CFDE Proposal

CFDE Proposal: For the 2015 Fall Semester, English 181 course “Intersecting Literacies: Iraqi and U.S. Narratives Following the War”, the instructor respectfully requests funding from Emory’s Classroom Mini-Grant Fund to defray the costs of taking the students in this section to visit the Georgia War Veteran’s Memorial Complex and provide a lunch for the outing….

Course Memo

This ENG 181 course will use an integrated argumentative approach to teach introductory level collegiate writing, thesis driven research, and the interrogation and elucidation of textual artifacts. The semester will begin by investigating the argument and its components—claim, warrant, and analysis—as the basic unit of academic papers using early-semester, through a series of in-class writing…

التي تعصف الرياح لك منا اليوم

The issues of audience, intent, and register expectation all factor into the modality of a written textual artifact intended to be a communication from author to audience. (oh, dear reader, HABBE:  MN HZ? التي تعصف الرياح لك منا اليوم?? don’t look away were just code switching and meshing it up in here today. what? you’ll stay? oh you’re assigned to..oh well)…

Planning the Shape and Content for FYC

PRAXIS BLOG 16SEPT2014:“Planning the Shape and Content for FYC”     I : The wisdom of sound and sense “Make the semester itself mirror the writing process for an individual paper.” (Dan Regan p. 26)          It is the unity of sound and sense that makes poetry function on a higher register of evocation and…

On the Structure of Classroom Activities and “Invention”

Structure: Jolife’s suggestion for structuring class discussions (253) through have a schedule a rotating cast of student speakers, sits especially well with my plan for a the 181 course. Beginning the presentations after the first section of the class—which the students are gathering the background necessary to the deconstruct, identify, analyze, respond to, and offer…