zoom for a time that
works better for you.
COVID-19 Procedures for Testing and Tracing
UIC has built an infrastructure for COVID-19 testing and tracing of UIC community members.
Please refer to the UIC website, Coronavirus Disease 2019 (COVID-19) | UIC Today for up-todate campus policies and procedures. For information about what to do: UIC FAQs.
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In the event that you do become ill, or if you believe you have been exposed to COVID-19, you
can use the following decision tree link 1) to receive guidance as to how to proceed; and 2) by
way of promoting the health and safety of the entire UIC community, to provide critical
information to the UI Health Contact Tracers
Please do not hesitate to share a positive diagnosis; your identity will NOT be revealed to your
classmates. UIC’s utmost concern is for the students’ welfare and trying to ensure that
everyone can take the needed precautions to reduce the likelihood of additional infection.
Arrangements will be made with students on an individual basis to accommodate missed
classes or assignments due to illness.
Student Resources
Information about students’ colleges, departments, and programs, as well as campus resources,
is available on the Blackboard landing page to provide students with information about their
colleges, departments, and programs, etc., to make it a one-stop for not just all course
materials but also for news and information about UIC.
Technology
UIC’s Technology Solutions has many resources available to students, including Blackboard and
other learning tools, info on computer labs, tips for connecting to WiFi, instructions for printing,
and much more! If you ever need help with a technology issue, check out the Student Tech
Support page.
Questions? Concerns?
Email the First-Year Writing Program office at comptalk@uic.edu or stop by University Hall
Room 2005.
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Writing Project Descriptions
WP1: Annotated Bibliography
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Length: 3-4 pages (750 word minimum)
Due Dates
Project Component
Peer Review
Draft for Instructor Feedback
Final Draft (for Final Grade)
Total
Points
20
20
80
120
Due Date
1/30
2/10
2/24
Description
An annotated bibliography is at its most basic level, a list of sources and summaries. There are
two major components to each annotation: a bibliographic citation in MLA style, and a oneparagraph description of the source. You will be practicing summarizing and paraphrasing ideas
from academic and other sources, such as newspaper articles and blog posts. Each source
should, in some way, inform your research essay at the end of the semester. When writing the
annotation, you should keep in mind the ethos, pathos, and logos terms that you learned in
ENGL 160. Consider:
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Ethos: who is the author and how do I know they are credible? What are their
credentials or experience in the field?
Pathos: what emotions does this source evoke? How is the author using feeling to
persuade their audience?
Logos: what is the logical argument the author is presenting? How does this support my
own argument for my research essay?
You will be provided with templates and examples for creating an annotated bibliography and
we will practice the genre in class. You will be required to submit a document with annotations
for four sources. Each source will be due at different times (noted in the course schedule), with
time for peer review, before submitting the final draft.
A successful annotated bibliography will…
• Include four sources with correct MLA formatting
• Include detailed summaries of each source following the provided guidelines
Student Learning Outcomes
• Read texts in a variety of disciplines and genres, using critical reading strategies.
• Demonstrate knowledge of writing as a process, including consideration of peer and
instructor feedback, from initial draft to final revision.
• Demonstrate intent and awareness of rhetorical and grammatical choices in creating
communicative sentences.
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WP2: Research Proposal
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Length: 2-3 pages (500 word minimum)
Due Dates
Project Component
Peer Review
Draft for Instructor Feedback
Final Draft (for Final Grade)
Total
Points
25
25
100
150
Due Date
2/13
2/17
2/24
Description
Now that you have selected a topic and begun researching, you will write a research proposal,
which will outline your plans for conducting further research and writing your final essay. Part
of the proposal will be a bibliography (not annotated) of at least six sources that you plan to
use for your essay. At least two must be academic sources, the rest must be credible. You may
take some of these from your annotated bibliography if you think they will work well for your
essay.
You should begin your proposal by introducing your idea and then proposing a research
question. This is the question that you intend to answer in your final essay. Explain why you
have chosen this topic, how it relates to the course theme, why it is important, and what
additional research you will need to do. Come up with an initial thesis statement, which you will
use like a scientific hypothesis to guide your research.
This proposal should be in MLA formatting with a heading, header, and MLA style citations.
A successful proposal will…
• Clearly start a productive research question
• Include an explanation of the topic and why it matters
• Include a plan for conducting further research
• Pose a preliminary thesis statement
• Include a bibliography of at least six sources
Student Learning Outcomes
• Conduct academic research drawing from multiple sources in multiple media.
• Read texts in a variety of disciplines and genres, using critical reading strategies.
• Demonstrate knowledge of writing as a process, including consideration of peer and
instructor feedback, from initial draft to final revision.
• Demonstrate intent and awareness of rhetorical and grammatical choices in creating
communicative sentences.
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WP3: Literature Review
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Length: 4-6 pages (1,000 word minimum)
Due Dates
Project Component
Peer Review
Draft for Instructor Feedback
Final Draft (for Final Grade)
Total
Points
25
25
150
200
Due Date
3/6
3/8
3/17
Description
At this point, you have a list of at least six sources from your proposal that you will be doing
more research on. The literature review is where you will synthesize these sources and pull
together the main arguments being made in each of them. Develop an idea of the conversation
around this topic. This is an expansion of the kind of work you did in the annotated bibliography
– you should be summarizing, analyzing, and putting these sources in conversation with each
other. You should begin with an introduction that includes your research question from your
proposal. Then, in the body of the paper, analyze the articles and explain how they all work to
answer your question. In the conclusion, revisit your thesis and explain if it has changed at all
from your proposal. Consider where you are entering the conversation you have established
with these sources. Explain what further research you might have to do to complete the final
research essay.
This lit review should be in MLA formatting with a heading, header, and MLA style citations.
A successful literature review will…
• Have a clear introduction, body, and conclusion
• Effectively summarize, analyze, and synthesize at least six sources
• End with a clear thesis and plan for the final essay
Student Learning Outcomes
• Conduct academic research drawing from multiple sources in multiple media.
• Read texts in a variety of disciplines and genres, using critical reading strategies.
• Defend a position in relation to the range of ideas surrounding a topic.
• Demonstrate knowledge of writing as a process, including consideration of peer and
instructor feedback, from initial draft to final revision.
• Demonstrate intent and awareness of rhetorical and grammatical choices in creating
communicative sentences.
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WP4: Research Essay
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Length: 10+ pages (2,500 word minimum)
Due Dates
Project Component
Peer Review 1
Peer Review 2
Draft for Instructor Feedback
Final Draft (for Final Grade)
Total
Points
25
25
25
125
200
Due Date
3/31
4/7
4/10
4/28
Description
Now that you have gathered your research, proposed a research question and working thesis,
and done a deep dive into your sources, it is time to pull it all together! In the final research
essay, you will now enter into the academic conversation that you outlined in your literature
review. What have you learned from your research? What conclusions have you been able to
draw? Where do you now stand on this issue?
This essay should be well organized with a clear introduction, body, and conclusion. Use
headings and subheadings as necessary to break your essay up into clear sections. You should
be pulling in your six sources from the lit review, as well as any additional research you may
have had to do to pull your argument together. These sources should all be listed in a clear MLA
works cited page at the end of your essay.
This paper should be written in an academic and persuasive tone. Used what you have learned
about rhetorical strategies to convince your audience of your argument. The majority of this
paper should be written in your own words, using occasional in-text citations from your sources
to back up your argument.
A successful research essay will…
• Have a clear and persuasive thesis statement
• Have a clear introduction, body, and conclusion
• Have clearly organized sections
• Effectively join an academic conversation on your chosen topic
• Be properly formatted in MLA style
• Include an MLA works cited page with at least six sources
Student Learning Outcomes
• Conduct academic research drawing from multiple sources in multiple media.
• Read texts in a variety of disciplines and genres, using critical reading strategies.
• Defend a position in relation to the range of ideas surrounding a topic.
• Construct a logically supported argument.
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•
•
Demonstrate knowledge of writing as a process, including consideration of peer and
instructor feedback, from initial draft to final revision.
Demonstrate intent and awareness of rhetorical and grammatical choices in creating
communicative sentences.
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Discussion Leading Assignment
You will work together with your group to lead a discussion of the readings for your assigned day. The
presentation and discussion will last at least 20 minutes. This assignment is worth 45 points (4.5% of
your total grade) and you will lead discussion on two days over the course of the semester for a total of
90 points.
Component
Write Up (In Bb)
Points
15
Introduction
15
Discussion/Activity
15
Total
45
Expectations
Individually, write an overview of the main ideas from the
readings and what you learned. Do you disagree with anything
you read, why or why not? How might these readings help you
with your writing projects? This will be submitted in Blackboard
before class on your discussion day. (200-300 words)
As a group, provide a brief introduction to the class on the main
ideas in the readings, any useful terms, and what you think they
should take away. You can split this up between yourselves
however you like, but each person in the group should present
equally. You should also have a visual of some kind.
Create a class activity to help your classmates understand the
readings. This could be a series of discussion questions, group
work, etc. You should facilitate participation so that most of the
class contributes to the discussion.
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Daily Schedule
This schedule is subject to change as needed. You will be notified of any modifications in class and through Blackboard
announcements. All assignments are due in Blackboard before class on the due date listed.
Week
Day
Date
1
Mon
Wed
1/9
1/11
Fri
1/13
Introductions
Intro to annotated bibliography; Group
activity
Work on annotated bibliographies
Mon
Wed
1/16
1/18
NO CLASS: MLK Day
Setting up and working in MS OneDrive
Fri
1/20
Mon
1/23
Wed
1/25
Fri
Mon
2
3
4
WP Deadlines:
Due at start of class
Annotated Bib Entry 1
In-Class Activities
Continue working on annotated
bibliographies; Introduction to climate
change and environmental justice
Annotated Bib Entry 2
Prepare for peer review, brainstorm
research topics
NO CLASS: Do peer review online
1/27
Annotated Bib Entry 3
Finding sources
1/30
Annotated Bib Peer
Review
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Homework for Next Class
Read WIR Introduction
Read WIR Annotated Bib Section 1
Additional readings in Bb
Complete Annotated Bib Entry 1
Read WIR Annotated Bib Sec 2&3
Additional readings in Bb
Due Sunday 11:59pm:
Journal Entry
Padlet
Complete Annotated Bib Entry 2
Read WIR Annotated Bib Sec 4
Peer Review in OneDrive
Read WIR Annotated Bib Sec 5&6
Complete Annotated Bib Entry 3
Due Sunday 11:59pm:
Journal Entry
Padlet
Peer Review in OneDrive
Read WIR Proposal Sec 1-3
Additional readings in Bb
5
6
7
8
Wed
Fri
2/1
2/3
Library Visit #1 – Meet in Idea Commons
Mon
2/6
Wed
2/8
Group A Discussion Leading:
Annotated Bibliography
Introduction to proposals
Fri
2/10
Annotated Bib Draft for Work on proposals
Instructor Feedback
Mon
2/13
Proposal Draft for Peer
Review
Wed
2/15
Fri
2/17
Mon
Wed
2/20
2/22
Fri
2/24
Mon
Wed
2/27
3/1
Proposal Draft for
Instructor Feedback
Proposal & Annotated
Bib Final Drafts
Group B Discussion Leading:
Proposal
In-class peer review of proposals
Group C Discussion Leading:
Reading
Work on final drafts of annotated bibs
and proposals
Writing thesis statements
Group D Discussion Leading:
Lit Review (first half)
Work on peer review of lit reviews
Discuss environmental justice
Group E Discussion Leading:
Lit Review (second half)
15
Additional readings in Bb
Due Sunday 11:59pm:
Journal Entry
Padlet
Read WIR Proposal Sec 4-6
Additional readings in Bb
Complete Annotated Bib Draft
Due Sunday 11:59pm:
Journal Entry
Padlet
Start proposals for Peer Review
Read “Reading Like a Professional”
and “Art of Reading a Journal
Article”
Additional readings in Bb
Complete Proposal Draft
Due Sunday 11:59pm:
Journal Entry
Padlet
Read WIR Lit Review Sec 1-3
Additional readings in Bb
Complete Final Drafts
Due Sunday 11:59pm:
Journal Entry
Padlet
Read WIR Lit Review Sec 4-6
Additional readings in Bb
9
10
11
12
Fri
3/3
Mon
3/6
Wed
3/8
Fri
3/10
Mon
Wed
3/13
3/15
Fri
3/17
Mon
Wed
Fri
3/27
3/29
3/31
Mon
Wed
4/3
4/5
Fri
4/7
Lit Review Draft for
Peer Review
Review rhetorical strategies
Discuss Climate Anxiety
Lit Review Draft for
Instructor Feedback
Lit Review Final Draft
Research Essay Intro
and Outline for Peer
Review
Research Essay First
Five Pages for Peer
Review
Group A Discussion Leading:
Writing Documents (first half)
Work on final draft of lit review
Finding the gaps in research
Group B Discussion Leading:
Research Essay (first half)
Outlining an essay
SPRING BREAK 3/20-24
Check-in on progress
Library Visit #2 – Meet in Idea Commons
Work on peer review of intros and
outlines
Discuss environmental issues at UIC
Group C Discussion Leading:
Research Essay (second half)
Work on peer review of first five pages
16
Due Sunday 11:59pm:
Journal Entry
Padlet
Peer Review in OneDrive
Read ICW Writing Docs Sec 5-6
Complete Lit Review Draft
Additional readings in Bb
Due Sunday 11:59pm:
Journal Entry
Padlet
Read WIR Research Essay Sec 1-3
Additional readings in Bb
Complete Final Draft
Due Sunday 11:59pm:
Journal Entry
Padlet
Additional readings in Bb
Due Sunday 11:59pm:
Journal Entry
Padlet
Peer Review in OneDrive
Read WIR Research Essay Sec 4-6
Additional readings in Bb
Due Sunday 11:59pm:
Journal Entry
Padlet
13
14
15
Mon
4/10
Research Essay Draft
Structuring an essay
for Instructor Feedback
Group D Discussion Leading:
Writing Documents (second half)
Discuss writing anxiety and
procrastination
Wed
4/12
Fri
4/14
Mon
Wed
4/17
4/19
Fri
4/21
Practice writing strategies
Group E Discussion Leading:
Making Sure Your Voice is Present
Work on essays
Mon
Wed
Fri
4/24
4/26
4/28
Work on essays
Work on essays
Reflection
Research Essay Final
Draft
FINALS WEEK 5/1-5: No final in this course
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Peer Review in OneDrive
Read ICW Writing Docs Sec 7-8
Additional readings in Bb
Due Sunday 11:59pm:
Journal Entry
Padlet
Read Informed Arguments Sec 6.3
Additional readings in Bb
Due Sunday 11:59pm:
Journal Entry
Padlet
Due Sunday 11:59pm:
Journal Entry
Padlet
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