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assignments ENGL513 Composition Theory & Pedagogy: Reading Responses

Need to be in touch with me? 
LEE TORDA
310 Tillinghast Hall
Bridgewater State University
508.531.2436
ltorda@bridgew.edu
www.leetorda.com
Attend Zoom Class by clicking on this link. ​
All office hours for students will be held on Zoom until further notice.
Attend Any Zoom Office hours by clicking on this link. 

M&W 12:30-1:30
T 4:00-5:00
and by appointment
Schedule a time to meet with me, during office hours
​or otherwise, by clicking on this link. 
​​
OVERVIEW
Each week there is reading due, you are responsible for a 500 word response posted to our ENGL 513 DISCUSSION BOARD. Your response should attempt to make an argument about what the central values/ideas/argument of a particular reading or set of readings are.  You should expect to share these responses with me and with your colleagues weekly. They will be active documents in our class. 

DETAILS
  • Always post within 15 minutes of class time. 
  • ALWAYS READ THE PROMPT INCLUDED IN THE DISCUSSION BOARD PROMPT SET UP FOR THAT WEEK. Though it is not always the case, some of the time I will give you a writing scenario that I'm asking you to respond to or some other qualifying information that should shape your response. 
  • In your 500 words, responses should attempt to identify, through a close reading of the text, a central argument of the readings for the week: what is this authors argument about writing and/or literacy theory and/or pedagogy? What in the text proves it to you? 
  • Your thesis should try to pinpoint a particularly interesting (to you) aspect of their overall argument. It might not be possible to address every aspect of the readings. You will most likely have to choose to focus your attention in one or two places. This is NOT a summary. It is an argument. 
  • You can quote judiciously, but, given the 500 word count, "judicious" is the word of the day. 
  • You do not need a bibliographic citation because we are all working with the same set of readings.

EVALUATION
The Reading Responses collectively are worth 15% of your final grade in this class.

In order to earn a B for that 15% you must:
  • Turn in all but two of the assigned Reading Responses that earn an "acceptable."
  • You can revise any Responses that don't earn an "acceptable" as many times as you want until you earn an "acceptable."
  • You must turn in something--even if it is a sketchy and incomplete few sentences--on the day that the Reading Response is due in order to earn the right to revise. 

What an "acceptable" reading response looks like:
  • It follows the format described above 
  • It is turned in on time
  • It identifies the argument of the writer or writers, to use evidence from the text (either in quotes or paraphrased)to prove your point.
  • When appropriate, it speaks to the question or scenario posed to you in the discussion board prompt for that week's reading responses.
  • It is NOT just a summary; it is an analysis.

In order to earn an A for your 15% you must:  Do all of the things required for a B grade for all but one of the assigned Reading Responses.

In order to earn a C for your 15% you must:  Do all of the things required for a B grade for all but three of the assigned Reading Responses. 
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  • Home
  • ENGL 226 policies
    • 226 Discussion Board space
    • ENGL 226 syllabus
    • ENGL 226 PORTFOLIO
    • ENGL 226 PARTNER INTERVIEW MINI-PAPER
    • ENGL226 READING JOURNALS (assignment)
    • 226 BLOG INFORMATION
    • ENGL 226 Writing Studies Timeline Project
    • ENGL 226 Professional Writing Project
    • ENGL 226 SUPER FAST CAREER PRESENTATIONS
    • ENGL 226 Writing As Art
  • Previously Taught Classes
    • ENGL 301 >
      • ENGL 301 SYLLABUS >
        • PARTNER INTERVIEW ENGL 301
      • ENGL 301 Discussion Board When We Need it
      • ENGL 301 PORTFOLIOS
      • ENGL 301 READING JOURNALS (assignment)
      • ENGL 301 INTERVIEW WITH A TEACHER (assignment)
      • ENGL 301 BOOK CLUB (assignment)
      • ENGL 301 FLASH MENTOR TEXT MEMOIR (assignment)
      • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (assignment) >
        • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (instructions & sample annotations)
      • ENGL 301 ASSIGNMENT DESIGN (assignment)
    • ENGL102 >
      • ENGL 102 Class Discussion Board
      • ENGL102SYLLABUS
      • ENGL102 PORTFOLIOS/Research Notebook
      • ENGL102 ASSIGNMENT: Class Profile Page
      • ENGL102 ASSIGNMENTS: Reading Journals
      • ENGL102 ASSIGNMENT: OVERVIEW OF RESEARCH PROJECT >
        • ENGL102 ASSIGNMENT: POSITIONING YOURSELF
        • ENGL102 ASSIGNMENT: Locating & Evaluating part I
    • ENGL 202 BIZ Com >
      • ENGL 202 Business Writing SYLLABUS
    • ENGL 227 INTRO TO CNF WORKSHOP
    • ENGL 298 Second Year Seminar: This Bridgewater Life
    • ENGL406 RESEARCH IN WRITING STUDIES
    • ENGL 493 THE PERSONAL ESSAY
    • ENGL 493 Seminar in Writing & Writing Studies: The History of First Year Composition >
      • ENGL 493 Assignments: Annotated Bibliography & Presentation
    • ENGL 511 Reading & Writing Memoir
    • DURFEE Engl101
  • BSU Homepage