assignments ENGL 101 Writing Rhetorically: READER'S NOTES
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Overview. Reading is complicated. To read well is harder work than most people think. It’s more active than most people think it is—you have to use your brain to really make good sense of a text. And, more than that, reading for college—or in your career, say, not to be confused with your job at Dunkin’ Donuts but a career—usually doesn’t just ask you to read. You almost always have to do something with it—write about it, take a test from it, have a conversation about it.
Added to this, a lot of students I’ve worked with say that they don’t like to read things they aren’t interested in. Newsflash: nobody likes to read what they aren’t interested in. The problem, of course, with that, is that you have to do a lot of reading in college that you won’t necessarily be interested in, and, more than that, you’ll have to do it well.
This is why we will spend a lot of time this semester working on improving your ability to get the reading you need to do done and to get it done well. This is an absolutely possible thing to figure out. One way we will do this is book club. Another way we will do this is with Reader’s Notes.
Details. Almost every class, you will be responsible for two-pages, double-spaced and typed, of reading notes for each reading we do in class. You will turn it in at the end of class for me to read. You should expect to share this writing with your classmates during class as well. What you have to read for class is listed next to “READ” on the syllabus. When you have Reader’s Notes due it will be listed next to “DUE” on the syllabus. The reading and the notes are due on the day it appears on the syllabus.
In your two pages you should make sure you include the following information:
1) Give a short summary of the main things that happen in the essay. What people are talked about? Where does it take place? What events happen during the essay? What order does it happen in? So sort of like the plot of the essay.
2) Don’t make your summary too long, though, make sure you save room to talk about the thesis of the reading is—the main point, the big idea, the reason the author is telling you about all this stuff in the first place.
3) If you are struggling with answering number two, it is acceptable to talk about what confuses you in the essay and to ask questions about what is going on. You can try to answer your own questions and not worry if you are right or wrong—you can take a guess at what the essay is about even if you aren’t sure.
4) If you are really good at this, you can try to make a connection between number one and number two. So explain to me how the stuff that is going on in the essay proves that the author wants us to get some big point from the essay.
Added to this, a lot of students I’ve worked with say that they don’t like to read things they aren’t interested in. Newsflash: nobody likes to read what they aren’t interested in. The problem, of course, with that, is that you have to do a lot of reading in college that you won’t necessarily be interested in, and, more than that, you’ll have to do it well.
This is why we will spend a lot of time this semester working on improving your ability to get the reading you need to do done and to get it done well. This is an absolutely possible thing to figure out. One way we will do this is book club. Another way we will do this is with Reader’s Notes.
Details. Almost every class, you will be responsible for two-pages, double-spaced and typed, of reading notes for each reading we do in class. You will turn it in at the end of class for me to read. You should expect to share this writing with your classmates during class as well. What you have to read for class is listed next to “READ” on the syllabus. When you have Reader’s Notes due it will be listed next to “DUE” on the syllabus. The reading and the notes are due on the day it appears on the syllabus.
In your two pages you should make sure you include the following information:
1) Give a short summary of the main things that happen in the essay. What people are talked about? Where does it take place? What events happen during the essay? What order does it happen in? So sort of like the plot of the essay.
2) Don’t make your summary too long, though, make sure you save room to talk about the thesis of the reading is—the main point, the big idea, the reason the author is telling you about all this stuff in the first place.
3) If you are struggling with answering number two, it is acceptable to talk about what confuses you in the essay and to ask questions about what is going on. You can try to answer your own questions and not worry if you are right or wrong—you can take a guess at what the essay is about even if you aren’t sure.
4) If you are really good at this, you can try to make a connection between number one and number two. So explain to me how the stuff that is going on in the essay proves that the author wants us to get some big point from the essay.
