Final Deadline and Exam/Writing Portfolio

M December 4

Essay 4RW DUE

FINAL DUE:

All initial essay submissions of E.1, E.2, E.3, E.4 and at least one RW of all four essays as well as conferences.

Exam Dates

FYW-1259-01 — Furman Hall 121, 9:30-10:20 MWF

W December 13 8:30-11:00 AM

FYW-1259-02 — Furman Hall 119, 12:30-1:20 MWF

Th December 07 12:00-2:30 PM (Final Writing Portfolio DUE December 13)

Exam Portfolio

Resubmit all REFLECTIONS (1-15) on exam date noted above. You may include any other artifacts of work throughout the semester to support the grade you deserve in the course.

Final Writing Portfolio

Due date for both sections is December 13 (Wed) by 11 am.

Submit the following through email attachments:

  • Final drafts of E.1, E.2, E.3, and E.4 as email attachments; be sure to submit CLEAN files (no track changes or comments visible).
  • Label files with your last name, essay number, “final,” and the date of submission, such as Thomas.E1final.121615.docx
  • Attach also a reflection (1-2 pages) on what you have learned as a writer and what you see as the key weaknesses you need to continue to address. Label the file your last name and final reflection, such as Thomas.finalreflection.docx
  • In the body of the email, RANK your four essays from the best to the weakest.

URGENT: Reminder

Minimum Requirements for course credit:

  • Submit all essays in MULTIPLE DRAFTS per schedule before the last day of the course; initial drafts and subsequent drafts should be submitted with great care, as if each is the final submission, but students are expected to participate in process writing throughout the entire semester as a minimum requirement of this course—including a minimum of ONE conference per major essay.
  • Demonstrate adequate understanding of proper documentation and citation of sources through a single well-cited essay or several well-cited essays. A cited essay MUST be included in your final portfolio.

Final Grade Sheet—FYW 1259 (Fall 2017)/Thomas

EDU111.FinalGr.FYW F17 copy

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Stank 2.0 and the Counter-Poetics of Black Language in College Classrooms

Teacher-Scholar-Activist

By Carmen Kynard

Is it possible to align with the illegible oppressed/contemporary subaltern, the falling apart abject nonsubject, inside a university English class? ~Alexis Pauline Gumbs

Kynard photoDisplacing Suede Patches and Stayin Fly…

In 2013, I moved to a new university with 20 years of teaching fully in tow.  I added these words to my syllabus in that fateful fall:

In this class, you will always be expected to connect outside sources to the topics of your writing (these sources could be books, articles, videos, film, music, archives, surveys, lectures, interviews, websites, etc). Writing critically with and from multiple, informed sources is perhaps the single, most common trademark for the kind of writing and thinking that is expected of you in the academy.  However, this does NOT mean: that you write about things you don’t care about, that you write as if you sound like an encyclopedia/wikipedia, that you omit your…

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“Every white person in this country…knows one thing,” James Baldwin (1979)

radical eyes for equity

On Language, Race and the Black Writer, James Baldwin (Los Angeles Times, 1979)

Every white person in this country—and I do not care what he or she says—knows one thing. They may not know, as they put it, “what I want,’ but they know they would not like to be black here. If they know that, then they know everything they need to know, and whatever else they say is a lie.

What Can a Sincere White Person Do? Malcolm X

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Essay 1 Prompt (Fall 2017)

We are sharing a text (Roxane Gay’s collection) and essay 1 with other sections of FYWs this fall. Below is the common prompt.

We will work from this prompt, but will also allow some adjustments, which we will discuss in class. This is a good place to start for planning.

Self-Definition Essay

In “Peculiar Benefits,” Roxane Gay defines privilege through personal and social narrative, weaving a story of the term that includes her own privilege and the way the term has been viewed culturally, both negatively and positively. Using Gay’s essay as an introduction to the genre, you will write an essay that uses exploration of personal and cultural experiences to define a term or concept.

Begin by choosing a term that is related to diversity and inclusion. First, look at this list of terms we’ll examine throughout the semester:

  • Race/Racism
  • Privilege
  • Sexuality
  • Gender
  • Feminism
  • Social Class
  • Intersectionality
  • Religion
  • Nationalism

Do you connect to any of these words, or variations of them? Do your personal or familial experiences with any of these terms offer you a starting point for thinking about what it means? Using this list as a starting point, pinpoint one of these terms or another that relates to them that you’d like to examine in more depth.

Once you’ve chosen a term, consider how this term is traditionally defined as well as how your essay will respond to or broaden that definition. Your essay must:

  • State the term being defined,
  • Offer a clear definition of the term,
  • Use cultural and/or personal examples to elucidate the definition,
  • Both name and explain any negative and positive connotations that are often attached to the term (see Gay’s explanation of privilege).

While all aspects your writing will be factored into the grade, this assignment specifically asks for you to focus on clarity and organization.