English 101 Unit 3: Writing about research (or some other genre), “Grassroots” style
Okay, so we’ve written newspaper articles. We’ve analyzed language, content, and location of various written genres. We’ve even designed and implemented actual research about how people react to small (?) changes in various genres. Now, we will finish off the semester by writing about writing utilizing the format established in a relatively new and flexible genre. But what genre? The Grassroots Writing Journal that you’ve been reading all semester (sort of).
This journal, in its essence, represents writing about writing research, hence the title. As a class, we will delve into some published articles, coming up with rubric/criteria to base our own articles off of. However, here are just a few basics about this genre to start us off thinking:
· These articles tend to focus more on exploration than expertise. They don’t expect solutions or promote “mastery” of a genre.
· These are not “personal narrative” success stories of how you become a great writer in a certain genre. The process (and struggles within this process) are much more important—and much more interesting to readers than articles simply saying, “Look how great I am!”
· Some consider a failure in working with a particular genre or even the more theoretical aspects of writing.
· Many focus on researching and writing about OTHER writers and their genre activities.
· They all avoid making generalized statements about writing.
If you so choose, you can take the writing research from Unit 2 as a jumping off point for this article. However, you also have the chance to pick any other genre or writing experience that you’ve had. The choice is up to you, and you have a week to think about it.
And while this article, at a minimum of 4-5 pages, represents a shortened version of the articles housed in the GRWJ (which run between 8 and 11), you can expand your writing and submit to the journal if you’d like. It’s up to you. And who knows—maybe some future freshmen will be reading your writing! Also keep in mind, this final unit represents a pretty accelerated one. Your first draft is due in a little more than two weeks and your final draft, in a little more than three.
Important Dates to Remember (subject to change of course)
| Monday, April 2 | Ten characteristics of a GRWJ due on your blog |
| Friday, April 6 | Article topics/Genres/Etc. due |
| Monday, April 16 | Rough Drafts of articles due |
| April 18-April 20 | Individual Conferences (Location TBD) |
| Monday, April 23 | Final drafts of GRWJ articles due |
| Wed. April 25 | Final Learning Blog due |
| April 25-April 27 | Learning Blog presentations |
| April 30-May 4 | Assessment Week |
**Other GRWJ articles may be also be added to the hw reading list if seen fit
Unit 3 will be assessed based on the following criteria:
· 5 points: Monday’s homework of beginning to come with GRWJ criteria
· 5 points: Article topic/genre focus due on time
· 10 points: Article rough drafts due on time
· 30 points: The GRWJ article, including how well you’ve followed the class-constructed rubric and implemented feedback from the instructor and from your peers
· 30 points: The final learning blog entry and learning blogs presentations (specific criteria given out later)
· 15 points: Participation throughout Unit 3
· 15 points: Assessment week participation
· For a total of 110 points! (again)
Also: You will want to plan on bringing your GWRJ to every class period for at least the first part of this unit. And if, after reading through this Unit 3 introduction, you’re still a bit confused and want a head start, open that journal now.
Happy writing!
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